Empowering teachers

Empowering teachers FOR EFFECTIVE CLASSROOM PROCESS ARTICLE BY DR.SC MEHTA

REACHING OUT NEED FOR CONTINUING PROFESSIONAL Teacher education must DEVELOPMENT engage with theory along with field experiences. National Curriculum Framework for Teacher Education (NCFTE), 2009 Teacher education should emphasizes, “A teacher needs to be prepared in relation to the needs and integrate academic learning demands arising in the school context, to e n g a g e w i t h q u e s t i o n s o f and professional learning to s c h o o l knowledge, the learner and the learning a meaningful whole. process.” The teachers not only should have command on the quality of subject matter, but they also need to be empowered in the essential COORDINATION pedagogical s k i l l s a n d s e n s i t i v i t y t o t h e contemporary issues Teacher education should and problems. They should have good understanding of the needs, engage teachers with the interests and background of learners in order to transact the curriculum, syllabi curriculum effectively. Quality and extent of learner achievement are and textbooks to critically determined by teacher competence, sensitivity and teacher motivation. examine them rather than taking them as ‘ g i v e n ’ The nation’s school system needs not only competent and committed and accepted without teachers, but they should also be empowered in making day-to-day question classroom processes effective, interesting and meaningful to cater to the needs and interests of all learners sitting in inclusive classroom set-up.

VISION OF TEACHER EDUCATION AND TEACHER’S ROLE Regarding vision of teacher education and teacher’s role, following statements are given in NCFTE (2009) – Teachers need to be prepared to care for children and to enjoy being with them. Teacher education should provide opportunity to student-teachers for reection. The programme should help teachers to develop social sensitivity and consciousness and finer human sensibilities. Teachers need to be trained in organizing learner-centered, activity ba s e d , participatory learning experiences– play projects , discussion, dialogue, observation, visits, integrating academic learning with productive work. Teacher education should engage teachers with the curriculum, syllabi and textbooks to critically examine them rather than taking them as ‘given’and accepted with out question. In view of the many-sided objectives of teacher education, the evaluation protocol needs to be comprehensive And perform such other duties as may be prescribed.

TEACHER 'S ROLE ACCORDING TO RTE ACT SECTION 24 Regarding vision of teacher teacher’s role, following statements are given Maintain regularity and punctuality in attending school Conduct and complete the entire curriculum within the specified time Assess the learning ability of each child and accordingly supplement additional instructions, if any, as required. Hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to learn, progress made in learning and any other relevant information about the child. Medium of instruction shall, as far as practicable, be in child’s mother tongue Comprehensive and continuous evaluation of child’s understanding of knowledge and his or her ability to apply the same Conformity with the values enshrined in the Constitution

Dr. Suresh Chandra Mehta Dr. Suresh Chandra Mehta from Delhi is a well known Eucationist with vast experience in the area of elementary and secondary education in the country. He served for 16 years at state/national level and for 28 years at school to district level. He worked with British Council as 'Teacher Training and Secondary Education Curriculum and Learning Materials Development Expert' in the ADB Project for the state of Meghalaya (2015-16). He remained associated with NCERT as Senior Consultant (evaluation and monitoring) in the SSA-RTE project of Govt. of India (2005-12). He had worked with NCTE as Research Officer in ERC, Bhubaneswar and WRC, Bhopal (2000-03). He has also worked as State Programme Officer in Bihar Education Project - a project of UNICEF, Central Govt. and the Govt. Bihar (1995-2000). Prior to this, he worked in various positions of teaching and administration in Insan School/College (1967- 1991) and as Coordinator, District Resource Unit for AE & NFE, Kishanganj, Bihar (1991-95). His significant contributions include providing academic support in the development of curriculum and teaching learning materials in various states viz. Delhi, Haryana, Himachal Pradesh, Bihar, Jharkhand, U.P., Arunachal Pradesh and Meghalaya. He has coordinated 22 workshops in various regions of the country in the area of competency based teaching learning, strengthening monitoring mechanisms for assuring quality at school stage and special training for mainstreaming OoSC as per RTE Act. He has trained SSA functionaries at State and district level, including faculty from SCERTs and DIETs in many states. He has also trained SMC members, Teachers and Principals on RTE Act; and DIET trainees in action research methodology. He has evaluated five Ph.D. thesis on education from three universities. He has conducted research on \"status of implementation of competency based teaching learning in the states/UTs of the country, \"effect of feedback through interaction analysis on the change of teacher 's classroom behavior and pupil achievement\", \"identification of effective curriculum strategy for mainstreaming OoSc\" and \"updating and upgrading teacher training programmes and course materials in DERT, Meghalaya\". A chapter \"innovations in elementary education\" is included in DEC- NCTE National M.Ed. Programme of IGNOU. He has also provided need-based academic support to DEP-SSA IGNOU, SSA Himachal Pradesh and SSA Haryana, NCPCR, NIOS, SCERT Arunachal Pradesh, DIETS of Delhi and various NGOs. Dr. Mehta is also Founder and Director of 'Society for Research and Innovations in Alternative Schooling (SRIAS ). The vision of SRIAS is \" To supplement and strengthen formal education with alternative and flexible learning strategies, innovations, researches and successful practices for universalization of education and QUALITY at school stage\".