Assignment code 8612

Assignment No;- 1
Name: - Tehreem kanwal

User id :- 0000489541

Semester:- Spring 2024

Subject name;- professionalism in teaching

Tutor Name:- Muhammad saeed anjum

 Exercise #01
Question#1:-Explain the concept of profession .Discuss teaching of profession.

Ans:- (1) Profession is an economic activity that requires special knowledge and skill to be
applied by individuals for earning their living. (2) Individuals engaged in profession are known
as professionals. (3) These professionals have to follow the guidelines or code of conduct laid
down by professional bodies.

A Profession is a disciplined group of individuals who adhere to ethical standards and who
hold themselves out as, and are accepted by the public as possessing special knowledge and
skills in a widely recognised body of learning derived from research, education and training at
a high level, and who are prepared to apply this knowledge and exercise these skills in the
interest of others.

It is inherent in the definition of a Profession that a code of ethics governs the activities of each
Profession. Such codes require behaviour and practice beyond the personal moral obligations
of an individual. They define and demand high standards of behaviour in respect to the
services provided to the public and in dealing with professional colleagues. Often these codes
are enforced by the Profession and are acknowledged and accepted by the community.

What is a Professional?

Traditionally, a ‘Professional‘ is someone who derives their income from their specific
knowledge or experience – as opposed to a worker, hobbyist or amateur without formal
education. This meaning still carries through today to areas such as sport. However, in the
Professions, a “Professional” has a broader meaning, typically around some moral or ethical
foundation within the practice of a specific and usually established expertise.

A Professional is a member of a Profession. Professionals are governed by codes of ethics and

profess commitment to competence, integrity and morality, altruism and the promotion of the
public good within their expert domain. Professionals are accountable to those they serve and
to society.
What is Professionalism?

‘Professionalism’ is defined as the personally held beliefs of a Professional about their own
conduct as a member of a Profession. It is often linked to the upholding of the principles, laws,
ethics and conventions of a Profession in the form of a code of practice.

Why is Professionalism still relevant?

The essay maintains that ‘ethical considerations and obligations lead to and maintain trust in
the parts of those served and are the essence of professionalism. There is no definition of
professionalism – even a rough outline of professionalism’s characteristics – that does not
include a central component of ethics and altruism.’

Dr Beaton also contends that ‘as long as professionals and professions hold on to this essence
of professionalism – even, and especially, in an age of globalisation – they will survive and
flourish, and professionalism will fulfil its role in serving humanity.’

Why professionalism matters more than ever?

We are delighted to publish George Beaton’s second white paper which follows his seminal
essay exploring how professional associations and professional service contribute to
professionalism, and its impact of culture, economics, technology and government.

“When you allow an anaesthetist to put you under for an operation, you place great faith in
their competence. When you consult a lawyer to defend you against a baseless accusation, you
hope they understand both the legal system and your situation. When you engage an architect,
you expect them to design a building that will not only be a pleasure to occupy, but also fire-
proof, structurally sound and stable over the long-term. In each case you’re relying on another
person’s qualifications, expertise and experience. More than that, you’re relying on something
that’s more important and also harder to pin down: their professionalism”
But what is professionalism, how is it faring today and what are the implications for
professionals, professional services firms and related organisations and institutions?

These are just some of the important issues that George Beaton addresses in his second white
paper aptly titled, ‘Why professionalism matters more than ever’ focusing on the key attributes
that have always defined and distinguished them: altruism, ethics and trustworthiness.

“Teaching is a noble profession.” The word 'profession' is synonymous to occupation, job,

carrier, work, line of work. The word professional' means long and arduous years of
preparation, a striving for excellence, a dedication to public interest and commitment to moral
and ethical values.

“TEACHER” the world itself includes “Teach” which means “GURU” who shares the
experience, knowledge, and skills to others for a better-educated world. Apart from lavishing
career, there are numerous of Importance of Teaching Profession.

Teachers are treated as nation builders as teachers play the role of substitute parents. Only
Teachers can facilitate student’s growth, skills, and creativity. Someone has well said that

We all are much aware that the art of teaching is the art of assisting discovery. The teaching
profession refers to providing knowledge and making a better individual with all normal forms
of discipline.

The teaching Profession is strengthening career opportunities that contribute to in-country

growth. To know more Importance of the Teaching Profession and the Characteristics of
teachers, must read out all details described below.

What Is Teaching Profession?

Well, we all know that what it is Teaching Profession? But still, we need to be aware of more
significance of the Teaching Profession. Through the Teaching Profession, one can earn a better
pay scale. Teachers encourage students to be dedicated to studies and passionate about their
careers.
Teaching is a profession and a mode to make students have more potential and learn important
lessons even about life like respect, sharing, ethical values, and cultures.

