Code
of Professional Ethics for School Teachers (Draft), 2011
Extracts on the Obligations of teachers
1.
Obligations towards Students
1.1
Treats all students with love and affection
The
demonstration of genuine love and affection by teachers for their students is essential
for learning to happen. Treating all children with love and affection irrespective
of their school performance and achievement level is the core of the teaching
learning process. Students who do not perform well in studies are generally deprived
of teachers’ consideration for them. In addition, the teacher should also treat
all children with equal love and affection irrespective of their parental background
and religious or caste affiliations. The teacher as support to the parents should
deal with students with a humane touch as through this process, student– teacher
rapport could be established for mutually beneficial interaction between them.
Teachers should create trust, confidence, interest, enthusiasm and hope and not
fear, frustration and disappointment in the students. The approaches in this regard
need not be defined as each teacher has the potential to design his/her
behavioural styles to provide an affable
support to children.
1.2
Respects the value of being just and impartial to all students irrespective of
their
caste, creed, religion, sex, economic status, disability, language and
place
of birth.
School
is a place where social justice and equity have to be practised and valued by the
teachers. Teachers’ own belief in democratic principles, tolerance, social
justice and equity prepares a better climate for students’ learning of these
values. Impartial attitude and non-discriminatory practices towards all
students should be ingrained in the school practices. The teacher’s personal
belief pattern on caste, religion, sex, economic status, language and place of
birth, if not in conformity with Constitutional tenets, will severely affect
the equity fabric of the class.
1.3
Facilitates students’ physical, social, intellectual, emotional and moral
development.
Childhood
is a period of growth and change requiring development of child’s physical and
mental capabilities to the fullest. Currently in the schooling process, much
stress is given to cognitive development (the traditional 3 Rs) which needs to be
broadened to other areas of child development. The teacher should act as a facilitator
for the students to engage them in diverse activities for their physical, intellectual,
social, emotional and moral development. The physical development of students
as an important aim of education should be encouraged through physical education
activities .Helping students understand the social context, its problems, societal
values and to inculcate emotional intelligence through teaching learning process
,would benefit them for their all round development. Physical and emotional security
is the cornerstone for all learning right from the primary to the secondary school
years and even afterwards.
1.4
Respects basic human dignity of the child in all aspects of school life
There
is a need to recognize that each individual child has its own rights and dignity
as a human being and a member of a democratic society. Violation of rights of
the child is often observed in our schooling process. For example, many a time teachers
prohibit students to express their feelings. Any derogatory remark by the teacher
affects the child’s self esteem which, in turn, affects his/her learning progress.
Children’s voices and experiences do not find expression in the class room. The
participation of all students in all activities of the school with respect and dignity
need to be encouraged. Teachers will do well to study the U.N. Declaration on
Child Rights to which India is also a signatory and also the Report of the
National Commission for the Protection of Child Rights (NCPCR) – for updating
their understanding of this concern of child rights.
A school, no doubt, has the right to
frame rules for maintaining discipline without which it is difficult to
organize proper teaching learning in schools. But the school must ensure that
the rules framed are such as do not violate the basic human dignity of the
child.
1.5
Makes planned and systematic efforts to facilitate the child to actualize
his/her
potential and talent.
Recognizing
the potential and talent of each child is the prime responsibility of every
teacher. The teacher should recognize the multiple talents such as sports, music,
dance and other creative endeavours amongst children. Disproportionate appreciation
is generally given to academic achievement of the students, neglecting their
other talents and potential. The children’s creativity, their potential and
talent need to be recognized to provide enough opportunities for their
nurturance. Hence teacher’s role is critical not only in recognizing the potential
and talents in different areas but also in planning accordingly to help children
actualize their potential to the fullest extent. But the task is simply said than
done. The teacher may have to interact with peers and experts and also with
children and to observe them continuously in order to ascertain their talents.
He/she
will have to integrate the knowledge about the child with the strategies of transacting
curriculum.
