The Teacher's Health and the Pupil

Since teaching is largely a matter of interpersonal relationships, those who teach inevitably affect the developing personalitiesof pupils. The teacher, particularly in school situations, is reacting continuously to children as individuals and in groups. He is "on the spot" all day long, because of his position as a leader. The exercise of this leadership varies according to the basic philosophy governing school practices and the teacher's approach to the situation. The teacher's position as a leader of the group is inherent in his functions.

To exercise leadership effectively, the teacher must have the tremendous amount of physical vigor and emotional stability which is demanded of him, five, six, seven or eight hours each day. Teaching is hard work and the successful teacher possesses, among other traits, the kind of health, both physical and emotional, which will allow him to withstand the constant stress and strain of complex human interactions. Stamina, vitality and a djustment are words frequently used to denote characteristics of teacher's health.

To increase his influence on the pupil, the teacher needs to realize the influence of adult health practices on children, to appraise his own physical and emotional health objectively and to recognize the need for professional care. He should be able to judge objectively his health practices, attitudes and knowledge. Only through persistent and intelligent effort can a teacher strengthen his influence.

Personality adjustment, physical development and good health are essential values. Health is a classroom concern, not only of the pupils but also of the teacher, whose influence is obvious. The health practices and attitudes acquired by the pupils, the quality of human relationships and the emotional climate that exists in the room are almost without exception reflections of the behavior and example of the teacher.