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BEd 2nd Year Describe factors belonging to the Teacher

BEd 2nd Year Describe factors belonging to the Teacher

BEd 2nd Year Describe factors belonging to the Teacher

BEd 2nd Year Describe factors belonging to the Teacher: In this post, we will learn about BEd 2nd Year Describe factors belonging to the Teacher. In Bed 2nd Year there is one of the most important questions comes from Growing up as a Learner. BEd 2nd Year Describe factors belonging to the Teacher. Teaching is a social and professional activity. It is a process of development. Teaching is a system of actions that induce learning through interpersonal relationships. and all the rest you will study in this Blog.

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BEd 2nd Year Describe factors belonging to the Teacher
BEd 2nd Year Describe factors belonging to the Teacher

Factors Belonging to the Teacher

The factors affecting learning related to the teacher may be specified as under-

  1. Knowledge of Subject- The teacher’s knowledge related to his subject, experience, and ability has a direct bearing on the learning of the students. If a teacher does not possess a deep knowledge of his subject he can’t give enough to his students.

On the contrary, if a teacher has full command over his subject and has mastery over the subject matter, he will be capable of giving new knowledge to his student with full confidence and his teaching will be effective, undoubtedly.

Generally, students like those teachers who are masters of their subjects. Such teachers, on the other hand, face very few disciplinary problems. On the other side, teachers who lack competency on their part deal with students in a negative manner and indulge themselves in non-academic activities or cheap politics on the college campus. Good teachers are praised by their students like anything. (BEd 2nd Year Describe factors belonging to the Teacher)

  1. Teacher’s Behaviour-Teacher’s behavior influences the learning of students directly. A teacher should inherit all the essential qualities of a good teacher. Sympathy, cooperation, objectivity, sweet-tempered, politeness, etc., are all such traits that should be reflected in a teacher’s behavior always. (BEd 2nd Year Describe factors belonging to the Teacher)

These traits will help in making the environment of the school congenial and praise-worthy. Students will feel relaxed in the company of such teachers and face them with no difficulty in discussing their personal problems.

Apart from it, if a teacher is rough and tuff in his behavior, the students will not like his subject, or his company and will be compelled to leave the class moreover, they may turn to be truants. Also, the teacher should be objective in his dealing with his students. He must be impartial. no subiective attitude. (BEd 2nd Year Describe factors belonging to the Teacher)

Because if it all happens the student will start hating their teaching and may develop a hatred attitude toward him permanently in the near future. Thus, the teacher should not be biased while dealing with so many activities related to school and classroom teaching

  1. Knowledge of psychology- Every teacher must have extensive knowledge of psychology without which he can neither know the student nor set the stage for learning. The elementary and secondary school teachers are most concerned with the psychology of childhood, psychology of adolescence and in such a way that educational psychology.

The latter deals with the application of psychological facts and control. So, it is rightly said that knowledge of educational psychology is a must for a teacher. In this context, it is quite apparent that until a teacher does not acquire a proper understanding of the principles of Psychology, it is very difficult for him to make use of these principles in the field of education.

Hence, it is quite justified that he should have a deep knowledge of most common concepts of psychology such as-process of child development, heredity, individual differences, motivation, theories of learning, etc. By making use of all these a teacher can make his teaching effective. (BEd 2nd Year Describe factors belonging to the Teacher)

Further, in the classroom situation, he has to deal with a variety of students at the same time. To gain mastery over such situations and to handle problems of Individuals it is unavoidable for a teacher to have a detailed knowledge of educational psychology otherwise he will be an utmost failure with regard to so many classroom complex situations.

It is only knowledge of psychology that makes a teacher fully competent and enthusiastic in dealing with his students.

  1. Methods of Teaching—The traditional methods of teaching were more formalized, conservative, teacher dominated as opposed to modern, more flexible pupil-involved, learner-centered methods. Although the more formal subject-oriented procedures are not without merit, particularly for imparting information to large classes of pupils, they frequently fail to evoke vibrant pupil participation which is conducive to a healthy learning atmosphere and desirable concomitant outcomes.

