Teachers

A. ROLE OF TEACHERS IN THE COMMUNITY
The role of a teacher in society is both significant and valuable. It has far-reaching influence on the society he lives in, and no other personality can have an influence more profound than that of a teacher- Shiben Raina (2007).
Many educationists have described the teacher in different ways. Some describe him as a dispenser of knowledge, while others see him as a leader, counsel or coach, facilitator and a role model. Whatever description one would want to use, the underlying issue still remains that the teacher plays a lead role in determining the future of students and society.
Shiben Raina spoke of my mind when he said, 'A good and visionary teacher can play a prominent role in making the future of his students, while a corrupt teacher can only harm his students, than a class of corrupt and perverted judiciary, army, police, bureaucracy, politicians or technocrats'.
Some people also argue that a corrupt and incompetent teacher is a bad individual and an embodiment of a corrupt and incompetent generation. It illustrates how disastrous it is for a nation to have bad teachers.
The teacher is an architect of any future generation. So to assume the responsibility of a teacher, one has to be competent, morally upright and knowledgeable.
Actually, the roles of the teacher are numerous and challenging. Aside of the classroom, the teacher must also be known outside the school system. He/she must be ready to go into research and community service.
This piece is to pinpoint other activities the teacher can indulge in. The development of this country would continue to crawl should our education system remain purely bookish and classroom-based. The net must be cast wide and the one to lead in that venture should be the teacher.
The teacher, having received and continue to receive requisite training and education, should be better placed to affect the lives of students and society. The school and the community are one. This implies that what affects the school also affects the community and vice versa.
The teacher is the bridge between these two extremities. Listen to Jennifer Tylee (1992): 'The teacher, who is a variable in the classroom context, is charged with the function of acting as an intermediary between the variables outside the classroom and the students to assist the students in their learning' adding, 'The function of being an intermediary means that the teacher has the role of facilitating student learning, as well as being a part of the school and community'.
Studies reveal that a hard working teacher is often admired by students and members of the general society. Aside of the academics, students also try to learn their teachers' mannerisms, modes of dressing, etiquettes, styles of conversation and others. For a student to grow up as a responsible citizen, the teacher is needed.
After teaching students simple Geometry and Arithmetic, for instance, virtues such as punctuality, truth, hard work, honesty, simplicity, hygiene, patriotism, love and sincerity, obedience, tolerance, etc, must also be propagated. Society needs these values to develop.
It makes no sense for one to be intelligent but corrupt. Any education churned out must be holistic and development-oriented. The teacher must be well-resourced to be able to satisfy fully the needs of students and society.
There are sectors within the society where the services of the teacher are needed. In the areas of agriculture, commerce, sanitation and health, culture, social welfare, governance, tourism and hospitality, the teacher is important.
With the repertoire of acquired knowledge and skills and the trust reposed in him, the teacher can identify a pressing issue within these areas and try to give some enlightenment to society. This can be done during open days, speech and prize giving days, PTA/SMC meetings, seminars, workshops, public lectures and conferences.
A teacher who is ready to deliver on a topic can officially notify the school head who in turn directs it to executives of the PTA/SMC for approval. Teaching should be extended to society where parents/guardians and other citizens can also have a feel of what the school stands for. The school and the teacher must be supported to deliver.
In my candid opinion, as long as our schools continue to lack quality teachers, textbooks, ICT equipments, laboratories, technical and vocational materials and other educational infrastructure, it would be difficult for them to extend much support to society.
Meanwhile, the seemingly well-endowed schools can give it a try in order to change the dwindling fortunes of our communities. NGOs, corporate bodies and benevolent persons must support the school and the teacher to perform.
Parents/guardians should supplement teachers' efforts at promoting education in the country. Teachers must develop satisfaction for their profession and heartily perform their duties even in the face of some challenges.
SOURCE: http://www.modernghana.com/news/380958/1/the-teacher-and-the-society.html
Date retrieved: August 11, 2013

