Roles and Responsibilities Infographic
•
1 like•997 views
The educator discusses their philosophy of education which balances student-centered progressivism with the essentialist view of teaching core skills and knowledge. They explain the roles they will have as a mediator, facilitator, protector, assessor, planner, instructor, counselor, role model, learner, coach, observer, leader, gatekeeper, and collaborator. The educator also outlines their responsibilities to ensure student wellbeing, provide equal opportunities, maintain skills and abilities, challenge biases, and act professionally.
Report
Share
Report
Share
Download to read offline
Recommended
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
DEPED Order no. 8, s. 2015
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Measurement, Assessment and Evaluation
- Measurement refers to determining attributes of physical objects using standard instruments. Assessment gathers information relative to an objective or goal. Evaluation provides information to make a judgement about a situation based on criteria.
- Students often confuse these terms but understanding the differences is fundamental for teachers. Measurement simply collects information, assessment yields information about an objective, and evaluation uses assessment data to make a value judgement.
- Common assessment types include formative vs summative, informal vs formal, continuous vs final, process vs product, and divergent vs convergent. Different types serve different purposes like feedback, grading, or documenting competency.
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Recommended
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
DEPED Order no. 8, s. 2015
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Measurement, Assessment and Evaluation
- Measurement refers to determining attributes of physical objects using standard instruments. Assessment gathers information relative to an objective or goal. Evaluation provides information to make a judgement about a situation based on criteria.
- Students often confuse these terms but understanding the differences is fundamental for teachers. Measurement simply collects information, assessment yields information about an objective, and evaluation uses assessment data to make a value judgement.
- Common assessment types include formative vs summative, informal vs formal, continuous vs final, process vs product, and divergent vs convergent. Different types serve different purposes like feedback, grading, or documenting competency.
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Integrative teaching Strategies
This presentation is about integrative teaching strategies, the mode of teaching strategies and steps of focusing inquiry
The teacher in the classroom and community
The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Spiral progression in Science
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
Implementing the curriculum the teacher as curriculum implementer and manager
Teachers play a primary role in implementing curriculum as curriculum makers. They develop lessons, units, and plans that address student needs and interests. Teachers design, enrich, and modify curriculum to suit different learners. Students view teachers as crucial for shaping the school curriculum through the experiences and resources they provide. While technology can support teachers, it cannot replace the complex, multifaceted role teachers play. School administrators also help shape curriculum as managers who oversee its implementation and ensure continuity and balance across grade levels.
Mother Tongue Curriculum Guide
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Lesson plan multiplication g.3
This document contains a semi-detailed lesson plan for teaching students how to multiply 2 to 4 digit numbers by 1 to 2 digit numbers without regrouping. The lesson plan includes learning objectives, materials, and a sequence of activities: practicing multiplication facts with flash cards, reviewing key concepts, presenting sample problems, allowing students to practice problems in groups and individually, evaluating students abilities, and assigning additional problems as homework. The overall goal is for students to learn and demonstrate accurate and careful multiplication of multi-digit numbers.
Multigrade Teaching
This document discusses multigrade classrooms in the Philippines. It notes that about 2/3 of public school classrooms are multigrade due to factors like remote locations, small student populations, and lack of resources. Multigrade classrooms are seen as an effective way to provide education for all children, though they have also received some negative perceptions. When implemented properly with teacher training and materials, multigrade classrooms can have advantages over single grade classrooms like helping both younger and older students learn, developing independence and social skills, and allowing teachers to better know their students.
Multigrade Teaching
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
The challenges of multigrade teaching
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN SCIENCE
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The unit covers the three states of matter - solids, liquids, and gases. The first chapter focuses on solids, their characteristics like color, shape, size and texture. It includes activities for students to observe and describe different solids. The document provides structure and content for the textbook but is still in draft form.
Classroom assessment for the k to 12 (BEC)
The document outlines DepEd Order #8, s. 2015 which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in public schools. It discusses the purposes of diagnostic, formative, and summative assessments. Formative assessments are used to guide instruction while summative assessments measure learning against standards. The guidelines describe methods of assessment including individual, collaborative, and those used at different parts of the lesson. Assessment results are used to track student progress, determine if learning standards are met, and report achievement.
