Teachers seldom consider themselves as leaders. If this did happen the education system would have reformed a long time ago.

Most teachers say that while they intellectually subscribe to the idea of whole-education, they  are usually intimidated by the 'system.' Presumably, the system comprises parent expectations, as well as the aspirations of the student, to score high marks in examinations. Even the school managements push hard for results as they believe that this is the hallmark for excellence.

I say, suppose all these impediments vanished this very moment, will you be able to deliver a whole-education curriculum? There is an uneasy silence and hesitation. Most teachers will say, "yes."

I continue. If a teacher has never practised whole-education and lifelong learning, for example, in her personal life, how will she deliver the programme? Most teachers will remain silent.

Therefore, the problem is not the parent, the child or the management; it's you. You are the problem and you are the solution.

While the school can certainly manufacture crucible experiences, the difficult part is post-experience reflection. It is reflection that eventually brings about transformation. There is a need to have well-trained mentors who can facilitate this process.

In my next blog I shall share my thoughts on how the lack of understanding of the concept of 'self' has contributed to gross imbalance in leadership development.