National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching in the Philippines. It provides a single framework to guide teacher development and minimize confusion about what constitutes effective teaching. The NCBTS should be used by teacher education institutions, licensing bodies, and professional development organizations to improve teaching practices and help all students learn. The NCBTS can be used by individual teachers for self-reflection, professional goal-setting, and discussing teaching practices with others. It defines seven domains of teaching competency: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching in the Philippines. It provides a single framework to guide teacher development and minimize confusion about what constitutes effective teaching. The NCBTS should be used by teacher education institutions, licensing bodies, and professional development organizations to improve teaching practices and help all students learn. The NCBTS can be used by individual teachers for self-reflection, professional goal-setting, and discussing teaching practices with others. It defines seven domains of teaching competency: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
The document discusses the qualities of an effective teacher and provides guidance for those starting their teaching journey. It emphasizes preparing students with the right mindset and skills, establishing high learning expectations, demonstrating mastery of the curriculum, promoting continuing study, and inspiring students. Above all, it stresses the importance of respecting students and their learning environment.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
This document summarizes the July-September 2014 issue of the newsletter "Inspiring Teachers". It discusses the Teacher's Academy workshop programs conducted by Uma Garimella over the last 7 years. The issue highlights 16 teaching strategies for Indian colleges developed by Garimella based on her experience. It also provides a table comparing the skills needed in the workplace versus those acquired in college.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
The document discusses the National Competency Based Teacher Standards (NCBTS) framework for Filipino teachers. It provides the following key details:
- The NCBTS defines effective teaching and establishes a single framework for teacher development from pre-service training through professional programs.
- It is intended to guide teacher licensing exams, in-service training programs, and evaluation of teaching practices.
- The NCBTS describes what competent teachers should be able to do to help all students learn, focusing on seven domains of teaching practice.
- It is intended not just as a evaluation tool but as a framework to help teachers continuously improve and develop their skills over their career.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It contains the following key points:
1. NCBTS defines effective teaching across 7 domains and is used to guide teacher education, licensing, and professional development. It serves as the basis for the Teacher Education and Development Program (TEDP).
2. The 7 domains cover topics like social regard for learning, learning environment, curriculum, diversity of learners, planning and assessment, community linkages, and personal growth.
3. TEDP conceptualizes a teacher's career path from pre-service training through retirement, with agencies like DepEd, CHED, and PRC working together using NC
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. The NCBTS defines effective teaching across 7 domains covering teachers' professional responsibilities. Each domain contains strands that define specific teaching practices, and performance indicators that outline observable teacher behaviors. The framework is intended to provide clear guidelines to help teachers develop and improve their practice over time to better facilitate student learning.
The Philippine Professional Standards for Teachers (PPST) establishes a framework for teacher quality and development with four career stages - beginning, proficient, highly proficient, and distinguished. It was developed over three years through extensive stakeholder consultations and research to align with international standards and support the K to 12 reform. The PPST addresses seven domains of teaching and will be used to guide teacher recruitment, assessment, professional development and other human resource functions to enhance teaching quality.
The NCBTS aims to improve teaching by supporting individual teachers and fostering collaboration. It assumes that teachers have varying motivations, capabilities, and opportunities to improve. The NCBTS also recognizes that improving teaching is best achieved through both individual efforts and integrated work among communities of teachers. It seeks to create an environment where all stakeholders support teachers in aligning their practices with the NCBTS framework to enhance student learning.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The NCBTS is an integrated framework that defines effective teaching. It provides a single framework to guide teacher development programs from the school to national level. Teachers should use the NCBTS as a guide to reflect on and create teaching practices, plan professional goals, and discuss teaching with other teachers. The framework includes domains on social regard for learning, learning environment, and diversity of learners. Each domain contains strands that define key aspects of effective teaching.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
This document outlines professional teaching standards for teachers in New South Wales, Australia. It is published by the NSW Institute of Teachers and contains 7 elements across 4 key stages of a teacher's career. The standards describe the professional knowledge, practice, and commitment expected at each career stage. They cover topics such as subject content knowledge, pedagogy, student development, curriculum requirements, and use of technology. The standards are meant to guide teachers' professional development and ensure high-quality teaching that improves student learning.
The NCBTS is a framework that defines effective teaching as helping all students learn curriculum goals. It characterizes good teaching through competencies rather than credentials. A technical working group studied classroom experiences and organized teaching practices into national, zonal, and sectoral standards through consultations. The standards provide a single framework to define and guide teacher development from the school to national level.
The document summarizes the development and key features of the Philippine Professional Standards for Teachers (PPST). It discusses how the PPST was developed through extensive consultation, validation studies, and focus group workshops involving over 10,000 educators. The PPST establishes clear expectations for teachers across four career stages and provides the framework for teacher quality in the Philippines. It covers seven domains related to content knowledge, learning environment, diversity of learners, curriculum, assessment, community engagement, and professional development.
