新西兰作业代写 From Teacher To Facilitator
CODE OF CONDUCT:
Every profession has its own code of conduct to be followed by the practitioners. They are monitored by respective professional organizations to safeguard the dignity of the profession, like Bar council for Lawyers and Medical council for doctors. But there is no such professional body to monitor the code of conduct of teachers. As well as now a days there are some issues exposed by the Medias in such a way that the entire field of this profession becomes anti social. This creates an unsecured feeling among the teachers which affects their efficiency a lot. So, this is the duty of the school managements to take care of this and to provide comfort and spiritual support to the teachers to obtain maximum teaching efficiency.
‘Be the change what you want’ as the words of Mahatma the teacher one who wants to build the values in the young minds of his/her students must possess their own personal values like;
Simplicity, Punctuality, Acting without bias, Being duty conscious, Maintaining language and dress code, Helping the poor and needy etc.
According to Hawkins, ‘the soul is not contained within the body but outside, in the theatre of commitments. It is the relationships that one forms with those around them, shape the personality and character of an individual’.
So, the teacher education institutes must take up the responsibility to inculcate the above values added to their curriculum. When a facilitator is kind, emphathetic and gives importance to human values. He himself becomes a role model. There is no need to ‘preach’ or ‘teach’. He becomes the ‘pied piper’ who lures away students with his enchanted knowledge.
CLASS ROOM MANAGEMENT:
‘Education is not filling a bucket but lighting a fire’ W.B.Yeats.
Research has shown us that teachers’ actions in their class rooms have twice the impact on their students’ achievements as do school policies regarding curriculum, assessment, staff congeniality and community involvement. The teachers should be able to empathize with students, understand their world and listen to them. They should be certain, decided and clear in the way they communicate with students.
PRINCIPLES OF TEACHING:
According to Sri Aurobindo the principles of teaching are,
‘The first principle of true teaching is that nothing can be taught. The second principle is that the mind has to be consulted in its growth. The third principle is to work from the near to the far; from that which is, to that which shall be’. Any teacher who follows these principles can be an effective teacher.
BEST PRACTICES FOR TEACHING, LEARNING IMPROVEMENT:
Each child is unique. Educating the whole child is the need of the hour. Effective teacher will make a life changing difference for students, conform to effective practice and essential standards.
In USA, it was initially focused on the employment of ‘highly qualified’ teachers, and newer thinking has upgraded to ‘highly effective’ teachers as no child should be left behind.
The National Development Council of India in 2001 added this as one of the standards for the professional development which will improve the learning of students that every Teacher Training Institution should Focus on quality teaching including content knowledge and pedagogy for staff development.
A teacher may possess all the appropriate content and pedagogical background and be fully licensed or certified to teach, but in reality, may not be one whose qualifications make a difference in the classroom. In other words, being highly qualified does not necessarily mean that a teacher is highly effective in facilitating student learning. An effective teacher is the one who is able to make children understand the concept, learn it and execute it. An effective facilitator does not complicate on the students brain with too much information like an expert cook adds only the essential amount of salt (information) to make the soup (studies) tasty. In fact, recent research asserts that the teacher is the most important factor affecting learning. The teacher is more important than family background or environment, and, classroom resources or technology.