Faculty and Students’ Attitude That Promotes Learning

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Faculty and Students’ Attitude That Promotes Learning

  1. 1. Ma. Martha Manette A. Madrid, Ed.D. Panpacific University North Philippines Urdaneta City, Pangasinan, Philippines FACULTY DEVELOPMENT TRAINING 2011 November 05, 2011
  2. 2. are things we believe or think about a person, a thing or an event. are beliefs, what the person believes about the idea. a persons disposition towards somethinghow a person feels about the idea
  3. 3.  History is interesting because it tells us about people lived. Assignments are a waste of time; I never get them finished. are beliefs, what the person believes about the idea. English is a bludge; its just about how you talk. I will never be able to learn mathematics because I dont understand algebra.
  4. 4. What is your Positive Negative attitude to..? Attitude Attitude History  is interesting because it tells us about people lived Assignment  are a waste of time; I never get them finished.
  5. 5. What is your Positive Negative attitude to..? Attitude Attitude English  is a bludge; its just about how you talk. Mathematics Iwill never be able to learn mathematics because I dont understand algebra.
  6. 6. What is your Positive Negative attitude to..? Attitude Attitude Graduate It is my I dont need to School responsibility enroll in the graduate program because ….. - I’m busy - It’s not free
  7. 7. What is your Positive Negative attitude to..? Attitude Attitude Attending seminars, fac ulty development, etc.
  8. 8. What is your Positive Negative attitude to..? Attitude Attitude Use of varied instructional equipment / materials
  9. 9. recognize the bad attitudes and say the feelings you have with them (categorize the feeling),ask yourself "What can I do about it ?"identify the situations that are associated with the attitude or feeling
  10. 10. 1. Acceptance By making eye contact with each student in the class, being sure to pay attention to all quadrants of the classroom. By calling all students by their first or preferred name. By deliberately moving toward and staying close to learners. By touching students in appropriate and acceptable ways.
  11. 11.  Providing wait time—pausing to allow a student more time to answer instead of moving on to another student when you dont get an immediate response. Dignifying responses—giving credit for the correct aspects of an incorrect response. Restating the question—asking the question a second time.
  12. 12.  Rephrasing the question—using different words that might increase the probability of a correct response. Providing guidance—giving enough hints and clues so that the student will eventually determine the correct answer.
  13. 13. 2. Comfort and Order Comfort - as described at school (in the classroom) refers to physical comfort.  room temperature,  the arrangement of furniture, and  the amount of physical activity permitted during the school day
  14. 14. How to arrange desks and other furniture.When to take breaks and what kind of breaks they will be.What to display on the bulletin boards and walls.
  15. 15. 2. Comfort and Order Order - refers to identifiable routines and guidelines for acceptable behavior in the class.  Beginning class  Ending class  Interruptions  Instructional procedures
  16. 16.  Noninstructionalprocedures Grading procedures General conduct in the room or school Communication procedures
  17. 17. 1. Task Value Tasks theyre involved in are relevant to their personal goals. knowing what students are interested in and then linking tasks to their interests.
  18. 18. 2. Task ClarityAclear model of how a task will look when it is completed. Teachers should provide models of completed tasks.
  19. 19. 1. Making sense of education Do I study solely for the purpose of getting a degree to advance my job/career prospects? Do I study to prove my capability through academic grades? Do I study to satisfy my curiosity and learn new things?
  20. 20. 2. Motivation to learn Do I study solely for the purpose of getting a degree to advance my job/career prospects? Do I study to prove my capability through academic grades? Do I study to satisfy my curiosity and learn new things?
  21. 21. 2. Attitudes towards learning Ways to Promote Positive Attitudes Towards School
  22. 22. 1. Directedness Confidence is a good name for what is intended by the term directness. It denotes the straightforwardness with which one goes at what he has to do.
  23. 23. 2. Open- mindednessAn attitude of mind which actively welcomes suggestions and relevant information from all sides
  24. 24. 3. Single- mindednessCompleteness of interest, unity of purpose
  25. 25. 4. Responsibility thedisposition to consider in advance the probable consequences of any projected step and deliberately to accept them: to accept them in the sense of taking them into account, acknowledging them in action, not yielding a mere verbal assent.
  26. 26. Positive reinforcement can help students sculpt a more enthusiastic attitude toward school.  verbalpraise  recognition
  27. 27. Whenever possible, note connections to lessons from your childs classes, such as:  events in the news,  current weather,  money-related,  math calculations,  and other occurrences.
  28. 28. Identify any sources of your pupil or student is facing, including interpersonal problems with:  abusive teachers  or bullies,  and situational problems such as stage fright during oral reports.
  29. 29. A Pyramidal Model of Teaching Expertise In Philippine Higher Education
  30. 30. EE NS HS AE NN CT EI RA SLS
  31. 31. EE NS HS AE NN CT EI RA SLS
  32. 32. EE NS HS AE NN CT EI RA SLS
  33. 33. EE NS HS AE NN CT EI RA SLS
  34. 34. EE NS HS AE NN CT EI RA SLS
  35. 35. EE NS HS AE NN CT EI RA SLS
  36. 36. EE NS HS AE NN CT EI RA SLS
  37. 37. EE NS HS AE NN CT EI RA SLS
  38. 38. EE NS HS AE NN CT EI RA SLS
  39. 39. EE NS HS AE NN CT EI RA SLS
  40. 40. Classroom HumorE Affectionate interactionS with students ES N Values IntegrationE HN A Making Learning PleasantT and Enjoyable NI CA Magnetism /Charisma EL RS Use of varied instructional S equipment / materials Learner - centeredness Developing students’ responsibility for learning Expressive body language Excellent oral communication skills, Use of varied instructional strategies, Maintenance of students’ on – task behavior Content mastery, instructional clarity, non – threatening disposition, enthusiasm, absence of class disruption, efficient handling of routine activities and time management, provision for two – way communication, sensitivity to students’ learning problems and difficulties, anticipation of probable learning problems or misconception, and high rapport with students.
  41. 41. Use this exercise to explore your attitudes and beliefs about learning:I believe that lifelong learning will help me achieve my goals. Im willing to make mistakes and learn from them. Im aware that learning opportunities are all around me. I take charge of my own learning. I use every opportunity I have to learn something new.
  42. 42.  Im willing and eager to learn. I know what skills and knowledge I need or want to learn. I know where to find out about formal learning opportunities (mentors, co-workers, friends, supervisors, family members). I set new learning goals regularly.
  43. 43. 2 teach is2 touch lives4ever

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