Download - The Teaching Profession
The Teaching Profession
Reggie “ms_ridge” Batausa
Bridging StudentBISU MainSem 1 SY 2014-2015
What is teaching?
Teaching is an organized, purposeful, and deliberate efforts designed to bring about certain specifically desirable ends in an individual.
According to Navarro, et al., teaching is an activity that is not really new to the education students as they have been exposed to it since they first enrolled in Grade I.
Factors of the Teaching-Learning process Aquino (1974:27) identified six
important elements or factors of the teaching-learning process:
the teacher; the learner; classroom; curriculum; materials of instruction; and
administration.
The Teacher
"Teachers, like leaves, everywhere abound
Effective teachers, like fruits, are rarely found."
An effective teacher is the one who: has polished his skills in the art of
teaching
demonstrates proficiency in the use of language
adopts varied teaching strategies
recognizes change
An effective teacher is the one who: applies innovations
revises techniques for optimum results
and allows himself to be guided by acknowledged principles and theories in education.
More than knowledge and skills, an effective teacher: is compassionate and understanding
gives allowance for personal limitations of his students
looks at every learner as a unique individual with peculiar needs and interests.
An effective teacher is one who allows himself to grow professionally.
To become an effective teacher is the aspiration of every mentor whether new or has been in it for years.
Personal Qualities of an Effective TeacherThese personal characteristics are related to the five aspects of personality: intellectual;
social; physical; emotional; and moral.
Personal Qualities of an Effective TeacherAmong those rated highly are the following:1.Pleasing personal appearance, manner,
courtesy, pleasant voice2.Intelligence, emotional stability, and self-
control3.Sympathy, kindness, helpfulness, patience4.Integrity, trustworthiness, honesty, loyalty
Personal Qualities of an Effective TeacherAmong those rated highly are the following:
1.Flexibility, creativity, resourcefulness2.Sociability, friendliness, cooperativeness3.Fairness, impartiality, tolerance and4.Sense of humour, cheerfulness,
enthusiasm
What is Appropriate Dress?
You expect your students to use appropriate English, write papers using an appropriate form, and display appropriate behavior and manners.
RIGHT?
Then you should understand about appropriate dress.
Running shoes are for jogging or mall-walking. Sweatshirts are best left for exercise. T-shirts are for the beach. Stretch slacks are unbecoming. Bold prints, plaids, colors are no no’s. Trendy clothes do not establish authority and
should be left to students. Anything blue denim should be worn only on
Saturdays. Excessive jewelry is distracting.
What’s OUT
--Harry Wong
What’s IN Bright colors are enjoyed by elementary students. Soft muted tones are recommended for secondary
school. Men can’t miss with suits and ties or a sweater or
coat and a dress shirt. A career dress or suit is appropriate for women. Clean clothes convey good hygiene. Pressed clothes tell people you care. Neat, cleanly tailored career clothes establish
authority. Career clothes prepare students for future in the
competitive global world economy.
--Harry Wong
Teachers’ Roles in the Classroom Manager Counselor Motivator Leader Model Public Relations Specialists Parent-surrogate Facilitator Instructor
Roles of Teachers – Teachers as LeadersSource: September 2007 | Volume 65 |Number 1 Teachers as Leaders Pages 74-77
Ten Roles for Teacher Leaders1. Resource Provider
2. Instructional Specialist
3. Curriculum Specialist
4. Classroom Supporter
5. Learning Facilitator6. Mentor7. School Leader8. Data Coach9. Catalyst for Change10. Learner
Ten Roles for Teacher Leaders1. Resource Provider
2. Instructional Specialist
3. Curriculum Specialist
4. Classroom Supporter
5. Learning Facilitator
6. Mentor
7. School Leader
8. Data Coach
9. Catalyst for Change
10. Learner
Resource Provider
Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
Instructional SpecialistAn instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies (Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues.
Curriculum SpecialistUnderstanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.
Classroom SupporterClassroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co-teaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peersenhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers.
Learning FacilitatorFacilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.
MentorServing as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; orient new teachers to a new school; and advice new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.
School LeaderBeing a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
Data CoachAlthough teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.
Catalyst for ChangeTeacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
Learner
Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
Ten Roles for Teacher LeadersRoles for all:
Teachers exhibit leadership in multiple, sometimes overlapping, ways.
Some leadership roles are formal with designated responsibilities.
Other more informal roles emerge as teachers interact with their peers.
Ten Roles for Teacher LeadersRoles for all:
The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.
References Blase, J., & Blase, J. (2006). Teachers bringing out the best in
teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press.
Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council.
Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
Authors' note: The 10 roles are described in more detail in Taking the Lead: New Roles for Teachers and School-Based Coaches by J. Killion and C. Harrison, 2006, Oxford, OH: National Staff Development Council. Although the names have been changed, all examples are based on actual teachers we encountered in our research.
http://www.share-pdf.com/65e36aa9e6444e3a986c290abf0e15ff/Principles%20and%20strategies%20of%20teaching%20lecture.htm
The Learner
"Each child is living the only life he has—the only one he will ever have.
The least we can do is not diminish it.”
--unknown
The Learner is the subject of the schooling process
is a person who is receiving instruction or lessons from a particular teacher.
Without him, the educational system will not exist.
Two classifications of the learners Pupil
applied to a child in the elementary level
Studentapplied to one attending an educational institution above the
elementary level.
To make teaching effective and learning productive, the teacher must know the nature of the child to be motivated, directed, guided, and evaluated.
