The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask ourselves what is considered a good teacher. All of us have gone through schooling, and if fortunate had a favourite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. I will be focusing on the relationship between the student and teacher, involving a setting in the primary grades, which I have found second grade to be extremely important for the student to gain a positive attitude for their future education.
Children have different strategies for learning and achieving their goals. A few students in a classroom will grasp and learn quickly, but at the same time there will be those who have to be repeatedly taught using different techniques for the student to be able to understand the lesson. On the other hand, there are those students who fool around and use school as entertainment. Teaching then becomes difficult, especially if there is no proper communication. Yet, teachers, creating a positive relationship with their students, will not necessarily control of all the disruptive students. Student disruptions will occur frequently in classes that are poorly organized and managed where students are not provided with appropriate and interesting instructional tasks”
The key is, teachers need to continuously monitor the student in order for him or her to be aware of any difficulties the student is having. Understanding the child’s problem, fear, or confusion will give the teacher a better understanding the child’s learning difficulties. Once the teacher becomes aware of the problems, he or she will have more patience with the student, thus making the child feel secure or less confused when learning is taking place in the classroom.
The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. Of course a teacher is not going to understand every problem for every child in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. A significant body of research indicates that “academic achievement and student behaviour are influenced by the quality of the teacher and student relationship “The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly.
The teacher needs to understand that in many schools, especially in big cities children come from different cultures and backgrounds. A teacher then needs to understand the value of the students’ senses of belonging, which can be of greater value and build self-worth for minority students. If the teacher demonstrates an understanding of the student’s culture, it will provide a better understanding between the teacher and the student. Though there are students who have a difficult time in school “The Mind of Man” states, “children who are yelled at feel rejected and frightened because a teacher shouts at them “The example above demonstrates the feelings the child has towards the teacher leading to inhibiting the child from learning. The reasons for children to be yelled at vary from teacher to teacher, but shouting should not be the solution for children who find education a difficult process or simply lack of learning experiences, but sometimes teachers find yelling at the child as the only quick solution.
Therefore, those teachers who demonstrate respect towards their students automatically win favour by having active learners in their classroom. The arrogant or offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be treated with respect and their responsibilities to ensure that students treat each other with kindness. “Teachers are encouraged to blend their warmth and firmness towards the students in their classroom, but with realistic limits”
Another point, I have often found critical, are the number of times the teacher does not correct the students who find calling names to their classmates amusing. Children who are teased or bullied by other children find themselves being victimized by their peers. Children who have become victims of this nature find learning difficult. They will be stressed out not only by trying to achieve academically, but also because the names they have been appointed by their classmates are destructive, demeaning, and destroy self-esteem. Therefore, it is important for teachers to have children respect each other. Usually, a type of lesson involving with self-esteem can be an excellent activity for children who are involved in this destructive nature.
Teachers who are in a classroom everyday have experienced one time or another student(s) who are disruptive and/or find learning boring. Teachers understand that if this behaviour continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to be disastrous for both types of participants. The student will conclude that his or her behaviour is permissible, and will draw away from learning; therefore it is essentially important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be forced. Learning becomes a process for an individual where he or she feels comfortable with learning whether it’s in a classroom or at home. “Lives on the Boundary” that “It is what we are excited about that educate us”. It can be applied to children at an early age, just as well as it can be applied to adults.
Definitely children learn when they enjoy learning, but also they need some control over the teacher (s) decisions. “Authoritarian control is often destructive to students who are in the primary grades, and eventually upper grades teachers have difficulty dealing with children who were taught with an authoritarian teacher “Children in primary grades feel the urge to talk about their problems, fears, or even show their knowledge, but at the same time they want to be listened too. The student will feel valued and respected. Students feel flattered when the teacher eventually gives them the option of contributing, or in other words the teacher asks for an opinion, which is usually not offered to the students. The teacher(s) does not have to give up all their control, rather teachers share control with students and encourage interactions that are determined by mutual agreement.
