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Dr. Jagannath K. DangeDept. of P G Studies and Research in Education
KUVEMPU UNIVERSITYSHANKARAGHATTA – 577451, INDIA
E-Mail: [email protected]
Session objectives
Ancient system, Post Industrial and Contemporary.
Paradigm Shift in Pedagogy at Higher Education
Pedagogy, Androgogy and Heutogogy
Modern Approach to Learning
Methods of Teaching; Conventional and Modern
Shifting role of the teachers in present scenario
Ancient System
Our ancient system of teaching and learning wasperhaps of high quality with high teacher studentratio.
It had flexible schedules and curriculum whichwas highly personalized.
The curriculum covered wide span of subjectsranging from astronomy to zoology.
The access to the education system was restrictedto the most fortunate and influential.
After Industrial Age
Bulk of economic output was driven by humanlabour before Industrial Age. After industrialrevolution, rapid technological transformationsreshaped the meaning of human labour.
Machines replaced human labour.
The invention of devices such as steam engine,automobile, airplane, radio, television, harvester,and satellites, inverted the labour requirements.
Real need was for more educated and trainedpeople to manage these machines and design betterones.
Contemporary Situation
The present situation is characterized by massenrolment with focus on rote learning.
The testing of acquired knowledge is at fixedintervals.(Semester System)
One method is adopted to teach them all.
The primary emphasis is on literacy andmemory over problem-solving and curiosity-drivenexploration.
Knowledge still limited to books and syllabus.
Traditional Class Room Practices
In the traditional approach to teaching, coursematerial is unrelated to what they already know.
Hence learners treat course material asdisconnected list of knowledge.
Memorizing facts and procedures withoutunderstanding how or why.
Learners treat facts and procedures as staticknowledge handed down from all-knowingauthority, the teacher.
Learners memorize without reflecting on and theprocess of learning principles or learningstrategies
Loss of Interest in Learning
Under the present system many students includingsome best, are driven to boredom in learning.
When bored and unengaged, they are less likely tolearn any thing substantial/significant.
This is not the fault of the students.
Ways must be found to engage them in learning.
Obviously new types of curricula are needed withthe goal of increasing student engagement.
Older Assumptions about Learning .
It was generally assumed that knowledge is a collection of factsand procedures.
The goal of college/university is to transfer these facts andprocedures into students' heads.
It was felt that the teachers know all about these facts andprocedures and their job is to transmit them to students.
The way to determine success of learning is to test the studentsas to how many facts and procedures they remember,
Superficial Learning
As a result of such assumptions, the learning becomes superficialwhen learners passively take in information from a teacher, acomputer, or a book.
It is forgotten that the development of understanding is acontinuous process that requires students to construct andreconstruct what they know from new experiences and ideas,and prior knowledge and experiences.
Paradigm Shift in Pedagogy at Higher Education
from 'conventional' on-campus and off-campus learning, tonetworked learning.
Face-to-face teaching and learning on campus is now alsoincorporating some forms of networked learning, freeingstaff and learners to work at times.
'Distance' in learning is no longer the issue ---one can bring'network' learners together, whether they happen to be oncampus or off-campus, in the same country or situatedanywhere in the world.
Networking in learning are the key issues in the highereducation.
C&IT is seen as important milestone in the future of highereducation.
Networked Learning is changing the way by giving rise to newideas about access to learning
Changing Dimension of University Experience
Enrollment in graduate and professional degree programs is growing,Part-time enrollments continue to grow.
Changing Dimension of Learning Process
Students approach the learning process from multiple frameworks,and helps in developing academic and cognitive development bytheir out-of-class experiences.
Contemporary conversations focusing not only on knowledgeacquisition alone, but also on the processes by which studentsacquire new knowledge and skills, how they make sense of the newideas, attitudes, people, and experiences they are encountering.
Students acquire critical, reflective thinking skills, the ability togather and evaluate evidence, and the ability to make one's owninformed judgments which would help him/ her to go beyondrelativity.
Thus, learning is not one-dimensional.
Changing Dimension of Teaching
Teacher's role is no longer to provide instruction but that ofthe facilitator of student learning.
As per constructivist " students and teachers discovering andconstructing knowledge together" .Collaboration, activeengagement, and inclusion characterize these contemporaryinstructional approaches.
Active engagement involves bringing one's experience tolearning, being willing to expand one's understanding,integrating new perspectives into one's thinking, andapplying that changed thinking to one's own life.
