Department of Education (2012) states, the teachers are able to attain this if they are ready to hold accountability for the attainment of the progress of the pupils and the overall good outcomes. For the aim of attaining good progress and outcome, the standard also expects the teachers to be aware of what capabilities the pupils possess as well as their prior knowledge. The teachers are then expected to plan their teaching based on this knowledge about the pupils. Teachers should then guide the students to reflect on their progress, depending on what they have learned and by doing this, the teacher is able to determine the emerging needs of the pupils and is able to know the right measures of addressing them. The standard also expects the teacher to be able to demonstrate an understanding of how the students learn and should be able to determine what impacts this has on teaching. The standard also requires the teacher to be able to encourage the pupils to take a conscientious and responsible attitude to their work in school and their study in general (McBer, 2012).
This mode of teaching is strengthened by the constructivist theory of learning. The theory indicates that learning starts with issues that revolve around the students trying to construct meaning. Thus, for the teacher to teach well, they have to understand mental models for the students to use to perceive the world and all the assumptions to support such models (Coe 2014). Thus, students have to construct their own meaning not just memorising the correct answers.
The constructivism theory of learning well explains the conditions that are found in the standard. The accommodation part of the theory as brought out by Jean Piaget involves changing the cognitive structure of a child to enable them to make sense of the events that surrounds them. The teachers also have to demonstrate a good knowledge and understanding of the subject and the curriculum. The teachers have to exercise knowledge of relevant