The Role of a Teacher in the 21st Century
Contents
2.0 Laying Foundation for Social, Economic, Technological and Industrial Development
2.3 Economic and Industrialization
3.0 Positive Attitude towards Good Health and Environmental Production
The Role of a Teacher in the 21st Century
2.0 Laying Foundation for Social, Economic, Technological and Industrial Development
2.3 Economic and Industrialization
3.0 Positive Attitude towards Good Health and Environmental Production
My role as a teacher in society is significant and valuable. It has far-reaching influence on the society I live in and no other personality can have an influence more profound than that I do have. Students are deeply affected by my love and affection, character, competence, and my moral commitment. My popularity as a teacher becomes a model for my students. The students try to follow my teaching mannerisms in my manners, costumes, etiquette, style of conversation and my get up. I am their ideal.
My importance as an architect of our future generations demands that only the best and the most intelligent and competent members of our intelligentsia be allowed to qualify for this noble profession. It is unfortunate to find that generally the worst and the most incapable people of the society find their way into this profession. Anyone who fails to find an opening in any other walk of life gets into this profession and recklessly plays with the destiny of the nation. An important reason for this is understood to be the poor salaries of our primary and secondary teachers which are no better than that of clerks. A large number of us teachers is therefore, frustrated and disinterested.
We, teachers, have to go for part-time jobs to meet our basic needs. Again, the teaching profession also does not enjoy due respect in the society. The primary and secondary teachers are particularly at a disadvantage. Our status is lower than that of doctors, engineers, advocates, and civil servants; even lower than that of semi literate and illiterate traders. It would therefore require great commitment for an intelligent individual, however fond of education and training I might be, to forsake the career of a doctor or engineer in favor of teaching. Therefore, while selecting good teachers, it must be borne in mind that better opportunities, prospects and perks are offered to the teachers.
When I speak of good teachers I mean that one must be a model of faith and piety and should have a fairly good knowledge. I should consider it my duty to educate and train my students and should feel responsible for it. I should feel that my students have been entrusted to me and I should avoid any breach of the trust the society has reposed in me. I should be a sociable person with my roots in the society. People should take me as their well-wisher and a sincere friend who cares for their children. It should be ascertained at all cost that a candidate for this profession has a natural acumen and aptitude for teaching.
I should actively participate in the social activities in a positive way. I should know the art of teaching with a deep insight into child psychology, (Xiaofeng 2008). I should always deal with the students in a just manner. I should not lose my self-control on mistakes my students may commit, and instead I should respect their feelings and ego, and should try to understand and resolve their difficulties with grace while keeping my cool. I should be able to smile in the face of bitter criticism on my opinions, and should not feel ashamed or humiliated to accept my mistakes wholeheartedly. I should be proud of my culture, my national dress and my national language. As a teacher, I should be a missionary, a mentor, a reformer and a guide besides being a dedicated tutor. In other words, I should be a perfect teacher and a perfect educationist.
Many people warn of the possible harmful effects of using technology in the classroom, (Paul (2002). Will children lose their ability to relate to other human beings? Will they become dependent on technology to learn? Will they find inappropriate materials? The same was probably said with the invention of the printing press, radio, and television. All of these, according to Paul, (2002) can be used inappropriately, but all of them have given humanity unbounded access to information which can be turned into knowledge. Appropriately used-- interactively and with guidance-- they have become tools for the development of higher order thinking skills.
As I teach I should not be inappropriately used in the classroom, thus technology can be used to perpetuate old models of teaching and learning. Students can be "plugged into computers" to do drill and practice that is not so different from workbooks. Teachers can use multimedia technology to give more colorful, stimulating lectures. Both of these have their place, but such use does not begin to tap the power of these new tools.
With emergence of technology, learners are informed of how computers can be used to stimulate and develop writing skills, collaborate with peers in foreign countries, do authentic kinds of research that is valuable to the adult world, and do complex kinds of problem solving that would otherwise be impossible.