For teachers conducting a classroom and shaping the minds of the young students, teachers who communicate effectively with their students should give appropriate and helpful feedback to their students. Interaction between the student and teacher becomes extremely important for a successful relationship through the entire time of a school year. A close, but limited relationship between the student and teacher can be helpful for those students who are shy, and find speaking in front of the classroom difficult or children who have low self-esteem. The tension these students hold in a classroom will have the confidence they had always wanted, but never achieved due to not having a good relationship with the teacher.
Another important point is raised when teachers think of themselves as “traditional” are following the canonical approach. The traditional teachers follow the famous list of books to be read by his or her students. Many children will not enjoy reading because they do not have the background to understand the material. They do not have any interest in the book, which makes reading confusing and difficult to understand. “Students have felt what mattered most the relationship teachers established with their students were providing guidance to students who have felt inadequate or threatened”. Teachers who follow the traditional curriculum do not necessarily need to focus on their traditional ideas, but rather interact with their students and find interesting topics to discuss with their students.
Therefore, how does a teacher hold a relationship that leads to effectively teach the children? The answer becomes clear when teachers interact with, and learn more about their students. Our first educational experience, which takes place in the primary years of our life, sets the principles for our future education. Every school year an elementary teacher deals with new faces and new attitudes. Some children find themselves lacking an interest in learning and others feel playing and fooling around at school with friends is the happiest moment of their life. The solution to inappropriate behaviour will not automatically get rid of the poor attitude of these children, but is to establish a positive relationship. Teachers can establish a positive relationship with their students by communicating with them and properly providing feedback to them. Respect between teacher and student with both feeling enthusiastic when learning and teaching. Having established a positive relationship with students will encourage students to seek education and be enthusiastic and to be in school. Remembering our favourite teacher will be recognized because they had at least in one way or another the qualities I discussed in this , although we are not aware of it during the time we are in school, but teachers are well recognized at a later time of our lives..
Trees are very useful in our life.Trees are our best friends. They play a very important role in our life. We can not live without them. They give us timber, paper and firewood.Timber is used in making houses, train compartments, big boxes, tools etc. Without paper life may be difficult for us. Paper is necessary for study and writing. People in villages use firewood to cook meals. They use wood to build houses, huts, carts and agriculture tools.Trees also give us food, gum and medicine. They also add to the beauty of life. Gardens can not be charming without them. We need them for oxygen and good health.Trees also help to control pollution: They absorb carbon dioxide. They improve our environment. They cause rainfall and protect water resources under the ground. They prevent floods and droughts.Therefore, we should try our best to grow more trees. Govt. and social welfare societies should start a movement. There should be awards for those persons who grow more trees.Much of the wildlife on earth could not exist without trees. In addition to releasing oxygen into the air for animals to breathe, trees provide homes and food for many animals. Trees are also important because they provide shelter from the wind, aid in preventing soil erosion, and enrich the soil with their decaying leaves.Trees have many commercial uses. Their wood yields thousands of products, including paper, medicines and other chemicals, and lumber. Trees also provide food, such as fruits, spices, and nuts. Bark from the roots of the sassafras yields a tea and oils, and various chemicals are derived from the roots of the longleaf pine. Some tree bark yields such substances as cork, tannins, and cinnamon, as well as various kinds of dyes. Some leaves, such as those of the palmyra palm, provide fibers that are woven into twine, rope, and mats. Fluids from trees yield many useful products, including rubber, maple syrup, and turpentine.Trees are also valuable for ornamentation. They line streets and adorn gardens, making them cooler and more comfortable in summer by providing shade. Among favorite shade trees in the United States are the locust, oak, elm, beech, linden, maple, birch, willow, ash, and sweet gum. Trees cultivated for their ornamental flowers include the tulip tree, horse chestnut, locust, crab apple, and catalpa.
Trees combat the greenhouse effectGlobal warming is the result of excess greenhouse gases, created by burning fossil fuels and destroying tropical rainforests. Heat from the sun, reflected back from the earth, is trapped in this thickening layer of gases, causing global temperatures to rise. Carbon dioxide (CO2) is a major greenhouse gas. Trees absorb CO2, removing and storing the carbon while releasing the oxygen back into the air. In one year, an acre of mature trees absorbs the amount of CO2 produced when you drive your car 26,000 miles.
