I am seeing many unhappy nurses. Very often they love their job so why are they unhappy?

It seems the pressure of our society has impacted on the jobs of front line people such as nurses, teachers, policemen and doctors. These people have most contact with those whose lives have become stressed because of a myriad of reasons. So what has changed? There has always been sickness and people with problems.

One of the reasons for nurses, is that once, I know it was a long time ago now but they had the fall back of returning to a supportive environment where they could let off steam amongst other nurses. I am not suggesting we go back to nurses homes because the world has changed and nurses need university training and that would not solve the problem now either. Why not? I know that the police often have very tight social networks to support themselves but their stress levels are increasing too.

The reason is that our world has become so complex.

Not only have these front line people got to deal with people there are now many occasions where drugs brings violence to a new level. There are families so dysfunctional and diverse that you need time and patience to work out who is the most responsible person to contact for the best outcome.

In these professions time is often a factor, there are not many positions that let these people work six hours per day to let them have some balance in their lives. This to me would be an ideal situation where all these front line jobs have a six hour time frame with then a twenty minute wind down at work time which involved a number of options a massage a gym a yoga or meditation class to set their heads apart from the work environment. With the economic crisis this is probably not an option but I feel that our society would benefit from adopting this practice.

Which areas would need this people such as doctors and nurses in emergency departments, police and community child health nurses are entering homes in our communities where there are many unknowns and this underlying job stress filters through adding to subtly impact on their lives without supports and opportunities to have a job change every two years. I wonder how many marriages have ended where their partners absorb all this stress without even knowing it. Many female doctors only work for two or three days I think this is to balance their lives and stress levels.

In looking at options to help these people at the coalface, I feel that shorter working days would alleviate some of the stress along with wind down time, as well as ongoing education and destress options such as meditation, yoga and massage at their workplace.

Consider our predominating attitudes and ethic regarding students. It seems, compared to East Asian cultural ideals (i.e., China, Japan, Korea) where the key to success is hard-work regardless of your background, there is a de-emphasis in America on the power of hard work and study, whereas some children are born ‘smart’ while the rest are perhaps not ‘cut out’ to be seriously successful at school. This is manifest at the elementary/secondary level by the presence of ‘remedial’ classes, where students (including an overwhelming enrolment of minority children who’ve come to accept their ‘fate’) are mostly ignored unless for negative reasons, be it truancy or violently anti-social behavior. In other words, teachers are not perceived to play a serious role in inspiring the best in students, but are instead often relegated to disciplinarians! This other side of the coin is, reciprocally, reflected in the low income of public school teachers (regardless of their performance in the classroom), and the apathy the state shows toward evaluating the quality of teachers on the tenure path and subsequently ousting the unscrupulous ones.

Combine the lack of incentive for a greater number of highly capable teachers (who might get pulled into higher-paying corporate fields), and the low-status image of the teaching vocation in America, and you have employees with less than a unanimously positive attitude about their own importance.

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Secondarily, there is an unprecedented degree of polemics in the country with respect to the ‘definition’ of professional conduct in teaching.

To the more traditional educators, this pertains to a strictly defined mode of conduct, ranging from a formal dress code to the tone of voice which they must speak to students, while a far more liberal party disagrees that formality is an end in itself, and advocates that teachers should dispense with this ‘pretention’ if it helps them build a friendlier, closer rapport with the students in question. Because the more liberal slant is being implemented in the expanding repertoire of teaching methods, some more traditional  teachers might look down upon those with looser conduct, which causes shame to arise in the workplace (and amongst parents/ other educators who do not approve of a certain type of teacher behavior). Hence, there is a fragmentation of acceptable teacher ‘norms’ that need to be addressed…

I argue that a school teacher’s job is, first and foremost, to motivate children to apply themselves to their schoolwork (be it artistic, thoughtful critical writing, or science/mathematics), share and respect opinions of a wide range of people, and ultimately help mold them into ethical informed citizens. To the degree that professionalism is arguably reflected by the means teachers manage this. A professional teacher certainly has an ethical responsibility for example, not be verbally abusive to a student, even if they think it will ‘push’ them to learn. Likewise, they are not setting a good example of an honest and serious employee if they’re walking out of classrooms to take cellphone calls – it undermines respect for both the teacher and the process of education. However, I don’t know if anyone is really to say that a teacher who acts as a friend or confidant (within appropriate bounds as an adult) to a student, or shares in fun casual conversations about themselves with students, is not a good, honest teacher if their greatest intention is to benefit their students in the ways outlined above!

