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Geography Teacher Education and Professionalization pp 1–6 Cite as

Introduction: Why Geography Teacher Education and Professionalization Matter

  • Eyüp Artvinli 7 ,
  • Inga Gryl 8 ,
  • Jongwon Lee 9 &
  • Jerry Mitchell 10  
  • First Online: 03 November 2022

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Part of the International Perspectives on Geographical Education book series (IPGE)

This book presents contemporary approaches of geography education from different countries, making the international dimension of geography teacher education accessible to various geography educators in different parts of the world. This chapter provides an introduction into this field of research and praxis, summarizing the state of the art concerning teachers' professionalisation and current challenges to geography education. Furthermore, the chapter introduces the book's structure that is constructed along discourses of geography education and geography teacher professionalization that are relevant globally but answered with nationally different strategies. In doing so, each chapter is summarized briefly, providing a comprehensive overview of the book.

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1.1 Pathways of Professionalization for the Geography Teacher

To be a professional means to have the preparation and specialized knowledge to be successful in one's chosen field—here, teaching. That preparation—typically academic—focuses on acquiring content knowledge, mastering different forms of pedagogy, exploring the unique technologies and concepts of specific disciplines, and honing dispositions that will lead to effective and durable learning by students. This preparation takes on several forms during one's career, usually beginning with a teacher preparation program, continuing with ongoing professional development, the addition of a higher degree, and/or participation in action research that informs and improves practice.

This generalized progression is common worldwide, no matter how the steps are individualized (e.g., the variable ways countries enact teacher preparation programs). To become a teaching professional means embarking on processes that elevates teaching (status) and improves student outcomes (for themselves and for society). What we contend in this book is that professionalizing geography teachers means engaging with a set of unique concerns.

1.2 The Changing Nature of Geography Teacher Education

Today’s practicing educators are keenly aware that their learning and teaching socialization was very different from the experiences and requirements faced by contemporary students. Time and concepts have changed rapidly, influencing the desires, needs, motivations and resources of the next generation who need to be prepared for an even more different future classroom. This sometimes leads to huge differences between educators and learners, both in terms of worldview and the methods they use in approaching the world.

Besides general innovations in education, geography as a subject has undergone rapid changes over the years, too. Methods and content have evolved and changed significantly, and technological as well as societal changes have led to pedagogical changes. Instead of single printed maps, we have highly enriched content with the help of GIS. Challenges such as climate change, international migration, and shortages of resources require a stronger focus on an education for sustainability. Digitalization allows for collaboration and life-world orientation beyond the walls of the classroom, creating bonds to young people from other parts of the world, and at the same time forms new topics of geographical relevance such as smart cities. Geography education has gained a global dimension like never before. As a matter of fact, the COVID-19 pandemic has demonstrated broadly how change on a global scale affects geographical resources and opportunities for countries. Geography is a subject that addresses major phenomena and challenges of the present and future such as the Anthropocene, globalization, sustainability, risk management, smart environments/digitalization, urbanization, and spatial participation, and thus can help to enable future citizens, and stakeholders to address these complex issues more adequately than before. We have to ask for appropriate and didactical approaches to address these issues. As these challenges appear globally, it is clear that there is a need for efforts to put more emphasis on the international dimension of geography education, while at the same time it is highly relevant to work out and exchange corresponding and promising strategies of teacher education.

1.3 Why an International Perspective on Geography Teacher Education and Professionalization?

Geography teachers play a central role in educating, inspiring, and guiding students to become geographically informed responsible citizens. Initiatives to improve teachers professionalism and thus quality of teaching and finally students’ learning outcomes are observed in many countries (Darling-Hammond, 2017 ). Then, what does teacher professionalism mean? As we note earlier, teacher professionalism is defined as the knowledge, skills, and practice that teachers must be equipped with in order to be effective educators. In fact, standards from various stakeholders including the National Board for Professional Teaching Standards in the United States have clearly articulated knowledge and skill standards for teachers. Moreover, teacher professionalism now encompasses not only knowledge of research-based practices and the skills to implement them, but also reflective thinking, adaptability to change, and the production of new knowledge (Coleman et al., 2012 ). However, the teacher's professionalism should not be understood as having one fixed set of standards and values. In fact, the notion of teacher’s professionalism varies between different contexts and cultures, sometimes in very fundamental ways. The aim of this book is to shed light on the range of interpretations contained within the global attempt to professionalize teachers through teacher education as it applies to geography.

1.4 Structure of the Book

Entitled “Geography Teacher Education and Professionalization”, this book focuses on different approaches from multiple parts of the world. By uncovering novel and innovative ideas, this work identifies common challenges, insights, and lessons worth sharing with the rest of the international geographical education community. This book will help those engaged in geography teacher preparation to reimagine and improve teacher education practice worldwide by learning about each other’s successes. Eschewing a traditional framework that focuses solely on education career “signposts” (e.g., pre-service, in-service, etc.), this collection of essays focuses on key aspects of professionalization that may span multiple career points.

The book is structured along discourses of geography education and geography teacher professionalization that are relevant globally but answered with nationally different strategies. Each contribution marks both significant changes and challenges that geography education encounters within the subject and its teacher professionalization. Although this approach can be considered on a very broad scale for teacher education in geography, this book also aims to give an idea of these difficulties and opportunities from an international perspective on geographical education.

Consequently, the book is divided into four main sections (19 chapters, plus this introduction and a conclusion) that address the theoretical and practical aspects of teacher education in geography. The first section of the book titled “Pathways of professionalization for the geography teacher—an overview of different national cases” addresses pre-service and in-service teacher training. Chapters 2 and 3 by Scholten, Caldis, and Sprenger and Streitberger, Haltenberger, and Ohl, respectively, begin by describing education intervention research on the professionalization of geography teachers. A key argument made here is the need for understanding this type of work as to better link theory and practice in geography teacher education. These entries are followed by an overview of professional development in Colorado, USA by Theobald (Chap. 4 ) and for primary school teachers more specifically by Catling (Chap. 5 ). Theobald explores how partnerships with other groups—museums, software providers, economics and history organizations—were successful in assisting geography professional development. Catling showcases the expectations for primary professional development in England. As geography is one of several subjects taught by primary teachers, specific and regular geography professional development is key. In Chap. 6 , Lee investigates how South Korea uses postgraduate education for primary teacher professionalization. Within this, he writes how additional education has the potential to improve geography teachers’ quality, competencies, and professionalism, however, there are structural aspects of South Korean education policies and culture that can discourage this path. How teacher professionalization is viewed by Chinese teacher practitioners is Yang’s focus in Chap. 7 . Through a survey of teachers, we learn of favored pathways of professional development such as mentoring and collaboration and the impediments in the Chinese education system that can limit seeking out these useful opportunities. Chapter 8 concludes the section with an overview of professional development for geography teachers in the English system. Kitchen and Kinder argue for clear professional development pathways for teachers of geography and a PD framework that specifies the subject knowledge, skills, and behaviors for teaching geography effectively.

