ELT 523: Professionalism in Teaching –

Lecture 2:
Unit 1: Concepts of Teaching & Professionalism
1. Definitions: - Professionalism
- Teaching

2. Attributes of Professionalism and Teaching

Professionalism
• The definition provided by Hoyle (1980), is adapted for this course:
• ‘Professionalism’ means to describe the quality of practice, that is, the
manner of conduct within the teaching occupation, how members
integrate their obligations with their knowledge and skills in both a
context of collegiality and their contextual and ethical relations with
clients (Hoyle,1980)
• Most specifically the term was used to describe the extent to which
teachers subscribe to a professional code, that is, a set of ethical
standards of conduct for teachers.
• The word “profession” is synonymous to: Occupation, job,
career, work or line of work.
• The word “professional” = person
 - long and arduous years of preparation
 - a striving for excellence
 - a dedication to public
 - Commitment to moral and ethical values.
Professional
• A professional is a learned person who has had to study in a
field of learning before qualifying as one who can ‘profess’
(Beare, 1992)
 • Teachers have often been regarded as professionals since they
have had to undergo a lengthy period of academic education
and training before practicing as professionals.
• Professionals had to be creative for Creativeness is the basis of
the art or the spirit of teaching and not to operate by routine.
The Attributes of a Profession
 Specialized intellectual study and training
 Controlled entry into the occupation
 Set code of conduct
 Affiliated to a professional organisation
 Independence and freedom to practice without any interference

Professionalization
• Hoyle (1980) defines ‘professionalization’ as a process by which an occupation
becomes a profession and the changes in status that this implies.
• Professionalism, on the other hand, as stated previously, describes the quality of
practice.

Professional Development
• The term ‘professional development’ is in wide usage and is often used
to refer to activities related to the development of teachers as
professionals.
• Professional development is any activity or process intended to improve
skills, attitudes, understandings, or performances in present or future
roles (Fullan, 1992; Cheng, Ng & Tam, 1995)
Restricted and Extended Professionality
• Sockett (1983) states that there are both restricted professionals and
extended professionals.
 • A restricted professional practices intuitive teaching based on personal
experiences while an extended professional relates theory to practice
through reflectively analyzing the teaching-learning process.
Definitions of teaching given by various psychologists

 H. Morrison – Teaching is an intimate contact between a more mature

person and a less mature one which is designed to further the education
of the latter.
 Edmund Amidon – Teaching is defined as an interactive process,
primarily involving classroom talk, which takes place between the
teacher and pupil and occurs during certain definable activities.
 B. O. Smith – Teaching is a system of actions involving an agent, an end
in view, and a situation including two sets of factors – those over which
the agent has no control (class size, size of classroom, physical
characteristics of pupils etc.) and those he can modify (ways of asking
questions or ideas gleaned.)
Teaching also involves
 The promotion of learning by providing appropriate conditions for
learning by the teacher
 Helping other people to learn
 Art of imparting knowledge
 Art of building the society by the way it is done
 Process of inducing learning
 Guiding someone to behave in a certain manner beneficial to himself
and the society at large
 Process in which the teacher guides the learner in acquiring knowledge,
skills, attitudes (KSA)
 Interaction involving teacher, learner and the learning materials
 So teaching can now be seen as the teacher’s input in successfully
imprinting a permanent change on the learner’s cognitive, psychomotor
and affective domains through the process of teaching.
What then, is learning?
 Learning is said to have taken place when/ if the learner has consciously
made permanent changes in the cognitive, psychomotor and affective
domains through practise and examples.

Relationship between teaching and Learning

• If a connection truly exists, then……….
 Your ability to teach should be judged on the basis of student learning.
 You should be held accountable for student learning despite poor
parenting, negative attitudes, and other social ills.
• there is not necessarily a connection between teaching and learning
simply because;
 Some students can and will learn in spite of bad teaching.
 Some students will not learn even with the best teaching.
 Teaching is different from being a teacher. You should be paid for
teaching and not for being a teacher.
The teaching Profession
 TYPES OF TEACHERS

Some teachers are teachers by;

 Choice
 Chance
 Force
 Accident
• Under which category do you aspire to fall?
• The teaching profession can be regarded in three ways:
 Teaching as a Profession
 Teaching as a Mission
  Teaching as a vocation
If You Consider Teaching as a Profession, then;

 You must be willing to go through a long period of preparation

 You must be willing to go through continuing education (continuous
development of potentials)
 You must strive (struggle) for excellence
 You must commit yourself to moral, ethical and religious values and
dedicate yourself to service
Teaching as a Mission
 The word “mission” is derived from the Latin word “missio” which
means “to send”.
 The Webster’s Dictionary defines “mission” as “task assigned”.
If teaching is your mission, then it means:

A) It is the “task” entrusted to you in this world.

