Sr. Hilda O.S.M

THE ROLE OF A TEACHER IN HELPING THE STUDENTS TO FACE THEIR PRESENT PROBLEMS

                                                           Sr. Hilda O.S.M

INTRODUCTION

                             One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”

-          Carl Jung

Dear Teachers,

I would like to share my thoughts with the quote of Dr. A.P.J. Abdul Kalam “Teaching is a very noble profession that shapes the character, caliber and future of an individual.”

In this article the problems of the students and what is our responsibility to change the lives of our students and to bring about the awareness between teachers is dealt. Teachers have a great role to play in the life of the students who are entrusted to the mentor for a short while but important period of their life journey. We have got a very big responsibility to bring changes in the life of the students in their crucial times.

         If students are to be ready to meet the challenges of new realities – in work, in their lives, and as citizens – they will need to be emotionally mature, well-educated, socially responsible, and sure of their own goals and values. This will require enlightened support and encouragement from families, schools and society. Our educational institutions must play a major role in helping them to do so.

         In recent times, educators have lost our interest of moulding our children’s life. It is not always easy to change a student’s life, which is why it takes a great teacher to do so. Whatever the student needs to help them excel, a life changing teacher will be there for them.

A teacher is always loved to be with students, listen to them, talk to them and help them in realizing their dreams. We see in olden days teachers had dedicated themselves not only to teach the bookish knowledge but also they were ever ready to teach them the moral values through their own life style. Teachers were respected by the students; they loved them and followed what their teachers taught them. Teachers’ words were the golden words for them.

          But now, it is completely changed. Money became the first priority. Dedication for the divine teaching declining. Instead teaching profession has become a business where moral values have no place. Nowadays, many don’tchoose this teaching profession in their first preference but they choose it when they are unable to get other professions.

I was reflecting upon the quality of teaching in all our Servite CBSE Schools in North India where I teach. The thought came to me that we produce doctors, engineers, scientists, politicians etc., but failed to promote human beings. What went wrong in our schools, we provide all the facilities to our students but lack to be the role models for them. I won’t say that everything went wrong. There are good things too. I just focused on what went wrong in promoting human values.

The first part of this paper dealswith students’ problem. How students getting affected by different problemsand how those problems affect their academic performance and their life on the whole are dealt in this chapter.

The second chapter aims to briefly trace the role of a teacher. How being a teacher we behave with our students and what is our contribution in the life of students both positive and negative.

The third chapter deals with few methods, the administrators and teachers have to undertake to improve the life of our students to motivate them to become responsible persons in the society.

          If each teacher realizes his or her true responsibility for being a teacher, then the whole system of education would bring considerable standard we expect. Thus, we may be able to see the changes to create better India through our own students. Let each teacher become a light house to our students. Let us be the beacon to show the right path to the aimless, be the candle to

sacrifice oneself for the better cause and be the camphor to light the way and spread fragrance to all who come across.

CHAPTER I

THE PROBLEMS OF STUDENTS

INTRODUCTION

Students are the backbone of every school. They become the future citizens of our society. These children face numerous problems in their young age. It is increasingly seen among the students as they struggle to achieve their identity and to avoid role confusion. Unfortunately, they don’t find anyone to guide them. So what happens? Problems after problems crop up and we teachers mark them as useless.

 I deal here of the problems faced by the students and how they affect their academic level and their life style. If given enough care, all our students would become heroes of this age.

1.1 Family Factor:

1.1.1 Authoritarian Parents (Adolescence and youth)

        Authoritarian Parents favor obedience as an absolute virtue and tend to deal with any attempts at protest with forceful, punitive measures. Free discussion or two-way interaction between parent and child is discouraged out of the conviction that the young person should unquestioningly accept the parent’s word about what is right.

        Some parents may take this stance out of a feeling of hostility or simply because they do not wish to be bothered. Others may do so because they think that this is the way to develop “respect for authority.”

         Authoritarian parenting is associated with a lack of social competence with peers, a tendency to withdraw instead of taking social initiative, a lack of spontaneity, low self-esteem, an external locus of control and a moral orientation that is guided more by external than internal demands and standards. Adolescents from authoritarian homes tend to be conforming and obedient and they are academically competent. At the same time, they tend to have negative self-perceptions of their social and academic abilities.

1.1.2 Separation and connectedness:

          As adolescence progresses, young people must be given sufficient freedom from parental authority and control in order to experience themselves as individuals with needs and feelings of their own, to make decisions about their own lives, and to take responsibility for the consequences of those decisions. At the same time, they continue to need their parents’ guidance and support. “For parents to leave adolescents on their own would be irresponsible. For parents to seek to duplicate themselves in their sons and daughters would be equally dysfunctional.”

1.1.3 Working Families:

With women’s entrance into the labour force – a major social change since the 1950s – two earner families have become more common than one-earner families. Adolescents with mothers employed full-time spent more time doing homework and less time in general leisure activities than did adolescents with nonemployed mothers.

         What children do after school is one concern resulting from the shift toward mother’s employment. Many jobs require parents to work in the afternoon. Adolescents who come home to an empty house after school are called latchkey adolescents because they must carry a key to gain entry. In a study, it is found higher levels of misconduct among latchkey adolescent girls who spent time away from home and whose parents were less responsive and less demanding. These children tend to indulge in wrong activities like making friendship with people who roam around without taking any responsibility. Some even cooperate with others to steal things for fun.

1.1.4 Single – Parent Families

Children who have experienced a divorce may regress, withdraw, become aggressive or depressed, exhibit behavior problems, feel responsible for the divorce, blame one or both parents, suffer from a conflict of loyalties, and perform poorly in school.

          Adolescents in single parent families may be more susceptible to the effects of antisocial peer pressure. The child’s problems in adjusting to divorce are often aggravated by the fact that the parents are preoccupied with their own problems, and have difficulty responding to the child’s needs. The child often experiences a feeling of being caught in the middle between the two parents, a feeling that is associated with poor adjustment in adolescents.

         A large number of families struggle with adolescents without knowing how to cope with these children. In most of the Madhya Pradesh schools, the students are facing this problem. They indulge in unwanted behaviors than in concentrating on studies.

