ALLAMA IQBAL OPEN UNIVERSITY
Department of Secondary Education
Course Title: Professionalism in Teaching
Course Code:8612
Assignment No.#1
Semester:3rd
Spring:2021
Q1. Which characteristics are necessary for a profession? why are profession is not called profession
without these characteristic?
TEACHING:
“Teaching Is the noblest profession in the world,” stated President David [Link]. But teaching is a
profession that only appeals to a special type of person, a person who is concerned about others, one
who has a desire to touch the lives of his students and somehow leave them better than they are. The
richest rewards of teaching come when teacher observed growth and development in his students. One
of the largest of all professions, teaching employs more than 2.5 million people annually. The skills
needed for effective teaching involve more than just expertise in an academic field. You must be able to
interact with people and help them understand a new way of looking at the world. This is not an easy
job, although there are many different ways to teach effectively, good instructors have several qualities
in common. They are prepared, set clear and fair expectation have a positive attitude or patient with
students, and assess their teaching on a regular basis. they are able to adjust their teaching strategies to
fit both of the students and the materials, you cognizing the different students learn in different raise. As
a teacher, you are a role model who set the tone for the class. if you are able to show enthusiasm and
commitment, your students are more likely to reciprocate. Conversely, when you are negative,
unprepared or impatient, these qualities will be reflected in the attitudes of your student.
Positive:
Keep your own engage with a positive attitude. Teaching is most effective when students are motivated
by the desire to learn rather than by grades or degree requirements. Many first time TAs are confused
by the new authority of being a teaching assistant, and mistake intimidation for respect. Think of your
students as teammates not adversaries. learning and teaching are challenging but that doesn't mean
that you can't have fun in the classroom. Stay focused but don't be afraid to be creative and innovative.
Blow yourself to be enthusiastic and find ways to let students see what is interesting about your subject.
Prepared:
You should know the course material. If students are required to attend lectures and read assignments
then it seems reasonable that you would do the same. Most faculty expect graduate TAs to attend
lectures especially if they have never taken or taught the course. Review key concepts and ideas if you
are unclear about them particularly if it has been a while since you have worked with the topics you will
be teaching. Think about how the material can be most effectively demonstrated and design a strategy.
Write an outline or take notes to follow during lecture, and prepare your overheads, diagrams, handouts
and other aids well in advance.
Organized:
Have a plan for what you want to teach. Your job is to illustrate key points and essential context, to help
students integrate all of their work for the course. Given that there is never time to teach everything,
choose the most important concepts and show how they are related. Explain ideas so students are able
to build on materials they are already transferred, whether from your course or previous classes. Don't
just focus on what you happened to be teaching today. Show student how word they are learning now is
connected to materials covered later in the course. Keep your long term goals in mind, pace yourself as
that you don't run out of time at the end and try to end every class with a conclusion.
Clear:
Effective teachers can explain complex ideas in simple ways. As you develop expertise in an academic
field, it is easy to forget that students may have no prior knowledge of fundamental concept that you
take for granted. Help students understand and use new technology, so they can become fluent in the
language of your discipline. Many concepts can be more effectively demonstrated with visual aids such
as diagrams drawings charts slides etc. Make sure that they are large enough to see need enough to
read and don’t stand in the way. Think about the role body language can play. Having your teaching
observed by someone else can reveal habits that you would never notice on your own.
Active:
Keep your students thinking? Unless they are actively using the concept you are teaching, most word
will remember only a small fraction of what you teach. Lecture is an efficient way to deliver information
to large number of people, but it is an inefficient way to provide students with lasting knowledge and
skills. Consider using at least some classroom time for activities other than traditional lectures,
discussions or question and answer session. Problem solving exercises in small groups can take no more
than a few minutes, yet allow students to engage with the material being covered.
Patient:
Remember what it is like to learn something for the first time. Give students time to process information
and answer questions. Note that it is fine for students to make mistakes if they can learn from them.
realize that learning can be hard work, even for the most motivated students. Rather than blaming
students when things don't go right, consider ways you could change your approach to reach them more
effectively. Concepts, background information or conclusions that seem obvious to you may not be so
clear to someone who is now to the subject. be patient with yourself too. Teaching can be difficult and
frustrating at times. give yourself the some opportunity to make mistakes and learn from them.
