Children are children at least until they successfully finish school, or from a statutory viewpoint, until they reach the age of eighteen years. The central idea here is that they need proper guidance and regular training, no matter whether they are in the kindergarten or in Grade twelve. It may be true that an adolescent learner is expected to be more informed, and therefore more responsible, than a young learner is. But this does not imply that those adolescents can be on their own, nor does it mean they have become adults. Another vital point in this context is that physical growth is not any indication of mental maturity. Some students may look bigger than the teacher, but it would be a gross misconception if the teacher took the student for a fully grown, matured individual. Therefore, the teacher’s primary responsibility is to understand children as children, and give them the right kind of guidance and training. While a child in Grade 3 or 4, for example, needs a set of instructions, a child in Grade 11 or 12, needs a different set, and that is all there is to it. Further, mere instructions are not enough. They can easily go in through one ear and out through the other. Therefore, the successful accomplishment of the whole excercise calls for “right instructions and regular training.”