         Divorce affects children negatively to the extent that it results in a loss of time, assistance and affection provided by the noncustodial parent.

1.1.5 Uneducated Families:

         Students from villages or uneducated families are not given proper care. First of all, the students from villages do not get quality education. If they are willing to come to the cities, they struggle for shelter or hostel. Many in Madhya Pradesh, have rented rooms for their studies purpose staying alone and no one to bother them. Students too lie to their parents, get more money and spend lavishly. As there is no one to take care of them, they live the way they like. Most of the students are spoiled specially boys, like rash driving, late night watching movies, roaming around with their friends etc.

1.2 School Life:

High school is an important period of time in an adolescent’s life. It is at this time that students are making decisions about their course taking and future educational and career plans. It is also the time when parental authority is being challenged by peer pressure, the influence of peers can be both positive and negative. On the positive side, it can serve as an important incentive for adolescents to perform well in school. On the negative side, peer influence can lead to discipline problems and delinquent behaviors both inside and outside school. Thus, the values of peers can play an important role in students’ educational experiences and outcomes.

1.2.1 CCA – Continuous and Comprehensive Assessment

    In CBSE schools this CCA pattern spoiled the children. In order to save the students, the board took initiative it introduced general promotion up to class VIII. So it organized in schools this CCA pattern where the students have to participate in various activities to secure marks which were very easy for them.  In turn, the student who was in VIII standard is unable to read and write due to this general promotion. Standard of the education is going down. Students secure marks very easily by the project work they do and other activities too. They lost interest to learn and memorize to some extent.

1.2.2 Problems with Peers

Incidents:

   1.       Rashi of tenth grade girl is often upset with her friend Aashima. SometimesAashima is rude to her; sometimes she seems to be flirting with Rishi’s boyfriend. Rashi complains to her other friends frequently about what Aashima is doing. One of her friends tellsAashima everything she hears, which only causes Aashima to act more rudely towardsRashi.

As many of us know, problems between peers are common in middle and high school. Like so many adolescents dealing with peer issues,Rashi would benefit from having an outside figure to discuss situations with, help her seek positive treatment, and show her how to be kind to others when needed.

2. A boy of tenth grade cut his hand with blade very deeply for he had problem of love relationship with a girl of same class. He clicked a photo of his wound and sent to his girlfriend blackmailing her to say yes to him. This boy’s father left his mother and married another woman.

3. Boys from low salary families want to have all the facilities like their friends from rich family. They blackmail their parents to fulfill all their desires by all means. Parents struggle to provide all the facilities.

4. Students involve in all the wrong doings to keep up their friendship like bursting bomb in the school toilets, breaking the drinking water taps in the school etc.,

However, it is through the peer group that students are most likely to be introduced to problem behaviour such as drinking, smoking, diligence and low academic performance.

Adolescents are particularly vulnerable to peer pressure, because they are at a stage of development when they are separating more from their parents' influence, but have not yet established their own values or understanding about human relationships or the consequences of their behavior. They are also typically striving for social acceptance at this stage, and may be willing to engage in behaviors that will allow them to be accepted that are against their better judgment.

1.2.3 Private Coaching Classes:

        It is a trend in recent years, that each student should attend coaching classes after the school. Parents are also ready to spend such a lot of money in coaching as both the parents are earning members and do not have enough time to spend with their wards. It is a waste of time. Coaching classes are meant to earn lump sum amount from the students, their moral values are not taken care of, and most of the students waste their time and money in the name of coaching.

          It is  worse to say that students when they finish tenth grade, their parents send them to Kota, in Rajasthan for the coaching for triple IIT exam. They take dummy admission in any of the schools. Parents are ready to pay lakhs to both school and coaching simultaneously. I say it is the greed of the parents towards their wards to appear in IIT exam and twelfth board exam together. Some students are unable to cope with this kind of situations. So either they end up their lives or give up coaching in between. Few parents go to that extreme that when their wards are unable to do better, they give drugs to boast their brain and send them for coaching in Kota.

Student suicides are becoming increasingly common in Kota, Rajasthan, considered the capital of India’s shadow education system. Its many commercial coaching centers, that guarantee success in professional entrance exams, pressure students into striving for unrealistic goals. Unable to cope with failure and anxious about letting their family down, a growing number of Kota students opt to end their lives.

“These deaths result from poor relationships with parents, excessive expectations, the feeling of being unwanted, poor understanding of their peer/romantic relationships. These result in an impulsive decision or a long thought-out deliberate suicide,” said Saldanha.

Here, it is highlighted how these coaching classes are criticized from the News Paper “The Times of India”.

  In Times of India, Private coaching centers earned sharp criticism from the minister for human resource development on Monday. The HRD minister, PrakashJavadekar; while claiming that these centers treat students as “slaves” under the pretext of training them for admission to premier institutions, also said that the decline in teaching standards in schools and colleges is also due to increasing reliance on coaching centers.

             Coaching institutes too are of the view that the dummy admissions in schools to attend coaching have become a menace. According to an Assocham survey close to 87%of primary and up to 95% higher secondary school students attend private coaching classes. The Supreme Court too in February 2017 said that private coaching centres in the country need to be “regulated” as these cannot be “wiped out” and asked the centre to ponder over framing guidelines for it. 

Javadekar speaking at the launch of the Smart India Hackathon 2018 in Pune, said: “It is a cause of worry…. Students from class VIII become slaves of these coaching institutes. The coaching institutes are promoting rote learning and not imparting actual knowledge to the students.”

1.2.4 Problems of Gifted Children:

         The gifted children have certain basic needs, the need for security, for love, for belonging and the need to be accepted as an individual. The gifted child needs a proper environment for his development. He wants to be understood carefully in response to his different needs and problems. The gifted child is exceptionally curious and has a thirst for knowledge and is, therefore, in the habit of asking searching questions. The parents as well as the teachers, who do not understand his urges, usually snub him. Sometimes, he wants appreciation for his ingenuity in a scientific field or creativity in the arts, but does not get it. Consequently, he feels insecure and rejected and any sort of mishandling or carelessness on the part of teachers or parents further aggravates the situation and he becomes a nuisance.

