Resources for unit 2

A.    Meaning of didactic contract

The didactic contract refers to the implicit and explicit agreement between the teacher and the student regarding expectations, roles, responsibilities, norms and behaviours. It governs the relationship between the teacher, the learner, and the content being taught during the teaching and learning process. It outlines what both the teacher and the learner are expected to contribute to ensure effective learning (Hausberger & Patras , 2019). Didactic contract has two types which are implicit contract and explicit contract. 

B.    Types of didactic contracts

i. Implicit contract: Often unspoken expectations, roles, responsibilities, and norms; this refers to the natural, expected dynamics between teacher and student. For example, it is generally assumed that students will attend class, complete assignments, and the teacher will provide instruction and assessments, students expect teachers to give hints when they are stuck, teachers expect students not to interrupt when explaining.

ii. Explicit contract: This is a formal where the roles, responsibilities, and expectations of both the teacher and the learner are clearly outlined or stated. It could be in the form of a syllabus, classroom rules, or a specific learning agreement. For instance, students raise their hand to speak, students must complete a given assignment by Friday, etc. 

C.    Key elements of a didactic contract 

i. Teacher’s roles and expectations

The teacher’s role and expectations are central components of the didactic contract, shaping how teaching and learning unfold in the classroom. As part of this implicit agreement, the teacher is expected to play different roles including the following: 

Ø  Teacher’s roles

Facilitator of learning: teachers guide students in the learning process, encouraging inquiry, critical thinking, and independence rather than just delivering content.

Planner and organizer: teachers design lesson plans, structure learning activities, and manage classroom time effectively to meet curriculum goals.

Assessor: teachers evaluate student progress through formal and informal assessments, providing feedback that helps learners improve.

Mentor and role model: Teachers model ethical behavior, communication skills, and lifelong learning attitudes, influencing students both academically and morally.

Curriculum implementer: Teachers interpret and deliver the curriculum in ways that are meaningful and accessible to all learners, adapting it to different needs and contexts.

Classroom manager: Teachers create a positive, inclusive, and disciplined environment where all students feel respected, supported, and safe.

Counselor and supporter: Teachers provide emotional and social support, helping students navigate academic and personal challenges. 

Lifelong learner: Teachers continuously improve their professional skills through training, reflection, and collaboration with colleagues. 

Ø  Expectations from teachers

The following are also part of expectations of what the teacher is supposed to have: 

Professionalism: Teachers are expected to be punctual, prepared, respectful, and uphold high ethical and professional standards.

Inclusivity and equity: Teachers should accommodate diverse learning styles, backgrounds, and abilities, ensuring every learner has equal opportunities to succeed.

Effective communication: Teachers must communicate clearly with students, parents, and colleagues, fostering collaboration and understanding.

Adaptability: Teachers are expected to adjust their strategies in response to student needs, classroom dynamics, and changes in the education system.

Commitment to student success: Teachers are expected to be committed to helping all students reach their potential academically, socially, and emotionally.

Confidentiality and integrity: Teachers must respect students’ privacy and act with honesty and transparency in their professional conduct.

ii. Learner’s roles and expectations 

Ø  Learner’s roles

Active participant: learners are expected to take an active role in their education by engaging with learning activities, asking questions, and contributing to discussions.

Self-directed learner: learners should take responsibility for their own learning by managing time effectively, setting goals, and seeking help when needed.

Collaborator: learning often involves working with peers. Learners are expected to cooperate respectfully in group tasks, share ideas, and support one another’s understanding.

Critical thinker: learners should analyze, evaluate, and synthesize information rather than memorize facts. They are encouraged to form opinions and justify their reasoning.

Problem solver: learners are expected to apply knowledge in practical situations, reflect on challenges, and find creative solutions to academic and real-life problems.

Respectful community member: learners must contribute to a positive and inclusive classroom environment by showing respect for teachers, peers, and differing opinions.

Reflective individual: learners are encouraged to assess their progress, reflect on their learning experiences, and adjust improve. 

Ø  Expectations from learners

Active engagement: Learners are expected to participate in class activities, complete assignments, and maintain focus during lessons.

Respect for rules and authority: Learners must follow classroom rules, respect school policies, and show courtesy to teachers and classmates.

Punctuality and attendance: Regular and timely attendance is crucial for continuous learning and classroom involvement.

Preparedness: Learners should come to class with the necessary materials, having completed required readings or assignments in advance.

Academic integrity: Learners are expected to be honest in their work—avoiding plagiarism, cheating, or any dishonest behavior.

Willingness to learn: Learners must demonstrate a positive attitude toward learning, be open to feedback, and show perseverance even when tasks are challenging.

iii. Content and context

The subject matter to be taught and learnt and the methods used to teach and learn it are part of the didactic contract. Learners need to understand what they will learn and how the content will be delivered while the teacher needs to master the content, plan it and effectively teach in relation to their roles and responsibilities in the teaching and learning process.