TEACHING SKILLS

ROLE OF THE TEACHER IN CURRICULUM CONSTRUCTION

ROLE OF THE TEACHER IN CURRICULUM CONSTRUCTION

The process of curriculum construction is a cooperative effort. In this national agencies, regional and local level agencies, principals and the teachers as well as community members are involved.

THE ROLE OF NCERT IN CURRICULUM CONSTRUCTION

In Indian situation for the planning of secondary level curriculum the agency involved at the central level is national council of educational training and research. It frames the curriculum and circulates it for adoption to state departments of education, boards of examination etc. It frames the curriculum in consultation with experts, subject teachers, and heads of institutions. Its task is to frame the curriculum in keeping with the national policy on education. The curriculum framework prepared by it is only suggestive and it is for the state governments and boards of examination to accept it, modify it or reject it.

ROLE OF STATE GOVERNMENT IN CURRICULUM CONSTRUCTION

As mention above the NCERT prepares the curriculum which is suggestive in nature and it is the state government who decides to select, modify or rejected. Every state government appoints a board of examination for secondary and higher secondary examination. This board prescribes the curriculum which has to be followed in all the institution which are to be recognized for sending their students for public examination conducted by the board. Each board has a subject committee which prescribes the content of the courses in that subject.

THE ROLE OF TEACHERS

It is seen from the above description that the process of curriculum construction is by and large designed centrally. Not many teachers are directly involved in it. Only those teachers who are the part of committee have the opportunity to participate in this process. The teachers working in aided and recognized schools have no freedom to plan their own curriculum. But , the teachers working in experimental innovative schools may have the opportunity to do so. But for the most of teachers it is not possible to do so. They may only have some freedom in the transacting the curriculum in prescribed framework. The ideal process of curriculum construction is that in which the students and teachers, plan it jointly. The teachers keeping the students interests and potentialities and the environmental situation may plan curriculum in accordance with the principles of curriculum construction. But this is not practiced in our country. Thus, we can say that only those teachers who are the members of some committees or participate in some seminars sponsored the state government or the NCERT can play some role in the process of curriculum construction. Otherwise only a creative teacher can give his best to the students through his innovative way of curriculum transaction.

TYPES OF CURRICULUM

TYPES OF CURRICULUM

Knowledge cantered curriculum (subject centered)

Knowledge centered curriculum is that curriculum in which knowledge is divided in terms of isolated subjects, the sequence followed is the logical sequence pertaining to the particular discipline and the logic is determined by the subject specialist.

Knowledge centered curriculum is the curriculum in which attaining mastery over the subject matter is the central objective. This type of curriculum is based on the acquisition of knowledge

therefore, it prepares the students for higher education and not for life.

This type of curriculum leads to compartmentalization of knowledge which produces disciplined knowledge and it can be planned more easily and taught according to a fixed schedule.

According to some critic,

1. It does not facilitate individual development, independent thinking, creativity and active learning.

2. It does not inspire the learner as excessive concern is for covering the portion.

3. There is insufficient experimentation in different ways of organization of subject matter.

Activity-centered curriculum ( Experience-centered)

The Activity-centered curriculum is the curriculum in which there is a continuous stream of child’s activities unbroken by systematic subjects and springing from the interest and personality felt needs of the child.

This curriculum is based on the assumption that learning involves to think logically, engaging in activities which are vital for him to achieve his personal goals and fulfill his needs. This type of curriculum is an attempt to counteract the limitations of the subject and therefore, it is aimed at learning only those things which are related to active purposes and rooted in experience which will result into behavior changes.

This curriculum makes the process of learning or education interesting and motivates learners because it helps in the sublimation of instinct for curiosity and construction.

According to some critic,

{     All education cannot be imparted through activity-centered curriculum.

{     Over-activity may lead to lop-sided development.

{     All the activities may not suit all the students. So, thought should be given to individual differences when planning the activities.

CORE CURRICULUM

The core-curriculum is a curriculum in which the concepts which are to be incorporated in the teaching-learning situation forms the essence and therefore, it is not only the administrative arrangement.

THE BASIS OF THE CONCEPT OF CORE CURRICULUM

1)Based on John Dewey’s philosophy of pragmatism and experimentalism.

2)Fundamental human activities as a centre of learning.

3)Learning viewed as continuous reconstruction of experiences.

4)Emphasis on problem-solving as an important part of learning.

5)Emphasis upon the basic democratic values and the cultural factors.

6)Based on the cognitive theories of learning.

