I.

Introduction to Teaching:

a) Qualities of a good teahcer:

1 An Engaging Personality and Teaching Style
A great teacher is very engaging and holds the attention of students in all
discussions.
2 Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet those
specific objectives during each class.
3 Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive behaviors and
change in the classroom.
4 Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the
classroom.
5 Good Communication with Parents
A great teacher maintains open communication with parents and keeps them
informed of what is going on in the classroom as far as curriculum, discipline, and
other issues. They make themselves available for phone calls, meetings, and email.
6 High Expectations
A great teacher has high expectations of their students and encourages everyone to
always work at their best level.
7 Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other
standards they must uphold in the classroom. They ensure their teaching meets
those standards.
8 Knowledge of Subject Matter
This may seem obvious, but is sometimes overlooked. A great teacher has incredible
knowledge of and enthusiasm for the subject matter they are teaching. They are
prepared to answer questions and keep the material interesting for the students.
9 Passion for Children and Teaching
A great teacher is passionate about teaching and working with children. They are
excited about influencing students' lives and understand the impact they have.
10 Strong Rapport with Students
A great teacher develops a strong rapport with students and establishes trusting
relationships.

b. Difference between the actual teacher and student teacher:

C. Establish relationship between administrators and colegues.

d.Magna-carta for teachers

E. Code of Ethics

Introduction to the Code of Ethics

The purpose of The Institute's Code of Ethics is to promote an ethical
culture in the profession of internal auditing.

Internal auditing is an independent, objective assurance and consulting

activity designed to add value and improve an organization's operations.
It helps an organization accomplish its objectives by bringing a
systematic, disciplined approach to evaluate and improve the
effectiveness of risk management, control, and governance processes.

A code of ethics is necessary and appropriate for the profession of

internal auditing, founded as it is on the trust placed in its objective
assurance about governance, risk management, and control.

The Institute's Code of Ethics extends beyond the Definition of Internal

Auditing to include two essential components:

11 Principles that are relevant to the profession and practice of

internal auditing.
12 Rules of Conduct that describe behavior norms expected of internal
auditors. These rules are an aid to interpreting the Principles into
practical applications and are intended to guide the ethical conduct
of internal auditors.

"Internal auditors" refers to Institute members, recipients of or

candidates for IIA professional certifications, and those who perform
internal audit services within the Definition of Internal Auditing.

Applicability and Enforcement of the Code of Ethics

This Code of Ethics applies to both entities and individuals that
perform internal audit services.

For IIA members and recipients of or candidates for IIA professional

certifications, breaches of the Code of Ethics will be evaluated and
administered according to The Institute's Bylaws and Administrative
Directives. The fact that a particular conduct is not mentioned in the
Rules of Conduct does not prevent it from being unacceptable or
discreditable, and therefore, the member, certification holder, or
candidate can be liable for disciplinary action.

Code of Ethics Principles

Internal auditors are expected to apply and uphold the following
principles:

13 IntegrityThe integrity of internal auditors establishes trust and

thus provides the basis for reliance on their judgment.
14 ObjectivityInternal auditors exhibit the highest level of
professional objectivity in gathering, evaluating, and communicating
information about the activity or process being examined. Internal
auditors make a balanced assessment of all the relevant circumstances
and are not unduly influenced by their own interests or by others in
forming judgments.
15 ConfidentialityInternal auditors respect the value and ownership
of information they receive and do not disclose information without
appropriate authority unless there is a legal or professional
obligation to do so.
16 CompetencyInternal auditors apply the knowledge, skills, and
experience needed in the performance of internal audit services.

Rules of Conduct
1. Integrity

Internal auditors:

1.1. Shall perform their work with honesty, diligence, and responsibility.

1.2. Shall observe the law and make disclosures expected by the law and the profession.

1.3. Shall not knowingly be a party to any illegal activity, or engage in acts that are
discreditable to the profession of internal auditing or to the organization.

1.4. Shall respect and contribute to the legitimate and ethical objectives of the organization.

2. Objectivity
Internal auditors:

2.1. Shall not participate in any activity or relationship that may impair or be presumed to
impair their unbiased assessment. This participation includes those activities or relationships
that may be in conflict with the interests of the organization.

