INTRODUCTION

Helen Adams Keller was born in Tuscumbia, Alabama, on June 27, 1880. She developed normally until the age of nineteen months, when she was stricken by a severe fever. Though she had recovered from her fever , she could no longer see or hear. Keller spent the next five or so years locked into her isolated, dark world. Unable to see or hear, she also became mute. Her frustrations made her wild, animal-like behaviour. Finally, when Keller was six, her parents reached the end of their rope. They consulted Alexander Graham Bell. He was able to make referrals which ended up in a young teacher, Annie Sullivan, (Anne Sullivan Macy), being sent to the Keller family from the Perkins Institute for the Blind in Boston. Sullivan had herself been blind for a time, only to regain partial sight through surgery. Annie Sullivan proved to be the key to unlock Keller's world..

She wanted to help Keller make associations between words and physical objects, and worked hard with her rather stubborn and spoiled pupil. After isolating Keller from her family in order to better educate her, Sullivan began working to teach Keller how to communicate with the outside world. During one lesson, she finger-spelled the word "water" on one of Keller's hands as she ran water over her student's other hand. Keller finally made her first major breakthrough, connecting the concept of sign language with the objects around her Ann Sullivan is one among the great teachers that the world had seen till today.

All teachers cant make impact in the minds of their students. But a very few teachers touch the hearts of their students thereby becoming legends. There is no specific formula or a secret mantra in this, except dedication, determination and discipline in the methods of their teaching. Good teachers work with passion and they are totally involved in their profession and they contribute their best without expecting any rewards or returns from their students except with burning desire to be great at their profession . A good teacher is like a candle, it consumes itself to light the ways of others.

Meaning Teacher is a person whose occupation is teaching others , esp children . Collins English dictionary.

Definitions

. A person, either male or female, who instils into the head of another person, either voluntarily or for pay, the sum and substance of his or her ignorance.

 , In education, teachers facilitate, student learning, often in a school or academy. The objective typically a course of study, lesson plan or a practical skill including learning and thinking skills" Wikipedia.

In the broadest sense, a teacher can be defined as someone who not only teaches or imparts knowledge, but also most importantly, someone responsible for shaping and moulding the minds and hearts of all those whom they teach. Gabby Bugwadia.

ROLES AND RESPONSIBILITIES OF TEACHER Towards Themselves To be a teacher out of choice, and not by default. To acquire relevant professional education and training to get the right

concepts of teaching. Honesty and sincerity towards the profession. Accept that being a teacher does not make you a 'know it all'; so it's

important to become a partner in the learning cycle with your students.

Accept that no two students will think, act and react alike, and to respect

that diversity. Upgrade knowledge and learn new ways of teaching. Avoid indulging in unethical behaviour, and at all times maintain the

dignity a teacher-student relation. Towards Students Inculcate model behavior and mannerisms by self example. Prepare long-term teaching programs and daily lessons in accordance

with the guidelines of the school's education system. Provide activities and materials that engage and challenge the students

intellectually. Understand and implement the use of information technology in lesson

preparation and teaching. Shift between a formal and an informal method of teaching; debates,

discussions, practical activities, experiments, projects and excursions. Plan, set and evaluate grade test, exams and assignments. Supervise student conduct during class, lunchtime and other breaks. Understand the diverse background students come from, their strength,

weakness and areas of interest. Be honest in student appraisal, avoid favoritism. Enforce discipline by firmly setting class room rules. Resolve conflict among students by encouraging positive debate. Be ready to adjust teaching styles to meet individual needs of students.

Towards Parents Keep the parents well informed about their ward's progress. Take time out to discuss an issue, or a problematic behavior. Encourage parents to promote various diverse interests of their children. Inform the parents about after school activities; excursions, meetings as

well as detention. Keep the parent feedback journal updated. Encourage parent participation in parent-teacher meets. Finally, work with the parents for the betterment of the student's future.

Towards Management Actively involve yourself in all staff meetings, educational conferences

and school programs. Voluntarily participate in organizing sporting events, and other

excursions like camping trips, picnics, educational tours, etc. Maintain a healthy relation with all teaching and non-teaching staff

members. Help out in formulating school policies. Carry out administrative duties relevant to your position in the school.

