Nishant Kumar

Years of Experience in Class 12 Tuition

2

Teaching Experience in detail in Class 12 Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity. This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).

Years of Experience in Class 10 Tuition

2

Teaching Experience in detail in Class 10 Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity.This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).

Years of Experience in Class 8 Tuition

2

Teaching Experience in detail in Class 8 Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity.This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).

Years of Experience in Class 9 Tuition

2

Teaching Experience in detail in Class 9 Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity.This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).

Years of Experience in Class 11 Tuition

2

Teaching Experience in detail in Class 11 Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity.This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).

Years of Experience in BSc Tuition

2

Teaching Experience in detail in BSc Tuition

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline. Competences and qualities required by teachers Teaching is a highly complex activity. This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.[3] Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. Competences The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the teacher as caring person; the teacher as expert learner; and the teacher as cultural and civic person. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge, technology and information, and Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment).