I have been a teacher for a year now. Among the several problems that I face, the most embarrassing one for me is to ‘catch’ the students who cheat during a test. I find it extremely awkward to swoop down on the ‘cheater’. Still worse, once I spot my culprit, I can’t seem to say anything worse than, “Don’t you know better than to cheat? Why don’t you study?” I would like to ‘educate’ my students in the real sense of the term, at least as far as cheating is concerned. Help!

Even after decades of ‘catching’ her students in the act of copying, a sensitive teacher is at a loss for words. Perhaps if we ‘educate’ students in the real sense of the term, they will understand the baseness involved in cheating, and how in the long run it will harm them.

In a recent course that I conducted for students in the 6-8 age bracket, I was giving students instructions on how to tackle a test. They were general instructions on writing legibly and neatly, reading the question thoroughly and then answering accordingly. My last commandment was, “Look into your own paper, and…” The students concluded my sentence saying, “…do not copy.” Pausing, I said, “That is not what I was going to say! What I want to say is do not write what your friend or partner has written because it may be incorrect. You probably know the answer yourself. Do not show your answer to your friend because you are not helping him or her in any way. In the final exam, you will be seated away from one another, and therefore your friend will not do well. The marks you get here are not of great consequence.” There was a pregnant pause. Somehow it seemed to have sunk in, because from then onwards, before every test the students began giving the instructions themselves, and concluded by saying that perhaps they knew better!

This kind of education will work with the more sensitive students once they perceive that cheating or copying is not a strategy that will help them or their friends, but will ultimately be an impediment in their academic career. Moreover, even the more ‘adventurous’ students will understand that they cannot escape your vigilant eyes!

You can spend a good part of the first class explaining the kind of environment you wish to have in class, especially during tests. Many students think that teachers gleefully pounce on the cheater to expose and humiliate him. By having students understand that it is a punch in YOUR face to catch a cheater in YOUR class, you will probably make them aware that the incident is not only embarrassing, but also a terrific blow to you. Make it explicit that you are not judging them by their grades alone, but by the way they interact and conduct themselves in class. Are they willing to wait while a struggling student offers an answer in class, or are they in a hurry to rescue the student? Explain to students that it is these ‘rescued” students who ultimately have to resort to unethical practices in tests because they have not been given the time by their own peers to assimilate subject knowledge and respond to questions. I constantly tell the little ones in my class not to be ‘selfish’! Today they understand.

It is essential for students to understand that if they value themselves, if they have self-esteem, they will not lower it by resorting to copying, because in doing this, they admit to themselves and to others that they are not worth their salt. Din it into their heads that a low grade will not be frowned upon as long as there is a reasonable explanation – something prevented them from preparing for the test or perhaps the test was just beyond them. When teachers give a regular feedback to students who fare poorly, students understand that their progress or lack of it is being followed up with genuine interest. Make note of the positives in the otherwise negative test. Perhaps the presentation was neat or the diagrams, even though they were totally unconnected with the question, had been drawn well. Make sure that these facts are mentioned to the student to bolster his confidence. You are making the student understand that he is capable; he only needs more focus.

Standing at the back of the class while students are writing a test is a good way to monitor a class. In doing this, the teacher gets a better view of the entire class, and therefore students are less prone to look into the answer scripts of others. In case you catch a student, find out from him what made him cheat: was it because he couldn’t understand the subject, or because he hadn’t studied or because he thinks it is a cool thing to do. Have a one-on-one counseling session with the student where you point out how disappointed and disillusioned you feel when one of your students cheats. Also point out to him that there will be occasions when there will be no one to copy from…where will that leave him? Getting students to think about their act is a better way of tackling the problem than putting them on the defensive. Once they feel that they are as good as the rest of the class, they will slowly stop resorting to copying and cheating. Tackle cheating aggressively; don’t shy away from it. Rather than humiliate and crush the student, hold his hand and tell him that the worst thing in life is to lose one’s integrity! Keep at it and you will find that your patrolling has helped curb cheating! You are right; this is the greatest education you can give your class!

