ASSIGNMENT NO1

COURSE: PROFESSIONALISM IN TEACHING

PROGRAME B.Ed. 1.5 year

SEMESSTER 3rd
CORSE COD 8612

WRITTEN BY ZUBAIDHA DURRANI

ROLL NO CA632283

UNIVERSITY AIOU ISLAMABAD

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 Q1. Which characteristics are necessary for a profession? Why a
profession is not called profession without these characteristics?
Answer: Teaching is the noblest profession in the world,” stated President David O. McKay.
But teaching is a profession that only appeals to a special type of person—a person who is
concerned about others, one who has a desire to touch the lives of his students and somehow
leave them better than they were. The richest rewards of teaching come when a teacher can
observe growth and development in his students. One of the largest of all professions, teaching
employs more than 2 1/2 million people annually. Nevertheless, jobs are sometimes difficult to
find because of the large number of people currently prepared to enter the profession. In the field
of social sciences, for example, there are almost no opportunities. On the other hand, elementary
placement is still quite high. Special education and physical sciences (chemistry, math, and
physics) have many opportunities, too. Naturally there are more opportunities in some
geographical areas than in others and especially in schools where teaching conditions are poor.
Eight out of ten recent BYU graduates found teaching jobs last year. Salaries vary and are
dependent on the teacher’s experience and education, and on where he teaches. For most
positions the hours are long. Not only does the teacher spend about eight and one-half hours per
day in the classroom, but two to three hours are spent at home grading papers and preparing for
the next day. Since teaching can be very difficult and nerve taxing, one should carefully look at
his interests, abilities, and goals before deciding upon a career in education. If he finds himself to
be stable, interested in continued study and learning, and capable of seeing beneath the surface to
the basic needs of other people, he can discover in teaching extraordinary satisfaction and the
nobility President McKay referred to.

The skills needed for effective teaching involve more than just expertise in an academic field.
You must be able to interact with people and help them understand a new way of looking at the
world. This is not an easy job! Although there are many different ways to teach effectively, good
instructors have several qualities in common. They are prepared, set clear and fair expectations,
have a positive attitude, are patient with students, and assess their teaching on a regular basis.
They are able to adjust their teaching strategies to fit both the students and the material,
recognizing that different students learn in different ways. As a teacher, you are a role model
who sets the tone for the class. If you are able to show enthusiasm and commitment, your
students are more likely to reciprocate. Conversely, when you are negative, unprepared, or
impatient, these qualities will be reflected in the attitudes of your students. Undergraduate
students at Georgetown have high expectations of their instructors, and they also have many
competing interests beyond the course you are teaching. Give them a reason to remember your
class as an important part of their college experience!

POSITIVE

Keep your students engaged with a positive attitude. Teaching is most effective when students
are motivated by the desire to learn, rather than by grades or degree requirements. Many first-
time TAs are confused by the new authority of being a teaching assistant, and mistake
intimidation for respect. Think of your students as teammates, not adversaries. Learning and
teaching are challenging, but that doesn’t mean that you can’t have fun in the classroom. Stay
focused, but don’t be afraid to be creative and innovative. Allow yourself to be enthusiastic and
find ways to let students see what is interesting about your subject.

PREPARED

You should know the course material. If students are required to attend lectures and read
assignments, then it seems reasonable that you would do the same. Most faculty expect graduate
TAs to attend lectures, especially if they have never taken or taught the course. Review key
concepts and ideas if you are unclear about them, particularly if it has been a while since you
have worked with the topics you will be teaching. Think about how the material can be most
effectively demonstrated and design a strategy. Write an outline or take notes to follow during a
lecture, and prepare your overheads, diagrams, handouts and other aids well in advance. Don’t
wait until the morning of the class!