B) It is your assigned task thus you’ve got to prepare for it!
C) It calls for a continuing professional education.
Activity
What does the following expression infer?
“Once a teacher, forever a student”

Teaching as a Vocation
• The word “vocation” comes from the Latin word “vocare” which means
“to call” thus vocation is a “call”.
If Teaching is your Vocation that means

 You said YES to your call to teach!

 You commit yourself in the total transformation of the learner.
 You consider teaching as a lifetime commitment thus aim through the
years towards quality teaching.
N.B “Teaching may not guarantee financial security but love of teaching has
served as a motivating factor to many teachers through the years”. Teaching
has remained inspiring and fulfilling.
TEACHING AS BOTH AN ART AND SCIENCE
Teaching as an art
 Teaching is viewed as an Art because it is both Reflective and Inventive
a. Art: Teaching is an act of interpretation and self-expression on the part
of the teacher.
b. The art of teaching involves the adaptations, a teacher must make to
accommodate his/her specific situation and style.
c. The art comes from the teachers’ personality, experience and talents
Teaching as a Science: effective techniques
Science: Teaching follows research-based practices to promote student achievement.
 The science of teaching involves the generalizations from research about effective
teaching.
 The science comes from knowledge of child development and the structure of the
curriculum.

Effective Teaching is a craft

• Combining science and art makes teaching a craft. It combines the
science of educational psychology, human development, communication
with a talent for teaching, connecting to learners and the intuitive
ability to communicate so that a person can refine and become more
competent in the craft of teaching.
Tutorial Activity
1. With examples, explain how teaching relates to learning.
2. “Once a teacher, forever a student”. Discuss this statement with supportive
evidence from personal experience.
3. “Good teachers are born, not made”. Discuss this statement with
supportive evidence.
 4. If someone labels you to be ‘living in the past,’ how does that person see
you?
Lecture 3: Units 2 & 3
Unit2: History of Teaching in PNG
Unit3: Teaching as a Profession
Genesis of Teaching in PNG
• Teaching is an old profession – as old as man himself
• Teaching is the mother of all professions as it creates all other professions
(Gavrioli)

 In which context can teaching be classified as old in PNG: formal,

informal, non-formal education?

Formal, Informal and Non-formal

• Formal
– Schools/ institutions involved
– Has hierarchical structure
– Uniform, full time and proper
– Subject oriented
– Certification/ degrees
• Informal

– Practical adult learning

– Learning from experience
– Mobilizes local resources
– Built on learners participation
 – Real life examples of learning
• Non-formal
– Very long process
– Learning from experience
– Learning from home
– Learning from environment
– Learning from work
Informal/Non- formal
• Traditional education was integrated with the community and
taught children to see the world through the eyes of the
community. (Matane, 1986, p.8).
– - (What does it infer to see through the eyes of others)?
– (Why seeing through the eyes of the community and not
through the eyes of the individual person)?
• Learning took place through personal trial and error
towards the development of cognitive, psychomotor and
affective skills.
Onset of formal education – Colonial & Missionary Era
• The first permanent European settlement in PNG commenced in the early
1870s
• Missionaries and Traders began to establish themselves.
• Mission schools with their own curriculum and programs that were NOT
relevant to the local society ensued.
• The products (students) were trained to suit the missionaries’ and
colonizers’ interests.
 • J. K. Murray, the Administrator of the Territories of Papua and New
Guinea, recognized the urgent need to train a large number of indigenous
teachers:
• In 1948, selected teachers from Administration schools were brought to
Sogeri for a special one-year course of training.
• 1949, a teacher training center was opened at Kerevat, outside Rabaul,
and the first graduates from there completed their two-year course in
1951.
• Dregerhaven Teachers' College opened in 1950 with twenty-six trainees,
between 1948 and 1952
• The localization of community school teacher education increased from
16% of staff being PNG nationals at Independence to 50% by 1985
(Department of Education, 1985).
• We now have teachers colleges for primary schools in many provinces in
the country funded by both the government and churches/ agencies.
• The University of Goroka is specifically tasked to train Secondary School
Teachers (B.Ed, B.Ed Sec In-service, PGDE).

