Question No 1

What are the ethics of teaching? Why is it

important to consider these ethics while
teaching?
 The Ethics of Teaching
Take a moment and think about your favorite teacher. Maybe
he or she was your third-grade teacher or your high school
chemistry teacher but all of us have had at least one teacher
that had a profound effect on our lives and that we consider
our “favorite.” As most people think about their favorite
teachers, "ethics" probably does not enter their minds. Very
few people would say, “I liked that teacher because she was
ethical.” But ethics is a critical element in teaching and plays
an important role in a teacher’s personal and professional life.
A teacher’s ethical stance will govern how he or she instructs
and assesses students. Ethics also will play a role in how a
teacher interacts with students, with colleagues, with
administrators and with the community at large. While ethics
may not be the first consideration in identifying our favorite
teachers, we see the derivatives of a teacher’s ethical stance in
our selection. We may identify a teacher as being “fair”
because he or she is ethically dedicated to promoting equality
or motivated by concepts of justice. We say that a teacher
really “cared” because he or she had a universal respect for
human life. As a beginning teacher, it is important for you to
identify the role that ethics plays in the profession. It is also
critical that you begin to reflect on your own beliefs and
consider whether the ethical responsibilities of teaching align

1
with your personal belief structure and values. Teaching can
be a difficult profession. It requires that individuals be moral
exemplars in and out the classroom. In this module, we will
explore the ethical responsibilities of all educators. Moral
Development There are many ways to examine ethics
philosophically. For example, Lawrence Kohlberg proposed
six stages of moral development. In his view, individuals have
the capacity to develop morally over their lifetime.
Individuals initially base their ethical decisions on rules and
regulations and act in ways to avoid punishment. As
individuals develop morally, they may eventually reach a
stage where their actions are based on universal principles of
justice and respect for human life. In his Essays of Moral
Development, Kohlberg (1981) presents the following
scenario to demonstrate how individuals at different stages of
moral development could act differently. A woman was near
death from a rare type of cancer. There was one drug that the
doctor’s thought might save her. It was a form of radium that
a druggist in the same town had recently discovered. The drug
was expensive to make, but the druggist was charging ten
times what the drug cost him to produce. He paid $200 for the
radium and charged $2,000 for a small dose of the drug.
 Moral Teachers
How do Kohlberg and Gilligan’s theories inform a teacher’s
role and actions? While these theoretical approaches to ethics
and moral development may seem to contrast with one
another, they provide “a multidimensional map of the ethical
terrain” for teachers . Despite their contrasting lenses on
moral development, when applied to the teaching profession,
these two ethical perspectives complement each other.
Teachers should be motivated by a universal respect for
human life and be guided by principles of caring. In fact,

2
teachers have a fiduciary duty to act in a way that is in the
best interest of their students. Teachers stand in a fiduciary
position in relationship to their students. Inherent in a
fiduciary relationship is an imbalance of power where the
students place their trust /confidence in the teachers, who are
responsible for caring for their students and respecting their
needs. This overarching responsibility of teachers provides an
ethical standard of professional practice to which professional
educators must abide and has powerful practical and legal
implications for their personal and professional lives.
 The Importance of Teacher Ethics
The code of ethics for teachers is designed to protect the
rights of the students, all the students. It is important that
teachers understand that when they get a teaching position,
they are agreeing to follow the code of ethics. I hadn't realized
some the things that were in it so I am glad we went over it.
Teachers are expected to be fair to all their students and not to
take advantage of their position in any way. For example, you
can't accept expensive gifts from students because it might
appear to bias you. You can't push your personal beliefs on
students because they are a "captive audience". You need to
have a professional relationship with all students and not let it
get too casual and familiar. Apparently, there is quite a bit of
abuse that is happening in the school. You need to protect
your students' safety and not believe that this is someone
else's job. The main thing is not to abuse the power that your
position, over your students, might give you. Think through
the implications of what happens. Also, our country separates
"church and state". Whether you agree with this or not, as a
teacher you need to respect this and keep religious bias out of
the classroom.

