Put precept into practice

DR. RADHAKRISHNAN said: ``Until and unless we have dedicated and committed teachers who take to teaching as a mission in their lives, we cannot have a good educational system.''Teachers should be the best minds of the country, he said. They should not merely instruct but gain the true love of their pupils. He was of the opinion that ``respect for teachers cannot be ordered: it must be earned.''

Acquiring and imparting knowledge are like two eyes for a teacher, said Dr. Radhakrishnan. His heart should be the lamp of knowledge, burning bright all the time. His conduct should be simple and his ambitions noble.

His river of wisdom should not become stagnant. It should flow like pure rain water. He should work hard, be broad-minded, and innovative. These were the ideals which encouraged the great philosopher to choose this noble profession.

Indeed, a teacher plays a significant role in education. Every country develops its system of education to express and promote its unique socio-cultural identity and to meet the challenges of time. There are moments in history when a new direction has to be given to an age-old process. It is here that a teacher steps in.

But every teacher has to follow certain principles to give his very best. His relationship differs from person to person and situation to situation. Let us see how:

Teacher and students

A teacher shares an exclusive relationship with each and every student. Sometimes a child enjoys a better rapport with his teacher than his parents. In turn, the teacher is morally responsible for the all-round development of the child.

Who is a good teacher? A good teacher is one who works on young minds and imbues them with principles. At the same time, he should inculcate in these minds a fear of God and love for fellowmen.

He acts as an all-time friend ever willing to listen to a student. He stands out for his qualities such as punctuality, accountability, civility, simplicity and humility, among others.

A good teacher understands the value of time and does his duty with a missionary zeal. He takes pains to do his best as far as the curriculum is concerned. He prepares his lessons thoroughly. It is a great joy to see a teacher who treats all students with love and affection. He is just and impartial to all.

A true friend

Whenever required, a teacher is able to guide students in their physical, social, intellectual, emotional, moral and spiritual development. He remains a true friend of his students by not disclosing their secrets.

A teacher should step down from his ivory tower. For, today's children have better exposure to the world. A teacher should have the magnanimity to accept the knowledge of a child. He should refrain from considering himself a walking encyclopaedia.

Practice before precept would help a teacher win the confidence and respect of his students. Nothing is more irksome to a student than when a teacher is over critical. For instance, it would not do for a teacher to get fussy about a student's bad handwriting, when his own is no more than a scrawl.

Relationship with parents

Hazlitt is quoted as saying in the Handbook of Research on Teacher Education that teaching is a complex psychological and social enterprise, that it is a problematic and contingent activity, that its operations involve judgments based on systematic knowledge, that it could foster inquiry and the discovery of new knowledge - that it might in one word be called a profession.Indeed, education aims at all-round development of personality including a spiritual aspect of ``being''. Teaching is one of the most important professional processes of education. It is founded on unique and positive assumptions. Teaching is not only positive in its assumptions, and goals, but also in its methods.

Teaching is universal. It serves all persons, and is applicable both to developing and developed persons alike. There are no restrictive ceilings. It has no boundaries created by stages, sectors, structures, and group-specificity. Education, teaching and learning are life-long, and life-like processes.

Motivating weak students

A good teacher motivates students who are weak. He believes that the intellectual potential of every student is equal. If a student's intelligence has not developed and he has remained dull, there must be a reason for it.

Experience shows that the reason for dullness is that the child has stopped learning and this could be because of fear, resentment, or anger.

Unhesitatingly, the causes for a student's poor performance can always be traced to an unresponsive or unsupportive family atmosphere, cultural atmosphere, and last but not the least, classroom atmosphere. A dedicated teacher searches to find out to what extent he, his teaching, and the atmosphere of his classroom could be the cause for the lack of progress of a student.

The thought that teachers themselves contribute to the lack of progress in their students is both a surprising and disturbing factor. However, when teachers accept their responsibility in the matter calmly and peacefully, without guilt or self- recrimination, new vistas for improved teaching open up.

So when a teacher, troubled by his student's lack of progress, comes to the head of the institution for advice, it would seem that the very first thing that the latter should do is to help the teacher realise that he himself is almost certainly part of the problem.

Praise for the dullards

When the head of an institution is trying to help a teacher to encourage the slow learners to improve, it would be advisable for him to centre his remarks on only one question: ``Have you ever praised this `dull student?' The headmaster should make his faculty members realise the importance of praising the dullards.

When a teacher tries to motivate a child by encouraging him, he must understand that the child is always seeking attention. The teacher must give the child attention only when he shows acceptable behaviour - in this case, when the child makes any effort, no matter how slight, to behave himself properly.

Praise and encouragement are the essential ingredients of a classroom climate in which a student's undesirable behaviour can be changed into acceptable behaviour. Praise and encouragement also provide the right atmosphere in which a weak student can develop and mature.

To quote Gandhiji: ``The parents take the lead in giving the wrong direction. They feel that their children should be educated only in order that they may earn wealth and position. Education and knowledge are thus being prostituted and we look in vain for the peace, innocence and bliss that the life of a student ought to be. Our students are weighed down with cares and worries when they should be really careful for nothing.''

It is the duty of a teacher to clear away all such doubts and misgivings in the minds of the parents. He has to make the parents accept the child just the way he is. And stop chasing dreams. Both the parents and the teacher must be able to inculcate a sense of self-respect in the child when he fails to do well in academics. If possible, the teacher could act as a link between the parents and the child.

It looks rather difficult. But if a teacher ventures out to take personal interest in the child with the cooperation of parents, it would work wonders. Both the parents and the teacher can join hands to wipe away tears occurring due to academic pressure. Joint efforts of both sides would produce a well-balanced, well- developed child.

Relations with society, nation

A teacher shall always try to develop the educational institution as a community and human resource development centre providing knowledge and information and improving skills and attitudes needed for such development. As a responsible citizen, he should strive to understand social problems and take part in such activities as would be conductive to meet the challenges posed by them. At the same time, he should work actively to strengthen national integration and the spirit of togetherness and oneness. A teacher is required to respect Indian culture and develop in students a positive attitude towards it. He is also expected to respect and be loyal to the school, community, State and nation.

A teacher is always accountable to his colleagues and profession. Here we are not speaking of hierarchy in school administration. He treats other members of the profession in the same manner as he himself wishes to be treated. He should refrain from falling a prey to professional rivalry and avoid making unsubstantiated allegations against colleagues or higher authorities.

Not to be left behind, he should participate in programmes of professional growth like in-service education and training, seminars, symposia, workshops, conferences and self-study. At the same time he should take membership of professional organisations, treating this as a professional responsibility. A responsible teacher always functions within the framework of the constitution of the organisation concerned, contributing to its strength, unity and solidarity.

As the head of an institution, I believe a teacher should foster mutual respect and trust through his professional activities and output. He should do nothing that tarnishes the image of the school. He puts the institution before self.

In the words of Chesterfield, ``Aim at perfection in everything, though in most things it is unattainable; however, they who aim at it, and persevere, will come much nearer to it than those whose laziness and despondency make them give it up as unattainable.'' Is it a Utopian dream?

S. C. ANAND

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