Models of curriculum development
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
Sylor- Alexandar model Of Curriculum
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
Lesson Plan In Mathematics 3
I made this Lesson Plan for a friend I hope some people can make use of this too and if ever you will see some things to be corrected feel free to comment.
Math 2 Curriculum Guide rev.2016
Math 2 Curriculum Guide rev.2016
Download Link is on the Youtube video description
https://youtu.be/usZuQvjwLlI
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TEACHING MATH IN INTERMEDIATE GRADES LESSON 3-6
Cooperative Learning
Cooperative learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.
Teaching Philosophy - Doretha Smith
Doretha L. Smith has always had a passion for teaching. As an adjunct instructor, she aims to motivate students to achieve their academic goals and develop critical thinking skills. She creates a positive learning environment that promotes intellectual stimulation and empowerment through academic support. Smith challenges students with assignments and projects to enhance their learning and pushes them to conduct research and write scholarly works. She takes a neutral stance in classes and acts as a moderator to motivate students' participation and challenge their intellectual abilities. Smith believes in continuously improving and self-assessing her teaching performance.
Statement of Teaching Philosophy (2)
The teacher believes that students learn in different ways so their courses would use differentiated instruction and various assessment methods. They would design interactive courses that cultivate critical thinking and consider multiple perspectives. Students would be challenged to take charge of their own learning while the teacher facilitates. Formative and summative assessments would measure progress, including projects, presentations, discussions, and using the latest technology.
More Related Content
What's hot
Integrative teaching Strategies
This presentation is about integrative teaching strategies, the mode of teaching strategies and steps of focusing inquiry
The teacher in the classroom and community
The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Spiral progression in Science
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
Implementing the curriculum the teacher as curriculum implementer and manager
Teachers play a primary role in implementing curriculum as curriculum makers. They develop lessons, units, and plans that address student needs and interests. Teachers design, enrich, and modify curriculum to suit different learners. Students view teachers as crucial for shaping the school curriculum through the experiences and resources they provide. While technology can support teachers, it cannot replace the complex, multifaceted role teachers play. School administrators also help shape curriculum as managers who oversee its implementation and ensure continuity and balance across grade levels.
Mother Tongue Curriculum Guide
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Lesson plan multiplication g.3
This document contains a semi-detailed lesson plan for teaching students how to multiply 2 to 4 digit numbers by 1 to 2 digit numbers without regrouping. The lesson plan includes learning objectives, materials, and a sequence of activities: practicing multiplication facts with flash cards, reviewing key concepts, presenting sample problems, allowing students to practice problems in groups and individually, evaluating students abilities, and assigning additional problems as homework. The overall goal is for students to learn and demonstrate accurate and careful multiplication of multi-digit numbers.
Multigrade Teaching
This document discusses multigrade classrooms in the Philippines. It notes that about 2/3 of public school classrooms are multigrade due to factors like remote locations, small student populations, and lack of resources. Multigrade classrooms are seen as an effective way to provide education for all children, though they have also received some negative perceptions. When implemented properly with teacher training and materials, multigrade classrooms can have advantages over single grade classrooms like helping both younger and older students learn, developing independence and social skills, and allowing teachers to better know their students.
Multigrade Teaching
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
The challenges of multigrade teaching
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN SCIENCE
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The unit covers the three states of matter - solids, liquids, and gases. The first chapter focuses on solids, their characteristics like color, shape, size and texture. It includes activities for students to observe and describe different solids. The document provides structure and content for the textbook but is still in draft form.
Classroom assessment for the k to 12 (BEC)
The document outlines DepEd Order #8, s. 2015 which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in public schools. It discusses the purposes of diagnostic, formative, and summative assessments. Formative assessments are used to guide instruction while summative assessments measure learning against standards. The guidelines describe methods of assessment including individual, collaborative, and those used at different parts of the lesson. Assessment results are used to track student progress, determine if learning standards are met, and report achievement.
Models of curriculum development
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
Sylor- Alexandar model Of Curriculum
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
Lesson Plan In Mathematics 3
I made this Lesson Plan for a friend I hope some people can make use of this too and if ever you will see some things to be corrected feel free to comment.
Math 2 Curriculum Guide rev.2016
Math 2 Curriculum Guide rev.2016
Download Link is on the Youtube video description
https://youtu.be/usZuQvjwLlI
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TEACHING MATH IN INTERMEDIATE GRADES LESSON 3-6
Cooperative Learning
Cooperative learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.