ORGANIZED

Have a plan for what you want to teach. Your job is to illustrate key points and essential context,
to help students integrate all of their work (reading, labs, exams, papers, lectures, etc.) for the
course. Given that there is never time to teach everything, choose the most important concepts
and show how they are related. Explain ideas so students are able to build on material they have
already mastered, whether from your course or previous classes. Don’t just focus on what you
happen to be teaching today. Show students how what they are learning now is connected to
material covered later in the course. Keep your long term goals in mind, pace yourself so that
you don’t run out of time at the end, and try to end every class with a conclusion.

CLEAR

Effective teachers can explain complex ideas in simple ways. As you develop expertise in an
academic field, it is easy to forget that students may have no prior knowledge of fundamental
concepts that you take for granted. Help students understand and use new terminology, so they
can become fluent in the language of your discipline. Many concepts can be more effectively
demonstrated with visual aids such as diagrams, drawings, charts, slides, etc. Make sure that they
are large enough to see, neat enough to read, and don’t stand in the way! Think about the role
body language can play. Having your teaching observed by someone else (or even better, having
it videotaped) can reveal habits that you would never notice on your own.

ACTIVE

Keep your students thinking? Unless they are actively using the concepts you are teaching, most
students will remember only a small fraction of what you teach. A lecture is an efficient way to
deliver information to large numbers of people, but it is an inefficient way to provide students
with lasting knowledge and skills. Consider using at least some classroom time for activities
other than traditional lectures, discussions or question and answer sessions. Problem solving
exercises in small groups can take no more than a few minutes, yet allow students to engage with
the material being covered.
PATIENT

Remember what it is like to learn something for the first time. Give students time to process
information and answer questions. Know that it is fine for students to make mistakes if they can
learn from them. Realize that learning can be hard work, even for the most motivated students.
Rather than blaming students when things don’t go right, consider ways you could change your
approach to reach them more effectively. Concepts, background information or conclusions that
seem obvious to you may not be so clear to someone who is new to the subject. Be patient with
yourself, too. Teaching can be difficult and frustrating at times. Give yourself the same
opportunity to make mistakes and learn from them.

FAIR

Consider what it would be like to be one of your students. Chances are you would want an
instructor who set clear expectations, applied them consistently and could admit when they were
wrong. Whether you mark off points on an exam question, give a low grade on a paper, or
penalize someone for a late assignment, you should be able to explain why you did it. Of course
it helps if you have already outlined clear policies, both for the entire course and for each
assignment. Once you have set standards, it is very important to apply them equally and
consistently, otherwise you will lose credibility. On the other hand, if you make a mistake or
don’t know the answer to a question, it is much better to acknowledge rather than ignore it.

TECHNOLOGY TIP

Since it is often hard to remember what it is like to encounter your discipline’s material at an
early stage, peer instruction offers an alternative to the “sage on stage” model. Peer instruction,
which usually happens in small group activities or paper response assignments, allows students
to get feedback at their own level of discourse and understanding. This provides a helpful
complement (not replacement) to instructor feedback. Technology such as the discussion tool in
Blackboard helps peer groups stay in contact over long distances and over different periods of
time.

WHAT’S YOUR LEARNING STYLE?

CNDLS has several ways of helping you discover the learning styles you tend to favor. Being
more aware of your own tendencies will help you recognize similar or different preferences in
your students and react accordingly. Besides the more well-known Myers-Briggs test and visual,
auditory, and tactile differences, there are also documented differences in how people problem
solve.

TECHNOLOGY TIP

E-mail is an excellent and perfectly acceptable way to give feedback to your students. In fact,
several professors ask their students to turn in assignments over e-mail. By having a digital copy
of students’ work, faculty can make comments using the editing tools in Word, have access to
the papers wherever there is an internet connection, and keep up with less paper-work, not to
mention having a date and time record of when the student turned in the work.

References:
1. AIOU Book, professionalism in teaching.
2. https://en.m.wikipedia.org/wiki/Profession
3. https://owlcation.com/academia

Tutor comments
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Q2. What is professional responsibility? Describe its role in promoting values.

