MODULE 1

Concept of teaching

THE CONCEPT OF TEACHING.

Who is a teacher?
The teacher is a facilitator in teaching and
learning process. Here the teacher is not
the major source of knowledge, rather he
or she helps learners to learn.
When the teacher is a facilitator in T/L
process students learn by doing various
activities such as group discussion,
debates, role playing, independent studies
etc.
Teacher’s role

Examples of teacher’s activity
1. An information provider

Lecturing in classroom settings. Passing information,
knowledge and understanding. The teacher here is
seen as an expert in her or his field and who convey
that knowledge to students/ learners usually by the
word of the mouth.

2. A role model

On the-job role model, i.e. Doing/ Practising the
best.

Role model in the teaching settings
Teacher’s role. Cont.
3. A facilitator

The learning facilitator, a mentor,
personal adviser, and tutor to a student
or group of students.
4. An Assessor/ Examiner

- Involved in a formal examinations of
students .

Involved in evaluation of the teaching
program (Curriculum) and teachers
Teacher’s role. Cont
5. Planner

Plans what to teach, plan for special study module

Curriculum planner e.g. in curriculum planning
committee
6. Course organiser : Organize the content to be taught,
lesson plan and scheme of work.
7. Resource developer:

Develop learning and teaching resource materials
using his /her own creativity and the environment.

Production of study guides to support students’
learning
Teacher’s role. Cont.
8. Counsellor

Providing an advice and counselling
students on various aspects including
academic and social affairs.
9. Manager: Manage the classroom and
activities taking place in the classroom.
Knowledge base of teachers
(NBT)

Teaching profession, like any other
learned professions, requires mastery of
a specialized body of knowledge that is
applied with wisdom and ethical
concern. The teacher should know the
types of knowledge required and
relationships among the categories
identified.
Types of teacher’s knowledge

Knowledge base of teachers is divided into
content knowledge, general pedagogical
knowledge, pedagogical content
knowledge and context knowledge.

Pedagogy is the study of being a teacher
or the study of the process of teaching. The
term generally refers to strategies of
instruction, or a style of instruction.
Pedagogy is also occasionally referred to
as the correct use of instructive strategies.
Types of teacher’s knowledge.
Cont.

Content knowledge: Teachers must have
knowledge of the subject fields they teach
and of other related fields such as
mathematics, science, English, History etc.

Pedagogical knowledge: This is a knowledge
about how to present ideas or how to teach
example by explaining ideas to students,
demonstrating of ideas in a subject field.
Pedagogical knowledge. Cont.

It is a deep knowledge about the processes

and practices or methods of teaching and
learning and how it encompasses (among
other things) overall educational purposes,
values and aims. This is a generic form of
knowledge that is involved in all issues of
student learning, classroom management,
lesson plan development and
implementation, and student evaluation.
Pedagogical knowledge. Cont.

Pedagogical Knowledge includes knowledge

about techniques or methods to be used in the
classroom; the nature of the target audience;
and strategies for evaluating students
understanding. A teacher with deep
pedagogical knowledge (PK) understands how
students construct knowledge and acquires
skills; develop habits of mind and positive
dispositions towards learning. As such,
pedagogical knowledge requires an
understanding of cognitive, social and
developmental theories of learning and how
they apply to students in their classroom.
Pedagogical knowledge. Cont.

PK alone is very necessary but it is
insufficient for teaching purposes, rather
a teacher requires content knowledge.

Pedagogical content knowledge refers
to the broad principles and strategies of
classroom management and
organization.
Pedagogical content
knowledge.

Pedagogical Content Knowledge exists at the
intersection of content and pedagogy. It is
not the simple consideration of content and
pedagogy, together but in isolation; but rather
to a combination of content and pedagogy
thus enabling transformation of content into
pedagogically powerful forms.

PCK represents the blending of content and

pedagogy into an understanding of how
particular aspects of subject matter are
organized, adapted, and represented for
instruction.
Pedagogical content knowledge.
Cont.
PCK include things such as;

Knowing how to set learning goals,
organizing a sequence of lessons into a
coherent course

Conduct lessons

Introduce particular topics.

