Unit I- Nature of Teaching and Teacher Roles

Teaching, in its broadest meaning, is a method of facilitating learning. Teaching is the

specialized use of knowledge, abilities, and traits to give one-of-a-kind service to suit
the Individual and societal, educational needs. The teaching profession is
responsible for selecting learning activities that help students achieve their
educational goals in school. Teaching stresses the development of values, leads
students in their social relationships, and gives learning opportunities to accomplish
curriculum targets. Teachers use strategies to help pupils build a healthy self-image.
Although instructors work is often done In a classroom setting, an essential aspect of
teaching is the direct relationship between teacher and student.

A. What Is Teaching?
 Teaching is the process of paying attention to people’s needs, experiences,
and feelings and then engaging them in specific activities to help them
develop specific skills.
 Teaching instills theoretical concepts in a person, and it is a form of
knowledge transmission between a teacher and a pupil.
 The teacher must facilitate learning by leading discussions, allowing students
to ask open-ended questions, guiding processes and activities, and actively
participating in discussions and interacting with concepts.
 Teachers work in schools to educate students so that they can become
decent citizens of the world. Today’s children will be society’s future leaders.
As a result, teaching might be seen as a crucial notion.

B. The Teacher’s Roles

Teachers play very important and demanding tasks in the learners’
developmental process. They are more than entrusted with the task of molding
the character of the learners and making them productive members of society.
They represent role models for the learners who are still in their physical and
mental development, especially those who are in their early stages. If teachers
perform their role well, the learners will realize the importance of the positive
traits and values being imparted to him.

1. Teacher as a Person
 Personal attributes pertain to a teacher personality, interest, attitudes
and beliefs, as well as his or her behavior and working relationships
with his or her pupils and peers.
  Professional attributes refer to a teacher subject matter knowledge,
grasp or psychological and educational principles, and comprehension
of the teaching profession.
A. Innate Characteristics
 Ability “Teachers are born,” as the adage goes. This relates to an
individual inborn features, such as aptitude, frequently defines as a
strong preference for specific tasks combined with the necessary
abilities.
 Mental aptitude, a teacher with above-average or more extraordinary
mental abilities is better equipped to handle her many responsibilities.
She can quickly pursue a master’s degree after completing a four-year
bachelor’s degree. Teacher who are mentally gifted and brilliant can
demonstrate higher-order thinking skills.
B. Personal Characteristics
In the chosen teaching profession, one’s personality can either inspire or discourage
the students she premises to lead by the hand.
A teacher should have:
 A pleasant appearance and good manners
 Emotional control and intelligence
 Patience, kindness, and honesty
 The ability to adjust, be creative, and treat students fairly
 Bright personality with enthusiasm and humor

2. Teacher as a Professional
 Mastery of the subject matter is one of the essential professional
talents.
 A grasp of the students’ abilities. This refers to the teacher’s
understanding of the students and the concepts of human growth and
development.
 Appreciating and appreciating students. A teacher who has a true and
honest love for his or her students might instill in them a desire to learn.
 Understanding of teaching ideas and techniques. A teacher must
understand the WHATS and HOWS of teaching and the necessary
skills and approaches.
 A broad awareness of the various disciplines of knowledge, as well as
their interconnections and interdependencies, in order to address life’s
issues. Arts. languages, philosophy, math, literature, physical scientific
knowledge, and background studies are required. Teachers must also
be familiar with the information and communications technology (ICT),
such as computer use.
  A respect for the profession of teaching.

3. Teacher as a Community Leader and Social Advocate

 Teachers serve not only as educators but also as vital community
leaders and social advocates that empowers individuals and drives
positive change through education by shaping the values and
aspirations of their students.

4. Teacher as a Model of Character

 Empowers and motivates you to develop your potential to the fullest
and see the best in yourselves
 Shows respect to your ideas and opinions, allowing you to freely
express your thoughts and feelings.