While talking about the education in Lagos we feel the great pleasure as the educational status of the Lagos is a higher one. To meet the running time the Lagos state introduced the latest courses, teaching styles in all the educational institutes. To educate the children, boys and youngsters there are different institutes in Lagos which are discussed as under:-

NURSERY EDUCATION AND EDUCATION FOR KIDS IN LAGOS.

In Lagos for the education of kids and nursery students up till now the usual education system is there however now a new practice is under progress. The new manner to be adopted is the education to the kids and nursery students through songs to be performed in groups. Relevant syllabus in being converted into rhymes by different schools teachers/other genius for the convenience of the students. Priority is science subject.

It is being expected that it would be proved an easier way to learn for the students of nursery and kids.
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UNIOR SCHOOL SYSTEM OF LAGOS/PRIMARY EDUCATION.

After the nursery there is junior school system in Lagos where the students are taught different subjects of that level. Primary education is being considerably focused and for this very basic education in 2000 a policy was made by the Nigerian Government. According to this policy the teachers for this education were to be trained prior to teach the students. In 1994 the Lagos state established an institute namely LAGOS STATE COLLEGE OF PRIMARY EDUCATION to educate/train the graduate persons for the primary school system of the Lagos.
SENIOR SCHOOL SYSTEM IN LAGOS.
Like the junior school system of Lagos the senior school system has also been amazingly improved by the Lagos State. The subjects have been selected according to the current necessity of the time. Special training for the education of senior school students has been given to the new and already serving teachers of this system.

LAGOS STATE COLLEGE OF EDUCATION.

For the students seeking for the college education Lagos State College of Education is there. As per importance of the college education this college has been made a very useful channel for the needy students. All the subjects preferably the science subjects are studied there by the skilled lecturers and professors.

LAGOS UNIVERSITIES.

It is very important to talk about the LAGOS STATE UNIVERSITY while mentioning the universities of the Lagos city. Federal Government of the Nigeria is owner of this university and the education for all the classes/subjects is strictly controlled by the Government. This university has given so many talented persons to the state who have/had the remarkable status in the country. Because of its discipline, education, skilled teachers and other activities this university is a famous one in the Lagos as well as Nigeria.

OTHER EDUCATIONAL INSTITUTIONS OF LAGOS.

Not only the Lagos has sufficient institutions for the younger’s and the elders education owned by the Lagos state but also has several private educational institution. There is a useful competition between private nursery, primary, junior, senior schools, colleges and universities for the best education of the students.

TECHNOLOGY/VOCATIONAL COLLEGES OF LAGOS.

In Lagos for different technologies and vocations there is a plenty of such institutions owned by the State and private individuals. These institutes have served the country with a large number of technical persons who are the important figures in the progress of the country.

It is a common knowledge that education thesis writing is specifically for higher education levels. Students who are in their final years in university or colleges are required by their tutors to write quality education papers. Writing of academic education papers or education thesis is part of students academic course work and thus they need to show their learnt skills in writing. It is believed that students at higher education level have learnt enough to participate in the economy building of the country. Each and every person expects those who are in higher educational levels to provide quality services.

 With such assumptions, it is the duty of the teachers to provide students with quality education. They assign them a lot of education papers to measure if they have understood whatever they have been taught. With the high level of essay writing skills which is required when writing education papers, students prefer using online services.

 There are different education papers which students are required to complete before they proceed to their higher levels of education. Our essay writing company provides you with quality education papers written by writers who have experience and those who are committed in writing essays. Most students lack time to conduct their writing and that pushes them to the far end of seeking essay writing help.

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Of course, the liquidation of any company is a very serious aspect. For this reason, different firms that are closing their businesses due to various circumstances such as bankruptcy is,Special education classes seem to be a necessity today as the number of children with special needs keeps increasing on a yearly basis.

Transitioning to junior high school can be a awfully stressful period for any kid; for kids with learning difficulties diagnosed though,Structured learning can be great for a child; it can be a great way to help your child get the most learning done in the fewest possible years,

Getting admission in these, colleges require entrances that are the basics for any engineering college. When a student is opting for iit coaching classes,In our daily lives, time is precious. You can become a successful student if you figure out a way to control your time and use smart study techniques that don’t waste your precious time.