3
 Question No 2
Explain the concept and importance of
learning objectives. Explain different steps
involved in developing and stating
learning Objectives.
Learning objectives (also known as learning outcomes) are
essential for effective learning. They help to articulate what
students should be able to do as a result of the instruction and
consequently aid in designing more effective instruction
planning, activities, and assessment. When developing
learning objectives, carefully consider what students should
learn and be able to accomplish from the instruction. The
revised Bloom’s Taxonomy is very helpful for writing action-
based learning objectives and identifying the appropriate
cognitive level.
 Steps involved in developing and stating learning
Objectives.
 Identifying the learning objectives
Thinking about learning and teaching, students and teachers,
and the context in which learning will happen, may feel like
taking a very circuitous route to thinking about what your
students will learn, but these things are important in setting
the boundaries of any teaching episode. You are now ready to
focus on the learning objectives that students will achieve by
completing your course or subject. You may be familiar with
the terms learning objective and learning outcome. We will be
referring to both terms because the learning objective

4
determines the intended learning outcome: the learning
objective establishes the expectation of what the learning
outcome will be, while the learning outcome does not actually
occur until the learning has taken place. However, our main
emphasis will be on learning objectives since these relate to
the planning of learning and assessment which is our focus in
this book.
A useful way to start, particularly if you are focusing on a
subject that you have taught before, is to think about any
issues or problems you have experienced that might be
resolved by an online approach. Alternatively, you may be
able to envisage some opportunities that online learning or
assessment might offer. Then consider the learning objectives
related to these issues, problems or opportunities and use them
to guide your planning. If you have not taught the subject
before, or if you are new to teaching, it is still important to
think about your rationale for online teaching in terms of the
relevant learning objectives.
Identify the Level of Knowledge Necessary to Achieve Your
Objective
Before you begin writing objectives, stop and think about
what type of change you want your training to make. In other
words, what do you want your participants to do differently
when they return to work? The domains of learning can be
categorized as affective (attitude), psychomotor (skills), and
cognitive (knowledge). An easy way to remember this is with
the acronym ASK
Attitude Changes how a learner chooses to act. Compliance
training is a good example of when you will have to teach to
this domain. It’s usually the hardest to craft objectives for this,
since it’s dealing with feelings, emotions, and attitudes.

5
 Skills
This domain focuses on changing or improving the tasks a
learner can perform.
 Knowledge
This domain focuses on increasing what participants know.
Learning safety rules, troubleshooting, and quoting prices
from memory are all examples of this level of learning.
2. Select an Action Ver
Now that you’ve identified what domain you intend to focus
on for your objective, it’s time to start crafting your objective.
To do that, it’ll help to have an action verb to describe the
behavior at the appropriate level of learning. Here’s a list of
action verbs, separated by domain. Avoid having more than
one action verb for each level of learning, and make sure it’s a
verb that can be measured. “Understand” is too vague, but
“complete,” “identify,” or “recognize” are specific.
3. Check Your Objective
Make sure your objectives include four pieces: audience,
behavior, condition, and degree of mastery. For everyone,
identify and label the component. Here are the A, B, C, D's
every objective should contain:
 Audience
It’s important that your objective identifies the people that
will be doing the learning. Typically, this will involve the
word, “learner” or “participant.”
 Behavior
You’ll need to identify what the participants are going to do
differently. This component will contain your action verb.

6
 Condition: This part of the objective will describe the
situation of the participants.
Degree of Mastery: This part of the objective is closely tied to
the change in behavior, as it stipulates the degree of the
change.
Question No 3
Critically discuss the importance of lesson
planning for teaching. What are different
steps involved in planning a lesson?
 Importance of Lesson Planning in Teaching
The basis of creating a lesson plan is the objectives of
learning and giving learners a chance to discover, establish,
and demonstrate what they are taught. It facilitates a learning
environment that focuses on the class rather than
concentrating on the teacher.
All effective teachers have a plan that they consider when
they deliver training. The plan may be a simple list or a more
complex system that is structured and detailed. Lesson plans
are essential tools that teachers develop to guide their training
sessions. They are properly planned, prepared, and executed
to achieve specified learning outcomes. A conventional lesson
plan usually consists of details pertaining to the lesson, the
outcomes that will be addressed and the method that will be
used as well as the materials and activities that will be
included to engage and evaluate the students. The last part of
a lesson plan deals with the assessment session from both the
teacher’s and student’s standpoints. Having a lesson plan that
has been carefully constructed for every lesson boosts your
confidence and maximizes the possibility of having

