TEACHER AND SOCIAL MANAGEMENT

TEACHER AND SOCIAL MANAGEMENT

Introduction

The term “teaching effectiveness” had its heyday in the 80s and early 90s during that period when so much work on student ratings was being done. Its connection to evaluation activities remains and even end-of-course ratings are often thought of as measures of teaching effectiveness. Given its continuing importance, it is a term we should regularly revisit.

Concept of Effective teaching

Definitions for teaching effectiveness abound, which makes it difficult to identify any one as definitive. We’ve defined it by asking those concerned (teachers, students, and administrators) what the term means to them. Here are some examples of how we’ve asked and what’s been answered. When asked to list in order of importance the three most important abilities, students, teachers, and administrators agreed on the same three — cultivate thinking skills, stimulate interest in the subject, and motivate students to learn — but not in the same order.

In another study, researchers compared the words and phrases students used to describe effective and ineffective teachers. The top three words used to characterize teachers with the highest ratings were: interesting, approachable, and clarity. The definition extracted from descriptions of teachers nominated for teaching awards used these words: approachable, presents material well, makes subject interesting, helpful, and knowledgeable. In 1988, Kenneth Feldman did a meta-analysis of 31 studies in which teachers and students identified characteristics they associated with good teaching and effective instruction. He found that students emphasized the importance of teachers being interesting, having good elocutionary skills, being available, and helpful. Faculty placed more importance on being intellectually challenging, motivating students, setting high standards, and encouraging self-initiated learning.

To examine this further, let’s start with two basic questions.

(1) What do these various aspects and characteristics of teaching effectiveness have to do with learning?

(2) Why don’t we just define effective teaching as teaching that results in learning?

Too many intervening variables, the researchers tell us. Say you teach a course students do not want to take (developmental reading or remedial math might be examples), and you do all these things associated with effective teaching, your students still may not learn. They may not have the prerequisite background knowledge, they think they cannot learn the content, or it just may not be the time of their lives to be learning what you’re teaching. On the other hand, you may be an ineffective teacher but if your students are motivated to learn the content, they will do so in spite of you. Students are the ultimate “deciders” when it comes to whether or not they learn.

But do these teacher attributes and activities make it more likely that students will learn? Research (albeit most of it correlational) says that they do and if it’s fairer to evaluate teachers on their teaching than on their students’ learning, then these aspects of effective teaching merit our consideration. But here’s where the research lets us down. The quest for descriptors continues, even though we have already identified many different traits and characteristics.

According to Harry Wong, there are three main characteristics of an effective teacher:

·         Has positive expectations for student success

·         Excels at classroom management

·         Designs lessons for mastery

Since effective teachers trust that their students are capable of the tasks set before them, positive expectations are the cornerstone of their beliefs. Effective teachers know that students can achieve their goals if given proper, differentiated instruction and guidance.

Effective teachers run their classrooms efficiently. They have set procedures for handling daily tasks that could otherwise become overwhelming and consume instructional time. Effective teachers are able to identify what needs to be done and find ways to consistently achieve order. They understand that the greatest discipline/management problems stem from lack of procedures. If teachers can address potential difficulties ahead of time, these situations can easily be avoided.

Effective teachers also know the content of their subject(s) and what their students need to learn. They use this knowledge to design lessons for mastery. Effective teachers are familiar with national and state standards for the content, and are able to examine data to understand the strengths and weaknesses of their students. Effective teachers teach the student, not the subject.

In his book Qualities of Effective Teachers, James Stronge defines five specific, critical areas of teacher effectiveness:

·         The teacher as a person

·         Classroom management and organization

·         Organizing for instruction

·         Implementing instruction

·         Monitoring student progress and potential

The Teacher as a Person

Effective teachers possess certain personality traits.

·         Caring: The effective teacher shows deep care and concern for his students. Effective teachers always return to the question, “Is this best for the student?” when making decisions.

·         Listening: The effective teacher listens to students, parents, administrators, and colleagues when making decisions for instruction.

·         Understanding: The effective teacher has a deep understanding of the students in her classroom. Decisions are made on a case-by-case basis and are fair because the total student is considered.

·         Knowing Students: The effective teacher knows his students and their lives. Effective teachers instruct each student as an individual.

Classroom Management and Organization

Organizing a classroom can be a daunting task. Effective teachers approach organization with a distinct plan focusing on increased student performance. Following are some considerations that help when preparing for classroom management and organization.