The document outlines a teacher education and development program with 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal/professional development. Each domain contains statements of principles and criteria for teachers to maintain high standards for student learning, teaching practices, professional growth, and community engagement. The program aims to develop well-rounded teachers who promote holistic student learning.
The document outlines the National Competency-Based Teacher Standards (NCBTS) in the Philippines, which provides a framework to define effective teaching. The NCBTS is intended to guide teacher professional development and improve teaching quality by establishing 7 domains of teaching competence. Individual teachers are encouraged to use the NCBTS to reflect on their practices, plan professional goals, and establish a common language for discussing teaching.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
The document discusses the qualities of an effective teacher and provides guidance for those starting their teaching journey. It emphasizes preparing students with the right mindset and skills, establishing high learning expectations, demonstrating mastery of the curriculum, promoting continuing study, and inspiring students. Above all, it stresses the importance of respecting students and their learning environment.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
This document summarizes the July-September 2014 issue of the newsletter "Inspiring Teachers". It discusses the Teacher's Academy workshop programs conducted by Uma Garimella over the last 7 years. The issue highlights 16 teaching strategies for Indian colleges developed by Garimella based on her experience. It also provides a table comparing the skills needed in the workplace versus those acquired in college.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
The document discusses the National Competency Based Teacher Standards (NCBTS) framework for Filipino teachers. It provides the following key details:
- The NCBTS defines effective teaching and establishes a single framework for teacher development from pre-service training through professional programs.
- It is intended to guide teacher licensing exams, in-service training programs, and evaluation of teaching practices.
- The NCBTS describes what competent teachers should be able to do to help all students learn, focusing on seven domains of teaching practice.
- It is intended not just as a evaluation tool but as a framework to help teachers continuously improve and develop their skills over their career.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It contains the following key points:
1. NCBTS defines effective teaching across 7 domains and is used to guide teacher education, licensing, and professional development. It serves as the basis for the Teacher Education and Development Program (TEDP).
2. The 7 domains cover topics like social regard for learning, learning environment, curriculum, diversity of learners, planning and assessment, community linkages, and personal growth.
3. TEDP conceptualizes a teacher's career path from pre-service training through retirement, with agencies like DepEd, CHED, and PRC working together using NC
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. The NCBTS defines effective teaching across 7 domains covering teachers' professional responsibilities. Each domain contains strands that define specific teaching practices, and performance indicators that outline observable teacher behaviors. The framework is intended to provide clear guidelines to help teachers develop and improve their practice over time to better facilitate student learning.
The Philippine Professional Standards for Teachers (PPST) establishes a framework for teacher quality and development with four career stages - beginning, proficient, highly proficient, and distinguished. It was developed over three years through extensive stakeholder consultations and research to align with international standards and support the K to 12 reform. The PPST addresses seven domains of teaching and will be used to guide teacher recruitment, assessment, professional development and other human resource functions to enhance teaching quality.
The NCBTS aims to improve teaching by supporting individual teachers and fostering collaboration. It assumes that teachers have varying motivations, capabilities, and opportunities to improve. The NCBTS also recognizes that improving teaching is best achieved through both individual efforts and integrated work among communities of teachers. It seeks to create an environment where all stakeholders support teachers in aligning their practices with the NCBTS framework to enhance student learning.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The NCBTS is an integrated framework that defines effective teaching. It provides a single framework to guide teacher development programs from the school to national level. Teachers should use the NCBTS as a guide to reflect on and create teaching practices, plan professional goals, and discuss teaching with other teachers. The framework includes domains on social regard for learning, learning environment, and diversity of learners. Each domain contains strands that define key aspects of effective teaching.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
This document outlines professional teaching standards for teachers in New South Wales, Australia. It is published by the NSW Institute of Teachers and contains 7 elements across 4 key stages of a teacher's career. The standards describe the professional knowledge, practice, and commitment expected at each career stage. They cover topics such as subject content knowledge, pedagogy, student development, curriculum requirements, and use of technology. The standards are meant to guide teachers' professional development and ensure high-quality teaching that improves student learning.
The NCBTS is a framework that defines effective teaching as helping all students learn curriculum goals. It characterizes good teaching through competencies rather than credentials. A technical working group studied classroom experiences and organized teaching practices into national, zonal, and sectoral standards through consultations. The standards provide a single framework to define and guide teacher development from the school to national level.
The document summarizes the development and key features of the Philippine Professional Standards for Teachers (PPST). It discusses how the PPST was developed through extensive consultation, validation studies, and focus group workshops involving over 10,000 educators. The PPST establishes clear expectations for teachers across four career stages and provides the framework for teacher quality in the Philippines. It covers seven domains related to content knowledge, learning environment, diversity of learners, curriculum, assessment, community engagement, and professional development.
The document outlines a teacher education and development program with 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal/professional development. Each domain contains statements of principles and criteria for teachers to maintain high standards for student learning, teaching practices, professional growth, and community engagement. The program aims to develop well-rounded teachers who promote holistic student learning.