These forms of teaching are inclusive because they invite allstudents' experiences and thoughts into the learninginteraction.
The trend toward this type of teaching is not about particularmethods but rather about the way educators view knowledge,authority, and learner capability.
Changing Dimension of Evaluation
continuous evaluation as an integral part of the teaching-learning
process, with feedback mechanism for teachers and learners
comparable.
Focus on outcomes to examination.
Assessing, knowledge gains will no longer be sufficient; outcomes in
critical thinking, cultural understanding, empathy, citizenship,
and social responsibility.
Students' potential for independent learning is another intended
outcome of the move toward teaching - learning.
The developed countries have already experienced the success stories
of the Technology based tertiary education and have been
consistently working on the modern devises of e-learning.
For global operation of higher education efforts will have tobe made to make the approach cooperative,multidisciplinary, shared vision, flexible and adaptable.
In the Republic, Plato uses the phrase 'better and morecomplete education',.
Similarly, the Buddha's discourse indicates the significanceof correctness in the choice of knowledge and ways ofteaching it, for an incorrect choice could be dangerous .
For meeting future challenges, it necessitates, improvingstudent learning, productivity, developing civicleadership, enhancing multi-cultural understanding andachieving higher levels of educational attainment, all thisnecessitate greater integration between curricular and co-curricular experiences.
Role of Teacher
Redefined Can a teacher impart knowledge? The answer is No. Can a hook provide knowledge? The answer is No. Can the Internet and other repositories provide knowledge? The
answer is again No. A teacher, book or Internet etc provide only information and not
the knowledge. The knowledge is learner centric.
This is the reason why a group of students having exposed to the same teacher, book or repository of information do not acquire the same level of knowledge.
Thus, the role of a teacher is to compliment or facilitate a learner in his/her learning process.
Structuring of Delivery Mechanism
The design of delivery mechanism must focus on 'Structuring of Contents' so that it facilitates the learner to apply his/her wisdom and make its internalisation easy.
While preparing for delivery, the teacher him/herself must seek answers of three questions What, Why and How of the topic and making these answers clear to the students, viz.
(a) What is it? The meaning, definition of the topic, terminology used or to be used and history of evolution of the topic.
(b) Why to learn? Usage 'purpose' application of topic and its relation to the environment.
(c) How does it function? Technical details and concepts involved in the topic.
A known and common method for both the teacher and student alike for 'structuring of contents‘.
Further. the delivery plan for each topic can be divided into three distinct and identifiable stages (with acronym MSC), viz.
(a) Must Know: Core concepts of a topic to be known to all students.
(b) Should Know: Major aspects of the topic to be known to at least 70% of the class.
(c) Could Know: In-depth and finer details of the topic to be known to top 20% of the class.
Structuring of contents, in MSC way, shall cater the needs of all shades of students in a classroom and help in internalisation of core concepts.
Process Oriented Approach to Lesson Planning
The teaching process at generic level, comprises of input, output, a conversion procedure, action, feedback and control loops, teachers, study material and infrastructure and technology.
Output: The output of the teaching process is `deliverable'. The word 'deliverable' is deliberately used to give a sense of tangibility to the output of teaching process. The outcome of teaching process `information' and that of combined teaching-learning process is knowledge for the learner.
Feedback Loop: is to check efficiency and effectiveness of the process with respect to benchmarks or standards.
Control Loop: the process is required to initiate corrective measures if the outcome is not as desired or as per the benchmarks established.
Conversion Procedure: It entails conversion of study materialinto 'deliverable' using a procedure and acting on it withinthe framework of given syllabi and time.
The procedure for creating 'deliverables' further includes twosteps, viz.,
(a) Deciding method for delivery.
(b) Creation of deliverables.
Timeframe: The last step in the process planning is to map thedelivery plan on the available time frame in which it is to bedelivered.
Two specific time related constraints will be faced by the teacher,viz.
(a) Level-1 Constraint: Total number of teaching days availablein a semester/ year. (b)Level-2 Constraint: Total number ofteaching hours available in a semester/ year.
Create Deliverables
Decide Method for Delivery: For every topic to be delivered it is necessary to adopt an appropriate method and is to be planned in advance.
The method of delivery shall have large impact on the learning outcome of students.
Creation of Deliverables: It is the most creative activity of the teaching process
The deliverable is to be created on the basis of method of delivery. Besides the lecture material; tutorials, case studies, presentations by the students, projects, assignments etcare to be created with clear outcome from the learner's perspective with all seriousness.
