Achieving Success Through Strong Teacher-Student Relationships

“A teacher affects eternity.”

Henry Adams (1838 - 1918)

U.S. historian.

Introduction

Education is "manifestation of perfection" as it is truly said by Swami Vivekananda. Education is an eternal journey. However, the definition is more philosophical and moral than the gross earthly term. In pragmatic institutionalized definition, Education is a system of formal teaching and learning as conducted through schools and other institutions. Levels of education in modern societies can go from preschools to colleges and universities. The main component of the education is the teacher and the taught i. e. students. In that perspective a study of a teacher-student relationship is very vital. A teacher-student relationship is one of mutual respect and trust.  The teacher is responsible for creating a safe and stimulating learning environment for the student, while the student is responsible for actively participating in the learning process and adhering to the rules and expectations established by the teacher. A positive teacher-student relationship can lead to better academic performance, positive behavior, and overall school experiences for students.

Ancient Greek Perspective of Teaching 

Ancient priests or prophets frequently provided teaching in India, China, Egypt, and Judea, where the teacher was accorded honour and distinction. Many Jewish elders believed that teachers were the paths to redemption, and they taught kids to respect their instructors even more than their parents.

Teachers and students had an apprenticeship and mentorship relationship in ancient Greece. The emphasis was on the transfer of knowledge and skills from experienced practitioners to aspiring practitioners. The teachers were referred to as "sophists," and they were well-respected members of society. They were paid to teach and travel from city to city giving lectures and providing private instruction.

Socrates, the philosopher famous for his method of questioning and dialogue with his students, is an example of this. He believed that knowledge was discovered through discussion and debate rather than being transmitted.

Another example is Plato, the philosopher who studied under Socrates and later founded his own Academy in Athens. The Academy was a philosophy school and the Western world's first institution of higher learning. Plato believed that education was the key to establishing a just society, and his Academy was open to anyone who wanted to learn, regardless of background or social standing.

Furthermore, education was not limited to children and youth in ancient Greek society, but was also available to adults of all ages. The emphasis was on the pursuit of knowledge and self-improvement throughout one's life.

Truly, the teacher-student relationship in ancient Greece was one of mutual respect, with the teacher viewed as a mentor and guide who assisted students in their pursuit of knowledge and wisdom.

Ancient Indian Perspective of Teaching 

In ancient India, the teacher-student relationship was based on the guru-shishya tradition, in which the teacher was known as the guru and the student as the shishya.  The guru-shishya relationship was revered, and the guru served as both an academic teacher and a spiritual guide and mentor. 

The guru taught the shishya knowledge, wisdom, and skills, and the shishya was expected to be devoted, respectful, and obedient to the guru in return. The guru-shishya relationship was a lifelong one and the shishya was expected to remain loyal and dedicated to the guru throughout their life. it is truly said:

"गुरुर्ब्रह्मा ग्रुरुर्विष्णुः गुरुर्देवो महेश्वरः। गुरुः साक्षात् परं ब्रह्म तस्मै श्री गुरवे नमः।।" I love and respect Guru as the personification of the Trinity: Brahma (the creator), the Vishnu (the creation) and Shiva (the destroyer).

Education was not limited to formal institutions in ancient India, but was also provided through the traditional guru-kula system, in which students lived with the guru and learned from them in a residential setting. This system was accessible to students from all socioeconomic backgrounds, regardless of caste, gender, or economic status.

The sage Vyasa, considered one of the greatest gurus in ancient India, taught the epic poem Mahabharata to his student, Lord Ganesha, as an example of this. Another example is the philosopher Adi Shankara, who traveled across India establishing monasteries and teaching his students Advaita Vedanta, a non-dualistic philosophy.

The teacher-student relationship in ancient India was one of devotion, respect, and trust, with the teacher viewed as a spiritual guide and mentor who assisted students in pursuing knowledge, wisdom, and self-realization.

Middle Age Perspective of Teaching 

In the middle ages, the relationship between a teacher and a student was typically one of apprenticeship. A student, or apprentice, would work and learn under the guidance of a skilled master in a particular trade or craft. The master would provide practical instruction and hands-on training, while also serving as a mentor and role model. This relationship was often formalized through a contract or agreement, and the student was expected to be loyal and obedient to the master. The relationship was also hierarchical, with the master having authority over the student.

In the past, the relationship between teachers and students was often seen as more formal and hierarchical. Teachers were often viewed as authority figures who were to be respected and obeyed, and students were expected to be compliant and passive learners. The focus was often on discipline and rote learning, rather than on fostering creativity and critical thinking.

Furthermore, there was less emphasis on developing personal relationships between teachers and students and more emphasis on communicating information.  This frequently resulted in a lack of trust and comprehension between teachers and students.

In recent years, however, the emphasis on the teacher-student relationship has shifted toward a more collaborative, student-centered approach.  Teachers are viewed as learning facilitators, with an emphasis on creating a positive, supportive learning environment in which students feel valued and respected.  The emphasis is on developing relationships and encouraging critical thinking, creativity, and self-directed learning. 

Modern day Perspective of Teaching 

The interaction between teachers and students today is typically one of cooperation and respect. The focus is on developing a welcoming, encouraging learning environment where students feel respected and valued. Instead of being seen as authorities, teachers are seen as learning facilitators.

In contemporary education, the focus is on student-centered learning, and rather than merely disseminating information, the teacher's role is to support and guide the student's learning process.  Teachers use a variety of teaching strategies, including interactive lectures, group discussions, and hands-on activities, to engage and inspire their students.

