Introduction

Teaching is an important part of the process of education. Its special function is to impart knowledge,
develop understanding and skill. Teaching is usually associated with 7 R’s.

PHASES OF TEACHING

Teaching is a complex task. For performing this task, a systematic planning is needed.
Teaching is to be considered in terms of various steps and the different steps constituting the process
are called the phases of teaching
If we want to obtain a complete description of the teaching activities, we must consider what the
teacher does before and after his regular teaching in the class.

Phases

We can divide the teaching act into three phases of teaching as shown below:

PRE ACTIVE PHASE OF TEACHING

In pre-active phase of teaching, the planning of teaching is carried over . This phase includes all those
 activities which a teacher performs before class-room teaching or before entering the class-room.

Suggested activities in the pre active phase

Fixation of goals
Decision making about the subject matter.
Arranging/sequencing the elements of content for presentation.
Decision about the strategies of teaching.
Distribution of teaching strategies.

INTER ACTIVE PHASE OF TEACHING

The second phase includes the execution of the plan, where learning experiences are provided to
students through suitable modes. All those activities which are performed by a teacher after entering
in a class are clubbed under interactive phase of teaching.

The following activities are suggested for the inclusion in the interactive
phase

Sizing up of the class

Diagnosis of the learners
Abilities of the learners
Interests and attitudes of learners
Academic background of learners

POST ACTIVE PHASE

The Post active phase concerns with the evaluation activities . This can be done in a number of ways
including tests or quizzes or by observing student’s reaction of questions verbally or in written form,

comments etc.so that their achievements may be evaluated correctly.

 The following activities are suggested in the post active phase

Defining the exact dimensions of the changes caused by teaching.

Selecting appropriate testing devices and techniques.
Changing the strategies in terms of evidences gathered.

CONCLUSION

It is evident from the above description that to achieve the teaching objectives, the three aspects of
teaching activities should be arranged in such a way that when the changes occur in the thinking and
working systems of pupils, creative thinking should also be developed in them.

Professional responsibilities
As a NSW public school teacher, you have a responsibility to ensure that students
gain the knowledge and skills they require to become effective learners and
ultimately effective and responsible citizens and to understand and appreciate the
values and beliefs supported by Australian society.

You also have a responsibility to meet the high standards of professional and
ethical behaviour required by the department, the public, parents and the
profession itself.

Teachers undertake this responsibility within the framework of the law and lawful
instructions from the employer.

The responsibilities listed below provide guidance for teachers as members of the
teaching profession and will assist in giving direction to your interaction with
teaching colleagues. They will also guide you in meeting the needs of students, in
working with parents or caregivers and other staff, in liaising with the public and in
being responsible and committed employees of the department.

The following statement of professional responsibilities must be adhered to by all

teachers. In carrying out your duties and responsibilities you must:

 Be conscious of your special duty of care to the students of the NSW public
education system in all educational activities in and out of school.
 Demonstrate the highest standards of professional behaviour, exercise
professional judgement and act in a courteous and sensitive manner when
interacting with students, parents or caregivers, staff and the public.
 Collaborate in the development of school plans, policies, and programs.
 Devise and document teaching and learning programs and develop and
implement appropriate evaluation mechanisms.
 Be conscious of the need for equitable treatment of all students, including
those with disabilities or other special needs; meet the individual learning
needs of students and assist each student to maximise his or her learning
outcomes.
 Effectively manage and implement programs for child protection and student
welfare.
 Undertake appropriate ongoing professional development to promote
competence in curriculum development, delivery and evaluation, classroom
management and teaching skills.
 Comply with legislative and industrial requirements and the Department's
Code of Conduct, policies and procedures.
 Be familiar with the provisions of legislation relevant to your official
responsibilities.
 Comply with reasonable directions given by a supervisor/principal and
adhere to the official guidelines concerning the performance of your duties.
 Implement the priorities of the Department and the school and ensure your
professional actions reflect Government policy and departmental procedures
and guidelines.
 Be fair in exercising delegated responsibility and promote personal and
professional development of staff.
 Perform your duties efficiently and effectively and with honesty, integrity and
fairness at all times.
 Ensure that decisions are made fairly and conveyed promptly both within the
Department and to those students and members of the public who have a
right to know.
 Use information gained in the course of employment only for proper and
appropriate purpose.
 Use public resources economically.
 Except in the discharge of official duties use no information gained by or
conveyed to you in the course of those duties.
 Without the express direction or permission of the Minister or the Director-
General, not disclose (whether directly or indirectly) any such information.
 Behave in such a manner as to protect and enhance the esteem and
standing of public education. In particular:
o You must not, under any circumstances, have sexual relationships with
students. It is irrelevant whether the relationship is homosexual or
heterosexual, consensual or non-consensual or condoned by parents or
caregivers. The age of the students or staff member involved is also
irrelevant.
o You must not, under any circumstances, engage in conduct of a sexual
nature with a student. Improper conduct of a sexual nature by a teacher
against a student includes sexual intercourse and any other form of child
sexual abuse (which must be notified) as well as but not limited to:
inappropriate conversations of a sexual nature; obscene language of a
sexual nature; suggestive remarks or actions; jokes of a sexual nature;
obscene gestures; unwarranted and inappropriate touching; sexual
exhibitionism; personal correspondence with students in respect of the
teacher's sexual feelings for the student; and deliberate exposure of
students to sexual behaviour of others, other than in the case of prescribed
curriculum material in which sexual themes are contextual.
  Prescribed medications and non-prescribed medications (such as
analgesics) should only be administered in accordance with departmental
guidelines. You must not give students alcohol or other drugs, or encourage
or condone the use of alcohol or other drugs by students.
 Teachers must not, under any circumstances, use any form of discipline that
includes any threat of physical violence or harm, corporal punishment or
engage in any form of behaviour which could cause physical, emotional or
psychological harm of any kind to students.

The profession of teaching necessarily brings teachers into close contact with
children and young people. Effective teaching is based on warm, mutually
respectful relationships between teachers and students.

With a growing awareness that abuse of children can occur in all areas of the lives
of children and young people, parents and carers are increasingly vigilant. Having
their behaviour under increased scrutiny is a professional challenge for teachers. It
is important to remember that the privilege and many benefits associated with
employment in a role that involves work with children also carries with it
expectations of the highest standards of care and protection for them. Processes
are in place to ensure that the rights of staff are protected and that procedures are
fair in the investigation of any concerns raised about staff behaviour. There have
been occasions, for example, when teachers' actions have been misinterpreted.

Child protection legislation and departmental policies provide a framework for

professional relationships of teachers with students (refer to child protection
policies). Appropriate teacher behaviour needs to be responsive to the age of the
student and the particular teaching context. The principal of your school will advise
you of any local school guidelines and you should not hesitate to raise any
concerns with your supervisor or the principal. Staff at regional office such as the
student welfare consultant and staff support officer can also assist.

A Guide for Teaching and Protecting Children and

Young People
The following information will help teachers identify appropriate professional
practice in their conduct with students. The material below is not exhaustive but is
provided as a guide to common situations.

Good or acceptable practice

1. School and classroom culture

 Develop school and classroom routines or structures that have clear

boundaries of acceptable and professional student/teacher interaction.
 Implement Department and school guidelines that help prepare and plan
such educational activities as excursions. Professional behaviour and
supervision levels need to respond to the age of students and the
educational context.
  Know the school's student welfare and discipline policies and use behaviour
reinforcement strategies that follow these policies.
 Develop a non-confrontational behaviour management style.
 Respond to provocative behaviour by students, parents or members of the
school community in a non-confrontational, calm manner to help defuse
difficult situations. Seek support from colleagues or supervisors where
needed. In extreme situations the principal can call police to protect staff and
students. Strategies including the use of Inclosed Lands Protection Act 1901
and obtaining Apprehended Violence Protection Orders can also be used.

2. Care and discipline of children

 Report and document incidents involving physical restraint of students or

violence involving students. This provides important information if an
allegation is made about the related conduct of a staff member.
 Actively supervise students when on playground duty.
 Clearly instruct and carefully supervise students operating equipment.
 Provide correctional feedback on student work in a constructive way.
 When confiscating personal items, such as mobile phones or hats, ask
students to hand them to you. Only take items directly from students in
circumstances where concern exists for the safety of the student or others
and your own safety is not jeopardised by this action.
 When playing physical sport with children, consider the physiques of
students, along with the relative ages and stages of development of all
participants.

