Duties of A Teacher Essay

BEFORE A STUDENT BECOMES A STUDENT TEACHER HE NEEDS TO PASS THE GENERAL EDUCATION PROGRAM OF THE COLLEGE. THE COURSES IN EDUCATION ARE DESIGNED TO GIVE INSIGHTS INTO THE SOCIOLOGICAL, PHILOSOPHICAL, PSYCHOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION, THE CURRICULUM, METHODS OF TEACHING, UTILIZATION OF INSTRUCTIONAL RESOURCES, TECHNIQUES OF EVALUATION AND THE PROFESSIONAL RESPONSIBILITIES OF SCHOOL PERSONNEL. INDICATED BELOW ARE THE DUTIES AND RESPONSIBILITIES OF THE STUDENT TEACHER. 1. SET CLEAR PURPOSES — COMPETENT TEACHERS HAVE CLEAR PURPOSES IN MIND FOR EACH LEARNING EXPERIENCE. EACH DAILY LESSON PLAN, EACH UNIT OF STUDY, CONTRIBUTES TO THE ACHIEVEMENT OF WORTHWHILE PURPOSES. 2. STUDY INDIVIDUAL AND CLASS NEEDS — HE FORMULATES PURPOSES AND BASES HIS PLANNING ON THE SPECIFIC NEEDS, ABILITIES, ACHIEVEMENT AND INTERESTS OF THE PUPILS WITH WHOM HE IS WORKING. 3. STUDY THE COMMUNITY — THIS IS DONE TO GAIN UNDERSTANDING OF CHILDREN AND THEIR HOME BACKGROUND. 4. PROVIDE A BALANCED PROGRAM — UTILIZE TEACHER’S GUIDES, TEACHER’S MANUALS, COURSES OF STUDY AND OTHER CURRICULUM MATERIALS. 5. MAKE EFFECTIVE PLANS —GOOD PLANNING INVOLVES BRINGING TOGETHER CLEAR PURPOSES,  KNOWLEDGE OF THE CHILDREN AND THE COMMUNITY AND SUGGESTIONS FROM CURRICULUM GUIDES AND TEACHER’S MANUAL. 6. MAKE CONTENT MEANINGFUL — A THOROUGH KNOWLEDGE OF THE SUBJECT MATTER AND USE OF EFFECTIVE METHODS FOR DEVELOPING BOTH THE MEANING AND THE SIGNIFICANCE OF WHAT IS TAUGHT. 7. PROVIDE FOR INDIVIDUAL AND GROUP WORK —INDIVIDUAL WORK IS PROVIDED TO ENSURE THAT THE SPECIFIC NEEDS OF EACH LEARNER ARE MET. GROUP WORK IS PROVIDED WHEN COMMON NEEDS AND PURPOSES OF THE ENTIRE CLASS, OR A GROUP WITHIN THE CLASS ARE TO BE MET. 8. PROVIDE A GOOD ENVIRONMENT FOR LEARNING — IT SHOULD BE A HEALTHFUL ENVIRONMENT WITH PROPER LIGHTING, VENTILATION AND TEMPERATURE. THE ROOM SHOULD BE INVITING AND CHAL- LENGING TO CHILDREN. 9. USE APPROPRIATE METHODS AND MATERIALS — EMPLOY SKILLS IN USING THE MOST EFFECTIVE METHODS AND INSTRUCTIONAL RESOURCES. 10. EVALUATE FROM THE BEGINNING TO THE END — APPRAISAL OF CHILDREN’S LEARNING AND VALUE OF VARIOUS METHODS AND MATERIALS SHOULD BE DONE. 11. MAINTAIN PROFESSIONAL RELATIONSHIP —RELATIONSHIPS WITH ONE’S CO-WORKERS, PUPILS, PARENTS, THE COMMUNITY AND THE PROFESSION, ARE CLEARLY OUTLINED IN THE CODE OF ETHICS FOR SCHOOL PERSONNEL. IN ORDER TO CARRY OUT THE AFOREMENTIONED DUTIES AND RESPONSIBILITIES, THE FOLLOWING  EXPECTANCIES SHOULD BE BORNE IN MIND. STUDENT TEACHING IS THE CULMINATION OF ANY TEACHER EDUCATION PROGRAM, AND STUDENT TEACHERS REPORT THAT IT IS THE MOST CRITICAL ELEMENT OF THEIR PREPARATION. IT REPRESENTS THEIR BEST OPPORTUNITY FOR APPLYING THE RESEARCH, THEORY, AND BEST PRACTICES THEY HAVE LEARNED IN UNIVERSITY CLASSROOMS; RECEIVING FREQUENT, EXPERT SUPPORT AND FEEDBACK; AND REFLECTING ON AND LEARNING FROM THEIR PRACTICE. IT IS DURING THIS TIME THAT STUDENT TEACHERS BEGIN TO DEVELOP THEIR PERSONAL TEACHING STYLES AS WELL AS THEIR UNDERSTANDING OF HOW SCHOOLS  OPERATE. WE LOOK TO YOU TO HELP THEM ALSO DEVELOP A SENSE OF PROFESSIONAL EFFICACY, A COMMITMENT TO HIGH STANDARDS FOR ALL STUDENTS, AND THE HABITS OF MIND OF A GOOD TEACHER, INCLUDING THE HABITS OF REFLECTIVE PRACTICE, CONTINUOUS IMPROVEMENT, AND LIFELONG LEARNING. The Role of the Cooperating Teacher THE COOPERATING TEACHER PLAYS A CRITICAL ROLE AS THE STUDENT TEACHER’S MODEL AND MENTOR AND HAS GREAT INFLUENCE OVER THE STUDENT TEACHER’S LEARNING EXPERIENCE. STUDENT TEACHERS TEND TO ADOPT THE PRACTICES OF THEIR COOPERATING TEACHERS, SOMETIMES WITHOUT QUESTION,  ASSUMING THAT THEY HAVE NO CHOICE. WE ENCOURAGE YOU, HOWEVER, TO ENGAGE YOUR STUDENT TEACHERS IN ONGOING CONVERSATIONS ABOUT YOUR PRACTICE AND TO ENCOURAGE THEM TO ASK QUESTIONS, TO THINK FOR THEMSELVES, TO SHARE WHAT THEY OBSERVE ABOUT YOUR CLASSROOM AND PRACTICE WITH YOU, AND TO BE WILLING TO SUGGEST TO YOU AND TRY OUT STRATEGIES AND METHODS THEY HAVE LEARNED WITH WHICH YOU MIGHT NOT BE FAMILIAR. OVER TIME, AS STUDENT TEACHERS GET TO KNOW YOU, YOUR CLASSROOM, AND YOUR STUDENTS, WE ASK THAT YOU INCREASE THEIR CLASSROOM AND INSTRUCTIONAL RESPONSIBILITIES UNTIL THEY CAN  BECOME PARTNERS WITH YOU IN TEACHING YOUR STUDENTS. YOU DO NOT NEED TO SURRENDER YOUR CLASSROOM TO YOUR STUDENT TEACHER (NOR SHOULD YOU). WE EXPECT YOU TO WORK COLLABORATIVELY AND PRODUCTIVELY TOGETHER TO OFFER ENRICHED INSTRUCTION AND OPPORTUNITIES FOR INDIVIDUAL ATTENTION TO YOUR STUDENTS. WHEN THE COLLABORATION BETWEEN COOPERATING TEACHER AND STUDENT TEACHER WORKS WELL, THE STUDENTS BENEFIT THE MOST. PLANNING FOR THE ARRIVAL OF THE STUDENT TEACHER 1. THE COOPERATING TEACHER WELCOMES THE STUDENT TEACHER THE INITIAL DAYS OF STUDENT TEACHING ARE CRUCIAL FOR THE STUDENT TEACHER. EACH  COOPERATING TEACHER SHOULD ENSURE THAT THE STUDENT TEACHER FEELS WELCOME. INTRODUCTIONS TO TEACHERS AND STAFF MEMBERS, AS WELL AS OTHER PERSONNEL EMPLOYED IN THE SCHOOL, ARE IMPORTANT. THE STUDENT TEACHER SHOULD KNOW ABOUT THE BUILDING AND GROUNDS, MATTERS OF SCHOOL ROUTINE, AND APPROPRIATE WORKING RELATIONSHIPS WITH OTHER MEMBERS OF THE SCHOOL STAFF. 2. THE COOPERATING TEACHER INTRODUCES THE STUDENT TEACHER INTO THE CLASSROOM A DESK OR TABLE IS ALWAYS USEFUL FOR THE STUDENT TEACHER. THE STUDENT TEACHER SHOULD BE INTRODUCED TO THE STUDENTS IN A WAY THAT ENCOURAGES THEM TO RESPOND TO THE  STUDENT TEACHER AS A CLASSROOM TEACHER. Importance of NCBTS AS A PRACTICE TEACHER, KNOWING AND UNDERSTANDING THE NCBTS IS VERY IMPORTANT. THE NCBTS DEFINES WHAT IS EFFECTIVE TEACHING AND WHO IS AN EFFECTIVE TEACHER. THIS MEANS THAT I SHOULD USE THE NCBTS AS MY GUIDE IN MY PRACTICE TEACHING. IF I USE THIS AS A GUIDE, IT WILL HELP ME IMPROVE HOW I MAKE MY LESSON PLANS AND TEACH MY PUPILS. ALSO, THE NCBTS CAN ALSO SERVE AS MY BASIS IF I AM DOING THE APPROPRIATE THINGS IN MY LESSONS AND FOR MY PUPILS. I MAKE USE OF THE NCBTS BY ANALYZING FIRST ON ITS CONTENTS THEN TRYING TO APPLY IT IN REAL TEACHING. FOR EXAMPLE, SHOWING COURTESY AND RESPECTING EVERYONE AT ALL TIMES. I DO THIS BY ACKNOWLEDGING THAT CTS HAVE MORE EXPERIENCES IN HANDLING DIVERSE PUPILS AND LOOKING TO THEM AS MORE KNOWLEDGEABLE THAT THEY DESERVE HIGH REVERENCE FOR THEIR WORK. ON THE OTHER HAND, I DO THIS TO MY PUPILS BY NOT HUMILIATING THEM IN CLASS. I RESPECT THEIR ANSWERS AND OPINIONS IN DISCUSSIONS AS NCBTS WAS A PART OF THE BENCHMARK OF PRACTICE TEACHING, I WILL ALSO USE IT AS MY BENCHMARK IN MY TEACHING FIELD. I WILL TRY MY BEST TO APPLY THE COMPETENCIES AND FOLLOW THE RULES OR TIPS STIPULATED IN IT. I WILL USE IT AS MY GUIDE IN TEACHING AND IN MANAGING THE CLASS. FOR THE PROBLEMS THAT I MAY ENCOUNTER, I WILL USE IT AS MY â€Å"KEY ANSWER† IN SOLVING MY PROBLEMS. NCBTS WILL HELP ME TO BE AN EFFECTIVE AND EFFICIENT TEACHER. THESE WILL HELP ME TO TEACH HOW TO LEARN, PROBLEM SOLVE, AND SYNTHESIZE THE OLD WITH THE NEW. THESE WILL SERVE AS MY GUIDE AND MY BASIS. I MAKE USE THE NCBTS AS MY FRAMEWORK IN MY REMAINING PRACTICE TEACHING BY TAKING IN-DEPTH THE CONTENTS OF IT THEN PERFORM THE NECESSARY INDICATORS OF EACH DOMAIN. THE IMPORTANT CONCEPTS MUST BE IN MIND ALWAYS AND ABLE TO PORTRAY IT. FOR EXAMPLE, I DEMONSTRATE PUNCTUALITY IN ALL ASPECTS IN THE FIELD SUCH COMING TO SCHOOL BEFORE THE CALL TIME AND PASSING OF REQUIREMENTS; ESTABLISH AND MAINTAIN A GOOD ATMOSPHERE INSIDE THE CLASSROOM DURING THE TEACHING-LEARNING PROCESS AS WELL AS TO THE RELATIONSHIP BETWEEN PUPILS TO PUPILS, PUPILS TO TEACHERS AND TEACHERS TO TEACHERS BY BEING A GOOD ROLE MODEL TO EVERYONE AND ACT PROFESSIONALLY; AND TEACH EFFECTIVELY AND EFFICIENTLY TO ATTAIN THE HIGHER LEARNING OF EACH PUPILS BY USING VARIED STRATEGIES AND ACTIVITIES WHICH CAN ASSESS, EVALUATE AND TEST THEIR HIGHER ORDER THINKING SKILLS. I MAKE USE OF NCBTS AS: †¢ MY GUIDE FOR ME TO BE EFFECTIVE IN DELIVERING MY LESSONS †¢ MY BENCHMARK IN PLANNING, CREATING AND PUTTING INTO ACTIONS ACTIVITIES AND STRATEGIES THAT PROMOTES EQUALITY AMONG MY DIVERSE LEARNERS †¢ MY CHECKLIST OF THE THINGS I NEED TO DO FOR ME TO DEVELOP AND GROW AS A TEACHER †¢ MY DAILY REMINDER OF THE THINGS I SHOULD AND I SHOULDN’T DO AS A FUTURE TEACHER. IT REMINDS ME OF MY DUTIES AND RESPONSIBILITIES AS A PRACTICE TEACHER †¢ MY IMPROVEMENT/ DEVELOPMENT METER AS I VENTURE THE WORLD OF PRACTICE TEACHING How to Improve your Oral Communication Skills 1. BE SURE OF YOURSELF. YOU SHOULD BE CONFIDENT BEFORE YOU START TALKING. 2.. BE CONCISE AND CLEAR. DO NOT ADD IRRELEVANT STUFF IN YOUR SPEECH. 3.. READ A LOT. IF YOU HAVE KNOWLEDGE YOU CAN TALK ABOUT ANYTHING AND EVERYTHING. 4.. MAKE SOME MENTAL NOTES FIRST. YOU SHOULD BE PREPARED ABOUT WHAT YOU ARE GOING TO TALK ABOUT. THERE MUST BE A RELATION BETWEEN YOUR MIND AND YOUR WORDS. IT WOULD NOT LOOK GOOD IF YOU STOP BETWEEN A CONVERSATION AND START TO THINK. 5. TRY TO ADD HUMOR. BUT IT SHOULD BE UP TO THE MARK. VULGAR JOKES CAN BE A GREAT TURN OFF. 6. RELAX. YOUR BODY LANGUAGE SHOULD BE RELAXED. YOU SHOULD NOT STIFFEN UP. DO NOT SPEAK IN HURRY, AS IT WILL MAKE THE LISTENER THINK THAT YOU ARE CONFUSED OR YOU HAVE CRAMPED THE SPEECH. 7. MAKE EYE CONTACT. IT IS SO IMPORTANT. BUT IF YOU ARE FACING A CROWD YOU SHOULD NOT LOOK AT ONE FOR MORE THAN 5 SECONDS. ACTIVE LISTENING – THIS IS A KEY ELEMENT OF ORAL COMMUNICATION. ACTIVE LISTENING IS PROACTIVE RATHER THAN PASSIVE. IT INVOLVES LISTENING TO AND UNDERSTANDING WHAT IS BEING SAID – AND WHAT IS NOT BEING SAID. IT PICKS UP ON VERBAL COMMUNICATION, THE SPOKEN WORD, AND NON-VERBAL COMMUNICATION SUCH AS BODY LANGUAGE. IT LISTENS TO THE STORY BEING TOLD  AND ALSO TO THE FEELINGS AND EMOTIONS EXPRESSED; IT INVOLVES READING BETWEEN THE LINES, IDENTIFYING WHAT HASN’T BEEN SAID, AND ATTEMPTING TO UNDERSTAND WHY. DEAF PEOPLE CAN BE EXCELLENT LISTENERS EVEN THOUGH THEY MAY NOT BE ABLE TO HEAR; IN ADDITION TO LIP READING, THEY HAVE TO PAY PARTICULAR ATTENTION TO BODY LANGUAGE, GESTURES AND FACIAL EXPRESSIONS TO DETERMINE THE MEANING OF WHAT IS BEING SAID. PRESENTATIONS – TAKE OPPORTUNITIES TO PARTICIPATE IN GROUP AND INDIVIDUAL PRESENTATIONS DURING YOUR COURSES AND EXTRACURRICULAR ACTIVITIES. THE ABILITY TO PERFORM IN PRESENTATIONS IS A SKILL HIGHLY VALUED BY MANY EMPLOYERS. DISCUSSIONS – DEVELOP THE CAPABILITY OF DISCUSSING IDEAS AND OPINIONS IN MEETINGS AND OTHER WORK SETTINGS. YOU CAN LEARN TO PUT FORWARD YOUR IDEAS IN A PERSUASIVE AND STRUCTURED FORMAT BY PARTICIPATING IN DEBATES AND BY JOINING COMMITTEES SUCH AS UNIVERSITY SOCIETIES. INTERVIEWS – YOU WILL HAVE TO DESCRIBE YOUR EMPLOYABILITY SKILLS IN JOB INTERVIEWS. TO DEVELOP INTERVIEW SKILLS AND CONFIDENCE, YOU SHOULD PARTICIPATE IN MOCK INTERVIEWS AND SEEK GUIDANCE FROM YOUR UNIVERSITY CAREER SERVICE. ALWAYS SEEK FEEDBACK ON YOUR PERFORMANCE AFTER AN INTERVIEW – EVEN IF YOU ARE OFFERED THE JOB.