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The teacher in the classroom and community
 

The teacher in the classroom and community

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    The teacher in the classroom and community The teacher in the classroom and community Presentation Transcript

    • CHAPTER II “The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates productive, positive interactions among the multiplicity of personalities, cultures, beliefs and ideals”. -Unknown- A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by providing an environment conducive to such learning and growth. -Code of Ethics for Professional Teachers, Article III-
    • INTRODUCTION  The teacher has two communities.  Teaching community  consists of his/her fellow teachers, colleagues and superiors  Community outside the school  Includes the parents of his/her learners, local officials, alumni/alumnae and other members of the society in which the school is located  To function well in the classroom and in the community, he/she must be equipped with competencies.  knowledge  skills  attitudes
    • Along with the: • Commission on Higher education (CHED), • Teacher Education Institutes (TEIs), • Philippine Regulatory Commission (PRC), • Department of Education (DepEd) and the • Civil Service Commission (CSC) in partnership with the • different academic institution, National Competency-Based Teacher Standards (NCBTS) was born.
    • What is National Competency-Based Teacher Standards (NCBTS) ? • It is an integrated theoretical framework that defines the different dimensions of effective teaching • result of the societal change, a reflection of what is happening in the society and adopting our curriculum into the 21st century globally competent education. • A set of competencies (behaviors, attitudes, and skills) • “The core values of Filipino teachers and on the principles of effective teaching learning.” LESSON 1
    •  Provides a single framework that define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development.  Minimize confusion about what effective teaching is.  Provides a better guide for all teacher development programs and projects form the school-level up to the national level. Why do we need the NCBTS?
    • 1. Social Regard for Learning (SRFL) • It focuses on the ideal that teachers serve as positive and powerful role models. • Teacher’s actions demonstrate value for learning. The Teacher:  implements school policies and procedures;  demonstrates punctuality;  maintains appropriate appearance; and  is careful about the effects of one’s behavior on the students
    • 2. Learning Environment (LE) • It focuses on importance of providing a social, psychological and physical environment 2.1 The Teacher creates an environment that promotes fairness. The Teacher:  maintains an environment of courtesy and respect for different learners’ abilities, culture, and gender;  provides a gender-fair opportunities for learning; and  recognizes that every learner has strengths.
    • 2.2 The Teacher makes the classroom environment conducive to learning. The Teacher:  maintains a safe, clean and orderly clean classroom free from distractions; and  arranges challenging activities given the physical environment.
    • 2.3 The Teacher communicates higher learning expectations to each learner. The Teacher:  uses individual and cooperative learning activities to improve capacities of learner’s for higher learning;  encourages learners to ask questions; and  provides learners of variety of learning experiences.
    • 2.4 The Teacher establishes and maintains consistent standards learners’ behavior. The Teacher:  handles behavior problems quickly and with due respect to children’s rights;  gives timely feedback to reinforce appropriate to learners behavior;  guides individual learner requiring development of appropriate social and learning behavior; and  communicates school policies and procedures for classroom behavior and see to it that they are followed.
    • 3. Diversity of Learners (DOL) • It emphasizes the ideal that teachers can facilitate the learning process even with diverse learners. 3.1 The Teacher is familiar with the children’s background knowledge and experiences. The Teacher:  uses information on the learning styles and needs of the learners to design and select learning experiences;  establishes goals that define appropriate expectations for all learners;  paces lessons appropriate to needs and/ or abilities of learners;  provides differentiated activities for learners.  initiates other learning approaches for learners whose needs have not been met by usual approaches; and  shows sensitivity to multi-cultural backgrounds of the learners.
    • 3.2 The Teacher demonstrates concern for holistic development of learners. The Teacher: sets clear, challenging and achievable expectations on the holistic development of all learners; identifies learning gaps and takes action to enable learners to catch up; employs integrative and interactive strategies for meaningful and holistic development of learners; is sensitive to unusual behavior of learners and takes appropriate action; and provides opportunities to enhance learners growth in all aspects.