Answer: Professionalization is a social process by which any trade or occupation transforms

itself into a true “profession of the highest integrity and competence.” The definition of what
constitutes a profession is often contested. Professionalization tends to result in establishing
acceptable qualifications, one or more professional associations to recommend best practice and
to oversee the conduct of members of the profession, and some degree of demarcation of the
qualified from unqualified amateurs (that is, professional certification). It is also likely to create
“occupational closure“, closing the profession to entry from outsiders, amateurs and the
unqualified.

Occupations not fully professionalized are sometimes called semi professions. Critique of

professionalization views overzealous versions driven by perverse incentives (essentially, a
modern analogue of the negative aspects of guilds) as a form of credentials.

Responsibilities of a Teacher

1. Knowledge of the Subject

 To have expert knowledge of the subject area

 To pursue relevant opportunities to grow professionally and keep up-to-date about the
current knowledge and research in the subject area 
1. Teaching

 To plan and prepare appropriately the assigned courses and lectures

 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop self-responsible/independent
learners
 To promote students’ intrinsic motivation by providing meaningful and progressively
challenging learning experiences which include, but are not limited to: self-exploration,
questioning, making choices, setting goals, planning and organizing, implementing, self-
evaluating and demonstrating initiative in tasks and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology, resources and
information to solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary learning
experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning styles,
strengths and needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner, audience) in
relation to content and purpose of instruction and students’ needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside and
outside the classroom 

1. Assessment

 To define and communicate learning expectations to students

 To apply appropriate multiple assessment tools and strategies to evaluate and promote the
continuous intellectual development of the students
 To assign reasonable assignments and homework to students as per university rules
 To evaluate students’ performances in an objective, fair and timely manner
 To record and report timely the results of quizzes, assignments, mid- and final semester
exams
 To use student assessment data to guide changes in instruction and practice, and to
improve student learning

1. Professionalism

 To be punctual and be available in the university during official working hours

 To comply with policies, standards, rules, regulations and procedures of the university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings and activities
according to university policy
 To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s community to
support student learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities, including good
work habits, reliability, punctuality and follow-through on commitments
 To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman

1. Good Behavior

 To model honesty, fairness and ethical conduct

 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender, ethnic, religious,
cultural and learning diversity of students
 To demonstrate skill when managing student behavior, intervening and resolving
discipline problems
 To model good social skills, leadership and civic responsibility 

1. Specific Deadlines

Task Deadline

Course During the first lecture of the course, course specifications

Specifications should be shared with the students

Class Activity Class activity report must be prepared for each class lecture
Report and placed in the course file

Course file for each course must be kept updated all the time
Course File for periodic review by the Chairman and random checks by
the QAD

Attendance After every 8 weeks of the semester, a copy of the attendance

 summary sheet must be displayed on notice board and a copy
should be placed in the course file.

Within one week of every quiz, a copy of the result must be

displayed on notice board and a copy should be placed in the
Quizzes
course file. (Note: Quizzes/Assignments should be equally
distributed before and after the mid exam).

Within one week of receiving every assignment, a copy of the

Assignments result must be displayed on notice board and a copy should be
placed in the course file.

Within one week of the exam, a copy of the result must be

Mid Semester
displayed on notice board and a copy should be placed in the
Exam
course file.

Final
A copy of the final student attendance report must be
Attendance
submitted to COE office before the end-semester examination
Report

Setting of Mid All examination papers should be set from within the
& Final Papers prescribed course made known to the students by the teacher.

Within one week of the exam, submit the comprehensive

End Semester
results to the controller of examination along with answer-
Exam
sheets of mid and end-semester exams.

