Zero Hour Questions

Mrs. Gupta had been a teacher for nearly two decades. Before that, she spent ten years in the U.S. with her husband. Her journey into teaching began as a student herself, where she fell in love with the spark of curiosity in young minds and the joy of discovery reflected in their eyes.

Over the years, she had observed significant changes in both teachers and students. Teachers were now more qualified than ever, but their dedication to nurturing their students seemed to be waning. Schools were multiplying, with the good ones becoming better while the average ones struggled, their quality declining steadily.

One of the most striking changes Mrs. Gupta noticed was in the students themselves. They were no longer passive recipients of knowledge. They asked questions—sharp, probing, sometimes uncomfortable. Questions that many teachers preferred to avoid.

"Some teachers find it disrespectful," Mrs. Gupta remarked one day in the staff room. "They see it as a lack of discipline and a challenge to their authority."

A few days later, during class, a student asked, "Ma’am, if discipline is so important, why do those in power shout and argue on TV all the time? There’s no real news anymore—just debates. You teach us the value of free discussion, but the world seems so partisan and biased. Why should we believe in it?"

Mrs. Gupta was momentarily at a loss. "Sometimes," she replied carefully, "people let their emotions take over. They forget that their behavior sets an example for others."

But the question lingered in her mind. Later that day, she shared her thoughts with her colleagues in the staff room. "These children are asking questions we can’t always answer."

Mr. Srivastava, a senior teacher, nodded gravely. "And we can’t lie to them, nor can we speak too freely without risking trouble."

Mrs. Gupta sighed. "I feel like I’m failing them, giving them half-truths when they need real guidance. But if we shatter their faith in the system too soon, won’t that do more harm than good?"

The students, however, were undeterred. They took matters into their own hands, channeling their frustrations into creative solutions. They wrote letters to authorities, expressing their concerns. They organized mock parliaments, playing out the debates they wanted to see in the real world. They even took on roles as TV anchors, reimagining the news with balance and integrity. Slowly, their questions transformed. They were no longer just complaints; they became seeds of hope and avenues for change.

Inspired by their initiative, Mrs. Gupta introduced a new concept: the Zero Hour Class. It was a no-credit class open to all students, a space where they could voice their questions, debate ideas, and seek their own answers. In this safe haven of inquiry, Mrs. Gupta discovered something extraordinary—a few sparks of hope that reignited her faith