Page |1

Semester: Autumn, 2020 ASSIGNMENT NO. 2

ROLL NO: BY626671 Reg No: 19BZB00169
Program : B.Ed (1.5 Year) Course Code: (8612
Course: Professionalism in Teaching
…………………………………………………………………………………………………………………………………

Q No 1: Explain the relationship of ethics and education. What are the responsibilities of a
teacher in this regard?

Ans: Ethics plays a very important role in Education. Ethics are interpreted as the discipline of
dealing with good and bad with commitment and moral duty. Ethics are well-established levels
that make the measures right and wrong. It is classified as unique values such as integrity and
discipline, Honesty amid others and applies them in daily routines. Ethics impacts the behavior
and permit an individual to make the right options. To manage life and act responsibly is very
hard without ethics. The significance of ethics cannot be disregard in any level of life it’s
important that they are practiced in the area of Education.

Ethics in Education are important because they assist to run the system smoothly. The Ethics
sets the standards of what’s acceptable and what’s not, therefore, protecting the Interest of
both teachers and students. The Ethics in Education has been offered a lot of significance over
the years and institutions are creating courses that assist students to understand these
ethics. Ethics in Education are accessible on both the teachers and the students. In day as well
as boarding school, it’s the teacher’s duty to make the students aware of the ethics. The school
management frequently takes it upon them to acquaint the teacher with the ethics that apply
to their profession.

Ethics is the most essential and functioning branch of philosophy in today’s world. Ethics are an
important part of the decision- making but students are not taught to think ethically. Students
do not understand what ethics is. Even they do not understand the difference between ethics
and morals. To see it is a better idea to teach ethics to students we require to look at the
students. Maybe the morality of students understand ethics and therefore do not need to be
taught. Ethics in Education is a board term for learning experience deliberate to help students
grow ethically, whether in terms of expanded ethical awareness and understanding or greater
motivation to act ethically in the whole world.

Principles Of Ethics In Education:

1: Honesty:
Honesty is a very important trait to have in Education. Honesty means being loyal, truthful,
trustworthy, sincere, and fair. It is admirable in several cultures and religions. In-School, good
student-teacher bond come from mutual trust and respect. In today’s world, only academics is
 Page |2

enough for students. To be successful, we must have the morality that complements our
education knowledge. Amid all the attributed, Honesty is one of the vital assets that are
essential for all the students. Honesty does not come naturally but it is an incarnated method
of adopting it through a broad overview. “Honesty is considered the best policy.” When we
become an honest person the people give the best compliment and its’ a dream of every
individual to get the good compliment. So, the education system should make sure to comprise
some important practices and routine to put a student near to morality. Students must be
guided correctly from the starting and their childhood to enactment honesty.
2: Confidentiality:
Confidentiality is one of the other ethics that is essential in Education. The Confidentiality refers
to your commitment not to disclose or transmit information to the unauthorized people. It
extends to information about either peoples or organizations. When facing any number of
stress, challenges or crises students seek out students affairs professionals. Students frequently
share personal information in-depth with the expectation that Confidentiality will be
maintained. But there may be a risk to share the information with others.
3: Conflict of Interest:
Conflict of Interest ethic in Education is a condition in which your main responsibility to a
student is negotiated by engaging priorities. Conflicts of Interest can display in a variety of
contexts and for several various reasons. The conflict of Interest emerges when the best Interest
of one person is not in the best interest of another individual or organization to which that
person incurs loyalty. Conflicts of Interest can extent from mistakenly permitting another
priority to affect one’s judgment, to deliberately infracting a school policy for personal benefit.
4: Responsibility:
Along with all the ethics, responsibility is also one of the vital ethics in Education. The student’s
responsibility takes place when students take an energetic part in their studying by
acknowledging they are responsible for their academic success. The student’s responsibility is
to communicate respectfully, and careful manner with the teachers, and other classmates of
the School. Student responsibility is exhibit when students make an option and take steps which
guide them to their educational objectives. Attend and participate in classes, seminars, and labs,
along with this effectively complete all the assigned work by a teacher in a given time.

