Profession religious education teacher secondary school

Religious education 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, religion. 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 religion through assignments, tests and examinations.

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Personality Type

• Social / Artistic

Knowledge

• Learning difficulties

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

• Theology

  The study of systematically and rationally understanding, explaining, and criticising religious ideas, concepts, and all things divine.

• Religious studies

  Study of religious behaviour, beliefs, and institutions from a secular point of view and based on methodologies from various fields such as anthropology, sociology, and philosophy.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• 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.

Skills

• 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.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Teach religious studies class

  Instruct students in the theory and practice of religious studies, more specifically in critical analysis applied to ethics, various religious principles, religious texts, religious cultural history, and different traditions of various religions.

• 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.

• Monitor student's behaviour

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

• 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.

• Assist students in their learning

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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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