The author is a teacher educator and language trainer based in Chennai. She can be reached at manaswinisridhar@gmail.com.

Profession: a job that needs training and a formal qualification

Professionalism: the ability or skill expected of a professional

Sorry to be defining words (thank you, Oxford Dictionary) but we need to be on the same wavelength, you and I. If you are a teacher then it is good to know if there are any other angles that I may have left out. If you are not a teacher, then it would be good to know if you had ever thought of the teacher as a professional or wished to make some addition of your own.

Of course, teaching is a profession. It is a job that needs training and a formal qualification. Like all qualification-seekers, the teacher needs some basic qualities, some characteristics which will give her a reasonable chance of success. School-leavers have always been advised by adults in the family thus: it would be a dogmatic ‘All eldest sons in this family are doctors’ or ‘Girls in our family don’t work, but you can be a teacher, it is respectable’. Thank goodness we have gone beyond that stage and most young adults are able to join whatever profession pleases them.

Now for our would-be teacher comes the next phase – where do I take my teacher-training? At what level? Primary, Secondary? There are now umpteen training colleges and one needs to make some decisions about one’s ability and interest in a particular age group. If I may be allowed a personal grouch for a minute – those who are in education understand the need for specialists – you need specialists at all levels, but what each teacherneeds is what is special to the particular teaching level. Those with a B.Ed degree are trained to teach beyond Class VI; M.As are acceptable for Class XI and XII, but surely a B.Ed. would be a necessary qualification? And at the four years-old level, the teacher needs to be a specialist with the young, vulnerable first-timer in school. She needs a T.T.C. At Montessori schools you need a Montessori training which is very specialised.

Now comes the latest phenomena. Schools have become BIG BUSINESS – we get a new one each week, offering yet another great facility usually associated with a five-star hotel. Recruiting teachers for such BIG BUSINESS becomes quite a problem unless there is a professional at the helm! After all, it may be the newest form of commercial enterprise, but you need to have an educationist to remind the entrepreneur of the objectives of a school, and thereafter comes the task of finding suitable professionals to achieve the objectives.

I read somewhere that a good teacher never dies, she becomes a Consultant! There is surely some professionalism required there as well. Quite frightening!

What makes a professional?
A professional is not just able, authorised, licensed and educated. A professional is experienced, skilled and competent. One would expect that being efficient, thorough and conscientious, the professional is, in a word, committed. As a teacher/co-ordinator/principal/consultant, all these points of professionalism need to be evaluated – self-evaluated – so that levels of accountability are back on track.

Ayesha Das is a teacher educator at Teachers’ Centre, Loreto House, Kolkata.

I am just going to begin my career as an English language teacher for the primary section. I would like to train my students in soft skills even at this level. I know it is possible. What are the sentence structures to be avoided? What are the ways in which we can sound more polite?

As teachers, we are constantly directing, guiding and instructing our students. Hence, this is the kind of speech pattern that we find used in the classroom scenario.

“Close the door, Rajeev.”

“Vittal, hand out the notebooks, (please)!”

“Sneha, bring the books from the library, (please).”

“Arun, stop talking!”

“Someone switch on the light! It’s become terribly dark in here!”

Instructions, commands and orders being issued from the very minute we enter class. What are such sentences called in grammar? Yes, the imperative. The imperative is used to give orders or commands. This is the kind of sentence structure that is used predominantly in the classroom. It is a clear indication of who is in control and who is being controlled!

Where have the modals disappeared? They make their appearance only when grammar is taught. Why can’t we use them to make polite requests? Why can’t we use them in our interaction with our students so that at the end of the day we don’t feel like a circus ringmaster, and they do not feel that they have ‘obeyed’ all day long?

Why can’t we say something like…?

“Would you mind closing the door, Rajeev? Thank you.”

“Vittal, could you please hand out the notebooks? Thank you.”

“Arun… we are in the middle of something. Is there something important that you have to share?”

“It’s awfully dark in here. Would someone please switch on the light? Thank you.”

