Apss Simple

ADVANCED PEDAGOGY OF SPECIFIC SUBJECT STUDY
4th semester, BEd. programme

(A SPECIAL EDITION FOR TUMKUR UNIVERSITY)
By
B. R. RAMACHANDRAIAH.
MSc,. MA., MEd., MPhil.,
AKSHAYA COLLEGE OF TEACHER EDUCATION
CCDR PUBLICATIONS, TUMKUR
APSS: Physics and Mathematics B.R.Ramachandraiah Page 1

ADVANCED PEDAGOGY ON SPECIFIC SUBJECT STUDY
UNIT -I
MEANING AND CONCEPT OF T L M & TEST
1.10 Teaching learning materials
1.11. Meaning of TLM,
1.12. Characteristics of TLM.
1.13. Uses of TLM.
1.14. Improvised TLM
1.20 Diagnostic tests
1.21. Meaning and importance of diagnostic test,
1.22. Construction of diagnostic test paper,
1.24. Characteristics / importance’s of diagnostic test,
1.25. Uses / Advantages of diagnostic test:-
1.30 Backward children and remedial teaching
1.31. Meaning of backwardness,
1.32. Identify child who needs remedial teaching
1.33. Causes for backwardness
1.34. Meaning of remedial teaching
1.35. programme for remedial teaching
1.36. Advantages remedial teaching:
1.37. Disadvantages / problems remedial teaching:
UNIT- II
SAKEHOLDERS IN EDUCATION
2.10 Stakeholders and their role
2.11. Meaning of stakeholders in education
2.12 Roles of stakeholders in education
Role of parents, school, students, community, ministry of education,
. Education departments, the ministry of health, boards/Universities of
. educational institutions:
UNIT- III
HIGHER SECONDARY SCHOOL TEACHER
3.10. The qualities and qualification of teacher
3.20. Professional ethics of teacher

3.21, Meaning of professional ethics.
3.22. Importance of professional ethics
3.23. Important professional ethics
3.24. Challenges and constraints in the implementation of professional
ethics in teaching
3.30. Professional growth of the teacher
3.31. Meaning in-service training,
3.32. Objectives of in-service training,
3.33. Need and importance of in-service teacher education
3.34. programme of in-service teacher education
UNIT -IV
PROGRAMME FOR PROFESSIONAL DEVELOPMENT
4.1. Meaning of professional development
4.2. Principles of effective professional development
4.3. Objectives of professional development
4.4. Means of professional development:
Meaning, and uses of orientation courses, refresher course, seminar,
. workshop, conference, the endowment lecture and guest lecturers/ talks
ADVANCED PEDAGOGY OF SPECIFIC SUBJECT STUDY
UNIT –I
MEANING AND CONCEPT OF T L M
What is TLM?
T L M are the devices which can be used to make the teaching-learning

experience more concrete, more realistic and more dynamic.
T L M are those sensory objects or images which initiate or stimulate and
reinforce learning.
T L M are anything by means of which teaching -learning process may be
encouraged or carried on through the sense of hearing or sense of sight.
T L M are those devices by the use of which communication of ideas between
teacher and students in various teaching and training situations is helped. These
are also termed as multi sensory materials.

T L M are the supplementary devices by which the teacher, through the
utilization of more than one sensory channel is able to clarify, establish and
correlate concepts, interpretations and appreciations in his teaching process..
List out the characteristics of T L M.
Teaching Learning materials should be
1 Systematic, Meaningful and purposeful
2 Motivates the learners, overcome monotony and boredom
3 Accurate, accurate, appropriate in every aspect
4 Simple and cheap means reasonable and moderate
5 Improvised and working model
6 Large in size
7 Up-to-date the concept
8 Easily portable, storable, handle
9 Natural, simple, impressing quality
1o variety, vividness and reality
11 meet the individual difference
12 reinforcement, help in understanding, thinking
13 save time and energy
14 Prepared by the teacher along with students.
15 Replica of original and working devises
Mention the principles of T L M.
Principles to be followed for the effective use of Teaching Learning materials

are,
• T L M should function as an integral part of the educational program.
• T L M should be centralized, under specialized direction and leadership in
educational programs.
• An advisory committee consisting of representative from all areas of
curriculum should be appointed to assist in selection and coordination of T L M
• T L M Should be carefully located to eliminate duplication, easy
accessibility and convenient use.
• T L M should be available whenever and wherever they needed for
effective utilization as an integral part of curriculum.

• Budget appropriations should be made regularly for T L M education
programs.
• Periodic evaluation to be done to assess the function of, utilization and
expenditure of the program.
• T L M Should help in providing the required multi sensory
experience.
• The cost of T L M should be reasonable and within the limit
• The selection of T L M should be based on the age , I Q and experience
of the students
• be sensitive to the diverse contexts from which learners come and in
which they learn;
• promote a love for lifelong learning, critical thinking, logical reasoning
and problem solving skills as essential life skills, emotional, intellectual,
personal, physical, spiritual, moral and social development;
• be sensitive to any biases, encourage integration and promote active,
hands on experiences;
• encourage an awareness of and respect for the environment and the
diverse cultures represented within the South African society;
• provide a continuous progression of opportunities for development,
allowing learners opportunities for gradual refinement of perception;
• be graded so as to accommodate individual differences and promote
learner paced learning;
• ensure the promotion of links between content, concepts, knowledge
and understanding;
• ensure an integration of and links between knowledge, skills and values
and attitudes;
• be cross-curricular in approach and allow for cross-disciplinary
articulation;
• make provision for application in real life and demonstrate relevance;
• advance the use of technology in the learning environment;
• make provision for teachers to be evaluated by their
Distinguish between projected TLM and non- projected

TLM.

1. PROJECTED A.V. AIDS:
The devise which help in projecting images on to a screen under normal light
condition are projected aids. They mainly need of electronic media and power to
project the images.
EX; over head projector, epidiascope, slide projector
filmstrips, T.V, cinema
2. NON PROJECTED A.V. AIDS:
The devise or objects which directly expose without using any media for
projection are called non projected aids.
A. Two dimensional non projected aids Ex; graphs , boards, charts,
B. Three dimensional non projected aids, Ex models
NOTE: There are some Activity aids (trips, exhibition) or preserved aids(zoo,
museum) and associated aids (puppets, mock up) also helping in teaching
learning process.
What are the advantages of T L M.
Teaching Learning materials

1 helps in effective perceptual and conceptual learning.
2 helpful in capturing and sustaining attention of students.
3 arouse interest and motivate students to learn.
4 helpful in new learning.
5. help in saving energy and time of both the teacher’s and students.
6. provide near realistic experience.
7. can meet individual demands.
8. useful in for education of masses.
9 supplement and enrich teachers own teaching to make teaching-
learning . more concrete.
10 serve an instructional role in itself
11 make teaching as an effective process
12. for clearing understanding the concept, content and subject
13. Decrease the verbalism, save time and energy
14. Provide direct and first hand experience.
15, uses all sensory organs.
16, meet the individual difference
17 Motivate the learners over come monotony and boredom
18. develops scientific temper and attitude
19 give reinforcement, joy satisfaction, sense of achievement
20. based on maxims of teaching
21 psychological values
22 encouraging activity And purposeful in learning.
24. Encourage original thinking
25 leave long lasting impression on the minds of the learner.
What is an improvised TLM?
An improvised TLM is an apparatus that functions like the original but
lesser in quality because of the alternative or substitute materials used in making
it to function
Improvisation teaching learning materials is those things that enables
students to have mental picture of what has been taught and to retain the message
in their memory for a very long time e.g. models audio aids, visual aids , Charts,
Micro-Projectors, Still Pictures, Specimen etc. It can be referred to as those
things that the classroom teacher uses to impact knowledge to pupils in the
Improvised instructional materials are learning resources that help in
teaching and learning processes, which help the teacher to deliver his lesson
during the course of his teaching. They can also be referred to as relevant and
cheaply selected tools or equipment that are usually incorporated in the
teaching/learning process in order to boost or enhance effective teaching and
learning activities in the classroom or any other environment where formal
educational system takes place.
Improvised instructional materials are teaching materials design and produce
from the available local materials in order to enhance effective teaching and
learning in schools.
Improvised instructional material is a method or way of minimizing loss of
equipment and materials and an inexpensive method of widening the scope of
inquiry.
Improvised instructional material is a meaningful attempt towards finding
suitable substitute or alternative to conventional science materials.
Need and importance of Improvised TLM
Our country is developing country, highly populated country so it is difficult
to equip all the things for education. so it is essential to work with limited

resources and hence the Teachers, students, school authorities and communities
should engage in improvising instructional materials in order to:-
 Develop in students and teachers adequate skill for improvisation.

 This will generate interest and motivation for indigenous technology.
 Have practical and physical links between science and theory
 Eradicate the menace of lack of or inadequate instructional materials for
science
 Sensitize both students and teachers that alternatives for some of the
conventional science teaching materials are possible.
 Achieve the set out educational objectives through the use of
improvised instructional materials in teaching.
 Based on learning by doing.
 Bring the cost of apparatus down as funds are scare in a developing
economy.
 Create instructional value, recreational value
 Develop dignity of working with group
 Provide creative and reflective thinking, self confidence,
 Develop scientific attitude, scientific temper, innovative habitt etc.
Advantages of Improvised TLM
 Every individual has the tendency to forget. Proper use of Improvised TLM
helps to retain more concepts permanently.
 Students can learn better when they are motivated properly through
different Improvised TLM
 Improvised TLM develop the proper image when the students see, hear
taste and smell properly.
 Improvised TLM provide complete example for conceptual thinking.
 The Improvised TLM create the environment of interest for the students.
 Improvised TLM helps to increase the vocabulary of the students.
 Improvised TLM helps the teacher to get sometime and make learning
permanent.
 Improvised TLM provides direct experience to the students.
 Improvised TLM Changes the Vocabulary, Change the Behavior

 Improvised TLM Builds Public Speaking Skills
 Improvised TLM Fosters Collaboration in Groups
 Improvised TLM Creates high-level critical thinking skill,.
 Improvised TLM Uses Multiple Intelligences
 Improvised TLM Presents Multiple Points of View
 Improvised TLM will discover New Stars
 Improvised TLM will make you a more positive, creative teacher.
 Develop self –confidence.
What are low cost materials?

Explain the Importance of low cost no cost materials.
Definition of low cost materials
Low cost materials are the teaching aids which require low cost or available
cheaply, and developed by locally available resources and expedite the process of
learning in the classroom.
Low cost materials are developed from the waste and help the teachers in
making the teaching interesting and concrete.
Low cost materials refer to a systematic way of constructing a piece of
apparatus or designing an experiment from locally available materials.
Importance of low cost no cost materials
 Low-cost teaching aids can be used in nursery, primary, middle,

secondary and senior secondary schools.
 Low-cost teaching aids can be used for supplementary and illustrative
education in the sciences as well as the humanities. However, they are
most suitable for subjects like science, geography, mathematics and art
and crafts
 use of local materials makes teachers and learners aware of the
resources to be found in their environment and stimulates creativity to
use them
 the experiments and models can be constructed in a very short time,
with a few tools, with locally available materials even by unskilled
persons as part of pre- and in-service teacher training
 the self-construction develops a sense of proud ownership and promotes
a more frequent use
 repair and replacement of broken parts are possible locally without
technical or
administrative problems
 For the storage no special storage facility is needed; a lockable cupboard
is enough. Security is no problem, because of the low material value
 for the implementation no special infrastructure is needed. The
innovations go straight to the schools. What has been learned today in a
training workshop can be applied tomorrow in the classroom
Define diagnostic test.

“Diagnosis means identification of a diseases or condition after observing its
sign.”
In education diagnosis means the analysis of various weakness and
difficulties confronted by students is difficult field of learning.
Diagnostic test is a tool which helps in identifying the success and
failure of students in any area of learning.
Education diagnosis is the determination of nature of leaning difficulties and
deficiencies of a course and goes to deeper to locate their causes and also suggest
remedial programme to get rid of the difficulties.
The test which has been derived to provide remedies about the specific
nature of pupils difficulties is given area is called diagnostic test.
What are the stages in process of diagnosis?
1. Classification
2. Identification
3. Aetislogy
4. Remediation
5. Prevention
1. Classification:-
It is the process of sorting out students into groups particularly of slow learner
and under achievers.
2. Identification:-
It is the process of finding nature of difficulties. Specific area of learning
deficiency can be marked by unit test.
3. Antilogy:-

It is most important stage. It is the process of finding causes of difficulties.
The main difficult of the step – lies in the fact that a test appraises only the
product of learning not the process of learning.
4. Remediation:-
Now is this stage, we have to plan and apply the remedial measures. For this
the teacher may fallow review and re-teaching and individual instruction based
on nature of difficulty. Since, each individual is unique, remedial programme
have to be planned accordingly through proper motivation and control by
emotional deficiency.
5. Prevention:-
A programme of diagnostic test should help an imaginative teacher is getting
an insight into the types of possible errors that are likely to occur in learning ,
their possible causes and the ways of presenting them in future. So we should
fallow up remedial measures and their effect (instructional material, curriculum,
instructional methods )
Mention the stages of construction of diagnostic test
paper.
1. Identification of the problem area.
2. Detailed content analysis
3. Listing all the learning points in sequence
4. Writing test item (mini mum 3)for each learning point
5. Providing clear instruction
6. Providing the time limit as required
7. Administration of the test
8. Item wise analysis
9. Qualitative analysis for identification of weakness
10. Identification of the causes of the difficulty
11. Preparation of a diagnostic chart for each student
12. Preparing the remedial programme
13. Fallow up the effectiveness of remedial programme
What are the characteristics / importance of diagnostic
test?
1. Specialize is identify the weakness and strength of child is learning
2. Identify the success and failure of individual in learning
3. Tool to determine the nature of learning difficulties and deficiencies.
4. Qualitative but not quantitative
5. Basis from tutorial group
6. Effective tool for remedial teaching
7. Breaks the complexity in skill of solving problem
8. Individualized the test items
9. It arranges the test item in learning sequence
10. Score is made only on wrong responses but not correct responses
11. Teacher made test / part of effectiveness of teaching
12, It should be integral part of the curriculum.
13. It should reveal the mental processes of the learner sufficiently to detect
points or Error.
14. It should be designed to cover a long sequence of learning
systematically
15. It should be designed to check forgetting by constant review of difficult
elements as well as to detect faulty learning
Mention the advantages of diagnostic test.-
It helps,
1. To know the effectiveness of teaching
2. To point out inadequacies in skills
3. To locate inadequate area in which individual instruction is needed
4. Serve for improving methods and materials
5. To know the weakness and difficulties in learning
6. To overcome learning difficulties
7. In identifying the causes for slow learning
8. Furnish continuous information in order that learning activities may be
most Productive of desirable outcome
9. Overcomes wrong responses
10. Breaks the complexity in skill of solving problem
.
What is “backwardness?
According to Barton hall,
“Backwardness in general is applied to cause where their educational
attainment falls below the level of their natural abilities.”

