The Good Teacher and the Good Pupil
For the last two hundred years or more there has been a growing realization that the teacher should be child-centred and should help the child's innate potential to blossom fully. Learner-centred teaching is being advanced in progressive schools all over the world.
Indeed, if we examine the examples of good teachers of the past or of the present, we shall find that they have always been learner-oriented: and good pupils have blossomed like lovely flowers when tended with care, love and understanding or even when left to themselves with interventions from teachers when necessary.
A good teacher is always a help in the pupil's pursuit of accomplishment and perfection. For the pupil, the important things are his own enthusiasm and personal effort that can sustain patient and persistent work towards growth and progress. The teacher comes in to uplift the pupil's effort, his growing knowledge, his skills, his orientation. When a good teacher and a good pupil come together, astonishing results follow for both of them — and under ideal conditions incredible transmutations of the personality and its power take place, as we can witness in some of the selections in this book.
Instruction, example and influence are the three instruments of a good teacher. A good teacher does not instruct merely by words. In fact, he makes a sparing use of them. He utilizes his communicative skills to invent illuminating phrases and expressions, to initiate meaningful devices and projects, and to create a stimulating atmosphere and environment.
The art of instruction is extremely subtle and delicate, but a good teacher practises this art effortlessly. He harmoniously blends formal with informal instruction. He varies his methods according to circumstances and organizes his teaching to suit the