2.2. Shall not accept anything that may impair or be presumed to impair their professional
judgment.

2.3. Shall disclose all material facts known to them that, if not disclosed, may distort the
reporting of activities under review.

3. Confidentiality

Internal auditors:

3.1. Shall be prudent in the use and protection of information acquired in the course of their
duties.

3.2. Shall not use information for any personal gain or in any manner that would be contrary to
the law or detrimental to the legitimate and ethical objectives of the organization.

4. Competency

Internal auditors:

4.1. Shall engage only in those services for which they have the necessary knowledge, skills,
and experience.

4.2. Shall perform internal audit services in accordance with the International Standards for
the Professional Practice of Internal Auditing (Standards).

4.3. Shall continually improve their proficiency and the effectiveness and quality of their
services.

II. Intro to Classroom management:

What is management?

Management is the process of reaching organizational goals by working

with and through people and other organizational resources.

Management has the following 3 characteristics:

17 It is a process or series of continuing and related activities.

18 It involves and concentrates on reaching organizational goals.
19 It reaches these goals by working with and through people and
other organizational resources.

MANAGEMENT FUNCTIONS:

The 4 basic management functions that make up the management process are
described in the following sections:

20 PLANNING
21 ORGANIZING
22 INFLUENCING
23 CONTROLLING.

PLANNING: Planning involves choosing tasks that must be performed to

attain organizational goals, outlining how the tasks must be performed,
and indicating when they should be performed.

Planning activity focuses on attaining goals. Managers outline exactly

what organizations should do to be successful. Planning is concerned
with the success of the organization in the short term as well as in the
long term.

ORGANIZING:

Organizing can be thought of as assigning the tasks developed in the

planning stages, to various individuals or groups within the
organization. Organizing is to create a mechanism to put plans into
action.

People within the organization are given work assignments that

contribute to the companys goals. Tasks are organized so that the
output of each individual contributes to the success of departments,
which, in turn, contributes to the success of divisions, which
ultimately contributes to the success of the organization.

INFLUENCING:

Influencing is also referred to as motivating,leading or

directing.Influencing can be defined as guiding the activities of
organization members in he direction that helps the organization move
towards the fulfillment of the goals.

The purpose of influencing is to increase productivity. Human-oriented

work situations usually generate higher levels of production over the
long term than do task oriented work situations because people find the
latter type distasteful.

CONTROLLING:

Controlling is the following roles played by the manager:

24 Gather information that measures performance

25 Compare present performance to pre established performance norms.
26 Determine the next action plan and modifications for meeting the
desired performance parameters.

Controlling is an ongoing process.

How to create a well-manage classroom?

The impression you make on the first day of school can make or break you
when it comes to classroom management and organization. In my district,
we have a very short first day, only spending about 15 minutes with each
class. In some classes, students just sit around and talk, but I get
down to business right away. Students in my class leave the first day
with an assignment and a brief understanding of the format of the class.

The impression you make on the first day of school can make or break you
when it comes to classroom management and organization. In my district,
we have a very short first day, only spending about 15 minutes with each
class. In some classes, students just sit around and talk, but I get
down to business right away. Students in my class leave the first day
with an assignment and a brief understanding of the format of the class.

You might be thinking, "You are overwhelming the freshman students on

the first day." I don't see it as overwhelming the students. I see it as
showing them the importance of beginning the learning process and not
wasting any time. With that said, it is very important to build a strong
rapport with students and not intimidate them. I believe that there are
four things a teacher must do to create a well-managed classroom.
Establish Expectations

When students know what is acceptable and what is not, they will help
your classroom run smoothly. It is your job to make sure they have a
target or goal. The first two years of teaching I struggled to create a
clear target. My third year, when I got it right, was smoother than my
first two years combined. I had fewer discipline referrals, and my
students knew I wanted an orderly classroom.

