Professional Documents
Culture Documents
Introduction To Teaching
Introduction To Teaching
Introduction to Teaching:
E. Code of Ethics
Rules of Conduct
1. Integrity
Internal auditors:
1.1. Shall perform their work with honesty, diligence, and responsibility.
1.2. Shall observe the law and make disclosures expected by the law and the profession.
1.3. Shall not knowingly be a party to any illegal activity, or engage in acts that are
discreditable to the profession of internal auditing or to the organization.
1.4. Shall respect and contribute to the legitimate and ethical objectives of the organization.
2. Objectivity
Internal auditors:
2.1. Shall not participate in any activity or relationship that may impair or be presumed to
impair their unbiased assessment. This participation includes those activities or relationships
that may be in conflict with the interests of the organization.
2.2. Shall not accept anything that may impair or be presumed to impair their professional
judgment.
2.3. Shall disclose all material facts known to them that, if not disclosed, may distort the
reporting of activities under review.
3. Confidentiality
Internal auditors:
3.1. Shall be prudent in the use and protection of information acquired in the course of their
duties.
3.2. Shall not use information for any personal gain or in any manner that would be contrary to
the law or detrimental to the legitimate and ethical objectives of the organization.
4. Competency
Internal auditors:
4.1. Shall engage only in those services for which they have the necessary knowledge, skills,
and experience.
4.2. Shall perform internal audit services in accordance with the International Standards for
the Professional Practice of Internal Auditing (Standards).
4.3. Shall continually improve their proficiency and the effectiveness and quality of their
services.
What is management?
MANAGEMENT FUNCTIONS:
The 4 basic management functions that make up the management process are
described in the following sections:
20 PLANNING
21 ORGANIZING
22 INFLUENCING
23 CONTROLLING.
ORGANIZING:
INFLUENCING:
CONTROLLING:
The impression you make on the first day of school can make or break you
when it comes to classroom management and organization. In my district,
we have a very short first day, only spending about 15 minutes with each
class. In some classes, students just sit around and talk, but I get
down to business right away. Students in my class leave the first day
with an assignment and a brief understanding of the format of the class.
The impression you make on the first day of school can make or break you
when it comes to classroom management and organization. In my district,
we have a very short first day, only spending about 15 minutes with each
class. In some classes, students just sit around and talk, but I get
down to business right away. Students in my class leave the first day
with an assignment and a brief understanding of the format of the class.
When students know what is acceptable and what is not, they will help
your classroom run smoothly. It is your job to make sure they have a
target or goal. The first two years of teaching I struggled to create a
clear target. My third year, when I got it right, was smoother than my
first two years combined. I had fewer discipline referrals, and my
students knew I wanted an orderly classroom.
Establish Credibility
Students need to know that you care for them. Students also need to see
that you are passionate about the subject area you are teaching. If
students feel the teacher is not knowledgeable or shows no interest in
them, they will shut down. They will begin to question, "What's the
point? Mr. or Mrs. _________ doesn't care about this, so why should we?"
Your passion about a subject should be contagious. Demonstrating that
you are credible and able to share your subject area will help you
maintain a well-managed classroom.
Establish Professionalism
Establish Value
As the teacher, you have the job of showing why school is relevant
and necessary in students' lives. They must see that you are
interested in their success. Expressing excitement and passion for
your subject area will show students you enjoy what you are
teaching. As I stated earlier, activities and materials must be
meaningful to your students. If there is no direct link between
school and the real world, what and why are we teaching? In his book
Teaching Teens and Reaping Results in a Wi-Fi, Hip-Hop, Where-Has-All-the-
Sanity-Gone World , Alan Sitomer writes, "Having an education opens
doors; not having an education closes them." It is our job as
teachers to make sure students understand that education matters and
has value.
Rules
Discipline
Classroom rules must have concrete consequences. Students will test the
limitations of each teacher from the very first day of school. Be firm,
fair and consistent. Begin by warning a student and having them confirm
their knowledge of the classroom rules. Follow-up continued disruption
by issuing demerits, detention, or other official reprimands. Never,
hit, harass, embarrass or yell at students-this is counterproductive and
unprofessional.
Scheduling
Organization
Stay organized inside and out. Keep your student files, assignments,
lesson plans and administrative paperwork in order. It sets a good
example for your students and keeps you from wasting instructional time
looking for materials. Share this system with your students. Post the
classroom calendar, homework schedule and assignments on the board.
Allow students to see how you take notes. It helps them distinguish
irrelevant information from essential details. Encourage self-directed
learning by providing students with their own agenda (notebook). You may
require students to have their notebooks checked at home or during
class.
Instructional Technique
Although you may not have flexibility over the content of your
curriculum, teachers are able to convey information as they see fit.
Tailoring your instructional technique to the grade level, subject area,
and students is very important. A hands-on demonstration of electricity
will keep 8th graders engaged, but may prove chaotic in a 3rd grade
classroom. Vary the style and intensity of your lessons. Follow-up
lecture-style sessions with relaxed group activities. Consult your
colleagues for ideas for new lessons. Learn about each of your student's
learning style. (What is their learning curve? How do they learn best?
Do they work well in groups?) These observations are crucial when
fitting your teaching style to your students needs.
Communication