The document outlines the National Competency-Based Teacher Standards (NCBTS) in the Philippines, which provides a framework to define effective teaching. The NCBTS is intended to guide teacher professional development and improve teaching quality by establishing 7 domains of teaching competence. Individual teachers are encouraged to use the NCBTS to reflect on their practices, plan professional goals, and establish a common language for discussing teaching.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
Educational philosophy - Contribution of Education to National Development Vijayalakshmi Murugesan
This document discusses the relationship between curriculum and national goals in India and the involvement of teachers in curriculum planning and implementation. It notes that the preamble to the Indian constitution outlines goals of justice, liberty, equality and fraternity that influence educational programs and curriculum. The curriculum aims to provide equal opportunities, treat all students alike, and incorporate principles like democratic classrooms. Teachers can be involved in curriculum planning through membership on committees, providing classroom experiences and ideas, and acting as representatives. Their role in implementation includes understanding students, discovering new ideas, and contributing as consultants based on their expertise.
This document summarizes an INSET training session on the National Competency-Based Teacher Standards (NCBTS) for teachers at Cogon High School Evening Class. The training covered key understandings of the NCBTS, including its seven domains that define effective teaching. Teachers participated in group discussions and activities to explain the NCBTS, differentiate the teacher's roles, and recognize how integrating all elements of teaching can improve performance. The session aimed to help teachers improve their competencies through understanding and applying the standards.
Sabina Allybokus - Teacher Professionalism in a group of Mauritian state seco...eduresearch
The document discusses teacher professionalism in Mauritius. It begins with introducing the study, theoretical framework, and methodology. The findings section describes teachers' understanding and enactment of professionalism. Initially, many teachers saw it in a "restricted" sense, focused on classroom objectives. However, some demonstrated an "extended" view that was more learner-oriented, long-term focused, and aimed to address systemic issues. The conclusion emphasizes that teacher professionalism is key for school success but responsibilities are shared between teachers and the Ministry.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
THE FIELD OF CURRICULUM (1). hgvhuv guhfAzahraAzhar1
This document outlines the National Competency Based Teacher Standards (NCBTS) framework used in the Philippines. It describes the 7 domains of effective teaching: 1) Social Regard for Learning 2) Learning Environment 3) Diversity of Learners 4) Curriculum 5) Planning, Assessing and Reporting 6) Community Linkages 7) Personal Growth and Professional Development. Each domain contains key questions and performance indicators to guide teachers' practice. The framework provides an integrated approach to define and assess qualities of good teaching.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
In this article was discusses the subject of pedagogical experience, describes the goals, objectives, and the analysis of the experience of the pedagogical experience, and analyzes its outcomes, in order to substantiate the peculiarities of the creative work of pupils in the mother tongue education. The main purpose of designing the creative activity of pupils in mother tongue education is to improve the quality of education and improve their quality. When and how to design the creativity of pupils in their mother tongue education provides the desired pedagogical effect Responding to this question requires a combination of educational types, including interpreting illustrated visual education and creative learning. Hamroyev Alijon Rozikulovich "Effectiveness of Mother Tongue Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52073.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52073/effectiveness-of-mother-tongue-teaching/hamroyev-alijon-rozikulovich
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, community members, and other groups like professional organizations and the government as key stakeholders. Learners are at the center of curriculum and it should be designed based on their needs, interests and abilities. Teachers play an important role as curriculum developers and implementers. Administrators provide leadership and manage the curriculum. Parents support the curriculum and are involved in their child's learning. The community provides resources to implement the curriculum. Other stakeholders like professional groups and the government also influence curriculum.
This document discusses teacher education in Pakistan. It outlines the objectives of teacher education as developing teaching abilities, effective instruction methods, and an understanding of the teacher's role in the school and community. It also discusses the aims of teacher education programs, including developing subject matter expertise, teaching skills, and the ability to evaluate learning outcomes. Additionally, it examines the application of old and new instruction methods, the ideological basis of education in Pakistan, the role of guidance and counseling, and the relationship between teachers and the community.
Implimenting the curriculum the roles of stakeholders ---hazel and jericPhillip Murphy Bonaobra
This document discusses the key stakeholders in curriculum implementation, including learners, teachers, administrators, parents, community members, and other organizations. It states that learners should be at the center of any curriculum design, as their learning and development is the ultimate goal. Teachers play a crucial role as both developers and implementers of curriculum. Administrators provide leadership, oversight, and resources. Parents support curriculum through involvement in their children's education. Community members can provide local knowledge and resources. Other stakeholders like professional organizations and government agencies influence curriculum through standards and regulations.
The document discusses the characteristics of effective teachers. It states that effective teachers have three main characteristics: they have positive expectations for student success, are extremely good classroom managers, and know how to design lessons for mastery. It emphasizes that what teachers know and can do makes the difference in the classroom. It also notes that the first days of school are critical for setting expectations and procedures to determine the teacher's success for the rest of the year.