Importance of Teaching Profession

Teaching is the most desirable Profession nowadays. The importance of the Teaching
Profession includes fun and learning together. Being in the teaching profession doesn’t mean
you have to share your knowledge. Sometimes teachers themselves learn something new with
teaching experience.

Teachers play a vital role in student’s life by helping them achieve their goals. Therefore,
choosing the Teaching Profession offers endless career opportunities. However, Teaching is not
the only Profession; in fact, it is the activity to serve education.

Here we have enlisted some Importance of Teaching Profession. So those who are interested in
being teachers must go through the following points.

Improves Communication Skills

Teaching is a systematic technique to communicate with more and more people. Thus, being in
the teaching profession will improve communication skills. As a result, one can interact more
confidently with others.

Increase knowledge and skills

Teachers are only one who passes on their knowledge and skills to the young generation.
Through this profession, teachers motivate and inspire students to focus and develop their
natural abilities.

A learner itself
As learning has no boundaries, one can never stop learning. In the teaching profession also, the
teacher can learn at any stage and age too. Even R.N. Tagore has said that

“Lamp can never light another lamp unless if continues to burn its own flame same as a
teacher can never teach unless he/ she is a learner”.
Fun and learning together
Among all careers and professions, I found teaching much better. The Importance of the
Teaching Profession is that one can experience fun and learn together. Besides instructing
students, teachers can involve in other curriculum activities.

Experience To Handle Different Children

School or college is a place where different students with different mindsets reach. The teacher
must have the ability to handle all children normal, intelligent, or physically disabled.

Excellent Organization Skills

The teaching profession makes one multi-tasker; in spite of teaching academics to students,
teachers, and Organizational skills. Being organized means one can manage time and resources
efficiently and effectively for better productivity.

Ethical And Disciplined

One characteristic of the teaching profession involves ethics and discipline. Teachers teach
ethical values which make students more disciplined. Ethical behavior encourages students to
know what is bad or good for them.

Setting up Role Model For Others

Being a teacher isn’t much complex but being a favorite of all is what matters. Teachers should
inspire students to found their hidden talents and achieve their aim. An inspired teacher can
make students motivated by setting up Role models.

Build Future Leaders

Teachers are the source of influencing tomorrow’s leaders. Teachers create classroom space and
enable students to be educated and future responsible leaders.

Characteristics of Teaching

However, many teachers teach in schools/academies/Institutions or universities, but not all may
succeed in being great teachers for students. So, what are the characteristics of the Teaching
Profession that make teachers more effective in the classroom?
Those who enjoy spending time with children and are willing to make others educated with
their skills can choose Teaching as a Profession. A good teacher has the power to change lives
with their education. To become an exemplary teacher, one may possess relevant qualities like
creating a dynamic environment, being flexible, kind, classroom management, a good sense of
humor, an active personality, Innovative, a calm demeanor, experience, etc.

------------------------------

Question#2:-Write in detail about professionalisim of teaching profession.

Ans:- Professionalism is a very important factor and it should be present in any professional
worker. In this paper, the teaching profession has been discussed and the importance of
professionalism in the teaching profession has been studied in detail. Moreover, the basic
requirements which every professional teacher should have to include a code of conduct, a
relationship with other staff members, skills for maintaining discipline in a classroom, and
usage of the internet.

Professionalism in Teachers

Professionalism is very important in the education sector as it has a very deep impact on the
role of a teacher, which in response influences the aptitude of students to learn successfully. A
teacher’s professionalism can be defined as the talent to reach students substantially, increasing
inventive approaches to motivate students, appealing, and stimulating immature minds to train
them for growing technology.
Code of conduct for teachers

The code of conduct is designed by the school administrator, professional organization/union

representatives, school board members, and parent/community members. They said that code of
professional conduct for teachers has some requirements which include

1. Regular presence

It means that teacher should be present at school, and he/she should act very seriously against
the requirements for reporting absence from school.

2. Punctuality

A teacher should be very punctual as it is one of the foremost requirements for the professional
teacher, and she should also fulfill the number of lectures, lessons, and workshops, etc assigned
to him/her for each class. The presence of teachers is mandatory in the assembly and at the end
of the day or school timings.

3. Respectful

It means that a teacher should have respect for all staff members, admin people, students, and
parents within his/her heart. These consist of penal measures, an equal number of chances, anti-
biased and anti-discriminatory policies.

4. Internet usage

Nowadays, it has become a requirement for teachers to know how to operate and use the
internet as it is required, as it is one of the basic requirements of educational bodies.

