EDU 4.10-THEORETICAL BASE OF SOCIAL SCIENCE EDUCATION.

UNIT 1

TEACHING AS A PROFESSION

To view teaching as a profession, then, is to acknowledge a number of factors.

First, the various activities that comprise the teaching process are done for financial remuneration.
As a profession, there is a financial value attached; professional teachers ought to be paid for what
they do.

Second, there is an expectation of a certain level of expertise. In the case of university level
teaching, this expectation translates into appropriate knowledge of a subject matter. It also
translates into relevant pedagogical skills and consistent performance in a whole spectrum of
activities: the overall organization of a course, for instance, the preparation of specific classes, the
delivery of lectures, the moderation of discussions, or, more recently, the use of various
technological resources. Being professional in such activities implies doing them well, according
to specified standards and in diverse circumstances regardless of personal feeling or whim.

Third, there is accountability for both academic expertise as well as pedagogical skills. Students
can, or ought to be able to, count on an instructors’ knowledge of the subject matter to be correct
and up-to-date; they should be able to expect competent instruction and fair treatment. And fourth,
there is a component of choice. Individuals voluntarily enter the teaching profession from a range
of options, although they may do so for a variety of personal reasons.

A vocation to a lifestyle, a career, or a social role can be understood to constitute an inner call, an
imperative that imposes itself. To claim, for instance, that someone feels called to be a parent or
an artist has an element of moral obligation. In this view, it is not that an individual particularly
wants to be a parent or seeks to become an artist. It is, rather, that he feels impelled to become a
parent or that she is convinced she should become an artist. Nevertheless, whether we respond to
such a call, whether we carry out the perceived obligation, is a matter of intentional choice. Since
a calling in life, if it is consciously experienced at all, is unique to each individual, one’s response
likewise engages one deeply and personally, both in making the choice of acceptance, or rejection,
and in taking full responsibility for it.

PRINCIPLES OF EFFECTIVE INSTRUCTIONS

• Encourage contact between students and faculty.

• Develop reciprocity and cooperation among students.
• Encourage active learning.
• Give prompt feedback.
• Emphasize time on task.
• Communicate high expectations.
• Respect diverse talents and ways of learning
Begin a lesson with a short review of previous learning.
• Present new material in small steps with student practice after each step.
• Limit the amount of material students receive at one time.
• Give clear and detailed instructions and explanations.
• Ask a large number of questions and check for understanding.
• Provide a high level of active practice for all students.
• Guide students as they begin to practice.
• Think aloud and model steps.
• Provide models of worked-out problems.
• Ask students to explain what they had learned.
• Check the responses of all students.
• Provide systematic feedback and corrections.
• Use more time to provide explanations.
• Provide many examples.
• Re-teach material when necessary.
• Prepare students for independent practice.
• Monitor students when they begin independent practice

MAXIMS

Maxim 1: Instruction should use a whole-to-part approach.

Maxim 2: Instruction should be rooted in authentic, real-world situations.
Maxim 3: Instruction should foster flexibility through multiple perspectives.
Maxim 4: Instruction should be sensitive to the developmental progression of students.
Maxim 5: Instruction should assume an action orientation.
Maxim 6: Instruction should involve modeling
Maxim 7: Instruction should involve coaching.
Maxim 8: Instruction should involve scaffolding.
Maxim 9: Instruction should foster reflection and articulation

TEACHING
Teaching is the imparting of knowledge and concepts. It is an academic approach to learning
Teaching generally takes place in a classroom environment.
Teachers are trained to teach at training colleges and teaching institutions.
Teaching gives pupil new knowledge.
Teachers give reports and feedback to learners to monitor progress.
Teaching is broader in its focus.

TRAINING
Training is the practical sharing of skills to improve on the learner’s performance.
Training generally takes place in the work environment or sports field.
Trainers are often mentors in the work place who have the expertise to offer on the job training.
Trainers add skills onto existing knowledge.
Trainers are given feedback from the trainees to improve on their performance.
Training will focus on specific skills.
INSTRUCTION
The definition of instruction is the act of educating, giving the steps that must be followed or an
order. An example of instruction is someone giving another person detailed directions to the
library.

Factors Affecting Effective Instruction

Appropriate Training. Having the appropriate training to teach a specific subject is an important
factor in being able to teach that class effectively. ...
Clear and Concise. ...
Learning Environment. ...
Innovative Teachers. ...
Student Behavior.

CLASSROOM INTERACTION
The term classroom interaction refers to the interaction between teacher and learners in the
classrooms.
1.The teacher interacts with the whole class.
2. The teacher interacts with a group, a pair or an individual pupil.
3. Pupils interact with each other: in groups, in pairs, as individuals or as a class.
4. Pupils work with materials or aids and attempt the task once again individually, in groups and
so on.

Teacher- Class
Teacher -Subgroup
Teacher -Individual Pupil
Pupil- Pupil

STRATEGIES

One of the influential strategies in creating classroom interaction is questioning technique.

The second strategy is modification which is widely used as negotiation of meaning. Negotiation
means restructuring of interaction that occurs when a communication problem arises.
The third strategy that can promote interaction is cooperative learning. Cooperative learning
is opposed to individualistic and competitive learning, which has been proclaimed as an
effective instructional approach which involves the characteristics of learner-centered
approaches.
The dominant pattern of interaction is that of the teacher’s question, the student’s
response and the teacher’s feedback.

TYPES OF CLASSROOM INTERACTION

• Collaborative Learning
• Discussions and Debates
• Interactive Sessions
• Loud Reading
• Story-telling
• Conversation with learners
• Role Play

TEACHER`S ROLE

• It is the responsibility of the teacher to create a learning atmosphere inside the classroom. It is
through these interaction that the teacher can extract responses from learners and motivate them
to come out with new ideas related to the topic.
• The teacher is a planner who plans out the best of the modules of interaction that would be
effective to invite the learners in classroom interaction.
• Through classroom interaction the learners will be able to get themselves involved with
concepts, ideas and various other devices and products for language and culture learning.

RELATIONSHIP BETWEEN TEACHER-STUDENT

• The quality of teacher-student relationship is the keystone for all aspects of classroom
management.
• “If a teacher has a good relationship with students, then students will more readily accept the
rules and procedures and the disciplinary actions that follow their violations.” The more teachers
demonstrated relationship-building responses, children’s externalizing problems were reduced as
part of a reciprocal relationship» (Helker & Ray, 2009).
• Teachers who foster an engaging positive teacher-student relationship report reduced stress and
student misbehavior. (Conley, nd.)