Trees clean the air:-Trees absorb odors and pollutant gases (nitrogen oxides, ammonia, sulfur dioxide and ozone) and filter particulates out of the air by trapping them on their leaves and bark.
Trees provide oxygen:-In one year an acre of mature trees can provide enough oxygen for 18 people.
Trees cool the streets and the city:-Average temperatures in Los Angeles have risen 6°F in the last 50 years as tree coverage has declined and the number of heat-absorbing roads and buildings has increased.Trees cool the city by up to 10°F, by shading our homes and streets, breaking up urban “heat islands” and releasing water vapor into the air through their leaves.
Trees conserve energy:-Three trees placed strategically around a single-family home can cut summer air conditioning needs by up to 50 percent. By reducing the energy demand for cooling our houses, we reduce carbon dioxide and other pollution emissions from power plants.
Trees save water:-Shade from trees slows water evaporation from thirsty lawns. Most newly planted trees need only fifteen gallons of water a week. As trees transpire, they increase atmospheric moisture.
Trees help prevent water pollution:-Trees reduce run off by breaking rainfall thus allowing the water to flow down the trunk and into the earth below the tree. This prevents storm water from carrying pollutants to the ocean. When mulched, trees act like a sponge that filters this water naturally and uses it to recharge groundwater supplies.
Trees help prevent soil erosion:-On hillsides or stream slopes, trees slow runoff and hold soil in place.
Trees shield children from ultra-violet rays:-Skin cancer is the most common form of cancer in the United States. Trees reduce UV-B exposure by about 50 percent, thus providing protection to children on school campuses and playgrounds – where children spend hours outdoors.
Trees provide food:-An apple tree can yield up to 15-20 bushels of fruit per year and can be planted on the tiniest urban lot. Aside from fruit for humans, trees provide food for birds and wildlife.
Trees heal:-Studies have shown that patients with views of trees out their windows heal faster and with less complications. Children with ADHD show fewer symptoms when they have access to nature. Exposure to trees and nature aids concentration by reducing mental fatigue.
Trees reduce violence:-Neighbourhoods and homes that are barren have shown to have a greater incidence of violence in and out of the home than their greener counterparts. Trees and landscaping help to reduce the level of fear.
Trees mark the seasons:-Is it winter, spring, summer or fall? Look at the trees.
Trees create economic opportunities:-Fruit harvested from community orchards can be sold, thus providing income. Small business opportunities in green waste management and landscaping arise when cities value mulching and its water-saving qualities. Vocational training for youth interested in green jobs is also a great way to develop economic opportunities from trees.
Trees are teachers and playmates:-Whether as houses for children or creative and spiritual inspiration for adults, trees have provided the space for human retreat throughout the ages.
Trees bring diverse groups of people together:-Tree plantings provide an opportunity for community involvement and empowerment that improves the quality of life in our neighbourhoods. All cultures, ages, and genders have an important role to play at a tree planting or tree care event.
Trees add unity:-Trees as landmarks can give a neighbourhood a new identity and encourage civic pride.
Trees provide a canopy and habitat for wildlife:-Sycamore and oak are among the many urban species that provide excellent urban homes for birds, bees, possums and squirrels.
Trees block things:-Trees can mask concrete walls or parking lots, and unsightly views. They muffle sound from nearby streets and free ways, and create an eye-soothing canopy of green. Trees absorb dust and wind and reduce glare.
Trees provide wood:-In suburban and rural areas, trees can be selectively harvested for fuel and craft wood.
Trees increase property values:-The beauty of a well-planted property and its surrounding street and neighborhood can raise property values by as much as 15 percent.
Trees increase business traffic:-Studies show that the more trees and landscaping a business district has, the more business will flow in. A tree-lined street will also slow traffic – enough to allow the drivers to look at the store fronts instead of whizzing by.