B. ORGANIZATION OF TEACHERS(National or International)
1.) International Association of Teachers of English as a Foreign Language (IATEFL) is an organisation in the field of English language learning and teaching. It is based in Britain and was founded in 1967.
IATEFL works primarily to develop networks amongst related institutions and individuals involved in language education as it is relevant to the English language. This includes classroom teachers, administrators of language programmes, writers and publishers, language assessors and examination bodies, and researchers, for example in applied linguistics.
IATEFL is organised around an annual conference in the spring, with key speakers and individual papers, workshops and symposia. Membership is approximately 3500, spread through more than 100 countries. The primary activities for IATEFL members throughout the year are centred on Special Interest Groups (SIGs), which hold various types of meetings and conferences, and publish newsletters. In addition to these, there is a bimonthly magazine for the whole organisation, IATEFL Voices.
2.)The 34th International Society for Teacher Education (ISfTE) Conference, organized by Hacettepe University, will be held in Belek-Antalya, Turkey on 22-25 April 2014.
The theme of the conference will be “Teacher Education in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World”. As the organizing committee of the conference, we would like to see you in Belek to have your contribution to address the issues of the worldwide teacher education.
3.)The National Education Association (NEA) is the largest professional organization and largest labor union in the United States, representing public school teachers and other support personnel, faculty and staffers at colleges and universities, retired educators, and college students preparing to become teachers. The NEA has 3.2 million members and is headquartered in Washington, D.C. With affiliate organizations in every state and in more than 14,000 communities across the nation, it employs over 550 staff and had a budget of more than $307 million for the 2006–2007 fiscal year. Dennis Van Roekel is the NEA's current president.
Purpose The stated mission of the National Education Association is "to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world," as well as concerning itself with the wage and working condition issues common to other labor unions.
The NEA is a volunteer-based organization that relies upon its members to perform much of the Association's work. In turn, the members are supported by a network of staff at the local, state, and national levels. The stated goal of NEA's work is encapsulated in its vision: "building great public schools for every student."
At the local level, affiliates perform a variety of activities (as determined by the local members), which may range from raising funds for scholarship programs to conducting professional workshops on issues that affect faculty and school support staff to bargaining contracts for school district employees.
The activities of NEA state affiliates are equally wide-ranging. State affiliates regularly lobby state legislators for funding and other resources; they seek to influence education policy; they campaign for higher professional standards for educators and support professionals; and, they file legal actions to protect academic freedom and the rights of school employees. The extent to which the NEA and its state and local affiliates engage in political activities, especially during election cycles has, however, been a source of controversy. From 1989 to 2010 the NEA has spent approximately 36 million dollars on lobbying efforts according to the Center for Responsive Politics.
At the national level, the NEA lobbies the United States Congress and federal agencies on behalf of its members and public schools, works with other education organizations and friends of public education, provides training and assistance to its affiliates, and generally conducts activities consistent with the policies set by its elected governing bodies.[7]
4.) The Philippine Association for Teacher Education (PAFTE) is an organization for teacher educators which aims to promote the professional development of teachers. The learning community is composed of teacher leaders who are focused in continuing education, innovations and scholarly works-increasing the competency of Filipino teachers.
5.) The National Organization of Professional Teachers, Inc. (NOPTI) is an organization for Filipino educators and is considered as the only integrated and accredited association of professional teachers. It is duly recognized by the Board for Professional and the Professional Regulation Commission.

http://en.wikipedia.org/wiki/International_Association_of_Teachers_of_English_as_a_Foreign_Language http://isfte.org/ http://en.wikipedia.org/wiki/National_Education_Association http://en.wikipilipinas.org/index.php?title=Philippine_Association_for_Teacher_Education http://en.wikipilipinas.org/index.php?title=National_Organization_of_Professional_Teachers
Date retrieved: August 11, 2013

