Q1.Critically examines the changing role of teacher in 21st century.

(20)

It’s tempting to say that no matter how much technology pushes on education, every teacher
will always need to know iconic teacher practices like assessment, curriculum design,
classroom management, and cognitive coaching.

This may end up being true–how education changes in the next 20 years is a choice rather
than the inevitable tidal wave of social and technological change it’s easy to sit back and wait
for. Think of the very limited change in education since 2000 compared to the automotive
industry, computer industry, retail consumer industry, etc. Huge leaps forward are not a
foregone conclusion.

But it’s probably going to be a bit different than that. There are certain areas where
significant change is more probably than others. It doesn’t seem likely that eLearning–as we
now understand and use the term–will replace schools and teachers. Online courses are
inferior to in-person teaching in too many important ways to completely supplant teachers
and schools. (Blended learning is more likely to be the norm in the next decade.)

We’ve written before about the kinds of “things” modern teachers must be able to do.
Below are 15 tasks that are less skill-based–and some a bit more conceptual, collectively
representing how teaching is changing.

Teaching is no longer about classroom management, testing, and content delivery.

In all the excitement around what technology can do for education, the frustrations of the
teachers faced with using it often get drowned out. Even educators who embrace the idea of
using more technology with their students have found that it brings its share of challenges.
And many of them feel powerless to address those challenges on their own.

The most common complaints teachers have about bringing more tech into the classroom can
be boiled down to the five categories below. To fix them, teachers and administrators will
have to work together. Obviously, that’s easier said than done, but we’ve got a few ideas to
help.

Five Top Tech Problems for Teachers

1) New Technology Takes Time to Learn

Teachers don’t wake up one day knowing how to use the new technology they’re expected to
work with. Many of the tech tools schools invest in require training. Teachers are busy
already and are understandably wary of adding one more thing to their very full plates —
especially if they must do so without the in-depth support they really require.

2) Students Don’t Always Use Educational Technology for its Intended Purpose

Bring mobile devices into the classroom and on the one hand you get a lot of creative
educational uses. On the other, allowing your students to bring these devices into the
classroom is essentially adding a tool for constant distraction. Some of the technology meant
to help teachers becomes disruptive when put into the hands of mischievous students. This
gives teachers who just want to teach one more thing to police.

3) The Infrastructure Isn’t There

Let’s say a teacher is 100% on board with a new web-based technology and bases her entire
lesson plan one day around it. But then the internet doesn’t work – nothing but buffering for
the whole period. If schools are quicker to buy new products than they are to invest in support
staff and infrastructure, they’re setting educators up for trouble.

4) The Investment Doesn’t Pay Off (or Worse, Leaves Some Students Out)

The money for tech has to come from somewhere and if it’s being pulled from services that
teachers value more, they aren’t going to be excited about it. Worse, for teachers at some
schools tech presents a bigger problem: their students are left out of the fold. Assignments
that require tech that students don’t have access to puts them at a clear disadvantage.

5) The Product Doesn’t Add Anything Educational

Teachers are used to doing things a certain way that works for them. Being told that they
should instead do things this other way (that involves learning a new product) is a hard sell. If
they aren’t convinced the tech adds value for them and their students, why bother taking the
time to deal with it? And even if they do see the value a new piece of tech can add, if it’s
simply reinventing a strategy that already works, they may not feel its worth the effort.

Teachers are typically problem solvers, ready to tackle whatever issue comes their way. But
some challenges they face can’t be fixed without help and collaboration.

Five Tips for Collaborative Solutions

As is the case in so many situations, proper communication is key to collaborating with your
administration to solve your school’s tech challenges. It may take a little bit of extra work
and organization on the teachers’ part, but if you can find a successful middle ground, it will
pay off.

1) Make a Case to Administrators to Bring Teachers into the Purchasing Process

Some administrators may fall victim to “shiny object syndrome,” a malady known to afflict
people in all sorts of professions and walks of life. When they hear a great pitch from a
salesperson, the excitement of what seems possible with a new tech product may trump
taking the time to understand if it’s something teachers and students really need.

Make a case to your administration that the school’s funds won’t be spent in the most useful
way unless teachers are consulted in the decision-making process. You’re the ones on the
ground seeing the challenges students face every day, which makes you perfectly situated to
properly identify the solution. Where possible tie your argument back to ROI and cost
savings, so you’re speaking their language.

2) Provide Organized Feedback to Administrators on What’s Working and What Isn’t

A complaint here and there may be something administrators hear and care about, but to turn
that feedback into action it helps to bring it up in the right way, at the right time.

Have a meeting with the other teachers to discuss your concerns. If it’s too hard to get
everyone together outside of business hours, try meeting virtually in a forum or start an email
thread instead. Whatever the format, communicating with each other gives you the chance to
identify the main difficulties you all have in common.