7
purposeful learning sessions with your students whenever you
enter the classroom. It equips you with a general outline of
your goals and the things you need to achieve them.
A lesson plan is a lesson “project” written down on paper. It is
only a “project” because a lot of unpredictable events occur in
the classroom. It is also a dreaded part of instruction that most
teachers detest. It nevertheless provides a guide for managing
the learning
environment. As one of the teacher’s roles is that of designer
and implementer of instruction, the preparation of lesson plan
will ensure the organization of the English lesson according to
some criteria. Regardless of the format, all teachers need to
make wise decisions about the strategies and methods they
will employ to help students move systematically toward
learner goals. The more organized a teacher is, the more
effective the teaching, and thus the learning, is. Writing daily
lesson plans is a large part of being organized. Teachers need
to have a precise notion of educational goals objectives
standards competences. The content is chosen according to
the level and needs of the learners. It must be interesting and
appealing to them. The effective teacher also needs to develop
a plan to provide direction towards the attainment of the
selected objectives. Teachers must decide how to sequence
the teaching items according to the methodology and
approach they opted for. Sequencing may be from easy to
difficult, from known to unknown, from familiar to unfamiliar
etc. The effective teacher certainly controls the way time is
used. Effective teachers systematically and carefully plan for
productive use of instructional time.
 Steps involved in lesson plan
1. Start with a Lesson Objective

8
Consider each lesson as a step leading towards your overall
assessment. Each step will teach the students a skill and
deepen their understanding of a topic that will enable them to
complete the assessment.
For example, if your assessment item is to write an essay, the
steps leading up to the assessment would be:
Learn essay structure with examples
How to write an introduction, body and conclusion of an
essay
How to accurately address the essay question
Practice attempts at writing an essay
Final assessment
You can access ready-made lesson plans for all primary and
secondary grades and subjects on our Teaching Resource
page. If we open the “Science Key Stage 3 – Part 1 Lesson
Plan Book,” on page 8, you can see the first lesson plan
beginning with the objective as follows:
The unit of work is on cells in Biological Sciences. The first
step is to learn about cell theory and different types of cells.
By the end of the unit, students will be assessed on their
attained knowledge of organelles by creating haikus about
their functions and characteristics.
2. Meeting Standards
You will be required to teach to the National Curriculum, and
your students will be taking standardised tests (e.g., GCSEs)
throughout their school career. Standards identify appropriate
academic outcomes for each stage of their learning.
It is only beneficial to demonstrate how you have linked your
lesson plans to syllabus outcomes during meetings with your
9
headteacher or principal. This is evidence of your professional
practice and the appropriateness of the lessons you have been
teaching.
Using the same example as before, you can see how
ClickView maps every lesson to appropriate syllabus and
curriculum outcomes. This ensures that the content you use in
the classroom gives your students the knowledge and skills to
succeed throughout their school life.
3. Learning Activities
The next stage in lesson planning is to decide on a series of
activities to introduce new ideas and allow your students to
practice and experiment with what they are learning. Some of
your classes will be able to sustain their focus over a period
with only two or three activities. Other classes may require
you to use a wider variety of activities to keep their
engagement and motivation.
It is also important to consider:
How much preparation an activity will require
How easy it will be to implement it in the classroom
From page 3 of “Shakespeare: Lesson Plans for the
ClickView Curriculum Library,” A Midsummer Night’s
Dream – ‘Context and Background’ lesson, you can see an
example of the lesson’s learning activities detailed in
sequential order. You can use as much or as little detail of
activities as you like, but if you have any intention to reuse
your plans in the future, you should try to make sure that it is
suitably detailed. Although this can be time-consuming, you
can see from the above example that any teacher could pick
up this lesson plan and run the lesson without any confusion.
4. Resources
10
The availability of resources from school to school is going to
vary greatly. Teachers at Bourke High School will face
different challenges when designing their lessons compared to
teachers at Melbourne High School.
Resources to take stock of include:
What is on offer at your school
What your colleagues and predecessors have made
What your students can bring to class
Online, video and computer resources
How the community can help
What resources you can make for teaching (also consider the
cost incurred by you)
Select the resources you will need to facilitate your learning
activities and have them ready before class.
Question No 4
Discuss class wise strategies to manage
classroom effectivity. Explain each
strategy with the help of concrete
example.
1. Model ideal behaviour
Make a habit of demonstrating behaviour you want to see, as
many studies show that modelling effectively teaches students
how to act in different situations.
A straightforward way to model certain behaviour's is holding
a mock conversation with an administrator, other teacher or