    • 4. Curriculum (Curr.) • It refers to all elements of the teaching-learning process that work in convergence. • These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. 4.1 The Teacher demonstrates mastery on the subject.
    • The Teacher:  delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies;  Integrates language, literacy and quantitative skill development and values in his/her subject area;  Explains learning goals, instructional procedures and content clearly and accurately to students Links the current content with past and future lessons Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners
    •  Creates situations that encourages learners to use high order thinking skills Engages and sustains learners’ interest in the subject by making content meaningful and relevant to them Integrates relevant scholarly works and ideas to enrich the lesson as needed Integrates content of subject area with other disciplines .
    • 4.2 Communicates clear learning goals for the lessons that are appropriate for learners The Teacher:  Sets appropriate learning goals  Understands the learning goals
    • 4.3 Makes good use of allotted instructions time. The Teacher:  establishes routines and procedures to maximize instructional time  plans lessons to fit within available instructional time
    • 4.4 Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned materials or to the objectives if the lesson. The Teacher:  Translates learning competencies to instructional objectives  selects, prepares and utilizes instructional materials appropriate to the learners and to the learning objectives  provides activities and uses materials which fit the learners’ learning styles, goals and culture
    •  uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners  utilizes information derived from assessment to improve teaching and learning Provides activities and uses materials which involve students in meaningful learning
    • 4.5 Teacher recognizes general learning processes as well as unique processes of individual learners. The Teacher:  Design and utilizes teaching methods that take into account the learning process
    • 4.6 Teacher promotes purposive study. The Teacher:  Cultivates good study habits through appropriate activities and projects. 4.7 Teacher demonstrates skills in the use of information and Communication Technology in teaching and learning. The Teacher:  Utilizes Information and Communication Technology to enhance teaching and learning
    • 5. Planning, Assessing Reporting (PAR) • It refers to the alignment of assessment and planning activities. • It focuses on the : (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual achievement and behaviour.
    • 5.1 Communicates promptly and clearly to learners, parents and superiors about the progress of learners. The Teacher:  Shows proofs of instructional planning  Implements instruction as plan  Demonstrates ability to cope with varied teaching milieu
    • The Teacher:  Prepares formative and summative tests in line with the curriculum  employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)  interprets and uses assessment results to improve teaching and learning  Identifies teaching-learning difficulties and possible causes and takes appropriate action to address them  uses tools for assessing authentic learning 5.2 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning.
    • 5.3 Monitors regularly and provides feedback on learners’ understanding of content. The Teacher:  provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth  keeps accurate records of grades performance levels of learners  conducts regular meetings with learners and parents to report learners’ progress  involves parents to participate in school activities that promote learning
    • 6. Community Linkages (CL)  refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their homes and communities.
    • 6.1 Establishes learning environments that respond to the aspirations of the community. The Teacher:  involves community in sharing accountability for the learners’ achievement  uses community resources (human, material) to support learning Uses the community as a laboratory for learning  participates in community activities that promote learning Uses community networks to publicize school events and achievements
    • 7. Personal Growth & Professional Development (PGPD)  It emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers.
    • 7.1 Takes pride in the nobility of teaching as a profession. The Teacher:  Maintains stature and behavior that upholds the dignity of teaching Allocates time for personal and professional development through  participation in educational seminars and workshops Reading educational materials regularly Engaging in educational research  manifests personal qualities such as enthusiasm, flexibility and caring  articulates and demonstrates one’s personal philosophy of teaching
    • 7.2 Builds professional links with colleagues to enrich teaching practice. The Teacher:  Keeps abreast with recent developments in education  Links with other institutions, organizations for sharing best practices
    • 7.3 Reflects on the extent of the attainment of professional development goals. The Teacher:  Reflects on the quality of his/her own teaching  Improves teaching performance based on feedback from students, peers and superior and cooperating teachers  Accepts personal accountability to learners’ achievement and performance  Uses self-evaluation to recognize and enhance one’s strengths and correct one’s weaknesses.