QUALITIES OF A GOOD TEACHER Passion Teachers should be passionate about what they do. There is no question, that awesome teachers love to teach. Not doing it for the money, prestige, or glory, they teach because it brings them an incredible feeling of satisfaction knowing they are contributing positively to the futures of others. If a teacher doesnt have this inner satisfaction, and does not enjoy what they do, theyll never be able to make lasting impressions in their students minds. Passion has great impact, and this is something that all really good teachers have. Open to Change You are able to acknowledge that the only real constant in life is change. You know there is a place for tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You don't put obstacles in your way by being blinkered and are always open and willing to listen to others' ideas. Role model You are the window through which many young people will see their future. Be a fine role model. Teachers lead lives in a high moral ground, and they set an example to their student because of it. Admirable In order for a teacher to be great, they must be admirable. Really though,admirable teachers are more credible than others. We as people , are much more likely to listen to those we admire. Empathy

Good teacher have the ability to bond with your students, to understand and resonate with their feelings and emotions. To communicate on their level. To be compassionate with them when they are down and to celebrate with them when they are up. Creative Teachers should be able to motivate her students by using creative and inspirational methods of teaching. You are different in your approach and that makes you stand out from the crowd. Hence the reason why students enjoy your classes and seek you out for new ideas. Sense of Humour A great sense of humour reduces barriers and lightens the atmosphere especially during heavy periods. An ability to make your students laugh will carry you far and gain you more respect. It also increases your popularity.

Presentation Skills Students are visual, auditory or kinaesthetic learners. You are adept at creating presentation styles for all three. Your body language is your main communicator and you keep it positive at all times. Like a great orator you are passionate when you speak. But at the same time you know that discussion and not lecturing stimulates greater feedback. Calmness Aggression , negative attitudes and behaviours that you see in some of your students have a root cause. They may be really scared young people who have come through some bad experiences in life. This understanding keeps you calm

and in control of you, of them and the situation. You are good at helping your students de-stress. Respectful No one is more important in the world than anyone else. Everyone has a place in the world. You respect your peers and your students. Having that respect for others gets you the respect back from others. Inspirational As a teacher you can change a young person's life by helping them to realise their potential, helping them to grow, helping them to find their talents, skills and abilities. Good communicators A teacher has the responsibility of bridging the gap between themselves and their students, so good communication skills are a must. Its difficult sometimes to relate to people, especially children, so that learning can happen in their minds, but excellent teachers are masters of this. Relating to students on the students level, these teachers have developed many ways to reach their students, and communicate using terrific speaking skills, visual aids, and even in their body language. Fair and just. Equality is an ideal that good teachers hold dear to themselves. They treat their students equally, yet giving them the individual attention they need. No child is left out in the mind of a wonderful teacher, and they make it a mission to teach them all the same. In doing so, they end up teaching their students the importance of equality and fair treatment, even if the teacher hadnt intended to do so.

 Leadership. Good teachers are leaders. In the classroom, they own the spotlight, and have the responsibility of being strong instructors so that students listen to them with determination. They have to lead their students on the right path through the learning experience, and help by showing the obstacles that may stand in the students way.

Positive reinforcement Instead of using strict punishment to discipline students, good teachers know how to use positive reinforcement to discipline instead. These teachers understand that negatively hinders how their students learn, creates resentment in the students minds, and ends up breaking the ties of the student-teacher relationship. Often these teachers reward their students for doing a good job, so they are more apt to doing it in the future. Commited There is no dought that great teachers are commited. They go above and beyond the time requirement of a typical teacher, and are willing to help students whenever they need it. Good teachers are very commited to the curriculum they teach and they like their students.