The teacher must conduct educational responsibilities in the best way by observing the ethical
principles to meet students’ educational needs. The aim of the study was to investigate the main
factors of professionalism among faculty members from the viewpoints of various stakeholders
including learners, peers, and educational officials, as well as the components were assessed
from the viewpoints of the stakeholders.

Teachers master a variety of skills while interacting with students and educational colleagues.
Their jobs require a complex blend of instructional abilities and collaborative planning.
Showing professional attitudes and actions inside the classroom and out can improve your
relationships with students, parents and others in the school community. In this article, we
explain the importance of professionalism in teaching, list ways you can prove your dedication
to the job and provide tips to help you develop your own standards of excellence.

What is professionalism in teaching?

Professionalism in teaching means a set of implied and explicit standards educators are
expected to follow while working as a teacher. Professionalism in the field of education
involves interacting with students, colleagues, administrators, parents and other members of the
community in an appropriate and respectful way that encourages a successful learning
environment. While teachers share some of the same standards for behavior in the workplace as
other professionals such as appropriate dress and communication, specific traits in educators
prove an instructor's ability to act with integrity in an educational institution.

Professionalization is a process whereby occupations have become, or seek to become, publicly

recognized as professions according to the degree to which they meet the alleged criteria.
Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status.
Meanings of Professionalization
Professionalization is a process whereby occupations have become, or seek to become, publicly
recognized as professions according to the degree to which they meet the alleged criteria.
Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status. The other strand is concerned with the improvement of the capacity of
members to enhance the quality of service which is provided. It is generally assumed that these
two elements proceed pari passu but this need not be the case. The terminology in relation to
this distinction is confusing, however, recent usage distinguishes between professionalization as
the pursuit of status and professionalism as the improvement of skills and hence service. The
latter terminology will therefore be used here.
One can perhaps refer to ‘early’ professionalization as the process whereby the elite professions
established their position and ‘late’ professionalization as the period beginning in the late
nineteenth century when with ‘the rise of professional society’ (Perkin 1989) a large number of
occupations, including teaching, began their quest for professional status by taking measures to
meet the alleged criteria. In these terms, it can be said that teaching was in the process of
professionalization from the mid-1870s to the mid-1970s, increasingly so after World War II.
The length of the period of teacher education was extended. An increasingly higher proportion
of teachers were graduates. Teacher training institutions became integrated into the universities.
The knowledge base of teaching became more extensive. Teachers enjoyed a high degree of
pedagogical autonomy within a loosely-coupled school structure. Teachers' organizations
increased their influence with government. And in some systems, e.g. Malta, teaching achieved
the legal status of a profession. However within this general process of professionalization are
acute gender differences.
The Process of Professionalization
What Is Professionalization
Professionalization involves the development of skills, identities, norms, and values associated
with becoming part of a professional group. Through this process, individuals pursuing careers
in specific social sciences acquire both substantive and methodological knowledge and develop
understandings of their roles that permit them to function as professionals in their fields. By
training new entrants and fostering social cohesion and identity, these professions seek to
ensure that the work of their sciences will continue congruent with certain core principles and
practices. Professionalization can commence during undergraduate education, is central to
graduate training, and continues during early career stages.
Research on Social Science Professionalization
Research on professionalization dates back to the 1950s. Early research on professionalization
focused on the medical (e.g., Becker et al., 1961; Merton et al., 1957) and legal (e.g., Lortie,
1959; Warkov and Zelan, 1965) professions. At the same time, there was also attention to
higher education professionals, with initial research focused on faculty (e.g., Caplow and
McGee, 1958; Parsons and Platt, 1968) rather than on socialization to academic or scientific
professions (an exception is Berelson's study of graduate education published in 1960).
In the more than 50 years since, an important body of research and scholarship has evolved on
the socialization to academic and scientific careers.2 Much of this work focuses on graduate
departments as the primary socialization site in the vital transition from student to professional
(e.g., Austin, 2002; Gardner and Mendoza, 2010; Morrison et al., 2011; Weidman and Stein,
2003). In graduate departments, students learn what is expected and rewarded and, conversely,
what constitutes unacceptable practices in their field or discipline. Graduate education aims to
develop in students a level of scholarly proficiency through formal (e.g., courses, qualifying
exams, dissertations and informal (e.g., attendance at scholarly meetings) training. In
particular doctoral programs aim to initiate students progressively into more independent work
and autonomous thinking that helps develop professionals who can both master knowledge and
produce original work (see Sullivan, 1991). Research on doctoral education makes clear that
professionalization depends not just on the quality of the substantive curriculum and research
training but also on the quality of advising, mentoring, and peer relationships (see, e.g., Nettles
and Millett, 2006).
Variation and Change in Social Science Professionalization
Beyond the shared norms of science that transcend any one discipline, scientific fields differ as
to their intellectual tasks, their methods of inquiry, and how their work is done and rewarded
(see Austin, 2002). For example, chemistry in comparison to sociology has a longstanding
tradition of intensive collaboration on more tightly defined problems. Thus, chemistry students
are more closely supervised, work in research teams, and are involved in joint
publication. Sociology students have more variable sets of exposure – from large-scale teams to
research environments with intermittent contact with advisors, more independent work, and less
engagement in collaboration. Sociology students, however, work and publish more
collaboratively than do anthropology students, who are in a field more influenced by single
investigator, ethnographic research .
Also, it is important to recognize that professionalization is a dynamic social process. As higher
education and social science professions have changed over time, the aims and ambitions of
professionalization have also transformed. Graduate programs are still primarily anchored on
socializing the next generation of scientists and scholars who can contribute to knowledge
production. This longstanding purpose, however, has expanded to include broader aspects of
research training (e.g., exposure to peer review, considerations of ethical conduct, oral and
written communication). Also, beyond an emphasis on research, there is increasing attention to
other aspects of scientists' roles and responsibilities (e.g., teaching, service, human rights) as
well as to professional opportunities in settings outside of the academy.
After a review of the contested nature of the concept of profession, the article focuses
on professionalization as a major historical project of the teaching profession in many systems.
This discussion entails a consideration of the relationship between two components of
professionalization: the enhancement of status and power and the enhancement of the quality of
client service. The main criticisms of the professionalization project are considered. Current
trends are considered from the perspectives of de-professionalization (and, briefly,
proletarianization) and of ‘the new professionalism’ from which the enhancement of client
service is seen as the major priority of an accountable teaching profession. These trends are
shown as having been accompanied by a trend in sociological theory and by research from a
focus on teaching as a profession to a focus on the nature of teachers' work.

