A few months ago, I came across a photograph that made me pause and reflect. It showed some of my former schoolmates on a road trip, visiting their old teachers who had relocated far from Mumbai, all the way to Kerala. What struck me most were the beaming faces - both students and teachers radiating genuine joy at their reunion. This simple image sparked a deeper thought about the relationships we form during our school years.
At a school reunion a few years back, I witnessed something fascinating. The principal spent most of his time engaged in animated conversations with the backbenchers - the very students who had felt the brunt of his stick more than once during their school days. What was remarkable was that he hardly seemed to remember the toppers of the batch, but knew every single backbencher intimately. These former troublemakers had maintained contact with him over the years, creating bonds that had only strengthened with time.
I was a backbencher myself until about eighth grade, though my reasons were more strategic than rebellious. I chose to sit behind the bigger guys where I could remain invisible to teachers, giving me the freedom to read books or daydream during class. But observing my classmates, I noticed something intriguing - the academic toppers seemed to lack the emotional connection with teachers that the backbenchers naturally developed.
The backbenchers weren't necessarily the brightest students. Some had failed a year or two, others were outstanding athletes, but what they all shared was a genuine relationship with their teachers. The teachers recognized that these students needed extra help and support, often when everyone else - including parents - had given up hope. The teachers invested emotionally in these students, and that investment created lasting bonds.
The emotional connections formed between teachers and backbenchers were truly genuine years as time has proved. The teachers saw beyond the academic struggles and behavioral issues, recognizing the potential in these students. In contrast, the academically successful students, while appreciated, didn't require the same level of emotional investment from their teachers.
Years later, this difference becomes evident. Many of the former toppers have moved on without maintaining contact, some didn't even show up for reunions. Meanwhile, the backbenchers remain connected, grateful for the support they received during their most vulnerable years. They understand the value of having someone believe in them when others didn't.
This makes me wonder about our own educational journeys. How have your school relationships evolved over time? Have you stayed in touch with the teachers who made a difference in your life? More importantly, have you taken the time to thank those who saw potential in you when you couldn't see it yourself? Sometimes the most meaningful relationships are forged not in moments of success, but in times when we need support the most.
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