Understanding Great teachers understand their students better than most people. They understand where their students came from, who they are, and know the best avenue to take them to who they will become. Good teachers have an uncanny

understanding of what they teach, because they are experts in their fields of knowledge. Compassion and caring There is suffering in the world, and a good teacher recognizes this and has the inner desire to help. Great teachers help by teaching, because they know that by giving knowledge to the next generation, they are creating individuals who will have the skills, compassion, and dedication to ending suffering. Good teachers care about the world and what they do and wouldnt have things any other way. Confidence A teacher can,t teach without confidence. Students wont believe in a teacher that first doesnt believe in there-self. Good teachers are confident that they know how to teach, and in what they are teaching. Nothing stands in the way of this confidence, and the teacher does their best not to become arrogant about the job they do. Prepared Excellent teachers are prepared. They know they steps necessary in their curriculum to teach students, and follow them well. These teachers are always ready to go when the time calls for it and they never leave their students lost and not knowing the direction they are headed. Good teachers stick to the plans theyve prepared, in order to teach the beat way possible Professionalism Professionalism is the sign of a great teacher. They know that as someone who is responsible for helping people learn, they must take their work seriously. Terrific teachers dress well, have good hygiene, and treat their students with respect. They believe in timeliness, and are never late and rarely miss days they

are assigned to work. In do so, their students respect them, and are more willing to learn from them. Willing to learn. You are willing to learn from other teachers and your students. Although knowledgeable in your subject you know that you never stop learning.

CHARECTERISTICS
Great teaching demands many things from professional educators including subject knowledge, caring attitudes, classroom techniques, commitment, and desire to make a difference in the lives of young people. No wonder it is hard to find great teachers. Here are some characteristics of great teachers: Clear Objectives Good teachers are well organized and have clear ideas about their daily teaching plans, assignments, and grading policies. Their structured lessons and assignments offer many opportunities for students to learn new skills Command over Subject Those seeking excellence in teaching continue to gain additional knowledge of their subjects and instill this desire in their students, too.

 Great Expectations Without holding a grudge against underperformers, good teachers always push their students to strive for their goals. They will always motivate them to trust their own abilities, take chances, and experiment with different approaches. Wider and Deeper Views By asking wide-ranging questions, good teachers implore their students to probe things further, analyze matters more critically, and look beyond the obvious. It is an achievement for teachers if they can instill in their students the habit of finding solutions for themselves. Care and Concern Great teachers are accessible to their students even outside of their classrooms and after school. Their concern for their students is not confined to their own subjects but extends to the extracurricular activities in which their students are involved as well. Their good communication with students and parents helps them understand students' concerns and insecurities. For good teachers, teaching is not much different from parenting.

Positive Attitude

Instead of complaining about students' lack of abilities and manners and teachers' long work hours, good teachers accept all of these as challenges. They know that humiliating students or intimidating them is not in their students'or theirbest interests.

 Parental Firmness Excellent teachers don't allow excessive leniency to affect their work. Tough assignments are necessary to bring students out of their comfort zones.

Student Evaluations Student assessments help good teachers evaluate their

contributions to students' progresses and improve.

Objectivity For great teachers, all students are equal. They maintain consistent behaviors and distance themselves from partiality. Time management Always value the importance of time. Infact wise utilisation of time is the hallmark of a good teacher. Meticulous A good teacher should be meticulous and have an eye for detail. In fact, a disorganized person would find the vocation unsuitable and unfulfilling. Well thought-out plans and programs for teaching will assist the productivity of a teacher Everyone knows that it is difficult to define and practice good teaching, but at the same time, we must realize that no society can progress without it.

FUNCTIONS OF TEACHER

Planning Teachers supply long-term objectives and plans for achievement. Left to chance discovery, much that students now learn in school would certainly not be learned. Teachers ensures learners will encounter certain materials and ideas society feels should be included in education. They plan an overall sequence and continuity in the curriculum, a balance of the many elements that need to be included and a relationship of the concepts from different curriculum areas. Teacher identifies the specific behavioural changes that are desired in a particular phase of learning and asses charecteristics of the learners for the proper planning of teaching-learning process.

Organising Organizing involves making arrangements and developing an orderly

structure, which will unify all elements in the classroom into a coherent and functioning whole. It is through the organizing tasks o that teacher arrange, time and resources and coordinate the efforts of individuals towards the achievement of the educational objective of the class, and the broader goals of the school. Sound organizing is closely linked with systematic planning. Whereas planning is concerned with the identification of appropriate activities, organizing is concerned with making arrangements and structuring the classroom to implement planned activities. Educating

Teachers also want to discover the effective practices of their teaching profession. The teacher creates lesson plans and syllabi within the framework of the given curriculum. The teacher's responsibilities are to implement the curriculum to meet student needs. She has to prepare instructional materials to the varying interests, needs and abilities of the students and supplying information needed or telling where it may be obtained

Supervision The goal of supervision is to help the students to improve their knowledge. Supervision is an on-going process, not a product. This means that supervision is proactive rather than reactive. Reactive supervision works to neutralize or repair a problem. In proactive supervision, interactions are based on goal setting, understanding and the an uniqueness of of each each persons roles and analysis individuals effectiveness,

responsibilities,

competencies, and style.

