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CHAPTER III
TEACHER-STUDENTS INTERACTION

A. Definition of Teacher-Students Interaction

Teacher and students are part of the classroom where teaching and learning
take place. In delivering the knowledge, teacher needs to interact with the students;
either teacher talks about the material and the students listen or the opposite. The
teaching-learning process will not exist without any interaction. Malamah and
Thomas (1987: 5-7) said that there are action and reaction in interaction, but
interaction is not action and reaction. They explained that action and reaction are
unnatural because in some cases teacher‟s action followed by unexpected students‟
reaction then the teacher does not anticipate the students‟ reaction properly. They
defined interaction as mutual action which both teacher and students can act upon
each other.
By interacting with the students, teacher can also provide the learning
atmosphere (Malamah and Thomas, 1987). As stated by Nugent (2009: 1), teacher is
the main variable in the classroom, not the students. This breaks the perception
about students determine the classroom atmosphere. If teacher provides conducive
classroom situation, the students will enjoy the learning. In the other hand, each
participant of the interaction contributes in determining the outcome of the
interaction. Allwright and Bailey (in Tsui, 1995: 7) say that interaction is not what
we bring to people, but what people do together. So which perception is right? Both
of them are correct. Students‟ contribution is very important in learning process; the
students who are involved in the learning process will have better understanding
than students who are the apathy, even in English acquisition where students need
more practice. Furthermore, teacher can control the students‟ contribution by not
dominating the interaction and giving the students chance to speak. In the other
word, teacher plays big role in this classroom interaction.
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Malamah and Thomas (1987: 10-11) say that there can be communication, if
only there is interaction. From statement above, it can be concluded that interaction
is important in order to build communication. The purpose of classroom interaction
is to communicate what is in the teacher‟s mind so that can be received by the
students. Teacher-students interaction is two way process of act between teacher and
students in the classroom which communication is the purpose and the teacher acts
as the initiator.

B. Aspect of Teacher-Students Interaction

According to Tsui (1995: 12), there are some aspects of teacher-students
interaction. They are:
1. Teacher Talk
Lynch (1996: 6) defines teacher talk as the language typically used by foreign
language teacher. According to Tsui (1995: 23-54), there are three kind of teacher
talk, namely:
a. Question
Most of classroom interactions are dominated by teacher‟s questions. These
questions are usually proposed to measure students‟ understanding or
comprehension, to see if the students have acquired the language. In language
lesson, these questions make the students familiar with the language because it
makes them practice to communicate.
The question proposed by the teacher can be responded by the students in
different kind of answer. There are some kinds of answer as follow:
1) Open and closed question
These types of question can be differentiated based on the amount of
response that can be accepted by the teacher. The open question is a question
that has two or more responses that is acceptable. For example, if the teacher
asks about the favorite food that the students always eat, the answer can be
various because every student choamsmthitetior ouwsenr favorite food. Different
from open
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question, closed question has only one acceptable response. For example, if the
teacher ask about the color of batman uniform. The only appropriate response is
black.
2) Display and referential questions
The explanations above have shown that the open and closed questions
are based on the amount of the possible answer. Meanwhile, display and
referential questions are based on the nature of the questions asked by the
teacher. Display question is question that the teacher already has the answer. It
is proposed to check the understanding of the students. If students‟ response
does not match with the teacher‟s expectation, it will show that the students do
not get what the teacher has explained. On the other hand, referential question
is asked because the teacher does not know about the information or does not
have the answer. This kind of questions generates interactions of social
communication.
b. Explanation
Explanation is the role of the teacher talk to make knowledge delivered to the
students. The source of the knowledge can be from the teacher‟s mind or media
such as text book, white board, power point, and so on. There are two kind of
explanation as explained by Tsui (1995: 30). They are procedural explanation and
content explanation. The procedural explanation refers to explanation about the rule
of the lesson, for example the teacher explains about the rule of an activity that
should be conducted and instruction about the homework. The content explanation
refers to subject content of the lesson; in English lesson, it refers to explanation of
vocabulary, texts, grammar, and so on.
c. Feedback
Feedback means teacher‟s reaction on students‟ response in the interaction
whose function is to evaluate students‟ performance. As stated by Tsui (1995: 42)
classroom exchange typically has three parts, they are the teacher‟s initiation,
students‟ response and teacher‟s feceodmbmacikt .toFueesedrback not only consists of
correction
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of the students‟ mistake, but also assessment of the appropriateness of the response
(Harmer, 2004: 99).
Tsui (1995: 43) defined error as something that is wrong or inappropriate for
the teacher. While Edge (in Harmer, 2004: 99) divided mistakes into three
categories: slips, error and attempt. Slip is mistakes which students can correct
themselves once the teacher gives a code that something is inappropriate. Error is
mistake that students cannot correct themselves until the teacher give them
explanation. Attempt is when students want to say something but do not yet know
how to say it correctly.
Harmer (2004: 99) also adds that based on the cause, error can be divided into
two: L1 interference and Developmental errors. L1 interference is error that is faced
by students who learn English as a second language where their first language
distract or confuse which causes errors. For example, Arabic and Chinese cannot
spell several words in English where in their first language, the words are not used.
Developmental errors are well understood in child language development where
„over-generalization‟ exist. Children often use „goed‟ when they mean „went‟. They
„over-generalize‟ the rule they have got at school. The same phenomena also happen
in students who learn English as second language.
Most of English teacher think that error should be corrected. The reason of the
opinion is if the errors are not corrected then the students will think that what they
produce is correct. However, Tsui (1995: 46) says that learners do not like when
they are corrected intensively. He shows that if every single word in the students‟
sentence when answering teacher‟s question is corrected, the students will be
discouraged to answer in the future. The correction of the teacher does not guarantee
the students not to make error in the future. Allwright and Bailey (in Tsui, 1995: 50)
“used the term „treatment‟ and „cure‟ to distinguish teacher‟s correcting the errors
and the students acquiring the correct form.” In addition, Harmer (2004: 100) says
that teacher‟s correction should be seen as feedback that reshaping the students
rather telling the students that theycoamremiwt rtoonugs.erThe decision of
correction depends