To prepare us, teachers, to use technology effectively schools have to adopt new models of professional development. Too often the limited staff development available focuses on the computer, not technology's role in learning and teaching. As a result, the Commission on Web-Based Learning found that the training teachers received was "usually too little, too basic, and too generic to help them develop real facility in teaching with technology" (Web-Based Commission, 2001). The results of this failure to prepare us to use these new teaching tools were predictable. In 1999 a survey commission by the U.S. Department of Education reported that two-thirds of teachers surveyed were not comfortable using technology (Web-Based Commission, 2001).
There is a consensus about the characteristics of a new, more effective model of professional development. One of the most salient of characteristics is that we teachers need opportunities to work with colleagues, both in their school building and beyond, (Richard P. et al 1999). I need chances to learn from one another's successes and failures and to share ideas and knowledge. Professional development also needs to be ongoing, and if I am to overcome the barrier of time, my daily schedules must include embedded opportunities for professional learning and collaborating with colleagues, (Paul 2002). Others argue professional development must be immediately linked to the work I am doing in my class each day, and must model effective classroom instruction. To meet these needs, many leaders who are pressing for new staff development models encourage schools to adopt peer coaching or study groups to provide needed on-the-job collaboration on issues that are immediately relevant to classroom needs.
The ability to produce and use knowledge has become a major factor in development. In fact, this ability is critical to a nation’s comparative advantage. Surging demand for secondary education in many parts of the world offers developing countries an invaluable opportunity to prepare a well-trained workforce can generate growth in a knowledge-driven economy.
As a teacher, I help a nation to create a strong human capital base. Knowledge-driven growth requires education systems that impart higher-level skills to a greater share of the workforce. These systems must foster lifelong learning, particularly among existing workers who have not completed secondary or entered tertiary education. And they must offer recognized certificates through internally accredited institutions.
I am able to initiate and inform the society on the importance of adopting universal Build National Innovation Systems (NIS). A national innovation system is a well-articulated network of firms, research centers, universities, and think tanks that work together to take advantage of global knowledge—assimilating and adapting it to local needs, thus creating new technology. Tertiary education systems figure prominently in such systems, serving not only as the backbone for high-level skills, but as centers of basic and applied research.
The past decades are witness to the rapid economic growth through increasing consumers’ consumption worldwide. This is turn causes environmental deterioration through over-consumption and utilization of natural resources. The consequences of environmental degradation are global warming, depletion of stratospheric ozone layer, pollution of sea and rivers, noise and light pollution, acid rain and desertification (James & Susan 1997). Sugarman, (1973) reported that about 40% of environmental degradation has been brought about by the consumption activities of private households. As the environment continues to worsen, it has become a persistent public concern in developed countries. Furthermore it has also awakens developing countries to the green movement for preservation of the environment.
There is a general belief among researchers and environmental activists that through purchasing environmentally friendly products or green products, products with recyclable packaging or properly disposing of non-biodegradable garbage, consumers can contribute significantly to improve the quality of the environment (James & Susan 1997). The quality of the environment depends critically on the level of knowledge, attitudes, values and practices of consumers (James & Susan 1997). Attitudes are the most consistent explanatory factor in predicting consumers’ willingness to pay for green products (James & Susan 1997). This means that price is not the main factor in preventing consumers from purchasing green products if they are pro-environment.
As a teacher, I have a great role to play insofar as setting a firm foundation for environmental production is concerned, (James & Susan 1997). My fellow teachers within the nursing and the medical subjects have come in handy to encourage their learners towards this direction. Since it has been found that people of many beliefs need to incorporate their own cultural customs and faith elements into their daily life in order to get well, it has been the policy of many medical and nursing colleges to train their students to add this aspect to the patients' treatment plans. It has generally been successful in reducing the length of hospital stays and decreasing recovery times post surgery in many instances.
Again, a large literature shows that an individual’s own schooling is the most important predictor of his or her health, (John et al 2003). Teachers’ schooling, especially at tertiary levels, is also the most important predictor of a society’s future health behaviors. This, as John et al (2003) avers emerges whether health levels are measured by mortality rates, morbidity rates, self-evaluation of health status, or physiological indicators of health, and whether the units of observation are individuals or groups. Improvements in child health are widely accepted public policy goals in developing and developed countries, (Xiaofeng 2008). The positive correlation between teachers’ schooling and child health in numerous studies was one factor behind the World Bank’s campaign in the 1990s to encourage increases in formal health education in developing countries. Since more education typically leads to higher income, policies to increase the former appear to have large returns for more than one generation throughout the world.
