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Role of the teacher in facllitating growth and development

What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.

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Role of the teacher in facllitating growth and development

  1. 1. ROLE OF THE TEACHER IN FACLLITATING GROWTH AND DEVELOPMENT What we know about the child is vast and impressive. However,what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them. You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism. You should accept and make your students accept the reality of physical and biological changes so that the transition takes a smooth course without causing any psychological disadvantage. You need to create such challenging conditions which may lead to the effective coordination of physical, mental and other functions in order to ensure adequate adjustment to probable life situations. Yet another task that you should ensure is to secure effective and desirable responses,and prevent or eliminate ineffective or undesirable ones. One way is to arrange conditions in a way that make desirable responses satisfying and not annoying. Punishment should be administered judiciously lest it generates negative reactions. Positive training in self-direction and self-control should be given to students. Some of the' following points can be kept in mind while guiding them:  Control and guidance must come from the student himself under the teacher's supervision.  Student should not be punished lest it interferes with his developing leadership.  Harsh,strict and unsympathetic control, and prescription of every detail of conduct leaving no place for self-control and self-direction are not conducive to student’s mental health and adjustment to life's events.  Proper guidance, rational shifts of treatment, and principles of autonomy should be judiciously applied to ensure smooth passage through the turbulent period of student. It is around the adolescence stage that students reach the higher levels of their school education. You need to receive adequate knowledge and skills with due preparedness in order to handle their emotional and social needs.You need to appreciate the factthat students at this stage are prone to revolt against established norms, rules, and authority. You should keep yourself ready to provide explanations and rationale for the beliefs and values which your students would question. Students atthis time needproper guidance to decide on the right course of action. They need supportive judgments to do things which provide them self- confidence and self- assurance. The range of individual differences in mental ability among adolescents is wide. You need to use some plan of classification to secure homogeneous groups in respect of significant abilities and achievements so that curricular and instructional needs can be suitably met. Studies have indicated that in certain tasks a student's performance would improve when others (teachers) are around. This phenomenon is called social facilitation. However, this is not a universal phenomenon. Still other studies have shown that when a student is first trying to learn something new, the presence of others is detrimental. In such a situation the teacher has to assess the situation (considering the class as a social unit) and the personality traits of his students and accordingly he should facilitate their growth and development.
  2. 2. The teacher or the school has a major role in facilitating the overall development of children once they are enrolled in the school. The purpose of discussingvariouslevelsandtypesof developmentinthiscourse istomake youaware of the underlying principles of child development in the school environment. The knowledge thusgainedwill helpyouunderstandthe educational implicationsof the physical,social, emotional and moral development of children, while designing curricular and co-curricular activities of the school, you are expected to consider certain points which contribute towards the smooth development of children’s personality. Some of the important points are discussed in the following paragraphs. Educational implications of physical development: It should now, be obvious that the physical health of children is indispensable for their success and efficiency in all fields of life. This aspect of development should, therefore, be paid the attention it all those dealingwiththe educationandwelfareof the children.The school musthave aregularProgramme of healtheducation.Ampleandadequate facilitiesforliberalparticipationinsportsand gamesandother physical exercisesappropriatetothe levelof growthshouldbe provided.Practical informationconcerning physical growth, personal hygiene,food habits, etc., should be imparted to children in an interesting manner.Youwill agreethatbrief,interestingandeasilyunderstandabletasks,introducingthemtovarious developmentstages,isboundtohelpthemformacorrectpicture intheirownminds'regardingtheirown changing selves and their roles in life. This may also serve as safeguard against the possibility of their developing irrational worries regarding abrupt development taking place in their bodies. You, as a teacher, can accomplish this task properly if you possess a sound knowledge of the physical developmentof children.With the increasedrate of physical change consequentuponthe transitionfrom one phase of developmenttoanother,theirbehaviorandattitudesare alsoboundtochange.Youshould, therefore,realizethatvaryingtreatment,suitabletothe physical growthlevel,isneededbychildren.The upperprimary, secondaryand seniorsecondarystudentsare very tenderphysically.Theyneedas much affection and tender treatment in the classroom as possible. Developing children must not be rashly stuffed with bookish learning. Their educational programs should include a combination of varied activities in and out of the classroom. Adolescentsneedsympatheticunderstandingandfriendliness.Theyare clumsy,awkward,aggressiveand often violent. Intelligent guidance of their maturing physical energies can direct their vigor and enthusiasm to healthy and useful channels. In short, a differential treatment adequate to the developmental stage of childrenis neededfromyourhands. A rigidand uniformtreatmentforall levels of children'sgrowthare obviouslyboundtobe ineffectiveaswellasdisastrous.The all-roundandhealthy development of children is exceedingly dependent upon healthy physical growth. You should also promote the development of positive and healthy feelings in children, regarding the presentstate of theirphysical health.A stronglyoptimisticapproachtowardstheirphysical well-beingis bound to have a desirable effect on their general health as well as on social, cultural, emotional and intellectual growth. Taking cake of physical health of the children at the school leave is the primary function of the physical Health instructor and the gymnastics and sports teacher.