·         Time Management: Keep a calendar and a to-do list. Set goals for yourself, prioritize your tasks, and learn shortcuts from veteran teachers. Be prepared for lessons, surprises, and for the needs of your students.

·         Materials: Organize everything. Create files for yourself and use them. Develop a system for collecting and returning student work, for assigning and collecting make-up work, and for keeping the essentials, such as grades, lesson plans, seating charts, emergency plans, and substitute teacher information.

·         Space: Arrange your room so that you are able to walk next to every student desk. Make decisions regarding the view from the windows, wall decorations, and posted information that will either detract from or enhance student concentration. Remember that the lighting, temperature, and scent of the classroom also affect student learning.

·         Student Behavior: Things to consider as you set up your expectations for student behavior are: classroom rules, procedures, routines, and creating a work-oriented atmosphere of respect.

Organizing for Instruction

The effective teacher has a plan for instruction. It is important to know the exact requirements for each grade level and subject, so start by examining national, state, and district standards. The next step is to develop a blueprint for delivering the instruction. The goals for each student must be at the heart of the planning process. Everything from the supply list to how you set up your room is dependent upon your instructional goals.

Implementing Instruction

Now that you know what to teach, you face the challenge of figuring out how to teach it! Since not all methods work with all students, it is your job to continually search for the best ways to inspire each of them. This will require you to stay up-to-date in current research and best-practice instruction by reading, attending conferences, participating in workshops, and joining professional organizations. The effective teacher knows how to find effective strategies to ensure that all students are learning.

Monitoring Student Progress and Potential

Effective teachers know how each student in the classroom is doing at all times and how to differentiate instruction to meet the needs of each. These teachers continually push the students to the next level, always keeping them in Vygotsky’s “zone of proximal development.” Effective teachers are able to manage their classrooms to meet with individual students or small groups of students to ensure maximum learning.

Effective teachers do not just “happen.” They are constantly working to improve their practices through continued learning, action research, and listening to the parents, students, and communities they serve.

Teacher

On the earth, nobody has been paid better tributes except teacher. East or west. Teacher has been  respected and worshipped. In ancient India, he has been ranked next to god. In the west, he has been called a ‘architect of nation’. Teacher has been called in different names ‘the maker of man’ and ‘the maker of history’. Gardener caressing the plants; teacher caresses young human beings and ensures their physical, mental, social growth and development.

The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

Effective teaching

Organization and Clarity

·         Explains clearly

·         Is well prepared

·         Makes difficult topics easy to understand

·         Uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable

·         Makes the objectives of the course and each class clear Establishes a context for material

Analytic/Synthetic Approach

·         Has a thorough command of the field

·         Contrasts the implications of various theories

·         Gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts

·         Presents facts and concepts from related fields

·         Discusses viewpoints other than his/her own

Dynamism and Enthusiasm                                         

·         Is an energetic, dynamic person

·         Seems to enjoy teaching

·         Conveys a love of the field

·         Has an aura of self-confidence

Instructor-Group Interaction

·         Can stimulate, direct, and pace interaction with the class

·         Encourages independent thought and accepts criticism

·         Uses wit and humor effectively

·         Is a good public speaker

·         Knows whether or not the class is following the material and is sensitive to students’ motivation

·         Is concerned about the quality of his/her teaching

Instructor-Individual Student Interaction

·         Is perceived as fair, especially in his/her methods of evaluation

·         Is seen by students as approachable and a valuable source of advice even on matters not directly related to the course

Code of conduct

Ø  A teacher shall cooperate with and secure the co-operation of other persons in all activities which aims at the improvement of the moral, mental and physical well-being of pupils.

Ø  A teacher shall not exploit school influence for private gain.    

Ø  A teacher shall have an exemplary moral conduct.

Ø  A teacher shall be temperate and sober in his habits. He would avoid smoking, chewing of betel leaves and such other undesirable habits in the presence of students within the precincts of school.

Ø  A teacher shall take pride in his calling and try to promote the dignity and solidarity of his profession.

Ø  A teacher shall be punctual in his work.

Ø  A teacher shall keep himself abreast of the latest development in educational thought and practices.

Ø  A teacher shall maintain right ethical behaviour in relations with parents and with the community.

Ø  A teacher shall not prescribe or recommend books on some consideration.

Ø  A teacher shall not be governed by means of bias or stereotypic orientation towards students.

