Professional Documents
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We Can Divide The Teaching Act Into Three Phases of Teaching As Shown Below
We Can Divide The Teaching Act Into Three Phases of Teaching As Shown Below
Teaching is an important part of the process of education. Its special function is to impart knowledge,
develop understanding and skill. Teaching is usually associated with 7 R’s.
PHASES OF TEACHING
Teaching is a complex task. For performing this task, a systematic planning is needed.
Teaching is to be considered in terms of various steps and the different steps constituting the process
are called the phases of teaching
If we want to obtain a complete description of the teaching activities, we must consider what the
teacher does before and after his regular teaching in the class.
Phases
We can divide the teaching act into three phases of teaching as shown below:
In pre-active phase of teaching, the planning of teaching is carried over . This phase includes all those
activities which a teacher performs before class-room teaching or before entering the class-room.
Fixation of goals
Decision making about the subject matter.
Arranging/sequencing the elements of content for presentation.
Decision about the strategies of teaching.
Distribution of teaching strategies.
The second phase includes the execution of the plan, where learning experiences are provided to
students through suitable modes. All those activities which are performed by a teacher after entering
in a class are clubbed under interactive phase of teaching.
The following activities are suggested for the inclusion in the interactive
phase
The Post active phase concerns with the evaluation activities . This can be done in a number of ways
including tests or quizzes or by observing student’s reaction of questions verbally or in written form,
CONCLUSION
It is evident from the above description that to achieve the teaching objectives, the three aspects of
teaching activities should be arranged in such a way that when the changes occur in the thinking and
working systems of pupils, creative thinking should also be developed in them.
Professional responsibilities
As a NSW public school teacher, you have a responsibility to ensure that students
gain the knowledge and skills they require to become effective learners and
ultimately effective and responsible citizens and to understand and appreciate the
values and beliefs supported by Australian society.
You also have a responsibility to meet the high standards of professional and
ethical behaviour required by the department, the public, parents and the
profession itself.
Teachers undertake this responsibility within the framework of the law and lawful
instructions from the employer.
The responsibilities listed below provide guidance for teachers as members of the
teaching profession and will assist in giving direction to your interaction with
teaching colleagues. They will also guide you in meeting the needs of students, in
working with parents or caregivers and other staff, in liaising with the public and in
being responsible and committed employees of the department.
Be conscious of your special duty of care to the students of the NSW public
education system in all educational activities in and out of school.
Demonstrate the highest standards of professional behaviour, exercise
professional judgement and act in a courteous and sensitive manner when
interacting with students, parents or caregivers, staff and the public.
Collaborate in the development of school plans, policies, and programs.
Devise and document teaching and learning programs and develop and
implement appropriate evaluation mechanisms.
Be conscious of the need for equitable treatment of all students, including
those with disabilities or other special needs; meet the individual learning
needs of students and assist each student to maximise his or her learning
outcomes.
Effectively manage and implement programs for child protection and student
welfare.
Undertake appropriate ongoing professional development to promote
competence in curriculum development, delivery and evaluation, classroom
management and teaching skills.
Comply with legislative and industrial requirements and the Department's
Code of Conduct, policies and procedures.
Be familiar with the provisions of legislation relevant to your official
responsibilities.
Comply with reasonable directions given by a supervisor/principal and
adhere to the official guidelines concerning the performance of your duties.
Implement the priorities of the Department and the school and ensure your
professional actions reflect Government policy and departmental procedures
and guidelines.
Be fair in exercising delegated responsibility and promote personal and
professional development of staff.
Perform your duties efficiently and effectively and with honesty, integrity and
fairness at all times.
Ensure that decisions are made fairly and conveyed promptly both within the
Department and to those students and members of the public who have a
right to know.
Use information gained in the course of employment only for proper and
appropriate purpose.
Use public resources economically.
Except in the discharge of official duties use no information gained by or
conveyed to you in the course of those duties.
Without the express direction or permission of the Minister or the Director-
General, not disclose (whether directly or indirectly) any such information.
Behave in such a manner as to protect and enhance the esteem and
standing of public education. In particular:
o You must not, under any circumstances, have sexual relationships with
students. It is irrelevant whether the relationship is homosexual or
heterosexual, consensual or non-consensual or condoned by parents or
caregivers. The age of the students or staff member involved is also
irrelevant.
o You must not, under any circumstances, engage in conduct of a sexual
nature with a student. Improper conduct of a sexual nature by a teacher
against a student includes sexual intercourse and any other form of child
sexual abuse (which must be notified) as well as but not limited to:
inappropriate conversations of a sexual nature; obscene language of a
sexual nature; suggestive remarks or actions; jokes of a sexual nature;
obscene gestures; unwarranted and inappropriate touching; sexual
exhibitionism; personal correspondence with students in respect of the
teacher's sexual feelings for the student; and deliberate exposure of
students to sexual behaviour of others, other than in the case of prescribed
curriculum material in which sexual themes are contextual.
Prescribed medications and non-prescribed medications (such as
analgesics) should only be administered in accordance with departmental
guidelines. You must not give students alcohol or other drugs, or encourage
or condone the use of alcohol or other drugs by students.
Teachers must not, under any circumstances, use any form of discipline that
includes any threat of physical violence or harm, corporal punishment or
engage in any form of behaviour which could cause physical, emotional or
psychological harm of any kind to students.
