The Don Bosco Method of Education for Schools

Building Teacher – Pupil Relationship The Don Bosco Way

Br. P.M. Thomas, SDB

Tej-Prasarini, Don Bosco Communications, Mumbai, 2006; 61 p. and Questionnaires

[tej_dbc@vsnl.net ; www.tejonline.com]

QUESTIONNAIRE – A

In the opinion of the author this pool of nearly 300 items describs in a practical way the ideas and principles that have been already discussed in the previous chapters

General

1. I attend school everyday without taking any kind of leave (causal, sick)

2. I reach school at least 10 minutes before classes start

3. I sign the muster roll 5 minutes before class start

4. I leave the school premises 10 minutes after the bell for dismissal of class

Reason

5. I take care to see that every single student reads the rule of the school

6. I take care to explain well the rules of the school to the students

7. I believe that the students break rules more because of lack of reflection rather than mere malice

8. I remind the students of the rules so that their lack of reflection may not make them break the rules.

9. I make only reasonable demands from the students

10. I make demands in a request form (Could you oblige? or Would you do me a favor? Could you do this for me?)

11. I tell the students privately his/her faults after he/she becomes calm.

12. I forgive the students their faults, once they say sorry.

13. I don't’ humiliate the students in public by punishment/ remarks.

14. I build up the self-confidence of my students by praise of the work well done.

15. I don't’ punish slight faults severely.

16. ON occasions of sickness, death, calamities etc. I dialogue with the students about: faith in God, Service to fellowmen, National integration…

17. My presence with the students makes them commit fewer faults.

18. I don't’ accept any engagement other than schoolwork during school hours so that I can be with the students all the time.

19. I put off punishment as long as reason will tolerate.

Religion

20. I make a sign of reverence when I pass a symbol of God, in the school.

21. I go to a temple/ church to pray with the students.

22. I go the school prayer hall, if any, to pray with the students.

23. During prayer in the school, I together with the students ask God to forgive us our sins, as we forgive the faults of the others.

24. I take pains to explain to the students that doing their duties is serving God and fellow human beings.

25. I make the students realize, with suitable anecdotes, that serving fellow human being is serving God.

26. I explain the lives of Saints (holy people) so that my students believe in God as the Saints did.

27. I thank God in front of my students for the gift of life, when they greet me on my Birthday.

28. I pray with my students before the class/ after the class.

29. I pray with the class for success in the exams of the Saint Students.

30. Along with the students I spend a few minutes in silent reflection during the school assembly.

31. I explain to the students that prayer reduces the undesirable effects of natural calamities.

32. I see to it that peoples of different religions, castes and states live like brothers and sisters.

33. I encourage students to call upon God in every circumstance of life to get His blessings.

34. I display on the class notice board materials regarding God.

35. I exhort the students to love God with their hearts and minds

36. I explain that purifications from sin is an act pleasing to God as all religions practice it.

37. I explain that God is the true light during the “Diwali” celebrations.

38. I suggest to the students to shun vice so that they be holy.

39. I explain the significance of the various feast celebrated in the country to gain knowledge of God.

40. I give examples of Saints who pray for the good of the people.

41. I urge the students to have the right conscience when events like murder take place.

42. I dissuade them to join any kind of riots as they harm fellow human beings.

43. I urge the students to follow the true precepts of their respective religions.

Loving Kindness

44. My interaction with the students creates adequate relationship.

45. I collaborate affectionately with the students.

46. My pupils know that they are love by me.

47. My pupils consider the school as a second home because of the love that they receive from me.

48. My love for the pupils is directed towards their achieving arduous life goals.

49. I take pains to see that the students take responsibility for their life by: Checking whether they do their daily lessons. Checking whether they prepare their daily time table. Assigning them tasks to do within their capacity. Giving them positions of responsibility.