INTERACTION PATTERNS
Interaction patterns are the different ways learners and the teacher can interact in the class.
Individual work: teacher gives a task and the students works independently Choral response:
repeated by the all class in chorus Collaboration: students do the work as individual work but they
think together Student Initiates: students ask , teacher response Full- Class: all class debate a topic
or do a language task
INTERACTION PATTERNS (add matter from FIACS)
Teacher Talk: silent student response (dictation) Closed-Ended: only one possible good answer
Group-Work : students conveying information each other. Teacher monitors self-assess: students
autonomously choose their tasks Open -Ended: many possible good answers

PERSONAL INTEREST IN STUDENTS TO IMPROVE THE CLASSROOM INTERACTION

Teachers can :
• Talk informally with students before, during, and after class about their interests.
• Greet students outside of school—for instance, at extracurricular events or at the store.
• Single out a few students each day in the lunchroom and talk with them.
• Be aware of and comment on important events in students' lives, such as participation in sports,
drama, or other extracurricular activities.
• Meet students at the door as they come into class; greet each one by name.
 ESTABLISH CLEAR EXPECTATIONS AND CONSEQUENCES FOR A GOOD
CLASSROOM INTERACTION
• Teachers can establish clear expectations for behavior in two ways: by establishing clear rules
and procedures and by providing consequences for student behavior.
• Some strategies that can be used to achieve this:
• Using a wide variety of verbal and physical reactions and cues
• Cuing the class about expected behaviors through prearranged signals
• Providing tangible recognition of appropriate behavior
• Employing group contingency policies
• Employing home contingency techniques

FEEDBACK
Another key part of classroom interaction is teacher feedback. In order to improve, students must
get feedback and correction.
• Improving classroom interaction involves continually assessing your teaching, students learning,
and your relationship with the students
• You can give feedback orally or in writing Sometimes you may want to correct an individual
student in front of other students, while at other times it is better to offer general suggestions and
corrections for the entire group
• Make sure students understand your assignments. Ask if there is anything else that they need to
handle the assignment. Ask the students if they understand why we are doing this assignment.

LEARNER
A learner is someone who is learning about a particular subject or how to do something.

LEARNER CHARACTERISTICS

Habits and Attitudes-a person with these habits and attitudes is someone who is…

•Curious
•Creative
•Resilient in the face of challenges
•Able to embrace change
•Adaptable
•Collaborative
•Open to diverse viewpoints and experiences
•Respectful of others
•Respectful of the environment
•Compassionate
•Optimistic
•Nurturing
•Challenge seeking
•Engaged and enthusiastic
•Future oriented with a global perspective
•Intrinsically motivated

Skills and Applications: a person with these skills and applications is someone who can…

•Solve complex problems

•Make connections between present and future opportunities
•Think critically, reflectively
•Communicate effectively using a variety of media and technology
•Communicate effectively to a variety of audiences
•Utilize multiple literacy skills in learning
•Utilize organizational skills to enhance learning
•Mediate conflict peacefully
•Pursue a healthy lifestyle
•Appreciate beauty and the arts
•Advocate for oneself and others
•Apply current learning to new situations
•Synthesize multiple pieces of information to create new information
•Assume responsibility for learning

LEARNING

Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills,
values, or preferences. The ability to learn is possessed by humans, animals, and some machines;
there is also evidence for some kind of learning in some plants.

Learning theories are conceptual frameworks that describe how students absorb, process, and
retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as
prior experience, all play a part in how understanding, or a world view, is acquired or changed and
knowledge and skills retained.

Three learning theories:

Behaviorism.
Cognitive Information Processing (Cognitivism)
Constructivism.

LEARNING IS A PROCESS THAT:

is active - process of engaging and manipulating objects, experiences, and conversations in order
to build mental models of the world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986). Learners build
knowledge as they explore the world around them, observe and interact with phenomena, converse
and engage with others, and make connections between new ideas and prior understandings.
builds on prior knowledge - and involves enriching, building on, and changing existing
understanding, where “one’s knowledge base is a scaffold that supports the construction of all
future learning” (Alexander, 1996, p. 89).

occurs in a complex social environment - and thus should not be limited to being examined or
perceived as something that happens on an individual level. Instead, it is necessary to think of
learning as a social activity involving people, the things they use, the words they speak, the cultural
context they’re in, and the actions they take (Bransford, et al., 2006; Rogoff, 1998), and that
knowledge is built by members in the activity (Scardamalia & Bereiter, 2006).

is situated in an authentic context - provides learners with the opportunity to engage with specific
ideas and concepts on a need-to-know or want-to-know basis (Greeno, 2006; Kolodner, 2006).

requires learners’ motivation and cognitive engagement to be sustained when learning complex
ideas, because considerable mental effort and persistence are necessary.

LEARNING ENVIRONMENT refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings, such as
outside-of-school locations and outdoor environments, the term is often used as a more accurate
or preferred alternative to classroom, which has more limited and traditional connotations a room
with rows of desks and a chalkboard, for example.

Components of an effective learning environment

They will also include:

the characteristics of the learners;
the goals for teaching and learning;
the activities that will best support learning;
the assessment strategies that will best measure and drive learning
the culture that infuses the learning environment.

Characteristics Of A Highly Effective Learning Environment

1. The students ask the questions—good questions

2. Questions are valued over answers
3. Ideas come from a divergent sources
4. A variety of learning models are used
5. Classroom learning “empties” into a connected community
6. Learning is personalized by a variety of criteria
7. Assessment is persistent, authentic, transparent, and never punitive
8. Criteria for success is balanced and transparent.
9. Learning habits are constantly modeled
10. There are constant opportunities for practice
CLASSROOM AS A SOCIAL LABORATORY

Environment plays a great role in imparting education.The atmosphere of social studies classroom
as a laboratory will help the students on the subject more .So the special room will affect the child
psychologically and inspire him/her to study the subject more attentively.

We should have models, samples, sketches, maps, globes and several pictures related
to History, Geography and Civics topics. If the teacher moves all this material from one place to
other it causes much inconvenience and it may get damaged in the process. More over the
laboratory is well ventilated and well lit.

We should have models and samples of different types of rocks and minerals, solar
system, globes, physical features of India, tectonic movements, volcanic eruption,the course of a
river ,physical ,political and cultural maps of India and the World etc. In History we have projects
and models on Mughal empire, Harappan civilization-clothes,artifacts,jewels etc.

You are transitioning from a student to an instructor, from someone whose responsibility was to
learn in the lab class to someone who now helps others learn in the lab class. You will need to
develop your own teaching style, your own way of interacting with students, and your own set of
actions that determine the learning atmosphere of the classroom. Use these do’s and don’ts to help
you think about what you can do to be a successful new instructor:

•Classroom Attitude: Do choose to enter the classroom with a good attitude that exudes interest in
your subject and excitement for learning about this subject. As an instructor, you now have the
ability to set the tone for the entire class and how students will treat each other. Don’t patronize,
criticize, or be sarcastic with students about their prior knowledge or current interests even as a
joke— you are there to help them develop and get them interested in learning more through
encouragement and support.
•Classroom Diversity: Do choose to embrace the diversity of students in your classroom,
recognizing that everyone comes to the university setting with his/her own social and cultural
history. Consider collecting information about your students’ experiences and background
knowledge to learn more about your students. Create a classroom where every student can succeed
in science by making yourself available to answer student questions, using a variety of examples
(visual and verbal), and encouraging students to exchange ideas with one another. See Diversity
Issues for the Instructor: Identifying Your Own Attitude, http://www.crlt.umich.edu/gsis/P3_2 for
more information on this topic. Don’t overlook instances of disrespect towards yourself or another
student. Assert authority and state that nothing less than maturity and respect for all will be
tolerated in your classroom.
•Classroom Timing: Start and end the class on time. Outline what parts of the lab should be
completed by identified checkpoints and be clear about which activities need to be completed
during class time. Periodically announce what sections students should be working on at a given
time. As an instructor you want to acknowledge that students complete their work at different rates
but you do want everyone to finish on time. You will want to aid the groups that are lagging
behind or having difficulty with procedures. Don’t wait to start the lab until everyone shows up,
as this will encourage lateness. Be consistent and prompt about starting, and this will naturally
promote the importance of arriving on time.
•Laboratory Overview: Do introduce the laboratory using a brief, but well organized overview of
the important concepts for the current subject and the lab procedures that will help the student
successfully complete the experiment. Create “Lab Tips,” or notes on the board or in a handout
with suggestions for achieving success. Consistently provide short overviews that are focused on
making links between the class concepts and the necessary lab skills to get started. This approach
will help convince your students that your lab overview is relevant and useful and that they should
pay attention to it. Don’t assume that you need to explain every procedure in detail before students
begin the lab. If students expect the GSI’s overview to provide all the details, then some students
will stop preparing for lab and rely heavily on their GSI instead of learning on their own.
•Laboratory Demonstrations: Do start class by demonstrating key techniques or equipment
operation or describing the location and handling of special materials. Gather people close to focus
them on what you are doing and to ensure that everyone can see and hear. Again, keep it brief,
focus on the key terms and functions that are in the procedures, and use the demonstration to
generate excitement about the laboratory. Don’t attempt to demonstrate equipment you have not
practiced using. While it is okay to make mistakes during your demo and instructionally important
to describe how you made the mistake, it is best to familiarize yourself with the equipment
operation prior to the demonstration.
•Board Work: Do use the whiteboard/chalk board to clearly organize the key information for the
day, as it is important for an instructor to provide visual cues to support verbal information and
directions. Organize the information on the board using boxes for important ideas or key formulas
and number procedural items to make them easy for reference throughout the laboratory. Leave
your key points on the board for students to reference during class. These points can aid you when
answering student questions later in the laboratory class.
•Laboratory Instruction: Do maintain an active role and consistent pace of interaction throughout
the laboratory period so that students learn what to expect from you as an instructor. Include
several moments of whole class instruction at key points in the laboratory. When you are asked
the same question three times, or three groups have the same problem, it is likely that other groups
will have the same question or problem as well. Gain everyone’s attention and use this moment to
provide targeted “just in time” instruction or feedback for everyone. During the class, move around
the room to make yourself accessible to students, focusing equal time on groups that ask and those
that don’t ask for help. Be aware of the progress of all student teams, address students by name
whenever you get the chance, and listen to what is being said in groups to help you anticipate and
diagnose instructional problems. Don’t assume that since a group is quiet, they know what they
are doing. You can diagnose a laboratory problem early on by observing what is being done or
said in seemingly on-track groups. It is always useful, and never unappreciated, to approach a
group and prompt them with “Tell me what you are doing…” to find out if they are on the right
track.
•Laboratory Roles: Do remind your students that you have a role to play as an instructor—you are
there to facilitate their learning and this role requires you to act differently than you would if you
were a peer. This means you will push them to take responsibility for their own learning, you may
answer a question with a question to get them to think about an idea, or you may tell them “try and
see what happens…” to foster learning. Remind them that you are doing this to help learning and
to develop their own expertise, not just to be difficult. Don’t be vague or unclear about what you
are doing, or unsupportive in your actions. At other times you do just need to show students how
to do something, or just provide an answer to help students move past a sticking point. A good lab
instructor provides a mix of guided support.
Laboratory classes provide students with first-hand experience with course concepts and with the
opportunity to explore methods used by scientists in their discipline. Leading a laboratory session
has particular challenges and opportunities that differ from those in a standard classroom
environment.

A Condensed Guide to Leading a Lab

Best practices to follow that can help laboratory sessions run smoothly
Potential goals of laboratory classes:
•Develop intuition and deepen understanding of concepts.
•Apply concepts learned in class to new situations.
•Experience basic phenomena.
•Develop critical, quantitative thinking.
•Develop experimental and data analysis skills.
•Learn to use scientific apparatus.
•Learn to estimate statistical errors and recognize systematic errors.
•Develop reporting skills (written and oral).
•Practice collaborative problem solving.
•Exercise curiosity and creativity by designing a procedure to test a hypothesis.
•Better appreciate the role of experimentation in science.
•Test important laws and rules.

Learning Lab
The term learning lab refers to a location in a school, such as a classroom or dedicated section of
the library, where students can go to receive academic support, or to the programs school create
that deliver academic support. While learning labs take a wide variety of forms from school to
school, and they may be known by a wide variety of names (including unique, homegrown names),
the strategy tends to share a few common attributes from place to place:
•Learning labs are typically offered during the school day, but in some cases they may be offered
before the regular school day starts or after it ends (for a related discussion, see expanded learning
time).
•Learning labs are often open to any student who wants additional instructional assistance in a
specific subject area or help with a particular assignment or project, but in some schools students
may be required to attend a learning lab to receive help with an identified learning need—such as
persistent difficulties in a math course, for example.
•Learning labs may have dedicated staff members and support specialists, such as educators who
are trained in literacy instruction (i.e., how to teach students to read and write more effectively).
In other cases, teachers may be assigned to learning labs on a rotating basis, and students may go
to a learning lab on a specific day to receive help in a particular subject area, such as math, science,
or social studies.
•Learning labs may provide academic assistance in all subject areas, or they may provide intensive
support in a specialized academic area—perhaps the two most common forms of dedicated
learning labs are math labs and literacy labs.
•Learning labs are often used to support special-education students or students with identified
learning disabilities. In these cases, learning labs will supplement or augment the students’ regular
academic courses—i.e., the students receive more instructional time in specific academic
disciplines or more intensive academic assistance on course-related work—with the goal of
helping these students keep pace with their peers or meet expected learning standards.
•Learning labs may be entirely optional and voluntary in some schools, while in others they may
be intentionally integrated into a school’s academic program. For example, a school may believe
that all students can benefit from additional academic support, and it may choose to replace
traditional study-hall periods with learning labs. In this case, all or most students will be enrolled
in some form of learning lab, where they receive academic assistance or where they work on school
projects under the guidance of teachers and staff members. The general goal of this approach would
be to replace unstructured class periods (study halls) with more structured instructional periods
(learning labs) that utilize available school time more purposefully and productively. For a related
discussion, see academic acceleration.
•Learning labs may be more common in the upper grades—i.e., high school and middle school—
where students move from class to class and teacher to teacher throughout the school day. Yet
elementary schools may also use support strategies similar to learning labs.

TEACHER AS A PROFESSIONAL

John I. Goodlad- Professions and Professionals answer to a written code of ethics.”Teaching is a

profession laden with risk and responsibility that requires a great deal from those who enter into
it.”

Professional— has completed higher education, usually at the advanced level, and engages in
and is worthy of the high standards of a profession.

Profession—a vocation or occupation requiring advanced education and training and involving
intellectual skills. The work is based on unique knowledge and skills grounded in research and
practice in the field.

