Delegation power of in case of purchase and appointment

Law:

        Law is a set of norm based values which have been decided to be the ruling norms of the society by elected or chosen members. It has the element of authority to be acted upon.

Educational Law;

                                    The systematic decision of the legal authorities to run the educational system according to the legal norms is called law.

Delegation of power

                             The word “delegate” means to give part of power or part of work to someone in a lower position than you. Someone who has been chosen or elected to speak, vote or take decisions for a group.

                In the same way the word “delegation” means the process of giving power or part of work to someone else for the purpose of sharing responsibility or authority. It does also mean “a group of people who represent a company or organization.

                No single one person can run the system of any department of the country. Education department is a provincial department. It is run under the provincial government of the Punjab. The cycle of powers is delegated from the chief minister or the governor to different officials of the department in hierarchy. The sphere of responsibilities is limited in perspectives of geographical area e.g. the chief minister, the governor, the minister of education, the chief secretary, and the secretary of education have hierarchical powers to separate throughout the province. The spectrum of the powers of the governor or the chief minister is higher and broad than that of the minister of the education. In such a way the spectrum of the powers of education spectrum is limited than that of the minister of the Punjab.

                 Every official enjoying lowers powers has low spectrum of responsibilities and in a smooth and healthy way according to the biddings of the law. Such a process of division of responsibilities and powers is called delegation of powers in any department and when restricted to the education department, these are called the “delegation of powers in education department”. They may be divided further in delegation of powers in;

a)                  Appointment;

b)                  purchase;

c)                  basic pay scales for teachers;

d)                  administrative powers;

e)                  move over and so on;

              The matter of basic pay is decided by the assembly and is approved the governor. Other responsibilities of different categories are conferred upon different authorities in a hierarchy.

Appointment:

               

The education department appoints teachers and other staff to run the cycle of institution and the offices. Vacant posts are advertised in newspapers for the recruitment and the process of selection is completed under the current and prescribed policy of the government. This process is governed by the different kinds of “selection committees” on the level of Tehsil , District, , division or the province. As the geographic perspectives become broader the powers, authority and scales of the authorized or the responsible are broadened.

Process of appointment:

                The process of appointments is completed in two ways;

1)               initial Recruitment

2)               inbreeding

i)                    promotion

ii)                   Transfer

                The appointments on posts of BPS.16 and above are made by initial recruitment on the recommendations of the Punjab public service commission. The posts up to BPS.7 under the control of tehsil level are filled at the Tehsil level by the recommendation of the “Districts selection committees” constituted for the purpose.

                The matters of working paper, quorum, proceedings and minutes of the meetings of the committee are observed strictly.

               The appointments are also made through the promotion or transfer from within the department. Such a procedure is called “inbreeding” in the modern sense. The process is observed under the different kinds of “promotion committees”

             Under the recruitment policy in vogue, the initial appointments are made on contract basis.

District Education Officer (EE) appoints Elementary School Educator and secondary school Educators are appointed by District Education on the district level.

Purchase:

             Finance is an important factor and element of any organization or institution. Government provides different kinds of funds to different departments. Education department is also provided with the funds necessary to accommodate the needs. The matter of budget is basically monitored by the accomplishment. The finance department issues the necessary funding after the accomplishment of all codes and formalities.

            

                It is necessary to maintain every aspect of expenditures. This factor is dealt with appropriate hierarchy of “Delegation of powers” (shifting of powers to all the respective organs and the members ). Each and every authority is authorized to disburse the amount after fulfilling the prescribed criterion for the purpose. Every one is imposed some restrictions by the law. It is necessary to keep in mind the following points.

1. the Governor may, by notification, the financial powers of an administerative department on any office.
2. the Government may, by notification, confer financial powers of an officer of a category as mentioned in the first schedule , on any other officers; and
3.  the Government may, by notification, confer special powers mentioned in part II of the second schedule, on any officer.

  Budget is very important and one of the elements for running of any institution / organization. Different kinds of the institution are fulfilled through budget. The fulfillment of such needs comprises of the expenditures of;

a)              Building

b)              Purchase of new items;

c)              Repair of different  items

Our concern in this assignment is the matter of “Delegation of powers” with regard of the purchase of different items. It is mention worthy here that the educational institution had different sources of income in the form of funds and fees. The government abolished most of the funds except “Faroogh-e- Taleem “fund. This fund is a minimal in amount. Different officials of the education department have different powers to sanction as well as purchase. The needs of the educational institution sare fulfilled on the annual basis through on of the following ways.

a)      provision of items by the government;

b)      provision of money through SC(school council) accounts;

c)      Donations;

d)      Faroogh-e- Taleem  fund;

        It is mention worthy here that provision of the funds through SC accounts is the common way. The head of the institution is responsible of spending the money on different needs with the approval of the SC. It is also mention worthy here that the SMC (School Management committee) was replaced with SC (school council) in the near past. The policy has been amended and the Faroogh-e- Taleem fund accounts have been merged in SC accounts and they are also under the powers of the headof the institution with the approval of the SC. It is also mention worthy here that the expenditure from SC accounts has been exempted from annual audit.

