When we talk about education and the role of teachers, we usually think of curriculum, exam results, and academic success. But there is another important role behind all this, which is often overlooked – the “hidden curriculum”. This is the education that teachers inadvertently impart through their daily routine, behavior, and communication with students.
This idea was first presented by researcher Philip Jackson in 1968. He said that through the school environment, classroom culture, teacher’s behavior, instructions given by them, system of discipline and ways of interaction, students learn a lot that is not written in any textbook. This is the education that stays with students throughout their lives.
The depth of the hidden curriculum
As the teacher says, “Everyone please listen to the speaker,” or “Thanks for waiting your turn”, he unintentionally imbibes in the child such human values as courtesy, tolerance, and respect. Likewise, whenever a teacher says, “Let’s hear it out from both sides,” when he suddenly barges during a quarrel between two children in the classroom, he is actually encouraging them to air their views and learn the lessons of conflict resolution, empathy, discernment, and compassion.
These are not taught in any curriculum, yet they are indeed the things that contribute the most to their personality development among students.
Character Building and the Hidden Curriculum
A person’s character is defined by his conduct, thinking and decision-making ability. Whether a child is honest, sensitive or responsible depends on his learning methods and experiences. Students often try to get the appreciation of their teachers. In this effort, they unconsciously imbibe values like discipline, responsibility, cooperation and coexistence.
The behavior and routine of teachers determine the kind of citizen a child will become – a very deep social responsibility. It is therefore necessary that teachers understand this “hidden curriculum” and make it deliberate and purposeful.
Deliberate Character Education: A Necessary Effort
It would not be wrong to think that teachers are not just teachers, but they are also the moral guides of society. When teachers themselves follow moral values, such as punctuality, speaking politely, or being honest enough to admit mistakes, they become an example for their students.
The question now is how can teachers approach this process more consciously and purposefully? The answer is to bring an educational perspective to every little behavior.
For example:
When teachers listen to others patiently, children learn tolerance and the art of listening.
When they admit their mistakes, children learn honesty and self-correction.
When teachers help a child, the child develops cooperation and compassion.
Doing all these things deliberately, with a purpose is called the “intentional hidden curriculum.”
Consciously incorporating values into school culture
What kind of environment should a school or classroom have? Are we expected to have only good marks and discipline or a human environment as well? Teachers should think about what kind of people they want their students to become. Are we making them just good students or good human beings as well?
This requires that teachers add values to every activity – whether it is teaching a story, discussing a social issue or group work. When a story is taught, the moral lessons drawn from it should be discussed. When there is a conflict, the moral perspective should be kept in mind while resolving it.
Make students participate in this too – ask them, “What would be the right thing to do in this situation?” “What would you have done if you were in that character’s place?” This helps them learn not just information, but also discretion and ethical decision-making.
Informal conversations are also an opportunity
Education is not limited to the formal classroom. The hidden curriculum is activated even when teachers talk to students informally, such as in the playground, in a school assembly, or during an event. How teachers respond, encourage, correct in these moments – all this has a profound impact on children.
Therefore, it is very important that teachers take these moments seriously and consider their every activity as a part of education.
Conclusion
The hidden curriculum is like an invisible power – which sows the seeds of a cultured, sensitive and responsible citizen within the students. This education does not come from books, but from experiences. That is why teachers have to understand that they are not just the ones who teach textbooks, but the builders of the future society.