    • SUMMARY OF LESSON 1 The NCBTS are the standards of good teaching in the Philippines. It consists of 7 domains, 21 strands and 80 performance indicators. The ideal teacher functions well in the classroom as well as in the community. He/she does the following:  serves as a positive and powerful model of learning and living;  provides a social, psychological, and physical environment that is conducive for learning because students from varied backgrounds are treated with respect, engaged in different learning activities and are motivated to work towards high standards of learning; facilitates the learning process by considering diversity of learners;  implements curriculum effectively by making students understand curriculum goals and standards, by his/her mastery of subject matter and skillful use of teaching- learning strategies and activities and learning resources;  aligns assessment to curricular goals, objectives and standards, uses assessment results to improve teaching-learning, and report assessment results to those concerned;  links with communities to help attain curricular goals; and  demonstrates a high regard for the teaching profession and embarks in a continuing professional development. The Code of Ethics for Professional Teachers comprising of a Preamble and 13 Articles spells out how the teacher should relate to the state, the community, the teaching profession itself, the teaching community, higher authorities in the Philippines, school officials, fellow teachers and other personnel, the learners, and the parents. It also states how the teacher should conduct himself/herself as a person at all places at all times including his/her business and financial matters.
    • You are a Teacher If I speak interestingly , effectively, and well, But do not understand my students I am a noisy gong or a clanging cymbal. If I know all of the methods and techniques of teaching, If I have complete faith that they will work, So that I use the completely. But think only of materials or techniques Instead of how they ca8n help my students, IU0 count for nothing. If I go the second mile in my teaching, Give up many activities, But do not it without understanding, It does no good Love is very patient, very kind; Love is not jealous, it does not put on airs; It is never tyrannic, never; Yet does insist on truth; It does not become angry; It is not resentful.
    • Love always expects the best of others; It is gladdened when they live up to these expectations, Slow to lose faith when they do not. It will bear anything, Hope for anything, Endure anything. This kind of love will never fail If there are teaching methods, they will change; If there are curricula, they will be revised. For our knowledge is imperfect, And we are always looking for the better ways Which an infinite God has placed ahead of us. When I began to teach, I fumbled and failed; Now I have put away some of my childish ways. At present I am learning bit by bit; But if I keep on seeking, I shall at last understand As all long I myself have been understood. So faith, hope and love endure. These are the great three But the greatest of them is love.
    • LESSON 3 School and Community Relations “It takes a village to raise a child.” -African proverb-
    • A.The Teachers, Parents and the Community  Parents are the first teachers in the home.  Teachers in the school continue to enrich the students’ experiences at home, thus strengthening the valuable, personal traits and characteristics initially developed.  The members of the community, in addition to the parents, include the local government units, the non-government agencies, civic organizations and all residents.
    • 1. Difficulties Teachers are endowed with a caring and compassionate attitude that are expressed in their love and unending sacrifice in guiding the young. Despite conscious effort, children experience difficulties and problems regarding:  ability to accomplish assignments,  irregular attendance, Study habits in school,  negative attitudes, and  problem with self-discipline
    • 2. Solutions The best way to thresh out causes and come up with solutions is to conduct a dialogue wherein parents may be invited to drop by the school or the teacher may pay a visit to their home. A calm and friendly face-to-face exchange of observations.  Positive attitudes of kindheartedness and patience are developed through modeling.  Regularity in attendance and doing daily assignments.  Letters and praises to parents for outstanding performances.  Interesting lessons  Extremes of behavior
    • 3. Values Developed  respect for elders and for the rights of others,  cooperation, Willingness to share,  deep sense of responsibility, and  persistence. Students exhibiting exemplary traits must be given due recognition.