This document outlines the author's philosophy of education. It emphasizes the importance of building strong student-teacher relationships through showing interest in students' lives and cultures. It also stresses the need for mutual respect between teachers and students and the fair application of discipline. Finally, it discusses making curriculum relevant and engaging for students by connecting lessons to their interests and demonstrating enthusiasm for the subject. The author believes these approaches will motivate students to learn and empower them to change the world.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
Teaching is a rewarding yet challenging career that provides countless benefits. Each day in the classroom brings new surprises that can inspire both teachers and students to learn from each other's perspectives. Teachers have the opportunity to make a positive impact on students' lives and entire generations by creating an engaging learning environment. The job allows one to stay connected to children and experience the joy that comes from working with students of different ages.
PAREF SOUTHRIDGE: Forging Men of IntegrityMann Rentoy
This document discusses the nobility of the teaching profession. It provides quotes and sayings about the important role of teachers in shaping students and impacting lives. Teachers affect eternity through their influence on students. The document discusses how teachers can build character in students and create a culture of character in the classroom and school. It also discusses some challenges to character development from modern culture and technology, and provides tips for teachers to continue character formation in online and remote learning settings.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The document outlines a teacher's philosophy for their classroom which includes being a facilitator and guide for students while fostering a safe environment where children can explore and learn without fear of mistakes. The teacher will build a classroom community of mutual respect and their curriculum will be built from child development principles and student interests, with reflection on what was learned and how teaching can be improved. The teacher views their role as a lifelong learner and one of responsibility to guide children on their educational journey in a way that impacts society.
Isha Pacheco presented on the importance of developing positive relationships as a teacher. Positive relationships are built on positive communication and help develop trust, confidence, and a sense of belonging. Developing positive relationships with students helps them feel comfortable at school and motivated to learn, while relationships with parents encourage involvement and collaboration. Relationships with other teachers foster cooperation and a collaborative school environment. Ways to develop these relationships include getting to know others, providing feedback, and communicating respect and support.
This document outlines the author's philosophy of education. It emphasizes the importance of building strong student-teacher relationships through showing interest in students' lives and cultures. It also stresses the need for mutual respect between teachers and students and the fair application of discipline. Finally, it discusses making curriculum relevant and engaging for students by connecting lessons to their interests and demonstrating enthusiasm for the subject. The author believes these approaches will motivate students to learn and empower them to change the world.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
Teaching is a rewarding yet challenging career that provides countless benefits. Each day in the classroom brings new surprises that can inspire both teachers and students to learn from each other's perspectives. Teachers have the opportunity to make a positive impact on students' lives and entire generations by creating an engaging learning environment. The job allows one to stay connected to children and experience the joy that comes from working with students of different ages.
PAREF SOUTHRIDGE: Forging Men of IntegrityMann Rentoy
This document discusses the nobility of the teaching profession. It provides quotes and sayings about the important role of teachers in shaping students and impacting lives. Teachers affect eternity through their influence on students. The document discusses how teachers can build character in students and create a culture of character in the classroom and school. It also discusses some challenges to character development from modern culture and technology, and provides tips for teachers to continue character formation in online and remote learning settings.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The document outlines a teacher's philosophy for their classroom which includes being a facilitator and guide for students while fostering a safe environment where children can explore and learn without fear of mistakes. The teacher will build a classroom community of mutual respect and their curriculum will be built from child development principles and student interests, with reflection on what was learned and how teaching can be improved. The teacher views their role as a lifelong learner and one of responsibility to guide children on their educational journey in a way that impacts society.
Isha Pacheco presented on the importance of developing positive relationships as a teacher. Positive relationships are built on positive communication and help develop trust, confidence, and a sense of belonging. Developing positive relationships with students helps them feel comfortable at school and motivated to learn, while relationships with parents encourage involvement and collaboration. Relationships with other teachers foster cooperation and a collaborative school environment. Ways to develop these relationships include getting to know others, providing feedback, and communicating respect and support.