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on language competence of the students, kind of students, and the focus of what
teacher are teaching (Tsui 1995: 46-50).
As stated above, when correcting the error teacher need to pay attention on
focus of what they are teaching whether it is accuracy or fluency. Teacher should
distinguish between non-communicative and communicative activities. If teacher‟s
focus on students completes accuracy as in the study of grammar, pronunciation,
vocabulary and so on, teacher should point out and correct the mistake that students
make. When teacher‟s focus on fluency as in communicative activities teacher
should not interrupt in the middle of the activity to point out students‟ error because
it can distract the students and cause students stress. Lynch (in Harmer, 2004: 105)
says that the correction should be given as late as possible, delay the intervention or
correction until the students finish what they want to say. As stated by Harmer
(2004: 105) it is necessary to correct the students in the right moment and not to
offense the students by the correction because it can de-motivate the students.
As stated before, the correction taken by the teacher is different between
accuracy activities and fluency activities. There are several techniques in accuracy
activities and fluency activities according to Harmer (2004: 106-109).
1) Feedback during accuracy activities
As discussed before teacher should give a code when there is an
inappropriate answer from the students. This technique expects that students
can correct themselves where the teacher‟s assumption of the incorrectness as
language slips. However, if the students cannot recognize their problem,
further technique should be taken.
These are the processes in correcting the students according to Harmer
(2004: 106-107). The first step is showing incorrectness that can be done by
these ways:
a) Repeating: ask the students to repeat what they say by saying Again? The
intonation and expression will indicate that there is something unclear.
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b) Echoing: the teacher repeats the part of the students has said that is wrong
by using question intonation.
c) Statement and question: the teacher directly points out the incorrectness by
saying That is not quite right, or Do people think that’s correct?
d) Expression: this can be done if the teacher has known the class well so that
certain expression can indicate that is something wrong, for example facial
expression or wobbling hands.
e) Hinting: a simple way to show the incorrect rule the students used by
saying the correct one, for example if the teacher says tense then the
students should change the tenses to the appropriate one.
f) Reformulation: teacher repeats what students have said incorrectly,
reformulate the sentence, but not overcome all the sentences.
The procedures above are taken if the teacher expects the students can
recognize their incorrectness so that they will be able to correct themselves.
The second step is done if the students do not respond the codes that are given
by the teacher or they cannot correct themselves. As Harmer‟s theory, the
second step is getting it right (2004: 107).
a) The teacher can say the correct version louder and intonation emphasizing
the problem, for example „he GOES to school‟. It shows that the students
should use verb goes like what has been corrected by the teacher.
b) The teacher also can directly correct the incorrectness, for example „not
go. Listen, goes.‟
c) And if necessary teacher can explain the grammar rule, for example ‘we
go, I go, they go, he goes, she goes.’
d) The teacher can also ask other students to correct each other. Ask whoever
is able to correct the incorrectness.