3. Teacher-student relationships

 Participate in social contact with a student only after obtaining informed

consent of the student and the parent (and principal where appropriate);
such contact includes meetings, sporting events, phone calls or electronic
communications, e.g., emails and text messages.
 When acting as a student's mentor, develop a relationship with clear
professional boundaries that cannot be misinterpreted as a personal, rather
than a professional, interest in the student.
 If a student develops a ‘crush' on you, inform a supervisor, so independent,
sensitive advice and support are available.
 Praise and recognise all students when appropriate, so they all feel fairly
treated.
 Physically contact students in a way that makes them comfortable, e.g.,
shaking hands, a congratulatory pat on the back, or with very young
students by gently guiding them or holding their hand for reassurance or
encouragement.
 When students, particularly very young children, are hurt and seek comfort,
it is appropriate to provide reassurance by putting an arm around them.
 Be alert to cues from students about how comfortable they are in your
proximity and respect individual needs for personal space. If teachers
physically contact students in class demonstrations, such as PE or drama
lessons, explain the activity involved and what you will do.
  Be aware of cultural norms that may influence interpretation of your
behaviour towards students.

4. Interaction with students with identified needs

 Be especially sensitive interacting with students who may have poor

‘boundaries' for appropriate behaviour after being traumatised by physical,
emotional or sexual abuse, because they may misinterpret your actions.
 Schools for Specific Purposes and those in Juvenile Justice Centres have
particular requirements for child protection, due to the needs of students.
Therefore, careful training, planning, programming, documenting and
reporting will help protect students from neglect or abuse, and staff from
complaints or allegations. Awareness by all staff, including non-teaching
staff, and where appropriate parents or caregivers, of appropriate strategies
and their purpose with individual students is desirable and this will usually be
gained in the development of individual management programs.

Poor or unacceptable practice

1. School and classroom culture

 Excluding students from a lesson or activity, then leaving them unsupervised

in corridors, classrooms or storerooms.
 Leaving a class unattended or dismissing students early from a lesson so
that they are unsupervised.
 Not reporting concerns about risk of harm to a child or misconduct of a staff
member towards a student.
 Attempting to physically prevent a student from entering or leaving a
classroom, unless there is a concern for the safety of the student, other
students or staff.
 Closing doors or windows to rooms without checking students are safely out
of the way.
 Pursuing a student who is attempting to run away unless that student is in
immediate danger or is likely to harm another person.
 Shouting angrily at students to intimidate them.
 Commenting to or about students on the basis of disability, gender,
sexuality, cultural or racial stereotypes.

2. Care and discipline of children

 Public disciplining or humiliating a student as punishment or as an example

to other students.
 Throwing an object, such as a duster, chalk, ball or book, at a student to get
their attention.
 Threatening students with physical punishment.
 Corporal punishment, such as hitting, smacking or caning, of students is
prohibited.
 Providing inadequate supervision for students while on duty during
excursions.
  Not appropriately responding to or referring clear requests from students for
medical or first aid attention.
 Arranging activities or meetings alone with a student that are not within
school guidelines or that are without the informed approval of a supervisor
and, if appropriate, the parent or caregiver.
 Targeting students unfairly for criticism or prejudging complaints from other
staff or students about their behaviour based on past conduct.

3. Teacher-student relationships

 Teasing students or unfairly withholding praise from them

 Putting your arms around students while instructing them on the computer.
 Developing a practice of cheek kissing as a greeting or for congratulating
students.
 Repeatedly and unnecessarily touching students on the back, shoulders,
arms or legs.
 Allowing a student to sit on your lap.
 Undressing in front of a student, for example in PE or Activity Centre change
rooms
 Giving gifts or money to students as a reward or incentive for good
behaviour or as a gesture of friendship.
 Conversing about sexual matters unrelated to a syllabus.
 Telling jokes of a sexual nature.
 Making sexually suggestive remarks or actions, obscene gestures or
showing inappropriate videos.
 Deliberately exposing a student to the sexual behaviour of others, including
access to pornography.