1.6
Transacts the curriculum in conformity with the values enshrined in the
Constitution
of India.
The
values enshrined in the Constitution of India are the guiding principles for
the social transformation and establishment of an egalitarian social order. The
Constitutional values such as democracy,
secularism, equality, justice and liberty need to be mainstreamed in the diverse
activities of the school through both curricular and co-curricular
interventions. There may be instances where the pedagogical practices adopted
by the teachers are against the Constitutional values and also the rights of
children. The teachers will do well to pay attention to Article 51 A of the
Constitution of India, dealing with Fundamental Duties of Citizens and
translate the provisions of clauses (a) to (k) of the Article through example
and precept.
1.7
Adapts his/her teaching to the individual needs of students
The
primacy of learner as a unique individual in the inclusive and diversified classroom
is widely acknowledged. The child-centered pedagogy encourages us to think that
learners have diverse needs and different experiences. This requires fundamental
change in understanding the individual learner and the learning processes. It
is a great challenge for the teacher to understand each child’s needs in
matters of acquiring knowledge and this is possible only when the teacher
becomes conscious of such a role and strives to continuously keep abreast of
the pedagogies of attending to the individual needs. Learners actively construct
their own knowledge by connecting new ideas to existing ideas on the basis of
different activities in which they may be involved. Therefore, teacher’s role
assumes more of an active facilitator in the process of knowledge construction
in which children are engaged. Active engagement involves enquiry, exploration,
questioning, debates, application and reflection. Allowing children to ask
questions that require them to relate what they are learning in school to things
happening outside.
A
student may have some special needs of learning based on his/her personal background
and previous knowledge. But children belonging to diverse groups such as
children residing in slum areas, rural or remote areas and hilly areas may have
some special needs. While planning his/her teaching, the teacher should take
all these factors into consideration.
1.8
Maintains the confidentiality of the information concerning students and
dispenses
such information only to those who are legitimately entitled to it.
A
teacher not only teaches a child but also has knowledge about student’s family,
culture and community. The close interaction between the teachers and the taught
builds the trust and respect vital for the development of the personality of the
child. Many a time, the teacher also serves as counsellor with whom personal and
private information about the student is available. Hence, it is the ethical responsibility
of teachers to maintain the confidentiality of information which the student
has shared or the teacher has obtained from different sources. The information
could be shared with others very judiciously for the betterment of students. If
parents need to be informed in certain cases, the information may be communicated
in true spirit. Elements of personal life of the child when divulged publically
can cause an irretrievable damage to his/her growth and development, as well as
his/her personality.
1.9
Refrains from subjecting any child to fear, trauma, anxiety, physical
punishment,
sexual abuse and mental and emotional harassment.
The
teacher should take all appropriate measures to protect the child from all forms
of physical or mental violence, injury or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse. Any kind of corporal
punishment and emotional harassment by teachers has larger implications for child’s
life. There are instances of teachers who harbour violence in the school
through their behaviour. There is a greater need to change our belief pattern
that punishment brings better learning. The teaching community needs to refrain
from such activities as violate child rights. Observance of new classroom rules
in the context of the guidelines of the NCPCR in view of its status as a law
enforcing body, need to be the guiding principle for teacher’s behaviour.
Corporal punishment now includes rapping on the knuckles, running on the school
ground, kneeling or standing for long hours, beaten with a ruler, pinching,
slapping, child sexual abuse, locking up children in classrooms, electric shock,
that is, all acts leading to physical and mental injury, need to be consciously
avoided.
Sexual
abuse is more than bruises and broken bones. While physical abuse might be the
most visible sign, other types of abuse, such as emotional abuse also leave
deep, long-lasting scars on the minds of the children. Teacher as a moral
leader must restrain from any act involving sexual abuse. Any involvement in
such a behaviour demolishes the prestige of the teacher in the eyes of the children
and may become a source of hatred for the teacher. It certainly proves to be an
emotional trauma for the Child. The teachers must follow the guidelines formulated
by the Supreme Court of India and the NCPCR regarding sexual abuse at
workplaces and in schools.