2) Feedback during fluency activities

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In this activity, the teacher should focus on the content not just the
language form. Teacher should tolerate and not intervene the students during
this activity. However, there are times to give treatment to the students‟ error
during fluency activity (Harmer, 2004: 107)
a) Gentle correction: If the students stuck on their talk because they cannot
say what they think, teacher can help them to find their track back. The
teacher can reformulate the students‟ sentence but do it gently without
disturb students talk. Different with getting it right, the students will
change the focus on the teacher not on the student who is talking.
b) Recording mistake: In order to remember the students‟ error on their talk,
teacher can use table which consist of categories that students may do the
errors such as grammar, vocabulary, pronunciation. If the errors that
students make are too much, of course, if the teacher intervene every
single error will disturb the students so that the teacher should keep in
mind what errors that students do and correct it after students finish the
activity.
c) After the event: After the students finish their activity, first teacher can ask
their opinion about their performance. This kind of technique expects the
students who feel that there are some errors during the activity can correct
themselves. If they cannot find their errors, the teacher should explain the
error that has been recorded.
2. Input and Interaction
a. Modified input
Research in the study of teacher talk has found that the ways teacher talks in the
classroom are different with social talk. The purpose of this phenomena has
been found that teacher should make what they said to the students are easier to
be received or as has been said by Tsui (1995: 55) “teacher modify their input to
make it comprehensible.” The modification consists of many aspects such as the
phonology, syntax, vocabularycoamndmistotoouns. eSr ometimes, when teacher
speaks to
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the students, the teacher expects the students to respond, but the students just
keep silent. The silence of the students indicates that the students do not get
what have been said by the teacher. Thus, the teacher needs to modify their input
to make the students able to respond.
b. Modified interaction
The idea of interactional modification is more crucial than modification of input
or teacher talk because this determines the students‟ comprehension and make
sure the students use correct rule in communication. Based on Tsui (1995: 64-
68) there are six devices in modifying interaction: confirmation check,
clarification request, repetition request, decomposition, comprehension check,
and self-repetition.
1) Confirmation check
Confirmation check is used to make sure that the listeners have understood
what has been said by the speaker. This is done by repeating or paraphrasing
what have been said with higher intonation.
2) Clarification check
This device is used by the teacher to understand the pupils‟ idea in the
communication. Sometimes, it used to clarify the incorrect grammar or
pronunciation said by the students. This can be done by asking what the
students mean or say the correct grammar and pronunciation that students
want to say.
3) Repetition quest
Repetition quest is used when the teacher does not get what had been said by
the students. Teacher can repeat the unclear part by increasing the intonation
or using some expression like „pardon‟ and so on.
4) Decomposition
Decomposition is device that used to make the students easily understand the
teacher‟s question by separating the question into several questions. This
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happens because the students cannot understand complex sentence so that

