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A focus on humanizing education


New Delhi: In a communication received from the University Grants Commission (UGC), the All India Council for Technical Education (AICTE) and the Distance Education Council (DEC). Readmore...
The teacher is his friend PDF Print E-mail
Good teaching should enable children to develop emotional stability. To do this the child needs affection. It is not the job of the school alone to provide an atmosphere of affection. It is the principal task of the home. But whatever the role the home plays, the school must do its best in taking the children into confidence that, in the school, they enjoy their due place and identity. Teaching will lose its value, unless it brings to the child the sense that he matters to the teacher, and the teacher is his supporter against many odd things with which he has to struggle.

The child feels a sense of security out of the friendly atmosphere. It should not be misconstrued that friendship means weakness. Neither too much spoon-feeding and softness nor too much callousness and hardness is the ideal. If teaching is founded on the principle of friendship, it encourages the child to be frank and sincere. He is not tempted to retreat within himself and lie about things. He becomes broad-minded and outspoken. He is willing to share his experiences without any inhibition.

A healthy attitude of frankness can result in healthy emotional life of the child.
Children in school should be allowed to retain their own feelings and should not be led to imitate the feelings of someone else. They should not think that they are under the compulsion to appreciate a poem just because their teacher does so, and seems to follow suit.

John E. Ivey, Jr., has said,

...Today, in most schools, student's travel a road where records of attendance, grades, and course credits become the statistical mileposts of progress....Such a system requires that the teacher always do things to and for the student. The teacher becomes a sort of intellectual crutch. If the emphasis were shifted, the student would be guided as rapidly as possible toward a system of intellectual self-propulsion. This would produce the greatest latent teaching talent in the nation-the students themselves. (1960.p.57)