1.10
Keeps a dignified demeanour commensurate with the expectations from a
teacher
as a role model.
The
teacher has been eulogized in the Indian context in sublime terms. The ‘Guru’
of ancient era was a person par excellence. In modern times we have visualized
teacher as one who undertakes the onerous responsibility of shaping the destiny
of the nation in the classrooms (Education Commission, 1964-66). Even the
National Policy on Education (NPE) 1986/92 gives a tall order to the role of
the teacher when it states that “no people can rise above the level of its teachers”.
With such expectations, the teacher symbolizes the best in every facet of
his/her personality. The style of his/her dress, the style and content of communication,
the example he/she sets for his students create an indelible influence on the
young minds. Any intentional or unintentional expression of his / her
personality traits can cast such impressions which may adversely influence the
student. In every aspect, the teacher has to be the living practitioner of all
the tenets expressed in the “Code of Professional Ethics”.
2.
Obligations towards Parents, Community and Society
2.1
Establishes a relationship of trust with parents/guardians in the interest of all
round development of students
There
may be situations where parents may bring problems relating to their wards to
teachers, which require equanimity on the part of the teacher to deal with both
parents and the students. Parents sometimes tend to ignore the faults of their
children in spite of the teacher bringing the same to their notice. There may
be a positive fall out of outcomes if parents in such circumstances are
responded with cordiality.
Undoubtedly,
the influence this may make on the students about the teacher can bring the
student much closer to the teacher, as interpersonal relations are at the heart
of maintaining a harmonious relationship conducive for teaching and learning.
Teacher being the central figure in the educational system has connectivity
with students, both in and outside the classroom, his/her colleagues, and the
parents. The quality of the relationship maintained by him/her with the parents
can go a long way in understanding the child, and also in laying the foundation
for a better atmosphere of understanding between the student and his/her
parents. In an environment of inhibition, the quality of learning can be
impaired. If the child develops a barrier of inhibition between himself/herself
and the teacher, it can become an impediment in drawing the best out of the
teacher. The student should develop a positive feeling so that the
communication between his/her parents and the teacher in no way affects his/her
self-esteem.
A
majority of parents welcome being kept informed of the performance of the child
in the school, both in and outside the classroom. The good work done by the student
can be shared with the parents as this is likely to lead to better appreciation
of the school. Students at the school stage are in an impressionable age. They
are sometimes, likely to go astray and timely correction in their misdemeanour
can check later agony to parents. A proper channel of communication between the
teacher and the parents can be of great help to the students.
2.2
Desists from doing anything which is derogatory to the respect of the child
or
his/her parents/guardians
Lowering
the esteem of the child in front of other students can be hazardous. It is also
important to treat equally children from different economic backgrounds and children
belonging to different religions, regions, castes, disability categories, etc.
The teachers should not make derogatory remarks against students belonging to
different backgrounds. Equally dangerous is the lowering of the esteem of the
parents in front of children. The socio-economic composition of students in a
class is not homogenous as all students do not come from the same background.
Any inadvertent tilt in the behaviour of the teacher in regard to favouring one
type of student background and lowering another can cause emotional conflicts
which can influence badly the process of learning. It is also necessary not to
compare one child’s performance with another. The child has to be encouraged to
improve upon his/her own performance in areas where the child has shown his/her
maximum potential and should not be forced to improve where he/she may not be
interested.
2.3
Strives to develop respect for the composite culture of India among
students
India
is a land of many cultures, languages, religions, faiths and beliefs and in any
class there is always a representation of children of different cultures,
languages, religions. As a result of the long association and interaction among
different cultural streams, a composite culture has evolved in the country,
which has drawn the best from various strands. The value of composite culture
requires equal tolerance and respect for all cultures of the land. This
philosophy needs to be nurtured among students through all curricular areas of
the school. The students must learn to appreciate that all religions and
communities have contributed to the evolution of the composite culture.