           In case the gifted child gets undue attention and appreciation, he becomes too conscious of his superiority and develops a boastful and supercilious attitude. He cannot adjust with his fellow students. He considers them inferior and foolish and may even dislike them, while they, in turn jealous of him. They do not accept his superiority and begin to reject him. The gifted child in this way does not get recognition from his peers and faces a sort of social rejection. This perturbs him and as a result, he either becomes withdrawn or aggressive and hostile.

          From another angle too, the gifted children are faced with problems of adjustment in our usual system of class-room, instruction. We, in the class-rooms, plan work for an average child and the same task is assigned to all the children in the class. For the gifted child this is no challenge and he either finishes the assignment much ahead of the others or takes no genuine interest in it. As a result, he becomes restless, careless, inattentive and idle and often utilizes the extra time and surplus energy in making mischief and indulging in acts of indiscipline in the class-room and out of it.

1.2.5 Truancy:

             Most of the students from villages remain absent to school.            

It is unjustified absence from school on a child’s own initiative without the permission of parents or school. A truant is any child that is irregular at school for he finds other places more attractive than school work, and all it stands for. He may be an individual who just does not want to go to school and makes plan to do some other things else. He wanders away from these difficulties and in at least held the drift into delinquency.

Truancy is a series of sociological problem which can lead to juvenile delinquency and ultimately to crime. The pupils who play truant are generally difficulties in anxious and highly sensitive in class and have difficulties in their dealing with other people there.

1.3 Media

         The influence of the media on the psychosocial development of children is profound. Thus, it is important for physicians to discuss with parents their child’s exposure to media and to provide guidance on age-appropriate use of all media, including television, radio, music, video games and the Internet.

The objectives of this statement are to explore the beneficial and harmful effects of media on children’s mental and physical health, and to identify how physicians can counsel patients and their families and promote the healthy use of the media in their communities.

Television has the potential to generate both positive and negative effects, and many studies have looked at the impact of television on society, particularly on children and adolescents. An individual child’s developmental level is a critical factor in determining whether the medium will have positive or negative effects. Not all television programs are bad, but data showing the negative effects of exposure to violence, inappropriate sexuality and offensive language are convincing. Still, physicians need to advocate continued research into the negative and positive effects of media on children and adolescents.

• There is a relationship between watching violent television programming and an increase in violent behaviour by children.
• Excessive television watching contributes to the increased incidence of childhood obesity.
• Excessive television watching may have a deleterious effect on learning and academic performance.
• Watching certain programs may encourage irresponsible sexual behavior.

            In today’s world, one of the greatest factors influencing our development is exposure to television. Television has become a regular baby-sitter and even play mate for many children. A major concern of professionals and parents alike is the influence of the countless hours of exposure to media violence.

Television viewing frequently limits children’s time for vital activities such as playing, reading, learning to talk, spending time with peers and family, storytelling, participating in regular exercise, and developing other necessary physical, mental and social skills. In addition to the amount of time spent in front of the television, other factors that influence the medium’s effect on children include the child’s developmental level, individual susceptibility and whether children watch television alone or with their parents.

Studies show that parents play an important role in their children’s social learning, but if a parent’s views are not discussed explicitly with children, the medium may teach and influence by default. Other media, such as magazines, radio, video games and the Internet, also have the potential to influencea child’s eating habits, exercise habits, buying habits and mental health. If children are allowed to be exposed to these media without adult supervision, they may have the same deleterious effects as television.

Some video games may help the development of fine motor skills and coordination, but many of the concerns about the negative effects of television (e.g., inactivity, asocial behavior and violence) also apply to excessive exposure to video games. Violent video games should be discouraged because they have harmful effects on children’s mental development. Parents should be advised to familiarize themselves with various rating systems for video games and use this knowledge to make their decisions.

           Children plugged into a computer all day long have little opportunity to engagein social interaction. They live as that of lodge under the same roof. No filial relationship even with their family members. Each one wants to have a computer of his or her own with the internet connection with a reason of doing project works.

The Negative Side:

1.Many students rely on the accessibility of information on social media specifically and the web in general to provide answers. That means a reduced focus on learning and retaining information.

2. Students who attempt to multi-task, checking social media sites while studying, show reduced academic performance (http://viralms.com/blog/2011/04/how-social-media-affects-students/). Their ability to concentrate on the task at hand is significantly reduced by the distractions that are brought about by YouTube, stumbleupon, Facebook or Twitter.

3.       The more time students spend on social sites, the less time they spend socializing in person. Because of the lack of body signals and other nonverbal cues, like tone and inflection, social networking sites are not an adequate replacement for face-to-face communication. Students who spend a great deal of time on social networking are less able to effectively communicate in person.

4. The popularity of social media, and the speed at which information is published, has created a lax attitude towards proper spelling and grammar. This reduces a student’s ability to effectively write without relying on a computer’s spell check feature.

5.        The degree to which private information is available online and the anonymity the internet seems to provide has made students forget the need to filter the information they post. Many colleges and potential employers investigate an applicant’s social networking profiles before granting acceptance or interviews. Most students don’t constantly evaluate the content they’re publishing online, which can bring about negative consequences months or years down the road.

6.          Moderating their access to social media is one excellent method. Most of the negative aspects can be overcome by reducing the amount of time spent on social network sites. Provide ample time for face-to-face social interaction, like having some family leisure time in which you discuss their studies in a relaxed atmosphere or inviting friends and family over for cookouts.

7.    Paying attention to their academic progress and addressing any issues will go a long way towards keeping the negative aspects of social media from influencing their studies. So, too, will providing fun, face-to-face social interaction with loved ones.

1.4 Problem Behavior:

Anxiety:

Anxiety is a normal reaction to certain situations. A small level of anxiety is normal, but severe anxiety can be a serious problem. Academic anxiety can become more detrimental over time. As a student’s academic performance suffers, the anxiety level related to certain academic tasks increases. Most teachers will have students with social anxiety and/or academic anxiety. Social anxiety can also affect a student’s academic performance. If a student has social anxiety, the student might not be able to complete group tasks or might not feel comfortable asking for help in class. Social anxiety can go along with or even lead to academic anxiety.