Unit 2 – Teaching as a Profession

Is Teaching a Profession?
• Critics of this concept (Goode, 1969) have described teaching as a semi-
profession or a craft.
• Bell (1992) contends that if teaching is to be taken as a profession, we
should make the assumption that (amongst other things), a body of
knowledge exists on which practice is based.
• Beare (1992) argues that, because knowledge is the heart of teaching,
teachers as professionals must be intrinsically in pursuit of gaining new
knowledge through researching and reading new books, journals and
articles related to their field of work, thus taking the lifelong approach to
learning.
 • Teachers must always be learners.

Other attributes
Some more attributes of a professional person
 Competency
 Honesty & Integrity
 Accountability
 Self-Regulation
 Self-Image

Competency
 Professionals get the job done
 Professionals are reliable
 Professionals keep their promises
 Professionals don’t make excuses BUT
 Focus on finding solutions
Honesty and Integrity
 Professionals don’t lie, cheat, or steal.
 Professionals can be trusted.
 Professionals don’t compromise their values
 Professionals will do the right things even if it means taking a harder road
Accountability
 Professionals hold themselves accountable for their thoughts, words, and
actions especially when they have made a mistake.
  Accountability is closely tied to Honesty and Integrity and is a vital
element in professionalism
Self-Regulation
 Professionals work under pressure
 Professionals show respect for the people around them, no matter what
their role or situation.
 Professionals exhibit a high degree of emotional intelligence by
understanding the emotions and needs of others
Self-image
 Professionals look the part
 Professionals do not show up at work sloppy dressed and unkempt hair.
 They are polished and they dress appropriately for the situation.
 Because of this, they exude an air of confidence, and they gain respect for
this.
Professionalism is a trait that is highly valued in the work force. It has many
attributes including;
 Specialised knowledge
 Competency
 Honesty and Integrity
 Respect
 Accountability
 Self-Regulation
 Self-Image (Self Esteem)
To improve your own professionalism focus on improving on each of these areas
Standard for student conduct
 Demonstrate courtesy even when others do not
  Behave in a responsible manner always exercising self-discipline.
 Attend all classes regularly and on time
 Prepare for each class, take appropriate materials and assignments to
class.
 Meet national standards of grooming and personal appearance.
 Obeying all school and classroom rules.
 Respecting the rights and privileges of students teachers and other staff
and people
 Respecting the properties of other students, staff and school.
 Cooperate with and assist the school staff in maintaining safety, order
and discipline.
 Adhere to the requirements of the Students Code of Conduct.
Lecture 4:
Lecture Topic: Principles of Code of Ethics
The Criteria that qualifies a Profession
 (I) qualifications,
 (ii) theoretical knowledge,
 (iii) commitment to continuing education and training,
 (iv) commitment to a code of ethics/practice,
 (v) commitment to service function,
 (vi) commitment to the caring helping function,
 (vii) self-autonomy,
 (viii) commitment to grounded theory in teaching practice,
 (ix) commitment to research one’s practice, and
  (x) Commitment to bring a member of an association with restricted
entry.
Professional Code of Ethics in Teaching Profession
• This lecture encompasses the rule of law or the guiding principles that
guide and direct the professional to achieve the goals of the
organization/profession.
• In any profession this rule of law/guiding principle is referred to as the
Code of Ethics.
• The code of ethics guides the profession to achieve its goals.
• This lecture covers the Code of Ethics for teachers as a global view and
relates to the PNG Teachers’ Code of Ethics.

• The PNGTA Code of Ethics shall be reviewed separately.