The central criticism of professionalization is that it is a project for self-aggrandisement at the

expense of client interests. Critics are to be found across the political spectrum, though their
analyses are differently nuanced and they propose competing prescriptions. The targets of all
critics tend to be the same, namely the ‘criteria’ which constitute the quest of
professionalization. Just two of these will be considered: practitioner autonomy and theoretical
knowledge.
One line of criticism is that teachers' protection of their autonomy is a barrier to collaboration
between teachers and their immediate clients: students, their families and the community.
Ginsburg (1997) has contrasted a ‘professionalization’ project, which leads to teachers
remaining aloof from their immediate clients, with a ‘political’ project, whereby teachers
collaborate with their communities in order to pursue an equitable educational system.
Hargreaves (1999) has envisioned a future whereby the teaching profession in partnership with
the public becomes ‘a vigorous social movement of acting subjects rather than frogmarched
individuals’ (p. 71). Another form of critique sees teachers' autonomy as a mechanism for
avoiding legitimate accountability to a variety of stakeholders, not least the state. The policies
which follow from this view entail teachers accepting a managerially led collective
accountability for their professional activities. A third form of the critique is that autonomy is a
barrier to the increased professionalism of teachers as defined above.
The knowledge base of teaching has two components: knowledge of subject matter and
knowledge of pedagogical, curricular and educational theory. It is the second of these which has
been the focus of much criticism, not least from within the profession, as generations of
teachers have questioned the relevance of theory. But there is an ambivalence here as teachers'
organizations see a strong knowledge base as facilitating a link with the academy which is seen
as a source of prestige. However, the likelihood of the full academic acceptance of educational
theory has been doubted. The thrust for building a body of educational theory came largely
from teacher educators. These criticisms of autonomy and knowledge—and criticisms directed
at codes of ethics, self-government, etc.—have, over the past 20 years, fuelled a political
reconceptualization of teaching.
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Question#3:-Think about your favourite teacher who taught you during elementary school
years .write why he become your favourite teacher and particularly how he practiced the
code of professional conduct.

Ans:-

Teachers play an essential role in our life as an ideal teacher is responsible for the
development of the students. Teachers play a vital role in creating a strong foundation
of basic knowledge, not only regarding subjects but also for life. It is mostly what we
learn at school that helps us throughout our lives when we have to make important
decisions and perform other crucial tasks.

Having a particular teacher that you are especially comfortable with can be a massive
advantage as it can help you move through your school years in an easier way. A good
teacher can also act as a mentor, guiding you all through your life, even apart from just
academics.