Isn’t this a more friendly, better way of requesting students to do something? Does it sound a little more tedious though? Perhaps we use more words, but why should we be in a tearing hurry? We are here to teach students life skills, not mere subject knowledge.

If the teacher constantly uses this kind of language, students too will imbibe it naturally, spontaneously.

We would probably not hear brusque sentences like:

Give me your pen. (Instead: Could I have your pen?)

Lend me your book. (Instead: Could you lend me your book for a few days?)

Words of thank you, sorry and please will also automatically follow because the class will hear the teacher using these ‘golden’ words generously.

“Thank you for switching on the light, Amit.”

“Yes, Rekha. Please continue.”

“Please speak a little louder. We can’t hear you.”

“Sorry, I couldn’t quite catch that. Could you slow down?”

You have opened the door to soft skills training, without the students even being aware of it! What you learn as a child is something that becomes a part of you for ever and ever. Teaching is not just about conveying bookish knowledge. Teaching is also about making students understand how to get on with people by using the right kind of language.

The author is a teacher educator and language trainer based in Chennai. She can be reached at .

I would like to be a Physical Education teacher for the primary section. I have been witness to aggressive sports teachers, and I personally don’t want to be such a teacher. How can I learn to have a more positive influence on my students?

Physical Education (PE) teachers are also ‘subject’ teachers. They should be qualified in their subject (like all other teachers) and should also be able to demonstrate the same kind of sportsmanship that they expect their students to imbibe. The sports teacher (whether male or female) must be as smartly dressed as the other teachers. Spending an enormous amount of time outdoors is not sufficient excuse for a compromise. Given the fact that the PE teacher needs to be physically active and agile, he/she should wear comfortable but smart clothes, such as a well coordinated track suit or other active wear in sober and tasteful colours. Remember, everything depends on the ease with which it is carried off!

PE teachers must be extra cautious about dividing the class into those who can and those who can’t perform! Sports is meant to be enjoyed, even though students may be graded in the subject. Every student must be given the opportunity to participate. The caustic remarks that are hurled on the nervous or ‘incapable’ student, such as, “Can’t you even throw a ball?” or “Are you a tortoise?” are damaging, to say the least, and undermine the confidence of the entire class; they also make the student the laughing stock of the class. Worse still, the student will never be able to enjoy a physical activity, and will sometimes remain physiologically stunted! When a student is struggling with an exercise that he is not good at, or has not been previously exposed to, it is wrong and unfair to ridicule him. Instead, the student must be motivated to focus on another physical activity. The PE teacher should be as enterprising as the other subject teachers in having a number of activities up his sleeve. Remember that non-athletes are more interested in individual events where they can measure their level of improvement rather than compete against those who overwhelm them.

A PE teacher has to be a mentor because this teacher, more than others, will be doling out tips on sportsmanship, on doing one’s best, outperforming oneself and others, and more importantly, how to take failure in one’s stride. Stroking the non-performers is a way of showing them that it is the effort that is more important in life than what one achieves. Talking, cajoling and scolding (but not taunting) are ways of getting students to love physical activity. Praising the ones who have the natural ability for the game, and lauding the efforts of those students who are going forward with trepidation but at the same time making an effort to enjoy the game are ways of making sure that students participate enthusiastically.

The PE teacher makes a very positive contribution in the physical development of the child. Therefore, the body language of the PE teacher must also be positive, encouraging and confident. A PE teacher roughs it out with the students, but that shouldn’t stop him or her from smiling and being friendly! Those who have been encouraged in sports are the ones who continue to exercise or take up a game at a later stage in life. It is these students who also take active part in sports and go on to win laurels for the country.

It is not necessary to encourage students in English if language is a barrier. It can be done in any language the teacher and the student are comfortable in. A pat on the back, a smile or ‘Yes, you can do it,’ will make students go that extra mile for your game and for you. PE teachers have a tremendous responsibility – they are the ones who will make sure that the country has healthy future citizens. With a huge population like ours, we could have many more Olympic gold medalists once our PE classes become more motivating and less daunting, and our schools also understand what a pivotal role these teachers play in shaping the child!