The second section of the book addresses “institutionalization, networking, and informal learning – different solutions to foster geography teacher education” with chapters on politics and geography teacher education, institutionalization and networks, and informal teacher training in geography. In Chap. 9 , Fernando Alexandre highlights the consequences of the European Bologna Declaration on the initial training of geography teachers in Portugal. This case study illustrates the strong linkages of international and national policy and teacher education. Bermingham and Baynham present their research on the experiences of prospective British geography teachers in their practical year in Chap. 10 , and thus draw attention to internships as an important pillar of many teacher training curricula. Besides general aspects of the “praxis shock”, specific issues related to geography education such as the different approaches of school and university to subject knowledge and the consequences for the young teachers’ identity construction as geography teachers are discussed. In Chap. 11 , Schulman of Switzerland discusses whether and to which degree research publications from geography and geography education have an impact on geography teachers’ professionalization. With this, an important communication tool, highly implemented in the scientific institutional system, is questioned concerning its relevance and power for practical geography education at schools.

The third section focuses on “Special fields and discourses of geography teacher education” by re-thinking central classical and emerging components of geography education such as cartographic and GI competences, excursions, digitalization, and sustainability. In Chap. 12 , Havelková and Hanus describe an empirical analysis of Czech geography teachers’ misconceptions in central aspects of cartography with a focus not only on the future teachers’ geographical knowledge but also their sensitivity concerning the power of conceptual change. Ben Israel introduces a form of field work that regards mapping as a methodically open, creative, complex, experience- and emotion-fostered process that functions as a basis for profound understanding of lifeworlds. His project, called ‘purple mapping’ and explained in Chap. 13 , is conducted with prospective teachers in Israel and thus innovates excursions that are a classical part of geography teacher training. In Chap. 14 , Jesús Granados-Sánchez describes a new idea of geography education—“augmented geography education”—that combines several current concepts and draws a special focus on the usage of digital tools and metacognition. This model has been introduced at the author’s university in Spain.

The fourth and last section of the book deals with “Methods and practices under the lens”, highlighting important geographic learning subtopics like fieldwork, mentoring and exchanges, and reflexivity. Raschke emphasizes digitalization in the content and form of teacher education to improve the competency of future teachers in Chap. 15 . She reports on the design and results of geography teacher training at TU Dresden (Germany) focusing on the use of digital media. She concluded that low-threshold access to digital media, collaborative planning of lessons and reflection processes supported professionalization of prospective geography teachers. In Chap. 16 , Larsen and Harrington draw teacher educators’ attention to the Anthropocene, a period of time in which human activities are now a major driver of change in Earth systems. They examine the relationship between ethics and the Anthropocene in the context of sustainability, professionalism in teaching, and teaching human-environmental geography. In Chap. 17 , Tan examines the challenges in using geographical fieldwork inquiry for beginning teachers in Singapore. The geographical inquiry approach was reported by the beginning teachers to be difficult to adopt. As such, Tan argues that providing more opportunities for the pre-service teachers to improve their fieldwork skills is essential to better develop conceptual linkages between fieldwork theory and fieldwork data. Rushton and Walkington, authors of Chap. 18 , note the possibility of mentoring school student research as an approach to geography teacher professional development, which has been rarely studied academically. They reported that mentoring student research provides teachers with the opportunity to develop their practice as ‘teacher-mentors’ as well as a ‘teacher – researcher’. In Chap. 19 , Jo and Huh focused on pedagogical reasoning and action (PR&A), an underdeveloped area in research on teaching and teacher education in geography, compared to content knowledge or PCK (pedagogical content knowledge) of teachers. They argued that PR&A can serve as a conceptual or analytical tool for geography teacher educators and teacher education researchers. Finally, in Chap. 20 , Golightly analyses the field of self-directed professional development using the example of South African teachers. He finds that informal learning methods are highly important for professionalization in the field of geography education and are fostered by current changes in media and digital technology.

1.5 Conclusion

This book presents contemporary approaches to geography education from different countries, making the international dimension of geography teacher education accessible to various geography educators in different parts of the world, be they geography teachers, educational administrators, teacher trainers, or academic geographers. Unfortunately, geography as a subject area is unevenly prioritized across the globe—marginalized is a fair descriptor—and therefore faces additional challenges in teacher preparation programs from the start. This inauspicious beginning has ripple effects that work their way into other aspects of professionalization such as professional development and higher degree acquisition when the value is perceived to be low (i.e., improving one's professional status). How to bridge those challenges is a thread woven throughout this volume.

Geography teacher education has an importance that shapes the future of geography both at the local level and at the global level. For this reason, professionalization in geography teacher education should be seen as one of the prerequisites for a higher quality geography education in the future.

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Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice. European Journal of Teacher Education, 40 (3), 291–309.

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Eyüp Artvinli

Geography/Didactics of General Studies, University Duisburg-Essen, Essen, Germany

Department of Social Studies Education, Ewha Womans University, Seoul, South Korea

Jongwon Lee

Department of Geography, University of South Carolina, Columbia, SC, USA

Jerry Mitchell

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Institute for Geography, University of Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

Department of Social Studies Education, Ewha Womans University, Seoul, Korea (Republic of)

Jerry T. Mitchell

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Artvinli, E., Gryl, I., Lee, J., Mitchell, J. (2022). Introduction: Why Geography Teacher Education and Professionalization Matter. In: Artvinli, E., Gryl, I., Lee, J., Mitchell, J.T. (eds) Geography Teacher Education and Professionalization. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-031-04891-3_1

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Why Geography Learning: Candidate Teachers’ Views for Geography

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Review of International Geographical Education Online

There is no single and common definition of geography in the literature. In general, geography is defined as "the science that analyzes the natural, social and economic phenomena of the earth by relating them to human beings" , as "a science that examines the natural, human, and economic phenomena on the geographic earth by establishing relations with human beings," , and as "a science that examines the natural characteristics of the human environment, the human-natural environment interaction, and the social and economic activities of human beings according to the principles of distribution, causality and commitment" . Bu tanımların hemen hepsinde ortak olan insan ve doğal çevre ile bunlar aralarındaki ilişkilerdir. Common to all of these definitions are the human and natural environment and their relationships. As such, geography acts as a beam between the human and natural environment and reflects some of the world's knowledge and insights as light thanks to its illuminating...

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Geography, one of the oldest scientific fields among the academic disciplines (Stoltman, 2012), has been percieved differently in different periods of time and Abstract The main purpose of the present study is to examine the main tendencies of the articles published in the field of geography education between the years of 2008 and 2018 in Turkey. Within the scope of this purpose, this study examined the subject fields, research methods, data collection tools, data analysis techniques and sampling methods used in the geography education studies in the journals scanned by the SSCI, ESCI and ULAKBIM social sciences databases in Turkey. The study used the document analysis method, one of the qualitative research methods. The study evaluated 224 articles determined according to the purposeful sampling method from the related databases by using the Geography Education Article Classification Form (GEACF) and then analyzed the obtained pieces of data by using the content analysis method and finally made some interpretations. According to the findings of the study, in the last ten years in Turkey, the highest number of articles were published in 2010 (n=33) and the lowest number of articles were published in 2017 (n=13). It was also observed that, in the field of geography education, the highest number of articles were published in the Marmara Geography Journal; however, in the journals scanned in SSCI, a total of (n=17) articles were published in the last ten years. Moreover, the studies were also determined to show more interest in the subject areas of teacher training and learning/teaching; questionnaires and scales were generally used as a data collection tool; the frequency/percentage and content analysis methods were preferred in the analysis of data; quantitative and qualitative methods were generally used in studies on geography education; on the contrary, mixed methods were less frequently used.