Code of Ethics (definition)

• Code is defined as a system of accepted laws and
regulations that govern procedure or behavior in
particular circumstances or within a particular profession.
• It is a set of written rules or common sense unwritten
laws concerning acceptable standard of behavior
expected of a professional within a profession.
• Ethics is the study of moral standards and how they
affect conduct.
• Moral relates to issues of right and wrong and to how
individual people should behave in a manner approved
by other people in a society.
Differentiation between ethics and moral
 • Ethics is a set of moral principles or rules of conduct (immediate
repercussions/ penalties)
• Moral is concerned with goodness or badness of human character or
behavior or accepted rules and standards of human behavior (gradual
character discredit/ disrepute).
Professional Ethics
• Concerns the moral issues that arise because of the specialist knowledge
that professionals have attained and
• How the use of this knowledge should be governed when providing a
service to the public.
• We are a teacher by choice and not by chance or right.
• By entering the teaching profession, we accept that there are standards of
behavior and beliefs above and beyond those of the general public.
• Every person is bound by these ethics regardless of their position.

Ethics
• Ethics is derived from the Greek word "ethos," which means
"characteristic way of acting," ethics sets the norms and
standard of corporate organizations to define how and why
employees are expected to act the way they should be.
• This is because "ethos" or ethics includes cultural mannerisms,
religion, politics, laws, and social aspirations of a group of
people.
• It is an all-encompassing subject that seeks to promote harmony
and professionalism within the working environment.
• Ethics seeks to address questions such as;
- How a moral outcome can be achieved in a specific situation (applied
ethics),
 - How moral values should be determined (normative ethics),
- What morals people actually abide by (descriptive ethics),
- What the fundamental nature of ethics or morality is, including whether
it has any objective justification (meta-ethics), and
- How moral capacity or moral agency develops and what its nature is
(moral psychology).
Ethics in Various aspects
• In applied ethics, murder, abortion, rape and robbery are unaccepted by society and is
regarded as immoral acts.
• In normative ethics, a typical question might be whether a lie told for the sake of
protecting someone from harm is justified.
• In meta-ethics, the key issue is the meaning of the terms “right or “wrong”

Morality
• Morality comes from a Latin word “moralitas”
• It means "manner, character, proper behavior“ and it has three principal meanings;
1. In its first, descriptive usage, morality means a code of conduct held to be
authoritative in matters of right and wrong.
• Morals are created by society and define by society via its philosophy, religion, or
individual conscience.
2. In its second, normative and universal sense, morality refers to an ideal code of
conduct, one espoused by all rational people, under specified conditions.
3. In its third usage, 'morality' is synonymous with ethics.

Code of ethics

• Code of ethics is a set of accepted laws and regulations (set of

laws) that govern the behavior of a professional.
• It guides to establish and define what is right from wrong upholding what is
communally accepted as right for the integrity of the profession.
• The professional carries additional moral responsibilities for general populace.
• This is because professionals are trained to perform these moral responsibilities.
 • This additional knowledge also comes with authority and power.
• The client places trust in the professional on the basis that the service provided will be
of benefit to them.
• It would be quite possible for the professionals to use their authority to exploit their
clients.

Code of ethics/practice
• Questions arise as to the ethical limits of the professional’s responsibility
and how power and authority should be used in service to the clients.
• Most professions have internally enforced codes of practice that members
of the profession must follow, to prevent exploitation of the client and
preserve the integrity of the profession.
• Disciplinary codes allow the profession to draw a standard of conduct and
ensure that individual practitioners meet this standard,
• This allows those professionals who act with conscience to practice in the
knowledge that they will not be undermined commercially by those who
have less ethical qualms.
• It also maintains the public’s trust in the profession, meaning that the
public will continue to seek their services.
Teachers’ professional code of ethics
• The teacher does not only teach but has to act with conscientious effort to
exemplify the highest ethical standards.
• The professional teacher strives to create a learning environment that is
conducive to fulfill the potential of all students.
• Thus, at the heart of the teaching profession is a commitment to the
education, learning, protection, wellbeing and development of the learners.

• In other words; the total commitment of teachers as professionals

is the wellbeing of the learner for whom the school system and
the teaching profession come into existence.
The purpose of the professional code of ethics for teachers is to
 1. Uphold integrity, respect and responsibility as the core values (pillars) that underpin the
teaching profession.
2. Guide teachers in their professional conduct and make informed decisions about
professional issues.
3. Inspire, promote and enhance public confidence in the teaching profession.

