A Compelling Need towards a Wider Psychological Spectrum in Student Teacher Relationship

The term ‘Education’ is ever evolving concept, devoid of a standard definition. The term ‘Education’ has given birth to different ideologies at different times primarily based on the socio, economic and cultural situations. Just as the human society enlarged and spread its roots to different domains, the term education became bigger and bigger in its perspectives. There can be no fixed governing principle for global education than the universal principle ‘Change’. An educational system that is afraid of ‘Change’ can never effectively cater to the demands of the society. Hence, the ability of an educational system to be flexible in terms of accommodating the current needs and changes marks its health.

When we talk of an educational system, it is explicit that it is a comprehensive term comprising all those who plan, pool sources, blueprint, edit, propagate and execute. However, there are two key entities that stand out in any discussion on education. They are the teacher and the taught. The entire purpose, meaning and efficiency of any educational pattern revolve around these two entities, as they decide the success of an educational method. At this context, it becomes mandatory that there exists a mutual respect, acceptance, co-ordination and coalition between these two entities in their attempts to explore the educational method in its fullness.

It is here the term “Psychology” plays a vital role. A look at the etymology of the term ‘psychology’ surprises. The word basically means ‘study of the soul or the mind’. So when we talk about teacher and student psychology, its interpretation should necessarily include the need for the teachers to be the best mind readers. A teacher is expected to have the empathy to step deep in to the shoes of the students and comprehend in fullness the ways of his mind. There have been many affluent educational theories that elaborate at length the role of a model teacher. Theories apart, I believe, the relationship between the teacher and taught must completely be based on mind and conscience than on theories and definitions.

The modern educational trend, especially the student teacher relationship as it exists today, is a worthwhile point to ponder. Today the violence against teachers by students and vice versa is all over the dailies. A student’s attempt to stab his teacher made a sensational coverage for our media a few years before. We are accustomed to hear of students being corporally ill-treated by teachers and the teachers being either threatened or dealt with serious injuries by students. Just as any other sensational news that vanishes into thin air over a period of time, these too are forgotten when something more sensational than them pop up.

A teacher - student violence can be customary at any other part of the world but not in my country that boasts to have a rich gurukula tradition. I am neither biased nor an extreme patriot. My concern is the strong twist that our nation has taken within a few decades in terms of student teacher relationship. There seems to be ‘rigidity’ in their dealings that necessitates such havocs in their relationship.

A stroll down our cultural lane would help us understand the evolving differences in student teacher psychology. The gurukula system the hallmark of our educational achievements was necessarily need based. I don’t tend to undermine its glory and I can never be forgiven if I do. My point here is that in a scenario wherein knowledge was primarily limited and the sources to access was relatively scarce, there can be no leeway for the students than to surrender their will to the teacher for the sake of knowledge. Gurukula was completely a teacher based educational system, wherein the teacher remained the only source of knowledge. It was a scenario of absolutism, in which the dependency level on the teacher was complete. In such context, a teacher could command nothing less than perfect submissiveness from students and it happened. As for teachers, they were primarily seen as objects of adoration and reverence. Gurukula, in my humble opinion, was more of absorption of knowledge than assimilation.

Thanks to the different invaders, who made a piecemeal of our educational system, the nation shifted from Gurukula to school education system. It is a major innovation in our educational scenario. It provided a common venue for the teachers and students to assemble together in the name of education. The improvement was not merely in the system but in the psychology as well. Still the dependence on the teacher was left untouched but the rigidity in their relationship got eased up. It is the golden period of education, as portrayed by most of the films. There was a mutual respect for teachers and cordiality in their relationship. The students looked up to their teachers and admired the teachers and their role models. The teachers in turn looked upon the students as the sheep entrusted in their guidance and went out of the way to teach them the nuances of life. The teacher was alpha and omega of the entire educational life of a student to the extent of making the proverb ‘As is the teacher so are the students’ come true. A teacher was generally accepted as a member of students’ family and was consulted for every major life making decisions. The relationship was more of a potter and clay. As the result, there was no room for psychological trauma and tantrum.

Going by the golden proverb, “Change is the one and only unchangeable particle of the universe”, educational system underwent a major change at the advent of technological era. The modern era brought along its own share of troubles with blessings. The advent of technology decentralized knowledge hubs. Knowledge is no more limited to certain precincts. Internet deals a death blow to educational arrogance. Information is just a click away. Anyone and everyone from anywhere and everywhere can have an easy access to information, irrespective of their caste, creed and religion. We live in a “Right to Information Era” that makes knowledge accessible and extremely affordable. In such context, dependence on one for the sake of information or education is perfectly meaningless. The modern era does not credit one with the absolute authority on any field. One can be well informed in a field but can never claim to be the sole master. In such a scenario of intellectual independence, we need to surely reframe our norms of teacher student psychology.

An approach to education with a liaison to the outdated terms of educational psychology would surely prove to be devastating. In the modern era, teacher is not a ‘be all and end all’ of education but merely a facilitator of education. The teacher stands as the doorpost for the students to walk through and explore the citadels of knowledge. A rigid door has very few visitors and this is true of teachers too. It is the time for the teaching fraternity to extend their arms to embrace the student community as they are.