  3. 3. Educational implications of social development: It might have become evident by now that the social growth of children is a significant process which cannotbe ignoredbythe teachersandthe parents.Children'ssocial developmentaffectstheirentirelife, includingtheirscholasticachievement.The school should,therefore,endeavor toprovide adequate and ample opportunities favorable to the social growth of the children. It should aim at creating such a healthy atmosphere in and outside the classroom that children feel' it convenient, pleasant and desirable to develop satisfying social relations with all those with whom they come incontact. The general attitude of a classteacher mustaim to promote a feelingof securityinthe minds of children, each student should be helped to develop healthy and desirable relations with classmates.He shouldbe stimulatedtoparticipate ingroupactivitiesinandoutof the classroom.The aim of education is to develop in the student useful knowledge, skills, habits and attitudes that are fundamental to successful and effective social living. The teacher should, therefore, lake care that he imparts knowledge in an interesting and stimulating mannerso that the studentsdonot developthe feelingof beinginferiorto others.Merelybookishstuff is not enough. Whenever possible you should endeavor to bring out the social and cultural implications of the varioussubjectstaughtinthe classroom.Similarly,the trainingof astudentina skill ina particular fieldisalsosociallyveryessential.Eachstudentmustbe motivatedtotake interestina practical scientific, mechanical ortechnical subject.Suchanearlypractical biaseventuallyenableshimtodevelopataste for mastering useful skills in a particular practical subject. Such a mastery and the allied technical skills are not only economically paying but also socially very helpful. It also aidsa studentinmakingand maintainingdesirablesocial relationsthroughoutadultlife.School is the best place for a student to acquire socially desirable habits and attitudes. Different children react differentlytothe same classroomsituation.Individualattentionisneededinguidingchildreneffectively. The aggressive childrenmustbe taughttheartof submission.The shychildrenneedopportunitiesforself- assertion. The delinquent child needs to be introduced to the desirability of respecting the law. Unless these opportunities are forthcoming the child has little chance to develop into a socially healthy adult. Adequate provisionof widersocio-culturalactivitiesisasfundamentaldutyof the school asthe imparting of bookish instruction. Childrenmust be stimulated to develop a keen interest in hobblesand in indoor and outdoor recreation. The organizationof clubs,camps,groupsandsocietiesisalsoveryhelpfulinmaintainingthe socialhealth of children.The establishmentof small literaryand social groups,screeningof educational films,drama, clubs, boy scout groups, girl guide groups, camp fires, etc.,provide extremely wholesome social diet for school children.Participationin suchgroups at the school level hasan extremelydesirable effectonthe development of a child's character and personality. Educational implications of emotional development: There may be several situationsinthe home and the school whichmake a child unhappyand disturbed. Usually children express many emotions like anger, fear, jealousy, affection, joy, pleasure, etc. Positive emotionshelpthe childdevelopapositiveoutlookaboutlife.Itisalsotrue thatthe experienceof positive emotionsinlife isnotalwayspossibleforeveryone.One doescome acrossanumberof bothpleasantand
  4. 4. unpleasant situations. This means that a child shouldlearn to accept unpleasant emotional experiences in such a way as he does not show undue concern and disturbance. He must Iearn to adjust himself to such experiences,situations, events,ideas and persons that cause problems. The home and the school should create such situations in which pleasant experiences predominate. The following methods are offered to help children maintain emotional balance. Fatigue:Tiredchildrenare difficulttohandle.Therefore,effortsmaybe made notlocause undue fatigue to hem. Poor health:Childreninpoorhealthare irritable.Hence the healthof childrenshouldbe properly looked after. Association with emotional people:Childrenimitate the behaviorof theirelder’sparents,teachersand otheradultsandpeergroups.Suitableexamplesof emotional stabilityshouldbe presentedbythe elders. Thwarted desires: The more restrictions arc imposedon the child, the more revolting he becomes.This means that a suitable disciplinary mechanism should be evolved. Unpreparedness: A child shows conational outbursts when he is faced with a strange situation or for which he is not prepared. Proper training to face such situations needed to be given gradually. Expressionoffeelings:Childrenshouldbe helpedtoexpresstheiremotionsinanatural way.Theyshould be helped to develop a realistic understanding of situations that arouse unpleasantness. Self-control: Children should be helped to learn how to control their feelingswhich may offend others. They should be gradually directed to exercise more of self-control. Counselling: Counselling may be useful in cases of a highly disturbed emotional state of the mind. Educational implications of moral development: Schools should have an activity-oriented Programme for the moral development of children. The school playsaveryimportantrole inthe moraldevelopmentof thestudents.Throughthe organizationof various curricular and co-curricular activities, the teacher can foster among students various moral qualities. In teachingof differentsubjectslikelanguagesandsocial studies,etc.,the teachermaystressmoral qualities like love, sacrifice, self-control, truthfulness, uprightness, etc. A list of some suggested activities for the moral development of students is given below:  Organizing group projects, camps, social service programs and games  Organizing school panchayats  Addressing daily morning school assembly  Celebrating festivals including national days  Showing appropriate films,  Stage dramas and plays  Highlighting the teachings of saints and seers
  5. 5.  Encouraging them to clean the school campus, playgrounds, public places etc.,  Looking after the school garden  Organizing Girl Guide and Boy Scout groups  Celebrating festivals of different communities religions  Organizing educational excursions and trips  Domesticating and rearing animal pets  Visitingbackwardandslum areas and renderingsome sonof service to the people livinginsuch areas arranging community and school get-togethers  Organizing a comprehensive Programme of guidance and counselling for bringing about moral changes.

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