This document discusses the roles and functions of educational technology in developing 21st century skills. It outlines how educational technology can arouse student interest, concretize concepts, make learning more permanent, provide independent learning activities, increase vocabulary, develop critical thinking skills, increase equality in learning while decreasing time spent, and check student preparedness. The document advocates for using technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education systems. It also discusses how multi-media can bring real-world examples into the classroom, present information in various ways, and increase student motivation. The document recommends student-centered, collaborative learning with real-world context to better prepare students for problem-solving and applying skills
This document discusses the roles and functions of educational technology in developing 21st century skills. It outlines how educational technology can arouse student interest, concretize concepts, make learning more permanent, provide independent learning activities, increase vocabulary, develop critical thinking skills, increase the equality of learning while decreasing time spent, and check student preparedness. The document advocates for using technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It also discusses how multi-media can bring real-world examples into the classroom, present information in various ways, and increase student motivation. The document recommends student-centered, collaborative learning with real-world context to better prepare students for problem-solving and
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
The document discusses career stages, adult learning, and supervision. It outlines the 4 career stages in the Philippine Professional Standards for Teachers, which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. It defines adult learning as formal and informal activities that result in new knowledge and skills, and notes the principles of adult learning include making learning authentic and empowering transformational learning. Finally, it discusses supervisions that embrace adult learners across career stages, noting beginning teachers need introduction and support, while experienced teachers prefer collaboration and developmental supervision that responds to their career stage and roles.
Similar to Seminar paper summative test of MICHAEL M. MAGBANUA (20)
The document discusses emerging technologies like OLEDs, smart homes, sociable robots, and RFID tracking. It notes that it may take 25-30 years to experience smart homes and that most robots will likely come from Japan. It also states that ambient intelligence will not replace the human brain and that technology can help homes become smart in the near future by allowing devices to communicate using radio waves.
This was a presentation being presented for a symposium on sharing the best practices in a student-centered learning environment held at the auditorium of Al Musannah College of Technology on October 13, 2015. The slides featured seven best practices the presenter has utilized in his ESL classes. These engaging techniques highlighted dynamic speaking and writing activities through competitive games (in pairs and in groups) and simulations. Most of these techniques were innovations of some time-tested old-school teaching tools and srategies like boad games (Grammar Race); Flash Cards; The Class Story (for Writing) and What's Your Question? (question-formulation); Hosting (Ladies and Gentlemen); Transcription (Alien's Message); and Dictionary Drill.
For comments and other feedback, email the presenter at michael@act.edu.om
The document contains a series of questions asking about what different people or groups were doing in various situations, as well as examples of sentences written in the past continuous tense and instructions for writing one's own sentences in that tense format.
The document provides examples of past continuous tense sentences for a writing exercise. It lists sentences such as "I was walking to school when I saw Ali shouting my name from afar" and "While I was painting the wall, Khalid offered me a yummy snack" as examples for students to follow when writing their own past continuous tense sentences.
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The document appears to be a survey for students about potential issues with their college teachers. Students are asked to tick up to 5 of 10 common examples of teacher malpractices that had a disturbing effect on their motivation to learn. These include a teacher coming to class unprepared, showing favoritism, being difficult to understand, giving unclear instructions, getting angry easily, having odd personal hygiene, forgetting important things, dressing inappropriately, having a negative attitude, and relying too heavily on lecturing.
In most instances, teachers blame students for various untoward interruptions happening in the class. But very rare to realize that some disruptive behaviours are but teacher-caused or made by teachers themselves. While recent principle in education claims that learning operates in an interactive manner, it is undeniably true on the other hand that the teacher himself, being the prime motivator in class plays a major factor in achieving a conducive learning atmosphere. In other words, he is responsible for whatever successes or failures in carrying out such processes primarily because the teacher is viewed as the active stimulus or motivator in learning. Is he more of a reactive or a proactive teacher? Issues about like-- how he conducts himself before his class; how he handles students’ grievances; how he carries out his procedures will help us define the climate of his own classroom and our impression of him as a classroom manager.
In most instances, teachers blame students for various untoward interruptions happening in the class. But very rare to realize that some disruptive behaviours are but teacher-caused or made by teachers themselves. While recent principle in education claims that learning operates in an interactive manner, it is undeniably true on the other hand that the teacher himself, being the prime motivator in class plays a major factor in achieving a conducive learning atmosphere. In other words, he is responsible for whatever successes or failures in carrying out such processes primarily because the teacher is viewed as the active stimulus or motivator in learning. Is he more of a reactive or a proactive teacher? Issues about like-- how he conducts himself before his class; how he handles students’ grievances; how he carries out his procedures will help us define the climate of his own classroom and our impression of him as a classroom manager.
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Seminar paper the grammar exercises of MICHAEL M. MAGBANUA, MAMikee Monte de Ramos
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Seminar paper summative test of MICHAEL M. MAGBANUA
1. SUMMATIVE TEST
SUMMATIVE TEST ON GRAMMAR
Directions: All sentences that follow are divided into five parts. Notice the
division of words through “|” symbol on the following sentences. On your
answer sheet, write only the number of sequence where error/s in
sentences occurred.
Example: Do | teachers | observes |reflective teaching | more often?