Is a learning disability the same thing as dyslexia? You can Google a list of famous people who are dyslexic, but what exactly is dyslexia?Do you know how your memory works? Understanding how you learn and remember is critical to being a success.

Memory has 5 steps from input to output.

Someone who is LD usually has average to above average intelligence, but for some reason, that person is not able to perform academically at the level indicated by the IQ. You need to begin your chapter with a brief survey of the contents. Look at the bold print, read the headings, check out the pictures and captions.

Universal Design is a concept that – in a perfect world – would enable those students with a disability to enter a room and immediately have EQUAL ACCESS to any and all information.

If you want to be a successful college student, you need to have a studying plan. Your old habits from high school will probably not work in college.

Distance education has come out as a prominent solution for students who have been trying to juggle between their work and education.Going from high school to college can feel like an overwhelming experience. If you are a student with a disability, the experience can seem rather challenging, but in reality, most colleges make the procedure easy to follow.

Many students come to the college Disabilities Office and are puzzled by their struggle with math. They are perplexed by their inability to pass math, yet these same people are skilled in reading and writing. What these students do not always realize is that it is possible to have a learning disability in math but not have one in reading and writing.

According to the Buddhist religion, teachers hold the place of same importance as parents. It’s said that parents give birth & teachers nurture. As far as teacher’s day celebration in India is concerned, it is being observed every year on 5 September, i.e. the birthday of Dr Sarvapalli Radha Krishnan, the first vice-president of India. He was also a great statesman & a teacher at heart. Teacher’s day celebrations take place in different institutions & universities in different ways. Some of the activities of teacher’s day are as follows:

Religious activities: In the Indian society teachers are given the status of Gods. Performing religious activities like Guru Vandana or prayers dedicated to teachers are very common. You can too organize such a function to make your teacher feel special.

Teacher’s day programs: Perform music & dance evening with a complete focus on paying a tribute to your teachers.

Arrange a drama or play to give your teacher a good time. Humorous activities like comedy or imitating is also a Teachers day gift idea provided it must be in limits.

Gifts & presents of teacher’s day: If you are in a mental set up to gift your teacher this time, you can give flowers or floral arrangements, meant exclusively for this occasion. Ferns & Petals (FnP) can help you to do so. Be it gifts or flowers it will guide you to the best for the day. It is the place where you will get the idea of teacher’s day greetings cards & other such commodities that will really make a very good gift for teachers day. Surprise your teacher by sending him/her an online gift. Ferns & Petals (FnP) will give you the opportunity to buy teacher’s day flowers online & send gifts online to any part of the world with efficiency. Send online gifts to UK or send online flowers of teacher’s day to USA very easily & economically through this online flower shop, which is also the best florist in India.

Say it with a party: If you are aware about the favorite cuisine of your teacher, then arrange a party for him/her. She/he will be more than happy at it. Arrange the cake of his/her favorite flavor or send chocolates online to him/her. It’s said that sweets sweeten any relation, & yours is not an exception. Come & celebrate this occasion with the best florists which will serve as your local flower shop. Sending online gifts to your teachers was never so easy. Happy Teacher’s day.

Teacher Mentoring: A Critical ReviewMentoring is a critical topic in education today and a favored strategy in U.S. policy initiatives focused on teacher induction. Besides creating new career opportunities for veteran teachers, assigning mentors to work with beginning teachers represents an improvement over the abrupt and unassisted entry into teaching that characterizes the experience of many novices. Still, the promise of mentoring goes beyond helping novices survive their first year of teaching. If mentoring is to function as a strategy of reform, it must be linked to a vision of good teaching, guided by an understanding of teacher learning, and supported by a professional culture that favors collaboration and inquiry. This Digest examines the spread of mentoring in the United States, obstacles to realizing the potential of mentoring as a vehicle of reform, needed research, and selected issues of policy and practice.
The Spread of Mentoring
Since the early l980s, when mentoring burst onto the educational scene as part of a broad movement aimed at improving education, policymakers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education.

