THE CHILD AND TEACHER RELATIONSHIP: NEW REALITY

THE CHILD AND THE TEACHER RELATIONSHIP: NEW REALITIES

Abstract

Education in all ramifications promotes harmonious development of the individual’s physical mental, moral and social facilities in order to achieve a life of dedicated service.  To ensure the all round development of the learner (child), the service of a professional teacher is imperative.  This paper therefore looks at the responsibilities of a creative teacher, the behavioural patterns of the competent teacher, the general principles of good teacher and finally the demand of a new teacher:

Introduction

Nowadays, teaching the pre-primary and primary school children can be one of the most satisfying experiences in the world (Osokoya 2006). Children aged 2 to 10 go through fascinating, swiftly accomplished stages of development.  They are usually possessed of vigorous personalities, rich enthusiasm, an astonishing amount of physical energy and strong wills.  This phenomenal vigour presents a challenge to the teacher who has the responsibility to build an educational climate, display corresponding methodologies and pedagogy that will enhance the children’s development.  Teaching therefore, is no doubt one of the most important fields of work one can take part in, in order to better the condition of humanity.  Hence, to become a professional teacher of the young ones, one needs to be a manager, counselor, protector or be able to foster the physical, emotional, and socio-psychological development of the children.  All these demand special training and exposure to the modern skills and classroom procedures (DLC 2007).

Who is a teacher? – A teacher is that professional individual who enlightens, elaborates, encourages, enthuses, explains, edifies, educates, inspires, instructs, imparts, indoctrinates, transforms, trains, inculcates and transmits ideas, information, virtues, values, skills and knowledge, which will enable the learner to become a skillful, knowledgeable, good mannered, sociable, adaptable, productive, competent and complete human being in the society (Opinmi, 2007).  The learner who comes to the school in raw form is allowed to go through the refinery of education and at the completion of his/her programme, he/she becomes transformed and translated into finished “product” – that is marketable in the labour market and as well productive in the economy. (Ibid)

Teaching, nowadays, entails more than mere transfer of information, ideas or values.  It is also more than tossing facts into the classroom atmosphere like cut flowers.  It is more like planting a garden, which entails careful preparation, faithful sowing, tender watering and a determination to keep the weeds of errors from interfering with growth (Fowowe & Oluwase, 2010).  Teacher should therefore ensure the all round development of a child – the head (cognitive domain), the hand (psychomotor domain) the heart (affective domain) and the appreciation of beauty of nature around him (aesthetics).

Teacher has been described as an epitome of truth “satyam”, ‘shivan’, (goodness) and ‘sundaram’ (beauty) by the ancient Indian scriptures. Though, today, these ideas are not very much ingrained in the present school system and have been eroded by the process of globalization, privatization and liberalization in developing nations (Rajendra 2009).

Teacher’s attitude plays a vital role in shaping the learning environment of the school.  Teacher’s relations with learners influence learners’ relations with teachers, fellow learners and others in the community at large.  Further, values among teachers are transmitted to learners through teacher’s behaviour in shaping the personality of a learner.  Thus, a teacher controls both the process and product of the school functioning as a nucleus of the system (Rajendra 2009).

Learning-Centered Teaching -  A close look at the different types of teachers in our schools reveals three groups;  those who think that to adopt instruction in the classroom to children’s interest, needs and academic backgrounds is a failure to protect our society’s best interest.  To such teachers, learning means acquiring skills in the three Rs and that all children develop at the same rate and those in any one class usually selected on the basis of chronological age need the same learning materials.  It is their belief that to know a lot of facts is education, because of this, they think that pupils who have little academic ability merely waste time in the classroom (Akrofi 1981). 

There are also others who think they know all that is good for the children.  They do not consider them grown up enough to take part in making classroom rules and regulations,  not to talke of helping to plan activities.  Teachers in this group tell the children what they expect of them, order them about, mark their examination papers and evaluate their work at the end of the year.  Of course, it cannot be denied that they may be interested in what they think is best for the children they only consider them immature.  The classroom belongs to the teacher alone (Asiedu 1989).  This category of teachers behave as if they are specifically trained to administer “common education” and not to create an environment where the children can learn at their own rate.

