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ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Price Rs 20.00 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A National School Social Work monthly dedicated to networking of parents and teachers. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Volume X Issue 2 July 2013 Page ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy n t e n t s ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopyC oecopyEcopy Editorial Dr Rohini Krishnan MD 02 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Training Child-Friendly Teachers Jagadish B 03 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-Friendly School Promotes Treatment Adherence ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dr Seenivasan.P, Dr Velusamy S and Chitra G 07 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The Need for a Friendly Teacher at All Levels of Education. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Subramaniyan A L 11 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child Friendly School Environment Keerthana R 15 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Values - Role of Educational Institution ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Sheela Raghavan 19 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Technique of Child-Friendly Teaching ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dr Rani Manda, and Padma Ragam K 22 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-Friendly Atmosphere - A Child Rights Perspective ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Patrick Jude L 29 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Focus: Child-Friendly Teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Honorary special editor: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dr M D Rohini Krishnan, Ph D, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Social Welfare Officer and Co-ordinator, M Phil Clinical Social ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Work, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dept of Community Medicine, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Stanley ecopyEcopy Medical College and Hospital, Chennai 600001 Journal of School Social Work, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 8 (New 14), Sridevi Colony, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Mobile: ecopyEcopy jssw.india@ Seventh Avenue, Ashok Nagar, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 98406 02325 gmail.com Chennai 600083 ecopyEcopy ecopyEcopy ecopyEcopyNote: ecopyEcopy ecopyEcopy Views expressed by the contributors are not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy necessarily the official view of theecopyEcopy Journal. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 01 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Journal of School Social Work

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy EditoSome are Admirable. Why Not All? ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy rial Carlyles love for the teacher the home, teachers are vested with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy blossoms as love for the subject is more responsibilities the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to provide ecopyEcopy oft quoted in the school parlance. In best careecopyEcopy for their students. Corporal ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ancient Indian system of gurukulam, punishments and verbal or physical ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the learners were left to live in gurus abuse of ecopyEcopy children are, to say the least, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ashram, where children had absolute unthinkable in Indian context known ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy reverance for the guru who imparted for its culturally guaranteed exalted ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy them with knowledge, values ecopyEcopy and position for the teacher. Now-a-days ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy attitudes with a fatherly affection. In only rules and regulations make them ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the unlikely event of the guru being behave like teachers and not their ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy not kind or friendly, the gurus patni conscience or sense of duty. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy provided forecopyEcopy the learners ecopyEcopy a Researches indicate ecopyEcopy that ideal ecopyEcopy ecopyEcopy comfortable stay, with her mothers school climate with good teachers is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy instincts, without arousing any feelings necessary for the children to be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of home-sickness. She was mother, happy. IfecopyEcopy the schools look for a model, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy mentor and hostel warden all rolled in the authorities must take into ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy one. consideration childrens health, safety, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Times have changed and with the self-respect and gender issues with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy advent of factory-like production line compassion. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy schools broughtecopyEcopy in by the Westeners, Teachers are in a unique position ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the joy of learning had given way to to help even children in distress to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy drudgery of education for degree. recover ecopyEcopy through their ecopyEcopy everyday ecopyEcopy ecopyEcopy ecopyEcopy Even in the early 60s and 70s of the activities ecopyEcopy teaching, sharing, playing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy last century, children who attended and listening to and with children. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy school could manage the system as They not only have to ecopyEcopy effectively ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the joint family was very much intact. promote quality education and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Some caring adult or other at home learning,ecopyEcopy but also have ecopyEcopy to use the ecopyEcopy ecopyEcopy ecopyEcopy always corrected the lapses in school, classroom as a safe place in which ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy if any. Now, children are sent to school normalcy, curiosity and play can be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy from a very early age primarily promoted by being child-friendly. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy because both the parents go for work School social workers can organize ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and there is no ecopyEcopy one at home to ecopyEcopy take workshops regularly/ during vacation ecopyEcopy ecopyEcopy ecopyEcopy care of the children in their absence. to empower teachers in this aspect. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy As important caregivers outside ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 02 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Training Child-Friendly Teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Jagadish B* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy * Jagadish, B, Research Scholar, Department of Studies in Social Work, University ecopyEcopy ecopyEcopyMysore, ecopyEcopy ecopyEcopy ecopyEcopy of Mysore, Manasagangothri, 570006. E-mail: jagadishtkm@gmail.com ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy personal and social environment in Introduction: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the lives of its students. A childGive a child a fish and you feed ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly school ensures every child him for a day. Teach a child to fish and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy an environment that is physically you feed him for a lifetime. This ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy safe,ecopyEcopy emotionally secure and proverb emphasizes the role of a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy psychologically enabling. teacher in empowering children. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Teachers are the ecopyEcopy single most Teachers play a very important role in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy important factor in creating an making or marring a childs future. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy effective and inclusive ecopyEcopy classroom. In most countries, children between ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Children are natural learners, the ages of five and thirteen, in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy but their capacity to learn can be particular, spend relatively longer ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy undermined and ecopyEcopy sometimes periods of time in school. Thus, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy destroyed. schools provide a practical means of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A ecopyEcopy child-friendly school reaching large numbers of young ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy recognizes, encourages and people from diverse backgrounds in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy supports childrens growing ways that are replicable and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy capacities as learners ecopyEcopy by providing sustainable (Gordon, 2008). This ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy a school culture, teaching necessitates the need for creating a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy behaviours and curriculum content child-friendly and learner-friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy that are focused on learning and the school and understand what makes a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy learner. school child-friendly, who can be a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The ability of a school to be and child-friendly teacher and how to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to call itself child-friendly is directly create and develop child-friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy linked to the support, ecopyEcopy participation teachers. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopyit receives ecopyEcopy and collaboration from Child-friendly school defined: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy families. UNICEF has developed a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopyschools ecopyEcopy Child-friendly aim to framework for rights-based, childecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy develop a learning environment in friendly educational systems and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy whichecopyEcopy children are motivated and schools. Within this framework (DFID, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy able to learn. 2010): ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Staff members are ecopyEcopy friendly and The school is a significant ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 03 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy welcoming to children and attend to experience first. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy all their health and safety needs. Sets classroom rules and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-friendly teacher: procedures which help students ecopyEcopy ecopyEcopy ecopyEcopy It is very significant to note ecopyEcopy that a knowecopyEcopy what is expected from them ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy child-friendly teacher needs to possess and how the students can help ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy professional skills and personal themselves. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy qualities. The following qualitiesecopyEcopy make Is flexible and able to change ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy a teacher child-friendly (UNESCO, lessons based on the needs of his/ ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 1996). her students. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Professional skills: Must be well prepared with his ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Teaches not only text book subjects. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy materials but also whats happening Must have a good knowledge ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy outside. of his subjects. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Practice balanced with theory. Make pupils enjoy the class. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dedicates him/herself to the Personal qualities: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy job. Interacts well with the child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Understands that a child is not (physically and mentally) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy only a tiny ecopyEcopy bundle of joy that can Is affectionate with the pupils. ecopyEcopy ecopyEcopy cry, smile,ecopyEcopy laugh. He/sheecopyEcopy must Must ecopyEcopy give motherly love to students. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy understand that in front of him Teaches not only with mind, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy stands a true miracle of life. but also with heart. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Makes himself/ herself Smiles to his/herecopyEcopy pupils even ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy available to all students, however, when they irritate him/ her or make ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy knows which students needecopyEcopy extra him/ her feel miserable.. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy assistance. Encourages cooperation and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Is an effective communicator, sets an example with other students ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy however, who knows when he/she and faculty. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy needs to change her Respects all students and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy communicating techniques ecopyEcopy to be encourages good performance ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy sure students can ecopyEcopy grasp without any discrimination. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy instructional concepts. Have good moral character ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Allows students toecopyEcopy ask and is absolutely honest. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy questions,ecopyEcopy however, does not Physically and mentally fit for ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy answer questions without drawing the job. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy from other students learning ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 04 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Training child-friendly ecopyEcopy ecopyEcopyteachers: ecopyEcopy ecopyEcopy interaction was very ecopyEcopy high in all Every teacher must be trained so ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy lessons observed by teachers who that he/ she ecopyEcopy acquires role model ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy had completed the training. qualities and ecopyEcopy the sensitiveness to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy There is clear evidence of support become moreecopyEcopy child-friendly so that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and commitment amongst the classrooms become child-friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers interviewed towards childenvironment too. In this perspective, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly, child-centered teaching Chance, a UK-based educational ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy methods. charity which is working in Nepal has ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy InecopyEcopy all pupil interviews, the made great strides to raise the quality ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy children reported a positive change and standard ecopyEcopy of education offered to ecopyEcopy ecopyEcopy ecopyEcopy in the ecopyEcopy way the teachers who had children attending local government ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy undergone the training treated them and community schools through the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and stated they wereecopyEcopy no longer implementation of a child-friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy scared to attend school, or felt teacher-training programme. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy frightened of their teachers. Developed in ecopyEcopy partnership with ecopyEcopy CWIN ecopyEcopy ecopyEcopy ecopyEcopy All visited schools have banned Nepal (Child Workers in Nepal) over ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy corporal punishment and evidence the past threeecopyEcopy years, the programme ecopyEcopy ecopyEcopy ecopyEcopy praise ecopyEcopy of encouragement, and has encompassed the training of local ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy positive, child-friendly attitudes Nepali teachers from 64 government ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy towards children was seen in all and community-managed ecopyEcopy ecopyEcopy schools. ecopyEcopy ecopyEcopy ecopyEcopy schools and in most lessons After imparting the training to the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy observed. teachers, evaluation was made. ecopyEcopy ecopyEcopy ecopyEcopy All ecopyEcopy schools visited ecopyEcopy had made Significant progress has been ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy considerable, impressive efforts to observed in key areas as a direct result ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy improve the child-friendly of the training.ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy atmosphere and ecopyEcopy physical Outcome of the training: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy surroundings of their classrooms by Following ecopyEcopy findings wereecopyEcopy seen ecopyEcopy ecopyEcopy ecopyEcopy rearranging the furniture into more during visits ecopyEcopy to the schools where ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy child-centered formations (square teachers were trained (CHANCE, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy or horseshoe table arrangements, 2013): ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy providing carpets or rugs for the All the children appeared very ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy floors ecopyEcopy and soft furnishings) from happy, confident and to be enjoying ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy LowerecopyEcopy Kindergarten to Grade 2 being at school. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy classrooms. The quality of pupil/teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 05 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Most classrooms had been provided and were grateful for the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy freshly painted and interactive opportunity to take part ecopyEcopy in it. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy resources ecopyEcopy key words/spellings, Conclusion: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy number charts, multiplication tables A rights-based, child-friendly school ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and alphabetecopyEcopy charts have been has two basic characteristics: It is a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy painted on the walls in some child-seeking and a child-centered ecopyEcopy ecopyEcopy classrooms. ecopyEcopy ecopyEcopy school. Above all, it must ecopyEcopy reflect an ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Most classrooms had materials environment of good quality ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy from the ecopyEcopy teacher training characterized by inclusiveness of ecopyEcopy ecopyEcopy programme ecopyEcopy on display in ecopyEcopy the children, ecopyEcopy effectiveness for learning, ecopyEcopy ecopyEcopy classrooms. ecopyEcopy ecopyEcopy health and protection ofecopyEcopy children, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Most evidence of a child-friendly gender-sensitivity and involvement of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy approach was seen in nursery and children and family with communities. ecopyEcopy ecopyEcopy ecopyEcopy lower kindergarten levels. The key ecopyEcopy to success isecopyEcopy trained, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy All School Management motivatedecopyEcopy and child-friendly teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Committee members interviewed who become friends, philosophers and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy reported positive changes in the guides to the children. ChildecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy way their children were being taught friendliness is deemed to be achieved ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and felt the overall ethos and only when the child proudly says, It is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy approach of their particular school my school. I love going ecopyEcopy to school ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy had improved. everyday. I feel happy and comfortable ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy All teachers reported high levels there. I am not frightened of my ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of satisfaction with the training teachers. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Refernces: CHANCE (2013): Child-Friendly Teacher Training Project Monitoring and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy th Evaluation Report, Phase One, Education for Nepal, 5 February. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Delors J (1996): Learning: The Treasure Within Paris, United Nations Educational, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Scientific and Cultural Organization, Paris. ecopyEcopy ecopyEcopy ecopyEcopySchools ecopyEcopy DFID (2010): Helpdesk Report: Child-Friendly and LearningecopyEcopy Outcomes, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Human Resource Development Center, Department For International Development, United Kingdom, 2nd July. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Gordon P (2008): Review of Sex, Relationships and HIV Education ecopyEcopy in Schools, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy http://www.unicef.org/teachers/ ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy UNESCO. (1996): What Makes a Good Teacher, Opinions from Around the World, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy United Nations Educational, Scientific and Cultural Organization, Paris. UNICEF (1996): Child-Friendly Schools Initiative Education News, Issue No.16, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy April. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.unicef.org/lifeskills/index_7260.html. 06 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-Friendly School Promotes ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Treatment Adherence ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Seenivasan P* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Velusamy S** ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Chitra G*** ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy *Dr Seenivasan P, Head of the ecopyEcopy Department, Department of Community Medicine, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Stanley Medical College and Hospital, Chennai ** Dr Velusamy S, Head of theecopyEcopy Department, Department of Paediatric Neurology, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Stanley Medical College and Hospital, Chennai ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy *** Chitra G, M Phil scholar in Clinical Social Work, Department of Community ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Medicine, Stanley Medical College and Hospital, Chennai ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Introduction: for both the parents and the child. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Epilepsy is one of the worlds oldest Children with epilepsy usually feel ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy recognized conditions. Fear, anxious and may have low self-esteem ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy misunderstanding, discrimination and because of their condition which may ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy social stigma have surrounded erupt anytime and disrupt them and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy epilepsy for centuries. It is a others around. Going to school makes ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy neurological condition that knows no them feel anxious. They are scared ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy geographic, social, or racial of isolation from their classmates and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy boundaries. It occurs in men and their teachers, due to a possible ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy women and affects people of all ages, misunderstanding of their condition. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy though more frequently affecting The school environment is not friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy young people in the first two decades to child and the academic expectations ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (0-20 years) of life and people over the are high among the parents.This leads ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy age of 60 years. It has been estimated to school refusal and the child may ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy that worldwide there are at least 50 develop aggression too. This ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy million people who have epilepsy increases the stress of the parents and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy affecting their lifestyle in many ways leads to poor treatment adherence. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and causing innumerable problems in adherence: ecopyEcopy ecopyEcopy ecopyEcopyTreatment ecopyEcopy ecopyEcopy their ADL (activities of daily living). In Govt. Stanley hospital, Chennai ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Problems of the school child: alone approximately 500 children were ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy In the school-going age the enrolled for Anti Epileptic Drug (AED) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy expected role of the child is to go to treatment of whom hardly 200 are ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy school. But once a child is diagnosed regular to treatment. Paediatric ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy with epilepsy, it can be overwhelming epilepsy is such a complex medical ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 07 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy condition thatecopyEcopy its management ageincluding childhood. Some ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy continues to be a challenge for children develop epilepsy ecopyEcopy as a result ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy healthcare professionals and young of brain injury due to a severe head ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy patients. Non-adherence estimates injury; difficulties at birth; or ecopyEcopy ecopyEcopy ecopyEcopyaffects ecopyEcopy range from 12%-35% (Modi etecopyEcopy al., aninfectionwhich the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 2011) and poor adherence is brainsuchasmeningitis.Whatever be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy associated with higher seizure the causeecopyEcopy the school has a definitive ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy frequency and poor prognosis role in mitigating the physical, social ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Understanding epilepsy: and educational hardships these ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Epilepsy is a chronic disorder of the children face. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy brain that affects people in every Role of school: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy country of the world. It is characterized A child-friendly school regards ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy by recurrent seizures. Seizures are education as every childs right, and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy brief episodes of involuntary shaking helps to ecopyEcopy monitor the rights and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which may involve a part of the body wellbeing of every child in the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (partial) or ecopyEcopy the entire body community. A child-friendly school acts ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (generalized) and sometimes in the interest of all the dimensions of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy accompanied by loss of consciousness wellbeing of the child, which includes ecopyEcopy ecopyEcopy ecopyEcopy and control ofecopyEcopy bowel or bladder his or her ecopyEcopy health, nutrition and overall ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy function. The episodes are a result of educational and social wellbeing. A ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy excessive electrical discharges in a schools role does not end with the exit ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy group of brain cells. Different parts of of the child from the school. A childecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the brain can be the site of such friendly school cares about what ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy discharges. Seizures can vary from the happens to children in their families ecopyEcopy ecopyEcopy ecopyEcopy briefest lapses ofecopyEcopy attention or muscular and communities, before ecopyEcopy they enter ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy jerks, to severe and prolonged school and even after they ecopyEcopy leave it. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy convulsions. Seizures can also vary in Study report: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy frequency, from less than one per ecopyEcopy year A cross-sectional study on ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to several per day. One seizure does treatment adherence on epilepsy was ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy not signal epilepsy (up to 10% of undertaken by a clinical social worker ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy people worldwide have one seizure in paediatric neurology department at ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy during their lifetimes). Epilepsy is Govt. Stanley medical college hospital, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy defined by two or more unprovoked Chennai. Totally 200 children (63% ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy seizures. boys and 37% girls) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Epilepsycan start at ecopyEcopy any ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 08 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ranging from five years to 14 ecopyEcopy were background, where the parents went ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy included in this study. for daily wages and so have to leave ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Effect on schooling: for work ecopyEcopy much earlier before these ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Majority (92%) of the children children started to school. The inecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy were irregular to school and only 8% depth interview with few parents ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of the children were regular to reveals that they were not ecopyEcopy even aware ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy school of their children being irregular to ecopyEcopy ecopyEcopy ecopyEcopy About two-thirds of the children school. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy under study (65%) were under VoiceecopyEcopy of children: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy achievers with poor academic The children who participated in this ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy performance in school and the study felt that their parents and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy remaining 35% had least difficulty teachers were expecting too much ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy in their academic performance. from them academically, ecopyEcopy which they ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy More than two-thirds (67%) were unable to achieve. The parents ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy disliked their school environment and teachers seldom understand that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy but could not specify the exact Neuro-cognitively these children have ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy reason for their dislike. been known to be at-risk for a variety ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy About 45% felt that their parents of neuropsychological deficits, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy expectations were high in their including deficits in overall intellectual ecopyEcopy ecopyEcopy due ecopyEcopy ecopyEcopy ecopyEcopy academic performance, to functioning, memory, attention, and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which they felt stressed. executive functioning. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy About 72% felt that their teachers This study shows that ecopyEcopy 35% of the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy expectationsecopyEcopy were high, which they children felt lonely in their school, since ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy were unable to achieve. they were afraid of playing games and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 35% of the children were feeling the worry about seizure in class ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy lonely in school and only 39% ecopyEcopy of the loomed large. They were not sure how ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy children have good relationship with other children will react to their ecopyEcopy ecopyEcopy ecopyEcopy their friends ecopyEcopy and peers. conditionecopyEcopy and hence withdrew from ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Discussion: others. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The study results show that majority NeedecopyEcopy for child friendly school: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of the children who participated in this SomeecopyEcopy children who take AED feel ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy study were irregular to school. When drowsy; some could not memorize ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy we correlate this with ecopyEcopy their everything though they spent more ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy demographic profile 97% of the time in school. So the school ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy children are from poor socio-economic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 09 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy environment should be friendlier and interaction with peer and teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the teachers and parents must indicates their increased level of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy understand the difficulty of the child acceptance of the childs condition. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy both cognitively and psychologically. This will promote the treatment ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Lack of understanding between the adherence on epilepsy. It keeps the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy child and parents/ teachers pushes the condition under control. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy child to behave differently (like Conclusion: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy aggressive behaviour, avoidance Teachers who show adequate care ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy behaviour, and even anti-social and concern for the safety of the child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy behaviour). This unhealthy coping promote the confidence level of the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy strategies lead to poor treatment child and remove the confusion ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy adherence on epilepsy, which clouding the minds of other children ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy increases the burden of the disorder. thereby increasing the quality of life of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy As per a UNICEF report, a child- the child in school. Teachers who know ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly school acts in the interests of to deal with the child before, during and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the whole child, which includes his or after a seizure convert a disaster into ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy her health, nutrition and overall an opportunity to make other children ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy wellbeing. If the school environment is adequaltely understand epilepsy. The ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly to the child, the child attends child with epilepsy learns to live with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy school regularly and so better the disorder taking necessary ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy performance and increased self-worth precaution and enjoying life as much ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy can be expected. A healthy social as possible. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy References: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy WHO (2012): Epilepsy Fact sheet No: 999, October 2012. Westerveld M (2010): ChildhoodecopyEcopy Epilepsy. In K. O.ecopyEcopy Yeates, D. M. Ris,ecopyEcopy H. G. Taylor, ecopyEcopy ecopyEcopy & B. F. Pennington (Eds.), Paediatric Neuropsychology: Research,ecopyEcopy Theory, and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Practice (pp. 71-91). New York: The Guilford Press. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Dunn D, Austin J, Harezlak J and Ambrosius W (2003): ADHD and Epilepsy in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Childhood. Developmental Medicine and Child Neurology , 45, 50-54. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Holdsworth L and Whitmore K(1974): A Study of Chidlren with Epilepsy Attending Ordinary Schools in Their Seizure Patterns, Progress, and Behavior in school. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy DevelopmentalecopyEcopy Medicine and Child Neurology , 16, 746-758 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Seenivasan P, Rohini M.D and Chitra G (2012): An Intervention Based Study on ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Adopting Person- In- Environment Model to Facilitate Treatment Adherence Among ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Children With Seizure Disorder Tamil Nadu Dr.M.G.R.Medical University, Chennai ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy http://www.epilepsysociety.org.uk/AboutEpilepsy/Epilepsyresources. www.unicef.org/cfs/ ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 10 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The Need for A FriendlyecopyEcopy Teacher at ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy All Levels of Education ecopyEcopy ecopyEcopySubramaniyan ecopyEcopy A L* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy * Subramaniayan A L, Dept of Physics, Thiagarajar College of Engineering, MaduraiecopyEcopy 625 015, India ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Introduction: Multiple roles of a teacher: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy It is universally known that teacher Teacher is primarily a source of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy is a role modelecopyEcopy for the students and knowledge for the studentsecopyEcopy at all levels. ecopyEcopy ecopyEcopy ecopyEcopy also the key factor in shaping the But in addition to this teacher may have ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students future with respect to to take multiple tasks to satisfy him/ ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy knowledge and behaviour. During the her, the students and the educational ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy past decade the role of teacher has institute. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy changed fromecopyEcopy a distant academic 1) Teacher plays the primary role ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy personality to a ecopyEcopy closer relationship with of knowledge transmission to the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. With the entry of international students. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy schools and foreign universities the 2) At nursery and primary levels, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy educational environment is shifting teachers are next to parents and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy from the sunject-centric to the learnerteaching at this level ecopyEcopy demands ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy centric. Thus the role of a teacher is extreme patience, love affection, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy changing from a pure academic take-it-easy attitude, reducing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy instructor to a mentor, facilitator and himself/ herself to a child to satisfy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy also a counsellor in addition to the the tiny tots and lay their foundation ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy previous academic responsibilities. in academics. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The present generation students are 3) At ecopyEcopy secondary and higher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy eagerly lookingecopyEcopy for their teachers with secondary level, teachers have to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy affection, care and friendly attitude to be a counsellor and a mentor. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ease their academic struggle. ecopyEcopy Child 4) At university level, the teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly teachers (CFT) have ecopyEcopy also have to be a counsellor, guide a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy shown success in academics.ecopyEcopy The facilitator. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy author attempts here to discuss the Changes in the environment: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy need for friendly teachers, their A large percentage of the children ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy limitations and requirement at different belong toecopyEcopy the single-child category and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy educational strata such as primary, are groomed with a higherecopyEcopy investment ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy secondary, higher secondaryecopyEcopy and of love. Children are not given difficult ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy university levels. tasks by ecopyEcopy their parents ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 11 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and also experience the joy of getting for a demanding need forecopyEcopy friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy all they need, without even asking, teacher atecopyEcopy all age group of ecopyEcopy learners. ecopyEcopy ecopyEcopy ecopyEcopy from their parents. Todays parents can At nursery/ primary level: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy afford to spend ecopyEcopy more money on ecopyEcopy and Children meet the teachers for the ecopyEcopy ecopyEcopy ecopyEcopy give more comfort to their younger first time when they enter nursery and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ones but are notecopyEcopy able to spend quality PreKG/ LKG levels. It is a common ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy time with their children. In many cases experience for children toecopyEcopy cry when ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of residential environment teacher they depart from their parents ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy spends more time with child thanecopyEcopy the (separation anxiety) for first time for ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy parent. The younger generations are 2-3 hours and the teacher should be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy internet learners ecopyEcopy and get data by a ecopyEcopy click an all-time friend to the tiny tot. ecopyEcopy ecopyEcopy ecopyEcopy of a mouse. Thus children also spend Friendliness and warmth ecopyEcopy attract the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy more time with Televisions and child to school education more than the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy computers than sharing their thoughts exciting games and new ecopyEcopy friends of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy with parents. same age group. In this context ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Problems ofecopyEcopy adolescents: ecopyEcopy teacher is a complete friend to the ecopyEcopy ecopyEcopy ecopyEcopy High school students face severe student. AecopyEcopy previous report also shows ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy stress in preparing for entrance or success in school education with child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy competitive examinations and ecopyEcopy the friendly teachers (CFT). The changing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy same also persists with university environment of classroom from black ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students in addition to their other board teaching to learning with models, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy personal problems. Difference of games orecopyEcopy interactive learning also ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy opinion between the child and parent, demands a friendly teacher. States like ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy deviating from ecopyEcopy childs interest is of Uttar Pradesh have shifted to child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy much concern at the completion of friendly schools (CFS). Tamil Nadu ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy higher secondary level and preferred has made a child-friendly syllabus ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy job choice at university level may ecopyEcopy also ready andecopyEcopy is concentrating ecopyEcopy on training ecopyEcopy ecopyEcopy create a gap between the student and the teachers for child-friendly syllabus ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy parent. On the whole todays learners as reported by Dhanya Parthasarathy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy are internet based and tech savvy but from 2006 itself. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy starved of parental affection (working At higher secondary levels: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy parents away ecopyEcopy from child), more Though children are highly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy stressed when they enter different individualistic when they enter the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy levels of education. This changing middle school, they still expect ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy environment may be the primary cause ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 12 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy people with some friendly attitude. At University level: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Adolescence and growing stress in this WhenecopyEcopy a studentecopyEcopy enters ecopyEcopy ecopyEcopy ecopyEcopy age needs to be taken care of. undergraduation he is very well aware ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Students are looking for teachersecopyEcopy who of the importance of teacher and can ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy would not scold them unnecessarily get along ecopyEcopy with any teacher,ecopyEcopy friendly or ecopyEcopy ecopyEcopy ecopyEcopy and drift to those who speak with them strict. The internet has made all ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy in a comfortableecopyEcopy way. Still the students resource ecopyEcopy available to a graduate or ecopyEcopy ecopyEcopy ecopyEcopy are not in a stage to recognize the postgraduate and needs a teacher in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy importance of teacher being strictecopyEcopy and understanding crucial concepts or ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy are more adaptable to friendly higher order cognitive levels only. Still ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers. Rebellion and defiance are it is a fact that students in higher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy commonly seen among students at this learning institutions choose guides for ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy stage and this should be rightly their research work with a friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy understood as ecopyEcopy their independence nature or ecopyEcopy give more priority to friendly ecopyEcopy ecopyEcopy ecopyEcopy need and not as ecopyEcopy arrogance. However, teachers. ecopyEcopy Students at university, feel ecopyEcopy ecopyEcopy ecopyEcopy teachers are to remain friendly within free to share their opinion with a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the existing limits of the students or friendly professor and feel comfortable ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy there can be some disciplinary in their presence. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy problems and ecopyEcopy teachers may ecopyEcopy face Frindliness promotes: ecopyEcopy ecopyEcopy ecopyEcopy difficulty in maintaining a good Many analysis have revealed that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy atmosphere for learning. At higher students are in favour of friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy secondary levels, students are really teachersecopyEcopy as these teachers are ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy faced with the stress (extra load) from concerned about students personal ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy competitive examunations the development rather than pure ecopyEcopy ecopyEcopyandecopyEcopy ecopyEcopy ecopyEcopy need for scoring high marks in academic elevation. It isecopyEcopy very well ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy academics to get into professional known that a friend in need is a friend ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy course. At this age students can ecopyEcopy also indeed but many studentsecopyEcopy are also of ecopyEcopy ecopyEcopy ecopyEcopy get along with strict teachers or the opinion that a friendly teacher is a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers with only academic teacher in deed. There ecopyEcopy is a lot of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy orientation veryecopyEcopy well, but still expect difference between teacher being a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy guidance and counselling or activities sage on the stage or a guide by the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which make them stress free. ecopyEcopy side of the student. Doctors with care ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A few lighter moments in the for patients have been highly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy classroom can ecopyEcopy be a big relief to the successful and this applies ecopyEcopy to teachers ecopyEcopy ecopyEcopy ecopyEcopy student. with care ecopyEcopy for children (Child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 13 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly teachers, CFT) as well.ecopyEcopy friendly teacher. In fact special ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Conclusion: students can only be attended to by a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Teachers with friendly attitude are child-friendly teacher (CFT). A childecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy more preferred by all levels of students friendly teacher is not exactly defined ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (primary, middle higher secondary, in literature, but can be understood as ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy university). These teachers have also a teacher with more patience, care, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy shown higher success in making guidance, and more adaptable to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students achieve in academicsecopyEcopy too. changing environment and situations ecopyEcopy ecopyEcopy ecopyEcopy A friendly ecopyEcopy teacher is able to take but at ecopyEcopy the same time satisfying ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy care of the differences in the classroom academic interests of the student and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy environments. A slow learner ecopyEcopy and a the organizations. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy quick learner are taken care by a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy References: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.planusa.org/content419271 Child-friendly approach delivers soaring exam pass ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy rates . ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy articles.timesofindia.com. 26 Aug 2009 (Lucknow) Dhanya Parthasarathy (2006): Child-Friendly Syllabus Ready, Teacher Training Not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Yet , The Hindu, March 25, 2006 . ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.ucd.ie/t4cms/ucdtla0034- Guide to taxonomy of learning ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Workshop proceedings of WIPRO Mission 10X. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy for scholars appearing for NET ecopyEcopy Questions ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy questions: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Past ecopyEcopy the items ecopyEcopy of List I withecopyEcopy List II : ecopyEcopy Match ecopyEcopy ecopyEcopy List I List II ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I. Averages 1. Correlation ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Averages of ecopyEcopy 2. Measures of ecopyEcopy II. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy averages ecopyEcopy ecopyEcopy dispersion ecopyEcopy ecopyEcopy Variables ecopyEcopy 3. Chi-square ecopyEcopy III. ecopyEcopy ecopyEcopy ecopyEcopy IV. Attributes 4. Measures of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy central tendency ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy : ecopyEcopy Codes ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy II III IV ecopyEcopy IecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (A) 4 2 1 3 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 4231 ecopyEcopy (B) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (C) 4 3 2 1 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 2413 ecopyEcopy (D) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 14 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy From Date: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Principal/ Librarian, To ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Subscription Division, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Journal of School Social Work, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 8 (New 14), Sridevi Colony, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 7th Avenue, Ashok Nagar, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Chennai 600083 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy PIN: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Past Subscription no: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Sir, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Sub: Renewal/ New Subscription reg. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Please find enclosed a crossed DD drawn in ecopyEcopy favour of JOURNAL OF ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy SCHOOL SOCIAL WORK for Rs 1200.00 (5 years subscription) Rs ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 2400 (10 years subscription) Rs 3600.00 (Patron subscription 15 years) ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy payable at Chennai Service Branch. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Details of DD: No: dated ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy drawn on ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The Journal may please be sent to the followingecopyEcopy address: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy PINCODE: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Thanking you, ecopyEcopy Yours truly, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Signature and seal A Xerox copy may also be used. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Journal of School Social Work has aecopyEcopy current account (A/C no: 409201010035051) in Ashok Nagar, Chennai branch of Union Bank of India (IFSC Code: UBINO540927.)ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Subscription can be directly remitted from ANY BANK, anywhere in India. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 18 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-Friendly School Environment ecopyEcopy ecopyEcopy ecopyEcopy Keerthana R* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy *Keerthana R, M. Phil scholar in Clinical Social Work, Stanley Medical College and Hospital, Chennai ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Introduction: need ecopyEcopy to write this paragraph fifty ecopyEcopy ecopyEcopy ecopyEcopy The children of today are adults of timesecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy tomorrow. They deserve to inherit a I hate going to school.ecopyEcopy My teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy safer, fairer and healthier world. There scolds me always saying that I am ecopyEcopy ecopyEcopy ecopyEcopy is no task more important ecopyEcopy than good ecopyEcopy for nothing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy safeguarding their environment. This These are some of the common ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy message is emphasized by the theme statements we hear from our children. ecopyEcopy ecopyEcopy ecopyEcopy of World HealthecopyEcopy Day, 2003, Shape the To overcome this situationecopyEcopy the concept ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy future of life: Healthy environment for of child-friendly schools was developed ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy children. by UNICEF so that the United Nations ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Changed scenario: conventions on the rightsecopyEcopy of the child ecopyEcopy ecopyEcopy ecopyEcopy The education of the child is ecopyEcopy more could be implementedecopyEcopy in school ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy important as it ecopyEcopy determines the fate of management and classroom practice. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the nation. School is the place where A child-friendly environment is not just ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the child learns important social and a place of formal learning, but also a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy cultural functions in association with place where children have rights: the ecopyEcopy ecopyEcopy ecopyEcopy education. In order to achieve ecopyEcopy these right to be healthy, to be ecopyEcopy loved, to be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy goals, the school should be a friendly treated with respect, theecopyEcopy right to be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy place that promotes growth. But of late, protected from violence and abuse, the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy schools have become a human factory right to express his or her ecopyEcopy opinion and ecopyEcopy ecopyEcopy that produce ecopyEcopy loads and loads of to be ecopyEcopy supported in ecopyEcopy education ecopyEcopy ecopyEcopylawyers, ecopyEcopy ecopyEcopy ecopyEcopy doctors, engineers, irrespective of learning needs. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy accountants and prepare the children The characteristics: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy for the rat race of life. In this process it A child-friendly classroom does not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy has lost its humane values. discriminate any child ecopyEcopy based any ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Children lament: factors like colour, gender, economic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy There are no games periodsecopyEcopy in my status or caste. In a child-friendly ecopyEcopy ecopyEcopy ecopyEcopy school. Even in that periodecopyEcopy they classroom the curriculum ecopyEcopy best fits the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy take classes. needs of the child. The teaching ecopyEcopy ecopyEcopy ecopyEcopy My teacher has given me an method ecopyEcopy will be in such ecopyEcopy a way that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy imposition for talking in the class. I ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 15 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy invites the students to think and the class teacher with the help of small ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy express their opinion. The child-friendly games and activities educates other ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy classroom promotes the health of the students to accept the one who is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy child by providing safe environment suffering from any kind of illness. The ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy with proper hygienic conditions. It tries child-friendly school provides a strong ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to protect the child from harm and psychological support to the child to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy abuse. The teachers and the parents overcome his physical problem and be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy together care for the child and plan for at par with other children. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the child. It is not sufficient to know Safety and protection: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the characteristics of child-friendly The ecopyEcopy child-friendly school provides ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy schools. These should be proper ventilation, lighting and space ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy implemented in letter and spirit ecopyEcopy so that for children. It also sees that the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the children for whom these are meant classroom has proper furniture and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy are really provided to them. The ensures that the buildingecopyEcopy is structured ecopyEcopy ecopyEcopy ecopyEcopy following are ecopyEcopy steps to make schools in such a way that ecopyEcopy in times of ecopyEcopy ecopyEcopy child-friendly: ecopyEcopy ecopyEcopy emergency, children can ecopyEcopy be evacuated ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Participation: with least injuries. It also makes sure ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The child-friendly school sees to that there are sufficient rest rooms and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy that each ecopyEcopy and every student safe drinking water. A first-aid box with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy participates and help them toecopyEcopy break all the necessary mediciness will be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy away from their shells. The students maintained by the school. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy are included in weekly class meetings Teaching: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy where they discuss on matters that Child-friendly schools have a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy concern their wellbeing. As a team seating chart so as to ensure that all ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy they decide what has to be done to students interact with others. They ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy overcome the situation. A child-friendly encourage the students to ask more ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy school has a bulletin boardecopyEcopy or an questions and think creatively. The ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy opinion box where the students can teaching will be more activity based ecopyEcopy ecopyEcopy ecopyEcopy express their ecopyEcopy opinion freely. ecopyEcopy rather than lecturing. Attention will be ecopyEcopy ecopyEcopy ecopyEcopy Health and wellbeing: ecopyEcopy given toecopyEcopy each individual student. They ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The child-friendly school maintains establish reasonable rules for the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy health records of the children and student. They use more positive ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy make referrals whenever the situation disciplining technique like praising a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy warrants. To avoid the problem of student rather than often rebuking ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy stigma and discrimination in the class ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 16 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy them, giving a ecopyEcopy stern look, giving ecopyEcopy The teacher ecopyEcopy finds other ecopyEcopy students ecopyEcopy instruction moreecopyEcopy clearly, I dont like ecopyEcopy the are bullying ecopyEcopy the child because ecopyEcopy of his ecopyEcopy way you behave ecopyEcopy with your friend.ecopyEcopy Next obesity. An ecopyEcopy activity basedecopyEcopy session on ecopyEcopy time try to be more ecopyEcopy polite with ecopyEcopy your treating ecopyEcopy each other withecopyEcopy respect is ecopyEcopy friend and if youecopyEcopy are seen shouting ecopyEcopy then organized ecopyEcopy and help the other ecopyEcopy children ecopyEcopy you will miss games ecopyEcopy class. They ecopyEcopy use learn the ecopyEcopy life skill called empathy. ecopyEcopy ecopyEcopy a variety of teaching ecopyEcopy methods ecopyEcopy like # 03: ecopyEcopy A student constantly ecopyEcopy ecopyEcopy lectures, audio ecopyEcopy and visual aids, group ecopyEcopy misbehaves ecopyEcopy in the class. ecopyEcopy ecopyEcopy activity, games, ecopyEcopy role plays, skits ecopyEcopy and The teacher ecopyEcopy suspects ecopyEcopy domestic ecopyEcopy posters. They continuously ecopyEcopy monitor ecopyEcopy the violence.ecopyEcopy She spends time ecopyEcopy with the ecopyEcopy progress of theecopyEcopy child and discuss ecopyEcopy the student ecopyEcopy and gives him ecopyEcopy special ecopyEcopy same with the ecopyEcopy parents. They ecopyEcopy responsibilities ecopyEcopy in the class.ecopyEcopy She learns ecopyEcopy encourage learning ecopyEcopy by doing. ecopyEcopy more about ecopyEcopy the situation in ecopyEcopy his home ecopyEcopy Psychosocial ecopyEcopy support: ecopyEcopy and the ecopyEcopy parents are involved ecopyEcopy in the ecopyEcopy # 01: A childecopyEcopy falls sick often. ecopyEcopy discussion ecopyEcopy about the childs ecopyEcopy mental ecopyEcopy Teacher notices ecopyEcopy that a student ecopyEcopy falls health. ecopyEcopy ecopyEcopy ecopyEcopy sick often. The student ecopyEcopy is suffering ecopyEcopy from Conclusion: ecopyEcopy ecopyEcopy ecopyEcopy poor health andecopyEcopy the teacher is worried ecopyEcopy The extent ecopyEcopy to which school ecopyEcopy provides ecopyEcopy about his health. ecopyEcopy The teacher initiates ecopyEcopy a safe and ecopyEcopy supportive environment ecopyEcopy ecopyEcopy a discussion with ecopyEcopy the parentsecopyEcopy and determines ecopyEcopy whether next generation ecopyEcopy is ecopyEcopy educates the ecopyEcopy parents about ecopyEcopy the educatedecopyEcopy and healthy in ecopyEcopy body, mind ecopyEcopy importance of treatment ecopyEcopy and offer ecopyEcopy to and spirit. ecopyEcopy ecopyEcopy ecopyEcopy link them with the ecopyEcopy clinic for assessment ecopyEcopy Child-friendly ecopyEcopy schoolsecopyEcopy if properly ecopyEcopy and makes a regular ecopyEcopy follow up with ecopyEcopy the managedecopyEcopy will adequately address ecopyEcopy the ecopyEcopy parents. ecopyEcopy ecopyEcopy inseparable ecopyEcopy twin goals of health ecopyEcopy for all ecopyEcopy # 02: Student ecopyEcopy A teases student ecopyEcopy B and education ecopyEcopy for all. ecopyEcopy ecopyEcopy for being obese. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy References ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Curtis D and Carter M (2003): Designs for Living ecopyEcopy and Learning Transforming ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Early Childhood Environments. St. Paul, MN: Red leaf Press. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Department of Education, Employment and Workplace Relations. (2009). Belonging, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Being and Becoming the Early Years Learning Framework for Australia. Canberra, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ACT: Greenman J (2005): Caring Spaces, Learning Places Childrens Environments that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Work. Redmond, WA: Exchange Press Inc. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Kennedy A and ecopyEcopy Stonehouse A (2004): Shared Visions for Outside School Hours ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Care. Melbourne: Department of Human Services. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 17 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Values - Role of Educational Institution ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Sheela Raghavan* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy *Sheela Raghavan , Principal, T.I. Matriculation Higher Secondary School ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Ambattur, Chennai - 6000053 ecopyEcopy ecopyEcopy ecopyEcopy Introduction: ecopyEcopy ecopyEcopy thinking, feelings and behaviour. Walia ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Schools are considered as the first (2000) stated that value based ecopyEcopy ecopyEcopy ecopyEcopy formal society a child encounters after education ecopyEcopy system will leadecopyEcopy to love, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy their own family. Every situation respect, understanding and ecopyEcopy peace in ecopyEcopy ecopyEcopy teaches us how ecopyEcopy to and how not ecopyEcopy to our society.ecopyEcopy A lot of discussion has led ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy behave. This is education in the true to the fact that nothing is more effective ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy sense of the term. Moral values are than modeling if we want ecopyEcopy learning ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy part and parcel of education. When objectives to be achieved. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy we speak of moral values to teacher How do we model to inculcate ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy or Heads of institutions, the values? ecopyEcopyresponse ecopyEcopy ecopyEcopy ecopyEcopy spontaneous is, we have Honesty examined: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy moral education classes in our We tell the students YouecopyEcopy must be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy curriculum. Can moral values be honest. How do we model it? Very ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy taught in a regular class which ends often, the father gets a phone call and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy up with an examination? This is what he asks his child to say he is not at ecopyEcopy ecopyEcopy ecopyEcopy we need to think ecopyEcopy about. AccordingecopyEcopy to home. To the child, this is contradictory ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Rao (1996) the erosion of values and behaviour. He believes that values are ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy increasing cynicism in society has only in books and reality is something ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy brought the need ecopyEcopy for readjustments in very different. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the curriculum in order to make Model #ecopyEcopy 01: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the ecopyEcopy education a tool for cultivation of social During examinations, concept ecopyEcopy ecopyEcopy ecopyEcopy and moral values.ecopyEcopy ecopyEcopy of non-invigilation rooms was ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The need for value education: introduced. These are examination ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Lickona (1992) laid great stressecopyEcopy on halls where students could write ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the need on value education. He said examinations without being supervised ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy that value based education promotes by any teacher. Initially it was found ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ethical values and these values serve that the number of students who opted ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy as a base of good character. So, value to write in rooms without invigilators ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy education will make the citizens of a was as high as 60% in the secondary ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy country bearing good character. He (Stds IX and X) and higher secondary ecopyEcopy ecopyEcopy ecopyEcopy defined characterecopyEcopy as a combination of classes (Stds XI and XII). ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 19 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy This was when the students who helped. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy yielded to the temptation to copy were Then it was decided ecopyEcopy that the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy identified. They were counselled onecopyEcopy the students could be asked to prepare the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy objectives of conducting exams without exam time table within a range of dates ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy invigilatorsThe trust their teachers had given to them. The period of exam ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy on them. This was done as a routine would be fixed by the school authorities ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy process. Every time prior to the and the order of each subject exam ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy commencement of the exam, ecopyEcopy the could be decided by the students. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students were spoken to on the value When this method was implemented ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of honesty. The result was that after there was aecopyEcopy sense of involvement seen ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy three years there ecopyEcopy has been an upward in students. They felt their need was ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy trend in the number of students understood by their teachers and the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy appearing for examination without willingnessecopyEcopy to study and do well in the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy invigilation and a substantial decrease exam increased. The finalecopyEcopy outcome ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy in the number of students who copied. was zero absenteeism except for ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Respecting others feelings: ecopyEcopy genuine reasons that were personal or ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Caring for others and respecting due to sickness. This was a very ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy their feelings is a great value. Not many effective ecopyEcopy model that helped the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy practise this today. Life has become students feel the value ecopyEcopy of being ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy highly self-centered and the need to respected and valued in the true sense ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy value others is gradually dying.ecopyEcopy To of the term. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy address this, a method of involving Conclusion: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students in decisions related to their Just asecopyEcopy innovation needs to be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy activities was adopted. thought of in teaching academic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Model # 02: subjects, educational institutions need ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy It was noticed that there was ecopyEcopy an to think of innovative method to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy increase in the number of students inculcate values. A regular value ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy absenting themselves during weekly education ecopyEcopy class will not serve the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy test and exams. On enquiry it came to purpose. With the nuclear family ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy light that the students absented system that is in vogue today, the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy themselves as they watched the cricket schools ecopyEcopy have the additional ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy matches and hence were not very responsibility to educate the children ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy confident about the preparation for ecopyEcopy the on ethics and values. The ecopyEcopy best and ecopyEcopy ecopyEcopy ecopyEcopy exam or test. ecopyEcopy Neither student most effective way is modelling as ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy counselling nor parent counselling ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 20 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy man learns best by experiencing and environment and internal locus of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy repeating what he has seen. ecopyEcopy Then control so that the child knows what is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy every member of an educational best for him and how he can get it ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy institution must have high ethical without depriving anyother person of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy values that students can experience their legitimate right. Instead of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and learn to emulate. Childpreaching and sermonizing it would do ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendliness is ecopyEcopy not only in providing the children a whale of good if they are ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy external facilities like ventilated rooms allowed to enjoy the fruits of honesty, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and best washrooms. Though the self-regulation, decision making and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy concept of providing congenial external self-correction. Child-friendliness lies ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy atmosphere is ecopyEcopy laudable, the teachers in enabling the child to change things ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and institutionsecopyEcopy should think in ecopyEcopy terms rather than changing things for the ecopyEcopy ecopyEcopy ecopyEcopy of providing the child-friendly internal child. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy References: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Gardner H (1993): Frames of Mind: the Theory of Multiple Intelligences (10th ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Ed.).NY: Basic Books ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Lickona T (1992): Educating for Character. How Our Schools Can Teach Respect ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and Responsibility. Williams M M(2000): Models of Character Education. Journal ofecopyEcopy Humanistic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Counseling, Education and Development , 39(1), 32-40. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy FOCUS ecopyEcopy FOR AUGUSTecopyEcopy 2013: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy NEEDS OFecopyEcopy TRIBAL CHILDREN ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Honorary Special Editor: Dr Rani Manda, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Asst ecopyEcopy Director, TCR and TI, Masab ecopyEcopy Tank, Hyderabad ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Questions ecopyEcopy for scholars ecopyEcopy appearingecopyEcopy for NET ecopyEcopy ecopyEcopy Past ecopyEcopy questions: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Which ecopyEcopy one of theecopyEcopy following is not ecopyEcopy an ecopyEcopy ecopyEcopy ecological ecopyEcopy movement ecopyEcopy ? ecopyEcopy ecopyEcopy ecopyEcopy (A) ecopyEcopy Pani Panchayat ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (B) ecopyEcopy Chipko ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (C) ecopyEcopy Bhoodan ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (D) ecopyEcopy Pluck and Plant ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 21 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Teaching -ecopyEcopy A Technique ecopyEcopy Child-Friendly ecopyEcopy ecopyEcopy ecopyEcopy Rani Manda* ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Ragam K** ecopyEcopy ecopyEcopy Padma ecopyEcopy ecopyEcopy ecopyEcopy * Dr Rani Manda , M.SW, M.A (PolSci),PhD , Asst Director, TCR&TI, Masab Tank, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Hyderabad-28 Ranimanda32@yahoo.in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy **Padma Ragam K, MSW, Roda Mistry College, Gachibowli,Hyderabad-28 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Children ecopyEcopy are fond of imitating others Introduction: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy behaviour of the teachers The teaching approach is aecopyEcopy vital and friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy helps them to mould their character by factor in imparting lessons to the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which makes them friendly in students. SomeecopyEcopy people argue forecopyEcopy strict imitation ecopyEcopy ecopyEcopy ecopyEcopy future. approach of teaching while someecopyEcopy other ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Types of students: ecopyEcopy for friendly approach. The friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy At theecopyEcopy same time there are different approach is more efficient than the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy types of students. Some of them obey strict one but it is necessary to be strict ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and instructions of the in certain cases if required. If the the rules ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers, some do not. In this teacher becomes strict during teaching ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the teachers should try the students are always afraid ofecopyEcopy their circumstance, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy them in a friendly approach faults. As a result, they do not dare to to convince ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and if it fails then they should be strict. ask questions even if they do not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Most of ecopyEcopy us look at classrooms as understand anyecopyEcopy topic. This may distract ecopyEcopy ecopyEcopy ecopyEcopy places for serious learning and seldom the students from learning. The ecopyEcopy strict ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy where students enjoy approach of teaching gives rise to as a place ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy activities ecopyEcopy and have a say in what and frustration and in some cases ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy how one needs and wants to learn. The unexpected incidents. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy most important part of teaching and Friendly approach: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy learning is the learning environment, On the other hand, if teachers ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy especially the ways of how teachers follow the friendly approach of teaching ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy interact and how such an it is found that students become ecopyEcopy more and students ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy environment helps different children attentive to their study. The friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy learn to their best ability. ecopyEcopy teachers are always able to motivate ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Types of teachers: ecopyEcopy and convince ecopyEcopy their students. If the ecopyEcopy ecopyEcopy ecopyEcopy Right ecopyEcopy from the time weecopyEcopy embark on teachers are friendly no fear works on ecopyEcopy ecopyEcopy ecopyEcopy our education trip, we come across the students and they do not hesitate ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy different types of teachers. Some are to ask any questions which make the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy classes interactive and enjoyable. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 22 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friendly, some are strict, and someecopyEcopy we keep themecopyEcopy at a higher level.ecopyEcopy ecopyEcopy ecopyEcopy treat as demigods. We also dislike a Qualities of a friendly teacher: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy few, who fail to impress us positively. A friendly teacher can give a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Students begin to like teachers, healthy boost to a childs personality ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy according to their own individual development. Students feelecopyEcopy restricted ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy preferences. They even classify their and bogged down in an unfriendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers into different categories, such atmosphere. Friendly teachers make ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy as friendly teachers, lenient teachers, them feel at home. This is especially ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy strict teachers , perfectionist teachers, true for young students. However, it is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy lovable teachers, good teachers and equally important to maintain a careful ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ideal teachers. AllecopyEcopy these classifications distance from the students and not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy for teachers are based on some typical become over-friendly. A teacher needs ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy personality traits ecopyEcopy of the teachers. ecopyEcopy For to ensure ecopyEcopy that the instructions are ecopyEcopy ecopyEcopy example; some teachers constantly carried out and for that respect is also ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy criticize the students, some act ecopyEcopy like necessary.ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friends, some are fun to be with and Encourage open discussions: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy so on. It is often seen that ecopyEcopy students ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A friendly teacher: engage in free debates in theecopyEcopy class with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A friendly teacher, as the very term a friendly teacher and dont feel ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy indicates acts like a friend with his/ecopyEcopy her subdued. Even an otherwise introvert ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. A teacher-friend, student reacts positively in the ecopyEcopy ecopyEcopyin fact, ecopyEcopy ecopyEcopy ecopyEcopy combines both the guidance of a companionship of a friendly teacher. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher and the ecopyEcopy understanding of a Open discussions are vital to a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friend. We all, at some point of time, students life, for they make him/ her ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy aspire for an understanding teacher. accept new ideas and opinions. It is ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Such a teacher ecopyEcopy acts like our friend, not necessary that a friendly teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy philosopher and guide. If we have our has to directly promote open ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher as our friend, we will never discussions; even his/ her friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy wander from the right path of life. Every attitude can encourage students to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher should ecopyEcopy have some friendly candidly discuss their concerns and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy traits in him/ her. Such a teacher is other issues. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy more close to the students and proves Develop a bond: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to be a better educator as well. The A friendly teacher succeeds in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy combination of friendliness with the developing a cherished bond with ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy authority of knowledge and experience ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 23 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy his/her students. Such a teacher respect that and behave ecopyEcopy properly. All ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy will be, undoubtedly, missed by said and done, lenient teachers are the ecopyEcopy ecopyEcopy ecopyEcopy students in his/her absence. No matter best. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy how good a teacher is, there are very Qualities of a lenientecopyEcopy teacher: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy few who can develop a true bond with A lenient teacher is always loved ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. Only a friendly teacher is by his/ her students. Children dont like ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy capable of doing this, because to feel trapped in the classroom and ecopyEcopy ecopyEcopy ecopyEcopy students consider him/her asecopyEcopy their detest teachers who are ecopyEcopy overly strict ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friend. and dont let them be at ease. On the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Constructive criticism: other hand, they totally adore a tolerant ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A friendly teacher never openly and relaxed teacher. However, some ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy criticizes a student in the class, to teachers are too laid back to be strict ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy humiliate him/ecopyEcopy her. Rather, he/ she and come across as lenient. They ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy always offers constructive criticism and certainly cannot be categorized as ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy encourages the students to take good teachers. It is good to be lenient ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy criticism in their stride and ecopyEcopy learn to a certain degree, but one should not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy lessons from it. Young students are be over-indulging. Students can take ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy vulnerable and can be wounded if undue advantage of such an attitude ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy criticized in the wrong way. A friendly and become increasingly difficult to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher is always gentle with them. control. Moderation is the key here. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Lenient teacher: Students feel comfortable: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A lenient teacher is easygoing and The company of a lenient teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy takes things as they come. He/ she is can be very comforting for the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy not overly finicky about things, such as students. At the same time, he/ she ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy doing homework on time or not sitting should know where to draw the line ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy quietly in the class. Such teachers very and make the students ecopyEcopy realize that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy well realize that being strict with a child such boundaries need to be respected. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy can only make him/her withdraw. Children learn discipline and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy However, this does not mean that one obedience in school and it greatly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy can do anything in the class of a affects and shape their ecopyEcopy personality. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy pampering teacher. There are limits to Being generous to a fault is not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the leniency shown by a teacher. The appreciable and can turn the child into ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students should not take undue indiscipline. However, a lenient teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy advantage of such a teacher. If he/ she is someone whom the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy is not being too harsh, they should ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 24 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students, usually, open up to and students. Students have to be extra ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy look forward to attend his/her classes. cautious under such a teacher. He/ she ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The key here is to maintain a balance is like a disciplinarian, always keeping ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and still offer a soothing comfort to the students on their toes. Students who ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. have a very strict teacher are ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Approachability: constantly forced to keep too high a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The best thing about lenient vigil. Even if such a teacher has good ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teachers is that they are easily intentions, the students fail to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy approachable and not fussy. Students understand and appreciate them, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy feel free to come up to them for any because of their tender age. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy problem and are not scared to voice A strict teacher fails to touch the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy their opinions. A teacher has to be heart of his/her students, always ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy approachable even if he/ she is strict remains a teacher and failing to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy or reserved, but with a lenient teacher become a confidante of the students. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy it comes naturally. It is the greatest Students never respect such a teacher ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy quality that a teacher can possess. from the heart. They accept him/her ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Boost up students confidence: only out of compulsion or fear. A strict ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy It is important for a child to shed teacher will find it extremely difficult to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy inhibitions and grow confident with be loved by his/her students, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy progressing age. A lenient teachers especially, those belonging to a small ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy class is often morale boosting for the age group. Over a period of time, a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. However, the teacher needs student may come to understand the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy to take care that this confidence intent of a strict teacher, but it is highly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy doesnt get converted into arrogance improbable that he/she will appreciate ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and disregard for the teachers or it. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy elders, in general. Generous teachers, A strict perfectionist: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy sometimes complain of not being taken There are many teachers who ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy seriously by their students, but the believe that they can earn a high ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students, most definitely, love them. esteem from students by keeping a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A strict/ perfectionist teacher: stern profile and an up-tight behaviour. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A strict teacher is very tough on However, such teachers fail to realize ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students. He/ she always insists on that the students will be scared to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy adhering to the deadlines. Such a approach them. They will never feel ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher dislikes any mistakes or free to ask questions or raise doubts ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy carelessness on the part of the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 25 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy in the class, which ecopyEcopy defeats the whole ecopyEcopy critical of ecopyEcopy their students and ecopyEcopy lash out ecopyEcopy purpose behind ecopyEcopy observing strictness ecopyEcopy on themecopyEcopy at the smallest ecopyEcopy of pretexts. ecopyEcopy with students. Harshness ecopyEcopy and severity ecopyEcopy They find ecopyEcopy it difficult ecopyEcopy to accept ecopyEcopy will only make ecopyEcopy the teacher ecopyEcopy less inaccuracy ecopyEcopy and want everything ecopyEcopy to be ecopyEcopy approachable for ecopyEcopy students. It isecopyEcopy very perfect,ecopyEcopy in accordanceecopyEcopy with their ecopyEcopy important to be ecopyEcopy gentle and aecopyEcopy little perfectionistic ecopyEcopy attitude. It ecopyEcopy is important ecopyEcopy flexible with the ecopyEcopy students. Inculcating ecopyEcopy to realize ecopyEcopy that achieving perfection ecopyEcopy is ecopyEcopy fear in theirecopyEcopy minds may invite ecopyEcopy an art which ecopyEcopy can be learnt ecopyEcopy only with ecopyEcopy complaints from ecopyEcopy their guardians ecopyEcopy in the time andecopyEcopy hence, studentsecopyEcopy should not ecopyEcopy long run. Besides, ecopyEcopy it will also adversely ecopyEcopy be forced ecopyEcopy into it. ecopyEcopy ecopyEcopy affect the psychology ecopyEcopy of a young child. ecopyEcopy A lovable ecopyEcopy teacher: ecopyEcopy ecopyEcopy Discouraging ecopyEcopy attitude: ecopyEcopy A lovable ecopyEcopy teacher is likeecopyEcopy a god-send ecopyEcopy Some teachers ecopyEcopy are strict to ecopyEcopy the to the students. ecopyEcopy Such a teacher ecopyEcopy always ecopyEcopy extent that theyecopyEcopy terrify the students ecopyEcopy and wants toecopyEcopy see his/ her students ecopyEcopy smile ecopyEcopy consequentially, ecopyEcopy they will try not ecopyEcopy to and makes ecopyEcopy learning a pleasurable ecopyEcopy ecopyEcopy attend classes ecopyEcopy altogether. TheirecopyEcopy strict experience. ecopyEcopy They are notecopyEcopy clumsy, as ecopyEcopy regime will discourage ecopyEcopy the students ecopyEcopy to most people ecopyEcopy think them toecopyEcopy be. Rather, ecopyEcopy abstain from their ecopyEcopy classes. TheyecopyEcopy try to they are ecopyEcopy witty and bring in ecopyEcopy humour in ecopyEcopy make excusesecopyEcopy for skipping classes, ecopyEcopy the mostecopyEcopy subtle form. Such ecopyEcopy teachers ecopyEcopy which harm their ecopyEcopy studies and ecopyEcopy affect try to bring ecopyEcopy a smile on theecopyEcopy lips of their ecopyEcopy their performance ecopyEcopy in the respective ecopyEcopy students ecopyEcopy always, lifting the ecopyEcopy sadness out ecopyEcopy subject. The student ecopyEcopy is so conscious ecopyEcopy of their students ecopyEcopy life. They ecopyEcopy are like ecopyEcopy of committing ecopyEcopy mistakes that he/she ecopyEcopy stress-busters ecopyEcopy in our life, who ecopyEcopy help us ecopyEcopy ends up doingecopyEcopy silly mistakes, which ecopyEcopy in forgetting ecopyEcopy all our sorrows. ecopyEcopy One ecopyEcopy invites further scathing ecopyEcopy criticismecopyEcopy from lovable teacher ecopyEcopy in a students ecopyEcopy life can ecopyEcopy a strict teacher ecopyEcopy and hurts his/her ecopyEcopy help himecopyEcopy make great progress ecopyEcopy in his ecopyEcopy confidence. ecopyEcopy ecopyEcopy studies, ecopyEcopy without feeling burdened ecopyEcopy by ecopyEcopy Over-criticism: ecopyEcopy ecopyEcopy them ever. ecopyEcopy ecopyEcopy ecopyEcopy A strict teacher ecopyEcopy cannot accept ecopyEcopy any Agoodteacher: ecopyEcopy ecopyEcopy ecopyEcopy error or blunder ecopyEcopy on the part of ecopyEcopy the Agoodteacherdiscoversthetreasure ecopyEcopy ecopyEcopy ecopyEcopy students and ecopyEcopy can be ecopyEcopy very hidden inside ecopyEcopy each student ecopyEcopy he should ecopyEcopy contemptuous at ecopyEcopy such instances.ecopyEcopy Such havethequalities ecopyEcopy to ecopyEcopy bring out ecopyEcopy teachers make ecopyEcopy the studentsecopyEcopy feel allthelatent ecopyEcopy talentsof astudent. ecopyEcopy To ecopyEcopy embarrassed and ecopyEcopy ashamed ofecopyEcopy their helptheformation ecopyEcopy of ecopyEcopy character, ecopyEcopy mistakes. Strict ecopyEcopy teachers are ecopyEcopy over ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 26 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ateachermustcombinetheroleofa understand the psychology of their ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friend and a philosopher. He should students. Every student is different ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy allow students a free access into his from others and will react differently ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy personal association in the college, at to situations. All students cannot be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy home, in the library or at the equated and therefore, need individual ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy playground. He should give a free flow attention. An ideal teacher knows ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of love and attention to the students. where the students lack and what their ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy He should restrain students from evil requirements are. Teacher never fails ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ways. Besides, he must have intense to comprehend the needs of students ecopyEcopy ecopyEcopy ecopyEcopy interest in theecopyEcopy career of students, love and tries his/her level ecopyEcopy best to fulfill ecopyEcopy ecopyEcopy ecopyEcopy for their welfare and the attitude of them. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy treating students as sons and An Idol for students: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy daughters. Moreover, an An ideal teacher leaves a life-long ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy idealteachermust not hanker impression on his/ her students and ecopyEcopy ecopyEcopy ecopyEcopy aftermoney.Rather,heshouldtryat impactsecopyEcopy their mind in a ecopyEcopy positive way. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy his level best to be professionalecopyEcopy so that Teacher is a much valued asset, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy he can provide quality education. without whom one cant imagine a life. ecopyEcopy ecopyEcopy ecopyEcopy Unless these ecopyEcopy inherent virtues ecopyEcopy remain In fact, perfect teachers are as ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy in a teacher, sheer intellect, diligence important as our parents. Not even a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy or practiced ecopyEcopy sternness of character single day of our life will seem to be ecopyEcopy ecopyEcopy ecopyEcopy cannot make ecopyEcopy him ideal. complete without them. ecopyEcopy They are the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Qualities of a good teacher: ones, whom the students can idolize ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Students have a tendency to and look up to. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy assume that their teacher will come up A good guide: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy with a solution for all their problems. Children up to a certain age trust ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy This is the successful bondage of a their teachers, even more than their ecopyEcopy ecopyEcopy ecopyEcopy teacher-student relationship. ecopyEcopy parents. Therefore, ecopyEcopy it is the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Teachers are largely responsible to responsibility of an ideal teacher to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy solve the problems of their pupils, guide the pupil like his/ her own child. ecopyEcopy ecopyEcopy ecopyEcopy without expecting anything in return. It Such aecopyEcopy teacher shows ecopyEcopy students the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy is the benchmark of an ideal teacher right path under all circumstances and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy for which he/ she must have skills of never shies away from his/her duties. ecopyEcopy ecopyEcopy ecopyEcopy understanding pupils. In fact, ecopyEcopy he/she is always ecopyEcopy there by the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Understanding students: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy It is very important for a teacher to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 27 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy students ecopyEcopy side, at ecopyEcopy the time of need. ecopyEcopy students. He ecopyEcopy should keep ecopyEcopy students ecopyEcopy A motivator: ecopyEcopy ecopyEcopy busy to make ecopyEcopy them happy. ecopyEcopy ecopyEcopy An ideal teacher ecopyEcopy never lets ecopyEcopy the Conclusion: ecopyEcopy ecopyEcopy limitations ecopyEcopy of his/her ecopyEcopy students restrict ecopyEcopy It is implied ecopyEcopy that schoolecopyEcopy is like a their ecopyEcopy vision. He/she ecopyEcopy constantly ecopyEcopy garden teacher ecopyEcopy is gardener ecopyEcopy and motivates ecopyEcopy themecopyEcopy to go ahead and ecopyEcopy students are ecopyEcopy plants in that. AsecopyEcopy gardener broaden ecopyEcopy their horizon. ecopyEcopy A teacher should ecopyEcopy takes careecopyEcopy of the plants with ecopyEcopy all his encourage ecopyEcopy and inspire ecopyEcopy his/her pupils ecopyEcopy efforts to grow ecopyEcopy and yield fruits. ecopyEcopy In the to ecopyEcopy think beyond their ecopyEcopy confines and help ecopyEcopy same way if ecopyEcopy the teacher imparts ecopyEcopy ideal them ecopyEcopy realize their ecopyEcopy talents as well asecopyEcopy the education ecopyEcopy with moral values ecopyEcopy to the need ecopyEcopy to pursue them ecopyEcopy with diligence. ecopyEcopy student, heecopyEcopy will develop in all ecopyEcopy spears ecopyEcopy An idealteacher: ecopyEcopy ecopyEcopy of life andecopyEcopy develops nation. ecopyEcopy Thus, ecopyEcopy An ideal teacher ecopyEcopy is one who is loved ecopyEcopy teachers serve ecopyEcopy as the guiding ecopyEcopy force in and ecopyEcopy respected byecopyEcopy his students for ecopyEcopy his a studentsecopyEcopy life. They are responsible ecopyEcopy noble ecopyEcopy qualities. ecopyEcopy It is said that ecopyEcopy for moulding ecopyEcopy a students personality ecopyEcopy ateacheris ecopyEcopy anarchitect ecopyEcopy ofa nation. ecopyEcopy and shaping ecopyEcopy their mental orientation. ecopyEcopy He ecopyEcopy plays an important ecopyEcopy role in building ecopyEcopy Teachers deeply ecopyEcopy impact students ecopyEcopy lives up ecopyEcopy an educated nation. ecopyEcopy It is universally ecopyEcopy and direct ecopyEcopy the course of their ecopyEcopy future. admitted ecopyEcopy that no ecopyEcopy ideal education can ecopyEcopy One cannot ecopyEcopy deny the influence ecopyEcopy of ever ecopyEcopy be imparted ecopyEcopy without ecopyEcopy an teachers inecopyEcopy ones life. In fact, ecopyEcopy it would idealteacher.Henceineverysociety, ecopyEcopy ecopyEcopy ecopyEcopy not be an exaggeration ecopyEcopy to say ecopyEcopy that, till an ecopyEcopy ideal teacher ecopyEcopy is preferred ecopyEcopy by certain age, ecopyEcopy student life ecopyEcopy revolves anybody. ecopyEcopy He must ecopyEcopy make his students ecopyEcopy around their ecopyEcopy teachers. They ecopyEcopy are the confident ecopyEcopy and prove ecopyEcopy them intelligent. ecopyEcopy constant companions, ecopyEcopy until they ecopyEcopy grow He ecopyEcopy must make lessons ecopyEcopy interesting. ecopyEcopy He old enoughecopyEcopy to come out of their ecopyEcopy shadow should ecopyEcopy be a clearecopyEcopy speaker with good, ecopyEcopy and move ahead ecopyEcopy on their own. ecopyEcopy strong ecopyEcopy pleasing voice ecopyEcopy which is under ecopyEcopy ecopyEcopy ecopyEcopy his ecopyEcopy control. He must ecopyEcopy be an actor ecopyEcopy to ecopyEcopy ecopyEcopy holdtheattentionand ecopyEcopy ecopyEcopy interestofecopyEcopy his ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy References: Naidu P J (2013): ecopyEcopy Anticipate and Act , Editorial, Journal of School Social Work, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Volume-X, Issue I,ecopyEcopy June, Pge: 2 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.unicef.org/teachers/teacher/teacher.htm ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.beyondteaching.com/cache/eduupdate/1922.php ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.indianexpress.com/news/an-ideal-teacher/1102063/ ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy www.sunstar.com.ph BacolodOpinion ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 28 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child-Friendly Atmosphere ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A Child Rights Perspective ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Patrick Jude L * ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy *Patrick Jude L, M. Phil scholar in Clinical Social Work, Stanley Medical College, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Chennai 600001 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Introduction: Each individual has ecopyEcopy multitude of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Whoever invented our schools, I needs and we all aim at achieving ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy hate them, says Bakia, a fifth those needs. Are schools today ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy standard student. addressing the needs of the children? ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I am studying in tenth standard and If one asks the management, it may ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I am sandwiched between school say that we have fully furnished ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and home. ecopyEcopy I yearn to play but I am classrooms, equipped teachers, and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy restricted. ecopyEcopy The only mantra I am modernized teaching aids. All aimed ecopyEcopy ecopyEcopy ecopyEcopy instructed is to study, study,ecopyEcopy study towardsecopyEcopy commercial end. Preparing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ., painfully describes Tharun. children for the future is one of the ecopyEcopy ecopyEcopy ecopyEcopy I love my ecopyEcopy school and thereecopyEcopy is no responsibilities of the society and this ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy better place in this world, cheers is shouldered by our schools. Growth ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Arun sixth standard student.ecopyEcopy should be uniform. For instance if only ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I will not forget the day when I was tissues in one part of the body grow ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy given 100 times imposition for not incessantly, that cannot be termed as ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy doing my maths homework, shares growth.ecopyEcopy That is an abnormality. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Mahathi studying in ninth standard. Similarly schools should not ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I cannot forget the playground in concentrate only on ecopyEcopy academic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which I fell and bled, smiles excellence but also promote holistic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Vasanth showing his scar. ecopyEcopy wellness. Hence there is a need for ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy A mixed bag: child-friendly schools and ecopyEcopy child-friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy For many, school experiences teachers. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy unfold a positive nostalgia and for UNICEF manual: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy many harsh teachers, punishments, The child-friendly schools manual ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy heaps of home work, overcrowded produced by UNICEF highlights that ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy classrooms bring back the nightmares quality of service provided should be ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy they had. We can find a mixture of the key concern. It should encompass ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy positive and negative feedbackecopyEcopy when the biopsychosocial empowerment of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy we interact with school children. the children: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Needs vary: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 29 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Providing ample healthy space, deposits entrusted to them, the less ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy water and other amenities to keep they ecopyEcopy develop the ecopyEcopy critical ecopyEcopy ecopyEcopy ecopyEcopy the child pollution free or disease consciousness which would result ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy free. from their intervention inecopyEcopy the world ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Providing positive feedback ecopyEcopy and as transformers of that world. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy harmless correction and Paulo Friere. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy psychologicalecopyEcopy support to deal ecopyEcopy with The school environment can be ecopyEcopy ecopyEcopy ecopyEcopy the ripples in day to day chores. made student-friendly by initiating ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Building positive relationshipecopyEcopy and conversations with the students and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy enhancing the social functioning of to makeecopyEcopy the classes interactive and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the child. empowering children to air out their ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Therefore,ecopyEcopy all schools should doubts ecopyEcopy and expectations. ecopyEcopy ecopyEcopy ecopyEcopy concentrate on the holistic Right to education: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy developmentecopyEcopy of the studentsecopyEcopy by Article ecopyEcopy 28 talks about right to ecopyEcopy ecopyEcopy providing a student-friendly education. The Government has ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy atmosphere. taken Himalayan efforts to promote ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Child rights in our schools: ecopyEcopy universal education. Many schools ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The UN Convention on Child Rights are collaborating in this venture. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy which was ecopyEcopy declared on 2nd They are interested in increasing ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy September 1990 emphasizes that the quality. Who minds about the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the best interest of the child should quality of education provided? ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy be the top concern in all actions Quality ecopyEcopy education can be obtained ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy (Article 3). only by creating a student friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Every child has the freedom of space. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy expression, ecopyEcopy belief, thought ecopyEcopy and Article 31 says that every child has ecopyEcopy ecopyEcopy ecopyEcopy action (Article 13, 14). In many the right to relax, play and join in a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy schools students remain calm wide range of cultural and artistic ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy receptacles where in they are filled activities. In many schools more ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy with the teachers narration. In emphasis is laid upon study than ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy between the chalk and talk ofecopyEcopy the leisure.ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy teacher pin drop silence is expected A over-worked student studying in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy and those ecopyEcopy who talk among tenth standard starts his day by 4: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy themselves are branded as naughty 00 AM in the morning. 5: 00 AM to ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy tots. 6: 00 AM goes for Science tuition, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The more students work at storing 9: 00 AM to 4: 00 PM ecopyEcopy School, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 30 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 4: 00 PM to ecopyEcopy 6: 00 PM specialecopyEcopy class sexual exploitation. ecopyEcopy ecopyEcopy ecopyEcopy and 7: 00 PM to 9: 00 PM Maths A study conducted by ecopyEcopy the Ministry ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy tuition. This ecopyEcopy is the same with ecopyEcopy many of Women and Child Development ecopyEcopy ecopyEcopy ecopyEcopy students preparing for their public in 2007 puts forth that 53.2% of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy exams. children in India have experienced ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I used to pray that my tutor may one or more forms of sexual abuse, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy get some ailment so that I may get making India home to one of the ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy a leave. At ecopyEcopy times I have skipped largest populations ecopyEcopy of sexually ecopyEcopy ecopyEcopy ecopyEcopy classes and spent time with my abused children. It strongly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy friends. The power cut was a indicates that the society itself ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy blessing. Whenever the power goes should be child-friendly. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy off I can come home early, these Conclusion: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy were some of the remarks of Jovian Schools can provide immense ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy who has just completed his twelfth opportunity to empower children on ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy standard. ecopyEcopy Play has become the their rights and to act ecopyEcopy as a body ecopyEcopy ecopyEcopy ecopyEcopy least priority in many schools. supplementing those ecopyEcopy rights. By ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy They are weeping in the playtime creating a child friendly atmosphere, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy of the others, in the country ecopyEcopy of the child rights can be safe guarded. In this ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy free . Elizabeth Barrett in her stance deciding upon child friendly ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy poem Cry ofecopyEcopy the Children describes space should be done inecopyEcopy conjunction ecopyEcopy ecopyEcopy ecopyEcopy that children who were going for with school management,ecopyEcopy parents and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy work want to play along with others. children. Thus constructing a child ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Those children were burdened with friendly ecopyEcopy ambience would result in ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy work. Children of todays schools ensuring the rights of children. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy are loaded with study and pressure ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy from schoolecopyEcopy and home. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Article 34 confers right against ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Reference: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy UNICEF (2006): Child-Friendly Schools Manual, New York. UNICEF Division of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Communication ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Contributors are requested to ecopyEcopy mention their subscription number and send ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the articles byecopyEcopy e-mail to jssw.india@gmail.com also two hard copies by ecopyEcopy ecopyEcopy and ecopyEcopy ecopyEcopy post at least 10 clear days before the date of publication. Please mention ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy clearly authors name, their designations and all relevant information in a ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy separate sheet. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ~Ed. ecopyEcopy 31 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Journal of School Social ecopyEcopy Work English Monthly ISSN: 0976-3759 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Postal Registration: TN/ CC (S) DN / ecopyEcopy 47 / 12-14 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Licensed to post under: TN/PMG (CCR) ecopyEcopy / WPP - 663 / 12-14 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Date of publication: 3rd Day of the Month ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Contributors to Note ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Contributors are requested to send their articles on or before 20th day of ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy the month so as to enable us to get the articles reviewed and sent to conecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy tributors for correction and resubmission. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Remember,ecopyEcopy the date of publication is 3rd day of the month and so, we ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy have very little time as it is. ecopyEcopy ecopyEcopy ecopyEcopyarticle ecopyEcopy Contributors are requested toecopyEcopy send original evidence-based by email ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy followed by a soft copy in CD and two printed (hard) copies in two line spacing. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy The article should not carry the names of authors. The names of authors, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy their details and the declaration ecopyEcopy form should be attached separately. In email ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy copy also the authors names and their designations may be given in a separate ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy page and not alongwith the articles. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Please proofread the articles before submission. ~Ed. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopyDeclaration ecopyEcopy FormecopyEcopy ecopyEcopy ecopyEcopy Name of the ecopyEcopy first author: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Title of theecopyEcopy article: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy I request that ecopyEcopy the article submitted ecopyEcopy may please be ecopyEcopy considered for publication ecopyEcopy ecopyEcopy in JOURNAL OF ecopyEcopy SCHOOL SOCIAL ecopyEcopy WORK. I solomnly ecopyEcopy affirm thatecopyEcopy the article ecopyEcopy is an original ecopyEcopy work of the author/ ecopyEcopy authors and ecopyEcopy had not been published ecopyEcopy or ecopyEcopy under consideration ecopyEcopy for publication ecopyEcopy in any other journal ecopyEcopy or Book. ecopyEcopy ecopyEcopy Date: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Postal address: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy email: ecopyEcopy ecopyEcopy ecopyEcopy Signature of the ecopyEcopy first author ecopyEcopy Mobile: ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Published and owned by P. Jayachandran Naidu. Published from ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani, ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy Chennai 600026. Editor: P. Jayachandran Naidu. ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy 32 ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013

Ecopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopyEcopy ecopy Journal of School Soial Wrk July 2013