Concerned about the rate of attrition during the first 3 years of teaching and aware of the problems faced by beginning teachers, policymakers saw the logic of providing on-site support and assistance to novices during their first year of teaching (Little, l990). The scale of mentoring has increased rapidly, with over 30 states mandating some form of mentored support for beginning teachers.
The mentoring idea has also been extended to the preservice level. Proposals for the redesign of teacher preparation (e.g., Holmes Group, l990) call for teacher candidates to work closely with experienced teachers in internship sites and restructured school settings such as professional development schools. The hope is that experienced teachers will serve as mentors and models, helping novices learn new pedagogies and socializing them to new professional norms. This vision of mentoring depends on school-university partnerships that support professional development for both mentors and teacher candidates.
A Cautionary Note
Enthusiasm for mentoring has not been matched by clarity about the purposes of mentoring. Nor have claims about mentoring been subjected to rigorous empirical scrutiny. The education community understands that mentors have a positive affect on teacher retention, but that leaves open the question of what mentors should do, what they actually do, and what novices learn as a result. Just as research on student teaching highlights the conservative influence of cooperating teachers and school cultures on novices practice, so some studies show that mentors promote conventional norms and practices, thus limiting reform (e.g., Feiman-Nemser, Parker, & Zeichner, l993).
These findings should not surprise us. Mentor teachers have little experience with the core activities of mentoring–observing and discussing teaching with colleagues. Most teachers work alone, in the privacy of their classroom, protected by norms of autonomy and noninterference. Nor does the culture of teaching encourage distinctions among teachers based on expertise. The persistence of privacy, the lack of opportunities to observe and discuss each other s practice, and the tendency to treat all teachers as equal limits what mentors can do, even when working with novices (Little, l990).
In addition, few mentor teachers practice the kind of conceptually oriented, learner- centered teaching advocated by reformers (Cohen, McLaughlin, & Talbert, l993). If we want mentors to help novices learn the ways of thinking and acting associated with new kinds of teaching, then we have to place them with mentors who are already reformers in their schools and classrooms (Cochran-Smith, l991), or develop collaborative contexts where mentors and novices can explore new approaches together.
Needed Research
Before l990, the literature on mentoring consisted mainly of program descriptions, survey-based evaluations, definitions of mentoring, and general discussions of mentors roles and responsibilities. Researchers did not conceptualize mentors work in relation to novices learning or study the practice of mentoring directly. Reviewing the literature, Little (l990) found few comprehensive studies well-informed by theory and designed to examine in depth the context, content and consequences of mentoring (p. 297).
Since l990, some researchers have begun to fill in those gaps. In one comparison of two beginning teacher programs, researchers documented striking differences in the way mentor teachers conceived of and carried out their work with novices. They linked these differences in mentors perspectives and practices to differences in role expectations, working conditions, program orientations, and mentor preparation (Feiman-Nemser & Parker, l993). In a reform- oriented preservice program, Cochran-Smith (l991) studied the conversations of student teachers and experienced teachers in weekly, school-site meetings at four urban schools. She shows how these conversations, occasions for group mentoring, expose novices to broad themes of reform through discussions of highly contextualized problems of practice. Between l991-95, researchers at the National Center for Research on Teacher Learning at Michigan State carried out a comparative, cross-cultural study of mentoring in selected sites in the United States, England, and China. The study sought insights about learning to teach, mentoring practices, and the conditions that enable novices and mentors to work together in productive ways. Preliminary findings underscore the influence of mentors beliefs about learning to teach, the challenges of learning to teach for understanding, and the impact of different contextual factors (e.g., school culture, national policies) on mentors practice and novices learning.
To inform mentoring policy and practice, we need more direct studies of mentoring and its affects on teaching and teacher retention, especially in urban settings where turnover is high. We also need to know more about how mentors learn to work with novices in productive ways, what structures and resources enable that work, and how mentoring fits into broader frameworks of professional development and accountability.

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In the United States, the term bilingual education generally refers to programs that provide support to students with limited English proficiency. Some of these programs teach academic subjects in the students’ home language (usually Spanish) while also requiring language-minority students to take classes in English as a second language (ESL). Other programs aim to teach English to language-minority students by immersing them in English-only classes. Still others are two-way, or dual-language, programs that aim for fluency in two languages—for example, such a program might simultaneously teach Spanish to English-speaking students and English to Spanish-speaking students. These major approaches have several variations, and districts and schools may use a combination of them.
Thus, when people argue over bilingual education’s effectiveness or ineffectiveness, they could be discussing different forms of bilingual education.

