Function of a teacher

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function of a teacher

The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply. Hottest Questions. Previously Viewed. Unanswered Questions. Job Training and Career Qualifications. What are the duties and responsibilities of a teacher? Wiki User Teachers help students improve education for their future. They are meant to tell you what the world is about. There are many duties and responsibilities a teacher has. The following is a general overview.

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function of a teacher

State your understanding of your main duties and responsibilities. Duties and responsibilities of captain. Trending Questions.Teaching is the most respectable profession in the world but the governments are using teachers as a tool.

According to him, teaching is not different from slavery. Teachers nowadays do not talk about revolutionary ideas nor do they help students to increase their creativity. In other words, they have no passion of teaching. Teaching is just a boring job for them since they have no freewill.

History is evident that teachers like Socrates were put to death. Similarly, Plato was thrown into prison. Regardless of that they did not stop their doctrines. In modern world, situation is entirely opposite. If they have any, they are beneficial for the State only. Every teacher is a puppet in the hands of government and system.

He fears that teachers have no freedom at all. Bertrand Russell is of the view that in modern world government has reduced functions of a teacher. In this way, teachers have lost their freedom of teaching. He accepts that education is necessary for everyone and it should be given by the State but boundaries should not be assigned to teachers. He further argues that in vast majority teachers have become civil servants. Education in every country is different because it is based on propaganda.

His intention is to save a teacher becoming a tool in the hands of the government. Biased attitude of a teacher ruins a nation. Teacher should differentiate between right and wrong. If he is preferring his own nation, religion and culture without making difference between right and wrong then he is not a teacher but a propagandist.

He should teach his pupils what is right and not what is beneficial for a State. Humanity is above all thinks Bertrand Russell and one of the major functions of a teacher is to teach humanity to his pupils.

He should not twist reality as per desire of his government. Welfare of mankind should be the first priority. If a teacher is preferring his own nation and country to other nations and countries of the wold then it means that he is teaching envy, pride and cruelty to his pupils. While defining functions of a teacher, he says that a true teacher turns cruelty into kindness.

Bertrand Russell is right when he says that functions of a teacher are to educate and teach equality.

function of a teacher

Doing so, a teacher serves mankind and promotes education. Moreover, it is practically applicable.A teacher is the force that drives the educational system in the United States. They are the ones who interact with students and have to deal with the parents.

A teacher often has many roles to play. A teacher leader role is one that needs to be embraced if he or she wants to function effectively in the classroom. Here are five roles that a teacher often has to fill in order to be the best educator they can be.

One of the top roles a teacher must fill is that of a resource specialists. There will be many people who will come to the teacher seeking information.

The Functions of a Teacher

Even if the person is only seeking a source of information, the teacher is the one who must know how to find what the student is looking for. Once the teacher has given the information to the student or coworker, he or she will often have to instruct the student on how to use the information.

Students are the ones who need support when learning a new skill or piece of information. A teacher must act as the support person when the student needs this help. Support can come in many forms such as a coach, leader and even a counselor. In professional circles, a teacher may even have to support other teachers leading a particular subject matter. One of the biggest roles a teacher may have is that of a mentor.

Teacher's Role in Inquiry-Based Learning

Students look up to teachers and may pattern their own behavior and work ethic to match the instructor. An older teacher can even be a mentor to a younger teacher who is just starting out in the profession.

A leader in a school is a person who takes on extra tasks such as leading the PTA meetings and even helping set up a gym for a big event. Teachers who are active in the school will often have more jobs than just the one they were hired to perform.

Often, the goals of the teacher will match the direction that the school is taking. One last important role a teacher must fill is that of a learner. Anyone who has been involved in a profession long enough knows that there is always something new to learn. A learner is a person who is always growing in life and will never claim that they know it all.

A teacher will be challenged everyday with a new task that will help them grow into a better person. A teacher is a person who will have to fill many roles.Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. But teachers fill a complex set of roles, which vary from one society to another and from one educational level to another.

Some of these roles are performed in the school, some in the community. Roles in the school or university. Mediator of learning. Surrogate of middle-class morality. Agent of social change. In those areas in which teaching has not yet become a profession, the teacher may fill fewer of these roles. The primary-school teacher in a simple agricultural society, for example, will fill only the first five of the school roles and the first and possibly the second of the community roles.

Some of the roles conflict; that is, the performance of one, that of disciplinarian, for example, tends to conflict with another, such as that of confidant to students, or the role of independent and creative scholar will tend to conflict with that of the bureaucrat. In the community the role of surrogate of middle-class morality tends to conflict with the role of agent of social change. In the presence of these role conflicts, the teacher must learn to balance, to know when and how vigorously to act in a particular role, and when to shift to another in a flexible way.

function of a teacher

The family, the government, the church or religious authority, and the economic or business-industrial authority all have an interest in the development of children and youth, and all play a part, therefore, in setting up and controlling formal and many informal means of education.

In the more-developed societies, they employ teachers to do the work of educationand they work out with the teacher an understanding of what the teacher is expected to do. The elementary-school teacher must teach the basic mental skills—reading, writing, and arithmetic.