According to schonell,
Backward pupil is one who compare with other pupil of chronological age
shows marked educational deficiency.”
How would you identify backward child
1. To identify the student is now in picking up facts teacher put up few oral
questions and observe the response given by the students.
2. To identify students with low I Q Teacher may carry out intelligence test
3. Teacher can also know about the level of understanding or a student by
observing their faces, whenever a student fails to understand some important
details his face.
4 The score of a student in an achievement test also points to the position of
the student the score of a backward child is generally low.
5.A backward child is not able to do written work in a finished style, he
generally does things in a aphorized manner
6 . A backward student would prefer to be seated on a back bench.
7. A backward student may not be very regular in attending the class.
What is remedial teaching?
Remedial teaching is identifying slow learners, identifying their

areas of difficulty. and providing them with the necessary help
and guidance to help them overcome their problems.
A remedial teaching class is one that is meant to improve a
learning skill or rectify a particular problem area in a student.
Remedial teaching is assigned to assist students in order to
achieve expected competencies in core academic skills such as
literacy and numeracy.
Remedial teaching (also known as developmental education,
basic skills education, compensatory education, preparatory
education, and academic upgrading
What are the causes for remedial teaching?

1. Physical causes like poor eye sight, hearing problem, etc

2. Lack of interest in subject
3. Problem of transfer.
4. Mental disability or handicapped
5. Emotional problem
6, lack of facilities
7. Irregular school attendance.
8. Lack of facilities at home
9. Ineffective methods of teaching
10. Inappropriate learning experience
What are the Advantages of remedial teaching?
 Flexible instructional pace and flexible class participation

 Elimination of barriers of time and space
 Cost-effectiveness of online courses
 Electronic research availability (digital libraries and online databases)
 A well-designed online course makes it easy for students to navigate
and find the adequate information
 Provide opportunities for the class to learn through several senses at a
time
 Never put a child on the spot for an answer
 Giving immediate feed back , reinforcement
 Break content into small units
 Asking simple questions
 Organizing extra classes
 Use of A V aids
What are the Disadvantages/problems for remedial

teaching?
 Delayed feedback from the instructor

 Unavailable technical support from the instructor
 Lack of self-regulation and self-motivation
 Creating interest and sustain attention
 Use of needful learning experiences, T L M, learning activities
 Meeting the needs of disabled students
 Improving good Home atmosphere
 Improving good class room both physical and psychological
environment
 Sense of isolation, caused by the lack of interpersonal communication
and interaction among students or between students and the instructor, or caused
by the use of monotonous instructional methods
Mention the Remedial Teaching Strategies.

1 Characteristics of Learning among Pupils with Learning Difficulties
2 Objectives of Remedial Teaching
3 Principles of Helping Pupils with Learning Difficulties
4 The Process of Remedial Teaching
5 Curriculum Adaptation
6 Homework Policies
7 Formulation of Teaching Plans
8 Teaching Activities, Aids and Supporting Materials
9 The Setting of Learning Environment
10 Development of Generic Skills
11 Assessment and Record on Learning
12 Liaison with Parents
13 Co-ordination with Other Teachers and Professionals
Explain Remedial Teaching Programme

A. Individualized Educational Programme (IEP)
Geared to the learning needs of individual pupils, the Individualized
Educational Programme aims to reinforce the foundation of learning, help
pupils overcome their learning difficulties and develop their potentials.
Individualized Educational Programme should include short-term and long-
term teaching objectives, learning steps, activities and reviews to ensure that
the programme is implemented effectively. Teaching can be done in small
groups or for individual. If necessary, remedial teachers, other teachers,
student guidance officers/teachers, parents and pupils alike are to participate
in designing the programme. Remedial teachers hold meetings regularly to
evaluate the effectiveness of work and gather opinions for refinement.

B Peer Support Programme
Remedial teachers may train up pupils who perform better in a certain subject
to become ‘little teachers’ and who will be responsible for helping
schoolmates with learning difficulties in group teaching and self-study
sessions as well as outside class. Peer support programme helps pupils
reinforce their knowledge, and develop their communication and cooperation
skills as well as good interpersonal relationship. To enhance the effectiveness
of the programme, remedial teachers must provide training to the pupils
concerned beforehand and make regular reviews on its effectiveness.
Generally speaking, this programme is more suitable for pupils of higher
grades.
C. Reward Scheme
The reward scheme has positive effect in enhancing pupils’ motivation. It
aims at guiding pupils to set their own objectives and plans, and positively
reinforcing their good performance. No matter what reward is provided, the
most important thing is to help pupils cultivate an interest in learning and gain
a sense of satisfaction and achievement during the learning process .
UNIT II
STAKEHOLDERS
who are stakeholders in education? give example.
One might think of a person holding a wooden stake, like the kind driven
through the hearts of vampires in folklore. But the word stakeholder refers to a
person who has an interest or concern in the organization at hand.
In education, a stakeholder is someone who has a vested interest in the success
and welfare of a school or education system. This includes all parties that are
directly affected by the success or failure of an educational system, as well as
those indirectly affected.
In education, the term stakeholder typically refers to anyone who is invested
in the welfare and success of a school and its students, including administrators,
teachers, staff members, students, parents, families, community members, local
business leaders, and elected officials such as school board members

A person, group or organization that has interest or concern in an educational
institute. Stakeholders can affect or be affected by the institute’s actions,
objectives and policies. Some examples of key stakeholders are creditors,
directors, employees, government (and its agencies), owners (shareholders),
suppliers, unions, and the community from which the business draws its
resources.
A person such as an employee, customer, or citizen who is involved with an

educational organization, and therefore has responsibilities towards it and an
interest in its success
Examples of Stakeholders in Education

Let's take a moment to brainstorm who some of these stakeholders may be.
School board members, administrators, and teachers immediately come to mind.
They each want their work to have a positive impact on children, and their jobs
are directly affected by the success of the school system. Parents desire a
successful education system for their children, while the students themselves
have an interest in receiving a good education. It's also easy to imagine the
influence the education system has on government officials, like city councilors
and state representatives, as voters may base their decisions on the way such
officials support the school system.
In fact, the community as a whole is a stakeholder in its education system.
This is because local schools educate future employees, business owners, and
community leaders. A solid education program builds a stronger community by
better preparing its students to be successful community members.
Since all members of a community are stakeholders in its education system,
you may be wondering how each individual stakeholder is important. Every
different stakeholder plays a different, significant role in support of the education
system. Let's explore those roles.
Explain the roles of different stakeholders in education.
1. Role of parents in education
1. Interest in children’s admission and home-task: The most important
function of ideal parents is admitting their children in schools and colleges and

helping them in their home-tasks. They should oversee the homework given to
their child and should assist him in performing it.
2. Interest in children’s progress in the school: Fulfillment of the educational
aspirations of the parents for their children depends upon their active
participation in children’s education. The parents should know the progress of
their child and diagnosis of the teacher in relation to the school development.
3. Contact with teachers: Ideal parent is not only satisfied with sending their
child to the school but also makes close observation of his school life. They make
the informal and causal day-to-day contacts with the school and teachers.
4. Participation in school function: In well-organized institutions, the children
are inspired in good number to participate in school functions and sports. It is a
natural desire of a child to exhibit his talents to his parents and to others.
5. Participation in children’s recreation: Play is a way of learning, a means of
exploring and mastering the outside world, a natural way of controlling fears and
difficult feelings such as those of anger and hate, which the child dare not
express in the world. It helps a child to develop and master his growing powers.
5. Communication with children: Every child needs time with each of his
parents for a few minutes every day, uninterrupted by others. As he grows older,
these times alone with each of his parents may be less frequent but none the less
important.
6. Educational aspirations: Along with the general education, vocational and
professional training is also gaining popularity. Liberal tendency is also
developing among parents. Regarding the choice of profession, they would leave
the matter at the will of their sons and daughters.
• Adapt well to school
• Attend school more regularly
• Complete homework more consistently
• Earn higher grades and test scores
• Have better social skills
• Show improved behavior
• Have better relationships with their school
• Have higher self-esteem
• Additionally, linking community activities to the classroom
• Improves school-related behaviors
• Positively impacts academic achievement
• Reduces school suspension rates
2. Role of students in education
1. Students as Facilitators. Knowledge comes from study, experience, and
reflection. Engaging students as learning guides and facilitators helps reinforce
their commitment to learning and the subject they are teaching; it can also engage
both young and older learners in exciting ways.
2. Students as Researchers. Identifying issues, surveying interests, analyzing
findings, and developing projects in response are all powerful avenues for
Student Voice.
3. Students as Planners. Planning includes program design, event planning,
curriculum development, and hiring staff. Students planning activities can lend
validity, creativity, and applicability to abstract concepts and broad outcomes.
4. Students as Organizers. Community organizing happens when leaders bring
together everyone in a community in a role that fosters social change. Students
community organizers focus on issues that affect themselves and their
communities; they rally their peers, families, and community members for action.
6. Students as Advocates. When students stand for their beliefs and
understand the impact of their voices, they can represent their families and
communities with pride, courage, and ability.
7. Students as Evaluators. Assessing and evaluating the effects of programs,
classes, activities, and projects can promote Student Voice in powerful ways.
Students can learn that their opinions are important, and their experiences are
valid indicators of success.
8. Students as Experts. Envisioning roles for students to teach students is
relatively easy; seeing new roles for students to teach adults is more challenging.
Students specialists bring expert knowledge about particular subjects to programs
and organizations, enriching everyone’s ability to be more effective.
9. Students as Advisors. When students advise adults they provide genuine
knowledge, wisdom, and ideas to each other, adults, schools, and education
agencies, and other locations and activities that affect them and their world at
large.
10.Students as Designers. Students participate in creating intentional, strategic
plans for an array of activities, including curriculum, building construction,
students and community programs, and more.

11. Students as Teachers. Facilitating learning for themselves, other students
and educators, other adults in schools, or adults throughout our schools can be
teachers of small and large groups in all kinds of topics. [Examples]
12. Students as Grant-makers. Students can identify funding, distribute grants,
evaluate effectiveness, and conduct other parts of the process involved in grant-
making.
13. Students as Lobbyists. Influencing policy-makers, legislators, politicians,
and the people who work for them are among the activities for students as
lobbyists.
14. Students as Trainers. When they train adults, students, children, and
others, youth can share their wisdom, ideas, knowledge, attitudes, actions, and
processes in order to guide programs, nurture organization and community
cultures, and change the world.
15. Students as Politicians. Running for political office at the community, city,
county, or state levels, students can be politicians in a variety of positions. In
some places, they can run for school boards or as education trustees too.
16. Students as Recruiters. Students building excitement, sharing motivation,
or otherwise helping their peers and other people to get involved, create change,
or make all sorts of things happen throughout schools and the entire education
system.
17. Students as Social entrepreneurs. When students recognize a social
problem, they can use entrepreneurial principles to organize, create, and manage
a venture to make schools and their communities change.
18. Students as Paid staff. When schools hire students, they can be staff
members in schools and throughout the education system. They can fulfill many
roles on this list in paid positions.
19. Students as Mentors. Mentoring is a non-hierarchical relationship between
students and adults, adults and students, or among students themselves, that helps
facilitate learning and guidance for each participant.
20. Students as Decision-Makers. Making rules in classrooms is not the only
way to engage students in decision-making. Participating in formal and informal
decision-making, students can be school board members, education committee
members, and in many different roles throughout schools.