the teacher breaks it into simpler sentences.
5) Comprehension check
Comprehension check is used to determine the cause of the student not
respond to the teacher‟s question whether they do not understand the
question or because they do not know the answer.
6) Self-repetition
Self-repetition is all repetition that teacher uses to repeat what he has said
previously. The various types of question modification belong to this device.
c. Student involvement and comprehensible input
The modification that teacher makes is not necessary if the students do not
involved in trying to obtain the comprehensible input. As stated by Tsui (1995:
69) interaction is a two way process where students take a role. Thus, the
students need to be involved in the communication in order to ensure the input
comprehensible. The students can also use the modification that used by the
teacher. The concept is the purpose of modification devices used by the teacher
is to provide comprehensible input and the opposite the students use it to obtain
the comprehensible input.
d. Turn-allocation and turn-taking
Teacher expects that his students are always actively involved in the learning
process. In Xin, Luzheng and Biru (2011) in their study of EFL classroom
interaction of vocational collage in China found that the percentage of the
teacher talk is more than 60%, while the students talk is less that 20%. If teacher
dominates the classroom, the expectation cannot be fulfilled. The students‟ turn-
taking behavior is often affected by teacher‟s turn-allocation behavior.
1) Turn-allocation behavior
In general, the teacher allocates the students to speak by giving
question that students have to answer. This can be done by give the question
to the whole class or to scpoemcimfiict tsotuudseernt. The teacher
prefers to give the
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question to the whole class than ask question to a student because the whole
students will be involved in finding the answer of the teacher‟s question.
Teacher asking the question to the whole class is called general solicit and
teacher asking the question to specific student is called personal solicit. The
personal solicit often has its own purpose that is to manage the student who
is not paying attention in class.
2) Motivation in turn-allocations
Turn-allocation should be often done by the teacher so that the students
are always involved. Many researchers found that teachers do not allocate
the turn fairly. Teacher rather chooses the smart students who have higher
probability to answer the question. Teacher does not want to take risk when
ask the students who will not be able to answer the question. It will make
silence during the learning process. Teacher also wants to save time and
cover more material by ignoring the weak students. Avoiding this situation,
teacher only chooses the students who raise their hand because they already
have the answer. The students who are weak and shy will feel neglected by
teacher‟s treatment towards the students. To overcome this kind of problem,
teacher should give every single student question about their understanding
of the material by providing short answer. This technique will make all the
students speak in order to participate.
3) Turn-taking behavior
There are two ways for the students to participate in the classroom,
first they participate by responding to the teacher‟s nomination to answer
question and the former they participate by initiating themselves to answer
the question. This is called „self-selected‟. The consequence of self-selected
turn is the smaller chance for the weak students to participate in the class. In
fact, the weak students whom teacher thinks that cannot answer the question
often practice themselves without share it to the teacher and other students.
That is why the teacher shocuolmdmaipt ptolyutsheer „private‟ turn. The
purpose of this
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technique is to make the shy and weak student to become confident in

providing their argument only to the teacher, but if there is an agreement the
teacher can make the shy and weak to make their turn in public. The more
they participate in the classroom, the more they practice the target language.
4) Turn-taking behavior and language learning
The teacher‟s turn-allocation is strongly influenced by students‟ turn-taking
behavior. Students who participate without being invited by the teacher will
have more opportunities to practice the target language. Seliger (in Tsui,
1995: 78) concluded his study that there are two types of students, one is the
high-input generators (HIGs), and the former is the low-input generators
(LIGs). The HIGs are students who actively participate in the conversation
so that they have bigger opportunity to get input from other people. He also
found that HIGs achieve high scores in test and have more conversation
outside the classroom with other native speaker. He concluded that students
who initiate interaction are better learners.
3. Students Talk
Based on what has been discussed above, it can be concluded that
students‟ involvement is very important; students‟ involvement is students‟
participation in classroom interaction. Many researches show that the language
learners do not only learn to talk but also talk to learn. However, it cannot be
generalized that there is a simple equation between talking and learning. The
students who are not ready cannot be forced to talk. Their participation is very
important in language learning because by responding to the teacher‟s or other
students‟ question, they actively involved in negotiating the comprehensible
input.
a. Students participation in ESL classroom
As have been discussed above the problem of students participation is even
more acute in ESL classroom. It is difficult to get students initiated question or
volunteer answer, even when ctohmemtietatcohuesrerhave personally point
out them to
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answer. Teacher always meet the silent towards students participation in ESL
classroom.
b. Contributing factors in students reticence
There are factors that influence students not to speak up in the classroom. First
is English efficiency. Sometimes the students want to say something but have no
idea how to express it in English. The second is the students are afraid of
making mistake and being laughed by other students. In fact, the students know
the answer of teacher‟s question but they are afraid of making mistake by
answering the wrong answer. The next factor is their lack of confidence in their
proficiency and fear of making mistakes and being laughed at. They prefer to be
silent rather than answer the question in the target language, even though they
know the answer. Teacher also contributes in making students‟ lack of
confidence. Of course, teacher needs the right answer to know that his teaching
succeeds. But teacher should understand that the students do not always answer
teacher‟ questions correctly. The teacher‟s expectation makes the students under
pressure; moreover the students must express it in targeted language. They
prefer to be silent rather that make mistake in answering the question. Teacher
believes that the silence when students cannot answer the question makes
boredom situation and then makes the student disrupt the class. This means that
the purpose of the teacher‟s question is to find the right answer rather than
students‟ participation. When the students cannot answer the question, the
teacher corrects the answer as soon as possible rather than help the students to
formulate it. The last factor is the turn-allocation where the teacher prefers to
choose the bright or smart students to answer the question to save the time and
avoid the silence.
c. Language learning anxiety
From the discussion above, it can be concluded that the students‟ reluctance to
participate is strongly influenced by apprehension, fear, nervous, and worry. It
can be said that in this case the ctoemacmhietrt-ostuusdeernts relationship leads
the classroom
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anxiety. The classroom anxiety in second language learning is unique. The