Beyond this, the elementary-school teacher must teach facts and attitudes favourable to the nation or the church or any other institution supporting the school. Thus, he must teach in a way that is favourable to communism in China, to a mixed capitalist-socialist economy in Britain or the United States, to the French or Brazilian systems in France or Brazil, and so forth.

In a society in which schools are directed by churches or religious groups, as in Spain, he must teach the relevant religious beliefs and attitudes. Many systems, for instance, require secondary schools to teach about the pitfalls of alcohol, drugs, and tobacco. A growing number of nations require teaching in favour of conservation of natural resources and protection of the physical environment against air and water pollution.

With the ending of the military occupation, however, the Japanese government reintroduced a compulsory course in moral education, which became a source of major controversy between conservatives and progressives within the Japanese educational profession. Matters of curriculum and choice of textbooks and materials of instruction are determined in some countries with little or no participation of the individual teacher. Thus, in France, with a highly centralized national educational system, the course of instruction in the elementary schools is fixed by the Ministry of Education.

In the United States, where each of the 50 states is its own authority, there is much more curricular variation. Some states require statewide adoption of textbooks, whereas others leave such matters to local decision. Many large-city school systems have a curriculum department to set policy in such matters, and the individual teacher in a city school system or in certain state systems thus has relatively little power to decide what to teach. There is more flexibility at the secondary-school level than in the primary-school level.

As for methods of teaching within the classroom, the individual teacher probably has more autonomy in the United States than in most European school systems. The university teacher almost anywhere in the world has substantial autonomy in the choice of textbooks, of content to be covered in a particular course, and of methods of teaching.

In general the only limits on the university teacher are set by the nature of the teaching assignment. If he is one of a number of teachers who teach a popular course, such as general chemistry or physics or history, which is taken by several hundred students and offered by several different instructors, he may have to use the same textbooks as those used by other instructors, and he may have to prepare his students for common examinations.

On the other hand, in those courses that he alone gives, he has wide freedom to choose the content and methods of instruction. In terms of the professional responsibility of teachers for what they teach, there is a major distinction between the university and elementary-secondary school systems.

At the level of higher educationteachers have the power and the responsibility of defining the curriculum—its contents and its methods. This is the essence of academic freedom in higher education. The governing board of the university, whether it be a government or independent university, does not tell teachers what to teach or how to teach. There are, nevertheless, some external requirements operative on the university teacher.

If he is preparing his students for examinations not under university control civil service examinations, state bar and medical examinations, examinations for a certificate as a public accountant, or the likehis autonomy is limited by the necessity that his students be well prepared for these external examinations. In contrast to the power of the university governing board, the board of an elementary- or secondary-school system has, but generally delegates to the school administration, the power to determine what is taught.

The school administration, consisting of the superintendent, school directors, inspectors, and curriculum specialists, has effective power over the curriculum and brings the classroom teacher into the process as much or as little as it chooses.Public servants like teachers, firemen and police officers are the backbone of the community.

Teachers play vital roles in the lives of the students. Beyond simply educating, teachers serve many other roles in the classroom. Teachers can set the tone of their classrooms, build a positive learning environment, mentor and nurture students, become strong role models and listen and look for signs of trouble.

One of the most common role a teacher plays in the classroom is to teach information to children. Teachers are given a curriculum they must follow that meets state guidelines and is often matched to assigned standardized tests. This curriculum is followed by the teacher ensuring pertinent knowledge is taught to the students throughout the year. Teachers instruct in many ways beyond textbooks including lectures, small group activities, project-based learning, laboratory experiments and hands-on learning activities.

Teachers also play an important role in the classroom related to the learning environment by supporting either a positive or negative setting. If a teacher presents a soothing, happy classroom environment, students are more likely to be calm and happy. If students sense the teacher is angry, students may react negatively which can result in a hostile educational setting which can impair learning.

Teachers are ultimately responsible for the social behavior within their classrooms. While the teacher does work to create a positive, encouraging atmosphere, there are other factors to consider including on-site administration, student behaviors, clustering of students and outward influences from the district.

Teachers also have extenuating circumstances in their personal lives that may affect their classroom even as they try to remain professional. Students spend a great deal of time with their teachers during the school year.

7 essential functions of a school as an agency of education

Teachers are typically highly-respected by the community and become role models to students and parents, even inadvertently. Most teachers strive to be good role models for their students by not only maintaining professionalism in the classroom but encouraging similar positive behaviors by their students. A student interested in a future teaching career might further find their classroom teacher to be an excellent mentor. Mentoring is a another role taken on by teachers.

Like role modeling, mentoring as an interaction between teacher and student, can have positive or negative effects. Mentoring refers to the way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning.Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. This chapter focuses on teaching and learning mathematical functions. For example, a functional relationship between quantities is at play when we are paying for gasoline by the gallon or fruit by the pound.

