Module 1 The Mathematics Teacher

Module 1-Teacher Qualities and Competencies

1.1 Essential qualities, Duties and responsibilities of a mathematics teacher

General Qualities
1. Committed to the work
 Focuses on educational needs of the students
 Works with passion
 Keen to uphold the university's values
 Enthusiastic about work and about teaching
2. Encourages and appreciates diversity
 Does not stereotype or speak negatively of others
 Nurtures and encourages diversity
 Seeks and encourages understanding of, and respect for, people of diverse
backgrounds
3. Interacts and communicates respect
 Communicates effectively with others
 Encourages input from others, listening deeply and giving credit for their
contributions
 Acts with integrity
 Provides a model of high ethical standards
 Shows a caring attitude
4. Motivates students and co-workers
 Encourages students to achieve their goals
 Provides constructive feedback
 Monitors progress of students and fosters their success
5. Brings a wide range of skills and talents to teaching
 Teaching is clearly presented and stimulates high-order thinking skills
 Presents difficult concepts comprehensibly
 Brings appropriate evidence to the critique
 Teaches memorably
6. Demonstrates leadership in teaching
 Contributes to course design and structure
 Contributes to publications on education
 Evidence of self-development in an educational context
 Demonstrates creativity in teaching strategies
 Committed to professional development in education
7. Encourages an open and trusting learning environment
 Creates a climate of trust
 Encourages students to learn from mistakes
  Helps students redefine failure as a learning experience
 Encourages student questions and engagement in the learning process
 Encourages student growth with appropriate behaviour-based feedback
8. Fosters critical thinking
 Teaches students how to think, not what to think
 Encourages students to organize, analyse and evaluate
 Explores with probing questions
 Discusses ideas in an organized way
 Helps students to focus on key issues
 Trains students in strategic thinking
9. Encourages creative work
 Motivates students to create new ideas
 Fosters innovation and new approaches
10. Emphasizes teamwork
 Builds links at national and international levels in education
 Encourages students to work in teams
 Encourages collaborative learning
11. Seeks continually to improve teaching skills
 Seeks to learn and incorporate new skills, and information teaching
 Seeks feedback and criticism
 Keeps up to date in specialty
12. Provides positive feedback
 Listens to students and discovers their educational needs
 Values students, never belittles
 Provides constructive feedback
 Helps and supports people to grow
 Teaches students how to monitor their own progress.
Specific Qualities of a Mathematics Teacher
1. Command over the subject matter. He should be academically well equipped.
2. Ability to teach mathematics effectively. He is able to properly relies the aims and
objectives of teaching mathematics.
3. He must know and use proper devices and techniques for the teaching of his subject
according to the availability of the resources and demands of the situations.
4. He should have essential Mathematical skills.
5. He should possess a favorable attitude towards mathematics; know it values and
importance for the individual and society.
6. He should be able to inculcate proper interest of his students in his subject
mathematics
7. He should be able to make his students learn the practical use of the subject in day
–to- day life and learning other subject
8. He should possess scientific attitude and be able to train his student in scientific
method of solving problems.
 9. He should possess the ability of organizing mathematics club , guiding mathematics
projects, administering and scoring of standardusedtets.
10. He should be able to do action research for the better teaching and welfare of the
students.
11. He should have proper interest in learning and acquiring new innovations and trends
in mathematics teaching through in-service training., mathematics seminars, radio
and TV programmers and visit to good schools and research centers
12. He should be able to provide guidance and remedial teaching for the backward
students in mathematics.
13. He should be able to correlate the teaching of mathematics with the teaching of other
subjects and areas of work experiences.
14. He should be able to cultivate originality creativity and ingenuity among his students
for the solution of mathematics problems.
15. He should be able to inspire and guide the gifted for becoming future
mathematicians.
Duties and Responsibilities
 prepare lessons, making them as interesting as possible
 prepare homework, assignments and assessment
 research information to ensure the knowledge they impart is current
 mark homework and pieces of assessment
 identify the needs of individual students in their classes, and work to help each child
develop his or her own potential
 prepare resources for the classroom
 confer with students over their work
 assist children to learn, not judge their inability to learn
 identify emotional, intellectual, physical, etc issues which may be hindering the student
from learning to his/her best potential, and research and recommend courses of action
 conduct parent-teacher interviews
 provide a sounding board (for both students and teachers) and allow for open discussion
 attend professional development sessions to improve his/her own teaching methods and
curriculum
 present a professional but caring persona at all times
 Treat students with respect, and teach them to treat others with respect

1.2 Teacher as a facilitator, researcher and social resource – conceptual overview

a. Teacher as a facilitator

You cannot teach a man anything; you can only help him discover it within himself -
Galileo
Meaning
 Facilitate means 'to make easy'. Facilitation is the glue that holds a group together. The role
is to work with a group who are in much the same situation, to draw-out knowledge and ideas
from different members of a group, and to help them learn from each other and to think and act
together. Facilitation is about empowering others. The role of a skilled facilitator is to create
conditions in which a group can work together effectively
Therefore, when we say the teacher has to play the role of a facilitator in the classroom, this
means that the teacher should not be the king who controls the activities of the learners. He /she
should grant the learners some space to let the spirits of creativity and innovation. In other
words, the learners must get involved into an active participation that would be represented in
argumentative discussions and teamwork activities, so that the process of learning become
comprehensive. A facilitator of learning, therefore, is a teacher who does not operate under the
traditional concept of teaching, but rather is meant to guide and assist students in learning for
themselves - picking apart ideas, forming their own thoughts about them, and owning material
through self-exploration and dialogue.

Now teacher ‘a facilitator’ Why?

The move towards the new view of learning –constructivism- the ‘students centered’ learning
has required a fundamental shift in the role of a teacher. In the new view more responsibility and
freedom given to the students. The teacher’s role is not to inform the students but to encourage
and facilitate them to learn for themselves using the given environment. According to Piagetian
theory, humans cannot be ‘given’ information which they immediately understand and use; they
must ‘construct’ their own knowledge through experience. To this end, they need to have
interactions with other people and social factors.In the constructivist approach to learning,
knowledge is ‘constructed’ in the mind of the student and is constantly evolving (Brooks and
Brooks 1993). Therefore the role of the teachers to facilitate this process rather than to act
simply as an information provider. The increasing availability and use of learning resource
materials also brings with it the need for the teacher as a learning facilitator. No set of course
materials, whether in print or electronic format, is perfect for all students. It is the responsibility
of the teacher to facilitate the student use of the resources by overcoming any deficiencies in the
materials and by integrating them with the curriculum. Now learners play the role of active
participant in the teaching learning process and teachers conduct classes based on experiment
and practice using simulation, role-play, dramatization, strip story, group work, pair work,
elicitation and project work, instead of simply giving speeches .Therefore, teachers are more
popularly known as facilitators, managers, and inspirers rather than a mere classroom
teacher.The key roles for teachers as facilitators to support students in constructive learning
environment are:
Modelling
Coaching and
Scaffolding
Modelling and coaching both imply actions by the teacher that provide instructions. the
teacher in the constructivist classroom will often be providing models of knowledge and skills.
The teacher as guide implies is assisting the students as they create their learning journey.
Scaffolding however is a more complex teaching behaviour. the point of scaffolding from a
constructivist perceptive is not to impose our schema on them, ( if it is not meaningful for them it
is unlikely to be useful) but to assist them in building or extending their own schema by
scaffolding around their existing experience and understanding.
The task of a facilitator are:
 explain the learning objectives
 help the group set ground rules and keep them
 encourage and guide participants to think critically
 listen to participants' comments, questions and feedback
 keep focus and keep things moving
 help with observations and analysis
 help participants arrive at appropriate conclusions
 encourage participants to contribute to the discussion
 help participants to reach an appropriate consensus
 build trust
 help identify opportunities and potentials
 summarize the discussion or ask others to do so
Characteristics of a facilitative teaching
 Placing a strong emphasis on to provide a meaningful context for learning where
problems are framed by the context.
 Encouraging ‘hands on’ and interactive approaches to learning activities to allow learners
to apply and interact equally with the thinking and performing aspects of learning.
 Establishing learning outcomes that are clear in their intent to achieve readiness for
learners.
 Giving learners the opportunity to collaborate and negotiate in determining their learning
and assessment processes.
 Understanding learners as ‘co-producers’ of new knowledge and skills.
 Recognizing that the prior learning and life experiences of learners are valuable
foundations for constructing new knowledge and skill sets (although they can also impose
limitations).
 Using flexible teaching approaches that address the different learning styles of students.
 Valuing the social interactions involved with learning in groups.
Teaching vs. Facilitation

Teaching Facilitation
Teaching starts from teacher's Facilitator starts by assessing the knowledge of the group
own knowledge
Teaching follows a pre-set Facilitators addresses issues identified by the group or
curriculum their community and adopt new ideas to the needs and
culture of the group
 Teachers delivers lectures to a Facilitators uses practical, participatory methods, e.g.
group of students – usually group discussions and activities in which all members of
from the front of the room the group participate
Information flows in just one Information flows in many different directions between
direction, from teacher to the facilitator and individual group members
student
Teachers are concerned with Facilitators encourage and value different views
students understanding the right
answer
Teachers have a formal Facilitators are considered as an equal, and develop
relationship with students, relationships based on trust, respect and a desire to serve
based on the status of a teacher
To become an effective facilitator
 Teachers needed the ability to communicate with students in an informal way in the
small group’s sessions, and to encourage student learning by creating an atmosphere
in which open exchange of ideas was facilitated.
 Teachers need to have good subject-based knowledge, pedagogic knowledge and
techno pedagogic knowledge, social skills and soft skills

b. Teacher as a researcher

Marion MacLean and Marian Mohr (1999) explain that the term teacher-researcher is an
important term to them because it has redefined their roles as teachers.
Teachers are subjective insiders involved in classroom instruction as they go about their daily
routines of instructing students, grading papers, taking attendance, evaluating their performance
as well as looking at the curriculum. Educational researchers are those who develop questions
and design studies around those questions and conduct research within the schools and are
considered objective outside observers of classroom interaction. But usually teachers raise
questions about what they think and observe about their teaching and their students' learning.
They collect student work in order to evaluate performance, but they also see student work as
data to analyze in order to examine the teaching and learning that produced it as part of their
teaching to make it effective. A teacher is not only a teacher but also a researcher because he/she:

 Develop questions based on their own curiosity about their students' learning and
their teaching
 Investigate their questions with their students systematically documenting what
happens
 Collect and analyze data from their classes including their own observations and
reflections
 Examine their assumptions and beliefs
 Articulate their theories
 Discuss their research with their colleagues for support as "critical friends" to
validate their findings and interpretations of their data
 Present findings to others
 Talk to their students
 Give presentations (talk to teacher in room next door, go to conferences)
 Write about their research (school-wide publication, national)
 Participate in teacher research web sites, online forums, and e-mail communications

Teachers- informal researchers

Teachers regularly carry out informal research in their daily work in the classroom.
By the nature of their role, teachers are informal researchers. Every day a teacher enters their
classroom with a new lesson to try, a new strategy to test, a new thought about how to manage
young Harry’s distractibility or Neville’s anxieties, help Ginny understand a difficult Herbology
concept, and develop Hermione’s broomstick flying skills. However we know that teachers with
better research skills, who are critically reflexive, and who look outside their own experience
will find and evaluate possible solutions to teaching and classroom issues more quickly and
efficiently. This can make their teaching more effective.

Looking outside to what others have done is a central part of this process. However, the
constant trial and error teachers undertake to improve their classroom teaching is barely spoken
about or shared. Usually, it’s undertaken independently, and the results a quiet accomplishment.
Sometimes, it’s done collaboratively, and the results are shared with the community of teachers,
students and their families. Occasionally, research is undertaken more formally, purposefully,
with a broad goal of improving school or system-wide policies or processes.

c. Teacher as a social resource

The following roles of teacher prove that teacher as a social resource

 Teacher is an asset of the society- resource of the society, by the society and for the
society
 Teacher complexities and skills are used for social empowerment and national
development
 Teachers are trained in the society as per the conditions and requirement of the society
Teachers stand for social justice and equity
 Teachers services are used by the society in different emerging conditions-NSS, senses,
elections etc.
 Teachers act as social engineers, who are expected to plan and implement social projects
 Teachers are social scientists who identify the social issues and suggest apt remediation
 Teachers are social reformers who are always act against social issues and injustices
 Teachers mould the younger and future generation
 Teachers are always invited by different social groups and institutions for shaing their
views and thoughts.
1.3 Teacher competencies- contextual, conceptual, curricular, transactional, assessment,
management and extension.