50. I show patience in dealing with the troublesome students

51. I make it point to appreciate any good performance of my students.

52. I treat the students with kindness, in spite of the rebuffs received from students with difficult character.

53. I create a friendly atmosphere and make personal contacts with the students.

54. I take pains to avoid dominating attitude with the students.

55. I don't’ give dogmatic criticism on the behaviour of the students.

56. I am more love by the pupils than feared.

57. I converse with the pupils as a friend.

58. I’m firm but kind.

59. I overlook many faults of the students.

60. I lovingly take lead in the activities of the students.

61. I correct the faults of my students in a gentle way.

62. The corrections given by me are not resented by the students.

63. My advice is sought by the pupils in their difficult moments.

64. I take trouble to see that the poorer students have sufficient books, clothes and stationary.

65. I have won the confidence of my students by loving-kindness.

66. The students confide in me: their doubts, fears, anxieties, secrets, weaknesses of their character.

67. I yearn for th return of the sick students

68. I visit the pupils who are sick

69. I put up with the weariness I feel in working with the students.

70. There is a Past Pupils unit in the school.

71. The Past Pupils keep corresponding with me.

72. The Past Pupils take part in the activities of the school, like the School Day etc.

Family Spirit

73. I accept the students just as they are

74. I win the esteem of the students by learning their names.

75. I take pleasure in being in the company of students.

76. I give security to the students with my presence.

77. I give the students space to grow.

78. I create an atmosphere of love: by caring for their welfare, showing appreciation, saying kind words.

79. I’m surrounded by the students to chat together during the free time.

80. I join the pupils informally when they are free from class.

81. I participate informally in the activities of the students.

82. I avoid creating barriers of age by taking interest in their pursuits.

83. I don't’ create barriers of relationship with my authority as a teacher.

84. I do not beat/ strike students.

85. I’m lenient towards weakness of the students.

86. I empathize with the students whenever they are in trouble.

87. I supervise the students with concern so that my not tall into trouble

88. I don't raise my voice in anger when things go wrong in the class

89. I protect my students from harm of body and spirit by proper vigilance.

90. I show a serene appearance amidst the worst mistakes of students

91. I join the students for excursions, picnics, outings organized by the school

92. I make known to the students their behavior that displeases me

93. I’m informed by the students, without fear, about my behavior that displeases them

94. I take trouble to prepare for the celebrations of the school to increase joy

95. I foster with my personal example: sincerity – openness – loyalty of the students

96. I reduce punishment to a minimum

97. My students and I have a mutual feeling of being at home in one another’s company

98. There is a mutual feeling of affection between me and my students

99. There is a mutual feeling of welcome between me and my students

100. There is a mutual feeling of trust between my students and me

101. My students and I feel jointly responsible for their education

102. There is daily forgiveness taking place between me and my students

103. The students and I feel to share joys and sorrows with one another

104. The relationship between my students and me is less governed by rules and more by promptings of the heart

105. I’m fully involved in the recreation and the games the students indulge in

During recreation

106. I whisper a piece of advice to one, a kind word of encouragement to another and thus I move around

107. I provide the student’s with playing materials

108. I mix freely with the students

109. I do not allow and encourage the students to sit idle in the classroom.

110. I allow and encourage the students to run, jump& play in the playground

111. I engage the students in pleasant conversation by telling jokes and stories.

112. I take part in their joyful interests

113. I observe certain characteristics behavior of the students

114. My presence is not authoritarian

115. My presence is like that of a companion

116. My presence prevents slang, quarrels and grumbling.

Personalized Education

117. I personally attend to the specific needs of each student

118. I make the first approach to the students

119. I make it a point to greet the students first

120. I say an encouraging word to each student

121. I inquire about each pupil’s health

122. I inquire about the family conditions of each pupil

123. I ask about the company of friends a few words of advice that is particularly needed for him/her

124. I counsel the students who approach me on a one-to-one basis

125. I give information about each pupil to the Principal

126. I take special interest in the weak students by coaching them

127. I discuss with each student the grades obtained in the tests with a view to improve his/her performance

128. I keep a personal record of the names of the pupils to note down the characteristics of each one.

129. I question the weak students daily in class to clear their doubts

130. I make the weak students sit in the front row so that they may pay greater attention

131. I appoint a clever student to look after a weak student

132. I pray for my pupils everyday asking God to bless them

133. I do not find it very difficult to correct 60 homework books of the class

134. I take special care to correct the mistakes of the weak students homework

135. I seek a remedy to help the students who are in trouble

Educative Community

(SDB, staff, parents, students, well wishers – with common goals)

