I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

morc lhe stdct controller of the class whos€ Mjor objedive is ro
ensu'E dilcipline hd in no way thjs purs him in a lovq posinon. As
a maner of fact, h€ is even in a highe. position lhan before bceus€
his resporsibiliry is sr€arer this liDc. He is still resp€ctcd by his
pupils but now this respecr is moE genuine and sincerc. Beforc, the
stldents used to resp4t him out of fear, bul now tbey do it b€cause
of his honest rcle ad creative efo<strong>rt</strong> and above all becawe he
7.Onc of lhe impo<strong>rt</strong>ant ioplicatioB ofthis study i! the ftct lhat for
this appmach to gain s|IBss ir a sinution like Yer4 tb€ tdcber
who adoprs it shodd p.occed step by step. He should not suprbe
the snldenl! by exposiDg th.m ar on e io thos€ le.E€r-{cnter€d
activities, which re, for them, srr.nge and demandins. Ifhe does,
this My be costerprcductiv€ aDd the students my Dot cop€ th
it. Nalalco suppo<strong>rt</strong>s lhis:
" Tlc itwnad <strong>tn</strong>i.e io eGnt r i5 ibd stud€ots e cler a*cd lo
do @tuloi advnies, rh.y win b. bn ifth.y 4 edd.<strong>tt</strong> a5!.d
lo b. mliw. St sc ard snd. lL pednbn e <strong>tn</strong>at you bdld
@tr6d.8 in the sru.Lnts <strong>hr</strong> End@Uv @via noD dE en & lo
irr @ndhib.i (Naleo in Anhur. 1988:58).
Tudor (192:39) also confilm this sugg€stion by saying lh4t il is
realonabie to Nue that the €dly stages ofleami!8 a leguage ar€
"Moe tF vily te&herdnectd, Lam.! m sEdualy 6utr
mrc eliE ol* d tb.t.bility lo Esoliale a p.1h drcugh th.
TL (Te8d roslase) B:in aEs lo TL d!i., and @li,tic.lly
.hltd. dE cwed stilb ag.iin tEn br8.l 64eleE Dc€d".
E.Another closely rclaled suggeslion for tlE tache emba*ilg on
learner