21. Students as Activity Leaders. As activity leaders in schools and education
agencies, students can facilitate, teach, guide, direct, and otherwise lead youth,
adults, and children in a variety of ways.
22. Students as Policy-Makers. When they research, plan, write, and evaluate
education rules, regulations, laws, and other policies, students as policy-makers
can enrich, substantiate, enliven, and impact the outcomes of policies and schools
in many ways.
3. Role of teacher in education;
1. Resource
One of the top roles a teacher must fill is that of resource specialists. There
will be many people who will come to the teacher seeking information. Even if
the person is only seeking a source of information, the teacher is the one who
must know how to find what the student is looking for.
2. Support
Students are the ones who need support when learning a new skill or piece of
information. A teacher must act as the support person when the student needs this
help. Support can come in many forms such as a coach, leader and even a
counselor. In professional circles, a teacher may even have to support other
teachers leading a particular subject matter.
3. Mentor: Serving as a mentor for novice teachers is a common role for
teacher leaders. Mentors serve as role models; acclimate new teachers to a new
school; and advise new teachers about instruction, curriculum, procedure,
practices, and politics
4. Helping hand
A leader in a school is a person who takes on extra tasks such as leading the
PTA meetings and even helping set up a gym for a big event. Teachers who are
active in the school will often have more jobs than just the one they were hired to
perform. Often, the goals of the teacher will match the direction that the school is
taking.
5. Learner
One last important role a teacher must fill is that of a learner. Anyone who has
been involved in a profession long enough knows that there is always something
new to learn. A learner is a person who is always growing in life and will never

claim that they know it all. A teacher will be challenged everyday with a new
task that will help them grow into a better person.
6. School Leader
Being a school leader means serving on a committee, such as a school
improvement team; acting as a grade-level or department chair; supporting
school initiatives; or representing the school on community or district task forces
or committees. A school leader shares the vision of the school, aligns his or her
professional goals with those of the school and district, and shares responsibility
for the success of the school as a whole.
7. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new
ideas, often by demonstrating a lesson, co-teaching, or observing and giving
feedback. It is found that consultation with peers enhanced teachers' self-
efficacy (teachers' belief in their own abilities and capacity to successfully solve
teaching and learning problems) as they reflected on practice and grew together,
and it also encouraged a bias for action
8. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching
strategies. This help might include ideas for differentiating instruction or
planning lessons in partnership with fellow teachers. Instructional specialists
might study research-based classroom strategies explore which instructional
methodologies are appropriate for the school; and share findings with colleagues.
9. Curriculum Specialist
Understanding content standards, how various components of the curriculum
link together, and how to use the curriculum in planning instruction and
assessment is essential to ensuring consistent curriculum implementation
throughout a school. Curriculum specialists lead teachers to agree on standards,
follow the adopted curriculum, use common pacing charts, and develop shared
assessments.
10. Learning Facilitator
Facilitating professional learning opportunities among staff members is
another role for teacher leaders. When teachers learn with and from one another,
they can focus on what most directly improves student learning. Their
professional learning becomes more relevant, focused on teachers' classroom

work, and aligned to fill gaps in student learning. Such communities of learning
can break the norms of isolation present in many schools.
• Working with colleagues, and community members to set clear and
obtainable standards for our students.
• Participating in the decision making that helps to deal with the problems
that affect our students learning.
• Mentoring new teachers and getting them ready to teach the youth of
today.
• Plan lessons that teach specific subjects, such as math, science, and
English.
• Teach whole groups or small group the lessons that they have prepared.
• Assess and evaluate student's abilities
• Prepare students for standardized tests.
• Communicate student progress to parents.
• Develop and enforce classroom rules.
• Supervise children during extracurricular activities.
• Conduct in-class activities.
• Plan field trips.
4. Role of community in education:
As the community people initiated to schools, they were responsible for their
management as well. The community managed schools were introduced
successfully at that time. The modality of the community managed school was
simple in the sense that community did things such as establishing the school in a
location as agreed by the people, building a house for classroom purpose as per
their financial situation, hiring and firing teacher and getting their salaries and
other benefits.
The transformation of the macro-political landscape, the promise of expanded
democratization, the threat of narrow nationalism and fundamentalism, the
increasing risk of environmental degradation and endemic disease all of these
challenges call for the more effective development of human resources and thus
for a greater demand for, and supply of, education of better quality.
Final concerns the narrowness of the traditional vision of what ‘good’
education is and what it is meant to achieve. It can be argued today that good
education, must be defined not only in relation to the extent to which school is
well-housed and well supplied, teacher literacy, job skills, and facts for life; and
facilities an effective teaching-learning process. Education of good quality must
also by definition:
1. Encourage a more integrated view of how the world operates and how
development does (or does not) occur,
2 Make students more critically aware of how their actions, individually and
collectively, will hinder or help the world to meet future challenges; and
3 Help to mobilize and empower people with the knowledge and skills to
participate more actively, more democratically, and more collectively in the
development process.
4 Communities can be defined by characteristics that members share, such as
culture, language, tradition, law, geography, class and race.
5 Community participation in education viewed as an effective means of
promoting education both in qualitative and qualitative terms.
6. Community is a group structure, whether formally or informally organized,
in which member’s plays roles which are integrated around goals associated with
the problems from collective occupation and utilization of habitudinal space,
second, members of the community have some degree of collective identification
with the occupied space. Lastly, the community has a degree of local autonomy
and responsibility.
7. The third one is communities based on shared family or educational
concerns, which include parents association and similar bodies that are based on
families shared concern for the welfare of students.
Activities that Involve Participation
The term participation can be interpreted in various ways depending on the
context that clarifies different degrees or level of participation, and provides
possible definition of the term, including:
• Involvement through the mere use of a service (such as enrolling children in
school or using a primary health care facility;
• Involvement through contribution (or extraction) of money, materials and
labors;
• Involvement through ‘attendance’ (e. g. At parent meeting at schools),
implying passive acceptance of decisions made by others;
• Participation in the delivery of a service, often as a partner with other actors;
• Participation as implementers of delegated powers; and

• Participation in ‘real decision making at every stage’, is including
identification of problems, study of feasibility, planning, implementation, and
evaluation.
Further provides some specific activities that involve a high degree of
participation in a wider development context, which can also be applied in the
education sector, inducing:
(1) Collecting and analyzing information,
(2) Defining priorities and setting goals,
(3) Assessing available resources,
(4) Deciding on and planning programs
(5) Designing strategies to implement these programmes and dividing
responsibilities among participants,
(6) Managing programs,
(7) Monitoring progress of the programs; and
(8) Evaluating results and impacts.
Community participation in education, providing specific channels through
which communities can be involved in children’s education.
(a) Research and data collection, (b) dialogue with policy makers;
(c) School management; (d) curriculum design;
(e) Development of learning materials; and (f) school construction.
Community participation in Teaching Learning Process
1. Setting of teaching standards, recruitment, teacher training, teacher’s salary,
condition of service, promotion and discipline are important factors that always
comes under debate.
2. . Role of Community in Pedagogical Supervision and Support. Quality
education system is one that succeeds in meeting its own goals, one that is
relevant to the needs of children, communities and society; and that fosters the
ability of children to acquire knowledge and critical learning skills.
3. Global campaign for education stated that high dropout rate in school is not
only result of poor quality, but if effective learning is not taking place in school,
parents are more likely to withdraw children school early or not sent them at all.
Improving quality of education is therefore essential to achieving goal of
Universal access to education. Without active involvement of the community in
school management quality improvement is not possible. Project work in
community could be one of the good pedagogical approaches in teaching
learning process in school. Community is the foundation of this approach.
Providing the facts, feeling and experiences of the community people to the
students could be the best help in the teaching learning process for to increase the
deeper understanding of students while at project work.
4. Community people can play as an actor of promoting quality education in
this sense. Successful schools build connections to parents and communities as a
way to strengthen relationship in support of the students, and as a way to better
understand students so that teaching can be tailored to them as individuals
communities offer a wide range of resources that are valuable to school and the
families they serve.
5. Ministry of education (MOE):
• School Health, Nutrition and HIV&AIDS Coordination Unit
(SHN/HIV)
• Give administrative support to the MOE.
. Conduct professional development and in-service programme.
. Maintain the transparency in examination process.
• Develop SHN/HIV strategies.
• Communicate SHN/HIV policy and strategic plan.
• Advise the Ministry of Education about SHN/HIV.
• Develop partnerships with key stakeholders.
• Promote advocacy concerning SHN national and regionally.
• Co-ordinate training in SHN/HIV at the national and regional levels.
• Assist with implementing SHN/HIV activities at regional levels.
• Regional Coordination and Accountability
6. Education departments:
• Identify Regional Programme Coordinators (RPC) to assist in strategic
planning and regional implementation.
• Ensure that the Policy and Strategic Plan are reflected in the relevant
work plans.
• Coordinate the Education Department's implementation of the Strategic
Plan.
• Communicate the Policy and Plan to education sector employees and
other education stakeholders regionally.
• Provide the SHN/HIV Unit with data concerning SHN/HIV activities.

• Submit annual activity monitoring reports to relevant Heads of the
Departments.
7. The ministry of health (MOH)
 Develop the awareness about protection of environment

 Develop the awareness to minimize the pollution and improve the forest
 Act as the main partner of the MOE in all SHN/HIV activities.
 Agree on a Memorandum of Understanding with the MOE.
 Give technical support to the MOE in relation to for SHN/HIV.
 Function as implementing agency for some SHN/HIV activities
 Development Partners
 Assist with SHN/HIV strategic plan and activities implementation.
 Contribute funding and technical support.
 (NGOs, CBOs and FBOs)
 Help develop SHN/HIV Strategic Plan and implement activities.
 Implement activities supportive of strategic plan, policies, and
guidelines.
 Follow procedures for SHN/HIV activities of NGOs, CBOs and FBOs
in schools.
 Members of the Educational Institutions
8. Boards of educational institutions:

• provide oversight of implementation.
• Administrators/management
• Advise the Board of policy implications.
• Develop institutional SHN/HIV Plan and Strategies.
• Ensure that the Policy is reflected in School Improvement Plans.
• Agree on appointment of an SHN/HIV Focal Point or Committee.
• Ensure safe and sanitary work and study environments.
• Integrate strategies and mechanisms for monitoring and evaluation.
• Provide data to regional and national SHN/HIV coordinators.
9. Representatives of employees' and student
organizations:
• Encourage the implementation of the SHN/HIV Policy and programme.
• Holistic Student Development
• Inclusiveness
• Social Responsibility
• Collaboration
• Integrity
• Exploration
• Innovation
10. parent-teacher associations:
• Work with education institutions, school boards and the wider community
• Mobilize materials, funding, and technical support from stakeholders.
• Raise money to help both the running and the activities of the school.
• Explain the roles of the school to the community, this is how teachers and
community members come to a more harmonious relationship.
• They give their points of view to the teachers concerning academic
improvement and moral standards.
• Help head teachers and their staff maintain effective discipline among their
students.
• PTA helps to provide transport facilities for schools.
• PTA helps also in fund raising towards the welfare of the students.
• Indiscipline in schools can be attributed to lack of cooperation between
parents and the school authority.
• Schools with strong PTA are less liable to riot than schools with strong PTA.
• PTA enhances the improvement in moral academic and spiritual welfare of
the students.
• Organizing information/social events for new parents to the school
• Organizing welcome events for new students to the school
• Arranging talks on topics of interest to parents, e.g. guest speaker on
parenting/discipline etc
• Preparing school handbooks/calendars
• Providing support/organizational input to major school events, e.g.
communions, confirmations, debs etc
• Channeling parents views on school policy issues to the Principal/Board
• Contributing to school newsletter
• Helping to organize and supervise extracurricular activities
• Organizing Fund Raising Events for the school

Unit III:
HIGHER SECONDARY SCHOOL TEACHER
What are the qualifications to be a good teacher?
State requirements for teaching licenses vary; however, most include:
 A bachelor's degree
 A teacher training course.
 The completion of a teacher education program.
 Supervised teaching experience.
 The completion of basic writing and math skills tests.
For teaching in high school, one must qualified with bachelor degree , BA/
BSc /B.Com with training course BT/BEd or BA.Ed /BSc.Ed/ B.COM.Ed.
Having Master degree MA, MSc, MCom in any discipline is more advisable.
Earning a bachelor's degree in education may be the quickest route to meet
these requirements. However, an increasing number of professionals come to a
teaching career after years of working in other fields. Some colleges offer
alternative certification or licensure programs for professionals who already hold
a bachelor's degree in an area other than education. Programs typically last 1-2
years, during which students work as teachers, under the supervision of a mentor
teacher, while attending teacher education courses.
Students who plan on teaching at the middle or high school level generally
take major-level courses in the subject they wish to teach, in addition to the
required teacher education curriculum. For example, students wishing to teach
economics to high school seniors may major in economics and education,
completing both respective requirements to earn their degree. This helps aspiring
middle and high school teachers develop skills in lesson planning and curriculum
assessment in their field of interest.
What are the qualities of teacher?
A great teacher is one a student remembers and cherishes forever. Teachers
have long-lasting impacts on the lives of their students, and the greatest teachers
inspire students toward greatness. To be successful, a great teacher must have:
1. An Engaging Personality and Teaching Style