Answer: 3
1. Do |the |objectives |give direction| to teaching?
2. Do |they| tell exactly | what |to teach?
3. Do |they |help determine |the |technique of teaching?
4. Do |they |give |continuity| to the lesson?
5. Do |they |determine |the outcomes| of learning?
6. Do|they help| in determining| the effectiveness| of the teaching
process? |
7. Are they| in|harmony| with the school |and national objectives? |
8. Are| they| stated| clearly| and unequivocally?|
9. Do they fit| the age,| grade level |and other psychological
characteristics|of the learner?|
10. Are |the instructional| objectives |behavioral| and attainable? |
11. Do |the instructional objectives| cover |all the important aspects| of
the subject matter? |
12. Do |they |stimulate |important |learning outcome? |
13. Are |the |instructional |objectives |properly formulated? |
14. Do |instructional |objectives| determine| test content? |
15. Are |the standardized| examinations given| by the government and
private entities| a reliable measure of evaluation? |
16. Has the school produced |responsible, productive, and versatile
|citizens as envisioned |in the Constitution |and the laws of the
land?|
*See more exercises on next page!
171
2. SUMMATIVE TEST
17. Has |the school produced |graduates |who are efficient| in their
vocations and professions? |
18. Has |the school produced |who |are performing leadership roles |in
their respective areas of endeavor? |
19. Can an alumni survey |reveal information |as to whether |graduates
are doing the work |they have learned in school? |
20. Do government authorities |seriously look |into |the objectives of the
school|to determine its strength?|
21. What is done| to respond to| the quality needs |of teacher education
|as it serve basic education? |
22. Why| does I love| teaching?
23. How could shifting| your thoughts| on critical to grateful| benefit
people| in your workplace?
24. How did| a teacher| go about making| subject matter meaningful| to
pupils?
25. Who| am I| and what can I do| when I becomes an adult?
26. What| do you think| is more important| to human development ,
hereditary| or |environmental influence?
27. Why| is adolescence|refer| to as a period| of conflict?
28. How| does each| in the different theories| at learning| view| the
learning process?
29. What|is the relevance| of the different theory|of transfer |of
learning|to educational process?
30. What| factors| affects you| behave|towards your teacher |and your
classmate?
31. Goleman’s| describes |the five components |of emotional intelligence|
by defining each one| and identifying its hallmark attributes and
behaviors.
32. Other studies| on pre- schooler| and younger children| reveals how
teachers can secure| and maintain interest| and increase the
children’s span of attention.
33. According to| Webster, recreatory reading refers |to reading and
language activities| that a person engage| in which give new life and
creates |as forms a new in his/her imagination.
*See more exercises on next page!
172
3. SUMMATIVE TEST
34. I| believes there| is a variation as I| also strongly consider that
children| have different levels |and pacing of development.
35. Present civil service requirement |demand|18 units| of education from
non-BS graduates.
36. If teacher| want to really teach |and ensure that learning |is taking
place, they must find a way| to make the material meaningful |to their
pupils.
37. At| teacher development, | it takes| four to five years| before a
teacher is born.
38. The new grading system expect| to| show the students actual
performance |on the competencies they are expected to master.
39. Some| teacher keep| on |complaining.
40. Hence|, many education graduates| ends up|being unemployed|or
move| into other areas of work.
41. Test, | at| the other hand, | need to take| in different nature form.
42. From|the meantime, | undergraduate programs| in education should
be reduced|to perhaps true quality programs| in education.
43. Others| go| to the| office jobs as clerks| and sales ladies.
44. Class lesson| won’t stop| at PNU| and I| can immediately relate my
lessons| in the students when I meet them.
45. Since| I work weekdays| and go| to| school during weekends, I can
easily relate my PNU lessons| into my work.
46. We |are brought up| and |raising for| different environment; different
atmosphere |and we’ve experience varying situations.
47. The rapid increase| into|the need for basic education teachers has
strained the caring capacity| of teacher training institutions and has
contributed| to its continuing decrease in quality.
48. A daily glance|through| the newspaper|can provide a wealth| of ideas
for |activity.
49. I| came| with| a family |of teachers.
50. I| was employed| for the Economics, Values education| and music
teacher |at| the newly opened Rogationist Academy |in Silang Cavite.
*See more exercises on next page!
173
4. SUMMATIVE TEST
51. We| must not only continue improving| working conditions| for our
teachers| however in effect re – engineer the teaching profession |to
make their improvement possible.
52. These| is important| so that| as students mature |and develop, their
learning capacity also changes |and this is what one teachers need.
53. This is not a progress|brought| by| the books she reads| for the notes
she memorize.
54. Eventhough, | sometimes| to much critical thinking| has blocked the
path| to being grateful |for the existing contributions.
55. Hence, | leaders |must be encouraged| to maintain their critical
thinking |yet balance it| with genuine appreciation for what exist.
56. Moreover, | but of the kind| of liberal arts training |that they receive|
in a good undergraduate arts| and science college.