The use of online platforms, videos, and interactive tools by many teachers to support student learning has become common in the modern classroom, where technology has also played a significant role.

Furthermore, a growing emphasis is being placed on the development of positive relationships between teachers and students. Fostering a welcoming and inclusive environment in which students feel safe and supported in sharing their thoughts and ideas is part of this.  Additionally, teachers use strategies like active listening, communication, and positive reinforcement to build rapport with their students.

The modern view of the teacher-student relationship emphasizes collaboration, mutual respect, and student-centered learning, in which teachers and students collaborate to achieve academic and personal growth.

Punishment at School - a Historical Survey 

With changing societies and cultures, the idea of punishment in schools and the ways it is implemented have changed over time.

In the past, schools frequently used corporal punishment (physical punishment like whipping or beating) as a form of discipline. During the 18th and 19th centuries, this practice was widespread in the United States and Europe, and in some places, it persisted into the late 20th century.

Positive reinforcement, behavior modification, and restorative justice are examples of more progressive alternatives to corporal punishment that emerged in the 20th century.  These approaches focus on addressing the underlying causes of misbehavior and helping students learn from their mistakes.

In many nations today, corporal punishment in educational settings is forbidden. Instead, to deal with misbehavior, schools employ a range of disciplinary measures like detention, suspension, counseling, and expulsion.

In recent years, there have been increasing calls for schools to adopt alternative forms of discipline that prioritize the well-being of students and focus on addressing the underlying issues that lead to misbehavior. These include trauma-informed practices, restorative justice, and supports and interventions for positive behavior.

The idea of punishment in schools was not as formalized in the past as it is today. However, ancient texts and artifacts make mention of discipline and education.

For instance, education was valued in ancient Greece as a way to instill moral and civic virtues in young people. Both intellectual and physical training were provided for the students, with a focus on obedience and discipline.

In ancient China, Confucianism put a strong emphasis on education as a means of fostering moral character and appropriate behavior. Confucian scholars held that formal instruction and the use of punishment to correct misbehavior should both be part of education. Flogging was used as a form of discipline for students who disobeyed the rules or didn't perform up to standards.

Education played a significant role in ancient Egypt's society as well, with a particular emphasis on educating children in order to prepare them to be useful members of society. Although the use of corporal punishment is not specifically mentioned in ancient Egyptian writings, it is likely that students were subjected to physical punishment in some capacity.

In "gurukula" or "guru-shishya parampara", a system of traditional and structured education where students lived with the teacher, the students were expected to submit to and respect the guru because he was viewed as a father figure. Discipline methods that included physical punishment were also employed.

It's important to keep in mind that ancient societies had different cultural and social contexts, which might have influenced how education and discipline were perceived and practiced. As a result, there can be significant differences.

The idea of education and punishment were intertwined during the Middle Ages because religious institutions tended to serve as the primary providers of education. During this time, the Catholic Church was very important in the founding and running of schools.

The primary educational institutions in medieval Europe were monasteries and Religious studies were emphasized in the classroom, and rules were strictly enforced. Flogging was a common form of corporal punishment used to discipline students who disobeyed the rules or didn't perform up to standards. Flogging was a common form of corporal punishment used to discipline students who disobeyed the rules or didn't perform up to standards.

Students were subjected to other forms of discipline in addition to physical punishment, including fasting, protracted periods of silence, and solitary confinement. The goal of these sanctions was to teach the students respect and obedience.

Similar principles that linked education and discipline were also present in the educational system of the Islamic Golden Age, a time of significant intellectual and cultural advancement in the Islamic world. The madrasahs, which were higher education institutions, operated on an apprenticeship system where students learned from and lived with teachers. The teachers exercised considerable power and punished students physically.

Keeping in mind that the Middle Ages' religious and cultural context had a significant impact on the education system and methods of discipline, it is important to note that these practices were frequently designed to instill religious piety and obedience in students rather than to advance their knowledge or abilities.

Today's school punishment typically emphasizes restorative practices and supporting positive behavior. Instead of merely punishing students, these methods seek to change their behavior by addressing the underlying causes and assisting them in learning from their errors.  Verbal warnings, time-outs, behavior contracts, and positive reinforcement for appropriate behavior are all common strategies.  As a last resort for serious or persistent offenses, some schools also employ more formal sanctions like detention or suspension. Overall, the purpose of contemporary school discipline is to promote a positive learning environment for all students while teaching students appropriate behavior.

Conclusion 

In Exploring the Evolution of the Teacher-Student Relationship: From Ancient Times to Modern Education, it has been learned that there is the Importance of Building Positive Teacher-Student Relationships in the Modern Classroom. In fact, there are Different Perspectives of the same approach. As education is dynamic, the dimension of the roles of "friend, guide and philosopher" in teacher is also reevaluated in each changes.

Ardhendu De

References: 

1. Henry Brooks Adams. (2017, January 1). Oxford Reference. Retrieved January 20, 2023, from https://www.oxfordreference.com/view/10.1093/acref/9780191843730.001.0001/q-oro-ed5-00000038#:~:text=Henry%20Brooks%20Adams%201838%E2%80%931918&text=Chaos%20often%20breeds%20life%2C%20when%20order%20breeds%20habit.&text=A%20teacher%20affects%20eternity%3B%20he,tell%20where%20his%20influence%20stops.&text=No%20one%20means%20all%20he,slippery%20and%20thought%20is%20viscous.

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