Role of Teacher in Curriculum Implementation:

The process of education is a triangular process in which there are three points – the educator, the pupil and the subject of education. In order to be able to teach the educator must establish some relationship with the learner, based on his knowledge of the latter. For this relationship to be meaningful it is essential that the educator himself should be conversant both with the subject
he is teaching and the psychology of the learner. Education aims at teaching the learner the providing him with some information. Teaching assists the learner in his continuous adaptation to his environment and helps to make him active. Through education, training of the emotions is accompanied by an inspiration to learn. Briefly, then, teaching is intended to prepare the pupil for
future life.

i. Principle of Activity:
Programmatic thinkers lay particular emphasis upon the principle of
activity, for they believe it to be the most important factor in learning. In the words of Wm. Ryburn, “One of the most important facts about children, which we have to remember throughout our teaching work, is that children are naturally active. Thus our first general principle of teaching method is the principle of activity.” Most of the recently evolved teaching methods, such as the project method, method of basic education, Dalton Plan, Montessori and Kindergarten methods are based on the principle of leaning by doing. The process of learning is an active process, and nothing can be rally learnt by
inactively listening or looking on as a mere spectator. Hence, in the school, the child should be given every chance to be active this also has another advantage. When the child is active physically, his mind is also more active than otherwise and hence he acquires thinking more easily. Knowledge increases only when it is used. In the words of Comenius, “What has to be done must be learned by practice”. All kinds of artistic skill, such as dancing sculpture, music, painting etc. are all learned through actual practice.

ii. Principle of Motivation:
Educational psychology has made educators aware of the fact that
motivation is the most significant factor in the process of learning. In the absence of motivation, the educator cannot elicit any useful response from his pupil. There is a lot of wisdom in the proverb that you can take the horse to water but you can’t make it during. In much the same way, the pupil learns something only when motivated to learn it, because it is motivation alone that can awaken interest in him. Once interest has been aroused in a particular
direction, the learner is motivated to learn it. Creation of a strong motive for learning is more than half the educator’s task. If this motivation is absent the educator can try his best, but it will be remarkable if he drives anything is not his pupil’s head. Motivation for learning can also be induced by making use of
such tendencies in the child as dedicating himself, assertiveness, conflict, competition etc.

iii. Principle of Linking with Life:
Dewey, the famous educationist, expresses the opinion that education
and life are two aspects of the same fact. In tribal societies, the processes of living and education are not separated but as social structures become more complex, the process of education tends to be separated from life. At times, it can move so far away from life that whatever happened inside the school seems to bear no relation to the life outside the school. That is why educationists keep on reminding people that life inside the school must keep in contact with life outside it, for education to relation any meaning. Hence, one
of the important principles of education is that it must have relations link with life. All that is taught to the child can remain in this mind only if it establishes
some satisfaction with all that he has learnt before the teaching of arithmetic, for example, can be made more meaningful if it is linked to the child’s everyday activities outside the school.

iv. Principle of Interest:
Another important principle underlying teaching is the principle of
interest. Educational psychology tells the educator that he cannot make his
teaching effective unless he arouses the pupil’s interest in the subject being taught. Hence, the educator must begin his task by arousing this interest, because this will create the necessary inspiration in the child. He will be willing to learn and thus facilitate the teacher’s work. There are certain disciplines which naturally interest the learner, but where there is a question of
choice among alternatives, as far as possible, attention must be paid into the learner’s own inclinations and interest.

v. Principles of Selection:
The principle of selection also plays a significant part in the teaching
process. The successful teacher always determines before handle the subject that he wishes to teach a particular class the extent to which he would prefer to teacher and the method he would like to adopt. Hence, the technique of teaching and the limits up to which a general subject like geography, history,
civics, agriculture, painting, language, or mathematics etc. is to be taught are
determined well in advance. The rules governing this selection are determined by the educator’s own judgment and understanding of his pupil’s psychology. And, the greater his knowledge of psychology, the better will be his selection.

vi. Principle of Definite Aim:
Just as education in general must have an aim each different lesson
taught to the pupil should also have its distinct objective. This helps to achieve clarity and precision in teaching and also focuses the learner’s attention. It is the objective of the lesson which determines the technique of teaching. The learners should also be aware of this aim of education so that they tend to
ignore many of the important aspects of the lesson, because they fail to attachéd due importance to each part. Hence, in order to give a definite and clear form of teaching, it must also be given an aim.