PERSONAL ATTRIBUTES

Qualities that make for a good teacher are enthusiasm for learning and teaching, sense of fairplay, patience and enthusiasm, self-discipline, correct skills and organizing ability.

PRIMARY SCHOOLS

These are generally organized into two broad categories-infant or nursery schools and primary or junior schools. 

At the nursery level, the teacher is responsible for social emotional and intellectual growth of children between the ages of 3-7 years, as a parent substitute in the playgroup occupied directly with children for most of the schools hours.

While the organization of work varies according to the institution, most nursery teachers introduce children to science, numbers and language; train them to use their hands and coordinate limb movement; develop natural talents by engaging them in sing-along rhymes; in handling educational toys and material for painting, drawing and clay-modeling

Eligibility

A graduate with a nursery training certificate/diploma/degree. Preference is given to those trained for pre-school education, such as the Montessori pattern.

JUNIOR SCHOOLS

At the junior level, schoolteachers instruct one or more groups of students between ages 7-12 in classes 1 to 6. The teacher keeps class attendance records, designs a teaching outline, prepares lesson plans, gathers instructional material, gives tests and evaluates individual performances
of students. 

Junior level teachers normally take their classes for all subjects. While they may not have as much marking as teachers of older children, lesson preparation can take up much more time.

Eligibility

Graduate or post graduate with 55 per cent marks and with a diploma/degree in teaching/education. Must have studied at least one of the teaching subjects during graduation.

SECONDARY SCHOOLS

The secondary school teacher instructs students in junior and senior school, normally in a specific subject and therefore needs a good grounding in the subject; prepares lesson plans; prepares and corrects tests and assignments; maintains student records; attends parent-teacher meetings and faculty meetings; supervises student projects and extra-curricular activities. 

Most secondary school teachers have responsibilities in addition to their subject teaching such as social education programmes arid a range of extra-curricular activities from sports and drama to school outings. Good teachers also need to attend refresher courses to update and evaluate their work and their approaches to it.

Eligibility

Post-graduate degree in the subject and a B.Ed. Age limit is 40-year s. Preference is given to those with teaching experience.

A LECTURER/INSTRUCTOR

In a college/university delivers lectures to a class of students, devotes time to research and
writing and publishing articles. Good expression of idea is an asset to the lecturer.

Eligibility

A post-graduate with a certificate of eligibility for lectureship from the University Grants Commission or a PhD holder with experience as tutor. Age limit is 36 years

A READER

In a university instruct students only as part of the job. A considerable amount of time is spent on research activities and guiding students in research projects.

Eligibility

A PhD holder with three years experience as lecturer/assistant professor. Age limit 45 years. 

A PROFESSOR

In a university department participates in activities of an academic society or professional organization and is involved in research and guidance to research associates.

Eligibility

A PhD holder with at least ten years experience in teaching, of which five years must be as assistant professor

School, college and university administrators such as principals, pro-vice chancellors and members on the board of management of a school or college branch off from the teaching path to become administrators, to supervise the functioning of their educational institutions. Here the primary task is school management. It includes planning of timetables, utilizing of teacher's talents, organizing school activities, and interacting with parents and educational authorities. 

SPECIAL SCHOOLS

For a variety of reasons, children may have special educational needs such as specific learning disabilities, physical or mental handicaps. The number of institutions catering to these special
requirements are growing. 

The work here is emotionally and physically demanding. The teacher has to cope with the children's day-to-day activities such as eating or cleaning up in addition to academic subjects. For those with particular disabilities, the teacher may also have to keep in constant touch with the parents or doctors. 

While specialized training in dealing with specific problems may be an advantage, for those who take up this profession, it is necessary to be sensitive to the needs of the children, and have some experience of teaching normal children.