Know the Background of the Class: A teacher must be aware of the various
streams (science, commerce etc) from which the students belong to in a class. A
teacher must be aware of the heterogeneity of the class and adopt a
professional approach of communication.
Know the Level of Class: This becomes more pertinent when the linkage of the
current deliverable with the previous stages is higher.
Plan for Depth of Coverage: The background & level of the class, general
pattern of examination papers, syllabi and latest developments need to be
incorporated while planning for the depth of coverage of contents.
Compile Teaching Material: For every topic theteacher must scan various repositories ofinformation and collect material, sequence andorganise it for delivery incorporating the above threesteps.
Incorporate Real Examples & Display: For relating thedeliverable to the immediate environment, real life examplesare to be incorporated.
Teaching material so gathered should be converted into objectoriented display such as diagrams, pictures, video etc.
Digitise Teaching Material: All material so collected, collatedand planned to be delivered is to be converted into digitisedmaterial using IT enabled technologies with proper references.
Digitising the material helps the teacher to improve on it whendelivered in the repeat cycles. A digitised material can easily befurther researched and generalised to be converted into a book.
Rehearse & Deliver: Every teacher may not have the best oforatory skills. The rehearsal, especially in the first few years andwhen new subject/paper is to be taught, is a good practice.
Share the Material: it will be a good practice to sharethe teaching material with the students.
the teacher to make the students interactive duringthe conduct of class.
Sharing of teaching material with the students createsbondage between students and teacher.
Feedback & Post Delivery Analysis: As stated above,the most difficult task of teaching-learningprocess is to measure the performance of teachers.
Feedback from students and peer review are twoknown techniques
27
Pedagogy and AndragogyWhat’s the Difference?
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Adult Learning What we do have is a mosaic(mixture, variety) of
theories, models, sets of principles, and explanationsthat, combined, compose the knowledge base of adultlearning.
Two important pieces of that mosaic are andragogyand self-directed learning.
Pedagogy is the discipline that deals with the theory andpractice of teaching.
Pedagogy informs teaching strategies, teacher actions, andteacher judgments and decisions by taking intoconsideration theories of learning, understandings ofstudents and their needs, and the backgrounds and interestsof individual students.
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Adult Learning Lorge focused on adults’ ability to learn rather than
on the speed or rate of learning (that is, when timepressure was removed), adults up to age seventy did aswell as younger adults.
Andragogy In 1968, Malcolm Knowles proposed “a new label and
a new technology” of adult learning to distinguishit from pre-adult schooling
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Andragogy (Malcolm Knowles)
Andragogy is the art and science of helping adults learn: Adults desire and enact a tendency toward self-
directedness as they matureAdults’ experiences are a rich resource for learning.
They learn more effectively through experimental activities such as problem solving
Adults are aware of specific learning needs generated by real life
Adults are competency-based learners who wish to apply knowledge to immediate circumstances
A climate of mutual respect is most important for learning: trust, support, and caring are essential components. Learning is pleasant and this should be emphasized.
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Principles of adult learning Autonomous and self- directed
Life experiences and knowledge
Goal- oriented
Relevancy- oriented
Practical
Respect
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Adult Education is more effective when it is experience centered, related to learner’s real needs
and directed by learners themselves.
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The Learner
The learner is dependent upon the instructor for all learning
The teacher/instructor assumes full responsibility for what is taught and how it is learned.
The teacher/instructor evaluates learning
The learner is self-directed
The learner is responsible for his/her own learning
Self-evaluation is characteristic of this approach
Pedagogical Andragogical
34
Role of the Learner’s Experience
The learner comes to the activity with little experience that could be tapped as a resource for learning
The experience of the instructor is most influential
Learner brings a greater volume and quality of experience
Adults are a rich resource for one another
Different experiences assure diversity in groups of adults
Experience becomes the source of self-identify
Pedagogical Andragogical
35
Readiness to Learn
Students are told what they have to learn in order to advance to the next level of mastery
Any change is likely to trigger a readiness to learn
The need to know in order to perform more effectively in some aspect of one’s life
Ability to assess gaps between where one is now and where one wants and needs to be
Pedagogical Andragogical
36
Orientation to Learning
Learning is a process of acquiring prescribed subject matter
Content units are sequenced according to the logic of the subject matter
Learners want to perform a task, solve a problem, live in a more satisfying way
Learning must have relevance to real-life tasks
Learning is organized around life/work situations rather than subject matter units
Pedagogical Andragogical
37
Motivation for Learning
Primarily motivated by external pressures, competition for grades, and the consequences of failure
Internal motivators: self-esteem, recognition, better quality of life, self-confidence, self-actualization
Pedagogical Andragogical
38
Andragogy vs. Adult Learning Knowles revise his thinking as to whether andragogy
was just for adults and pedagogy just for children.
