⦁Teaching contents and class room management challengeI think content knowledge can be a barrier to teacher development. The problem is when the education content becomes the be-all and end-all of the teaching process. When the content matters more than anything. When course content is that important, faculty are prevented from using methods that enhance how much students learn. In this case, the educational course content orientation of faculty hurts students and teachers in possible.When teachers think the only, the best, the most important way to improve their teaching is by developing their content knowledge, who neglect to consider the teaching contents levels of knowledge, but who have only simplistic instructional methods to convey that teaching material. Both are essential what teachers teach and how who teach it are linked and very much dependent on one another.Even though both are tightly linked, which are still separate. Development of one doesn't automatically improve how the other functions. So teachers can work to grow teaching content knowledge, but if the methods used to convey that knowledge are not sophisticated, teaching may still be quite ineffective. It may not motivate students efficient, as well as it may not result in more and better student learning. Because teachers only feel whose teaching content most the best educational quality.The typical college teacher has spent years in courses developing the knowledge still set and virtually no time on the teaching set. This way of preparing professors assumes that the content is much more complex than the process, when in fact both are not equally fair to treat. The teaching content and the process requires the best knowledge level to be prepared to teachers to teach. Some kinds of contents are the best taught by example, some by experience. Other kinds are the best understood when discussed and worked on other kinds need individual reflection and analysis. Besides these learning and teaching both demands of the content itself, there are the learning needs of individual student.The best teachers are not always, no even usually, those teachers with the most sophisticated content knowledge. The best teachers ought know their teaching material, but who also ought know a lot about the teaching process. They follow themselves instructional methods, teaching strategies and approaches, just as whose content knowledge develops. They never underestimate the power of the teaching process to determine the outcome. With this understanding, content is not a barrier to teacher development.