Fair:
Consider what it would be like to be one of your students. chances are you would want an instructor
who set clear expectations, applied them consistently and could admit when they were wrong. whether
you mark off points on an exam question, give a low grades on a paper, or penalize someone for a late
assignment, you should be able to explain why you did it. of course it helps if you have already outlined
clear policies, both for entire course and for each assignment. Once you have set standards, it is very
important to apply to apply than equally and consistently otherwise you will lose credibility. On the
other hand, if you make a mistake or don’t know the answer to a question, it is much better to
acknowledge rather than ignore it.
Technology Tip:
Since it is often hard to remember what it is like to encounter your discipline’s material at an early stage,
pear instructions often an alternative to the “sage on stage” model. Peer instructions, which usually
happens in small group activities or paper response assignment, allow students to get feedback at their
own level of discourse and understanding. This provides a helpful complement to instructor feedback.
Technology such as the discussion tool in Backboard helps peer groups stay in connect over long
distances and over different periods of time.
What’s Your Learning Style?
CNDLS have several ways of helping your Discover the learning style you tend to favor. being more
aware of your own tendencies will help you recognize similar or different preferences in your students
and react accordingly. besides the more well known Myers-Brigg , Test and visual, auditory, and tactile
differences, there are also documented differences in how people problem solve.
Technology Tip:
E-mail is an excellent and perfectly acceptable way to give feedback to you students. In fact, several
Professors ask their students to turn in assignments over email. by having a digital copy of students
work, can make comments using the editing tools in Word, have access to the papers wherever there is
an Internet connection, and keep up with less paperwork, not to mention having a date and time record
of when the student turned in the work.
Q.2 What is professional responsibility? Describe its role in promoting values.
PROFESSIONALIZATION:
Professionalization Is a social process by which any trade or occupation transforms itself
into a true “profession of the highest integrity and competence”. The definition of what constitutes a
profession is often contested. Professionalization tends to result in establishing acceptable
qualifications, one or more professional associations to recommend best practice and to oversee the
conduct of members of the profession, and some degree of demarcation of the qualified from
unqualified amateurs (that is qualified certification). It is also likely to create “occupational closure”,
Closing the profession to entry from outsiders, amateurs and unqualified.
Occupation not fully professionalized or sometimes called semi professions. Critique of
professionalization views overzealous virgins driven by perverse incentives essentially a modern
analogue of the negative aspects of guilds as a form of credentials.
RESPONSIBILITIES OF A TEACHER:
[Link] of the Subject:
To have expert knowledge of the subject area
To pursue relevant opportunities to grow professionally and keep up-to-date about the current
knowledge and research in the subject area
[Link]:
To plan and prepare appropriately the assigned courses and lectures.
To conduct assigned classes at the scheduled times.
To demonstrate competence in classroom instructions
To implement the designated curriculum completely and in due time
To plan and implement effective classroom management practices
To design and implement effective strategies to develop self-responsible/independent learners
To promote students intrinsic motivation by providing meaningful and progressively challenging
learning experiences which include, but not limited to: self-exploration, questioning, making
choices, setting goals, planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects.
To engage students in active, hands-on, creative problem-based learning.
To provide opportunities for students to apply and practice what is learned
To build students ability to work collaboratively with others
To maintain a safe, orderly environment conducive to learning
[Link]:
To define and communicate learning expectations to students
To apply appropriate multiple assessment tools and strategies to evaluate and promote the
continuous intellectual development of the students
To assign reasonable assignments and homework to students as per university rules
To evaluate students performances in an objective, fairly and timely manner
To record and report timely the results of quizzes, assignments, mid and final semester exam
To use students assessment data to guide changes in instruction and practice, and to improve
student learning
[Link]:
To be punctual and be available in university during official working hours
To comply with policies, standards, rules, regulations and procedures of the university
To prepare and maintain course files
To take precautions to protect university records, equipments, materials and facilities
To participate responsibly in university improvement initiatives
To attend and participate in faculty meetings and other assigned meetings and activities
according to university policy
To demonstrate timelines at attendance for assigned responsibilities
To work collaboratively with other professionals and staff
To participate in partnerships with other members of the universities community to support
student learning and university related activities
To demonstrate the ability to perform teaching or other responsibilities, including good work
habits, reliability, punctuality and follow through on commitments
To provide and accept evaluative feedback in a professional manner
To create and maintain a positive and safe learning environment
To carry out any other related activities assigned by the department chairman
[Link] Behavior:
To model honesty, fairness and ethical conduct
To model a caring attitude and promote positive interpersonal relationships
To model correct use of language, oral and written
Oral and written to foster students self control, self discipline and responsibility to others
To model and promote empathy, compassion and respect for the gender, ethnic, religious,
cultural and learning diversity of students
To demonstrate skill when managing students behaviors, intervening and resolving in discipline
problems
To model good social skills, leadership and civic responsibility lost
6. Specific Deadlines:
Course Specifications: During the first lecture of the course, course specifications should be
shared with the students.
