5.

Go through any one Western Philosophies like Perennialism, Essentialism

and Social reconstructionism and examine the aims of education as propounded
by those schools of thought.
6. What kind of philosophical approach should curriculum developer adopt
while planning curriculum?
7. Critically discuss the four pillars of education accrding to Delor’s commission?
8. Discuss the scope and objectives of Educatioal philosophy .

1.11 Bibliography
1. Chaube, S. P. and Chaube (2002) ; Foundation of Education , New Delhi
Vikas Publishing House .
2. Dash , B. N. (2006) : Foundation of Education , New Delhi , Kalyani
Publishers.
3. Ravi , S. S. (2011) : A comprehension Shiely of Education New Delhi PHI
Learning Private Limited.
4. Aggarwal, J. C. (2002) : Theory and Principles of Education Vikas
Publishing House, New Delhi.
5. Aggarwal, J. C. (2005) : Development and planning of Modern Education
Vikas Publishing House, New Delhi.
6. Dash , B. N. (2004) : Theories of Education and Education with the Emerging
Indian Society, Dominant Publishers , New Delhi.
7. Mukherjee , S. N. (1974) : History of Education in India (Modern Period )
Acharya Book Publications Baroda .
8. [Link], CC - 01 Education in India Block : 1- 6 [Link] . ODL Programme .
NSOU in collaboration with Karnataka State Open Univer-
sity, 2013 .
9. MES - 012 Education : Nature and Purpose : ‘Concept and nature of
Education’ Block-1, Indira Gandhi National Open University
School of Education, 2005 , New Delhi.
10. MES - 012 Education ; Nature and Purposes : ‘Aims and Goals of
Education Block-3.
11. ES. 334 Education and Society. Understanding Education . Block -1.
12. Planning and Management of histruch Block-3.
13. ES - 324 Education and Society.

41
Unit-2 Factors of Education
Structure

2.1 Introduction
2.2 Objectives
2.3 Meaning and Characteristics of Child/Student Centric Education System
2.3.1 Principles of Child-centered Education
2.3.2 Child-centered Curriculum
2.4 Role of a Teacher
2.4.1 Teacher as a Planner
2.4.2 Teacher as a Facilitator
2.4.3 Teacher as a Motivator
2.4.4 Teacher as a Manager
2.5 Curriculum: Meaning and Types
2.5.1 Meaning and Definition
2.5.2 Basic Consideration in Curriculum Development
2.5.3 Types of Curriculum
2.6 Co-Curricular Activities
2.6.1 Significance and Importance of Co-Curricular Activities
2.6.2 Basic Principles for Organization of Co-curricular Activities
2.6.3 Role of a Teacher
2.7 School Vision and Function
2.7.1 Institutional Planning
2.7.2 Objectives of Institutional Planning
2.7.3 Functions of School
2.7.4 Preparation of the School Budget
2.7.5 School Calendar and School Time-table

42
 2.7.6 Maintenance of School Records
2.7.7 School Library
2.7.8 Science Laboratory
2.7.9 Organizing Other School Activities
2.7.10 Development of Resource Centre
2.7.11 Parent-teacher Association and Formation of Student Bodies
2.8 Let us sum up
2.9 Unit-end Exercise
2.10 Bibliography

2.1 Introduction
In unit-1 we have discussed about concept, scope, nature and aim of education.
We have also discussed the report of Dellor’s Commission and meaning and scope
of educational philosophy, relation between education and philosophy. In other words,
by now you have a fair idea regarding meaning of education and meaning of educational
philosophy and relation between education and philosophy.
In unit-2 we are going to discuss about the factors of education. First we shall
examine meaning, conception and characteristics of students centric education system,
its principles, instructional approaches and learning styles. Many of us have a fairly
good idea of the role of a teacher and his/her functions. As students you have seen
our teachers are performing certain functions, along with good teaching, a teacher has
to undertake a number of activities in a school such as administration and organization,
guidance, counselling and so on and so forth. And we are also aware that the task
of a teacher has changed immensely in the last three decades or so. Teaching is not
what it was so, the expectation of a teacher job includes in the present education
system, a number of different managerial functions like teacher as a motivator, as a
mentor, as a facilitator, and as a manager. So teacher performs a variety of roles since
they are essential for promoting all-round development of students.
In this unit, we will gain a deeper understanding on the concept of curriculum,
bases of curriculum and various types of curriculum. Besides, you will also study co-
curricular activities, its meaning and principles and the role of a teacher to conduct
the co-curricular activities. This unit also provides the school - its vision, function in
the societal system.

