CHAPTER NO.
3
TEACHING PROFESSION
3.1
Professional Responsibilities:
3.1.1.
Classroom Activities:
1) Instructional Responsibilities:
2) Maintaining Class Discipline:
INSTRUCTIONAL RESPONSIBILITIES:
Among all the responsibilities of teachers, their
instructional of responsibilities are of prime
importance as teachers are primarily employed for
teaching. Teaching is not merely telling something to
students as it was considered in past, but it is
facilitating students, learning as it conceived today. In
this sense teaching,
Is a two way communication among teachers and
students.
After introduction of slogan,
‘Mar Naheen Piyar’
Teachers are not allowed to punish their students ,by
the department of education.
The state of affairs requites teachers to have different
role and responsibilities that help them to meet needs
of the time. In this perspective teachers, instructional
responsibilities are as under.
(i) Planning Instruction
(ii) Delivering Lessons
(iii) Reflecting on Teaching
Planning of Lesson:-
While planning the lessons teachers are wanted
to answer the following questions.
(i) Why I am to teach this lesson?
(ii) How should I teach it effectively?
(iii) What instructional material is required to deliver
this lesson?
(iv) Which methods of teaching are appropriate to
teach certain area of knowledge at a particular level?
(v) How can I measure the changes occurring in
students’ existing knowledge, skills and behavior?
A key aspect of effective teaching is having a plan for
what will happen in the class room each day.
Structure the lesson:-
(i) Preparation
(ii) Presentation
(iii) Practice
(iv) Evaluation
(v) Expansion
It is teacher’s professional responsibility to reelect
and collect instructional material to appropriate age
gender, social role and abilities.
i.e
(Physical and Cognitive)
of his/her students.
Use of Appropriate methods of teaching:
No single method is equally effective for teaching all
the school subject, so it is required by the teacher to
select and use methods for teaching particular
subject. Different subject are required to be thought
differently in accordance with their nature.
i.e, Knowledge, skills and behavior.
Classroom Management:-
Is a term teachers use to describe the process of
ensuring that classroom lessons run smoothly
despite disruptive behavior by students. Classroom
management can be explained as the actions and
directions that teachers are to create a successful
learning environment.
(2). Also research from Berliner (1988) and
Brophy & Good (1986)
Shows that the time a teacher must take to correct
misbehavior it.
By:
Jennifer L. Hindman and
James H. Stronge
Teacher’s professional responsibility is not only to
plan and deliver lessons but also to reflect on
teaching. Reflection on includes the thinking that
follows any instructional event.
(i) How is my class doing?
(ii) How are my student doing?
(iii) What am I doing well in the class room?
(iv) What could have gone better today?
(v) How can I make a positive learning experience
for students even better?
(vi) What do I want to be doing professionally in 10
years, five years or even next years?
Caused by poor class room management skills
results in a lower rate of academic engagement in the
classroom.
Delivering Lesson:-
Delivering lessons is the most important function
of teachers. Teachers are
responsible of delivering lesson effectively.
Communication Skills
Mastery Over Content
Command over use of approprimate method in
accordance with content students, level of
understanding and the situation in which lesson is
to be delivered.
Make class room environment conducive to
learning.
Involving students in class room activities more
and more.
Reflecting on Teaching:-
Examining your practice is one of the best way to
improve teaching is high pressure, fast paced and
highly responsive vocation what other profession
require intimate knowledge of up to 150 clients
with upwards of six unique presentation,
demonstration and facilitations with feedback on
daily assessment basis?
3.3
Million people choose to teach full-time in United
States.
And since setting many of the principles they learn
from reflecting on practice to apply them to many
instructional settings, their overall teaching generally
improves.
Maintaining Class Discipline:-
Educators learns good classroom discipline
strategies through academic preparation and on the
job. Great teachers adopt basic techniques to find
best practice that work in their classroom. These can
change depending on the types of students, classes
and experiences.
Finding the best discipline methods can take
time.
But great teachers always look for new and
innovative ways to connect with their students to
ensure a fun and safe learning environment.
(1) Decide which rules are most important:-
Think about which rules will keep your class a safe
and fun learning environment. Design rules to reflect
this goal. These rules will be different depending on
the ages of the students and the types of class you’re
teaching.
Some sample rules might include.
Treat others with respect.
Take care of yourself.
Take care of classroom property.
Raise your hand to speak or to get some one’s
attention.
(ii) Make sure student know the rules:-
Take time on the first day of classroom's to cover
your classroom’s rules. Explain what each rule
means. Give example how rules are followed or not
followed.
(iii) Get parents involved early on:-
If those are discipline problems at the elementary
school level, it can be helpful to get in touch with the
child’s parents. Think about doing this before the
discipline problem becomes serious. Earlier
intervention can redirect a child away from
problematic behavior.
(iv) Give student tools for interacting with each
other.
Reinforce positive interactions by giving students
tools to handle disagreements and
miscommunications. Having tools to use for these
interactions may help diffuse potential discipline
problems.
For example:-
Talk about how students should ask
mother students for permission to take something. A
student should look directly at the other students,
wait, until she is listening, and ask politely.
Give students tools if they disagree with each other.
For example, have students look calmly at each other
and says,
“I understand how you feel.” Then the students
can explain his opinion calmly.
Reference:-
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