A Conversation with a Skeptical School Teacher

Can We Really Find Time for STMs? A Teacher's Perspective

Today, I had an enlightening conversation with a school teacher who recently read my book on Student-Teacher Meetings (STMs). She congratulated me on the effort and praised the innovation behind the concept. However, she expressed a common concern:

"Though it's quite innovative and shows your research on the topic, I don't think it can ever be applied in a system like ours. We're too occupied with other things, and having a student-teacher meet doesn't seem necessary because we keep talking to our students in class. Many students participate, some actively answer...so there are just a few who stay quiet, and some who are just unbearable because of their naughtiness. Having a procedural meeting doesn't seem to be coming in soon."

I genuinely appreciated her honesty and concerns. She spoke for many educators, which made me reflect on why STMs are so crucial. Yes, we do interact with students during class, but how often do we connect with every single one of them? The quiet ones, the naughty ones, the introverts—how well do we truly know them?

STMs aim to cover every student, not in the classroom where they might feel exposed, but in a 1:1 setting where they can speak freely. These meetings will help uncover their real personalities, their strengths, and their struggles. It’s not just about talking; it’s about connecting.

Initiating STMs requires a wholehearted effort, but the rewards are immense. It will foster better connections between students and teachers, making the classroom a more inclusive and understanding environment. I'm glad she saw the potential in what I was saying, and I hope more educators will too.