Col. N.D. Hasan – A Consummate Professional

This article is written by Sayed Amir Hussain – English Teacher.

His career shows how it is possible to be too moral. Morality made him incapable of cruelty: I never remember him raising his voice, scolding anyone or being satirical or impatient with dullness or inattention. He conducted himself like a professional, he was sharp and organized. Ironed his clothes, polished his shoes and practiced good hygiene and grooming. He was very polite and well-spoken. He would respond to requests promptly and follow-through with promises in timely fashion. An extremely competent person who oozed confidence but not attitude.

He was seen maintaining poise even when facing a difficult situation. If parents were belligerent he did not mirror that behavior, he would diffuse the situation with professional demeanor. If a parent criticized a teacher, he was quick to stand behind him – a loyalty and organization appreciated by all. He prepared for challenges proactively rather than responding reactively, which set the tone for the entire school. I am grateful to God that I had the experience of working with such a wonderful person.

BREAKING: PIA First Officer & Airline Management Summoned in Harassment Case – Hearing on 30 April 2025

Modi Cuts Short Saudi Trip After J&K Attack, To Leave For India Tonight

27 non-locals killed, several injured in Pahalgam attack in IIOJK

For more such Opinions & Blogs, click here.

He focused his full attention on whoever was talking with him and conveyed the feeling that no issue was more important than the issue that person was raising. And regardless of the controversy he was in charge of resolving, he always attempted to make it a win-win situation and maintain the dignity of everyone involved.

A begrudging mother, once, complained to the principal, alleging that I had recommended “Bloodline” by Sidney Sheldon, the bestselling Author, to the boys in class. However, the truth was that during a discussion on reading material, the topic of Sidney Sheldon came up, and I had explicitly stated that his books weren’t suitable for their age group. Next day the mother arrived with a dog-eared copy of the book, highlighting passages she deemed inappropriate. When the principal asked me about the matter, I explained that her son had actually initiated the discussion and pressed for reasons why they shouldn’t read Sheldon. The principal smiled knowingly and advised the mother that, in her shoes, he wouldn’t be snooping under his son’s pillow. The principal’s response was both reassuring and humorous, implying that parents shouldn’t be overly concerned about what their children might be reading or exposed to, and instead trust the school’s guidance. His comment about not looking under his son’s pillow if he were in the mother’s position added a lighthearted touch to the situation.

The principal’s daily routine was a marvel of precision, with his morning and evening rounds becoming a ritual that the entire school could set their clocks to. Every day, without fail, he’d stroll through the corridors, his footsteps steady and purposeful, as if orchestrating the very heartbeat of the institution. His timing was impeccable, a symphony of punctuality that inspired a sense of discipline and order throughout the school. Students and staff alike could adjust their watches to the minute he passed by, so consistent was his schedule. It was as if time itself bowed to his regularity, and the principal’s daily rounds became a reassuring constant in the life of Aitchison College. The staff had synchronized their schedules to the principal’s routine, ensuring they were in their designated places whenever he made his rounds. His predictability had become a subtle cue, prompting everyone to be in position, ready and prepared, as he went about his daily inspections. The principal’s punctuality set the rhythm for the entire school. On a lighter note, once a master followed to walk with him, the principal being perceptive, noticed the teacher’s intentions, so he politely told him to do his work. It showed his ability to read people and situations, and also his willingness to address things lightheartedly.

Passengers evacuate Delta plane after engine catches fire

Grabbed, pushed into toilet: Cabin crew member molested by Indian mid-flight

Pope Francis’s funeral on Saturday, Vatican releases his photos in open coffin

When he joined Aitchison he was a dying man, it was soon discovered he had blood cancer. He was not able to have impact on the college. The qualities he possessed he could have taken the college to its peak. Even in that short span of time he was able to leave a legacy of cleanliness and punctuality. Mosque line up in the evening was never short of boys. He would come and inspect every evening.

