TEACHING ETHIC AND CLASSROOM MANAGEMENT

 

TEACHING ETHIC

The code of ethics for teachers is designed to protect the rights of the students, all the students. It is important that teachers understand that when they get a teaching position they are agreeing to follow the code of ethics.

In the appreciation of the critical role the teachers play in social, economic and political growth of the nation, the Nigerian Government deviced ‘some strategies to reposition teaching as a noble profession and to sanitize the profession in Nigeria.

 The Teachers code of conduct (2004) UNESO/ILO

CODE OF PROFESSIONAL ETHICS

I. Teachers and their Responsibilities:

Whoever adopts teaching as a profession assumes the obligation to conduct · himself / herself in accordance with the ideal of the profession. A teacher is constantly under the scrutiny of her/his students and the society at large. Therefore, every teacher should see that there is no incompatibility between her/his precepts and practice. The national ideals of education which have already been set forth and which she/he should seek to inculcate among students must be her/his own ideals. The profession further requires that the teacher should be calm, patient and communicative by temperament and amiable in disposition. Teacher should:

 (i) Adhere to a responsible pattern of conduct and demeanor expected of them by the community;

(ii) Manage their private affairs in a manner consistent with the dignity of the profession;

(iii) Seek to make professional growth continuous through study and research;

(iv) Express free and frank opinion by participation at professional meetings, seminars, conferences etc., towards the contribution of knowledge;

(v) Maintain active membership of professional organisations and strive to improve education and profession through them;

(vi) Perform their duties in the form of teaching, tutorials, practicals, seminars and research work, conscientiously and with dedication;

(vii) Discourage and not indulge in plagiarism and other non-ethical behaviour in teaching and research;

(viii) Abide by the Act, Statute and Ordinance of the University and to respect its ideals, vision, mission, cultural practices and tradition;

(ix) Co-operate and assist in carrying out the functions relating to the educational responsibilities of the college and the university, such as: assisting in appraising applications for admission, advising and counselling students as well as assisting the conduct of university and college examinations, including supervision, invigilation and evaluation; and

(x) Participate in extension, co-curricular and extra-curricular activities, including the community service.

II. Teachers and Students Teachers should:

(i)                 Respect the rights and dignity of the student in expressing her/his opinion;

(ii) Deal justly and impartially with students regardless of their religion, caste, gender, political, economic, social and physical characteristics;

(iii) Recognise the difference in aptitude and capabilities among students and strive to meet their individual needs;

(iv) Encourage students to improve their attainments, develop their personalities and at the same time contribute to community welfare;

(v) Inculcate among students scientific temper, spirit of inquiry and ideals of democracy, patriotism, social justice, environmental protection and peace;

(vi) Treat the students with dignity and not behave in a vindictive manner towards any of them for any reason;

(vii) Pay attention to only the attainment of the student in the assessment of merit;

(viii) Make themselves available to the students even beyond their class hours and help and guide students without any remuneration or reward;

(ix) Aid students to develop an understanding of our national heritage and national goals; and

(x) Refrain from inciting students against other students, colleagues or administration.

III. Teachers and Colleagues Teachers should:

(i) Treat other members of the profession in the same manner as they themselves wish to be treated;

(ii) Speak respectfully to other teachers and render assistance for professional betterment;

(iii) Refrain from making unsubstantiated allegations against colleagues to higher authorities; and

(iv) Refrain from allowing considerations of caste, creed, religion, race or sex in their professional endeavour.

IV. Teachers and Authorities Teachers should:

(i) . Discharge their professional responsibilities according to the existing rules and adhere to procedures and methods consistent with their profession in initiating steps through their own institutional bodies and / or professional organisations for change of any such rule detrimental to the professional interest;

(ii) Refrain from undertaking any other employment and commitment, including private tuitions and coaching classes which are likely to interfere with their professional responsibilities;

(iii) Co-operate in the formulation of policies of the institution by accepting various offices and discharge responsibilities which such offices may demand;

(iv) Co-operate through their organisations in the formulation of policies of the other institutions and accept offices;

(v) Co-operate with the authorities for the betterment of the institutions keeping in view the interest and in conformity with the dignity of the profession;

(vi) Adhere to the terms of contract; (vii) Give and expect due notice before a change of position takes place; and

(viii) Refrain from availing themselves of leave except on unavoidable grounds and as far as practicable with prior intimation, keeping in view their particular responsibility for completion of academic schedule.