TO LEARN through classes, workshops, conferences, in-service meetings, books, journals,

tapes, and advanced degrees.
JOIN a professional organization
ASSOCIATE with and learn from positive mentors
WORK in a collegial manner with colleagues

A Professional Educator Should:

The teacher must be a decision maker able to translate the body of knowledge about teaching into
increased student learning. -- MADELINE HUNTER
There is an extensive body of knowledge about teaching that must be known by the teacher.
By far the most important factor in school learning is the ability of the teacher.
It is the teacher who makes the difference in the classroom.
 The Four Beliefs of an Effective Teacher

STUDENTS WILL FORGET MOST OF WHAT YOU TEACH THEM, BUT WILL
REMEMBER HOW YOU MADE THEM FEEL IN YOUR CLASS!

The effective teacher dresses appropriately as a professional educator to model success. As you
are dressed, so shall you be perceived; and as you are perceived, so shall you be treated.

What is Appropriate Dress ?

You expect your students to use appropriate English, write papers using an appropriate form, and
display appropriate behavior and manners. RIGHT-Then you should understand about appropriate
dress.

Teachers are not in private practice. We are in the helping and caring profession, a service
profession to help people enhance the quality of their lives.

Each child is living the only life he has—the only one he will ever have.The least we can do is not
diminish it. --BILL PAGE
I have come to a frightening conclusion .I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child’s life miserable or joyous.I can be a tool
of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal. In all situations it
is my response that decides whether a crisis will be escalated or de-escalated, and a child
humanized or dehumanized. --Haim Ginot, Teacher and Child.(1976). Avon Books.

Helen Keller -But, realistically, can you really make a difference? Yes ! I am only one, but still I
am one. I cannot do everything but still I can do something. I will not refuse to do the something
I can do.

One hundred years from now it will not matter What kind of car I drove,
What kind of house I lived in,
How much I had in the bank account,
Or what my clothes looked like.
But the world will be a better place because I was important in the life of a child.

What does CPD mean?

CPD stands for 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.
The term is generally used to mean a physical folder or portfolio documenting your development
as a professional. Some organisations use it to mean a training or development plan, which I would
argue is not strictly accurate. This article is about CPD as a process of recording and reflecting on
learning and development.
What is it for?

The CPD process helps you manage your own development on an ongoing basis. It's function is
to help you record, review and reflect on what you learn. It's not a tick-box document recording
the training you have completed. It's broader than that.

Training and development - what's the difference?

These terms are often used interchangeably, though there is a distinction. As a rule of thumb,
training is formal and linear. It's to do with learning how to do something specific, relating to skill
and competence. Training can be as simple as using a PC application and as complex as learning
how to be a pilot. Development is often informal and has a wider application, giving you the tools
to do a range of things and relating to capability and competency. It involves progression from
basic know-how to more advanced, mature or complex understanding. Alternatively it can be
about widening your range of transferable skills like leadership, managing projects or organising
information.

The key features of the CPD process

To justify the name, a CPD needs to:

be a documented process
be self-directed: driven by you, not your employer
focus on learning from experience, reflective learning and review
help you set development goals and objectives
include both formal and informal learning.

What will it do for you?

A CPD may be a requirement of membership of a professional body. It can help you to reflect,
review and document your learning and to develop and update your professional knowledge and
skills. It is also very useful to:
provides an overview of your professional development to date
reminds you of your achievements and how far you've progressed
directs your career and helps you keep your eye on your goals
uncovers gaps in your skills and capabilities
Opens up further development needs
provides examples and scenarios for a CV or interview
demonstrates your professional standing to clients and employers
helps you with your career development or a possible career change.

How do I start?
Keep a learning log and record your thoughts in whatever way suits you best. You may find it
helpful to write things down in detail, for example, or to make notes on insights and learning
points. The process of writing makes you think about your experiences at the time, and makes
planning and reflection much easier. You can't review your experiences without recording them,
however good your memory is.
Where am I now?

Review and reflect on any learning experiences over the previous year or over the past three
months. Write your thoughts down about what you learned, what insights it gave you and what
you might have done differently. Include both formal training events and informal learning, such
as:
learning from colleagues or shared learning from networking
reading about new technologies, new methods of working, legislative changes
shadowing or assisting an experienced colleague
insights and learning points from coaching and mentoring
reflections, insights and learning points from taking on a new responsibility
organisational or role change
temporary job swaps within the department/organisation
deputising or covering for colleagues
insights and lessons learned from mistakes
lessons learned from critical incidents or events
Make a note of any outcomes of each learning experience and what difference it has made to you,
your colleagues, your students (if relevant) or your employer.

Where do I want to be?

Write down your overall career goals - where you want to be in two, five and 10 years' time. Then
write down no more than three specific and achievable shorter term objectives, including the dates
by which you want to achieve them.

What do I have to do to get there?

Looking at your overall career goals, make a note of what you need to do to achieve them. This
could include further training, job or role progression or changes in direction.
For shorter term objectives, include the first step - what you can do today or tomorrow. For
example, having a chat with your manager about a new responsibility or finding out about new
technology from a colleague who has experience of it.

CPD ensures your capabilities keep pace with the current standards of others in the same field.
CPD ensures that you maintain and enhance the knowledge and skills you need to deliver a
professional service to your customers, clients and the community.
CPD ensures that you and your knowledge stay relevant and up to date. You are more aware of
the changing trends and directions in your profession. The pace of change is probably faster than
it’s ever been – and this is a feature of the new normal that we live and work in. If you stand still
you will get left behind, as the currency of your knowledge and skills becomes out-dated.
CPD helps you continue to make a meaningful contribution to your team. You become more
effective in the workplace. This assists you to advance in your career and move into new positions
where you can lead, manage, influence, coach and mentor others.
CPD helps you 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 you up to new possibilities,
new knowledge and new skill areas.
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 your work.
CPD helps advance the body of knowledge and technology within your profession
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. This particularly applies to high risk areas,
or specialised practice areas which often prove impractical to monitor on a case by case basis.

WAYS TO CONTINUING PROFESSIONAL DEVELOPMENT

Lifelong learning and continuous professional development in my opinion are much the same
thing.

These were the areas which emerged:

Work-based learning - e.g. in-house training courses, reflective practice, team sessions
Professional activity - mentoring, professional body involvement, practice education
Formal/educational - academic courses, conferences, research projects
Self-directed - reading, internet research
Other - voluntary work, school governor responsibilities

Team activities
Reflective practice sessions
Can be arranged locally or on a district basis – it really varies according to the team/s in which you
work. One model, employed in Fareham & Gosport district, co-ordinates teams from across the
district, involves all staff –SWs and unqualified staff, groups of 5-6 people meeting quarterly.

Case discussions in team sessions

Individuals allotted agenda time to come and share issues/successes for group ideas and discussion.

Team meetings
Attendance by guest speakers. This already happens a lot in teams across the county. Thinking
about the relevance the information the individual is sharing has on your work and what further
learning could come about as a result of what they shared. Members to research and present to
other members of the team.