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essay on geography teacher

Illuminating Instruction: Putting Science and Geography Together for Better Science Learning

This post was written by Jim McDonald, Professor of Science Education at Central Michigan University, a National Geographic Certified Educator, and educator.

More than ever, our world is interconnected. Today’s students need to understand how the complex and dynamic human and natural systems interact to make smart decisions and function effectively. The study of geography is essential to the comprehension of how our world works.

The Geo-Inquiry Process helps students develop the skills, knowledge, and tools of a geographer. It provides a systematic way to investigate and understand the world through the patterns, processes, and interactions between human and natural systems and then to act on their conclusions. 

“Studies have shown a positive impact on learning when students participate in lessons that require them to construct and organize knowledge, consider alternatives, engage in detailed research, inquiry, writing, and analysis, and communicate effectively to audiences.” — Bridget Barron and Linda Darling Hammond

“Inquiry science” has become a vague notion and has often led to a false separation of “content” and “process.” The Next Generation Science Standards (NGSS) performance expectations offer a tight integration of  8 science and engineering practices  as they relate to learning and applying disciplinary core ideas while making connections to crosscutting concepts — a 3D model of learning . This is in strong contrast to teaching “the scientific method” at the beginning of the year and then diving into a series of “content” lessons and lock-step labs. There are multiple models of instruction that can fit this 3D approach.

Previously, science teachers were encouraged to identify students’ misconceptions and design instruction to unsettle and replace these. This approach was often reinforced with fact-based memorization lessons. We now understand that children’s science-related identities and ideas, whether scientifically accurate or not, are deeply grounded in their personal experience of the world and that it is productive to leverage them as they learn. NGSS calls for educators to build on these assets whenever possible. The Geo-Inquiry Process does this by showing students how relevant science is to the local issues they care about:

The Five Phases of the Geo-Inquiry Process

  • Ask : We start by having students ask a question using this student-centered process. Asking good Geo-Inquiry Questions is at the heart of the Geo-Inquiry Process. These activities can be used to help students develop their skills in asking geographic questions and to give them a chance to explore a variety of local issues or problems. These materials are designed to help students narrow in on a specific topic or issue, and frame and refine their geographic questions into a Geo-Inquiry Question that will drive their project and be the focus of the subsequent phases of the project. Once the question is decided, it is not fixed. Since the Geo-Inquiry Process is iterative, the original question can be revised, rewritten, and revisited. Students do this by gathering information and going through the other phases of the process.

Ways to Generate Topics 

• Create an interest board. This can be a physical bulletin board in the classroom or an online platform. Students can add newspaper clippings, web links, images, or brief write-ups.

• If possible, invite community speakers into the classroom (in-person or virtually) to discuss areas of interest.

• Have students take photographs in their community and use these as prompts to identify issues or topics.

• Discuss issues important to students, such as specific social and environmental issues, and look for reflections locally.

• Share the case studies included in the Geo-Inquiry Process Resource Packe t with students. Have students read about these explorers and their projects and identify the Geo-Inquiry Questions on which the projects are based.

Tips for Helping Students Develop Good Geo-Inquiry Questions

• When brainstorming, encourage students to write their initial questions without editing them. Encourage them to write for at least three minutes and coax them to write the entire time. Brainstorming in this way can force students beyond the first basic questions that come to mind. 

• Have students write additional queries after researching their topic or issue. Sometimes students lack the knowledge about a topic to craft the questions that can drive a project. 

• Tell students to choose questions that they cannot answer just by looking at a map or searching the Internet for the topic. Ask: If I gave you 10 minutes, could you find the answer to this question? If the answer is yes, students should move on to another question or rewrite the existing question to dig deeper. 

• Give students general but more complex questions that they might apply to their specific topic or issue. For example: Why is this there? Does this form a spatial pattern? How does this being here affect the people or natural environment nearby? 

• Students can test if they have a Geo-Inquiry Question by using the Geo-Inquiry Flow Chart.

essay on geography teacher

2. Collect : Once students have framed their Geo-Inquiry Question, they will need to conduct background research and then acquire the data that will enable them to answer their questions. The possibilities for types of information students will need to gather and ways in which they can gather this information are diverse. The activities in this section are designed to help students build solid background information about their topic through questioning, research, and data collection; to make sense of what types of data may be helpful to them; to identify data collection methods; and to design data collection tools. Since students’ data needs will depend on the issue they are investigating and the questions they asked, you should select the activities that best apply to students’ project(s). 

Collecting data in the field:

• Getting students into the community to collect data is a key component of this process. Going into the field essentially means getting out of the classroom to collect data. Gathering data can be low-tech with paper and pencil or high tech with smartphone applications, spreadsheets, or specialized collection kits. Generally, field activities include surveying, interviewing, mapping (paper or digital), collecting scientific data, taking photographs, and capturing video.

• Location data is a type of geospatial data that students should always collect when they are in the field. Most smartphone mapping applications allow you to drop a pin and record the latitude and longitude of your current location. You can also download applications designed to capture geolocation data. If available, a GPS unit also captures this data. Students should always check location data with another reputable source as bad signals can sometimes cause errors and impact data quality.

• Be sure to have the proper permissions from your administration, parents, and locations and organizations when collecting data in the field.

• Scout locations where students will be collecting data to avoid any surprises on the day(s) of data collection. This step will help you to determine what additional adult support you need.

• If students intend to capture photographs or video, encourage them to plan for several individuals to do so in case of equipment malfunction and to take shots from multiple perspectives. If students will be publishing or publicly presenting their work, ensure they have the proper permissions from any individuals in their photographs or video. 

• Ensure students have the proper safety equipment for their data collection. For example, individuals collecting data in or near a body of water may need life jackets, protective clothing, rubber boots, or gloves.

• Students collecting data in an urban location should select a safe area with the appropriate amount of adult supervision. Before fieldwork, discuss how to approach people to answer survey or interview questions safely and professionally.

• For students who will be collecting field data independently, send information home with tips and safety precautions and ask parents to sign an acknowledgment that students will be working independently and that parents or guardians are responsible for providing appropriate supervision.

• Students should carefully consider methods for recording and organizing their data. Each team should discuss and prepare a plan for collecting and organizing their data before beginning this project. Students should create any recording tools (e.g., a spreadsheet, table, or image folder) before collecting their data and have a plan to save their data in multiple locations. Ask them to consider the following questions: Is it appropriate and safe to use a laptop or tablet to record data? Could a cellular phone be used for data collection? Would it be best to record the data on paper and enter it into a computer in the classroom?