Engaging the Parents: Strategies in an Online Learning Set-UpMann Rentoy
This document discusses strategies for parents to engage with their children's online learning during the COVID-19 pandemic. It notes that the home has become the school and parents are now taking on teaching roles. The document outlines three categories of side effects children may experience from the changes, including destroyers and infiltrators. It recommends that parents see themselves as coaches to their children and create a supportive home learning environment with a schedule, designated workspace, and encouragement of healthy habits. Parents should maintain clear boundaries while taking a cooperative stance and addressing their children's concerns.
Katherine Ketner outlines her teaching philosophy in three main goals: 1) To establish a warm, nurturing, and safe learning environment where students can earn and receive respect, 2) To provide open communication with students and their parents as part of a teaching team, 3) To foster creativity and a lifelong love of learning through varied teaching methods like role playing, multimedia, and group projects.
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
ASCEND is a small autonomous school in Oakland that was founded in 2001 and uses arts-integrated and expeditionary learning. Over time, budget cuts reduced their program. In 2012, they focused on deep differentiation and won a grant for blended learning. Today, ASCEND is shifting to a model of student agency through personalized instruction. This fall, they are piloting multi-age classrooms to maximize student engagement and ownership over learning through personalized goals and choice. The pilot is a shift to student-driven learning in a collaborative environment between students and teachers.
This document outlines a presentation for administrators on building relationships with teachers. The presentation focuses on collaboration, respect, discussion and using tools like techniques and challenges to build up teachers. It encourages administrators to ensure teachers understand their role and are properly supported to build the school efficiently. Breakout groups are used to discuss presentations, organizations, weaknesses and building teachers up like parts of a body. Attendees are asked to provide feedback and spread word about the presentation.
Differentiated instruction is a teaching approach that recognizes students' varying strengths and weaknesses. The teacher builds on each student's individual abilities by allowing different students to work on different tasks at their own level. This may mean some students are doing different work than others at times. The goal is for every student to grow at an individual pace through regular assessment and conferencing between the teacher and each student. A differentiated classroom aims to help all students become independent learners by tailoring instruction to their needs.
This document discusses the author's beliefs about education and teaching. It expresses that education broadens perspectives, cultivates thinking, and shapes worldviews. The best teachers approach challenges with creativity and flexibility, collaborate well, and are avid learners themselves. The most important role of a teacher is to create a safe and structured learning environment where students can think freely and ask questions without fear. Through experiential lessons and open discussion, students can personally grapple with material and construct meaning both individually and collaboratively. The author's student teaching experience reinforced the importance of planning, collaboration, assessing and adjusting lessons based on each class. The potential for literature and writing skills to develop critical thinking and global citizenship is what draws the author to
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
This document provides an overview and endorsement of the book "Emergent Curriculum in the Primary Classroom". It summarizes the key concepts discussed in the book, including how emergent curriculum allows students to pursue their own inquiries and take ownership of their learning. It also discusses how the book shows teachers how to implement student-led, organic learning experiences and create curriculum from the interactions between students and teachers. The document recommends the book for teachers looking to inspire interactive, innovative lessons where students explore topics and find their own understandings.
Tips for reconnecting with your teachers this teacher’s dayShamraizQamer
This document provides tips for celebrating Teacher's Day, which is observed annually on October 5th. It begins with an overview of Teacher's Day and quotes about the important role of teachers. It then offers ideas for celebrating, such as writing a thank you card, providing better classroom tools, planning a surprise party, giving social media shoutouts, and reconnecting with teachers to say thank you. Suggested gifts include books, gift cards, pens, classroom decorations, handwritten letters, and taking time to reconnect. The goal is to recognize teachers and the impact they have on students' lives.