Conditions for Purchase

While making purchase, the following instructions should be observedin addition to the rules amended and noticed by time and large;

1.      Unless a rate or running contract exists for the supply of the articles or unless the value of the order to be placed is small, or unless there are sufficient reasons. Which should be recorded in writing to indicate that it is not in the public interest to call for tenders ( such conditions to be confirmed by the next superior controlling authority within one week after the decision), purchase should be made by inviting tenders and tenders should be obtained by:

a.       advertisement (open tender)

b.      Direct invitation to a limited number of firms ( limited tender); and  

c.       Invitation to one firm only (single tender or proprietary purchase)

   

2.      The open tender system i.e. invitation to tender by public advertisement should be followed in all cases where the expenditure exceeds the local purchase powers of sanction authority.

3.      For the local purchase limited tender system ( via notices for bids shall be sent to the registered firms / suppliers) should be adopted subject to the following conditions;

a.       it does not involve foreign exchange;

b.      If the value of purchase is beyond the prescribed financial competence of local powers during the financial year, sanction of competent authority possessing the requisite local powers shall be required. Each sanction of expenditure shall bear the total amount of sanctions made during the year.

4.      The ‘single tender’ system may be adopted for small orders, or when the articles required are of a proprietary character and competition is not considered necessary.

5.      A ‘small order’  shall mean an order the total value of which does not exceed Rs. 10,000/-

     

  

Powers and duties of the syndicates

The syndicate shall be the executive body of the university and shall, subject to the provisions of this ordinance and the statutes, take effective measures to raise the standard of reaching research and publication and other academic pursuit and exercise general supervision over the affairs and management of the property

s

1)      without prejudice to the generality of the foregoing powers and subject to the provisions of this ordinance and the statutes, the syndicate shall the powers to-

a)      Hold, control and administer the property and funds of the University;

b)      Govern and regulate, with due regard to the advice of the finance and planning committee in this behalf, the finances, accounts and invests of the University arid for that purpose to appoint such agents as it may deem fit;

c)      Consider and pass the annual report, the annual and revised budget estimates and to re-appropriate funds from one major head of expenditure to another;

d)      Transfer and accept transfer of movable or immovable property on behalf of the university;

e)      Enter into, vary, carry out and cancel contracts on behalf of the university;

f)         Cause proper books of accounts to be kept for all sums of money received  and expended by the university and for assets and liabilities of the university;

g)      Invest any money belonging to the university including any unapplied income, in any of the securities described in section of the Trust Act,1882 (11 of 1882), for the property or in such other manner as power of varying such investments.

h)      Received and manage property transferred, grants, bequests, trust, gifts, donations, endowments and other contributions made to the University and to administer  funds placed at the disposal of the university for a specific purpose;

i)        Administer funds placed at the disposal of the university for specified purposes;

j)           Determine the form provided for the custody and regulate the use of the common seal of the university;

k)      Provide the buildings, libraries, premises, furniture, apparatus, Equipment and other means required for carrying out the work of the university and to establish and halls of residence or approve or license hostels or lodgings for the residence of students;

l)        Admit educational institution to the privileges of the university and withdraw such privileges;

What is technology

What is technology

Technology is the application of Science or if you apply those ideas, concepts, theories, models, principles and laws in your daily life.  Then, you can say that there is technology involved on it.  Technology is classified into three types namely the gadgets or devices, products or services and process or how you produce it.  Gadgets or devices such as mobile phone, laptop, television, refrigerator, stove or even tooth brush  are the things that you used every day.  Products such as canned goods,  preserved foods, toothpaste, bath soap or even food are the things that you consumed daily.  Services such as teaching, health, sanitation, media are the things that provide professional help for the welfare of the community.  Processes such as fermentation, online banking and shopping, DNA fingerprinting are the methods or procedures that had been followed in order to produce  such products or gadgets.

Instructional Technology Defined

• Educational Technology is also called Instructional Technology or Information Technology (IT) .
• Educational Technology is mainly concerned with the narrow spectrum of technologies used for communication and the dissemination of information.
• Educational Technology teaches through technology, instructing students in the use of a relatively small set of tools developed by technology.

In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.^[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.^[2] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.