The profession of teaching necessarily brings teachers into close contact with
children and young people. Effective teaching is based on warm, mutually
respectful relationships between teachers and students.
With a growing awareness that abuse of children can occur in all areas of the lives
of children and young people, parents and carers are increasingly vigilant. Having
their behaviour under increased scrutiny is a professional challenge for teachers. It
is important to remember that the privilege and many benefits associated with
employment in a role that involves work with children also carries with it
expectations of the highest standards of care and protection for them. Processes
are in place to ensure that the rights of staff are protected and that procedures are
fair in the investigation of any concerns raised about staff behaviour. There have
been occasions, for example, when teachers' actions have been misinterpreted.
3. Teacher-student relationships
3. Teacher-student relationships
Here are 5 reasons you should take the internship and feel great
about your decision:
1. To gain experience.
You lack experience and this is the only way to get it. The best
experience comes from internships because you get to do a bit of
everything! You get to see and experience the different roles that
people play in certain companies and see working life from different
perspectives. This is good to take into the working world with you
because at times, you will be asked to do various tasks involving
different elements of the company. This way, you would have
already had a go at things and understood how to multitask.
5. Build confidence.
Whether it be public speaking, giving presentations or simply
suggesting new ideas, internships will build your confidence which
allows you to grow as both a worker and a person. Confidence is key
because if you don’t believe in yourself…who will? There is a fine
line between confidence and arrogance, so make sure you don’t cross
it because no one likes an arrogant worker! Internships will help you
to build confidence through practice which will also help in your
personal growth. After all, practice makes perfect!
7. To communicate
Internships require you to both work individually and within a team.
You learn to communicate in new ways to build professional working
relationships with people of all ages. This is great because it allows
you to be open to other peoples ideas and to get creative in a
team in order to build better ideas and ultimately, to build a
better company.
Well I’m really excited by this position at Midnight Consulting because in five
years, I’d like to be seen as someone with deep expertise in the energy sector,
and I know that’s something that I’ll have an opportunity to do here. I’m also
really excited to take on more managerial responsibilities in the next few years
and potentially even take the lead on some projects. I’ve been lucky enough to
work with some amazing managers, and so developing into a great manager
myself is something I’m really excited about.”
In reality, that is not possible, that we really have no plans. If in any case we say no, that
is my plan that I actually do not have any plan or I don’t care where I will end up. Then
my very simple question is: Are you not working towards it? Are you not studying for it?
Are you not trying to make yourself better?
If we know the answer to any of these question, then we do have a plan towards our
future. Deep down in our heart, we do know where we want to see ourselves in 10 years
from now. These plans or better put as our efforts will work or not, whether we will reach
where we actually want to or not, is a whole lot different story.
Now, to answer the question, I would like to answer in a retrospect till I get to the real
story. Sit tight, might take a few more lines and a few more minutes.
I was 18 back then, all ready to take my upcoming medical entrance exam. I had many
dreams like the usual, I will be in this big medical school, soon I will have many friends,
then I will meet my Mr. Right. I will graduate with distinctions and I will settle in my life
with a nice career and even nicer family.
Now I again have some plans about my future and I think about what it would look like
in next 1 year or 5 years or 10 years. Dr before my name, having a house, toured some of
the beautiful cities here, maybe some of the cities of some other countries also. My
family will be here with me, we all living under the same roof again.
But even when I read this answer again, it reminds me that this new dream looks a lot
like my dream which I had 10 years back. Yes, with a few alterations probably.
In the end, We all plan, we all have dreams, we all work towards achieving it. Our
dreams, our future plans are the only motivation to live our lives. We might be having
different dreams but we all know in the end:
Cheers to the dreams, Cheers to the spirit of life that always keeps us going
:)
Life is hectic! Anything can happen, anything can change for the better or worse, and
you’ll never know it’s coming. I don’t want to write my life out as if I think everything
will be happy rainbows and bunnies, because truth is, life doesn’t work that way, and
if you think that, then you’ll be very disappointed when life doesn’t work in your
favor.
I’m just going to go on this journey, and see where life decides to takes me.
Join the ride.
To remind and encourage my students to find what they are passionate about. Passion is
what drives me, it is an umbrella term that reminds me why I care and why I want to make a
difference – because I am passionate about supporting and inspiring others. This desire
pushes me to persevere through the hard times, to continually see the best and the
potential in my students so that I can help them become all that they can be, both in and out
of the classroom. I want to be that stable and constant voice in their lives that speaks to
their confidence, their goodness, and to become their activist because I believe in every
child’s worth. This starts by creating a safe space that is structured by rules which are there
to reassure them that they are cared for, loved, and worthy of respect. Each and every
one of my students will contribute to a shared goal of success and achievement, both in
their academic and social life, where they will discover what makes them uniqueand special
and where differences are celebrated rather than discouraged. Open communication and
mutual respect will build solid foundations of trust and genuine relationship with my
students and with their peers. It is my goal to shape my students vision of themselves into
one that is positive, radiating with confidence, and cultivating a future that can become
attainable for them. This can be seen in the joy that I receive when I am in relationship with
others, to be that person that is capable of making an impact in someone’s life and to be
that person they can look back on and say that they were influential in making a difference. I
want to create a safe haven for my students where they feel secure, valued, and ultimately,
find their worth and their identity.