Since I became a teacher I have worked with several principals, and four different school systems. I have worked with some principals that were very competent and some that were not. The competent principals have helped me to grow both as a professional and as a person. Through competent evaluations and discussions, they helped me to better see the strong as well as the weak points in my teaching style. They would honestly evaluate what I was attempting to do in a classroom. We would then discuss together what was actually accomplished. According to Colonel Sahib, an engaged student is rarely a behavior problem. Misbehavior usually indicated boredom, overwhelm, or lack of connection to the material being covered. Equally important to him was your success in avoiding battles with students and your ability to develop deep levels of rapport. An uptight and stiff teacher leads to an uptight and stiff class. He would often advise. We would discuss what was done correctly and discuss constructively what needed improvement. Then the principal would offer concrete suggestions that would help me to improve. I could really discern that principals of this type were really interested in helping me grow professionally as an educator. I was fortunate to work under a principal who truly embodied the role of a mentor. Our post-observation discussions were not mere formalities; they were insightful dialogues that delved into both the strengths and areas for improvement in my teaching practice. The principal’s feedback was always constructive, offering concrete suggestions that I could implement to enhance my instructional methods.

During one such conversation, I expressed my enthusiasm for teaching Higher Senior Cambridge (HSC) classes. I conveyed my confidence in my ability to rise to the challenge and my eagerness to further develop my teaching skills. Recognizing my commitment, the principal promptly arranged a meeting with the head of the English department to discuss the possibility of assigning me an HSC class. To my delight, I was entrusted with an HSC class that very term. However, the assignment came with its own set of challenges. Among the papers in the HSC curriculum, I was given the responsibility of teaching the most complex texts—works that were not only intricate in their themes and language but also lacked readily available critical material for reference. This scarcity of resources compelled me to delve deeply into the texts, conduct extensive research, and develop original teaching materials.

Saudi’s ‘Sleeping Prince’ turns 36, remains in coma 19 years after crash in London

India Halts Rail Projects In Bangladesh Amid Political Turmoil

Pilot Killed After Trainer Aircraft Crashes In Gujarat

This experience, though demanding, was immensely rewarding. It pushed me to expand my literary analysis skills, fostered creativity in lesson planning, and enhanced my ability to engage students with challenging content. The principal’s faith in my capabilities and his proactive support played a pivotal role in this phase of my professional growth. His approach exemplified how thoughtful leadership and constructive feedback can empower educators to reach new heights in their teaching careers.

I distinctly remember one very helpful suggestion. During one of my classes he came into my class for random observation. During our conversation afterward, he simply suggested two things, among some other things: One that asking the right questions is like tuning the radio to the correct frequency Two I should audio tape my next class¬ I followed his advice and learned a lesson about voice projection and animation. I was so boring with my monotone presentation I nearly put myself to sleep! This clearly taught me that suggestions don’t have to be complicated and difficult but be very helpful. On another occasion, the principal offered guidance on tailoring my teaching approach to the junior classes, suggesting I use simpler vocabulary to enhance comprehension. His advice was practical and student-centered, reflecting his commitment to effective communication and learning.

On the other hand, those principals who were not competent have really hindered my professional growth. They either would not or could not do those things that more competent principals did for me. I have come to greatly appreciate the positive impact that competent principals have had on my professional growth. I come to resent the impact that these incompetent principals have had. Due to their incompetence, my professional growth has most certainly been hindered. My experiences with principals have demonstrated to me that as a principal I must be prepared to be a positive influence on those who depend upon my leadership abilities and knowledge of the educational profession, all its aspects. As a leader his definite aim was to inspire. He sought but little to inform, but much to kindle a thirst of knowledge, a love of good and beautiful things, and to awaken thinking power.

Ex-test cricketer Michael Slater set to be released after time served for domestic violence offenses

Saudi Jets Escort Modi’s Plane To Jeddah Airport In Special Welcome

PM expresses Pakistan’s desire to enhance ties with China in Space technology

His guiding philosophy was rooted in the belief that you must first be able to connect with students before you can teach them. He took time to mentor young educators and treated us like consummate professionals even when we struggled. His analogy that sun is a powerful source of heat, yet the Earth doesn’t burst into flames each day at noon. However, if you concentrate the sun’s rays through a magnifying glass and direct the narrow beam towards something flammable you can start a fire. That is the difference between dissipated energy and energy that has been captured, concentrated and directed into a powerful laser-like focus. Immersion works the same way in the classroom and will allow you to transform lukewarm lessons into supernovas that set the classroom on fire

There were nights I went home questioning my chosen profession. But with the unfailing support and encouraging words I received daily from my principal, I survived.

SIR, MAY YOU BE BLESSED FOREVER!

For more such Opinions & Blogs, click here.

Historic 179-Year-Old University In US Considers Closure Due To Budget Shortfall

US, India Finalised Terms For Trade Deal,” Says JD Vance

Screening of “Ne Zha 2” extended to May 31 on Chinese mainland