Teaching competencies include the acquisition and demonstration of the composite skills
required for student teaching like introducing a lesson, fluency in questioning, probing questions,
explaining, pace of lesson, reinforcement, understanding child psychology, recognizing
behaviour, classroom management and giving assignment. Teachers’ professional competencies
include various competencies in different areas such as pedagogical, cultural, communicational,
personal, intellectual etc. which are needed for effective teaching.

Teacher’s knowledge in subject matter and in general pedagogy is directly linked to

teacher competencies, attitudes and characteristics which in-turn determines the teacher
performance. According to Grossman teacher’s knowledge of the content they teach affects both,
what teachers teach and how they teach. The subject matter knowledge is then linked with
general pedagogy that includes general knowledge of structure of lesson and general methods of
teaching.

 Contextual: Contextual learning is a reality based, outside –of-the-classroom experience;

within a specific content. Contextual competencies are those which associated with the
teacher’s ability to teach according to the context or the demand of the hour. These
competencies aim to provide a wider view of the development of professional education
in society and professionals’ role in it. These include not only educational but social and
cultural systems also. It includes dealing with problems of wastage and stagnation,
diversities in society, developing cohesive society and issues like urbanization and value
inculcation. Teachers should be able to teach according to the context of the class room,
society etc.
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.

 Conceptual: These competencies represent the understanding of the basic tenets of one’s
own profession; and these include knowledge about stages of child development, right
perspective towards education and implications of education. All educators must be
capable of designing lesson plans to meet student needs and cover the standards. This
requires knowing how to choose and create instructional materials to accommodate
 students at different levels. It also requires creating a scope and sequence that provides
students with enough time to master the standards. 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.
-They should know significant characteristics of child development at different
stages to enable them to transact curriculum effectively.
-They should have knowledge of classroom organization and management too
which would help them in organizing curricular and co-curricular activities quite
effectively in and outside classroom.
-Concepts and educational implications of globalization, modernization,
liberalization and privatization have to be understood by teachers.

 Curricular: Curricular knowledge includes the complete knowledge of the whole range
of programmes designed. The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program. Curricular competencies represent
the teacher’s ability to properly organize the lessons and all the subject matter to be
covered according to the curriculum. It is very important for the teachers to have proper
knowledge about the curriculum to structure, organize, and deliver lessons in ways that
facilitate or accelerate student learning.
Best practices and other appropriate teaching strategies allow competent
educators to effectively teach the curriculum. Competent educators incorporate a variety
of strategies to help students with multiple learning styles learn and stay engaged.

 Content competencies include joyful activities, media intervention, individual learning

and provision of enriched environment for learning. It also implies what the teacher
knows about the content. The teachers should possess the ability not only to define the
concept but they should also be capable to explain how and why those concepts are
related to other concepts and therefore the pedagogical content knowledge goes far
beyond subject matter knowledge. So the teachers must be good at lesson plan design.

Content competencies require the teachers to have a knowledge and

understanding of a range of teaching, learning and behaviour management strategies and
know how to use and adapt them, including how to personalize learning and provide
opportunities for all learners to achieve their potential. These include:

-Full mastery over the content of the subject that they have to teach.

-They should find out the hard sots and gaps in curriculum which require
explanation and elaboration.

-They should identify such areas from the curriculum where there is enough scope
for undertaking joyful activities, individual and group learning etc.
 Transactional: Education is considered as a process of transaction; i.e., it’s a two way
give and take process. The role of giver and taker may interchange. Thus, transactional
competencies are those which enable the teacher to implement the best possible teaching
and learning practices that will help to increase students’ performance and understanding
over the subject matter. Transactional competencies include planning of action and
evaluation, inclusion of activities like storytelling, singing etc in teaching process.
Creating a safe learning environment that is conducive to learning is essential.
Educators must set high expectations for student performance and behaviour. All rules
must be enforced consistently and fairly. Thus interaction with students become an
essential part of transactional competencies so, educators must be able to positively
interact with all students. Teachers must put aside their prejudices and feelings in order to
treat all students with respect, provide them with equal opportunities for learning and
make them feel confident.
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. Thus it implies that the teacher should
be able:
-To organize verity of activities such as storytelling, singing, games, field visits,
celebration of national, social and cultural events to make teaching learning process
joyful, participatory and relevant.
-To prepare appropriate teaching aids and other teaching learning material to
support and enhance the effectiveness of teaching-learning process.
-To integrate continuous evaluation while transacting subject content.
-To use continuous evaluation approaches to diagnose weakness and strengths of
the teaching learning strategy.
- To identify the weaker and, brighter children in order to adopt remedial
measures and undertake enrichment programmers.

 Assessment: Educators must design or select and administer effective assessments. An

assessment must accurately measure what has been taught and what students have
learned. Competent educators combine informal and formal assessment techniques to
monitor student performance. Being able to identify and address student needs is a crucial
component of an educator's job. This is done by partly using formal and informal
assessments to help guide instruction. It also involves getting to know students beyond an
instructional level, learning about their interests, recognizing changes in mood and
making sure students are mentally and emotionally focused on learning.

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. Teachers should be
 able to carry out continuous evaluation in a systematic and formal manner. These also
include the following:
-ability to maintain observation records to evaluate likes and dislikes habits,
value and attitudes of the children.
-to diagnose the problem that children face in comprehending what is taught
-the ability to undertake action research.

 Management competencies include skills of classroom management and role and

responsibilities of teacher. These qualities are a must to get the class room operations
running. A teacher should have the abilities to properly manage the class when the
students start to divert from their tasks. Only a teacher with proper management skills can
maintain the discipline of the class room. These skills can be effectively utilized to
maintain students’ interest also. 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.
-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.
 Effective use of resources is an important part of teaching. It will help teachers to provide
knowledge beyond text books. This will enhance student learning. So, the teacher should
possess the ability to effectively incorporate the appropriate resources with that of the
subject matter.
 Co-curricular refers to activities, programs, and learning experiences that complement, in
some way, what students are learning in school—i.e., experiences that are connected to or
mirror the academic curriculum. Co-curricular activities are typically, but not always,
defined by their separation from academic courses. Teacher’s management skills should
be extended to managing the co-curricular activities also. These activities have great
significance in student learning; thus teachers should encourage students to take part in
such activities. Image result for importance of co-curricular activities. It gives the
students an opportunity to develop particular skills and exhibit their non-academic
abilities. They actually complement the curricular activities and groom the students in the
“Art of living and working together.” They are the true and practical experiences gained
by students by their own learnings.
 Competencies related to working with parents include promoting active roles for parents
and ensuring their participation and cooperation in teaching learning process. A skilled
teacher also manages to engage parents and the community in the process of learning.
Communicating effectively with parents and other stakeholders in a child's education is a
key component of an educator's job.
-A quality educator provides regular updates on a child's progress and
immediately addresses any concerns that may arise.
- 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.

 Educators must be able to collaborate with other teachers and school staff. Teachers can
learn from one another and grow into better teachers through collaboration. They can also
collaborate to make the school a safe, effective learning environment for all students and
to improve the overall image of the school and the instruction that takes place there. So
the teacher should have the required competencies to work as team members and identify
opportunities for working with colleagues, sharing the development of effective practice
with them. Maintaining a cordial relationship with all stakeholders of the education
system-management, parents, society and community is essential for a professional
teacher.

 Community Extension: Competencies related to working with community and other

agencies include the knowledge about importance of community in the holistic
development of students. Extension activities provide students with opportunities to use
newly acquired skills and knowledge in real life situations in their own communities and
to enhance what is taught in school by extending learning beyond the classroom and into
the community and thus augmenting or fostering the development of a sense of caring for
others. These activities blend service and learning goals in such a way that both occur at
the same time and are enriched and supported by one another.

-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.
1.4 Teacher accountability- Professional ethics of a teacher.
Accountability is the assignment of responsibility for conducting activities in a certain way or
producing specific results. It is often used synonymously with such concepts as responsibility,
answerability, blameworthiness, liability, actually performed by a person or a group. The term
'accountability' is concerned with the total outcome of the task given. Every employee is
directly accountable to his superiors and organization and finally to the public or the society at
large. Accountability may be regarded as an acid test for measuring efficiency and proficiency
of the employees at their respective placements. It touches upon the sincerity of purpose,
commitment and devotion to duty and profession.
“Accountability implies a concern for the welfare of those with whom one works.
Accountability denotes an ambition to leverage one's position in the economy to the benefit of
society as a whole. Accountability at the most fundamental level signifies an obligation to one's
self - an obligation to lead a meaningful life - both in and out of the workplace consistent with
one's own values.”
According to Webster's Encyclopedia Dictionary, accountability means one's subjection
to having to report, explain or justify and he is responsible and answerable to somebody else.
Leon Lessinger (1971) stated that “accountability is the product of a process.” Accountability
means that a public or private agency entering into a contractual agreement to perform a service
will be held answerable for performing according to agreed upon terms, with an established time
period, and with stipulated use of resources and performance standards. (Taylor 1992).

In layman's language accountability means an accounting of one's performance with

