For all levels:
* Discipline: Maintaining order and discipline in the classroom was paramount. Corporal punishment (whipping, caning) was commonplace and often considered a necessary part of the teaching process. Teachers were expected to instill obedience and moral character.
* Religious Instruction: Regardless of the specific subject matter, religious instruction was a significant component of education. Students were taught catechism, biblical passages, and prayers. This was particularly true in schools associated with the Church.
* Rote Learning: Memorization was a central teaching method. Students were expected to learn by heart texts, prayers, and grammatical rules. Critical thinking and independent learning were less emphasized.
* Moral Instruction: Beyond religious teachings, teachers were expected to instill moral values considered appropriate by society. This included obedience, honesty, and respect for authority.
* Preparation of Lessons: Teachers, even at the primary level, had to prepare their lessons, often from limited resources. They likely created their own teaching materials.
Specific responsibilities based on level:
* Primary Schools (Petty Schools): These schools focused on basic literacy and numeracy for young children. Teachers primarily taught reading, writing, and basic arithmetic.
* Grammar Schools: These were secondary schools preparing students for university. The curriculum focused on Latin grammar, rhetoric, and classical literature. Teachers needed a strong understanding of Latin and classical texts.
* Universities: University professors lectured on a range of subjects, including theology, philosophy, law, and medicine. They were expected to have advanced knowledge in their fields and to conduct scholarly research. Teaching involved lecturing, debating, and sometimes supervising student research.
* Monastery/Church Schools: Teachers within religious institutions combined religious instruction with basic literacy and numeracy. The emphasis was on spiritual and moral development.
Additional considerations:
* Gender: While men primarily dominated higher levels of education, women often taught in primary schools or within the home. Their responsibilities were similar but often focused on a smaller number of students and a more domestic setting.
* Social Status: A teacher's social status varied widely. Some teachers in higher institutions held prestigious positions, while others, particularly in petty schools, may have had a lower social standing.
* Resources: Teaching resources were often limited. Textbooks were scarce and expensive, so teachers relied heavily on oral instruction and repetition.
In short, being a teacher in the 1500s was a demanding job that required a combination of pedagogical skill, disciplinary authority, and strong moral character. The specific responsibilities were highly dependent on the context and level of the educational institution.