GFM Scheme

Purpose

JSPM NTC has introduced this scheme to have one to one interaction with students. For a batch of about fifteen students, a teacher is assigned the role of Teacher-Guardian. Teacher Guardian works as a friend, philosopher and guide for these students. The GFM has obligations as an intellectual guide and counselor to students. He or she has a responsibility to be available to students for private conferences. In advising students, every reasonable effort should be made to see that information given to them is accurate. The progress of students in achieving their academic goals should not be thwarted or retarded unreasonably because a faculty member has neglected his or her obligation as adviser and counselor.

Objective

• 1. To acclimatize the new students to the campus life in BSOCER
• 2. To provide academic counseling
• 3. To enlighten the students on professional ethics and conduct
• 4. To ease the trauma of transfer to a new place
• 5. To communicate with the ward’s parents
• 6. Providing emotional support to students on individual basis
• 7. Helping students overcome home sickness
• 8. Establishing rapport between teachers, student & parents.
• 9. Monitoring attendance and behavioral aspects of every student.
• 10. Identifying weak areas and working out remedies helping students thereby taking their complete care.

Benefit

• 1. Improves communication between students and mentor for academic excellence, stress management and time management.
• 2. Academic Performance Monitoring.
• 3. Career and self-awareness among students.
• 4. Understanding students’ academic and social problems well in advance.

Highlights

• 1. As a GFM, the faculty member has the responsibility for creating in his or her classroom or laboratory a climate that encourages the Allocated students to learn.
• 2. The faculty member should exemplify high scholarly standards and respect and foster the student’s right to choose and pursue his or her own educational goals.
• 3. The GFM must make clear the objectives of the course or program, establish requirements, set standards of achievement, and evaluate the student’s performance.
• 4. The GFM has the responsibility to meet classes as scheduled and, when circumstances prevent this, to arrange equivalent alternate instruction.
• 5. The GFM has the responsibility to teach courses in a manner that is consistent with the course description and credit published in the catalogue and with the announced objectives of the course. He or she must not intentionally interject into classes material or personal views that have no pedagogical relationship to the subject matter of the course.
• 6. In order to facilitate student learning, faculty members should present the appropriate context for course content. While challenge is essential to good teaching, challenge is ordinarily most effective when students are adequately prepared to deal with course materials. On controversial issues within the scope of the course a reasonable range of opinion should be presented. When the faculty member presents his or her own views on such issues, they should always be identified as such. Wherever values, judgments, or speculative opinions constitute part of the subject matter, they should be identified as such and should not be offered as fact.
• 7. The GFM owes to the student and the University a fair and impartial evaluation of the student’s work. Such evaluation should be consistent with recognized standards and must not be influenced by irrelevancies such as religion, race, sex, or political views, or be based on the student’s agreement with the teacher’s opinion pertaining to matters of controversy within the discipline.