respect to the responsibility given to an individual. The account of his or her performance is
taken by an authority or by the society in general. Accountability is thus- measurement of the
assigned responsibility actually performed by a person or a group. The term 'accountability' is
concerned with the total outcome of the task given. Every employee is directly accountable to his
superiors and organization and finally to the public or the society at large. Accountability may be
regarded as an acid test for measuring efficiency and proficiency of the employees at their
respective placements. It touches upon the sincerity of purpose, commitment and devotion to
duty and profession. (Mohanty, 2000)
A primary motivation for increased accountability is to improve the system or aspects of
it. To have a workable accountability system, there must be a desired goal or ways to measure
progress toward the goal and criteria for determining when the measures show that the goal has
or has not been met, and consequences for meeting or not meeting the goal. Each of these aspects
of an accountability system can vary in a number of ways.
Modes of Accountability:
The four modes of accountability are the following.
 Moral accountability:
Moral accountability is a feeling based upon a sense of responsibility to one’s own clients
(students and parents).
 Professional accountability:
It is the responsibility to oneself and colleagues.
 Legal/Contractual accountability:
It is being responsible to ones’ employer in terms of employment.
 Intellectual accountability:
It is a perception by the teacher that he or she is under a discipline imposed by the
intellectual criteria and structure of the subject which he or she teaches.
It also means the intellectual efficiency of teachers.
 Social accountability:
Relatedto the social development of students.
The effectiveness and responsibility of teachers to inculcate social values and virtues in
students, enabling them to become socially useful citizens.
Professional Accountability
Professionalism in any sector is a result of the extent of accountability on the part of
individuals. Teaching, being a profession, assumes that every teacher needs to be accountable
towards his job.
The following are the expected teacher behavior in the form of accountability:-
Accountability towards students–
Teacher and students are the two main pillars of the teaching learning process. The
progress and development of the learners can be possible only when the teacher is sincere, hard
work, sympathetic. For achieving optimal learning of students, the teacher should be accountable
and should take care of the student's progress according to his ability.The teacher holds students
accountable for hard work, civil behavior, and learning the material.Teacher believes that it is
her responsibility to educate students to be ‘productive individuals in society’ and she tried for it.
Accountability towards Society–
The most important role of teacher is to bring the students into educational fold,
coordinate various activities of the society and motivate the weaker sections of the society to
learn because he can develop confidence to link between the school and the society. Hence the
teacher should be accountable towards the society, which is beyond the classroom teaching.
Teacher is the wheel of development of any society. If the students have to develop
entrepreneurship, innovation, self-efficacy, teachers should not only be trained enough so as to
work as sea of knowledge and skills but also have highly developed extra personality skill. In
this globalized, vibrant society, which is full of challenges, conflict and demanding, only
different teachers are able to tune their students, to face challenges of the present day world.
Accountability towards Profession–
A teacher should think various ways and means to help the students to acquire the
knowledge, to develop academic potential and to sharp their future through the process of
teaching- learning. Professionally accountable teachers adopt various methods and techniques of
teaching follow the code of conduct, set the examples for others apply new ideas in classroom
situations. Thus a teacher can achieve profession enrichment and excellence which is beneficial
for national development.
Accountability towards lifelong teaching and learning–
 A teacher should devote his whole life to teaching as well as learning for the future of
humanity as his role is multidimensional and multifarious.
A professionally accountable teacher must be excellent not only in the subject to be
taught, but also understand the learning requirements of the students. He should be caring,
affectionate and sympathetic towards them for their harmonious development and prosperity of
nation. Hence it is essential that a teacher must be accountable towards his students, society,
profession, teaching- learning process, knowledge and values. Hence, quality education is
possible when a teacher has the ethics and accountability towards his profession.
Teachers’ accountability is a need for professionalism
Professional Accountability implies teachers’ accountability towards professional and
colleagues. The dimensions of Professional accountability of teachers educators selected are:
plan academic work properly evaluation of trainee projects and other assignments; use of
curricular materials and teachers’ handbooks; preparation of personality assessment tools (e.g.
cumulative records, case history, check lists etc.); utilization advanced technology for teaching
and training sense of time management; conducting class tests; peer tutoring professional
accountability etc.
Teacher constitutes the cutting edge of the educational system and accountability of
teachers is perhaps the most sensitive part of institutional evaluation. Faculty in each institution
has the responsibility to define the knowledge, capacities and skills it expects students to attain,
Effective teacher must be wholeheartedly concerned with the subject matter and their students.
They must take greater use of effective responsibility for their learning. This can be achieved by
following a variety of instructional procedures, Lectures are essential part of campus life which
can be supplemented by assignment, projects, seminars, simulated teaching etc. Modern media
could also be fruitfully employed to enhance learning.
Demand for greater accountability in education and the proposals that accompany them are
often directed at teachers. The functions of evaluating and reporting students’ progress are
necessary in teaching and essential to the process promoting students learning. There are 4
elements in the performance approach to accountability. They are:
 Establishing a definite set of performance of learning objectives
 Evaluating or measuring students’ progress towards those objectives over a period of time.
 Reporting student’s progress as measured.
 Assigning or withholding rewards on the basis of student’s performance.
Teachers are supposed to increase student’s knowledge and skills. Measurements and
evaluation provide the primary means for student competency. When educators failed to apply
evaluation techniques or ignore their results, serious consequences like leading to frustration,
failure or even boredom on the part of the students, occur.
Accountability is pervasive throughout all levels of society and involves individuals,
groups, institutions i.e. practically in all areas of human activity. Several elements and conditions
are essential to a conceptual understanding of accountability. A number of considerations and
principles to guide its practical applications, various forms of accounting, responsibility,
obligation and entitlement are always involved in accountability.
 Teaching is a profession like any other profession but the roles and responsibilities of a
teacher are more significant than in many other professions as he is regarded as an important
source or generator and transmitter of knowledge, a creator of values and a self-sacrificing nation
builder. That is why the teacher is apt to be more accountable than any other public servant.
Teaching is a profession that is typically driven by ethical motive or intrinsic desire, just
as nursing, the performing arts and humanitarian services are routinely driven. Most teachers,
therefore, expect to teach in congruence with their moral purpose, i.e. so that students would
understand and learn to promote their personal development and growth, not only for favorable
exam scores or other externally set conditions of progress. Helping other people and thereby
one’s own community and society is the basic element of moral purpose associated with the
teaching profession. Teachers are, by their nature, important facilitators in building social capital
within their community and nation. Therefore, teachers historically have a broader professional
work focus than simply academic learning or technical skill development. So, .the professional
accountability of a teacher is a need of hour.
Teacher accountability can be ensured in teacher training time itself. The concept of
teacher accountability must be trained to novice teachers; the awareness of accountability needs
to be implemented. So teacher’s educator to be role model. For monitoring and supervision of
teacher training by role of N.C.T.E should be enhanced. Systematic monitoring and supervision
of teacher training and evaluation can contribute to accountability. There should be periodical
assessment of teacher educators ’performance by the head of the institution. Teacher educators
should be asked to submit self-appraisal reports periodically to authorities. Scheduling academic
Calendar and following implicitly is an important factor to make Teacher educators more
accountable.
The role of education system goes beyond its main function of imparting education to students. It
has to explore and mechanism for the application of knowledge for benefiting to society.
Research, development and extension, therefore, become important components of education
process. So these should be encouraged.

Quality of teachers accountable to their students, their parents, their community and their
profession are
1 Regularity and punctuality in performing their jobs.
2 Innovative methods of teaching evolved and or adoptted for effective teaching, leading to
generating interest and motivation and independent thinking on the part of students.
3 Taught in different level of courses, published quality research papers, undertaken research
projects and guide Ph.D.'
4 Co-ordination and co-operation extended to colleagues and authorities.
5 Contribution to the construction of curriculum, design of evaluation methods, preparation of
learning/reading materials and role played in student counselling and remedial teaching.
6 Seminars conferences and symposia organized at university level, and international level.
7 Higher positions secured outside the institution and the fellowship, awards and recognition
received.
8 Office held in national or regional or international organization.
9 Contribution in resolving the social issues, international issues and issues related to national
concern and priorities.
10 Contribution to environment preservation, co-curricular activities and extension services.
11 Implementation of comprehensive objective evaluation system in overall evaluation process
of the institution.
12 Role played in enrichment of campus life, student welfare and ensuring quality education.
NPE (1986) calls upon teachers to be accountable to the students, parents,
community and their own teaching profession. It enunciated that a system of teacher
evaluation –open, participative and data based would be created. It also stated that
norms of accountability would be laid down with incentives for good performance and
disincentives for non-performance.

Teacher accountability can be ensured in teacher training time itself. Systematic

monitoring and supervision of teacher training and evaluation can contribute to accountability.

Teacher as a professional – Characteristics and Ethics

Meaning of Profession

Profess – a public declaration, a commitment (vows) to serve for a good end. An

occupational group is one which a) delivers important services b) Makes a commitment to serve
the public c) Claims a special relationship to the market place , not merely in the rough and
tumble; distinguished from a trade.An occupation becomes a profession1.When group of
individuals sharing the same occupation organize to work in a morally permissible way, or to
work to support a moral ideal, 2. Members set and follow special standards for carrying on their
occupational work. These special standards are morally binding to ‘professed’ members of the
profession.The terms “profession” and “professor” have their etymological roots in the Latin for
profess. To be a professional or a professor was to profess to be an expert in some skill or field
of knowledge (Baggini, 2005).

Professionalism

The concept of professionalism is used in different senses and somewhat difficult to

define. For example, in daily language, it is generally used to mean an activity for which one is
paid as opposed to doing voluntarily. The term is also used to classify the status of occupation
groups in terms of respectability (Kennedy, 2007). In the business world, professionalism is
generally synonymous with “success” or refers to the expected behaviors of individuals in
specific occupations (TichenorveTichenor, 2005).

In 1975, Hoyle defined professionalism as ‘those strategies and rhetoric’s employed by

members of an occupation in seeking to improve status, salary and conditions’ (cited in Evans,
2007). In his another work, Hoyle (2001) states that professionalism is related to the
improvement in the quality of service rather than the enhancement of status. Boyt, Lusch and
Naylor (2001) explains the concept as a multi-dimensional structure consisting of one’s attitudes
and behaviors towards his/her job and it refers to the achievement of high level standards. If we
synthesize the definitions up to now, it is possible to interpret professionalism as a multi
dimensional structure including one’s work behaviors and attitudes to perform the highest
standards and improve the service quality.

Depending on the educational context, it is possible to say that definitions of teacher

professionalism focuses on teachers’ professional qualifications such as “being good at his/her
job”, “fulfilling the highest standards”, “and “achieving excellence.

Some characteristics of profession are:

A profession requires specialised knowledge with extensive training and an advanced level of
intellectual skills in carrying out its service to society.
A profession provides an essential service that is both unique and definite to society and only the
people within that profession should provide the service. For instance, only doctors practice
surgery in this country as opposed to a variety of individuals who believe they have the skill.
Members of a profession enjoy a considerable degree of autonomy and decision-making power.
They are largely free of closely supervised performance. Members of a profession primarily
make their own decisions and regulate their own activities.
Members of a profession are required to accept personal responsibility for their actions and
decisions.
A profession is responsible for monitoring its own members and self-governing. The
implications of the previous statement make it essential for professional groups to perform
various duties to keep the level of their services high and to watch for the economic and
social well–being of the members of the profession.
A code of ethics exists within a profession that sets out acceptable conduct for its members. The
existence of this code is necessary to enforce a level of high standards.
A profession emphasises the services it provides over the financial rewards.
It is generally agreed that members of a profession not only get paid for their work, but receive a
high salary commensurate with the time and effort required to obtain their specialised
knowledge and skills.
Society must recognise an occupation as a profession.
A profession is considered a lifework or terminal occupation. Those involved usually stay in the
field for the rest of their careers.
Professional development of a person in a profession is a continuous process.
It is important to remember that a profession needs not have all the above characteristics.
Many professions do not satisfy all of the characteristics.

Teaching is a profession or a teacher is a professional because to become a teacher a person

needs-1. Some sort of formal qualification and that might be a university or college diploma
gained over time and that time can vary from one to four or five years or more. 2.Specialised
knowledge in a particular discipline, How to teach certain content, or how to teach certain groups
of students. 3. The society has very high expectations for both behaviour and practice of teachers
and examines what these expectations are and what they cover. 4. It keeps high personal
standards and values. Teacher needs to recognise himself/herself as a professional endowed with
the necessary knowledge, attitude, competence, commitment, enthusiasm, spirit of seeking new
ways and means of dealing with teaching-learning situations and capability of reflection on his/
her own practices. She/he should be sensitive and perceptive not only to the learners and the
institution but also the emerging concerns in a larger social perspective within which one
functions.
A Professional is a member of an occupational group who:
-sees other members including those employed elsewhere as peers/ colleagues
-exercises judgement in the performance of occupational tasks and follows relevant
professional standards
-accepts the profession’s agreement to work in a morally permissible way (often
expressed as a code of ethics) as determining in part the obligations of the role
Code of professional ethics for teachers
Developed by the National Council of Educational Research and Training( NCERT)
jointly with All India Primary Teacher’s Federation (AIPTF), All India SecondaryTeacher’s
Federation(AISTF), and All India Federation of EducationalAssociations(AIFEA)
Introduction
It is universally felt that the status of teaching profession requires to beraised to ensure its
dignity and integrity. Accordingly, it is considered necessary thatthere should be a code of ethics
which may be evolved by the teaching communityitself for its guidance.
There are five major areas of professional activities which encompass thework of a
teacher. For each of these areas certain principles have been identified toserve as guidelines for
teacher’s conduct. These are preceded by a Preamble whichprovides a rationale for the principles
identified.
Ethical Principles for the Teaching Profession
Teaching may be regarded as a profession in its own right, and one that demands a great deal of
professional expertise. But it also requires its own code of ethics, which may be expressed in a
set of ethical principles. These constitute a code of ”quality control” for the profession and those
who practise it, a response to the trust shown by society at large.
Professional Ethics
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.
Any consideration of the ethics of the teaching profession calls for a distinction to be made
between legal and ethical matters. The basic duties and responsibilities of teachers are defined in
the relevant legislation and norms, while the content of the teaching is laid down in the
curriculum. By contrast, however, the ethics of the profession are not based on compulsion or
external supervision but on an internalized concept of the moral obligations attached to the work.
One major point of departure for the ethical principles set out here has been the UN's Universal
Declaration of Human Rights.

The results of a teacher's work are often visible only after a considerable time lag, in that good
Learning experiences tend to promote lifelong learning. Teachers can play a significant role in
both the generation of positive Learning experiences and the reinforcement of learners' self-
esteem. Thus a teacher's work is a matter of providing opportunities for upbringing, instruction
and Learning for the ultimate benefit of individual learners. ln addition, a teacher is expected to
meet up to society's requirements concerning the implementation of the goals of teaching, which
means that, on account of changes taking place in society, many teachers are obliged in the
course of their work to take care of things for which they cannot bear sole responsibility.

The change in the role of teachers has brought them closer to the learners, but it has also
increased their responsibility for the learners' development and has frequently led them into
closer cooperation with others who are also responsible for this development. Teachers have a
great deal of power and responsibility in matters concerned with the evaluation of learners, for
instance, and it is only by fully internalizing the ethical principles involved that they can avoid
abusing their position in this respect. A high standard of professional ethics is one of the most
important resources available to teachers, guiding their work and their interactive relations at the
professional level. The work of teaching should include consideration and evaluation of the
ethics of one's own goals and motives.

