Teachers (in Higher Education) of the day have several roles to play – as an instructor (classroom presentation); as an evaluator (objective assessment of student performance); as an academic; as a social leader and finally as a friend, guide and philosopher.The last role is often sidelined rather ignored (since teachers are not paid for this role). It is a self-imposed role and a significant social service.

Students in higher education are in their “later adolescent” period – at the advent of adulthood. Most of them are torn between “Peer code” and “Adult code”. Some are confronted with several psychological problems -restlessness, uneasiness, stress, frustration, conflict and the like. Some of them are not able to pay attention to the classroom presentation of teachers.  Some of them may be ill mannered. Several Politico-socio-economic and media linked forces play havoc with their growth and development. How many teachers are aware of these factors?

All students are equally important to the teacher (irrespective of their academic performance, socio economic – cultural – residential background). Do all teachers are objective and impartial in their assessment of students? A resourceful teacher can easily identify problem students. The so-called problem student is really a student with (a) Problems(s). The first trait required of a teacher in this situation will be to show unconditional positive regard to such students. How many teachers are friendly and cordial in their instructions sessions with their students?

Teachers who are genuinely interested in the welfare of the student population will be accessible and approachable to such students. Teachers can have a series of informal sessions with them. Most of them on such sessions will be spent on ‘Catharsis’ (emotional release). A release of pent up emotions and feelings. Teachers ought to be good listeners during such sessions. Students need concrete, precise solutions to their problems. If the problems are rather acute beyond the capacity of the teacher, such students may be directed to psychologists/psychiatrists. Teachers with aptitude and interest can get themselves exposed to orientation programmes in “counselling”. Resourceful, dedicated student counsellors are the need of the day in every institute of Higher Education.

Only Students with high academic performance are recognized and rewarded in our educational institutions. Often talents remain unrecognized and unrewarded (in fact, ignored) to some extent. Every student is unique with some potential. That potential is to be identified, developed and enriched.

Teachers may spare a few minutes during their classroom presentations to focus on basic Human values. They may bring to the notice of their students any media reports highlighting the behaviors of people manifesting higher values, striking anecdotes in the lives of scientists, scholars and others. Striking value-based behavior of students in the class or institution may also be highlighted.

Teachers ought to create not only a conducive academic climate, but a conducive emotional climate as well. They should try to establish healthy interpersonal relations with students. They should help students establish healthy interpersonal relations among themselves. They should convince students to avoid unhealthy competition. They should make students personally happy and socially useful. They should help students in realistic goal setting (setting goals based on their aptitude and interest). This task is stupendous it is rather time consuming and challenging. Yet the results are rewarding. And we have miles to go in this direction.

Teaching in Higher Education today is not only a challenge, but an opportunity as well. It is an opportunity for the teacher to shape and mold the future citizens towards their overall development and enrichment so that they can play their role effectively in society and in National reconstruction.