History 

The first use of instructional technology cannot be attributed to a specific person or time. Many histories of instructional technology start in the early 20th century, while others go back to the 17th century. This depends on the definition of instructional technology. 

 

Definitions that focus on a systems approach tend to reach further back in history, while those definitions focused on sensory devices are more recent.
The use of audio and visual instruction was boosted as a military response to the problems of a labor shortage during World War II in the United States. There was a definitive need to fill the factories with skilled labor. Instructional technology provided a methodology for training in a systematic and efficient manner.
With it came the use of highly structured manuals, instructional films, and standardized tests. Thomas Edison saw the value of instructional technology in films but did not formalize the science of instruction as the US military did so well.

1914-1923: Visual Instruction Movement and Instructional Film

The media used during this era enhanced learning by using media such as the motion picture projector- but did not provide any data regarding the impact this particular media had on improving learning.

1920-1930: Audiovisual Instruction movement and Instructional Radio

Sound being added to the motion pictures and radio broadcast being used to enhance instruction was the new media during this era. Sound expanded the use of visual instruction because now one could see and hear; which resulted in these medias being used widely in education. McCluskey, advocate for the field during this time, concluded that while the field (Audiovisual Instruction) continued to grow, “the educational community at large was not greatly affected by that growth” (Reiser & Dempsey, 2007, p.19).

1941-1945: World War II

Peak time for military service and industry, but a decline in the use of Instructional Technology in the classroom. An effort was made during this time to evaluate the effectiveness of audiovisual education. Unlike past performances of instructional media, the evaluation yielded positive results.

The Audiovisual devices used during World War II were generally perceived as successful in helping the U.S. solve a major training problem —namely, how to train effectively and efficiently large numbers of individuals with diverse backgrounds. As a result of this apparent success, after the war there was a renewed interest in using audiovisual devices in the schools (Finn, 1972; Olsen & Bass, 1982, cited in Reiser & Dempsey, 2007, p. 20).

1950s: Instructional Television

Television was used as a medium for delivering/enhancing instruction. Although popular, this particular medium was not successful as a delivery method due to

poor quality of the programs produced. “Many of them (TV programs) did little more than present a teacher delivering a lecture” (Reiser & Dempsey, 2007, p.21).

     By evaluating the effectiveness of past technology, scholars and professionals are able to improve upon the field of Instructional Technology by streamlining standards and creating a more structured outline of the field. Evolution of the field is inevitable, due in part to technological changes. Therefore, the field of Instructional Technology will continue to expand and be re-directed to address arising instructional issues. Principals and practices of the field will be re-directed as well in order to accommodate new technologies, job performances, business results, and non-instructional solutions to performance problems.

Critical Review of Personal Current Professional Standards

     Instructional Technology is not a free standing field. Professional Organizations were established for the field in order to provide information on new trends, issues, developments, and research. Each organization  is unique in regards to standards, research, and advocacies. Professionals and scholars in the field associate themselves with organizations whose standards align with

Critical Review of Personal Current Professional Standards

there personal values. Scholars and professionals may choose among organizations such as:

·        The Association for Educational Communication and Technology (AECT)

Critical Review of Personal Current Professional Standards

·        International Technology Education Association (ITEA)

·        International Society for Technology in Education (ISTE)

·        Council on Technology Teacher Education (CTTE)

     The International Technology Education Association (ITEA, http://www.iteaconnect.org/) supports participants in K-12 technology education. The association advocates technology literacy by using an Engineering by Design Model. This model incorporates standards for technological literacy,

principals and standards for school mathematics, and bench marks for science

literacy. ITEA (1995) expands the concept of technology literacy by incorporating the core subjects of Math and Science. This in turn leads to the belief that technology literacy means more than just learning about how to operate a computer.  One goal of ITEA (1995) is to “provide clear standards and expectations for increasing student achievement in Math, Science, and Technology” (ITEA, 1995, paragraph 1).  This includes applying technology to the real world, performing student assessments, professional Development for    

teachers, and understanding the relationship between technology and other fields of study.

Critical Review of Personal Current Professional Standards

     As of 2007 my professional standards as a teacher consist of ITEA’s (1995) overall view that technology should be incorporated into core subject areas in order to provide students with the ability to align technology skills with other fields of study. After obtaining a degree in Instructional Technology, I plan to pursue a

career as a training developer. Being that ITEA’s (1995) standards and principals are geared for the K-12 learning environment I will shift my standards towards The Association for Educational Communication and Technology (AECT). AECT (2004) not only provides educational standards for technology education in the K-12 classroom, but also in areas of the military, government, health community, industry, and business.