The third category of teacher are those, though few in number, who take the children in the classroom as their partners.  They ask children to help in planning the work, seek their views about classroom regulations and rules, encourage them to participate in class activities, make them accountable for their behaviour.  Such category of teachers play the role of leaders of the class. 

The new reality today is that learning activities should involve the children more than mere teaching.  Learning in any classroom nowadays should be the child’s response to the classroom environment in which he discovers his own world of ideas and activities.  Best of all, both the teacher and the children naturally become possessed of attitudes that automatically call for experimentation as well as tests.  Thus, the spirit of warmth and self-expression in the class makes learning fun to all (Osokoya 2006; Opinmi 2007; & Akrofi 1981).

Creative Teacher Vs. Competent Teacher

Teachers generally need to start from the basis that the quality of their relationship with their pupils is all-important.  Nothing should be allowed to endanger this trust.  Research suggests that good teachers need to understand the simple fact that some of the lessons form studies into classroom interaction before  they can teach successfully.  These show that teaching is far more than standing up in front of a class relating facts to pupils.  Teaching is also about understanding individuals and groups of pupils (Rajendra 2009).

The teacher as a professional, has to employ his professional skills and knowledge to develop and maturate the pupils so as to bring about complete, total change and transformation (Opinmi 2007).  A lazy teacher therefore indisputably will definitely reproduce lazy pupils who will find it difficult to cope with the rigour of their academic pursuits and finally become dropouts, social-misfits and non-achievers (Odubunmi & Salawu 1985).

Who is a Creative Teacher?

According to Opinmi (2007), a creative teacher is the one who makes use of his God-given talent in the teaching profession to bring out multi-faceted benefits to the recipients of his services (both the primary and secondary beneficiaries).  He does not allow distractors to determine his focus and goal but always dynamic, self-principled, well-articulated and focused.  He always believes in his God-given prowess to make things happen.  He will never occupy the seats of spectators, but always acting and playing active roles.  He makes things happen in the classroom by promoting active perception, participation and active acting. A creative teacher is a competent teacher.

Who is a Competent Teacher?

A competent teacher is a creative teacher who possesses all the characteristics of a creative teacher plus thoroughness and totality in whatever things he does.  He does not believe in doing things lackadaisically, haphazardly and absent-mindedly.  The competent teacher does not give room for incomplete task.  He is absolutely implicit. Whenever he teaches, he tries to ensure a total effect on the lives of the pupils.  He is never satisfied with his work until his pupils are convincingly satisfied.  The desire and aspiration of his pupils make up his vision (Opinmi 2007).

However, there are some teachers who are docile, dull, distractive and negatively-dogged whose roles are found to be counter-productive in the school system.  The new trend is that the responsibility to create achievement for every child in the school lies with the teacher and the environment the teacher creates in the classroom, and not with the child. (Asiedu 1981).

How Teachers should and shouldn’t behave

Teachers at all levels need to know that the basis for the quality of their relationship with their pupils is all-important.  Nothing should be allowed to endanger this trust (Rajendva 2009).  Certainly, trust and honesty are very important in learning and teaching.  For instance, once a teacher is perceived by a class as mere extension of authority or as someone who is incapable of retaining confidence, his or her capacity for effective pastoral work is much reduced.

Supervisors and heads as a general rule, should be more prepared to leave routine casework to teachers rather than interceding unnecessarily.  Such intervention often exacerbates rather than reduces tension.  It all destroys effective teaching.  Great care should be taken not to break pupils’ confidence.  After all, pupils have their own feelings and sense of pride (Prasad 2009).

Research also suggests that good teachers need to understand some basic principle of classroom interaction before they can teach successfully (Cook, 1951).  These show that teaching is far more than standing up in front of a class relating facts to pupils.  Teaching therefore is about understanding individuals and groups of pupils. 

To achieve this laudable objective, Robert (2000) recommends that teachers need to spend time finding out what makes their pupils to accept whatever they learn.  Such time if well spent will be rewarding.    Failure to take an interest in pupils makes them feel that their teachers do not care.  Understanding this is likely to lead to empathy and, in turn, will lead to better student-teacher relationship, better lessons and less need for over control.  All this makes possible a reduction in the number of opportunities for disruptive conduct in the class (Maurice 1989).