5. Teacher as an Expert
A professional with deep and extensive knowledge and skills in teaching, through
years of experience and continuous learning.
Three Key Characteristics:
 Deep Pedagogical Content Knowledge:
 Adaptive Teaching
 Effective Classroom Management:

C. CHALLENGES IN TEACHING
1. Multicultural Classrooms
When two or more students in classroom have arrived from various countries or
were nurtured in distinct customs and traditions, the educational process are
multicultural.

Teaching and learning significant for both teachers and students

• A linguistic obstacle
• Predominance of various learning methods
• The cultural can also be seen in the poorly constructed speaker listener
connections and the various cooperative and competitive patterns.
• Prominence of visual learning tools
• No-Verbal Communication
• Presenting a single issue from many angle
• Extracurricular activities are diverse
• Communication skills training
• Constant collaboration with parents
2. Learner-centered classrooms
 It addresses the balance of power in teaching and learning, moves towards
learners actively developing their knowledge, and places responsibility for
learning.
Teaching challenges in learner-centered approach:
• Personalized Learning
• Competency Based-Learning
• Anywhere, Anytime Learning
• Ownership ( Agency, Growth-Mindset )

3. Multi-grade classes
A multigrade class is a single grade classroom with two or more different grade level
staffed by one instructor for the whole year.

4. ICT Integration
ICT integration ICT use to introduce, reinforce, augment, and expand skills is known
as ICT integration (Pisapia, 1994). Researchers in professional development groups
and human-computer interaction circles have been very interested in ICT integration.
Students’ engagement in ICT-based learning environments and shared learning
resources leads to a radically new pedagogy; a shift from the traditional instruction
model of knowledge transmission to autonomous, active, and collaborative learning
through ICT-based learning environments and shared learning resources.
Technology is being used in education in a comprehensive and transformative way.
This refers to the degree to which information and communication technologies have
been integrated into the school environment and the impact they have had on the
school’s structure and pedagogies. The interplay between infrastructure, teacher
motivations, innovations, and the growth of e-pedagogies determines the amount of
integration.
Integration of ICT Challenges
1. Change aversion: The easy way out is to maintain the status quo. Educators
are accustomed to and comfortable with the old way of instruction and hence
reject change and stepping outside their comfort zones. According to the
researchers, technological experimentation is typically outside the purview of
teachers and school administrators’ job descriptions.
 2. Lack of hardware and instruction on using it: Schools are still unsure of which
computers and other technological equipment to employ. Institutions must
comprehend their needs and work under them. The availability of gadgets is
critical for efficient and trouble-free operation. Institutions and teachers must
prepare themselves to have students work collaboratively on a single device
and separately on a single device. There is also a need for instructors to
receive sufficient and timely guidance on using technology effectively.

3. Children will know more than I do attitude: Today’s children are more engaged
and knowledgeable regarding technical matters. Teachers are terrified of the
potential of technology and the power of knowledge it may provide to kids.
This mindset that children may know more than I do makes educators feel
uneasy and defend themselves.

4. Technology Fear: Educators have a fear of the unknown when it comes to

new technologies. They are hesitant to try out new technologies. Also, the
concept of having to learn everything at once deters people from incorporating
technology.

Another reason they avoid the idea is that they believe a technology coach
must have all the answers.

5. Inadequate training opportunities and restrictive teaching models: Educators

do not have adequate training or technical support. There is not enough time
to practice with new and ever-changing technologies because there are many
roles to fulfill. The current teaching models are too rigid to be changed.

Educators, professors, and the entire school and university systems may and
do benefit from technology. Basic literacy in subject areas will be required of
students and educators in the twenty-first century, but pupils will also require
basic scientific, economic, and digital literacy.

Teachers must be able to grasp the benefits of technology as a learning tool

to comprehend the benefits of using it for learning correctly. They must see
the tool as advantageous to their students and themselves, allowing them to
do their tasks more efficiently. Classrooms must provide learning settings that
reflect an understanding of what motivates students to learn.