43
2.2 Objectives
After going through this unit, you would be able to :
● Define the concept of student-centric education.
● Identify different principles and characteristics of student-centric education.
● Explain the qualities and duties of a good teacher.
● Explain the role of a teacher as a motivator.
● Explain the role of a teacher as a facilitator .
● Explain the role of a teacher as a manager.
● Define and explain the concept of curriculum.
● Describe various approaches and types of curriculum.
● Describe various types of co-curricular activities, its principles and types.
● Explain the various functions of school and its activities.
There are a number of factors and sub-factors that determine the efficiency of
education. First and foremost are the child/students. Second is heredity. Third is
environment. And last but not least is time. All of these factors are important.
The child/student is the foremost important factor in education. Each child/student
is different from the other in physical, mental and social abilities as well as in his/
her interests, aptitudes and attitudes. Hence, his/her natural development is possible
only according to innate powers. The full development of child/student necessitates
proper and comprehensive knowledge of his/her nature.
The heredity of the child/student is the combination of the mental and physical
characteristics. It constitutes the basis of education and specifically the learning. The
maximum possible development of the child/student depends upon the potential
existing in his/her innate and inherited qualities, Therefore, the basis of education is
highly influenced by inherited characteristics.
The environment is the third important constituent factor of education. Every
child is born in a family at a particular place and time. So, the upbringing development
of each child takes place in a physical and social environment which plays a significant
role in his/her development. The educationists think that the child gradually comes
into contact with the material and social environment, his/her innate tendencies started
influencing his/her behavior which changes step by step. Educationists believe that
44
education is a process based on and conditioned by the environment in which the
child is brought up.
Time is the fourth prime factor of education which designs specific activities
indulged in by the child during the process of his/her development. Education should
be addressed according to the mental level of the child/student, otherwise it will
create complexes in his/her development. Thus, education should correspond to its
plans and programmes to be really effective according to the growth of the child.
To make and produce an effective system of education, all of these factors are
equally important.

2.3 Meaning and Characteristics of Child/Student Centric

Education System
Childhood is the most crucial period in human development. The human child
is perhaps the weakest of leaving off-springs, and left to itself, cannot possibly
survive. The family members and society protect it from harm during its prolonged
childhood. This prolonged childhood also helps the child to prepare himself/herself
better for adult life. During this period comprehensive and quality early education
makes a significant contribution to the physical, psychomotor, cognitive, social and
emotional development of the child, including the acquisition of language learning
and literature. Child-centered education is a process of education that put the needs
of the student over the conveniences of planning, policy and proceedure. A child-
centered approach in education encourages children to take learning into their own
hands, as opposed to being directed or prompted by a teacher. Children take
responsibility for making choices about what we learn or explore.
The term Child-centered learning refers to a wide variety of educational
programmes, learning and experiences, instructional approaches and academic support
strategies that are intended to address the distinct learning needs, interests, aspirations
or cultural background of individual students and group of students. The concept of
child-centred education implies that the child occupies the central place in the
educational process. On the contrary, the old concept of education emphasised the
importance of the teacher who always remained at the giving end. The modern
concept of education gives more importance to the child and places him/her at the
centre-stage. In child-centred education, the child is the centre of activity which
means all programmes are organized and extended to his requirements., Prof. P.M.