Teachers’ personal approach in demonstrating respect for all is likely to
produce the desired impact on the minds of the students.
2.4
Keeps the country uppermost in mind and refrains from taking part in such activities
as may spread feelings of hatred or enmity among different communities,
religious and linguistic groups
The
pluralistic culture of the classroom is a complex reality. There can be issues that
can influence divisiveness among the student communities. The teacher has an onerous
responsibility in developing in the students, tolerance and equal respect for
all religions, faiths and languages. A clear focus on developing the concept of
being an Indian first and affiliation to a specific group later can lay the
foundation for national integration. The Indian identity has pluralistic
connotations and this must be instilled among students through example. A
teacher should understand the difference between education and propaganda and
in no case should use the platform of the school for the propagation of his/her
personal views about different religions, regions or castes, if these are not
in tune with the principles of our Constitution. While discussing current social
and political conflicts in the country, the teacher should refrain from taking
sides and should always present a balanced and objective view of the conflict.
3.
Obligations towards the Profession and Colleagues
3.1
Strives for his/her continuous professional development
In
a knowledge-driven society, it is necessary for every person to continue learning
throughout his/her life. As a teacher is expected to equip his/her students for
lifelong learning, it is imperative for him/her also to become a lifelong
learner. It is incumbent on the part of a teacher to strive continuously for
his professional development in order to reap the benefits of the latest advancements
in different areas of knowledge and also
in their pedagogy, which will equip him/her to engage the students with updated
knowledge by using modified pedagogical practices. The study of newspapers,
magazines, professional journals and new books in his/her field of specialization;
discussion with colleagues on different themes of education; undertaking research
and experimentation, participation in study circles, seminars, conferences, workshops,
etc. and participation in INSET programmes through face to face or distance
mode are some of the strategies which a teacher can use to grow professionally
and also to move upwards in the professional hierarchy. The teacher’s motivation
to learn continuously not only helps him/her to grow professionally but it also
helps to enrich the profession with innovative practices which may emerge as a
result of research, experimentation, discussions, observations, etc.
It
is the responsibility of the teacher to look for different avenues for his/her continued
professional development. He/she should not expect the employers or the state
to assume full responsibility for his/her professional development. However, he/she
must take full advantage of the opportunities provided by the State by participating
in the INSET programmes willingly and enthusiastically. He/she should also
become internet savvy to explore new knowledge through search engines.
3.2
Creates a culture that encourages purposeful collaboration and dialogue
among
colleagues and stakeholders
It
is essential to create an academically stimulating ethos in the school for which
all the teachers are expected to contribute. Such an ethos involves planned and
focused collaboration in all academic matters among teachers working in the
institution.
The
collaboration may be in the execution of jointly planned projects and
programmes such as projects to improve students’ achievements in different
spheres. There should also be an environment of free and frank dialogue and
discussion among teachers to seek collective solutions to the problems of the
institution and also to those of teachers and students. It should be a regular
practice among teachers of an institution to sit together to reflect on the
problems faced by them in curriculum transaction or in classroom management or
in attending to children with learning disabilities or behaviour problems. Such
discussions and interactions should become an essential component of school
climate, as these have the potential to enable the teachers to construct their own
knowledge about students and their learning and about desirable pedagogical practices.
Besides
teachers, there are many other stakeholders in the reputation of the institution
and of the teaching profession and also in the education of children, such as parents
and representatives of the community. A teacher should constantly strive to seek
their involvement in the affairs of the institution and discuss with them the problems,
programmes and plans of the institution.
3.3
Takes pride in the teaching profession and treats other members of the
profession
with respect and dignity
A
teacher should take pride in having joined the teaching profession and under no
circumstances should express his/her disregard for the profession by repenting his/her
decision. A teacher cannot give his/her best to the students and the community if
he/she does not display the pride and dignity of the profession chosen.