5. Brain-based education
 Brain-based education strives to improve and expedite the learning process
by selecting a curriculum and method of delivery for each group of students
based on the science of learning. Educators must set aside traditional
conventions when using this strategy. They must also let go of preconceived
notions about learning and previous behaviors. Instead, teachers must draw
inspiration for future course delivery from the most recent cognitive science
breakthroughs.

Teaching methods, lesson designs, and school programs based on the latest.
Scientific research about how the brain learns, including factors like cognitive
development-how students learn differently as they age, grow, and mature
socially, emotionally, and cognitively are referred to as brain-based learning.

The following are some of the typical obstacles that come with brain-based learning:
1. Finding individuals and resources to learn from that you can trust (websites,
famous people, etc.)
2. Choosing on a learning format or vehicle (in person, online, books?)
3. Setting aside time to make it happen (leaming plus the implementation)

6. Multiple intelligences
 Visual-Spatial Intelligence (Visual-Spatial Intelligence) is a skill that allows
people to visualize objects. These people are usually good with maps, charts,
films, photographs, and directions.
 Linguistic-Verbal Intelligence is the ability to understand and communicate in
a variety of languages.
 People with high linguistic-verbal intelligence can utilize words well in both
writing and speech. These people are usually excellent at composing stories,
memorizing facts, and reading.
 Intelligence logical-mathematical Reasoning, spotting pattems, and rationally
assessing situations are skills that people with high logical-mathematical
intelligence have. These people tend to think in terms of numbers,
relationships, and patterns.
 Bodily-Kinesthetic Intelligence is a type of intelligence that is based on the
sense of touch. Body movement, action, and physical control are suitable for
those with vital bodily-kinesthetic intelligence. People with good hand-eye
coordination and dexterity are usually good in this field.
 Intelligence in Music People with a high level of musical intelligence can think
in terms of patterns, rhythms, and sounds. They have a tremendous musical
appreciation and are frequently talented in musical composition and
performance.
  Interpersonal Intelligence People with high interpersonal Intelligence are
adept at comprehending and communicating with others. These people are
adept at analyzing feelings, motivations, desires, and intentions.
 Intrapersonal Intelligence is a type of intelligence that exists between people.
Intrapersonal intelligence is the ability to recognize and understand one’s
emotional states, feelings, and motivations. They like self-reflection and
analysis, fantasizing, examining interpersonal interactions, and evaluating
their personal qualities.
 Naturalistic Intelligence – Naturalistic is Gardner’s most recent addition to his
theory, and it has sparked more controversy than his initial seven bits of
intelligence. Individuals with high levels of this type of intelligence, according
to Gardner, are more in tune with nature and are more interested in nurturing,
exploring the environment, and learning about other species.
These people are known to be acutely observant of even minor changes in their
surroundings.
Multiple Intelligence Challenges
 Encourages teachers to differentiate their teachings to fit the requirements of
varied students
 Provides eight distinct learning routes if a student is struggling with the
traditional approach.

7. Children with special needs

Special needs is an umbrella phrase covering many conditions, ranging from those
that resolve quickly to those that will be a lifelong burden and from moderate to
severe. Developmental delays, medical issues, psychiatric conditions, and
congenital conditions can all affect children with special needs. These children’s
unique requirements necessitate adjustments in order for them to realize their full
potential.

The special needs label is helpful for a variety of reasons. It can assist you in
obtaining necessary resources, establishing reasonable goals, and gaining a better
understanding of your child and the stressors that your family may be experiencing.

