It is said that history, and even time itself, is cyclical. We see it in fashion and film, with the looks and sounds of previous eras returning to prominence. And now, we’re seeing it in education too. Eons ago, our country promoted the famous guru-shishya parampara, where every student developed a unique relationship with his or her teacher. Then came industrialisation and the population boom, with as many as a hundred students shoved into a single classroom, and the
teacher with little choice but to lecture and leave. He or she was able to help those who specifically asked for it, but it was virtually impossible to develop any strong ties with the teacher. But, with the rise of specialisation and mentoring, the time for interpersonal relationships between teachers and students has returned. ”
I encourage students to open up and facilitate interactions even outside the classroom so that they become less nervous and more open,” says Prof V B Joshi, a visiting faculty for many institutes and specialist in human resources. According to him, teachers need to be more open and ‘loose’. “I know that we have a tradition to respect our teachers, but that has to stem from genuine feelings, not from forced behaviour. And this feeling can be aroused by being ‘normal’ with the youngsters and treating them with respect, as adults. It cannot be achieved by being a tyrant!” he says.
Student-teacher interaction, both in and out of the classroom, is influenced strongly by the teaching perspective embraced by the teacher. Teachers often communicate with their students in order to persuade them. Communication in the classroom – and often outside it, as well – centres around the teacher, with students reduced to silent listeners. “To make any sort of impression on their students, teachers focus on talking at the average student’s level, keeping the material age-appropriate and time-relevant, and finally, being assertive, yet approachable,” says communication expert Zarina Poonawala. Personal connections with teachers can help students to grow differently.
“I remember that I had this communications teacher who would always talked to us at our level. She gave us examples that we understood. She was also open to sharing knowledge and resources, as opposed to some of our other teachers who did not even want to share class notes with us,” says advertising student Aditi Malkani. “I liked how she thought and how she subconsciously influenced my thinking. I started going to her for advice or generally ‘talking it out’! I felt that she was the best thing that happened to me in that semester,” Malkani adds. She continued drawing on her teacher for help and support and evidently noticed how happy and pleased her teacher was to offer guidance without any reciprocation.
“When the semester came to an end, the students could not believe it was her last class! They did not want to let her go. Finally, in my thank you note I wrote to her – ‘The last 10 classes with you were amazing. Thank you so much. You have taught me a lot, apart from the communication bit of it as well. It’s been awesome,” Malkani remembers.
It is equally important, though, for students to understand the appropriate limits for such relationships as well as certain social and legal norms that must be observed at all costs, for the sake of the student and teacher alike. “It should be just right,” says advocate and solicitor Purvi Shah, who lends her time for law lectures,” especially in such fields as law. Students tend to get close to teachers only to land internships or articleships, and this is quite evident. Those who genuinely want to build a rapport have a different body language that is quite distinct,” she says. In fact, she agrees that students should network with professional teachers to learn about opportunities available, but there is a code of decorum for that. And she is very clear that expensive gifts and sycophancy are not included on that list.
Discretion is even more important for teachers than for students. “They are the ones who should be realising not to get too-close-forcomfort to students,” says counselling psychologist Shital Ravi. She advises teachers to use their discretion and draw a distinction between being a helpful friend and a casual friend. “It is not unheard of that many teachers get close to unsuspecting students to exchange favours, which could be of any nature, from financial to sexual,” she elaborates.
A genuine bond, though, is beyond reproach, and a sure way for students and teachers to learn from one another.
“I encourage students to open up and facilitate interactions even outside the classroom so that they become less nervous and more open” -Prof V B Joshi
Volume 1 Issue 12
