Since time immemorial, the responsibility of making a society a better place has been put on the liable shoulders of teachers. A wide section advocates such liability while others oppose it as they feel teacher should be confined to the curriculum only. I opine/feel that both the phenomena are partially true and I would critically examine the role a teacher can play to build the personality of a student.

On one hand, proponents of teachers taking on the responsibility of teaching moral values argue that educators are often viewed as role models and mentors by their students. Along with that, teachers have a unique opportunity to inspire and influence young minds, creating a supportive environment where students feel comfortable discussing ethical dilemmas and seeking guidance. By incorporating discussions on right and wrong into their teaching practices, teachers can help students develop critical thinking skills and cultivate a strong moral compass. Additionally, instilling moral values in students can contribute to a positive classroom culture and promote empathy and respect among peers.

On the other hand, opponents argue that teachers already have a demanding workload, and adding the responsibility of teaching morality may detract from their primary role of delivering academic content. With stringent curriculum requirements and standardized testing, teachers are under pressure to cover a vast amount of material within limited time frames. Furthermore, students’ academic success often hinges on their ability to master core subjects, making it essential for teachers to prioritize academic instruction over moral education.

In my opinion, teachers should certainly strive to model and promote ethical behaviour in the classroom, but their primary responsibility lies in delivering academic instruction. By striking a balance between academic instruction and moral education, teachers can empower students to become responsible and ethical members of society.

USEFUL VOCABULARY
Immemorial: Extending back beyond memory, record, or history; ancient or time-honored; existing or occurring from time immemorial; beyond the scope of human recollection.
Liable: Legally responsible or accountable for something; legally obliged or subject to potential punishment, penalty, or legal action for wrongdoing or damages.
Liability: The state or condition of being legally responsible or accountable for something; the legal obligation or responsibility to make compensation or restitution for harm, injury, loss, or damage caused to others.
Curriculum: The prescribed course of study or set of educational programs and activities followed by students in a particular school, institution, or educational system; the subjects, topics, and learning objectives included in a formal educational program or course.
Phenomena: Plural form of “phenomenon,” referring to observable events, occurrences, or facts that are perceived through the senses or experienced in the natural world; any noteworthy or remarkable happening or occurrence.
Proponents: Advocates, supporters, or champions of a particular idea, cause, belief, or movement; individuals who actively promote or defend a specific position, viewpoint, or proposal.
Ethical: Relating to or conforming to principles of morality, ethics, or right conduct; morally upright or virtuous; adhering to standards of honesty, integrity, and fairness in behaviour or decision-making.
Dilemmas: Situations or problems requiring a difficult choice between equally undesirable alternatives; moral or ethical quandaries in which conflicting principles or values make it challenging to determine the best course of action.
Cultivate: To foster, nurture, or promote the growth or development of something; to encourage or facilitate the acquisition of skills, qualities, or virtues through deliberate effort or attention.
Instilling: Implanting or infusing something, such as values, beliefs, or attitudes, into the mind, character, or consciousness of someone through persistent or repetitive instruction, persuasion, or influence.
Empathy: The ability to understand and share the feelings, thoughts, or experiences of another person; the capacity for identifying with and vicariously experiencing the emotions or perspectives of others.
Peers: Individuals who are equal in social status, age, rank, or ability; persons who belong to the same group, community, or category and share similar characteristics, interests, or experiences.
Detract: To diminish or take away from the value, quality, or reputation of something; to reduce the effectiveness, significance, or importance of something by the presence of negative factors or aspects.
Hinges: To depend or be contingent upon something; to be based or centered on a particular factor, condition, or circumstance that determines the outcome or success of a situation.