(Rajendva (2009) and Bharathi (1997) tend to suggest that pupils give two main reasons for disrupting classes: – situations created by poor teaching strategies (not better treated with respect, inconsistency of rule application and poor or non-teaching); and aspects related to the structure and organization of schools (running down the corridor, not wearing school uniform, or ‘talking in assembly’).  Teachers’ expectations of pupils’ academic levels can also influence pupils’ performance either adversely or favourably.  For instance, a teacher who enthuses about English Language and causes the pupils to enjoy the lessons is likely to achieve better performance and conduct in the subject than another who bores the class to tears or is unable to maintain order. Teachers therefore must control their classes to avoid disruptions.

(Wangoo (1984); Rajendra(2009) and Mishra (2008) discover that pupils dislike four particular traits in teachers or ‘types’ of teacher:

-                     Teachers who are ‘inhuman’ and interpret their role too literarily. Such teachers are perceived by pupils as being “a total of rubbish”, ‘robbots’, ‘faceleless’… and ‘time servers’;

-                     Teachers who treat pupils as anonymous. It is advisable that despite current teacher-pupil ratios, it is vital that pupils are treated as individuals;

-                     Teachers who are soft and/or inconsistent; and

-                     Teachers who are ‘unfair’ and make unreasonable demands on pupils.

Whenever pupils feel that many of their teachers fall into one or more of these categories itemized above, it is likely that they will manifest their displeasure by rebelling and misbehaving. 

Conversely, another research suggests that successful schools are characterized by having a majority of their teachers in the following categories:

·                    Teachers who are able to control the c at all time (most important);

·                    Teachers who are able to ‘have a laugh’ with pupils;

·                    Teachers who foster warm, empathetic relationships with pupils;

·                    Teachers who like and understand children;

·                    Teachers who teach their subjects well, with enthusiasm and interesting ways;

·                    Teachers who teach all the time rather than indulging in aimless activities;

·                    Teachers who are consistent and fair;

·                    Teachers who treat children with respect and as equals; and

·                    Teachers who allow pupils a sense of freedom in class (Robert 2000).

Akrofi (1981) in his “Diversified Learning Activities” observes that children are sent to school because their parents want them to have desirable changes in their lives.  He is of the opinion that how much learning a child absorbs and profits from depends upon his own willingness to learn and the efforts he makes.  Hence, true learning is self-activity.  Again, even at a glance, a teacher becomes aware that the individual members of the class have certain characteristics that make them different.  Everyone, every pupil as well as every teacher, has his likes and dislikes.  A teacher should therefore be aware that the desired changes he wants in every child will have much to do with the method he selects with particular reference to the child’s learning style (his understanding and feelings).  If therefore, learning comes through the experience of activity of the child, then there is no one way learning and the classroom learning activities would not vary.  Observation of a good classroom shows these important activities; listening, discussion, study, writing, present work, conversation, dramatization, analysis, story-telling, puzzles, self-evaluation, drawings and so on (Opinmi 2007 & Osokoya 2006).

All these are felt needs that give drive to purposeful activity, the variety of which makes every pupil whether dull, average or bright expect some success in the classroom.  A good classroom therefore is thus the creation of both the teacher and children.  The former has a teaching purpose while the latter have a learning purpose (Akrofi 1981).

General Principles of good Teaching  

The good relationship between teacher and learners is so important that any compromise of any nature may lead to classroom disorder. To avoid disorder, the following principles that guide good teaching have been suggested Opinmi ( 2007) and Osokoya (2006)

 Recognition of individual differences:  As classroom teachers, we should recognize the fact that no two persons are the same.  Close examination of two leaves from the same plant will throw more light on this principle as the leaves have different features that distinct them.  Similarly, the children/pupils under the teacher are different in terms of mental capability (genius or fast learners; mediocre and slow or backward learners), social comportment (introvert and extrovert), physical appearance and emotional feelings.  Thus we should avoid the practice of lumping them together in our efforts to teach.

1)                Identification of pupils needs:  The pupils’ previous knowledge of the subject/topic to be taught must always be considered.  The knowledge of the facts and figures will assist him to help the pupils to learn effectively as irrelevant and unnecessary areas will be avoided while important and inevitable aspects will be included during the course of the classroom activities.  With a good knowledge of the pupils’ needs a teacher will be able to work to point.