PRACTICUM
TOPIC: A STUDY ON “TEACHING IS A PROFESSION OR SERVICE”
INTRODUCTION
Teaching is a profession.
In The Game of Life—yes,
the board game—teaching is one of the few jobs that you can draw only if you
went to college, suggesting the job requires some amount of proper training and
higher education. In real life—yes, the thing we are living right now—the idea
that four years of college, with any major, is sufficient to begin a career as
a professional teacher is growing more and more popular. After all, we all went
through primary and secondary school to get here, so how hard can it be to
teach it?
Surprise: Teaching is hard. Extremely hard. A teacher must not only be a
master of the material but also an effective communicator, quick problem
solver, constant innovator, social organizer, occasional therapist, and much
more besides. It takes energy, ingenuity, insight, knowledge, and most of all,
patience to lead a classroom full of kids. You must decide if you want 80
percent of your students to understand 100 percent of the material, or 100
percent to understand 80 percent. Sometimes you end up with zero percent
understanding zero percent and you must go back to the blackboard and start
over. Teaching has been described as one part preparation and five parts
improvisation, and the preparation alone will take hours.
At sites across the nation, Breakthrough gives high school and college
students a way to dip their toes into the waters of teaching and actually teach
a class. Seven students made up my largest class, and the oldest student was
maybe 12. Easy, right? Breakthrough is the hardest thing I have ever done. A
week and a half of workshops prepared me for the first five minutes of class,
and every summer was hours of revising lesson plans, talking with other
teachers, talking with the professional staff, trying new things, and staying
up late only to wake up at 6:00 a.m. to do it all again. Teaching is hard, and
it is a highly skilled job that, for various reasons, we are now handing out to
people who simply seem like they'll have the energy for it. They'll figure it
out: Look how well they did in college! So what if it takes two years to become
a decent teacher, not a good or even proficient one, and a few kids might slip
through the cracks—at least these college graduates are teaching!
A recent op-ed by a college professor made this point far better than I
have, so I'm going to steal from that. (Teaching is also two parts stealing,
according to my eighth grade science teacher; no one can do it alone.) This
particular professor has stopped writing recommendation letters for Teach for
America for students who did not major in education. As she explains, you would
not write medical school recommendations for students who have not taken
biology classes, because they are completely unprepared for the operating room.
Why, then, do we think that anyone without hands-on educational experience is
prepared for the classroom?
NEED
AND SIGNIFICANCE
If teaching is mostly improvisation–making it up on the
spot–don't most teachers learn in the classroom? Of course: Teaching is no
different than any job in that must be perfected in practice. However, this is
not 21 Choices, and a teacher's bumpy learning curve leaves an entirely
different kind of bad taste. The stakes are higher than most cases, and many
teachers are presumably guided by the desire to effectively educate children. Why,
then, do they not take every possible step to ensure that the learning
curve is as smooth as can be? Thus, it must depend on who they are teaching
for, student or self
I suppose I should take a second to lay out my personal connection to
teaching, as my opinion is that of a singular person with a specific set of
experiences. I'm a senior English major who wants to teach secondary English
literature or English as a second language. Since Pomona College does not offer
a degree in education (which is, in my opinion, the only time life should
mirror the board game), I have been applying to residency and master's
programs, all of which would lead me to a degree, certification, and more than
two years in the classroom. I have also spent four summers teaching middle
school-level English with the Breakthrough Collaborative in Manchester, N.H.
Teaching is a profession, not a job. Sure, teachers are underpaid and
overlooked. The hours are long and the obvious benefits are few. You have to
steal supplies from home to bring to work, only to have them stolen again. You
have to give everything and expect nothing. And that takes more than just pure
energy: it takes a solid foundation on which to build so that improvisation and
learning in the classroom can happen productively.
STATEMENT
OF THE PROBLEM
The practicum entitled as “ A Study on teaching as a profession or
service”
OBJECTIVES
OF THE STUDY
·
To
find out the level and quality of subject matter knowledge
·
To
identify the repertoire of pedagogical skill that teacher possess to meet the
need of diverse learning situation
·
To
explain the degree of commitment to the profession
·
To
check sensitivity to contemporary issues and profession and the level of the
profession
·
To
check sensitivity to contemporary issues and problems and problems and the
level of motivation
·
To
collect the aspects that need greater emphasis are length of academic
preparation.
METHADOLOGY
The investigator adopt
analytical method for study .This method curries there are two way primary and
secondary source
CONCLUSION
Norms and ethics provide
credibility to the teaching profession. They help in developing profession.
They help in developing to the teaching profession among the teachers to the
teaching profession. They serve as become light to the teachers in adhering to
certain important methods. They are constant remainder to teachers for
discharging their responsibility with a sense of purpose adherence to the norms
enhances prestige of teachers
The persistence of persistence of profession as a category of social
practice suggests that the model constituted by the first movements of
professionalism has become an ideology not only an image with unconsciously
obscures real social structures and relations
REFERENCE
·
Models of teaching (fifth edition)
-Bruce
joyce
-Marsha weil
·
Principles
and practice of teacher education
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