BRICKS is an educational program that focuses on critical thinking, personalized learning, and differentiated teaching to help students develop their unique strengths and abilities. The goal is to prepare students to pursue their dreams and make positive contributions to society, with outstanding academic results seen as a byproduct of this student-centered approach. BRICKS teachers aim not just to teach subjects but to nurture students' interpersonal skills and guide them to be agents of positive change in the world.
Duxbury HS Recommendation for Debbie CohenDebbie Cohen
The document contains the core values and beliefs about learning of Duxbury High School. The core values state that the school provides a dynamic education to prepare students for global challenges through academic excellence, active learning, and developing responsibility. The beliefs about learning are that all students can learn through hard work and discipline in a safe environment, when meaningful connections are made through partnerships between the school and community. It also contains a letter of recommendation for Debbie Cohen as a yearbook consultant who has helped improve the quality and consistency of the yearbook themes.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
This document discusses the importance of teacher quality and achieving excellence in education. It provides several quotes and studies that show high-performing education systems emphasize having good teachers. One quote notes that just three years with a top teacher can result in two extra years of learning compared to a bottom-performing teacher. The document also describes an Ofsted report about a primary school that achieves good progress and attainment through outstanding teaching, leadership, and strong community partnerships.
Regina Nunez believes that through education students receive the skills and tools to build a fruitful and prosperous life. As a teacher, she strives to impart knowledge and provide guidance to students both personally and academically. She sets high expectations while offering support such as before and after school help. Most importantly, she motivates and builds confidence in students to believe they can succeed. Her goal is to create a cohesive classroom community where students feel comfortable asking questions without hesitation. She promotes diversity and cultural understanding through various activities and examples. Tolerance of all students is important, without judgment or imposing personal beliefs.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
The document discusses how schools should focus on meeting the needs of learners rather than prioritizing teacher control and comfort. It argues schools should recognize that all students learn differently and benefit from a variety of learning experiences. The author describes an alternative school model called Te Karaka Area School that focuses on flexible learning spaces, multi-year student groups, and inquiry-based learning to better individualize education.
Multi-Age Community Time and Guided Reading provides an overview of two programs at a school. Community Time involves 78 students from grades 1-3 participating in social-emotional learning activities together for 20-30 minutes each morning. This helps students build bonds across grades by performing skits together. Guided Reading uses data to group students across three grades into targeted small groups of about 10 students who receive reading instruction while moving between three classrooms. Students also build their own literacy work plans. The presentation discusses the positive impacts on students and plans to further refine the programs.
1) Middle school students in the pilot program learn math collaboratively in multi-age classes and assess their skills through daily exit slips to guide individualized instruction.
2) Students in flexible learning pilot classes have furniture options like ball chairs and wiggle pads and the classroom layout changes daily to meet student needs for group work and activities like acting out skits.
3) Fifth grade students led family workshops in English and Spanish to teach their parents about the choice and voice students have in their blended learning classroom.
This document discusses the requirements for becoming a teacher in the United States. It explains that teaching licensure and certification are established by individual states and require graduation from an accredited teacher education program. These programs include general education courses, content courses in their subject area, and professional education coursework. Alternative pathways like lateral entry allow those without education degrees to become teachers if they pass certification exams. The document also notes high turnover rates in teaching and ongoing professional development expectations once teachers are hired.
This document contains summaries of episodes from a teacher training program. The episodes cover various aspects of being a teacher, including the teacher as an individual, classroom management, the teacher's role in the community, what makes a global teacher, and teachers as professionals. For each episode, the document includes frameworks for analyzing topics like teachers' values and philosophies, classroom management strategies, community resources and issues, and policies that guide the teaching profession. It also includes sections for trainees to reflect on their own thoughts and goals regarding these topics.