We need functions for financial plans so we can calculate such things as accrued income and interest. Functions are important as well to interpretations of local and world demographics and population growth, which are critical for economic planning and development. Functions are even found in such familiar settings as baseball statistics and metric conversions. Algebraic tools allow us to express these functional relationships very efficiently; find the value of one thing such as the gas price when we know the value of the other the number of gallons ; and display a relationship visually in a way that allows us to quickly grasp the direction, magnitude, and rate of change in one variable over a range of values of the other.

While we can list each set of values, it is very efficient to say that for all values in gallons which we call x by conventionthe total cost which we call y by conventionis equal to 2x. As functional relationships become more complex, as in the growth of a population or the accumulation of interest over time, solutions are not so easily calculated because the base changes each period.

In these situations. Many students would be more than a little surprised at this description. Few students view algebra as a powerful toolkit that allows them to solve complex problems much more easily. Rather, they regard the algebra itself as the problem, and the toolkit as hopelessly complex. This result is not surprising given that algebra is often taught in ways that violate all three principles of learning set forth in How People Learn and highlighted in this volume.

Because students have many encounters with functional relationships in their everyday lives, they bring a great deal of relevant knowledge to the classroom. That knowledge can help students reason carefully through algebra problems. Box suggests that a problem described in its everyday manifestation can be solved by many more students than the same problem presented only as a mathematical equation. Yet if the existing mathematics understandings students bring to the classroom are not linked to formal algebra learning, they will not be available to support new learning.

The second principle of How People Learn argues that students need a strong conceptual understanding of function as well as procedural fluency. The new and very central concept introduced with functions is that of a dependent relationship : the value of one thing depends on, is determined by, or is a function of another.

The kinds of problems we are dealing with no longer are focused on determining a specific value the cost of 5 gallons of gas. They are now focused on the rule or expression that tells us how one thing cost is related to another amount of gas.

Within mathematics education, function has come to have a broader interpretation that refers not only to the formal definition, but also to the multiple ways in which functions can be written and described. Each of these representations describes how the value of one variable is determined by the value of another.

Conceptually, students need to understand that these are different ways of describing the same relationship. Instruction should also help students develop a conceptual understanding of function, the ability to represent a function in a variety of ways, and fluency in moving among multiple representations of functions.

Because mathematical relationships are generalized in algebra, students must operate at a higher level of abstraction than is typical of the mathematics they have generally encountered previously. At all levels of mathematics, students need to be engaged in monitoring their problem solving and reflecting on their solutions and strategies.

But the metacognitive engagement is particularly important as mathematics becomes more abstract, because students will have few clues even when a solution has gone terribly awry if they are not actively engaged in sense making.

Consider the problem in Figure a. How might students approach and respond to this problem?The primary role of a teacher is to deliver classroom instruction that helps students learn. To accomplish this, teachers must prepare effective lessonsgrade student work and offer feedback, manage classroom materials, productively navigate the curriculum, and collaborate with other staff.

But being a teacher involves much more than executing lesson plans. Teaching is a highly sophisticated profession that regularly extends beyond academics. In addition to ensuring that students experience academic success, teachers must also function as surrogate parents, mentors and counselors, and even almost-politicians. There is almost no limit to the roles a teacher may play. Elementary school teachers contribute tremendously to student development. A child's experiences in their formative years shape them into the person they will become and teachers help in no small way to discover who that will be.

Because teachers are such a big part of their students' lives, many develop almost parental relationships with them. Due to the sheer amount of time that school is in session, teachers are tasked with being positive role models and mentors to their students every day. Students learn so much more than math, language arts, and social studies from their teachers—they learn social skills like how to be kind to others and make friends, when to ask for help or be independent, how to distinguish between right and wrong, and other life lessons that parents tend to echo.

In many cases, students learn these things from teachers first. The nuances of a teacher's role as a semi-parent largely depend on the age of their students but almost all teachers learn to care deeply for their students and always want the best for them.

Whether a student is close with their teacher or not, they probably respect and revere them much like they do their own parents or guardians and teachers probably treat them as they would their own children. In some cases, teachers may be a student's only mentor. Even though a teacher is often like a parent, that doesn't leave a child's real family out of the picture—teachers are only one part of a larger equation.

Teaching demands almost daily communication with families about everything from academics to behavior. Some of the most common forms of parent-teacher interaction include:. On top of these standard practices, teachers must often explain their choices to parents and conciliate them when there is conflict.

If a parent or guardian finds out about something going on in the classroom that they don't like, a teacher must be prepared to defend their choices and their students. They must make informed decisions about how to act in their students' favor and then be able to justify these, always standing firm but hearing families out.

Teachers are the middlemen between parents and their children in education and parents are easily frustrated when they don't understand how or why something is being taught. Teachers must keep families in the loop as much as possible to prevent this but also be ready if someone is displeased with their decisions. Teaching entails always championing what is best for students and explaining how practices are beneficial as needed. A teacher's role is ever-changing. While teachers were once issued curriculum materials with a clear set of instructions detailing exactly how to teach them, this was not an equitable or effective approach because it did not acknowledge student individuality or real-life application.

Now, teaching is responsive—it evolves to fit the needs and demands of any political and cultural climate. A responsive teacher counsels their students to use the knowledge they learn in school to become valuable members of society.


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