In the modem era, it is now recognized that the subjects should be taught as activities. This activity principle was sponsored by Froebel and later developed by Dewey. The secondary education commission also the observes-the point of departure for all reforms in the method must be the realization that knowledge has to be actively acquired by every individual through independent efforts.

The basis of teaching must therefore be the organization of the subject matter into units or projects which would create opportunities for self-activity on the part of students. (BEd 2nd Year Describe factors belonging to the Teacher)

Teaching methods have a direct link with the learning process. Consequently, each teacher has a unique method of teaching. Similarly, all the students cannot be taught by a single method. If the method of teaching is scientific in nature it will help in making the teaching effective. Also, the learning process will be easier and more purposeful.

Realizing this very need of the students educationists have developed modem methods and techniques of teaching.

To name a few are-Play way methods, Learning by doing, Learning by observation, Project Method, Heuristic method, Discovery method, Programmed instruction, Text-Book Method, Supervised-study method, Teaching machines, etc.

Apart from the above methods, a teacher has to adopt his unique teaching style. It is commonly seen that a teacher is academically and professionally sound but his teaching is not effective in the classroom.

There may be so many reasons behind the same but the most sensed factor is the teacher’s personal problem orientation technique, in the absence of which a student does not keep pace with the teacher and hesitates in sharing his personal problem with the teacher. Hence, personal rapport which the teacher is also needed for the success of teaching.

  1. Knowledge of Individual Differences-In early days educational practice assumed that all pupils should be put into the same “mold”. In the pupils did not fit the “mold” attempts were made to remodel them rather than change the “mold”. All students were required to pursue the same course of study and they were taught by the same methods. Very little consideration was paid to the individual differences. (BEd 2nd Year Describe factors belonging to the Teacher)

Recently, it has been found that the differences among people are large in every trait that human beings possess. Ralph Waldo Emerson said, “Nature does not rhyme her children.” The likeness may be found in a few anatomical characteristics such as height, chest measurement, blood pressure, pulse rate, etc., but it is almost impossible to be found in general appearance, intelligence, emotional nature, and in the hundreds of other characteristics which every person possess.

Every class in a school consists of individuals of whom no two are similar.

So, knowledge of individual differences is a must for a teacher. Each student has his own interests, attitudes, aptitudes, needs, potentialities, capabilities, values, etc., and on account of these, some students grasp the knowledge imparted by their teachers easily while some grasp it with some difficulty, and some of the students totally fail to grasp anything given by the teacher.

Generally, a teacher has to face three types of students in his class-backward, normal and gifted children.

To plan teaching accordingly to the needs of these students or to satisfy the needs of all these students at the same time is really difficult and challenging for the teacher. To keep pace with this problem the teacher plans his teaching strategies keeping in mind the average children. This helps a bit backward as well as the gifted children.

Though, both of these categories seem to be dissatisfied with this approach of the teacher. But, apart from it, there is no proper channel for the teacher that he may try. To go through such channels only knowledge of individual differences can help him to some extent. (BEd 2nd Year Describe factors belonging to the Teacher)

  1. Personality-Good and appealing personality is the basis of successful and effective teaching. From this point of view, the personality of the teacher must be very attractive and influential. He must create an impression or put a stamp on his students keeping the appropriate balance between his deeds and actions.

Students learn so many things indirectly from the teacher. It is thus a teacher is said to be the best motivator for his students. He forms an idol for his students. Students imitate each and every part of his behavior gladly.

So, it is on the part of the wh fencer how he creates an example for others. For this, he has to be very much cautious in his behavior and has to exhibit all those traits through his personal What are welcomed most by most of the societal member’s personalities should view as the entire qualitativeness of a person or as an integrated pattern of traits.

Teachers should keep in their mind that personality is shaped by and inter-woven with the social environment and culture is the ability emerges. To shape a student’s personality he should always bear in his furniture is the ground from which is just a bundle of ideas, attitudes, and intelligence depends a good deal on the people with whom the individual is constantly associated.