Allocate time for satisfactory treatment
of all significant concepts.
Pedagogical content knowledge.
Cont.

Pedagogical content knowledge can also be
defined as the knowledge about how to
combine pedagogy and content knowledge
effectively. It is about how to make a subject
understandable to learners. PCK includes
knowledge of what makes a subject difficult or
easy to learn and knowledge of common
misconceptions and likely pre conceptions
learners bring with them to the classroom.
Pedagogical content knowledge.
Cont.

Pedagogical content knowledge (PCK)
refers to the knowing what teaching
approaches fit the content, and likewise,
knowing how elements of the content can be
arranged for better teaching. This type of
knowledge is different from the knowledge of a
disciplinary expert and also from the general
pedagogical knowledge shared by teachers
across disciplines. PCK is concerned with the
representation and formulation of concepts,
pedagogical techniques, the knowledge of
what makes concepts difficult or easy to learn,
knowledge of students’ prior knowledge and
theories of epistemology.
Pedagogical content knowledge.
Cont.

It also involves knowledge of teaching
strategies that incorporate appropriate
conceptual representations, to address learner
difficulties and misconceptions and foster
meaningful understanding. It also includes
knowledge of what the students bring to the
learning situation, knowledge that might be
either facilitative or dysfunctional for the
particular learning task at hand. This
knowledge of students includes their
strategies, prior conceptions (both “naïve” and
instructionally produced); misconceptions
students are likely to have about a particular
domain and potential misapplications of prior
knowledge.
Pedagogical content knowledge.
Cont.

Shulman, 1989 argued that having
knowledge of subject matter and general
pedagogical strategies, though necessary,
are not sufficient for capturing the
knowledge of good teachers. To
characterize the complex ways in which
teachers think about how particular content
should be taught, he argued for
“pedagogical content knowledge” as the
content knowledge that deals with the
teaching process, including the “the ways
of representing and formulating the subject
that make it comprehensible to others”
Pedagogical content knowledge.
Cont.

If teachers were to be successful they
would have to confront both issues (of
content and pedagogy) simultaneously, by
embodying “the aspects of content most
relevant to its teachability” (Shulman, 1989,
p. 9). At the heart of PCK is the manner in
which subject matter is transformed for
teaching. This occurs when the teacher
interprets the subject matter, finding
different ways to represent it and make it
accessible to learners.
Pedagogical content knowledge.
Cont.

PCK represents the blending of content
and pedagogy into an understanding of
how particular topics, problems, or issues
are organized, represented, and adapted to
the diverse interests and abilities of
learners, and presented for instruction. It is
valued as an epistemological concept that
usefully blends together the traditionally
separated knowledge bases of content and
pedagogy.
Pedagogical content knowledge.
Cont.

Diagrammatically, we can represent
Shulman’s contribution to the
scholarship of teacher knowledge by
connecting the two circles, so that their
intersection represents Pedagogical
Content Knowledge as the interplay
between pedagogy and content.
Pedagogical content knowledge.
Cont.
In Shulman’s words, this intersection
contains within it, “the most regularly
taught topics in one’s subject area, the
most useful forms of representation of
those ideas, the most powerful
analogies, illustrations, examples,
explanations, and demonstrations - in a
word, the ways of representing and
formulating the subject that make it
comprehensible to others” (Shulman,
1989, p. 9).
Pedagogical content knowledge.
Cont.

Although Shulman did not discuss technology
and its relationship to pedagogy and content,
we do not believe that these issues were
considered unimportant. Rather, the intent is to
now bring explicit attention to these issues by
considering how technology interacts with
pedagogy.

"Pedagogical content knowledge identifies the
distinctive bodies of knowledge for teaching. It
represents the blending of content and
pedagogy into an understanding of how
particular topics, problems or issues are
organized, represented, and adapted to the
diverse interests and abilities of learners, and
presented for instruction.
Pedagogical content knowledge.
Cont.