I am a student of 8th Class of a reputed private school. There are many great teachers
in my school but everyone has that one teacher they are especially grateful to.
Likewise, my favourite teacher is Mr Manish Khandelwal Sir. Manish Sir teaches us
Maths, and he has a really attractive personality. He is very polite and humble and we
all the students love him. He is also a person trusted the most by parents and
teachers, as he constantly strives in creating a balanced environment in working hard
at academics and having fun doing so.
Qualities of My Favorite Teacher
Mohsin Sir is tall and quite good looking. He is 32 years old and very experienced. His
way of teaching is excellent. He believes in simple living and high thinking. All the
students love him for his superb way of teaching and humble behaviour. He has an
experience of 9 years in education, and he has done masters in Mathematics. He
easily solves complicated mathematical equations.
He has a unique way of explaining his methods of solving problems. This way, he
makes even the most complex of problems look simple and makes it very easy to
understand for all students. He has all favourite teacher qualities in him, and has an
exceptional amount of patience, which is one of the reasons why everyone considers
him as the best teacher. He explains every question or doubt with so much patience
and clarity and makes sure you understand them thoroughly.
He has an excellent command of English and unlike most teachers out there for whom
writing impositions, formulas and theorems are important, he focuses more on logical
reasoning rather than memorising complicated equations. He is very disciplined and
punctual and ensures that we follow these principles as well. He understands the
importance of time and always comes on time. He possesses many of such
appreciable qualities which are commendable and highly appreciated by students who
want to pursue these qualities as well.
He is very enthusiastic but he is not too pushy and allows us to make the decisions on
our own. He perfectly understands the balance between study and extracurricular
activities and helps us stay on track with both. He believes in the overall development
of the students and thus encourages students to participate in extracurricular
activities.
He prepares students for Maths olympiads so that their confidence can be boosted and
they excel in a complex subject like Maths. Under his guidance, many students have
won prizes in Maths olympiads, and even I have scored the highest marks securing the
first position in many Maths competitions. He is an asset to our school as he has
played a massive role in improving the overall image of our school including co-
curricular and academic aspects and we students are fortunate to have him.

What Makes Him My Favourite Teacher?

Mohsin Sir is my favourite teacher because he is very humble, kind and polite. I love
his way of teaching. He loves all students and doesn't believe in punishing them. He
focuses more on conceptual clarity than burdening students with excessive
homeworks. He never scolds students and never expresses his concerns in the form of
anger. Instead, he talks to the students personally in a calm manner, in a way that
helps us improve and wants to put in more effort.
He asks students to be honest with him and always gives equal attention to all the
students. He never makes fun of any students and gives extra attention to the weak
students. Whenever a student fails to understand any question or equation, he puts
extra effort to make him understand, and never tends to lose patience. He calmly
explains no matter how many times he has to repeat the same question or statement.
He is focused on making us understand every concept with utmost clarity and that is
the reason why all students love him.
One of my most favourite qualities of Mohsin sir is that he keeps track of every student
in the class; how they are performing or what are the things they are good at. He
constantly keeps an eye out for everyone in the class and helps them to improve
themselves and guides them throughout the learning process. He is one of the best
teachers in our school who keeps constantly motivating their students and guiding
them in all spheres of life. Manish sir is especially known for not showing even the
tiniest amount of favouritism. He treats all his students with an equal amount of
fondness and love and cares for every one of us deeply.
He is very experienced and full of life. He tends to keep the entire class on a positive
note and never exhibits any behaviour that deteriorates other people. He is concerned
about people’s feelings and never hurts anybody. He is very sober and has a great
sense of humour. His mathematical knowledge is very vast. Apart from being good at
mathematics, he also preaches the importance of having sound knowledge in English
and literature.
He loves reading books and always encourages students to spare some time to read
novels instead of doing mindless activities like watching tv or playing video games. He
also advises us to get more physical activity and play with other people our age and
interact more as it would improve communication. He advises students to pursue their
hobbies or interests. He understands students' problems and always provides them
with a helping hand. He explains everything with examples and makes every concept
so interesting to learn for students.
We students love to attend his class because he is very understanding. He covers
each topic in detail and gives his full attention in class. He would be the first one to
notice if even a single student loses track or starts dozing off. He would just suggest an
alternative method or a simpler explanation instead of blaming the student for not
paying enough attention to the class. He knows how to draw students' attention in
class. He never assigns us too much homework, and after class, he provides us with
regular assignments to assess our understanding of a particular topic.
The assignments are often designed to be more informative and research-oriented
rather than just making us write down questions or paragraphs from the book and
memorise them. By actually going through related articles and books, we gain a
greater amount of knowledge and this way, we tend to remember what we learn for a
long time as well.
In case if any student fails to do the assignment or performs poorly in a particular
chapter, he doesn't shout at them but instead makes them understand the concept
again. This way, we students understand that whatever he is doing is for our own
benefit and we tend to work harder to improve ourselves. These are a few of the things
he does that makes him different from the other teachers and appears approachable to
everyone around him. I have never seen a humble and polite teacher like him, and one
day I will try to be like him in my career.