References:
1.AIOU Book, professionalism in teaching.
2. https://ntu.edu.pk
3. https://www.qcc.cuny.edu

Tutor comments
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Q3. Describe purpose and structure of code of professional conduct. Also

explain commitment to professional renewal.
Answer: The standards transcend all subject areas and grade levels. And most
colleges and universities use the Interstate New Teacher Assessment and Support
Consortium (InTASC) standards to voice their expectations required for new teachers.
Here’s a brief description of the ten InTASC standards you need to know, so that you
can be an effective teacher and shape hundreds of lives over the course of your career:

1. Learner development. The teacher understands how students learn and how they
develop. Teachers apply this understanding to each student in the context of the student’s
cognitive, linguistic, social, emotional, and physical abilities, because they understand that
students’ abilities differ. Teachers respect these student differences and leverage
differences to allow all students to reach their full potential, focusing on and drawing out
their individual strengths. Teachers actively take responsibility for their students’ growth and
development, receiving input from and collaborating with families, colleagues, and other
professionals.
2. Learning differences. The teacher understands individual differences in culture,
language, and socioeconomic status of his or her students, incorporating them in teaching to
create inclusive learning plans. Teachers use this understanding to adapt their lesson plan
content and delivery to ensure that they promote and encourage diversity, particularly for
students who have special needs. Teachers respect these individual differences, believe
that all students can achieve at high levels, make students feel valued, and assist students
in realizing their full potential.
3. Learning environments. The teacher understands how to develop and provide
supportive learning environments for his or her students. Teachers apply this understanding
to create activities that facilitate both individual and collaborative learning, while also
promoting positive social interaction between students of different backgrounds. Teachers
value their students’ input, allowing them opportunities to provide input, and listening
attentively and responsively. Teachers support students in developing self-motivation,
assisting them with problem solving, decision making, and exploration within a safe and
validating environment. Teachers also engage appropriately with local and global
communities to provide diverse learning environment opportunities for all students.
4. Content knowledge. The teacher understands the central concepts of the subject or
subjects that he or she is required to teach, with an in-depth understanding of how to make
the content accessible and approachable to all students. Applying this standard, teachers
commit to keeping up-to-date and relevant in their content areas, in both local and global
contexts, incorporating and promoting cross-cultural understanding. Teachers encourage
and appreciate students’ critical analyses and ensure that students are appropriately
 challenged with adequate resources to support their learning. And teachers are sensitive to
the potential for bias, actively seeking to address it when covering any learning content.
5. Application of content. The teacher understands how to apply and connect different
concepts within the learning content, using this understanding to engage students and to
help them apply these concepts to the real world. Teachers also use this understanding to
draw from content material outside their own area of concentration, helping students to
understand how their education as a whole is composed of interrelated components.
Including local and global examples, teachers draw on culturally and socially diverse
perspectives and collaborate with other teachers to provide an example that encourages
students to explore, think critically, and develop their own innovative skills.
6. Assessment. The teacher understands and applies various methods of assessment that
encourage and support the growth of his or her students. Using this understanding, teachers
can appropriately modify assessments to make them culturally or ethnically relevant or to
allow the adequate testing of students with varying abilities in English and of students with
individual needs. Ethical application of these assessment methods allows students to
understand and reflect on their own growth and learning. Providing descriptive feedback on
student progress encourages students to focus on areas of difficulty where appropriate.
7. Planning for instruction. The teacher understands the curriculum goals and standards
required of his or her students and appropriately uses knowledge of content areas and
cross-disciplinary skills to plan learning that will allow each student to achieve these goals
and standards. Effective teachers adapt and plan effective instruction that will allow learners
of varying skill levels and at various levels of development to leverage their own strengths to
achieve what is required of them. Applying this standard also involves the input of students’
family members, the community, and professionals both inside and outside education, to
ensure the highest possible levels of classroom achievement.
8. Instructional strategies. The teacher understands how to encourage students to use
and develop a deep understanding of content and connections between content using a
variety of instructional strategies. Allowing students to develop their critical thinking,
problem-solving, and research abilities, and allowing them to perform learning tasks
independently as well as with the teacher, are all applications of this standard. Teachers
plan to accommodate students from diverse backgrounds and with a diverse range of
abilities, incorporating and encouraging the use of various technologies that will support
students in retrieving or assessing the required information. Teachers can also adapt
exercises and materials to cope with new information received from students during their
research, updating and improving their own knowledge base.
9. Professional learning and ethical practice. The teacher understands the importance
of ongoing personal reflection regarding teaching and lesson planning methods, personal
and teaching goals, as well as continued striving for development. Applying Standard 9,
teachers perform frequent self-evaluation, and encourage feedback from students, students’
families, and colleagues or supervisors. Teachers must see themselves as continual
learners, always seeking new opportunities to further their knowledge, particularly of their
content base.
10. Leadership and collaboration. The teacher seeks out and assumes leadership roles
that match his or her skills. Teachers who apply Standard 10 understand the importance of
collaboration and demonstrate this understanding to their students. They take direct
responsibility for the success of their learners, working with them to help them achieve their
potential. And this collaborative spirit extends to the students’ families and community; when
teachers actively seek opportunities for growth by engaging with other education
professionals and accessing and providing support where required, the school as a whole is
empowered to move forward in achieving the school’s mission and goals.
References:
1.AIOU Book, professionalism in teaching.
2. https://www.teachhub.com/professional-development/2017/11/professional-
commitment-in-the-teaching-profession/