Pedagogical content knowledge is the
category most likely to distinguish the
understanding of the content specialist
from that of the pedagogue", (Shulman,
1987, p. 4).
Conceptualizing teaching

Teaching as Transmission: When teaching
is conceptualized as transmission the
teacher is the main source of knowledge.
Students are considered as empty verses.
The teacher transmits knowledge, skills
and competence to students. Teachers
prepare notes and goes through them in
class without interaction.

Students listen, takes notes, observe etc.

What are the merits and demerits of this
approach?
Teaching as interaction or
transformation

Teaching involves a highly complex
sequence of ongoing actions. It can involve
as many as thousand or more teacher-
student interactions in a single day and
each of these interactions requires a
decision on what to do, what to say, how to
react, where to go next (Lefrancois,
2000)Classroom transactions are the
interactions between the students and the
classroom environment facilitated by the
teacher. The transactions form the basis for
the achievement and consolidation of the
instructional objectives. (Chipeta, D. P.)
Teaching as interaction or
transformation. Cont.

When teaching is conceptualized as
interaction/transformation the teacher is not
the major source of knowledge, skills and
competences. Students interact with the
resources like books and other materials
with the teacher and among themselves in
order to learn.

In interaction or transformation teaching
students do activities such as group tasks,
discussion, debates, role playing,
independent studies etc. in order to learn.
Various theory of learning and
their influence to teaching.

What is learning?
From psychologist point of view learning is
defined as permanent change in
behavior as a result of experience and
can not be attributed to temporary body
states such as those induced by illness,
fatigue, or drugs.
Learning is acquisition of knowledge, skills
and competences by the learners.
Behaviorism learning theory
Behaviorism encompasses the work of such
people as Thorndike, Pavlov, Skinner and
others.
Basic assumptions of behaviorism:

Learning is manifested by change in
behavior.

Learning is a process that results from
straightforward process of response to
stimuli. The provision of reward or
reinforcement is believed to strengthen the
response and therefore result in changes in
behavior.
Influence of behaviorism in
teaching

In teaching process teacher’s role is to
design an environment that elicits
desired behavior towards meeting these
goals and to extinguish undesirable
behavior.

In preparation for teaching process the
teachers prepare instructional
behavioral objectives as well as
systematic design of instruction.
Constructivism learning
theory.

Constructivism is a new important
approach to learning and teaching. The
founder of the theory are John Dewey,
Jean Piaget, Maria Montessori and others.

According to constructivism theory
Learners construct their own meaning from
interacting with texts, problems, materials,
students , adults and other aspects of the
learning environment (Arends,
Winitzky,&Tannenbaum, 2001).
Constructivism learning theory.
Cont.

Constructivism theory contradict
behaviorist approach to teaching and
learning, in which learners are thought
to merely absorb information in
response to classroom rewards and
punishments.

Constructivism posit that learning results
from the active purposeful interaction of
learners’ prior knowledge with new
information.
Influence of constructivism in
teaching

The constructivist learning approach
involves educators building schools
curriculum around the experience of their
students (Arends et al, 2001).

Constructivist believed leaner-centric
instructional classroom methods will
strengthen the commitment and
involvement of self motivated learners
because of their high level of interaction.
The teacher becomes the facilitator in T/L
process.
Humanism theory of learning.

Humanism is a paradigm/philosophy
that believes learning is viewed as a
personal act to fulfill ones potential. Key
proponents: Abraham Maslow, Carl
Rogers, Malcom Knowles. In humanism
learning is student centered and
personalized and educator’s role is that
of a facilitator. The purpose of learning is
to fulfill ones potentials.
Humanism theory of learning.
Cont.

A child learns because he or she is
inwardly driven. This would differ from
the behaviorist view that would expect
extrinsic reward to be more effective.
Extrinsic rewards are rewards from
outside example money, praise etc.
Intrinsic rewards are rewards from within
one self.
Instructional implication of
humanistic theory

Students centered teaching

Respects of students feelings,
aspiration, right to self determination.