11
student helper in front of the class. Talking about a test or
other relatable topic, be sure to:
Use polite language
Maintain eye contact
Keep phones in your pockets
Let one another speak uninterrupted
Raise concerns about one another’s statements in a respectful
manner
After, start a class discussion to list and expand upon the ideal
behaviour's you exemplified.
2. Let students help establish guidelines
Young students sit in rows, raising their hands to answer the
teacher's question. Encourage all students to help you build
classroom expectations and rules, as you’ll generate more
buy-in than just telling them what they’re not allowed to do.
This is especially essential for new teachers. Near the start of
the school year or during the first day of a semester, start a
discussion by asking students what they believe should and
shouldn’t fly in terms of appropriate behaviour. This may
seem like you’re setting yourself up for failure, but depending
on the makeup of your class you may be shocked at the
strictness of some proposed rules. Regardless, having a
discussion should lead to mutually understood and -respected
expectations for your classroom culture.
3. Document rules
Don’t let your mutually respected guidelines go forgotten.
Like handing out a syllabus, print and distribute the list of
rules that the class discussion generated. Then, go through the
list with your students. Doing this emphasizes the fact that
12
you respect their ideas and intend to adhere to them. And
when a student breaks a rule, it’ll be easy for you to point to
this document.
You'll likely want to post these rules up in your classroom if
you haven't already for occasional reference. If you’re feeling
creative, you can include the rule list in a student handbook
with important dates, events and curriculum information, too.
4. Avoid punishing the class
Address isolated discipline problems individually instead of
punishing an entire class, as the latter can hurt your
relationships with students who are on-task and thereby
jeopardize other classroom management efforts. Instead, call
out specific students in a friendly manner. For example: This
basic approach will allow you to keep a friendly disposition,
while immediately acknowledging inappropriate behaviour.
5. Offer praise
Praise students for jobs well done, as doing so improves
academic and behavioural performance, according to a recent
research review and study.
When it is sincere and references specific examples of effort
or accomplishment, praise can:
Inspire the class
Improve a student’s self-esteem
Reinforce rules and values you want to see
Perhaps more importantly, it encourages students to repeat
positive behaviour. Let’s say a student exemplifies advanced
problem-solving skills when tackling a math word problem.
Praising his or her use of specific tactics should go a long way

13
in ensuring he or she continues to use these tactics. Not to
mention, you’ll motivate other students to do the same.
6. Hold parties
Throw an occasional classroom party to acknowledge
students’ hard work, motivating them to keep it up.
Even if it’s just for 20 or 30 minutes, they should be happy
with snacks and a selection of group games to play. Clarify
that you’re holding the party to reward them, and they can
earn future parties by demonstrating ideal behaviour,
collectively scoring high on assessments and more. Use non-
verbal communication. A teacher stands at the front of the
classroom, using hand motions to supplement her talking.
7. Nonverbal communication
Complement words with actions and visual aids to improve
content delivery, helping students focus and process lessons
Many differentiated instruction strategies and techniques are
rooted in these communication methods. For example,
running learning stations -- divided sections of your classroom
through which students rotate -- allows you to deliver a range
of non-spoken content types. These include videos,
infographics and physical objects such as counting coins.
8. Build Excitable lesson plans
As the bell rings and students settle, go through an agenda of
the day’s highlights for the whole class. These could include
group tasks, engaging bits of content and anything else to
pique curiosity. For example, “Throughout the day, you’ll
learn about:” How to talk like you’re a teacher (sentence
structure) Why you don’t know anyone who’s won the lottery

14
(probability) What all the presidents of the United States have
had in common (social analysis).