C. FELLOWSHIP GRANTS/TEACHERS EXCHANGE PROGRAMS
The Teacher Exchange Program, a category of the U.S. Department of State’s Exchange Visitor Program, affords foreign nationals opportunities to teach in primary and secondary accredited educational institutions in the United States for up to three years. The Teacher Exchange Program, like all exchanges, is intended to provide participants with broad exposure to U.S. culture and society, and to foster greater appreciation among Americans of the participants’ home countries. Specifically, teacher exchanges prepare educators to shape young people into positive agents of change. Participating teachers bring interactive teaching practices to their students and colleagues, building the critical thinking skills, inquiry, and analytical approach that foster good citizenship. A typical teacher exchange participant can be expected to influence at least 1,000 students and 50 colleagues during his or her career, creating a powerful multiplier effect. If you are an experienced teacher, you could further your teaching skills by participating in a teacher exchange. Many exchange teachers find that a year in another system is an enormous boost to their effectiveness and enthusiasm as a teacher.
This program is available to full-time permanent public school teachers in Western Australia with at least five years teaching experience. Participants exchange teaching positions and their own personal accommodation with overseas and interstate teachers for a period of one school calendar year, generally beginning in January (southern hemisphere) or July (northern hemisphere).
As an exchange teacher, you have the opportunity to learn and compare different education systems; exchange ideas and knowledge; and progress your professional learning. It is an ambassadorial role where you represent the Department of Education. You are also required to develop and present a research project based on your observations and experiences.
Applications for teacher exchange are called for in Term 4 and are advertised through Ed-e-mail. If you are interested, you need to complete the application form, have your principal’s endorsement and participate in a telephone interview.
The Fulbright Classroom Teacher Exchange provides opportunities for primary and secondary teachers to exchange positions with colleagues in other countries. The participants contribute to mutual understanding by bringing international knowledge and perspectives to the United States. http://www.alliance-exchange.org/teacher-exchange http://exchanges.state.gov/us/program/fulbright-classroom-teacher-exchange-program#sthash.qQgLXOcH.dpufDate retrieved: August 11, 2013
D. TEACHING MULITI-CULTURAL EDUCATION
Multicultural education is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.
The goals of multicultural education include:
· Creating a safe, accepting and successful learning environment for all
· Increasing awareness of global issues
· Strengthening cultural consciousness
· Strengthening intercultural awareness
· Teaching students that there are multiple historical perspectives
· Encouraging critical thinking
· Preventing prejudice and discrimination

Advantages of Multicultural Education
According to the National Association for Multicultural Education (NAME), multicultural education:
· Helps students develop positive self-image.
· Offers students an equitable educational opportunity.
· Allows multiple perspectives and ways of thinking.
· Combats stereotypes and prejudicial behavior.
· Teaches students to critique society in the interest of social justice.
Road Blocks to Implementing Multicultural Education
Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc) and to ensure curriculum and content including such groups is accurate and complete.
Unfortunately, multicultural education is not as easy as a yearly heritage celebration or supplemental unit here and there. Rather, it requires schools to reform traditional curriculum.
Too often, students are misinformed and misguided. Not all textbooks present historical content fully and accurately. For instance, Christopher Columbus is celebrated as the American hero who discovered America. This take on history completely ignores the pre-European history of Native Americans and the devastation that colonization had on them. Some history books are being revised, but often, it’s much easier to teach that “In 1492, Columbus sailed the ocean blue.”
Most curriculums also focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history?
Thus, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy.
Unfortunately most educational institutions are not prepared to implement multicultural education in their classrooms. Multicultural education requires a staff that is not only diverse, but also culturally competent. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy. These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.
What You Can Do in Your Classroom
Just because we’re facing an uphill battle doesn’t mean we shouldn't take those first steps. To integrate multicultural education in your classroom and your school, you can:
· Integrate a diverse reading list that demonstrates the universal human experience across cultures
· Encourage community participation and social activism
· Go beyond the textbook
· By supplementing your curriculum with current events and news stories outside the textbook, you can draw parallels between the distant experiences of the past and the world today.
· Creating multicultural projects that require students to choose a background outside of their own
· Suggest that your school host an in-service professional development on multi-cultural education in the classroom SOURCE: www.teachhub.com/multicultural-education-your-classroom
Date retrieved: August 11, 2013