The major crevice in the psychology between teachers and students happens because of association or comparison. A teacher attempts to judge a student based on the educational standards of his/her old era. Just as the old wine cannot be poured into new wine skins, the trends of the past cannot be the touching stones to assess the present. The terms ‘good’ and ‘bad’ have relatively similar or vague meaning in the modern trend. We need to remember that the anti-heroes attract more crowds in the modern days than the ‘goody goody heroes’ of the past.

‘Horizon Enhancement’ is the primary need of the hour. We need to widen our purview in our understanding of the modern day students community. Remember we deal with a more mentally turbulent student community than in the past. The sources of distraction were merely limited to televisions sets in the past. But in modern times, the distraction points are unlimited. It is uncommon to see a student without modern day contrivances. A kindergartener knows well the difference between wifi and mobile data. The computer games harbor on their anxiety and bring out the alpha in students. Acute materialism places them under heavy stress. They struggle psychologically with the economic difference that exists between them and their friends or neighbours. Their dreams are purely either materialistic or sensuous. They are perplexed over their anatomy and troubled over their doubts on sexuality. Their queries on religion and caste, when go unanswered, perplex them. They struggle to get into terms with the extreme diversity that prevails in every sphere of our social living. Competitiveness leaves them troubled and a life of ‘survival of the fittest’ exhaust them. They require ‘answers’ for their queries, a pair of ears to listen to their concerns, a kind heart to share their anxieties, a good soul to empathize and a genuine brain to acknowledge their worth.

Can we the modern day teacher reach to out a student and meet out the above stated requirements? It isn’t a hard task but it isn’t an easy one either. It necessarily demands the widening of our psychological spectrum. Our ancestors are geniuses, when they commented ‘Child is the father of the man’. It is true that as teachers we need to learn our lessons on student handling from our day to day life experiences. ‘As is my child so is my student’ – this is the basic realization that every teacher must accept, assimilate and apply in their innovations on education. Unconditional love overhauls every discrepancy in case of our dealings with our children and this should become true of our dealings with students too.

We need not look to tread the path of international and nation greats in our attempt to become a good teacher. We have our role models in the same institution where we work. It is a fact that in every institution, there will surely be one or few educators, who will be extremely popular amidst the student community. It may not be that every one of them is an intellectual stalwart. They may be popular among students because of their simple ways. They may be doing ordinary things in an extraordinary way. In my experience as a student at school and later at college, students do not commonly get bowled over by teachers’ intellectual prowess but by the TLC (Tender Loving Care) they showcase in their dealings with the students. No student would be indifferent on realizing that a teacher cares and he/she is genuinely involved in their overall growth. Information is in the air, hence they do not depend solely on us for knowledge but for guidance and counsel, yes they very much do.

In the modern day guiding a student in the right, socially approved and economically feasible way is an art in itself. It requires update, update and relentless update. Once again it is my humble opinion that the seething tension between teacher student relationship is our inhibition towards update. We commonly dwell on our past glory, our outdated academic achievements and almost rotting medals and laurels that we bagged ages before. It is not enough to be informed of the basics of our field of operation but the need is to be updated of the current, evolving trends in our field. Are we as trendy as our students are? This is the primary question to be pondered upon by every teacher educator.

We need not have an active account on social websites but do we atleast know their do’s and don’ts. Are we computer savvy? Do we know to make the best use of smartphones? Are we aware of the common codes and signs that our students use in our communication? Are we abreast with their fashion trends and fashion statements? Do we have a clue of their heroes and super heroes? Have we got a taste of the emerging trends in mobile and automobile industry? Are we as quick as our students in information gathering and sharing? Have we befriended their likes, desires and ambitions? Do we know for sure the current educational trends? Are we well-informed of the job market? Have we got an ear for recent updates in our field? Can we give relevant and related input to our students well beyond the scope of our textbooks? Are we the right point of approach for career guidance? Do we own a passion for educational innovation? Are we eager to spearhead an eduvation?

These are million dollar questions. You and I commonly downgrade the modern generation in comparison to our generation. If they are fed with the right dreams and apt motivations, why would they run astray from the main stream? If we blame the media for demoralizing them, why have we not emerged as a better source of motivation for the youngsters? If we blame them for being over sensuous and purely materialistic, why have we failed to engage them in educational pursuits or help them channelize their untapped sensuousness towards progress? If we accuse them of lacking in moral, why have we not assumed the roles of moral boosters?

Don’t we long to be a perfect package of all mentioned above to our children? Then why can’t the same be extended to the student community? Let us give rest to our accusing fingers and come forward to empathize with the student community and accept them as they are. Let us be thoroughly aware of our new roles as facilitators and not as mere teachers. The compelling need is to die to our past, ignorance, rigidity, inhibitions and educational ambivalence and rise as phoenix towards educative update and innovation. As said by our Mahatma, “Let us learn to become the change we desire”. 

Pushparaj

BT Asst. English

Govt of Tamilnadu