The teaching profession.pptx[1]

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  • 1. The Teaching Profession by Nadine C. Matondo, MAIS The Standards of Practice for the Teaching Profession (adopted from Ontario College of  Teachers)The Purposes of the Standards of Practice for the Teaching Profession are:1. to inspire a shared vision for the teaching profession2. to identify the values, knowledge and skills that are  distinctive to the teaching profession3. to guide the professional judgment and actions of the  teaching profession4. to promote a common language that fosters an  understanding of what it means to be a member of the  teaching profession.
  • 2. The Standards of Practice for theTeaching Profession are: Commitment to Students and Student  Learning Ongoing  Leadership in Professional  Learning  Learning Standards Communities of Practice Profession  Professional knowledge Practice
  • 3. The Standards of Practice for theTeaching Profession are:Commitment to Students Leadership inand Student Learning Learning Communities Members  are  dedicated  in   Members  promote  and  their  care and  commitment  participate in the creation of  to  students.  They  treat  collaborative,  safe  and  students  equitably and  with  supportive  learning  communities. They recognize  respect  and  are sensitive  to  their  shared responsibilities  factors  that  influence  and  leadership roles  in  individual student  learning.  facilitating  student  success.  Members  facilitate  the  Members  maintain and  development  of students  as  uphold  the  principles of  the  contributing  citizens of  the  ethical  standards  in  these  society. learning communities.
  • 4. The Standards of Practice for theTeaching Profession are:Professional Knowledge Professional Practice Members strive to be current in   Members  apply  professional  their  professional  knowledge  knowledge  and  experience  to  and recognize its relationship to  promote student learning. They  practice.  They  understand  and  use  appropriate  pedagogy,  assessment  and  evaluation,  reflect on student development,  resources  and  technology  in  learning  theory,  pedagogy,  planning  for  and  responding  to  curriculum,  ethics,  educational  the needs of individual students  research  and  related  policies  and  learning  communities.  and  legislation  to  inform  Members  refine  their  professional  judgment  in  professional  practice  through  practice. ongoing  inquiry,  dialogue  and  reflection.
  • 5. The Standards ofPractice for theTeaching Professionare: Ongoing Professional Learning  Members  recognize  that  a  commitment  to  ongoing  professional  learning  is  integral  to  effective  practice  and  to  student  learning.  Professional practice and self- directed  learning  are  informed  by  experience,  research,  collaboration  and  knowledge.
  • 6. The Ethical Standards for theTeaching Profession The Ethical Standards for the Teaching Profession represent a  vision of professional practice. At the heart of a strong and  effective teaching profession is a commitment to students and  their learning. The Purposes of the Ethical Standards for the Teaching  Profession are:1. to inspire members to reflect and uphold the honour and  dignity of the teaching profession 2. to identify the ethical responsibilities and commitments in the  teaching profession 3. to guide ethical decisions and actions in the teaching profession 4. to promote public trust and confidence in the teaching  profession. 
  • 7. The Teaching ProfessionChapter  1– You, the TEACHER, as a PERSON in SOCIETYObjectives: With varied activities, at the end of the session, the  students are expected to:1. define what is a teacher operationally;2. tell their own perspective on teaching profession;3. formulate their own philosophies in life and education;4. identify their responsibilities as a Person;5. summarize five philosophies of education and draw  their implications to teaching-learning; and,6. create a personal learning journal.
  • 8. The Ethical Standards for the Teaching Professionare: • The ethical standard of Care includes compassion, acceptance, interest  Care and insight for developing students potential. Members express their  commitment to students well-being and learning through positive  influence, professional judgment and empathy in practice.  • Intrinsic to the ethical standard of Respect are trust and fair-Respect mindedness. Members honour human dignity, emotional wellness and  cognitive development. In their professional practice, they model  respect for spiritual and cultural values, social justice, confidentiality,  freedom, democracy and the environment.  Trust • The ethical standard of Trust embodies fairness, openness and honesty.  Members professional relationships with students, colleagues, parents,  guardians and the public are based on trust. • Honesty, reliability and moral action are embodied in the ethical Integrity standard of Integrity . Continual reflection assists members in  exercising integrity in their professional commitments and  responsibilities. 
  • 9. Let’s know ourselves first… Are you excited? Not? Bored? Not interested? Uh-oh…I hope this following activity will excite you!!!
  • 10. Let’s value our selves first. Please get a piece of paper.
  • 11. Take your time with this and you  will be amazed. 
  • 12. Just answer 4 questions and the answers will surprise you.
  • 13. Warning ! !Be honest and do not cheat. The mind is like a parachute, it works best when it  is opened. This is fun to do, but you have to follow the  instructions very closely. Do not cheat.
  • 14. MAKE A WISH BEFORE BEGIN!
  • 15. A warning!Answer the questions as you  go along. There are only 4 questions.
  • 16.  This is an honest questionnaire which will  tell you a lot about your true self. Give an  answer for each item. The first thing that comes to mind is  usually your best answer.Remember – no one sees this but you.