Anxiety can also negatively affect classroom behavior. Low self-concept and lack of motivation have been linked to higher levels of anxiety.Anxiety has been linked to poor academic performance. High levels of academic anxiety can negatively affect working memory. Anxiety is also associated with high levels of worry that can affect academic performance.

1.5 Sexual abuse

Sexual abuse of adolescents is all too common in North India especially in Madhya Pradesh where highest amount of sexual abuse is complained. Most of the families are joint families and both the parents are earning members. High rate of sexual abuse is noted in these kinds of families. The child is abused by their own family members.

       Among the longer - term effects that sexual abuse may have are symptoms of post – traumatic stress disorder, including nightmares, sleep disturbances, and poor concentration; feelings of helplessness and inability to control one’s own destiny; depression and anxiety, and impaired ability to establish trusting relations with others.

Incidents

1.      Most of the students are using auto for their transportation to school. A girl of seventh grade was molested by the auto driver on the way back home.

2.      A boy of tenth grade was abused by the teacher who was a homosexual in his coaching. The boy was a very intelligent student but lost his interest in studies.

3.      A girl of sixth grade was molested repeatedly by her own cousin brother at her home.

4.      Step father was molesting a girl of our school regularly since she was of eight years old onwards without her mother’s knowledge.The girl thought that all the fathers would be like that only. Every day, the girl would be shivering to go to her own home.

5.      Heterosexual attitudes and behaviours have changed extensively in the twentieth Century.

6.      Both males and females report dramatic increases in condom use, undoubtedly due to AIDS education. However, only one third of male adolescents use condoms all of the time.

7.      You might think this is a risky behavior limited to females, but rest assured that there are teen males out there who feel pressured into sexual activity, too. It’s quite likely that rumors and stories about sexual promiscuity abound throughout the school.

8.      Sexting is a big problem with today’s teens as well. And despite many parents’ beliefs that their teen "would never do that," studies show most teens are sharing sexually explicit content with one another. Sexting has become normalized among teens, which causes many of them to overlook the potential risks involved in sharing nude or partially nude photos.

            Student of class tenth tries to go to girls’ washing room and touches a girl inappropriately. Few students write bad things about girls or lady teachers on the school wall.

1.6 Hero Worship:

            Generally speaking, adolescents evince a strong tendency towards hero worship, though the criterion of heroism is not the same in all the children. Possession of any quality that attracts an individual child the most is sufficient qualification for a man or woman to become its ideal. While one child may regard a wrestler as hero, another may profess allegiance to a scientist, yet another may be devoted to a film personality or a political leader. In schools some teachers impress their students considerably with the result that they come to be tenderly and affectionately regarded by them, also being imitated by the tender children.

            The students both boys and girls imitate the style of their hero in dressing or in beautifying themselves. Their concentration turns towards the worldly things. They think this is their actual way of life. There is no one to guide them to the right path. Instead of concentrating in studies they bring vulgar movies to school to exchange with others. They speak the language used by their heroes.

Other Risky Behavior:

Around friends they wish to impress, teens often display behaviors they usually wouldn’t entertain. Whether a teen wants to show off how fast their car can go for their date or they want to be a "good friend" by letting pals cheats off their homework, the desire to be seen as "cool" can cause teens to be irrational at times.

·         Cheating in the exam

·         Breaking common properties in the school

·         Rash driving with their friends

·         Bursting the bomb in the toilets and in common places in the school.

·         Stopping the school bus in between to beat the students with whom one has misunderstanding with the help of few senior other than our own school.

1.7Role Models:

A role model is a person who inspires and encourages us to strive for greatness, live to our fullest potential and see the best in ourselves. A role model is someone we admire and someone we aspire to be like. We learn through them, through their commitment to excellence and through their ability to make us realize our own personal growth. We look to them for advice and guidance.

A role model can be anybody: a parent, a sibling, a friend but some of our most influential and life-changing role models are teachers.

          Teachers are founts of experience. They have already been where their students are going, undergone what they will go through and are in a position to pass along lessons, not only regarding subject matter, but lessons on life.

But in reality, students are unable to see a role model for them to follow. Teachers are in their world not committed or dedicated to their job and never bother about the life of their students.

1.8 Conclusion:

         Children are more prone to victimization than adults are. They spend more than 10,000 hours in the classroom as members of a small society in which there are tasks to be accomplished and people to be socialized. Teachers play prominent roles in the school’s influence on children. All our students go astray due to the very reason that there is no one for them to guide or to be the role models.

Children enter the class room with full of emotions and problems. They are helpless of what to do and what not to do. They find it difficult to cope with the problems they face in their day today lives. We the mentors have the responsibility to handle these children with utmost care and love that they would value and fondly remember their teachers for their life time.

The second chapterbriefly traces the role of a teacher.

                                               

CHAPTER II

2.THE ROLE OF TEACHERS

Introduction:

Today’s world needs skilled and dedicated teachers. An effective teacher is an artist at recognizing the need being felt by an individual at the moment and guiding him or her into an experience that will enable him to perceive the significance of that experience to the need she or he feels. Since as teachers we deal continually with human beings, we always have the opportunity to combine our scientific theory of personality with a genuine empathic understanding.The goal of the teacher should be to help students overcome his problems and drawbacks.

2.1 A TEACHERS ROLE IN TODAY'S WORLD

 Teacher's used to be told what to teach, and how to teach it. They were expected to use the same methods for all students. In today's world of education, a teacher's role is quite multifaceted. Their job is to counsel students, help them learn how to use their knowledge and integrate it into their lives so they will be valuable member of society. Teachers are encouraged to really tune into how each individual student learns, and try to really challenge and inspire them to learn.

2.2 REINVENTING THE ROLE OF TEACHERS

Aside from the primary role of lessonplanning and classroominstruction, teachers are taking on other roles in education. They are

• Working with politicians, colleagues, and community members to set clear and obtainable standards for our students.
• Participating in the decision making that helps to deal with the problems that affect our students learning.
• Mentoring newteachers and getting them ready to teach the youth of today.

2.2.1 Teacher as Educator

The first role of a teacher is a fairly obvious one. She or he is, first and foremost, an educator. A teacher is the person in the room who has the skills, tools, and information necessary to educate young people. In her role as educator, a teacher is responsible for teaching the school's curriculum through engaging lessons and activities.