A great teacher is very engaging and holds the attention of students in all
discussions. According to Mahatma Gandhiji ,’woe to the teacher who teaches
one thing with the lips and carries another in the heart.’
2. Character and conduct:
A good teacher must have sound moral, high statues , always up straight in
society, has good character and conduct. His action and words should be same
always.
3.love for the profession:
The teacher should feel his profession as the infant loves the mother. He
should has passion and satisfaction, love and respect towards his profession.
4. Love for children: the teacher should win the love and affection of the
child. ‘Teach the child do not teach the subject’ is the contemporary proverb. So
it has been said that if a teacher does not actually love the children ,he should
give up teaching.
5 Patience; He has to deal with large number of students having different
background and different I Q. SO he has kindness, patience, tolerance in solving
the problems of his students.
6. Punctuality: a good teacher will make it a point to be punctual in his work.
He should be regular, no late coming, participating in all school activities show
his worthiness.
7. Religious tolerance:
The destiny of nation is in the hand of teacher. so he should be secular,
democratic in approach, Treat all equal, give importance to social justice, should
be impartial in his attitude.
8. True to his command: less commands should be given to the students and
when given, they must be stuck to, otherwise they lose their effectiveness.,
9. Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet
those specific objectives during each class Students, particularly teenagers,
perform best when they understand what is expected of them. As a secondary
education teacher it is especially important to always maintain clear objectives,
both in your lessons plans, and in your expectations of your students.
10. Knowledge of child psychology.
11. Knowledge of methods of teaching, techniques of teaching devices of
teaching principle teaching, maxims of teaching.
12. Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive
behaviors and change in the classroom. Disciplining adolescents requires a
different approach than disciplining elementary school children and maintaining
control of the classroom is vital for an effective secondary school teacher. New
ideas on discipline and learning styles are constantly being developed and taught,
so many teachers will find continuing education to be an effective refresher and a
way to keep up on current industry standards.
13. Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good
student behavior, effective study and work habits, and an overall sense of respect
in the classroom.
14. Good Communication with Parents
A great teacher maintains open communication with parents and keeps them
informed of what is going on in the classroom as far as curriculum, discipline,
and other issues. Ensuring that teens get a good education often requires a solid
partnership between the teacher and the students’ parents, with open lines of
communication so that problems can be quickly dealt with (and achievements are
properly recognized) parents . They make themselves available for phone calls,
meetings, and email.
15. He should has good and pleasant voice, good communication, good mood,
stimulus variation, posses the reinforcement and feed back mind,
16. High Expectations
A great teacher has high expectations of their students and encourages
everyone to always work at their best level.
17. Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other
standards they must uphold in the classroom. They ensure their teaching meets
those standards.
18. Knowledge of Subject Matter
This may seem obvious, but is sometimes overlooked. A great teacher has
incredible knowledge of and enthusiasm for the subject matter they are teaching.
They are prepared to answer questions and keep the material interesting for the
students.
19. Passion for Children and Teaching
A great teacher is passionate about teaching and working with children. They
are excited about influencing students' lives and understand the impact they have.
20. Strong Rapport with Students
A great teacher develops a strong rapport with students and establishes
trusting relationships. The best secondary school teachers are the ones who are
able to connect with their students. When you achieve this, you have the
opportunity to not only teach them, but also to inspire them and make a lasting
impact on their lives
21 Understanding of the role of a school in a child’s life. High school is more
than the sum of the classes the kids take. It’s a time to grow, explore, try on
identities, find joys that might just last a lifetime. Sometimes the best teaching
we do happens on basketball courts, in the halls after a class, at a local coffee
shop or in a drama studio. The best teachers know that they are teachers for much
more than the time they are in the physical classroom.
22. A willingness to change/ Be Flexible
It might seem like consistency and flexibility are two opposing qualities. If
you are consistent in your expectations, what room does that leave for flexibility?
But don't forget, you are dealing with teenagers, who can often be unpredictable.
Knowing when to be flexible and when to be firm is an important skill for any
successful secondary school teacher. Being flexible is necessary since nothing,
no matter how carefully the plans has thought through, is going to work as is
written down on paper.
23. A willingness to reflect. Teaching requires a willingness to cast a critical
eye on your practice, your pedagogy and you’re self. And it can be brutal.
24. he should be a guide, friend , philosopher, mentor , facilitator.
25. Enough egos to survive the hard days. The tough days will leave you
curled up under a desk, convinced that you can’t teach or the world is too hard
for these kids or the work is too much or whatever the problem was that day...
you have to have enough sense of self to survive those days.
26. Enough humility to remember it’s not about you. It’s about the kids. If
your ego rules your classroom, if the class turns into “me vs. them” or if you
can’t understand that a sixteen year old might be able to tell you something you
don’t know, then don’t teach. Or at least, don’t teach high school.
27. A willingness to work collaboratively. Teachers are part of a school
community, and even where that community can be flawed (and lots of schools
are), a great teacher should be willing to work to make the community a better
place.
28. Be Positive
A positive outlook is one of the most important traits a secondary teacher can
have. As mentioned earlier, you will have good days and bad days, and being
able to shake off the bad days and move on is imperative if you are going to
continue to feel passionate about the work you do.
What do you mean by professional ethics
According to Swami Vivekananda,-- “The only true teacher is he who can
immediately come down to the level of the students, and transfer his soul to the
student‘s soul and see through the student‘s eyes and hear through his ears and
understand through his mind. Such a teacher and none else can really teach.”
Tagore says, -- “ A teacher can never truly teach unless he is still learning
himself. A lamp can never light another lamp unless it continues to burn its own
flame. The teacher who has come to an end of his subject, who has no living
traffic with his students, can only load their minds; he cannot quicken them.”
Mahatma Gandhi, -- “emphasized that ―the teacher himself must possess

the virtues that he wants to inculcate in the students. This means that the teacher
must practice these virtues himself, otherwise his words will have no effect.‘‘
According to the AUTHOR OF THIS BOOK,(B R R)-- A teacher‘s work
should be guided primarily by ‘love and affection’, ‘inspiration and
encouragement’ towards real goal of education and life, and not by any selfish
motive, such as ‘money and property’ or ‘name and fame’. The teacher should
impart life sustaining, man-making, knowledge storing, skill developing, critical
thinking and character-building education to his students, through his good
conduct and ideal character.
Many professions throughout the ages have set themselves ethical guidelines
that express the attitudes and sense of responsibility that members are required to
show towards their work, articulating the common values and principles that they
should possess with respect to their profession.
The teaching profession is based on the concept of teachers as experts who
have been assigned specialized tasks by society, which has also prepared them
for such tasks by providing them with the necessary high level of education. The

profession then demands that the representatives selected to perform these tasks
should demonstrate high ethical standards in all situations, even though the tasks
may frequently be difficult to define precisely or call for rapid decisions. lt is
essential for society to be able to rely on persons of this kind to exercise a high
level of professional skill.
Teacher can never truly teach unless he is still learning himself. A lamp never
lights another lamp unless it continues to burn its own flame. The teacher who
has come to an end of his subject, who has no living traffic with his knowledge
merely repeats his lesson to his students can only load to their mind. The greater
part of our learning in the school has been a waste because most of our teachers
think their subjects are like dead specimens of once living things with which they
have a learned acquaintance but no communication of life and love –Rabindra
Nath Tagore
What are the objectives of ethics in teaching?
1. Great impact in the molding of the next generation

2. Teacher works as a Friend, Philosopher and Guide
3. Imbalance between past, present and future
4. To enjoy respect and status in the society
5. To commensurate ethical and cultural values in India
6. Perplexed with new development and cultural heritage
7. It’s no longer a service but an occupation with unclear roles vision and
mission
8. Paradigm shift in the perception of teachers
9. Erosion in the values , responsibilities, commitment in this profession
10. Rewarding opportunities in other sectors
Explain the principal /main professional ethics.
1. Teacher as a Guide
 Deal justly and impartially with students regardless of their physical,

mental, emotional, political, economic, or religious characteristics
 Recognize the differences among students and seek to meet their
individual needs

 Encourage students to formulate and work for high individual goals in
the development of their physical, intellectual, creative, and spiritual
endowments
 Aid students to develop an understanding and appreciation not only of
the opportunities and benefits of democracy but also of their obligations to it
 Respect the right of every student to have confidential information
about himself
 withheld except when its release is to authorized agencies or as required
by law
 Accept no remuneration for tutoring except in accordance with
approved politics o the governing board
2. Having Co-operative Relationships
 Respect the basic responsibility of the parents for their children.

 Seek to establish friendly and cooperative relationships with the home
 Help to increase the student’s confidence in his own home an avoid
disparaging remarks which might undermine that confidence
 Provide parents with the information that will serve the best interest of
their children, and be discreet with information received from parents
 Keep parents informed about the progress of their children as
interpreted in terms of the purpose of the school
3. Having Good Inter-personal Skills
 Adhere to any reasonable pattern of behavior accepted by the

community for professional persons.
 Discuss controversial issues from an objective point of view, thereby
keeping his class free from partisan opinions.
 Perform the duties of citizenship, and participate in community
activities with due consideration for his obligation to his students, his family and
himself.
 Recognize that the schools belong to the people of the community,
encourage lay participation in shaping the purposes of the school, and strive to
keep the public informed of the educational programme which is being provided.

 Respect the community in which he is employed and be loyal to the
school system, community, state and nation.
 Work to improve education in the community and to strengthen the
community’s moral, spiritual, and intellectual life.
4. Having obligations with respect to Employment
 Conduct professional Ethics through the proper channels

 Refrain from discussing confidential and official information with
unauthorized persons
 Apply for employment on the basis of competence only, and avoid
asking for
 a specific position known to be filled by another teacher
 Seek employment in a professional manner, avoiding such practices as
the indiscriminate distribution of applications
 Refuse to accept a position when the vacancy has been created through
unprofessional activity or pending over professional policy or the application of
unjust personnel practices and procedures
 Adhere to the conditions of a contract until service there under has been
performed, the contract has been terminated by mutual consent, or the contract
has otherwise been legally terminated
 Give an expect due notice before a change of position is to be made
 Be fair in all recommendations that are given concerning the work of
other teachers
 Accept no compensation from procedures of instructional supplies when
one’s
 recommendations affect the local purchase or use of such teaching aids
 Engage in no gainful employment, outside of his contract, where the
employment affects adversely his professional status or impairs his standing with
students, associates, and the community
 Cooperate in the development of school policies and assume one’s
professional
 obligations thereby incurred
 Accept one’s obligation to the employer’s for maintaining professional
level of service
5. Maintaining Quality Professional Relationships
 Deal with other members of the profession in the same manner as he

himself wishes to be treated
 Stand by other teachers who have acted on his behalf and at his respect
 Speak constructively of other teachers, but report honestly to
responsible
 persons in matters involving the welfare of students, the school system,
and the profession
 Maintain active membership in professional organizations and through
participation; strive to attain the objectives that justify such organized groups
 Seek to make professional growth by such procedures as study,
research, travel
 conferences, and attendance at professional meetings
 Make the teaching profession so attractive in ideals and practices that
sincere and able young people will want to enter
6. Having Obligations towards Students
 Treats all students with love and affection.

 just and impartial to all students
 Helps Students’ in Physical, Social, Intellectual, Emotional, and Moral
Development.
 Respects basic human dignity of the child
 Systematic efforts to actualize students potential and talent.
 Transacts the curriculum in conformity with the values enshrined in the
Constitution of India.
 Adapts his/her teaching to the individual needs of students.
 Maintains the secretes of the information concerning students
 Teacher as a role model.
7. Having Obligations towards the Profession and Colleagues
 Continuous effort for professional development.

 Creates a culture that encourages purposeful collaboration and dialogue
among

 colleagues and stakeholders.
 Takes pride in the teaching profession and treats other members of the
profession with respect and dignity.
 Refrains from engaging in private teaching activity.
 Refrains from accepting any gift, or favour that might appear to
influence professional decisions or actions.
 Refrains from making untested allegations against colleagues or higher
authorities.
 Avoids making unpleasant statements about colleagues, especially in the
presence of Students, other teachers, officials or parents.
 Respects the professional standing and opinions of his/her colleagues.
8. Having Obligations towards Parents, Community and Society
 Establishes trust with parents/guardians in the interest of all round

development of
 students.
 Resists from doing anything which is harmful for child or his/her
parents/ guardians.
 Develop respect for the composite culture of India among students.
 Keeps the country uppermost in mind
 Avoid taking part in such activities as may spread feelings of hatred
among different communities, religious or linguistic groups.
What are the challenges and constraints in the

implementation of professional ethics in teaching?
1. Can ethics training/ education be self paced or does it require facilitation

and/ or team learning?
2. If the workplace is the focus of ethics training how does the employer
ensure consistency in approach to ethics training?
3. Is ethics training a process of learning the prevailing (and system
sanctioned) codes of behavior? How can the requirement for ethics training be
reconciled with best practice in professional learning?

4. Is ethics training more effective following periods of experience in the
workplace? e.g. extended practicum or internship?
5. Is it possible to train people in ethical conduct?
6. Is the use of case studies an effective strategy in ethics training?
7. Should ethics training be delivered as part of pre-service training?
Explain the meaning and significance pre-service

training / pre-service teacher education
Pre-service education of teacher means, education of teachers before

they enter into service as teacher. During this period of teacher education
programmes, teaching practice goes side by side, while they are getting
knowledge about theory papers.
A good deal of improvement in the teacher education programme is needed.
Pre-service education is carried on for preparing different types of teachers. Pre-
service teacher preparation is a collection of unrelated courses and field
experience. Research based curriculum development of pre-service teacher
education is yet to take roots. These programmes are intended to support and
enhance teacher learning instill in them a greater degree of self confidence. The
beginning teachers in this case learn from their practice and from the culture and
norms of the unique school settings where in they have been placed and interact
with these cultures.
It is important for teacher educators to learn the methodology of
how to get in touch with the core qualities of a good teacher and how they can
stimulate these qualities in student teachers. This will lead to a deeper
involvement in the learning process of teacher educators as well as student
teachers. The inclusion of appropriate content knowledge about essential
qualities of a good teacher in relevant theory papers and practice of effective
domain related traits in school situation for a longer duration could help promote
these traits in student teachers. The teacher education programme needs to allow
the space where in a teacher’s personality could be developed as someone who is
reflective, introspective and capable of analyzing his or her own life and the
process of education at school so that after becoming a teacher, he becomes an
agent of change.

Education of professional training that a student teacher gets before joining
the profession of teacher is called pre-service teacher training.’
Various types of pre-service teacher training are
1 pre primary teacher training/ NTT/MTT
2. Primary teacher training/ DEd
3. Secondary teacher training /BEd
4. Post graduate teacher training/MEd
5 Training in special subjects
6 comprehensive teachers training
7 training for educational supervisors
A. PRE-PRIMARY TEACHER EDUCATION PROGRAMME.