57. The teacher| must be alert| to these opportunities| yet,| they may
present themselves |at an inopportune time in the teaching schedule.
58. It should be pointed out, | therefore| that ideas discussed are not
meantv to supplement procedure already used| in the classroom.
59. School’s masses| highlighted |our Values| and Music lessons.
60. The Licensure Examination| for Teachers (LET) | are expecting |to
select the best qualified teachers| entering the work force.
61. The Pre Service Scholarship Program|aims|to| attract high school
graduate| to taking ups teaching as a career.
62. One of the topics| discussed| on| Educational Psychology| is Jean
Piaget’s Cognitive Development theories.
63. Reflected| the students actual performance| and not the transmitted
grades| will be very good bases |to evaluate the school| and teacher’s
accountability.
64. A teacher time |is| so precious. A teacher’s life| is| so |challenging.
65. They| was well acquainted| with real life situations: | malnourished
children, broken families, ruggedly dressed pupils| and shanties.
66. Choral reading, | jazz chants, | speech choir, finger plays, chamber|
and reader theater presentation |is enjoyable |and memorable
activities.
*See more exercises on next page!
174
5. SUMMATIVE TEST
67. I| am| to| invite the whole barrio| to the celebration.
68. The dead |have |to paying a boatman| by the name of Charon| to
cross the River Styx.
69. In| human development, a child| has acquired| independent| in
many physical activities| and has improving language facility.
70. But| successive education| wont be| contained |in |just a blink of an
age.
71. After teaching|some| years, they have| felt something satisfaction| in
their kind of work that they|never wanted to leave.
72. However, | it is light fiction| that is the focus of the five studies|
because the experience of being lost| in absorption or enchanted| is
most strongly associated.
73. The second element |is self-regulating/self managing|, which refers
|to the ability to control as redirect disruptive impulses and moods|
and the propensity to suspend judgment.
74. The names| of the retired teachers| who lucky are| in today’s column,
| fiction.
75. And| they began| the contest, | tree planting trips, park clean up
draws |and information disseminate
76. Whether |remediation| or| enriching |to further improve the quality|
of education.
77. A| teacher’s| life| is| challenger.
78. Since|, I engaged| in teaching without any educator’s program, | I
found it fundamental |to teach values |starting with myself.
79. During| his formation years, | his parents remained| a constant
guide, nurturing| and |caring for him.
80. Grades provide feedback |to parents |so they know what their children
need |to be helped with| and motivator on |and to help firm up their
children’s aspiration.
81. But| parents oftentimes| use grades| for punishment their children|
who do not do well |or for blaming teachers and the school.
82. Now| retired, Norma| is comfortable settled| as a retiree, absorbed| in
her textbook writing.
*See more exercises on next page!
175
6. SUMMATIVE TEST
83. On| several occasions, | I have witnessed| the effect| of recreation
reading techniques| in Bilingual classroom.
84. A longed-|for ambition that dwelt | at my mind| and heart is| to
|serve humanity—as a nurse. But| financial constraints| hindered my
eagerness| from| pursue this career. My parents | cannot afford |to
send me| to| a nursing school.
85. I suggested to them that I would stop going| to school |for a year to
give them ample time| to save |into my college education.
86. One year| passed| however| my expectations| did not materialize.
87. I decided| to take the entrance examination |at a well-known public
school| in Laoag City, the Northern Luzon Teachers College (formerly
the Ilocos Norte Normal School and now MMSU). Therefore, | I passed|
this examination.
88. I graduated on| March 1974. As a new graduate without eligibility
|and experience I presumed that I would not qualify| for a substitute
position. I decided| to look for a job| in Manila, and fate intervened.
89. During my short sojourn |in Manila, I met my dashing Romeo |who
captivated my heart. We| having hasty marriage| and he brought me|
to his hometown: Ilagan, Isabela.
90. It was in May 1975 when I took |a Competitive Examination| through|
the Division of Isabela| and luckily passed as one |of the top ten.
91. In| the start| of the following school year, the District Supervisor| of
Ilagan East District notified me |for an interview. A vacant position
needed |to be filled up.
92. Before| I left the house, I would be reminded| by |my good father-in-
law that I should not attempting| to choose any place of assignment. I
was new| in Isabela and I didn’t know the place well.
93. After| the interview, the District Supervisor asked me| ―Does| you like
to| go to| San Pedro Primary School?‖
94. Upon| hearing| this I remembered what my father-in-law told me and
without ado, I| immediate answered, ―Yes."
95. I| told my father in regards it. He said| ―Comply| before you
|complain.‖
96. It was| a Sunday morning |when| my father |and husband
accompanies me| to my new station.
*See more exercises on next page!
176
7. SUMMATIVE TEST
97. I| and my father rode |at| a jeepney |until we reached
a riverbank.
98. To |my surprise, | we also has to cross the river| by banca| to reach
my very first teaching assignment.
99. We makes | a courtesy call |to| the Barangay Chairman, |who offered
his residence |for me.