Content: Teaching topics that directly
related to students lives.

Students exercise choice and control of
activities.

Self evaluation and self monitoring. The
teacher becomes a facilitator.
Learning styles
Learning styles are various approaches or
ways of learning. Learning styles group
common ways that people learn
Multiple intelligence theory;
The theory of multiple intelligences was
proposed by Haward Garderner in 1983.
Garderner believed that eight abilities meet
the criteria of multiple intelligences: spatial,
linguistic, logic mathematics, bodily
kinesthetic, musical, interpersonal,
intrapersonal, naturalistic
Learning styles. cont.
From types of intelligences proposed by
Gardner, one can derive different
learning styles. There are seven
learning styles as follows;

Visual (spatial). People who are using
the visual styles prefer using images,
pictures, colors and maps to organize
information and communicate with
others.
Learning styles. Cont.

Aural (auditory-musical): Those using this
style like to work with sound and music.
They can sing and play with musical
instrument or identify the sound of different
instrument.

Verbal (linguistic): Prefer using worlds both
in speech and writing. The verbal styles
involves both the written and spoken world.
Those using this styles find it easy to
express themselves both in writing and
verbally. they love reading.
Learning styles. Cont.

Physical (kinesthetic). They prefer using
their body hands and sense of touch. They
prefer sport and exercise and other
physical activities such as gardening or
wood working. When they are learning a
new skill or topic they prefer to jump in and
play with the physical parts.

Logic (mathematics): They prefer using
their brain for logical/mathematical
reasoning. They can work well with
numbers and perform complex calculation.
Learning styles. Cont.

Social (interpersonal): People with this
learning style prefer to learn with other
people. People with such style
communicate well with people both verbally
and non verbally. People come to them for
advice. They prefer learning in group.

Solitary (intrapersonal): People with this
learning style prefer to work alone and use
self study. People with such style are more
private, introspective and independent.
Implication of learning style in
education

Many educational theorists and researchers
consider learning styles as an important factor
in the learning process and agree that
incorporating them in education has a potential
to make learning easy for students.

Learners with a strong preference for a
specific learning style might have difficulties in
learning if their learning style is not supported
by the teaching environment. Therefore
incorporating the learning styles of students
makes learning easier for them and increases
their learning efficiency.
How to manage the learners’
difference in learning styles
during T/L.

Make learners aware of their learning
styles and show them their individual
strength and weakness. The knowledge
about their learning styles helps students to
understand why learning is sometimes
difficult for them.

Students can also be supported by
matching the teaching style with the
learning style of the students. Providing
students with learning materials and
activities that fit their preferred ways of
learning seems to have high potential to
make learning easier for them.
cont

Learners should be trained to adapt to
difference instructional styles. For example,
providing verbal learners with only visual forms
of instruction forces them to develop and use
visual skills. Mismatching approach is relevant
in order to make learning interesting and
challenging.

Researchers advice against unintentionally
permanent mismatch of teaching styles, where
teachers are unaware of the student learning
styles, as the result they teach only according
to a style which is favoring certain students
and disadvantages others.
cont

Teachers should support their learners
by including learning materials and
activities in their courses that address
different learning styles rather than
teaching in a way that accommodate
only one learning style.
Module 2
Understanding various T/L
approaches.
Transmission methods.

Lecture: Is a teacher centered strategy
designed for conveying large amount of
factual information. It is one of most widely
used teaching strategies in the world.
Lecture is designed to convey objective
information such as names, dates and
facts and when it is done well lecture is
quite effective in transmitting such
information.

What are advantages and disadvantages
of lecture method of teaching?
How to make a lecture
effective
The step in doing effective lectures are:

Advance organizer: Provide a link between the
information to be learned and student’s prior
knowledge.

Clear presentations: Lecture presents facture
information as clearly as possible. Visual aids
like over head and charts boost clarity.