What's hot (20)
Implementing the curriculum the teacher as curriculum implementer and manager
Implementing the curriculum the teacher as curriculum implementer and manager
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
Similar to Roles and Responsibilities Infographic
Teaching Philosophy - Doretha Smith
Doretha L. Smith has always had a passion for teaching. As an adjunct instructor, she aims to motivate students to achieve their academic goals and develop critical thinking skills. She creates a positive learning environment that promotes intellectual stimulation and empowerment through academic support. Smith challenges students with assignments and projects to enhance their learning and pushes them to conduct research and write scholarly works. She takes a neutral stance in classes and acts as a moderator to motivate students' participation and challenge their intellectual abilities. Smith believes in continuously improving and self-assessing her teaching performance.
Statement of Teaching Philosophy (2)
The teacher believes that students learn in different ways so their courses would use differentiated instruction and various assessment methods. They would design interactive courses that cultivate critical thinking and consider multiple perspectives. Students would be challenged to take charge of their own learning while the teacher facilitates. Formative and summative assessments would measure progress, including projects, presentations, discussions, and using the latest technology.
My teachingphilosophy
The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
My educational philosophy t
1. The author outlines their educational philosophy and goals as a teacher, stating their desire to be inspirational and help students discover themselves through education.
2. The author intends to align their objectives with the Ministry of Education's goals of achieving educational, social, developmental and methodological development through a variety of teaching methods.
3. The author recognizes the importance of classroom management and using technology appropriately to create an engaging learning environment while ensuring order and discipline.
PhilosophyofEducation.pdf
My goal is to challenge students to reach their full potential through group work and a curriculum tailored to individual learning styles. I want to provide straightforward instruction while also giving students freedom to explore on their own and find answers independently. It is important to help students help others and to enjoy them for all they offer.
Philosophy of Education
The document outlines three different philosophies of education from prospective teachers. The first values group work and giving students freedom to express themselves creatively. The teacher wants to challenge students and help them develop their strengths. The second philosophy emphasizes preventative behavior strategies, treating all students equally, and intrinsically motivating students through challenging lessons. Developing writing skills and social interaction are also goals. The third philosophy stresses the importance of creating a safe learning environment where students feel motivated and pushing them to reach their full potential. Classroom organization and teaching meaningful content that interests students are also considered key.
8612 Presentation For 8612 Book(U4) 1.pptx
This document discusses the attributes of professional teachers. It outlines four key models of teaching: the teacher as manager of instruction, caring person, expert learner, and cultural/civic person. Qualities of good teachers include being eager about their subject and viewing themselves as lifelong learners rather than experts. Teachers should be reflective practitioners who continuously improve. They are also committed to their students and profession through moral and ethical principles. Overall, the document emphasizes that teachers act as role models who guide students' development through caring, honesty, and understanding.
The Four Pillars of Flipped Learning F-L-I-P
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
MY TEACHING PHILOSOPHY
The instructor views their role as a guide to help students develop unique perspectives and critical thinking skills. They strive to vary their teaching style to accommodate diverse students, keeping in mind differences in background, skill level, and reasons for learning. Their classes incorporate a variety of active learning methods like discussions, group work, and reflection to keep students engaged. Their goal is to help students improve critical thinking and learn more about themselves.
aaaaa
This document outlines a philosophy of education focused on pragmatism and progressivism. The key points are:
1) Effective teaching requires a student-centered approach where students enjoy learning and their needs are met through group work and experiential learning.
2) The purpose of education is to teach students how to think critically by considering different issues and perspectives, rather than what to think.
3) A supportive learning environment is important, where students receive care, respect, and are able to imitate positive values.
4) Assessments should be fair, promote critical thinking, and use both formal exams and informal observations.
Siddiqui_teaching_philosophy
Siddiqui's philosophy of teaching is based on feminist pedagogy and creating a community of learners. She sees her role as a facilitator who introduces concepts and leads discussions, while expecting students to participate actively. Clear guidelines and high expectations are provided upfront. Equally important is establishing a safe environment where students feel comfortable sharing ideas through respect and appreciation for diverse viewpoints. Experiential learning is also key to linking theory with practice through projects that prepare students for citizenship. Flexibility and engaging multiple learning styles are fundamental to adapting instruction based on each group of students.
