Chapter 3
EXPLANATORY NOTES
- 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”.
- 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 a 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.
- 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
life long learning, it is imperative for him/her also to become a life long 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 first hand knowledge of the said violation and in no case it should be based on
mere heresay.
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 be knowing 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 - 1
F No: 78-1/2009/Acad
National Council for Teacher Education
Hans Bhawan, Wing – II, Bahadur Shah Zafar Marg
New Delhi- 110 002
Constitution of the Committee for developing the Code of Professional Ethics for Teachers
1. Prof. A.K. Sharma - Chairman Ex Director, NCERT C-3, Sector-48, Noida- 201 304 E-mail: aksharma.edu@gmail.com Mbl. 09810195863 2. Prof G L Arora Member No. 423, Sector 7 Urban Estate, Gurgaon – 122001 (Haryana) E-mail: aroragl@rediffmail.com 9810431741 | 3. Prof Najma Amin - Member Department of Educational Studies Faculty of Education Jamia Millia Islamia New Delhi – 110025 najmamin_jmi@yahoo.co.in / namin@jmi.ac.in 011-26926198, Mb 9818198991 4. Prof Pranati Panda - Member Professor, Department of Comparative Education & International Co-operation NUEPA 17-B, Sri Aurobindo Marg New Delhi – 110016 pranatipanda@nuepa.org 9811353409 |
. The Committee is authorized to co-opt one more expert if so desired.
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 ________________
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