Collect those most common complaints and discuss some possible solutions to propose for
them. Then carefully construct a letter or proposal to the administration that makes a
persuasive case for your suggestions. The language you use here is important, and being able
to show it comes from many of you rather than just one or two should help increase its
priority level.

3) Suggest an Incentive-Based Program for Training

Many of the teachers struggling to learn new technology aren’t resistant to the idea of it; they
just don’t have the time. And even if they could make the time, they at least need
acknowledgement from higher up that their time is valuable, and that squeezing in one more
thing is a big ask.

To get teachers on board, the school should offer some kind of incentive. Maybe it could be
in the form of money, maybe some extra vacation time. In a cash-strapped school, the
administration may have to get creative (it might help if teachers offer administrators ideas).
The point is to make sure teachers know their time is appreciated.

4) Create a Teacher-Led Committee to Interface With the Administration on Tech

Issues

In addition to being involved during the purchasing process, teachers should regularly have
the chance to weigh in on any issues they encounter. If a bad internet connection keeps
slowing down lessons, administrators should know.

A teacher-led tech committee can weigh in on whether or not more support staff is needed or
if a certain type of technology isn’t working out after all. They can bring to light challenges
the administration won’t see on its own to ensure they have a better chance of being
addressed.

5) Create a Shared Idea Bank Between Teachers to Exchange Ideas for Using Tech

This is one you don’t actually need the administration for at all. Some shared Google Drive
files can be turned into an idea bank for providing each other with inspiration. One teacher
that’s having a hard time figuring out what they could possibly use that new tech product for
can benefit from another teacher’s notes on something cool they did with it.

An idea bank can help inspire creativity amongst the teachers and make it possible to build
off each other’s ideas to create even better ones. Knowing how the technology has benefitted
other teachers can go a long way toward getting a hesitant instructor to give something new a
try.

In Short

Obviously neither of these lists is entirely comprehensive. And as technology evolves and
new shiny objects get attention in the education space, new challenges will inevitably arise.
Most of those challenges will be much easier to overcome if teachers and administrators work
out a system now to communicate and collaborate better over time.

Q2. Discuss the role of open and distance education in professional development of
teachers. (20)

During the past few years it has been observed that a large number of students have taken
very harsh steps even up to suicidal attempts. The rigidities of our existing education system
focusing on the examination and certification create havoc and unnecessary stress among the
students for passing the examination rather than giving them freedom to learn at their pace,
place and time convenient to them.
Possible Reasons of Stress among the Learners

Before we discuss about the potential of open schooling system in reducing the stress, it
becomes important to identify the possible reasons of increasing stress among the students. It
is a fact that one of the main reasons of such unwanted incidents is the faulty education
system focusing only on the completion of a programme without bothering on the
development of life skills to deal with adverse situations and failure in life. The main focus of
all the educational systems has been to get success in terms of passing examinations for
getting certificate, degree or diploma within the rigid and fixed conditions. Whereas the
heterogeneous group of students have different needs, different socio- economic and
educational background and have individual way of learning. Besides they want to handle the
life situations in their own ways. We are teaching them to learn books, pass examination, get
certificate and any how manage to get job. But we fail to develop life skills on how to cope
up with the failure, adverse situations, and manage other challenges of life. It is generally
assumed that adverse life events or challenges cause stress. If this stress becomes very
chronic, it leads to stress related diseases and sometimes suicidal attempts by the students.

Teacher education in Pakistan :(Training of Pakistani Teacher)

The lack of interest of Government towards the development of education in order to achieve
brilliance in the field of education is mainly lacking but thanks to Allah the era has come
where Government is taking positive steps towards the teacher education in Pakistan. This
will result in positive manner of the development of education of teacher and of course for
the students. In order to increase the level of education within the country so that we may
trained teacher in country ADE and Bed level programs are offered for the teacher education
in Pakistan.

The other main problem which we are having is the lack of interest of best minds towards the
field of education. It has been seen that best minds are not interested in the field of education
and to magnetize them towards teaching can be done by financially raising the standard of
teaching. If a teacher is financially safe and sound then he or she will be more comfortable
towards teaching. This also should be made the part of teacher education in Pakistan to have
best trained teacher so that they become attractive towards the field of education in Pakistan.
The other main issue is of quality curriculum as educationists very well know the importance
of quality curriculum. It should be imposed same throughout the country in order to have
educationally strong nation.
Strong development of education

Dual curriculum is another issue which is not letting strong development of education in
country. Usaid is also playing its role towards the teacher education in Pakistan by financially
supporting the cause of trained teacher in Pakistan. These some pointed problem needed to be
solved in order to have strong basis of teacher education in Pakistan which will contribute
towards the making of strong nation of country. Internet is considered as one of the important
sources for identifying teaching-learning material. However, it was observed that some of the
faculty members are not literate in computers and Internet. So they are facing challenges in
accessing the teaching-learning resources that are available on the Internet or in soft version.
Therefore, the faculty members of colleges need to be helped in acquiring workable computer
and Internet skills.