Final Thought

            Defining Instructional Technology involves evaluating past occurrences within the field, technological developments, and instructional design. Consideration of these areas are necessary in order to preserve the true meaning and purpose of the field. Instructional technology involves principals and practices that promotes goal-oriented instruction; not just using a technology to enhance a lesson. 

     Technology is used to simplify tasks. From being able to store large amounts of data, typing and editing a paper, or even monitoring a power plant, technology assist humans in some way. The same concept is involved in the field of Instructional Technology — How can technology be used to assist in the improvement of learning performance. The proposed question is the underlining primes of the field.

     As of 2004, the Association for Educational Communication and Technology (AECT) define the field of I.T as “The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Association for Educational Communications and Technology Definition and Terminology Committee, 2004, p.2).

     Take for example the internet and Television. Both medians are considered technology; however, determining which medium to use is dependent on the subject, resources, and desired learning outcome. Although the internet is a popular tool for delivering instruction (i.e. online classes); some institutions still use television as a delivery method. University of Houston Central campus offers televised courses as one delivery option for distance learning.

     Instructional Technology is not a free standing field. Standards and guidelines are used in order to legitimize and regulate the field. Standards and guidelines are created by professional organizations. Two organizations that I support is the Association for Educational Communication and Technology

Current status

Instructional technology is a growing field of study which uses technology as a means to solve educational challenges, both in the classroom and in distance learning environments.
While instructional technology promises solutions to many educational problems, resistance from faculty and administrators to the use of technology in the classroom is not unusual. This reaction can arise from the belief--or fear--that the ultimate aim of instructional technology is to reduce or even remove the human element of instruction. However, most instructional technologists would counter that education will always require human intervention from instructors or facilitators.
Many graduate programs are producing instructional designers, who increasingly are being employed by industry and universities to create materials for distance education programs. These professionals often employ e-learning tools, which provide distance learners the opportunity to interact with instructors and experts in the field, even if they are not located physically close to each other.
More recently a new form of Instructional technology known as Human Performance Technology has evolved. HPT focuses on performance problems and deals primarily with corporate entities.

Relation to learning theory

The purpose of instructional technology, of course, is the promotion of learning. Learning theory (education) has influenced Instructional design and Instructional designers (the practitioners of Instructional Technology). Instructional Technologies promote communication and interactivity. These two come together under the general heading of Interaction.
Moore (1989) argues that there are three types of learner interaction (learner-content, learner-instructor, and learner-learner interactions). In the years since Moore's article, several philosophical views have surfaced that relate Instructional technology to these types of interaction.
Most traditional researchers (those subscribing to Cognitivism) argue that learner-content interaction is perhaps the most important endeavor of Instructional technology. Some researchers (those subscribing to constructivism) argue that Moore's social interactions, (learner-instructor and learner-learner interactions), are as useful as learner-content interaction.

Areas

Razavi (2005) advocates the idea that educational technology covers instructional technology. It includes instructional technology and the field study in human teaching and learning. So educational technology is broader than instructional technology. Instructional technology itself consists of two major parts: one is teaching technology and the other is learning technology. In the education industry, the term "instructional technology" is frequently used interchangeably with "educational technology."

21st Century Engaged Classroom Instructional Technology Tools Received

Throughout the school year and during the ongoing monthly professional development, teachers participating in the 21st Century Engaged Classroom will receive a core set of technological tools for their classroom to enhance their educational environment.

The Engaged Classroom Teacher Trainer receives the following items for their classroom:

• Shared access to one 20-station mobile lab computer with academic software and airport
• Individual Licenses for Microsoft Office Suite and Inspiration; School License for works and Comic Life
• Mounted projection system
• Audio Enhanced sound system
• Digital Camera with 2.0 GB Memory Card*
• Digital Video Camcorder with one video tape
• Document camera, Aver Vision 300AF+
• One year subscription to online learning (Atomic Learning)
• USB Drive
• Logitech headphones / Optical Wheel Mouse
• Shared access to classroom student response system, Senteo System receive during November 2008 training
• Shared access to a Proscope
• Book: Using Technology with Classroom Instruction that Works
• Fire Wire Cable
  
  *Elementary Schools will receive 8 additional digital cameras with 2.0 MB Memory Card for K-3 Grades (2 per grade level)

The Two Engaged Classroom Teacher Trainees receives the following items for their classroom:

• Shared access to one 20-station mobile laptop computer lab with academic software and airport
• Individual Licenses for Microsoft Office Suite and Inspiration
• Mounted projection system
• Audio Enhanced sound system
• Digital camera with 2.0 GB Memory Card
• Digital Video Camcorder with one video tape
• Digital video camera
• Document camera, AverVision 300AF+
• Shared access to classroom student response system (clickers)
• One year subscription to online learning (Atomic Learning)
• USB Drive
• Logitech headphones / Optical Wheel Mouse
• Shared access to a Proscope
• Book: Using Technology with Classroom Instruction that Works
• Fire Wire Cable

 

  

Characteristics Of A Good Teacher/Instructor

"We make a living by what we get; we make a life by what we give."