Responsibilities of Teacher:
Teachers help students learn the academic basics, but they also teach valuable life lessons by
setting a positive example. As role models, teachers must follow a professional code of ethics.
This ensures that students receive a fair, honest and uncompromising education. A professional
code of ethics outlines teachers' main responsibilities to their students and defines their role in
students' lives. Above all, teachers must demonstrate integrity, impartiality and ethical behavior
in the classroom and in their conduct with parents and coworkers.
 Page |3

Students Matter Most:

Teachers must model strong character traits, such as perseverance, honesty, respect,
lawfulness, patience, fairness, responsibility and unity. As a teacher, you must treat every
student with kindness, equality and respect, without showing favoritism, prejudice or partiality.
You must maintain confidentiality unless a situation warrants involvement from parents, school
administration or law enforcement, and never use relationships with students for personal gain.
Commitment to the Job:
Teachers must wholly commit to the teaching profession. Your classroom should promote
safety, security and acceptance, always avoiding any form of bullying, hostility, dishonesty,
neglect or offensive conduct. You must accurately describe your qualifications, credentials and
licenses to school boards or principals who seek to hire you. You must also fulfill all contracts;
obey school policies; and account for all funds and resources at your disposal. It's your
responsibility to design lesson plans to meet state standards and create a well-rounded
education plan that appeals to a wide range of learners.
Keep Learning: A professional code of conduct demands attentiveness to continuing education
requirements and career development. You must research new teaching methods, attend
classes to maintain your certifications, consult colleagues for professional advice, participate in
curriculum improvements and stay up to date on technical advancements for the classroom. It's
your duty to ensure that your teaching methods are fresh, relevant and comprehensive.
Teachers must engage in educational research to continuously improve their teaching
strategies.
Healthy Relationships Top the List: In addition to fostering healthy relationships with students,
teachers must build strong relationships with parents, school staff, colleagues in the community,
guidance counselors and administrators. You must never discuss private information about
colleagues unless disclosure is required by law. Always avoid gossip, including false or mean-
spirited comments about coworkers. Part of the code of ethics requires you to cooperate with
fellow teachers, parents and administrators to create an atmosphere that's conducive to
learning. You might be called upon to train student teachers as they prepare to serve as
educators, so a positive attitude and a team-centered mindset can make all the difference.

Q No 2: Comment in detail how globalization is changing teacher education?

Ans: Globalization is a process of integrating the nation states by removing or minimizing the
restrictions on the movement of material resources, financial resources, labor, technology and
ideas. It stands for outward-oriented policies which are supposed to benefit all the countries of
the world and also create certain problems in that process. Though it is predominantly an
economic phenomenon there are other dimensions as well and in a way it affects all walks of
life Education is an important sector in any economy and globalization has its implications for
this sector as well.
 Page |4

The aim of education is to achieve overall development and enlightenment of mind, broaden
the vision, and character-building which can be beneficial to the individual himself and to the
society and nation at large. To achieve this goal the role of teacher and teacher educator is
important. In the age of globalization, change is so rapid that the educational system has to keep
itself abreast with the latest developments. (Pandey, 2001)

The impact of globalization on teacher education and the manner in which the system should
respond to the needs of globalization can be studied under the following heads:

Content of Education:
The fast-developing stock of knowledge and the need for its continuous updating has also
initialed. No longer is education confined to a particular period of life. A key to the twenty first
century, learning throughout life will be essential for adapting the evolving requirements of new
generation and for better mastery of changing time from the rhythms of individual existence.
Equity and Excellence:
An important component of globalization in relation to education is the need for producing
quality manpower that can successfully face the competition in the world. This would imply
selecting the best possible human material and giving them education of the highest quality
(Gandhe, 2005).

Quality and excellence have become the watchwords of the new millennium everywhere.
Importance of teacher education in making an educational system work more efficiently and
effectively is the important factor of it. No system or education can rise above the level of
teachers'. Teacher must be trained and a educated properly. Quality teacher education must,
therefore be our primary concern (Chaurasia, G. and Roy, N. (Eds.) 2006.). It is in this context
that education of teachers becomes most important in any country.

Teacher Education:
The purpose of teacher education is to produce teachers who have professional competencies.
The role of teachers is no longer confined to teaching alone. They need to be thorough
professionals, fully equipped with high academic standard, pedagogical and practical skills. In
this age of globalization, we need to make the system of teacher education more innovative and
futuristic in order to respond to the changing demands of the society. To maintain the standards
and to update the quality of teacher education we require commitment and training of people
concerned.