Preamble
-Recognising that every child has a fundamental right to receive education of good quality;
-Recognising that education should be directed to all round development of human
personality;
-Realising the need for developing faith in the guiding principles of our polity viz.
Democracy, social justice and secularism;
-Recognising the need to promote through education, our rich culture heritage, national
consciousness, international understanding and world peace;
-Recognising that teacher’s, being part and parcel of the social milieu, share the needs and
aspirations of the people;
-Recognising the need to organise teaching as a profession for which expert knowledge,
specialised skills and dedication are pre-requisites;
-Realising that the community respect and support for the teaching community are dependent
on the quality of teaching and teacher’s proper attitudes towards teaching profession; and
-Realising the need for self-direction and self-discipline among members of the teaching
community.
We, the teacher’s of India resolve to adopt this code of Professional Ethics.
PART – I
Teacher in Relation to Students
The teachers shall,
always be punctual in attending to duties in the school;
always teach the curriculum after making thorough preparation for the lessons to be taught;
 treat all students with love and affection and be just and impartial to all irrespective of caste,
creed, sex, status, religion, language and place of birth;
guide the students in their physical, social, intellectual, emotional, moral and spiritual
development;
take notice of the individual needs and differences among students in their socio-cultural
background and adapt his/her teaching accordingly;
refrain from accepting remuneration for coaching or tutoring his/her own students except for
remedial teaching under an approved scheme;
refrain from divulging confidential information about students except to those who are
legitimately entitled to it;
refrain from inciting students against other students, teaches or administration;
set a standard of dress, speech and behaviour worthy of example to the students; and
respect basic human dignity of children while maintain discipline in the school.
PART – II
Teacher in Relation to Parents/ Guardians
The teacher shall,
seek to establish cordial relations with parents/ guardians;
provide information regularly to parents regarding the attainments and shortfalls of the
wards; and
refrain from doing anything which may undermine students confidence in theirparents or
guardians.
PART – III
Teacher in Relation to Society and the Nation
The teacher shall
strive to develop the educational institution as a community and human resource development
centre providing knowledge and information and developing skills and attitudes needed for
such development;
strive to understand the social problems and take part in such activities as would be
conductive to meet the challenges passed by the problems;
refrain from taking part in activities having potential to spread feeling of hatred or enmity
among different communities, religious or linguistic groups;
work actively to strengthen national integration and spirit to togetherness and oneness;
respect Indian culture and develop positive attitudes towards it among students; and
respect and be loyal to the school, community, state and nation.
PART – IV
Teacher in Relation to Profession, colleagues and other Professional Organisations
A. Teacher in relation to Colleagues and Profession
The teacher shall
treat other members of the profession in the same manner as he/ shehimself/herself wishes to
be treated;
refrain from lodging unsubstantiated allegations against colleagues or higherauthorities;
 participate in programmes of professional growth like in-service education andtraining,
seminars, symposia workshops, conferences, self studyetc;
avoid making derogatory statements about colleagues especially in thepresence of pupils,
other teachers, official or parents;
cooperate with the head of the institution and colleagues in and outside theinstitution in both
curricular and co- curricular activities; and
accept as a professional the individual responsibility of reporting to theconcerned authorities
in an appropriate manner all matters that are consideredto be prejudicial to the interests of the
students and the development of theinstitution.
B.Teacher in Relation to Professional Organisations
The teacher shall
take membership of professional organizations treating it as a professionalresponsibility;
participate as a matter of right in the formulation of policies and programmesof professional
organizations and contribute to their strength, unity andsolidarity; and
always function within the framework of the Constitution of the organizationconcerned.
PART – V
Teacher in Relation to Management/ Administration
The teacher shall,
recognize the management as the prime source of his sustainable development; and
develop mutual respect and trust through his professional activities and outputs.
Observance of the Code
A true professional organization regulates admission of its members, exerts control over
them and fights against all odds to promote their welfare. It, thus represents unified voice of its
members. The professional organizations of teachers should take upon themselves the moral
responsibilities to safeguard all clauses of this code by ensuring their observance by the teachers.
They should accept the responsibility to evolve a suitable mechanism for its enforcement.

1.5 Vision and Mission as a Mathematics Teacher

Setting goals is important both for an individual as well as an organisation. Goals give
direction to our life and make our life and efforts meaningful and fruitful. Individuals summarize
their goals and objectives in mission and vision statements. Both of these serve different
purposes for an individual but are often confused with each other.

What is vision?
 Vision is a concept that refers to one’s mental image of the future, what one imagines or
desires for future.
 My vision is my dream.
 A vision is an outline of a desired state to be attained within a specific period.
 It is a statement about an ideal, however, it is expected to be achievable because it is
based on sound understanding of prevailing conditions together with realistic assessment
of the capabilities of an individual or organization.
What is a mission?
 While vision is about the future, mission is about today.
 Mission statements are the ‘how-to’ statements or action plans that help one to achieve
one’s vision.
 The mission should answer three key questions:
• What is it that I do?
• How do I do it?
• For whom do I do it?

Vision and Mission of a Mathematics Teacher

Teachers too should develop their own vision and mission statements to attain competence and a
professional outlook in life and career.

 Vision and Mission statements can help us focus on what is really important. It's easy for
a teacher to lose sight of one’s focus when dealing with the day-to-day stresses of
teaching. Our vision and mission statements help us to remember what is important as
we go about doing our daily work.
 Our vision and mission statements let others have a snapshot view of who we are and
what we want to do. It enhances our image as being competent and professional. This
makes collaboration easier.
 It can be very helpful when we are being recruited to a school. It can explain our goals to
interested agencies in a clear and concise manner.
 If the school has a vision and mission statement of its own, both the parties involved can
have a mutual understanding and acceptance of common elements of focus.
Features of Vision and Mission Statements
Features of an effective vision statement include:
 Clarity and lack of ambiguity
 Paints a vivid and clear picture, not ambiguous
 Describes a bright future (hope)
 Memorable and engaging expression
 Realistic aspirations, achievable
 Alignment with educational values and culture
 Time bound if it talks of achieving any goal or objective
Mission statements
 Is written concisely in the form of a sentence or two, but for a shorter timeframe (one to
three years) than a Vision statement
 They're more concrete, and they are definitely more "action-oriented" than vision
statements
 Reflects the purpose and values of the individual
 Defines the primary "clients" (students)
 Defines the responsibilities towards these "clients"
  States the ways in which the responsibilities will be fulfilled


Mission Statement versus Vision Statement comparison chart

Mission Statement Vision Statement

About A Mission statement talks about A Vision statement outlines

HOW you will get to where you want WHERE you want to be.
to be. Defines the purpose and Communicates both the purpose and
primary objectives related to your values of your teaching.
student needs and school values.

Answer It answers the question, “What do I It answers the question, “Where do I

do? What makes me different?” aim to be?”

Time A mission statement talks about the A vision statement talks about your
present leading to its future. future.

Function It lists the broad goals for which you It lists where you see yourself some
strive. Its prime function is internal; years from now. It inspires you to
to define the key measure or give your best. It shapes your
measures of the individual’s success understanding of why you are
and its prime audience is the person working here.
himself.

Change Your mission statement may change, As you evolve, you might feel tempted
but it should still tie back to your to change your vision. However, vision
core values, customer needs and statements explain your career’s
vision. foundation, so change should be kept to
a minimum

Developing a What do I do today? For whom do I Where do I want to be going

statement do it? What is the benefit? In other forward? When do I want to reach
words, Why I do what we do? What, that stage? How do I want to do it?
For Whom and Why?

Features of Defines the purpose and values of the Clarity and lack of ambiguity:
an effective Teacher: Who are the teacher’s Describing a bright future (hope);
statement primary "clients" (stakeholders)? Memorable and engaging
What are the responsibilities of the expression; realistic aspirations,
teacher towards the students? achievable; alignment with school
values and culture.
How to create vision and mission statements?

Vision Statements

Learn what is important to you

1. Think about what's important to you- your values, strengths, passions, people etc. One of the
first steps you should take when developing the vision and mission will be to define the issue(s)
that matter most to you. How do you go about doing so?

Ask yourself
 What is your dream for your students?
 What would you like to see change?
 What kind of community (or program, policy, school, neighbourhood, etc.) do we want to
create?
 What do you see as the students’ major issues or problems?
 What do you see as your major strengths and assets?
 What do you think should be the purpose of your teaching?
 Why should these issues be addressed?
 What would success look like?

2. Start building a mental image of what you want your life to look like. There are a variety of
ways to do this. You could:

 Draw a picture of your ideal future.

 Mind map your ideal future.
 Use a vision planning tool such as
http://www.mentoringgroup.com/html/articles/mentee_2.html.
3. Start drafting out your visions using the notes you have made. Remember to keep them broad
and enduring. After you have brainstormed a lot of ideas, you can assess critically the different
ideas. You can also ask yourselves the following questions about vision statements:

 Does it give hope for a better future?

 Will it inspire me to realize my dreams through positive, effective action?
A final caution: When developing a vision, remember that less can be more; keep it short,
and you will remember it longer.

Mission Statements
 The process of writing your mission statement is much like that for developing your vision
statements. The same brainstorming process can help you develop possibilities for your mission
statement. Remember, though, that unlike with vision statements, you will want to develop a
single mission statement for your work. After having brainstormed for possible statements, you
will want to ask of each one:

 Does it describe what you will do and why you will do it?
 Is it concise (one sentence)?
 Is it outcome oriented?
 Is it inclusive of all your goals?
Considering all of the above, you can decide on a statement that best meets these criteria.

Mission statements are not static and need to be re-visited as we grow and our circumstances
change. So even if you have created one in the past here is an opportunity to reflect on and re-
craft a mission that gets you up each morning excited and full of purpose.

How to use Vision and Mission statements?

There are many, many ways in which you may choose to declare your vision and mission
statements. To name just a few examples, you might:

 Add them to your letterhead or stationery

 Use them on your website/blog
 Give away T-shirts, or bookmarks, or other small gifts with them
 Use them when you give interviews
 Display them on the cover of your profile/annual report
...and so on. Again, this is a step that will use all of your creativity.

Why do some teachers not have them?

Some of the reasons I've heard are:

 "It takes too much time to develop them."

 "I can’t ever reach a consensus on a few."
 "Everyone here already knows what I do, so what is the benefit of writing a statement
about it?
 "I have my goals - who needs a Vision or Mission?
 "I don’t have time to take my focus away from my real job to focus on it."
 "Actually defining my Vision and Mission will mean changes in my work - who has time
to deal with more change?"

None of these reasons outweigh the benefits of having a well-written Vision and Mission
statement. If a teacher cannot define his/her "reason for existing (Mission) or "where he/she is
going" (Vision), how can he align Students, learning processes, and evaluation of student
performances towards a successful future? So, it's never too late for a teacher to define his Vision
and Mission.
Module 2 - Professional Development of Mathematics Teacher

2.1 Professional development –needs, effects, CPD: In the field of Teacher Education,
Professional Development (PD) has allowed teachers the opportunities to broaden their
pedagogical and instructional strategies. PD, in many ways, allows the teacher to become the
learner who takes part in crafting knowledge focused on a subject taught or skill set to be
developed. It is time that, educators strive to meet the needs of our continued desire to learn in
the pursuit of the knowledge, resources, and tools we need to be effective in our schools and
classrooms.

Professional development is the enrichment training provided to teachers over a period of

time to promote their development in all aspects of content and pedagogy. Professional
development for teachers should be analogous to professional development of other
professionals. Professional development for teachers is more than training or classes as it
functions as an agent for change in their classroom practices. The growth of a teacher’s skill and
understanding is developed through personal reflection, interactions with colleagues and
mentoring which gives confidence by engaging with their practices and reaffirming their
experiences. It could have a positive impact on teachers’ pedagogical content knowledge as
many teachers feel challenged with teaching of curricular subjects due to lack of previous
experience with hands-on activities, lack of content knowledge, lack of interest to acquire the
resources needed to create appropriate learning environments and lack of confidence.