Engaging the Parents: Strategies in an Online Learning Set-UpMann Rentoy
This document discusses strategies for parents to engage with their children's online learning during the COVID-19 pandemic. It notes that the home has become the school and parents are now taking on teaching roles. The document outlines three categories of side effects children may experience from the changes, including destroyers and infiltrators. It recommends that parents see themselves as coaches to their children and create a supportive home learning environment with a schedule, designated workspace, and encouragement of healthy habits. Parents should maintain clear boundaries while taking a cooperative stance and addressing their children's concerns.
Katherine Ketner outlines her teaching philosophy in three main goals: 1) To establish a warm, nurturing, and safe learning environment where students can earn and receive respect, 2) To provide open communication with students and their parents as part of a teaching team, 3) To foster creativity and a lifelong love of learning through varied teaching methods like role playing, multimedia, and group projects.
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
ASCEND is a small autonomous school in Oakland that was founded in 2001 and uses arts-integrated and expeditionary learning. Over time, budget cuts reduced their program. In 2012, they focused on deep differentiation and won a grant for blended learning. Today, ASCEND is shifting to a model of student agency through personalized instruction. This fall, they are piloting multi-age classrooms to maximize student engagement and ownership over learning through personalized goals and choice. The pilot is a shift to student-driven learning in a collaborative environment between students and teachers.
This document outlines a presentation for administrators on building relationships with teachers. The presentation focuses on collaboration, respect, discussion and using tools like techniques and challenges to build up teachers. It encourages administrators to ensure teachers understand their role and are properly supported to build the school efficiently. Breakout groups are used to discuss presentations, organizations, weaknesses and building teachers up like parts of a body. Attendees are asked to provide feedback and spread word about the presentation.
Differentiated instruction is a teaching approach that recognizes students' varying strengths and weaknesses. The teacher builds on each student's individual abilities by allowing different students to work on different tasks at their own level. This may mean some students are doing different work than others at times. The goal is for every student to grow at an individual pace through regular assessment and conferencing between the teacher and each student. A differentiated classroom aims to help all students become independent learners by tailoring instruction to their needs.
This document discusses the author's beliefs about education and teaching. It expresses that education broadens perspectives, cultivates thinking, and shapes worldviews. The best teachers approach challenges with creativity and flexibility, collaborate well, and are avid learners themselves. The most important role of a teacher is to create a safe and structured learning environment where students can think freely and ask questions without fear. Through experiential lessons and open discussion, students can personally grapple with material and construct meaning both individually and collaboratively. The author's student teaching experience reinforced the importance of planning, collaboration, assessing and adjusting lessons based on each class. The potential for literature and writing skills to develop critical thinking and global citizenship is what draws the author to
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
This document provides an overview and endorsement of the book "Emergent Curriculum in the Primary Classroom". It summarizes the key concepts discussed in the book, including how emergent curriculum allows students to pursue their own inquiries and take ownership of their learning. It also discusses how the book shows teachers how to implement student-led, organic learning experiences and create curriculum from the interactions between students and teachers. The document recommends the book for teachers looking to inspire interactive, innovative lessons where students explore topics and find their own understandings.
Tips for reconnecting with your teachers this teacher’s dayShamraizQamer
This document provides tips for celebrating Teacher's Day, which is observed annually on October 5th. It begins with an overview of Teacher's Day and quotes about the important role of teachers. It then offers ideas for celebrating, such as writing a thank you card, providing better classroom tools, planning a surprise party, giving social media shoutouts, and reconnecting with teachers to say thank you. Suggested gifts include books, gift cards, pens, classroom decorations, handwritten letters, and taking time to reconnect. The goal is to recognize teachers and the impact they have on students' lives.
BRICKS is an educational program that focuses on critical thinking, personalized learning, and differentiated teaching to help students develop their unique strengths and abilities. The goal is to prepare students to pursue their dreams and make positive contributions to society, with outstanding academic results seen as a byproduct of this student-centered approach. BRICKS teachers aim not just to teach subjects but to nurture students' interpersonal skills and guide them to be agents of positive change in the world.
