Guru–shishya tradition - Wikipedia
By TeachThought Staff Last updated May 22, It's how the student teacher relationships were developed, nurtured, and given and mutual respect, a positive and patient attitude, student equality and timely praise. The aim of the series is to stimulate readers to teach and learn more This is also true of 'learning' – we get our ideas of what 'learning' means from what happened to us in the past. In short, the teachers must be student centred, not teacher centred. Teachers need to cultivate an open and trusting relationship with their. Nowadays the teacher-student relationship changes as the dynamics of social norms. The same relationship had different in different colour for elders and now the same .. Relationship of mutual love and respect should be there between teachers and students leading to effective learning process that will last forever.
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.
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.Positive Student Teacher Relationships
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.
So As educators, we have daily opportunities to help students grow confidence and feel good about themselves. Despite all the negativity that may be around them within their households.
Through such actions as boosting their self-esteem through praise, helping them work through any feelings of alienation, depression, and anger, and helping them realize and honor their intrinsic worth as human beings. May result in better behavior in the long line jeopardy of the students. Research Practice and Contemporary Issues Evertson and Weinstein characterize classroom management as the actions taken to create an environment that supports and facilitates academic and social—emotional learning.
As time management[ edit ] In their introductory text on teaching, Kauchak and Eggen  explain classroom management in terms of time management.
The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time.
Academic learning time[ edit ] Academic learning time occurs when students 1 participate actively and 2 are successful in learning activities.
Effective classroom management maximizes academic learning time. Allocated time[ edit ] Allocated time is the total time allotted for teachinglearningroutine classroom procedures, checking attendance, and posting or delivering announcements. Allocated time is also what appears on each student's schedule, for example " Introductory Algebra: During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.
Instructional time[ edit ] Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins. The time it takes for the teacher to do routine tasks can severely limit classroom instruction. Teachers must get a handle on classroom management to be effective.
Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teachers is to define the problem behavior by how it looks without considering its function.
Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Teachers need to understand that they need to be able to change the ways they do things from year to year, as the children change. Not every approach works for every child. Teachers need to learn to be flexible. Another common mistake is for the teacher to become increasingly frustrated and negative when an approach is not working.
Modern student-teacher relationship is of understanding each other | Nagpur News - Times of India
This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach. According to Patricia Wolfe who wrote the book Brain Matters: Translating Research into Classroom Practice, auditory signals are slightly different. They are recorded as an echoic memory and that requires more time to process than the other senses. I did not realize that by only using my voice, I was using the slowest sense to control my class.
So what is the answer to positively interact with students so that they learn? For me it became one word—relationships!
I know what you are thinking, I have relationships with my students, and I believe that you do, but I am advocating something I call relational intentionality. Relational intentionality involves maintaining our authority while building relationships with students.
Relationships as a Teaching Tool
It involves intentional actions with your students. You could think of it as if it were part of the instructional plan. It is a relationship that models respect and cordiality in ways that teach both.
Relational intentionality is making sure you know your students names. It is using please and thank you with them at all times regardless of their response. It is calling them Miss and Sir. It is wanting to know details of their lives.