Teaching is often misunderstood as a profession centered primarily on content delivery—syllabus coverage, lesson plans, assessments, and results. While these are undeniably important, they represent only one dimension of what it means to be an effective educator.
At its core, teaching is a deeply human enterprise, rooted in relationships, emotional intelligence, and genuine care for learners. If an individual does not enjoy spending time around children, it raises a fundamental question about their suitability for the profession.
Children are not passive recipients of knowledge; they are active, emotional, curious, and sometimes unpredictable individuals. Every classroom is a dynamic ecosystem of personalities, backgrounds, abilities, and needs. To thrive in such an environment, a teacher must possess more than subject mastery—they must have an authentic appreciation for young people.
This does not mean that teaching is always enjoyable or easy. There are challenging days, difficult students, and moments of frustration. However, a foundational liking for children acts as the anchor that keeps a teacher grounded and motivated.
Relationships form the bedrock of effective teaching. Research and classroom experience consistently show that students learn best from teachers they trust and feel connected to. A learner who feels seen, heard, and valued is more likely to participate, take academic risks and persist through challenges.
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Conversely, when a teacher is emotionally distant or visibly uncomfortable around students, it creates an invisible barrier to learning. Students are perceptive; they quickly sense whether a teacher genuinely cares about them or is merely performing a role.
Enjoying the company of children enables a teacher to invest in these relationships intentionally. It influences how they greet students in the morning, how they respond to mistakes, and how they handle discipline. A teacher who appreciates children is more likely to exercise patience, empathy and fairness. They understand that misbehavior is often communication—an expression of unmet needs, confusion or external pressures – rather than simply defiance.
Moreover, education extends beyond academics. Teachers play a critical role in shaping character, attitudes, and social skills. In many cases, they serve as mentors, role models and even surrogate parents. This relational responsibility cannot be executed effectively without a genuine interest in the lives of learners.
A teacher who enjoys interacting with children is more inclined to listen to their stories, celebrate their successes, and support them through difficulties. These seemingly small interactions accumulate to create a powerful impact on a learner’s development.
It is also important to consider the emotional demands of teaching. The profession requires sustained interpersonal engagement – listening, guiding, correcting, encouraging, and sometimes consoling. Without an intrinsic enjoyment of being around children, this constant interaction can quickly become draining. Over time, it may lead to burnout, frustration and even resentment toward students. Such a mindset not only diminishes teaching effectiveness but can also harm learners’ self-esteem and motivation.
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On the other hand, teachers who genuinely enjoy children often find deep fulfillment in their work. They derive joy from moments of understanding – the “aha” expressions, the gradual improvement, the unexpected questions. They celebrate not just high grades, but effort, growth and resilience. Their classrooms tend to be more vibrant, engaging, and inclusive because their energy naturally invites participation.
This perspective does not suggest that one must be extroverted or overly expressive to be a good teacher. Personality styles vary and effective educators come in many forms. However, regardless of temperament, there must be an underlying respect for and enjoyment of working with young people. It is this disposition that sustains commitment during challenging periods and drives continuous improvement in practice.
For those considering a career in education, self-reflection is essential. One must ask: Do I enjoy conversations with children? Am I curious about how they think and learn? Can I be patient with their pace and forgiving of their mistakes? If the honest answers lean toward discomfort or disinterest, it may be worth exploring other career paths where one’s strengths and preferences are better aligned.
Education is too important to be entrusted to individuals who lack a genuine connection to learners. The consequences extend beyond poor academic outcomes; they affect learners’ confidence, attitudes toward school and long-term development. Conversely, when teachers bring both competence and care into the classroom, they create environments where learners not only achieve but also thrive.
Ultimately, teaching is not just about what you know—it is about who you are in relation to your students. Content can be mastered, methodologies can be learned, but the human element cannot be faked for long. If you do not enjoy being around children, the classroom will feel like a burden rather than a calling. But if you do, it becomes a space of purpose, impact, and enduring fulfillment.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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