Good teachers make an institution

I fully endorse Prof Amrik Singh’s views in his article “Need to scrap transfers of teachers” (Perspective, July 3). Yes, good teachers make an institution. Also they are reference points for ex-students. Besides, a new recruit takes sometimes to understand the working of an institution.

Students too, especially kids, get emotionally attached to an efficient and affectionate teacher. The teacher also gets acquainted with the strengths and weaknesses of his/her students gradually. By the time he/she attains perfection, transfer orders creep in. Such frequent transfers affect all the aforesaid parameters adversely. Hence transfers, especially mid-term transfers, should be avoided unless they are genuine and need-based.

Also, a school/college can show excellent results if it has the right mix of experienced, permanent faculty members and newly recruited staff. All new teachers in an institution might not be able to excel in their performance due to the lack of role models, i.e. experienced, devoted and sincere teachers.




In his article, Prof Amrik Singh has invited suggestion from teachers to solve the problem of transfers. Regarding primary school teachers, the Kothari Commission said: “Rational and appropriate policies have to be developed for transfers and postings of teachers which now cause considerable harassment. As a rule, teachers should be allowed to remain in the same schools as long as possible and to develop loyalties to individual institutions.

Barring disciplinary cases, every teacher should remain in a secondary school for at least 10 years. It should be the state’s policy. Again, no college teacher should be transferred within five years. Newly appointed lecturers should be posted in rural/sub-urban colleges first. Senior teachers who have served in the rural and sub-urban colleges for about 15-20 years and are desirous of working in urban area colleges, should be posted accordingly.

About 15 years back, the Association of Indian Universities had published a report regarding establishment of the Indian Educational Tribunal for redressal of teachers’ grievances. But somehow it did not get the right response. Hence, the writer’s view that “each state should have a legally constituted tribunal for redressing the grievances of teachers” should be implemented by the government.


TV’s baneful effect on children

N Bhaskara Rao’s article “Whither children’s television” (Sunday Oped, June 26) is timely. He rightly said that in the race for viewership, TV channels are concerned more about “what interests or attracts” rather than what is in the interest of children. True, neither the government nor parents and teachers seem to be bothered about this.

The media is playing an important role at present to expose and highlight various drawbacks in the government’s policies. Sadly, All India Radio is not broadcasting quality programmes as in the past. The programmes for general population, especially children, should be participatory, empowering confidence, encourage courage building, instil respect for elders and environment and promote cultural, moral and social values.

I agree that most imported children’s programmes today are all out to promote materialism, selfishness and consumerism. Today’s cartoons do not promote educational or general knowledge concepts but have some type of dope effect on children. After watching cartoons, I have seen children in my medical practice start behaving like cartoons with rude, disrespectful behaviour using dirty language with their parents and friends. Only then parents realise the baneful effect of TV.

Even programmes for adults have negative moral and social effect on children when almost all the serials show extra, pre-marital involvement, selfish, immoral, double standards and vindictive and disrespectful attitudes portrayed by most characters. As the immature minds of children can’t differentiate between good and bad, it is time our policymakers, parents and teachers woke up and did something constructive and positive. The media should intensify its campaign to build public opinion on this important national issue on which the future of our next generation depends.

Dr VITULL K. GUPTA, Bathinda


A black chapter

One cannot agree with Khushwant Singh that the Opposition, led by Jayaprakash Narayan, “was going well beyond the limits of protests permitted in a democracy,” as described in “Looking back at the Emergency.” (Saturday Extra, July 9), as the reason for proclamation of Emergency. The fact is Emergency was a 19-month-long nightmare, a hammer-blow to Indian democracy.

Praising the Emergency even after 30 long years shows ignorance of a crucial but black chapter in the annals of Indian democracy.



Khushwant Singh has done a yeoman service to the younger generation by giving them an objective account of the pre-Emergency situation and the ‘danda therapy’ practised by Indira Gandhi. This therapy does not suit people with a democratic bent of mind.

Quoting Acharya Vinoba Bhave to justify the Emergency as an era of discipline, was often described as the Devil quoting scriptures for his purpose.


Lines that linger

Surendra Miglani (Spectrum, July 17) has described dialogues of certain films which gained immense popularity. These became so popular that people proudly delivered them in their personal life.

There are hundreds of other dialogues, of amusing manners such as Raj Kumar in Mere Huzoor: Lucknow mein aisi kaun si phirdaus hai jise hum nahin jantey (Today politician and dons say this). Police inspector, Dev Anand in Johnny Mera Naam tells his boss, Iftikhar, Kanoon to apne haath mein hai, ab dekhna hai issey kaisey isteymaal karna hai (Many police officers say this).

S.K. HANS, Jalandhar

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