The ‘Rose Model’: Caring for Students is Possible!

Do we have the Time to Care for Students?

Teaching poses a variety of challenges. Teachers are responsible and accountable to many people, institutions, and organizations, be it formal or informal. They have to plan for, prepare, and implement a myriad of demanding tasks. Instructing, grading, reporting, disciplining, supporting, and communicating are few of the many tasks expected from a teacher. if this is the case, where do teachers find the time to care for students? As we know, care is a deliberate, effortful, and timestaking process. If teachers are not relieved from some of their existing responsibilities, can they be expected to become caring toward their students?

Perhaps the problem lies in the question itself. Can teachers be relieved from their existing responsibilities? It is evident that responsibilities only add up. Any teacher would agree that the demands to engage in more and more responsibilities at school are inevitable. So, this is not an option to consider. In fact, if a teacher fails to perform any of these, he is likely to be reprimanded and possibly fired! Reducing work load isn’t a clear way out from this situation.

The act of caring shouldn’t be seen and considered to operate at the ‘periphery’ of the act of teaching. It would be wise and practical to integrate the act of caring for students in ALL THAT A TEACHER DOES, whether it is inside or outside of the classroom. As I said in the book, “How to Become a Caring Teacher”, students will not trust a teacher who teaches something and does something totally contrary to what he teaches. The act of caring should color every activity, every atmosphere, every person, every responsibility, and every interaction in and outside of the classroom

This is possible through the “rose model” to classroom teaching and interaction. If you take a closer look at a rose flower, you will realize that the petals are closely intertwined. A daisy, on the other hand, has petals that are separated and distinctly visible. So, in the daisy, one sees each petal; whereas, in the rose, one sees the whole flower without regard to individual petals.

A caring teacher’s responsibilities (like the many petals in a rose) are coated with his ability to care for his students. Every act and effort made in the classroom are marked by the intention to cater to the ‘humanity’ of an individual student. Thus, following the rose model, ‘care’ is at the core of everything a teacher does.

Does caring for students take time?

Yes it does, if a teacher considers ‘caring’ as one of the many responsibilities (the daisy model) imposed on him.

Daisy Model - Considers Caring for Students and Added Burden

No it doesn’t, if a teacher considers ‘caring’ as the ingredient that holds all other responsibilities together and give meaning and efficiency to them!

Rose Model - Provides Time to Care for Students

The choice…is YOURS!

Copyright April 2006 by Dr. Edward Roy Krishnan,

9 thoughts on “The ‘Rose Model’: Caring for Students is Possible!”

  1. Dear Edward,

    Wow! Your website is superb. I read your first posting on the “Rose” model. I like the comparison of how a caring teacher blends time to care for students to the petals of a rose. The contrast used of a daisy petals make a good analogy to the way teachers visualize the time needed for caring activities as needing separate blocks of time. The entire comparison seem very fitting as the work of a teacher, for me, is similar to that of a gardner. Great way to go!

    Knowing you personally as a graduate student of education at Spicer Memorial College, India, and seeing you teach often in different situations during that time, I know you mean what you are saying. Time has helped shape these ideas as you are gaining more experience. As your teacher, I am most proud.

    Dr. Prema Gaikwad, PhD, Professor of Education
    Adventist International Institute of Advanced Studies
    Silang, Cavite 4118, Philippines

  2. good article. makes one think of wholistic teaching. touch as many areas of growth as possible, but in a balanced and fulfilling manner. keep up the writing. 🙂

  3. Dear Edward,

    Good Job! I enjoyed reading your articles. They remind me of Jesus’ method of dealing with people. No matter how tired he was, (the example of the Samaritan woman at the well) He always had the time, or rather used every opportunity to show that He cared not just for their physical needs, but spiritual, emotional and social needs as well. And that’s what each teacher can do and should do.

    Keep the pen flowing–or should I say keep the bytes rolling.


  4. Honey,
    we LOVE your rose-model. Good thinking! Very original. May I borrow your daisy illustration? I think I can use it in the future.
    Mom & Dad

  5. Dr. Roy ,

    Roses are sweet ….. So I wanna keep this short and sweet! This site created by you is excellent. Thanks so much for sharing it with me and others.

    God Bless !

    Emilene ( Emz)

  6. Great work Sir, keep it up.

    I don’t know how you find the time to engage in this kind of “extra curricular” work but it surely shows your dedication and love of education or EDUCARE as it could be called and which is the Latin origin of the word. I like the word as the meaning is “bring out” from within the students and not “feed them” which often is the case with “traditional teaching”, and because it indicates that you need to CARE for your students, which I know that you do out of my own experience being your student 🙂

    Is it difficult to care for your students?
    I don’t think so!
    Do you have to turn of your heart to be able to turn on your brain?
    Is it impossible to think and at the same time show affection?
    Surely not, but it is possible that the stress most teachers experience due to being overloaded with duties causes them to “reduce” their care and become a bit more concerned with reaching their objectives, maintaining valid assessment and grading, being on time for teacher meetings etc. Maybe all this stress causes some teachers to become more self-centered (selfish) and less other-centered (caring).

    But, remember what Rogers said?
    Whatever methods the teacher uses in the classroom, he will be successful if he has been able to develop three special qualities:
    Congruence (being him/herself/sincere/genuine)
    Respect (Full acceptance of the student, his traits and the life situation he is in) Empathy (sharing joys and sufferings with the student) all of which of course includes getting to know the student and his needs, personality, likes and dislikes, interests, abilities etc.
    Is it possible with 32 students in a class? Hmmm, let me answer that one in a few years time.

    Again, great job brother. I am looking forward to reading your next coming article. Keep it up. -Kim

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