- Sir Winston Churchill

Many people would happily switch profession with a teacher. Contrary to the popular belief, that teaching is a stress-free vocation, teaching actually can be quite demanding at times. A teacher has to don the mantle of a lucid communicator, a fair evaluator, an adept manager, a strict disciplinarian, a healing therapist and a skillful team leader. Moreover, at times, a teacher also plays the role of a surrogate parent. Thus, a teacher should possess certain requisite qualities expected of him. This will help him elicit the best from his students and enjoy a rewarding career too. In the following lines, we have mentioned a few characteristics that make good teachers.

Characteristics of a Good Teacher

 Many people have had some type of education, whether it was grade school, high school, college, tutoring, formal or informal. Many people remember a special teacher because of how he or she presented him or herself to

 students. Anyone can be a teacher, but a good teacher displays certain characteristics that are found both in and outside the classroom.

A good teacher displays self confidence. She has control of the classroom and the students know who is in charge. The teacher takes pride in her work and strives for excellence. She knows what to teach and how to teach it.

A good teacher is a consumer of knowledge. He knows the subject material and is always searching for new methods and ideas to use. He shares his knowledge with his students and colleagues. A good teacher is also looking for ideas to develop himself professionally and personally.

A good teacher is prepared. She prepares her lessons and materials in advance. She

follows a regular routing, is organized and has activities readily available. She is also prepared for lessons that do not go as planned. She has backup plans and is willing to change her plans if needed.

A good teacher listens. She listens to her students engage in conversations with one another and encourages her students to engage in conversation with her as well. She is tuned in when a student is having difficulty understanding subject material or when a student is having personal issues. She knows when to step in and when to back off.

A good teacher motivates. He motivates his students to learn and to take on projects independently. He has an enthusiasm that is contagious to his students and colleagues.

A good teacher is fair. She gives all of her students a chance to succeed in her classroom even when the conditions at home are not favorable for the student. She allows students to do their best and recognizes those that try.

A good teacher has a sense of humor. He knows when to laugh at himself and when to laugh with the class. Humor within the classroom can ease any frustration that the teacher and/or student may be experiencing at that moment.

A good teacher has a passion for teaching. Teaching is her number one priority. She talks, writes, and breathes teaching. She wants to make a difference in the lives of her students even if it is just one and gives her  best in her classroom.

Anyone can be a teacher, but only few can become good teachers. The development of a good teacher is a slow, ongoing process. It requires dedication and discipline to the profession

·         One of the most important attribute of a good teacher is to be a good communicator. He should be comfortable explaining things and enjoy doing the same.

·         At times, a teacher might feel like yelling or shouting at students, but a good teacher is one who knows how to keep the temper in check and act calmly in such situations.

·         A good sense of humor is another great tool that helps a teacher to simplify his task. Wit and humor, when applied in the proper manner, can form an important part of a successful teaching program.

·         A good teacher must have good time management skills and always value the importance of time. In fact, wise utilization of time is the hallmark of a good teacher.

·         A teacher should always adopt a fair attitude, when it comes to making any form of evaluations. He should be fair to his profession and assess students on their performance, instead of personal rapports and likings.

·         A good teacher should have the necessary command over the subject matter he teaches. This way, he can be comfortable while explaining things. Besides, he will be equipped with answers of any possible questions that might crop up during the lecture sessions.

·         A teacher should be dedicated towards his work. He should not kill his time in the classroom and wait for the school bell to ring. Instead, taking out time and engaging in after-school meetings and activities is what suits him.

·         A good teacher should be meticulous and have an eye for detail. In fact, a disorganized person would find the vocation unsuitable and unfulfilling. Well thought-out plans and programs for teaching will assist the productivity of a teacher.

·         A good teacher should be a good leader and a good friend. He should also be a disciplinarian and the students must look up to him. However, this should not stop him from acting like an ally under certain situations.