Guiding Teachers are an efficiency of learning. Teachers as guides can always take one over strange territory much faster and easier than one can take oneself. From the outset, guides mobilizes energies and enthusiasm for the adventure and prepares the travelers for what lies ahead. Assessment of readiness are made and equipment are provided at the right levels of difficulty. As learning proceeds, teachers keep helping learners to identify and formulate the problems to be solved, decide where and how to look for answers, evaluate progress, allocate further effort and keep up enthusiasm. They anticipate where the

trouble spots will be and plan accordingly, make resource materials available, gauge when more practice is needed or unnecessary Evaluation. Teachers evaluate learning. It is often hard for the learners to be sure how they are really doing. Teachers have a broader basis for judgement, are more objective in assessment and can be much more precise in identifying strengths and weaknesses. Evaluation may be formal or informal in nature; however every teacher must obtain necessary information at one stage of learning to give direction to the next stage of learning. The program of evaluation includes a variety of techniques and procedures that focus on various aspect of behaviour change, namely verbal, affective and psychomotor. The data obtained by means of evaluation program provide information that assist students and teachers to make wise decisions.They should also evaluate the curriculum periodically to determine the effectiveness of the curriculum. Maintaining good relationship with; Pupils Collegues Parents Management of institution Community

COMPETENCIES
Teachers competencies have been broadening with respect to reform studies in education, development of teacher education, scientific results of educational science and other fields. Kress pointed out that the previous era had required an education for stability, the coming era requires an education for instability . Kress ideas can explain why teachers professional development should be redefined for sustainability. The aims of education change very quickly depending on the demands of the era requiring more capability. These demands directly affect educational system. Teachers are responsible for operating educational system and they need strong and efficient professional competencies. Teachers competencies must be reviewed so that teachers competencies should be redefined depending on the development of the whole life of human and education.

Competencies are defined as the set of knowledge, skills, and experience necessary for future, which manifests in activities (Katane et.al.). Gupta define competencies as knowledge, skills, attitudes, values, motivations and beliefs people need in order to be successful in a job. The common understanding related to teachers competencies is divided into three main areas as field competencies, pedagogical competencies and cultural competencies. Teachers professional competencies can be composed of different dimensions other than the three main areas ; they are, o o o Field Competencies Research Competencies Curriculum Competencies

o o o o o o

Lifelong Learning Competencies Social-Cultural Competencies Emotional Competencies Communication Competencies Information and Communication Technologies (ICT) Competencies Environmental Competencies

1. Field competencies Field competencies are related to the question of what should school teach? They refer to the content that the teacher and students will study. For example, the knowledge of math teachers is the main competency for teachers who will teach in classroom. Field competencies are the main areas of teacher competencies that include academic studies about content. Field competencies are the ones necessary for teachers to conduct their profession. They are the teacher competencies regarding the subjects that teachers will teach or students will learn. Formerly, field competencies were deemed as the most important competency field based on the concept that teachers were the only responsibles in transmitting the content. The concept of the one who knows teaches and the teacher is the responsible from learning in classroom changed over time. Within the context of this change, the importance given to teachers field competencies declined as a result of the changing role of teacher as rather than transmitting the content but being a facilitator enabling students to interact with content.

2. Research competencies Research Competencies include the competencies of research methods and techniques, designing and carrying out research in teachers fields. They support collaboration with colleagues and other specialists or people who are interested in curriculum studies and education. Research competencies are influential for teachers in following the developments in their fields and developing themselves based on these developments. Besides, the research competencies of teachers are of great importance for students in gaining the scientific thinking and scientific process skills. The research competencies help to improve all of the teachers competencies and also support research-based teacher education thsat is a new approach in teacher education.