Duxbury HS Recommendation for Debbie CohenDebbie Cohen
The document contains the core values and beliefs about learning of Duxbury High School. The core values state that the school provides a dynamic education to prepare students for global challenges through academic excellence, active learning, and developing responsibility. The beliefs about learning are that all students can learn through hard work and discipline in a safe environment, when meaningful connections are made through partnerships between the school and community. It also contains a letter of recommendation for Debbie Cohen as a yearbook consultant who has helped improve the quality and consistency of the yearbook themes.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
This document discusses the importance of teacher quality and achieving excellence in education. It provides several quotes and studies that show high-performing education systems emphasize having good teachers. One quote notes that just three years with a top teacher can result in two extra years of learning compared to a bottom-performing teacher. The document also describes an Ofsted report about a primary school that achieves good progress and attainment through outstanding teaching, leadership, and strong community partnerships.
Regina Nunez believes that through education students receive the skills and tools to build a fruitful and prosperous life. As a teacher, she strives to impart knowledge and provide guidance to students both personally and academically. She sets high expectations while offering support such as before and after school help. Most importantly, she motivates and builds confidence in students to believe they can succeed. Her goal is to create a cohesive classroom community where students feel comfortable asking questions without hesitation. She promotes diversity and cultural understanding through various activities and examples. Tolerance of all students is important, without judgment or imposing personal beliefs.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
The document discusses how schools should focus on meeting the needs of learners rather than prioritizing teacher control and comfort. It argues schools should recognize that all students learn differently and benefit from a variety of learning experiences. The author describes an alternative school model called Te Karaka Area School that focuses on flexible learning spaces, multi-year student groups, and inquiry-based learning to better individualize education.
Multi-Age Community Time and Guided Reading provides an overview of two programs at a school. Community Time involves 78 students from grades 1-3 participating in social-emotional learning activities together for 20-30 minutes each morning. This helps students build bonds across grades by performing skits together. Guided Reading uses data to group students across three grades into targeted small groups of about 10 students who receive reading instruction while moving between three classrooms. Students also build their own literacy work plans. The presentation discusses the positive impacts on students and plans to further refine the programs.
1) Middle school students in the pilot program learn math collaboratively in multi-age classes and assess their skills through daily exit slips to guide individualized instruction.
2) Students in flexible learning pilot classes have furniture options like ball chairs and wiggle pads and the classroom layout changes daily to meet student needs for group work and activities like acting out skits.
3) Fifth grade students led family workshops in English and Spanish to teach their parents about the choice and voice students have in their blended learning classroom.
This document discusses the requirements for becoming a teacher in the United States. It explains that teaching licensure and certification are established by individual states and require graduation from an accredited teacher education program. These programs include general education courses, content courses in their subject area, and professional education coursework. Alternative pathways like lateral entry allow those without education degrees to become teachers if they pass certification exams. The document also notes high turnover rates in teaching and ongoing professional development expectations once teachers are hired.
This document contains summaries of episodes from a teacher training program. The episodes cover various aspects of being a teacher, including the teacher as an individual, classroom management, the teacher's role in the community, what makes a global teacher, and teachers as professionals. For each episode, the document includes frameworks for analyzing topics like teachers' values and philosophies, classroom management strategies, community resources and issues, and policies that guide the teaching profession. It also includes sections for trainees to reflect on their own thoughts and goals regarding these topics.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
The document provides guidance for designing a process-oriented performance assessment, including observing a classroom activity, developing an assessment plan with objectives and rubrics, and reflecting on the experience. The assessment plan should align objectives, activities, and rubrics to effectively evaluate student learning and performance. The process allows the student to design and implement an authentic assessment to gain experience in curriculum development.
The document is a lesson plan for an English class taught by a student teacher. The lesson plan covers pre-listening, listening, and post-listening activities. It also includes rubrics used to evaluate student performance. The intended, implemented, and achieved curriculums are well-aligned, with objectives matched to activities and assessments. Students were engaged in group work and presentations to practice interpreting texts and quotations. The lesson provided an effective example of ensuring curriculum alignment across objectives, instruction, and evaluation.
