Teacher

==Pedagogy and teaching==
{{Main|Pedagogy}}

[[File:Adriaen van Ostade 007.jpg|thumb|Dutch schoolmaster and children, 1662]]
[[File:Teacher in Laos.jpg|thumb|A primary school teacher in northern [[Laos]]]]
[[File:Rostock Schmidt Lehrer-Student.jpg|thumb|left|upright|The teacher-student-monument in [[Rostock]], Germany, honors teachers.]]

Teachers facilitate student learning, often in a school or academy or perhaps in another environment such as [[Outdoor education|outdoors]].

[[File:Bundesarchiv Bild 183-13055-0008, Hohendorf, JP mit Dorflehrer.jpg|thumb|[[East Germany|GDR]] "village teacher", a teacher teaching students of all age groups in one class in 1951]]
[[File:Jewish Children with their Teacher in Samarkand cropped.jpg|thumb|left|[[Jew]]ish children with their teacher in [[Samarkand]], the beginning of the 20th century]]
The objective is typically accomplished through either an [[Informal learning|informal]] or formal approach to learning, including a course of study and [[lesson plan]] that teaches [[skill]]s, [[knowledge]] or [[thinking]] skills. Different ways to teach are often referred to as [[pedagogy]]. When deciding what teaching method to use teachers consider students' background knowledge, environment, and their learning goals as well as standardized [[curricula]] as determined by the relevant authority. Many times, teachers assist in learning outside of the classroom by accompanying students on field trips. The increasing use of [[technology]], specifically the rise of the [[internet]] over the past decade, has begun to shape the way teachers approach their roles in the [[classroom]].

The objective is typically a course of study, [[lesson plan]], or a practical skill. A teacher may follow standardized [[Curriculum|curricula]] as determined by the relevant authority. The teacher may interact with students of different ages, from infants to adults, students with different abilities and students with learning [[disabilities]].

Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using [[differentiated instruction]] as well as supervision to meet the needs of all students in the classroom. Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a [[pedagogy of teaching styles]]. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of their students and differentiates for the individual students accordingly. For example, an experienced teacher and parent described the place of a teacher in learning as follows: "The real bulk of learning takes place in self-study and problem solving with a lot of feedback around that loop. The function of the teacher is to pressure the lazy, inspire the bored, deflate the cocky, encourage the timid, detect and correct individual flaws, and broaden the viewpoint of all. This function looks like that of a coach using the whole gamut of psychology to get each new class of rookies off the bench and into the game."<ref>Walter Evans (1965) letter to Roy Glasgow of Naval Postgraduate School, quoted by his son Gregory Walter Evans (December 2004) "Bringing Root Locus to the Classroom", [[IEEE Control Systems Magazine]], page 81</ref>

Perhaps the most significant difference between [[primary school]] and [[secondary school]] teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.

This is true throughout most of the United States as well. However, alternative approaches for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves placing a group of students together in one class that moves from one specialist to another for every subject. The advantage here is that students learn from teachers who specialize in one subject and who tend to be more knowledgeable in that one area than a teacher who teaches many subjects. Students still derive a strong sense of security by staying with the same group of peers for all classes.

[[Co-teaching]] has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a [[social networking]] support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.

===Classroom management===

====Teachers and school discipline====
{{Main|School discipline|School punishment|School corporal punishment}}

Throughout the [[history of education]] the most common form of [[school discipline]] was [[School corporal punishment|corporal punishment]]. While a child was in school, a teacher was expected to act as a [[in loco parentis|substitute parent]], with all the normal forms of parental discipline open to them. [[File:Koerperstrafe- MA Birkenrute.png|thumb|Medieval schoolboy birched on the bare buttocks]]

In past times, corporal punishment ([[spanking]] or [[Paddle (spanking)|paddling]] or [[caning]] or [[Strapping (punishment)|strapping]] or [[birching]] the student in order to cause physical pain) was one of the most common forms of school discipline throughout much of the world. Most Western countries, and some others, have now banned it, but it remains lawful in the United States following a US Supreme Court decision in 1977 which held that paddling did not violate the US Constitution.<ref>{{cite web |url=http://www.bucknell.edu/x4615.xml |title=Ingraham v. Wright |publisher=Bucknell.edu |access-date=2011-07-31 |url-status=live |archive-url=https://web.archive.org/web/20110908060547/http://www.bucknell.edu/x4615.xml |archive-date=8 September 2011 }}</ref>

30 US states have banned corporal punishment, the others (mostly in [[Southern United States|the South]]) have not. It is still used to a significant (though declining) degree in some public schools in [[Alabama]], [[Arkansas]], [[Georgia (U.S. state)|Georgia]], [[Louisiana]], [[Mississippi]], [[Oklahoma]], [[Tennessee]] and [[Texas]]. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries.

