THE TEACHER AS PLANNER

From the teacher’s study of the various areas discussed in the previous section he proceeds to plan what to do with learners in the classroom. Planning involves analysing situations systematically before decidingpn a course of action. The planner will almost always consider alternative courses of action (their merits, effectiveness, and so on) before choosing one of them What the teacher does in the classroom has to be carefully planned to ensure that teaching 1S not done in a haphazard manner Section B of this book Wlll deal more exhaustively with planmng for teaching For the time being we shall merely outline the mayor decisions which the teacher needs to take (and the mayor questions to which he has to seek answers) to enable him to plan his work adequately Prominent among such considerations are:

Important Announcement

(a) The precise meamngs and implications of a nation s educational goals and ob|ect1ves What, for example, does the National Policy on Education mean by the promotion of the emotional, physical and psychological health of all Ch1ldI'€I1>

(b) How best to translate these goals and Ob]active to meaningful classroom activities 

(c) What specific activities should be carried out, by the teacher and the learners, both inside and outside the classroom?

(d) Who should carry out each form of activity and what form (writing, collecting, observing, etc.) should each activity take?

(e) How long should each activity last (a period, a week, a term, a few minutes)?

(f) How would one ensure that the activities promote learning (i.e. help to change or modify learner behaviour in the desired manner)? What situations should be created to enable learners to show how much they have learned? To take appropriate decisions on any of these the teacher will have to rely (as we have already seen) on the fruit of his earlier study of the learners,their society, the general educational policy, and the relevant subject-matter.