45
Lohithakshan elaborates the concept of child-centred education, in the Dictionary of
Education, by saying that in this type of education “educational activities are designed
and implemented on the basis of the capacities, needs and interests of children.
Curricula, teaching methods, evaluation, co-curricular activities, etc. are all planned
accordingly.” The primary objective of child-centred education become important,
responsible and confident. This approach wants to cover all areas of growth and
development including social, emotional and physical. The important features in
child-centred education in the present education system children become active
participants in the teaching-learning process. They are enjoying enough opportunities
for active learning, classroom interaction, social involvement and scope of problem
solving and creative work in the classroom. Child-centred education accomodates
individual differences. It involves an understanding of the cause and effect relationship,
questioning one points of view and that of others, clarifying ones beliefs and values
and formulating a framework for taking decisions and acting on these decisions.
It is observed from Psychology and experience that children differ in their innate
capacities. So that, child-centred education compels the teacher to plan his educational
methods to suit individual differences. This means, a teacher cannot use only a
particular method without taking into consideration the needs and requirements of
children. So, principles, concepts and learner outcomes should be taken into
consideration by the teacher to plan different kinds of activities and to measure how
well learners have accomplished various learning objectives. So, in child-centred
education teacher develops a set of plans with a number of items such as, the
characteristics of the learners, the sequencing of activities, the appropriateness of
various learning materials and the availability of resources for use on daily or weekly
basis. Though in this approach the learner takes up the responsibility of his/her
learning, the teacher function as a guide, a reinforcer, a manager, a facilitator and
supervisor of the teaching system. So the teacher create an environment where the
learner learns indepedently and proceeds at a pace based suited to him/her.
The concept of child-centred education is based on the premises that individual’s
life is self-contained and self-sufficient, and the individual is the end, not the means.
It emphasizes that education must center on the perception and feeling of the individual
in order to facilitate understanding of personal reaction or responses to life situations
and since life is based upon personal meanings, the nature of education should
largely be determined by the learners. Individual learners should not be forced into
predetermined programmes of study rather learning provision must be made by the
teacher according to choice of the learners.

46
2.3.1 Proponents of Child-centred education
In the third phase of the evaluation of education system, child-centered education
system emerged, after teacher centric education and curriculum centric education and
children is the center of the whole education process. The great philosophers across
the world at different times emphasized on it. Therefore, it is necessary to explore
the different philosophers’ opinion:

Rousseau
One of the earliest proponents of the child-centered education is Rousseau. He
said that child should be placed in the center of education system instead of teacher
and curriculum. He believed that best learning takes place when the child develops
and grows according to his natural choice and impulses. So, education must be based
upon the natural tendencies and instincts of the child. He has stressed on that education
should start with the child as base. It should cater to the child’s needs, interests,
inclination, instinct and his/her future. This fundamental idea inspires all educators
and thus education has become child-centered. His main thrust was that education
should take place according to nature of the child. In his famous book ‘Emile’on
education he mentioned at the very beginning that “Everything is good as it comes
from the hands of the author of nature but everything degenerates in the hands of
man”. So, child-centered education system emerges from Rousseau’s Naturalistic
Philosophy of Education. According to Rousseau, “Education is no longer a procedure,
artificial, harsh, dull, unsympathetic and repressive of all natural inclinations; it is,
on the other hand, an organic growth, development from within.”

Pestalozzi
After Rousseau, Pestalozzi wanted to psychologize education. The instructional
methods propagated by him were based on the principle of discovery which means,
while educating the child, the teacher should provide him the opportunities to discover
things of their own.

Froebel
Froebel attaches a great importance to education in the child’s early life. His
philosophy of education is the outcome of his experiences, which he acquired from
his school founded for the young children. Froebel has given different programmes
of education for different stages of development. Infancy is a period of sensory
development, so only sense organs should be used to acquire any sort of knowledge.

47
Froebel is in favour of child-centered education and according to him education
should be in the conformity with child’s nature and need. He further said, “ If activity
brings joy to the child, the work will give delight to the boy/girl”. Froebel has created
a new epoch in the field of education by establishing the kindergarten for small
children. His contribution is highly valuable and useful to bring about a radical
change in the child-centered education. Here interest in product is created.

Maria Montessori
Maria Montessori was the first woman who actively worked on the educational
system through its intimate association with the education and development of mentally
challenged children. According to Montessori, “Education is the active help given to
the normal expansion of life of the child”. She says that every child is different from
others physically as well as mentally. So, the child’s individuality must be respected
and not suppressed through collective teaching. Each child should be allowed to
grow at his own pace. It is under such an environment that children feel free to learn
according to their own choice. The teacher is the directories of the show.
In our own country Rabindra Nath Tagore, Swami Vivekananda, Sri Aurobindo
Ghosh. Mahatma Gandhi, Jiddu Krishnamurthy and great thinkers have expressed
their strong view points on child-centered education.

Rabindra Nath Tagore

Tagore was an individualist and he gave importance to individual development.
To him, the child is more important than all kinds of books, educational rules and
teachers. Tagore advocated constructive and creative activities. The child is active by
nature and wants to learn through different activities and experiences. According to
him, a child learns best when he is in the face-to-face mode with nature and natural
surroundings such as trees, birds, mountains, rivers, oceans etc. He totally opposed
and criticized the dull and mechanical methods of teaching prevailing in his time.