100. Hence |the school was still very far from his house, so we decided to go
|to the PTA President, Mr. Pedro Manuel, | whose house was just a
stone’s throw away |from the school.
177
8. SUMMATIVE TEST
KEY TO CORRECTION
SUMMATIVE TEST
1. Do |the |objectives |give direction| to teaching?
2. Do |they| tell exactly | what |to teach?
3. Do |they |help determine |the |technique of teaching?
4. Do |they |give |continuity| to the lesson?
5. Do |they |determine |the outcomes| of learning?
6. Do|they help| in determining| the effectiveness| of the teaching
process? |
7. Are they| in|harmony| with the school |and national objectives? |
8. Are| they| stated| clearly| and unequivocally?|
9. Do they fit| the age,| grade level |and other psychological
characteristics|of the learner?|
10. Are |the instructional| objectives |behavioral| and attainable? |
11. Do |the instructional objectives| cover |all the important aspects| of the
subject matter? |
12. Do |they |stimulate |important |learning outcome? |
13. Are |the |instructional |objectives |properly formulated? |
14. Do |instructional |objectives| determine| test content? |
15. Are |the standardized| examinations given| by the government and
private entities| a reliable measure of evaluation? |
16. Has| the school produced| responsible, productive, and versatile
citizens| as envisioned |in the Constitution| and the laws of the land?
17. Has| the school produced graduates| who are efficient| in their
vocations| and professions?
18. Has| the school produced| who| are performing leadership roles| in
their respective areas| of endeavor?
19. Can| an alumni survey reveal information| as to whether| graduates are
doing the work| they have learned in school?
178
9. SUMMATIVE TEST
20. Do| government authorities| seriously| look into the objective| of the
school| to determine its strength?
21. What has been done| to respond to| the quality needs |of teacher
education |as it serve basic education? |
22. Why| do I love| teaching?
23. How could shifting| your thoughts| from critical to grateful| benefit
people| in your workplace?
24. How does| a teacher| go about making| subject matter meaningful| to
pupils?
25. Who| am I| and what can I do| when I become an adult?
26. Which| do you think| is more important| to human development ,
hereditary| or |environmental influence?
27. Why| is adolescence|referred| to as a period| of conflict?
28. How| does each| of the different theories| at learning| view| the
learning process?
29. What|is the relevance| of the different theories|of transfer |of
learning|to educational process?
30. What| factors| affect you| behave|towards your teacher |and your
classmate?
31. Goleman| describes |the five components |of emotional intelligence| by
defining each one| and identifying its hallmark attributes and behaviors.
32. Other studies| on pre- schooler| and younger children| reveal how
teachers can secure| and maintain interest| and increase the children’s
span of attention.
33. According to| Webster, recreatory reading refers |to reading and
language activities| that a person engages| in which give new life and
creates |as forms a new in his/her imagination.
34. I| believe there| is a variation as I| also strongly consider that children|
have different levels |and pacing of development.
35. Present civil service requirement |demands|18 units| of education
fromV non BS graduates.
36. If teachers| want to really teach |and ensure that learning|is taking
place, they must find a way| to make the material meaningful |to their
pupils.
179
10. SUMMATIVE TEST
37. In| teacher development, | it takes| four to five years| before a teacher
is born.
38. The new grading system|expects| to| show the students actual
performance |on the competencies they are expected to master.
39. Some| teachers|keep| on |complaining.
40. Hence|, many education graduates| end up|being unemployed|or
move| into other areas of work.
41. Test, | on| the other hand, | need to take| in different nature form.
42. In|the meantime, | undergraduate programs| in education should be
reduced|to perhaps true quality programs| in education.
43. Others| go| into| office jobs as clerks| and sales ladies.
44. Class lesson| won’t stop| at PNU| and I| can immediately relate my
lessons| to my students when I meet them.
45. Since| I work weekdays| and go| to| school during weekends, I can
easily relate my PNU lessons| with my work.
46. We |are brought up| and |raised in| different environment; different
atmosphere |and we’ve experience varying situations.
47. The rapid increase| in |the need for basic education teachers has
strained the caring capacity| of teacher training institutions and has
contributed| to its continuing decrease in quality.
48. A daily glance|at| the newspaper|can provide a wealth| of ideas for
|activity.
49. I| came| from| a family |of teachers.
50. I| was employed| as Economics, Values education| and music teacher
|at| the newly opened Rogationist Academy |in Silang Cavite.
51. We| must not only continue improving| working conditions| for our
teachers| but in effect re – engineer the teaching profession |to make
their improvement possible.
52. These| is important| because| as students mature |and develop, their
learning capacity also changes |and this is what one teachers need.
53. This is not a progress|brought| by| the books she reads| or the noles
she memorize.
54. However, | sometimes| to much critical thinking| has blocked the
path| to being grateful |for the existing contributions.
180
11. SUMMATIVE TEST
55. Therefore, | leaders |must be encouraged| to maintain their critical
thinking |yet balance it| with genuine appreciation for what exist.
56. Moreover, | because of the kind| of liberal arts training |that they
receive| in a good undergraduate arts| and science college.