To accomplish this, it's vitally important that your expectations are

posted around the classroom. The last two years I sent a classroom
expectations contract home with students on the first day to be signed
by the students and their parents. I also post my expectations at the
front of the room and on the first bulletin board of the year.
Experience also helps, but setting expectations clear expectations
is the first and most crucial step to having a well-managed classroom.
You can download my classroom expectations contract . Feel free to share it
and make it your own.

Establish Credibility

Students need to know that you care for them. Students also need to see
that you are passionate about the subject area you are teaching. If
students feel the teacher is not knowledgeable or shows no interest in
them, they will shut down. They will begin to question, "What's the
point? Mr. or Mrs. _________ doesn't care about this, so why should we?"
Your passion about a subject should be contagious. Demonstrating that
you are credible and able to share your subject area will help you
maintain a well-managed classroom.

Establish Professionalism

Being professional is another very important element of classroom

management. Teaching is a profession, even if sometimes it is not
looked upon as one. I often joke with my friends, "What do a lawyer,
doctor, astronaut, and mechanic all have in common?" They all have
teachers.

Being professional means a number of things. It means being

organized and ready to teach every day. It means having a student-
focused mentality. Professionalism means treating students with
respect and listening to them. It means creating meaningful
activities that allow students to participate inside and outside the
classroom. Being professional also means dressing professionally.
You might argue this one, but students sense the amount of authority
conveyed by how teachers dress. I usually wear dress pants, shirt,
and tie every day until November. The first day I went without a tie
last year, my students noticed and asked where it was. In some
cases, I can see a change in behavior when I wear jeans and a school
T-shirt on Fridays. Taking your profession seriously sets the tone
for your well-managed classroom.

Establish Value

As the teacher, you have the job of showing why school is relevant
and necessary in students' lives. They must see that you are
interested in their success. Expressing excitement and passion for
your subject area will show students you enjoy what you are
teaching. As I stated earlier, activities and materials must be
meaningful to your students. If there is no direct link between
school and the real world, what and why are we teaching? In his book
Teaching Teens and Reaping Results in a Wi-Fi, Hip-Hop, Where-Has-All-the-
Sanity-Gone World , Alan Sitomer writes, "Having an education opens
doors; not having an education closes them." It is our job as
teachers to make sure students understand that education matters and
has value.

Roles of the classroom manager.

According to Arif (2003) in order to create a classroom environment

with maximum productive time utilization, the teachers must
establish and maintain it through following teaching and managing
practices so that instances of student disruptive behaviour are
reduced. They remain mostly involved in learning oriented actions
and activities.
(i) Keep students motivated by keeping the students motivated in
learning, teachers set the stage for creating positive class
environment. Motivating students is the first step toward preventing
discipline problems in classrooms because a student involved in
learning is not usually involved in clash with others at the same
time.
(ii) Meet basic needs. Teachers must try to meet students basic as
well as age related needs. Make students feel physically
comfortable, safe, welcome, socially accepted and valued. Otherwise,
they more likely to face learning difficulties and disruptively.
(iii) Exercise moderate degree of control. The degree of class
control must be moderate. Student learning is great in classroom
where teachers exercise neither too much nor too less control. Too
much control may be effective on memory tasks but it is harmful for
learning involving critical and creative thinking.
(iv) Empower the students make them responsible for their own
learning through group and individual learning activities so that
they ultimately become independent learners. This is one of the
purposes of good classroom management.
(v) Keep instruction at the student level. Keep instruction at the
students development level so that they neither experience
discouragement nor boredom. Otherwise, they might behave
disruptively.
(vi) Develop healthy and professionally sound relationship with all
the students by being friendly with them. Learn their names and some
positive information about each to greet them.
(vii) Communicate interest in all the students and show concern for
each of them. The interest and concern is communicated through brief
eye contact with all and through supporting gestures and facial
expressions while teaching.
(viii) While instructing, ensure physical closeness with all the
students by roaming around the class.
(ix) Avoid labeling the students with negative adjectives, which are
likely to lower their self-esteem. Labeling influences teachers
quality of interaction with the students, which further influences
students expectations and actions negatively.
(x) Describe the behaviour of the misbehaving student, not
characterize the student. Instead of saying, you are rude say
your comment was rude. By criticizing the personality of the
students, he is less likely to change his behaviour.
(xi) Increase the engaged time by keeping the students involved
in the learning tasks through, wittiness, overlapping, smooth
transitions and group focus.
(xii) Teach role and routines to the younger students in academic
fashion with a lot of explanation, examples and practices during
initial classes.
(xiii) Develop a set of few general classroom rules applicable to
variety of situations. These rules should be displayed in the class.
 (xiv) Be assertive, rather than passive or aggressive, in enforcing
discipline. Apply the rule forcefully fairly, consistently and
calmly.
(xv) Create business like climate in the classroom. Where students
understand that they and the teacher have a commonly shared goal of
accomplishing such activities that promote learning.
In order to handle misbehaving student, the following suggestions
may prove helpful:
(i) Deal with the present, current problem immediately, not with the
past instances of the student misbehaviour.
(ii) Talk to the student directly, instead of talking about him with
others.
(iii) Dont be harsh and provoked. Stay calm and address firmly.
Anger, empty threats and physical handling must be avoided.
(iv) If the student is hostile, defuse and diffuse his hostility by
responding with concern in calm, soothing tone. The feeling of the
students must be acknowledged in order to calm him down.
(v) If the students misbehaviour is blocking the teacher in
teaching, 1- statements be used by explaining to the student why
you are upset by his behaviour.