What should teachers do?

• Practicing teachers therefore should:
• Build learners’ capacities to participate as active knowledgeable members
of and contributors to a socially just, responsible and democratic society.
• Develop professional relationships with learners, parents/guardians,
colleagues and the broader community
• Act ethically in decision making, acknowledging and accepting the diversity
of interest groups and perspectives.
• Affirm the commitment of teachers to maintain high levels of professional
standards and practice
Additional responsibilities of teachers
• Some additional responsibilities that teachers are expected to do in the
teaching profession are such as:
 
• 1. Student relationships
• 2. Teachers professionalism and the wider community it serves
• 3. Developing a Professional Code
1. Student Relationships
1.1 Striving for teaching excellence
1.2 Showing respect for students
1.3 Maintenance of objectivity and fairness
1.4 Counseling of students:
1.5 Membership in the professional community:

2. Teachers professionalism and the wider community it serves

2.1 Academic participation:
2.2 Commitment to Professional standards of conduct:
2.3 Strengthening and renewal of the Profession
• Take note! Further discussion on this will be covered in the proceeding
discussions during tutorials and lectures.
4. Developing a professional code
 Codes of ethics must meet the twin standards of comprehensiveness and
ownership.
 Comprehensiveness requires that a code set out practical guidance for all
the common ethical problems that arise for practitioners.
 Some questions are answered directly but others must be settled by
combining sound professional judgment with general directions provided in
the code.
 The 2nd standard, requires that members of the profession take the code
as defining their shared professional commitment.
 In this regard, how a code gets developed is at least as important as what it
says.
 The challenge is to deliver a document satisfying both standards. Few do.
 What follows is intended as a useful sketch of what was done in this one
instance as an example for the purpose of this course.
PNG Teacher Code of Ethics
• The "PNG Teachers (PNGT) Code of Ethics" sets forth principles that underlie the
professional responsibilities and
• conduct of the PNG Teaching Services Commission's (PNGTSC) members and
• (2) enforced ethical standards that apply to all its members in performing their official
roles and responsibilities and
 • Similarly the same code applies to those participating in PNG Teaching Force -
sponsored activities.
• The principles are guidelines for everyday professional activities.
• They constitute normative statements for teachers, researchers, officials and
• Other members on issues that PNGTSC members may encounter in their professional
work.
• The enforced ethical standards are standards that individuals must adhere to when participating
in and carrying out the work of the PNGTSC.

• Although not enforced outside of the force, these standards may also be viewed as guides for
positive professional practice.

• Nonmembers who participate in PNGTSC activities (e.g., administrators support staff, etc.) also
agree

• to adhere to enforced ethical standards and to abide by the rules and policies pertaining to the
specific activities they engage in.

• Generally speaking any "Code of Ethics" should consist of these sections:

• Introduction, Preamble, General Principles, Professional Principles, and Ethical Standards.

The Preamble
• The Preamble, General Principles, and Professional Principles set forth aspirational goals
to guide its members
• The preamble is a section at the beginning of a speech, report, or formal document that
introduces what follows.
• The preamble of Teachers Code of Ethics is devoted to loyalty, discipline, justice and
service to the community professionals serve. Practices.
• It promotes the use of such knowledge to improve the working lives of individuals, the
efficiency and
• Effectiveness of organizations, and the well-being of society as a whole.
• The PNGTSC ensures that attention is paid to the rights and well-being of all
organizational stakeholders.
• The Ethical Standards set forth enforceable rules for conduct by its members.
• Most of the Ethical Standards are written broadly in order to apply to members in
varied roles and activities, and
• The application of an Ethical Standard may vary depending on the context.
 • The Ethical Standards are not exhaustive.
• General rules of participation also exist at various levels (e.g., memberships,
administration, salaries and allowances, sanctions, placement, governance activities,
etc.).
• Conduct that this "Code of Ethics" does not specifically address is not necessarily ethical
or unethical.
• Membership in the body commits its members to uphold the principles of the Code of
Ethics" and to adhere to the enforced ethical standards and the accompanying policies
and procedures.
• Members are advised of this obligation upon joining the profession for example new
graduates
• Are advised of the rules and regulations of teaching profession.
• Violations of the ethical standards may lead to the imposition of sanctions, including
termination of membership as well as employment.
• PNGTSC members respect and protect civil and human rights and the central
importance of freedom of inquiry and expression in research, teaching, and publication.
• They seek to help managers, employers, and public officials develop informed
judgments and choices
• concerning the impact of business practices on individual employees and society, both
In doing so, its members are required to;
• perform many roles, acting as researchers,
• teachers, consultants, diagnosticians, supervisors,
• Administrators, commentators, and social interventionists.
• PNGTSC realize that to maintain ethical standards they must make a personal,
• lifelong commitment to behaving ethically themselves;
• to encouraging students, supervisees, employees, employers, and colleagues to behave
ethically; and
• To consulting with others when ethical questions arise.
• Nationally and globally.