Swami Vivekananda
Vivekananda believed that education is a process of development. Child is naturally
growing and learning himself/herself. According to him, “You cannot teach a child
any more than you can grow a plant”. The plant develops its own nature. Education
should help the child to grow in a proper way. Nothing should force on the children;
they should be left free to carve out their own path.

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Sri Aurobindo Ghosh
Sri Aurobindo was an idealist but he always preferred education should be child-
centered. The teacher should study the varied interest of his/her pupils before he/she
provides education to them. This will encourage and motivate the learners to acquire
more and more knowledge. According to him, education should be based on the
mental aptitude and psychological needs of the child.

Mahatma Gandhi
Mahatma Gandhi in the principles of basic education treats the child as the center
of education. He lays great emphasis on the individual interest of the child.

Jiddu Krishnamurthy
Krishnamurthy believed that every student is unique in its approach to learning.
Therefore, the school should be small having a limited number of students in order
to give individual attention for the welfare of each child.

Child-centered Education and National Policy on Education (1986)

The National Policy on Education (1986) envisaged for child-centered approach
to education by providing motivating school environment, which is “a warm,
welcoming and encouraging approach, in which all concerned share solicitude for the
needs of the child.” The policy advocates “child centered and activity-based process
of learning” at the primary stage.
A glimpse over all theoretical propositions on child-centered education revealed
that stress laid by Rousseau on the individuality of the child means, child should be
respected as he/she is with all his/her abilities and disabilities that is educating him
/her should be given due consideration and therefore all children cannot be treated
alike. So child should be treated as the centre of education and thus education has
become child centered.

National Curriculum Framework - 2005

NCF focuses on child as an active learner. According to NCF-2005 children can
be active participants in the construction of knowledge and every child come with
pre-knowledge. So, children must be encouraged to relate the learning to their
immediate environment.

49
2.3.2 Characteristics of Child-centered Education
In contrast to a traditional approach to pedagogy, a child-centered approach stresses
the child’s autonomy and ability to construct knowledge rather than knowledge as
something imparted by the teacher as authority. Whereas traditional pedagogy is
linear and subject-driven, child-centered pedagogy focuses on children’s needs and
interests also. Now we will discuss the characteristics of the child-centered education.
Modern education is very much controlled by the child-centricity all over the world.
Its main characteristics are:
i. Participant’s activity
In child-centered education, children become active participants in the teaching-
learning process. In this process, children are more active than the teacher. Learning
by doing is the main principle of child-centered education. So, it is completely
activity-based. According to Rousseau, “Teach by doing whenever you can and only
fall back upon words when doing is out of question”. In this system children receive
ample opportunities for active learning in practical education, social interaction, and
creative work in the classroom situation.
ii. Individual differences
Child-centered education caters for individual differences. Every child is different
in their individuality, so the learning also differs. Psychology and experience tell us
that children differ in their innate capacities. So, child-centered education compels
the teacher to plan his educational methods to suit individual differences. This means,
a teacher cannot employ a particular method without taking into consideration the
needs and requirements of children, rather he/she has to follow three important
components of child-centered education that is rhythm, order and pattern. The
development of the child will take place with these components.
iii. Balanced development
Child-centered education leads to balanced development of the child’s potentialities
and his personality. Child-centered education aims at total, all-round development of
children. So, teaching styles and techniques should be geared to the well-being of the
child which leads to his cognitive, affective, and cognitive development.
iv. Psychology-centered
The child-centered education is very much psychology-centered because it designs
its curriculum and the system of instruction is based on a sound child psychology.
The duties of the teacher have been redefined and now is to be familiar with the
50
physical and social backgrounds of the children. Moreover, that teacher must acquire
the knowledge of the innate human tendencies, of the natural impulses and inclination
of the children. He/she must know his/her needs, desires and capacities and how
children behave in a particular circumstances and what is natural for them to do. So,
a system of instruction in a child-centered education should be based on a sound
psychology.
v. Freedom for the child
The main focus of Child-centred education is ample freedom. Philosophers think
that maximum growth of the child can be achieved only through freedom. It enables
the child to understand himself and life as a whole. Any restrictions imposed on the
child will restrict his natural growth and development. The task of the teacher is only
to help, guide and inspire the child in order to bring out the inner potentialities of
the pupils. This view is widely accepted and followed by the eastern and western
countries education system.
vi. Positive Discipline
Child-centered education aims at positive discipline. While enforcing rules of
discipline, child’s dignity and individuality must be respected. The school is an
idealized society, a social institution and extension of home and miniature society.
Hence, the whole structure of educational set up has been changed. It has created a
new dimension for modern progressive education that encourages the children towards
social activities. And social discipline can be developed through creative activities
and democratic citizenship. Krishnamurthy believes that the discipline makes the
students subservient to the system of education and life. He considers freedom never
comes through discipline, family quarrels, defective nourishment and hidden fears
are causes of indiscipline of a child. So, discipline may be an easy way to control
children.
vii. Continuous Evaluation
Under child-centered system of education, the evaluation procedures should be
continuous and remedial. Child’s deficiencies are identified and remedial measures
are instituted in progressive manner.
viii. The Teacher-pupil Relationship
The child-centered approach to education in no way minimizes the importance
of the teacher. In a way, the teacher’s importance is enhanced and his functions
become varied and complex. He/She has to study the child psychologically and has