A
teacher must realize that all members of the teaching profession, irrespective of
their academic and professional qualifications and whether they are
pre-primary, primary or secondary school teachers, deserve to be treated with
respect and dignity. A senior secondary school teacher holding postgraduate
degree should treat the primary school teachers with equal respect irrespective
of their working at a lower stage of education and in lower pay scales. In
staff meetings, all teachers should be encouraged to express their views freely
without any inhibitions and the views expressed by newly recruited or junior
teachers should be given due importance. Even if the ideas expressed by the
junior teachers are not acceptable, the senior teachers should refrain from
rejecting them with disdain pointing out their lack of experience. A teacher
should never try to belittle the abilities or potential of any teacher on the
basis of age, sex, state or region to which he/she belongs. A teacher should do
nothing to lower the reputation of other teachers due to feelings of jealousy
or due to any other reason as the reputation of the profession depends to a
large extent on the reputation of its individual members.
3.4
Refrains from engaging himself/herself in private tuition or private teaching activity
Teachers’
engagement in private tuition has been a matter of controversy and there have
been arguments both in its favour and also against it. There are persons who
are not employed as full time teachers but work as full time private tutors.
They are also expected to observe the professional ethics meant for teachers.
But in the case of full time regular teachers, engagement in private tuition
work affects the quality of their work in schools adversely. If a teacher is
engaged in tuition work for three to four hours before or after school hours,
it is likely to have an adverse effect on his school duties because the time
he/she should have utilized for reading or for making preparations for teaching,
is spent on giving tuitions. The teacher should not intentionally neglect his teaching
duties hoping to attract students to seek his/her assistance after school
hours.
Giving
private tuitions to one’s own students may lead to violation of many ethical principles
as the teacher is likely to develop a soft corner for such students and he/she may
be tempted to favour them in many ways such as internal assessment, maintenance
of school discipline, etc. and thereby may do injustice to other students who
may not have sought his/her assistance through private tuition.
3.5
Refrains from accepting any gift or favour that might impair or appear to
influence
professional decisions or actions
Teachers
have to be role models for the students of the impressionable age. In case some
students, out of respect and affection for the teachers, sometimes offer small
gifts like flowers or greeting cards, these should be accepted with a smile. However,
if a student tries to give some expensive gift to a teacher on some occasion and,
in return, expects favour in the form of higher marks in the internal
assessment or selection for participation in some sports tournament or literary
and cultural competition, then the teacher should firmly refuse it. The teacher
should not accept gifts or favours from the parents of the students, as it may
influence his/her professional judgement about the students’ performance in
internal examinations or their candidature for participation in various events.
The
teacher should also refrain from accepting gifts and favours from book publishers,
sports material or science equipments suppliers as they would expect the teachers
to recommend their books or help them in acquiring purchase orders for their materials.
A teacher influenced by such gestures is likely to recommend at times purchase
of sub-standard materials. The gifts may be in cash or kind and the favours may
be in the form of transport facility, stay facility in a hotel or reimbursement
of travel costs, and receiving them should be scrupulously avoided.
3.6
Refrains from making unsubstantiated allegations against colleagues and
higher
authorities
In
bigger schools, with sizeable number of teachers, there is always a possibility
that a teacher will have a circle of close friends. This is quite natural but
it will be undesirable if it leads to formation of groups having mutually
conflicting interests. It is often observed that in some cases, some teachers,
make an attempt to seek favours from the school authorities and belittle other
colleagues due to professional jealousy. This sort of behaviour is certainly
unbecoming of a teacher.
It is also a practice at many places
that some teachers submit representations or complaints against their
colleagues. It will be unethical on the part of a teacher if he/she makes an
allegation without proper and adequate evidence. Sometimes, a group of teachers
draft a representation against a particular teacher, or higher authorities and then
approach other teachers for their signatures. A teacher violates professional
ethics if she/he puts signatures on the representation simply to oblige the
teacher(s) who have approached him/her. It is incumbent on the part of a
teacher to verify the contents of the complaint before becoming a party to it.