Need for Professional development

1. It is team-based.
2. Professional Development programmes like seminars and workshops update knowledge
and clarify doubts.
3. Solves real instructional challenges faced by a teacher to at the time of curriculum
change
4. It empowers teachers with up to date knowledge
5. Encourages ongoing, embedded peer-to-peer coaching
6. Develops we feeling among teachers
7. Builds professional trust
8. Provides time for technology experimentation with guidance from peer experts

Major objectives of professional development can be summarized as:

 to update individuals’ knowledge of a subject in light of recent advances in the area;
 to update individuals’ skills, attitudes and approaches in light of the development of new
teaching techniques and objectives, new circumstances and new educational research;
 to enable individuals to apply changes made to curricula or other aspects of teaching
practice;
 to enable schools to develop and apply new strategies concerning the curriculum and
other aspects of teaching practice;
 to exchange information and expertise among teachers and others, e.g. academics,
industrialists; and
  to help weaker teachers become more effective.
 to improve student learning and meet expected standards for performance.
 professional development is considered to be the primary mechanism that schools can use
to help teachers continuously learn and improve their skills over time.
 to develop a culture of shared learning and accountability such that teachers are not mere
recipients of training conceptualised in a top down manner but are engaged with the task
to develop their own and the group’s knowledge.
 to research and reflect on the gaps in students’ learning and their progress
 to understand and update their knowledge on social issues
 to increase the ability to apply Information Communication Technology (ICT) in their
classrooms for better student learning.
 to motivate and regenerate enthusiasm of teachers to inculcate interest in innovations.
 to increase the ability to monitor students’ work, in order to provide constructive
feedback to students and appropriately redirect teaching.
 to update individuals’ knowledge of a subject in light of recent advances in the area;
 to update individuals’ skills, attitudes and approaches in light of the development of new
teaching techniques and objectives, new circumstances and new educational research;
 to enable individuals to apply changes made to curricula or other aspects of teaching
practice;
 to enable schools to develop and apply new strategies concerning the curriculum and
other aspects of teaching practice;
 to exchange information and expertise among teachers and others, e.g. academics,
industrialists; and
 to help weaker teachers become more effective.
 to improve student learning and meet expected standards for performance.
 professional development is considered to be the primary mechanism that schools can use
to help teachers continuously learn and improve their skills over time.
 to develop a culture of shared learning and accountability such that teachers are not mere
recipients of training conceptualised in a top down manner but are engaged with the task
to develop their own and the group’s knowledge.
 to research and reflect on the gaps in students’ learning and their progress
 to understand and update their knowledge on social issues
 to increase the ability to apply Information Communication Technology (ICT) in their
classrooms for better student learning.
 to motivate and regenerate enthusiasm of teachers to inculcate interest in innovations.
 to increase the ability to monitor students’ work, in order to provide constructive
feedback to students and appropriately redirect teaching.
Educators who do not experience effective professional development do not improve
their skills, and student learning suffers. As in all professions, new teachers take years to gain
the skills they need to be effective in their roles.
 A teacher’s professional learning journey is an ongoing process throughout their
teaching career. To promote and nurture effective teaching, the profession should offer quality-
training, well designed career paths, time to work together on the best ways to help students,
quality evaluations that help teachers in their development, professional development based on
identified needs, and fair accountability processes.Therefore, the process of professional learning
should provide teachers the opportunity to expand their skills, develop new teaching strategies,
and deepen their understanding of subject content. For instance, for experienced teachers, it is
vital to find time to participate in professional learning, because technology is continuously
changing and subject knowledge is updated. More specifically, when subject knowledge is
updated, experienced teachers need access to professional learning opportunities to be refreshed
on these subject areas, because what teachers know is a major influence on how students learn.
The classroom is continuously changing, and teachers must be prepared to meet needs of
their students.

Becoming an effective teacher is a continuous process that stretches from pre-service

experiences to the end of the professional career. It is not simply a time-bound activity or series
of events, but a continuous process. It is conceptually divided into pre-service and in-service
teacher training.
Need for pre service professional development
The process of professional development starts the moment a teacher starts her pre-service
education programme. According to NCF, 2005, teachers needs to be prepared to---
 care for children, and should love to be with them;
 understand children within social, cultural and political contexts.
 be receptive and be constantly learning;
 view learning as a search for meaning out of personal experience, and knowledge
generation as a continuously evolving process of reflectivelearning;
 view knowledge not as an external reality embedded in textbooks, but as constructed in
the shared context of teaching-learning and personal experience;
 own responsibility towards society, and work to build a better world;
 appreciate the potential of productive work and hands-on experience as a pedagogic
medium both inside and outside the classroom; and
 analyse the curricular framework, policy implications and texts.
While planning teaching-learning experiences of mathematics, a teacher has to consider many
factors required for effective teaching learning experiences such as:
 individual differences;
 cognition level of learners;
 importance of learners’ experiences and their existing ideas;
 process of learning— assimilation, accommodation and construction and reconstruction
of concepts;
 learning styles of learners;
 approaches and strategies of teaching-learning, tools and techniques of assessment;
 management of discipline in class, etc.
Teacher can acquire these knowledge from her B.Ed course. With proper planning, teacher
acquires confidence and presents the content with flexibility. In other words, teaching-learning
becomes effective, if planned properly as teacher has more options to choose approaches and
strategies of teaching-learning and assessment tools.
Responsibility of amathematics teacher is not just the teaching-learning of a particular
subject to learners in the school, but also helping them in their all-round development of
personality. As a teacher, one has to understand and explore the learners to provide conducive
environment for learning and suitable learning experiences. Thus, pre-service training is needed
to empower student-teachers in facilitating learners for their intellectual, emotional,, behavioural
, physical and social development.It is observed that there is a difference in the skills and
attitude of the teachers who have received proper training as compared to those who have not
received it. If a teacher is trained, she can design effective teaching-learning experiences
considering individual differences.
2.2 Teacher as a professional – Characteristics

Meaning of Profession

Profess – a public declaration, a commitment (vows) to serve for a good end. An

occupational group is one which a) delivers important services b) Makes a commitment to serve
the public c) Claims a special relationship to the market place, not merely in the rough and
tumble; distinguished from a trade. An occupation becomes a profession:

1.When group of individuals sharing the same occupation organize to work in a morally
permissible way, or to work to support a moral ideal, 2. Members set and follow special
standards for carrying on their occupational work. These special standards are morally binding to
‘professed’ members of the profession.The terms “profession” and “professor” have their
etymological roots in the Latin for profess. To be a professional or a professor was to profess to
be an expert in some skill or field of knowledge (Baggini, 2005).

Professionalism

The concept of professionalism is used in different senses and somewhat difficult to

define. For example, in daily language, it is generally used to mean an activity for which one is
paid as opposed to doing voluntarily. The term is also used to classify the status of occupation
groups in terms of respectability (Kennedy, 2007). In the business world, professionalism is
generally synonymous with “success” or refers to the expected behaviors of individuals in
specific occupations (TichenorveTichenor, 2005). Depending on the educational context, it is
possible to say that definitions of teacher professionalism focuses on teachers’ professional
qualifications such as “being good at his/her job”, “fulfilling the highest standards”, “and
“achieving excellence.

Some characteristics of profession are

A profession requires specialised knowledge with extensive training and an advanced level of
intellectual skills in carrying out its service to society.
A profession provides an essential service that is both unique and definite to society and only the
people within that profession should provide the service. For instance, only doctors practice
surgery in this country as opposed to a variety of individuals who believe they have the skill.
Members of a profession enjoy a considerable degree of autonomy and decision-making power.
They are largely free of closely supervised performance. Members of a profession primarily
make their own decisions and regulate their own activities.
Members of a profession are required to accept personal responsibility for their actions and
decisions.
A profession is responsible for monitoring its own members and self-governing. The
implications of the previous statement make it essential for professional groups to perform
various duties to keep the level of their services high and to watch for the economic and
social well–being of the members of the profession.
A code of ethics exists within a profession that sets out acceptable conduct for its members. The
existence of this code is necessary to enforce a level of high standards.
A profession emphasises the services it provides over the financial rewards.
It is generally agreed that members of a profession not only get paid for their work, but receive a
high salary commensurate with the time and effort required to obtain their specialised
knowledge and skills.
Society must recognise an occupation as a profession.
A profession is considered a lifework or terminal occupation. Those involved usually stay in the
field for the rest of their careers.
Professional development of a person in a profession is a continuous process.
It is important to remember that a profession needs not have all the above characteristics.
Many professions do not satisfy all of the characteristics.
Teaching is a profession or a teacher is a professional because to become a teacher a person
needs-1. Some sort of formal qualification and that might be a university or college diploma
gained over time and that time can vary from one to four or five years or more. 2. Specialised
knowledge in a particular discipline, How to teach certain content, or how to teach certain groups
of students. 3. The society has very high expectations for both behaviour and practice of teachers
and examines what these expectations are and what they cover. 4. It keeps high personal
standards and values. Teacher needs to recognise himself/herself as a professional endowed with
the necessary knowledge, attitude, competence, commitment, enthusiasm, spirit of seeking new
ways and means of dealing with teaching-learning situations and capability of reflection on his/
her own practices. She/he should be sensitive and perceptive not only to the learners and the
institution but also the emerging concerns in a larger social perspective within which one
functions.
A Professional is a member of an occupational group who:
-sees other members including those employed elsewhere as peers/ colleagues
-exercises judgement in the performance of occupational tasks and follows relevant
professional standards
-accepts the profession’s agreement to work in a morally permissible way (often
expressed as a code of ethics) as determining in part the obligations of the role
2.3 Continuing Professional Development
It refers to the process of tracking and documenting the skills, knowledge and experience that
you gain both formally and informally as you work, beyond any initial training. It's a record of
what you experience, learn and then apply. ‘An education system is only as good as its teachers’
(UNESCO, 2014: 9) and enhancing teacher quality at all stages of a teacher’s career is thus a key
factor in improving the quality of learning that students receive. A widely cited definition of
CPD is: ‘…all natural learning experiences and those conscious and planned activities which are
intended to be of direct or indirect benefit to the individual, group or school and which contribute
through these to the quality of education in the classroom. It is the process by which, alone and
with others, teachers … acquire and develop critically the knowledge, skills and emotional
intelligence essential to good professional thinking, planning and practice.’ This definition
highlights several important elements of CPD: it is multifaceted (addressing behaviors,
knowledge, emotions, and thinking); it may occur naturally (i.e. through workplace experience)
or through planned activities (most discussions of CPD focus on the latter); and its benefits
extend from individuals to groups and institutions, and ultimately to the quality of education in
the classroom. This point about the benefits of CPD is particularly important in current debates
and it is increasingly stressed that CPD should not only address teachers’ individual growth and
fulfilment. The development goals of institutions also need to be addressed through CPD, as do,
of course, student outcomes. In fact some commentators have argued that improving student
outcomes is the primary purpose of CPD and that students’ needs (rather than teachers’) should
be the starting point in decisions about the kinds of CPD that are pursued. CPD is thus a critical
element in successful educational systems, enhancing teacher quality, organizational
effectiveness and student outcomes. CPD is often equated with talks, workshops and courses that
teachers attend. While such activities have a role to play in teacher development, much work has
been carried out internationally in recent years to extend established views of what CPD
involves.
Need for In-service professional development (Continuous Professional Development)
Though the pre-service professional training is very important, the professional training
received by a teacher during a pre-service teacher training programme is not always sufficient for
her entire career. When a teacher starts her teaching career, the situation faced by each teacher is
unique. She has to think creatively for context-specific examples and to come up with the
innovative ideas for using local resources to provide meaningful teaching-learning experiences in
mathematics to the learners.
New developments in mathematics and pedagogy of mathematics are occurring
continuously. Unless teachers are facilitated to keep themselves abreast of these developments,
they are bound to show resistance to new ideas no matter how sound they look to educationists.
Therefore, in-service training programme is conducted by many organisations and institutes that
can contribute significantly to the professional development of new teachers as well as
experienced teachers. Teachers can identify the areas related with learning mathematics where
they feel the need of training, and send them to such organisations for consideration of their
participation.
Mathematics teachers also need to keep track of developments in other curricular areas so
that they can adopt integrated approach and provide holistic learning experiences to the learners.
The society is also changing with time and this has a great impact on education. The teacher has
to adapt her teaching-learning strategies to these changes. To achieve all this, a mathematics
teacher will have to continuously strive for her professional development. A sincere and
dedicated teacher can have to devote extra time and efforts beyond school hours for her
professional development.
Mathematics teachers need to develop their abilities to align the teaching-learning
experiences to learners’ environment, to find learning resources from their environment, locally
available resources and thecommunity. Local indigenous knowledge and practices in the local
area are important to consider in the training of teachers. In order to make generalised knowledge
relevant and meaningful, school knowledge should be connected to local knowledge.
The teacher should continuously improve her skills in development of teaching aids,
mathematics kits, improvised aids; laboratory work; writing better test items; continuous and
comprehensive assessment of learners and how to:
 create and organise constructivist learning situations such as observation, collaboration,
multiple interpretation, etc.
 move beyond textbook and classroom; and
 engage learners to reflect, analyse and interpret in the process of knowledge
construction, etc.
The teacher has to continuously hone her abilities of integrating a variety of learning
experiences such as debate, discussion, drama, poster making, celebrating specific days and field
trips with classroom experiences. In-service training provides opportunity to the participating
teachers to work collaboratively; share ideas, thoughts and experiences on learning resources,
activities, experiments and strategies of transaction of different concepts. All these requirements
make continual in-service training important for teachers.
Effect of CPD
1.CPD keeps teachersup-to-date on,
-new research on how children learn, methods and strategies for teaching
-emerging technology tools for the classroom
-new curriculum resources
-new assessment practices
2. CPD ensures teachers capabilities keep pace with the current standards of others in the same
field.

