In Nigeria increasingly the conscientious, devoted, enthusiastic and industrious teacher is disappearing as frustrating mounts to inhibit his performance, his personality and in particular that must essential attribute of a good teacher is his individuality.
According to Fleming (1989), "frustrations of the basic human needs of adventure of affection recognition and of responsibility have their effect upon behaviour in schools as well as at home". The journal on the question of the falling standard of education considered the teacher in the school environment as a "pivot and a long-pin" this is to say that the school teachers are the most important personality in the school system and the teacher can either contribute positively or negatively to the students moral quality.
According to Akpochafo (1992), sees the teachers as "someone who has gone through a level of professional training and is both certificated and actually teaching in institution". According to O' Hearl (1981) "The need for schooling is to prepare pupils for adult life". Therefore it is necessary to give them a good basic for self-sufficiency both economic and intellectual even though life is not purely economic and intellectual but also emotional and personal, some insight is needed into the way in which one ought to conduct one's personal and social life.
Fleming reported that next to the home which is the school seems to exercise the greatest influence on the child's life. Intimacy of relationship considerable prestige and regularity of contact contribute to this and also the fact that its opportunities for producing modification extend over period of nine to thirteen years.
He went on to say that it is well known to all members of school groups that behaviour depends not only merely on the composition of the groups but on the fear, respect, affection, indifference or hostility aroused by personal characteristics of the teacher and the assessment made. Behaviour has been shown to be a function of not merely of the character of the pupil but of the treatment given by the teacher and the school. Teachers can be leaders because they are first of all persons who have quite recently passed through the same stages as the pupils whom they teach. According to Norman (1969) "indirectly the individual teacher must have immense moral influence, like your parents he cannot help but serve as a model and example". Norman pointed out that the head teacher plays a leading role in his relationship among the staffs, between the staff and pupils and among the pupil's themselves who are also involved in morality.
According to Akinpelu (1967), "teachers should realize that their everyday activities in and out of their everyday activities in and out of their classroom are moral instruction. Akinpelu pointed out that teacher at any level of education are examples to their students, and that teachers behaviours are like infectious disease. This is to say that a teacher's bad behaviour can lead to immorality in the school. It has been discovered that physical punishment teach nothing in that, there is no moral learning in terms of developing conscience. It also develops the morality crude concept of expiation, the crime having been paid for by pain, the slat is clean and no guilt feeling involved nor will there be any should the offence be repeated, yet as it has been seen that it is such guilt feelings that are essential if the child is to develop self-control and an autonomous conscience. Eggleston (1992) is of the view that the teacher should erasure that he discovers the capabilities of all children taking care that one's judgment are not influenced by negative expectation about social class, gender or race, but building upon what capabilities the children already have never suggesting that what they believe especially in the way of language is valueless, remembering that difference established or reinforced in school may determine almost all aspect of a child future and collectively, play a large part in determining future social structure, children come to school with different physical, mental and emotional capabilities.
Youth are upset, when they get low grades for what they feel is high grades work, they resent it when discipline seems excessive or uncalled for or seems motivated by racial bias. They are angry when special attention or preferential treatment is given to the teachers pet. The book adolescence describe teachers as facing a "serious predicament" in which they must try and hold the attention of a group of youths who's mind are usually elsewhere. They have before then a group of highly moody distractible teenagers, generally unaccustomed to concentrating on anything for more than 15 minutes. Is it any wonder that a teacher may parish attention in the student who studies hard, pays attention or treats him or her with respect? Norman pointed out that any discussion carried out by the teacher must be planned, must be based upon solid knowledge, fact and evidence and which will involve research before hand instead of chatting about unrelated issues as they may arise. Adaralegbo cited Kiano (1969) as stating that teacher must be a leader innovator, an enlightenment parent, a constructive citizen, an exemplary and morally sound character and understand what he is doing and why he is doing it. The family hand book of adolescence says
"some surveys show that the majority of adolescent students are critical of teachers complaining that they are boring or lacking in humour. One recent experiment reveals that a teenager's level of concentration is quite high in classes such as industrial arts, physical education and music. However, the level of concentration nose-driving in classes dealing with language and history. Evidently many students simply have a negative attitude towards academic subject, and if students decide in advance that a subject is boring, even a teacher with the skills of Socrates would have a hard time holding their attention. At times even students interested in learning complain they have bad teachers. It has also been discovered that the rising tide of school evidence has made the teachers job a difficult one.
From the above it is seen that his pupils are influenced by his attitude to individuals by the system of justice that he imposes in the classroom, whether reasoned purely heteronymous or simply, impulse by the fairness or unfairness displayed towards member of the class by integrity or indifference of his teaching above all by the relationship between his profession and practice. This more over well-high impossible for a teacher not to indirectly betray his own values at some time or other.
