I have observed that whenever a teacher encounters an unfortunate incident in school especially an ugly scene with students; teacher colleagues quickly sympathize and advise their affected colleague to ‘teach and go home,’ so as to avoid the trouble. In other words, just attend your lessons and don’t do more than that. Give your bear minimum. That is so unfortunate.
The expression “teach and go home” has become disturbingly common in educational spaces. It is often uttered casually, sometimes defensively and occasionally with pride, as though it represents professionalism or healthy boundaries. In truth, the phrase reveals a dangerous misunderstanding of what teaching truly is. Teaching is not a shift-based occupation where one clocks in, delivers content and clocks out emotionally and morally untouched. The idea of “teach and go home” is, at its core, the refuge of the lazy teacher.
Teaching is not a simple transaction of knowledge from a textbook to a learner. If it were, books, videos, and artificial intelligence would have rendered teachers obsolete long ago. Yet society still desperately needs teachers because teaching is a profoundly human, relational, and holistic enterprise. It engages the intellect, the emotions, the moral compass and the social world of the learner. It requires far more than mastery of subject content; it demands presence, care, and intentionality.
A child does not walk into a classroom as a blank slate waiting to be filled with facts. They arrive carrying stories—of hunger, trauma, neglect, joy, curiosity, fear, and hope. Some are battling silent struggles at home; others are wrestling with identity, peer pressure, or unmet emotional needs. A teacher who merely “teaches and goes home” never pauses to notice the withdrawn learner at the back of the class, the disruptive child masking pain, or the bright pupil slowly losing interest because no one affirms their potential. Teaching, therefore, cannot be reduced to lesson delivery; it is an act of seeing.
ALSO READ:
Kisii MP urges below C+ students to join middle level colleges to advance their careers
True teaching is holistic. It addresses the whole child—mind, body, character, and spirit. Education that focuses only on academic outcomes produces intelligent but incomplete human beings. Schools exist not merely to produce exam results but to nurture responsible citizens, critical thinkers, empathetic leaders, and ethical members of society. This broader mandate requires teachers who understand that their influence extends beyond the syllabus. A careless word can scar a learner for life; a timely encouragement can awaken greatness that would otherwise remain dormant.
Teaching is also inherently relational. Learning thrives in the soil of trust. A learner is more likely to engage, ask questions, take risks, and persevere when they feel seen, valued, and respected by their teacher. Relationships do not form accidentally; they are built through consistent interactions, listening, patience, and genuine interest in learners’ lives. These relationships cannot be confined to forty-minute lessons. They grow in corridors, during clubs and games, in mentorship conversations, and sometimes in moments of quiet intervention when a teacher chooses to stay a little longer.
Those who champion the “teach and go home” philosophy often argue that teaching is a job like any other and that teachers deserve personal time—and they do. Rest, balance, and boundaries are essential. However, professionalism should not be confused with minimalism. There is a difference between healthy boundaries and professional apathy. Teaching, like medicine, ministry, or parenting, is a vocation that carries moral weight. It demands emotional labour, reflection, and a willingness to go beyond what is contractually convenient when the learner’s wellbeing is at stake.
ALSO READ:
MMUST researchers secure Ksh489 million global grant to combat Antimicrobial resistance
Moreover, teaching is a continuous process. The work of a teacher does not end when the bell rings. Preparation happens before the lesson; reflection and adjustment happen after. Effective teachers review what worked, what did not, and how to support learners who are struggling. They communicate with parents, collaborate with colleagues, and seek professional growth. This unseen labour is often what separates mediocre teaching from transformative teaching.
History is replete with testimonies of individuals whose lives were changed not by content, but by a teacher who cared. Rarely do adults remember every topic they were taught, but they vividly remember how a teacher made them feel, the belief a teacher had in them, or the moment a teacher intervened when everyone else had given up. These are not accidents; they are the outcomes of teachers who rejected the shallow notion of “teach and go home” and embraced the fullness of their calling.
In an era where education systems are under pressure to deliver results, teachers must resist the temptation to retreat into mechanical instruction. The future of our societies depends not just on what learners know, but on who they become. That responsibility cannot be outsourced to textbooks or timetables.
To teach is to engage fully – with minds, with hearts and with purpose. Teaching is not something one does and abandons at the classroom door; it is a relational, holistic, and ongoing commitment to the growth of another human being. Anything less is not teaching – it is merely passing time.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
>>> Click here to stay ahead with the latest national news.
