Teacher Pupil Relationships

7/27/2019 Teacher Pupil Relationships

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Schoolmasters in the 17th

century often used fearand humiliation in order

to control their pupils.

Brothers were to be

motivated by charity and

were to act as elder

brothers to their pupils.

In adopting the name Brothers of the Christian Schools,

De La Salle and his companions differentiated themselves

from those who taught for personal gain and for whom

charity and humility had no place.


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What got me involved in the educationalfield was my experience student-

teaching for a year at Dean Rusk

Elementary School. Three days a week,

I was assigned to teach, as an assistant, 24 thirdgraders who were living in the worst neighborhood in

Atlanta. After two weeks of working at the school, the

teacher, who was female, brought to my attention that

the young black males in the class who had no fatherswould do better academically when I was in the

classroom. It amazed me that academic performance

could be altered by a simple motivational factor like a

direct role model.


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Igot so involved with the elementaryschool that I began to go to specialeducation classes and offered my services

to the teacher. I really bonded with the kidsin the special education class. I wasteaching from the heart, and the kids

biggest need seemed to be a teacher who cared aboutthem and their individual needs. The greatest reward for

me was working with a child who was mentally retardedand after three weeks that child began to read his firstwords. Just like a therapist, I feel that educating childrenis a form of healing. Working at this school was aconfidence booster because I knew if I could relate tothese kids and get positive results, I could teachanywhere. The measure of a great teacher is workingwith raw, unrefined students and making a change. It justseems too easy measuring a teachers ability when thatteacher is already working with students who aresuccessful in school.


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In the middle of my last year in college, I knew thatI wanted to work with children who had learning

disabilities. I wanted to go to a graduate programthat would be the best at providing me with thenewest information.

There were two eventsin my life that wereextremely important. Thefirst was graduating fromcollege. The second wasaccomplishing the goalof getting into graduate

school even though I amdyslexic.


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I believe in chances, so I do not give up on peopleor children. I know that if I have a class full of kidsI would want all of them to be successful students.

I believe in finding solutions to any and every

problem. I dont believe

in quitting because of my

academic experiences. With all

the chances I was given, I am

going to give all my students

as many chances as they needto find themselves as students.


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When I reflect on my favorite teachers in my life,they were teachers who were my friends, too. I see

teachers wearing many titles besides TEACHER.I see psychologist, mother, father, friend, adviser.

I believe students react to my behavior. The more

I give of myself, the more they will give back to me.

Lastly, my best quality is that I am very personal with

all students. I work with kids and try to make themfeel that I understand them. I am very stern on good

morals and manners. I am not old-fashioned. I just

believe in respect, honesty and truthfulness. I feel

that children will be better students if they becomebetter people.

- The author, Ennis Cosby, son of well-known actor and entertainer Bill Cosby,

overcame dyslexia to finish college. He went on to do graduate studies in

special education at Columbia. On January 16, 1997 he was shot and killed by

an 18-year-old near a Los Angeles freeway.


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Recall one person who has had a significant influence inhelping you discover and develop your gifts, who

confirmed your potential, inspired you, or who helpedyou find meaning and direction in life.

What do you feel werethe most significant

characteristics of this

persons relationshipwith you?

A. Antiqueo


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The teachers who inspired andhelped us were surely nearly always

the ones who took us seriously, who

believed in us and gave us a

stronger sense of our self-worth and

potential.Cardinal Basil Hume, Profession and Vocation:

Teaching in the Third Millennium, 1999

A. Antiqueo


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Education is one of the professions of care

and to forget it is to lose touch withsomething fundamental in the profession. . . .Those we perceive as caring for us have aspecial influence and vice versa. I believe

that fidelity to young people in our timebegins with a quality of care, perceivablecare, in those who would work to influencethem towards good. Perceived care is the

mode in which our fidelity to youth isworked out. It provides the context in whichteaching as a ministry to youth can function.