Professional Values and Relationships Teachers should:

Ø  Be caring, fair and committed to the best interests of the pupils/students entrusted to their care, and seek to motivate, inspire and celebrate effort and success.

Ø  Acknowledge and respect the uniqueness, individuality and specific needs of pupils/ students and    promote their holistic development.

Ø  Be committed to equality and inclusion and to respecting and accommodating diversity including those    differences arising from gender, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, membership of the Traveller community and socio-economic status, and any further grounds as may be referenced in equality legislation in the future.

Ø  Seek to develop positive relationships with pupils/students, colleagues, parents, school management and others in the school community, that are characterised by professional integrity and judgement

Ø  Work to establish and maintain a culture of mutual trust and respect in their schools.

  Professional Integrity Teachers should:

Ø  Act with honesty and integrity in all aspects of their work .

Ø  Respect the privacy of others and the confidentiality of information gained in the course of     professional practice, unless a legal imperative requires disclosure or there is a legitimate concern for the wellbeing of an individual.

Ø  Represent themselves, their professional status, qualifications and experience honestly .

Ø  Use their name/names as set out in the Register of Teachers, in the course of their professional duties.

Ø  Avoid conflict between their professional work and private interests which could reasonably be deemed to impact negatively on pupils/students.

Uphold the reputation and standing of the profession

Ø  Take all reasonable steps in relation to the care of pupils/students under their supervision, so as to ensure their safety and welfare

Ø  Work within the framework of relevant legislation and regulations

Ø  Comply with agreed national and school policies, procedures and guidelines which aim to promote pupil/student education and welfare and child protection

Ø  Report, where appropriate, incidents or matters which impact on pupil/student welfare

Ø  Communicate effectively with pupils/students, colleagues, parents, school management and others in the school community in a manner that is professional, collaborative and supportive, and based on trust and respect

Ø  Ensure that any communication with pupils/ students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites

Ø  Ensure that they do not knowingly access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format

Ø  Ensure that they do not knowingly access, download or otherwise have in their possession, illicit materials/images in electronic or other format

Ø  Ensure that they do not practise while under the influence of any substance which impairs their fitness to teach.

Professional Practice Teachers should:

Ø  Maintain high standards of practice in relation to pupil/student learning, planning, monitoring, assessing, reporting and providing feedback

Ø  Apply their knowledge and experience in facilitating pupils’/students’ holistic development

Ø  Plan and communicate clear, challenging and achievable expectations for pupils/students

Ø  Create an environment where pupils/ students can become active agents in the learning process and develop lifelong learning skills

Ø  Develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/ students

Ø  Inform their professional judgement and practice by engaging with, and reflecting on, pupil/student development, learning theory, pedagogy, curriculum development, ethical practice, educational policy and legislation

Ø  In a context of mutual respect, be open and responsive to constructive feedback regarding their practice and, if necessary, seek appropriate support, advice and guidance

Ø  Act in the best interest of pupils/students.

Professional Development Teachers should:

Take personal responsibility for sustaining and improving the quality of their professional practice by:

• Actively maintaining their professional knowledge and understanding to ensure it is current

• reflecting on and critically evaluating their professional practice, in light of their professional knowledge base • availing of opportunities for career-long professional development.

Professional Collegiality and Collaboration Teachers should:

Ø  Work with teaching colleagues and student teachers in the interests of sharing, developing and supporting good practice and maintaining the highest quality of educational experiences for pupils/students

Ø  Work in a collaborative manner with pupils/students, parents/guardians, school management, other members of staff, relevant professionals and the wider school community, as appropriate, in seeking to effectively meet the needs of pupils/students

Ø  Cooperate with the Inspectorate of the Department of Education and Skills and other statutory and public non-statutory educational and support services, as appropriate

Ø  Engage with the planning, implementation and evaluation of curriculum at classroom and school level.

Qualification of effective teacher

Qualification and experience

Ø  Academic qualification

Ø  Vocational qualification

Qualities concerning professional requirements

Ø  Interest in learners

Ø  Knowledge of psychology

Ø  Research minded

Ø  Democratic outlook of life

Ø  Mastery of subject matter

Ø  Command over technique of teaching

Ø  Interests in co-curricular activities

Ø  Ready for self analysis

Ø  Punctual

Ø  Co-operative attitude

Ø  Preparation for class-room teaching

Ø  A true patriot

Qualities pertaining to personality

Ø  Personal appearance

Ø  Sound mind

Ø  Voice and pronunciation

Ø  A man of character

Ø  Qualities of leadership

Ø  A smiling face

Qualities of relationship with others

Ø  Relationship with pupils

Ø  Relationship with the colleagues

Ø  Relationship with the head of the institution

Ø  Relationship with parents of the children

Ø  Relationship with the community

Personality of the teacher

1.      The teacher must be good looking. The young children are attracted by the outer charm and repelled by the shabby look of the teacher. The teacher must be extra-careful about cleanliness, and smartness of his dress. This will help him in his job. The dress should be decent and sober.