CHARACTERISTICS OF CORE CURRICULUM

1)This concept is related to educational aspect of teaching and does not take into consideration the specialization or diversification of courses.

2)The aim of this curriculum is to focus on the common problems of the learners.

3)The process of learning in this curriculum is planned to provide first hand experiences to the learner.

4) This curriculum aim at all round development of learner i.e. physically, mentally, socially, emotionally, spiritually.

5) The core pattern of curriculum is flexible providing for the individual needs of the learners.

6) In the core pattern, periods is provided for the completion of the activity meaningfully. Multimedia approaches in this curriculum facilitates to the learning.

7) Guidance and counseling is an integral part of core curriculum.

PRINCIPLES OF CURRICULUM CONSTRUCTION

PRINCIPLES OF CURRICULUM CONSTRUCTION

1) Principles of Utility :-It should be useful in solving problems and facing situations in life. To avail individual of his rights as a consumer & get the standard quality of service at right price.

2) Principle of flexibility:- It must be capable of accommodating the changes in the child’s diverse interest, inclinations & accordance with social requirements.

3) Principle of child-centeredness :- The selection of content has to be in keeping with the child interests and abilities.

4) Principle of life-centeredness:- To enable as individual to function efficiently & face the challenges in life. Experiences should achieve the physical, mental, social &emotional development.

5)Principle of community-centeredness:-community should be the focus development of social values & spirit of inquiry.

6)Principle of correlation:-correlation of one subject with different subjects.

7)Principle of activity-centeredness:- actual life experiences makes learning process interesting and enjoyable.

8) Principle for the use of leisure :- The use of leisure in an appropriate manner develops creativity, aesthetic sense and vocational skills.

9)Principle of inter-relation of subject:-suggest an inter-disciplinary approach.

10) Principle of development of culture and civilization:- The pupil should have the knowledge of their culture and civilization.

11)Principle of need based activity:-provide the manpower for social and economic development.

12)Principle of value-oriented ness:- justice, equality of opportunity, equality of sexes, social values and democratic values.

13)Conservative principles:- natural resources, wildlife should be inculcated & organization of field trips, visits, excursions, stamp collection, collection of pictures.

14)Principle of creative training:- abilities of the pupils.

15) Principle of harmony:- Formal & Informal education, general, liberal and vocational education, individual and social aims should be skillfully interwoven into a harmonious whole paving the way for individual development & social up liftment.

CONCEPT OF COMMERCE CURRICULUM

CONCEPT OF COMMERCE CURRICULUM

INTRODUCTION :

Curriculum is the core of an educational system. While education is a process, curriculum is a means to the process while education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, curriculum deals with ‘what’. While education is the product , curriculum is the plan. Brubacher has rightly compared curriculum with the ‘material’ in the construct of the ‘building of education’ in his words, “The student should not strive to solve social problem till he has shocked his mind with a wide assortment of curriculum materials.”

CONCEPT OF CURRICULUM

The ground which the pupils and the teacher cover to reach the goal of education. Mastery over certain types of knowledge and skills. It is a process intended to help pupil to live in present world & to build the future world in which his generation would live.

Definitions:-

1) Cunningbam :- “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideals (aim and objectives) in his studio (school)”.

2) Modalior commission :- “Curriculum includes all the learner’s experiences in or outside that are included in a program which has been devised to help him develop physically, emotionally, socially, spiritually and morally.”

3) Sayler and Alexander :-“Curriculum is the total effort of the school to bring about desired outcomes in school and out of school situations.”

BASES OF CURRICULUM

1)Philosophical :-Based upon fundamental principles of educational philosophy  national objectives and school of educational thought.

2)Psychological:-Learner abilities, capacities, interests, aspects of I.D. stages of physical & mental development is very important.

3) Scientific : To achieve complete development of an individual & to prepare for complete living i.e. human activities in 5 categories: self preservation, self protection, promote human regency & its protection, social & political protection & last proper utilization of leisure time.

4) Sociological :To promote social values of co=operation, team spirit & developing social skills.

5) Political : To develop democratic values of social justice, equity, socialism, rights & duties.