Self-confident people are admired by others and inspire confidence in others. They face their fears head-on and tend to be risk takers. They know that no matter what obstacles come their way, they have the ability to get past them. Self-confident people tend to see their lives in a positive light even when things aren’t going so well, and they are typically satisfied with and respect themselves.
Wouldn’t it be amazing to have this kind of self-confidence, every day of the week? Guess what? You can.
“Low self-confidence isn’t a life sentence. Self-confidence can be learned, practiced, and mastered–just like any other skill. Once you master it, everything in your life will change for the better.” –Barrie Davenport
It comes down to one simple question: If you don’t believe in yourself, how do you expect anybody else to?
Try some of the tips listed below. Don’t just read them and put them on the back burner. Really begin to practice them daily, beginning today. You might have to fake it at first and merely appear to be self-confident, but eventually you will begin to feel the foundation of self-confidence grow within you. With some time and practice (this is not an overnight phenomenon), you too can be a self-confident person, both inside and out, whom others admire and say “Yes!” to.
1. Stay away from negativity and bring on the positivity
This is the time to really evaluate your inner circle, including friends and family. This is a tough one, but it’s time to seriously consider getting away from those individuals who put you down and shred your confidence. Even a temporary break from Debbie Downer can make a huge difference and help you make strides toward more self-confidence.
Be positive, even if you’re not feeling it quite yet. Put some positive enthusiasm into your interactions with others and hit the ground running, excited to begin your next project. Stop focusing on the problems in your life and instead begin to focus on solutions and making positive changes.
2. Change your body language and image
This is where posture, smiling, eye contact and speech slowly come into play. Just the simple act of pulling your shoulders back gives others the impression that you are a confident person. Smiling will not only make you feel better, but will make others feel more comfortable around you. Imagine a person with good posture and a smile and you’ll be envisioning someone who is self-confident.
Look at the person you are speaking to, not at your shoes–keeping eye contact shows confidence. Last, speak slowly. Research has proved that those who take the time to speak slowly and clearly feel more self-confidence and appear more self-confident to others. The added bonus is they will actually be able to understand what you are saying.
Go the extra mile and style your hair, give yourself a clean shave, and dress nicely. Not only will this make you feel better about yourself, but others are more likely to perceive you as successful and self-confident as well. A great tip: When you purchase a new outfit, practice wearing it at home first to get past any wardrobe malfunctions before heading out.
3. Don’t accept failure and get rid of the negative voices in your head
Never give up. Never accept failure. There is a solution to everything, so why would you want to throw in the towel? Succeeding through great adversity is a huge confidence booster. Low self-confidence is often caused by the negative thoughts running through our minds on an endless track. If you are constantly bashing yourself and saying you’re not good enough, aren’t attractive enough, aren’t smart enough or athletic enough, and on and on, you are creating a self-fulfilling prophecy. You are becoming what you are preaching inside your head, and that’s not good. The next time you hear that negativity in your head, switch it immediately to a positive affirmation and keep it up until it hits the caliber of a self-confidence boost.
4. Be prepared
Learn everything there is to know about your field, job, presentation–whatever is next on your “to conquer” list. If you are prepared, and have the knowledge to back it up, your self-confidence will soar.
5. For tough times, when all else fails: Create a great list
Life is full of challenges and there are times when it’s difficult to keep our self-confidence up. Sit down right now and make a list of all the things in your life that you are thankful for, and another list of all the things you are proud of accomplishing Once your lists are complete, post them on your refrigerator door, on the wall by your desk, on your bathroom mirror–somewhere where you can easily be reminded of what an amazing life you have and what an amazing person you really are. If you feel your self-confidence dwindling, take a look at those lists and let yourself feel and be inspired all over again by you.
Gone are the days when school children across America had to trudge through several inches of snow to make their way to one-room school-houses. Likewise, fallen by the wayside is the use of the three R’s as the primary curriculum for this nation’s schools. A rap across the hand with a ruler is no longer used as a method of classroom discipline. Many of the traditions and standards of education have become antiquated and outdated. Perhaps the next casualty of societal change should be the widespread use of homework as a learning tool for today’s children.