Team away days

Ensuring you recognise the value in these and what they bring to your CPD.
Cascade training
If one or two members of a team have attended training it is helpful for these individuals to share
their learning in a structured way to disseminate knowledge.

Considering policies
Collectively looking at the detail in policies and considering the impact on staff and service users.

Informal group discussions

Not all discussions that are relevant to CPD happen in a structured and formalised way. Making
use of informal information gathering can be a valuable CPD activity; recognising this and record
appropriately.
Individual activities
Attending conferences and seminars
Coaching and mentoring
Either being a coach/mentor or as the recipient
E learning
Interaction with student undertaking the Social Work degree
Shared learning experiences, not always from direct supervision.
Involvement in the NQSW Programme or learning from ASYE: Both sides of the relationship.
Thinking about what you have taken from the programme and recording.
Leads for different areas
e.g. direct payments, safeguarding, MCA leads to feedback by emails, verbally, share with team,
mentoring/support/brief/debrief
Linked in
Business networking
Lunchtime learning sessions
Observed practice as a regular activity
Peer audit
Peer group discussion
Post qualifying academic qualifications
Professional social work forums
Reading journal articles (sharing with colleagues)
Record activities in community
Add leaflets, photos as evidence
Safeguarding or other subject specific workshops
These occur often, and it is important to take time to reflect on what learning can be taken from
them.
Shadowing
Hosting individuals on a shadowing experience: They might be students or other members of staff
from other areas of the department. It could also mean shadowing someone yourself to observe
their practices. Some staff partnering with health colleagues – prompts of reflection. If you hosted
a shadower – asking them –how did I do?
Social media as a tool for learning
Specialist forum groups
Online
Staff attend funding panels
To develop understanding of process
Supervision
A good opportunity to enhance reflection. As an individual you can bring agenda items to
supervision, build reflection into this – or as a manager, build this in for your member of staff.
Taking a lead for CPD in your team
Training courses
Probably one of the most commonly thought of examples of CPD. How often, after leaving a
course, do you really reflect on what you have learnt?
Volunteering outside of your normal role
Watching relevant TV programmes
Reflecting on the experience of supporting and assessing learners in the workplace - practice
educators must make reference to their work with social worker students. They and others may
also be working with newly qualified social workers or other learners.

Experts
There is a lot to be learnt through taking advantage of all the experienced and expert practitioners,
by attending sessions they may give at conferences or, if teachers are lucky, talks that are available
in their vicinity. Reading readily-available articles and books written by ‘experts’ and participating
in online events or blogs with invited professionals is an alternative if ‘experts’ are not available
in the flesh somewhere near you.

Workshops
Similar to the above, but not necessarily with known ELT professionals. 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.

Online communities
These may include an interactive virtual conference such as the annual online conferences
sponsored by the experts and subject organisations, or the blogs on the subject website, or other
forums and discussion boards set up to encourage participation around topics by teachers from all
over the world.

Talking informally
Joining other teachers in the staffroom discussing their next lesson or the materials they are using
is one of the easiest and most effective ways of developing, especially if you borrow the ideas and
try them out in your own classes.

Individual reading
Another easy way to learn that can include internet materials and journals as well as actual books,
which can be expensive and difficult to obtain in some parts of the world. We can read anywhere
in any short piece of snatched free time.

Reading groups
While reading is done individually, what is learnt can be formalised in discussion in a reading
group. Set a text to read and come together with colleagues a few weeks later to discuss its content.
So much can be learnt through sharing of impressions and discussing issues the reading material
raises.

Programmed action research

You may be lucky enough to have a head of department or principal who wants research results
which shed light on what is going on in his or her institution, and is prepared to provide time for
teachers to provide the evidence. This is one interpretation of programmed action research, though
there are lots of others, and teachers cannot help but learn from the experience and the results.

Individual action research

Similar to the above, but teacher-directed and not ‘imposed’. Often very small scale, nevertheless
so much can be learnt from studying your students or yourself in the classroom, and there is a huge
range of aspects of teaching which you can put under an action research microscope.

Giving sessions
This can range from a small in-school meeting where teaching ideas are shared right through to a
session at a large international conference. All conference speakers started small and all teachers
have something to say. This is a particularly effective way to develop due to the planning and
research which takes place before the session as well as the discussion and feedback which it
provokes.

Writing
Similar to the above, writing ranges from short articles right through to books. Keeping a diary
and reflecting on your teaching is a good way to start and there are plenty of models out there to
learn from, while the preparation and research necessary teaches you as much as the writing and
rewriting itself.

Doing a formal course

This is often the first thing people think of when they think about professional development. But
it is often the most prohibitive due to time and expense, and often courses do not provide exactly
what is needed. If you are lucky enough to be able to follow a course, however, make the most of
the time you have laid aside for thinking and learning, because doing a course is a great way to
develop.

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.

Other ways
engaging in new professional activities, doing things for the first time
peer observation
trying out different methods/approaches in class (sort of like action research)
reflective and exploratory practice, though not programmed or formally monitored
being trained up as a teacher trainer
completing an online course to be an e-tutor
participating in projects in a group with fellow professionals
forming a local group: to discuss issues and take turns to lead sessions.

QUALITIES AND COMPETENCIES OF SOCIAL SCIENCE TEACHER-

QUALITY OF TEACHERS

The quality of nation depends upon the quality of its citizens. The quality of its citizens depends-
not exclusively but in critical measure-upon the quality of their education. The quality of their
education depends, more than upon any other single factor, upon the quality of their teacher.
Positive - Thinks positively and enthusiastically about people and what they are capable of
becoming. Sees the good in any situation and can move forward to make the most of difficult
situations when confronted with obstacles. Encourages others to also be positive.

Communicative - Shares with others in a manner that encourages effective two-way

communication. Communicates personal thoughts and feelings on a wide spectrum of issues and
can listen to students in an empathetic manner, assuring each that conversations will be held in
confidence.

Dependable - Honest and authentic in working with others. Consistently lives up to commitments
to students and others. Works with them in an open, honest, and forthright manner.

Personable - Establishes and maintains positive mutual working relationships. Likes to be with
others. Has many ways of getting to know students as persons while building trust and appreciation
through personal interaction and involvement.

Organized - Makes efficient use of time and moves in a planned and systematic direction. Knows
where he or she is heading and is able to help students in their own organization and planning. Can
think in terms of how organization can be beneficial to those served.

Committed - Demonstrates commitment to students and the profession and is self-confident,

poised and personally in control of situations. Has a healthy self-image. Encourages students to
look at themselves in a positive manner, careful to honor the self-respect of the students, while
encouraging them to develop a positive self-concept.

Motivational - Enthusiastic with standards and expectations for students and self. Understands the
intrinsic motivations of individuals, and knows what it is that motivates students. Takes action in
constructive ways.

Compassionate - Caring, empathetic and able to respond to people at a feeling level. Open with
personal thoughts and feelings, encouraging others to do likewise. Knows and understands the
feelings of students.

Flexible - Willing to alter plans and directions in a manner which assists people in moving toward
their goals. Seeks to reason out situations with students and staff in a manner that allows all people
to move forward in a positive direction.