51
to adopt his/her methods of teaching to suit individual differences. In spite of
transmitting knowledge alone, his function now is to develop the entire personality
of the child.
ix. Spontaneity
Spontaneity is one of the important characteristics of child-centered education.
Spontaneous development of a child generally provide a balanced behavioural pattern
which is according to the social expectation of an individual. This characteristics of
child-centered education provides a child maturity in thinking, emotional balance and
warm understanding towards others. Montessori accepts that every child has a unique
interest, aptitudes, capacities, and endowments. The child, therefore, can learn
according to his/her own interest and pace,
x. Child at the Centre-stage:
The concept of child-centered education implies that the child occupies the central
place in the educational process. The old concept of education emphasized the
importance of the teacher who always remained at the giving end. The modern
concept of education gives the pride of place to the child and places him at the
centre-stage.

2.3.3 Principles of Child-centered Education

Curriculum for child-centered education includes all those subjects and activities
which the students are interested in. The subjects and activities included should
possess creativity and educational expression. Thus, the curriculum of child-centered
education is constructed in such a way as to develop inner potentials of the child and
term him/her into a good citizen. Aurobindo has prescribed the following five principles
of curriculum construction for the child.
● Curriculum should be interesting for the child.
● Curriculum should include all subjects and activities which promote mental
and spiritual development of the child.
● The subject of a curriculum should be able to motivate the child to learn.
● Curriculum should activate the creative potentialities of the child in order to
develop him/her into a real person.
● Curriculum should motivate the children towards the attainment of up-to-
date knowledge of the whole world.

52
 With the advancement of society and various changes in our educational process
a child-centered curriculum comprises the following principles:
• A child-centered curriculum is planned and implemented with a focus on
child learning through plays and games.
• A child-centered curriculum is based on childrens needs, interests, stress,
understanding and capacity.
• A child-centered curriculum reflects a range and variety of experiences to
cater for children’s different abilities.
• A child-centered curriculum recognises the child voice, the child ideas and
intentions and recognize their learning strategies, learning outcomes.
• A child-centered curriculum is communicated appropriately to children,
families, institution and education system as a whole through written and
verbal information.
• A child-centered curriculum is sufficiently flexible to permit changes initiated
by children and educators working together.
• A child-centered curriculum identifies the connection between children,
families and communities and the importance of resiprocal relationship and
partnership for learning.
• A child-centered curriculum values the cultural and social context of children
and their families.

2.4 Role of a Teacher

Now let us study the role of a teacher in fostering all round development of
children The concept of education has been changing from time to time consequent
upon new sociological concepts and technological innovation. As a result the roles
of teacher is also changing Education now, instead of being considered as teacher-
centric has become child-centred or learnered-centred process. It has also been changed
from subject-centred to activity-centred. Also from being a content-centred phenomena
to life-centered [Link], It is very clear that the 21st century classroom
needs are very different from the 20th century ones. In the 21st century classroom,
teachers are facilitators, mentors, manager and a motivator of student learning and
creators of productive classroom environments, in which students can develop the
skills they might need at present or in future. Teaching is a highly complexed avtivity.