Here teachers are trained for teaching children of pre-primary classes.
This type of teacher training is generally called nursery teacher training (N.T.T).
Teacher training institute of this type are existing in different states. At Mussorie,
there is Montessori teacher training programme in one institution. That type of
training institutes are affiliated to association Montessori international. There are
pre-basic teacher training schools which prepare teachers for pre-primary
schools. These institutes are recognized by Hindustani Falimi sangh, Wardha.
Some state governments also conduct this type of teacher training programmes.
The universities of Jabalpur and Baroda run pre-primary teacher training course
leading to certificate. At Chandigarh education department U.T. Administration
is running such a course which is duly recognized by U.T Administration. In the
state of Haryana about two decades back Haryana government had given
affiliation for running this course of teacher training to Sohan Lal D.A.V college
of education, Ambala city. But then it was closed down by the government after
the lapse of two-three years. At present a few schools and colleges of education
in the state of Haryana are running one year N.T.T course meant for girls only
who have qualified +2 examination. The said course is recognized by D.A.V
college managing committee, New Delhi.
B. PRIMARY TEACHER TRAINING INSTITUTES
Primary teacher training institutes prepare teachers for teaching to the children
of primary courses. These institutes prepare the students for junior basic training
certificate (J.B.T). This training has been very popular almost in all the states
earlier this training was meant for male and female teachers who were
matriculates. Recently some modifications have been made for giving training of
J.B.T. After passing J.B.T the teacher is able to earn a teaching diploma. How the
minimum qualification for training has been raised to 10+2 examination. In the
states of Punjab and Haryana, this type of teacher training is sanctioned to
government teacher training schools (or) district institute of education and
training (D.I.E.T) with the revision of grades of all type of teachers, J.B.T
training centers attract students of higher calibers and they possess higher
qualifications
The National Commission of Teachers has recommended the
introduction of integrated four year course for matriculates which will enable the
teachers to earn teaching diploma for teaching primary classes
C. LANGUAGES PROFICIENCY TEACHERS
This type of teacher training programme prepares teachers for teaching Hindi,
Punjabi and Sanskrit. This training is meant for those who are 10+2. It helps
them to earn a teaching certificate called O.T (Hindi), O.T (Punjabi), O.T
(Sanskrit)etc. This type of teacher training programme has been popular in
government as well as non government institutes. At present, his course is being
run in a very few institutes. The government has almost withdrawn its sanction to
private recognized institutions.
D. COLLEGE OF EDUCATION FOR SECONDARY TEACHERS
Teacher training for secondary schools is given in the government
as well as non-government colleges of education. These colleges prepare teachers
for middle, high (or) secondary classes. Generally in these colleges it is one year
course after B.A/B.Sc or M.A/M.Sc.
With the revision of grades of teachers, the college of education
has started attracting students with good qualifications. In some states like
Punjab , Rajasthan, entrance test have been introduced. In the state of Haryana,
The minimum qualification for competing in the admission to B.Ed is 50% marks
in B.A/B.Sc or M.A/M.Sc. Besides, entrance test is also held. Marks in both are
added up and then merit list is prepared.
E. REGIONAL COLLEGES OF EDUCATION

N.C.E.R.T started its own regional colleges of education in four
regions of the country to meet the shortage of teachers for technical subjects such

as agriculture, commerce, fine arts, home science, etc. The different regional
colleges of education are as under:-
(i) REGIONAL COLLEGE OF EDUCATION, AJMER:-
It is meant for U.P, Haryana, Delhi, Punjab, Himachal Pradesh and Jammu
Kashmir. (Northern region)
(ii) REGIONAL COLLEGE OF EDUCATION. MYSORE:-
It is meant for south region which includes Andhra Pradesh, Karnataka,
Tamilnadu and Kerala.
(iii) REGIONAL COLLEGE OF EDUCATION, BHOPAL:-
It is meant for western states such as Maharashtra, Madhya Pradesh and
Gujarat
(iv) REGIONAL COLLEGE OF EDUCATION, BHUBNESWAR:-
It is meant for eastern states such as Assam, Manipur, Bihar, West Bengal
and Tripura.
F. TRAINING INSTITUTIONS FOR SPECIAL SUBJECT
TEACHERS:-
The following training institutions prepare special subject teachers such as
music, drawing, painting, fine arts, home science, etc.
(a) Viswa Bharathi University, Santhinikethan (W.Bengal)
(b) Institute of Art education, Jumia mitia, Delhi.
(c) Government school of art, Luck now
(d) Kala kshetra, Adayar, Madras
(e) One year diploma in physical education for graduates at Govt: physical
college of education, Patiala
G. INSTITUTE FOR POST GRADUATE TEACHER EDUCATION
A) ONE YEAR M.ED COURSE: - this course is meant for those who have
already passed B.Ed. It is carried in the universities in some selected colleges of
education.
B) M.A IN EDUCATION: - Like other M.A it is a two year course for
graduates. It is generally run by different universities. M.A in education is
considered equal to M.Ed.
Post graduate diploma in education, N.C.E.R.T, and some universities are
running post graduate diploma courses for greater efficiency of teachers. A few
such courses are in the field of research methodology, educational and vocational

guidance evaluation, audio-visual aids, social education, distances education etc.
These courses are mostly for teachers who have passed B.Ed.
Special courses for teaching English are conducted by control institute of
English and foreign languages, Hyderabad and regional institute of English.
H. CORRESPONDENCE COURSE:-
Correspondence courses for teacher education have been started by some
universities and colleges. The four regional colleges of education under
N.C.E.R.T were the first to start this course. It is 14 month courses including four
months training during two summer vacation.
KSOU has introduced BEd MEd courses
IGNOU also has started BEd MEd courses
H.P University, Simla started B.Ed and M.Ed courses in 1972. After one year,
B.Ed courses through correspondence were stopped. Jammu University, the B.Ed
correspondence course by Jammu University was meant only for in-service
teachers. In south, Annamalai University is running B.Ed and M.Ed
correspondence course. Punjab University, Patiala also started B.Ed and M.Ed
correspondence courses. But new B.Ed by correspondence ion large scale is
banned by N.C.T.E
Explain the meaning and importance of in-service
teacher education
In-service training is a professional and personal educational activity

for teachers to improve their efficiency, ability, knowledge and
motivation in their professional work.
In-service education can simply be defined as the relevant courses and

activities in which a serving teacher may participate to upgrade his
professional knowledge, skills, and competence in the teaching profession.
In-service education is also referred to as continuing education that is

designed for the retraining, re-skilling and updating the knowledge of
manpower.
Therefore, it encompasses all forms of education and training given to a

teacher who is already on the job of teaching and learning. According to

billing (1976) in-service education is staff development which is a deliberate
and continuous process involving the identification and discussion of present
and anticipated needs of individual staff for furthering their job satisfaction
and career prospects and of the institution for supporting its academic work
and plans, and implementation of programmes of staff activities designed for
the harmonious satisfaction of these needs.
Generally, the teachers are regarded as the hub of educational development.

Therefore, in-service education is concerned with the activities and courses in
which a serving teacher may participate for the purpose of upgrading his
professional skills, knowledge and interest, subsequent to initial training. In this
case, in-service
education is designed to fill the gap of professional inadequacies of a serving
teacher. As Fisher (2003) has rightly pointed out the skill appropriate for
generation ago might no longer prepare students for the world beyond school.
Students are being tasked to be more creative and thoughtful in their daily
activities.
In-service education is also referred to as continuing education that is
designed for the retraining, reskilling and updating the knowledge of manpower.
According to UNESCO (1985) continuing education can be regarded as the
entire body of educational processes whatever the content level and method,
whether formal or otherwise, whether they prolong or replace initial education in
schools, colleges and universities as well as in apprenticeship, whereby persons
regarded as adults by the society to which they belong develop their abilities,
enrich their knowledge, improve their technical or professional qualifications or
turn them in a new direction and bring about changes in their attitudes or
behaviour in the two fold perspective of full personal development and
participation on balance and independent social, economic and cultural
development
‘As teachers left to themselves are liable to detonate. These are great
advantages in periodical repetition and improved course during school
vacation’
According to Lawrence, “In-service education is the education a
teacher receives after he has entered to teaching profession and after he has had
his education in a teacher’s college. It includes all the programmes – educational,
social and others in which the teacher takes a virtual part, all the extra education
which he receives at different institutions by way of refresher and other
professional courses and travels and visits which he undertakes.
9. What are the objectives of in-service teacher
education
According to curriculum frame work for quality teacher education, in-service
training has given for achieving the objectives
 To upgrade the qualification of under qualified 0n-the-job teachers.

 To upgrade the professional competence of serving teachers.
 To prepare teachers for new roles.
 To provide knowledge and skills relating to emerging curricular
changes, content, process and evaluation.
 To make teachers aware of critical aes and issues like, competency
based learning, magnitude, multi level and multi level channel teaching
 To initiate the teachers to learn effective methods of teaching and use
only innovative methods.
 To promote the continuous improvement of the total professional staff
of the school system .
 To eliminate deficiencies in the background preparation of teachers and
other professional workers in education.
 To keep the professional abreast of new knowledge.
 To release creative activities
 To give the much needed support to the teachers who are entering a
responsibility or a new field of work especially the new teachers
• To provide incentives to the teachers

• To help the teachers to know their problems
• To solve them by pooling their resources and wisdom
• To employ more effective methods of teaching
• To get acquainted with modern techniques in education
• To broaden the mental outlook of the teachers
• To upgrade the teachers knowledge and understanding of the contents
• To increase the professional efficiency of the teacher
Explain the need and importance of in-service teacher

education
In our country, the trend is that once a teacher has joined service as
a teacher, he continues to be so, through he may or may not study. It is not like
that in countries like U.S.A. There the teacher has to face the screening
committee to his re-appointment as a teacher after two or three years. In-service
education is badly needed for all types of teachers in India. The following points
indicate its need and importance.
1. EDUCATION- A LIFELONG PROCESS:-
The teacher who does not study side by side can’t remain a good teacher.
Training of a teacher is a lifelong process. He should continue making efforts in
this direction for the whole life. Rabindra Nath Tagore has rightly stated, “A
lamp can never light another lamp unless it continues to burn its flame. “
According to secondary education commission “However, excellent the
programme of teacher training may be, it does not by itself produce an excellent
teacher. Increased efficiency will come through experience critically analyzed
and through individual and group effort and improvement.
2. PROFESSIONAL GROWTH:-
Every teacher is a expected to be professionally bound, for the
professional growth, he always needs the guidance and help of others. The
efficiency of the teachers must be covered up. So the teacher need be up to the
mark in every way.
3. EDUCATION IS DYNAMIC:-
Education is very dynamic. It depends upon the society which is fast
changing. Due to the advancement in the field of science and technology, there
is explosion of knowledge. Accordingly the curriculum and syllabus are also
being changed with a good speed. Continuous in-service education of the teacher
can save the teacher from facing dire consequences.
4. MAKES DEMOCRATIC

In-service education helps the teacher in becoming fully democratic.
By in-service education programmes, the teacher is able to meet people of all
types and he is also able to share his experience with others.
• It helps teachers appreciate and understand the diversity of individual human
being.
• It helps teachers recognize that all students have strengths and potential.
• It creates a realization of the significance of direct individualized instruction.
• It enhances ways of creatively addressing challenges.
• It develops collaborative problem solving skills.
• It develops skills related to teamwork.
• It acquires different ways of perceiving challenges as a result of being on a
multi-disciplinary team.
• It enhances accountability skills.
• It overcomes monotony.
List the programmes of in-service teacher education.
1. SEMINAR- In a seminar some problems of education are taken up and
there is collective thinking. Discussions are held and conclusions are arrived at
all under the guidance of some experts.
2. REFRESHER COURSES: - A refresher course means an educational
programme organized for refreshing the knowledge of in-service teacher.
Generally they acquire the teachers with the new development in the field of
education. With the coming up of new education policy, refresher courses were
arranged all around for teachers of different categories.
3. WORKSHOPS: - Workshops are organized for giving in-service education
to teachers. They involve more of practical work and less theoretical discussion.
These types of programmes are more useful for the teachers. The teachers have
to work practically and come out with final materials to be seen by others.
Organization of workshops consumes more time than a seminar or conference.
4. CONFERENCE: - In a conference, there is a broad discussion of subjects
of practical interest. Generally there is a central theme around which several sub
topics are given. Teachers as per their interest, present paper at the time of
conference. The session ends with the concluding remarks of the president
5. STUDY GROUPS: - Forming study groups and using them as a technique
for in-service education for teachers can work wonders. A group of teachers of

the same subject and a subject expert in the college of education are combined
and start working. They choose some topics of common interest (or) it may be a
problem related to their teaching subject. Discussion is started under guidance
and they continue thinking, studying and discussing that subject. If need arises,
someone may be invited for extension lecture. The study groups may be meeting
once in a week or even once in a month.
6. A STUDY CENTRE OF PROFESSIONAL WRITINGS: - Generally the
materials are not under the reach of teachers. The college of education, the
extension service departments can help in this direction. Various publications of
N.C.E.R.T, some good books, materials produced by different centers of
education may be produced in the college library. The study of reading materials
will help the teacher to acquire sufficient knowledge in their subjects.
7. EXPERIMENTAL SCHOOLS: - The College of education should have
their demonstration school and experimental school. These are actually
practicing schools where some experiences can be performed. Whatever is taught
in theory, which is put into practice by carrying out experiments?
The experimental schools become centers of learning for in-service
teachers. Innovations done in these schools may be advocated among the
teaching staffs of other schools.
Regional colleges of education affiliated to N.C.E.R.T have their
experimental schools where those colleges are showing leadership to the working
teachers of other schools in their areas. Other colleges have their practicing
schools but they don’t have any experimental schools or demonstration schools.
8. CORRESPONDENCECOURSES:
Correspondence courses can be designed for giving in-service education to
teachers. A few universities have already started working in the area of in-service
teacher education programmes. Central Institute of English and Foreign
Languages at Hyderabad provides post graduate certificate course and diploma
course through correspondence.
9. OTHER PROGRAMMES: - A few programmes for in-service education of
teachers are suggested below:-
· Educational tours
· Radio broadcast
· Film shows
· T.V programmes
· Extension lecture for teachers
· Exhibitions
· Exchange of teachers
• Orientation courses • Summer courses • Sandwitch courses • Refresher

courses • Correspondence courses • Evening courses • Intensive courses •
Workshops • Seminar and Symposium, Educational conferences • Extension
centers • Exchange of Experts • Short term courses • Bureau of Publication •
Professional writings • Indirect Training • Experimenting • Science Clubs, etc
Institutions for In-service Education
• State Institutes of Education
• State Institutes of Science
• State Institute of English
• Extension Services Departments
• Correspondences Courses for Teachers
• Evening Courses for M.Ed.
• Summer Institutes for Teachers
Agencies for In-service Education
of Education Professional Organizations of Teachers