Conclusion
Mohsin Sir is not just a great teacher but also my ideal person. He has all the favourite
teacher qualities, and everyone loves him. I am lucky to be his student, and I will
always follow his principles in my life. Even after leaving this school, he will remain my
favourite teacher, and I will never forget him. I will always remember what he has
taught me through example, and I will try to be a great person like him in the future
“Children don’t care how much you know, until they know how much you care.”
1. I think the favourite teachers also demonstrated a great passion for their subject. I
remember being fascinated with calculus – though I remember none of it now – simply
because my math teacher was passionate about teaching it. Poetry took on new
meaning because when my English teacher read one you know she loved it – not as a
subject topic to be taught but as thing of beauty.
2 I think favourite teachers realized they were forming people not just teaching to the
test. They spent time going beyond the subject to drive home values, help us pick up
the right life habits, hone skills that would help us beyond school.
When I read tributes to teachers there’s never a mention of the benzene ring or
Newton’s laws or theorems remembered it’s always about how teachers made a
student feel- valued, respected, cared for.
.
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Question#4:-write your reflective journal 10 days .How did it contribute to your

professional development.

Ans:- Journaling can help you to: Identify mistakes that you have made, and reflect on how to
avoid them in the future. Review your learning , cementing new concepts in your mind and
keeping information fresh. Develop your critical thinking and problem-solving skills.

Journaling is simply keeping a record of your thoughts, feelings, and experiences.

It may sound like another task that you'd struggle to fit into a busy schedule, but it need
not be a time-consuming chore. In fact, once you get started, you'll likely find it an
enjoyable, worthwhile habit.

Calmly recording the details of an event after it happens can provide you with valuable
"mental space," allowing you to assess – objectively and dispassionately – what has just
occurred.

Journaling can help you to:

  Identify mistakes that you have made, and reflect on how to avoid them in the
future.
 Review your learning, cementing new concepts in your mind and keeping
information fresh.
 Develop your critical thinking and problem-solving skills.
 Become more self-aware and emotionally intelligent.
 Manage stress more effectively.

Journaling can also help you to develop your communication skills, because you get to
practice your writing skills, and to learn how to express your thoughts and feelings more
clearly.

It can also help you to deal with negative events more effectively. One key study showed
that people who used a journal to describe and analyze their emotions after a stressful
event felt more positive about it in the long term.

Also, journaling can help you to track your progress toward your goals. It's easier to see
what you've accomplished when you record it, which, in turn, can be motivating and
fulfilling.

Journaling Examples

You can journal in many ways. Consider these examples:

 Lachlan updates his journal after attending training classes, to reflect on what he
has learned in each session.
  Marissa records a journal entry each evening after work. She takes time to reflect
on what she did well, and she thinks carefully about what she could have done
better, especially when it comes to interactions with her team.
 Michael has felt unfulfilled in his job for several years. He recently began
journaling every morning to help him to identify a new purpose in his work.

Day 1: Identifying Goals

Today, I identified my goals for this reflective journal exercise. My primary aim is to enhance
my writing skills and develop a deeper understanding of my professional growth. Reflecting on
my daily experiences should help me pinpoint areas of improvement and reinforce successful
strategies.

Day 2: Analyzing Feedback

I focused on analyzing feedback from recent projects. Noticing recurring themes in the
feedback helped me understand my strengths and weaknesses. This insight is crucial for
adjusting my approach to future tasks and improving my performance.

Day 3: Implementing Changes

Based on yesterday's analysis, I implemented changes in my workflow. This included better

time management and incorporating more detailed planning before starting new tasks. These
adjustments have already started to show positive results in my productivity.

Day 4: Enhancing Communication

Today, I concentrated on enhancing my communication skills. By actively listening during

meetings and providing clear, concise updates, I improved team collaboration. This has led to a
more efficient work environment and better project outcomes.
Day 5: Learning New Tools

I dedicated time to learning new tools relevant to my work. This included exploring new
software that can streamline processes and improve the quality of my outputs. Staying updated
with the latest technology is vital for maintaining a competitive edge in my field.

Day 6: Reflecting on Challenges

Reflecting on the challenges faced this week, I realized the importance of resilience and
adaptability. Adapting to unexpected changes and learning from setbacks is crucial for
professional growth. This reflection will guide me in handling future obstacles more effectively.