  1. No Care to Foster Individuality-The aim of education should be to develop to the full of potentialities of every child in school in accord always with the general good of society. It is to develop each individual into a coordinated personality with socially desirable qualities. It is to develop each individual into a happy well-co-ordinated personality with socially desirable qualities. It is to produce good citizens who will have sense enough of public affairs, discernment enough

to choose the right officers, self-control, enough to accept the decision of the majority, honesty, enough to seek the general welfare rather than his own at the expense of the community, public spirit, enough to face trouble or even danger for the good of the community. (BEd 2nd Year Describe factors belonging to the Teacher)

It would be no exaggeration if we call a traditional school a prison, the pupil’s person and the teacher superintendent of the prison where everything was superintendent (teacher) centered and subject-centered, where no attention was paid to the psychology of the child. (BEd 2nd Year Describe factors belonging to the Teacher)

The children, in the schools, were just like parrots in the cage who were made to cram certain bits of dis-organized, dis-connected facts of knowledge that had no value in their later life. (BEd 2nd Year Describe factors belonging to the Teacher)

K.G. Saiydian writes-By their methods of teaching and learning and these schools actively suppress individuality and let children’s gifts die of inanition and disuse. They are responsible for heartless ling waste of the fine human potentialities implicit in their pupils.

  1. Lack of Personal Contact between Teacher and Taught-The size of es in our schools is too large to permit close pupil and teacher contact. Therefore, teachers cannot look at the individual’s habits, aptitudes, attitudes, personal traits, needs, potentialities, etc. (BEd 2nd Year Describe factors belonging to the Teacher)

Secondary education commission writes, “The increase in the size of classes has considerably reduced personal contacts between the teacher and pupils. Thus the training of character and inculcation of proper discipline has been seriously undermined.”

Teaching, in our schools, had an aim of imparting only factual knowledge through certain exercises in which the teacher was an expounder, drill master, and disciplinarian and the child a passive recipient of verbal and visual impressions. It was assumed that the natural inclination of the child was against the such subject matter.

The intermediary factor which was used to bridge the gap between the teacher and the teacher was discipline, an external force that made the child to memories that subject matter. There was nothing that could cater to the intellectual, emotional, and physical growth of the child. The child could not develop into anything but a suppressed personality in the absence of proper rapport between the teacher and the taught. (BEd 2nd Year Describe factors belonging to the Teacher)

  1. No Emphasis on Co-curricular Activities—The purpose of the traditional school was to import certain fragments of isolated knowledge through different subjects of the curriculum. All other activities were regarded as something for which the school was not legitimately responsible hence, were called extracurricular activities. -But, the modem school aims at all-round development of the child. (BEd 2nd Year Describe factors belonging to the Teacher)

Theodore Roose Velt said, “If all the work that is done or that can be done for our country, the greatest is that of educating the body, the mind and above all the character, giving spiritual and moral training to those who in a few years are themselves to decide the destinies of the nation.” (BEd 2nd Year Describe factors belonging to the Teacher)

The school is responsible for the education of the whole J individual, his physical, intellectual, emotional, moral, and social self. To realize this aim the importance of introducing certain activities having relation to different subjects of the curriculum become clear and hence named co-curricular activities. (BEd 2nd Year Describe factors belonging to the Teacher)

Secondary Education Commission observes that “The school has to formulate a scheme of hobbies, occupations, and projects that will appeal to, and draw out, the powers of children of varying temperaments and aptitudes”.

The co-curricular activities satisfy the needs of young people, promote meaningful learning and develop them into good citizens,

  1. Narrow Curriculum Approach-Previously education in India was under foreign patronage. So, it was divorced from our cultural, social, and economic life. Secondary Education Commission writes-“The curriculum as formulated and as presented through the traditional methods of teaching does not give the student insight into the day world in which they are living.

When they pass out of school they feel ill-adjusted and cannot take their place confidently and competently in the community.”

K.G. Saiyidain puts about a school, ‘It has been treated as a place which should be effectively cut off from the wear and tear and the work and worry of everyday life. It carries on the teaching activities in academic seclusion out of touch with the social and economic life surging around. Thus the school which should actually be an epitome of society was a segregated, divorced and a cut-off place from it.”

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