Problems related to In-service Education
• Lack of Incentives
• Lack of Motivation
• Lack of Interest
• Inappropriate Methods and Techniques
• Inadequate Evaluative Techniques
• Inappropriate Curriculum and Courses
• Inadequate Facilities or Resources problems
• Inadequate Training of Teacher Education
• Administrative Problems
• Organization Problems
• Financial Problems
• Lack of Specification in Objectives
• Lack of follow-up programme

• Lack of relationship between the needs of Institutions and type of ISET
programmes
Principles of In-Service Education

IN-service education is imperative in a fast changing world like Nigeria in
view of the prevailing changes inscience and technology. To actualize the set
objectives of in-service education in any organization some basic principles
should be taken into consideration, as enumerated by Stoops et al (1981) as
follows:
1. In-service programme emerges from recognized needs of the school and
community.
2. All school personnel need in-service education
3. Proper supervisor is an effective means of accelerating the in0-service
professional growth.
4. Improving the quality of instruction is the immediate and long range
observes of in-service education.
5. In-service education leads to a continuous process of re-examination and
revision of the educational programme. Additionally, it encourages participants
to attain self-realization through competence, accomplishment and security.
6. In-service education has increasingly become the concern of state agencies,
colleges, and universities, school boards, school administrators and teachers.
7. Supervisors should create an atmosphere that will stimulate a desire on the
part of teachers for in service growth.
8. The in-service programme should provide for keeping abreast with research
and advances in education
9. An in-service programme is most effective when cooperatively initiated and
planned.
The benefits of in-service education
i. Providing the serving professional teachers ample opportunities of updating
their knowledge and skills towards better objective performance and
advancement in status, without having to resign their employment.
ii. Providing the schools system the opportunities of retaining the services of
trained and qualified teachers while in sandwich/in-service education
programme.
iii. Providing opportunities for increasing the number of trained and qualified
teachers at all levels of education
iv. Reducing the financial burden of employers of teachers, as the money they
had to pay as salaries and allowances on full-time to their teachers on full-
pay/time in-service education programme was saved.
v. Providing additional sources of revenue generation for teacher education
institutions in which the sandwich programmes are based.
vi. Providing additional source of income to staff members participating in the
programmes.
vii. Providing opportunities for teacher education institutions to provide
service in an essential area of national development, especially by putting their
facilities and staff into use during the long vacations.
UNIT IV:
PROGRAMME FOR PROFESSIONAL GROWTH
What is the meaning of teaching competency?
Teaching competency refers to the set of abilities and capabilities,
values and beliefs, attitude and temper, and knowledge and skills that a teacher
possesses towards teaching.
Teaching competency is the degree of knowledge and skills, personality traits
that teacher possess towards his worthy teaching profession to make himself as
good teacher.
The teaching competencies are identified in terms of mastery over the content,
communication skills, class room behavior, problem solving, .equality,
personality traits, and relationship with student and society, compassion in
profession etc.
Explain the significance of teaching competency
1. It helps the teacher to mastery over the subject matter

2, It improves the effectiveness of teaching.
3. It increases the quality of education
4, It helps the teacher to set up achievable objectives of class room.
5. It develops good communication skills
6 It develops good relationship with students, parents and society.
7 It creates appropriate atmosphere for teaching learning process.
8 It helps the teacher to have good personality.
9 It helps the teacher to develop research attitude, creativity, innovative mind
10. It motivates the teacher to design curricular and co-curricular activities.
Explain the TEN Teaching Competencies by NCTE
The National Council of Teacher Education has identified ten teacher
competencies for making the teachers professionally content. These are discussed
below in brief:
(1) Contextual Competencies
One of the first and foremost obligations of teacher is to ensure that whether
the parents and the community are accepting the importance and usefulness of
their efforts. For this teacher should have the ability to understand various
context such as historical background, present status of socio- economic, cultural,
linguistic and religious context of the family milieu and the community profile.
They should be able to conduct surveys for finding out reason for poor
enrolment, poor performance and causes of certain problems like wastage and
stagnation etc. which hinder the process of education.
(2) Conceptual Competencies
The teacher should have competencies identified under it are:
Clarity of thought, deep understanding of educational theories and through
knowledge of various educational trends, pedagogical methods, techniques etc.
characteristics of child development at
different stages to enable them to transact curriculum effectively.
too which would help them in organizing curricular and co-curricular activities
quite effectively in and outside classroom.
liberalization and privatization have to be understood by teachers.

(3) Content Related Competencies
These includes are-
over the content of the subject that they have to teach.
explanation and elaboration.

scope for undertaking joyful activities, individual and group learning etc.
(4) Transactional Competencies
Educational transactional competency refers to the skill of day to day teaching
to achieve educational objectives effectively through meaningful interaction
between teachers and pupils and the environment by using different methods,
activities and technology in an integrated and effective manner.
visits, celebration of national, social and cultural events to make teaching

learning
process joyful, participatory and relevant.
support and enhance the effectiveness of teaching-learning process.

us evaluation while transacting subject content.
strengths of the teaching learning strategy.
measures and undertake enrichment programmers.

(5) Educational Activities Related Competency
The curricular activities are expected to promote cognitive development of
children as well as non-cognitive development. So here the competencies
required by a teacher are:
ty to organize curricular and co-curricular activities for achieving
educational objectives.
days celebration etc.

(6) Competencies to Develop Teaching Learning Material
It includes:
process easy, interesting and activity based.

-learning material for children as per their
age and nature.
hing learning materials to meet the
educational needs of children with special needs including children from
disadvantaged groups
and working children.
-books and activity books.
mputers, CDs etc. to make teaching
learning process more effective and interesting.
(7) Evaluation Competencies
It involves the ability of a teacher to continuously judge and verify the level of
achievement of prescribed competencies and objective laid down in the
curriculum on the part of students is generally referred to as Evaluation
Competency.
and formal manner.

islikes habits,
value and attitudes of the children.
is taught.
(8) Management Competencies

It involves the skill of the teacher to achieve high quality educational
objectives in minimum time, energy and money through appropriate and
effective use of educational aids and active participation of available human
resources.
Every teacher is a manager of a particular class or group of students.
Teacher should have the skill of classroom management including total
teaching as well as subject teaching in the class.
(9) Competencies Related to Working with Parents

It is the ability of a teacher to get the co-operation of parents and their
involvement for achieving the objective. It implies the ability to discuss various
problems that children with their parents face and suggest some workable
solution.
(10) Competencies Related to Working with Community and Other Agencies
To improve the standard of education in schools, teacher needs to seek co-
operation and support of members of the community as well. Teacher must have
the ability to work towards bringing school and the community as close as
possible and inter-related. Teacher must be able to understand the role of the
community in the development of the school and community at large can
contribute to regular and effective functioning of the school and its continuous
growth, Thus, the above mentioned competencies are significant and need to be
developed among teacher to make them professionally competent. It will help to
improve quality of education.
What is professional development?
Professional development is defined as “ the process of improving staff
skills and competencies needed to produce outstanding educational results for
students” (Hassel, 1999).
“One constant finding in the research literature is that notable improvements
in education almost never take place in the absence of professional
development.”Professional development is key to meeting today’s educational
demands. Thomas Guskey (2000)
Professional development is learning to earn or maintain professional
credentials such as academic degrees to formal coursework, conferences and
informal learning opportunities situated in practice. It has been described as
intensive and collaborative, ideally incorporating an evaluative stage. There are a
variety of approaches to professional development, including consultation,
coaching, communities of practice, lesson study, mentoring, reflective
supervision and technical assistance.
Professional growth is a goal-oriented, planned, on-going process of
meaningful professional improvement guided by the building and district
statements.
Each professional growth / development plan is characterized by its individual
relevance, authenticity, and positive impact on student learning and performance.
To assure meaningful experiences, professional development activities need to be
sustained, implemented, and evaluated over time. Professional development is
required for continued licensure for all educators.
What is the Individual Professional Development Plan
(IPDP)?
An IPDP is an action plan for professional growth developed by each staff
member who is seeking to renew his/her license. It reflects district, school

building, personal, and professional goals and has its ultimate goal, to increase
student learning. All individuals need to maintain an IPDP unless an educator is
working under a permanent certificate or a two-year license.
What are the principles of effective professional
development?
Effective professional development abides by the following principles:

• The duration of professional development must be significant and ongoing to
allow time for teachers to learn a new strategy and grapple with the
implementation problem.
• There must be support for a teacher during the implementation stage that
addresses the specific challenges of changing classroom practice.
• Teachers’ initial exposure to a concept should not be passive, but rather
should engage teachers through varied approaches so they can participate
actively in making sense of a new practice.
• Modeling has been found to be a highly effective way to introduce a new
concept and help teachers understand a new practice.
• The content presented to teachers shouldn’t be generic, but instead grounded
in the teacher’s discipline (for middle school and high school teachers) or grade-
level (for Elementary school teachers).
8. Why should be professional development?
1. The Common Core standards focus on teaching for critical thinking, but
research shows that most classroom instruction is weak in this area. Therefore,
professional development needs to emphasize practices that will turn students
into critical Thinkers and problem solvers.
2. Most professional development today is ineffective. It neither changes
teacher
Neither practice nor improves student learning.
3. Many Teachers do not track their professional development spending at all,
leaving them in the dark about their costs.
4. In switching to effective professional development, the most significant
cost item For institute will be purchasing time for teachers to spend in
professional learning Communities and with coaches.

5. Support during implementation must address the dual roles of teachers as
both
Technicians in researched-based practices, as well as intellectuals developing
Teaching innovations.
WHAT IS ORIENTATION COURSES?
Orientation is a short educational programme that prepares people for a new
environment, such as a school or a company Human resource management: An
introductory stage in the process of new employee assimilation and a part of his
or her continuous socialization process in an organization.
The purpose of conducting an orientation programme is to transform a teacher
into learning and creative teacher. It is possible only when the HRDCs identify
the relevant contents and methodology. The UGC has provided broad guidelines
for the themes to be covered in orientation programmes.
The Orientation programme is intended to inculcate in the young teacher /
lecturers the quality of self- reliance through awareness of the social, intellectual
and moral environment as well as to discover self-potential and confidence. The
orientation programmes contributes to the teacher awareness of the problems of
the Indian society and the role of education, higher education leaders and
educators in the resolution of these problems to achieve desired goals in national
development.
The Orientation Programme provides opportunities for newly appointed
teachers as well as for on service teachers to make them familiar with the use of
tools (software) and "Internet Literate" as Orientation Programme has I.T. based
contents and about one week time will be devoted to I.T. based contents and
training.
The major components of Orientation Programmes are:
1. Awareness of linkages among Society, Environment, Education &
Development.
2. Philosophy of Education, Indian Education System and Pedagogy.
3. Background for enriching Subject Knowledge.
4. Personality Development and Management.
5. Information Technology and Computer Awareness.
Aims of the Orientation Course

 Creating an awareness of the fundamental principles underlying the
development of Indian culture in order to foster a spirit of national integration.
 Providing an opportunity to formulate methodologies in which aspects
of Indian culture and creative activities constitute an integral part of the
 Process of learning and teaching.
 Providing teachers an occasion to interact with scholars and artists in
order to devise ways of making education a total experience.
 Providing skills and training in creative activities in order to improve
class-room teaching techniques.
 Providing an opportunity to teachers/ teacher educators, teaching
different disciplines from all parts of the country to work together.
The objectives of the Orientation Course are to enable the newly appointed
lecturer / teacher to :
 gain employee commitment,

 reduce his or her anxiety,
 help him or her understand organization's expectations, and
 convey what he or she can expect from the job and the organization
 Understand the significance of education in general and higher
education in particular, in the global and Indian contexts;
 Understand the linkages between education and economic and socio-
cultural development with particular reference to the Indian polity where
secularism and egalitarianism are the basic tenets of society;
 Understand the role of a College / University teacher in the national
goal of achieving a secular and egalitarian society;
 Acquire and improve basic skills of teaching at the College/University
level;
 Be aware of the developments in his/her specific subject;
 Utilize opportunities for development of personality, initiative and
creativity
WHAT IS REFRESHER COURSE?
In every academic discipline, there has been a knowledge explosion. A

college/university teacher has to continuously update his knowledge in his
chosen field of expertise, or run the risk of becoming totally outdated in the
very short period of time.
The Refresher course provides opportunities for serving teachers to exchange
experiences with their peers and mutually learns from each other. It will be a
forum to abreast of the latest advances in the subjects, technological spin off etc.
The objectives of the refresher courses are
 to provide opportunities for in-service teachers to exchange experiences

with their peers and facilitate mutual learning;
 to provide a forum for serving teachers to keep abreast of the latest
advances in specific subjects;
 to create the culture of learning and self improvement amongst
lecturers;
 to provide opportunities to further widen the knowledge to pursue
research studies;
 to introduce and enlighten them on new methods and techniques of
imparting knowledge so that the participants can in turn develop their own
innovative models of teaching.
The content of the Refresher course will have essential percentage of the core
material in the subject discipline along with required percentage of areas of
emergence and priority, (both national and global), essential laboratory and
practical component, computer application and I.T. Contents, if required with
relevant advancement to the subject discipline.
As far as eligibility is concerned, participation in an orientation programme is
a pre-requisite for admission to refresher course. A gap of one year is required
after it. Also, there should be a minimum gap of one year between two refresher
courses. A refresher course may be permitted even during teacher fellowship
provided the refresher course is in the subject, which is relevant to the teacher’s
research and no extension in the teacher fellowship is sought for on this ground.
In case sufficient number of candidates is not available in a particular subject
with a particular ASC in a specific subject, it may exchange participants with
another ASC, which has been allotted the same subject by the UGC so as to