Third, the new curriculum demands new teaching strategies such as collaborative, inquiry and
activity- based teaching approach. However, a majority of the faculty in the teacher
institutions are not oriented with the teaching strategies demanded by the ADE and BEd
programme. Therefore, the professional development of the faculty at teacher training
institutions should be given priority along with the curriculum development.

Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives
after completion of the Pre-STEP project. Many educational initiatives in the past died away
with closure of the projects. Therefore there is a dire need to develop a clear road map for the
continuity and sustainability of reforms.

Education is surely the back bone of development in any county, In Pakistan the educational
policy commute very often. Every government strives to implement different practices with
the aim to raise the standard of education. However there are still huge discriminations about
the exposure of education among different segments of society. Unfortunately every
education policy implemented in Pakistan has failed to come up with one standard level of
curriculum for all students. A lot of factors are responsible for it. including but not limited to,
level of income, religious views & the existence of private schools & colleges. The schools
administered by the state are not completely capable for providing quality education.
Especially the subjects that are thought in English language are ignored by most of the
teachers & students. So there is still a big room of improvement.

Literacy Graff:

As a matter of fact a new education policy is implemented this year. Education policy 2009 is
implemented with a focus to increase the literacy rate in tribal areas of Pakistan, which was &
still is the major ground for terrorist people since many years. The objective of this policy is
to seek a steady increase in literacy rate in that part of the country, by achieving the target of
86 per cent overall literacy rate, according to the policy Grades 11 and 12 of the college
will be merged into the school education in near future. the higher education sector will also
be raised by existing 4.7 per cent to 15 per cent by 2020.

In service teaching criteria:

The teacher training and its frame work in our country is a lengthy and though matters but at
the same time some policy can make a good criteria about the teaching psychology to groom
more and more variance in teaching concept. While revealing the challenges Pakistan has in
its education sector is a lengthy story. The first 10 years of academic life is very important for
students. However the schools run by private entities are good in providing quality education
with qualified teachers & where English is considered as the medium of instruction. But that
school are limited to rich families. We are here to talk about general public. The big problem
in the state run education system is English. Yet the policy makers have to accept that
learning more about English is very necessary at primary level of education. We are living in
an era where if we didn’t get command over English we cant expect big improvement in the
quality of teaching education.

Better suggestions:

It is about time we gave up making new policies and actually started implementing the old
ones. Three important steps need to be taken at once. Firstly, there has to be a complete
empowerment of district and local governments as providers of education specially secondary
education and teachers training about school method. Secondly, crash programmes need to be
introduced in order to improve enrollment; adult literacy packages need to be provided
because we are already very late. Lastly, a greater involvement of the private sector is needed
in providing secondary and higher-level education within a pro-poor regulatory framework
that prevents the COM modification of education. These interventions need to be
complemented by a comprehensive madrassa reform, whether the madrassas like it or not,
and dismantling of the ‘jihadi,’ xenophobic and shameful curricula edifice that provides an
illusory cover to a crumbling and defunct.

Basic education:

Since 1970’s, teacher education for all teachers in basic education has been arranged at
universities. Before that primary school teachers were educated at teacher-training colleges
and they had about 3 years education. Secondary school teachers had academic discipline
education (about 5 years) in universities and thereafter practical teacher training in normal
schools connected with universities or teacher-training colleges. In 1979, the basic
qualification for secondary and primary school teachers was defined as a Master's degree in
the form of programmes requiring about 5 years to complete. The purpose of this
modification was to unify the core aspects of elementary and secondary school education and
to develop an academically high standard of education for prospective teachers. Teacher
education for the secondary school level was also reformed by expanding the scope of
pedagogical studies.

Secondary school teaching practice:

Teachers’ pedagogical studies also include supervised teaching practice. The aim of guided
practical studies is to support students in their efforts to acquire professional skills in
researching, developing and evaluating teaching and learning processes. In addition, students
should be able to reflect critically on their own practices and social skills in teaching and
learning situations. During supervised practical studies, students should meet pupils and
students from various social backgrounds and psychological orientations and have
opportunities to teach them according to the curriculum. Teaching practice is integrated with
all levels of teacher education time. It is supervised by university teachers, university training
school teachers or local school teachers depending on the phase of practice.

Admission to secondary school teacher education:

In Finland all universities have Numerous Clauses system. It means that the universities
accept only a certain number of applicants and it is related to the amount of degrees
negotiated with the Ministry of Education. The universities are accountable for their results
and funded according to it. Usually only one forth from applicants can be accepted. Teacher
education, especially class teacher education, is one of the most desired study programs.
Because of a big amount of applicants, only 15% can be accepted. Also secondary teacher
Education has become more and more popular in most subjects. In general, admission to the
university is difficult for young people wishing to pursue a career as a subject teacher as only
a small percentage of the applicants is granted admission to studies in the relevant faculties.
This is true particularly for biological subjects, but there have been recently problems in
recruiting talented students in mathematics, physics and chemistry and in some foreign
languages. There have been many efforts to attract new students and this has resulted in a
change from the to in the organization of student admission programmes of the faculties.
These efforts include utmost flexibility in timing of studies and arranging entrance tests in
some faculties occasionally as often as three times a year.