The PNG Teachers’ Association (PNGTA) Code of Ethics

• The PNGTA Code of Ethics comprises of the following:
 • Preamble,
• Declaration,
• 1 Commitment to Students
• 2. Commitment to the Profession
• 3. Commitment to Colleagues
• 4. Commitment to Parents
• 5. Commitment to Management, Agency and Employer
• 6. Commitment to the Community and the Nation
• 7. Commitment by the Community to Teachers in the Teaching Profession.
Tutorial Activity
1. Express the following concepts within the given contexts: code, ethics & moral.
2. Explain the differences between ethics & moral.
3. Explain in detail; applied, normative and Meta ethics.
4. Discuss specific expectations under the 7 major commitments specified by the PNGTA
Code of ethics.

Lecture 5: Teacher & Professional Skills Development

Avenues for Teacher professional skill development
• Pre-service – undergraduate selected from grade 12 matriculation/
equivalent & trained at certified secondary teacher training institutions that
offer B.Ed. (UoG inclusive).
• PGDE/In-service / Full-time / Part-time/ others
– Upgrading content through B.Ed. In-service, PGDE, B.Ed. Hons,
M.Ed., and Ph.D.
– PIST/ NIST – Week – external resource personnel
– Weekly school/ Departmental based
– SSOS on school visits
– Formal/ informal discussions
– Peer reviews
 – Seminars/ Presentations
– Document reviews, reading, listening, performing, etc
Teacher Professional skill
• Skills of:
– Learning
– Thinking
– Planning
– Facilitation
– Communication
– Management

1. The skills of Learning by a Teacher

1.1. Refers to skills that trs have to attain when collecting, processing
and summarising data with the aim of developing oneself towards life-
long learning
1.2. The ability to obtain knowledge in the field of cognition, affection &
psychomotor through:
- Observation
- reading
- writing
- Imitation
- Memorization
- Understanding
- Analysis
- Synthesis
 - Evaluation and memory
1.3. The ability to: receive accurate signals, process information, and
store in the memory and to apply in problem solving.
- There is the need to acquire learning skills such as:
- observing
- making assumptions
- Understanding
- remembering
-thinking and interpreting to produce effective learning
Importance of teachers’ developing the skills of learning
 enables a teacher to obtain knowledge systematically and
meaningfully
 Inculcate interest and liking for learning
 Increase their knowledge & life-long intellectual skills
 Apply learning skills in all types of situation
 Inculcate self-discipline
 Train individual to read with speed and aptly
 Train individual to obtain data efficiently

 Increase one’s memory

 Promote & sharpen one’s interest and potential
 Help individual to attain referencing skill in the library
 Train individual to encounter learning challenges (Guided
discovery)
  Motivate individual to lifelong education
 Train individual to manage time effectively

Three Processes in developing the skills of Learning:

1. Collection of Data,
2. processing of data &
3. making report based on the data
Collection of data consists of:
- Active listening
- Note taking
- Make reference
- Interview
- Questioning for information
- Speed reading
- Critical reading
Active listening
- listen with purpose (don’t just hear)
- listen to obtain direction (information)
- listen to identify elements in a text (purpose, why are you
inclined to listen?)
- listen to be able to repeat (instruction)

Note Taking
  Note-taking while reading, listening or viewing is a strategy for
recording & organizing information in order to understand and
remember it.
 Note taking enhances one’s comprehension of instructional
material
 Cornell system of note taking – 5 R’s:

- Record
- Reduce
- Recite
- Reflect
- Review
Make Notes
 Making notes is done after not taking. Consists of the
process of arranging, completing & refining notes taken.
 Graphic and visual illustrations as notes also help
especially those with special educational needs.
Make References

 Refers to the usage of books and other resources &

acknowledging them correctly.
 Motivates the teacher as a learner and creates curiosity among
the students as learners.
 Assign tasks based on those sources and guide students
accessibility/ link.
Questioning skills
 The viability of a teacher’s question reflects his/ her level of
content competency.
 Competent teachers ask questions of higher order that challenge
and demand student’s critical thinking (explanation & opinion
seeking)
 Do you know the answer yourself?

Purpose of Questions
 To increase students’ participation in their teaching – learning
interaction
 To encourage students to think at higher cognitive level
 To motivate students to search for new information
 To arouse the students interest and their curiosity in the topic of
instruction
 To develop the students active way of thinking and learning

Reading
Speed Reading
 Two types
- Skimming: speed reading with the aim of obtaining facts
- Scanning: speed reading with the aim of obtaining specific
information from any source
How useful is the skill of speed reading for teachers?
Critical Reading
 Helps teachers to understand content of the subject matter faster and will
remain longer in the memory.
 There are two techniques: SQ3R & KWL
  SQ3R:
- Survey
- Question
- Read
- Recite
- Review

1. Survey: get a good idea of the chapter’s content

2. Question: after the survey, change all headings into
question as it helps you learn in attempting to provide the
answers.
3. Read: Read the question you wrote for the heading. Then
read the text that follows the heading to find the answer.
4. Recite: Once you read a section, stop and describe in your
own words the major ideas that were presented.
5. Review: Go back over the material and review it.

• KWL: prepares you to learn by helping you tap into your

present knowledge, identify what you need to find out and sort
through the information you have learned.
• KWL = K stands for what you KNOW, W stands for what you
WANT to learn; L stands for what you have LEARNED.
• The KWL process allows you to zero in on your topic/ content
and use your time most effectively.
Tutorial Activity
Discuss the relevance & benefits of constantly reviving and upgrading/ up-
skilling the following skills by a teacher:
 • Thinking skills
• Planning
• Facilitation
• Communication
• Management

Lecture 6
The Teacher & Professional Skills Development; learning the skills of:
- Thinking
- Planning
- Facilitation
- Communication
- Management
• (1) Thinking skills
 Is a cognitive process broken down into a set of explicit steps which are
then used to guide thinking?
- enhances teachers adapt to constant changes.
- Calls for critical analysis of content
- enhancing/ empowering the cognition
- enhances self-correcting
“Lest we become tape recorders & cockatoos”
- Critical thinking is reasonable reflective thinking
- Comprises the mental processes, strategies & representations to solve
problems, etc.
- Reflective thinking becomes like ‘inner speech’ or ‘self-talk’
 - Reflecting involves active, persistent & careful consideration of behaviour
or practice
- Teachers are looked upon as professional thinkers

• (2) Planning
 topic, outcome, content, activities, resources, materials vs class
size, timing, events/ activities, calendar/ schedules
 Effective planning is essential to good time management
 Long term – list all tasks that have to be accomplished
 Short term – listing out the tasks for the week.
 The effectiveness as planner depends on whether the planned
activities can be accomplished without interferences
Planning cont…
A teacher as a planner performs the following:
- Teaching strategies that are congruent with purpose
- Plans that reflect the diversity of the classroom
- Shows an ability to speak and write about the significance of acquired
knowledge and cumulative experience
- Understand theoretical and practical aspects of curriculum development
and implementation
- Demonstrate a thorough understanding of one or more teaching models
- Develop effective & positive classroom management techniques
- Present materials in a variety of ways to accommodate different dominant
learning styles
- Exhibits high standards of professional ethics regarding colleagues

• (3) Facilitation
 - Demonstration
- Engagement
- Sensitivity
- Appropriate environment
- The quality of any learning experience will depend on the nature and clarity
of demonstrations.
- Facilitator assesses the needs of their learners before initiating classroom
strategies to meet these needs.
- They provide only what the children need

• (4) Communication skills

– Refers to social interaction performed through messages which are
formally coded events.
- Formal social interaction approaches
 Interpersonal skills (behaviour, considerate, understanding, etc.)
Types of interpersonal skills:
Attending behavior – teacher shares student’s behavior and he wishes to help
Reflection – teacher states an opinion, a wish, a belief or preference to the class
when he asks a question. Teacher provides direction
Inventory questioning – teacher uses a set of questions to help students describe
more clearly
Encouraging alternatives – teacher acts to get students to clarify further what he
is saying.

