UNIT 1

TEACHERS AS ADVOCATES

AS A TEACHER ADVOCATE, YOU SUPPORT STUDENTS BY SPEAKING UP ABOUT WHAT STUDENTS WANT, WHAT THEY NEED AND WHAT THEIR RIGHTS ARE. THIS IS PARTICULARLY IMPORTANT FOR SOME STUDENTS WHO MAY BE LESS INCLINED TO SPEAK UP FOR THEMSELVES.

THE TEACHER AS A PERSON

FAR FROM BEING THE IDEAL PERSON, THE TEACHER IS FIRSTLY, A COMMON PERSON; HAVING A SPECIFIC EVOLUTION, CERTAIN OPINIONS ABOUT LIFE AND GUIDING VALUES; HAVING CERTAIN FEELINGS. AS ANY OTHER PERSON, HE LET HIMSELF LEAD BY IMPULSES, ACTS MORE OR LESS AWARE IN DIFFERENT SITUATIONS AND ESPECIALLY, HE HAS AN EMOTIONAL HISTORY WHICH SUBORDINATES HIS LIFESTYLE AND THE GENERAL CONCEPTION ABOUT LIFE.

THE TEACHER AS A MODEL OF CHARACTER

IS A PERSON WHO INSPIRES AND ENCOURAGES US TO STRIVE FOR GREATNESS, LIVE TO OUR FULLEST POTENTIAL AND SEE THE BEST IN OURSELVES. A ROLE MODEL IS SOMEONE WE ADMIRE AND SOMEONE WE ASPIRE TO BE LIKE. WE LEARN THROUGH THEM, THROUGH THEIR COMMITMENT TO EXCELLENCE AND THROUGH THEIR ABILITY TO MAKE US REALIZE OUR OWN PERSONAL GROWTH. WE LOOK TO THEM FOR ADVICE AND GUIDANCE.

TEACHING

In its broadest sense, is a process that facilitates learning. is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

ROLES IN THE COMMUNITY

PUBLIC SERVANT SURROGATE OF MIDDLE-CLASS MORALITY EXPERT IN SOME AREA OF KNOWLEDGE OR SKILLS COMMUNITY LEADER AGENT OF SOCIAL CHANGE

MODELS OF EFFECTIVE TEACHING

ROBERT MARZANO'S CAUSAL TEACHER EVALUATION MODEL OF FOUR DOMAINS CHARLOTTE DANIELSON FRAMEWORK FOR TEACHING JAMES STRONGE - TEACHER EFFECTIVENESS PERFORMANCE EVALUATION SYSTEM (TEPES) THE TEACHER EVALUATION STANDARDS - THE MCREL MODEL (MID-CONTINENT RESEARCH FOR EDUCATION AND LEARNING)

THE TEACHER AS A PROFESSIONAL

TEACHING FULFILLS THE ELEMENTS OF A PROFESSION AND SO A TEACHER IS TRULY A PROFESSIONAL. A PROFESSIONAL IS ONE WHO WENT THROUGH LONG YEARS OF PREPARATION TO EARN A TEACHER EDUCATION DEGREE RECOGNIZED BY THE COMMISSION ON HIGHER EDUCATION, AFTER WHICH HE/SHE HURDLED A LICENSURE EXAMINATION FOR PROFESSIONAL TEACHERS (LEPT) ADMINISTERED BY THE BOARD FOR PROFESSIONAL TEACHERS WITH THE SUPERVISION OF THE PROFESSIONAL REGULATION COMMISSION.

THE TEACHER AS AN EXPERT

THE CASUAL OBSERVER DOES NOT NECESSARILY RECOGNIZE THE SKILL IN HOW A TEACHER, FOR INSTANCE, RESPONDS TO A THOUGHTFUL QUESTION FROM A NORMALLY QUIET STUDENT AND HOW THAT MAY BE VERY DIFFERENT FROM THE 'STANDARD RESPONSE' TO A COMMONLY INQUISITIVE OR TALKATIVE STUDENT.

THE ROLES OF A TEACHER

THE PRIMARY ROLE OF A TEACHER IS TO DELIVER CLASSROOM INSTRUCTION THAT HELPS STUDENTS LEARN. TO ACCOMPLISH THIS, TEACHERS MUST PREPARE EFFECTIVE LESSONS, GRADE STUDENT WORK AND OFFER FEEDBACK, MANAGE CLASSROOM MATERIALS, PRODUCTIVELY NAVIGATE THE CURRICULUM, AND COLLABORATE WITH OTHER STAFF.

THE TEACHER AS A COMMUNITY LEADER AND SOCIAL ADVOCATE

THE TEACHER WORKS IN, FOR AND WITH THE COMMUNITY. HE/SHE RUBS ELBOWS WITH THE LEADERS AND MEMBERS OF THE COMMUNITY WHO, LIKE HIM/HER, ASPIRE FOR THE DEVELOPMENT OF THE YOUNG. HE/SHE WORKS IN A COMMUNITY WITH ITS OWN ESTABLISHED CUSTOMS AND TRADITIONS WHICH ARE SOMETIMES DIFFERENT FROM THE PRACTICES OF THE COMMUNITY WHERE HE/SHE BELONGS.

