Indian teacher student relation
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The school system in India has four levels: Students have to learn a common curriculum largely except for regional changes in mother tongue till the end of high school. There is some amount of specialization possible at the higher secondary level. Students throughout the country have to learn three languages namely, English, Hindi and their mother tongue except in regions where Hindi is the mother tongue and in some streams as discussed below. There are mainly three streams in school education in India.
Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education CBSE and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country.
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One subject Social Studies, consisting of History, Geography and Civics is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available.
In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes.
The CBSE also has affiliated schools in 21 other countries mainly catering to the needs of the Indian population there. It seems that this was started as a replacement for the Cambridge School Certificate. The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination.
In October at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate's Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country. The inaugural meeting of the Council was held on 3rd November, The Council was listed in the Delhi School Education Actas a body conducting public examinations.
Now a large number of schools across the country are affiliated to this Council. All these are private schools and generally cater to children from wealthy families. Both the CBSE and the ICSE council conduct their own examinations in schools across the country that are affiliated to them at the end of 10 years of schooling after high school and again at the end of 12 years after higher secondary.
Admission to the 11th class is normally based on the performance in this all-India examination. Since this puts a lot of pressure on the child to perform well, there have been suggestions to remove the examination at the end of 10 years. Exclusive Schools In addition to the above, there are a relatively small number of schools that follow foreign curricula such as the so-called Senior Cambridge, though this was largely superseded by the ICSE stream elsewhere.
Some of these schools also offer the students the opportunity to sit for the ICSE examinations. These are usually very expensive residential schools where some of the Indians working abroad send their children. They normally have fabulous infrastructure, low student-teacher ratio and very few students.
Many of them have teachers from abroad. There are also other exclusive schools such as the Doon School in Dehradun that take in a small number of students and charge exorbitant fees. Apart from all of these, there are a handful of schools around the country, such as the Rishi Valley school in Andhra Pradesh, that try to break away from the normal education system that promotes rote learning and implement innovative systems such as the Montessori method. It would be interesting and instructive to do a study on what impact the kind of school has had on the life of their alumni.
State Schools Each state in the country has its own Department of Education that runs its own school system with its own textbooks and evaluation system. Each state has three kinds of schools that follow the state curriculum. The government runs its own schools in land and buildings owned by the government and paying the staff from its own resources.
These are generally known as government schools. The fees are quite low in such schools.
Then there are privately owned schools with their own land and buildings. Here the fees are high and the teachers are paid by the management.
Such schools mostly cater to the urban middle class families. The third kind consists of schools that are provided grant-in-aid by the government, though the school was started by a private agency in their own land and buildings.
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The grant-in-aid is meant to help reduce the fees and make it possible for poor families to send their children. In some states like Kerala, these schools are very similar to government schools since the teachers are paid by the government and the fees are the same as in government schools. The Case of Kerala The state of Kerala, a small state in the South Western coast of India, has been different from the rest of the country in many ways for the last few decades.Tuition Teacher Se Pyar - Teacher Student Love Story
It has, for instance, the highest literacy rate among all states, and was declared the first fully literate state about a decade back. Life expectancy, both male and female, is very high, close to that of the developed world.
Other parameters such as fertility rate, infant and child mortality are among the best in the country, if not the best. The total fertility rate has been below the replacement rate of 2. Probably as a side-effect of economic and social development, suicide rates and alcoholism are also very high. Kerala has also always shown interest in trying out ways of improving its school education system. The state experimented with the District Primary Education Programme DPEP with gusto, though there was opposition to it from various quarters, and even took it beyond primary classes.
Sometimes, it also leads them to believe that the teachers are redundant. There's a lot to be said, firstly about the credibility of the information provided by net, secondly the child's ability to sieve the information for his purpose and his level of understanding. However, the role of a teacher, as a mentor to channelize, filter and adapt this information to a child's level of understanding cannot be undermined, let alone be ruled out.
Of course, the change in perspective with the education as commodity, teacher as a service provider and the parent as client has lead to a loss of respect among the students. The respect, which was integral to the classroom atmosphere, has simply flown out of the window. But nonetheless, the students who come from culturally sound background where values are inculcated right from the infancy and teachers who upgrade themselves to the state of art methods and understanding of teaching will be able to create an environment congenial enough to facilitate a rewarding teaching-learning process.
What really has to be done is perhaps infuse the system back with the values which we think of as ancient. I have always believed that a child who hasn't been groomed to value his teachers grows up to be a person who won't respect his parents or their elders. The teacher-student relationship is a very inclusive and it requires both parties to meet each other halfway. However, the onus is more on the teachers. The modern scenario has more teachers for whom teaching isn't vocation but an occupation.
Indian teacher student relation
It is reflected in their impersonal and commercial approach towards their students. We need more teachers who are teachers by choice and not by default.
The improvement of relationship actually requires an overhauling of the entire mindset.