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Teaching As A Profession

        Teaching is the specialized application of knowledge, skills and

designed to attribute unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

 

 

       In addition to providing students with learning opportunities to meet curriculum outcomes, teaching emphasizes the development of values and guides students in their social relationships. Teachers employ practices that develop positive self-concept in students. Although the work of teachers typically takes place in a classroom setting, the direct interaction between teacher and student is the single most important element in teaching. 


Why Teaching is considered as a profession

       The continued professionalization of teaching is a long standing goal of the teacher community. Professionalism is a complex and elusive concept; it is dynamic and fluid. Six generally accepted criteria are used to define a profession. The teaching profession fulfils those criteria in the following ways:

 1.Its members have an organized body of knowledge that separates the group from all others

2. It serves a great social purpose

3. There is co- operation achieved through a professional organization

4. There is a formal period of preparation and a requirement for continuous growth and development

5. There is a degree of autonomy accorded the professional

6. The profession has control or influence over education standards, professional development, ethical and performance standards, and professional discipline

Teachers As Professionals

               The teacher is the essential element in the delivery of instruction to students, regardless of the mode of instruction. A teacher has professional knowledge and skills gained through formal preparation and experience. Teachers provide personal, caring service to students by diagnosing their needs and by planning, selecting and using methods and evaluation procedures designed to promote learning. The processes of  teaching include understanding and adhering to legal and legislated frameworks and policies; identifying and responding to student learning needs; providing effective and responsive instruction; assessing and communicating student learning; developing and maintaining a safe, respectful environment conducive to student learning; establishing and maintaining professional relationships; and engaging in reflective professional practice. These processes must be free of discriminatory practices and should contribute to the holistic development of students who are actively engaged, responsible and contributing members of a democratic society. The educational interests of students are best served by teachers who practice under conditions that enable them to exercise professional judgement. Teachers have a right to participate in all decisions that affect them or their work, and have a corresponding responsibility to provide informed leadership in matters related to their professional practice. 

 

SWAMI VIVEKANANDA

 

Early Life

Swami Vivekananda’s original name was Narendranath Dutt. He acquired the new name in 1886 when he took ‘sanyasa’. His father was a lawyer who practiced at the Calcutta High Court. As a child he developed great taste for music and was adopt in sports. Under the influence of his mother he made a deep study of the Hindu scriptures. He was provided the best of education. He graduated with honours from Calcutta University.

               He had an excellent command over Bengali, English, and Sanskrit. He was a voracious reader and had a sharp memory. He could often display a verbatim familiarity with the ‘Encyclopaedia Britanica.’ His principal Rev. W. W. Hastie once remarked, “ Narendranath is really a genius. I have travelled far and wide but I have never yet come across a lad of his talents and possibilities, even in German Universities, among philosophical students.”

MEETING WITH SHRI RAMAKRISHNA- A TURNING POINT IN LIFE

 

SHRI RAMAKRISHNA PARAMAHAMSA

       He was deeply interested in the study of philosophy   and religion. He studied eastern and western philosophy and religion. For sometimes he was a classroom teacher also. His search for truth led him to Ramakrishna Paramhamsa, at Dakshineswar in 1882. Though not literate, Swami Ramakrishna was an enlightened soul. During the next six years of his association with the master, he had a spiritual transformation and emerged as Swami Vivekananda. He left home and travelled all over India. His wandering left him deeply affected by the despair and poverty of the masses of India.                              

          Swami Vivekananda organised the Ramakrishna Mission in 1886, after the passing away of his master.

             Soul- stirring Address at the World Parliament of Religions at Chicago(USA) in 1893: On September 11,1893, on the opening day of the Parliament, he sat rapt in silent meditation. In the afternoon session he rose to speak. He bowed down to Saraswati the Devi(goddess of learning) and addressed the audience as, “Sisters and brothers of America.” Before he could utter another word, people were so much mesmerised that there was applause for full two minutes. When silence was restored, he began his address. His wisdom coupled with universal message of love and tolerance made him a world teacher.
             A small portion of Chicago Speeches of Swami Vivekananda is delivered here.

 






 

             Message of Spirituality and Social Service: He addressed several meetings in the U. S. A., U.K.,  Sri Lanka and spread the spiritual message. Swami Vivekananda devoted the rest of his strenuous life in communicating his message of unity and tolerance. In India, he organised social work also in addition to spiritual pursuits.

           Swami Vivekananda organised the Ramakrishna Mission in 1896, after the passing away of his master.

RAMAKRISHNA MISSION

 

 PRINCIPAL FEATURES OF SWAMI VIVEKANANDA’S PHILOSOPHY

 

1.   God resides in every human heart.

2.   The best worship of God is service to mankind.

3.   Ethics and morality should be the real basis of life.

4.   Love and renunciation should permeate the universe.

5.   Religion means self- realisation through self- control.

 

SWAI VIVEKANANDA’S PHILOSOPHY OF EDUCATION

 

1.   All knowledge is in the human mind.

2.   Education is the manifestation of the perfection already in man.

3.   Knowledge is inherent in man. No knowledge comes from outside.

4.   Like fire in a piece of flint, knowledge exists in the mind. Man discovers it.

5.   The infinite library of the universe is in our mind.

                    

Swami Vivekananda explains this as, “We say Newton discovered gravitation. The falling of an apple gave the suggestion to Newton and then he studied his own mind. He rearranged all the previous links of thought in his mind and discovered a link among them, which we call the law of gravitation.”

                      He believes in auto education or self- teaching. As is the plant, so is the child. The growth and development of a plant and that of a child takes place according to their nature. A gardener prepares the ground for the growth of his plants, protects them and nourishes them so that they grow properly. Similarly, the teacher takes care of the child, provides  him a suitable environment and looks after his proper growth.

                

SWAMI VIVEKANANDA’S VARIOUS ASPECT OF EDUCATION

Aims of Education

1.   Development of spirituality in social setting i.e. development of a spirit of fellow- feeling.

2.   Development of character which implies doing good to others, courage, fearlessness and strength and above all strong will-power for a noble cause.

3.   Development of balanced human relationship.

4.   Development of the attitude of considering work as worship.

5.   Development of spirit of service to the poor and the neglected.

6.   Development of a spirit of renunciation, giving up pride and ego and acquiring spirit of self- sacrifice.

7.   Development of vocational proficiency.

8.   Development of physical health.

 

       Character- building as the most Important aim of Education: “If you really want to judge the character of man, look not at his great performance, watch a man do his most common actions. Those are indeed the things which will tell you the real character of the great man.”

                           

                    ‘Intellectually’ is not the highest good. ‘Morality’ and ‘Spirituality’ are the things for which we strive. “Our women are not so learned, but they are more pure.” He does not consider a man as educated if he can only pass some examination and deliver good lectures. The basis of all system, social or political, rests upon the goodness of man. No nation is great or good because its Parliament enacts this or that, but because its men are great and good.                                                                                                      

 

ROLE OF THE TEACHER

1.   First condition is that he should be sinless.

2.   The second condition is that he should know the spirit of scriptures.

3.   The third condition is the spiritual force of the teacher based on love for the students.

4.   The fourth condition is that the teacher should think that he is only helping the child grow. He is the external teacher and he offers the suggestion which arouses the internal teacher i.e. in the mind of the child.

 

PRINCIPLES OF TEACHING-LEARNING

 

1.   Self-teaching:   “No one was ever taught by another. Each of us has to teach himself. A child educates itself.”

2.   Living Examples of Teacher: “Words even thought, contribute only one-third of the influence in making an impression- the man two-thirds.”

3.   Teaching through Positive Suggestions: “We should give positive ideas. Negative ideas only weaken men. If you speak kind words to them and encourage them, they are bound to improve in time.”

4.   Concentration as the only method of education: “The power of concentration is the only key to the treasure- house of knowledge.”

5.   Qualities of the Learner. “The conditions necessary for the taught are purity, a real thirst after knowledge and perseverance.”

 

PHYSICAL AND HEALTH EDUCATION

 

            “Be strong, my young friends………. You will be nearer to Heaven through football than through the study of Gita.

 

EDUCATION TO BE BASED ON WESTERN SCIENCE COUPLED WITH VEDANTA.

 

       “Living with the Guru and a similar system of imparting education are needed. What we want is western science coupled with Vedanta- ‘Brahmacharya’ as the guiding motto and also ‘Shraddha’ (faith) in one’s own self.”

 

EDUCATION OF THE MASSES

                Vivekananda gave prime importance to the education of the masses. He asserted, “The chief cause of India’s ruin has been the monopolising of the whole education of the land, by dint of pride and royal authority, among a handful of men.”
                       

 

                             Swami Vivekananda maintained that no profession is bad provided it is done with a sense of service and self- sacrifice. It is the absence of the sense of dignity of labour which is responsible for the degraded condition of this country.

WELCOME

 

 

Nature is the God's own art