Day 7: Seeking Feedback

Actively seeking feedback from colleagues provided valuable insights into my performance.
Constructive criticism is essential for growth, and today’s feedback highlighted areas I hadn’t
considered before. This will help me refine my skills further.

Day 8: Networking

Today, I focused on expanding my professional network. Engaging with peers and industry
experts not only provided new perspectives but also opened opportunities for collaboration.
Networking is a key component of professional development and career advancement.

Day 9: Evaluating Progress

Evaluating my progress over the past week showed significant improvements in my workflow
and skill set. Regular reflection has helped me stay focused on my goals and make informed
decisions. This practice has proven beneficial for my continuous improvement.

Day 10: Setting Future Goals

Based on my reflections, I set new goals for the coming weeks. These include mastering a new
skill, improving my leadership abilities, and continuing to seek feedback. Setting clear,
achievable goals is essential for sustained professional growth.

Contribution to Professional Development

Maintaining this reflective journal over ten days has profoundly contributed to my professional
development. It has helped me identify and address weaknesses, reinforce strengths, and set
clear goals for the future. Regular reflection has improved my self-awareness, decision-making,
and overall effectiveness in my professional role. This practice will undoubtedly continue to
support my growth and success in the long term.

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Question#5:-What are the expectations of society from the teachers in this ever fast
changing era of technologyand globalization?

Ans:- Teachers should act as guides for their students and direct them in their individual
processes of development, taking into consideration the challenges of the globalisation process.

The role of teachers in teaching children has declined for many years. The teacher stands in
front of the classroom by the white or blackboard and communicates information for children to
learn through repetition.
Success is judged on children’s abilities to remember this information and use it within strict
time limits. While this might produce academically smart children, they may end up lacking in
other skills vital today to become employable.

Let’s ask ourselves, isn’t it time we brought education into the 21st century?
Today, teachers do more for our children than simply teach them. Their role is not only to
educate them, but also counsel them, be their friend when they need one, be a shoulder to cry on
and help them become valuable members of society.

What is the Role of a Teacher in the Modern Age?

It’s time for teachers to embrace their new role in the classroom as a mentor to children.
Teachers can guide students by being a positive role model for them. This is particularly for
children that don’t have a positive influence at home.

By incorporating a teacher-mentor mentality in the classroom, teachers can coach students and
encourage them to adapt learning methods to suit their own learning style. This therefore
challenges and inspires them to learn.
The world is changing – we have seen huge technological changes over the past few years. The
introduction of global influences and access unheard of 30 years ago, such as today’s children,
like adults, having smartphones in their pockets. Allowing them 24/7 access to the information
highway of the internet. Everything they possibly want to know can be found on a Wikipedia
page. So how can a teacher possibly compete with that?

As children get older, students soon find that they can skip going to lectures as they can access
the same information online in YouTube videos and webpages. It’s time therefore to realise we
need to change the way we teach children to stay up to date.

Children can find out everything about a subject online, but that may not even be the most
thought-provoking or interesting way to learn the material. This is where teachers can step in
and present the material in a new way. Technology can be used to guide children’s learning and
engage them in lessons, rather than simply providing knowledge to them.
Changing the role of a teacher from the ‘front of all knowledge’ or a mere instructor, to a
mentor or coach instead will lead children to become more conscious of their learning. Also
becoming more independent and active in the process and inspire them to become lifelong
learners.
No longer do we need to rely only on the syllabus to teach knowledge to children. Globalisation
opens a whole new world for children. It gives them access and information they could only
have dreamed of 30 years ago.

It is time teachers move away from teaching what to think and learn, to showing how to think
and learn.

The term “globalisation” encompasses a number of things, including economics, culture,

politics, technology and communication. In education, globalisation in education refers to the
increasing mobility of students and teachers across the world, and the need for educators to be
more inclusive.

Understanding globalisation in education requires a broader perspective, one that looks at local,
national and global contextual influences in a unified way. Teachers need to widen their cross-
cultural skill set, and school leaders must update educational policies in order to respond to
these global impact changes.

Multicultural and International education

International global education is a catalyst for leading change around the world, and there’s a
growing demand for teachers and educators who have the right skills in multiculturalism.

One of the key challenges is supporting international teaching in higher education to prepare the
next generation for a rapidly shrinking world. Certain subject areas such as engineering,
business or architecture are especially affected as global mobility increases. In order to maintain
international relations and help future professionals establish important business partnerships,
multicultural studies are essential for the curriculum.

Some big benefits of globalisation in education include greater awareness of other cultures,
better transnational collaboration, reduced discrimination and racism, the spread of technology
and innovation, and higher standards of living across the globe.

