PLITMS has introduced this scheme to have one to one interaction with students. For a batch of about fifteen to twenty students, a teacher is assigned the role of Teacher-Guardian. Teacher Guardian works as a friend, philosopher and guide for these students. The TG 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. We believe not only in educating our students but also parenting them. Teacher-guardian scheme is defined by the following activities:

(i) Providing emotional support to students on individual basis,

(ii) Providing Guidance & counseling about books & literacy, independent study techniques, higher education/carrier planning, Job opportunities/Entrepreneurships,

(iii) Preparing Interviews/Personality Developments etc.,

(iv) Maintaining student discipline,

(v) Helping students overcome home sickness,

(vi) Establishing rapport between teachers, student & parents,

(vii) Monitoring attendance and behavioral aspects of every student,

(viii) Identifying weak areas and working out remedies helping students thereby taking their complete care,

(ix) Keep the Parents informed about the students performance

Benefits:

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 TG, 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 TG must make clear the objectives of the course or program, establish requirements, set standards of achievement, and evaluate the student’s performance. 

4. The TG has the responsibility to meet classes as scheduled and, when circumstances prevent this, to arrange equivalent alternate instruction.

5. 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. 

6. The TG owes to the student and the College 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.