Art of Teaching English

Not Just Mastering A Language, But Nurturing Exceptional Human Beings

Revathi | English Coordinator | Brindavan Public School, Athur & Chengalpattu

Is teaching a skill or an art? This debate can go on forever. But I believe teaching is an art, because every time we step into the classroom, we create a new masterpiece with our students.

My journey as a teacher was never planned, yet today I feel blessed to be part of this noble profession. Being a language teacher allows me to connect with children’s thoughts and feelings, and that bond makes the learning more meaningful. For me, teaching English is never just about grammar, vocabulary, or literature—it is about shaping experiences.

As the coordinator of the English department, I often reflect on what it really means to teach English in today’s classrooms.

Many people see English only as a subject with rules, lessons, and exams. But for us at Brindavan, English is much more. It is a bridge that connects students not only to knowledge, but also to ideas, people, and cultures. It prepares them for academic success, yes, but more importantly, for life.

The real challenge is to help students learn English as a subject while also acquiring it as a language. Children are naturally curious, and when they are engaged through stories, role play, games, or simple fun activities, they begin to enjoy the process. But English classrooms must also do something bigger—they must nurture essential life skills like empathy, problem-solving, confidence, and decision-making. These are not taught as separate lessons; they are woven into literature, prose, and poetry, where students can see connections to real life.

Creating curiosity is at the heart of it. In an English classroom, students should want to explore, not just learn because they have to. That is why we begin with a hook—a surprising question, an image, or a thought-provoking statement that sparks interest. Sometimes, even giving them a cliffhanger as homework works wonders. Encouraging students to frame their own questions builds confidence and independent thinking and turns passive listeners into active learners.

Every word you learn gives you power. Every sentence you build gives you confidence. Every story you read gives you perspective.

Reading, too, must go beyond memorising facts or names. It is not just about recalling characters or events for an exam—it is about understanding people, situations, and life itself. When students see reading as a way of connecting to real experiences, their curiosity grows naturally. Take Shakespeare for example. Many students feel his works are too distant or difficult, full of strange words and old-fashioned ideas. But when they realise his plays speak of love, friendship, jealousy, betrayal, ambition and power—the same emotions they see in movies, social media, or even their own lives—his writing comes alive.

This becomes clearer when we look at authors like Shakespeare or Charles Dickens- they were never meant to be read silently in a textbook: they were meant to be performed. When students act out lines, the fear of “difficult English” disappears, and emotions take over. Literature stops being just old texts and becomes a guide to life.

Teaching English is also incomplete without giving children opportunities to speak, listen, and write meaningfully. In our classrooms, students debate, deliver speeches, role play, and share reflections. They learn confident expression, and just as importantly, respectful listening. Writing too must go beyond rules and structure. We encourage them to write stories, poems, reflections, even scripts. When a child learns to put feelings into words, they grow into not only a better writer, but also a more thoughtful human being.

At Brindavan, we believe teachers are not just instructors, but guides. Their role is not to “cover the syllabus,” but to uncover talents, spark curiosity, and inspire confidence. A good English teacher becomes a bridge between words and life—turning grammar into expression, and literature into a mirror where students discover themselves.

And the results are visible. We see our students becoming confident speakers, thoughtful readers, and empathetic individuals. Parents often tell us how their children come home excited to share stories or retell the plays they’ve read. What once seemed like a struggle—putting thoughts into words—becomes natural.

Inside classrooms, too, we notice the change: meaningful discussions, fresh ideas, creativity flowing freely. Students are no longer memorising answers; they are thinking, connecting, and creating. For us teachers, what more could we ask for?

The art of teaching English is really the art of shaping young minds. It is about encouraging curiosity, building empathy, and preparing students not just for exams, but for life. English is not just a subject—it is a bridge. A bridge that connects students with stories, ideas, people, and most importantly, with themselves.

Teaching English is not about mastering a language, but about nurturing human beings who can think, feel, and connect. That is the true art of teaching.