- Michael Warren, Youth, Gospel and Liberation


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You are in a ministry wherein you have totouch hearts. But you cannot possibly do this

without the assistance of the Holy Spirit. Beseech

God to confer on you today the same grace as hegave his apostles, so that after filling you with his

Spirit for your own sanctification, he may confer

it on you for the salvation of others.

- St. John Baptist de La Salle, M 43.3

A. Antiqueo


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It was the gentleness andtenderness for his

neighbor that made it possible for St. Francis de Sales

to convert so many souls to God. . . In fact, this virtue

won the hearts of all those with whom he dealt, and the

affection they had for him was a means he used to bring

them to God. Do you have these sentiments of charity

and tenderness towards the poor children whom youhave to educate? Do you take advantage of their

affection for you to lead them to God? If you show the

firmness of afatherto restrain them from misbehavior,

you must also have for them the tendernessof a motherto draw them to you, and to do for them all the good in

your power. -M101.3


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Why does our

Founder give so

much importance

to relationships?


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Since you are ambassadors of Christ in the work that you do,

you must act as representing Jesus himself. He wants your

disciples to see him in you and receive your instruction as if

he were giving it to them. . . In order for you to fulfill this duty,

frequently give yourself to the Spirit of the Lord to act in your

work only under his influence. - MR 195.2

The healing and liberating action of God comes to people

through the medium of ordinary human relationships. The love

of the Christian teacher for young people is a visible sign and

instrument of the redeeming love of God.


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To renew oneself spiritually isto understand that thevocation to which one iscalled is a vocation to love.It is by loving all those onecomes in contact with thatthe (Lasallian) helps revealto them that God loves them

and is calling them to givewitness to Gods love in all

their human contacts.Declaration 3.4


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In effect, Christ is revealed as the saviorand servant by the very factthattheBrother/Lasallian teacher makes himself theservant of young people, preparing themto live lives more alert, more responsible,more truly human. . . . The Lasallianeducatorreveals the religion of love to theextent that he leads the young toexperience the benefit of the love he offersthem,a love that is sensitive, sturdy andunselfish . . . It is not in books or wordsthat the young first encounter the God whocalls them, but rather in the one whoinstructs them. - Declaration 32.5


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Honor the presence of God in each one.

Honor and prefer the poor who are the image of Jesus.

Never act in anger. If you are angry, recollect yourself

and pray to the Spirit to act only under his influence.

Do not use inappropriate words to refer to your pupils.

Address them in a way that affirms their dignity.

Show justice and charity in your corrections. Correct

your pupils in a manner befitting rational beings, notlike animals. Do not humiliate your pupils.

Show courtesy and respect to all as children of God

and dwelling places of his Spirit.

Look for and affirm the good in each one.

Christ is

present byhis Spirit in

each person.

Gospel Vision


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In todays gospel, Jesuscompares those who have chargeof souls to a good shepherdwho has great care for his sheep.One quality he must possess,according to Our Savior, is toknow each one of themindividually. This should be oneof your main concerns: to be ableto understand your pupils and

to discern the right way toguidethem. - M 33.1


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* Lambert Dulong. Age 12 yrs.Has been coming to school for 4 years.He has been in the 4th grade for 6months, in the 5th grade for accounts,and in the 4th for arithmetic since May5. He is a scatter-brained, light-headedboy but he learns and retains easily. Hehas very little piety in church and rarelygoes to the sacraments. His particulardefect is pride and he is very upsetwhen he is humiliated. Punishment issometimes useful for him. He isnormally very hard-working, is veryattentive in catechism, writing, andarithmetic. He has always beenpromoted on time. . .

They must show moremildness to some, morefirmness towards others.There are those who call

for much patience, thosewho need to be stimulatedand spurred on, some whoneed to be reproved andpunished for their faults,

others who must beconstantly watched overto prevent them frombeing lost or going astray.This guidance requiresunderstanding and

discernment of spirits,qualities you shouldearnestly and frequentlyask ofGod. M 33.1

Some Tips for Teachers

Understand the many ways youngpeople can and do learn.

