In every educational institution, a close and cordial teacher-student relationship should be cultivated to serve as a useful channel of smooth transmission of knowledge to students. In the act of transmitting knowledge from one to another, the personality of a teacher is an important determinant of the type of teacher-student relationship that is to follow (Farrant, 1980)
The single important factor contributing to the dissatisfactions and disappointments among students is that students fail to receive the expected affection and attention from their teachers, lecturers and others in the educational world (Ghose,1989). This view is supported by Singhivi (1972) who states that nearly half of the student population participates in demonstrations as a result of being dissatisfied with their teachers.
A similar argument is further postulated by Lakshmi (2010), who says that there is no appropriate and clear communication between the teacher and the taught, thus making it the greatest cause of student unrest. In fact, an intimate lecturer-student relationship may go a long way in dissuading the angry and indifferent students from embarking upon the road to violence, damage and death.
It is in this view that Chappy and Bhai (2010), state that the existence of a closer contact between the teacher and the student is one of the key remedies for student unrest.
Teachers and lecturers build their reputation by their own activities inside or outside the classrooms. It is in response to these activities that students are respectful, indifferent or even disrespectful towards them (Farrant,1980). Good teaching followed by sympathy and good behaviour wins the respect and admiration from students. This is a good ingredient for a mutual relationship between them.
Lakshmi (2010) says that among a lecturer’s many hats in carrying out his duties, are a communicator, a disciplinarian, a conveyer of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role model and a surrogate parent. Each of these roles requires practice and skills. These attributes make a lecturer a central figure in the formal learning set up.
He adds that teaching in the colleges is a uniquely demanding profession because the work of lecturers is evaluated not only in terms of what the teachers do but also in terms of what their students do.
Derosis (1971), postulates that violence begins in the human heart and it is in the human heart that the defense of peace has to be established. Therefore, lecturers and teachers can evolve strategies to contend the philosophy of violence in the lives of learners. Such efforts at the young and impressionable learners could certainly contribute effectively towards social cohesion and climate of peace and mutual respect.
However, it is important to note that the students’ intelligence, adaptability, creativity, motivation, and general configuration of personality are important determinants of how much he or she will learn than anything the lecturer, teacher or curriculum can do (Lakshmi, 2010).
References
Chappy, H. and Bhai S. (2010) Student Unrest. socyberty.com/politics/student-unrest-by-happychappy-andsumobhai/
Farrant, J. (1980) Principles and Practice of Education. Harlow:Longman
Ghose, S. (1989) Teacher- Student Relationship and its Impact on Student Unrest. New Delhi: Northern Book Centre
Lakshmi, L. (2010) Student Unrest and the Role of a Teacher in Higher Education www.articlebase.com/education-articles
Singhvi, L. (1972). Youth Unrest: Conflict of Generations. New Delhi: National Publishers
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