The author is a teacher educator and language trainer based in Chennai. She can be reached at manaswinisridhar@gmail.com.

I have long admired Teacher Plus and feel quite chuffed that I have been offered a column to myself. Please do read it or I may get a “Dear John” letter saying I’ve been dumped!

The Primary School is at the core of whole education system, anywhere in the world. The better our primary school, the better will be the school leaving performance, not to be mention the prowess of the university graduates.

I should like this column to be interactive – ‘have your say’ is the newest slogan on many TV channels. Teacher Plus (and the Primary school) would like to put it in writing. We need to discuss, to exchange ideas, to give an opinion and to keep an open mind, willing to experiment, and improve on a present ‘favourite’ activity, or when adopting an idea from elsewhere.

The Three R’s (Reading, Riting, Rithmetic) will be the main thrust of the column, but at the centre of the whole proceeding will be the child. Teacher Plus may be able to offer tailor-made courses for the teacher in the future…

It seems a busy schedule is ahead of us. The more I think of it, the more I am sure we will be burning the midnight oil to ensure that each child will benefit from the teacher who reads Teacher Plus.

The centre of the school system is definitely the child – the V.I.P. But who makes it all happen? YOU! You need to be alert, alive and well, full of energy, rarin’ to go, and above all, child-friendly.

We can discuss the classroom and how to make it work for you…we can exchange ideas about handwriting – print, cursive, patterns, blank paper, lined paper, and what about spelling and pronunciation?

Self-assessment is a good thing to do: we could perhaps devise a Teacher Plus evaluation system. We have ideas on motivation, and the benefits (or otherwise) of rewards and punishments, incentives and learning-by-doing.

The wonderful thing about Teacher Plus is that it gives importance to the meaning of education, and makes an effort to keep the programme relevant and meaningful. Learning should be fun and we use the Theme method, EVS, the Language Experience Approach, determined to put practical implementation into educational jargon.

Perhaps we could start with the kind of teacher you should /could be? I look forward to our time together.

Ayesha Das is a teacher educator at Teachers’ Centre, Loreto House, Kolkata.

Teaching your own students is at times testing enough. Substituting for a class has its own uncomfortable zones. Are there any pointers to make this experience a little more comfortable?

We all get used to our students and become complacent because we have been labeled either friendly, demanding, or stern. When going to a new class that has not experienced our teaching first-hand (we may have been talked about and giggled over!) we should be in a frame of mind to do something new and yes, outperform. That should be our outlook when we set out to be substitute teacher for the day/class.

Where possible, get a picture of the nature of the class you are going to contend with, and the number of students you will be teaching. Maybe you could find out the names of the distracters and the troublemakers in the class. Stroke these students positively by involving them in tasks such as distributing hand outs, fetching that extra marker or chalk, or even asking them questions about what their teacher has been doing. This will raise their self-esteem and they will be sure to remain quiet. Learn to discern the students who are likely to support you in the first few minutes of your class; these are the students who will bolster your confidence level when you fumble!

Ask students to write down their names on a large sheet of paper in bold letters and display it on their tables or pin it on their shirts. If you know the names of your students, and call out their names every time you have a question, they are more likely to pay attention and less prone to make trouble. When students remain anonymous, they are more confident about ruffling the teacher and creating commotion in class. Take advantage of the fact that most students are alarmed when they hear their names mentioned in class!

Be acquainted with what the class teacher has been teaching at that particular point of time. If you have access to this information, you should be able to carry on with the teacher’s work without much ado. This will make it easy for the students, the teacher you are substituting for, and you! Go back to what has been already done, providing them with additional examples. For instance, if the teacher has been doing addition using two digit numbers, make doubly sure whether they have been introduced to the concept of carry over. If you rush into details that have not been taught by the teacher, you will find yourself facing a baffled and anxious lot of students resisting your inputs and teaching. Work out a lot of sums on the board; ask around to find out whether the students have understood. You have the luxury of time, unlike the class teacher.