CHARACTERISTICS

Teaching is an interactive process Teaching is both formal and informal Teaching is art, craft as well science Teaching is not one sided Teaching is not an independent activity Teaching is a planned activity Teaching is diagnostic and remedial Teaching is dominated by communication skills Good teaching is democratic Teaching causes motivation Teaching professional in character

Albert Einstein

The supreme art of teaching is to awaken joy in creative expression and knowledge

Learning to Be

involves activities that promote holistic personal development (body, mind and spirit), for an all-round 'complete person.' These include cultivating one's self analytical and socials skills, creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. An example under this pillar is a teacher who participates in training workshops that will enhance his/her knowledge and skills in the teaching learning process.

Learning to Know

involves the acquisition and development of knowledge and skills that are needed to function in the world. Examples of skills under this pillar of learning include literacy, numeracy, and critical thinking. -Implies learning how to learn by developing one's concentration, memory skills and ability to think; acquiring the instrument of understanding. -The role of the teacher is as a facilitator, catalyst, monitor, and evaluator of learning.

Learning to Do

involves the acquisition of skills that would enable individuals to effectively participate in the global economy and society. These skills are often linked to occupational success, such as vocational and technical skills, apprenticeships, and leadership and management competencies. -One must learn how to think creatively, critically, and holistically, and how to deeply understand the information that is presented. -Represents the skilful, creative, and discerning application of knowledge. -To perform a job or work, the learning to do must be fulfilled. This entails the acquisition of competence that enables people to deal with a variety of situations and to work in teams.

Learning to Live Together

involves the development of social skills and values such as respect and concern for others, social and inter-personal skills and an appreciation of the diversity among people. These skills would enable individuals and societies to live in peace and harmony.

Learner- Centered Teaching

is an approach wherein students are provided with opportunities to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject.

Multi-grade Classes

is composed of children in several (two to three) grade levels with one teacher for an entire school year.

Multicultural classroom

is on part of multicultural education. This is a situation where two or more learners coming from different countries or places raised in different customs and traditions. The main goal is to provide equal opportunities for school learning to students of different gender, race, social class, coming from different cultures and ethnic groups.

Children with Special Needs

is term for a wide array of diagnoses, from those that resolve quickly to those that will be a challenge for life and those that are relatively mild to those that are profound. It covers developmental delays, medical conditions, psychiatric conditions, and congenital conditions that require accommodations so children can reach their potentials.

. Brain-based education

is the purposeful engagement of strategies that apply to how our brain works in the context of education. This emphasizes how the brain learns naturally and is based on what we currently know about the actual structure and function of the human brain at varying developmental stages.

N. L, Gage(1962)

"Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person"

B.D. Smith (1961)

"Teaching is a system of actions intended to induce learning."

H.C. Morrison (1934)

"teaching is an intimate contact between a more mature personality and less mature one which is designed to further the education of the latter."

ICT Integration

- the use of technology provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, encourage independent and active learning, and self-responsibility for learning, motivate teachers and students to continue learning even outside school hours, plan and prepare lessons, design materials and facilitate sharing of resources, expertise and advice.

Multiple Intelligences

- this theory states that each person has different ways of learning and different intelligences they use in their acquisition of knowledge.

ATTRIBUTES OF AN EXPERT TEACHER

1. CAN IDENTIFY ESSENTIAL REPRESENTATIONS OF THEIR SUBJECT(S) 2. GUIDING LEARNING THROUGH CLASSROOM INTERACTIONS 3. MONITORING LEARNING AND PROVIDE FEEDBACK 4. ATTENDING TO AFFECTIVE ATTRIBUTES 5. INFLUENCING STUDENT OUTCOMES

Multicultural classroom Challenges

1. Language barrier 2. Domination of different learning styles 3. The cultural difference can also be noticed in the poorly formed speaker-listener relationships and diverse patterns of cooperation and competition 4. Non-verbal behavior 5. Presenting one topic from different perspectives 6. Diversity of extracurricular activities 7. Teaching communication skills 8. Constant work with parents

TEN ROLES FOR TEACHER LEADERS

1. RESOURCE PROVIDER 6. MENTOR 2. INSTRUCTIONAL SPECIALIST 7. SCHOOL LEADER 3. CURRICULUM SPECIALIST 8. DATA COACH 4. CLASSROOM SUPPORTER 9. CATALYST FOR CHANGE 5. LEARNING FACILITATOR 10. LEARNER

Learner- Centered Teaching Challenges

1. Students lack of interest and confidence 2. lack of teachers and students interest 3. class size, 4. Students feel discomfort when they work with others. 5. the students lack the skill of expressing their idea in English 6. Students show a disciplinary problem when they are engaged in various techniques of student centered method. 7. Diversity of learners' of learning styles 8. Lack of teachers' training and skills in implementing learner-centered teaching

. Brain-based education Challenges

1. Teachers need a frame of reference that enables them to select from the vast array of methods and approaches 2. Brain - based teaching must fully incorporate stress in management, nutrition, exercise, drug education, and other facets of health into learning process 3. Brain-based education must furnish a learning environment that provides familiarity and stability. 4. Teacher should not stop learners from patterning, but they can influence the direction. 5. Teachers should make sure of that the emotional climate is supportive and marked by mutual respect and acceptance. The cooperative approaches to learning support this notion.