In public debate, however, bilingual education usually refers to transitional bilingual education (TBE), which provides native-language instruction to non-English-speaking students in preparation for their eventual learning of English in mainstream classes. The goal of these programs is to help students become fluent in English.
In the United States, bilingual education in its modern form began in 1968 with Title VII of the Elementary and Secondary Education Act, which provides federal funding to schools to help them meet the needs of children with limited English-speaking ability. Title VII, also called the Bilingual Education Act, was born out of the civil rights movement, which, among other things, sought to strengthen economic, political, and social opportunities for minorities. The Bilingual Education Act, together with the Civil Rights Act of 1964, was expected to help change attitudes toward immigrant groups and ease resistance to ethnic languages.
The Bilingual Education Act resulted in the implementation of TBE programs in more than half the states, particularly in districts and schools that had large immigrant (most often Hispanic) populations. TBE programs, in which students are instructed in their native language before being taught English, revived a trend from the eighteenth and nineteenth centuries, when bilingual education thrived among the early European settlers who sought to have children instructed in their mother tongue. In 1968, however, bilingual education was envisioned as a way to help Spanish-speaking children who had limited or no skills in English and were doing poorly in school.
Support for bilingual education
Advocates of bilingual education marshal a variety of arguments in its defense. Key supporters of bilingual education—among them academics like Kenji Hakuta of Stanford University, Colin Baker of the University of Wales, Stephen Krashen of the University of Southern California, and Jim Cummins of the University of Toronto—emphasize the effectiveness of using students’ native language as a resource in learning a second language. They maintain that the use of the students’ home language helps keep them from falling behind their fellow students while learning English. They claim that the first language serves as a bridge on learning, and that knowledge acquired in one language transfers to the other language. This means that a child who is not fluent in English but is fluent in Spanish will learn English easily because he has already learned the foundational processes in the first language. The “knowledge-transfer” hypothesis rests on the premise that the process of reading is similar across languages, even though the languages and writing systems are different. As professor of education Stephen Krashen, author of Under Attack: The Case Against Bilingual Education, explains,
When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible.Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn by reading, that is, by making sense of what is on the page, it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general.
Notice that Krashen uses the word quality; it is a word that practitioners of bilingual education often emphasize. They maintain that the most effective bilingual education programs are two-way bilingual programs. Such programs aim to teach both native speakers of Spanish and native speakers of English, attending the same classes, academic subjects in both languages. The students initially receive 90 percent of instruction in Spanish and 10 percent in English, and then the amount of English increases with each grade. Supporters of these programs point to studies, such as the one by researchers Wayne P. Thomas and Virginia Collier at George Mason University in Fairfax, Virginia, that document the effectiveness of two-way bilingual programs. Thomas and Collier reviewed student records from 1982 to 2000 and found that English-language learners do better academically over the long term if English is introduced slowly instead of being submerged in intensive English instruction in a regular classroom. They conclude that two-way bilingual programs are “the only kinds of programs that fully close the achievement gap between Englishlanguage learners and native English-speakers over the long term.”
Most advocates of transitional bilingual education also believe that quality entails a long transition period, which is defined as the period during which a student is taught academics in his or her native or home language before being transferred to mainstream English-only classes. Colin Baker of the University of Wales, who has done an extensive review of studies that measure the effectiveness of bilingual education, calls such programs “stronger forms of bilingual education.”
To advocates, quality bilingual education further requires welltrained, accredited bilingual teachers who effectively take charge of their classes. Finally, supporters of bilingual education maintain that effective native-language instruction requires parents’ consent and participation, low teacher-student ratios, adequate school facilities, administrative support, and other enabling factors.
The National Association for Bilingual Education (NABE), a major advocacy organization, admits there are existing bilingual education programs that do not meet the above requirements. James J. Lyons, former NABE executive director, mentions a few of them:
Some are bilingual in name only, staffed by monolingual English-speaking teachers with no professional preparation. . . . In a few instances, students have been assigned to bilingual education on the basis of an educationally irrelevant criterion such as surname. . . . In some localities, LEP [limited English proficient] students have been assigned to bilingual-education programs without the informed consent and choice of their parents.
Lyons argues that the existence of such malpractices does not warrant the elimination of a whole range of effective programs and the wholesale dismissal of the bilingual education policy.

