Chapter I

WHAT IS PROFESSION ?

A profession is something a little more than a job; it is a career for someone that
wants to be part of society, who becomes competent in their chosen sector through
training; maintains their skills through continuing professional development (CPD); and
commits to behaving ethically, to protect the interests of the public.
Back in the nineteenth century, the professions were defined as law, religion,
and medicine. Nowadays, the number of professions is much wider and everincreasing, as occupations become more specialised in nature and more
professionalised in terms of requiring certain standards of initial and ongoing education
so that anything from automotive technicians to web designers can be defined as
professionals.

The professions are for you if you want.

an occupation which will help you to build your skills and develop your expertise
in a field which interests you;
to keep learning, be challenged and stay up to date with the latest developments
in your chosen area;
to solve problems, do good work, and be involved in making decisions which help
to improve peoples lives.
to earn more money! Professionalism pays: people with professional body
membership will earn more than those without (an average of 152,000 more in fact).
What is service ?

Do you want students to experience working on interesting, real-world

problems? Or perhaps have opportunities to apply their disciplinary
knowledge in new situations where they can help others? If so, then consider
how you might use service-learning which combines traditional educational
outcomes for students with service opportunities in the community to
meet your learning objectives. Sometimes called community-based
instruction, service-learning places equal emphasis on the service
component of the experience and the learning outcomes for the student. The
term is generally hyphenated to indicate this balance.
Service-learning is a potentially rich educational experience, but
without careful planning, students can wind up learning far less than we
hope or internalizing exactly the opposite lessons we intend. For instance, if
roles and expectations are not made clear, students may end up performing

menial tasks, without achieving the learning goals for the course. Or they
may have a bad experience and conclude, for example, that working in
groups is difficult, public schools are dysfunctional, and that non-profit
organizations can be chaotic places to work. In order to be successful,
service-learning requires significant advance preparation and consideration
of a number of special issues. But with thoughtful planning and deliberate
execution, service-learning can foster positive relationships between the
university and the larger community and provide meaningful educational
experiences to stude

MAXIMS OF TEACHING

Maxims of Teaching are the universally facts found out by the teacher on the
basis of experience. They are of universal significance and are trustworthy.The
knowledge of different maxims helps the teacher to proceed systematically. It also help
to find out his way of teaching, especially at the early stages of teaching.

The different maxims of teaching are briefly explained below.

1. Known to Unknown:
This maxim is based on the assumption that the student knows something. We are to
increase his knowledge and widen his outlook. We have to interpret all new knowledge
in terms of the old. It is said that old knowledge serves as a hook on which the new one
can be hung. Known is trustworthy and unknown cannot be trusted. So while teaching
we should proceed from known and go towards unknown. For example, while teaching
any lesson, the teacher can link the previous experiences of the child with the new
lesson that is to be taught Teaching of English.

2. Simple to complex:
Class-room teaching is formal where the teacher tries to teach and the students try to
learn things. In this process of teaching-learning, the teacher should see that simple

things are presented first to the students. That way they will start taking interest. Once
they become interested, thou gradually complex type of things can also be learnt by
them. By learning simple things, they feel encouraged and they also gain confidence.
On this basis, they become further receptive to the complex matter. On the other hand,
if complex types of things are presented to the learner first, he become, upset, feels
bored and finds himself in a challenging situation lot which he is not yet ready being
immature and unripe.
Gradually more difficult items of learning may be presented to the students. It will
smoothen teaching being done by the teacher and make learning convenient and
interesting for the students.
For example, while teaching sentences of English simple sentences should be taught
first and complex type of sentences may be taken afterwards.
3. Concrete to Abstract:
Concrete things are solid things and they can be touched with five senses. But abstract
things can only be imagined. So it is rather difficult to teach the children about abstract
things. The students are likely to forget them soon. On the other hand, if we teach the
students with the help of concrete objects, they will never forget the subject matter.
For example when we teach counting to the students we should first examine concrete
nouns like, laptop, book, Pen etc. and then proceed to digits and numbers. The stars,
the moon, the sun etc. being taught first whereas the abstract thing:, like planet,
satellites etc. should be taught afterwards.
4. Analysis of synthesis.
Analysis means breaking a problem into its convenient parts while synthesis means
grouping of these separated parts into one complete whole. A complex problem can be
made simple and easy by dividing into different parts.
Analysis is the approach for understanding and synthesis is for fixation. Analysis of a
sentence is taught to students, that helps the students to understand the different parts
of a sentence. Later on, synthesis of sentences should be taught.
5. Particular to General:

While teaching, the teacher should first of all take particular statements and then on the
basis of those particular cases, generalization should be made. Suppose the teacher is
teaching Present Continuous Tense while Teaching English, he should first of all give a
few examples and then on the basis of those make them generalize is that this tense is
used to denote an action that is going on at the time of speaking.
6. Empirical to Rational.
Empirical knowledge is based on observation and firsthand experience. II is particular
concrete and simple. We can see, feel and experience it on the other hand; rational is
based on our arguments, and explanation. The stage of arguments is the last whereas
seeing things or feeling them is the first stage. Empiric.il is less general statements
whereas rational is more general statements. So the safe approach in teaching is that
we should proceed from empirical to rational. It is a journey from less mental maturity to
more mental maturity.

7. Induction to Deduction
Induction means drawing a conclusion from a set of examples whereas deduction is its
opposite. The teacher should proceed from induction to deduction. For example, in
English while teaching conversion of active voice into passive voice, the teacher should
first convert a few sentences of active into the passive voice and on the basis of those
conclude the general rule for conversation of active voice into passive voice.
8. Psychological to Logical.
While teaching, the teacher should first keep in mind the interest, aptitudes, capacities,
development level etc. of the children during selection of subject matter and then on to
its logical arrangement.
In teaching English, the structures are selected as per needs and requirements of the
students and then arranged in a logical way. The psychological appeal of the
thing is more important at the early stages. Then the logic behind it should be seen.
9. Actual to Representative.

For teaching excellently, actual objects should be, shown to the children as far as
possible. It gives them concrete learning which is more desirable. The learners are able
to retain it in their minds for quite a long time. Especially in the lower classes first hand
information to the students impresses them a good deal. Representative things in the
form of pictures, models; etc. should be used for the grown ups or the seniors who are
already familiar with the actual objects.
For example, the teacher should show the elephant, the camel, the horse, the railway
station, the post office etc. and thereby he should make them understand about these
things. The representative of these things in the form of pictures or models may be used
at later stages.
10. Near to Afar.
Every child is able to learn well in the surroundings to which he belongs. So the child
should be acquainted fully with his immediate environment. Gradually he may be taught
about those things which are far from his immediate environment. This principle, if kept
in view, will smoothen the leaching-learning process considerably.
Thus the child should be taught the home, followed by the street, the bazaar, the school
and then the distant environment of the city to which he belongs. In the same way,
acquaintance with the city should lead to acquaintance with the Tehsil, the District, the
Division, the Stale and then the Country as a whole. This type of teaching will be
incremental and will be step by step learning. The text book writer who writes books for
the small children should also place the different chapters in his book keeping in view
this principle. Then only his book will stand better chances of approval by all concerned.
11. Whole to Part.
In teaching, the teacher should try to acquaint the child with the whole lesson first and
then the different portions of it may be analyzed and studied intensively. This principle
holds good while teaching a thing to the small children. At the early stages, the child
loves to speak full sentences because in daily life situations, full sentences are used.
The child should be given a full sentence. Then he may have full familiarity with the
different words contained in that sentence. Later he may have the knowledge of words.
Then he will have the knowledge of different letters forming the words.

