Character education will demand more from teachers

THE argument that teachers should not be saddled with too many non-classroom teaching duties is valid. Teachers are trained primarily to teach, and their effectiveness in the classroom depends heavily on the time and energy they can devote to their core duties.

But with increased emphasis on building students’ character in the new school curriculum – “Character Education to be introduced in 2027 school curriculum, says Fadhlina” (The Star, Oct 16) – it is inevitable that teachers would be called upon to bear extra responsibilities.

Character education is the process of learning common attitudes, beliefs and behaviours that make people responsible citizens. Values such as integrity, empathy, responsibility, resilience and respect are best learned through experience, observation and practice.

Students develop character not merely by reading about moral principles but also by seeing them lived out in real situations and by being guided through real-life challenges.

In this context, teachers play a crucial role as role models and mentors. Their influence extends beyond academic instruction into shaping students’ attitudes, behaviours and worldview.

The new curriculum’s focus on character building will naturally require teachers to engage in activities outside the classroom, such as mentoring programmes, co-curricular activities, community service projects and school-wide initiatives that promote values and social responsibility.

Nevertheless, it is important to distinguish between meaningful character-building responsibilities and excessive non-teaching burdens. Duties that directly support students’ moral, emotional and social development can be seen as an extension of a teacher’s educational mission rather than a distraction from it.

On the other hand, unnecessary administrative tasks, paperwork and logistical responsibilities that do not contribute to student growth should be minimised.

Teachers should be provided with proper training, clear guidelines and adequate time to implement character education initiatives. Collaboration among teachers, counsellors, parents and the wider community can also help distribute responsibilities more evenly, reducing the burden on individual teachers.

When character building becomes a shared effort, teachers can focus on guidance and mentorship rather than administrative overload.

LIONG KAM CHONG

Seremban