Between 1970 and 1980 he moved from an andragogyversus pedagogy position to representing them on acontinuum ranging from teacher-directed tostudent-directed learning.
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From Pedagogy to Heutagogy
40
It is thirty years since Knowles introduced us to the concept of andragogy as a new way of approaching adult education.
Much in the world has changed since that time, and we all know that the rate of change seems to increase every year.
41
Heutagogy Heutagogy, the study of self-determined learning, may
be viewed as a natural progression from earliereducational methodologies – in particular fromcapability development.
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Heutagogy The concept of truly self-determined learning, called
heutagogy, builds on humanistic theory andapproaches to learning described in the 1950s.
It is suggested that heutagogy is appropriate to theneeds of learners in the workplace in the twenty-first century, particularly in the development ofindividual capability.
43
The need for HeutagogyThis revolution recognizes the changed world in which
we live. A world in which: information is readily and easily accessible; change is so rapid that traditional methods of
training and education are totally inadequate; discipline-based knowledge is inappropriate to
prepare for living in modern communities andworkplaces;
learning is increasingly aligned with what we do; modern organizational structures require flexible
learning practices There is a need for immediacy of learning.
Teaching Methods
The term teaching method refers to the generalprinciples, pedagogy and management strategies used forclassroom instruction.
Your choice of teaching method depends on what fits you— your educational philosophy, classroom demographic,subject area(s) and mission statement.
Teaching theories can be organized into four categoriesbased on two major parameters: a teacher-centeredapproach versus a student-centered approach, and high-tech material use versus low-tech material use.
Methods of Teaching:
Way of facilitation of learning.
Teaching methods can be divided into two types
1. Conventional methods:
2. Modern methods:
Conventional methods:
Lecture method
Dialogue mode
Discussion method
activity method.
Modern methods:
a) Project method:
John Dewey, American philosopher cum educator. Laid stress on providing different
kind of rich experience to children.
It is characterized by high level student activity, enthusiasm, interest and
commitment.
Philosopher Propounded: John Dewey
According to Parker – A project is a unit of activity in which pupils are made responsible
for planning and purposing.
According to W.H. Kilpatrick ‘A project is a whole – hearted purposeful activity
proceeding in a social environment.
Principles underlying project Method Principle of Sociability Principle of Unity Principle of Correlation Principle of Interest Principle of Freedom Principle of Reality Principle of Purpose Principle of Experience
Steps of Project MethodProviding a situationChoosing and purposing Executing Evaluating Recording
g) Discovery method: problems are given to discover something,
Students be given more opportunities for independent study projects to arrive generalizations.
b) Problem solving method: Teacher and pupils attempt in a conscious,planned and purposeful effort to arrive at some solution. There are twoprocedures in problem solving.
Inductive
and Deductive
Inductive –Deductive Method
In inductive method of teaching the pupils are led from
particular instance to general conclusion. In this method the
concrete examples are furnished to students who derive
certain conclusion on its basis.
Deductive Method
It is reverse of inductive method. In this method rules,
principles and generalizations are provided to the students
and then they are asked to verify them with the help of
particular examples.
The students
Rules, Laws,
Principles etc.
Examples Illustrations
Verifying
Based on the size of the group, teaching methods are classified into,
Large group small group
teaching method teaching method
Lecture, Demonstration, Group discussion, Role playing,
Seminar, Panel discussion, Brainstorming, Project method,
Team teaching. Simulation and Tutorials.
Based on the size of the group, teaching methods are classified into,
Large group small group
teaching method teaching method
Lecture, Demonstration, Group discussion, Role playing,
Seminar, Panel discussion, Brainstorming, Project method,
Team teaching. Simulation and Tutorials.
Teaching methods
Lecture Method – Teacher centered
Demonstration Method
Seminar – Structured group discussion that may follow a format lecture
Planning
Organizing
Presenting
Panel Discussion – Two or More speakers discuss on a topic and Present it to the group of students and can raise the question.