Teacher educators thus have to be motivated enough to plan for their own personal and
professional development. They are expected to take responsibility and take charge for their
own learning and development. As such self-discipline and self-regulation are the key factors
responsible for success.
 Page |5

Effective teacher education prepares new teachers for a role which is both complex and
demanding. Accomplished teaching simultaneously involves command of subject matter and
how to teach it to diverse students. Putting all this into practice on a daily basis is extremely
demanding in the age of globalization
(Kaur, 2010).

The basic role of teacher education is to:

Train teachers to teach pre-school children.
Train teachers to teach primary school children.
Train teachers to teach secondary school children. Train teachers to teach higher secondary
children.

At all these levels besides having mastery over the subject to be taught the teachers also require
different skills like identifying the needs of the learner, selecting appropriate methods of
teaching and learning aids etc. Besides these they also need to have catered to the all-round
development of children. The role of teacher education hence has a very Vital role to play as its
products go and Work right from the grass root level of the society.

AS we move ahead in the 21 century with LPG as our driving theme our entire focus should be
on our product. What we need to emphasize is the quality by giving the necessary self-
confidence through competence both in theory and its application. Both should be inter-linked
so as to make his learning effective and applicable in his real life too. Our aim should be to make
him face the real challenges in the life. Teacher education should concentrate on making our
teacher's techno savvy. We need to use the technology for our own benefit. Teacher education
should develop multi-skills among our teachers so that they are able to use technology in the
teaching-learning and also participate in the process of creation of new knowledge. Teacher
education also needs to look into innovative ways of evaluation along with teachers learning.

Q No 3: Discuss the role od open distance education in professional development of teacher.

Ans: Definition of open and distance learning:

Open and distance learning (ODL) is defined as an educational process in which a significant
proportion of learning takes place remotely and flexibly beyond the formal learning
environment. Therefore it is organized educational activities, based on the use of learning
materials, in which constraints on learning are minimized in terms of access, time and place as
well as pace and method of study or any of these. However, open and distance learning is
used as an umbrella term to include both concepts of distance education and open learning.
Supported open and distance learning improves the potential for teachers to develop better
links between new teaching practices, their own subject expertise and the application of the
 Page |6

new methods in their own classrooms (Perraton et al., 2002) as well as becoming competent in
using emerging technologies for teaching and learning purposes (Shohel & Power, 2010).

According to the European Commission (1995):

Open and distance learning (ODL) is concerned with the use of new resources (technical
and/or non-technical) for rendering the learning process more flexible in terms of space,
time, content, selection, access qualifications and teaching resources and/or for improving
distance access to education systems. In this way, educational opportunities are extended to
people who, because of their geographical, economic or socio-professional situation or
because of a handicap, do not readily have access to the mainstream system of education.
Open and distance learning can help overcome barriers to transnational mobility and
develop a kind of virtual mobility.

Open and distance learning involves a conceptual shift from the teacher to the learner and
emphasizes the importance of student-centered learning that means a ‘shift in research and
practitioner interest from teaching and instructional design towards learning and the
particularity of individual student response’ (Thorpe & Grugeon, 1987). Therefore, open and
distance learning focuses more on what the learner wants to learn, how the learner
approaches learning and the socio-physical conditions for learning than what the learner
should learn. To engage individuals in their learning processes, open and distance learning
tries to motivate and empower for professional growth of individual teachers. However,
supported open and distance learning is also preferable for other reasons such as scalability,
sustainability and cost effectiveness compared with the traditional ’face to face’ centre-based
training approaches (Oliveira & Orivel, 2003).

Teacher development through open and distance learning:

Teachers across the globe have pursued the opportunities offered by open and distance
learning. For example, in 1990s about 130,000 South African teachers which was one third of
the total workforce were studying through the use of different open and distance learning
courses (SAIDE, 1995). Also 200,000 Chinese teachers were supported by the Television
Teachers College in upgrading their qualifications (McCormick, 1992). From 1970s to 1980s
in the UK, tens of thousands of teachers upgraded their qualification to graduate level
through the Open University (Moon, 1997).

In many countries where higher qualifications of teachers lead them to career opportunities
and salary increases, teachers have been attracted to the access, flexibilities and low cost of
open and distance learning opportunities. However, according to Perraton (2010:6)

open and distance learning has been widely used for initial teacher training, for students
who enter the profession with a background in primary, secondary or tertiary education,
 Page |7

but has often been organized on a one-off basis rather than as part of the established
structure of teacher education.

