My husband, deep in his weekly-column trance, mumbled
something without lifting his eyes from the screen. I don’t know if he heard me
— his automatic, half-conscious response sounded like pure gibberish. I’d like
to think it meant, “Mind-blah-blah-blah…”
For the past few days, I’ve been consumed by an unstoppable
urge to write. I left journalism because I was tired of turning in stories
every single day — and now here I am, planning a book. Oh, the irony.
But somewhere beneath the irony, I sense a quiet calling —
maybe this urge to write is less about producing something and more
about pausing long enough to listen to what wants to be expressed. A
mindful whisper from within, perhaps.
Two ideas are swirling in my head, both aimed at helping
educators. Having shifted from journalism to elementary teaching, I have
enormous respect (and plenty of empathy) for this tribe.
My first idea is a practical phonics workbook for children
with learning differences — drawn from my classroom experience. The second is a
guide to reinventing the self: strategies for women restarting careers after
40.
Between the two, I’m leaning toward the second — I suspect
it would sell like hotcakes, especially among teachers. But why would so many
educators consider a career shift now? The CBSE’s latest move might explain
part of it.
The board plans to revamp the exam structure, shifting away
from rote memorisation toward analytical learning — aiming for 80% HOTS (Higher
Order Thinking Skills) questions. It’s a laudable goal: nurture analytical,
application-oriented learners who can solve real problems. But the crucial
question is — do we have enough teachers ready for that?
A nationwide study by the Centre for Teacher Accreditation
shows subject knowledge among teachers has fallen from 63% to 50% in recent
years. Overall subject mastery sits at about 53% — well below the 75%
competency benchmark expected for Grade 1 teachers.
School teachers are already underpaid and burdened with
enough work. Where will there be time for new training — and who will train
them?
If Class X exams become largely HOTS-based, who will
struggle most — students, teachers, or both?
Already, I see schools around me calling students in Classes
X–XII even on Sundays for extra coaching. If the system now requires
higher-order teaching strategies, I worry about the students’ and teachers’
workload and preparedness. CBSE’s effort to create critical thinkers is
commendable — but who’s ensuring teachers get the training they need?
This reminded me of a recent chat with my son after he covered the inauguration of a sports stadium in Ahmedabad. He said, “The stadium is world-class — but where are the coaches, trainers, nutritionists?” One question, and a noisy press conference fell silent.
My question may not silence CBSE, but it might just earn me a reader base. Hence, I am fairly confident that my second book might find favour among teachers who may be looking for better career options — if not for ambition, then at least for the sake of their health and peace of mind. After all, isn’t mindfulness about noticing what feels out of balance and having the courage to realign?
Right then, my husband emerged from his column trance and
said, “Do your research first before you decide anything.”
A divine premonition, perhaps — or simply a mindful reminder
to pause before I plunge.
Which book idea do you think should I go with? First or second? Comment below.
Seivana Thirundha Chey. (Whatever you do, do it right.) - Avvaiyar
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