57. The teacher| must be alert| to these opportunities| even though| they
may present themselves |at an inopportune time in the teaching
schedule.
58. It should be pointed out, | however| that ideas discussed are not meantv
to supplement procedure already used| in the classroom.
59. School masses| highlighted |our Values| and Music lessons.
60. The Licensure Examination| for Teachers (LET) | is expected |to select
the best qualified teachers| entering the work force.
61. The Pre Service Scholarship Program|aims|to| attract high school
graduate| to take up teaching as a career.
62. One of the topics| discussed| on| Educational Psychology| is Jean
Piaget’s Cognitive Development theory.
63. Reflecting| the students actual performance| and not the transmitted
grades| will be very good bases |to evaluate the school| and teacher’s
accountability.
64. A teacher’s time |is| so precious. A teacher’s life| is| so |challenging.
65. They| are well acquainted| with real life situations: | malnourished
children, broken families, ruggedly dressed pupils| and shanties.
66. Choral reading, | jazz chants, | speech choir, finger plays, chamber|
and reader theater presentation |are enjoyable |and memorable
activities.
67. I| was| to| invite the whole barrio| to the celebration.
68. The dead |have |to pay a boatman| by the name of Charon| to cross the
River Styx.
69. In| human development, a child| has acquired| independence| in many
physical activities| and has improving language facility.
70. But| successful education| wont be| contained |in |just a blink of an
age.
71. After teaching|some| years, they have| felt something satisfying| in
their kind of work that they|never wanted to leave.
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12. SUMMATIVE TEST
72. However, | it is light fiction| that is the focus of the five studies|
because the experience of being lost| in absorption or enhancement| is
most strongly associated.
73. The second element |is self-regulation/self management|, which refers
|to the ability to control as redirect disruptive impulses and moods| and
the propensity to suspend judgment.
74. The names| of the retired teachers| who lucky are| in today’s column, |
fictitious.
75. And| they began| the contest, | tree planting trips, park clean up draws
|and information dissemination.
76. Whether |remediation| or| enrichment |to further improve the quality|
of education.
77. A| teacher’s| life| is| challenging.
78. Since|, I engaged| in teaching without any educational program, | I
found it fundamental |to teach values |starting with myself.
79. During| his formative years, | his parents remained| a constant guide,
nurturing| and |caring for him.
80. Grades provide feedback |to parents |so they know what their children
need |to be helped with| and motivated on |and to help firm up their
children’s aspiration.
81. But| parents oftentimes| use grades| for punishing their children| who
do not do well |or for blaming teachers and the school.
82. Now| retired, Norma| is comfortably settled| as a retiree, absorbed| in
her textbook writing.
83. On| several occasions, | I have witnessed| the effect| of recreatory
reading techniques| in Bilingual classroom.
84. A longed-|for ambition that dwelt in my mind| and heart is| to |serve
humanity—as a nurse. But| financial constraints| hindered my
eagerness| to| pursue this career. My parents | cannot afford |to send
me| to| a nursing school.
85. I suggested to them that I would stop going| to school |for a year to give
them ample time| to save |for my college education.
86. One year| passed| yet| my expectations| did not materialize.
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13. SUMMATIVE TEST
87. I decided| to take the entrance examination |at a well-known public
school| in Laoag City, the Northern Luzon Teachers College (formerly the
Ilocos Norte Normal School and now MMSU). Luckily, | I passed| this
examination.
88. I graduated on| March 1974. As a new graduate without eligibility |and
experience I presumed that I would not qualify| for a substitute
position. I decided| to look for a job| in Manila, but fate intervened.
89. During my short sojourn |in Manila, I met my dashing Romeo |who
captivated my heart. We| had hasty marriage| and he brought me| to
his hometown: Ilagan, Isabela.
90. It was in May 1975 when I took |a Competitive Examination| at| the
Division of Isabela| and luckily passed as one |of the top ten.
91. At| the start| of the following school year, the District Supervisor| of
Ilagan East District notified me |for an interview. A vacant position
needed |to be filled up.
92. Before| I left the house, I would be reminded| by |my good father-in-law
that I should not attempt| to choose any place of assignment. I was
new| in Isabela and I didn’t know the place well.
93. After| the interview, the District Supervisor asked me| ―Do| you like to|
go to| San Pedro Primary School?‖
94. Upon| hearing| this I remembered what my father-in-law told me and
without ado, I| immediately answered, ―Yes."
95. I| told my father about it. He said| ―Comply| before you |complain.‖
96. It was| a Sunday morning |when| my father |and husband
accompanied me| to my new station.
97. I| and my father rode |on| a jeepney |until we reached a riverbank.
98. To |my surprise, | we also had to cross the river| by banca| to reach
my very first teaching assignment.
99. We made | a courtesy call |to| the Barangay Chairman, |who offered his
residence |for me.
100. However |the school was still very far from his house, so we
decided to go |to the PTA President, Mr. Pedro Manuel, | whose house
was just a stone’s throw away |from the school.
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