students should master the target language and then perform it at the same time.
They know that they are not good enough in that target language. They feel that
they can fully represent themselves. The teacher also expects that the students
use the correct form rather than their correctness of their performance.
d. Studies of foreign-language classroom anxiety
Horwitz, Horwitz, and Cope (in Tsui, 1995) developed a foreign language
classroom anxiety scale to identify students who are highly anxious. The study
observed the students of Texas University who study introductory Spanish. They
found that almost half of the students started to panic when they had to speak
without preparation in the target language, over one-third got nervous when they
were speaking in language class, over one-quarter felt very self-conscious in
front of other students, and half the students rejected that they felt confident
when they spoke in foreign language. The students‟ reluctance to participate is
influenced by those elements. Students with low English proficiency will avoid
participating to protect their self-image by avoiding the effect of making
mistake, being laughed by other students, and being negatively evaluated by the
teacher. They try to use this kind of defensive mechanism to protect their self-
esteem. The teacher should have strategies to avoid making anxious students
who are trying to avoid humiliation, embarrassment, criticism, and to preserve
their self-esteem. Forcing the students who not ready to perform anything is not
a good strategy of teaching language. To make the students confidence of what
they want to perform, teacher can allow the students to discuss with other
students by using group work.

C. Interaction Analysis in the Language Classroom

The original „interaction analysis‟ firstly established by Flanders (in
Thomas, 1996: 20). The purpose of Flanders‟ Interaction Analysis Categories
(FIAC) is to look at the classroom language tocosmeemiwt thoatusietrcan reveal
about the teaching and
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learning processes. The FIAC is then adapted by Moskowitz‟s FLINT (Foreign

Language Interaction) to make it more relevant to be applied in language classroom
(Malamah-Thomas, 1996: 22).
1. Student Talk
a. Specific: responding to the teacher within a specific and limited range of
available or previously shaped answer.
aa. Choral: choral response by the whole class or part of the class.
ar. Initiated: responding to the teacher with students‟ own ideas, opinions,
reactions, feelings: giving one from among many possible answers which
have been previously shaped but from which students must now make a
solution. Initiating the participation.
2. Teacher talk
Indirect influence
a. Deals with feelings: in a non-threatening way, accepting, reflecting,
discussing, referring to, identifying with or communicating
understanding of past, present, or future feelings of students.
b. Praise or encourage: praising, complementing, and telling students why
what they have said or done is valued. Encouraging students to continue,
trying to give them confidence. Confirming that answers are correct.
ba. Joke: intentional joking, kidding, making puns: attempting to be
humorous, providing the joking is not anyone‟s expense.
c. Uses ideas of students: clarifying, using, interpreting, and summarizing
the ideas of students. The ides must be rephrased by the teacher but still
recognized as being students‟ contribution.
ca. Repeat student response verbatim: repeating the exact words of students
after they participate. This often occurs in a pattern drill.
d. Ask question: asking question to which an answer is expected.
(rhetorical questions are not included)
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dc. Ask cultural question: asking question related to the culture and
civilization of the target people or country.
dp. Personalizes: asking question which relate to the students‟ personal lives,
relating the content being learned to the students‟ personal lives, relating
the content being learned to the students themselves through personal
qualities.
Direct influence
e. Gives information: giving information, facts, own opinions or ideas,
lecturing, or asking rhetorical questions.
ea. Correct without rejection: telling the students who have made a mistake
the correct response without using words or intonations which
communicate criticism.
em. Models: modeling example for the students, giving the line of a dialogue,
a sample for a pattern drill, illustrating the pronunciation of words or
sounds.
eo. Orients: telling the students the procedures the will be following, giving
an overview or preview of what is to come, setting standard, regulation,
or expectation.
er. Carries out routine tasks: attending to routine matters, i.e. taking
attendance, passing out books, test papers, making routine
announcement.
f. Gives direction: giving directions, requests, or commands which students
are expected to follow.
fa. Directs pattern drills: giving statements which students are expected to
repeat exactly, to make substitutions in, or to change from one form to
another.
g. Criticizes students‟ behavior: rejecting the behavior of students, trying to
change the non-acceptable behavior. Communicates anger, displeasure,
annoyance or dissatisfacctoiomnmwitittoh uwsherat students are doing.