Professional development of teachers:

Teacher education for secondary school teachers has not proceeded without tensions. There
have been contradictory missions, in some cases even strong conflicts between faculties of
academic disciplines and education. A major reason of tensions has focus on a questions how
much teachers need pure academic content knowledge and how much pedagogical studies.
From a viewpoint of academic disciplines content knowledge has been the most important in
teachers’ work and from educational faculties have stressed Teachers’ capacity to be
interaction with students and to take care of learners. This polarity has decreased during last
twenty years little by little. Some reasons of this change can be seen at least from the
following

Social moral and teaching profession:

Teachers’ work is always very context-bound, depending on learner age level, cultural
conditions, available resources and the contents that they are mediating to learners. Teachers
and teacher education are also clearly related to national goals and purposes. The welfare and
economy of the society definitely depend on the quality of educational outcomes, and these
are associated with teachers’ competences. Besides being guided by of national and local
community-based goals, teachers’ work also has more generic aims. They open doors and
windows to cultural enrichment and help people to understand other human beings and their
cultural contexts. Teachers are key actors in promoting human rights, justice and democracy
in a global world. In Europe, teachers have in important role in advancing intercultural
understanding and mobility.

Pre service teacher training in Pakistan

At Teach for Pakistan, we believe that excellent teaching is a practice in excellent leadership.
Truly transformative teachers – whose students make remarkable gains in academic and non-
academic learning – employ the same tactics as leaders in any field. As a result, the entire
Teach For Pakistan experience is developed around the Teaching As Leadership framework
that sets out a clear roadmap for Fellows to implement in their classroom and school
environments. The following elements of this framework are incorporated into the pre-service
teacher training and on-going support offered to our Fellows

Set Big Goals

Set ambitious, measurable goals for academic achievement and life-skills learning among
students. Goals must be aligned with academic content standards outlined in the national
curriculum and with life skills content standards adopted by Teach for Pakistan. Invest
students and communities in working hard towards achieving these goals. Motivate students
by instilling the belief that their hard work can and will result in achievement and that
achievement in the classroom is crucial to succeeding in later life.

Plan Purposefully

Chalk out the route towards achieving these goals and plan each lesson in a logical sequence
that leads to success.

Execute Effectively

Create a classroom that has discipline and structure but is also a space for interactive learning
and critical thinking.

Continuously Reflect and Improve Performance

Gauge student performance through regular assessment and use that data to identify gaps.

Work Relentlessly

Focus on factors critical to teacher and student performance. Rely on all support mechanisms,
including the Teach For Pakistan staff, other Fellows and school colleagues, to sustain
motivation and commitment amidst challenging circumstances. The leadership skills that our
Fellows gain through teaching are highly transferable to any field such as policy, business,
management, journalism and education itself. This two year experience is compatible with
the pursuit of a very broad range of personal and professional goals.

Q3.Examine the influences of society and culture on teaching profession. (20)

We seem to be no closer to establishing what the most important factors are that make
children succeed, apart from brilliant teachers. As a society, we spend an inordinate amount
of time, resources and money looking at how to improve the quality of education in our
schools.

The questions we ask ourselves are always the same. How do we improve the quality of
teaching and learning? (and its corollary, our examination results?) How do we make our
children more motivated and competitive? And how do we get children to value and ‘own’
their education?

And yet, after all the talk of new methodologies and curricula; after new and different
methods of teaching and models of assessment; after all the time and money spent on
technology; after the personalisation of education and differentiated teaching; after learning
styles and habits of mind; after mindfulness and Every Child Matters; after the debates about
continuous and formative assessment; and after all the constant tinkering, bureaucratic and
legislative, with their greater focus on data and compliance, we seem to be no closer to
establishing what are the most important factors that make children succeed.

The only consistent factor we can identify is the role of the teacher, whose abilities and
skillset, knowledge and enthusiasm are crucial in determining the success or otherwise, of the
children they teach. Teaching, after all, is about engagement, about getting children to listen
and switch on. The best investment any government can make is to get the most effective, the
most talented, the best teachers they can in front of the children. Teachers have a large impact
on students' lives beyond the classroom. This lesson describes ways teachers can participate
in school outside the classroom, explains the importance of doing so, and provides examples.

A Teacher's Role in Education

Teachers play important roles in the lives of the students they encounter. They impact what
and how students learn every day in the classroom, and their encouragement and nurturing
helps students do their best and reach goals. But their influence goes beyond what we see in
the day-to-day interactions within the school walls. Effective teachers have the opportunity to
contribute beyond the scope of the classroom and school day.