3. Visualize : Collecting data is only one step in answering Geo-Inquiry Questions. The students collect data so that they can tell a story, which helps to present the case and allows students to imagine who to tell the story to — an audience they select. This phase guides students through organizing the data they have collected to tell their story, visualizing that data in a way that conveys an understanding of the issue they are researching and reaches the selected audience, and putting that data onto a map or displaying it with visuals. The Geo-Inquiry Process focuses on using the geographic lens as a way to better share data and tell a story. Telling the story is the key. If the research results in revising the question, students are empowered to do so to tell the story. 

4. Create : In this phase of the project, students will put the information they gathered and the data they analyzed into the context of a story tailored to a particular audience. Students become storytellers, which means they can be creative and guide the story the way they see it. The idea is not just to present information, it is to tell a story that will move others toward action. The story can be created through the use of photography, research, persuasion, writing, and advocacy. After all, students guide the process, with the support of their teacher. 

5. Act : The final step in students’ projects is to share their Geo-Inquiry story and to use their stories for a community, school, and their audience to take action. When students usually learn science, they discover information and develop understanding. The Geo-Inquiry Process goes several steps beyond this to motivate and empower students to take action on an issue. It also helps students tell others about a story that affects the community where they live. Going beyond understanding to action, students use the Explorer’s frame of reference to become and act like stewards of the Earth to make the issue a community priority.

Want to learn more about the Geo-Inquiry Process? Enroll in our course beginning Monday, 11/16, to help bring Geo-Inquiry skills to your classroom and teaching practice.

Feature image by Rebecca Hale

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Teaching Geography and Value-Based Education Essay

Introduction and explanation of the issue, justification of the issue choice, explanation of values teaching approaches to investigate the issue.

While working in the primary classroom, teachers of Geography are expected to discuss contemporary geographical issues with a focus on the aspect of values. The issue selected for being taught and discussed in the class is the pollution of the Georges River because of Endeavour Coal’s activities (Appendix A). In October 2018, Endeavour Coal, a mining company, caused the overdose of ferric chloride in a sediment pond at Appin Colliery.

Ferric chloride was used to clarify water resources, but water with a high dose of this substance was discharged into the Georges River, leading to its pollution and changing the color to orange-brown because of acidic reactions (“Endeavour Coal fined $30,000,” 2019). This local geographical issue and the solution to the problem need to be discussed in detail in the context of teaching Geography in primary school.

The New South Wales Environment Protection Authority (NSW EPA) imposed a fine of $30,000 on Endeavour Coal because of the violation of the environment protection license issued by the EPA. Firstly, the ferric chloride dosing pump was not managed appropriately at Appin Colliery, and the replacement of the pump led to negative consequences for the environment. Secondly, the discharged water caused the pollution of the Georges River, resulting in the high turbidity and acidity of water associated with the increased levels of iron and zinc (“Endeavour Coal fined $30,000,” 2019). The situation became risky for animals and aquatic species because of the high toxicity of water in the river.

It is possible to discuss and explain this issue as potentially threatening to fish in the Georges River, animals populating the nearby territories, and people living close to the river and using its water. The pollution could potentially cause the death of different organisms and living species because of changes in the quality of water (“Endeavour Coal fined $30,000,” 2019). Consequently, one inappropriate activity could lead to a range of negative effects on the environment in the region of the Georges River that mostly suffered from pollution.

In the context of this situation, it is necessary to discuss specific values and positions held by the stakeholders involved in the issue. The NSW EPA is the key authority in the region responsible for protecting the environment, and its members share such values as responsibility, care, social justice, integrity, and excellence. They also understand the importance of sustainability in managing activities that can influence the environment.

Explaining the reaction of Endeavour Coal to the situation and their work to improve the maintenance and monitoring of using substances like ferric chloride, it is possible to state that their values are integrity, honesty, being ethical, responsibility, and sustainability. However, the fact that the issue occurred can support the vision that the company needs to improve its sharing values and activities to become more environmentally oriented and sustainable, depending on the nature of potentially threatening operations of a mining company. Other stakeholders involved in the issue are expected to hold and promote such values as responsibility, sustainability, the care for nature, and the interconnection of a human being and the environment.

In the primary classroom, the explained issue can be discussed in the context of all mentioned values. The purpose is to accentuate what geographical issues exist, how they can influence or be influenced by people, and what reactions and solutions based on values are expected. The proposed issue depends on the idea of pollution and harming the environment and people. Therefore, it is possible to state that these specific values can be rather easily explained to primary-age students.

The issue of fining Endeavour Coal for polluting the Georges River can be justified as being appropriate to discuss it in the classroom related to Stage 3. Although the original description of the issue provided in the article by NSW EPA can be viewed as complex to be presented to the students at Stage 3, the nature of the problem is appropriate to be analyzed in the classroom. It is necessary to present the justification of the selected issue concerning the curriculum requirements.

Following the Board of Studies Teaching and Educational Standards NSW (2015), the chosen issue of water pollution is associated with Stage 3 concepts and values related to the field of Geography. Stage 3 students are expected to develop their knowledge regarding such areas as the environment and sustainability among others. Focusing on the concept of the environment, students should develop their understanding of its significance in people’s lives and notice certain interrelationships between the environment and individuals.

Furthermore, students should understand how the environment and people influence each other and the effects of certain natural disasters (NSW Education Standards Authority, 2019a). The discussion of the selected issue can demonstrate how people’s unmonitored activities can lead to water pollution and affect the environment and then impact people themselves because of injured fish and animals and the impossibility to use water.

Additionally, focusing on sustainability, students should learn how to protect the environment’s capacity to support living creatures with a focus on environmental management practices. Referring to the issue, students will learn that companies like Endeavour Coal need to adopt effective management practices to decrease their negative impact on the environment to protect and save it (Gilbert & Hoepper, 2017). As a result, students will be able to develop their visions regarding the interaction between people’s activities and the environment, the importance of sustainability, and the role of responsible actions.

The issue is in line with the outcomes set for Stage 3 students regarding their development of knowledge of geography. Therefore, according to GE3-2, Stage 3 students should be able to explain different connections between people, places, and environments (NSW Education Standards Authority, 2019b). In the context of the selected issue, students will learn how the activities of the local mining company and associated people can influence the life of species in the nearby river and, thus, influence the environmental balance.

To teach values to students, it is necessary to focus on such values teaching approaches as inculcation, values analysis, and values clarification. Values inculcation is aimed at sharing certain desirable values, as well as instilling them, to make individuals accept and follow these ideas. The purpose of values analysis is to assist students in thinking logically to determine and analyze individuals’ values.

Clarification is associated with making students clarify their values (Biddulph, Lambert, & Balderstone, 2015). While discussing the case of water pollution by Endeavour Coal and their actions to address the problem, it is effective to apply values inculcation and values analysis as the key approaches to teach this geographical issue. Values clarification seems to be inappropriate depending on the age of students at Stage 3, and values analysis should also be adapted to the learning capacity of students.

In the narrow context of discussing the selected issue, the purpose of values inculcation is to persuade students that water pollution negatively affects the environment, the discharge of chemicals into the river has bad consequences for fish, animals, and people, and guilty actors should accept their responsibility and take actions to address the problem. This approach is effective to explain the nature of the issue to Stage 3 students and helps them understand the interconnection between people and the environment by accentuating the effects of both responsible and irresponsible activities.