Once this has been done, make sure that the students do something interesting, and something more fun. Divide the class into two teams. Let a student from team A write an addition sum on the board. Call out the name of a student from team B and get him to do the sum. Get both the teams to compete against each other. This has many benefits. It will get students to think of mathematical problems and incite them to solve the problem as quickly as possible. It will also enable you to have an interactive class – something that children love.

So look on substitute teaching as an interesting challenge, and before you know it, you will have the class eating out of your hand!

The author is a teacher educator and language trainer based in Chennai. She can be reached at manaswinisridhar@gmail.com.

I find it very difficult to deal with parents when we have the parent-teacher meeting or when they come for the report cards. I feel so stressed out. Is it just me or do most teachers feel the same?

No matter how noisy or bothersome they are, children are always easier to handle than are adults. While most parents can be pleasant, there are others who will make the entire situation nerve-wracking. What you need to remember about the situation is that while the child belongs to the parents, the child is also your responsibility since you too are a caretaker and a knowledge giver. So, take charge. But remember that there are many things that you may not know about the child, so do not pretend that you are in full control. The parents and you have to work together to mould the child.

It’s an important day, so make sure you are alert and in a good mood. Dress well because if it is the first time you are meeting them, you want to make a good first impression. If the school allows the child to accompany the parents, you could suggest to the parents that the child play outside while you chat with them. You may want to talk about the not-so- positive aspects of the child without shaking his level of confidence. You also would not want the child to witness any friction between two adults!

If your school has allotted a specific time slot to each parent, make sure you keep that in mind. Devote those 10 or 15 minutes entirely to the parent. As soon as they come in, say, “As you know, we have 15 minutes. So let us discuss what you have in mind first.” When they have taken half the time, make sure you gently step in with, “I have a few observations to make.” When you do mention the not-so-positive aspects to the parents, remember that you have to be firm but gentle. You cannot be forthright and judgmental. For example, do not say things like, “He never concentrates on his work. He constantly disturbs others next to him. He is an example of extremely bad behaviour.” I have heard many a teacher pass this harsh verdict. By saying such things, you not only alienate the parent, but also get into an argument that will leave you with a splitting headache. Instead, say, “He is a little restless. Is he like this at home too?” Here the parents perhaps lend you a sympathetic ear and may agree. This will then give you the opportunity to say something like, “He doesn’t seem to be able to concentrate on his work for more than 10 minutes. Therefore he seeks distraction. Unfortunately, those sitting next to him are not able to do justice to the task either. Perhaps with a little bit of yoga or martial arts, his ability to focus will improve.” You must understand that you are not there to upset the parent; you are there to help them with their child. Empathize with parents and make sure that they appreciate the fact that you are helping them solve their child’s problems.

When the time is up, say so openly: “I am afraid we have other parents waiting. Maybe we could discuss the rest on some other day. Thank you so much for your interest.” Smile and perhaps get up too – this is an indication that they leave!

When parents cross question you or disagree, remember that they are doing it because they know a part of the child that you are not acquainted with. Write down points, ponder and then listen. There is no need to be in a hurry to judge. Let there be open communication. You do not have to agree all the time. The meeting is happening because each of you knows one side of the child and you are trying to put the pieces together!

The author is a teacher educator and language trainer
based in Chennai. She can be reached at manaswinisridhar@gmail.com.

You probably groan every time you hear tattlers. On some days, it is likely that you only ‘hear’ them and not ‘listen’ to them!

What is tattling and when does it start?

Tattling starts very early in life, occasionally taking the class (and the teacher) by storm. Children who tattle or ‘tell on others’ do so to inform the adult that someone is doing something wrong. They are also very clear in proclaiming that they have had no role to play in the state of affairs other than that of being a disinterested informer. What they expect in return is appreciation, attention or sometimes a solution to the problem.

However, dealing with a chronic tattletale can be tricky. The child probably has a low self-esteem and hence is ‘telling’ on someone; she is also trying to prove her importance by showing that she is in possession of vital information. Tattling makes some children think that they are in control. In such cases, the child must be given importance at other times, like when she is doing her class work. Special mention must be made of the person:

Do you see how quickly Arpita is able to complete her task?

