Education helps an individual to thrive in society, to interact with other social animals and helps a person attain and maintain a certain degree of social well-being. During the process of education, one is always a part of a group, be it school or college. The process of education thus contributes to one 's interpersonal intelligence. The fundamental purpose of education is to teach a person to read and write. Reading goes a long way in life, providing the reader with experiences of life and training him/her to lead a meaningful life.
Teacher to teacher relationship is also important. The more that a teacher is comfortable with his co-workers, his teaching career will be made easier as he collaborates with them most especially during tough times (Meador, 2012). To do this, the educator must avoid gossip or hearsay. Aside from that, he must also avoid being critical with regard his co-workers. This way, the educator will surely be comfortable as he works within the school premises on a daily basis.
Education is the key that unlocks the door to success and a life filled with great opportunities. Being well-educated gives an individual the ability to strive to become the president of the United States or even a CEO of one of the world’s biggest companies. Therefore, education isn’t a tool to take for granted because it expands one knowledge on the world we presently live in and it also, gives us the intelligence to make reasonable decisions in life as we mature. The power of education can escort an individual out of isolation, allowing them to use words to express their deepest thoughts and emotions. In addition, education is not only used to improve someone skills for their career path.
Furthermore, teacher-student relationships are dynamic and change in quality over time. Research demonstrates that relationships between teachers and students are constantly evolving through different phases and that teachers’ own relationship pattern can change over their career. Unfortunately, teacher-student relationship quality tends to decrease as students get older including over one school year in the context of new teacher-student relationships. Equally, student motivation decreases across grade
Interpersonal communication remains a fundamental aspect in the functioning of a primary education institution as it lightens the load upon the shoulders of teachers. The author in this write up will therefore discuss the significance of interpersonal communication to a primary school teacher. Among the aspects to be unfolded to detail are psychological functions, social and influential functions of interpersonal communication but equally the important, the writer will also highlight issues such as distortion of message by gestures, high probability of child abuse cases and finally inability of the teacher to communicate effectively. Key terms to be defined are interpersonal communication. Communicating interpersonally between the teacher
Education is a light that shows the society the right direction to surge. The purpose of education is not just making a student literate but adds unfrequented thinking, knowledgeablity and self sufficiency. When there is a willingness to change, there is hope for move forward in any field. Creativity can be developed and newness benefits both students and
Generally, education supports learners to discover and turn their inherent talents which are like mirrors, to useful skills offering many windows of opportunity to them. Furthermore, education is the only channel for the transmission of skills and knowledge for the continuation of industrial, economic, political and social activities. For example, unless through education, an archaeologist cannot pass his knowledge to posterity. As long as the skills and knowledge of an individual are not made accessible
A sizable literature provides evidence that strong and supportive relationships between teachers and students are fundamental to the healthy development of all students in schools (e.g., see Birch & Ladd, 1998; Hamre & Pianta, 2001; Pianta, 1999). Positive student–teacher relationships serve as a resource for students at risk of school failure, whereas conflict or disconnection between students and adults may compound that risk (Ladd & Burgess, 2001). Although the nature of these relationships changes as students mature, the need for connection between students and adults in the school setting remains strong from preschool to 12th grade (Crosnoe, Johnson, & Elder, 2004). Furthermore, even as schools place increasing attention on accountability
iii. Student Interaction: The most important roles teachers play involve interacting with students. Teachers should be leaders in the classroom and in the school, earning the respect of students and setting a positive example. A teacher has the power to build up or tear down a student 's self-esteem and make a student 's day or mar it. When interacting with students, a teacher should therefore fill the role of a counselor, a surrogate parent, a nutritionist and someone who has the best interests of every child at heart.
He is also expected to first make his student teacher unlearn the desirable learning made by him in his education till he comes for a teacher education programme and then acquire the desired learning. It is often forgotten that a teacher pursues a professional course for a year or two only, while his earlier studies in a school and a college/university, for at least 12 to 15 years, formed his essential education. However, a teacher education has, by and large, accepted the responsibility of imparting cognitive, affective and psychomotor learning during the short day of student-teacher with them. A teacher educator, in a sense, had the responsibilities of both a teacher of higher education and a school