If a teacher observes some of his
colleagues violating the ethical principles, he/she should bring it to the
notice of the senior colleagues. In case a teacher is found abusing children
sexually or instigating students of one community against students of another
community, remaining silent by ignoring such incidents shall be undesirable and
violative of professional ethics. But the teacher should file complaints only
when he/she has firsthand knowledge of the said violation and in no case it
should be based on mere hearsay.
3.7
Avoids making derogatory statements about colleagues, especially in the
presence
of pupils, other teachers, officials or parents,
A
teacher having difference of opinion with colleagues on purely professional matters
is perfectly in order and indeed should be welcome. But the mode of expression
of the difference in opinion should be polite and dignified. A teacher shall be
violating principles of professional ethics if he/she criticizes or denounces
the teaching style, dress sense, behaviour, caste, rural or urban background or
professional competence of a colleague in the presence of pupils, parents,
other colleagues and school officials. For instance, if a teacher makes the
statement about another teacher that the person does not know how to teach or
does not know A B C of the subject, he/she is certainly making an attempt to
belittle the teacher in the eyes of pupils, parents or school officials,
his/her act of doing so may be termed as unethical.
However,
in the meetings of the school staff or in the meetings of professional organizations,
a teacher may raise issues regarding teaching styles and strategies suitable
for specific concepts and in the process he/she may give concrete examples based
on the teaching of other colleagues.
3.8
Respects the professional standing and opinions of his/her colleagues
In
the teaching profession, some teachers are likely to be more professionally advanced
in comparison to others. This may be due to their love of the latest educational
literature, inclination for observation and experimentation; habit of undertaking
analysis and reflection on educational issues and concerns; and the ability to
form his/her views and communicate the same to others orally or in writing. A teacher
should hold such professionally advanced fellow teachers in high esteem and resolve
to emulate them. But, this does not mean that he/she should blindly accept their
views without critical examination.
Every
teacher is entitled to form opinions on all aspects of children’s education and
life in school, such as school administration, classroom management, school discipline
and children’s rights, prescribed curriculum, syllabi and text books, and articulate
the same in different forums. Such views should be received with appreciation.
The professionally advanced teachers or experienced teachers may not find
enough merit in the views of younger teachers but they should refrain from
rejecting their ideas in a harsh tone. Instead, assuming the role of mentors,
they should politely point out the weaknesses in the views expressed by less
experienced teachers.
3.9
Maintains confidentiality of information concerning colleagues and dispenses
such information only when authorized to do so.
A
teacher may know many things about the life and conduct of his/her fellow teachers. Some information may be of
confidential nature while some other may be of routine type involving no
component of confidentiality. If a teacher has expressed his/her services for
undertaking a specific task, there is no element of confidentiality in these
facts as these are already in the public domain. However, if there is an
allegation that a teacher has committed some irregularities in the maintenance
of accounts of an activity or if a student makes a complaint that a particular
teacher misused his/her position during an educational tour, the school
authorities are likely to appoint an inquiry committee to probe the matter.
While investigating the matter, the members of the committee are likely to
obtain information of confidential nature from the teachers, students and
officials. A teacher shall be violating the Code of Professional Ethics if he/she
chooses to publicize the information obtained during the course of
investigation.
A
young teacher facing some sort of turmoil in his/her personal, social or
professional life may decide to seek the emotional support of an elderly and
senior teacher and in the process may divulge some confidential information.
The teacher who has received the information shall be violating the ethical
principles of teaching profession if he/she passes on the information shared in
confidence to other teachers.
Annexure
- 2
Teacher’s
Oath
I __________________________
son/daughter of___________________, solemnly declare that I shall always strive
to raise the prestige and dignity of the teaching profession and shall not do anything
which may affect the reputation of the profession adversely. I willingly bind
myself to the observance of the ‘Code of Professional Ethics for School
Teachers’, in letter and spirit in order to discharge a teacher’s obligations
towards students, parents, community and society as enunciated in the Code.
Date:
Signature
Name
_________________
Address
________________
________________
Courtesy:
as visited on 14.6.12(full draft is available in his link)