Class Activity Report: Class activity report must be prepared for each class lecture and placed in
the course file.
Course File: Course file for each course must be kept updated all the time for periodic review by
the Chairman and random checks by the QAD.
Attendance: After every eight weeks of the semester, a copy of the attendance summary sheet
must be displayed on noticeboard and a copy should be placed in the course file.
Quizzes: Within one week of every quiz, a copy of result must be displayed on noticeboard and a
copy should be placed in the course file. (Notes Quizzes/ Assignments should be equally
distributed before and after the mid exam).
Assignments: Within one week of receiving every assignment, a copy of result must be
displayed on notice board and a copy should be placed in the course file.
Mid Semester Exam: Within one week of the exam, a copy result must be displayed on notice
board and a copy should be placed in the course file.
Final Attendance Report: A copy of the final student attendance report must be submitted to
CEO office before the end semester examination.
Setting of Mid & Final Papers: All examination papers should be set from within the prescribed
course made known to the students by the teacher.
End Semester Exam: Within one week of the exam, submit the comprehensive result to the
controller of the exam along with answer sheets of mid and end-semester exams.
Q.3 Describe purpose and structure of code of professional conduct. also explain commitment to
professional renewal.
This standards transcend all subject areas grade levels. And most colleges and universities use the
Interstate New Teacher Assessments and Support Consortium (InTASC) Standards to voice their
expectations required for new teachers. here's a brief description of the ten InTASC standards you need
to know, so that you can be an effective teacher and shape hundreds of lives over the course of year
career.
[Link] Development:
The teacher understands how students learn and how they develop. teachers apply this
understanding to each student in the context of the students cognitive, linguistic, social, emotional and
physical abilities, because they understand that students abilities differ. teachers respect these student
differences and leveraged references to allow all students to reach their full potential, focusing on
drying out their individual strengths. teachers actively take responsibility for their students growth and
development, receiving input from and collaborating with families, colleagues and other professionals.
[Link] Differences:
The teacher understand individual differences in culture, language and socioeconomic status of
his/her students, incorporating them in teaching to create inclusive learning plan. Teachers use this
understanding to adapt their Lesson plan content and delivery to ensure that they promote and
encourage diversity, particularly for students who have special needs. teachers respect these individual
differences, believe that all students can achieve at high levels, makes students feel valued, and assist
students in realizing their full potential.
[Link] Environment:
The teacher understands how to develop and provide supportive learning environments for his or
her students. teachers apply to understand to create activities that facilitate both individuals and
collaborative learning, while also promoting positive social interaction between students of different
backgrounds. Teachers value their students input, allowing them opportunities To provide input, and
listening attentively and responsibly. did you support students in developing self motivation, assisting
them with problem solving, decision making, and exploration within a safe and validating environment.
teachers also engage appropriately with local and global communities to provide diverse learning
environment opportunities for all students.
[Link] Knowledge:
The teacher understand the central concept of the subject or subject that he or she is required to
teach, with an in-depth understanding of how to make the content accessible and approachable to all
students. applying this standard, teachers commit to keeping up-to-date and relevant in their content
areas, in both local and global context, incorporating and promoting cross cultural understanding.