Children with Special Needs Challenges

1. The Widespread Misperception That Teaching is Easy 2. Non-Instructional Responsibilities 3. Lack of Support 4. Dealing With Multiple Disabilities 5. Handling Death 6. Handling the Problems of an Inclusive Classroom 7. Professional Isolation 8. Lack of Support From Parents 9. The Difficulty of Discipline in a Special Needs Classroom 10. Budget Problems

Multiple Intelligences Challenges

1. external pressures imposed upon teachers 2. central assessment system, 3. the parents' concerns about their children's progress through the subjects of the National Curriculum, 4. the problem of finding time for MI activities, 5. limitations in teachers' pedagogical repertoires about MI activities 6. The difficulties of managing the MI activities.

Multi-grade Classes Challenges

1. lack of attention to individual differences of students in these classes 2. difficult geographical conditions of the regions in which multi-grade classrooms are held 3. lack of qualified teachers to handle multi-grade classes 4. the limited time for teaching 5. disruption of classroom activities by students of other grades 6. lack of appropriate teaching aids 7. class size in multi-grade classes

ICT Integration Challenges

1. lack of genuine software, 2. inadequate computer in the classroom 3. low speed internet, 4. lack of motivation from both teacher and student side to use ICT 5. lack of proper training skills, 6. unavailability of latest ICT equipment 7. lack of expert technical staff, 8. poor administrative support, poor course curriculum

CODE OF ETHICS ARTICLE XI SECTION 1

A TEACHER IS, ABOVE ALL. A HUMAN BEING ENDOWED WITH LIFE FOR WHICH IT IS THE HIGHEST OBLIGATION TO LIVE WITH DIGNITY AT ALL TIMES WHETHER IN SCHOOL, IN THE HOME, OR ELSEWHERE.

CODE OF ETHICS ARTICLE XI SECTION 4

A TEACHER SHALL ALWAYS RECOGNIZE THE ALMIGHTY GOD AS GUIDE OF HIS OWN DESTINY AND OF THE DESTINIES OF MEN AND NATIONS.

CODE OF ETHICS ARTICLE XI SECTION 3.

A TEACHER SHALL MAINTAIN AT ALL TIMES A DIGNIFIED PERSONALITY WHICH COULD SERVE AS A MODEL WORTHY OF EMULATION BY LEARNERS, PEERS AND ALL OTHERS.

CODE OF ETHICS ARTICLE XI SECTION 2.

A TEACHER SHALL PLACE PREMIUM UPON SELF-DISCIPLINE AS THE PRIMARY PRINCIPLES OF PERSONAL BEHAVIOR IN ALL RELATIONSHIPS WITH OTHERS AND IN ALL SITUATIONS.

11 WAYS TEACHERS CAN BE ROLE MODELS

BE HUMBLE. ENCOURAGE THEM TO THINK FOR THEMSELVES. PERFORM VOLUNTEER WORK. SHOW EMPATHY. POINT OUT THE POSITIVE. CELEBRATE THE ARTS. FULFILL YOUR PROMISES. DRESS APPROPRIATELY. STAY AWAY FROM SOCIAL MEDIA WITH STUDENTS. BE ORGANIZED AND ON TIME. PRACTICE RANDOM ACTS OF KINDNESS.

DEVELOPING EXPERT TEACHERS

COMMUNICATING LEARNING GOALS, TRACKING STUDENT PROGRESS AND CELEBRATING SUCCESS ESTABLISHING OR MAINTAINING RULES AND PROCEDURES INTRODUCING NEW CONTENT (CRITICAL INPUT LESSONS) KNOWLEDGE PRACTICING AND DEEPENING LESSONS

DEVELOPING EXPERT TEACHERS

HYPOTHESIS GENERATING AND TESTING LESSONS (KNOWLEDGE-APPLICATION LESSONS) INCREASING STUDENT ENGAGEMENT RECOGNIZING AND ACKNOWLEDGING ADHERENCE AND LACK OF ADHERENCE TO CLASSROOM RULES AND PROCEDURES ESTABLISHING AND MAINTAINING EFFECTIVE RELATIONSHIPS WITH STUDENTS COMMUNICATING HIGH EXPECTATIONS FOR EVERY STUDENT

Four pillars of Education

all started with the report entitled "Learning the Treasure Within" of the International Commission of Education for the Twenty first Century. It was published by the UNESCO. is defined to be "learning that allows the students to take a journey from continuous learning throughout life to learning to live together in peace and harmony in a globalizing world