The purpose of values analysis for Stage 3 students should be presented as to make them recognize and understand the values guiding the actions of the EPA and Endeavour Coal. According to the curriculum requirements, Stage 3 students should understand the concept of sustainability. Therefore, it is necessary to help them analyze the EPA’s decision and Endeavour Coal’s response to the problem in the context of sustainability as the preservation of the environment for the future.

Students need to learn how to identify what values guide stakeholders’ behaviors in the situation of addressing the issue of water pollution. Thus, two values teaching approaches are appropriate to be used to teach the issue of discharging chemicals into the river for Stage 3 students (Biddulph et al., 2015). Referring to the curriculum requirements for this stage, it is possible to state that values clarification can be ineffective. The focus is on the primary formation of certain environment-related visions and values in students.

Biddulph, M., Lambert, D., & Balderstone, D. (2015). Learning to teach geography in the secondary school: A companion to school experience (3rd ed.). London, UK: Routledge.

Board of Studies, Teaching and Educational Standards NSW. (2015). Geography K-10 syllabus: Geography K-6 (Vol. 1). Sydney, Australia: Author.

Endeavour Coal fined $30,000 . (2019). NSW EPA . Web.

Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum (6th ed.). Melbourne, Australia: Cengage Learning.

NSW Education Standards Authority. (2019a). Content for Stage 3 . Web.

NSW Education Standards Authority. (2019b). Outcomes (linked to course content) . Web.

Endeavour Coal fined $30,000

Mining company Endeavour Coal has been fined $30,000 by the NSW Environment Protection Authority after the Georges River was allegedly polluted with ferric chloride from Appin Colliery.

EPA Manager Illawarra Region Peter Bloem said the pollution incident caused a section of the Georges River near Kings Falls to become acidic and turn an orange brown colour.

“Sampling by the EPA at the time of the alleged incident showed that the river close to the discharge was acidic and had elevated turbidity with high levels of dissolved iron and zinc.

“While on this occasion no dead or injured animals were observed, the discharge was at levels that are toxic to aquatic species,” Mr Bloem said.

The environmental impacts from the incident were reduced due to prompt actions by the company, the presence of a river rock pool which allowed the discharge to be pumped back to the colliery and a rainstorm the following day which diluted the remaining pollutants.

The incident occurred on 18-19 October last year, when the company allegedly caused a sediment pond at the site to be overdosed with ferric chloride, used to treat and clarify water, and water was subsequently discharged from there into the Georges River.

Endeavour Coal has indicated that the discharge occurred when a ferric chloride dosing pump was incorrectly replaced the evening before by one with a larger dosing rate.

The $30,000 fine resulted from alleged breaches of two conditions of the EPA environment protection licence – including water pollution and failing to adequately maintain the ferric chloride dosing pump properly and efficiently.

“Tests two weeks after the EPA inspection showed water in the affected area was clear, no residue was detected, and small fish were observed in the river,” Mr Bloem said.

“Endeavour Coal carried out remediation work and has undertaken to improve its maintenance, monitoring and warning systems,” he said.

If you suspect someone is doing the wrong thing, phone the NSW EPA on 131 555. Further information can be found at the NSW EPA’s website www.epa.nsw.gov.au.

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IvyPanda. (2024, February 4). Teaching Geography and Value-Based Education. https://ivypanda.com/essays/teaching-geography-and-value-based-education/

"Teaching Geography and Value-Based Education." IvyPanda , 4 Feb. 2024, ivypanda.com/essays/teaching-geography-and-value-based-education/.

IvyPanda . (2024) 'Teaching Geography and Value-Based Education'. 4 February.

IvyPanda . 2024. "Teaching Geography and Value-Based Education." February 4, 2024. https://ivypanda.com/essays/teaching-geography-and-value-based-education/.

1. IvyPanda . "Teaching Geography and Value-Based Education." February 4, 2024. https://ivypanda.com/essays/teaching-geography-and-value-based-education/.

Bibliography

IvyPanda . "Teaching Geography and Value-Based Education." February 4, 2024. https://ivypanda.com/essays/teaching-geography-and-value-based-education/.

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PEDAGOGY OF GEOGRAPHY [ Teaching of Geography ]

Pedagogy of geography | teaching of geography.

“Geography Is A Science of Man on The Earth Studying the Action and Interaction Between Man & Nature.”
  • Pedagogy of Geography Short Notes
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PEDAGOGY OF GEOGRAPHY or Teaching of Geography subject B.Ed, b ed, bed, b-ed, 1st, 2nd,3rd, 4th, 5th, 6th, first, second, third, fourth, fifth, sixth semester year student teachers teaching notes, study material, pdf, ppt,book,exam texbook,ebook handmade last minute examination passing marks short and easy to understand notes in English Medium download free

WHAT IS GEOGRAPHY?

Geography has been derived from the words, ‘geo’ and ‘graphy’. ‘Geo’ means earth and ‘graphy’ means ‘study’ or ‘description’. The first person to use the word “geography” was Eratothenes (276-194.B.C.).

Geography is the study of the earth and its lands, features, inhabitants, and phenomena.

According to Macnee, “Geography is the study of earth as the home or in other words, Geography is the study of the environment of man, physical and social, particularly with relation to human activities.”
Preston James- “Geography deals with the association of phenomena that gives character to particular places & with the likeness and differences among places”.
Cholley has expressed his view “The object of geography is known the earth.” 

Scope of Geography

The scope of geography has become so vast and complex that a need has arisen for specialization. As a result, the subject matter has broken up into a number of branches as shown below:

  • Physiography: This branch studies relief, soil, and structure of the earth.
  • Economic Geography: This concerns the production and distribution of the raw materials in the country.
  • Human Geography: The subject covers the evolution of mankind, its different races, their distribution, and man’s adaption to environments.
  • Political Geography: Political Geography had its birth in the research of finding out the relations between man, his physical environments, and the state to which the individual belonged.
  • Cartography: The art of drawing maps and charts.
  • Urban Geography: Urban geography brings a clear focus to the concepts of location, interaction, and accessibility as well as the distribution and movements of the population.
  • Anthropogeography: The study of the distribution of human communities on the earth in relation to their geographical environment.
  • Agricultural Geography: Agricultural Geography helps a geographer to understand how particular kinds of farms and farming systems have developed in particular areas and how they are similar to or different from the farms and farming systems of other areas. 

AIMS AND OBJECTIVES OF TEACHING GEOGRAPHY IN SCHOOLS

  • To acquaint the pupils with the living conditions of men in different parts of the globe.
  • To enable the pupils to acquire a knowledge of natural resources.
  • To develop in pupils an understanding of how the environment and climatic factors have influenced our life.
  • To help the pupils to acquire knowledge of their physical and social environment .
  • To train the pupils in nature study.
  • To develop the power of thinking .
  • To develop a love for the nation.
  • To develop the creative talents of pupils.
  • To develop the skills of reading maps and globes.
  • To enable the pupils to appreciate natural beauty.
  • To adjust human life in accordance with geographical circumstances.
  • To develop a scientific attitude.