V. Teachers and Non-Teaching Staff Teachers should:

(i) Treat the non-teaching staff as colleagues and equal partners in a cooperative undertaking, within every educational institution;

(ii) Help in the functioning of joint-staff councils covering both the teachers and the nonteaching staff.

VI. Teachers and Guardians Teachers should:

(i) Try to see through teachers' bodies and organisations, that institutions maintain contact with the guardians, their students, send reports of their performance to the guardians whenever necessary and meet the guardians in meetings convened for the purpose for mutual exchange of ideas and for the benefit of the institution.

 

 

VII. Teachers and Society Teachers should:

(i) Recognise that education is a public service and strive to keep the public informed of the educational programmes which are being provided;

(ii) Work to improve education in the community and strengthen the community's moral and intellectual life;

(iii) Be aware of social problems and take part in such activities as would be conducive to the progress of society and hence the country as a whole;

(iv) Perform the duties of citizenship, participate in community activities and shoulder responsibilities of public offices;

(v) Refrain from taking part in or subscribing to or assisting in any way activities, which tend to promote feeling of hatred or enmity among different communities, religions or linguistic groups but actively work for national integration.

 

CLASSROOM MANAGEMENT 

This is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. The term also implies the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.

CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES

1. Model ideal behavior: Demonstrate behavior you want to see by holding mock conversations and interactions with another teacher in front of your students.

2. Let students help establish guidelines: Ask students what they think is and isn’t acceptable behavior, encouraging them to suggest rules for the academic year.

3. Document rules: Ensure your guidelines aren’t forgotten by writing them down and distributing them as a list for students to keep and reference.

4. Avoid punishing the class: Address isolated behavior issues instead of punishing the entire class, so as to avoid hurting your relationships with on-task students.

5. Encourage initiative: Promote growth mindset by allowing students to work ahead in certain units, delivering brief presentations to reinforce your lesson material.

6. Offer praise: Recognize hard work by openly congratulating students, encouraging ideal behavior and inspiring the class.

7. Use non-verbal communication: Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

8. Hold parties: Throw an occasional classroom party to acknowledge students’ hard work, motivating them to keep it up.

9. Give tangible rewards: Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

10. Make positive letters and phone calls: Make positive phone calls and send complimentary letters home, possibly encouraging parents to further involve themselves in their children’s learning.

11. Build excitement for content: Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

12. Offer different types of free study time: Provide different activities during free study time — such as group note-taking — to help students who can’t process content in silence.

13. Write group contracts: Help student group work run smoothly by writing contracts that contain clear guidelines, asking each group member to sign a copy.

14. Assign open-ended projects: Encourage students to tackle open-ended projects to allow them to demonstrate knowledge in ways that suit and appeal to them.

15. Give only two marks for informal assessments: Consider avoiding standard marks on informal and formative assessments, simply stating if a student did or didn’t meet expectations. If they didn’t, give them a task to improve competency.

16. Use EdTech that adjusts to each student: Give students who struggle to process content opportunities to use adaptive learning technology, such as Prodigy.

17. Interview students: Interview students who aren’t academically engaged or displaying prosocial behavior to get insights about how to better manage them.

18. Address bad behavior quickly: Don’t hesitate when you must address bad behavior, as acting sooner rather than later will ensure that negative feelings don’t fester.

19. Consider peer teaching: Use peer teaching activities — such as paired reading — if you feel your top performers can help engage and educate disruptive and struggling students.

20. Gamify personal learning plans: Motivate students on personal learning plans by gamifying those plans, through tactics such as awarding XP (experience points) throughout a unit to quantify skill mastery.

 

 

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