Tutor comments
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Q4. What is teacher renewal? Discuss role of professional dispositions in

teacher renewal.
Answer: Professional dispositions include the values, commitments, and professional
ethics that influence behaviors towards students, families, colleagues, and communities
that affect student learning, motivation, and development as well as the educator’s own
professional growth. Dispositions are guided by beliefs and attitudes related to values
such as caring, fairness, honesty, responsibility, and social justice. For example, they
might include a belief that all students can learn, a vision of high and challenging
standards, or a commitment to a safe and supportive learning environment (NCATE,
2002).

The professional dispositions expected of all teacher candidates include an ability to

1. Demonstrate a commitment to learning and diversity.

2. Build rapport and serve as a strong role model to peers, colleagues and learners.
3. Display effective communication skills (oral and written) in all settings.
4. Demonstrate professional competence and conduct.

All teacher candidates are expected to demonstrate these professional dispositions

consistently, especially during course and fieldwork opportunities. To ensure all teacher
candidates demonstrate these dispositions, the TLEL faculty members have established
mandated checkpoints throughout the preparation program. These checkpoints provide
an opportunity to elicit feedback from course instructors, cooperating teachers, and
university supervisors on any dispositional concerns. Teacher candidates are also
provided with a number of opportunities to self-evaluate how well they these
professional dispositions.

Professional dispositions will be assessed by cooperating teachers/placement

coordinators (e.g., Liberty Partnership coordinators) and university supervisors in each
field experience requirement. Additionally, course instructors will assess professional
dispositions informally in courses.

Teacher candidates must receive a final rating of “acceptable” for admission and
advancement in teacher education programs. If a teacher candidate receives an
“unacceptable” rating in a field experience or from a course instructor, he/she must
complete another field experience successfully before advancing in the program and/or
before applying for the internship semester.

Teachers engage in development for various reasons. Sometimes it happens as a

consequence of teachers’ intrinsic motivation to improve the quality of their teaching
practices, gain respect and recognition, become a more effective educator, or to
increase individual satisfaction in pursuit of a successful teaching career. In other
cases, it comes about as a consequence of extrinsic motivation from a teacher brought
on by factors such as maintaining a job or position, obtaining a better salary, accessing
higher quality jobs in the field, or getting a promotion explain that both types of
motivation can be important for sustainable and participative teacher development,
especially connected to curriculum. In the same way, teacher development can be
motivated by institutional needs such as increased teacher awareness, updating of
teacher knowledge, and adoption of new teaching practices, among many others. In this
way, the institution can play a key role in transforming teacher development into a
“process of ‘we are developing’ rather than a process of ‘you must develop’ because
you are underperforming” (Heystek & Terhoven, 2015, p. 629). In this paper, we reflect
on the process of building and implementing a teacher development program (TDP)
linked to curriculum renewal in a university English as a foreign language (EFL)
program on the Caribbean coast of Colombia. In detailing the process, we explain how
university and program faculty were involved in reflecting, analyzing, and making
informed decisions about their teaching practices within the framework in order to better
design and implement the new curriculum.

