Teacher Orientation [Teacher Ethics]- 5

 Teacher Orientation [Teacher Ethics]- 5

Class-room efficacy:

Efficacy is based on how well students perceive what the teacher says. More or less it is how easily the teacher reaches the student minds without the latter striving to grasp. Reaching the audience has to occur as a routine.  Little or no effort of students [in gathering the message] is the yardstick for efficacy. i.e., gap reduction at its best in T/L. Besides the voice and vocabulary suggested earlier, eye-contact helps to establish better control over the situation while interacting. Errant inclinations stay relegated in student minds and a readiness to listen comes about. When the two [T/L] have a meeting ground, it is the best ambience to discuss ideas. Dispassionate reviews of subject help students to learn better by interaction while the fear of learning gets wiped out.   

Sympathy in teaching:

It is extremely important that teachers are sympathetic while teaching. It can be developed by considering the learner difficulties for comprehension. The right approach to this end comes by the teacher placing self in the slot of recipient and trying to see if the approach convinces self. Unbiased reading would reveal lacunae to be sealed. Review of our own formulations for teaching would show gaps and the need to consolidate all ideas. Only by firmly recognizing the learner hurdles, teachers can teach with sympathy. But, sympathy has no place in evaluation. Sympathetic evaluation generates pathetic students. This is the reason for tall scorers proving hollow in ‘real test’ situations. Sympathy must confine itself to the realm of shalping  comprehensive learning. Comprehension can take care of competitions. 

Avoidance of bias:

Teachers must scrupulously avoid any ‘label’ of bias. These can be to gender, region, religion, language, community, creed and so on. Once some label manages to stick to a teacher [s]he loses the image of neutrality; thereafter students tend to view the individual with suspicion. Suspicion is a very strong disincentive for students to respect the utility of the teacher. Teachers of unconvincing image suffer ‘non-acceptance’ even if talented. Therefore, bias /partisan attitudes must be eliminated from daily functions of teachers.        

Why all these tips?

Teachers should recognize that everyone is evaluated irrespective of our claims of experience and ability. The entire game is that of the individual however big the Department or College may be. So, every individual faces the audience and ordeal individually. There is no collective evaluation or collective judgments. Good or bad is our own; none else can help our image. Any attempt to tarnish images by others would decimate in no time provided we are deeply anchored to the cause of utility to students. Purposeful teaching must equip the learner for analytic approaches. Analysis is an essential outfit of mental equipment for trouble shooting. 

When our attempts are honest, if our approaches stay clean, time will elevate us to the pinnacle of glory. Only determination and unflinching dedication matter the most

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