Education and society as a whole have grown increasingly more complex. Society bears little resemblance to what it was just a few short years ago. Children today face an entirely different school day than that of their parents and grandparents and the children of decades ago. National and state standards require a much more rigorous program of study for today’s student. As a result, the curriculum is greatly expanded with many concepts being introduced at a much earlier grade level. In order to accommodate the expanded curriculum and mandated standards of accountability there has been a major decrease in the amount of recess, play and non-structured time for the average school-child.
The average student now participates in a variety of after-school activities. Football, basketball, choir, band, and cheer have been joined by soccer, dance, volleyball, softball, baseball, golf, quiz bowl, cross-country, academic decathlon, and a variety of other activities that place tremendous demands on the student’s time. Activities not related to school but also demands student time include little league baseball, softball, football, and basketball as well as dance, cheer, motorcross, and church activities. Factor in students who also work part time and you have a group of children who usually have their evenings filled with extracurricular activities. In today’s society we have students who spend their day in school and their evenings occupied with extra-curricular activities. Often the student doesn’t even arrive at home until nine or ten o’clock in the evening.
The student that arrives home late after a long day at school, followed by an evening spent in an extra-curricular activity is faced with few options in regards to homework. He/she could spend a considerable amount of time completing the homework assignments and end up going to bed exhausted in the early morning hours. The end result is an exhausted student who is not likely to be in the best condition for learning in class. The child may or may not do the assignment or at best only give a half-hearted effort to do the work. This student would likely suffer the consequences in the form of a lower grade or in some cases, punishment in the form of detention, added assignments, or other similar negative consequences.
Even very young children are not immune from the effects of homework. It is not uncommon for first and second grade students to have a large amount of homework. The drive for accountability has created a school environment that places a premium on instructional time. Recess has been gradually eroded to the point the average elementary child has only ten to fifteen minutes of unstructured play time per day. In many school districts recess has been eliminated altogether. Add a large homework assignment each evening and it raises a significant question; when do kids get the chance to be kids?
Another significant question is what do kids do when they reach a point that they don’t understand how to do an assignment? Politicians, school administrators, and teachers say that parents need to get involved and help the child. That answer assumes the parent knows how to do the math problems, algebra, etc. How many parents have worked through a math problem with their child, found the right answer only to have the problem counted wrong because it was not worked in the process the teacher and the text required? Parents may not have been exposed to certain scientific principles or even have a background in how to diagram a sentence, among other current classroom skills. Too often, parents helping their child results in a process where they are using information and skills they learned over a quarter of a century ago.
An example of how homework has lost it’s usefulness in today’s schools is a recent orientation at a junior high school during the first week of school. The Principal, who had more than twenty years of experience, was beginning his first year as Principal of that particular school. He spoke to an over-flow crowd of parents and children who had filled the gymnasium to hear what the new Principal had to say. He spoke of the high goals he had set for the school and was greeted with applause for his ideas. He then spoke of homework as a great learning tool and said that his teachers had been instructed to make sure every child in the school had two to three hours of homework every night since this was an outstanding way to build character. There was no applause on this point, only loud murmurs of disbelief and anger. This illustrates the clash of an outdated approach coming face-to-face with the reality of today’s life style.
Other options should be available to allow the students to rehearse their skills rather than continuing on with this dinosaur of the past. Since the great majority of the school day is now devoted to instructional activities this is where the great majority of rehearsal activities should take place. Having this work done at school rather than at home provides a great many benefits. First, it allows the child who has spent the entire day engaged in academics to have time to be a kid, to explore other interests such as extracurricular activities, interests and hobbies which have an educational effect in that it broadens the child’s horizons. Another benefit of having the homework done in class is that it allows the teacher to be the person that shows the child how to solve the math problem, or discuss the real meaning of the history or literature question. This allows the person trained to teach these concepts to do the actual teaching; not a parent who may not know the exact process the teacher is looking for. Additionally, this approach should greatly reduce the stress the child suffers from spending the great majority of their time after school on homework. If the child goes to school more rested and relaxed the next day the more likely he/she will be able to grasp the concepts being taught much more quickly.