Essay On Becoming A Teacher
This essay discusses the author's desire to become a teacher. The author wants to give back to their community through education, as teaching is part of their family's heritage. They believe in John Dewey's progressive teaching philosophy of incorporating different styles and making learning fun and engaging for students. The author plans to use diverse activities, projects, and experiences to keep students active and help them learn in different ways.
Essay For A Teacher
Being a Teacher Essay
My Career as a Teacher Essay
My Teaching Philosophy Essay
Essay on I Want to be a Teacher
My philosophy of teaching
This document outlines the author's philosophy of teaching. The philosophy emphasizes: [1] having in-depth knowledge of the subject area being taught; [2] understanding how individual students learn best; and [3] facilitating learning through active involvement and collaboration. The goal is to instill a love of learning and critical thinking in students. The author believes teachers should continually improve their skills through research and reflection to ensure high-quality, meaningful instruction.
Getting Hired Tt Day 1
The document provides information for ACP candidates on finding a teaching job, including where to look for openings, the application process, preparing for a job fair interview, researching the school district, and creating an effective teaching portfolio. An effective portfolio is structured, representative of one's work, and selective in focusing on the most relevant content. The portfolio helps candidates get hired by showcasing their teaching abilities, philosophy, experience, and effectiveness in the classroom.
Essay About Teachers
My Passion As A Teacher
Middle School Teacher Essay
My Career as a Teacher Essay
Influences of a Teacher Essay
Essay on The Teaching Profession
A Good Teacher Essay
teacher expectations
Elementary School Teaching Essay
Essay about Teachers and Students
Teaching Philosophy Statement
The teacher believes that education empowers students by providing knowledge, and that their role is to create a positive learning environment focused on student success. They aim to be a moral and intellectual model, encouraging students to think critically and take responsibility for their own learning, while also supporting their self-esteem. The teacher promotes active and collaborative learning through lessons that stimulate curiosity, and believes teachers also learn through teamwork. They support differentiation to accommodate all students' unique backgrounds and learning styles.
Sample Essay Teacher
A Successful Educator Essay
An Effective Teacher Essay
My Teaching Philosophy Essay
My Career as a Teacher Essay
Teacher Essay examples
Being a Teacher Essay
Teacher Ethics Essay
Teaching Philosophy_Stephen Blavier
My teaching philosophy focuses on helping students succeed both inside and outside the classroom. I strive to treat each student as an individual and help them achieve their goals through a supportive learning environment. I aim to make students feel comfortable while challenging them to learn, and encourage lifelong learning through hands-on projects, guest speakers, and opportunities to explore their passions.
Erin Tolman Philosophy of Education
Erin Tolman is a lifelong learner who believes in empowering students through various forms of assessment and ensuring they understand concepts through inquiry-based learning and daily informal checks. She understands the importance of creating a safe and organized classroom environment where students feel comfortable to learn. Her flexible teaching style adapts to student needs and desires through fluid lesson plans while still meeting standards. She is passionate about helping students discover their strengths and become intrinsically motivated to succeed in life.
Similar to Roles and Responsibilities Infographic (20)
More from MeganWaldeck
PBL in science itl 518(1)
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
ITL518 Learning Map
Learning Map for a science lesson for a group of kindergarteners learning about basic needs of plants.
ITL516 Geometry Presentation
This PowerPoint demonstrates the K-5th grade learning progressions in the mathematical area of geometry. K-5th grade standards are provided as well.
ITL516 Learning Map
A learning map chart filled out as a teacher plans a subsequent lesson for her students to help them practice rounding.
ITL516 Week One Assignment One
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
Assessment Strategies and Reflection
The author administered assessments to a 6th grade student named Joshua to determine his strengths and weaknesses in reading. Analysis showed Joshua's primary needs were in phonics, vocabulary, spelling, and fluency. The author provides 3 strategies for each area of need, including motivation and comprehension. Strategies include word sorts, personal word walls, guided reading, and repeated reading. The author reflects on challenges administering and analyzing assessments but feels more prepared to support a range of learners.