Good job, Sharan. Keep it up!

Give such children an opportunity to display their leadership qualities in class by assigning them work such as collecting homework notebooks, helping you make charts with the help of other volunteers, putting up charts, etc. Leadership skills have to be channelised in a positive manner.

For example, Arun may complain, “Meena won’t let me play on the swing.” Some teachers may consider this a nuisance because this is reporting something that has happened on the playground. According to the teacher, it is not an emergency because no one has been physically harmed. Yet, Arun probably suffers from a mental scar. He does not fight with Meena because he does not deem it right. Instead, he wants the teacher ‘to set things right’ for him.

The best solution here is to have Arun and Meena talk to each other on the issue, but alone. They need to come to a mutual consensus on how to resolve the problem in a friendly manner. Once the discussion is over, the teacher can ask them if they have come to some kind of understanding. If they have, then they shake hands. Otherwise they continue their discussion, perhaps this time in the presence of the teacher. This is a way of developing good interpersonal relationship, something that we rely on very much in adulthood.

Sometimes the tattling is meant to get others into trouble:
Martha didn’t do her homework!
Maink hasn’t brought his textbook!

Tell the student that while you appreciate his power of observation and reporting, you would rather that he takes note of the good things done by a person. This should be done seriously but gently. This gentle reprimand will teach children the fine art of giving feedback as they grow older. This will enable them to think before they pass harsh judgments like That wasn’t a very good presentation as soon as someone does their job.

Discuss with students the fact that there are two kinds of tattling: one is meant to help those in danger; the other is meant to get someone in trouble!

Encourage children to see the effect of tattling. Have an enjoyable game with the fairly smaller students. You need to be playful here and become a child yourself. Tell the children that you are a child now and ask them to categorise the tattling into Reporting/emergency or Just telling on someone. Now whine like a child, move around and say:
Ravi is not giving me the ball!

Children will be delighted as they shout out, “Telling on someone!”
Next, whine:
Megha has fallen down from the slide!

Children ought to identify this one as an emergency.

Here are other situations that you could call out:
Neeraja has fallen down from the swing.
Danny won’t let me play.
James tripped me.
Rahul has a knife.
Sangita jumped the line.

You will find your class roaring with laughter while at the same time they will be able to differentiate between what can be reported to someone and what they can deal with themselves.

For example, you explain that if Danny won’t let you play, then you tell Danny how bad it makes you feel and also ask him why he isn’t letting you play.

By exposing children constantly to such learning, older children will then be able to handle situations of telling their partners not to copy, instead of complaining to the teacher. By managing these tattlers, teachers are actually helping children improve their interpersonal relationships and negotiation skills.

Astute teachers have used this negative trait to get students to improve their writing/handwriting skills. Teachers have experimented with a tattle box. Students who have complaints are expected to write their complaints on a piece of paper and drop it into the box. The result is that many children have given up tattling when it is about inconsequential things! Children think twice before they take the trouble of writing!

Students stop tattling early on when teachers talk about the negative impact it has on the victim. Talk about the hurt and the harm that the victim experiences and get children to relate to that hurt in situations when they have been the victims themselves.

The right kind of tattling (reporting) may be encouraged because teachers are laying the foundation for team building skills.
What should be avoided is to bring in an element of ambiguity. Many of us do this by acknowledging the information given by the child to correct another child, but we also inform the informant not to be a tattletale. This confuses children!

For many, tattling begins as developing the distinction between the right and the wrong action. Use your adult judgment to comfort the ‘tattler’ when there is a serious issue. Don’t dismiss tattlers all the time!

The author is a teacher educator and language trainer based in Chennai. She can be reached at manaswinisridhar@gmail.com.