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Are you a United States secondary, elementary or college teacher with a strong interest to visit other countries and to learn the customs, traditions and language of their people?  Would you be interested in teaching the English language and other subjects to students in this host country in exchange for this wonderful opportunity?  If so, you may want to consider one of the many international exchange programs for teachers.  In this article we will provide a bit more detail about how these international exchanges are structured, and highlight one such international exchange to give you a better idea about the program requirements and how to apply.

What Are International Exchange Programs for Teachers?

When most people think of exchange programs between countries, their thoughts immediately turn to student exchange programs, either at the secondary or university level.  In that model, students from foreign countries participate in either a short term or long term program in which they study in a foreign country while living with either a host family or in some type of student housing.  Actually, these student exchange programs are very similar to the international exchange programs for teachers.

International Exchange programs for teachers give educators the unique opportunity to teach English and other subjects in another country.  The programs can either be short term, spanning 4-6 weeks, or long-term, in which teachers will remain in the host country for an entire semester or school year.  Language proficiency is not required for these programs, but a strong interest to learn the language is definitely encouraged.  Housing options can include living with a host family as many students do, but usually the teacher’s housing is provided by the organization that sponsors the international exchange.

International Exchange Programs for Teachers:  One Example

One example of an international exchange for teachers is the program that is sponsored by the Rotary International Club, one of the largest and most well-known service clubs in the world.  Initiated in 1992, this international exchange sponsors English teachers at the elementary, secondary and university level to teach English in Spanish, Portuguese and Russian speaking countries.

To date, U.S.

teachers have been placed in over 50 communities around the world to teach 4-week sessions of English to speakers of other languages who could benefit from a working knowledge of the English language.  This is a unique opportunity for teachers to experience the customs, traditions, language and culture of another country while simultaneously providing a valuable service as a teacher of English. 

Applying for the Rotary Club International Exchange program is really a rather simple process, usually entailing an application and interview.  Once accepted, teachers will be given ample time to prepare prior to their departure, and the Rotary Club will pay for round trip transportation, room and board, as well as any local transportation costs during their stay.

Aside from their teaching duties, teachers will also have the opportunity to participate in a number of cultural activities, as well as sightseeing ventures in the host country. 

With this international exchange program and many more like it, teachers will not only help learners in the country they travel to, but they will usually become better prepared to serve the needs of international students at their home school, and become more versed in the challenges these students face.

Teachers’ Day is a national function celebrated in India. It is held on September 5th of every year which is also the birthday of Dr. Sarvepalli Radhakrishnan, one of our former President Dr. Radhakrishnan who was an ideal teacher. So it was decided to celebrate his birthday as Teacher’s Day to honor that noble profession.

The main idea is to draw the attention of the society towards this profession. No other profession either medical or legal have a day meant to celebrate and honor the best among them. It is an unique honour awarded to the teaching profession in our country.

On that day nearly a hundred teachers selected from primary, upper primary and secondary schools, oriental schools and colleges are invited by the President Of India and honored by giving a certificate of recognition along with some cash prize.

The award given by the President is called the National Award for Teachers, which is a great honor to the humble teachers. Selection for these awards are made on the basis of many considerations. Teacher’s personal character and conduct, his professional competence, his sociability, the results he produced, the contribution he made to the profession as a writer and as a researcher in Education, the popularity he enjoys in public, his efforts to eradicate illiteracy, public support he got for building infrastructure to his institution etc. The part he plays in extracurricular activities is also taken into account. So it is not easy to get a national award. Only ideal and worthy teachers get it.

Besides National awards, State awards and awards by National Foundation for teachers are also given. In some districts, district level awards are given to encourage ideal teachers. Giving an award is a good incentive.

Of late the awards given by Government have become mechanical. The original idea of involving the society at large is to recognize this noble profession missing. Many functions are being arranged by teachers to honor their fellow teachers. The parents are not showing the expected interest.

It was true, that a teacher enjoyed a place of honor after the mother and father and was only next to them, in our ancient society. Many changes have taken place. A teacher is no longer a selfless Guru. He is a paid employee, just like any other worker in an office or factory. With this social concept, it is difficult to expect the society to honor the teachers. But even now there are teachers who are respected and loved for their selfless service, spotless character and unbiased love and affection they show to their students. All such teachers may not get awards. The social respect they command is itself an award. As Dr. S. Radhakrishnan had himself said, teaching is its own reward. The satisfaction it gives the teacher is not comparable. A good teacher is always remembered by the student wherever he is.