Practices in the following three bullet points are prohibited (and

may also be criminal acts):

 Teachers must not have sexual relationships with students. It is irrelevant

whether the relationship is homosexual or heterosexual, consensual or non-
consensual or condoned by parents or caregivers (the ages of the students
or staff members involved are also irrelevant).
 Teachers must not give students alcohol or other drugs (except prescribed
medication in accordance with department and school policy), or encourage
or condone the use of alcohol or other drugs by students.
 Possessing, computer downloading or distribution of child pornography.

4. Interaction with students with identified needs

 Using unnecessary force to make physical contact with a student as a

prompt for a verbal instruction or to force compliance.
 Failing to implement strategies negotiated and outlined in individual student
management programs.
Using physical contact to contain confrontational behaviour of students of all ages
(particularly those with identified behaviour or conduct disorders) unless there is a
concern for the safety of the student, other students or staff.

Here are 5 reasons you should take the internship and feel great
about your decision:

1. To gain experience.
You lack experience and this is the only way to get it. The best
experience comes from internships because you get to do a bit of
everything! You get to see and experience the different roles that
people play in certain companies and see working life from different
perspectives. This is good to take into the working world with you
because at times, you will be asked to do various tasks involving
different elements of the company. This way, you would have
already had a go at things and understood how to multitask.

2. To have a better understanding.

An internship allows you to take time to understand your role,
tasks and the industry. Internships want you to leave knowing more
than you came with, and this is most likely the outcome. Take this
opportunity to understand each task you are given and every new
tool you use. Write things down, ask questions and do things
repeatedly to make sure you are doing everything with 100% effort.

3. Have the opportunity to learn and

watch.
You can learn from the best during an internship. People will be
watching over you and working closely with you on projects so that
you have someone to look up to and a goal to work towards.
Perhaps you will learn new skills from these people and new things
about the industry and life that you didn’t know before.
Communication and interaction is key so ask plenty of questions and
don’t be afraid to propose new ideas!

4. Gain the ability to put new things into

practice.
You can try out new skills and tools without the pressure of being
wrong. Internships are a time to experiment, and people who hire
you for that internship know that. They expect you to learn from
your mistakes and use this as motivation to get better at the
things you were not so great at before! Take these new ideas and
skills to your next job and find a way to incorporate them into any
tasks you are given.

5. Build confidence.
Whether it be public speaking, giving presentations or simply
suggesting new ideas, internships will build your confidence which
allows you to grow as both a worker and a person. Confidence is key
because if you don’t believe in yourself…who will? There is a fine
line between confidence and arrogance, so make sure you don’t cross
it because no one likes an arrogant worker! Internships will help you
to build confidence through practice which will also help in your
personal growth. After all, practice makes perfect!

6. To get a feel for different industries.

Internships are usually for 3-6 months. This allows you to get a
feel for different industries in a small period of time. If you spend
3 months in PR then 3 months in marketing, you get to know the
difference in content, how they work and why they work. This will
help in your overall career path if you are unsure of what to do in
the future, or are stuck between 2 options. You also pick up a
wider variety of skills when working in different industries which can
make you more attractive to employers and hiring managers!

7. To communicate
Internships require you to both work individually and within a team.
You learn to communicate in new ways to build professional working
relationships with people of all ages. This is great because it allows
you to be open to other peoples ideas and to get creative in a
team in order to build better ideas and ultimately, to build a
better company.

Well I’m really excited by this position at Midnight Consulting because in five
years, I’d like to be seen as someone with deep expertise in the energy sector,
and I know that’s something that I’ll have an opportunity to do here. I’m also
really excited to take on more managerial responsibilities in the next few years
and potentially even take the lead on some projects. I’ve been lucky enough to
work with some amazing managers, and so developing into a great manager
myself is something I’m really excited about.”

In five years, I want to complete the internal training program for my

position. I’ve read about it on your website, and I think it’s a fabulous
program. Not only would I get all the training for my role, but I would be on
the fast track to becoming a project manager. That’s my top career goal.
Plus, my ideal path would include working abroad for a couple of years. I
understand that it’s of value to you to find people prepared to do so.
I don’t know what I am going to do tomorrow forget about 10 years’ is not
what I am going to say.

