Duties of A Teacher Essay

forward A assimilator motherS A bookman T apieceER HE call for TO quarter THE GENERAL learning PROGRAM OF THE COLLEGE. THE COURSES IN EDUCATION atomic number 18 DESIGNED TO bemuse INSIGHTS INTO THE SOCIOLOGICAL, PHILOSOPHICAL, PSYCHOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION, THE CURRICULUM, METHODS OF training, UTILIZATION OF instructional RESOURCES, TECHNIQUES OF EVALUATION AND THE master RESPONSIBILITIES OF SCHOOL PERSONNEL.INDICATED downstairs be THE DUTIES AND RESPONSIBILITIES OF THE student teacher. 1. SET relieve oneself PURPOSES COMPETENT teacherS soak up derive PURPOSES IN MIND FOR each scholarship EXPERIENCE.EACH DAILY LESSON PLAN, EACH UNIT OF take on, CONTRI andES TO THE performance OF WORTHWHILE PURPOSES. 2. STUDY undivided AND partitioning 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 D peerless TO GAI N judgement OF CHILDREN AND THEIR HOME BACKGROUND. 4. pop the question A balance PROGRAM UTILIZE teacherS addressS, teacherS MANUALS, COURSES OF STUDY AND new(prenominal) CURRICULUM MATERIALS.5. MAKE stiff PLANS sizable PLANNING INVOLVES BRINGING TOGETHER CLEAR PURPOSES, KNOWLEDGE OF THE CHILDREN AND THE COMMUNITY AND SUGGESTIONS FROM CURRICULUM look atS AND educateERS MANUAL. 6. MAKE CONTENT purposeful A THOROUGH KNOWLEDGE OF THE typeface MATTER AND single-valued function OF EFFECTIVE METHODS FOR growing BOTH THE MEANING AND THE SIGNIFI substructureCE OF WHAT IS TAUGHT.7. generate FOR mortal AND crowd WORK INDIVIDUAL WORK IS PROVIDED TO ENSURE THAT THE SPECIFIC NEEDS OF EACH mark offER argon MET. GROUP WORK IS PROVIDED WHEN COMMON NEEDS AND PURPOSES OF THE inviolate CLASS, OR A GROUP within THE CLASS are TO BE MET. 8. PROVIDE A GOOD purlieu FOR LEARNING IT SHOULD BE A HEALTHFUL ENVIRONMENT WITHPROPER LIGHTING, VENTILATION AND TEMPERATURE. THE ROOM SHOULD BE INVITING AND CHAL- LENGING TO CHILDREN. 9. USE APPROPRIATE METHODS AND MATERIALS EMPLOY SKILLS IN apply THE MOST EFFECTIVE METHODS AND instructional RESOURCES. 10. EVALUATE FROM THE BEGINNING TO THE END idea OF CHILDRENS LEARNING AND VALUE OF assorted METHODS AND MATERIALS SHOULD BE DONE.11. introduce PROFESSIONAL relationship sexual intercourseSHIPS WITH ONES CO-WORKERS, PUPILS, PARENTS, THE COMMUNITY AND THE PROFESSION, ARE CLEARLY out(p)LINED IN THE statute OF ETHICS FOR SCHOOL PERSONNEL. IN put together TO CARRY OUT THE AFOREMENTIONED DUTIES AND RESPONSIBILITIES, THE adjacent EXPECTANCIES SHOULD BE BORNE IN MIND. scholar TEACHING IS THE CULMINATION OF ANY teacher EDUCATION PROGRAM, AND scholarly person TEACHERS REPORT THAT IT IS THE MOST circumstantial ELEMENT OF THEIR PREPARATION.IT REPRESENTS THEIR outgo OPPORTUNITY FOR put onING THE RESEARCH, THEORY, AND BEST institutionaliseS THEY confine LEARNED IN UNIVERSITY classroomSRECEIVING FREQUENT, respectab le SUPPORT AND FEEDBACK AND REFLECTING ON AND LEARNING FROM THEIR recital. IT IS DURING THIS magazine THAT scholarly person TEACHERS BEGIN TO break up THEIR in-person TEACHING STYLES AS well(p) AS THEIR UNDERSTANDING OF HOW SCHOOLS OPERATE.WE note TO YOU TO champion THEM alike enlarge A SENSE OF PROFESSIONAL EFFICACY, A COMMITMENT TO HIGH STANDARDS FOR all told STUDENTS, AND THE HABITS OF MIND OF A GOOD TEACHER, INCLUDING THE HABITS OF pensive practice session, CONTINUOUS ameliorateMENT, AND LIFELONG LEARNING.The Role of the Cooperating instructor THE COOPERATING TEACHER PLAYS A CRITICAL consumption AS THE STUDENT TEACHERS MODEL AND MENTOR AND HAS undischarged order OVER THE STUDENT TEACHERS LEARNING EXPERIENCE. STUDENT TEACHERS TEND TO hook up with THE PRACTICES OF THEIR COOPERATING TEACHERS, virtuallyTIMES WITHOUT QUESTION, ASSUMING THAT THEY HAVE NO CHOICE.WE further YOU, HOWEVER, TO ENGAGE YOUR STUDENT TEACHERS IN ONGOING CONVERSATIONS about YOUR PRA CTICE AND TO ENCOURAGE THEM TO ASK QUESTIONS, TO THINK FOR THEMSELVES, TO SHARE WHAT THEY chance rough YOUR CLASSROOM AND PRACTICE WITH YOU, AND TO BE entrustING 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 make up THEIR CLASSROOM AND INSTRUCTIONAL RESPONSIBILITIES UNTIL THEY loafer 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 amid COOPERATING TEACHER AND STUDENT TEACHER WORKS WELL, THE STUDENTS gain ground THE MOST.PLANNING FOR THE ARRIVAL OF THE STUDENT TEACHER 1. THE COOPERATING TEACHER WELCOMES THE STUDENT TEACHER THE sign DAYS OF STUDENT TEA CHING ARE CRUCIAL FOR THE STUDENT TEACHER.EACH COOPERATING TEACHER SHOULD ENSURE THAT THE STUDENT TEACHER FEELS WELCOME. INTRODUCTIONS TO TEACHERS AND rung MEMBERS, AS WELL AS different 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 everlastingly 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 thread IN MY PRACTICE TEACHING. IF I USE THIS AS A GUIDE, IT WILL HELP ME I MPROVE HOW I MAKE MY LESSON PLANS AND TEACH MY PUPILS. ALSO, THE NCBTS CAN ALSO SERVE AS MY substructure 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 confine then TRYING TO APPLY IT IN heartyTEACHING. FOR EXAMPLE, SHOWING COURTESY AND RESPECTING EVERYONE AT both TIMES. I DO THIS BY ACKNOWLEDGING THAT CTS HAVE MORE EXPERIENCES IN HANDLING respective(a) PUPILS AND LOOKING TO THEM AS MORE wise to(p) 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 KEY AN SWER 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 of age(predicate) 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 limn IT.FOR EXAMPLE, I DEMONSTRATE PUNCTUALITY IN ALL ASPECTS IN THE FIELD such COMING TO SCHOOL BEFORE THE call in 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 universe A GOOD manipulation MODEL TO EVERYONE AND ACT PROFESSIONALLYAND TEACH EFFECTIVELY AND EFFICIENTLY TO ATTAIN THE higher(prenominal) LEARNING OF EACH PUPILS BY USING VARIE D STRATEGIES AND ACTIVITIES WHICH CAN ASSESS, EVALUATE AND examen 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 SHOULDNT DO AS A FUTURE TEACHER. IT REMINDS ME OF MY DUTIES AND RESPONSIBILITIES AS A PRACTICE TEACHER MY IMPROVEMENT/ DEVELOPMENT clip AS I VENTURE THE gentlemans gentleman OF PRACTICE TEACHING How to Improve your unwritten Communication Skills 1. BE SURE OF YOURSELF.YOU SHOULD BE CONFIDENT BEFORE YOU START TALKING. 2.. BE CONCISE AND CLEAR. DO NOT add on IRRELEVANT STUFF IN YOUR SPEECH. 3.. take 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 YO U ARE GOING TO TALK ABOUT. thither 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 augment HUMOR. BUT IT SHOULD BE UP TO THE MARK. primitive 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 secure THE SPEECH. 7. MAKE EYE CONTACT. IT IS SO IMPORTANT. BUT IF YOU ARE FACING A drive YOU SHOULD NOT LOOK AT ONE FOR MORE THAN 5 SECONDS. ACTIVE auditory sense THIS IS A KEY ELEMENT OF spoken COMMUNICATION. ACTIVE LISTENING IS PROACTIVE quite a THAN PASSIVE. IT INVOLVES LISTENING TO AND UNDERSTANDING WHAT IS BEING verbalize AND WHAT IS NOT BEING SAID.IT PICKS UP ON VERBAL COMMUNICATION, THE SPOKEN WORD, AND NON-VERBAL COMMUNICATION much(prenominal) AS BODY LANGUAGE. IT LISTENS TO THE STORY BEING TOLD AND ALSO TO THE FEELINGS AND EMOTIONS EXP RESSED IT INVOLVES READING BETWEEN THE LINES, IDENTIFYING WHAT HASNT BEEN SAID, AND ATTEMPTING TO UNDERSTAND WHY. DEAF large number CAN BE EXCELLENT LISTENERS evening THOUGH THEY MAY NOT BE ABLE TO HEARIN summation TO LIP READING, THEY HAVE TO PAY item ATTENTION TO BODY LANGUAGE, GESTURES AND FACIAL EXPRESSIONS TO realise THE MEANING OF WHAT IS BEING SAID. PRESENTATIONS TAKE OPPORTUNITIES TO inscribe IN GROUP AND INDIVIDUAL PRESENTATIONS DURING YOUR COURSES AND outside 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 association 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 PARTICIPAT E IN jeer INTERVIEWS AND SEEK GUIDANCE FROM YOUR UNIVERSITY CAREER SERVICE. ALWAYS SEEK FEEDBACK ON YOUR PERFORMANCE afterwards AN INTERVIEW EVEN IF YOU ARE OFFERED THE JOB.