According to Fleming (1989), "frustrations of the basic human needs of adventure of affection recognition and of responsibility have their effect upon behaviour in schools as well as at home". The journal on the question of the falling standard of education considered the teacher in the school environment as a "pivot and a long-pin" this is to say that the school teachers are the most important personality in the school system and the teacher can either contribute positively or negatively to the students moral quality.
According to Akpochafo (1992), sees the teachers as "someone who has gone through a level of professional training and is both certificated and actually teaching in institution". According to O' Hearl (1981) "The need for schooling is to prepare pupils for adult life". Therefore it is necessary to give them a good basic for self-sufficiency both economic and intellectual even though life is not purely economic and intellectual but also emotional and personal, some insight is needed into the way in which one ought to conduct one's personal and social life.
Fleming reported that next to the home which is the school seems to exercise the greatest influence on the child's life. Intimacy of relationship considerable prestige and regularity of contact contribute to this and also the fact that its opportunities for producing modification extend over period of nine to thirteen years.
He went on to say that it is well known to all members of school groups that behaviour depends not only merely on the composition of the groups but on the fear, respect, affection, indifference or hostility aroused by personal characteristics of the teacher and the assessment made. Behaviour has been shown to be a function of not merely of the character of the pupil but of the treatment given by the teacher and the school. Teachers can be leaders because they are first of all persons who have quite recently passed through the same stages as the pupils whom they teach. According to Norman (1969) "indirectly the individual teacher must have immense moral influence, like your parents he cannot help but serve as a model and example". Norman pointed out that the head teacher plays a leading role in his relationship among the staffs, between the staff and pupils and among the pupil's themselves who are also involved in morality.
According to Akinpelu (1967), "teachers should realize that their everyday activities in and out of their everyday activities in and out of their classroom are moral instruction. Akinpelu pointed out that teacher at any level of education are examples to their students, and that teachers behaviours are like infectious disease. This is to say that a teacher's bad behaviour can lead to immorality in the school. It has been discovered that physical punishment teach nothing in that, there is no moral learning in terms of developing conscience. It also develops the morality crude concept of expiation, the crime having been paid for by pain, the slat is clean and no guilt feeling involved nor will there be any should the offence be repeated, yet as it has been seen that it is such guilt feelings that are essential if the child is to develop self-control and an autonomous conscience. Eggleston (1992) is of the view that the teacher should erasure that he discovers the capabilities of all children taking care that one's judgment are not influenced by negative expectation about social class, gender or race, but building upon what capabilities the children already have never suggesting that what they believe especially in the way of language is valueless, remembering that difference established or reinforced in school may determine almost all aspect of a child future and collectively, play a large part in determining future social structure, children come to school with different physical, mental and emotional capabilities.
Youth are upset, when they get low grades for what they feel is high grades work, they resent it when discipline seems excessive or uncalled for or seems motivated by racial bias. They are angry when special attention or preferential treatment is given to the teachers pet. The book adolescence describe teachers as facing a "serious predicament" in which they must try and hold the attention of a group of youths who's mind are usually elsewhere. They have before then a group of highly moody distractible teenagers, generally unaccustomed to concentrating on anything for more than 15 minutes. Is it any wonder that a teacher may parish attention in the student who studies hard, pays attention or treats him or her with respect? Norman pointed out that any discussion carried out by the teacher must be planned, must be based upon solid knowledge, fact and evidence and which will involve research before hand instead of chatting about unrelated issues as they may arise. Adaralegbo cited Kiano (1969) as stating that teacher must be a leader innovator, an enlightenment parent, a constructive citizen, an exemplary and morally sound character and understand what he is doing and why he is doing it. The family hand book of adolescence says
"some surveys show that the majority of adolescent students are critical of teachers complaining that they are boring or lacking in humour. One recent experiment reveals that a teenager's level of concentration is quite high in classes such as industrial arts, physical education and music. However, the level of concentration nose-driving in classes dealing with language and history. Evidently many students simply have a negative attitude towards academic subject, and if students decide in advance that a subject is boring, even a teacher with the skills of Socrates would have a hard time holding their attention. At times even students interested in learning complain they have bad teachers. It has also been discovered that the rising tide of school evidence has made the teachers job a difficult one.
From the above it is seen that his pupils are influenced by his attitude to individuals by the system of justice that he imposes in the classroom, whether reasoned purely heteronymous or simply, impulse by the fairness or unfairness displayed towards member of the class by integrity or indifference of his teaching above all by the relationship between his profession and practice. This more over well-high impossible for a teacher not to indirectly betray his own values at some time or other.
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