Without a doubt, it is time to rescue today’s children from yesterday’s educational practices. Let’s take schoolwork from the home and put it back into the school so that trained professionals can fine tune these skills in an educational setting. Let’s give the students in today’s schools the opportunity to be children. It’s time to put homework to rest with the other educational dinosaurs of the past.
“Life is never made unbearable by circumstances, but only by lack of meaning and purpose.” For most people, feeling happy and finding life meaningful are both important and related goals. But do happiness and meaning always go together? It seems unlikely, given that many of the things that we regularly choose to do – from running marathons to raising children – are unlikely to increase our day-to-day happiness. Recent research suggests that while happiness and a sense of meaning often overlap, they also diverge in important and surprising ways.
Roy Baumeister and his colleagues recently published a study in the Journal of Positive Psychology that helps explain some of the key differences between a happy life and a meaningful one. They asked almost 400 American adults to fill out three surveys over a period of weeks. The surveys asked people to answer a series of questions their happiness levels, the degree to which they saw their lives as meaningful, and their general lifestyle and circumstances.
As one might expect, people’s happiness levels were positively correlated with whether they saw their lives as meaningful. However, the two measures were not identical – suggesting that what makes us happy may not always bring more meaning, and vice versa. To probe for differences between the two, the researchers examined the survey items that asked detailed questions about people’s feelings and moods, their relationships with others, and their day-to-day activities. Feeling happy was strongly correlated with seeing life as easy, pleasant, and free from difficult or troubling events. Happiness was also correlated with being in good health and generally feeling well most of the time. However, none of these things were correlated with a greater sense of meaning. Feeling good most of the time might help us feel happier, but it doesn’t necessarily bring a sense of purpose to our lives.
Interestingly, their findings suggest that money, contrary to popular sayings, can indeed buy happiness. Having enough money to buy what one needs in life, as well as what one desires, were also positively correlated with greater levels of happiness. However, having enough money seemed to make little difference in life’s sense of meaning. This same disconnect was recently found in a multi-national studyconducted by Shigehiro Oishi and Ed Diener, who show that people from wealthy countries tend to be happier, however, they don’t see their lives as more meaningful. In fact, Oishi and Diener found that people from poorer countries tend to see their lives as more meaningful. Although the reasons are not totally clear, this might be related to greater religious belief, having more children, and stronger social ties among those living in poorer countries. Perhaps instead of saying that “money doesn’t buy happiness,” we ought to say instead that “money doesn’t buy meaning.”Not too surprisingly, our relationships with other people are related to both how happy we are as well as how meaningful we see our lives. Feeling more connected to others improved both happiness and meaning. However, the role we adopt in our relationships makes an important difference. Participants in the study who were more likely to agree with the statement, “I am a giver,” reported less happiness than people who were more likely to agree with, “I am a taker.” However, the “givers” reported higher levels of meaning in their lives compared to the “takers.” In addition, spending more time with friends was related to greater happiness but not more meaning. In contrast, spending more time with people one loves was correlated with greater meaning but not with more happiness. The researchers suspect that spending time with loved ones is often more difficult, but ultimately more satisfying, than spending time with friends.
When it comes to thinking about how to be happier, many of us fantasize about taking more vacations or finding ways to avoid mundane tasks. We may dream about skipping housework and instead doing something fun and pleasurable. However, tasks which don’t make us happy can, over time, add up to a meaningful life. Even routine activities — talking on the phone, cooking, cleaning, housework, meditating, emailing, praying, waiting on others, and balancing finances — appeared to bring more meaning to people’s lives, but not happiness in the moment.
More broadly, the findings suggest that pure happiness is about getting what we want in life—whether through people, money, or life circumstances. Meaningfulness, in contrast, seems to have more to do with giving, effort, and sacrifice. It is clear that a highly meaningful life may not always include a great deal of day-to-day happiness. And, the study suggests, our American obsession with happiness may be intimately related to a feeling of emptiness, or a life that lacks meaning.