Triumphs and Challenges

 Milestones are frequently missed, foods are forbidden, activities are shunned,
and experiences are denied to children with special needs. These obstacles
 can be particularly difficult for families, making special needs feel like a sad
label.
 Their child’s unrealized potential will always sadden some parents, and some
conditions worsen over time. Other families may discover that their child’s
trials sweeten victories and that incredible strengths frequently complement
deficits.
FOUR PILLAR’S OR EDUCATION
UNESCO’S four pillar of education are the guiding principles of education systems
worldwide to ensure quality education for everyone. Those principles underscore a
holistic and a higher levels of skills to strive to self- actualization to better serve our
diverse and ever changing world. These four pillars of education are learning to
know, learning to do, learning to live together, learning to be.
LEARNING TO KNOW
 Learning to KNOW lays the foundations of life long learning
 It is about basic knowledge that we need to be able to understand our
environment and to live with dignity
 It is about competencies to acquire info and search actively knowledge
 It is arousing curiosity, allowing to experience the pleasure of research and
discovery
 It is about developing the powers of concentration, memory and thought
 Learning to KNOW is Learning to learn
 LET Essential:
Metacognitive skills, curiosity, scientific research, memory of
concentration, art of discourse, competence in collecting,
selecting, processing and managing information, competence in
mastering instruments of knowing and understanding.

LEARNING TO DO
 Learning to DO refers to the acquisition of practical skills, but also of social
and psychological skills
 It refers to an aptitude for teamwork and initiative, and readiness to take risks
 It is about personal initiative and the ambition to innovate, and a readiness to
take risks
 It is about competence of putting what was learned into practice so as to act
creatively to the environment
 Learning to DO enables us to turn knowledge into effective innovations
 From skill and practical know-how to competence
  LET Essential

Occupational Skills, Education for Work, Social Skills, Acquisition of

Competence in cooperatively working in teams, Technical Vocational
Education and Training or Tech-Voc, Competence in effectively
communicating with.

LEARNING TO LIVE TOGETHER

 Learning to live TOGETHER is the pillar that the UNESCO Commission
emphasizes more than any other.
 It refers to the developing an understanding of others thru dialogue leading to
empathy, respect and appreciation.
 And, if we are to understand others, we must first know ourselves.
 It is about recognizing our growing interdependence, about experiencing
shared purposes, and about implementing common projects and a joint future
(peace, education for all, environment…)
 Appreciate the diversity of human race

 LET Essential:

Art of dialogue Diplomacy, Peace education, engaging in common

projects, interdependence, art of empathy, competence in
resolving conflict through peaceful dialogue and negotiation.

LEARNING TO BE
 Learning to be is founded on the fundamental principles that education needs
to contribute to the all-round development of each individual
 It is about the broadening of care for each aspect of personality
 It deals with the freedom of thought, feeling and Imagination that we need to
act more independently, with more insight, critically and responsibly
 The end of education is to discover and open the talents which are hidden like
a treasure within a person.

 LET Essential

Human Development, Personally, Training independence. Self

Actualization, Competence in adopting oneself to changes in life.
 Summary of the Four Pillars

To Know To Do To Be To Live Together

Acquiring tools Putting Encouraging Discovering
for understanding knowledge to discovery and others by
the world work experimentation discovering one
self
Access to Acquiring Revalorizing oral Adopting the
scientific technical and culture perspective of
-method professional other ethnic,
training religious, and
social groups.
Expanding Developing skills Developing Participating in
general culture for a variety of imagination and projects with
situatios for a creativity people from
variety of different groups
siruations
Exercising the Exploring Acting with Developing the
power of innovative and greater autonomy ability to resolve
concentration, creative abilities and personal tensions and
memory and in action responsibility conflicts
thought

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Gloria. 2018. The Teaching Profession.
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evidence?.
• International Educative Research Foundation and Publisher 2013 Page|
37 International Journal for Innovation Education and Research
www.ijier.net Vol. 1-03, 2013
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and Talent Development. International Education Studies, (13), 175-183.
• Olaniran, Sunday. (2016). Revisiting UNESCO Four Pillars of Education
and its Implications for the 21st Century Teaching and Learning.
• Walker, R. J. (2008). Twelve characteristics of an effective teacher: A
longitudinal, qualitative, quasi-research study of in-service and pre-service
teachers’ opinions, educational HORIZONS, 61-68.