A teacher, should know what to expect from the child (student) and what 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 (the studied a is found to be a member of a drug sub-culture group or is heading in a social (undesirable direction. The routine teacher taught relationship would him only when we deal with him empathetically as a social being, as an individual ( self and as a biological organism.

(2) Making Student Realize the Various Changes:

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We should make our student (accept the reality of physical and biological changes. If it is done, the transited takes a smooth-Course without causing any psychological disadvantage.

(3) Condition for Co-ordination:

We should create such challenging condition hitch may lead to the effective coordination of physical, mental and other functions in order to ensure adequate adjustment to probable life situations.

(4) Effective Responses:

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We should secure effective and desirable responses, and prevent or eliminate ineffective or undesirable ones. We should arrange conditions in a way that make desirable responses satisfying and not annoying.

(5) Proper Punishment:

Punishment should be administered judiciously otherwise it would generate negative reactions.

(6) Positive Training:

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Positive training in self-direction and self-control should be given to students. Some of the following points can be kept in mind while imparting guidance:-

(i) Avoidance of Punishment:

Student should not be punished otherwise it would interfere with his developing leadership.

(ii) Internal Control:

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Control and guidance must come to the student himself under the teacher’s supervision.

(iii) 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.

(iv) Avoidance of Harsh Control:

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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.

For Adolescence

When a student has become an adolescent, he reaches the higher levels of his school education.

It is necessary to receive adequate knowledge and skills with due preparedness in order to handle their emotional and social needs. As teacher we have great responsibilities as under:

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(1) We should appreciate the fact that students at this stage are prone to revolt against established norms, rules and authority. Hence we should be in a position and values which our students would question.

(2) Students at this time need proper guidance to decide on the right course of action. We have to provide them with it.

(3) They are in need of supportive judgments to do things which provide them self-confidence and self-assurance. We should provide them with it.

(4) The range of individual differences in mental ability among adolescents is wide. We should use some plan of classification to secure homogeneous groups in respect of significant abilities and achievements that we may be able to meet curricular and instructional needs.

(5) It is found that in certain tasks a student’s performance would improve when others (teachers) are around. This phenomenon is called ‘sock facilitation’ we have to keep it in our mind.

(6) Some studies have shown that when a student is first trying to les something new, the presence of others is detrimental. In such a situation as teacher we must assess the situation (considering the class as a social us and the personality traits of the students and accordingly facilitate their gm. and development.