The Education System in India - GNU Project - Free Software Foundation
Successful teachers are those that have the ability to maximise the learning potential of all students in their class. Developing positive relationships between a. Free Essay: Teachers and their students have a special relationship; what they do affects each other. Teachers and students can't survive without one another. Teacher in role is a method of teaching that utilizes techniques of drama to facilitate education. If the role of a teacher is to teach, the role of a student must be to learn. However, it has been agreed that learning is not only an exercise in.
It is still advocated in some contexts by religious leaders such as James Dobsonbut his views "diverge sharply from those recommended by contemporary mainstream experts" and are not based on empirical testing, but rather are a reflection of his faith-based beliefs. Consistency seems to play a greater role on whether outcomes could be negative. Although its effectiveness was never proven, the punishment was very disproportionately met. African American males were the most punished group.
In a study conducted in Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics. By creating and giving clear expectations and consequences for student behavior, this builds effective relationships. Such expectations may cover classroom etiquette and behavior, group work, seating arrangements, the use of equipment and materials, and also classroom disruptions. Assertive teacher behavior also reassures that thoughts and messages are being passed on to the student in an effective way.
Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending on the current situation, and taking care not to ignore inappropriate behavior by taking action. Teachers using the preventive approach offer warmth, acceptance, and support unconditionally — not based on a student's behavior. Fair rules and consequences are established and students are given frequent and consistent feedback regarding their behavior.
The contract should be created by both students and the teacher.
Guru–shishya tradition - Wikipedia
In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do if someone violates the contract. Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to the situation.
Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. To use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward.
Teachers should also encourage student collaboration in selecting rewards and defining appropriate behaviors that earn rewards. It involves assigning a disorderly student sentences or the classroom rules to write repeatedly. Among the many types of classroom management approaches, it is very commonly used.
Assertive discipline[ edit ] Assertive discipline is an approach designed to assist educators in running a teacher-in-charge classroom environment. Assertive teachers react to situations that require the management of student behavior confidently.
Assertive teachers do not use an abrasive, sarcastic, or hostile tone when disciplining students. It demands student compliance and requires teachers to be firm. This method draws a clear line between aggressive discipline and assertive discipline. Teachers using this approach carry themselves confidently and have no tolerance for class disruption. They are not timid, and remain consistent and just. Once the student complies, the role of the teacher as the person in charge i.
Claimed benefits include increased student trust and long-term emotional benefits from the modeling of creative solutions to difficulties without resorting to a threat of violence or force.
More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching, which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.
Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and their interactions with students as well as what learning looks like. There is extensive research on traditional classroom management and a myriad of resources available on how to deal with behavior issues. Conversely, there is little research on CRCM, despite the fact that teachers who lack cultural competence often experience problems in this area.
- Guru–shishya tradition
The intention is to prompt and develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn. The most significant characteristics of DWS are that it is totally noncoercive but not permissive and takes the opposite approach to Skinnerian behaviorism that relies on external sources for reinforcement.
Provide flexible learning goals[ edit ] Instructors can demonstrate a suitable level of strength by giving clear learning objectives, they can also pass on fitting levels of participation by giving learning objectives that can be changed based on the classes needs.
Allowing students to participate in their own learning goals and outcomes at the start of a unit brings a sense of cooperation and mutual understanding between the instructor and student. One way of involving the students and in turn making them feel heard in the decision making of the class is by asking what topics they would find most intriguing in learning based on a guided rubric. This approach will engage and send a message to the students that the teacher is interested in the student's interests.
The strict and unconditional adherence by the shishya to all of the commands of the guru. An example is the legend that Karna silently bore the pain of a wasp stinging his thigh so as not to disturb his guru Parashurama. A system of various titles of implied superiority or deification which the guru assumes, and often requires the shishya to use whenever addressing the guru.
The requirement that the shishya engage in various forms of physical demonstrations of affection towards the guru, such as bowing, kissing the hands or feet of the guru, and sometimes agreeing to various physical punishments as may sometimes be ordered by the guru.
Teacher in role
Sometimes the authority of the guru will extend to all aspects of the shishya's life, including sexuality, livelihood, social life, etc. Often a guru will assert that he or she is capable of leading a shishya directly to the highest possible state of spirituality or consciousness, sometimes referred to within Hinduism as moksha.
In the bhakti guru—shishya relationship the guru is often believed to have supernatural powers, leading to the deification of the guru. In the Theravada Buddhist tradition, the teacher is a valued and honoured mentor worthy of great respect and a source of inspiration on the path to Enlightenment. The guru is seen as Buddha.
In Tibetan texts, emphasis is placed upon praising the virtues of the guru. Tantric teachings include generating visualisations of the guru and making offerings praising the guru. The guru becomes known as the vajra figuratively "diamond" guru, the one who is the source of initiation into the tantric deity. The disciple is asked to enter into a series of vows and commitments that ensure the maintenance of the spiritual link with the understanding that to break this link is a serious downfall.
The guru is not an individual who initiates a person, but the person's own Buddha-nature reflected in the personality of the guru.
In return, the disciple is expected to show great devotion to his or her guru, who he or she regards as one who possesses the qualities of a Bodhisattva. A guru is regarded as one which has not only mastered the words of the tradition, but one that with which the student has an intense personal relationship; thus, devotion is seen as the proper attitude toward the guru. Do not have blind faith, but also no blind criticism.