The teacher as educator must take into account student learning styles, abilities, and personalities. To be an effective educator, a teacher must create lessons that are accessible to every student in her classroom. Taking on the role of educator is what a teacher was trained for in her teacher preparation program. It is in this role where most of her energy is focused, but is by no means her only responsibility in the school.

2.2.2 Teacher as Caregiver

Teachers are the adults that children spend a large chunk of their time with. They are with the children for around seven hours a day, five days a week. Because of the large amount of time spent with her students, a teacher must also be a caregiver in her classroom. This means providing physical, emotional, and intellectual support for students in various capacities.

A teacher is also there to emotionally support students. As a teacher, you cannot effectively educate your students if you do not also care for them in various ways. In reality, teachers do not get enough time to be with students due to their work load.

2.2.3 Teacher as Community Leader

Schools are often the central hubs of communities. It is in school where children make friends, community events are held, and adults meet and collaborate with one another. Therefore, a teacher must also be a community leader.

Teachers at the high school level must be particularly aware of the student who is being ignored or rejected by peers. During adolescence, it is critically important that the student be accepted by his classmates. The rejection suffered by adolescents with social skill deficits often places the student at risk for emotional problems. It may be unrealistic to expect an overworked algebra teacher to conduct social skill activities but the professional should, at a minimum, be willing and able to refer the child to appropriate resources in the school administration or guidance department.

The socially incompetent child often experiences isolation and rejection in his neighborhood, on the school bus and in group social activities. The teacher can provide this student with a classroom setting wherein he can feel comfortable, accepted and welcome.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

 Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature helping them integrate their social, emotional, and intellectual growth so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

2.3 The Challenge of Teaching

To the thoughtful young person who desires to invest his life in something really important, in a profession where he can make real contribution to the lives of people, teaching offers an unequalled opportunity and a supreme challenge. No other profession can provide such a person with deeper personal satisfactions. A good teacher does gain the sincere respect of those who know him and his work, and he may come to exercise tremendous influence in his community and nation, but he gains such recognition by inspiring and guiding the development of other people rather than by seeking power or material advantages for himself.

 Another trend teachers face is the reality that parents are becoming more involved in the schools.  More and more parents are speaking out about the way their children are being taught and what their children are being taught in schools.  Parents are taking on a more active role and teachers must be on their toes at all times in order to satisfy these parents.
 Furthermore, there used to be a time when teachers could discipline the children in the classroom and the children would pray that their parents do not find out about it because the teacher was always right.  Parents did not question the actions of the teacher.  Unfortunately this does not occur any longer.  Nowadays the parents are very protective of their children and if the teacher has to discipline a student, the teacher can be sure that they will hear from the parents of the child demanding an explanation.

Good teachers are needed in all parts of the world. Every normal parent wants his children to have the best possible teachers. One can be proud today to be a member of the teaching profession.

The real rewards of the true teacher are not in the material things he can purchase or the physical pleasures he can enjoy on his salary, but in the deep satisfactions he feels in watching his students grow in their understanding of themselves and of their world, in seeing them develop self-reliance, initiative, and sense of responsibility, and in observing their learning of the facts, skills, habits and attitudes that are involved in becoming constructive citizens in a modern world.

The role of a teacher is to help students apply concepts, such as math, English, and science through classroom instruction and presentations. Their role is also to prepare lessons, grade papers, manage the classroom, meet with parents, and work closely with school staff. Being a teacher is much more than just executing lesson plans, in today's world a teacher's role is a multifaceted profession; they carry the role of a surrogate parent, class disciplinarian, mentor, counselor, book keeper, role model, planner and many more.

The teacher is the chief agent in a democratic community’s efforts to improve itself. Although he finds deep personal satisfactions in helping individual students to develop their potentials and become productive citizens, he does not forget that he is employed at public expense to serve the needs of the entire community.

2.4 THE BENEFITS OF THE ROLE TEACHERS TAKE ON

The role of a teacher is clearly more than just planning and executing lessonplan, it's also becoming the student's third parent. Look at the amount of time teachers spend with their students. One benefit of the role of a teacher is being a constant role model for their students. Children that lack a solid family foundation will really benefit from a positive role model. Teachers that portray an image of confidence and accomplishment will help fulfill a child's need of a positive role model when the family may fail to provide such a figure.

2.5 New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Effective teachers, discipline with encouragement and kind words much more often than rebukes or reprimands. The goal of the teacher should be to help students overcome his problems and drawbacks.

Showing students that you care about them and their problems will help you earn their respect and established rapport. Encourage students to talk about feelings and concerns and help them overcome their fear. The teacher should set a positive tone by modeling expected and appropriate behavior. While dealing with difficult students explain to them why you don’t like the behavior they are displaying and model for them and the behavior you would like to see. By modeling the expected behavior you are showing them exactly what you expect of them.

2.6 Drawbacks:

·         Many teachers compel their students to attend coaching centers to earn more. Therefore they don’t teach enough in the class room. Most of the students suffer due to this. There is also partiality of grading the students with more marks if they attend their coaching. So students are compelled to join their classes.

·         Teachers do not have that freedom to correct the students in a way we practiced in earlier days. Even a small correction may bring adverse situations for the teachers.

·         In collaboration with the teachers, the administrators select the books for the students. We introduce extra additional books which are not necessary. Most of the times we don’t teach from those books instead ask them to do on their own. As a result, students have to carry a lot of books to school, work throughout the day, with no time to play with their friends. Parents are happy because their children are occupied and they can concentrate on their jobs.

2.7 Lack of Commitment: 

There are some teachers who simply lack motivation. They spend the minimum amount of time necessary to do their job never arriving early or staying late. They do not challenge their students, are often behind on grading, show videos often, and give “free” days on a regular basis. There is no creativity in their teaching, and they typically make no connections with other faculty or staff members.