Review and questioning: Good lecturer repeat
important information and frequently
summarize key points. In the final step a good
lecturer review key points and asking
questions and creating ample opportunity for
students to ask questions as well.
Demonstration

The aim of demonstration is to provide
students with a concrete example of a
good practice to copy or adapt.

The teacher shows a model of good
practice from which students can copy
or adapt. You can show your students
good essay, good assignment and
worked solutions.
Ensuring effective
demonstration

Ensure that all students can see.

Explain every stage for your
demonstration.

Involve students by asking them
questions.

Do the demonstration several times to
enable students to capture the skills.

Consider safety of students before
telling the students to practice.
Interactive and transformative
approaches
Group task: Group work is one of the active
method of teaching which give students
chance to use the methods, principles and
vocabulary that they are being taught.
Advantages of group tasks;

It support peer tutoring.

Students get a chance to practice high
order mental skills such as creativity,
evaluation, synthesis and analysis. It also
give the opportunity for the teacher to use
views and experiences of students.
Interactive and transformative
approaches. cont.

Questioning: This is an interactive approach
used by the teachers when talking to classes
and groups as well as when talking to
individual students.
Advantages of questioning;

It is more interesting to students

The emphasis in the questioning style tends to
be on understanding and remembering rather
than simply knowing

As a result of questioning the students had
their assumptions and prior knowledge
challenged and corrected.
Questioning skills

Ask questions which students can
answer successfully.

Leave time for students to think by using
pair work for example.

Use body language (eye contact,
smiling, raising the eye bows, etc.)

Always praise or otherwise acknowledge
correct responses. Make questions short
and clear using straightforward
language.
Discussion
Is a method of teaching which involves
conversation among students, giving
students an opportunity to express their
opinions and ideas and to hear those of
their peers.
When to use discussion?

Where students opinions and experiences
need to be known by the teacher or are
valuable and interesting to other students
in the group.

When the topic involves values, attitude
feelings and awareness, rather than
exclusively factual materials.
How to lead a discussion.

Make only one person speaks at time.

Clarify what someone has said if it was
not well expressed.

Encourage decision- making and
summarize the main points as they are
covered or agree.

Move on once consensus is found or
when the point is exhausted.

Encourage participation.
Games.

Games as a learning method produce
intense involvement and quality of
concentration which helps increase
interest and motivation.

Example science students are given a
set of cards describing energy
transmission and another set describing
process. They have to match each
process with the appropriate energy
change card.
Role play

In this method learners take on roles
and act on a given scenario.

For example, Three students take a role
characters in a novel they are reading
they are interviewed by the class about
their motives.

Role-play is very useful for developing
the interpersonal skills of learners. It
gives learners an opportunity to practice
skills in a risk-free environment.
Planning the role play activity.

Be clear about what you are trying to
achieve and design the activity towards
these ends.

The scenario is best provided on paper’
different versions are usually required
for each player.

Give every member of the class a role in
a play or observation role.
Project

Is an open-ended task or set of tasks for
students to complete- usually
individually, but sometimes in group and
which need to be carried out for a long
period of time.

Projects give the opportunity to use, to
practice and apply their skills and
knowledge and so come to a effective
understanding.

Projects and assignment give students
some control and responsibility over
their learning.
Designing an assignment or
project

Decide on objective: What do you aim to
achieve with the project. Be sure that an
assignment really is the best way of
achieving your objective.

Consider resources: Is there enough time.
Are specific list of equipment or rooms
available where these are necessary?

Consider skills needed: do your students
know how to research in a library? Do they
know how to approach the assignment?
Designing an assignment or
project cont.

Device activities: make sure your
activities achieve your objectives.
Instructional Media
What is Instructional Media?