Studying in a foreign country exposes students to different cultures, languages, and ways of
thinking, fostering a global perspective (Ward, 2016). This exposure to diverse cultures
enhances cultural intelligence and intercultural competence, valuable skills in today's
interconnected world

The characteristics of a global teacher include cultural competence, technological proficiency,

language skills, adaptability, a global perspective, and a commitment to continuous learning.
These traits enable teachers to effectively educate students from diverse backgrounds and
prepare them for global citizenship.

Educating for peace is concerned with helping the students to recognize the many forms and
causes of violence and to promote values and skills for living in society. Educating for peace is
helping students to the awareness of peace and to find ways of keeping peace by conflict
resolution.

Globalization and education cooperation are closely intertwined. Globalization has brought
education to the forefront, recognizing the value of knowledge in society . It has influenced
various aspects of education, including the economic, political, legal, and socio-cultural aspects
.

With companies operating on a global scale, the workforce is also becoming more international.
Education now aims to prepare students for this global workforce by: Teaching adaptable skills:
Skills such as adaptability, communication, and collaboration are emphasized to help students
navigate diverse work environments.

Being a globally competent teacher requires embracing a mindset that translates personal global
competence into professional classroom practice. It is a vision of equitable teaching and
learning that enables students to thrive in an ever-changing world.
The teacher can be rightly called a nation builder. Teachers through their perseverance love and
sacrifices have shown us the right path in which great men have built our nation. It is our dear
teachers who mould our character, our personality and show us the right direction which leads
us to our final destination.
Becoming a global teacher: Ten steps to an international classroom

Step 1: Rethink the Role of English

Step 2: Reconsider Your Role as Teacher
Step 3: Rethink Your Classroom Atmosphere
What is a global classroom? A global EFL classroom is a room decorated with global posters,
world maps and international calendars—all in English. It's a dynamic, colorful place which
stimulates international awareness and curiosity about our multicultural world. It features
globes, international displays, and walls decorated with posters of world flags, current events,
and Nobel Peace Prize winners. A global classroom is also an environmentally-friendly
classroom where teachers and students use recycled paper, save energy, and use both sides of
the paper for handouts and homework.
Step 4: Integrate Global Topics Into Your Teaching
Step 5: Experiment With Global Education Activities
Role plays can stimulate students' creativity while promoting communicative language use in a
way that lecturing can't. There's a big difference between reading about Third World refugees,
for example, and actually becoming one in class. Global education role plays include conflict
resolution skits, discrimination experience games, and Model United Nations simulations, and
can have students take on roles ranging from endangered species, to African slaves, to world
leaders.
Step 6: Make Use of Your International Experience in Class
Language teachers are an incredibly "global" group of people. Some speak foreign languages
such as French or Korean. Others know Spanish dancing or Chinese cooking. Some have
traveled widely in Asia. Others have lived in Brazil or Germany. Despite their "global"
backgrounds, however, many language teachers leave their international experience at home
and spend their class time just being "ordinary" teachers. In my view, these teachers lose out on
a special chance to add an international dimension to their teaching and to promote good
language learning.
Step 7: Organize Extra-Curricular Activities
Step 8: Explore Global Education and Related Fields

 Global education aims to develop the knowledge, skills, and attitudes needed by
responsible world citizens. Global education can provide language teachers with ideas,
techniques, and resources for designing lessons on world religions, for creating units on
Asia, or Africa, and for teaching about global issues such as AIDS, refugees, and world
hunger.
 Peace education deals with the knowledge, skills, and attitudes necessary to build a
peaceful world. Peace education can provide language teachers with ideas, techniques,
and resources for designing lessons on topics such as war, peace, conflict, violence,
Gandhi, and the Nobel Peace Prize.
 Human rights education aims to inspire students with the knowledge and commitment
required to protect human rights. Human rights education can provide language teachers
with ideas, techniques, and resources for teaching about topics such as prejudice, sexism,
ethnic minorities, Martin Luther King, and organizations such as Amnesty International.
 Environmental education aims to develop the knowledge, skills, and commitment
needed to protect our home, Planet Earth. Environmental education can provide language
teachers with ideas, techniques, and resources for teaching about such topics as pollution,
endangered species, solar energy, recycling, Rachel Carson, and organizations like
Greenpeace.

Step 9: Join a Global Issue Special Interest Group

Step 10: Deepen Your Knowledge through Professional Development
I hope the ten steps above prove useful for teachers seeking to add a global dimension to their
EFL classrooms. I'd also like to encourage teachers in Japan and overseas to promote
international understanding, social responsibility, and a peaceful future through professional
content-based language education aimed at teaching for a better world.

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