Individually Perceptive - Sees each student as a unique and valuable individual. Looks for the
differences among students. Quickly diagnoses student difficulties and assists in the management
of individual situations.

Value Based - Focuses upon the worth and dignity of human beings. Is sensitive to community
values. Strives to work in an environment consistent with his or her belief system. Recognizes the
importance and power of modeling constructive behavior.

Knowledgeable - Is in a constant quest for knowledge. Keeps up in his or her specialty areas, and
has the insight to integrate new knowledge. Takes knowledge and translates it to students in a way
which is comprehensible to them, yet retains its originality.

Creative - Versatile, innovative, and open to new ideas. Strives to incorporate techniques and
activities that enable students to have unique and meaningful new growth experiences.

Patient - Is deliberate in coming to conclusions. Strives to look at all aspects of the situation and
remains highly fair and objective under most difficult circumstances. Believes that problems can
be resolved if enough input and attention is given by people who are affected.

Sense of Humor - Knows how to take the tension out of tight situations. Uses humor,
spontaneously, in a tasteful manner. Builds togetherness in the classroom, through the use of
humor.

Knowledge of the subject matter-You can’t teach what you don’t know. All teachers need not
be experts in their fields, but possessing knowledge is important. Teachers must continue building
their understandings of their subjects throughout their careers.

Patience-No teacher should be expected to have much patience with individuals whose lack of
discipline, immaturity, or indolence interrupts the work of other students. Patience with students
who are trying to learn, however, is part and parcel of the teaching profession. Impatience with
sincere students is an indication of the teacher’s own shortcomings.

Intellectual curiosity-All good teachers are intellectually curious and naturally driven by their
interests in keeping abreast of changes in their fields.

Confidence-Good teachers are confident in their abilities to sense where students are in the
learning process and in their students’ abilities to learn material that is presented in a logical and
graduated fashion.

Compassion-Talented teachers are able to work with students with varying levels of maturity and
knowledge. A college professor I know once made the following statement about his experience
as a teacher: “Each year teaching is more challenging for me, because I grow a year older and the
students stay the same age. The widening age gap forces me to stretch in order to reach them.”
 Achievement-Experienced teachers have clear thoughts on what their students should know at
the end of the term, and they understand what they must do along the way in order to reach those
goals.
Planning-Teachers must have plans and stick to them. This goes deeper than rigidly following a
course syllabus. Effective teachers sense when students need more time to absorb the material and,
within limitations, are willing to give it to them.

Awareness-Teachers in elementary and secondary schools must have eyes in the backs of their
heads. They need to be aware of everything that happens in their classrooms and in adjacent
hallways. Teachers who are awake are able to stop nonsense before it starts and keep students on
track.

Mentorship-Teachers often serve as mentors to their students. The desire to influence students
positively is a core motivation of many teachers when they enter the teaching profession.

Maturity-In no profession is maturity more important than in teaching. Students experience

emotional ups and downs, and insightful teachers are able to sense the changes and respond to
them appropriately. Teachers must be pillars, consistently encouraging students to grow as human
beings and to develop academically.

Community involvement- Maintaining good community relations is part of being a teacher, and
teachers’ contact with parents, administrators, and community leaders enhances their effectiveness
in the classroom.

Organization- One-on-one tutoring is easy compared to leading a classroom of students in a single

direction. Teachers must be able to manage students’ multiple personalities and organize their
subject matters so that a maximum number of students benefits from their presentations.

Vision-Teaching encompasses far more than passing information from teachers to students.
Teachers should be illuminators who provide their students not only with interesting and useful
material, but also with visions of where they might end up if they learn well.

Context-Every subject has a context, and teachers are responsible for providing it to their students.
Since no one learns in a vacuum, teachers must show their students how the information they are
learning might be used or might lead to the development of some other useful skill.

Mission-Perhaps the most important thing teachers communicate to students and to the
community is a sense of satisfaction with their choice of teaching as their life mission. Teaching
at its highest level is a calling, and good teachers feel it to their cores.

Enthusiasm-Excellent teachers never lose enthusiasm for their profession. They might become
temporarily burdened by administrative hassles or isolated problems, but their underlying
engagement with their work is unwavering. Students feel this energy, and teachers who project it
are much more successful than those who do not.
Learn Classroom Management.

It’s effective discipline

It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons

A Teacher leads through example.

CONCLUSION
“The mediocre teacher tells,
The good teacher explains ,
The superior teacher demonstrates ,
The great teacher inspires”

ROLES OF TEACHER

DIAGNOSTICIAN - Finds out the needs and interests of students

PLANNER - Chooses materials and/or methodology before the course or lesson
MANAGER - Manages students and activities during class time
FACILITATOR
COUNSELLOR
MONITOR
ASSESSOR
REFLECTION

COMPETENCIES

PEDAGOGICAL KNOWLEDGE AND COMPETENCY

Knowledge of key concepts.

Knowledge of governing curriculum.
The teaching of relevant and engaging content.
Knowledge of available resources and technologies.
Awareness of different learning styles.
Awareness of different pedagogical strategies.
Encouragement of self-directed learning.
Flexible and diverse teaching practice.
Building student security and confidence.
Challenge student abilities.
Clear communication of tasks, goals and expectations.
Application of effective classroom management strategies
CONTENT COMPETENCE :

National Objectives
Curriculum
Syllabus
Textbooks
Units-Subunits
Principles, Rules, Facts, Concepts, Diagram etc.

TEACHING AIDS COMPETENCY:

To make learning -- - simple, - interesting, - active.
Dr. Edger Dale:
Words are less effective than aids.
Eyes have maximum exposure for learning.
Learner’s active involvement plays important role.

Types of teaching aids:

Teacher should be able to develop and to use variety of teaching aids….
Printed Cassette
Audio C.D.,D.V.D.
Visual Mobile etc.
Audio-visual Visual
Audio Projective
Radio Non-projective

Audio-Visual aids:
Television Activity based:
Video Puppet
Movie Sports
Computer Art-craft
Simulator Scientific instruments

Features of good aids:

Accuracy
Clarity
Durability
Practicability
Low costs
Utilization:
Maintenance
Optimum utilization
Records
Security
CURRICULUM TRANSACTION COMPETENCY:

Interactions………………………
Student – Teacher
Student – Student
Student – Learning material
Student – Surrounding

Teacher – student interaction:

Respectful, Appreciative & Encouraging , Disciplined, Approachable &Comprehensive

Classroom interaction:
Variety in methods, Maxims, Models, Principles, Skills of teaching (Proper application of
Pedagogy)

Student – Student interaction:

Resource students ,Challenged students, Special students, Individual differences ,Motivation &
Guidance by Teacher

Student – Learning material interaction:

Providing self-learning material, Giving opportunity to experience, Encouraging to develop a
material, It increases confidence, concentration, joy of students.

Student – surrounding:
Excursions ,Visits, Interview, Collections, Notes, list
How to achieve …?:
Role models ,Observation, Feedback &Introspection

Teacher’s role:
Formal, Non-formal, Informal
Integration of competencies is essential

MULTIFARIOUS ROLES OF A TEACHER

below
The Teacher as a Counsellor

Today, we’ll look specifically at:

• the teacher’s role as a counsellor. In particular, we’ll talk about:
• “What is counselling?”; and
• “What is a counsellor?”; and then
• “What are the characteristics of a counsellor?” Finally, we’ll finish on a group task, where we’ll
discuss how to: • incorporate the characteristics of a counsellor into our role as a teacher.