Suppose a poem is to he taught to the students. They should be acquainted with the full
poem first. Gradually they may be asked to grasp the poem stanza by stanza In the
case of average students, their first attempt may be on full stanza, taking it as a whole
and then to the different lines con I. lined in the stanza as parts. It will help the teacher
to teach better and the learners to learn things conveniently.
12. Definite to Indefinite.
In teaching, definite things should be taught first because the learner can easily have
faith in them. Then afterwards he should give the knowledge of indefinite things. Definite
things, definite rules of grammar help the learner to have good knowledge. Gradually he
can be taught about indefinite things.
The above given maxims are only hints and guidelines for the teacher, especially at the
initial stages. He may use them if he finds some of them useful in his teaching
situations. In some situations of class-room teaching, he may not use them if he feels
so. The teacher should keep the maxims in his hand and he should remain their master.
Then only the different maxims will remain tools and yield better result.

What is Instruction
Instruction was defined as "the purposeful direction of the learning process"
and is one of the major teacher class activities (along withplanning and management).
Professional educators have developed a variety of models of instruction, each
designed to produce classroom learning.Joyce, Weil, and Calhoun (2003)
describe four categories of models of teaching/instruction (behavioral systems,
information processing, personal development, and social interaction) that summarize
the vast majority of instructional methods. Each model differs in the specific type or
measure of learning that is targeted. Therefore, as we make decisions about "best
educational practices" we must be certain that we connect recommended practices
with specific desired outcomes. This point is often omitted; discussion of best
practices then becomes a debate about desired outcomes rather than a discussion of
how to achieve them.

Another important point is that the different models and methods of instruction have
been developed based on specific interpretations of concepts and principles of
teaching and learning. While it is important to learn and practice the approaches
developed by others, it is even more important to understand the concepts and
principles upon which they are based.
If you learn only methods, you'll be tied to your methods, but if you learn principles
you can devise your own methods. -- Ralph Waldo Emerson

Characteristics of Effective Instruction

Characteristics of Effective Instruction require teachers to understand essential concepts and
skills; to identify the contributing factors affecting the desired outcome, and to utilize a variety of
methods to teach and reinforce the desired concepts and skills. It includes providing access to the
general education curriculum for all students. Teaching for learner differences can best be
accomplished by engaging in a process which has teachers using student and instructional
assessment data to make sound instructional decisions to meet the needs of individual students.

Why utilize Characteristics of Effective Instruction?

Current legislation requires that schools ensure high levels of learning for each and every
students. Despite the ongoing debate that surrounds this legislation, DuFour, DuFour, Eaker and
Karhanek (2004) acknowledge "the need for schools to move beyond pious mission statements
pledging learning for all to begin the systematic effort to create procedures, policies, and programs
that are aligned with that purpose."
In order to meet the instructional needs of all learners, teachers must be skilled in using
assessment tools to provide them with information about students' proficiency levels, as well as to
help them determine which essential skills a student must be explicitly taught in order to move closer
to proficiency.
In addition, teachers must be knowledgeable about the current research base related to core,
supplemental, intensive instruction, and must take guidance from the research base in how to
structure instructional time with students for maximum efficiency and acceleration of learning.
Teachers must use differentiated instruction, which is instruction that meets a student's
academic or affective learning needs. This may occur within the core, supplemental or intensive
instruction cycles. Differentiated instruction is essential to meet the needs of all learners and

necessitates thoughtful planning of instructional tasks according to pacing, content, process, product
and environment.

What is the research behind Characteristics of Effective

Instruction?

Student-centered Classrooms
"In student-centered classrooms students construct their own knowledge based on
experiential, holistic, authentic, and challenging experiences. Teachers take what students want to
learn and infuse all the skills, knowledge, and concepts that the curriculum requires. Teachers help
students learn to think about their own thinking and learning. Curriculum and assessment is
centered on meaningful performances in real-world contexts. Classrooms are organized for
collaboration. A student-centered classroom is a characteristic of Teaching through Problem Solving,
Teaching through Inquiry, and Teaching through Inductive Thinking."

Teaching for Understanding

One avenue to Deep Conceptual and Procedural Knowledge, Teaching for Understanding is
leading students toward being able to do a variety of thought-provoking things with a topic, such as
explaining, finding evidence in examples, generalizing, applying, making analogies, and representing
the topic in new ways. Teachers aid students to make connections between prior knowledge and new
knowledge to develop understanding of a concept. Teachers who teach for understanding 1) making
learning a long-term, thinking-centered process, 2) provide for rich ongoing assessment, 3) support
learning with powerful representations, 4) pay heed to developmental factors, 5) induct students into
the discipline, and 6) teach for transfer.