How do we as teachers develop self-confidence in a child?
-Archana Baboo, Pallavi Model School

Teachers in school play a pivotal role in instilling self-confidence in children. Teachers can teach self-confidence from the moment a child enters the classroom. It is said that when a child lives with praise, he likes himself and this in turn builds his self-confidence. According to Mark Victor, every teacher needs to reiterate this; “Don’t wait until everything is just right. It will never be perfect. There will always be challenges, obstacles and less than perfect conditions. So what. Get started now. With each step you take, you will grow stronger and stronger, more and more skilled, more and more self-confident and more and more successful.” This will help the child become less fearful and intimidated when he does something wrong.

The teacher needs to carefully monitor each child’s progress and ensure that they compliment or reward the child whenever goals are met. This motivates the child and makes him self-confident to foray into uncharted waters and be more adventurous. Whenever a child needs to be corrected for any misconduct, the teacher needs to have a positive demeanour which will enable the child to understand her point more clearly while retaining her/his self- confidence. At every juncture the child needs to understand that when he is corrected, it is done with an aim to help him do better and not to lower his self-esteem.

Another factor needed to develop self-confidence in children is unconditional love and approval. Complimenting them more for what they are and understanding their positive individual traits are also important.

It is said that example is better than precept. So, if the teacher is self-confident it automatically will percolate to her children. A lot of times we see that children are as good as their teacher. The teacher is often a role model and children venerate their teacher to such an extent that her word is law for them. So, all positive reinforcements help the child’s self-confidence to grow. A look of approval, a word of praise, an encouraging touch will go miles in boosting their self-confidence.

Self-confidence also gives the child the freedom to make mistakes and teaches him to cope with failure without feeling that his world has come to an end or that he is useless. This feeling can be instilled by the teacher only if she supports the child and guides him to do what is right without undermining his behaviour. Rather than reprimanding and rebuking him for any misconduct, the teacher needs to help the child to look within himself and make him realise his mistake. This will have a two-pronged effect. The child will learn to analyse his mistake and correct it; and he will develop confidence to face the teacher without fear. Fear undermines self-confidence and hence needs to be kept at bay.

The following account shows how a teacher can impact a child’s life and teach him to be self-confident:
Yes – I am certain that a teacher can pass on this self-confidence, because I was one of those students. When I was in 4th grade, I had a wonderful teacher (Mr. Weidner) that told us over and over that we could do whatever we had set our minds to do. After living in a household with a father that could find fault with absolutely anything and everything, I really doubted that I could do anything at all much less choose for myself. Mr. Weidner’s patience and persistence created an environment of hope, which could then protect the seeds of self-confidence. He shared this message with all of us in his classroom, and we knew that he was always watching. As a girl in a small rural community, where only about 5% of the students even thought about going on to college, his message was completely about not relying on others for your confidence, but knowing – really knowing that you had it within you and being confident about achieving your goal.

So go ahead and sow the seeds of self-confidence in a child and see him bloom into a well balanced individual who will spread the fragrance of happiness all around him.

The author is Principal, Pallavi Model School, Hyderabad. She can be reached at manjugupta09@hotmail.com.

How do we instill good manners in children?

Grace is to the body what good manners are to the mind,” says Francois de la Rochefoucauld. Unfortunately, however, lack of manners in children is a growing problem in our society. The time has come for us, as educators and parents, to instil in children, the value of basic civility. Nobody in particular can be blamed for this apathy, but at the same time the fact, that the media, the parents and the school environment are responsible, cannot be ignored.

Parents are partly to blame if they ignore their children’s rude behaviour. Some parents demonstrate poor sportsmanship, display inconsiderate attitudes and blame educators for their child`s problems. Disrespectful conduct portrayed in the media is also at fault. In school, sometimes peer pressure makes good children succumb to bad behaviour, and at other times nonchalant teachers ignore behavioural problems. However, children need to know that “good manners will open doors that the best education cannot.”

Educators can play an important role in children’s development through a respectful attitude that requires students to be considerate of the rights and feelings of others to help create a cooperative learning environment. When people treat others with respect, they feel better about themselves and develop self-confidence. When educators model courtesy, children can learn to be considerate of others.

What else can educators do to instil manners in children?

