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”


Milton Caniff

Spatial Intelligence• Skilled with pictures & images

• “The Visualizer”


Cy Young

Bodily/ Kinesthetic Intelligence• Physical skill• “The Mover”


Doris Day

Musical Intelligence• Skilled with melody & rhythm

• “The Music Lover”


James A. Garfield

Interpersonal Intelligence• Skills of social understanding

• “The Socializer”


Helen Keller

Intrapersonal Intelligence• Skills of self-knowledge• “The Individual”


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

The Teaching Profession

Education

Transcript of The Teaching Profession