Page 277 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 21: Application of Educational Management in Academic Areas

(1) Teacher as the Focus : The teacher is the significant figure in any educational institution in Notes
communicating with the learners in the classrooms and holding joint responsibility with the
parents in the welfare of the learner’s education. Actually, two-way communication is desired—
A teacher understand to the learners better by means of the knowledge of their home background
and the parents getting to know the programmes in an educational institution and the part
played by their offsprings in them. The teacher, the parents and the community generate manifold
waves of inter-relationships which call for the understanding of the nature of the services they
render and the points of view they hold. The teacher, the pivotal point in this educational
enterprise needs to develop himself professionally and maintain a wholesome personality and
a mature mind in order to strengthen the bonds of relationships.
(2) Human Relations : Human relations indicates the process by which individuals conceptualise
and relate to each other as human beings and in turn, relate to others in their society, in specific
contexts, such as educational institutions, medical institutions, industries, legal institutions,
social institutions, etc.
Human relations in an educational institution is related to the interactions and inter-relationships
generated by the personnel, directly and indirectly involved in the various activities of the
institution. Some of the significant grouping of personnel whose human relations relate to the
effective and efficient functioning of the institutions are— (i) Teacher-Learner relations, (ii)
Learner-Learner relations, (iii) Teacher-Teacher relations, (iv) Teacher-Administrators relations,
and (v) Teacher-Community relations.

Some authors have divided the ‘relationship’ as academic, social and constitutional but opinion
differs in regard to this division as it is difficult to accept any clear demarcation between social
and academic relationships.

(3) Teacher-Learner Relations : The learner’s behaviour as an individual, and especially as an
individual interacting with the teacher and the other learners, depends to a great extent on the
kind of teacher the learner has. If the teacher can satisfy the social and psychological needs of
the students, favourable, attitudes are developed in the classroom. This may be carried out by
the teacher in such activities as listening to the learners, responding to their suggestions, accepting
their feelings, involving them in the teaching and learning processes and encouraging their
efforts. Thus creating a warm, supportive and positive emotional climate in the classroom.
Such a climate enhances emotional security, motivates learning and leads to a high standard of
achievement. Being and understanding and considerate person is thus, one of the hall marks of
an efficient teacher. Some of the components of human relationship which exist inside a classroom
are open channels of communication, participatory decision-making, flexibility of the syllabus,
‘we’ feeling in groups, integrity, friendliness, student leadership, etc.
(4) Learner-Learner Relations : The human relationships among the learners/students can either
stimulate or thwart the growth of each other in many ways. It is necessary for the teacher to
understand the relationships operating among the students. The learners need a period in
which they relate to each other as equals and so learn to stand on their own. A great amount of
emotion is usually stimulated in peer group in regard to friendship relations during adolescence.
In the peer group, there is a gradual shift from activity -orientation to thought, feeling and
personality orientation. The learners by exchanging ideas and feelings with peers, clarify
interpersonal relationships. Conversation in peer groups is a medium through which social
sensitivity and skills are developed.
The influences and the impact of the peer groups extend far beyond the outcomes of simple
interactions and interrelations. In his field theory’ approach, Kurt Lewin, further of the group
dynamics movement, has referred to the effects of “the group atmosphere”, which indicates
that behaviour depends on the total field of forces in operation. The sociometric movement has
refined techniques for measuring the influence peers have on each other, who influences whom,

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