What is Counselling?

Counselling is a learning-oriented process which usually occurs in an interactive relationship

where the counsellor expresses care and concern towards the person with a problem.
The counsellor’s role is that of a guide who helps facilitate that person's personal growth and
positive change through self-understanding.

What is a Counsellor?

• A counsellor is a person who provides counsel to another person who is usually in some position
of need or requires help.
• As a verb, the word counsel can mean: –“to give guidance” or –“to give advice”.
• A counsellor helps those they are counselling come to their own conclusions about any problems
or issues they may be facing, and then may provide suggestions or methods for helping the person
with their issues.

Characteristics of a Counsellor

A counsellor is :

• kind & caring;

•empathetic & understanding;
• positive & motivating;
• a good listener & communicator;
• trustworthy & reliable;
• self-aware & sensitive to others needs;
• interested in helping others achieve their personal goals & encourages growth;
• a source of information & advice.

Teacher as Facilitator
"A caring adult can make a big difference in the educational outcome of any child that is at risk of
experiencing educational failure."-- Maria Wilson-Portuondo
WHAT
Teachers should develop a learning environment that is relevant to and reflective of their students'
social, cultural, and linguistic experiences. They act as guides, mediators, consultants, instructors,
and advocates for the students, helping to effectively connect their culturally- and community-
based knowledge to the classroom learning experiences.
WHY
Ladson-Billings (1995) notes that a key criterion for culturally relevant teaching is nurturing and
supporting competence in both home and school cultures. Teachers should use the students' home
cultural experiences as a foundation upon which to develop knowledge and skills. Content learned
in this way is more significant to the students and facilitates the transfer of what is learned in school
to real-life situations .
HOW
1.Learn about students' cultures
•Have students share artifacts from home that reflect their culture
•Have students write about traditions shared by their families
•Have students research different aspects of their culture

2.Vary teaching approaches to accommodate diverse learning styles and language proficiency
•Initiate cooperative learning groups
•Have students participate in book clubs or literature circles Use student-directed discussion
groups
•Speak in ways that meet the comprehension and language development needs of ELLs
3.Utilize various resources in the students' communities
oHave members of the community speak to students on various subjects
oAsk members of the community to teach a lesson or give a demonstration (in their field of
expertise) to the students
•Invite parents to the classroom to show students alternative ways of approaching a problem (e.g.,
in math: various ways of dividing numbers, naming decimals, etc.)

A facilitator is the person who assists a group of people in grasping at their common targets and
in achieving them without any intervention on his/her behalf.

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.

TEACHER AS A REFLECTIVE PRACTITIONER

1. Reflective practice is the capacity to reflection on action so as to engage in a process of

continuous learning. Reflective practice involves paying critical attention to the practical values
and theories which inform everyday actions, by examining practice reflectively and reflexively.
This leads to developmental insights. A key rationale for reflective practice is that experience alone
does not necessarily leads to learning; deliberate reflection on experience is essential. Reflective
practice can be an important tool in practice based professional learning settings where people
learn from their own professional experience, rather than from formal learning or knowledge
transfer. It may be most important source of personal professional development and improvement.
It is also an important way to bring together theory and practice; through reflection a person is able
to see and label forms of thought and theory within the context of his or her work. A person who
reflects throughout his or her practice not just looking back on past actions and events, but is taking
a conscious look at emotions, experience, actions and response and using this information to add
to his or her existing knowledge base and reach a higher level of understanding.

BENEFITS TO REFLECTIVE PRACTICE INCLUDE;

Read and utilize student assessment. Following are the main reflective strategies.

A. Concept maps
B. Portfolio writing.
C. Brainstorming

• Work with mentor.

• Ask peer to review their work.
• Written report on project / experience in the classroom.
• Video tape their work in the classroom.
• Create and utilize self assessment forms.
• Collaborative journal writing.
• Keep a teaching journal or diary.

1. Increased learning from an experience or situation.

2. Promotion of deep learning.
3. Identification of personal and professional strengths and area for improvement.
4. Identification of educational needs.
5. Acquisition of new knowledge and skills.
6. Further understanding of own beliefs, attitudes and values.
7. Encouragement of self motivation and self learning.
8. Could act as a source of feedback.
9. Possible improvement of personal and clinical confidence.

LIMITATIONS TO REFLECTIVE PRACTICE

1. Not all practitioners may understand the reflective process.

2. May feel uncomfortable challenging and evaluating own practices.
3. Could be time consuming.
4. May have confusion as to which situation/experience to reflect.
5. May not be adequate to resolve clinical problems.

REFLECTIVE STRATEGIES

Since the purpose of reflective teaching is to focus on one’s own teaching, the strategies for
reflection best made by personal preference rather than mandated. Many schools of education
incorporate reflective teaching strategies as means for student teacher to learn how and why they
teach. Therefore this is valuable tool foe student teachers, reflective teaching strategies can also
be used by teachers in the classroom who wish to enhance their teaching skills. Educators who
teach reflectively use one or several of the following strategies.

Business uses concept maps as a part of analyzing business activities.

B. Portfolio Writing

The process of writing portfolio is an instructional tool that manifests stages and efforts in the
writing process. It also contains completed, unfinished abandoned or successful work. Process
writing portfolio typically contain brainstorming activities, clustering, diagramming, outlining,
free writing, drafting, redrafting in response to teacher/peer review, and so forth.

The two essential pedagogical elements in the process writing portfolio are student reflection and
teacher enquiry.
• Increasing meaningful learning, for example through writing activities where concept maps
automatically generated from an essay are shown to the writer.
• Examining the symmetry of complex ideas and arguments and associated terminology.
• New knowledge creation e.g. transforming tacit knowledge into an organizational resource,
mapping team knowledge.
• Note taking and summarizing, gleaning key concepts, their relationships and hierarchy from
documents and source materials.

•D. Journaling
E. Problem solving

A. Concept Maps

A Concept Map or Conceptual Diagram is a diagram that depicts suggested relationship between
concepts. It is a graphical tool that Designers, Engineers, technical Writers and others use to
organize and structure knowledge.
A Concept Map typically represents ideas and information as boxes or circles, which connects
with labeled arrows in downward branching hierarchical structure. The relationship between
concepts can be articulated in linking phases such as causes , requires, contributes to.
Concepts Maps are widely used in education and business.
The purpose of portfolio writing is to demonstrate writer’s improvement and achievements.
Portfolio allows writers to collect a body of writing in one place and to organize the present in an
effective attractive format, giving the instructor a view of a student’s writing that focuses more on
the complete body of work than on individual assignment

B. Brainstorming

Brainstorming is another strategy for reflective practice. Brainstorming is basically an activity

designed to promote creativity. It is a form of discussion which enables group to do collective and
collaborative thinking. The emphasis in brainstorming is upon eliciting from the student as many
different ideas as possible for more careful consideration at a later time. Under brainstorming the
mind is stimulated to think without any inhibition what so ever. The ideas are just accepted as they
are. They are never rejected during the process of brainstorming however in appropriate or even
irrelevant they might appear to be. Brainstorming in the class situation invariably leads to
generation of new ideas and approaches to the study of the topic. This technique is very useful for
enhancing the contribution and involvement of students in the teaching learning process.