NEED AND SIGNIFICANCE OF TEACHING GEOGRAPHY

  • Intellectual Development
  • Knowledge of the world and the broadening outlook
  • Development of quality of generosity and sympathetic outlook
  • Quality of adjustment with the environment
  • Economic Efficiency
  • Development of power of reasoning , invention, and discovery
  • Development of Balanced personality
  • Love for nature, travels, and knowledge about other countries
  • Acquisition of knowledge of Natural Resources
  • Development of International Understanding
  • Knowledge about the influences of geographical factors on man
  • Help Development of Human Civilization
  • Development of a Nation 

VALUES OF TEACHING GEOGRAPHY

In the words of Fair grieve “The real value of geography lies in the fact it helps man to place himself in the world to learn his true position & duties”.

Knowledge of geography is quite handy to prepare the students to face various problems of life. Thus, we find that knowledge of geography has a practical utility.

Cultural Values

  • Develops a feeling of patriotism .
  • Develops a love for nature .
  • Develops the idea of world citizenship .

Intellectual Values

  • Develops the understanding of carrying livelihood .
  • Develops the power of observation.
  • Develops the power of thinking, reasoning, and imagination .
  • Develops the creative talents of pupils.
  • Develops the skills of reading maps and globes.
  • Develops scientific attitude .

Social or Citizenship Values

  • Developing sympathy for the lives and problems of other people.
  • Enables the child to leave his self-centered isolation .
  • Helps pupils appraise their real worth .
  • Impart knowledge of geography for the solution of economic, social, and political problems.

INSTRUCTIONAL PLANNING FOR TEACHING GEOGRAPHY

Planning means making decisions about

  • What information to present?
  • How to present the information? And
  • How to communicate realistic expectations to students? 

STEPS IN PLANNING A LESSON

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during class time.

Herbartian steps for lesson planning are as follows:

  • Preparation
  • Presentation
  • Association and comparison
  • Generalization
  • Application
  • Recapitulation
  • Learn More About Lesson Planning

DESIGNING A UNIT PLAN

According to wisely – “The unit is an organized body of information and experience designed to effect significant outcome for the learner”

A unit plan involves

  • Planning a teaching unit,
  • Teaching methods,
  • Evaluation of teaching activities,
  • Diagnosing and remedial steps

BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

  • Benjamin Bloom has been extremely influential in clarifying and organizing educational thoughts regarding the classification of objectives.
  • His original work being carried out during the 1950s.

Bloom and his co-workers contended that objectives are attainable in three distinct areas or domains

  • Cognitive Domain
  • Affective Domain
  • Psychomotor Domain 

The cognitive domain

This contains objectives which are related to the

  • Acquisition and application of knowledge and understanding, and
  • Probably includes the great majority of educational and training objectives.

Bloom and his co-workers also divided the cognitive domain into six distinct levels.

  • Learn More about Bloom’s Taxonomy and Revised Boom Taxonomy

TYPES OF TEST IN GEOGRAPHY

  • Multiple-Choice Tests
  • True-False Tests
  • Matching Tests
  • Essay Tests
  • Short-Answer Tests
  • Problem sets

TEACHING SKILLS IN GEOGRAPHY

Teaching includes all the activities of providing education to others. The person who provides education is called the teacher.

Teaching means the interaction between teachers and students.

Teaching skills would include

  • Providing training and practice in different techniques,
  • Approaches and strategies that would help the teachers to plan and impart instruction,
  • Provide appropriate reinforcement and
  • Conduct effective assessment
  • Learn More about Teaching Skills

MAJOR TEACHING SKILLS

  • Skill of Introducing
  • Skill of Explaining
  • Skill of Questioning
  • The skill of Varying the Stimulus
  • Non – Verbal Cues
  • Skill of Reinforcement
  • Skill of Closure
  • Fluency in Communication
  • Learn More About Micro Teaching and All Microteaching Skills

METHODS OF TEACHING GEOGRAPHY

A teacher has to make uses of various kinds of methods, devices, and techniques in teaching. Every method has certain merits and few demerits and it is the work of a teacher to decide which method is best for the students. 

TEACHER–CENTERED METHODS

  • Lecture Method
  • Demonstration Method
  • Team Teaching

LECTURE METHOD

The lecture method is the most widely used form of presentation. Every teacher has to know how to develop and present a lecture.

Lecturers are used to

  • Introduce new topics,
  • Summarizing ideas,
  • Showing relationships between theory and practice,
  • Reemphasizing main points, etc.

This method is adaptable to many different settings (small or large groups).

DEMONSTRATION METHOD

Teachers not only use demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature.

TEAM TEACHING

  • Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn.
  • Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results.
  • They share insights, argue with one another, and perhaps even challenge students to decide which approach is better.

LEARNER CENTERED METHODS

Learner-centered methods are those methods where the focus of attraction is learners than teachers.

PROJECT METHOD

The project method owes its origin to the pragmatic school of philosophy. It was Propound by W H. Kilpatrick and was perfected by J. A. Stevenson. 

The method consists of building a comprehensive unit around an activity that may be carried out in the school or outside. The essence of this method is to carry out a useful task in a group in which all the students work co-operatively.

“A project is a bit of real life that has been imparted in to the school” - Ballard

Major Steps of the Project Method

  • Providing a situation
  • Choosing and purposing
  • Carrying out the project (executing)

PEER TUTORING

Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees.

Typically, a higher-performing student is paired with a lower performing student to review critical academic or behavioral concepts.

INDIVIDUAL ACTIVITIES

Wherever possible, the participant is introduced to others who might share their interests, by phone, letter or visiting.

EXPERIENTIAL LEARNING

The word experiential essentially means that learning and development are achieved through personally determined experience and involvement, rather than on received teaching or training.

PROBLEM - SOLVING METHOD

The method is defined as a planned attack upon a difficulty for finding a solution

Steps in Problem Solving Method

  • Sensing the problem
  • Interpreting, defining, and delimiting the problem.
  • Collecting relevant data
  • Organizing and evaluating the data
  • Formulating tentative solution
  • Drawing conclusion and making a generalization
  • Application of generalization to the new situation 

It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone resent is requested to actively participate.

Some Tips for Seminar Preparation

  • Choose A Topic
  • Keep Your Audience in Mind
  • Tell A Story/ Anecdote
  • Keep Timing in Mind

GROUP DISCUSSIONS

Discussion is an active process of teacher-pupil involvement in the classroom environment. This allows a student to presents its own perspective about something freely.

MIXED ABILITY GROUPING

It refers to grouping together students of different abilities. Usually, this kind of grouping occurs when the group consists of students of different ages with a one- or two-years span.

RECENT TRENDS IN TEACHING GEOGRAPHY

  • Constructivist Learning
  • Problem Based Learning
  • Brain-Based Learning
  • Collaborative Learning
  • Flipped Learning
  • Blended Learning
  • E-Learning Trends
  • Video Conferencing 

RESOURCES FOR TEACHING GEOGRAPHY

Teachers use a wide range of stimulating and exciting materials to teach the concepts outlined in the curriculum to ensure that students are actively involved in their learning.

