I increasingly encounter cases upon cases of children with shattered confidence and broken personality issues, and most of them emanate from the tremendous desire of the mother to relinquish her “Mamta” (motherhood) role and assume the role of a teacher, for which she is singularly unequipped!
A child needs his mother’s motherhood more than her teacher-hood. In their enthusiasm to make their children smart, and under tremendous pressure from peers and schools, mothers in Pakistan are assuming more and more the role of a teacher at the expense of their motherhood role.
Motherhood is a natural role for the mother; however, the role of a teacher has to be learned and does not come naturally to everyone. Teaching requires aptitude, attitude, a soft nature, quest for knowledge, magnanimity, and hosts of teaching skills. These skills are in short supply even in those who have had formal training in teaching.
Why does the conventional teaching role conflict with the role of a mother?
The conventional teaching role is based on continuous monitoring of students: vigilantly guarding the space of the classroom, not allowing the students to talk or laugh, or move about, or go to the washroom, or drink water, or do anything without the teacher’s permission. The teacher tries to make the students totally dependent on her in the name of ‘maintaining class discipline’.
A mother’s role is starkly opposite. She naturally wants to encourage the child to talk and laugh more, be more independent, take charge of his own movements, get potty-trained earlier, go to the washroom on his own, eat and drink independently, socialize with other children, or in other words – not to be dependent on his mother.
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