  • 17. YOU HAVE YOUR WISH           RIGHT?
  • 18. (1) Put the following  5 animals in the  order of your preference: Cow, Tiger, Sheep,  Horse, Pig
  • 19. (2) Write one word that describes  each one of the following:  Dog, Cat, Rat, Coffee, Sea.
  • 20. (3) Think of someone, who also knows you and is  important to you, which you can relate them to  the following colors.  Do not repeat your answer twice. Name just one person for each color: Yellow, Orange, Red, White, Green.
  • 21. (4) Finally, write down your  favorite number, and your  favorite day of the week.
  • 22. DONE ?Please be sure that your answers are what  you  REALLY WANT.
  • 23. Look at the interpretations below:  But first! REPEAT your wish.
  • 24. ANSWERS:
  • 25. (1)This will define your priorities in your life. Cow Signifies CAREER Tiger Signifies PRIDE Sheep Signifies LOVE Horse Signifies FAMILY Pig Signifies MONEY
  • 26. (2)Your description of dog implies your own personality.Your description of cat implies the personality of your partner.Your description of rat implies the personality of your enemies.Your description of coffee is how you interpret sex.Your description of the sea implies your own life.
  • 27. (3)Yellow: Someone you will never forgetOrange: Someone you consider your true friendRed: Someone that you really loveWhite: Your twin soulGreen: Someone that you will remember for the rest of your life
  • 28. (4)You have to DO THE SAME to as many persons as your favorite number and your wish will come true on the day that you recorded.
  • 29. This is true, even if you are not superstitious. Please do this. It is fascinating.
  • 30. 0-4 TIMES: Your life will improve slightly5-9 TIMES: Your life will improve to your liking9-14 TIMES: You will have at least 5 surprises in the next  three weeks15 or more : Your life will improve drastically and all  that you wish will come true
  • 31. Lesson 1: You, the Teacher, as a Person John Donne said in Meditation XVII: No man is an island... "All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated...As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness....No man is an island, entire of itself...any mans death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.“ The idea that people are not isolated from one another, but  that mankind is interconnected.
  • 32. You, the Teacher, as a Person How are you going to view MAN? Nature of Man?
  • 33. No Man Is an IslandArtist(Band):Joan Baez No man is an island, I saw the people gather, No man stands alone, I heard the music start, Each mans joy is joy to me, The song that they were singing, Each mans grief is my own. Is ringing in my heart. We need one another, No man is an island, So I will defend, Way out in the blue, Each man as my brother, We all look to the one above, Each man as my friend. For our strength to renew. When I help my brother, Then I know that I, Plant the seed of friendship, That will never die. 
  • 34. Lesson learned… We don’t live in a vacuum. We live in a society. We  are part of society. Our thoughts, values, and actions  are somehow shaped by events and people we come  in contact with. We, in turn, help shape society-its  events, its people, and its destiny. In the context of your life as a teacher, we would say:  “No teacher is an island. No teacher stands alone” Indeed, YOU can’t become a TEACHER alone!
  • 35. Why do you want to become a Teacher? What is a Teacher for you?
  • 36.  Knows the SM  Has limited knowledge of teaching  methodologies  Relies mainly on explaining or lecturing  The students are only listening,  occasionally answering questions, making  notes, not personally involved or  challenged  The students often get practiced by doing  individual exercise after a lectureThe explainer
  • 37.  Knows the SM  Is familiar with teaching methodologies  Uses appropriate teaching and organizational procedures and techniques to help students learn  Involves students actively and puts a great deal of efforts into finding appropriate and interesting activities The involver
  • 38.  Knows the SM  Knows about methodologies  Has the awareness of how individual  students and groups are thinking and  feeling within the class  Builds effective working relationships  and a  good classroom atmosphere  With an active personality and attitudes to  encourage student learning  Develops the conditions that enable and  thus students to learn how to learn and  thus become  life-long learnersThe enabler
  • 39. It is therefore, no joke to become one! Why? Many a time the teacher is blamed for the many ills  in society. There are lot of demands and much is expected  from you. Your influences on your students and on other people  with whom you work and live are greater. But these  influences depend greatly on your Philosophy as a Person  and as a Teacher. Thus, Your Philosophy of Life and your  Philosophy of Education serve as your “window” to the  world and “compass” in the sea of Life. Within your  personal Philosophy are your Principles and Values that  will determine how you regard people, how you look at life  as a whole. They govern and direct your lifestyle, your  thoughts, decisions, actions and your relationships with  people and things.
  • 40. Teachers are expected to . . . CARE not to sCARE
  • 41. CARE look straight in the eyes gentle touch/pat on the back acknowledgement
  • 42. s CARE name calling ignoring one’s capacity belittling students
  • 43. Buzz session Group activity: For 20 minutes1. Why do you want to become a Teacher?2. For you, what is meant by “No teacher is an island.  No Teacher can stand alone”.3. Think and share… what are your different  Responsibilities as a PERSON? (example: To God,  family, friends, community, nature, parents, brothers,  sisters, classmates, enemies, etc.)