Adapt your methods, strategies andapproaches to their abilities and

learning differences.

Give special attention to those whohave difficulties and struggle with

learning.

Create a climate of acceptance andencouragement which supports real

learning.


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Your first duty to your pupils is that ofedification and

good example. Have you considered that you must be a

model for them of the virtues which you wish to

inculcate? Have you conducted yourself as befitting good

teachers? - M 91.3

Your zeal for the children you instruct wouldnot have much result or success if it limiteditself only to words. To make it effective, it is

necessary that your example support your

instructions. . .This is also the way our Lord

acted, of who it is said, he began to do andthen to teach, and speaking to his disciples

after he had washed their feet he says, I have

given you an example so that you may do as I

have done to you. - M 202.3

I have given you anexample so that youmay do for otherswhat I have done foryou.


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Commenting on the role of the pastoral role of the teacher,De La Salle writes:

a great tendernessmust be shown by them

for those entrusted to their care. They must bealert to whatever can harm or wound the sheep.This is what leads the sheep to love theirshepherds and to delight in their company, forthere they find their rest and comfort. - M 33.2

If you show the firmness of afatherto restrainthem from misbehavior, you must also have forthem the tendernessof a motherto draw themto you, and to do for them all the good in yourpower.-M101.3


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A warm, fraternal concern for all without distinction.

Sensitivity to anothers needs and feelings.

Gentleness and kindness that flows from understandingand compassion for anothers vulnerability.

Exercising judgment, self-control and reserve rather thangiving way to passions, anger and harshness.

Consistency in challenging pupils to live up to the

best of which they are capable.

Insisting that students take responsibility for theiractions.

Because of you,

I am free to be me!Because you believe in me,

I can believe in myself!


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You encounter so many obstacles to

salvation in this life that it is impossible to

avoid them if you are left to yourselves andyour own guidance. This is why God gives

you Guardian Angels to watch over you . . .

This is what God has provided in giving

children teachers . . . to whom he has given

the concern and vigilance, not only toprevent anything harmful to their salvation

from capturing the hearts of children, but

also to guide the children through all the

dangers they meet in this world. . . M 197.3


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Vigilance means keeping alertand observant in order to respondeffectively to any given situation.One keeps a sharp eye in order tomake sure that everything goessmoothly. In the Lasalliantradition, one is vigilant for twobasic reasons:

To carefullymonitor a childsprogress in order to follow himup, guide and help him.

Toprevent or curb the

development of bad habitsandundesirable behaviorin the youngwho lack mindfulness and self-discipline. Firm and prudentcorrection is usually required.


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The zeal you are obliged to havemust be so

active and so alive that you are able to tell the

parents what is said in scripture: Give us their

souls, keep everything else for yourselves, that is,

what we want is to work for the salvation of their

souls; this is the only reason we have undertaken

to guide and teach them. M 201.3

Your ministry requires that you teach children the

science of salvation, and you are obliged to do this

with entire disinterestedness. M 108.2


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When we identify withGods desire, then

Gods desire becomes

ours. We want whatGod wantsthe joy andfulfillment of all hischildren.

Availability to those in need.

Generosity without expectation ofreturn.

A willingness to go the extra mile.

A commitment to include the excluded.


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1. The teacher-pupil relationshipfor the Lasallian educator is theholy ground on which he or she

encounters God.

2. Lasallian educatorsrepresents Jesus in the way

they relate to others.

The relationship is potentiallysacramental, an instrument ofgrace and a means of leading

others to God.

3. The object of the teacher-pupilrelationship is to enable the pupil tolive a life more human and Christian.


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4. The teachers way of dealingwith pupils draws inspiration andguidance from Jesus own

teaching and example. Thegospel is translated intointerpersonal relationships.

5. Six Characteristics of thisRelationship:

Unconditional respect. Knowing each student personally. Edification and good example.

Tenderness + firmness. Vigilance. Gratuity and disinterestedness.


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Teacher Pupil Relationships