Instructional media encompasses all the
materials and physical means an instructor
might use to implement instruction and
facilitate students' achievement of
instructional objectives. This may include
traditional materials such as chalkboards,
handouts, charts, slides, overheads, real
objects, and videotape or film, as well
newer materials and methods such as
computers, DVDs, CD-ROMs, the Internet,
and interactive video conferencing.
Instructional Media
Among the implicit goals that media can
help achieve are the following:

attracting attention

developing interest

adjusting the learning climate
Instructional Media cont.

promoting acceptance (of an idea)

They aid conceptualization. Many
concepts or ideas are understood
visually rather than verbally. For
example practical skills.

They aid memory. Research shows that
most people find information easier to
remember when instructional media is
applied rather than vebally.
Steps in the Implementation
of Instructional Media
One you conclude that using instructional
media will help you achieve your explicit
and/or implicit goals, it is useful to apply
the basic steps in the instructional
development process to choose and apply
the appropriate media. These basic steps
are outlined below (St. Cloud State
University, 1997):

Review instructional goals, objectives,
audience and instructional strategy

Determine the best medium for your lesson
components
Steps in the Implementation
of Instructional Media
• Draft materials and media
• Check for clarity and flow of ideas
Conduct formative evaluation
Implement/apply
Evaluate/revise
Factors in Media Selection

Practicality: Is the intended media practical in

that the media is available, cost efficient, time
efficient, and understood by the instructor?

Student Appropriateness: Is the intended
media appropriate for the developmental and
experiential levels of the students?

Instructional Appropriateness: Is the
intended media appropriate for the planned
instructional strategy? Will the media allow for
the presentation of the proposed lesson in an
efficient and effective manner? Will the media
facilitate the students’ acquisition of the
specific learning objectives?
Ethics of the teaching
profession

Ethics: Moral principles that control or
influence a person’s behavior.

Morality: Moral principles that concerning
with right and wrong or good and bad
behavior.

Teacher ethics refers to norms, values,
standards and principles officially accepted
to govern teachers conduct in their daily
dispensation of duties to enhance
commitment, efficiency and safeguarding
the reputation of the teaching profession.
Ethics of the teaching profession.
Cont.

Ethics guide teachers in working and
maintaining relationship with their
stakeholders (students, colleagues,
employers and parents).

Among virtues and principles most
frequently identified with ethics and
specifically moral quality of teachers:
fairness, justice, consistency, honest,
integrity, commitment, respect,
kindness, care, compassion.
Ethics of the teaching profession.
Cont

Effort to promote teacher ethics to
respond to increasing teacher
misconduct in various countries such as
Tanzania have resulted in the
establishment of a code of profession
conduct for teachers.
Teachers code of professional
conduct.

The code of professional conduct for teachers
in Tanzania: Under section 6(4) of the2002
public service Act No. 8, the Teachers Service
department (TSD) has been charged with the
responsibility of formulating and enforcing the
code of professional conduct for teachers
throughout Tanzania (URT, 2002).

According to the code of professional conduct
regulation 65(2) every teacher has certain
responsibility to the child under his/ her care,
the community in which he/she lives, to his
profession, the employer and to the state.
Teachers code of professional
conduct. Cont.
a. To the child: Each teacher has the duty to
guide each child to its full physical, mental
and moral development, both as an
individual and as a member of the
community.
b. To the community: A teacher must fully
understand the community in which he/she
works. He/she must explain to the
member of the community their duty to
obey all lawfully authority and serve as an
example through his/ her life.
Teachers code of professional
conduct. Cont.
C. To the profession: Teachers should
maintain the highest standard of
professional conduct at all times; work
conscientious and with diligence and
regularity; set a good example in
conduct and behavior at all times to
children under his/her care; Continually
improve his/her standard of work and
ability and avoid abusing any right or
privilege contained in his/her condition
of service.
Teachers code of professional
conduct. Cont.
D. To the employer: A teacher should serve
his/her employer faithfully, and accordance
with the terms of his/her employment.
E. To the state: a teacher must understand
and fulfill his/her responsibilities to the
state. He /she should accept the code of
professional conduct for teachers and
adhere to its provisions. Every teacher
must also abide by professional ethics as
stipulated in the Public Service Act.
Teachers rights

A teacher as a public servant has a right
of being a member of any political party
and can vote both for his/her political
party and general elections.