There is no such thing as a perfect teacher. It is in the nature of the profession to continuously improve in all areas, including classroom management, teaching style, communication, and subject area knowledge. What matters most is a commitment to improvement. If a teacher lacks this commitment, they may not be suited for the profession.Teachers’ attitudes can help or hurt student motivation, achievement and well-being. Recent studies found that negative teacher attitudes can impair academic achievement and increase students’ psychological disorders and physical symptoms of stress. Teachers who use humiliation or sarcasm, discipline and intimidation are harsh in display of authority of indifferent towards their students or lessons can live a lingering legacy of negativity. It is seen that teachers attitude plays a vital role in shaping students interest more than teaching strategies or event content itself.

Teachers who negatively stereotype woman in the sciences can decrease girls’ achievement. Teachers’ attitude can affect reading comprehension and literacy as well. In the journals of 2010 that when teachers’ resistance of taking class was examined, it shows that mainly they are concerned in the bookish knowledge. They are not interested in building up in creative minds. That’s the reasons for low rates in proficiency. Negative teacher attitudes can also damage students’ psychological wellbeing. They also develop habit disorders, shyness, withdrawal and anxiety.

Sometimes the teachers pester the students to join their coaching centers which lead to traumatic disorders. Academically, also they deteriorate post living the coaching centers.

2.8 Conclusion:

The best way to become an active teacher is to develop an explicit theory of teaching. To be successful in the class room, a teacher requires subject knowledge and conceptual skills as well as teaching and decision making skills.Nowadays teachers provide information and show their students how to tackle them. Although they are still considered to be a kind of leader in the class, they can be thought of as facilitators in the learning process. They are supporters rather than educators and also advisors towards parents. The relationship between a teacher and student should be like a fish and water but not like a fish and fisherman. When we dedicate ourselves to the growth of our children then there is joy in the families, when there is joy in the families there is harmony in the society when there is harmony in the society there is peace in the Nation.

A teacher plays a vital role in the student’s life. They can resolve any kinds of issues faced by them at the same time the attitude can create problems which will stay lifelong. As per of the changing world the role of teachers are also changing. The teachers’ attitude matters a lot more than the subject or the content. They need to realize it’s the nation they are building. It is rightly said:

“Creative teachers produce creative minds”.

“Smart teachers produce smart minds”.

“Bad teachers do not produce anything in fact destroy the creativity and the smartness of the students”.

The third chapter speaks about few methods, the administrators and teachers have to undertake to improve the life of our students.

CHAPTER III

Contributions of a teacher in students’ life:

Introduction:

      The important task of education is not merely to communicate information and help the pupil to master a number of facts but to make him or her learn, so that he or she becomes resourceful in meeting his/her problems and solving them, so that he/she can function effectively as a mature individual in a changing society.

We who teach today do not and cannot know all the important problems for which our students will need to develop solutions. We cannot possibly teach them the answer to their future problems, but we can and must develop their capacities to recognize vital problems, to face their problems with confidence, skill and creative imagination. Each child’s unique interests and curiosities should therefore be detected, encouraged and facilitated, rather than overlooked or repressed by the teachers. Each child is original and creative in discovering ways to help each individual to develop his or her own potentialities for living a life that is both satisfying to himself and useful to his fellow men.

       The teacher must study the psychologist’s findings to equip him or herself to perform this task of evaluation with professional skill. One wishes to be an effective teacher needs to understand the great similarities in human beings, as well as to recognize the specific differences that exist between individuals.

The biggest challenge is to ensure all round personality development in students to make them good human beings. The students should be able to face all the challenges in their life.

I believe that the moral degradation is the root cause of all the problems India is facing today. Enacting any number of laws by parliament will not help to solve them fully. The ultimate solution for all the problems in the country lies in the class rooms of our school. The teacher needs to show the way for the students as a beacon. She or he would involve oneself totally to transform the life of the students.

3.1 Administrator as a Leader:

1.      The school administrator plays a vital role in establishing the emotional climate and in structuring the educational situations in which teachers work. Guidance-minded administrators understand well the value of earning and holding the respect and good will of their co-workers. “Leadership is manifested in the attitude that everyone should take part in group actions.” – Fran Seth.

2.       Ideally, we would like schools to be well run and productive organizations.  Schools should be focused on the students, and facilitate learning.  Teachers and administrators should work together, collaboratively and productively, to establish and implement policy.  Unfortunately, the traditional model of leadership in schools simply does not accomplish this goal. 

3.      It is a simple fact that people work more effectively and are happier in their work when they feel valued and respected.  Teachers are valuable resources as well as wealth of useful knowledge.  The structure that currently exists in schools is failing to tap into this knowledge.  Teachers are, perhaps, the best judges of what will and what will not work in the classroom environment, and their input should be sought after. 

4.      Schools and their staff must constantly be aware of the ever changing world trends in order for their students to be able to face society successfully. Over the past decade the role of the teacher has widened and deepened.  The teachers are expected to make a difference in the lives of students while becoming experts in managing change.  It is still undetermined how far these changes will go, but there is no doubt that radical changes in the teaching profession are needed in order for the students to benefit from the ever changing world.

5.      The administrators being religious persons need to realize the purpose of our consecrated life. Instead of introducing many unnecessary costly books to the students, be generous enough to order NCERT books with the expected content of the syllabus. This would help the students to use fewer books to carry and also would be helpful for the parents in their financial struggle.

6.      The school must be prepared to help parents when parents need guidance. A qualified guidance specialist might do this counseling.

7.      The principal must maintain teacher –student ratio in the class for the better development.

8.      The administrator plays an important role in home-school relations. It is his duty to bring about constructive relationships between the two by developing a climate of understanding in which parents and teachers can work harmoniously.

9.      The head of institution has to be a scholar, a person of deep understanding and insight with humility and humanity. He has to be a benevolent person presiding over the functioning of the school and capable of forgiving and forgetting and yet a man of firmness, quick decision, will and imagination. His presence should inspire confidence and a sense of security in the minds of the pupils and the teachers. He has to be impartial and objective with a devotion to duty, industry and conscientiousness.

10.  School administrators must empower teachers to be school change agents. When empowered, teachers can assist in developing the school’s vision, the expected transformational outcomes, as well as, school-wide processes to ensure stakeholder engagement.

11.  The Administrator should always keep in mind that they too started their journey as teachers. And be open enough to accept the views of teachers in bringing the transformation in the school.