Teachers can show they're invested in students' lives and the community outside the
classroom. Besides their responsibility to educate students, teachers play an important role in
character development, or the shaping of a student's reputation, honor, and integrity. When
they form relationships with students by attending sports games, student productions, and
other things, educators show care for their students beyond grades and success in the
classroom.

In this lesson, we'll look at an example to exemplify contributions outside the classroom: Bob
is a teacher who supports his students, their families, and the learning community in many
ways. Let's take a look at a look at a few of those ways.

Classroom management influence student learning environment and student learning

outcome

A growing body of research in classrooms has demonstrated that teachers do make a tangible
difference in student achievement (Vescio et al. 2008; Ronfeldt et al. 2015). According to
Vermunt (2014), high quality teacher learning influences student-learning outcome as a
result. Teachers must undergo cognitive and metacognitive learning processes in order to
achieve learning outcome in the form of changed believes about their practice or, even better,
change in behavior.

These processes are cognitive thinking activities that are used to process learning content, for
example classroom management. Teacher outcomes in terms of improved knowledge and
skills in a field of classroom management influence student learning environment and student
learning outcome because of changed student learning processes (Vermut 2014).

According to Pianta and colleagues (2012), teachers should concentrate on emotional

support, classroom organization and instructional support aspects of classroom interaction
among teacher and students. To be able to do that, it requires that the teacher, possesses a
certain set of knowledge and skills to understand how these three domains work, what
difference they can make for a teacher in the classroom and why they are so important. It is a
research proven knowledge that classroom interaction is a tool for any teacher, which will
support him/her in any classroom situation.

Professional development should be implemented in teachers' schedules

Teachers with high quality teaching tend to do and find out more about their own craft,
pushing out the boundaries of their learning and teaching, looking for the new topics and
ways to teach. However, in order to achieve their maximum potential, ongoing professional
development should be implemented in their schedules.

Teachers provided with proper training on up-to-date information and new research on
classroom management, on emerging technology tools for the classroom, new curriculum
resources, and more, could become a successful factor to their schools. The best professional
development is ongoing, collaborative, and connected to and derived from working with
students and understanding their culture (Darling-Hammond et al. 2017; Borko 2004).

My PhD thesis indicates a positive link between teacher learning in classroom interaction and
student outcomes as perceived by the teachers themselves. Effective teacher learning and
professional development is important for student achievement.
Q4. Explain the interplay between value education and teaching profession. (20)

Teaching in a classroom setting may be on its way to becoming a method of the past, but it is
still a training tool needed for the future, especially as a means of learning how to lead,
instruct and engage students in any type of classroom setting.

When a question is asked — ‘who is a human being?’; and as an answer to this question, it is
said — ‘A human being is the supreme creation of God.’ But soon next question jumps up
like a boomerang — ‘Is human being maintaining his or her supremacy?’ In the present
scenario, is he or she behaving as per the rules and regulations in the society? Such questions
really remain without any satisfactory answer! In today’s materialistic and scientific age, men
and animals do not seem to be different from each other.

However, only one characteristic differentiates them. It is intelligence. A human being can
think. He or she knows what is good and what is bad. He or she also knows what is right and
what is wrong. Such differentiation animals cannot make.

But a human being can. Yet, regret to note that today’s people have become more
materialistic, more money-minded and more and more concerned with his or her own beliefs
and benefits.

There is absolutely no time for him or her to think of others. People have become so self-
centred that they cannot see the sorrows of others. Hence, it is correctly said that today people
have completely lost the cultural values! Education is usually looked upon as an organised,
purposive activity with pre- established goals. But in reality it does not seem to be so.

In fact, education is essentially the art of learning, not only from books but from the whole
movement of life. Good education is that which helps pupils to deal with life as a whole, and
as helps them to discover lasting values. True and good education helps the pupils to discover
true values which come as unbiased investigation and self-awareness.

Globally, there is an overwhelming concern over the quality and relevance of education. The
progress of a country depends on the quality of education which further depends on the
quality of teachers and teacher- education system.

Teaching is considered as one of the noblest profession and the teacher is of paramount
importance in the field of education. The teacher is the key person on whom depends the
future of mankind. In fact, teachers can do miracles, which can shape raw material into a
finished product.
As Chanaya has rightly said:

However, for this, a teacher has to be conscious of his or her role model, through his or her
conduct, action and adherence to human values. In fact, every profession has certain values
attached to it; and a person can do justice to his or her profession, if he or she obeys those
values. Hence, professional laws are very essential for becoming a good teacher. A good
teacher is non-stop learner to play his or her role effectively.