Can become a member of any religious
provided that he/she does not
contravene laws.

Right of association. Teachers are
allowed to join professional or labor
organization.
Teachers rights

Right of protection against dismissal

Right to be given written statement of
the particulars of your employment state
your title, and description of your work.

Having special leave
Students rights

Right to education. Each pupil have a right
to fair, peacefully and respectfully learning
environment.

Right for fair assessment. Students have
right to have their assessment evaluated
promptly, conscientiously and fair.

Freedom from discrimination and sexual
harassment.

Freedom of expression

Right to privacy and confidentiality.
Characteristics of profession

Knowledge base; members of
professional community also posses
expertises in their specific area of
specialization and usually such expertises
is a result of education and training in a
particular filed over a certain period of time.
In Tanzania, for example, medical doctors
train for not less than five years in order to
qualify, lawyers take not less than four
years, teachers are train for 2 to3 years;
therefore professional status is function of
mastering relevant body of knowledge.
Characteristics of profession
cont.

Professional autonomy; autonomy simply means
self determination or control over ones life or
decision. This is very important features in all
professional undertaking. As it appeared to
education the notion of professional is a matter of
independent judgment. E.g. professionals in
medicine have some freedom of judgment regarding
the treatment of patient under their care. They make
judgment concerning referral cases, or changing
medication for a particular patient etc. as
professional autonomy applies to law, lawyers have
autonomy to make decision free from influence
outside the professions. Lawyers in a court of law
have freedom to change course of legal action
provided that the decision are morally acceptable.

Is teaching having professional autonomy?
Characteristics of profession
cont.

Public service; all professions are concerned
with people/related to people or human being
on daily basis. In teachers case the immediate
clients are students for medical doctor the
patients, if that is the main concern the aim of
profession is the client access to such public
services, which are sometimes called basic
needs. Basic needs in this context include
health and this is the concern of medical
doctors, a legal justice is for lawyers,
education is the case of teachers. For example
medical doctor obligation is for patients, the
obligations of lawyers are for their client in the
court of law.
Characteristics of profession
cont.

Organization and regulation; also
characterizes professional undertaking. It
would appear such organisation and regulation
has two main functions;

(i) Ensuring that recruitment into any
professional undertaking is monitored and
controlled. This implies that not every one can
join any professional i.e. not anybody can
decide to be a teacher. There is some
condition one has to meet before qualifying as
a member of a certain profession. E.g. to be a
medical doctor one should meet a certain
criteria/qualification. Organization and
regulations are there to attract ideal people
into professional.
Characteristics of profession
cont.
(ii) Once recruited organization and
regulation help to control and maintain
the discipline of members of the
professionals. Organization and
regulation are instruments to
effectiveness.
School and classroom

What is a school?

A school is an institution designed for
the teaching of students (pupils) under
the direction of teachers.
The components of school are:

The classroom where teachers teach
and students learn are of central
importance but there are also other
areas which are of great importance.
School and classroom cont.

Other components of schools includes offices,
laboratories, libraries, cafeteria dormitories.,
etc

A classroom is a room in which teaching or
learning activities can take place. The
classroom provide a safe space where
learning can take place without distraction.

Most classroom have large writing surface
where the instructor or students can share
notes with other member of the class.
Traditionally this was in form of a blackboard
but they are becoming less common in well
equipped schools and replaced by flip charts,
whiteboard etc
Teacher- student relationship

Teacher student relationship is very
important for children. A teacher and
students who have the qualities of good
communication, respect in the classroom
and show interest in teaching from the
point of view of the teacher and learning
from students will establish positive
relationship in the classroom.

A teacher must continuously monitor the
students in order for him or her to be aware
of any difficult the student is having.
Teacher student relationship
cont.

Teacher should demonstrate respect to
students and students should respect
the teacher.

An authoritarian control is often
destructive to students. Students feel
valued and respected when they are
listened.