Teachers encourage and appreciate students critical analysis and ensures that’s rules are appropriately
challenged with I did quit resources to support their learning. And teachers are sensitive to the potential
for bias, actively seeking to address 8 when covering any learning content.
[Link] of Content:
The teacher understand how to apply and connect different concepts within the learning content,
using this understanding to engage students and to help them apply these concepts to the real world.
Teachers also use this understanding to draw from content material outside their own area of
concentration, helping students to understand how their education as a whole is composed of
interrelated components. Including local and global examples, teachers draw on culturally and socially
diverse perspectives and collaborate with other teachers to provide an example that encourages
students to explore, think critically and develop their own innovative skills.
6. Assessment:
The teacher understands and applies various methods of assessment that encourage and support
the growth of his/her students. Using this understanding, teachers can appropriately modify
assessments to make them culturally or ethnically relevant or to allow the adequate testing of students
with varying abilities in English and off students with individual needs. Ethical application of these
assessment methods allow students to understand and reflect on their own growth and learning.
Providing descriptive feedback on student progress encourages students to focus on areas of difficulty
where appropriate.
[Link] for Instructions:
The teacher understand that curriculum goals and standards required of his/her Students and
appropriately uses knowledge of content areas and cross disciplinary skills to plan learning that will
allow each student to achieve these goals and standards. Effective teacher adapt and plan effective
instruction that will allow learners of varying skill levels and at various levels of development to leverage
their own strengths to achieve what is required of them. Applying this standard also involves the input
of students family members, the community and professionals both inside and outside education, to
ensure the highest possible levels of classroom achievement.
[Link] strategies:
The teacher understands how to encourage students to use and develop a deep understanding of
content and connections between content using a variety of instructional strategies. Allowing students
to develop their critical thinking, problem solving and research abilities, and allowing them to perform
learning tasks independently as well as with the teacher, are all applications of this standard. Teachers
plan to accommodate students from diverse backgrounds and with a diverse range of abilities,
incorporating and encouraging the use of various technologies that will support students in retrieving
and assessing the required information. Teachers can also adapt exercises and materials to cope with
new information received from student during their research, updating and improving their own
knowledge base.
9. Professional Learning and Ethical Practice:
The teacher understands the importance of ongoing personal reflection regarding teaching and
lesson planning methods, personal and teaching goals, as well as continued striving for development.
Applying standard 9, teachers perform frequent self evaluation and encourage feedback from students,
students families and colleagues or supervisors. Teachers must see themselves as continual learners,
always seeking new opportunities to further their knowledge, particularly of their content base.
[Link] and Collaboration:
The teacher seeks out and assumed leadership roles that match his or her skills. Teachers who
apply standard 10 understand the importance of collaboration and demonstrate this understanding to
their students. They take direct responsibility for the success of their learners, working with them to
help them achieve their potential. and this collaborative spirit extends to the students families and
community; When teachers actively seek opportunities for growth by engaging with other education
professionals and accessing and providing support where required, the school as a whole is empowered
to move forward in achieving the school’s mission and goals.
Q4. What is teacher renewal? Discuss role of professional dispositions in teacher renewal.
Professional dispositions include the values, commitments, and professional ethics that influence
behaviors towards students, families, colleagues and communities that affect student learning,
motivation and development as well as the educators own professional growth. Dispositions are guided
by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social
justice. for example, they might include a belief that all students can learn a vision of high and
challenging standards or a commitment to a safe and supportive learning environment.
The professional dispositions expected to all teacher candidates include and ability to:
Demonstrate a commitment to learning and diversity.
Build rapport and so as a strong role model to peers, colleagues and learners.
Display effective communicative skills (oral and written) In all settings.
Demonstrate professional competence and conduct.
All teacher candidates are expected to demonstrate those professional disposition consistently,
specially during course and field work opportunities. To ensure all teacher candidates demonstrate
these dispositions, the TLEL Security members have established mandated checkpoints throughout
the preparation program. These checkpoints provide an opportunity to elicit feedback from course
instructors, cooperating teachers any university supervisors or any dispositional concerns. Teacher
candidates are also provided with a number of opportunities to self evaluate how well they these
professional dispositions. Professional dispositions will be assessed by cooperating
teachers/Placement coordinators (e.g., Liberty Partnership coordinators) And university supervisors
in each field experience requirement. Additionally, course instructor will assess professional
disposition informally in courses.