1.      The teacher should have calm nature, sweet looks, charming face, and pleasant demeanour, so as to exert a good influence on both the public and the pupils.

2.      His character should be above reproach. A teacher is a public man. He is being watched and held up as a model by scores of children who look up to him for guidance. He must possess all those moral qualities which constitute integrity of character. He must be frank, sincere, and honest in all dealings. These qualities will win him respect of his pupils and of the general public.

3.      Good mental and physical health is another essential to be a good teacher. Children have a right to expect a teacher who is strong both physically and mentally. The teacher must have alertness, cheerfulness, and emotional stability. A person who is given to temper tantrum or the person who displays fear of and consequent retreat from decision demanding situation, will not be able to do justice to his job. A teacher must be a happy, cheerful, good-humoured, contended and above all an optimistic fellow. He should be able to take every disappointment in stride. He should know the secret of using frustration as aids to his own spiritual development. He should be able to bear the cross because he knows how to make it serve higher purposes. He knows how to make the bitter tree of his cross bear sweet fruit. He should possess a philosophy of life that enables him, when he is powerless to change his environment, to change his soul; he should possess an inner strength that may enable him even with a wound to attend to the wound of others.

4.      Sociability is another essential trait for a teacher. Motivated by a sound social philosophy, he must also make his best contribution to the society. He must have the qualities of leadership-leadership that depends for its force and effectiveness upon character and upon the respect which one commands from others. He must be sociable enough to be popular amongst his students and colleagues.

5.      The teacher must have a sense of humour. Pent-up feelings and over-wrought nerves can be easily relaxed if the teacher can take advantage of the humour of the situation. A good laugh during a tense moment is the best means of bringing a group into co-operative and harmonious relationships. The classroom has no room for the confirmed pessimist and long-faced humourless grouch. The classroom needs to be a happy place and it cannot be that without a good natured teacher in-charge.

A teacher should be a person with whom children can have normal, friendly human relationships.

In short, the teacher must possess a well-rounded chiselled personality. He should be particularly careful about the following.

a.       He must be punctual to the minute.

b.      He must be just, fair and impartial in all his dealings and should be known as such.

c.       He must have pleasing manners and should be courteous to all.

d.      He must respect pupil’s opinion and should invite free discussion in the class.

e.       He must be able to earn respect.

f.       He must be reasonable in his talk and in his behaviour.

g.      He must not be too rigid, too strict-yet should be prompt and business-like.

h.      He must be kind and sympathetic.

i.        He must be extremely honest.

j.        He must be self-reliant and self-directive.

k.      He must be an enthusiast-an enthusiast in child-study, an enthusiast in his subject, and an enthusiast in the matter of method.

l.        Last but not the least important, he should know himself.

Professional efficiency

1.      The teacher must be dedicated to his job. Teaching is not everybody’s cup of tea. It is not a soft option. It requires hard labour, sweat and tears. Only those who have got a genuine love for this calling will be able to do the job well. Jesus Christ said to his disciples; ‘he that loseth his life shall find it’. There are joys in teaching that can only be attained by those who are sincere and steadfast.

2.      A teacher, if he is to be worthy of his calling, must continue to be a student all the days of his life. He must keep alive the flame of his own mind if he expects to kindle the minds of his students. “Only a burning lamp will burn another lamp.”

3.      The teacher must be a good experimenter because it is only through experiment that an advance can come. He must experiment with new methods and techniques and provide enough opportunities to the pupils for creative work.

4.      The teacher must be equipped with the weapons of originality and creative power. He must not be a blind follower of textbooks or course of study. There are just guides and should be treated as such. There are certain classroom situation which calls for adapting subject-matter to the level and interest of pupils. The individual who lacks initiative and originality will find himself hopelessly at sea in many classroom situations and the tragic of it is that the pupils will realise it before he does. Creative power is what he needs; that sense of security and confidence that comes from being master of the situation and being able to control and direct activities constructively.

5.      The teacher must possess a fair knowledge of current affairs. He should be a voracious reader of books in his own subjects and other allied subjects. Today knowledge is expanding its frontiers it is extremely important that he knows a lot about his own subject and other subjects, about his own community and other communities, about his own country and other countries of the world. He must possess enough information to satisfy the hungry souls.

6.      Not only the new matter but also the new methods the teacher must now. There is no machine more complicated or difficult to manipulate than man’s physical organisation and the mind of man is infinitely more intricate. The teacher has to deal with both the physical and the mental health of the child. The right type of education can never be given if this matter of method of teaching is neglected. Neglect of method in teaching is as fatal to the lives and development of our pupils as behaviour of a motor driver- who does not know how to apply his brakes or regulate his petrol. The petrol may be good, the car may be excellent, the driver- a man of fine character, but if he does not know how to manipulate the car, he is positive danger to the lives of the passengers. So the efficiency in teaching can only be ensured if the teacher is fully conversant with the most progressive and up-to-date methods of teaching.

7.      A teacher must be the most committees student who should treat the facts as raw material for understanding basic relationships and the whole job of teaching as if weaving a fabric of relationship to attach this to so many points in the students life that it becomes a part of him.

8.      Teacher should have a sense of calling to the profession. There is nothing more inspiring than having a mind unfold before you. Let people teach who have a calling. It is never just a job. All students irrespective of their own endowments recognise and revere good teachers for they have seen the ‘undying fire’ sparkle.

9.      The teacher should not only have a legal authority to teach. He must also have a moral authority to do so. For a real teacher, teaching is not merely a money-earning device. To him it is a struggle, a life mission. He loves to teach as a musician loves to play, as a singer loves to sings as a strong man rejoices to run a race. The deep satisfaction that comes from a life well lived, duties faithfully performed, and torches lighted in the hearts and mind of young ones, are more precious to him than anything that external recognitions can give.

10.  A teacher must boast of having his own code of work and ethics and behaviour as the architect of the nation. Unless he tears himself apart and raises himself from the common level, he will naturally get lost in the crowd and be treated as an ordinary employee in a ‘profession’.

Professional development of the teachers

It is an attempt to increase the competency of the present staff through seminars, workshops, conferences, study groups, courses, lectures, inter school visits, travelling, writing and the like. It includes all types of formal and informal programmes, which contribute to the professional growth of the teachers who are already in service. The following list illustrates the activities which come within the sphere of continuing professional development of the teaching staff.

Opportunities should be given to all the in-service teachers to visit, to observe and participate in outstanding educational programmes.

Conducting parent teachers meeting on important problems like “The aims and objectives of secondary education”, post school adjustability of the students etc.

Organising seminars and workshops to demonstrate experiments on modern teaching devices. The experiments on new teaching devices like, ‘team teaching’, ‘micro teaching’, ‘open space’ etc. should be demonstrated to the in-service teachers.

Team teaching is a process through which teachers can co-operate in planning, teaching and evaluating, observing the learning environment. This team approach provides for “a teacher-teacher visibility, interaction and sharing and thereby provides the potential for collaborative supervision.”

Micro teaching is defined as, “Boiling down a teaching situation in terms of fine, methodology or content”, it provides an opportunity for teachers and supervisors to try out teaching ideas without risk of an actual situation.

Open space is a way of promoting co-operative teaching and learning, availability of specialized resources, differentiated staffing, independent study and use of multi-media”. It frees the teachers to see each others work, to collaborate, to evaluate each other and to describe each other.

Helping teachers to know the special skills like curriculum development, instructional improvement, demonstrations, research and dissemination.

To facilitate teachers to visit schools to observe other teachers, instructors and administrators at work.

Faculty meetings can contribute to staff growth. They improve the quality of staff and the school programme. It is an opportunity for co-operative thinking, for staff planning for the presentation of stimulating talks by resource, persons for getting to know the total school and for exchanging of ideas.

Promotion of creative teaching. “Creativeness is a constant state of experimentation”. This experimentation has three phases. Planning, testing and revising. A clear sense of direction should be given by the supervisor for promoting creativeness in teachers.

Opportunities should be given to the teachers for conducting action research in one’s own classroom.

Active participation in extension courses arranged by the education department or other organisations.

To enable the new school teacher to understand the needs, interests and behaviour patterns of students.

To develop teaching skills that would help the teacher to improve his teaching effectiveness, in addition to employ several teaching techniques to cater to the needs of students at large, medium and small groups.

To help the teacher improve his ability to communicate effectively in the classroom through the use of educational technology devices and to ensure better student participation in the teaching learning situation.

To enable the teacher to provide guidance to his students in their learning problems such as library reading and reference work, self-study and preparing for examination, and in developing the all-round personality of the students.

To understand, the problems that arise in management of the students in the classes and work out strategies to solve them.

To give special assistance to those students who are not up to the mark in their studies by diagnosing the causes for the drawbacks and providing remedial teaching as per their needs.

To introduce the fresh teacher to the techniques of action research and small-scale experimentation so that he can handle effectively the particular problems that may arise in his own classes and follow procedures to manage these by this own efforts so that he can find the effectiveness of his own teaching techniques.

Content courses are conducted to upgrade the teachers in their specialisation in terms of knowledge of the latest developments, current issues and trends.

Refresher courses are generally organised to give an opportunity to teachers to refresh and improve their knowledge of the subjects they teach and widen their experience in the methodology of teaching. The courses enable the teacher to keep abreast of progress in educational theories and practices. The duration of the refresher course is generally three to four or five days.

Summer institutes generally follow that of content courses but the purpose need not be mainly to upgrade the teachers in their fields of specialisation. Summer institutes can be on one specific topic or area, covering invariable all aspects of teaching learning process such as content, methodology, education technology, and evaluation including practical aspects of laboratory work, field trips and experimentation.

Short term courses could be for orientation purposes or upgrading of subject knowledge or improving pedagogical skills. The duration is invariably for three to five days.

Workshops and seminars the more recent terms used in this context are task force, study group, working group, etc. but they all convey the same meaning of working in groups to complete a specified task within a specified time.

Status of the teacher

Very often people are heard saying that there is no status of the teacher now. Their status, in fact is going down day by day. The teacher of today is not respected much, his emoluments are less as compared to the ones being given to those in other professions.

Who is responsible for the low status of the teacher? The various alternatives could be;

a.       The teacher himself

b.      The student community

c.       The society

d.      The politics of the country

e.       A matter of sheer bad luck

The teacher himself

One alternative of teacher’s status is that it is the teacher himself who has degraded his position by doing something which is unwholesome and dislikable by others. A large number of teachers are seen doing nothing in the class rooms. Some of them behave so because they are interested in group teaching after school hours for which they are paid extra. Some others don’t teach in the class as they are tuition minded. They teach only when some ward gets private coaching. Still there is another category, who feel themselves incapable of teaching in the class room but somehow or the other, the circumstances have compelled them to join the profession by way of earning their livelihood. Their inefficiency and hence their general criticism about job satisfaction and their sarcastic remarks about teaching profession lower them all the more in the eyes of others. Thus we find that in this case it is the teacher who is drowning himself/herself by sinking the boat which he/she is rowing.

The student community

Another thinking is that it is the student community that is time end again raising a hue and cry against the teachers. Many a time the students are on strike. They make the teaching profession a public show and a topic of discussion. Seen from actual life of students we can hardly think of any strike where some teacher or teachers are not involved. There is some element in the teacher community that make them indulge in strikes.

Thus we find that the students themselves are rarely responsible for it. They are led by or are instigated by some others who are more or less of the teacher community itself. Naturally we will conclude here that the responsibility for the low status of teachers rests with the teachers to a greater extent and the student community is hardly responsible for it.

The society

How far is the social hierarchy framed by the human being responsible? Obviously every group in the society has credit for its own standing. According to the traditional status of life, the teaching profession has been the right of the brahmas. But complete social change due to explosion of knowledge and increasing educational facilities for the masses have revolutionised it. The monetary terms are held high in esteem. The age is materialistic and everybody gives more value to money and such materialistic things. Naturally in such circumstances money values out-weight anything else. From this angle, the teacher does not stand anywhere before the business community. Even a petty business man enjoys a better monetary position.

The politics of the country

The politics of the country is also playing a dominant role in shaping of things as they are in the country. Many a time it is seems that the teacher has to play a dummy role in the hands of the politicians. In such cases, the teachers lot naturally rests with the politicians.

The air that prevails due to country politics is sometimes favourable and sometimes disfavorable for the teachers. Naturally the so called politicians try to deteriorate the position of the teachers for one reason or the other.

Accountability of teachers

The accountability of the school teachers plays a vital role in ensuring quality in school education. The accountability of school teachers play a direct role in the academic achievement of the students.

Accountability is defined as a mechanism of holding one’s responsibility for his action, more particularly in terms of the non-accomplishment of the assigned responsibilities or non-fulfillment of the expectations or obligation of the one or the other nature. Therefore teacher should attain success in their actions and accept failures without hesitation.

A teacher has to be accountable to the following persons for the following aspects;

1.      Accountability towards learners

a.       Love and affection for children.

b.      Tolerance towards their mistakes, mischief coupled with their pedagogically correct interpretation.

c.       Towards their progress and development.

d.      Towards their human empowerment.

e.       Care for the development of quality of life among the children.

2.      Accountability towards parents and community

a.       Children of the poor and deprived sections need extraordinary care and love

b.      Encouragement to make them educated.

c.       Encouragement adults to join adult education and non-formal education.

d.      Enrolment of children into formal schools.

e.       Develop sense of equity for children of the poor and illiterate parents.

f.       Community mobilization for the development of school.

g.      Willingness to participate in enrolment drives.

h.      Develop a sense of belongingness with the community.

3.      Accountability towards school management

a.       Accountable to the management

b.      Develop mutual trust and respect

c.       Follow rules and regulations with meticulous care.

d.      Obedience and strict observance of education acts, programmes and policies.

e.       Participation in departmental programmes wholeheartedly.

All teachers should ensure the following accountable aspects;

       I.            Students attain minimum levels of learning at the primary and upper primary level. Headmasters and teachers who fail to respond to the norm should be awarded punishments.

    II.            Teacher adopting cheap methods of getting results in the examination should be punished.

 III.            Teachers should participate in in-service training programmes regularly. Failure should be viewed seriously.

 IV.            Teachers should write lesson plan, unit plans and complete syllabus as per annual plan. No slackness should be tolerated.

    V.            Teachers should avoid rude behaviours, negligence duty.

 VI.            Bad habits and bad manners such as smoking before students using abusive language, unauthorised collections from students accepting gifts, forcible collection of donations should be viewed seriously.

VII.            Teacher should teach and students should learn; to achieve this teacher should utilize facilities available.

VIII.            Teacher’s should participate in institutional management and serve the community. Avoidance should be viewed as bad temperament of the teacher.

 IX.            Encourage students appraisal of teachers, one of the best means of feed-back we receive; many teachers are reluctant about this.

The roles and functions of school teachers described about also indicate their responsibilities. They are consolidated hereunder;

a.       Classroom instruction for the classes and subjects allotted to them.

b.      Evaluation of learning outcomes of the students for whom they have taught.

c.       Preparation of instructional plans-annual, unit and lesson wise.

d.      Organisation of co-curricular and extra curricular activities.

e.       Assessment of student development is non-scholastic areas.

f.       Organisation of school festivals and national festivals.

g.      Organisation of creative and re-creational activities.

h.      Organisation of educational and science fairs, and exhibitions.

i.        Organisation of educational excursions and field trips.

j.        Organisation of extension talks, career talks and guidance services.

k.      Organisation of student services.

l.        Participation in PTAs etc.

Raising the status of the teachers

Teaching has not yet gained the status of a full-fledged profession as to attract the talented and the gifted into the field. Hence raising the economic, social and professional status of the teachers is an imperative need of the day.

Improving the economic status

A financially depressed person cannot do his job either to his satisfaction or to the satisfaction of his superiors. The constant financial worries tell upon his mental health, which will have a carry-over the the classroom situation. His attention will always be drawn to the ways and means of getting subsidiary income so as to maintain an average life satisfying the basic needs of his family. To avoid such a depression, frustration and discontentment among teachers, and to extract best out of the teachers, the following suggestions may be considered as solutions;

a.       There is need to relate the salaries of teachers to the cost of living.

b.      Revision of salaries should be effected, at least, once in three years.

c.       Adequate dearness allowance and compensatory allowance should be paid from time to time.

d.      Parity of scales should be established for teaching personal working under different managements.

e.       Triple benefit scheme like provident fund-pension-and-gratuity should be implemented for all types of teachers.

f.       Economic reliefs such as own-your-home schemes, free higher education to children of teachers, free medical aid to the families of teachers, special scholarships to children of teachers, etc., should be introduced.

g.      Facilities for getting subsidiary incomes through writing of textbooks, evaluation work, institutionalisation of private tuitions, remedial instruction, etc., should be adequately provided and,

h.      Promotional prospects should also be extended offering facilities for improving their qualifications and linking higher posts partly with seniority and partly with higher qualifications.