(5) Management skills

 Management means making things work or creating opportunities for the
organization, which means enabling it to function efficiently and effectively
 Management skills are:
 - Ability to implement aims and policies
- Management of care & discipline
- Management of people
- Management of resources
K – Keep
E – Educating
Y – Yourself
Tutorial Questions
1. Discuss the relevance of each of the skills viewed in this lecture and
emphasize why each of those skills should be embraced in the teaching
profession.

Lecture 7: Module 2
Unit 1: The Qualities of an Ideal Teacher
Unit 2: Teachers as Role Models
Unit 1: the Qualities of an Ideal Teacher
• Teachers are charged with the responsibility of not only cognitive
development but also to guide moral, emotional, development/ maturity.
• We think of the teacher as:
- A person
- An educator
- A socializing agent
- Transmitter of cultural values and heritage
Discussion
“to improve a society, you must improve the school, to improve the school, you
must improve the teacher”
What then should the qualities of an ideal teacher be?

A: General Qualities
1. Good teachers know what they teach and how to teach it. Key:
- Well founded, genuine educational qualification from reputable
institutions
- Constant/ regular professional skills upgrading/ self-learning

2. They know the human nature

- emotionally competent
- decisive but nonjudgmental
- upholds fairness regardless/ irrespective
- promotes selflessness
- individual dignity
- human rights
3. They know how learning takes place and what motivates
behaviour

- take teaching at heart (not just another ordinary activity)

- highly motivated & take pride
- diverse teaching strategies
- appropriate teaching/ learning resources
4. They know how to appraise an individual and make
educational diagnosis

-give credit where it is due and offer assistance where needed

- impartiality/ non-biased/ favouritism/ discriminatory
- honesty & transparency
5. They know how to help people to be curious, inventive & creative
- demonstrate high level of ingenuity power of creativity/
innovative)
- varied/ multiple teaching/ learning strategies
- Thorough/ critical planning
6. They must be able to work with small or large groups of people of
varying ages
- fairness
- establish individuals’ capabilities and abilities
- appropriate/ allocate proportionate resources/ materials/
time
7. They know how to make people to be ever so ready to learn

- facilitate to expound on strengths

- improve on weaknesses
- self-realisation, actualization,
- self-confidence & appreciation
8. The ideal teacher must understand:
- change & growth in human beings
- the way they learn
- how they can be motivated
- how their strengths can be nurtured/ encouraged
- their weaknesses minimized

B: Concrete/Specific/ Practical Qualities

1. The teacher should be a person worth copying/ emulating
2. He should be children-interested & patient
3. Trustworthy and reliable
 4. Friendly & guide
5. A good listener to the children
6. Enthusiastic & active
7. Have knowledge of stds’ academic needs at different levels/
address their issues
8. Interested in increasing his own knowledge
9. Someone happy and lively that deserves respect accorded to him
by students and parents.
Self –Judgement
Which attributes do you think you are strong in and which ones do
you need to improve?
It is not what the teacher thinks or feels but what he does that actually
affects the learners. It is commonly held that learners tend to
remember their teachers more than they remember what they taught
them
Summary: The qualities of a Good Teacher
• Absolute control over himself
• a good behaviour
• sincerity, honesty
• Diligence
• Industry
• Punctuality
• Courtesies and sympathy for his learners.
 That is the complexity of the “TEACHING PROFESSION”
“A teacher affects eternity he can never tell where his influence stops”
(Hippocrates)
• For students to emulate, a teacher has to be outstanding in every
regard
- Social (home, community, classroom)
- Spiritual
- Moral (ethics)
- Physical (healthy, neat, happy, etc.)
- Cognitive/ academia/ carrier