The document discusses learning assessment strategies and provides a form for students to document the assessment methods they observe being used in classes. [1] It instructs students to observe at least two classes and make a list of the assessment methods used by teachers, classifying them as conventional or authentic/alternative. [2] Students are then asked to describe how each assessment method was used, confer with their teacher about their assessment list, and reflect on their experience. [3]
The document describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
To be considered a curricularist, a teacher must fulfill several roles: knower, writer, planner, initiator, innovator, implementer, and evaluator. As a knower, the teacher must master the curriculum content. As a writer, the teacher documents lessons. As a planner, the teacher designs curriculum plans considering factors like learners and outcomes. As an initiator and innovator, the teacher introduces new ideas and is creative. As an implementer, the teacher brings the curriculum plan to life through teaching. And as an evaluator, the teacher determines if learning outcomes were achieved.
The document describes the organization and curriculum of the Diosdado P. Macapagal Elementary School. It outlines the school's administration structure, including the principal, teachers for different grades and subjects, and support staff. It also discusses the school's mission and vision. The curriculum covers traditional vs progressive approaches, components like the written, taught and assessed curriculum, and factors to consider like learning theories, students' needs and instructional materials. It presents innovations like the K-12 program, mother tongue-based instruction and team teaching.
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
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All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
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The document contains personal information forms for 6 student teachers taking the Bachelor of Secondary Education program. The forms provide details on each student's personal background, family background, educational attainment, and teaching philosophy. They also include self-rating competency checklists where the students assess their current abilities in teaching competencies such as identifying qualities of good teachers, facilitating diverse learning, and relating educational processes to social issues.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
The document discusses issues with the current school system and proposes an alternative approach. It argues that many students feel disengaged from school due to a negative experience and lack of perceived potential for success. The author proposes redesigning schooling to focus on making tasks meaningful and promoting a sense of progression in students' abilities rather than competition. Teachers at the author's school trialed this approach and found students became more engaged with learning.
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This article discusses a case study of Creekside Elementary School, an inclusive elementary school in Florida. The school was found to have six contributing factors to its success: high expectations, positive learning environment, differentiated instruction, collaborative teaching, ongoing assessment and progress monitoring. These factors allowed students with learning disabilities to achieve academic success. The study provides examples for other schools to implement effective inclusive practices.
This document is a theory and practice paper written by Spenser White for a teacher education course. It discusses White's vision for creating a classroom environment that is a "paradise" for students of all abilities. White draws on experiences with an unpleasant 5th grade teacher who undermined their self-confidence as a learner. This motivated White to pursue teaching in order to help students like themself feel supported. The paper outlines White's philosophy of creating a democratic classroom with developmentally appropriate learning centers. It also describes the ideal physical and psychological environment White aims to establish, including preventative classroom management strategies. The overarching goal is to make all students feel capable, cared for, and able to succeed as learners.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
This document provides summaries of several books related to best practices for instructional leaders and teachers. It describes books that identify effective teaching methods, support English language learners, address the impact of poverty on education, strengthen teacher-student relationships, incorporate background knowledge, and improve school culture and climate. It also mentions tools for National Board Certification and developing strategies to address bullying and improve student outcomes through leadership.
This document contains a summary of the author's experiences visiting schools in the United States as part of a fellowship program. The author observed innovative teaching methods that integrate technology and focus on preparing students for the future. Teachers were found to be skilled, treating students with patience and democratic attitudes. While students enjoyed freedom, there were also clear rules and procedures outlined. The experience gave the author new perspectives on education and how far Bangladesh still needs to progress to achieve similar standards.
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to better serve diverse students.
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
SWOT analysis in the project Keeping the Memory @live.pptx
Becoming a Teacher
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