53
It is a process in which students are provided with a controlled environment for
interaction with the purpose to provide a definite learning in them keeping in focus
with some pre-specified objectives of bringing about specified desirable changes.
The environment provided to students is comprised by the content, the teacher, expected
learning experiences and school setting.
The role and presence of teacher in whole teaching-learning process was very
important in earlier time. In modern education system teaching is viewed in broader
perspective and teaching is observed as a comprehensive process. There has been a
tremendous change in the role in the way of understanding teaching. Now, teaching
includes all the activities organised by a teacher to bring about learning, be it inside
or outside a classroom with or without the presence of the teacher. Teacher assumes
a wide range of roles to support school and students performance. Teacher exhibits
leadership role in multiple, sometimes overlapping ways. Among these some roles
are formal with designated responsibilities. Whereas, others are informal roles emerge
as teacher interact with peers and students. The variety of roles provided the teachers
to find out different ways to lead the students and tackle the challenges. Regardless
the roles they assume teachers shape the culture of their schools, improve instructional
practices and students learning. Teachers become resource providers not only to
students but also to their own colleagues by sharing instructional resources, planning
lessons and exploring appropriate instructional methodologies. Facilitating learning
opportunies to students is another important role teacher play, as well as serving as
a mentor for students is a common role for teacher. Probably you have noticed
schools are often the central hub of communities. It is the schools where children
make friends, community events are held, adults meet and collaborate with others.
Therefore, a teacher is also a community leader.

Professional Characteristics of a Teacher:

Teachers occupy a pivotal position in any nation as it is they who prepare the
citizens of tomorrow. While the quality of education system depends to a great extent
on the quality of schools, the efficiency and effectiveness of the school lies in the
hands of teacher. Today, more than even before, teachers are expected to have adequate
knowledge and to use this knowledge in their day-to-day instruction. So, to be a good
teacher an individual should have a number of qualities of heart and head because
a teacher is concerned not only with the intellectual development of his/her students
but also with their moral, emotional, civic, aesthetic and even carrier development.
All this indicates that a teacher, to be effective, should develop several

54
professional competencies and personal qualities. In this part we will discuss to some
extent some aspects of professional competencies and personal qualities of a teacher.
Mastery over content: Unless one has mastery over content of a subject one cannot
become an effective teacher. Content mastery can be achieved through various ways
like reading books, journals, periodicals, encyclopedia, newspaper etc, attending
seminars, workshops, symposium, conferences and observing and the happenings in
and around us.
Mastery of teaching skills:
The knowledge and use of a set of skills the facilitates teaching-learning process.
These skills are known as instructional skills. Instructional skill is defined as the
cluster of behavior which can be acquired through practice by a teacher. The basic
list of instructional skills is introduction, questioning, probing, reinforcement,
explanation, using blackboard, silence and non-verbal cues etc.
Professional ethics of teacher: A teacher has to be an example for his/her students
and society and therefore the value system he/she holds should be clear, precise and
ethical. He/she must exemplify the dignity of labour and professional
commitment, however stressful the circumstances may be.

Personal qualities:
Affection: Affection, as we know is one of the basic trait characters that a
teacher needs to have.
We do not expect every teacher to be as knowledgeable as Vidyasagar. Nor do
we expect him/her the dedication that we find in Lata Mangeskar. However, every
one of us expects a certain amount of affection in every teacher. In the absence of
affection, we as teacher cannot make our students feel wanted and accepted.
Empathy: Empathy is another great virtue that you as a teacher need to possess.
This quality will provide you to feel concerned with your students’ problems and the
efforts they make to cope with them. This also would enable a teacher to understand
his/her students’ better both emotionally as well as intellectually. Empathy will
empower you to be judicious, impartial and objective.
Concern and Commitment: Genuine concern and commitment are two great
qualities that we expect in teachers generally. A teacher should be as dedicated and
concerned about the development of his/her students as their parents generally are
and then try to do all within his/ her ability to see that they are giving an opportunity
for their growth and development.