3. CPD ensures that teachers maintain and enhance the knowledge and skills need to deliver a
professional service to students and the community.

4. CPD helps teachers continue to make a meaningful contribution to their group. They become
more effective in the workplace. This assists them to advance in their career and move into
new positions where they can lead, manage, influence, coach and mentor others.

5. CPD helps teachers to stay interested and interesting. Experience is a great teacher, but it does
mean that we tend to do what we have done before. Focused CPD opens new possibilities,
new knowledge and new skill areas.

6. CPD can deliver a deeper understanding of what it means to be a professional, along with a
greater appreciation of the implications and impacts of one’s work.
 7. CPD can lead to increased public confidence in individual professionals and their profession
as a whole.

Depending on the profession – CPD contributes to improved protection and quality of life,
the environment, sustainability, property and the economy.

The importance of continuing professional development should not be underestimated – it is

a career-long obligation for practicing professionals.Sometimes it is mandated by professional
organisations or required by codes of conduct or codes of ethics. But at it’s core it is a personal
responsibility of professionals to keep their knowledge and skills current so that they can deliver
the high quality of service that safeguards the public and meets the expectations of customers
and the requirements of their profession.

The best professional development is ongoing, experiential, collaborative, and connected to and
derived from working with students and understanding their culture.

2.4 Ways and means of developing Professionalism

In-service
An in-service program is a professional training or staff development effort, where
professionals are trained and discuss their work with others in their peer group. In service
education for teachers refers to the education that a teacher receives when he has entered the
teaching profession. It includes all the refresher courses that he receives in different institutions.
The term ‘in-service teacher education programme’ connotes any programme provided to
teachers already working, with the explicit purpose of updating and renewing their knowledge,
technical skills, etc., for maintaining and enhancing their efficiency. Teaching, being a creative
and individualistic endeavour, requires periodic rejuvenation of teachers’ attributes and
upgrading of their technical know-hows. In-service education can be one way of maintaining
them at least at the minimum level of efficiency.
In-service education plays a crucial role in teacher development. The National Policy on
Education, stipulated that “teacher education is a continuous process and its pre-service and in-
service components are inseparable.” UNESCO also stresses the importance of in-service
education and observes “in-service training is on the whole as effective as pre-service training, if
not more so in its effect on quality”. Professional development of a teacher begins with pre-
service and gets renewed through in-service programmes. It does not mean that there is a simple
linearity between the two. In-service courses are offered to teachers to upgrade knowledge and
pedagogical skills. They are organized to provide them training and acquaint them with emerging
trends and new policy issues.
Rabindranath Tagore has said, “a lamp can never light another lamp unless it continues
to burn in its own flame.”This aspect of developing skills and attitudes for lifelong learning need
to be reinforced through In-service programmes. It should also try to develop creative tensions.
One of the key occupations of in-service programme should be to make teachers reflective
learners and to sensitize them towards “deeper mission of schooling”, promoting curiosity,
growth of imagination, and refinement of sensibilities. In-service teacher education must develop
a symbiotic relationship between action research and classroom practices. And above all it must
develop teachers as continuous learners and co-learners.“The capacity to learn is the capacity to
alter what one is and has been. It places the present at risk”
Need and Importance:
It may be noted that the predictive value of the Teacher Education Course is no longer a
matter of concern today. On the other hand, it is being recognized as a continuous process,
coextensive with teaching. Following are the needs and importance of In-Service Teacher
Training programme:
1. Every Teacher a student:
Education is a life-long process. The teacher should continue to learn throughout his life.
According to R.N. Tagore, “A teacher can never truly teach unless he is still learning himself. A
lamp can never light another lamp unless it continues to bum its own flame.” Hence, no man or
woman should decide to teach unless he or she is determined to learn, because a true teacher is a
student all through his life.
2. Life-Long Education:
The International Commission on Education has further strengthened the need of in-
service training by giving a new concept of life-long education. This report states, “Every
individual must be in a position to keep learning throughout his life. The idea of life-long
education is the key-stone of the learning society.”
3. For Professional Growth:
In-service training is most essential for the professional growth of the teacher. He needs
to renovate his experience, refresh his knowledge, develop a wider outlook, benefit by the
experiences of others, acquire new information and hence reoriented himself
4. Education is dynamic:
Education is dynamic which is always changing. Educational theories which were
considered true twenty years back, no longer hold good today, Therefore, a teacher who received
his training twenty years back, must receive new training today. He must remain in touch with
latest trends in education. He must have the up-to-date knowledge of new problems, new
methods, new techniques in education.
5. Training in Democratic living:
When the teachers meet in seminars or workshops, they develop a sense of security; a
like- mindedness, a team spirit and a feeling of belongingness. So, in toto, the teachers get a
training in democratic way of living.
To sum up all the above needs and importance of in-service teacher training, let us repeat
what was stated by the Ministry of Education in England which holds good even today in our
country. “The hall mark of a good teacher is that he is himself always learning and always
developing his knowledge and understanding of children and young people. In short, a teacher-
should he a person who, because of his attitude to knowledge, to ideas, to his fellows and to life
generally is better educated today than he was yesterday and will; tomorrow better educated than
he is today.
Objectives of the In-service Teacher Education
 · To foster the desire for life-long learning and to empower teachers ‘learning to
learn’ and ‘learning to be’.
· To fulfill the gaps of the pre-service education, remove its inadequacies and make
it more realistic.
· To enable the teachers to meet the requirements of changing educational and
social contexts and concerns.
· To remove the out-dated mentality of teachers in content and pedagogy,
transactional skills and evaluation techniques.
· To acquaint them with the new international experiments in education and absorb
their findings in the system in case they are found to be useful.
· To make them aware of new developments in the areas they teach and
information they impart to their students.
· To sensitize teachers with the educational problems of the neglected sectors.
· To equip the alternative teachers with the job specific skills and competencies.
· To increase the level of motivation of teachers, to develop self-confidence, to
promote the spirit of inquiry and help them to be committed and reflective teachers.
In-service courses are also offered to prepare teachers for new roles. It can be effected
through attachment, study visits, exchange programmes. It can be offered through long or short-
term orientation or enrichment programmes.
In-service courses
Refresher courses: Purpose is to enable the teachers to keep abreast of the latest
development in their subjects as in theory and practice of education
-Summer courses
-Orientation programmes
-Correspondence courses
-Workshops: a workshop differs from a seminar. In a workshop the approach is
more practical. All the participants participate actively and make significant contribution. A
workshop is organized to consider intensively practical problems of class room teaching.
Workshops can be organized on lesson planning, curriculum construction, test construction etc
-Seminars: It can be arranged on various educational problems concerning aspect of
education. A working paper is prepared before hand and circulated among the participants. Then
it is read and discussed in the plenary session. Seminars can be held on re orientation of
educational objective, curriculum improvement, new techniques of teaching, administration,
supervision and financing etc.
-Symposia:It can be organized by a group of teachers in a resourceful institution to focus
on important issues that are related for the professional growth of secondarily and senior
secondary teachers. The messages, issues, problems to be discussed need to be systematically
outlined for worthwhile discussions and for arriving at some meaningful conclusions. It
comprises experts in a field which could be drawn from different fields focusing the theme. The
presentation could be in the form of a research paper, a review, or a model to visualize
professional problems and issues in a given context.
 -Conferences: it can be organized on subjects of practical interest, such as
revision of school curriculum, selection of text books, and report of successful educational
experiments.
-Study groups: teachers of different subjects can form study group which may meet once
a week or fortnightly
-School programmes: this include club meeting, faculty meeting, study circles,
exhibitions in the school, experimental projects, film shows, demonstration lessons etc
-Study of professional writing: teachers can study various publications of NCERT,
Extension service Departments of colleges to acquaint with the latest research findings.
-Miscellaneous programmes: this include educational tours visit to places of educational
Importance and teacher exchange programmes can be organized for the professional
growth of teachers.
Training strategies range from lecture cum discussion to project work, library work,
group interaction and field visits. In-service education and training programme also uses
transactional strategies like case study method, brain storming sessions, panel discussions,
seminars, symposia, and small group techniques. The transactional model of in –service
education can be classified into three. They are face-to-face model, cascade model and media
based open distance model.
At present, many agencies are involved in in-service education of the teachers. UGC,
NIEPA, NCERT, SCERTs, DIETs, IASEs, (Institute for Advanced Studies in Education), CTEs
(Council for Teacher Education), NGOs, University Departments of Education, Academic Staff
Colleges, etc. are some of these agencies. For conducting programmes in education, cooperation
should be sought from the NGOs, retired teachers, teacher educators and officials of various
departments.
Membership of professional bodies: This can provide opportunities and facilitation of
many of the areas above, and although subscriptions can appear expensive, there is often so
much offered by a professional body that it justifies the expense. Prepare to be active though, as
so often you will get more out of it the more you put in yourself.The teacher shall take
membership of professional organizations treating it as a professional responsibility; participate
as a matter of right in the formulation of policies and programmes of professional organizations
and contribute to their strength, unity and solidarity; and always function within the framework
of the Constitution of the organization concerned.
Professional organization
A professional association (also called a professional body, professional organization,
or professional society) is usually a nonprofit organization seeking to further a
particular profession, the interests of individuals engaged in that profession and the public
interest.Teachers require support from multiple areas in order to effectively grow, teach, and
perform to the best of their abilities. One of the best ways of obtaining the support you need is by
joining a professional teaching organization.There are hundreds of teaching organizations across
the country, from small, local organizations, to large, national ones. Joining one or more
organizations will help you to interact with fellow teachers and stay up-to-date on new topics in
your chosen field.
Agencies of teacher education at state level : To enhance quality of education and quality of
educational institutions, to update educational methodology and to offer publicity to educational
innovations by conducting various types of educational research every state establishes some
institutes, council and associations. In this unit, we will discuss the role and functions of the
following state agencies :
State Institute of Education (SIE)
State Council of Educational Research and Training (SCERT)
State Board of Teacher Education (SBTE)
State Institute of Education (SIE) : Training, preparation of teaching aids and evaluation
needs continuity to achieve quality education. Considering this aspect, Maharashtra state has
established ―State Institute of Educationǁ (SIE). Initially, SIE looked after primary education
only. Later on, its scope is widened to pre-primary, secondary and higher secondary education.
In 1984, it secured constitutional status like NCERT and is renamed as ―Maharashtra State
Council of Education Research and Training (MSCERT).
State Council of Educational Research and Training (SCERT): State council is the apex
institute of the state. In Maharashtra, it was established in 1964 – 65 as a state institute of
Education (SIE). It was upgrade and renamed as Maharashtra State Council of Education
Research and Training in 1984. For quality improvement of school education it (MSCERT)
carries the responsibility of teacher education, research and evaluation.
Objectives : It‘s objectives are :
To enhance quality of education by conducting various types of educational research.
To improve teacher education
To enhance quality of educational institutions
To upgrade educational methodology
To offer publicity to educational innovations.
Structure : Main office of MSCERT is at Pune. It is an academic wing of education. It is headed
by Director of education. It‘s various departments are looked after by second class gazzeted
officer. It has an advisory Board presided by Education Minister of the State.
Role and Functions : The Role and functions are primarily concerned with ensuring quality in
respect of : Planning, Management, Research, Evaluation and Training

Its functions are as under:

To improve school - education, continuing education, non-formal education and special
education.
To impart in service - training to the inspectors of preprimary to higher secondary education.
To impart in service - training to the teachers from pre-primary to higher secondary schools.
To make available extension - services to teacher - education - institutions and co-ordinate the
same.
To prepare teaching aids for educational institutions.

To motivate teachers to undertake /investigative research regarding content cum methodology.