ensure the optimum number of participants in a course. All subject refreshers are
to be conducted through the UGC-ASCs and UGC-RCCs. While organizing
refresher courses, the faculties of the concerned department are fully involved.
The department actually conducting the refresher course is responsible for
evolving the course curriculum in consultation with the Director of the host ASC.
The course coordinator contributes in preparing high quality course material after
discussion and consultation with outside eminent experts and academician of
repute. Thus, an up to date course curriculum and reading material is prepared, in
pace with the advancements and development in the concerned subject. The
course is so prepared that the content has essential percentage of core material in
the subject discipline along with the required percentage of areas of emergence
and priority, essential laboratory and practical component, computer application
with relevant advancement to the subject discipline.
At the end of the refresher course the participants who have got the required
grades, successfully completing the course are awarded the course certificate
duly endorsed with the grade acquired.
WHAT IS SEMINAR?
A seminar is a form of academic instruction, either at an academic institution

or offered by a commercial or professional organization. It has the function of
bringing together small groups for recurring meetings, focusing each time on
some particular subject, in which everyone present is requested to actively
participate. This is often accomplished through an ongoing Socratic dialogue.
with a seminar leader or instructor, or through a more formal presentation of
research. It is essentially a place where assigned readings are discussed,
questions can be raised and debates can be conducted.
According to the Good’s Dictionary of education. Seminar is “ a form of class
organization in higher education in which a group of advanced graduate students
engaged in research or advanced study under the general direction of one or
more staff member… for a discussion of problems of mutual interest”
According to the international dictionary of education,
Seminar is ,
--Small group discussion session, particularly one following the presentation
of an essay or lecture.
-- short course or conference of a number of sessions with a high degree of
participation and discussion between students and teacher .
Seminar is a class at university in which a topic is discussed by a teacher and a
small group of students
Seminar is a group of advanced students studying under a professor with each
doing original research and all exchanging results through reports and
discussions
Seminar is a course of study pursued by experts, it is an advanced or graduate
course often featuring informality and discussion scheduled meeting or a room
for such meeting, for giving and discussing information
A seminar may be defined as a gathering of people for the purpose of
discussing a stated topic. Such gatherings are usually interactive sessions where
the participants engage in discussions about the delineated topic. The sessions are
usually headed or led by one or two presenters who serve to steer the discussion
along the desired path.
THE OBJECTIVES OF THE SEMINAR
 to explore new entry from a range of academic disciplines which sheds

light on the questions outlined above
 to showcase cutting edge research on education and culture from
outstanding academic researchers from the nation and internationally
 to bring together seminar participants from different disciplines such as
Sociology, Philosophy, Psychology, Human Geography, Media Studies as well
as Education and Cultural Studies
 to encourage and financially support the participation of PhD students
 to actively involve practitioners and users from each venue
 to engage a core group of policy makers
 to use the seminars to develop links between academics and
stakeholders in the arts, library, media, community and educational sectors

BENEFITS FROM SEMINARS
 Develops the power of critical thinking and problem solving.

 Develops collective and reflective thinking and there by the spirit of
democratic processes.
 Develops the spirit of developing good write ups, articles, papers etc.
 Ensure self –study on the part of students. Trains the students in the art
of public speaking as well as in participation in group activities.
 Develops intellectual ability and poise among students
 Enables better use of the library, internet and other informational
sources,
 Learn new information from the presenters
 Meet new people and share experiences
 Brainstorm your ideas and get immediate feedback
 Get spin off ideas from others, meaning, you might tell someone you
main idea and then they’ll suggest you create something slightly different
 Evaluate the latest tools and technology to help grow your profession
 Hear the same information you might know already but from a different
angle from a different speaker so that you have an even better understanding of
the topic
 Allow time for creativity by getting away from your daily routine and
working “on” your business instead of “in” your business
 Get inspiration from success stories shared by speakers and others you
meet
 Surround yourself with like-minded people for engaging conversation
and meeting new friends who understand you lingo
 Connect with joint venture hosts to potentially promote your product to
thousands of people
 Practice your in-person networking skills
 Expand your social networking followers by inviting them to connect
with you online
 Get answers to your professional problems / questions and challenges
 Get presentation materials to take home with you for later study
 Learn of free resources you can try later

 Chance to win something if there’s a contest
 Learn facts and statistics that will help you better understand your
market and industry
 Get content to use in your own presentations, without plagiarizing of
course
 Increase your email list by getting other peoples’ business cards and
contacting them later to have THEM sign-up to be on your list
 Get away from your normal work environment for a few days
 Keep up with your competition by learning the latest strategies in your
market
 Get one-on-one guidance from speakers
 Discover there’s more to know even if you think you knew it all
 Pride: when you find out how much you really do know, you will gain a
sense of pride in yourself and you will start answering other peoples’ questions
 Connect with people on your list that you’ve never met in person
 Evaluate how events are run
 After hours networking, Making yourself visible
 Learn new procedures
 Verify a hunch you have about a topic or issue impacting your industry
by hearing the views of experts
 Update your understanding of an older process that has new steps
 Troubleshoot a problem you have that can only be solved by others who
would attend a similar seminar
 Treat yourself to a relaxing pool or massage after the seminar sessions
are over
 Transform your mood from being at a plateau to one of new possibilities
 Teach others what you know about your topic as a break-out presenter
or just as part of the audience helping those around you
 Systematize a process you’ve only known pieces and parts of the work
 Receive large volumes of usable content within a compressed amount of
time
 Satisfy your urge to be on the cutting edge

 Restore confidence in yourself that you are in the right industry and that
your perseverance to succeed is worth while
 Recognize areas of opportunity that your business could be taking
advantage of instead of being content with stagnation
 Question the knowledge of experts in a public forum
 Purchase helpful products and services that you otherwise would not
even know existed
 Praise a mentor in person who’s virtual products, newsletters, or articles
have helped you somehow
WHAT IS A WORKSHOP?
There are probably as many answers to this question as there are workshops
and workshop presenters but, in general, a workshop is a single, short educational
program designed to teach or introduce to participants practical skills,
techniques, or ideas which they can then use in their work or their daily lives.
A workshop is more of a hands-on experience for the participants with
demonstrations and activities; the amount of time one speaker addresses the
group is limited
FEATURES / CHARACTERISTICS of WORKSHOP:
 They're generally small, usually from 6 to 15 participants, allowing

everyone some personal attention and the chance to be heard.
 They're often designed for people who are working together, or working
in the same field.
 They're conducted by people who have real experience in the subject
under discussion.
 A presentation doesn't have to be limited to one person. Co-leaders or
co-facilitators are not only common, but can greatly expand the possibilities of a
given workshop, and can make everyone's job easier. Each co-leader might be
responsible for particular parts of the workshop, or all may work together
throughout, depending upon the structure and purpose. In any case, finding one
or more co-leaders or co-facilitators is always an option if you're planning a
workshop.

 They're often participatory, i.e. participants are active, both in that they
influence the direction of the workshop and also in that they have a chance to
practice the techniques, skills, etc. that are under discussion.
 They're informal; there's a good deal of discussion in addition to
participation, rather than just a teacher presenting material to be absorbed by
attentive students.
 They're time limited, often to a single session, although some may
involve multiple sessions over a period of time (e.g. once a week for four weeks,
or two full-day sessions over a weekend).
 They're self-contained. Although a workshop may end with handouts
and suggestions for further reading or study for those who are interested, the
presentation is generally meant to stand on its own, unlike a course, which
depends on large amounts of reading and other projects (papers, presentations) in
addition to classroom activities.
OBJECTIVES OF WORKSHOP
Cognitive Objectives.
The workshop is organized to achieve the following cognitive objectives:
(i) To solve the problem in teaching profession.
(ii) To provide the philosophical and sociological background for instructional
and teaching situation.
(iii) To identify the educational objectives in the present context.
(iv) To develop an understanding regarding the use of a theme and problem.
Psychomotor Objectives
(i) To develop the proficiency for planning and organizing teaching and
instructional activities.
(ii) To develop the skills to perform a task independently.
(iii) To determine and use of teaching strategies effectively.
(iv) To train the persons for using different approaches of teaching.

Generally objective related with Affective domain are not supposed to be
achieved through Work shop.
FUNCTIONS OF WORKSHOP
The workshop takes a closer look at the factors that influence the successful
adaptation of teaching technique to create specific learning arrangements. The
“context” created by the specific learning situation is seen as the defining
influence of teaching method selection and adaptation. Workshop participants
will use generically described teaching method for (supposed) application to a
specific learning/teaching situation. The workshop will look at the triangle built
by the three concepts teaching method, unit of learning, and context with the goal
to determine the relevant elements that influence the (successful) adaptation of
teaching methods to a specific context in order to create a unit of learning that is
targeted towards a specific implementation. The workshop’s goal is to work out a
practitioner-oriented set of elements that make up the context of teaching
methods as well as the barriers and uncertainties that arise when using generic
teaching methods.
1. The workshop method is used to seek, explore and identify the solutions to
a problem; to permit the extensive study of a situation, its background and its
social and philosophical implications.
2. It is used for teachers for giving awareness and training of new practices
and innovation in Education.
3. It provides an opportunity to prepare specific professional, vocational or
community, service functions. A high degree of individual participation is
encouraged. It permits group determination of goal and method.
ADVANTAGES OF WORKSHOP
 It can be use to realize the higher cognitive and psychomotor objectives.

The workshop method enables the learner to explore or master relatively abstract
ideas by first encountering them in concrete, physical embodiments, then as
pictorial representations, and finally in symbolic (letter, number, sentence)
form…

 It can be effectively used for developing understanding and proficiency
for the approaches and practices in education. It is used for developing and
improving professional efficiency. The teaching proficiency can be developed
by using it.
 It provides the opportunities and situations to develop the individual
capacities of a teacher.
 .The workshop method enables instructors to function as the “guide on
the side,” rather than as a “sage on the stage.” Those using the workshop method
do not focus on telling students information. Instead, they essentially create
learning experiences that guide, direct, and facilitate the acquisition of new
knowledge by the learner
 It develops the feeling cooperation and group work or team work. . The
workshop method helps the instructor create an environment in which the learner
is more likely to be involved and motivated. The workshop method focuses on
participatory, hands-on learning; small-group activity and problem solving; pair
and small-group discussions; etc. As a result, because of the “active” rather than
“passive” nature of the experience, larger numbers of learners are motivated to
participate and learn.
 It provides the situation to study the vocational problems.
 It introduces new practices and innovations in Education.
LIMITATIONS OF WORKSHOP
 Workshops in education are usually seminar cum workshop on any

theme of problem.
 The teachers do not take interest to understand and use the new
practices in their classrooms.
 The workshop cannot be organized for large group so that large number
of persons is not trained.
 Participants do not take interest in practical work or to do something in
productive form.
 Generally follow up are not organized in workshop technique.
 It requires a lot of time for participant and staff.
 A large number of staff members are needed to handle participation.
 It demands special facilities or materials.
WHAT ARE THE DIFFERENCE BETWEEN SEMINARS AND
WORKSHOPS
The main difference between seminars and workshops is that seminars are
usually more academic and less hands-on than workshops. Seminars are events
that are mostly geared towards educational topics and usually feature one or
more experts on the subject matter. Seminars give the wealth of knowledge
presented and gained during them. A seminar is a presentation, set on a particular
topic or group of topics, put forth by an expert in the field.
On the other hand, workshops are generally less formal and require more
attendee participation than seminars. The main thrust of workshops is for the
participants to gain new skills during the event under the guidance of the
instructor. work shop gives the new method of skills, develop a product, based on
learning by doing ,earning by learning. it sets a group acts ,new developments
,new introduction, new techniques
WHAT IS A CONFERENCE?
A conference is generally understood as a meeting of several people to discuss

a particular topic. It is often confused with a convention, or symposium. While a
conference differs from the others in terms of size and purpose, the term can be
used to cover the general concept. A convention is larger than a conference; it is
a gathering of delegates representing several groups.
conference is a formal meeting in which many people gather in order to talk
about ideas or problems related to a particular topic (such as medicine or
business) usually for several days
Conference is a formal meeting in which a small number of people talk about
something
A conference is group of sports teams that play against each other and that are
part of a larger league of teams
Conference is a meeting of two or more persons for discussing matters of
common concern

Conference is large gathering of individuals or members of one or several
organizations, for discussing matters of common interest.
A conference is a formal get-together where people talk (or "confer") about a
chosen topic, like when your office holds a conference to talk about the problem
of snoring during meetings.
OBJECTIVES OF CONFERENCE
At the end of the conference, participants will be able to:
1. Apply new skills and insights about the determinants of Indigenous
health to benefit children, youth and communities.
2. Work with others toward achieving health equity for Indigenous
children, youth and communities.
3. Apply an enhanced understanding of culturally competent care and the
role of traditional health and healing practices in Indigenous communities.
4. Identify the links between the environment and the health of Indigenous
children, youth and their communities.
5. Engage new networks to share best practices and learn from
community-based initiatives.
6. Empowering of people and promoting of active citizenship
7. Building equitable and supportive research partnerships with civil
society organizations
8. Developing concepts and tools for civil society research in order to
contribute to the development of the research agendas and research
methodologies at public research institutions like universities or research
organizations
9. Enhancing scientists’ and researchers’ capacity to work for and with
citizens
10. Facilitating transnational community based research themes by
developing concepts and procedures for transnational community based research
co-operation
11. Developing strategies and concepts to help civil society organizations
and needs to influence Science & Technology policy agendas
12. Gaining support for new modes of innovation to be designed and
implemented and to legitimate them
13. Developing scientists’ and policy makers’ awareness of public concern
issues
14. Supporting the development of new science shops and participants
15. How does citizens’ research work, what kinds of knowledge does it
produce with what objectives and consequences? How does citizens’ research
challenge traditional scientific frameworks and techno scientific paradigms?
16. What new options does it open to scientists? What innovative ways does
it explore (non proprietary, cooperative, bottom-up forms of innovation and
production of knowledge in society)? What visions of society does this research
promote? What are the social and policy contexts necessary to promote
community based research activities?
17. The conference will lead to the presentation of a large variety of
experiences from across and beyond that will reflect the social utility and
richness, the innovative power and the scientific value of these initiatives
18. It will discuss the current societal context in which science is
increasingly contested and will reflect on the conditions for a democratized
research and socialized innovation.
19. The conference is aimed at attracting both people already active in or
people interested in community based and participatory research – citizens,
researchers, students, civil society organizations, administrative officers, policy
makers, etc.
20. The conference aims to build bridges between us, explore ideas, and
discuss strategies in order to empower one another.
21. The conference aims to share best practice amongst and link community
based and participatory action research networks around the world.
THE EXTENSION LECTURE/ GUEST LECTURES/ TALKS
The Extension Lecture Series has been visualized to motivate the young
children from schools and colleges to go for higher studies of their choice. By
attending these lectures the students from different socio economic background
get a chance to know the past, present and the recent developments in Science,
Engineering, Medicine and Technology. The resource persons, faculties from
different departments are going to different places and deliver these lectures.
Though, the lectures are semi-scientific/technical mainly popular lectures.