On account of this, role of the present-day teacher has become very challenging, complex and
multifaceted. The challenges can be easily met if the teacher works towards his or her
profession with commitment and obeys the professional laws. In fact, a teachers job is more
difficult than the recognised professionalists. Professional ethics demands that a teacher
should not try to exploit, school influence for private gains.

The all-round development of the pupils depends upon the professional competency and
efficiency of teachers. Professional values for teachers measure all the characteristics of
teaching profession like responsibilities, attitudes, honesty, fairness, integrity, diligence,
loyalty, cooperation, justice, faithfulness, respect for others and self, teaching procedures,
assessment of students and conduct of behaviour.

In today’s atmosphere of competency, proper training of teachers is very essential. Because

this helps them to inculcate desirable values in their pupils. Teacher is not merely a given of
information; but he or she is the one who points the way to wisdom and truth.

Good teachers maintain the perfect equality between them and the pupils; and it is they who
create read freedom in the institution. Education and significance of life must be synthesized,
because peace starts in the individual and then grows into world peace!

Because of the above said facts teacher must be provided value-oriented education; and
teachers’ training institutes should develop ethical values through seminar, training and
colloquium. There should be in-service training for teacher-educators.

Because a teacher has to discharge unlimited responsibilities, he or she must be very much
well-versed with all types of professional values. Hence, a teacher must necessarily have
good knowledge of values. In fact, values should become the core of teacher education
without which education is not at all considered complete.

The virtual classroom cannot replace the traditional classroom because it is by its very
essence or nature not completely 'real.' Teaching on the Internet is teaching in virtual reality,
but not in reality.

Does that mean that any type of education given or received on the Internet is not real?
Absolutely not. The teachers are real. The students are real. The material is real. The
atmosphere, however, is not real, and that is why virtual teaching cannot replace classroom
teaching.

Thinking About Development

Tracey is a middle school teacher who is really interested in learning more about philosophies
of education. Tracey knows that the adolescents she teaches are still young in many ways, yet
they often seem quite sophisticated. In order to understand what type of education will be the
most meaningful to her students, Tracey decides to do some research into the
process of development.

Development refers to growth in a variety of domains: intellectual, social, physical, and

emotional, to name some of the big ones. Tracey focuses on understanding the process that
children go through as they grow from being infants, aware only of themselves and their
immediate caregivers, to being children who can play and learn with others and begin to
understand what it means to be a part of a community. Tracey can see that her own students
are capable of understanding some ideas about people they cannot even see or know, and
about the world as a big and open place. She can understand that at this point in their
development, their education can be valuable to them by meeting them where they are in
terms of their capacity for understanding. Thinking about development is important for
teachers and educators, because an education that does not take development into account is
unlikely to be meaningful or valuable to children.

Value For Individuals

Tracey then begins thinking about the value, or worth, of education. She knows that one way
education is valuable is simply for the individual. For one thing, she knows that education,
and specifically formal schooling, will help many of her students achieve their personal and
professional goals in life. Talking to students, though, she can also see that education is
valuable to them because it helps them love themselves and others. When students read and
write, they learn about themselves and the world around them. Education in math and science
can help students feel in control of and in touch with their environment, and can help them
live their lives independently and make a difference in the world. Education in realms like
art, music, and physical education can help individuals develop taste and personal value
systems, as well as a sense of aesthetics and health. Tracey becomes increasingly convinced
that education is valuable to students on an individual level.

Q5.Explain why professional ethical standards are not taken care of in our school
teaching. (20)

The code of ethics for teachers is designed to protect the rights of the students, all the
students. It is important that teachers understand that when they get a teaching position they
are agreeing to follow the code of ethics. some the things that were in it. Teachers are
expected to be fair to all their students and not to take advantage of their position in any way.
For example, you can't accept expensive gifts from students because it might appear to bias
you. You can't push your personal beliefs on students because they are a "captive audience".
You need to have a professional relationship with all students and not let it get too casual and
familiar. Apparently, there is quite a bit of abuse that is happening in the school. You need to
protect your students' safety and not believe that this is someone else's job. The main thing is
not to abuse the power that your position, over your students, might give you. Think through
the implications of what happens. Also, our country separates "church and state". Whether
you agree with this or not, as a teacher you need to respect this and keep religious bias out of
the classroom.

Teachers are a special section of society. They are responsible for the education of society's
youth. They are also responsible for ensuring that the students within their care are found
within the most positive, safe and encouraging learning environment possible. If they cannot
secure this, then teachers can be sued for negligence. They have a duty of care towards their
students, and if this is betrayed, then teachers have a responsibility to face the consequences.