State Board of Teacher Education (SBTE) :
Kothari Commission for the first time in 1966 recommended for establishing SBTE, whose main
function was to develop teacher education in the state to be administered by the state board. State
boards were established in M.P in 1967, and Maharashtra, Jammu and Kashmir and Tamil Nadu
in 1973. Ministry of education forced states to have SBTE suggestions NCERT such boards
almost all states established.
Functions :
Determine the standards of TE Institutions.
Modifying and improving the curriculum, text books and the system of TE of the state.
Developing the criterion for the recognition of the TE institutions.
Organizing the guidance facility of TE institutions.
Developing the criteria for admission in TE and evaluating the teacher efficiency of pupil
teachers.
Preparing the plan for the qualitative and quantitative development of teacher education.
Providing guidance to the Universities and State institutes for improving and modifying
curriculum, textbooks and examination system of teacher-education.
Determining the educational and physical conditions of the teacher education institutions for
affiliations.
Developing the sense of cooperation among university departments and other training
institutions
Providing financial assistance – different facilities for TE at different levels.
Provide suggestions for the development of state teacher-educators.
University Departments of Education (UDE) : Education is now considered an independent
field of study; UGC provides the grants to the University Department of education. Higher level
training is essential for teachers for their development. Department of Education (DOE) provide
training for educational administrators and curriculum specialists to improve evaluation
procedures as well examination system. University DOE organize the M.Ed, B.Ed, and M.Phil
classes as well as research work for Ph.D and D.Litt degree in education. In 1917, first education
department was started at Calcutta University. At present there are departments of education in
all the Indian Universities for M.Ed and Ph.D Degrees. Functions :
Develop the post graduate studies and research work.
Organize training for school teachers.
Provide solid programmes for teacher education and developing research work.
Starting and organize some programmes for post graduate teachers which are not organized at
other centers.
Developing language laboratory, preparing instructional material and use new innovations and
practices in TE.
Encouraging the interdisciplinary courses and interdisciplinary research studies so that the
requirements of other departments can be fulfilled.
Organize extension lectures and programmes to encourage the teachers and research workers to
contribute in the discipline of education.
Providing awareness of new methodology and technology to upgrade the standard of TE.
Developing the effective procedure of evaluation of theory and practicals in education. A very
strong academic and administrative machinery at the state level should further aim at economy
and integration of divergent elements, avoid duplication of efforts, consider and examine the
needs of different types of institutions, give a proper turn to arising ideologies and tendencies
and eliminate corruption and exploitation. There should be a University of teacher education in
every state on its own. It should be unitary as well as affiliating for all the teachers‘, colleges at
graduate and post graduate levels within the state.

NATIONAL LEVEL AGENCIES OF TEACHER EDUCATION

University Grants Commission (UGC) : Established on 28th December, 1953, at New Delhi.
UGC was given autonomy by govt. of India in 1956.
Functions :
It provides financial assistance to universities and colleges to meet their requirement.
It extends the financial aid for the development of Universities and maintenance.
It provides a guide-line to Center and State Govt. for giving grant to a University.
It provides the grants for five years to establish as new University in the state.
It provides the grants for five years to start new department or any academic programme in the
University but now state concurrence is essential.
It encourages higher level research work and teaching activities by providing financial
assistance.
It provides the grants for higher education and new programmes in the Universities and colleges.
It provides the fellowship for teachers and project work for University and college teachers.

Centre for Advanced Studies (CASE) :

For the improvement of standards of teaching and research in India.UGC has set up CASE in
different branches of knowledge. It selected the faculty of Education and Psychology, Baroda as
the CASE in Education which functions on an all India basis and aims at raising standards of
teaching and research in education. It has built up its programme in collaboration with research
workers from outside
National Institute of Educational Planning and Administration: (NUEPA/ NIEPA) :
Functions : As the highest organization of educational planning and Administration- has the
following functions to perform:
Providing training of educational planning and administration to develop the abilities and
competencies in the educational administration as the in-service program.
Providing training facilities in educational planning and administration at state level and regional
level to develop efficiency at their level.
Integrating educational studies and researches under the area of educational planning and
administration and make co ordinations in these activities.
Encouraging the teachers to solve the problems of educational planning and administration by
organizing seminars and workshops.
Arranging extension programs for new developments and innovations in the area of planning and
administration.
Establishing contact with other countries to understand the developments and innovations of the
developed countries.
Providing guidance at National and State levels in the area of planning and administration.
Multi –dimensional activities- under extension programs– journal on educational planning and
administration and other books are published.
Review of educational planning and administration of other countries- used to develop our
educational system and solve educational problems.
Orientation programs for educational administrators- provide awareness of new developments in
this area.
Educational research reports are published. The publication unit established the coordination
between theory and practice.
Seminars and workshops are organized and their discussions and results are published.
Training Institutions for special fields for school and colleges- these provide elementary in
special fields like- computers, educational technology and fine arts.
National Council of Teacher Education (NCTE) : Kothari commission Report (1964-66)
criticized Teacher Education Programme being conventional, rigid and away from reality.
Therefore it expressed the need of establishing National council of Teacher Education in order to
improve the standard of Teacher Education. In September 1972, Central Advisory Board in
Education accepted the said proposal which was supported by fifth National plan. Thereafter by
law, Indian Education Ministry established NCTE on 21st May 1973. NCTE has got independent
constitutional status since 1993.
Objectives :
To work especially towards planned and coordinated development of teacher-education.
To improve the standard and functioning of teacher-educators.
Functions : According to the Act 1993, NCTE performs the following functions :
Undertake survey and studies relating to various aspects of teacher-education and publish the
results.
Making recommendations to the center and State government Universities, the U.G.C and other
institutions in the preparation of plans and programmme‘s in the field of teacher education.
Coordinating and monitoring teacher education and its development in the country.
Preparing a guideline with regard to minimum qualifications for the candidates to be employed
as teacher- educators at different levels.
Developing norms for any specified category of courses or training in teacher-education,
including minimum eligibility criterion for admission.
Preparing a guideline and specified requirements for starting new courses and programmes under
teacher education.
Developing a guideline for general teacher-education programme.
To advise central government on matters like teacher - education (in building pre-service / in-
service training), evaluation of the curricula for teacher -- education and periodical review with
respect to revision of curricula.
To advise state governments on any matter of their concern.
To review the progress of plan of teacher- education, submitted by central / state governments.
To advise the government on ensuring adequate standards in teacher - education.
To give approval to teacher - education institutions.
To lay down norms for maintaining standards of teachers - education.
Promoting innovations and research studies and organize them periodically or annually.
Supervising the teacher education programmes and providing financial assistance.
Enforcing accountability of teacher development programmes in the country.
Preparing a programme for in-service teacher education for orienting teachers for latest
development.
NCERT - National Council of Educational Research and Training :
Introduction :
Due to knowledge explosion, there is a spread of education not only in India, but all over the
world. Due to this change, social needs have changed accordingly.A teacher is expected to face
the new changes by undergoing through training for new trends in education. Such training -
needs are satisfied by following National level agencies of Teacher Education programme
NCERTandNCTE.
National Council of Educational Research and Training (NCERT) : Establishment :
Ministry of Education of Indian Government established NCERT in 1961. NCERT is an
autonomous - organization, working as an academic wing of the Ministry of Education. It assists
the said ministry in the formulation and implementation of its policies and programmes in the
field of Education. It is expected to encourage student teachers and teacher educators to conduct
educational research. In order to fulfill these main objectives, it has established National Institute
of Education (NIE) at Delhi and 4 regional colleges of education at Ajmer, Bhopal, Bhubaneswar
and Mysore. It also works in collaboration with the departments in the states, the universities and
institutes, following objectives of school education. It also maintains close-contact with similar
national and international institutions throughout the world. It communicates results of its
researches to a common man by publishing books and journals.

Objectives :
To launch, organize and strengthen research works in various aspects of education.
To arrange for pre-service and in-service training at the higher level.
To publish necessary textbooks, journals and other literature for achieving the objectives.
To organize extension centers in training institutes with the cooperation of state governments and
extend facilities pertaining to new methods and technologies among them.
To establish a National Institute of Education and manage for the development of research and
higher training for educational administrators and teachers.
To provide guidance and counselling services on a large scale.
a) Major function of NCERT are as under/ Role of NCERT :
To monitor the administration of NIE /Regional colleges of Education.
To undertake aid, promote and co-ordinate research in all branches of education for improving
school-education.
To organize pre-service and in-service education programmes for teachers
To prepare and publish study material for students and related teacher‘s handbooks.
To search talented students for the award of scholarship in science, Technology and social
sciences.
 To undertake functions assigned by the Ministry of education (Now HRD) for improving school
–education

Mathematics Teacher Organizations

National Council of Teachers of Mathematics(NCTM)
The NCTM strives to support math teachers ensure the highest quality of education reaches
the greatest number of math students. The NCTM helps to provide teachers with resources to
successfully train their students to become the mathematicians of the future.
American Statistical Association
The ASA is the second oldest professional association in the country, and the largest
devoted to statisticians. By expanding knowledge about statistics and mathematics in the
country, the organization hopes to promote the study of statistics in academia.
Interacting with the community also helps teachers explore workshops and events to help
improve their teaching skills. The ASA hosts a number of conferences throughout the year,
ensuring teachers will have plenty of opportunities to hone their skills.
American Mathematical Society
The AMS works with mathematicians, educators, and policy makers to ensure quality math
education at all school levels.

Benefits to joining a professional organization :

Broaden your knowledge: Most associations provide an enormous amount of access to resource
information such as: case studies, articles, white papers and books written by experts in your
field or area of interest. Also, major journal, magazine and newsletter access is provided as a part
of your membership privileges.
 Jobs: Many professional organizations help their members find jobs, or at the least, offer up job
listings that other members may be offering.
 Mentoring: Mentoring is the cornerstone of many professional organizations when it comes to
working with younger members. You may never get in the room with someone at the top of your
field, for a very long time. But professional organizations have the ability to pare you with
someone much more experienced.
 Professional Development: Many organizations offer professional development via courses,
workshops, publications, and information on their website shared only with members. They also
keep members up to date on industry trends and how to deal with them. Some organizations
(take the National Association of Black Journalists for example) offer news and print coverage of
their annual conferences, run by students—which is an excellent opportunity to gain experience.
 Networking :Most organizations have an annual conference. This is an opportunity for you to
mix and mingle with others in your field in both professional and leisure settings. There is also
often a job fair where you can make contact and stay up to date with the very people who hire –
even if they’re not hiring right now. In fact, some people find recruiters follow their career and
stay updated when you stop by their booth at the job fair. They may be keeping an eye on you
until they are ready to finally offer you a job.
 Scholarships: For the youngest of members (high school and college), scholarships may be the
primary reason to join a professional organization. Many offer scholarships to the new members
studying to enter the field.