136. I join the management, staff, parents and students in planning the education of the students

137. The educative community and I have: common goals of education, common method of education, common style of education, common spirit of unity among ourselves

138. The educative community and I meet: at least once a year, term, month

139. The educative community and I evaluate the chalked out program of the education at the end of the year/ of each term

140. I meet the parents on Open Day: once a year, every term

141. I meet the parents on Open Day to discuss the academic results, the behavior and personality traits of the students

Groups and associations

142. I supervise the election of the leaders of the Groups under my charge.

143. I arrange that groups have regular meetings

144. I attend the meetings conducted by the groups/ associations

145. I foster unity between the different teams of the school by seeing to it that the playing fields are shared according to the needs of each team

146. I help groups to discuss freely and frame the rules they have to observe

147. I join the get-together organized class-wise/ group-wise

148. I help the group of monitors to maintain class discipline

149. I allow spontaneity in the group activities of the students

150. I permit the students to express their identity without inhibition into the group activities

151. I allow self-direction during group activities

152. I foster a democratic spirit during group activities

153. I allow pupils to make their own choices during group activities

154. I allow dialogue between equals during the group activities

155. I foster in the students, during group activities, the understanding that their companions have similar problems as their own

156. I foster leadership of students during group activities

157. I foster creativity of students during group activities

158. I foster shared responsibility among students during group activities

159. I foster commitment to serve others during group activities

Punishment

160. I don't betray any sign of weakness of character when I punish the students

161. I see to it that the punishment given do not irritate the students

162. I see to it that the students understand the punishment given is inspired by love

163. I withdraw signs of affection, as punishment (=serious face when looking)

164. I withdraw any signs of attention, as punishment (= no reciprocal greeting of the defaulter)

165. I see to it that punishment, at times, is meted out by a third party (instead of the teacher, the supervisor does punish etc)

166. I take care to see that punishment, if given, is proportionate to the fault

167. I take care to see that punishment is given showing confidence in the defaulter (“I’m sure this will help you to improve”)

168. I don't’ punish the whole class but only the particular defaulter

169. I make sure that any punishment given is of short duration

170. I punish in such a way that the students have hope of pardon

171. I make the students understand that the punishment given is out of duty and not out of revenge

172. I punish the students only when I feel that the punishment is absolutely necessary

173. I praise the students, as a reward

174. I record their good deed in the school handbook, as a reward

175. I give praiseworthy remarks in the school handbook, as reward

176. I take care that the disciplinary measures are clearly made known to them

177. I withhold for some time giving responsible position to the offender as a punishment

178. I make sure that the punishment I give is effective enough to change the behavior of the student

179. I make sure that the rewards I give are effective, as an incentive to avoid faults.

180. I avoid disrespectful punishments of the following kind: making the pupil kneel in a painful position, pulling the pupils’ ears, etc

Presence

181. I remain present during the activities of the students with the idea of accompanying them

182. My supervision of the students is accepted by them, they liked it.

183. I show sufficient maturity whenever I deal with the students

184. My presence with the students is not seen by them as that of spy

185. My presence in class enables me to make formal interventions on behalf of the students

186. My presence with the students helps them to attain maturity

187. I consider my presence in the playground as a counseling technique, without the restriction of an office

188. My presence is such that it makes the students happy

189. My presence is such that is inspires the students

190. My presence is such that it helps troubled students

191. My presence is such that it de-escalates a crisis

192. I don't stay aloof from the students to give weight to authority

193. When there is no teacher in any class, I substitute the absent teacher’s place

194. I precede the students to the place where they assemble

195. I never leave the pupils unoccupied

196. I take care that the students don’t bring pornographic materials in

197. I watch over the students in such a way that bad companions don’t influence them

Physical presence

198. My presence in the class makes the students keep quiet

199. My presence in the class makes the students study the lesson

200. My presence during the games makes the students enjoy the game better

201. My presence with the students enables me to involve myself with them

202. My presence with them in the get-together helps them enjoy it better

203. My presence with them enables my to show them I love what they love

204. I want to be near the students.

Brotherly/ sisterly friendship

205. My relationship with the students is informal

206. My relationship with the students is personal one-to-one

207. My relationship with the students is affectionate in feeling

208. I treat the students as a younger brother/sister is treated

209. I respect the rights of the students

210. I respect the freedom of the students

211. I respect the person of the students

212. The students and I have a mutual feeling of love for one another

213. I’m looked upon by the students as a friend

Active presence

214. I take initiatives for the benefit of the students

215. I plan with the students the execution of their initiatives

216. I find ways to help the students: who get sick in the class, who quarrel in the playground, who tells lies, who are dreaming in the class, who read novels during the lessons, who talk during the time of prayer

217. I help in the growth of the potentialities of the students

218. My vigilant eye puts a stop to negative experience (drug taking, fights)

Animating presence

219. I foster creativity of the students in different ways: Make them draw and paint, Make them write essays and poems, make them attempt to solve their problems while accompanying them, make them plan a program, make them put up an exhibition

220. I motivate the students by: narrating live of great men/women; giving reasons for actions, explaining the meaning of life

221. I make effort to bring to life every situation the students find themselves in

222. I make the students aware of their responsibilities

223. I give information regarding the different situations that arise

224. I program certain activities for the students to keep them busy

225. I take lead, when necessary, in the activities of the students

226. I guide the activities of the students

227. I animate the students with a view to form their character

228. I make suggestions for the growth of the students

229. I awaken a sense of responsibility in them by making them aware of it.

230. I make is a point to see the young student is the leading agent in the management of his/her own life

Witnessing presence

231. I’m looked up to by the students because they like my behaviour.

232. I inspire the students that they may imitate what I do

233. My self-controlled behavior helps the students to be self-controlled

234. My forgiving the student’s faults helps them to forgive their companions

235. My tireless work for the welfare of the students helps them to learn to serve their companions

236. My God-fearing attitude helps them have faith in God

237. I’m self disciplined, so are the students

238. I’m efficient, so are the students

239. I’m tidy in my work, so are the students

240. I’m tolerant, so are the students

241. I’m non violent, so are the students

Mutual presence

242. There is constant interaction between my students and me

243. I influence the students and vice-versa

Mutual availability

244. The students avail themselves of my presence for: guidance, help in difficulty, learning

245. I avail myself of the presence of the students to learn: how the students behave, how the students think in certain situations

Mutual trust and freedom

246. By my loving presence: mutual trust is established between my students and me; mutual freedom grows between the students and me (teacher and students are not inhibited)

Life enhancing presence

247. My presence enhances the life of the students by: imparting knowledge, imparting skills, imparting values, giving the students dedicated care and attention, counseling the students in different situation, leaving them to find our their project of life (vocation)

Illuminating presence

248. I develop the different faculties of the mind in the class& activities

249. I explain the lessons well so that the student’s minds are illumined

250. I illumine the path of the students by an exemplary life

251. I illumine the minds of the students by:

• Questioning them in the class

• Providing suitable reading material

• Group discussion of a problem

• Assigning to them the writing of articles in the school magazine

• Making them write speeches of welcome to visiting dignitaries

• Making them write reports of any celebrations in the school

• Making them write short reports

• Making them prepare notice-boards

• Making them give short talks in the school assembly

Liberating presence

252. I liberate the students from:

• Slavery of ignorance by giving knowledge

• Slavery of negative influence like smoking

• Slavery of acquired bad habits like laziness

• Slavery of defects like quarrelsome behavior

• Slavery of external structures by inculcating convictions

253. I set before the students challenging goals in:

• The academic standards

• Co-curriculum activities

• Social activities

• Attaining high ideals

• Making efforts to acquire virtue

• Bringing out their potentialities

QUESTIONNAIRE – B

[164 items chosen of the Questionnaire A: 3 point rating scale]

Explanation: T: true/ F: false/ Q: doubt