The specific context in which this TPD was designed is that of an eight-level,
undergraduate EFL program that serves around 12,000 students annually and relies on
approximately 60 teachers, most of whom are Colombian. Students in the program
belong to a variety of majors ranging from graphic design or engineering to psychology
or social communication. Throughout the program, teachers are expected to help
students develop a B2 level of language proficiency according to the Common
European Framework of Reference (CEFR) (Council of Europe, 2001).

Based on systematic classroom observations at all levels of the program, we found

students were not developing their language proficiency at the expected level. Careful
analysis of students’ grades and exit exam results corroborated these observations and
showed that more than 50% of the students were not achieving a B2 level. In order to
address this situation, the language institute initiated a curriculum development project
(CDP) based on backwards design, using desired learning outcomes to guide the
construction of a new curriculum The CDP aimed to identify needs in the program as
well as propose a new curriculum that would take into account aspects such as: course
goals and outcomes, course materials, student performance, teacher performance, and
assessment in a more comprehensive and structured way than before. After a needs
analysis was carried out, a preliminary design created, and new course materials
chosen, a major challenge arose: working with teachers to reflect on, evaluate, and
implement the new curriculum in the classroom.

When creating a teacher development program, several aspects must be clear,

including the objectives it aims to achieve in terms of institutional and professional
needs. In regard to the TPD in question, the time frame desired for its execution was
also important, bearing in mind that the curriculum implementation had fixed dates.

Institutional Needs

In the EFL program in question, there were several institutional needs that motivated
the CDP and the TPD. These needs included: fewer and more succinct objectives in
course syllabi, a clear progression of student learning outcomes (SLOs), increased
awareness among teachers of the content of each level, as well as a need to
standardize assessment practices.

Professional Needs

The TPD also took into account varied professional needs of the teachers within the
EFL program who would be implementing the new curriculum, the most important of
which were: teaching practice update, especially regarding skills instructions, sharing of
good classroom practices with their colleagues, and reflection as a professional tool.

References:
1.AIOU Book, professionalism in teaching.
2.Wiggins & McTighe, 2005

3.(Bailey, Curtis, & Nunan, 2001

4. Heystek and Terhoven (2015)

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 Q5. Describe teacher as a moral agent.
Answer: A nation depends on the activities of the teachers. Identically, they are
working to grow the basement of the students. No matter it is school, college or
university, a qualified teacher is the builder of a student. Even a teacher on the special
skills or technical courses is keeping role responsibilities on the societies. For this
reason, the leader of tomorrow is created by a teacher. At the same time, if a teacher
fails to discover the eternal power of a student, the student fails in his whole life. That
means a teacher is the best mentor for a life of the student.

The education system of the 21st century has changed radically with the integration of
the technology in every sector. At the same time, the students are more matured than
the previous time. Now, in the twenty-first-century education depends on Thinking Skills,
Interpersonal Skills, Information Media, Technological Skills as well as Life Skills.
Especially, the education of the present time emphasis on life and career skills. Now
there has no value for rote learning. In general, it needs to meet the industry need. To
clarify, the teaching will be effective when a student can use the lesson outside of the
classroom.  For changing the globalizing world, the role of the teachers is essential to
improve the sustainable education. At the same time, inspiring and guiding the students
in increasing employability skills with the digital tools is the prerequisite for a teacher.
Thus a teacher in the twenty-first century will be a digital teacher. Teachers are not the
facilitator for learning of the students only, and now they are responsible for training the
students for increasing employability skills, expanding the mind, growing digital
citizenships, critical thinking, and creativity as well as sustainable learning. Thus, the
winning of the students is the win of the teachers.