Teachers have a need for information in their classroom. They have to be fully aware of all
learning, behavioral and medical problems that could occur and are responsible to be trained
to deal with anything that may occur. From this, they need to be aware of any medications
that may be needed during the day and how to administer them, as well as any support
services that a student may be availing of. Teachers are responsible to all students equally -
while one student or another might avail of their attention more often, a teacher is responsible
for them no more or less than they are responsible for students who do not require their
attention. If a teacher does not act accordingly to all students, then their duty of care and their
responsibilities to all have been infringed upon, and the school authorities are responsible for
dealing with this.
Teachers are government workers

The standing of "in loco parentis" has been applied to teachers - they have the rights and
responsibilities of a parent while the student in under their care. This is a comparison only, as
it is superseded somewhat by the fact that teachers are government workers. However, in
some areas, this comparison of teacher to reasonable parent exists and is the 'norm'. The
Supreme Court has used this basis to make rulings on cases involving Teachers and their
Students, and parents have grown to expect that when they drop their children off at school,
they are being looked after with care and concern.

Teachers and students share a very unique relationship. They spend the majority of their time
interacting with each other, yet there always seem to be a feeling of conflict between each
other. In a sense, there always seems to be battle occurring between the two groups with the
school itself acting as the battlefield. It often appears that the major goal of the school system
is to outwit and scheme against the students. This rifted relationship does not occur at all
times nor with all people, there are some instances of qualitative emotional sharing between
the teachers and the students. It takes a lot of courage to be either a teacher or a student in the
school system today. Courage, because that everyday bears witness to another battle. One of
the major components of these everyday battles is the notion of discipline or misbehavior.
Teachers use discipline as means of creating an optimum learning environment for their
students. There has been a vast amount of research dealing with the use of disciplinary
procedures in the school system. The evidence suggests that rather than focusing on
disciplining the child, teachers should focus on affecting the childs life in a positive manner.

Several causes of discipline problems

There are several causes of discipline problems in the school system today. There has been a
great amount of evidence presented to suggest that classroom management problems are
more effectively dealt with through prevention techniques. Thus it is very important to look
at the roots of the problems in order to construct a successful prevention plan. The causes of
classroom misbehavior are broken down into two distinct subgroups; in-school causes and
out-of-school causes. We will first take a look at the out-of-school causes.

The notion of societal violence is becoming a more important issue each and everyday. Both
adults and youths are becoming more and more accepting of the prevalence of extreme
violence in todays society. Children are being exposed to violence almost everywhere they
go, in their neighborhoods, at home, and in the school. This exposure to violence has had dire
effects on the behavior of children in the present school setting. Children have become more
physically and verbally aggressive toward their teachers and their peers. Children are
becoming desensitized to the negative consequences of such violent behaviors. The increased
level of aggression in students has increased the importance of an effective classroom
management plan. Many teachers and administrators have come to rely on using disciplinary
measures to rectify the problems with misbehavior in their schools.

Another contributor to the increased levels of violence present in schools is the effect of the
media. Through milieus such as television and the computer (internet) children are constantly
exposed to violence. Even shows that are designed for children are filled with scenes of
violence. The Internet has opened a whole new world for children to explore. Even though
there are many educational benefits provided by the Internet, the amount of inappropriate
material available is beginning to outweigh the beneficial material. Many children have
difficulty separating reality from fantasy and this often creates problems when these negative
misconceptions are brought into the school system.

Presence or absence of a secure

One of the major factors influencing a childs behavior in school is the presence or absence of
a secure family environment. Many children do not have the pleasure of growing with a
traditional father and mother family. The incidence of single parenting, divorce and
separations has been on the incline. This lack of stability has left children in a search for
security. This security is often found in peer groups both in and out of the school system. Peer
pressure within these peer groups is often a source for rebelliousness and misbehavior in the
school system. Evidence shows that the inconsistent disciplinary techniques used by the
parents at home often reflect the childs misbehavior in school.

One final out-of-school cause of discipline problems is the fact that childrens temperament is
plastic. Children tend to be very inconsistent with their temperament, this makes them very
difficult to manage. Sporadic personalities often give rise to discipline problems in the
classroom. Teachers have great difficulty anticipating their actions and thus are often
surprised by their behavior.

Discipline problems

Discipline problems do not only originate from sources within the home and the community,
they also are formed within and sometimes due to the educational system. The first in-school
cause of misbehavior is the fact that students are often bored. Teachers perceive this
expression of boredom as a behavior problem. It is inevitable that students are going to get
bored with certain subject areas. The ability to hide this boredom and appear interested is
what separates the behavior problem students from the "normal" students. Teachers put a lot
of work into their lessons and they feel that it is insulting for a student to appear disinterested.
The nature of this problem takes on a double-sided effect. On one hand the student is
somewhat responsible for not trying to exercise proper etiquette and on the other hand the
teacher is responsible for not accepting the fact that some students cannot help being bored
with the curriculum.

Students with decisions and rules

Schools that do not involve their students with decisions and rules often encounter more
problems than those that do. The administration or the school board makes most of the
decisions within the school system. Students have very little say in what occurs in the school
setting. Thus students often see this situation as a power struggle between them and their
teachers/administration (more so the teachers). This struggle often results in the students
rebelling against the teachers in an attempt to gain power. For example, if the rules of the
school and the classrooms are made without the consultation of the students, the students will
not likely see the logic of these rules and be prone to break them to show off their power.