Factors of a good classroom management:

Classroom Design

Although often overlooked, the first element of classroom management is

intentional design. Use the positioning of your desks, displays, storage
and equipment to create a warm and welcoming room. Make sure you have
removed all unnecessary and distracting items from your classroom. This
is also a good time to check your room for safety hazards.

Rules

Develop rules that foster respect, caring and community in your

classroom. Make your expectations for behavior clear at the beginning of
the year by reviewing these rules with students. Continue to reinforce
your rules throughout the course, and post them in a visible location.

Discipline

Classroom rules must have concrete consequences. Students will test the
limitations of each teacher from the very first day of school. Be firm,
fair and consistent. Begin by warning a student and having them confirm
their knowledge of the classroom rules. Follow-up continued disruption
by issuing demerits, detention, or other official reprimands. Never,
hit, harass, embarrass or yell at students-this is counterproductive and
unprofessional.

Scheduling

Keep your class in order by staying on time and on task. Do classwork

during class time, leaving plenty of room for in-class assignments.
Cramming work and instruction too close to other activities can lead to
disruptive behavior and poor comprehension. There should be space before
and after every room change, lunch, and recess for students to settle
down. Having a regular daily schedule helps you and your kids prepare
for upcoming tasks. Be firm but fair with due dates. Always leave room
for extenuating circumstances. Never leave room for procrastination.

Organization

Stay organized inside and out. Keep your student files, assignments,
lesson plans and administrative paperwork in order. It sets a good
example for your students and keeps you from wasting instructional time
looking for materials. Share this system with your students. Post the
classroom calendar, homework schedule and assignments on the board.
Allow students to see how you take notes. It helps them distinguish
irrelevant information from essential details. Encourage self-directed
learning by providing students with their own agenda (notebook). You may
require students to have their notebooks checked at home or during
class.

Instructional Technique

Although you may not have flexibility over the content of your
curriculum, teachers are able to convey information as they see fit.
Tailoring your instructional technique to the grade level, subject area,
and students is very important. A hands-on demonstration of electricity
will keep 8th graders engaged, but may prove chaotic in a 3rd grade
classroom. Vary the style and intensity of your lessons. Follow-up
lecture-style sessions with relaxed group activities. Consult your
colleagues for ideas for new lessons. Learn about each of your student's
learning style. (What is their learning curve? How do they learn best?
Do they work well in groups?) These observations are crucial when
fitting your teaching style to your students needs.

Communication

Communication is the most important aspect of classroom management. It

is essential to have clear and consistent lines of communication with
your administration, colleagues, students and parents. Without it you
will lose the respect of peers, the attention of students, and the
cooperation of parents. Be responsive to the concerns of others. Be
flexible and willing to accommodate reasonable requests.