Question No 5
Write a note on Herbartian approach to
lesson planning. Highlight the advantages
and limitations of this approach in the
context of teaching at secondary level.
Herbartian, pedagogical system of German educator Johann
Friedrich Herbart (1776–1841). Herbart’s educational ideas,
which applied particularly to the instruction of adolescents,
had a profound influence on late 19th-century teaching
practices, especially in the United States, where educators
established the National Herbart Society in 1895.
Herbart advocated five formal steps in teaching: (1)
preparation—a process of relating new material to be learned
to relevant past ideas or memories in order to give the pupil a
vital interest in the topic under consideration; (2) presentation
—presenting new material by means of concrete objects or
actual experience; (3) association—thorough assimilation of
the new idea through comparison with former ideas and

15
 consideration of their similarities and differences in order to
implant the new idea in the mind; (4) generalization—a
procedure especially important to the instruction of
adolescents and designed to develop the mind beyond the
level of perception and the concrete; (5) application—using
acquired knowledge not in a purely utilitarian way but so that
every learned idea becomes a part of the functional mind and
an aid to a clear, vital interpretation of life. This step is
presumed possible only if the student immediately applies the
new idea, making it his own.
This approach generally known as Herbartian Five steps
approach in the procedure of the Herbartian School of
pedagogy propagated by J.F. Herbartian (1776-1841) and his
followers.
The formal steps involved in the approach as below:
1) Introduction / Motivation
2) Presentation
3) Comparison and association

4) Generalization
5) Application
6) Recapitulation
 Introduction/Motivation
This step is concerned with the task of preparing the students
for receiving new knowledge. In preparation, nothing new is
taught to students. Relevant to the topic in hand the teacher
should make himself sure of what the pupils already know by
putting a few questions, based on the pupil’s previous
knowledge. In general, with the help of this step, the teacher
16
 can check the student’s entering behaviour before he starts
teaching the lesson. Thus, testing previous knowledge,
developing interest in the minds of students and maintaining
curiosity of the students can be achieved with the help of this
step.
The following activities involved in this step
The assumption about the previous knowledge of the students
in relevance to the lesson
The testing of the previous knowledge
Utilizing the previous knowledge for introducing the lesson
Motivating the students for studying the present lesson
 Presentation
It is the key step and only through which the actual process of
teaching is going to take place. Here the aims of the lesson
should be stated clearly and the heading should be written on
the blackboard. We have to provide situation for both the
teacher and the students to participate in the process of
teaching and learning. Our ultimate aim of the presentation is
to make the concepts understandable to the students.
Therefore simple language is used. Appropriate and specific
examples and illustrations of the concepts will make the
understanding better. The interest of the students on the
subject matter should be maintained continuously by the way
of asking questions from time to time in this stage. The
teacher should carefully and skilfully arrange his material so
that his pupils may clearly and readily grasp it. The teacher
should make proper use of questions, charts, graphs, pictures,
models and other illustrative for demonstration and
explanation. At the end of each section a few questions

17
 concerning that section only should be asked to whether the
pupils are now ready or the act question of new knowledge.
 Comparison or Association
More importance should be given in this stage to compare the
facts observed by the students with another concept by way of
giving examples. By making use of this comparison, the
students can derive definitions or theories. The students are
encouraged to give new suitable examples for the concept
instead of the examples given in the book to make them think
in an innovative manner.
 Generalization
This step is concerned with arriving at some general ideas or
drawing out the necessary conclusions by the students on the
basis of the different comparisons, contracts and associated
observed in the learning material present by the teacher. As
far as possible the task of formulation should be left to
students. The teacher at this stage should try to remain in the
background for providing only necessary guidance and
correction.
 Application
In this stage, the teacher makes the students to use the
understood knowledge in an unfamiliar situation. Unless the
knowledge of science is applied in new situations or in our
day-to-day life, the study f science will become meaningless.
This application off scientific principles will strengthen
learning and will make the learning permanent.
 Recapitulation
This stage is meant for the teachers to know whether students
have grasped and understood these concepts taught or not.

18
This can be achieved by reviewing a lesson or by giving
assignments to the students. Only through this step achieving
closure (in teaching) is possible.

19