12.  Another factor which is helpful in the proper discipline in the school is concord, harmony and mutual understanding among the members of the staff who have to work like a tem as a band of devoted missionaries, identifying themselves with the purpose of the school. They have to maintain a respectable distance with pupils, though being democratic in their approach. Discipline will be well maintained in an institution where pupils do not have the impression of rift among the staff members.

3.2 Teachers’ contribution in students’ life:

“Without the personal life of the teacher there would be no education” - Swami Vivekananda

        A good teacher can play important role in the leaning of an individual. He or she can

1.      Observe the individual and try to understand his present abilities, interests, and needs.

2.      Stimulate and encourage him to explore them further and

3.      Help to provide further experiences of such a nature as he can probably use in satisfying the needs and curiosities he feels at the moment.

4.      The most effective teachers are artists at recognizing, encouraging and developing the normal desires of young persons to understand and make intelligent use of the things that appear to concern them.

5.      Every teacher in a democratic society has the obligation to try to develop the capacity and desire of each student, not only to be a productive self-supporting citizen, but to contribute in every way he can to cooperative efforts to discover more effective solutions to the increasingly complex problems of modern life. The artist-teacher accepts this as a challenge worthy of the best efforts he can give, and one that will require him to continue to study and learn as long as he continues to teach. 

6.   Today in communities all over our nation we find the same desire to secure efficient teachers so that our children may be competently guided. Guidance is the new dimension of creative teaching.

3.2.1 Teacher as a Mentor:

The teacher as a mentor has to see that the goals are set for the group and that the entire group moves towards these goals. This he can best ensure by assessing the needs of the group and by creating conditions that promote this movement. The teacher in his leadership role keeps as the main objective not only the achievement of the task-goal, but also the maintenance of morale and the promotion of individual involvement and participation. This helps in the ultimate effective achievement of the task-goals.

The teacher as a mentor, helps in building motivation in pupils, creates permissive atmosphere, supports the sense of belongingness and achievement in pupils, promotes their widespread participation and introduces a spirit of challenge for the pupils to strive to their best.

3.2.2 Teachers’ collaboration with the School to influence the life of students:

A. Teacher’s willingness to take risks: Teacher leaders work closely with school administrators to understand the school’s vision before making decisions and taking any risks. The risks are taken in order to improve professional practice, culture, and processes, which all can lead to improvements in student success. Throughout the risk process, teachers constantly ensure alignment to the school’s vision. Furthermore, as setbacks, obstacles and failures occur, teacher leaders utilize as opportunities for growth. They view the growth opportunities as valuable lessons throughout the transformation process and as a means to grow the school’s capacity for school-wide transformation.

B.     Teachers focus to empower others. Teachers understand the importance of implementing effective processes and growing high-performing teachers throughout the transformation process. School transformation is only possible when the school has the leadership capacity to carry out the transformational process. School transformation is not a one-year process, but will occur over several years. Therefore, teacher leaders must work collaboratively with school administrators to implement effective systems in school to grow and empower high-performing teachers to be leaders. Teacher leaders are natural servant leaders. They take pride in growing and empowering others to be leaders in schools. The transformation may be a lengthy process, which requires a bench full of transformational leaders waiting in the wings to step in at any time. As teacher leaders grow and empower others to be leaders, they strengthen the school’s ability to go through the transformation process.

C.     Teachers realize a Transformative culture. School transformation requires a culture that is also transformative. A transformative culture is the result of teacher leaders and school administrators working together to create a culture that is highly collaborative, empowering and positive. Furthermore, a transformative culture is the result of teacher leaders encouraging others to take risks, be creative and innovative. More importantly, the school’s culture must be engaging and empowering to all stakeholders, especially students. Stakeholders must be engaged in the decision-making process and have the opportunity to lead. A transformative school culture is one that has a strong sense of teamwork with individual empowerment. The most important piece of the school culture is the willingness to change, as a means, to meet the needs of students.

3.2.3 Teachers view to meet the changing needs of students.

 At the end of the day, school transformation is about creating the best learning environment, instructional programs and supports for students. Like teacher leadership, school transformation is always about improving student success. The key to school-wide transformation is effective communication about the need to change in relation to meeting the needs of students by improving professional practice. Today’s schools are dynamic and constantly changing, with a growing, more diverse student body. A school’s failure to recognize the need to transform will prevent schools from meeting the needs of all students.

Though teachers are transformational leaders, they cannot transform the school alone. It will be important for teacher leaders, in collaboration with, school administrators to: 1) build a shared vision for the transformational process; 2) grow a culture of collaboration; 3) develop key processes that encourage and enable stakeholder collaboration; 4) create opportunities for all stakeholders to be part of the decision-making process; and 5) regularly evaluate the transformational process to ensure effectiveness.

Teacher leaders are change agents who transform the school by serving and empowering others to grow a culture that is student-focused, high-performing and collaborative.

3.3 Dealing with the students:

3.3.1 Methods of dealing with fear:

  To overcome fears that are already established, various additional techniques are possible. A most effective means of helping another to overcome his/her fears of circumstances in the external environment is to help him/her to become competent and skillful at dealing directly with the feared situation. Sometimes, a deliberate effort to help a child to learn specific skills, such as climbing, skating, or other outdoor and indoor forms of play, will not only help reduce his specific fears, but will also, as a by-product, help to overcome his/her timidity in meeting and dealing with other people. Sometimes the student himself will acquire competence and confidence if the feared event is made accessible to him in his daily environment, where he can inspect, ignore, approach or avoid it, as sees fit.

3.3.2 Bullying:

Bullying, the act of repeated physical, verbal, or psychological abuse intended to cause harm, is prevalent in schools today.Bullying can make victims feel helpless, and teachers may feel that they themselves are helpless to stop bullying, as most bullying occurs where adult supervision is minimal. But, there are actions teachers can take to stop bullying and support both victim and perpetrator.