Field Observation ITL608
The document describes Megan Waldeck's observations of Mrs. Rodney's 4th grade GATE classroom over three days. On Monday, Mrs. Rodney taught a lesson on inferences using student examples and their class novel. On Wednesday, students completed chapter questions and reviewed icons of depth and complexity in preparation for a final project analyzing themes in the novel. The project involved students creating a rough draft and receiving feedback from Mrs. Rodney before constructing their final work.
Signature Assignment Learning Plan
My created lesson plan for a day two review of the 11 Icons of Depth and Complexity for a 4th grade GATE classroom.
Itl608 lesson plan
This literacy lesson plan outlines how Mr. Jones' 6th grade English class will compare and contrast their experience of reading Edgar Allan Poe's poem "The Raven" to listening to an audio version, including potential barriers to learning and accommodations to support all students in meeting the standard of analyzing differences in media. Students will read and discuss the poem in groups, watch a reading of it, and demonstrate their understanding through a creative project of their choice. The classroom environment and resources are designed to engage diverse learners through positive reinforcement of group work.
ITL602 Reflective Journal 2
An awareness of how people are socialized to accept inequalities makes it possible for teachers to expose and disrupt the narratives that maintain inequalities in rules, practices and imbalances of power in the classroom.....
ITL602 Visual Representation
Native Americans, Mexican Americans, Asian Americans, and African Americans all faced legal and cultural discrimination in the U.S. educational system throughout history. Native American children were forced to attend boarding schools that banned their languages and cultures. Mexican Americans and Asian Americans dealt with segregated schools. The 1954 Brown v. Board of Education ruling deemed racial segregation unconstitutional, though socioeconomic segregation remains an issue today.
ITL602 Group Assignment
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
More from MeganWaldeck (12)
Recently uploaded
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaA Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Roles and Responsibilities Infographic
- 1. Roles I’ll Have In The Classroom First, Let Me Recall My Philosophy Of Education What They Mean... As An Inspired Educator Of And For All Students 1.Progressivism: Student-centered; aims to focus on students and their experiences 2.Essentialism: Teaching a specific set of skills and knowledge to all students is critical *Over the course of this class my philosophy has remained the same* Why? “I have a strong belief that school is very important and its objective is to teach all students a basic set of skills/knowledge. This a prior assumption/bias of mine that was forged from my past as a student. However at the same time, I am also an advocate of seeing each student as the individual they are. I know I cannot expect all students to have the same beliefs about school as I do. I aim to find a balance of my two philosophies for the betterment of my students.” Mediator Facilitator Protector Assessor Planner Instructor Counselor Role Model Learner Coach Observer Leader Gatekeeper Collaborator Supervisor My Responsibilities As An Educator What I’ve learnedabout myself as afuture teacher andmy place in the U.S.educational system 3. Skills/Abilities Maintain the required S/A, including mastery of the TPEs, in order to be the knowledgeable teacher my students deserve 4. Ethical Conduct: Challenge my own biases and that of others around me 1.Student Wellbeing Foster a safe environment for all students by promoting inclusion and individuality. Be open and show empathy in hopes that students will feel they can trust me 2. Equal Opportunities: Recognize the differences in cultures and struggles among students and work to reduce the barriers to success they may face My Growth And Development... “Throughout my teaching career I plan on continuous self reflection. The only way to ensure professional growth is by assessing my own actions and making changes where necessary. This means reflecting back on my philosophy of education, my biases, if I’m providing my students with an equal opportunity to learn, and so much more. I must observe how my students are doing in my class and ask myself what I can do better. Am I playing the role my students need? Am I following through with all my responsibilities as a teacher? Am I still trying to learn more? Only by questioning myself can I push my own limits and not be complacent.“ Assessor: Evaluates the quality of work done Coach: Give specialized teaching to students Collaborator: Work with my peers Counselor: Give guidance or advice when asked Facilitator: Make the learning process easier Gatekeeper: Provide access to new knowledge Instructor: Present new topics and curriculum Leader: Take control of situations in the classroom Learner: Continue learning from everyone Mediator: Resolve conflict Observer: Allow students to lead while I watch Planner: Create lessons and activities Protector: Watch out for the welfare of my class Supervisor: Manage activities in the classroom Role Model: Be an ethical example to my class 5.Professionalism: Display proper interactions and communication with peers, students and parents