Teachers candidates must receive a final rating of “acceptable” For admission or
advancement in teacher education programs. if a teacher candidates receive an “unacceptable”
Writing in a field experience or from a course instructor, he/she Must complete another field
experience successfully before advancing in the program and/or Before applying for the internship
semester.
Teachers engaged in development for various reasons. Sometimes it happens as a consequence of
teachers intrinsic motivation to improve the quality of their teaching practices, gain respect and
recognition, become a more effective educator, all to increase individual satisfaction in pursuit of a
successful teaching career. In other cases, it comes about as a consequence of extrinsic motivation
from a teacher brought on by factors such as maintaining a job or position, obtaining a better salary,
assessing higher quality jobs in the field, or getting a promotion. Teacher development can be
motivated by institutional needs such as increased teacher awareness, updating of teacher
knowledge and adoption of new training practices, among many others. In this way, the institution
can play a key role in transforming teacher development into a “process of ‘we are developing’
rather than a process of ‘you must develop’ because you are underperforming”. In this paper, we
reflect on the process of building and implementing a teacher development program (TDP) Link to
curriculum renewal in a university English as a foreign language (EFL) Program as the Caribbean
coast of Colombia. In detailing the process, we explain how university in program for clarity were
involved in reflecting, analyzing and making informed decisions about their teaching practices within
the framework in order to better design and implement the new curriculum.
This specific context in which this TDP was designed is that of an 8 level,
undergraduate EFL program that serves around 12,000 students annually and relies on
approximately 60 teachers, most of whom are Colombian. students in the program belong to a
variety of majors ranging from graphic design or engineering to psychology or social communication.
Throughout the program teachers are expected to help students develop a B2 level of a language
proficiency according to the Common European Framework of Reference (CEFR).
Based on systematic classroom observation at all levels of program, we found
students were not developing their language proficiency at all expected level. careful analysis of
students grades and exit exam results corporated these observations and showed that more than
50% of the students were not achieving a B2 level. in order to address this situation, the language
institute initiated a curriculum development project CDP based on backwards design, using desired
learning outcomes to guide the construction of a new curriculum. the CDP aimed to identify needs in
the program as well as propose a new curriculum that would take in account as pets such as; Course
goals and outcomes, course materials, student performance, teacher performance and assessment
in a more comprehensive and structured way than before. after a needs analysis was carried out, a
preliminary design created and new course materials chosen, a major challenge arose; Working with
teachers to reflect on, evaluate and implement the new curriculum in the classroom.
When creating a teacher development program, several aspects must be clear,
including the objectives it aims to achieve in terms of institutional and professional needs. in regard
to the TPD in question, the time frame desired for its execution was also important, bearing in mind
that the curriculum implementation had fixed dates.
Institutional Needs:
In the EFL program in question, There were several institutional leads that motivated the CDP
and the TPD. These needs included: fewer and more succinct Objectives in course syllabi, a clear
progression of student learning outcomes ( SLOs), Increased awareness among teachers of the
content of each level, as well as a need to standardize assessment practices.
Professional Needs:
The TDP also took into account varied professional leads of the teachers within the EFL
program who would be implementing the new curriculum the most important of which were:
Teaching practice update, especially regarding skills instructions, sharing of good classroom
practices with their colleagues, and reflection as a professional tool.
[Link] teachers as a moral agent.
A nation depends on the activities of the teacher. Identically, they are working to grow the
basement of the student. No matter it is school, college or university, A qualified teacher is the builder
of a student. Even A teacher on the special skills or technical courses is keeping role responsibilities on
this society. For this reason, the leader of tomorrow is created by a teacher. At the same time, if a
teacher fails to discover the internal power of a student the student fails in his whole life. That means
the teacher is the best mentor for life of the student. The education system of the 21st century has
changed radically with the integration of technology in every sector. At the same time, the students are
more mature than the previous time. No in the 21 st century education depends on thinking skills,
interpersonal skills, information media, technological skills as well as life skills. especially the education
of the present time emphasis on life and career skills. Now there has no value for rote learning. In
general, it needs to meet the industry needs. To clarify the teaching will be effective when a student can
use the lesson outside of the classroom. For changing the globalizing world, the role of the teacher is
essential to improve the sustainable education. At the same time, inspiring and guiding the students in
increasing employability skills with the digital tools is the prerequisite for a teacher. There's a teacher is
the 21st century will be digital teacher. Teachers are not the facilitator for learning of the students only,
and now they are responsible for training the students for increasing employability skills, expanding the
mind, growing digital citizenship, critical thinking and creativity as well as sustainable learning. Thus, the
winning of the student is the win of the teachers.