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior.<ref>{{cite journal | vauthors=((Burger, C.)), ((Strohmeier, D.)), ((Kollerová, L.)) | journal=Journal of Youth and Adolescence | title=Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time | date= 2022 | volume=51 | issue=12 | pages=2312–2327 | url=http://dx.doi.org/10.1007/s10964-022-01674-6 | issn=0047-2891 | doi=10.1007/s10964-022-01674-6| pmid=36053439 | pmc=9596519 | s2cid=252009527 }}</ref> Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.<ref>{{Cite web|url=http://www.feaonline.org/media/members/onepapers/Maintaining_Classroom_Discipline.pdf|title=Maintaining Classroom Discipline|website=Federal Education Association|access-date=26 July 2018|archive-date=14 February 2019|archive-url=https://web.archive.org/web/20190214151248/http://feaonline.org/media/members/onepapers/Maintaining_Classroom_Discipline.pdf|url-status=live}}</ref>

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline<ref>{{Cite book|title=Classroom Management: Sound Theory and Effective Practice|last=Tauber|first=Robert T.|publisher=Greenwood Publishing Group|year=2007|isbn=9780275996680|pages= 112}}</ref> (refer to ''Canter Model of Discipline'').<ref>{{Cite web|url=https://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/CanterChapter.pdf|title=Building Classroom Discipline|last=Charles|first=C.M|date=2005|website=University of Washington|access-date=26 July 2018|archive-date=9 August 2017|archive-url=https://web.archive.org/web/20170809092352/http://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/CanterChapter.pdf|url-status=live}}</ref> Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.<ref>{{Cite journal|title=School discipline, school uniforms and academic performance|journal=International Journal of Educational Management|volume=30|issue=6|pages=1003–1029|last=Baumann|first=Chris|date=2016|doi=10.1108/IJEM-09-2015-0118}}</ref><ref>{{Cite web|url=http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2010/06/erj_v24n2_327-348.pdf|title=Characteristics of East Asian Learners: What We Learned From PISA|last=Sui-chu Ho|first=Esther|date=2009|website=hkier.fed.cuhk.edu.hk/|access-date=26 July 2018|archive-date=16 May 2018|archive-url=https://web.archive.org/web/20180516192337/http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2010/06/erj_v24n2_327-348.pdf|url-status=live}}</ref><ref>{{Cite web|url=https://www.smh.com.au/education/strict-classroom-discipline-improves-student-outcomes-and-work-ethic-studies-find-20161108-gsksiq.html|title=Strict classroom discipline improves student outcomes and work ethic, studies find|last=Munro|first=Kelsey|date=November 2016|website=The Sydney Morning Herald|archive-url=https://web.archive.org/web/20180317101745/https://www.smh.com.au/education/strict-classroom-discipline-improves-student-outcomes-and-work-ethic-studies-find-20161108-gsksiq.html|archive-date=2018-03-17|url-status=dead}}</ref>

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In [[Japan]], for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring [[attention-seeking]] and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

====Obligation to honor students rights====
{{Main|School discipline#Discipline in Sudbury-model democratic schools|l1=Discipline in Sudbury-model democratic schools}}

[[Sudbury model|Sudbury-model]] democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and [[due process of law]] is unknown.<ref>The Crisis in American Education&nbsp;— An Analysis and a Proposal, [http://www.sudval.com/05_onepersononevote.html#02 The Sudbury Valley School] {{webarchive|url=https://web.archive.org/web/20110511180710/http://www.sudval.com/05_onepersononevote.html |date=11 May 2011 }} (1970), [https://books.google.com/books?id=MAqxzEss8k4C&pg=PA49&dq=The+Crisis+in+American+Education+%E2%80%94+An+Analysis+and+a+Proposal,+The+Sudbury+Valley+School+(1970),+Law+and+Order:+Foundations+of+Discipline ''Law and Order: Foundations of Discipline''] {{Webarchive|url=https://web.archive.org/web/20170118063824/https://books.google.com/books?id=MAqxzEss8k4C&pg=PA49&dq=The+Crisis+in+American+Education+%E2%80%94+An+Analysis+and+a+Proposal,+The+Sudbury+Valley+School+(1970),+Law+and+Order:+Foundations+of+Discipline |date=18 January 2017 }} (pg. 49-55). Retrieved 15 November 2009.</ref><ref>Greenberg, D. (1987) The Sudbury Valley School Experience [http://www.sudval.com/05_underlyingideas.html#09 "Back to Basics - Political basics."] {{webarchive|url=https://web.archive.org/web/20110511175026/http://www.sudval.com/05_underlyingideas.html |date=11 May 2011 }} {{quote|Knowing all this, we would expect; nay, insist (one would think) that the schools, in training their students to contribute productively to the political stability and growth of America, would be democratic and non-autocratic; be governed by clear rules and due process; be guardians of individual rights of students. A student growing up in schools having these features would be ready to move right into society at large. I think it is safe to say that the individual liberties so cherished by our ancestors and by each succeeding generation will never be really secure until our youth, throughout the crucial formative years of their minds and spirits, are nurtured in a school environment that embodies these basic American truths.}} Retrieved 4 January 2010.</ref>