3. Curriculum competencies The curriculum competencies can be divided into two sub competencies as curriculum development competencies and curriculum implementation

competencies. Curriculum competencies contain the knowledge about curriculum philosophies and skills in curriculum development, curriculum design, elements of the curriculum development, models of curriculum development, approaches of designing curriculum development, curriculum development process, selecting and organizing the content, planning the teaching and testing conditions and preparing research for curriculum development. Curriculum competencies are related to the understanding of the curriculum plans for the teaching and learning. Curriculum competencies are the competencies of teachers oriented towards carrying out their teaching role more effectively. These competencies are related to both theoretical and practical competencies.

These competencies defined as learning-teaching related competencies determine the framework of the knowledge and skills that teachers will gain. Without curriculum competencies, it is quiet difficult to produce an effective education service in schools. 4. Lifelong learning competencies Lifelong learning process requires that learners take responsibility of their learning. As individuals, teachers are acting for their own learning in the lifelong learning process. Lifelong learning activity goes through the whole life continuing between individual and the world Lifelong learning competencies include the abilities of learning to learn, and teachers responsibilities of their own professional development. Lifelong learning competencies are related to the ability of learning and skills of using the means or tools of learning to improve the learning throughout the human life. Lifelong learning competencies refer to the teachers responsibilities for their own learning and development of lifelong learning skills for students. It means that lifelong learning includes two main abilities. The first one is related to teachers own lifelong learning ability and the second one is related to teachers responsibility to develop students lifelong abilities.

5. Emotional competencies

Emotional Competencies are composed of teachers and students values, morals, beliefs, attitudes, anxieties, motivation, empathy and so on. They are related to the implementation of psychological consultation and curriculum of guidance in school. Teachers emotional competencies can help students to learn and students willingness to learn can be increased if teachers know how to improve the emotional dimension of students learning. Emotional competencies also help teachers become effective teachers while monitoring the students learning. Learning requires emotional supports that create positive feeling for learning-teaching process. Teachers become a learning consultant and mentor about learning for their students.

6. Social-cultural competencies Social-cultural competencies include the knowledge about social-cultural background of students and teachers, local, national and international values, democracy and human rights issues, team and collaborative work with others, and social studies. All of them provide freedom to students and teachers in learning-teaching process and also promote the learning. The individuals become social and cultural being in social life. Thus, there is a strong relationship between learning and students social-cultural background. Some of the learning theories discussed learning as social-cultural context and teachers social-cultural competencies can promote students learning. Humanistic approach and social theories can be put into practice in the classroom by means of teachers social-cultural competencies.

7. Communication competencies

Communication competencies include communication models,interaction among teachers, students, social environment and learning topics. Teachers also have competencies in using oral, body and professional language in their fields. Communication competencies include voice, body language and words such as speaking, singing and sometimes tone of voice, sign language, paralanguage, touch, eye contact, or the use of writing. They include communication skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating.

8. Information and communication technologies competencies. Information and Communication Technologies-ICT competencies are based on using tools and technical equipments for the reaching, disturbing and transferring the knowledge. They include any technology that helps to produce, manipulate, store, communicate, and/or disseminate information. ICT

competencies are concerned with the use of technology in managing and processing the information include all technologies for the manipulation and communication of information. It means that the ICT competency is very important to improve the communication in the learning and teaching process

9. Environmental competencies Environmental Competencies can be defined as competencies for ecological and environmental safe. Knowledge, attitudes and skills about ecological system and environment such as keeping clean and available environment, management of ecological resources, being aware of ecosystem, feasible uses of natural resources, availability of natural resources can be defined as Environmental competencies

CONCLUSION
Many people think that teaching is an inborn quality to become a great teacher and it proved beyond doubt there are teachers who were not blessed great but became great teachers by virtue of their sincere efforts, abilities through practice, concentration and training. Aristotle aptly described teaching as the highest form of understanding. It may be easy to get into the profession of teaching, but being a good teacher is not easy. Normally, it takes a long time to acquire the characteristics of a good teacher. Sadly, experience does not make everyone a great teacher. However, it is important for everyone in the teaching profession to try to excel, as civilization could not sustain itself in an absence of good teachers. The teacher who indeed is wise does not bid you to enter the house of wisdom rather leads you to the threshold of your mind . khalil Gibran .

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