With the passes of time and integration of technology in every sector the teacher’s role has changed a
lot. They need to end it some skills to develop their students. Otherwise, the student will not get the
lesson and it will increase of the educated unemployed in the digital era. let's see the changing role of a
teacher in the 21st century.
This is the most competitive world, and there has been the diverse option to
choose the next career for a student. In this case, a teacher needs to become a big planner to support
them according to their psychology. The future of a student will depend on 4Cs. It is the duty of a
teacher to introduce them the mentioned terms very clearly. This one will need to try several
multidisciplinary jobs. So the teachers will define where they will give more important sandwich skills
are just for adding values or keeping as optional. Besides, if an educator can provide a proper guideline
to build his career in the 21st century for the students, he will be the all-rounder in his career and life.
A Resource Provider:
In this digital age, the Internet is full of supportive resources. no when a teacher teaches the
students from collaborative perspective, the students will learn more deeply if they get the resources. It
can be YouTube video tutorial, digital content, E books or even the printing documents. is the student
receives the supportive material on how to enrich critical thinking, communication skills, collaboration
and creativity, they can lead their own future. a teacher can show their sources according to their
interests. even a teacher can't be expert on the topics, albeit he can easily point the links of the
supportive materials. it will ensure better learning environments and the students will be engaged with
the lesson.
Digital Instructor for Different Ways of Learning:
Effectively just don’t limit the learning resources for the students. Correspondingly, they are the
best instructor for the students. In contrast, they will create the learning materials entertaining. In the
digital age, you can find a lot of resources who are teaching the course efficiently. The instructor knows
how to make the meaningful learning opportunities for all students. Providing practical examples in the
classroom or collaborating in a class with another teacher can also help them to learn perfectly. To
emphasize, they know mixing the knowledge with an expert collaborator can make the students
motivated.
Learning Facilitator:
A digital teacher or leader in the teaching profession doesn’t change the students only. Also, they
help their colleagues to big come the supporter of technology and show them how to find the online
resources and how to study updated on the subject. They know how to enjoy the work and how to make
the lesson enjoyable. that means they are the facilitator for all the students and teachers. Remember, if
you can share your knowledge you will learn more deeply. Similarly, the people will love you.
Technology Lover for Learning:
Now it is so tough to attract the student without the use of technology. If you don't teach the right
use of technology and how to find the Internet resources, they will get there evil resources. important to
realize, a teacher needs to learn how to read the psychology and what the students want. With
attention to, if you can't maintain the online community with the students, you will not be able to
inform the students about the world. Indeed, they had no way of the teachers to deal with the students
without learning the technology and Internet world. As a result, when you want to build the nation, you
have to develop yourself first. Must be remembered, you have to know how to Google advanced search
process works.
Digital Learner for Lifetime:
Effective teachers who are the builders of a nation as a lifetime learner. To point out, they keep
knowledge of the latest changes in their subject. Then again, they keep knowledge about which
jobs will be available in the next decade. In addition, they learn the newest technology to help the
students. To put it differently, they know how to combine the technology, pedagogy And content
which will ensure Real-World Problem Solving and Cooperative learning. To summarize, a teacher
needs to follow the quotes from Henry Ford.
A successful teacher will collaborate with a specific objective.
They know when to listen and when to ignore.
Believe winning of the students is the win of the teacher.
They can praise smartly.
Welcome the changes always.
Explore the new tools in the technology.
They have the sense of humor.
Grow a personal learning network.
Myers success.
Be open minded.
Expect students will be the Mentors of future.
Power to the students.
Take the learning process outside of the classroom.
Help the students to become the entrepreneur and innovator.
