1. The Role of the Teacher
2 wk 8 Professional Practice KP

2. A good teacher? What is your view?
2 wk 8 Professional Practice KP
November 2011

3.
from UNESCO (1996) What makes a good teacher? Paris: UNESCO
The teacher is to the students what the rain is to the field.
Zaira Alexandra Rodriguez Guijarro, 11, (Mexico)
A good teacher should treat all pupils like his own children. He should answer all questions, even if they are stupid.
Fatoumata, 11, Chad
To become a good teacher, you not only teach the children but you also have to learn from them.
Tasha-Leigh, 12, Jamaica
A good teacher answers the needs of the pupils and not only the needs of the chosen programme.
Omar, 12, Morocco
I like a teacher who helps me think and get answers for myself.
Bongani Sicelo, 9, Zimbabwe
2 wk 8 Professional Practice KP
November 2011

4. A Compilation View of 8 Year Old Pupils [Hay McBer 2000]
A good teacher… is kind, is generous, listens to you, encourages you, has faith in you, keeps confidences, likes teaching children, likes teaching their subject, takes time to explain things, helps you when you’re stuck, tells you how you are doing, allows you to have your say, doesn’t give up on you, cares for your opinion, makes you feel clever, treats people equally, stands up for you, makes allowances, tells the truth, is forgiving.
2 wk 8 Professional Practice KP
November 2011

5. What is teaching? T E A C H I N G
2 wk 8 Professional Practice KP
November 2011

6. Tiring Exhilarating Amusing Chaotic Hectic Inspiring Never-ending
Gratifying
Colin Richards in Learning to Teach in the Primary School (Arthur, Grainger and Wray, 2006)
2 wk 8 Professional Practice KP
November 2011

7. QTS Professional Standards
2 wk 8 Professional Practice KP
November 2011

8. Q4 Q5 Q6 Q7 Q8 Q9
2 wk 8 Professional Practice KP
November 2011

9. Good Practice in the Primary School
What might you consider to be the attributes of good practice by teachers?
2 wk 8 Professional Practice KP
November 2011

10. Treating children fairly and consistently
High expectations
Treating children fairly and consistently
Demonstrating positive values
Communicating effectively and sensitively
Working collaboratively
Reflection and evaluation
Contributing to wider aspects of school life
2 wk 8 Professional Practice KP
November 2011

11. The measures of teacher effectiveness
Hay McBer (2000)
2 wk 8 Professional Practice KP
November 2011

12. A Classroom Climate Clarity Order A clear set of standards Fairness
Participation
Support
Safety
Interest
Environment
Hay-McBer, D. (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness, London: DfEE, pp27-28
2 wk 8 Professional Practice KP
November 2011

13. Essentials of a Good Classroom
Rules – democratically agreed within the class
Routines
Timetable – the curriculum accessible to pupils
Assessment for learning –sharing success criteria with pupils
Targets for learning
Standards – high expectations
Group and collaborative work
MacGilchrist, B., Myers, K. and Reed, K. (2004) The Intelligent School, London Sage.
2 wk 8 Professional Practice KP
November 2011

14. Classroom Skills an observer a listener a communicator a supporter
a leader
a team member
an organiser
a record keeper
Any more?
2 wk 8 Professional Practice KP
November 2011

15. The teaching skills Hay McBer (2000)
2 wk 8 Professional Practice KP
November 2011

16. Teaching Skills Observation and Interpretation
Organisation and Control
Communication
Presentation
Planning
Problem-Solving
2 wk 8 Professional Practice KP
November 2011

17. Tasks of the Teacher Observation of Children
Organisation of the Learning Programme
Selection of Learning Materials
Presentation of the Learning Materials
Matching Work to Children
Structuring Children’s Learning
2 wk 8 Professional Practice KP
November 2011

18. Tasks of the Teacher [Cont]
Training Learning Behaviour
Providing Inspiration and Encouragement
Organising a Learning Environment
Developing a Classroom Ethos/Relationships
Assessing and Recording Children’s Progress and Development
2 wk 8 Professional Practice KP
November 2011

19. Tasks of the Teacher [Cont again]
Assessing Teaching Performance and Approaches
To Be Part of a Team
To Be a Learner
To be a Role Model
To Liaise with Parents/Carers
To Liaise with Outside Agencies
To Maintain Confidences
2 wk 8 Professional Practice KP
November 2011

20. Two Parts of Practice
Technical Skills Planning Classroom organisation Assessment and recording Liaise with outside agencies Marking Resource management Subject knowledge
Professional Practice Relationships with pupils Address individual learning needs Liaise with parents/ carers Be a member of staff Be a role model Reflection Portray the role
2 wk 8 Professional Practice KP
November 2011

21. The Teacher’s Knowledge
Of:-
Self
Child Development
Children’s Learning
Group Behaviour
Curriculum
2 wk 8 Professional Practice KP
November 2011

22. A Good Teacher Develops in Their Pupils
Independence
Responsibility
Confidence
Self-Esteem
Creativity
Collaboration
Reflection
2 wk 8 Professional Practice KP
November 2011

23. Teaching is …not only a matter of providing instruction, but it also presumes intent on the part of the teacher that he or she is attempting to achieve some specific goal…Teaching is therefore an intentional as well as an interpersonal, interactive activity typically involving verbal communication which is undertaken for the purpose of helping one or more students learn or change the ways in which they can or will behave.
(Galton, M. (2007) Learning and Teaching in the Primary Classroom. London: Sage p 8)
2 wk 8 Professional Practice KP
November 2011

24. Hargreaves 1994
Teachers don’t merely deliver the curriculum. They develop it, define it and reinterpret it too. It is what teachers think, what teachers believe and what teachers do at the level of the classroom that ultimately shapes the learning that young people get.
2 wk 8 Professional Practice KP
November 2011

25. The model of professional characteristics
Hay McBer (2000)
2 wk 8 Professional Practice KP
November 2011

26. What does it mean to be a professional?
Learning
Participation
Collaboration
Co-operation
Activism
Teaching as a moral enterprise
Day, C.(1999) Developing Teachers, London: Falmer Press. p13
2 wk 8 Professional Practice KP
November 2011

27. Teaching :An Unlimited Role…
A lollipop man
A wildlife ranger
A football referee
A cricket umpire
A fairground stallholder
A lion
A pantomime Dame
A librarian
Sports coach
Choirmaster
Substitute vicar
Offsite activity leader
A swimming instructor/lifeguard
First aider
A coach driver
A hunter
A shoulder to cry on
Dinner lady/person
Maintenance man
Charity worker
Banker
Director
Artist
Maker of Speeches
Gardener/environmentalist
A child-catcher
Storyteller
Etc etc etc
2 wk 8 Professional Practice KP
November 2011

28. Reflection Have you considered what “being professional” means to you?
From whom or where do you get your values, principles and attitudes?
How will you develop your own professionalism?
What will you do to achieve this?
2 wk 8 Professional Practice KP
November 2011