As I believe, we all have some dreams about our future, so do I.

But generally we never give a picture to these dreams. Often when this question comes
up “where do you see yourself 10 years down the line” the answer is simple: I do not
know about tomorrow forget about after 10 years.

In reality, that is not possible, that we really have no plans. If in any case we say no, that
is my plan that I actually do not have any plan or I don’t care where I will end up. Then
my very simple question is: Are you not working towards it? Are you not studying for it?
Are you not trying to make yourself better?

If we know the answer to any of these question, then we do have a plan towards our
future. Deep down in our heart, we do know where we want to see ourselves in 10 years
from now. These plans or better put as our efforts will work or not, whether we will reach
where we actually want to or not, is a whole lot different story.

Now, to answer the question, I would like to answer in a retrospect till I get to the real
story. Sit tight, might take a few more lines and a few more minutes.

I was 18 back then, all ready to take my upcoming medical entrance exam. I had many
dreams like the usual, I will be in this big medical school, soon I will have many friends,
then I will meet my Mr. Right. I will graduate with distinctions and I will settle in my life
with a nice career and even nicer family.

But here I am 28 now, did my under-grad in electronics, grad in communications

engineering and now working towards my PhD. So career is definitely twisted. My
personal life, I did met my Mr. Right and also lost him in what we can say few years that
passed in a blink. So yes, even my personal life is equally twisted. Family, definitely, they
are back there in India and I am living here in US with my lovely extended family but
definitely not the way I planned or dreamed.

Now I again have some plans about my future and I think about what it would look like
in next 1 year or 5 years or 10 years. Dr before my name, having a house, toured some of
the beautiful cities here, maybe some of the cities of some other countries also. My
family will be here with me, we all living under the same roof again.

But even when I read this answer again, it reminds me that this new dream looks a lot
like my dream which I had 10 years back. Yes, with a few alterations probably.

In the end, We all plan, we all have dreams, we all work towards achieving it. Our
dreams, our future plans are the only motivation to live our lives. We might be having
different dreams but we all know in the end:

We want to see ourselves somewhere better, where we are right now.

Cheers to the dreams, Cheers to the spirit of life that always keeps us going
:)

Life is hectic! Anything can happen, anything can change for the better or worse, and
you’ll never know it’s coming. I don’t want to write my life out as if I think everything
will be happy rainbows and bunnies, because truth is, life doesn’t work that way, and
if you think that, then you’ll be very disappointed when life doesn’t work in your
favor.

I’m just going to go on this journey, and see where life decides to takes me.
 Join the ride.

To remind and encourage my students to find what they are passionate about. Passion is
what drives me, it is an umbrella term that reminds me why I care and why I want to make a
difference – because I am passionate about supporting and inspiring others. This desire
pushes me to persevere through the hard times, to continually see the best and the
potential in my students so that I can help them become all that they can be, both in and out
of the classroom. I want to be that stable and constant voice in their lives that speaks to
their confidence, their goodness, and to become their activist because I believe in every
child’s worth. This starts by creating a safe space that is structured by rules which are there
to reassure them that they are cared for, loved, and worthy of respect. Each and every
one of my students will contribute to a shared goal of success and achievement, both in
their academic and social life, where they will discover what makes them uniqueand special
and where differences are celebrated rather than discouraged. Open communication and
mutual respect will build solid foundations of trust and genuine relationship with my
students and with their peers. It is my goal to shape my students vision of themselves into
one that is positive, radiating with confidence, and cultivating a future that can become
attainable for them. This can be seen in the joy that I receive when I am in relationship with
others, to be that person that is capable of making an impact in someone’s life and to be
that person they can look back on and say that they were influential in making a difference. I
want to create a safe haven for my students where they feel secure, valued, and ultimately,
find their worth and their identity.

Vision of Myself and My Teaching

 The classroom is organized.
 I understand the standards.
 I'm ready to teach.
 I have a sense of sanity because I have succeeded.
 I'm immensely smarter because of this experience.

Vision of My Students as They Learn

 Students are eager, excited, exhilarated by learning.
 Learning goals are accomplished at all levels.
 Students are independent learners and willing to challenge themselves.