C. Journaling

Reflective Journaling is a strategy to exercise reflective practice. A preliminary review of past

events of data can be considered as journaling. While a teacher is do this it become an academic
writing. This academic writing or journaling makes the teacher to identify the strength as well as
weakness and it give chance to modify him. Through this the teacher can deliberately make
changes in his personality as well as his teaching. Reflective journals reveals what the writers have
learned, examine how writers have learned to express themselves in journals or find out how
journals can help other people learn. Therefore journaling is a teaching/learning tool within
academic writing.
E. Problem Solving

Problem solving is the scientific process of solving problems. Problem solving is a method in
which a person uses his ability to analyses a problem confronted in order to arrive at a solution.
This method encourages right thinking and learning. Teacher can exercise reflective practices
through giving problem solving to student, when he or she give proper guidance to students from
the beginning till the solution is reached, and supply only adequate information regarding the
problem, optimum help to each student in case of difficulties are experienced and the teacher
maintain the spirit of discovery among students.

CONCLUSION

From the study we can understood that the reflective practices are the way to develop a teacher
himself and through the exercise of reflective practices the teacher become more experienced and
creative while teaching. Through exercising different reflective strategies a teacher can become a
good reflective practitioner.

Teacher as a Digital Migrant

What is digital migration?

Digital Broadcasting Migration is a process in which broadcasting services offered on the

traditional analog technology are replaced with digital based networks over a specific period. The
transition or switch from analog television to digital television is referred to as the Digital
Migration.

Digital migration is the process of replacing broadcasting services offered on analog technology
with digital-based networks. The transition from analog television to digital television is referred
to as a digital migration

Digital technology makes it possible for teachers to learn quicker and better. It allows them to
connect with other teachers, and it has the potential to boost the effectiveness of ordinary, average
teachers. It has the ability to turn boring, non-innovative lessons into fun and engaging ones.

Students will each have a digital device. It may be a tablet PC, laptop, Chromebook or Surface --
that won't matter. What's important is that it is portable, sturdy, fits in a backpack, and is digitally
secure. All student work will be done on these. Losing one would be worse than losing a backpack
-- much worse
Students will actively participate via a backchannel device (i.e., Today’s Meet, Socrative, Padlet,
Twitter, a Google Apps adaptation). The stream of student comments, thoughts, questions and
ideas will appear on the class Smartscreen for the benefit of all. Students will access it on their
digital devices, while class goes on. The teacher will address comments so she can address
concerns.
Homework and projects will be submitted online, via Dropbox, GAFE, or a school-specific
program like Schoology. No printing, no depositing to the class inbox, no lost in the dark recesses
of the student backpack. Work will be completed and immediately shared with stakeholders.
Grades will be posted online immediately. They will always be up to date, enabling students to
transparently know where they stand in the class. There will be no more “I had no idea I was doing
so poorly in this class.”
Classes will be available online via YouTube or Google Hangouts both in real time and archived.
If students miss a class, they go to the online class to catch up. It will be their responsibility to
watch the class and contact the teacher for help if needed.
Snow days will be a vacation of the past. If students and/or teachers can't get to school, they
participate through the real-time interactive GHO-type environment. Teachers will teach from
their home while students watch from home. No fuss.
Keyboarding will be taught and reinforced in all classes. The struggle over whether keyboarding
is a real subject will be settled pedagogy. It will be akin to grammar--every teacher reinforces
grammar -- or school dress. Keyboarding will be accepted as one of those cross-class academic
tools that is important everywhere. Parents will also understand this and reinforce lessons when
students use computers at home.
Each class will have a website, a wiki, a Google Classroom -- or some sort of digital version of
the classroom which will closely replicate what happens in the class on a daily basis. It will include
the videos of class, schedules, assignments, links to online materials, embeddable class calendar,
and be accessible from school or home. It will blend the best of today's options --protopage.com,
Ighome, netvibes, Symbaloo, MentorMob, Portaportal, or LiveBinders -- into a supremely
effective, scalable portal that not only shares static information but provides methods of
differentiating for various student needs. The future may have arrived in the form of Google
Classroom. We'll know when that's released.
Class will be fully connected to social media, including a Twitter stream (to be used for
backchannel communications, announcements, collaboration among students), a Google Plus
account (to facilitate student group get-togethers, collaboration on projects, sharing of notes and
knowledge, and files), and a Facebook account (to encourage bonding within the class).
All students will be able to share their screens with others. This can be via Skype, Google
Hangouts, or another option not yet invented. This encourages students to help each other, tutor
classmates on subjects where needed.
Students will complete their classwork knowing it will be shared with classmates and other
interested teachers. Ways to make this publishing and sharing possible include blogs, wikis,
Google Apps for Education. Through these accounts, students will reflect on their work and the
work of others, share perspectives, provide feedback, assist classmates in the write-edit-rewrite
process.
Class calendars will be open for additions to all students as equal partners in their education
journey, not just a passive offering from the teacher for class management. Students will enter
academic-oriented activities like group get-togethers, study sessions, even other assessments that
might conflict with the class schedule (this can include field trips and band/orchestra/cheerleading
performances that will require students to be away from class). Students will be encouraged to edit
the calendar responsibly and, for the most part, they will because it is a responsibility to their own
education. Most students will embed the class calendar in their personal profiles on blogs, wikis
and websites.
Students will each have a digital portfolio where they store all of their projects, assessments, notes.
Students will differentiate assignments to fit their personal learning style. They will no longer be
assigned a project like "write a book report using MS Word" or "create a slideshow in
PowerPoint/Slideshare." In the future, students will receive the “book report” assignment and
make their own determination how best to communicate their thoughts, be it audio, visual, written,
musical, video, artistically. As long as they fulfill the requirements of the project, the delivery
format will be up to them.
Students will take digital notes on a tablet or an iPad. The note-taking device will allow for typing,
handwriting, drawing, video and audio recording. This will include the best of today's digital
note-taking offerings such as Notability, Evernote or OneNote.
All students will have a web-based email account.
Schools will have digital bulletin boards that display a scrolling collection of student work.
Teachers access it easily, have a scanning app to import artwork where required, can upload
student projects and even music to the digital bulletin board so all student work is shared. These
can be paused, searched, even printed to a student digital portfolio or a parent cloud account
(printing is rarely paper).
Conferences will be virtual real-time meetings for parents that cannot make it in, so all parents
participate in the understanding of and furtherance of their child's education. These can be done
via GHO, Skype or another option that allows for face-to-face meeting and screen sharing (of
student work and assessments).
Students will use technology to execute tasks at every opportunity -- schedule presentations, take
a poll, read, time an activity, get directions, check data. Teachers will challenge students to come
up with tech solutions to common activities. This will be assessed also.