A good teacher: 

- understands the subjects they teach thoroughly
- is able to explain details clearly
- is patient with slow learners
- is fair when grading
- teaches because they love it, not just to collect a paycheck
- knows how to efficiently divide their time among the students
- uses intelligent students to assist when necessary
- prepares for the next day's lesson

tries to make the lessons interesting for the students
- monitors the progress for each student
- communicates with parents, guardians, and other teachers

A good teacher…
* cares about the students.
* listens to the students’ concerns.
* is a true friend to the students which may mean not being liked.
* cares about how the students develop as whole people.
* exemplifies what he/she teaches.
* strives to develop the students into self-teachers.
* knows the material and presents it well.
* is aware of what the students do and do not know.
* is a self-teacher him/herself.
* strives to develop the students into moral individuals.
* is moral him/herself.
* strives to develop the students into self-motivated individuals.
* is motivated him/herself.
* strives to develop the students into self-disciplined individuals.
* is disciplined him/herself.
* challenges the students.
* stretches the students.
* does not enable the students (keep them from growing).
* is flexible.
* caters as much as possible to each student’s individual needs.
* realizes that he or she is a finite human being.
* works with others to accomplish goals (other teachers and students, parents, etc.)
* have creative ways of presenting class
* get to know their students individually
* stand up for their students

• a desire to educate young people and act as a positive role model
• an ability to work with students from diverse backgrounds and abilities
• interest in helping people learn
• enthusiasm about a subject
• strong interpersonal and organizational skills
• the ability to work unsupervised
• creativity, energy and patience

A good teacher…

• Cares about the students.
• Listens to the students’ concerns.
• Is a true friend to the students which may mean not being liked.

• Cares about how the students develop as whole people

• Exemplifies what he/she teaches.
• Strives to develop the students into self-teachers.
• Knows the material and presents it well.
• Is aware of what the students do and do not know.
• Is a self-teacher him/herself.
• Strives to develop the students into moral individuals.
• Is moral him/herself.
• Strives to develop the students into self-motivated individuals.
• Is motivated him/herself.
• Strives to develop the students into self-disciplined individuals.
• Is disciplined him/herself.
• Challenges the students.
• Stretches the students.
• Does not enable the students (keep them from growing).
• is flexible.
• Caters as much as possible to each student’s individual needs.
• Realizes that he or she is a finite human being.
• Works with others to accomplish goals (other teachers and students, parents, etc.).

 Traits of a Good Teacher

Teaching is a profession. Some enjoy it while some don't. For those who do not find joy in teaching, they consider it only as a stable job. It is considered to be a lifetime employment to get by and obtain a meager pension upon retirement. Boring to some, just like the students who detest going to a dreary school.

What about the others who enjoy teaching despite its low pay? What satisfaction do they get? These successful teachers have positive attitudes that aim for their students to love learning. They want their students to enjoy the lessons and discover their own capabilities. They inspire students to appreciate books and encourage them to read to obtain more information. Teaching is also a vocation.

Good teachers have at least three traits. They have classroom management skills,

Knowledgeable of the subject matter, and instructional design and delivery skills.

A teacher with classroom management skills knows how to set rules on the first day of school in order to maintain order for the rest of the year. A skillful teacher should also provide routines and procedures that will ease transition inside the classroom to maximize time for learning. Moreover, to keep the students motivated, the effective teacher should coach, guide, and inspire the students to do very well. Their paths should be enlightened so that they will achieve something noble in the future instead of being a liability to the society. The teacher should also be skillful in providing rewards and consequences to students. Good behavior and academic excellence should be encouraged while nonconformance to rules and performance standards should be reprimanded for improvement.

A good teacher should be knowledgeable of the subject matter being taught. In addition, an instructor should keep abreast with the latest developments through reading, attending conferences, and participating in workshops. A teacher who is also a lifelong learner promotes the same practice to the students. Lecturers are more effective in imparting vital information to the students if they are armed with broad knowledge.

Another important trait of a teacher is to have instructional design and delivery skills. Lessons delivered everyday should be well planned. Some teachers even follow a format such as an anticipatory set, objective, activity, discussion, closure, assessment, and feedback. Other educators consider the learning styles and preferences of the students when planning lessons and activity. They believe that every student is capable of learning; although some students are slow learners while others are gifted with very high intelligence too advanced for their age. There are also students with special needs that require different methods. They may have attention disorders, difficulty in reading, difficulty in writing, visually impaired, physically impaired, and hearing impaired. Furthermore, a lecturer is able to deliver the lessons in an effective manner through

1. What are some characteristics of a good instructor?

 A good instructor has to be likeable.    

 A good teacher is an instructor with a plan. The plan is supposed to take the students from the beginning of the semester to the end, teaching them all they need to know to succeed in the course. The big part of the plan, in my opinion would be a way to facilitate the learning. 

   A good instructor is one that is ready to know his/her student’s problems and to go the extra mile to guide them through their difficulties. It should be easy to trust an instructor because they represent more than their subject matter in front of every class. 