VALUES OF COMMERCE EDUCATION

VALUES OF COMMERCE EDUCATION

        COMMERCE EDUCATION HAS A PROMINENT ROLE AT HIGHER SECONDARY LEVEL BECAUSE IT PROTECTS CERTAIN VALUES. THE VALUABLE SERVICES IT CAN RENDER TO THE INDIVIDUAL AS WELL AS THE SOCIETY FORM THE BASIS FOR THE EDUCATIONAL VALUES. THEY ARE THE FOLLOWING,

{    PRACTICAL OR UTILARIAN VALUE

COMMERCE EDUCATION PROVIDES US WITH THE UNDERSTANDINGS, INSIGHTS, ATTITUDES AND SKILLS FOR CONDUCTING A LOTE OF COMMERCIAL ACTIVITIES. COMMERCE EDUCATION HAS A SIGNIFICANT ROLE IN PREPARING INDIVIDUALS AND THE SOCIETY IN GENERAL AND TAKING UP AND ENGAGING IN COMMERCIAL ACTIVITIES EFFECTIVELLY.

{ CULTURAL VALUE

CULTURE IS EVIDENCED BY CORRECT SOCIALLY DESIRABLE WAYS OF THINKING AND DOING. IT IS CLOSELY RELATED WITH VALUE ORIENTATIONS. COMMERCE EDUCATION ENABLES TO TRANSMITT MANY SUCH TYPE OF VALUES LIKE, SYSTEMATIC DEALINGS, SOCIAL AND SERVICE ORIENTATION, FAIR DEALINGS WITH CUSTOMERS, GOOD SALESMANSHIP, HONESTY IN COMMERCIAL DEALINGS , ETC.,

{ SOCIAL VALUE

COMMERCE EDUCATION IS DIRECTLY CONNECTED WITH EVERYDAY LIFE OF A HUMAN BEINGS. COMFORTABLE LIFE IN A SOCIETY DEPENDS UPON HOW EFFICIENTLY AND FAIRLY THE DEALINGS ASSOCIATED WITH COMMERCIAL ACTIVITIES. COMMERCE EDUCATION HELPS TO PERFORM ALL SUCH DEALINGS WITH SOCIAL COMMITMENT.

{    DISCIPLINARY VALUE

IN THE MODERN BUSINESS WORLD WE APPLIES BOTH THEORY AND PRACTICE OF SCIENTIFIC METHODS FOR IMPLEMENTING VARIOUS BUSINESS DECISIONS AND ACTIVITIES. COMMERCE EDUCATION SHOWS ALL THE FEATURES OF SCIENTIFIC THINKING AND DOING IN FINDING OUT SOLUTIONS FOR COMPLEX PROBLEMS IN BUSINESS FIELD.

{    VOCATIONAL VALUE

COMMERCE EDUCATION PROVIDES ALOTE OF EMPLOYMENT OPPORTUNITIES FOR INDIVIDUALS IN THE SOCIETY.IT WILL  HELP A PERSON TO GAIN ADEQUATE MONETARY BENEFITS TO SURVIVE IN SOCIETY. COMMERCE EDUCATION WILL ALSO TRAIN  THE INDIVIDUALS TO BECOME A SELF – SUFFICIENT PERSONALITY.

MEANING OF COMMERCE EDUCATION

MEANING OF COMMERCE EDUCATION

          THE EDUCATION SPECIALLY AIMED TO PREPARE A PERSON FOR DISCHARGING THE DUTIES AND RESPONSIBILITIES OF BUSINESS IS KNOWN AS COMMERCE EDUCATION. COMMERCE EDUCATION IS THE PLATFORM FOR ANY COMEN MAN TO CONDUCT BUSINESS ACTIVITIES SMOOTHLY AND CAREFULLY.

 ACCORDING TO CHESSMAN A. HERICK, COMMERCE EDUCATION IS, “ THAT FORM OF INSTRUCTION THAT DIRECTLY AND INDIRECTLY PREPARES THE BUSINESSMAN FOR HIS CALLING ”

          COMMERCE EDUCATION MAY BE FORMAL OR NON FORMAL. COMMERCE EDUCATION GENERALLY MEANS THE FORMAL EDUCATION GIVEN IN SCHOOLS, CHIEFLY IN HIGHER SECONDARY SCHOOLS. IN THE CASE OF COMMERCE EDUCATION AT SCHOOLS, IT IS GIVEN ON THE BASIS OF A PRESCRIBED CURRICULAM, WITH THE APPLICATION OF PSYCHOLOGICAL PRINCIPLES AND TECHNIQUES OF EDUCATION.

          IN THE CASE OF TEACHERS AND STUDENT TEACHERS COMMERCE EDUCATION IS THE BASIS FOR DEVELOPING UNDERSTANDINGS AND SKILLS FOR THE EFFECTIVE TRANSACTION OF CURRICULUM. IT ALSO ENABLES THE TEACHERS TO ANALYSE THE CURRICULUM SYSTEMATICALLY AND EFFECTIVELY TRANSACTING IT.