Team Teaching – Team work of Two or more teachers
Project approach:
Small Group Teaching
Teacher is able to give individual attention
More actively participate in learning
Two-way communication
Objectives can be realized
Group discussion – Exchange of ideas
Simulation
Presenting a problem or Event in a simulated condition-micro teaching
Presentation made as near as possible to real situation
Ex – Mini working model of an Aeroplane is used to train pilots.
Modification of student Behaviour.
Helping students to assume new roles in the future.
Role Playing –
Laboratory method of Instruction, Involving dramatization of asituation by Two or more students under the guidance of a teacherwith specific purpose – in a problem situation
Ex – The adolescent boy who has problem of adjustment at home withhis parents and sisters.
Could play a particular incident
This creates awareness.
Buzz group technique
It is a patent (open) discussion group technique with a high degree ofstudent involvement
Dividing class into sub groups of 6 or 7 in each discussion leader foreach sub group
Active participation of students – goal oriented
Brainstorming
Basically designed to promote creativity.
It is a discussion form which enables the group to doCollective creative linking
Time is limited to 3-5 min
Every one allowed comment upon
It leads to the generation of new ideas and approaches to thestudy of the topics.
Modern Approach to Learning
emphasize importance of deeper conceptualunderstanding by creating proper learningenvironment. Necessary to recognize the importanceof building on learner's prior knowledge. Andreflection of what they have learnt and the contextualimportance of their knowledge.
Deep Learning • Deep learning is based on the ability to relate ideas and
concepts to previous knowledge and experiences.• Learners interpret their knowledge into interrelated
conceptual systems.• Learners look for patterns and underlying principles.• They evolve new ideas and relate them to conclusions,
dialogs through which knowledge is created and reflecton their own understanding.
Value of Computers for Deep Learning
• Computers can represent abstract knowledge in concreteforms and can articulate ideas in visual and verbal forms.
• Hence learners know how to manipulate and revise theirdeveloping knowledge. Internet-based networks canshare and combine their ideas and understanding forcollaborative learning.
Emerging Trends
Humanity's accumulated knowledge is freely available on theinternet and is indexed and searchable.
Flipped classrooms are becoming increasingly popular.
On-demand tutoring, personalized course structure to meetindividual needs are becoming possible.
Problem solving, curiosity, and innovation are the key toeffecting teaching and learning.
Next Generation Education
In not too distant a future, all good educational institutions will benetworked.
Every student and teacher will possess a smart device.
Extensive use of free open knowledge resources will enhance theup gradation of knowledge, acquiring new knowledge and lifelonglearning. Incentives will be available for investments to develophigh- quality educational content.
An Innovative Learning Scheme
IQWST (Investigating and Questioning our World through Science and Technology) is meant to transform adolescents into scientists,
This scheme was developed over a decade by science education, literacy, and learning science specialists from the University of Michigan, Northwestern University, Michigan State University, and the Weizmann Institute of Science. Israel, supported by funding from the U.S. National Science Foundation.
Typical Units of IQWST
Chemistry 1: How Can I Smell Things from a Distance'
Chemistry 2: How Can I Make Ness Stuff From Old Stuff?
Chemistry 3: How Does Food Provide My Body with Energy?
Earth Science 1: How Does Water Shape Our World?
Earth Science 2: What Makes the Weather Change?
Earth Science 3: How Is the Earth Changing?
Life Science 2: What's Going On Inside of Me?
Life Science 3: Why Do Organisms Look The Way They Do?
HILT- Harvard Institute for learning and Teaching
HILT's mission is to catalyze innovation and excellence in learning and teaching at Harvard.
Four sub-goals were developed in HILT's inaugural year:
Building on Harvard's strengths in teaching and learning;
Meeting the educational needs of students (both technological and pedagogical);
Strengthening the science of learning; and
Developing a robust network at Harvard around teaching and learning innovation. (www.hilt.harvard.edu)
Class Room Environment
Having seen the variety of new approaches to teachingand learning, it is important to recognize the crucialrole of the class room environments.
These include proper acoustics(auditory), comfortableroom temperature, adequate lighting, suitablefurniture, sufficient number and size of blackboards, other teaching aids such as projectors,screens, laptops and adequate number of poweroutlets.
Teaching Innovations
There are very many innovative methods of teaching suchas reciprocal teaching, using MOOCs constructively,adopting flipped class rooms, collaborative learningand so on.
Reciprocal Teaching
Reciprocal teaching means a dialogue between teachersand students for jointly constructing the meaning oftext.