For example, an early ODL program in Kenya was given the highest priority to raise teachers
own educational background to a certain level. A much more recent program in Chile was
designed to support the increasing use of information technologies in schools. It was entirely
concerned with reorienting teachers for the changed curriculum. The current trend is to
strengthen teachers’ practical classroom skills; however, it is administratively difficult and
likely to be costly to achieve (Perraton, 2010).

Open and distance learning has gone through a rapid evolution and embraced a changing
trend of mobile technologies. These have been used for two purposes: to distribute teaching
material to learners, and to allow interaction between learners and facilitators or among
learners. Open and distance learning has also been used to support changes in the
curriculum for each subject. It has played an important role in making teachers familiar with
information and communication technologies. It has also been used to support teachers’
professional development through structured programs designed for specific groups of
teachers, as well as provide opportunities for teachers to upgrade their skills. However,
open and distance learning solutions have the advantages of interactive and non-interactive
technological application, and it is recognized that in-school learning rather than out of
school is the key to improvement for teaching and learning in the classroom.
In this era of technology, all forms of teacher education programs are exploring the
possibilities of using technology in context. By utilizing new interactive forms of technology,
open and distance learning has a great role to play in the process of teachers’ professional
development. New methodologies and technological tools are increasingly being integrated
with new theoretical perceptions about the importance of combining the theoretical and
practical elements in teachers’ professional development at all levels.

Open and distance learning for teachers’ professional development needs an integrated
support system and according to Leach (1996) where:

1. Support should provide model learning environments;

2. Support should build on existing frameworks as far as possible and be consonant with the
culture in which it is developed.
3. Support should be developmental and exploratory providing experience of a wide variety of
teaching and learning opportunities.
4. Support should recognize and build on the variety of professional experiences of its
Participants.
5. Support should acknowledge both the private and professional aspects of learners
experiences and their interconnectedness in the development of learning, and
 Page |8

6. Support should have a firm base in schools and classrooms; it should be seen as an
ongoing process across initial, induction and ongoing phases of teacher education.

The school is increasingly seen as a place for learning within new models of teachers
professional development programs. Therefore, the development of new models of teachers’
professional development programs incorporate school contexts within the model. Supported
open and distance learning is a successful and well-established teaching and learning strategy.

Q No 4: Examine the situation of professionalism in teacher education institutions of Pakistan.

Comment with reference to your experience.

Ans: In the U.S., accreditation, licensing and certification are done at the government levels.
There is a growing movement there to improve these methods for the development of teachers
and teaching programs. In Pakistan, however, the very concept of such standardization is
virtually alien.
What may be described as ‘accreditation system’ of a sort does exist, but it is highly ineffective.
Schools which are ‘registered’ do not show any marked difference from un-registered ones.
Those that offer matriculation and intermediate classes can easily get ‘recognition’ from the
relevant ‘boards of education’ without meeting most of the standards set by these boards.
Similarly, ‘affiliation’ is granted to colleges by the University Grants Commission even though
many of these colleges do not actually fulfil the legal requirements It was reported to the writer
of this paper by a prospective entrepreneur that on evaluation, about six years ago, the
entrepreneur calculated the cost of setting up a commerce college in accordance with the legal
requirements for affiliation around seven million rupees, whereas colleges with ‘affiliation’ from
the Punjab University had been set up at costs ranging from Rs. 600,000 to Rs. 1.5 million.
Corruption and nepotism have pervaded the system.
Furthermore, the standards themselves need to be updated.
As far as ‘licensing’ for teaching is concerned, the idea is essentially an alien one in Pakistan.
‘Certification’ on achieving advanced levels in teaching has never even been considered. In
government institutions, some tests are conducted for entry into the profession and there are
certain ‘in-service’ academic requirements for promotion, but these tests and requirements are
inadequate or inappropriate in most cases and also suffer from corruption, nepotism and
favoritism.
It is recommended that a national body comprising eminent educationists be formed, which
should have adequate staff, to oversee registration and affiliation of educational institutions
and selection and promotion of teachers in government institutions. Moreover, the body should
also devise an effective system of accreditation, licensing and certification so that non-
governmental schools, colleges and institutions also have to conform to certain accepted
 Page |9