The lack of rule limits and the imposition of unclear rule limits often results in the students
trying to extend the boundaries of these rules. The absence of a standard set of rules and
consequences for breaking them often presents an opportunity for misbehavior on behalf of
the student. These rules and consequences need to be consistent for every student in the
school. Teachers often impose rules differently for different students. A lot of the rules tend
to apply only to the students who have a history of discipline problems. By doing this
teachers are often giving these students the feeling that misbehavior is what is expected of
them. These students then tend to live up to this expectation by continuously misbehaving.

Regulations of the school and the classroom

When stating the rules and regulations of the school and the classroom, teachers often tell
students what not to do rather than what is expected form them. This negative focus is based
on the assumption that students know what to do and they choose not to do it. But do students
really know what is appropriate behavior for all situations? Proper behavior and etiquette
involves a lot of learning and training. In order to maintain successful classroom
management, teachers must begin to put their rules in a more positive context. When a
teacher does use negative connotations of rules, students often see that teacher as being a
more negative teacher, thus putting stress on the student teacher relationship. When there is a
good student teacher relationship classroom management becomes less of an issue.

One other common cause of misbehavior in the classroom is the idea that students known for
their misbehavior often give up on themselves academically. They begin to feel like they do
not fit in with the other students. They often use misbehavior as a defense mechanism to
avoid being embarrassed in the classroom. Many students strive for recognition, but feel that
they cannot get this recognition through their academic work. Thus, they look for recognition
in other ways. This often occurs in the form of misbehavior. It is the responsibility of the
teacher to include these students in all aspects of the classroom, especially in academics. The
teacher must use his classroom control to increase the students view of their academic self
worth.

Student misbehavior is often a form of rebellion. Sometimes acting out is used by students to
gain attention, or to find a place where they fit in the school community. And other times
acting out is simply a symptom of restlessness or boredom. All of these causes can lead to
behavior which is disruptive to the classroom environment, and which can be difficult to deal
with, or curb. It has been shown, however, that a commitment on the part of educators to a
democratic environment can not only be a solution to such behavioral problems, it can
prevent them from arising in the first place.

A teacher's commitment

A teacher's commitment to a democratic environment has many benefits. If acted upon

effectively, it can establish an air of mutual trust and respect between teachers and students,
as well as the community. Effective classroom democracy also brings the student into the
problem solving process as an active player, increasing the student's self-esteem and
willingness to co-operate. This, in turn, makes it easier to establish enforceable rules, and
increases the effectiveness of disciplinary action. Effective use of democracy also improves
the overall learning environment by decreasing the boredom that can lead to misbehavior, by
personalizing learning for the students, and by making evaluation more meaningful, and
helpful to the individual student. Taking a closer look at the theory of democracy in the
classroom, and several ways to show a commitment to democracy, will offer a better
understanding of just how far it can go to make the school more effective for students and
teachers alike.
The democratic process helps to build this sense of responsibility, first of all, teachers must
create an air of mutual respect in the classroom. By including students in many levels of
classroom decision- making, teachers can help them to feel more at ease, and welcomed. The
students will feel that they do matter, and that their opinion is valuable. They will be more
motivated to co-operate with their teachers and fellow classmates. They will also realize that
the teacher respects them, and is there to interact with them, and help them, and not just to
control or subjugate them. Helping the student to feel as though they are a part of the class,
and belong in the class, is key to preventing behavioral problems because it establishes a
sense of responsibility, and respect towards the teacher and fellow classmates. By extending
this democratic process to include the community, educators can extend the air of mutual
respect into a three-way relationship between students, the school, and the entire community.
This has the benefit of increasing community interest and involvement in the school,
increasing community respect and support for the initiatives of the school and its teachers,
and increasing student interest and involvement in the community. The overall impact of the
democratic process would be to make the school environment more comfortable for students,
and more comfortable and manageable for teachers.

Improve the school environment

The first step to using democracy to effectively improve the school environment is
establishing a set of core values, a workable system of rules, and standards of discipline.
Establishing a set of core values is necessary as a base for any rules to be used in the school.
It also provides educators and parents with a base in which to ground their own decision-
making processes. A core set of values is something that the school can easily create through
consultation with the community -- a method that ensures the school's values are in line with
those of the surrounding community. Studies have shown that the five most common values
of any community include compassion, honesty, fairness, responsibility and respect. It is easy
to see how such values can positively shape the rule-making process. From there, a core set of
rules can also be established for the entire school. This can also be achieved through
consultation between educators and members of the community, including parents,
community leaders, and business leaders. All of this will ensure that the school's basic rules
reflect the values of the community, and increase the level of community and business
interest in, involvement in, and respect for the school.