-Enthusiasm for teaching…desire to see students succeed (believes in student’s ability)…positive attitude and confident and knowledgeable about subject…

Willingness to learn from students to some degree…invites questions and constructive criticism; honest; recognizes that each student learns differently

-EX. Teacher expects student to “be on the same page” when he/she is actually not explaining the lesson in a language student can understand. Teacher couldn’t  understand why student didn’t get it…although no intentional I’m sure, I felt the girl was intimidated by the fact she couldn’t just “get it” and move on...teacher need to validate, affirm the student’s questions and feedback and realize it could actually be the teacher’s style that is preventing the student from grasping a concept

- Engaging, for instance, when student raises a question, teacher acknowledges it and tries to answer as best he/she can without losing focus from lesson

+Ex. Teacher stopped lesson to acknowledge a student’s question…the teacher thanked the student for his question and told him he was “already ahead of her” she made a point of praising the student’s question and assured him that his question would be addressed in the lesson shortly, but encouraged him to ask again if she did not answer it satisfactorily...

For me, a teacher is someone who is passionate about that they do.  Someone who teaches for the art of teaching; someone who enjoys passing on the knowledge they possess.  It's not a job for them, it's for the love enlightening someone else's life with knowledge.

A person who feels comfortable in a classroom setting.  Someone who knows that every moment in the classroom is a learning moment and they project a guise, a "game face" that is geared towards learning.

Someone who is knowledgeable about their topic and can teach it in a way that makes it interesting to the students.

A person who encourages questions and frequently asks us if we have any questions.

Someone who can easily insert humor into their presentation and roll with the punches.

A person who can create a "we" environment, a teacher that knows their are a part of our learning process.  Someone who understands this teaching/learning process is like a dance, both have to "flow" together to make it properly work.

Someone who is prepared, someone who walks in, on time, with an agenda and is ready to enlighten us with their wit and knowledge.  They understand they're on stage.

2. What do students want from their teachers?

    I would want guidance from my teacher. I need a teacher to set up a plan, follow the plan and advice the students on how to follow the script to the end of the semester.

   An instructor encourages questions and treats them with respect.

-For instructors to have a clear focus on where the class is headed. i.e., goals are, expectations

-To feel like instructor sees them as an equal; student is not a “blank slate”    but has a contribution to make…see the “whole person” not just student’s ability do meet course expectations..

-Prepared to adjust somewhat according to students’ needs

-Believes in success for each student; encourages an interactive atmosphere...i.e., questions, feedback…

-Respects student’s time (well organized and prepared for lesson) and shows a mutual respect

This is actually my first year at Metro and the Spring semester is my first time taking credits in the classroom…all other learning has been online (started in Fall 2003)

+ EX. Best online course has been my current Int. Cul. Comm: most interactive online course I’ve taken…teacher responds to emails in a timely fashion, made a clear syllabus and updates bulletin board frequently…enforced due dates, but took into consideration students’ unique circumstances i.e., trouble w/ internet/computer, my Belize trip, etc.

Teacher has broad base of knowledge in online learning…understands the virtual classroom

-Ex Previous online classes I felt like it was more of an “Independent study” as opposed to a virtual classroom. It was hard to get teacher feedback for assignments… technology is partly to blame, however…problems submitting papers, taking test, etc… felt sometimes that the online class was not the teacher’s first priority…like I was really a “virtual” studentJ  Some teacher are not trained in teaching online courses…I don’t know how teacher’s are trained or not trained for teaching an online course, but I think with all the changes and innovations there is in technology, teachers of the virtual classroom should have training that is ongoing so they can keep up with the times…

Someone who is interested in why I want to know this information.  A teacher that is interested in my career and my future and gives earnest thought into how I can apply this information towards my goals.

Someone who possesses the ability to paraphrase the information they're teaching as to help me better understand the content.

A person who can "mix-up" the teaching process and not just lecture out of the book.

Again, someone who is passionate about what they're teaching.  I once had a world religions instructor who taught the major religions but was passionate about the beliefs in remote places such as a South American jungle.

I would also like someone who is honorable, a person who has a high standard of integrity and keeps their word.  A person who has papers graded when they say they're going to have them done.

What are the best reasons for becoming a teacher ?

here a millions of reasons why i wanted to become a teacher. Including:
1. I'm really great with little kids.
2. Wanting to pass down a greater knowledge and advice down to generations.
3. Make a difference in people's lives.
4. The holidays are great.
5. The pay is reasonable.
6. Great working hours if you have a family.
7. Enjoy the constant interaction with people, both co-workers and students.
8. Wanting to learn from those younger than yourself.


What makes a good teacher?

