Tuesday, May 13, 2014


Teaching - learning processes and professional development of student teachers demand special attention of all concerned in teacher education. The B. Ed. program is often considered as a mixture of a number of trades and tricks and the scenario is marked by conflicting claims of stakeholders. Though these conflicting interests do pop up inside the classroom often, I could manage instructional activities smoothly throughout my teaching career.
This is my twenty fifth year as a teacher educator. Every year I used to modify my teaching style and my students used to enjoy it.  But during the last couple of years there were certain problems with my teaching and I am not satisfied with my performance. I tried to integrate learner centered and activity methods along with ICTs increasingly in my daily teaching. I could not achieve full integration of these two due to a variety of reasons. One of the root causes with the adoption of Learner centered and activity methods is that the university assessment systems do not require a teaching with such an approach and hence student teachers are not basically motivated to adopt these in their daily learning. Final assessment is rote memory based and do not require student teachers develop essential professional skills. The major problem with teaching with technology - especially with online/ digital tools is the lack of access to relevant technology by all student teachers. This also creates much discomfort in the learning process. It is my basic belief that exposure to ICT tools by student teachers is very much essential because the future teaching learning scenario demands it. Though the scope of addressing these two challenges seems still bleak this year, one emerging positive component is that with the restructured curriculum being implemented by the University from this year, there is a big talk about ‘techno pedagogy’ and ICT integration all around.  I am planning to continue the integration of the above two aspects in my teaching this year also with a renewed vigour.
The following five principles will the backbone of my teaching this year.
 1. Vision: Teach with Empathy.
The novice student teacher of today comes from a myriad of social, economic and educational problems. I am convinced that what they need more than pedagogic discourses are an empathetic support for their professional development as a teacher of 21st century. I am also convinced that the whole young generation needs the same type of scaffolding and hence I will help my student teachers develop the philosophy of empathetic teaching. A variety of activities will be adopted for the accomplishment of this vision. While transacting the curriculum I will adopt the ‘modern 3 Rs’- Relevance, relationship and reflection.
2. Mission: Develop Communication Skills.
Development of communication skills is an essential prerequisite for practicing empathetic teaching. The student teachers generally hold a lopsided view of communication skills by focusing on verbal communication only- that is even in English language. I will help them develop an integrated view on communication.
3. Teaching Approach – Real Life, Problem Based and Constructivist
In order to successfully attain the above goals, I will log on to real life, problem based and constructivist approach in my class. I do hope that my students will enjoy this approach. The curriculum stipulates the undertaking of practicum activities by student teachers. I will develop real life scenario based practicum activities and student teachers are expected to develop professional skills by addressing these issues.
4. Classroom Tools- People, Media and Technology.
People, Media and technology will be used to maximum extents to drive everyday discussions and learning interesting. Individual, small group and large group activities and project will be assigned. Student teachers will be encouraged to share and reflect their experiences with people, media and technology. Special sessions and activities will be organized to ensure basic technology exposure to every one of the student teachers.
5. Assessment
A variety of dynamic assessment methods- self, peer, mentor, facilitator- will be encouraged. Reflective Practice will be promoted on a daily basis as a tool for professional development .Student teachers will be encouraged to develop their Professional Portfolios. Since the summative part of the assessment process is with the university, I will try to make the formative part as learner centered as possible.
            It is my earnest ambition to provide my students with internationally comparable learning experiences in my course this academic year. I am assigned to engage the course Edu – 01: Philosophical and Sociological Perspectives of Education. I developed the following ‘Course Outcomes’ for my course in Semester I.
CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.
CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.
CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.
CO4. Value the involvement and support of parents, guardians, families and communities in schools.
CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.
For the course syllabus please CLICK HERE .
Your valuable comments are earnestly solicited. E-mail: tuzhuvath@gmail.com mob. 9895604200

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