Some of the Resources for Teaching Geography are:

PRINT RESOURCES

  • News Papers
  • Geography Encyclopedias

AUDIO RESOURCES

  • DVDs and CDs

VISUAL RESOURCES

  • Photographs

ICT RESOURCES

  • Interactive White Board 

COMMUNITY RESOURCES

  • Field Trips
  • Geography Exhibitions/Fair
  • Geography Club

Qualities of a Geography Teacher

A Geography teacher should

  • Motivate and engage the students.
  • Convey the beauty of the subject.
  • Encourage their students to go beyond the classroom with their learning.
  • Help them feel confident in their geographical abilities.
  • Have sound subject knowledge .
  • Make the subject easier by adopting a suitable strategy.
  • Provide guidance and suppor t to the students while solving the problem.
  • Have a good attitude and actions.

Author Remarks:

PEDAGOGY OF GEOGRAPHY Is A Subject Taught In B.Ed And In Some Other Teaching Courses Also. On This Page, You Will Find Teaching of Geography (Social Science) Short Examination Notes And Downloadable Free PDF Book In English Medium For B.Ed First Year And Second Year and Semester 1, 2, 3, 4, 5, and 6. Here We Have Covered Some of The Main Topics and Important MCQ Questions of PEDAGOGY OF GEOGRAPHY Which Will Really Help in Your Exam Preparation and Also You Can Make Your Assignment Report and File for BEd Very Easily with The Help of These Notes. These Notes and Free PDF Book on PEDAGOGY OF GEOGRAPHY Subject Will Be Helpful for All the Students and Teachers of Any College or University. We Have Also Suggested Some of the Best Reference Books and Study Material PDF for Teaching Geography  That you can Also Go Through. Students and Teachers Preparing for All The Teaching Exams Like CTET, TET, UPTET, HTET Can Also Learn With The Notes Provided Above.

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Role of A Teacher Essay: Write It Easily

Jared Houdi

Table of Contents

Teachers stay in the lives of their students forever: either in memories of carefree times or in the form of knowledge they received from a certain teacher. All of us are influenced by teachers from high school or university. And everyone has a different experience. So how to write essays about teachers ? Let’s find out together.

What Is the Role of a Teacher Essay?

This is a type of essay in which students describe the role of teachers in their lives. Many courses will assign you to write an essay about this theme. Also, it may serve as a strong personal statement when applying for college. So no matter what the purpose of the role of the teacher essay is, students always struggle with what to write in this academic piece of writing. If you are one of such students, you definitely need to go on and make it clear for yourself. 

What to Write About in Teacher Essays ?

There are a lot of ideas on what should essays about teachers consist of. Because this is a huge field of discussion, it might be quite challenging to structure the information properly. Let’s get to the simple question: who is a teacher for you? By defining what role a teacher plays in your academic and personal life, you will be able to get your essay written in an appropriate manner. Here are the roles teachers occupy:

  • Teachers give knowledge. First of all, a teacher is a person who teaches. It might sound simple but people in that profession are responsible for improving their student’s knowledge in a certain field. 
  • They support. Another mission of a good teacher is to support students in their educational journey. Sometimes it is harder, other times it is easier and you can definitely feel that teachers are those who are going along with you through the challenges.
  • Teachers inspire. Who is the first standard of knowledge for students? Of course, their teachers. Good ones always inspire students to learn more through their examples. So why don’t you share your experience in having a teacher that is a standard for you?
  • They evaluate. Constructive criticism is what is needed for growth. Dedicated teachers always find a way to motivate students for better results. They don’t just put an F grade but explain the growth zones. 

How to Write Essays About Teacher

Essays about teachers don’t have a specific structure or flow. Unless you are given a manual on what to write about in your work, you can be creative in your own way. The following ideas will help you in writing your role of a teacher essay.

Think About a Real Example

When writing your essay, think over the teachers that are standards for you. Analyze what skills they have, and how they teach the material and influence you. You can describe your own example as providing real-life experience in an essay is always a good idea.

Consider This Profession From Different Angles

As we mentioned above, a teacher is not only a person who shares expertise in a certain field. This is a motivator, influencer, evaluator, and supporter in one profession. Describing a teacher from a different perspective will greatly complement your work.

Imagine That You Are a Teacher

In essays about teachers , you can also write about how you would teach if you were a teacher. Thus, you will apply this profession to yourself and see how challenging it might be to become a teacher, even imaginary.

Essay About a Good Teacher: Final Words

Writing the role of a teacher essay requires thorough preparation. Even though this piece of writing is more flexible than other ones, you have to conduct deep analysis to write a professional essay. Use your own examples and look at this theme from different perspectives and you will write a high-quality essay.

What is the role of the teacher essay?

The role of the teacher essay is an essay in which the profession of a teacher is described. Its purpose is to provide readers with a clear understanding of how teachers are valuable and important in our lives.

What is the role of a teacher in the life of a student essay?

In this type of essay, you have to write about teacher-student cooperation. Teachers play a crucial role in the lives of their students. Sometimes they become their “school parents’’. That is what should be described in this type of academic writing. 

What is a good sentence for a teacher?

The best way to describe any teacher is to look at his profession from different angles. Teachers don’t only teach. They perform a lot more functions in the educational process. Describing these functions will be a good sentence for a teacher. 

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100+ Personal Essay Topics For College And Writing Tips

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Essay on Teacher for Students and Children

500+ words essay on teacher.

Teachers are a special blessing from God to us. They are the ones who build a good nation and make the world a better place. A teacher teaches us the importance of a pen over that of a sword. They are much esteemed in society as they elevate the living standards of people. They are like the building blocks of society who educate people and make them better human beings .

Essay on Teacher

Moreover, teachers have a great impact on society and their student’s life. They also great importance in a parent’s life as parents expect a lot from teachers for their kids. However, like in every profession, there are both good and bad teachers. While there aren’t that many bad teachers, still the number is significant. A good teacher possesses qualities which a bad teacher does not. After identifying the qualities of a good teacher we can work to improve the teaching scenario.

A Good Teacher

A good teacher is not that hard to find, but you must know where to look. The good teachers are well-prepared in advance for their education goals. They prepare their plan of action every day to ensure maximum productivity. Teachers have a lot of knowledge about everything, specifically in the subject they specialize in. A good teacher expands their knowledge continues to provide good answers to their students.

Similarly, a good teacher is like a friend that helps us in all our troubles. A good teacher creates their individual learning process which is unique and not mainstream. This makes the students learn the subject in a better manner. In other words, a good teacher ensures their students are learning efficiently and scoring good marks.

Most importantly, a good teacher is one who does not merely focus on our academic performance but our overall development. Only then can a student truly grow. Thus, good teachers will understand their student’s problems and try to deal with them correctly. They make the student feel like they always have someone to talk to if they can’t do it at home or with their friends.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Teachers on a Student’s Life

Growing up, our parents and teachers are the first ones to impact our lives significantly. In fact, in the younger years, students have complete faith in their teachers and they listen to their teachers more than their parents. This shows the significance and impact of a teacher .

essay on geography teacher

When we become older and enter college, teachers become our friends. Some even become our role models. They inspire us to do great things in life. We learn how to be selfless by teachers. Teachers unknowingly also teach very important lessons to a student.