The Qualities and Characteristics of a Good Teacher

• Good teachers treat their students with respect
• Good teachers don't have double standards
• Good teachers are honest

• Good teachers give their students a lot of choice in their assignments
• Good teachers have creative ways of presenting class
• Good teachers get to know their students individually
• Good teachers stand up for their students
• Good teachers let students listen to music (with headphones on!)
• Good teachers don't give much or any homework

How to gain the respect of your students & make classes interesting 

This guide is basically divided into two sections - how to earn the respect of your students, and how to make your classes interesting.

How to earn the respect of your students

There seems to be a common misconception among teachers that being respected by your students means that they "shut up and do everything you command". You could probably do it this way if you want, but I assure you, your students will despise your class.

The basic first step to earn their respect is to simply be nice to them. Now, this doesn't mean you should let them walk all over you, but it does mean you shouldn't walk all over them either. You will need to attain some sort of balance. First of all, if you are having a bad day (as we all do from time to time), the best would be to tell your class, so that they can be careful to not aggravate you. That of course doesn't mean someone won't annoy you, but if this happens then at least an angry outburst from you won't be completely unexpected, and since you announced it to begin with, the others should be more likely to accept your apology if you took it out on someone undeserving. Also accept that some of your students may be having a bad day as well, and treat them the way you would want to be treated in such a situation.

Encourage your students to call you by your first name instead of Mr/Mrs etc. This creates a more friendly atmosphere and helps to do away with the idea that you're an authority figure over them, and will encourage them to be more open and friendly with you.

Try to get to know your students individually. Get to know what they like/dislike, their ideas and needs. This can be a lot of work, especially if you teach at a large school, but if you can grade all that homework and keep track of who the good/bad kids are, you should be able to remember a few personal traits as well.

Be honest with your students. Especially when they ask things like "When will I ever use this in real life?". One thing a lot of kids hate is when teachers tell them that it's important to know things like the formula for a parabola. Most people will never use that knowledge again.

Grade things on time. Just as you would expect your students to hand projects in on time, you should set the example by being timely yourself. If you don't grade things on time, then be sure to give your students the same leeway as well.

Don't censor yourself too much. Most students actually like a teacher that swears a little every now and then. On the other hand, don't attempt slang unless you're totally comfortable with it.

Stand up for your students. If you see them being pushed around or bullied by other students or teachers, try to end the conflict, or at least tell the attacker to calm down.

Also, for male teachers: girls occasionally have something called a "period". It means they have to use the restroom more frequently, and females greatly appreciate the allowance of restroom use to "fix themselves up".

Once you've earned the respect of your students, be sure to keep it! Make jokes, fool around a bit when the time is right - try to keep it casual.

How to make your classes interesting

Whenever possible, give your students choices as to what they would like to do and how they want to do it. For example, after covering a section of work, ask them if they'd rather write a test, have a discussion or do a worksheet on it. You could even divide the class according to what they'd rather do, and let them do that. This also counts for projects and papers. Try to avoid giving the whole class the same topic, unless you have to. Even then try to give them as much leeway as possible.
Try to come up with other ways of presenting things instead of sticking to lesson plans or text books. If you just stand in the front and lecture the whole time, the chances of anyone paying attention are slim.

Also, don't be too eager to offer help to a student, but do make it clear that if they want help they should ask. Some kids like to figure things out for themselves, while others prefer to be told how to do it.

Don't place too much emphasis on keeping your class quiet. Some students will want to help each other or work together, this is a good thing. In fact, don't be the only one talking. Encourage discussion. Let your students interrupt you from time to time to discuss a point. Don't worry if you end up straying off the point a little, just try to keep track of where you were and don't let it go too far. Allow students to move around and sit next to a friend, as long as they do all their work and don't cause major disruptions.

Don't worry about drinks or food in class as long as the class stays clean. If someone makes a mess, they should clean it up themselves right then and there.

Some people work faster and better if there is music. Since not everyone has the same taste in music, allow your students to listen to whatever they like with headphones on, as long as it's not too loud.

Let students start their homework in your class. This way it becomes more like classwork, and whatever isn't finished by the end of class becomes homework. This way whoever works quickly in class doesn't get homework. The other benefit of this is that you are still there to help them, should they need something explained. I have heard so many complaints by kids who sat up all night trying to finish some math homework that they didn't understand how to do in the first place. Also, be lenient - ask your students if they've already received homework for other classes, and how much of it. If they already have a lot, don't give more. The best option would be to just never give any homework, unless the subject in question is something like math where practice is needed.

With regard to assignments, try to work out due dates with other teachers so that students don't get overworked with assignments on different subjects all at the same time.