55
 Humor: An element of humor always been treated is a good trait in a teacher,
it enhances the personality and acceptance of a teacher to his/her students. When we
combine elements in a way that is different, unexpected and incongruous, we wind
up with humor. So, as a teacher one should develop the ability to play spontaneously
with ideas, concepts and relationships. Similarly, he/she should have the ability to
juggle elements into his/her expression that can bring in an atmosphere of humor in
the classroom. However, care should be taken to see that humor is not at the expense
of any individual student.
Other characteristics: To be effective and good, a teacher needs a certain amount
of personal values like cleanliness, punctuality, honesty and sense of aesthetics. The
presence of such values in a teacher would enable him/her transmit them to his/her
students just like a lamp that lights another with equal brightness. Hence, a teacher
needs to have these traits so that he/she can inspire his/her students to be honest,
punctual, truthful etc.
After identifying the above characteristics, the roles of the teacher are becoming
more important Significant and roles teachers generally play in order to bring desired
learning are :

2.4.1 Teacher as a Planner

It is the teacher who finally transacts the curriculum in the classroom and organizes
the kind of knowledge and skills that are to be imparted. A teacher introduces the
lesson and explains a concept, clarifies doubts of students with suitable illustrations
and put questions. The teacher, therefore, is a planner of the whole teaching process
and operates in direct contact with the students. During the process of transactional
curriculum the teacher decides the teaching method, instructional design, media to be
utilized and also the evaluation mode to be used.

Emphasizing Particular Parts of a Curriculum

The teacher as a planner specifies relative weightage for different content items
within a course in terms of allotment of times. Depending upon the objective set by
him/her, he/she decides which topic needs more emphasis and which topic the less.
For instance, in the course of curriculum development at the UG level the teacher
may aim at developing basic knowledge and understanding of related concept and
ideas. At the PG level he/she may have objectives to develop the curriculum theories
and processes. Therefore, teacher provides different emphasis and stress at different
levels.

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Selection of Teaching Methods
Teacher selects the teaching methods on the basis of the learning environment
being provided by school to implement the curriculum and on the basis of variables
that he/she uses to direct learning, like selection of materials, grouping patterns,
grading, classroom organization and student behavior. Among the most common
teaching methods can be classified as structured, interactive, self-directed and computer
assisted. Structured methods are most conventional in its use, it comprises lecturing,
didactic questioning, assigned textbook reading, drill and review. This method is best
suited if the objectives are to disseminate information, share information which are
not available elsewhere, it also provides direction where clarity is the problem.

Selection of Interactional Pattern

Classroom is an interactive environment in which instructional goals are achieved
through communication between the teacher and students. The teacher plans the
instructional process in such a way that maximum learning takes place through it.
The interaction may be teacher directed wherein the teacher directs all the activities
or teacher-initiated wherein the teacher simply initiates the thinking the thinking of
the students. However, both these interactions are important and put the students in
a situation that allows them to reconstruct reality in an authentic manner.

Selection of Media
Selection of instructional media is an important part of the teacher’s planning
activities. There has been an invasion of media as never before. The young mind has
to be exposed to various alternatives from which it draws inspiration, knowledge and
values. The teacher after assessing the students’ needs, interest, prior knowledge,
experience and level of advancement selects the form of media. The oldest form of
media in most classrooms is chalk and board. With the new pace of technological
development and electronic revolution many new media like T.V, Computers and
different kind of projectors have been introduced in schools. This media can be
grouped as non-projected media, projected media, visual media, audio-media and
electronic media etc. These media help the teacher to reinforce the learning and to
fulfill individual needs and styles of learning.

Selection of Evaluation Mode

The teacher as planner selects the most suitable mode of evaluation according to
his/her objective to bring about necessary changes in the instructional procedure. The

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teacher uses various tests which are increasingly used by teachers to individualize
instruction and to monitor student progress. Apart from this testing teacher conducted
in the classroom, tasting mandate imposed by the agencies outside the school also
influence teaching and learning. Various modes of testing can be grouped as a norm-
referenced test (NRT), criterion-referenced tests (CRT) and informal evaluation
measures. All these modes help the teacher to make decisions regarding placement,
diagnosis and plan for further learning environment.
So, the role of a teacher as a planner is very important in selecting appropriate
teaching methods, type of interaction, media and the evaluation mode.