With this in view, the Institute, under the Continuing Education Program has
been organizing Extension Lectures by its faculty since 1990 in institutions of
higher learning at the technical level, in Engineering and science colleges and in
schools, public/cultural organizations, Doordarshan and All India Radio at the
popular level. These extension lectures are expected to be of great help in the
transfer of information on the latest scientific developments in this Institute and
other organization in India and abroad. They are intended to popularize Science
and through science bring about a transformation in the basic thinking from the
traditional fatalistic attitude to a daring confidence in facing scientifically the
challengers of the modern times.
These lectures are arranged not only in Bengaluru but also in centers in the
entire state of Karnataka and sometimes even outside the state. Even though the
majority of these are in English, lectures are also arranged in regional languages
like Kannada/Hindi, if specific requests are received. Many of these lectures are
supported by demonstration, slides, transparencies and models.
Many teachers bring in guest speakers to illustrate points in their lesson plans,
and give students a break, but I believe guest speakers have the power to do so
much more. Here are 8 reasons you should invite more guest speakers into your
classroom:
1. It’s a break from your teaching
Hate to say it, but students are probably bored of your teaching methods and
class. Break up the monotony with a guest speaker. They’ll speak at a different
pace, use different teaching aids, and engage with students differently. Plus, it’s
an opportunity for students to interact with unfamiliar people and get comfortable
talking to other adults – always a plus for networking down the road!
2. Students have the opportunity to learn something new
This is my favorite reason on the list because I love to learn something new.
When I had scientists come in to class, travelers, and even firefighters, I learned a
ton – even if it had nothing to do with the class I was in. Learning new,
interesting things is part of education, and guest speakers are often overlooked as
one of the better sources.

3. It supports subjects you may not know a lot about
Have you ever gotten to a point in your semester’s curriculum where it might
be better for someone else to teach the section? That’s a perfect scenario for
guest speakers (or another teacher if that’s easier). Having another person teach a
quick section of your class is a nice break for students – and it lends a different
perspective, as I point out below.
4. creates amazing community relations
A lot of schools struggle with good “town-gown” relations. Some are disliked
by the community while others prosper. One of the best ways to get in good
graces is by working with community leaders and organizations to bring in their
staff to speak to students about what they do and how it relates to the curriculum.
You’ll be making new friends in town in no time.
5. Give professionals a chance to connect with students
There are many professionals who would jump at the chance to come speak to
a classroom full of your students. If you’re an elementary school teacher,
interactive science demos would be neat. In middle school? How about a world-
travel presentation from someone who’s done a lot of globe-trotting? And if you
teach high school students, what about an intro to personal finance or a college
admissions counselor? At any level, reach out to businesses in your area. You’d
be surprised at what you find.
6. Parents love participating in their kid’s class
Bring your parent to work day is super-fun. But, what if someone has a not-
so-fun job? (I mean, how long can you listen to an accountant talk about what
they do?) Offer another option like displaying a hobby or fun side project they
worked on. Parents like to be involved and see that their child is proud of them –
and vice versa.
7. There are important lessons to learn
Sometimes it takes a guest speaker to hammer a point home. Whether it’s
from their personal or professional experience guest speakers have the chance to
make an impact. For example, when I was going through driver’s education, we

listened to a father who lost his daughter in an auto accident because she wasn’t
wearing a seat belt. Lesson learned. I don’t turn the car on until I have my seat
belt on.
8. It’s just fun
You see your student’s smiles on their faces when someone amazing walks
through the door. That’s what makes it all worth it — especially when you bring
in someone students know. I remember when my college would host a speaker
series. The excitement on campus was unforgettable.
What are the principles AND approaches for the

enhancement of the professional development of teachers:
PRINCIPLES
According to curriculum frame work for quality teacher education, the major
Principles which can’t be ignored when considering for the enhancement of the
professional development of teachers:
1. Each teacher has his/her own professional biography; each teacher must be
in a position to have his/her own personalized development plan.
2. Along their career teachers go through professional cycles and a
succession of learning experiences. Being professional teachers means not only
being competent and expert teachers, but also being professionals of knowledge
continually learned.
3. Teachers are reflective professionals; development implies continuous
reflection on experience to devise new patterns of action, more conscious and
effective.
4. Teachers are not only users of training courses, but also valuable resources
to understand and renovate the process of teaching. Teacher research is as
important as academic research.
5. Teachers’ professional well-being must be given priority within the
teacher policy framework.
6. Teacher professional development aims at improving student learning and
achievement.
7. Teachers are not consumers of training courses; their knowledge and
competence are goods for investment.

8. Teaching is a profession which adopts advanced standards not as means of
control but as foundations of advanced performance.
APPROACHES
Professional development opportunities can range from a single workshop to a
semester-long academic course, to services offered by a medley of different
professional development providers and varying widely with respect to the
philosophy, content, and format of the learning experiences. Some examples of
approaches to professional development include:
1. Case Study Method; – The case method is a teaching approach that consists
in presenting the students with a case, putting them in the role of a decision
maker facing a problem.
2. Consultation: – to assist an individual teacher or group of teachers to clarify
and address immediate concerns by following a systematic problem-solving
process.
3. Coaching: – to enhance a teacher’s competencies in a specific skill area by
providing a process of observation, reflection, and action.
4. Communities of Practice;– to improve professional practice by engaging in
shared inquiry and learning with people who have a common goal
5. Lesson Study:– to solve practical dilemmas related to intervention or
instruction through participation with other professionals in systematically
examining practice
6. Mentoring: – to promote an individual' teacher awareness and refinement of
his or her own professional development by providing and recommending
structured opportunities for reflection and observation
7. Reflective Supervision: – to support, develop, and ultimately evaluate the
performance of teacher through a process of inquiry that encourages their
understanding and articulation of the rationale for their own practices.
8. Technical Assistance: – to assist individual teacher and their educational
organization to improve by offering resources and information, supporting
networking and change efforts.
9. Training on line: Information and communication technologies are more
and more connected with the innovation in this area. At the moment there is a
range of initiatives in several fields. A special program of action has been
implemented for introducing technologies in schools and for teacher training.
After this phase the focus is on the use of technologies in teaching. A national
training project for teachers with responsibility in schools has been based on
the setting up of a virtual campus. A national observatory has recently been
set up to monitor the production of software for teaching.
10 TV Satellite programs for teachers: In cooperation with the national TV
broadcasting company, training courses have been offered through TV
satellite channel. A pilot scheme for video on demand has been pioneered via
tele lesson.
11. Counselling and assistance: Among the professional services to be
activated teachers may take advantage from other experts and professionals.
Professional assistance provided for teachers – particularly for beginner
teachers – and mentoring may well be crucial ways for improving teachers’
performance. A special project has been devised in the Southern areas of the
country: resources have been provided for schools and the school project is
developed with the assistance and the professional consultancy of experts
12. Methodological workshops: Growing emphasis is currently posed upon
the setting up of locally-based professional opportunities. Teacher centres and
services for teachers at local level are part of the national policy. Instead of
creating a planned network of centres, the attempt is to develop a system of
opportunities within local areas. Alliances with local governments, local
museums, local art galleries, public libraries are seen as the right way to offer
teachers a diversified set of initiatives. Educational authorities have been
invited to develop this approach by setting up local units
13. Stage for teachers: Contact with other organisational environment may
increase teacher motivation and provide new insight into specific areas of
interest. A special program is under development: teachers will be offered a
10 days stage in several potential learning environments (communication
agency, modern library, newspaper, new economy company…).
XXXXXXXXX

MODEL PAPER: I
Time: 1 1/2 hrs Max marks: 40
PART A
I ANSWER ANY five OF THE FOLLOWING 5x2=10
1. What do you meant by TLM?
2. What is diagnostic test?
3. What is conference?
4, what do you Mean of professional ethics?.
5. What do you mean of professional development?
6 What are orientation courses?
7. List out the problems remedial teaching
PART B
II ANSWER ANY two OF THE FOLLOWING 2x5=10
1. List out the Characteristics and Uses of TLM.
2. a) What do you Mean of remedial teaching
b) Mention the possibilities remedial teaching
3. What are the qualities and qualification of teacher?
4. Brief out Challenges and constraints in the implementation of professional
ethics in teaching
PART C
III ANSWER ANY two OF THE FOLLOWING 2x10=20
1. a) who are backward leaner?

b) How would you Identify child who needs remedial teaching
c) What are the Causes for backwardness
2. ) what do you Mean professional ethics.

b) Explain the Importance of professional ethics
c) Explain the Important professional ethics
3. Explain the meaning and uses of refresher course, seminar and workshop,
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MODEL PAPER :II
PART A
1. What are advantages of diagnostic test?
2. What are TLM?
3. what are the uses of improvised TLM?
4. List out the programme of in-service teacher education
6. What are orientation courses?
7. What are the Disadvantages and problems remedial teaching?
PART B
1. What are improvised apparatus?

Explain their importance.
2. a) What is diagnostic test?
b) What are Characteristics or importance’s of diagnostic test?,
3. a) What do you Mean in-service training,
b) List the Objectives of in-service training,
4. List out Principles of effective professional development
PART C
1. a) who are backward leaner?
b) How would you Identify child who needs remedial teaching
c) What are the Causes for backwardness
2 a) who are stakeholders in education?

b) Explain the Roles of stakeholders in education
3. a) what do you Mean professional ethics.
b) Explain the Importance of professional ethics
c) Explain the Important professional ethics
MODEL PAPER: III
PART A
1. What do you meant by TLM?
2. What is diagnostic test?
4, what do you Mean of professional ethics?.
5. What are the qualities and qualification of teacher
6. List the Objectives of in-service training
7. List out the problems remedial teaching
PART B
1. Explain Need and importance of in-service teacher education.
2 what are the Objectives of professional development
3. Explain the steps of Construction of diagnostic test paper.
4. What is refresher course .list the uses of it.
PART C
1. Explain the meaning and importance of seminar and workshop,
2. What are improvised TLM?
Explain their importance. What are low cast materials in teaching –learning
process?
3 a) who are stakeholders in education?
b) Explain the Roles of stakeholders in education
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ADVANCED PEDAGOGY OF SPECIFIC SUBJECT STUDY

4th semester, BEd. programme

AKSHAYA COLLEGE OF TEACHER EDUCATION

CCDR PUBLICATIONS, TUMKUR

APSS: Physics and Mathematics B.R.Ramachandraiah Page 1

APSS: Physics and Mathematics B.R.Ramachandraiah Page 2

ADVANCED PEDAGOGY OF SPECIFIC SUBJECT STUDY

T L M are the devices which can be used to make the teaching-learning

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Principles to be followed for the effective use of Teaching Learning materials

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Distinguish between projected TLM and non- projected

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Teaching Learning materials

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 Develop in students and teachers adequate skill for improvisation.

Advantages of Improvised TLM

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What are low cost materials?

 Low-cost teaching aids can be used in nursery, primary, middle,

Define diagnostic test.

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APSS: Physics and Mathematics B.R.Ramachandraiah Page 12

Remedial teaching is identifying slow learners, identifying their

What are the causes for remedial teaching?

APSS: Physics and Mathematics B.R.Ramachandraiah Page 13

 Flexible instructional pace and flexible class participation

What are the Disadvantages/problems for remedial

 Delayed feedback from the instructor

Mention the Remedial Teaching Strategies.

Explain Remedial Teaching Programme

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A person such as an employee, customer, or citizen who is involved with an

Examples of Stakeholders in Education

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 Develop the awareness about protection of environment

8. Boards of educational institutions:

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APSS: Physics and Mathematics B.R.Ramachandraiah Page 29

Mahatma Gandhi, -- “emphasized that ―the teacher himself must possess

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1. Great impact in the molding of the next generation

 Deal justly and impartially with students regardless of their physical,

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 Respect the basic responsibility of the parents for their children.

 Adhere to any reasonable pattern of behavior accepted by the

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 Conduct professional Ethics through the proper channels

 Deal with other members of the profession in the same manner as he

6. Having Obligations towards Students

 Treats all students with love and affection.

7. Having Obligations towards the Profession and Colleagues

 Continuous effort for professional development.

APSS: Physics and Mathematics B.R.Ramachandraiah Page 37

8. Having Obligations towards Parents, Community and Society

 Establishes trust with parents/guardians in the interest of all round

What are the challenges and constraints in the

1. Can ethics training/ education be self paced or does it require facilitation

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Explain the meaning and significance pre-service

Pre-service education of teacher means, education of teachers before

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A. PRE-PRIMARY TEACHER EDUCATION PROGRAMME.

E. REGIONAL COLLEGES OF EDUCATION

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APSS: Physics and Mathematics B.R.Ramachandraiah Page 42

In-service training is a professional and personal educational activity

In-service education can simply be defined as the relevant courses and

In-service education is also referred to as continuing education that is