With the passes of time and integration of technology in every sector, the teacher’s role
has changed a lot. They need to enrich some skills to develop their students. Otherwise,
the students will not get the lesson, and it will increase the educated unemployed in the
digital era. Let’s see the changing role of a teacher in the 21st century.

This is the most competitive world, and there has the diverse option to choose the next
career for a student. In this case, a teacher needs to become a big planner to support
them according to their psychology. The future of a student will depend on 4C’s (Critical
thinking, Communication, Collaboration, and Creativity). It is the duty of a teacher to
introduce them the mentioned terms very clearly. The students will need to try several
multidisciplinary jobs. So the teachers will define where they will give more importance
and which skills are just for adding value or keeping as optional. Besides, if an educator
can provide a proper guideline to build the career in the 21st century for the students,
he will be the all-rounder in his career and life.

2. A Resource Provider
In this digital age, the internet is full of supportive resources. When a teacher teaches
the students from a collaborative perspective, the students will learn more deeply if they
get the resources. It can be YouTube Video Tutorial, Digital Content, eBooks or even
the printing documents. If the student receives the supportive materials on how to enrich
Critical thinking, Communication skills, Collaboration, and Creativity, they can lead their
own future. A teacher can show the resources according to their interest. Even a
teacher can’t be expert on the topics, albeit he can easily point the links of the
supportive materials. It will ensure better learning environments and the students will be
engaged with the lesson.

3. A digital Instructor for Different Ways of Learning

Effective teachers don’t limit the learning resources for the students. Correspondingly,
they are the best instructor for the students. In contrast, they will create the learning
materials entertaining. In the digital age, you can find a lot of resources who are
teaching the course efficiently. The instructor knows how to make the meaningful
learning opportunities for all students. Providing practical examples in the classroom or
collaborating in a class with another teacher can also help them to learn perfectly. To
emphasize, they know mixing the knowledge with an expert collaborator can make the
student motivated.

4. Learning Facilitator

A digital teacher or leader in the teaching profession don’t teach the students only. Also,
they help their colleagues to become the supporter of technology and show them how to
find the online resources and how to stay updated on their subject. They know how to
enjoy the work and how to make the lesson enjoyable. That means they are the
facilitator for all the students and teachers. Remember, if you can share your knowledge
you will learn more deeply. Similarly, the people will love you.

5. A Technology Lover for Learning

Now, it is so tough to attract the students without the use of technology. If you don’t
teach the right use of technology and how to find the internet resources, they will get the
evil resources. Important to realize, a teacher needs to learn how to read the
psychology and what the students want. With attention to, if you can’t maintain the
online community with the students, you will not be able to inform the students about the
world. Indeed, there has no way of the teachers to deal with the students without
learning the technology and internet world. As a result, when you want to build the
nation, you have to develop yourself first. Must be remembered, you have to know how
the Google Advanced Search process works.

6. A digital Learner for the lifetime

Effective teachers who are the builders of a nation are the lifetime learner. To point out,
they keep knowledge of the latest changes in their subject. Then again, they keep
knowledge about which jobs will be available in the next decade. In addition, they learn
the newest technology to help the students. To put it differently, they know how to
combine the technology, pedagogy, and content which will ensure Real-World Problem
Solving and cooperative learning. To summarize, a teacher needs to follow the quotes
from Henry Ford.

 A successful teacher will collaborate with a specific objective

 They know when to listen and when to ignore
 Believe winning of the students is the win of the teacher
 They can praise smartly
 Welcome the changes always
 Explore the new tools in the technology
 They have the sense of humor
 Grow a personal learning network
 Measure success
 Be open-minded
 Expect students will be the Mentors of future
 Power to the students
 Take the Learning Process Outside of the Classroom
 Help the students to become the entrepreneur and Innovator

References:
1.AIOU Book, professionalism in teaching.
2. https://www.kent.edu/file/clarkdeborahpdf

Tutor comments
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The End
Of Assignment No1
Code 8612