Raising the social status

To raise the social status of teachers, the following solutions are offered.

a.       Teachers should be given a place of honour in all community gatherings extending them special invitations by all civic and public or private bodies.

b.      State, district and institutional-wise awards should be instituted along with the existing national awards in recognition of the services of meritorious teachers in elementary, secondary, higher and post-graduate stages of education and in different types of professional, vocational and technical education, and teacher education.

c.       Residential accommodation should be provided to teachers as is the case with the other types of employees.

d.      Teachers should be permitted to enjoy all the civic rights as are guaranteed by the constitution of India.

Raising the professional status

a.       Introducing incentive motivation to improve their academic and professional qualifications and.

b.      Encouraging the formation of teachers professional organisations that attempt to improve their professional growth, develop professional code of ethics, solve their professional problems, and strive for improving their professional competence.

Significance of INSET (In-service Education for Teachers)

“It is extra-ordinary that our school teachers learn of whatever subject they teach before reaching the age of twenty-four or twenty-five and then all their further education is left to experience which in most cases is another name for stagnation. We must realise that experience needs to be supplemented by experiment before reaching its fullness and that a teacher, to keep alive and fresh should become a learner from time to time. Constant outpouring needs constant in taking; practice must be reinforced by theory and the old must be constantly tested by the new”. – University commission.

Thus the importance of in-service education was given by the university education committee.

Objectives

            Following are the objectives as given in the curriculum framework for quality teacher education (1998);

1.      To enable teachers to understand the changing educational and social contexts and concerns.

2.      To prepare them to accept and utilize the various educational potentialities of information and communication technology.

3.      To help teachers explore new developments in their content and process of subjects they teach.

4.      To sensitize teachers with the educational problems of the disadvantaged sections of society.

5.      To empower them to realise the objectives of school curriculum in the light of changing circumstances.

6.      To provide them a forum for exchange of ideas and experiences and to enable them to integrate human values and environmental awareness with the subjects they teach.

7.      To increase the level of motivation of teachers, develop self-confidence, promote the spirit of inquiry and help them to be committed and reflective teachers.

8.      To prepare teachers for new roles that they may take in career advancement.

9.      To help teachers share their best practices and to acquaint them with the new international practices/ to absorb them in the system in case found useful.

Recommendations of various commissions on teachers

Recommendations of Ramamurti committee

“Encourage innovation by teachers themselves in building up diverse models of child-centered approach to education and create mechanisms to collating, integrating and disseminating the growing experience of the teaching community within and among educational complexes.

Recommendations of secondary educational commission

Following are the recommendations on teachers

1.      The normal period of probation for a trained teacher should be one year.

2.      The teachers possessing the qualifications and performing the same type of work should be treated on par in matter of grades of salary irrespective of the type of institution in which they are working.

3.      The system of triple benefit scheme, pension-cum provident fund cum insurance should be introduced in all states.

4.      Arbitration board of committees should be established to look into the appeals and grievances of teachers.

5.      The age of retirement in the case of physically fit and competent teachers may be extended to 60 with the approval of the director of education.

6.      The children of teachers should be given free education throughout the school stage.

7.      Throughout a system of co-operative house building societies teachers should be provided with quarters so as to enable them to live near the school.

Recommendations of Kothari commission

Kothari commission stressed on the pay scales for teachers. The commissions stated that ‘At the school stage, the government of India should lay down the minimum scales of pay for school teachers. The state and union territories should then adopt equivalent or higher scales to pay to suit their local conditions.

Recommendations of Ishwar Bahi review committee

The committee recommended that ‘teachers’ guide books and teaching aids are necessary and these should cover the whole range of activities for all classes and in the preparation of guide books; principle of correlation should be the basis.

Recommendations of national commission on school

The commission observed that the role of the school teachers should be to promote the national goals, particularly;

1.      United India

2.      Process of modernisation

3.      Productivity

4.      Human and caring society

5.      Recommendations of national policy on teacher education

The policy states that; ‘The status of the teacher reflects the socio-cultural ethos of society; it is said that no people can rise above the level of its teachers. The government and the community should endeavour to create conditions which will help to motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities and the concerns of the community.