Assessment FOR Learning (Formative Assessment)

Formative assessment is a process used by teachers and students as part of instruction that
provides feedback to adjust ongoing teaching and learning to improve students' achievement of core
content. As assessment FOR learning, formative assessment practices provide students with clear
learning targets, examples and models of strong and weak work, regular descriptive feedback, and
the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School

Officers, FAST SCASS.) Assessment for Learning is a characteristic of Teaching through Problem
Solving, Teaching through Inquiry, and Teaching through Inductive Thinking.

Rigorous and Relevant Curriculum

Rigor and Relevance is represented by challenging content that is significant to a topic and
includes authentic work. It involves original application of knowledge and skills to complex problems
(construction of knowledge) rather than just routine uses of facts and procedures. It also entails the
use of prior knowledge, the development of in-depth understanding, and the ability to develop and
express ideas and findings through elaborated communication. It engages students in interpreting,
analyzing, synthesizing, evaluating concepts, and produces an authentic product (disciplined
inquiry). The content is not just interesting to students, but involves particular intellectual challenge
that when successfully met would have meaning to students beyond complying with teachers'
requirements and in contexts outside of the classroom.

Teaching for Learner Differences

Teaching for Learner Differences requires teachers to understand the Iowa Core Curriculum
core concepts and essential skills, identify the contributing factors affecting the desired outcome, and
have a variety of methods to teach and reinforce the desired skills. It includes providing access to the
general education curriculum through Universal Design for Learning (CAST) and Differentiated
Instruction planning (Tomlinson), as well as, utilizing strategies and routines supported by the
Department of Education (e.g. University of Kansas Strategic Instructional Model, Problem Based
Instructional Tasks, Meaningful Distributed Practice, Learning Cycle, Assessment for Learning,
Concept Oriented Reading, Question Answer Response, etc.) Teaching for Learner Differences can
best be accomplished by engaging in the Instructional Decision Making (IDM) (multiple sources, see
below) process which has teachers using student and instructional assessment data to make sound
instructional decision to meet the needs of individual students.

Learner

engage actively in learning.

are assessed as part of daily learning through a range of activities
including dialogue and interactions with peers and teachers, practical
investigations, performances, oral presentations and discussions.

are assessed on written work and on products such as artwork, reports

or projects.
demonstrate their knowledge and understanding, skills, attributes and
capabilities through a wide range of evidence including specific
assessment tasks, activities, test and examinations.
shape and review their learning by reflection, setting learning goals
and next steps including through personal learning planning.
review their own learning through self assessment.
collaborate in peer assessment.
contribute to moderation activities.

Learning Environment
The core business of schools is to provide students with a rich learning environment
that is open, respectful, caring and safe.
This ideal learning environment optimises wellbeing. It reflects a positive school
ethos that makes the school an exciting, stimulating and welcoming place.
Schools do this by:

developing and communicating an explicit commitment to wellbeing

acknowledging individual differences and providing opportunities for all students to

learn and succeed

ensuring students have opportunities to participate in school decision-making

processes

applying consistent school-wide rules and consequences that are:

o

collaboratively developed with students and the broader school community

clearly explained

positively enforced

rewarding of good behaviour

providing pastoral care for students

maintaining a physical space, including in the cyber environment, that

maximises staff and student safety

supporting staff wellbeing.

Links and ideas:

whole-school commitment to wellbeing

o

Smart Choices

National Safe Schools Framework

Schoolwide Positive Behaviour Support

student participation
o

class meetings

student councils

structures to support pastoral care

o

year level coordinators

lessons that develop social and emotional capabilities

peer support systems such as buddying.

Four domains of school practice:

1. Learning environment
2. Curriculum and pedagogy
3. Policies and procedures
4. Partnerships