Profession geography teacher secondary school

Geography teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, geography. They prepare lesson plans and materials, monitor the students’ progress, assist individually when necessary, and evaluate the students’ knowledge and performance on the subject of geography through assignments, tests and examinations.

Would you like to know what kind of career and professions suit you best? Take our free Holland code career test and find out.

Personality Type

• Social / Artistic

Knowledge

• Post-secondary school procedures

  The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.

• Geographic areas

  Know the geographic area in detail; know where different organisations carry out operations.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Geography

  The scientific discipline that studies the land, phenomena, characteristics and inhabitants of Earth. This field seeks to understand the natural and man-made complexities of Earth.

• Cartography

  The study of interpreting the elements depicted in maps, the measures and technical specifications. 

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

Skills

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Maintain students' discipline

  Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Develop course outline

  Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Monitor student's behaviour

  Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Teach geography

  Instruct students in the theory and practice of the subject geography, and more specifically in topics such as volcanic activity, the solar system, and population.

• Compile course material

  Write, select or recommend a syllabus of learning material for the students enrolled in the course.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Assign homework

  Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.

• Secondary school procedures

  The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Liaise with educational staff

  Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

Optional knowledge and skills

Source: Sisyphus ODB