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ga. Criticizes students‟ response: telling the students‟ response is not correct or
acceptable and communicating by words or intonation criticism,
displeasure, annoyance, rejection.

D. Positive Teacher-Students Interaction

Before this explanation comes into the main topic of this study, the researcher is
interested to start the study by concerning on how teacher develop positive
classroom interaction with the students. From the title of this study the researcher
assumes that teacher-students interaction can improve students‟ motivation in
learning English as second language but not all kind of interaction. What the
researcher means is the positive interaction.
Brown (2000: 165) said “interaction is the collaborative exchange of thought,
feelings, or ideas between two or more people, resulting in a reciprocal effect on
each other.” Brown suggested that interaction should be interactive. On the next
page of his book, he wrote down the principles of interactive, they are:
1. Automaticity: The focus of a communication should be based on the idea
and not on the grammar and other linguistics forms.
2. Intrinsic motivation: The students‟ deepest drives should be satisfied so that
they can engage in the speech. When the students find the activity is fun,
interesting, useful, or challenging, they will intrinsically motivated to
perform the activity.
3. Strategic investment: This concern on the importance of the use of strategic
language competence to confront the possibility that can happen in the
classroom so that teacher can make certain decisions towards the situation.
4. Risk taking: Interaction requires risk of failing to produce and interpret
intended meaning. The consequences of the failure are being laughed at,
being shunned, or rejected. The teacher should provide the atmosphere that
can push students to try out the language.
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5. The language-culture connection: the cultural loading of interactive speech

as well as writing requires that interlocutors be thoroughly versed in the
cultural nuance of language.
6. Inter-language: The complexity of interaction entails a long developmental
process of acquisition. Numerous errors and production and comprehensive
will be a part of development. And the role of the teacher feedback is crucial
to the developmental process.
7. Communicative competence: All of the elements of communicative
competence (grammatical, discourse, sociolinguistic, pragmatic, and
strategic) are involved in human interaction. All aspect must work together
for successful communication to take place.
Brown (2000: 166) explains the five roles of the teacher to create interactive
classroom, they are:
1. Teacher as controller: in this role, teacher control all moment in the
classroom. The teacher determines what the students do, when the students
do the activity, what language form they should use.
2. Teacher as director: this role is aimed to make the students confidently
engage in the activity.
3. Teacher as manager: in this role, teacher plans everything, lessons, modules,
and courses. Because of the plans, the teacher will exactly know what the
teaching and learning process is going to be, but the teacher should not
limited the students‟ creativity that is outside the plans.
4. Teacher as facilitator: in this role, the teacher should help the students to
make their learning easier and solving their obstacles in learning language.
5. Teacher as resource: in this role, students take initiation to ask to the teacher,
the teacher response or give the answer of students‟ question.
Meanwhile, most of researchers who discussed teacher-students interaction also
discussed teacher-student relationship. Instead of discussing about the effect of
teacher-students positive interactiocno,mtmheit rtoesuesaerrcher prefer to discuss
the effect of
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teacher-students positive relationship (Liberante, 2012; Nugent, 2009; Ilias & Nor,
2012). Those researchers implicitly said that teacher-students interaction is the way
to develop teacher-students relationship. “The only way to develop positive
relationship with the students is when teacher can interact and learn more about the
students” (Urooj, 2013). In other word, teacher-students positive relationship is the
product of teacher-students positive interaction. Thus, the aim of developing
positive interaction is to develop positive relationship so that how to develop
teacher-students positive interaction is by developing teacher-students positive
relationship.
Urooj (2013) recommends teacher some steps in order to make the positive
relationship with the students:
1. Informal opportunities to interact ought to be provided each from and
management of school.
2. Moral guidance should be provided to students.
3. Students should be communicated properly provided feedback to them.
4. Guidance and counseling bureau should be functional to provide educational
services.
5. Students should be treated according to their individual differences.
6. Conducive classroom environment should be provided.
7. Teachers know and demonstrated knowledge about individual students‟
background, interests, emotional strengths and academic levels.
8. All students should be entertained equitably.
9. Students should be corrected in constructive way.
10. Students should be encouraged and cared.

commit to user

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