1. profesional effective teacher

8/14/2019 1. Profesional Effective Teacher

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Introduction


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a. Effective Teacher


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Standard of Effectiveness:

Competency standards for teachers should:

provide modes of recognition and

achievement of competence;

enhance deployment of competence

through labour market efficiency and equity

enhance effective organization of

teachers work;


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establish links between work,

training and recognition; secure standard for the teachingprofession;

facilitate and enhance career pathrestructuring;

provide the basis for communication

about the quality of teaching andlearning.


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Characteristics of

Effective Teacher


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1.The Ethics of Teaching

Imam Al-Ghazali: Teacher: Quality & Duty

be sympathetic to students and threat them as

your own son, follow the example of the prophet

should not hold any advice from the student or

allow him/her to attempt work unless he/she

qualified for it

in dissuading the student from evil ways,should do so by suggesting rather than openly and

with sympathy rather than with odious upbraiding


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not belittle or degrade the value of other

sciences before his/her students should limit to students understanding,

should not require of student anything

which he cannot grasp should give his backward students only

such things as are clear and suitable to theirminds

should do what he teaches and not allowhis deeds to give a lie to his words


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2. The content of teaching

The Teacher knows the content and itsrelationship to educational goals. As

indicators of effective practice in relation

to this element, the teacher:

Demonstrate knowledge of the curriculum

in appropriate key learning areas; Understand the basis of the curriculum in

human knowledge;


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3.The practice of teaching

Reflect the substantial knowledge base ofteaching, in particular:

content knowledge subject matter curriculum knowledge syllabus and

curriculum

general pedagogical content knowledge teaching methodology


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knowledge of learners psychological

dimensions, IPSES knowledge of educational contexts

situational approaches

knowledge of workplace relationships vision & mission of the institution

knowledge of educational ends and

purposes evaluation, acquisition, practices


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ii.Preparation

(Bruce Joyce and Marsha Weil Model of

Teaching) 4-Families:

i.The Social Family: Partners in learning,

Group Investigation, Role Playing,

Jurisprudential Inquiry

ii.The Information processing family:

Inductive Thinking, Concept Attainment,

Mnemonics, Advance Organizers, Scientific

Inquiry, Inquiry Training, Synectics


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iii. Implementation

Questioning,

Discussion,Simulation,

Demonstration, etc.


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1. Management in classroom

Nature of classroom: religious, science,

commerce Management models, approaches,

organisations

Academic performance, Vision, Mission


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iv. Evaluation

a. Students mastery: Oral, Written,Arithmetic, Practice, Appreciation, etc.

b. Bloom Taxonomy:

Knowledge, Understanding, Application, Analysis,

Synthesis, Evaluation, Appreciation


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Strategies:

i. Planning determining content

write objectives

plan introduction

select instructional strategies

plan closure

plan evaluation

redetermine contents


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Appreciate and can convey the

complexity of learning areas; Understands how particular areas of

content knowledge and modes of

inquiry relate to overall educationalgoal;

Continues to acquire curriculum

knowledge and understanding.

1. profesional effective teacher

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