The greatest strength and potential of any educational institution lie with the teachers and administrators who shape the destiny of the institution. This book reveals the potentials, benefits and scope of professionalizing teachers and institutions. It addresses many of the presenting issues faced by an educational institution and provides important insights into the art of teaching and administration as the author believes that unless we come to grips with the problems faced by higher education, it cannot support economic regeneration at the local, regional and national levels.
This book is expected to serve as a new pathway to quality enhancement in the teaching and administrative realm. The book is designed in such a way to foster the teachers and administrators to deliver their best by furthering their scholarship and acumen and thereby enabling them to facilitate transformation based on the objectives, the vision and mission of the institution.
Prof. Richard Hay (B. 1952, Tellicherry, son of Sh. R W M Hay, Perth, Scotland) is educated at the University of Calicut, and joined the Department of Collegiate Education, Kerala in 1976 and served as lecturer, head of department, professor and principal at ten renowned institutions in India and abroad. He played key a role in founding two educational institutions.
A conscientious teacher of 36 years standing, Prof. Hay distinguished himself in his academic and administrative work and won laurels for his commitment to quality education.
Known for his devotion to liberal values, humanism and conservation, he is a strong advocate of training for teachers and accreditation for educational institutions at all levels. He is well-travelled, and a keen observer of benchmarks of excellence in the educational institutions which he visited.
Foreword
Preface
Acknowledgements
Part I
1.The Art of Teaching
Introduction / 3; Rationale / 8; Education and Teaching / 11; The Mechanics of Teaching / 15; Teaching is an Art / 21
2.The Professional Touch
Teachers have to be Resourceful / 27; The Empowered Teacher makes a Big Difference / 32
3.Use of Modern Aids and Equipment
PowerPoint Presentation / 37; Video Clips and Recordings / 37; Overhead Projectors / 38; Flipcharts / 39
4.Motivation—The Key to Success
Status of the Teacher / 48; Emotion and Teaching / 48
5.Teacher Empowerment
Introduction / 51; Journal Writing / 54; 12 C’s of an Empowered Teacher / 55; The Common Barriers to Empowerment / 55; A Checklist for Administration to Facilitate Teacher Empowerment/56; Personal Enablers / 57; The Five Big Dimensions of Personality and Effectiveness of a Teacher / 57; Teachers must Rise to the Occasion / 58; Environmental Challenges Affecting Teachers / 60; Principles of Positive Change / 62; How Successful are You as a Teacher? / 62; Major Reasons for Resistance to Change / 63
6.Learning, Performance Appraisal and Feedback
Findings related to Research on Learning / 66; Teachers’ Duties to Improve Learning / 67; Practices Leading to Effective Learning / 67; Results of Good Teaching / 68; Complimentary Principles of Learning for Teachers / 70; Relevance of Feedback and SWOT (Strengths, Weaknesses, Opportunities, Threats): An Analysis of the Self-Evaluation Process / 74; Peer Observation and Other Practices in Evaluation / 75; Reflective Teaching / 76; Performance Appraisal/ 78; Criteria for Performance Appraisal / 79; Performance as a Teacher / 79; Parents’ Feedback and Perception of the Standard of the Institution / 80; Areas of Interest and Concerns / 80; Importance of Feedback / 81; Evaluation of Teachers / 83
7.Challenges in the Classroom
Handling the Heterogeneous Group / 85; Attending to the Basic Needs of Students / 87; Significance of Discipline and the Teacher’s Duty to Enforce Discipline / 89; Teacher, the Constant Motivator/90; Enhancing Professional Competence of Teachers in Classroom Management / 91
8.Methods of Teaching
The Lecture Method / 92; Individualized Teaching Method / 97; Buzz Group Method / 97; Brainstorming Method / 98; Case Study Method / 99; Role Play Method / 101; In-Basket Exercises Method/ 101; Seminars Method / 102; Group Discussion Method / 103; Programmed Instruction Method / 104
9.Effective Communication
Main Components of the Communication Process / 108; Major Barriers in Communication in the Classrooms / 109; Making Learning Possible / 110; Need for Constant Assessment of Reactions of the Learner / 111; Efficacy of Communication and Planning in Teaching / 112; Simple to the Complex Principle Makes Communication in Teaching Effective / 113; Eye Contact and Communication / 113; Tips for Effective Use of the White/Black Board / 113
10.Qualities of a Good Teacher and His Role in the Academia
Characteristics of a Good Teacher / 116; Ethics of Teaching / 117; Ethical Standards of a Teacher / 117; The Real Teacher Mesmerizes / 118; Interpersonal Skills of a Teacher / 118; Interpersonal Skills of a Teacher / 118; Major Reasons for the Failure of Teachers / 119; Seven Steps to Enhance the Quality of Teaching / 120; Good Preparation is the Key to Success / 122; New Roles of Teachers /122; Building Trust / 125; Benefits of Teacher Involvement / 125; Need for Effective Teacher Involvement / 125; Importance of Meetings in Educational Institutions / 126
11.Use of Technology in Higher Education
Introduction / 128; Advantages of Internet-Enabled Teaching / 130
Part II
12.Reforms in Institutions of Higher Education and their Ranking
Need for Timely Reforms in Education / 141; Internationalization of Higher Education / 143; The Ranking of Institutions / 157; Documentation: A Key Factor / 163
13.Benchmarking and Good Practices to Follow
Benchmarking: A Critical Factor / 169; Orientation is Essential / 173; Encourage Students to Form Study Groups / 174; Maintain Academic Honesty / 174; Be Approachable / 175; Working Portfolios for Teachers / 176; Writing Letters of Recommendation for Students /176; Bridging the Gap between Academia and Industry / 177; Importance of Extension Services in Educational Institutions / 179; Aim of Organizing Extension Services Programmes / 179; Potentials of Extension Service Programmes / 180; A Variety of Projects to be Undertaken / 181
14.Accreditation—Challenges and Problems
Importance of Accreditation of Educational Institutions / 182; Important Criteria / 182; Relevance of Quality Assurance Cells in Educational Institutions / 189
15.Strengthening Work Culture
Importance of Organizational Culture in Educational Institutions / 193; Role of Culture in the Institutions / 194; Steps for Effective Organizational Change / 197; Key Factors that Decide the Educational Environment of an Institution / 197
16.Major Concerns of Education Institutions
Student-Teacher Ratio / 200; The Teacher-Student Relationship / 201; Stability of Tenure of Personnel / 201; Leadership / 202; A Conflict between the Staff and Teachers / 205; Need for In-Service Training for Teachers in the Higher Education Institutions / 206; The Academic Staff College / 209; Effective Teacher Recognition Programmes / 209
17.Enhancing Quality Education (Conclusion)
Our Gratitude to Teachers / 211; The New Learning Environment / 212; Higher Education in a State of Flux / 215; Relevance of Quality Enhancement in the Emerging Education Scenario / 218
References
Index
xviii+246pp