• Respond to bullying events that they witness, as doing so communicates that bulling isn’t acceptable, and can also help victims feel less powerless.
• Improve their response to, and even prevent, bullying by increasing their presence in areas like hallways, playgrounds, and restrooms, “unowned” spaces that without supervision, are welcome areas for bullying.
• Turn bullying incidents into teachable moments. Address and engage students in the prevention of bullying by opening up the conversation.
• Set an example by avoiding peer bullying yourself.
• Seek help from the principal, school counselor, or psychologist when dealing with serious or chronic bullying incidents. More especiallywe need be friendly with those who have tendency to bullying and make them realize the importance of relationship.

3.3.3 Child Abuse

·         Teachers have an excellent opportunity, and responsibility, to recognize, report, and provide support for children suffering from child abuse and neglect. Seasoned teachers are especially sensitive to normal behaviors at various developmental stages, and they may notice when student behaviors fall outside of the normal range they’ve observed.

• Provide a constant, stable environment for children.
• Offset possible negative self-concepts and isolation by offering positive school experiences like increased contact with classmates and friendship development opportunities.
• Address the needs of maltreated children through classroom exercises, including creating a feelings barometer, teaching the use of a formula for problem solving, structuring learning projects with cooperative activities, and teaching conflict resolution.
• Maintain the student's normal status within the class. Do not treat them differently from the rest of the class or do things that will set them apart from their peers.
• Respect and maintain the student's privacy. A major fear of abused students is that their abuse will become common knowledge within the school.
• Develop a sense of belonging in the classroom where students can feel included and accepted. Seat the abused student with friends or other caring and supportive students and foster the development of peer relationships.
• Model an appropriate child/adult relationship by establishing sound adult/child behavioural boundaries. Create the healthy atmosphere of hope and confidence in children who are affected towards the teachers.

3.3.4 Divorce

Divorce of parents is often traumatic for children, and can even be associated with post-traumatic stress. Most children will adjust to divorce, but it’s typical for them to experience distress for one to two years following the divorce, including aggression and poor school performance. During this time, it’s essential that teachers and schools provide support for students and parents going through a divorce.

• Invite both parents to school activities.
• Offer multiple parent orientation nights.
• Send notes home to both parents, giving them the message that they’re both important to a student’s success in the classroom.
• Help parents who are struggling with a divorce by offering to find counselors or programs.

Teachers can support students with divorced parents by being sensitive to their needs. Purdue University recommends:

• Watching for signs that the child needs to talk.
• Helping students find creative ways to express their feelings.
• Keeping both parents involved in school conversations.
• Create classroom activities that encourage understanding of all types of families, which may be helpful not just for divorced children, but all students.
• Offer opportunities for students to express their feelings and communicate about their family. Give an opportunity to attend counseling to come out of their hurtful feeling and emotions.

3.3.5 Anxiety:

 Anxiety-busting recommendations for parents that are also useful in the classroom:

• Maintaining realistic and attainable goals.
• Providing a consistent routine for the classroom.
• Offering consistency in discipline.
• Meeting anxiety with patience rather than criticism, as it is not willful misbehavior.
• Teaching strategies for managing anxiety, like organizing materials and time.
• Providing resources for relaxing under stressful situations.
• Practicing stressful tasks like public speaking in a safe, non-threatening environment.

·         To face anxiety, a person must learn to cope with his own internal condition. He needs to be helped to understand himself and achieve a degree of self-acceptance that enables him to be free, as far as it is humanly possible, from irrational feelings of “guilt” and other forms of self-disparagement, from a need to live up to false standards, from a tendency to blame and punish himself for faults and shortcomings that grow out of distorted and unrealistic attitudes concerning what he ought to expect of himself.

·         Teachers can teach students to use methods such as mindfulness meditation, Metacognition, Self-regulation and Problem Based Learning but training is required.

·          NCERT syllabus is needed to be revised to bring interests among the students. Teachers must be interested if their pupils are to become interested. Persons forced to teach subjects that are not interesting to them should set about developing an interest, or they should change positions for the welfare of the pupils.

·         Values that relate to the conservation of human life certainly belong in the educative process. All children, regardless of age, should be made aware of the value of a human life above all other concepts. Conservation of life should begin with the self-preservative instinct and move outward to include all members of society regardless of station. Students should be kept aware of the dangers of impulsive action, carelessness, thrill-seeking, and other actions that destroy lives. Organizing orientation programs for parents as part of value education program in schools is very effective to solve many conflicts both in the school and in the family. Teach students the power of self-confidence. Remind them about the importance of believing in oneself and having the courage to follow one's own personal beliefs and likes and dislikes, even if that means not always following what the majority of others are saying or doing.

·         Role Modeling: Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, a teacher becomes a role model to them. This can be a positive or negative effect depending on the teacher. Teachers are there not only to teach the children, but also to love and care for them. Teachers are typically highly respected by people in the community and therefore become role models to students and parents.

3.6 Teacher-Pupil Relationship:

 A good intimate emotional relationship between pupils and teachers motivates pupils to work. A good individual contact would depend upon the teacher-pupil ratio in the class. But it also depends upon the individual teacher’s attitude towards work and pupils, how and what type of atmosphere he creates and maintains in his class, the degree of acceptance he has for his pupils and vice versa. Better acceptance leads to better understanding and therefore to better motivation.

3.7 Conclusion:

School psychologists Drs. Laurie and Fred Zelinger recommend creating a warm, nurturing, predictable, and planned environment for students.

Just as adults, children too suffer from psychological problems. These may be simple behavioural, emotional or learning problems to complex psychological problems. If we, the teachers dedicate ourselves to form the future citizens in our schools, it is for sure we can build a new India sooner.

CONCLUSION

“School” is the most important place for children, a place where they find out about themselves and their world, where they meet and learn from each other and from teachers, a place where they prepare themselves for the future.

Children are to be treated like growing plants and the teacher should look upon himself as a gardener who would look after their growth with benevolent care by providing them the essential ingredients for their growth instead of smashing them with a rod.

Students who are motivated and interested in learning are more successful. 

After searching the means to regulate the way of mending and helping the students to transform their lives to become the better persons, I realize that I am supposed to be a leader of transforming the others. I do not expect others to do well instead I need to be different to touch the lives of people.

Let us always remember the powerfulwords of Swami Vivekananda - “Arise, awake, and stop not till the goal is achieved!”

Let us not only be the Educator but also be the Formator to transform the lives of our students.

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