In a democratic set up and school in the social system develop the leadership qualities among the students. Actually school plays an important role in creating future leaders for the country. Students are the citizens of tomorrow and they receive trailing in leadership from their teacher. Some schools encourage unions for the school children and students association conic into existence.
A school has different levels for the development of leadership qualities. Each class elects its leader generally called monitor of the class, who leads the students for different activities. Besides, monitor, there are several other students leaders, like prefect, secretaries of activities such as drama; sports, society, N.C.C. and other cultural and co-curricular activities. They all work independently under the guidance of the teachers. Housing system in the school also trains the students for leadership.
While teaching in the class, a teacher plays an important role. He maintains the discipline in the class and keeps the student busy for the studies. Actually, he rules the class and controlling the class is not an easy work. He needs a harmonious atmosphere for the teaching. It depends on the teacher as to how he creates interest in the subject at least like maths, science.
There are different types of leadership in the school. From a small class where monitor is the leaders, other students also enjoy several posts under several other activities in such as in housing system they have the activities of their house separately. In several functions debates, speeches annual Sports, Annual Day Prize Distribution Function are managed by the students under the teacher.
Principal is pivot of whole of the school i.e. management, administration, academic functions, interaction with teachers, parents and visitors. He establishes the link between the school administration and management. He owes the responsibilities of all the activities in this school. Everything is done in the name of school Principal. He has to lead the team of teachers for the school management.
The teachers or the Principal cannot maintain discipline in the school. They have to take the help of die students and as such they create a sense of leadership among die students and rest of the students observe the activities and learn the lesson for leadership qualities. Since morning students manage Assembly/Prayer in school ground or hall and see that the students remain under their control of their leadership.
The Teacher and the Classroom Management:
Classroom management implies the creation of such an environment by the teacher in the class as it allow for the best display of the students' abilities in the teaching-learning process. There is the maximum involvement of the students in the classroom activities. The teachers and the students are full of enthusiasm. The classroom environment is based on mutual goodwill and faith. The teacher gives due regard to the individuality of the students and the students in turn show spontaneous respect for their teacher. The teacher in the true sense is the friends, philosopher and guide of the students.
Factor's that Affect Teacher's Performance:
(1) Teacher sex shows mixed results, but generally male teachers seem to be more successful with science achievement, while females appear more successful with subjects like English as foreign language. Furthermore, males seem to be more successful in early grades at least in some countries.
(2) Age of teacher is equally mixed in results, but there is some evidence that for the later secondary grades, older teachers are more successful than younger ones.
(3) Teacher educational attainment also produced mixed results, however teachers schooling did emerge as more important for primary and early secondary grades, and for these subject areas requiring special skills, such as science, mathematics and literature.
(4) Teacher credentials and certification are clearly important for successful teaching. Although the overall evidence is somewhat less than unanimous, the more complex and thorough studies provide strong evidence for the positive effects of teacher training on student outcomes.
(5) Teacher experience is important for student performance in primary and early secondary grades, but less so far upper secondary grades.
(6) Teacher salary does not emerge as a consistently important variable in maximizing student achievement. The ambiguous results are probably due to the high inter correlation between teacher salary and other teacher variables.
(7) Teacher absenteeism and punctuality although only little researched, do not seem to be important teacher characteristics in relation to student performance.
(8) Teacher attitudes towards job and carrier did not clearly emerge as an important variable, in spite of sound theoretical reasons why it should be so.
(9) Teacher behaviour operationalised as the assignment of homework and time spent preparing lessons, did not clearly emerge as an important variable and thus of dubious value in teacher training programme.
When we work in a group a person is chosen who leads the group we can define leaders as those who have the ability to influence the behaviour of other without the use of force. Groups and organizations of all types develop and succeed under an effective leadership. A good leader is not only a good commander but is also able to extract work from his followers and channelize them towards the attainment of the goal so not only going commands but also acceptance of request also becomes an essential part of the leadership behaviour. The leader applies his qualities and skills for achieving the group goals. A teacher should know what to expect from the child (student) and what he needs physically, socially and emotionally.
1. An Active Role:
We should not limit our knowledge about student to a formal teacher taught relationship, especially at the time when he is found to be a member of a drug subculture group or is heading in a socially undesirable direction. The routine teacher taught relationship would benefit him only when we deal with him empathetically as a social being, as an individual self as a biological organism.
2. Making Students Realise the Various Changes:
We should make our students accept the reality of physical and biological changes. If it is done, the transition takes a smooth course without causing any psychological disadvantage.
3. Conditions for Coordination:
We should create such challenging conditions which may lead to the effective coordination of physical, mental and other functions in order to insure adequate adjustment probable life situations.
4. Effective Responses:
We should secure effective and desirable responses, and prevent our eliminate ineffective or undesirable ones. We should I arrange conditions in a way that make desirable responses satisfying and not annoying.
5. Proper Punishment:
Punishment should be s administered judiciously otherwise it would generate negative reactions.
6. Positive Training:
Positive training in self direction and self-control should be given to students. Some of the following points can be kept in mind for guidance:
(1) Avoidance of Punishment:
Student should not be punished otherwise it would interfere with his developing leadership.
(2) Proper Guidance:
One should apply judiciously proper guidance, rational shifts of treatment, and principles of autonomy to ensure smooth passage through the turbulent period of students.
(3) Avoidance of Harsh Control:
Harsh, strict and unsympathetic control and prescription of every detail of conduct leaving no place for self-direction would hinder student's mental health and adjustment to life's events.
(4) Internal Control:
Control and guidance must come from the student himself under the teacher's supervision.
The researchers have established that various individual differences are found between two sets of individuals i.e. boys and girls. However, reformers and planners have attempted to bring girls at par with boys. In such a situation it becomes very difficult for a teacher to accommodate two viewpoints in order to deal with the individual girl's children in the classroom.
Indian girls tend to be timid and take a lot of time to open up and participate in the learning process. To encourage them for participative learning and in performing various curricular and co curricular activities results in better self-image. For this a teacher may develop specific activities for girls, which may bring them at par with boys. This parity may be in terms of all the competencies supposed to be acquired by children studying in the some educational setting.