1. The first thing a teacher needs to show is that she cares for each child in her class. Whenever possible, greet each child as they enter the classroom. This establishes an emotional bond which can help nurture a strong relationship which in turn leads to obedience and acceptable behaviour.

2. Take pleasure in being their teacher, so that the children feel valued.

3. Have children name examples of good manners and list them on the board. Then have them identify examples of rude behaviour. Divide the children into groups to make posters illustrating desirable and undesirable behaviours. These can be hung on the wall to remind children of appropriate conduct.

4. Discuss socially acceptable behaviours through stories, skits or interesting anecdotes.

5. Teach, model, and post a respectful vocabulary including terms such as “Please,” “Thank You,” “You’re welcome,” “I`m sorry,” “Excuse me,” “I like the way you …” “May I?” Have students add to the list.

6. Speak to them politely and call attention to the harm that thoughtless, unkind words and actions can cause.

7. Make them aware that all forms of bullying including gossip, exclusion, name-calling and aggression are unacceptable.

8. Stress the importance of treating others the way you would like to be treated. Suggest books for them to read which will influence them to adopt socially acceptable conduct.

9. Have the children practice a manner each week; for example, tell them to make posters and talk about values like empathy, kindness, politeness, etc.

10. Acknowledge students when you see them acting in a kind or helpful manner by describing in positive terms the specific behaviour you observed. Reward good behaviour.

11. Have a bulletin board that promotes manners. When you observe a child being especially courteous, write down the action on a colourful card with the student`s name at the top and post it. Have students observe good manners in others, write down what they saw on a card, and add it to the board.

12. Take pictures of children using good manners, have students add text, and make a PowerPoint presentation for children in lower classes or for parents to view.

13. Have the children write, illustrate, and publish a book on manners. Students can work in groups to brainstorm situations. They could create questions for each page with several answer choices.

14. Have the children create a song, poem or play about manners.

15. Help establish a school-wide “Good Manners Programme” to include all subject areas. A music teacher could teach songs about manners. An art teacher could have the children make posters depicting manners. A physical education teacher could devise games where children introduce themselves to each other, and a classroom teacher could have the students write short stories.

16. A code of conduct chart could be placed next to the blackboard to remind children to practice manners. Depending on the age of the children, decide on the rules together with your students. Discuss what needs to happen in the classroom for everyone to be able to learn. Write the students’ suggestions on a large chart and hang it in the room. The students could also help you define consequences for inappropriate behaviours.

17. During work time, establish a classroom nonverbal signal to warn an individual student of inappropriate behaviour. Stare at the child, and if necessary call out his or her name and then use your signal. For example, hold your hand up in the stop position, lower your hand, or put your thumb down. Or, touch a student gently on the shoulder as a reminder of appropriate behaviour. If the child does not stop, administer a consequence.

18. Students interrupting a teacher are a problem in many classrooms. Tell the children that you want them to get the most out of school so you will not allow them to be rude and to interrupt you when you are speaking. Say, “I am here to help you learn; therefore, you need to listen and follow instructions. I am worried that you will be missing important information if you talk while I am giving instructions. When I am speaking, it is teacher time.”

19. Let them know that they will have “student time” to talk to each other when they are working in pairs or groups or at other designated times.

20. Tell them exactly what you expect of them and follow it up with consequences. If children are talking when they are supposed to be silent, stop talking, stare, and do not start again until the room is quiet. If you start to talk, and someone interrupts, then stop again. You may want to say something like, “I am waiting,” or move the disruptive child to another seat. An additional idea is to make a mark on the board to indicate that the class will lose one minute of recess. When it is quiet, begin again. Be consistent in whatever classroom management plan you use.

21. Have counselling sessions with parents and ask them to help you to correct the child’s bad manners.

Helping children learn basic manners early will be an asset for them as they mature. The effort works best if appropriate behaviour is emphasised throughout the school in conjunction with character education lessons and follow up at home. Of course the most important thing to bear in mind is that the teacher and parent need to practice what they preach!

The author is Principal, Pallavi Model School, Hyderabad. She can be reached at manjugupta09@hotmail.com.