For instance, when a student gets hurt in school, the teacher rushes them to the infirmary for first aid. This makes a student feel secure and that they know a teacher plays the role of a parent in school.

In other words, a teacher does not merely stick to the role of a teacher. They adapt into various roles as and when the need arises. They become our friends when we are sad, they care for us like our parents when we are hurt. Thus, we see how great a teacher impacts a student’s life and shapes it.

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The Loss of Things I Took for Granted

Ten years into my college teaching career, students stopped being able to read effectively..

Recent years have seen successive waves of book bans in Republican-controlled states, aimed at pulling any text with “woke” themes from classrooms and library shelves. Though the results sometimes seem farcical, as with the banning of Art Spiegelman’s Maus due to its inclusion of “cuss words” and explicit rodent nudity, the book-banning agenda is no laughing matter. Motivated by bigotry, it has already done demonstrable harm and promises to do more. But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies. That is already beginning to happen in many places, and I hope those successes will continue until every banned book is restored.

If and when that happens, however, we will not be able to declare victory quite yet. Defeating the open conspiracy to deprive students of physical access to books will do little to counteract the more diffuse confluence of forces that are depriving students of the skills needed to meaningfully engage with those books in the first place. As a college educator, I am confronted daily with the results of that conspiracy-without-conspirators. I have been teaching in small liberal arts colleges for over 15 years now, and in the past five years, it’s as though someone flipped a switch. For most of my career, I assigned around 30 pages of reading per class meeting as a baseline expectation—sometimes scaling up for purely expository readings or pulling back for more difficult texts. (No human being can read 30 pages of Hegel in one sitting, for example.) Now students are intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding. Even smart and motivated students struggle to do more with written texts than extract decontextualized take-aways. Considerable class time is taken up simply establishing what happened in a story or the basic steps of an argument—skills I used to be able to take for granted.

Since this development very directly affects my ability to do my job as I understand it, I talk about it a lot. And when I talk about it with nonacademics, certain predictable responses inevitably arise, all questioning the reality of the trend I describe. Hasn’t every generation felt that the younger cohort is going to hell in a handbasket? Haven’t professors always complained that educators at earlier levels are not adequately equipping their students? And haven’t students from time immemorial skipped the readings?

The response of my fellow academics, however, reassures me that I’m not simply indulging in intergenerational grousing. Anecdotally, I have literally never met a professor who did not share my experience. Professors are also discussing the issue in academic trade publications , from a variety of perspectives. What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation. Yes, there were always students who skipped the readings, but we are in new territory when even highly motivated honors students struggle to grasp the basic argument of a 20-page article. Yes, professors never feel satisfied that high school teachers have done enough, but not every generation of professors has had to deal with the fallout of No Child Left Behind and Common Core. Finally, yes, every generation thinks the younger generation is failing to make the grade— except for the current cohort of professors, who are by and large more invested in their students’ success and mental health and more responsive to student needs than any group of educators in human history. We are not complaining about our students. We are complaining about what has been taken from them.

If we ask what has caused this change, there are some obvious culprits. The first is the same thing that has taken away almost everyone’s ability to focus—the ubiquitous smartphone. Even as a career academic who studies the Quran in Arabic for fun, I have noticed my reading endurance flagging. I once found myself boasting at a faculty meeting that I had read through my entire hourlong train ride without looking at my phone. My colleagues agreed this was a major feat, one they had not achieved recently. Even if I rarely attain that high level of focus, though, I am able to “turn it on” when demanded, for instance to plow through a big novel during a holiday break. That’s because I was able to develop and practice those skills of extended concentration and attentive reading before the intervention of the smartphone. For children who were raised with smartphones, by contrast, that foundation is missing. It is probably no coincidence that the iPhone itself, originally released in 2007, is approaching college age, meaning that professors are increasingly dealing with students who would have become addicted to the dopamine hit of the omnipresent screen long before they were introduced to the more subtle pleasures of the page.

The second go-to explanation is the massive disruption of school closures during COVID-19. There is still some debate about the necessity of those measures, but what is not up for debate any longer is the very real learning loss that students suffered at every level. The impact will inevitably continue to be felt for the next decade or more, until the last cohort affected by the mass “pivot to online” finally graduates. I doubt that the pandemic closures were the decisive factor in themselves, however. Not only did the marked decline in reading resilience start before the pandemic, but the students I am seeing would have already been in high school during the school closures. Hence they would be better equipped to get something out of the online format and, more importantly, their basic reading competence would have already been established.

Less discussed than these broader cultural trends over which educators have little control are the major changes in reading pedagogy that have occurred in recent decades—some motivated by the ever-increasing demand to “teach to the test” and some by fads coming out of schools of education. In the latter category is the widely discussed decline in phonics education in favor of the “balanced literacy” approach advocated by education expert Lucy Calkins (who has more recently come to accept the need for more phonics instruction). I started to see the results of this ill-advised change several years ago, when students abruptly stopped attempting to sound out unfamiliar words and instead paused until they recognized the whole word as a unit. (In a recent class session, a smart, capable student was caught short by the word circumstances when reading a text out loud.) The result of this vibes-based literacy is that students never attain genuine fluency in reading. Even aside from the impact of smartphones, their experience of reading is constantly interrupted by their intentionally cultivated inability to process unfamiliar words.

For all the flaws of the balanced literacy method, it was presumably implemented by people who thought it would help. It is hard to see a similar motivation in the growing trend toward assigning students only the kind of short passages that can be included in a standardized test. Due in part to changes driven by the infamous Common Core standards , teachers now have to fight to assign their students longer readings, much less entire books, because those activities won’t feed directly into students getting higher test scores, which leads to schools getting more funding. The emphasis on standardized tests was always a distraction at best, but we have reached the point where it is actively cannibalizing students’ educational experience—an outcome no one intended or planned, and for which there is no possible justification.

We can’t go back in time and do the pandemic differently at this point, nor is there any realistic path to putting the smartphone genie back in the bottle. (Though I will note that we as a society do at least attempt to keep other addictive products out of the hands of children.) But I have to think that we can, at the very least, stop actively preventing young people from developing the ability to follow extended narratives and arguments in the classroom. Regardless of their profession or ultimate educational level, they will need those skills. The world is a complicated place. People—their histories and identities, their institutions and work processes, their fears and desires—are simply too complex to be captured in a worksheet with a paragraph and some reading comprehension questions. Large-scale prose writing is the best medium we have for capturing that complexity, and the education system should not be in the business of keeping students from learning how to engage effectively with it.

This is a matter not of snobbery, but of basic justice. I recognize that not everyone centers their lives on books as much as a humanities professor does. I think they’re missing out, but they’re adults and they can choose how to spend their time. What’s happening with the current generation is not that they are simply choosing TikTok over Jane Austen. They are being deprived of the ability to choose—for no real reason or benefit. We can and must stop perpetrating this crime on our young people.

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COMMENTS

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    500+ Words Essay on Teacher. Teachers are a special blessing from God to us. They are the ones who build a good nation and make the world a better place. A teacher teaches us the importance of a pen over that of a sword. They are much esteemed in society as they elevate the living standards of people. They are like the building blocks of ...

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