Based on my scientific knowledge I guide my learners on the dangers of poor health habits like smoking, drinking and so on. Elderly men and women with higher levels of education are more physically active, smoke less, are less heavy, and express a greater sense of control over their lives than do their less well-educated peers.
I should (and actually do) emphasize on physical education among their learners. Physical education plays a vital role in the students’ development and growth. According to recent medical studies, physical well being of a student is directly related to his or her performance whether in class or in the office, (John et al 2003). The article will give you reasons to agree. The value of physical fitness can never be overstated. It’s only in physical educational classrooms that students learn the value of taking care of themselves thru proper grooming, healthy eating and regular exercise.
Many doctors today agree that obesity is a serious health risk, (Bhaskaracharyulu, 2006). Without any form of diet management and control with the numerous processed food students intake everyday compounded by a sedentary lifestyle, a student’s health can easily be at risk to many diseases like chronic heart disease, hypertension and diabetes. Physical education in school is a preventive measure to teach students the value of regular exercise. Physical education develops the students’ motor skills and hand-eye coordination. It also develops the upper body muscles through activities like doing push ups as well the lower body muscles through stationary jumping jacks, 3 min running and jumping exercises. Programs usually have core training exercises also like doing abdominal crunches, (Bhaskaracharyulu, 2006). Physical health allows students to function even better in classrooms. A good cardiovascular system developed from regular exercise promotes excellent blood and oxygen circulation. This means more nutrients circulate through out the body which includes the brain. This circulation produces longer attention span during classes allowing longer concentration and absorption.
While highlighting the role of me as a teacher in the society, it is imperative to involve the role of parents, too, in the process of character building of the students. In the past, parents and us used to make the best of their efforts to provide an atmosphere to their children congenial to the development of higher virtues and morals. But the gross social change over the last fifty years, large scale urbanization, ruthless competition for financial gains, and heavy preoccupation in everyday life deplete all time and energy from the parents, leaving behind little time or energy for them to monitor their children.
Whatever time they have at their disposal is consumed by newspapers, television and other recreations. As a result, the younger generation hardly gets any opportunity to share ideas with their elders or to enter into a meaningful discussion. On the other hand, this idea is gaining ground among us that education is not meant to build up better human beings, but only to get better jobs. Consequently, the students' minds are obsessed with better jobs and dreams for higher social status. It is, therefore, duty of the parents, too, to take active interest in the day-to-day progress of their children both in and outside the institution and apprise them of the real meaning of education.
Paul, C. (2002) New tools for environmental protection: education, information, and voluntary
Measures. London: National Academies Press.
Bhaskaracharyulu, Y. (2006) Education and Society. New York: Discovery Publishing House.
Richard P. et al (1999) The role of self in teacher development. Michigan: SUNY series.
Xiaofeng, Z. (2008)The Role of Teacher Appraisal in Teacher Professional Development: a Case
Study in schools in Shanghai. Hong Kong: University of Hong Kong.
Arend, C. (2009) Teacher Empowerment through Curriculum Development: Theory into
Practice. Juta and Company Ltd.
Sugarman, B. (1973) The school and moral development. London: Taylor & Francis.
James, C. & Susan B. (1997) Understanding Teacher Education: Case Studies in the Professional
Development of Beginning teachers. Ne York: Routledge,
John, F. et al (2003) Environment, Education and Society in the Asia-Pacific: Local Traditions
and Global Discourses. New York: Routledge.
Alan, E. (1966) Environment and Education: a Study of Social and Environmental Factors in the Patterns of Education and Attainment in a Jamaican
Parish. UK: Manchester.
Citation
KENPRO (2010). Role of a Teacher in the 21st Century. KENPRO Online Papers Portal. Available online at www.kenpro.org/papers.