standards and teachers in the private sector cannot exploit students as they do now, especially
through private tuition and coaching.
Divisions or branches of this body should be formed to cater for the educational needs at various
administrative levels.
2. Professional teaching institutes for teacher training need to be set up. At present, there is
very little realization by employers of teachers that even a high level degree is not guarantee
that a person is an effective teacher. ‘Teaching’ is still not regarded as a separate and distinct
field. Institutes as AIE (Ali Institute of Teaching) need to be set up to train teachers and teacher
trainers. Also, curricula for this purpose in relation to specific needs of teachers in Pakistan need
to be developed and continually updated.
3. Teaching is generally an ill-paid and often disparaged profession in Pakistan. In this country
revenue expenditure on education has rarely been more than 2.5%. With the present
constraints of the ever growing cost of debt-servicing (about 54%), this situation is unlikely to
change. Since there is an education emergency in Pakistan (where the literacy rate is estimated
at 40% -- a high inflated figure and totally out of line with international standards), some radical
solution is required, for example entailing part time teaching by highly qualified government
servants, mandatory teaching service for a certain period of time to obtain university degree to
get government employment. Effective control mechanism will also be required, which can
include ‘examination results produced’ by the students of these ad hoc teachers as basis for
successful completion of requirements for the mandatory service. Organizing voluntary help
must also be considered. ‘Social rewards’ of various kinds, for example certificates of
appreciation, tax benefits, etc., can also be used to motivate volunteers. These teachers can fill
in the void created by lack of high quality input in the teaching profession. Training curricula for
these teachers should include such things as the trainees might also find useful in their own
vocations, for example communication skills, science, mathematics, languages, linguistics,
general knowledge and management. These disciplines can, with modification, be applied to
almost any other vocation especially where administrative and managerial skills are required.
4. Work environment in most educational institutions is not conducive to professionalism viz-
a-viz the following:
i) the curricula and pedagogy do not entail a professional approach and are rarely updated.
ii) performance and competence of teachers is rarely used as an effective basis for
remuneration and promotion.
iii) In-service training programs are usually not encouraged in the real sense of the word.
Accreditation standards should include existence of programs in educational institutes to deal
with the above mentioned problems and to ensure that the teachers:
• are committed to students and their learning
 P a g e | 10

• know the subjects they teach and how to teach them

• can and do manage and monitor student learning
• think systematically about their practice and learn from them
• regularly contribute papers on their subjects, curricula development and pedagogy
• periodically attend approved teacher training programs
• are involved as proteges or as mentors with their peers and colleagues for professional
development
• are members of learning communities and clubs.
5. Qualified people in the government and among celebrities should take part in voluntary
teaching and in training programs so that the existing disdain in our culture for teaching as a
profession can be replaced with the highest regard for this ‘nation making’ profession.
Gradually, more funds should be allocated for making teaching a highly paid and rewarding
career.
Furthermore, teachers who have received a high level in their profession must not be ‘cut off’
from their real work -- teaching, teacher training and development of curricula, texts and
pedagogy -- by involving them more in administrative jobs and positions. Cancellation of
certification might even be considered an option where continual contribution to their work is
deliberately avoided by such teachers under the cover of privileges afforded them in the wake
of their achievement.
6. At present, commercialization has improved existing standards of education and of teachers
owing to competition. However, commercialization results in such improvements as is not
related as such to excellence in education. Quite often it exploits students as well as teachers.
In a system of education full of flaws, commercialization which stresses more on ‘higher grades’
than on anything else a ‘professional teacher’ if often out-competed by what may be called
‘gimmick teachers’ who stress on the rote, ‘guesses’, ‘model answers’ and ‘selective study’. This
un-professional attitude needs to be checked and better, more effective, and universal
standards need to be applied to check exploitation by commercialization. Non-conformity must
be punished by taking away the permission to operate.
7. For rural areas, better didactic resource base may be communicated through T.V. and radio
to enable the teachers there to catch up without actually coming to the city to update their
knowledge. One T.V. set can of course be used with better management by a whole group.
8. Seminars must be conducted to increase the awareness and enhance the sense of
responsibility in the public and government regarding professionalism in teaching. Intelligible
literature must also be published in this regard. Fund raising should also be done with the help
 P a g e | 11

of seminars, articles, books, pamphlets and other programs to finance various teacher
development programs at the government as well as private sector levels.