To understand the child, the teacher must know: the child as a biological organism with
needs, abilities, and goals;
the social and psychological environment; and
the cultural forces of which the child is a part.
Let us take a look once more at the learner from the point of view of these five distinguishing elements.
Ability- determine the capacity of learners to understand and assimilate information for their own use and application. Learners may be classified generally into fast, average and slow learners.
Others are labeled high, moderate and slow achievers.
Fast
Aver-age
Slow
As to their mental ability, students can be categorized into superior, above average, and below average.
A wide range in their intelligence is a
factor to consider in planning instruction.
Below Average
Above Average
Superior
Aptitude- This refers to the
student’s innate talent or gift. It indicates a natural capacity to learn certain skills. Some may exhibit special inclination for the arts such as painting and designing crafts, propensity for music and flair for dramatics. Talent for Mathematics or literature is likewise noticed among a few.
It is important that these aptitudes be recognized early among our students so as not to waste such inborn learning. As teachers, it is imperative that we help develop students’ potentials.
Interests
- Learners vary in activities undertaken due to a strong appeal or attraction, Girls, for example, are strongly attracted to flowering plants and greeneries. Boys go for hiking and mountain climbing.
Lessons that give them the chance to express their deep feelings for objects or actions will be more meaningful and easily absorbed.
A classroom set-up could offer centers of interest so that students would like to enjoy staying in the classroom. Interest clubs could be organized to serve as outlet of special interest shared by the members.
Family & Cultural Background
Students coming from different socioeconomic background manifest a wide range of behavior, due to differences in upbringing practices. Their participation in classroom activities are influenced by their training at home and experiences, either they become active and confident in their ways or inactive and apathetic.
Attitudes
Students have a unique way of thinking and reacting. Facing the same situation in the learning environment, they would react differently depending on their personal characteristics.
Attitude refers to an individual’s perspective and disposition.
Some positive attitudes are:
• Curiosity
• Responsibility
• Creativity
• Persistence
These five elements make learners different from one another.
The learners’ multiple intelligences and varied earning styles make them even more different from one another. Added to these differences is the integration of children with special needs as well as children of the indigenous people groups in the classroom.
(Multiple Intelligences Learning Styles)
What is intelligence?
According to Gardner, intelligence is “the capacity to solve problems or to fashion
products that are valued in one or more cultural settings” (Gardner & Hatch, 1989)
“all societies value different types of intelligences” (Gardner, 1983)
Howard Gardner claims we all possess all of these intelligences but
in varying degrees of strength, skill and limitation
just as we all look different and have unique personalities and temperaments, we also have different profiles of intelligences
no one kind of intelligence is better than another
each intelligence has its own sphere of expertise
intelligences are independent of each another.
Gardner’s 8 Intelligences are:
1. Logical-mathematical (associated with scientific thinking)
2. Verbal-linguistic(the production of language and
communication)
3. Musical- rhythmic(recognition and use of sounds)
4. Naturalist(ability to work with nature)
Gardner’s 8 Intelligences are:
5. Visual-spatial(deals with visual arts)
6. Inter-relational(inter personal skills)
7. Intra-relational(understanding of self)
8. Bodily-kinesthetic(associated with body movements)
8 Intelligences – by Dr. Howard Gardner
1. Linguistic 2. Logical/ Mathematical 3. Spatial4. Bodily/ Kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalistic
Can you define intelligence? Toni Morrison
Linguistic Intelligence• Skilled with words• “The Word Player”
Can you define intelligence?
Albert Einstein
Logical/ Mathematical Intelligence• Skilled with numbers & reasoning
• “The Questioner”
Can you define intelligence?
Milton Caniff
Spatial Intelligence• Skilled with pictures & images
• “The Visualizer”
Can you define intelligence?
Cy Young
Bodily/ Kinesthetic Intelligence• Physical skill• “The Mover”
Can you define intelligence?
Doris Day
Musical Intelligence• Skilled with melody & rhythm
• “The Music Lover”
Can you define intelligence?
James A. Garfield
Interpersonal Intelligence• Skills of social understanding
• “The Socializer”
Can you define intelligence?
Helen Keller
Intrapersonal Intelligence• Skills of self-knowledge• “The Individual”
Can you define intelligence?
Sacagawea
Naturalistic Intelligence• Skills of making connection to elements in nature• “The Outdoorsman”
Multiple Intelligences “An intelligence is the ability to solve
problems, or to create products, that are valued within one or more cultural settings”
~Howard Gardner
Frames of Mind (1983)
STUDENTS WILL FORGET
MOST OF WHAT YOU
TEACH THEM, BUT WILL
REMEMBER HOW YOU
MADE THEM FEEL IN
YOUR CLASS!
Teachers are not in private practice.
We are in the helping and caring profession, a service profession to help people enhance the quality of their lives.
I have come to a frightening conclusion .I am the decisive element in the classroom.It is my personal approach that creates the climate.It is my daily mood that makes the weather.As a teacher I possess tremendous power to make a child’s life miserable or joyous.I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal.In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.
--Haim Ginot, Teacher and Child.(1976).
One hundred years from now it will not matter
What kind of car I drove,What kind of house I lived in,How much I had in the bank account,Or what my clothes looked like.
But the world will be a better place because I was important in the life of a child.
The Teacher
"Teachers, like leaves, everywhere abound
Effective teachers, like fruits, are rarely found."
The Learner
"Each child is living the only life he has—the only one he will ever have.
The least we can do is not diminish it.”
--unknown