2.4.2 Teacher as a Facilitator

You have studied the role of a teacher as a planner, now we will discuss the role
as a facilitator. In modern industrialized society, the role of a teacher is open to many
pressures, debates and conflicts. These originates from the impact of changes in our
socio-political environment which can be felt directly on our education system,
Economic and social policies are changing with the privatization and globalization
which have their impacts on the functions and management of educational systems,
making a teacher’s role more technical and specialized. The notion that teachers are
facilitators is still new and is of very recent origin in Indian school education.
A teacher when act as a facilitator of learning, he or she provides certain guidance
in order to bring about learning of students by way of their interaction with relevant
instructional components.
To facilitate means to promote, to help forward, to make easy to understand a
concept, knowledge structure or any other activities te be devoloped. Therefore, in
the context of instruction/teaching, a teacher’s role would be to promote learning, to
help students to develop more and more learning, by providing them a conducive
environment to interact with, in order to bring about learning and further development.
Generally a teacher facilitator follows these activities to facilitate his/her student’s
learning.
● Creating confidence - Providing support to those who are lacking confidence
by prompting or redirecting an answer, helping learners to construct the
answers or guiding them to locate the answer.
● Enhancing people’s aspiration - Making the learner aware of the positive
side of his/her personality and so on, indicating belief in the learner and
putting more attention and accepting his/her ideas.
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 ● Developing communication skills - Seeking for the learner’s opinion and
experiences, giving him/her opportunities to use many media of
communication, providing books and other materials, encouraging non-verbal
communication of feeling and attitudes.
Functions of the teacher-facilitator
Contribute to developing a strong school culture based on the vision, mission and
objectives of school
● Create a safe, secure, orderly and productive learning environment.
● Model and promote respect for the diversity of student backgrounds,
experiences, developmental and learning needs.
● Work effectively with the staff of the School.
Finally, being a facilitator in a classroom means being a successful teacher.

Teacher as a Mentor
The role of the teacher as a mentor is quite different from other roles described
so far.
Planning and transmitting the best learning strategy in a classroom is associated
with effective and good teaching. Children in schools are in their formative years. At
this stage, a teacher extends beyond good teaching and the good teacher image.
A long with good teaching, mentoring is also necessary.
A good teacher knows all about the best teaching-learning strategies while a good
mentor knows how to help students to set their goals and achieve them. Mentor
provides supportive environment to students to pursue their aims and objectives.
Teacher-mentors help their students to build on their strengths and give moral support
to overcome weakness and failures.

Responsibility of a teacher-mentor
● Working with school staff to identify students for mentoring.
● Interaction with the students and to understand their problems.
● To create support for under-performing students inside and outside the
classroom.
● Visiting home of the students and interact with the parents and siblings
regarding concerning issues and form strategies to deal with the problems.

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 ● Discuss with school authority, teachers and educational psychologists to
implement the appropriate strategies.
● Assist students to increase their confidence and self-esteem by listening to
them regularly.

2.4.3 Teacher as a motivator

Good teaching is as much about passion as it is about reason. A teacher is not
only motivating students to learn, but teaching them how to learn, and doing so in
a manner that is relevant, meaningful and memorable. In this context, teacher is not
only a student’s assistant in the classroom but also acts as a friend who can provide
inspiration to the students. Motivation, both intrinsic and extrinsic, is a key factor in
the success of students at all stages of their education and teacher can play a pivotal
role in providing and encouraging that motivation in their students. Motivation is a
driving force that impels one to react. It is an invisible, inner, natural and compelling
urge to allow a desired goal and to excel in whatever that one is involved in doing.
It is a psychological feature which arouses, sustains and regulates human behaviors
to accomplish a set objectives. It refers to the teachers and to students rational or
purpose, which originates to the self to undertake learning activities. Motivation
energizes, directs and sustains behavior that ultimately leads to higher achievement
in the classroom. It makes the learner get interested in learning and keeps the learners
engaged in learning.
Teacher as a motivator means teacher as a motivator as students in order to
increase driving excitement and development of student learning activities. The Teacher
as a motivator should be able to know the motives that led to the low power of
student’s learning that can lead to decrease academic achievement. Teacher slowed
stimulate and provide encouragement and reinforcement to receive the passion and
enthusiasm of student’s learning.
A student is intrinsically motivated if he/she has a natural drive to learn the
subject by himself/herself. It has been observed by the psychologist that teacher must
acquire the skill to understand the nature of modification is required by the student
because motivation determines, not only the intensity of the effort to learn, but also
the extent to which the effort is made an activity of the total personality. Motivation
of learning activities helps learners to concentrate on what he/she is doing and thereby,
to gain significance. Continuous motivation is needed to help learner concentrate on
the lesson to be learnt. In fact, a teacher has a great opportunity here to be a motivator
for the students through mastery of the subject, his/her communication abilities, and
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