  • 44. Journal EntriesActivity #1: All About My Self (describe in detail all about you)Activity #2:  What is your understanding of the saying “No man is  an island, no man can stand alone.” Would it be different if it  will be written this way :“No Teacher is an island, no Teacher  can stand alone?” Explain. Activity #3: My Responsibilities as a Person Think of the many people who are helping you and influencing  you to become a teacher in the future? In what way do they  affect your life? With creativity, construct anything that will  show your different responsibilities as a person. To each  responsibility, code it with a specific color and explain why you  choose that particular color and what it represents to.
  • 45. Lesson 2: My Philosophical HeritageTo philosophize is so essentially human-and in a sense to philosophize means living a truly human life --J. Pieper An Exercise to Determine Your Educational  Philosophy Find out which Philosophy you adhere. To what  extent does statement apply to you? Rate yourself 4 if  you agree with the statement always, 3 if you agree  but not always, 2 if you agree sometimes, 1 if you don’t  agree at all.
  • 46. Five Philosophies: Existentialism (Karl Jaspers, Martin Buber, Maxine  Greene) Perennialism (Allan Bloom) Progressivism (Jean Piaget, Jerome Bruner) Essentialism (William Chandler Bagley) Behaviorism (Ivan Pavlov, B.F. Skinner, Edward Lee  Thorndike, John B. Watson, Gestalt)
  • 47. Normative philosophies or theoriesof education "Normative philosophies or theories of education may make use  of the results of [philosophical thought] and of factual inquiries  about human beings and the psychology of learning, but in any  case  they  propound  views  about  what  education  should  be,  what  dispositions  it  should  cultivate,  why  it  ought  to  cultivate  them,  how  and  in  whom  it  should  do  so,  and  what  forms  it  should take. In a full-fledged philosophical normative theory of  education,  besides  analysis  of  the  sorts  described,  there  will  normally  be  propositions  of  the  following  kinds:  1.  Basic  normative premises about what is good or right; 2. Basic factual  premises about humanity and the world; 3. Conclusions, based  on  these  two  kinds  of  premises,  about  the  dispositions  education should foster; 4. Further factual premises about such  things  as  the  psychology  of  learning  and  methods  of  teaching;  and  5.  Further  conclusions  about  such  things  as  the  methods  that education should use
  • 48. Read the following aloud: This is this cat This is is cat This is how cat This is to cat  Now go back and This is keep cat read the third This is an cat word only, in each This is idiot cat line from the start This is busy cat This is for cat This is forty cat This is seconds cat
  • 49. In a short role play or comical skit or whatever method youlike…Explain how you will react to the given situation. Whatadvice will you give? Essentialist group – students are not interested in the  lesson Perennialist group – students want to become skilled  in certain fields of sepcialization Progressivist group – Parents questiion students’  community immersion for it poses certain risks Behaviorist group – Teacher tells students from the  slum areas this: “If there’s a will, there’s a way.  Poverty is not a hindrance to success. Existentialist group – A colleague asks you to decide  for her fear that she may make the wrong decision.
  • 50. Formulating your Own Philosophy I believe that LIFE is … I believe that CHILD is … I believe that SCHOOL is… I believe that TEACHER is…
  • 51. Research on other Philosophies with Proponentsand indicate Why Teach? What to Teach? How toTeach? In a tabular form: Idealism  Rationalism Realism  Empiricism Scholasticism  Confucianism Pragmatism  Epicureanism Analytic Philosophy  Logical positivism Postmodernism  Phenomenology Social Reconstructionism  Stoic Philosophy Montessori  Hindu philosophy Waldorf education  Buddhist philosophy Democratic Education  Christian philosophy  Paolo Freire’s philosophy
  • 52. Journal entries: Activity #4: My Philosophical Heritage. Write Learning insights. Activity #5: Formulating My Own PhilosophiesComplete the unfinished sentences: I believe that LIFE is … I believe that CHILD is … I believe that SCHOOL is… I believe that TEACHER is… Activity #6:  Educational Philosophies That Interest Me Put your research outputs here regarding the other  philosophies that you have researched.
  • 53. Thank you!!! That’sall for today…See you next meeting..Thanks for coming….
  • 54. References: Bilbao, Purita P., et.al. 2006. The Teaching Profession.  Lorimar Publishing Inc. 2. Corpuz, Brenda B. and Gloria G. Salandanan. 2007.  Principles of Teaching 1. Lorimar Publishing, Inc. 3. Zulueta, Francisco,  2006.  Principles and Methods of  Teaching.  Manila: Navotas Press. 4. Salandanan, Gloria G. 2005. Teaching and the Teacher.  Lorimar Publishing, Inc. 5. Lucas, Ma. Rita D. and Brenda B. Corpuz. 2007.  Facilitating Learning; A Metacognitive Process. Lorimar  Publishing, Inc. Seminar topics&presentations Internet websites