It is designed to enhance comprehension by enablingstudents to take on a more active role in discussing theirtexts.
improving both comprehension and in-classinteraction.
In this context, teacher credibility is a critical factor instudents' achievement.
Students are highly perceptive about knowing whichteachers can make a difference to their learning. Instillingconfidence through credible teaching will give thestudents reassurance and confidence to invest in thelesson's content.
Adopting Flipped Class Rooms
Students study a topic at home by watching a video prepared orset by their tutor in advance of their regular lesson.
It provides the opportunity, for them to ask questions and platfompractical activities under their teachers guidance.
Flipped learning allows for a much more interactive lesson, withthe teacher helping students when they are stuck. It's sometimesalso called 'inverted classroom', or 'reverse teaching'.
Virtual Learning Environment
VLE is an online system that allows teachers to share educationalmaterials with their pupils via the web. Examples includeMoodle, WebCT.
It opens up an infinite number of channels in the format offorums, discussion threads, polls, surveys — instant feedbackeither as a group or individually. In VLE students can hand in theirassignments through secure virtual `hand-in' folders. It canfeature Embedded content such as YouTube which can beembedded in the homepage
Collaborative Learning
Collaborative Learning encourages team work andmutual support. it can bring a competitivedimension to learning which can motivate studentsto strive harder for results.
It exposes them to other people's thought processesand problem solving abilities.
Because the answer isn't supplied by the teacher or atextbook - they have to work it out for themselves.
This is new environment also involves a change in the rolesof both teachers and students.
The role of the teacher will change from knowledgetransmitter to that of learning facilitator, knowledgeguide, knowledge navigator and co-learner with thestudent.
The new role does not diminish the importance of theteacher but requires new knowledge and skills.
Students will have greater responsibility for their ownlearning in this environment as they seek out, find,synthesize, and share their knowledge with others.
ICTs provide powerful effete tools to support the shift tostudent centered learning and the new roles of teachersand students.
Shifting role of the teachers in present scenario
The teacher plays an important role in shaping andmoulding the personality of a child.
The success of student depends essentially upon thecompetence of the teachers, their sense of dedication andtheir identification with the interests of the studentscommitted to their care.
1. Encourage Thinking:
Teachers are being challenged to utilize new approachesand methods in an effort to improve learning outcomes:They have to seek improved ways of teaching by developingnew programmes and instructional strategies such asenquiry approaches, Simulation games, computerassisted instructions and programmed learning material.
2. The information Provider
A traditional responsibility of the teachers is to pass on tostudents the information, knowledge and understandingon a topic appropriate at the stage of their studies.
3. The Role Model
The teacher should model or exemplify what should belearned. Students learn not just from what their teacherssay but from what they see in the practice and theknowledge, Skills and attitudes they exhibit.
4. Teachers as a Facilitator
The key role of teacher is as a facilitator and a support toensuring, learning. Teacher is the one who facilitateslearners to realize their potentials, articulate theirpersonal and context specific experiences in ways that areacceptable in the wider context of our nation.
5. Teacher as a Participant in the Learners Efforts
Teachers have to recognize that in a learner centeredsituation curriculum evolves and is not pre-designedteacher is merely prepared for providing possible supportsin the process of learning.
Every subsequent learning situation cumulatively providesbetter insight to teacher in discerning learner needs andcreates pool and identities varied learning supports.
In this sense. Teacher is a participant in the learner's efforts atevolving learning experiences and helping to developprogramme for learning.
6. Teacher to Find his Own Teaching Style
There is no one method that is effective in causing alllearners to learn in similar ways.
Each teacher has to find one's style of teaching throughperceptive practice.
7. Recognize Himself as a Professional
Teacher needs to recognize himself or herself as a'professional'. S/He should be endowed with thenecessary knowledge, attitude, competence, andcommitment, and enthusiasm, spirit of seekingnew ways and means, capable of reflection andsensitive. S/He should he perceptive not only to thelearners and the institution but also to the emergentconcerns in the larger social perspective withinwhich one function.
8. Teacher's Sensitivity to Student's Needs andProblems
One of the most important characteristics of goodteacher is the ability to identify student's problemsand needs.
Every Tom, Dick and Harry can't teach,
Teaching requires passion and it’s a mission
Thank YouDr. Jagannath K. DangeDepartment of EducationKuvempu UniversityShankaraghattaDist: Shimoga
[email protected]://jkdange.blogspot.com
