Explain the professional role its nature and purposes
Professional role: Teachers
are dedicated professionals who have a lasting impact on students. A teacher is
the one, who has the prior experience, which he/she uses to make you grow.
Teachers are specialists in education, in the subjects that they teach, in
their teaching contexts, and in their students, and can use their expertise and
experience as well as evidence to make informed decisions about their teaching
practice. Teachers make judgments about how best to help their students
learn in the environments in which they teach. Teachers also make decisions
about practice to help their students to achieve particular goals. A teacher’s
role mostly is to make informed and intelligent decisions about practice to
achieve various outcomes with and for students in their classes. The two main
roles of the teacher are define as Theorist-
educational philosopher, educational psychologist and educational sociologist,
while as Practitioner- instructor,
director, motivator, adviser, counselor and career master. They generally do so
competently, thoughtfully, and with appropriate caution, in consideration of
their own values and those of their students and other stakeholders.
And the nature and
purpose of the professionalism actually is different for different
teachers. The way teachers reflect be
dependent on particular preferences their ideas for why they choose to interact
with others in work environment.
Nature of Profession:
Teaching as both art and science. It is the discipline of pedagogy. Teaching
profession is the task oriented process.
Teaching profession highly dominated by communication. It is a
continuous, broad and comprehensive process. It is formal and informal process
nature wise. Teaching can occur inside and outside. It is
ever- evolving and dynamic profession. It is conscious process. The crux of the
entire process of teaching profession lies on curriculum, design, structure
organization and transaction modes. Main function of teaching profession is to
provide guidance and training. Teaching is interaction between teacher and
students. Teaching is the Di-polar process, which is one is teacher and other is students. Teaching profession is tri
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Purposes
of Profession: A teacher's
purpose is not to create students in his own image, but to develop
students who can create their own image. Teachers help students learn a
variety of subjects related to students’ personality. It is process of develop
proper attitudes toward learning in leaners.
The purpose of teaching profession is imparting an adequate knowledge of
subject matter in leaner. Teachers’ main
goals are to help students progress in their academics, learn to take
responsibility for their assignments and encourage necessary life skills that carry
into adulthood. As the purpose of a teacher is to guide and enlighten his or
her fellow students or mentees to develop with regards to any aspect of life.
This ability for guidance can only come through two 'E's: Expertise and Experience, which are closely
linked to each other. With the absence of expertise, a teacher will not be
able to showcase his or her students or mentees what is to be done so that they
are walking in the right path of progress, and such expertise can only come
through experience. At the same time, anybody can play both roles of a teacher
and a student simultaneously.
The purpose of teaching
profession can be different with different perspective e.g. as global perspective teacher’s purpose is
to promote a peaceful sustainable environment and planet. From a national perspective, teaching
professional purpose is to produce “another brick in the wall.” A hard working
consumer who is relatively easy to manipulate according to the environment
demands. The parents’ perspective about teaching profession is that to help form
a well-rounded, healthy kid who will do what the parents want. And from the students, kids’ perspective, a teacher’s purpose is to give minimal
homework and good grades while being relatively easy to manipulate. It depend
upon the teachers and organization that which type of perspective they select
for teaching profession to full fill set goals for students growth.
Q2:
Write down the steps of Socratic model for
systematic thinking and questioning. As a teacher how will you use Socratic
questioning to develop critical thinking in students?
Answer:
Part 1: Definition:
The essential aim of
Socratic Method is developing understanding. The Socratic Method,
is a method of hypothesis elimination, in that, better hypotheses are found by
steadily identifying and eliminating those that lead to contradictions. It is a
method of inquiry and instruction employed by Socrates especially as
represented in the dialogue of Plato and consisting of a series of questions
the object of which is to elicit a clear and consistent expression of something
supposed to be implicitly known by all rational beings. The Socratic Method
searches for general, commonly held truths that shape beliefs and scrutinizes
them to determine their consistency with other beliefs. It is also useful
strategy for developing teacher identity through reflective practice.
It is a conversation in which a student is asked to question
their assumptions. It is a forum for open-ended inquiry in which both student
and teacher can use probing questions to develop a deeper understanding of the
topic. As it is a process of developing thinking skills and the ability to
reason deeply and thoroughly. In Socratic Method the teacher
teaches by posing leading questions allowing the pupils to discuss and share
for the sake of knowledge creation, rather than knowledge transfer. Therefore the focus is on giving students question, not
answers. It is an effective thinking tool and helps to promote an inquiring,
probing mind by continually probing into the questions the subject with
question.
Curriculum: The Socratic Method’s content revolved
around real life stories and experiences, allowing the pupils to make their own
deductions by discussing the issues and popular opinions of the society.