Q No 5: What ethics are faced by elementary school teachers? As an elementary school how
can you handle such issues? Elaborate.
Ans: Every child should be educated and the United Nations has made it one of the fundamental
human rights of every child, recognizing the harm in having uneducated persons and the
importance of an educated citizenry. Unfortunately, there are some barriers to effective
learning that receivers and givers of education have dealt with since time memorial, and some
of these barriers are rooted in our ethics. The list of unethical issues in education that sometimes
act as stumbling blocks to effective learning can be said to be endless. However, some of the
common ethical issues in education faced by stakeholders in the education sector are as follows:
Choice of Instructor /or Teacher
One of the commonest ethical issues in education is the choice of teacher a particular child or
set of children will have in the following year. Such issues usually ensue between the principal,
school administration and parents of the children. The choice of instructor /or teacher usually
ensue between the principal, school administration and parent. Two predictable outcomes
usually result from such an issue – the principal either reluctantly concurs to the parents’
request or he makes a blanket statement stating the policy against honoring parents’ opinion as
regards the choice of teachers for a particular class.
Issues of Discipline
The notion of zero tolerance policy against the give-them-another chance policy cannot work
across the board. Some quarters, especially parents and guardians might be against the zero
tolerance policy for reasons best known to them, others support the idea. Both concepts can be
applied simultaneously in all educational institutes. While the zero tolerance policy is used for
aggressive and anti-social and behavioral in-disciplinary actions like carrying firearms in the
school and bullying, the second chance policy can be used for the encouragement of better
academic performance. The second chance policy does not necessarily mean one should spare
the rod and spoil the child.
Ethnic and Social Diversity
Schools are continuously faced with the issue of diversity stemming from students having
different social and ethnic backgrounds. Public schools in particular, have had to deal with issues
relating to racial inequality and ethnic differences. All educational institutes, particularly the
public ones, need to address the issue of diversity by modifying the curriculum. Ethnic sports
and multicultural festivals should be organized at schools, helping to bring together students of
diverse backgrounds and helping to promote unity amongst them. The inclusion of prominent
 P a g e | 12

historical issues from different ethnics would also help students to get familiar with one
another’s cultural, ethnic, racial, and even religious differences.
Grading
It has often been argued that examinations are not a true test of knowledge, as some students
suffer from what is sometimes referred to as “examination fever”, where even a brilliant student
finds it difficult to pass the simplest examination. On a serious note, the argument of how
students should be graded and the parameters guiding such grades are always questionable. On
the other hand, who takes the blame for the failure of the student(s) – the rather incompetent
teacher or the lazy student. In addition to the ethical issues affecting learning mentioned above,
other issues worth noting include flexibility in the curriculum development, teaching strategy,
continuous assessments, knowledge transfer and best practices cross the board. Each of the
issues mentioned requires deep understanding and careful scrutiny to proffer effective
solutions and enhance the educational system.

Teaching is associated with physical, mental, social, psychological and moral upbringing of
students. Teacher plays a significant role in development of all aspects of life. The demand from
the teacher increases when she is performing her duties that what is the major responsibility of
teacher? To answer this question considered the major assumption which society expect that
teacher is a moral agent. Teacher is a role model; he/she has to perform according to the
requirements of cultural or traditional values. Carr, (2000) stated, the teachers are conceived as
the representative or custodian of a specific set of civilized standards and value predicted on a
traditionalist idea of education as thee transmission of culture.

Teachers play multiple tasks in daily life; an imperative role is transmission of morality towards
next generation. Teacher performs moral duty formally and informally, he/she is considered to
be same role inside and outside the classroom.

Ways to transmit moral messages:

• Show moral and ethical behavior himself

• Model good behavior and attitudes in classroom
• Story telling
• Respecting students
• Peaceful environment
• Being nice, polite and thoughtful
• Well behaved

The moral duty of teacher:

• Handle students with care

 P a g e | 13

• Positive relationship with students and other staff members

• Acting best interest of students
• Classroom environment (Catherine. E, 2011).
• Knowledge and expertise of teachers
• Academic and theoretical knowledge
• Cultural custodian
• Facilitator of inquiry
• Communicator, management, organization for effective teaching (Carr, 2000)
• Using rapid incremental innovation
• Empowering others
• Emphasizing thinking over memorizing
• Applying knowledge
• Fitting one's teaching to one's own style
• Maintain dignity of the student
• Fairness
• Responsibility (Joyce & Rober, 2003).