Participation in seminars and workshop

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.
Benefits of Seminar
 Seminars can be a comfortable, open environment for practising professional
communication techniques.
 Seminars help you become a better listener, present your arguments and ideas clearly and
be open to other’s points of view.
 Group discussions and activities let you practice interpersonal skills such as dealing with
conflicting opinions among group members and working together to accomplish
assignments or tasks.
 Seminars give you intensive exposure to a topic through presentations and discussions led
by multiple experts.
 It helps you to meet new people and share experiences.
 Brainstorm your ideas and get immediate feedback.
 Expand your social networking followers by inviting them to connect with you online.
 Get presentation materials to take home with you for later study.
 You can update your understanding.
 Acquire continuing education credit.
 Provide opportunity to compare your success with others you meet.
Workshop
A workshop in general may be a room or building which provides both the area and
tools (or machinery) that may be required for the manufacture or repair of manufactured goods.
Workshops were the only places of production until the advent of industrialization and the
development of larger factories.
Workshops for professional development typically involve participants doing work on a
particular issue during the program. The promise is that when they leave, they’ll have at least a
rough plan or tools in place to address the challenge.
Benefits of attending workshops
-Develop creativity and innovation in math, IT, the arts, creative writing, languages,
humanities and science.Helps for self expression and creation of new ideas.
-Engage and focus each person’s innate curiosity and imagination to foster a lifelong love
of learning.
-Learn how to incorporate learning strategies into content coursework.
-Learn research-based strategic learning and teaching practices.
-It will not only change the way you teach, but may be even change the way you look at
your own life.
-You get to meet a lot of great, like-minded people.
-Attending will transform your teaching so that you can truly engage your students.
 -Attending might just enable you to play an important role in transforming the life of an
individual student.
-Attending will connect you with gifted and talented educators from across the continent.
-Attending will provide more concrete teaching methods, models than you can hope to
use in your entire career.
Often teachers get a lot more out of smaller, more intimate workshops where there is the
opportunity to discuss and debate ideas and opinions and take away ideas for classroom activities
and to reflect on.
published work
A published work is defined as one that has been previously produced in an edition of
any kind (for example, in a magazine, book, collection, anthology, floppy disk, or CD-Rom) or
has been previously displayed on a website and made available to the public.
Teachers should be up to date with the current trends in the society, recent
discoveries and innovative teaching strategies and methods. For teachers, the acquisition and
development of competences needs to be viewed as a career-long endeavor. This can be achieved
by reading various published works. Teachers should be researchers too. In order to increase
teacher competencies and professional abilities, reading and utilization of published works is a
necessary.
Teaching staff nowadays also need the competences to constantly innovate and
adapt; this includes having critical, evidence-based attitudes, enabling them to respond to
students’ outcomes, new evidence from inside and outside the classroom, and professional
dialogue, in order to adapt their own practices. These competencies can be developed by
effectively utilizing various published works. The following are the various qualities and abilities
that can be enriched with the help of published works:
Teaching is characterized by uncertainty; so teachers require 'adaptive expertise':
the ability to adapt their plans and practices to meet students' learning needs. Teachers need to
have critical, evidence-based attitudes to their own practices, grounded in input from different
sources - students’ outcomes, theory and professional dialogue – in order to engage in
innovation. Published works will be an effective tool in enhancing the ability adapt according to
situations.
Material types
There is an enormous variety of material types of publication, some of which are:
 Book: Pages attached together between two covers, to allow a person to read from or
write in.
 Bulletin: Information written in short on a flyer or inside another publication for public
viewing. Bulletins are also brief messages or announcements broadcast to a wide
audience by way of TV, radio, or internet.
 Booklet: Leaflet of more than one sheet of paper, usually attached in the style of a book.
 Broadside: A large single sheet of paper printed on one side, designed to be plastered
onto walls. Produced from 16th - 19th cent. Became obsolete with the development of
newspapers and cheap novels.
 Flyer or handbill: A small sheet of paper printed on one side, designed to be handed out
free
  Leaflet: Single sheet of paper printed on both sides and folded.
 Journal: A book with blank pages inside, to allow you to write down any personal
information. Another word for a newspaper or similar publication.
 Newsletter: A bulletin, leaflet, pamphlet, or newspaper distributed to a specific audience.
 Newspaper: A publication of several pages printed with news, sports, information, and
advertising. Newspapers may be published and distributed daily, weekly, monthly,
quarterly, or annually.
 Magazine: A book with front and back paper covers, printed with information and
advertising. Some magazines are published and distributed every week or every month.
Pamphlet: Can be a leaflet, booklet or saddle-stapled booklet.

e Twinning
The eTwinning action is an initiative of the European Commission that aims to
encourage European schools to collaborate using Information and Communication
Technologies(ICT) by providing the necessary infrastructure (online tools, services, support).
Therefore, teachers registered in the eTwinning action are enabled to form partnerships and
develop collaborative, pedagogical school projects in any subject area with the sole requirements
to employ ICT to develop their project and collaborate with teachers from other European
countries (at least two teachers from two different European countries are needed). The primary
workspace for the eTwinning action, is the eTwinning Portal (www.etwinning.net) and it is
available in twenty-five languages. Teachers registered in the eTwinning action, also
called eTwinners, find each other, communicate, share resources and collaborate through the
eTwinning platform.
The eTwinning offer creates opportunities for social and emotional support,exchange of
ideas and practical advice.It can thus enhanceProfessionalism.
2.5 Soft skills development – role in Professionalism
Soft skills refer to a cluster of personal qualities, habits, attitudes and social
graces that make someone a good employee and compatible to work with. Unlike hard skills,
which tend to be specific to a certain type of task, soft skills are broadly applicable.
Soft skills” is a term relating to a collection of personal, positive attributes and
competencies that enhance the relationships, job performance, and value to the marketof a
person.Soft skills include the ability to listen well, communicate effectively, be positive, handle
conflict, accept responsibility, show respect, build trust, work well with others, manage time
effectively, accept criticism, work under pressure, be likable, and demonstrate good manners.
Soft Skills: Examples of
Interpersonal abilities
– Empathy
– Leadership
– Communication
– Teamwork
– Good manners
– Ability to teach
 – Works well with diversity
– Self-confidence
Personal Attributes:
– Optimism
– Responsibility
– Sense of humor
– Integrity
– Time management
– Motivation
– Common Sense
Teachers at schools and colleges need soft skills for the following reasons:
Teachers need to have soft skills
- toplay an active role in helping their students learn and nurture those skills to pick up
learning skills and knowledge. Soft Skills cannot be read out from the book. So it is very
essential that the teachers themselves display it both among themselves and while dealing with
the students. They can demonstrate these skills by embedding empathy, active listening, fuelling
up team-work through positive feedback and encouragement, and so on.
-to be able to give instructions to their students that are suitable for the students’ learning
styles.
-to maintain strong communication channels with their students so that they can
implement their tools found through research and at the same time receive feedback from the
students.
-to act as researchers.
-to discuss about students with other teachers, parents, etc. alongside teaching the
students in the classroom.
-to be life-long learners.
-to keep their eyes open for students' development, what would fit their learning styles
and what would fit their learning needs.
-to interact with students at their own level
-enables them to be good leaders
-to keep teachers with productive and long relationship with students and colleagues
-make teachers stand out in the field
-to developinterpersonal skillsthat affectsentire r life—far beyond career.
-to gain others respect and admiration.
-to be a model to others how they can be more successful.
-to gain more control of one’s life.

All these can take place through constant monitoring of their students' performances,
discussion with other teachers, and also exchanging feedback with parents/guardians.
Furthermore, they would need to look out for new researches and findings related to teaching and
learning. It is therefore necessary that teachers have proper soft skills to do all these.
Some of the important Soft Skills are
 i. Communicative skills
ii.. Thinking skills and Problem solving skills
iii. Team work force
iv.. Life-long learning and Information Management
v. Entrepreneur skill
vi.. Ethics, moral and professionalism
vii. Leadership skills

Each of the above soft skills comprised of several sub-skills. These sub-skills are divided
into two categories of implementation. The first category delineates the soft skills that every
individual must have and the second category represents soft skills that are good to have. Despite
the emphasis being put on the soft skills that must be present (must have), it is also encouraged
to inculcate the soft skills that are good to have. All elements of soft skills must be acquired by
each individual student and evaluated effectively and comprehensively.

The following table shows the seven soft skills and the two categories of sub-skills respectively

Sl. No. Soft Skills Must Have Elements (Sub-Skills) Good To Have Elements (Sub-
Skills)
Ability to use technology during
Ability to deliver idea clearly, presentation.
effectively and with confidence Ability to discuss and arrive at a
1. Communicative either orally or in writing consensus.
Skills Ability to practice active listening Ability to communicate with
skill and respond. individual from a different
Ability to present clearly and cultural background.
confidently to the audience. Ability to expand one?s own
communicative skill.
Ability to use non-oral skills.
Ability to identify and analyze Ability to think beyond..
problems in difficult situation and Ability to make conclusion based
2. Critical make justifiable evaluation. on valid proof.
Thinking and Ability to expand and improve Ability to withstand and give full
Problem thinking skills such as explanation, responsibility.
Solving Skills analysis and evaluate discussion. Ability to understand and
Ability to find ideas and look for accommodate oneself to the
alternative solutions. varied working environment.
Ability to build a good rapport , Ability to give contribution to the
interact and work effectively with planning and coordinate group
 3 others.Ability to understand and work.
Team Work play the role of a leader and Responsible towards group
follower alternatively.Ability to decision.
recognize and respect other?s
attitude, behavior and beliefs.
Life-Long Ability to find and manage relevant Ability to develop an inquiry
4. Learning & information from various sources. mind and seek knowledge.
Information Ability to receive new ideas
Management performs autonomy learning.
Ability to propose business
Ability to identify job opportunity.
5 Entrepreneurshi opportunities. Ability to build, explore and seek
p skill business opportunities and job.
Ability to be self-employed.
Ability to understand the economy Ability to practice ethical attitudes
crisis, environment and social besides having the responsibility
6. Ethics, Moral & cultural aspects professionally. towards society.
Professional Ability to analyze make problem
solving decisions related to ethics.

Knowledge of the basic theories of Ability to understand and take

leadership. turns as a leader and follower
7 Leadership skill Ability to lead a project. alternatively.
Ability to supervise members of a
group.

Some other skills are:

1. Related to an individual’s emotional intelligence: Each individual has his or her own
emotional intelligence quotient. This quotient alters from one person to the other. Individuals
who have a low emotional intelligence are usually very hard to not merely work with but also get
along with. A person’s soft skills are related to his emotional intelligence. As opposed to hard
skills which are not merely more tangible but also easier to measure, soft skills are rather
ambiguous and difficult to assess or measure. It is only after spending a significant period of
time with an individual and noticing his manner of speaking and expressing himself, one can
gauge his emotional intelligence and see how well his soft skills are developed.
2. It determines an individual’s relationship with others: Based on how an individual
interacts with other individual, one can gauge what soft skills the person has. Not everyone is
born with all soft skills and these soft skills can be acquired without much trouble. Some people
are able to pick up soft skills with just a little training where as there are others, who no matter
how much they try are just unable to develop the soft skills. It is mandatory to have at least some
soft skills if you want to achieve success in your professional life. soft skills presentation are not
only needed on the professional front but are needed to help in your daily interactions as well.
3. It includes a number of aspects: When speaking of soft skills, it does not merely
mean one thing it encompasses a number of different things which together make up an
individual’s personality. Very broadly speaking it means the social manners which an individual
has, how he is able to think as well as process new information which is given to him, how
effectively he is able to communicate with others, language skills and even whether or not a
person has leadership qualities. People who have these soft skills are indeed much sought after in
any job field.
Importance of Soft Skills for Teachers:
1. Helps them make their classes more interesting: If teachers wish to have a powerful
impact on their students and make their classes lively and memorable it is vital that teachers have
soft skills. Without proper soft skills, they will be unable to have proper classes and deliver their
lectures in a proper manner. As we all know, students have a very low attention span and their
attention needs to be attracted by the use of innovative techniques. A teacher who has soft skills
will be able to modulate her voice and even make charts according to the need of the moment so
that students are able to grasp the maximum amount of knowledge.
2. To serve as an example for the students: Soft skills are things which cannot be
taught via a book or by a long lecture. Students need to improve soft skills by observing their
teachers. If teachers are exemplary examples for their students then the students grow up
becoming exemplary individuals who are able to make a success of their lives and also
contribute very positively to the society in which they live. It is vital that all teachers who are
hired on board to schools are able and skilled individuals who know the important roles which
they have to play in the students’ lives. It is for this reason why recruitment methods have to be
absolutely strict and top notch.
3. To interact with students at their own level: Students are young individuals who are
very im1pressionable and it is for this reason, that the teachers who are entrusted to take care of
them and teaching skills should be very able and abounding. It is important for teachers to have
soft skills, because if they do not have soft skills, then they will never be able to give the students
lessons and lectures according to their respective ages and cognitive ability. Their lectures will
either be too high-flown, where it will go straight above the students heads or it will be of an
inferior quality consisting of things which students already know at that level.
4. Enables them to be good leaders: Teachers need to be good leaders and command
respect so that their students listen to what is said to them and obey instructions which are given.
If a teacher is frivolous and unable to have a serious and stern manner then students are going to
end up becoming rather undisciplined. Having soft skills is vital for teachers so that they can be
good leaders who are able to lead the students from the front and in turn encourage the students
to become good leaders themselves. Lessons taught in school do remain with children long after
their schooling has been completed and that is why the teachers must be chosen with uttermost
care.
5. Makes them much more approachable: There is a fine line which ought to be
maintained between the teachers and students. This means that both should maintain a
respectable distance between each other. This having been stated it does not imply that the
students should shy away from sharing any issue or problem with their teachers. Teachers should
function as advisors and a guide for their students and it is only if they have soft skills that they
will be able to guide the students along the right path and give them useful advice. Teachers
should not be so aloof that the students feel afraid to approach them when going through a
problem of any kind.
 6. Allows them to be sensitive to the needs of the children: It is very important that
teachers have soft skills, because if they are lacking in soft skills, they will not be sensitive to the
needs of those students. There are often silent students who need to be encouraged so that they
come out of their shells and in addition to that there are other students who need to be given
extra attention. It is only a sensitive teacher who has high emotional intelligence that will be able
to look below the surface and differentiate one child from the next. No two children are alike and
teachers should understand that.