Part B: The steps of Socratic
model for systematic thinking and questioning:
Socratic Method using in the order to develop teacher
identity by the reflective practitioner relies on a very systematic way of
questioning and thinking. In a Socratic method there are four steps that
reflective practitioner need to engage with in order to work through a thinking
and questioning process. The ultimate goal for the Socratic learning method is not
to help you to come up with a proposition that you can rest safely with. The
true goal of the method is to help you examine your own beliefs and new
information you encounter. In other words the true goal of Socratic Method is
not so much to finding answers but the process itself actually engaging in
critical questioning, inquiring mode in order to move toward the better
understanding about experiences. Therefore frequently exercising the Socratic
learning method, the individual teacher becomes much more independent as a
reflective practitioner with curiosity and sensitivity toward new information,
and gradually develops a mental habit of active inquiry, learning and very rigorous
& vigorous thinking.
The 4 Steps of Socratic Method can be
represented diagrammatically:
It is defines in a sequence method that is moving from
situation to the decision. For example: learning situation in terms of Socratic
Method, A teacher who experiences some behavior problem in his lesson in class
room. Note have this is frame differently not as problem not at experiences but
as it learning situation and this is quite key Socratic method. The experiences
we have the problems experiences are not spoken of in terms of problem but in
terms of intention learning.
Learning Situation: for example learning situation in terms of
Socratic Method may be as teacher in your lesson you are experiencing some
problem behavior in class room
1.
Eliciting: the first step in Socratic Method is to elicit meaning and
into elicit detail from a learning situation. In example to looking at the good
be teacher proposed that the students
are repeating this behavior in other classes and that might be a starting point
for further questioning and further explanation . For example the question that
reflective practitioner can ask at this stage is: what do you already think at
this point?
2.
Clarify: the second step is for the reflective practitioner to
clarifying situation to get a better appreciation of the components which are
creating the learning situation. So at this point; the teacher might ask
questions about the own role in relation to the students’ behavior in learning
situation. And the teacher trying to come some sort proposition about what the
behavior occurring, it might be for example that the students are misbehaving
in all other classes lessons and there for some sort of learned behavior which
is carry through the whole of school day. Question for this stage can be: what
do you mean by x? What you mean saying this things? Do you really mean for x to
applying in this or other cases? What I really understand it about the
situation as I experience or received it?
3.
Test: the third step is
about testing the proposition it could talking to others or with colleagues
in this instance and can be observing behavior other classes just see for yourself
whether the proposition about the poor behavior of the students across all of
other lessons is actually true or not. The question can be at this point; how
does x account for y? How do you know? How I do know about the experiences? Why
should I believe that? Can this be true what I am saying about the happening
and there is another why I am saying this because there is a reason?
4.
Decide: the forth step is making decision in which the practitioner
forms new understanding of the situation base on the questioning process.
Making decision after testing your proposition, you deciding whether the
proposition is true or not. Whether the experience need to be the question
furthers. So at this point you actually
testing whether what you believing are true and making a decision to whether
proposition should be accepted or rejected. And therefore to rethink the initial idea
about what is the cause of the problem in order to then begin questioning again
to find a better solution of that problem.
The question for this particular stage can be: Can you form a new
proposition given what you have just learned?
Part C:
Practical
Implications of Socratic questioning to develop critical thinking among students
ü
As
teacher I will plan significant questions that provide structure and direction
to the lesson. I would reply to all
answers with a further question (that calls upon the respondent to develop
students thinking in a complete and deep way).
ü
As
a teacher I will phrase the questions clearly and specifically and maintain
silence and wait at least 5 to 10 seconds for students to respond.
ü
As
a teacher I would Seek to understand–where possible–the ultimate foundations
for what is said or believed and follow the implications of those foundations
through further questions.
ü
I
will keep discussion on focused and follow up on students’ responses and invite
all participant for elaboration
ü
As
a teacher I will treat all the assertions as a connecting point to further
thoughts to increase the critical thinking skills.
ü
As
a teacher I will stimulate discussion with probing questions and treat all
thoughts as in need of development.
ü
I
will periodically summarize (e.g., on whiteboard or overhead projector) what
has been discussed.
ü
I
will avoid to posing yes/ no questions, as they do little promote thinking and
encourage students in discussion.
ü
I
will avoid vague, ambiguous question that will/can be beyond the level of the
students.
ü
I will recognize any thought that only exist
fully in a network of connected thoughts.
ü
As
teacher I must stimulate students — through my questions — to pursue those
connections
ü
And
As teacher before start discussion I will introduce some Socratic discussion rules
e.g.:
Ø Speak
so that all can hear you
Ø listen closely
Ø Speak
without raising hands
Ø Refer
to the text
Ø talk
to each other and to the middle
Ø Listen
first- participate, don’t dominate the other person
Ø Disagree
Ok, but don’t be disagreeable
Ø Keep
focused on the question at hand or the comments of other
Ø Yield
when necessary
Ø Don’t
talk over or under others , in fact address the whole group
Reference
·
EDU 406: lectures,
handouts, glossary, importance VULMS links
·
EDU 301, EDU 601, EDU
602 Lectures and handouts
·
Google, Yahoo,
Wikipedia research and Socratic Method articles, blogs, Teaching profession
articles, decisions, foreign schools
Socratic seminar videos and teaching profession practice in Asian countries case
studies.
·
And
https://www.criticalthinking.org/donate.php
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