SIMANGAN-CHARMAINE JOIE -G.-Activities-of-Module-2-Session-5.pptx
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The document summarizes a teacher induction program module on gender and development (GAD). It includes a pre-test and post-test to assess participants' views on gender issues before and after the session. The session aims to help teachers promote gender-fair classroom settings and create gender-sensitive schools. Activities in the session review the differences between sex and gender, and ask how to establish equality and prevent discrimination in the classroom.
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1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
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5. Farmer called me while I was on medical leave and said, “This job is not for you!”
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1. Mrs. Farmer provided defamatory and fraudulent information to W.docx
1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
3. Administrators refused to assist with discipline issues as Dunbar Elementary School is a low performing school with severe discipline issues.
4. Administrators did not follow policies when I was injured on December 12, 2017 by a violent student. These people refused to file an accident report, used my absences against me while knowing that I was hurt on the job.
5. Farmer called me while I was on medical leave and said, “This job is not for you!”
6. I have been publicly humiliated by the school principal in meetings and singled out which has created a hostile work environment.
7. When Farmer comes to observe my class, she corrects me in front of my students and refuses to assist me with discipline support, despite the fact, that I have followed the necessary discipline steps. As a result, my discipline authority has been undermined.
8. Farmer has threatened to write me up if I remove disruptive students from my class while TEA empowers teachers with the ability to teach without their instruction being impeded.
9. My students in 5th grade and 2nd grade grew significantly on various norm reference assessment.
10. My principal has intentionally falsified teaching and learning activities in my classroom to support her personal agenda to ultimately non-renew my contract.
6/19/2018 MyData Portal
https://mydata.dallasisd.org/PORT/ACP_RESULTS/P_Default_C1.jsp?ENRLL=CURRENT&SLN=139&TL=ROBICHEAUX&TF=MICHAEL&EMPID=79… 1/1
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How Students Prepare in Flipped Classrooms: A Case Study in a Physiology Class
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◯Sachika SHIBUKAWA
2nd year Master’s degree, Graduate School of Education
Kyoto University
Mana TAGUCHI
Center for the Promotion of Excellence in Higher Education
Kyoto University
This presentation got a best paper award on 2018 ISET.
You can see our proceeding on my researchgate account.
https://www.researchgate.net/profile/Shibukawa_Sachika
Pd investing teachers in sl os
The document outlines an agenda for a professional development session on setting Student Learning Objectives (SLOs). It includes introducing SLOs and the key steps to create them: selecting assessments, determining student starting points, writing objectives, tracking progress, and reviewing results. Teachers practice bucketing students into preparedness groups based on beginning of year data. They then work through setting a Mastery Objective by determining the appropriate number of students in each preparedness group expected to achieve mastery for distinguished, proficient, basic, and unsatisfactory ratings. The goal is for teachers to understand how to use student data to set meaningful learning goals and link teacher effectiveness to student outcomes.
The good the bad and the ugly
Dr. Lia Daniels at the University of Alberta delivers a presentation on the good, the bad and the ugly of pre-service teacher motivation. Visit http://beditionmagazine.com/dr-lia-daniels-motivation-education/ for the article and podcast associated with this presentation.
December 1 sst training
This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
MEC JULY 2012 SPEAKING SET 2
This document discusses factors that contribute to good performance in examinations. It presents arguments from four hypothetical candidates (A, B, C, D) on how self-discipline, parental support, experienced teachers, and peer influence respectively can lead to better exam results. In the concluding section (Task B), it considers which of these factors may be the most important, listing them alongside criteria like whether they are within a student's control or constrained by other limitations.
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The document discusses the benefits of starting IIT-JEE preparation early from class 9th rather than 11th. It notes that students who start preparing from 9th have an advantage over those who start later, as they are more accustomed to the exam style and have time to build strong foundations. The document advises students aiming for IITs to start practicing for competitive exams early, attempt problems thoroughly to understand concepts rather than just for marks, and get experience taking all-India exams to reduce nervousness. It also describes an initiative by Phoenix IIT Academy called the "Master Stroke Batch", which provides intensive training and personal support to top students in the final 60 days before JEE Advance.
Times 2014
The document discusses the benefits of starting IIT-JEE preparation early from class 9th rather than 11th. It notes that students who start preparing from 9th have an advantage over those who start later, as they are more accustomed to the exam style and have time to build strong foundations. The document advises students aiming for IITs to start practicing for competitive exams early, attempt problems thoroughly to understand concepts rather than just for marks, and get experience dealing with exams to reduce anxiety. It also describes an initiative by Phoenix IIT Academy called the "Master Stroke Batch", which provides intensive training and personal support to top students in the final 60 days before JEE Advance.
Eval STAT 41600 Summer 2014
This survey report summarizes student feedback from STAT41600 Probability taught in Summer 2014 by Professor Benjamin C. Wiles at Purdue University. 9 students completed the survey out of an expected 26 students. The majority of students were seniors in the College of Science. Most students expected to receive an A in the course and reported that the course was required for their major. Students highly rated both the course and the professor, with average ratings above 4.8 out of 5. Students agreed that the professor emphasized conceptual understanding, was well-prepared, and encouraged open discussion. Two students provided written comments, noting that the professor brings interesting real-world examples and is strict about timing on quizzes. One student suggested continuing to find simpler
1. Mrs. Farmer provided defamatory and fraudulent information to W.docx
1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
3. Administrators refused to assist with discipline issues as Dunbar Elementary School is a low performing school with severe discipline issues.
4. Administrators did not follow policies when I was injured on December 12, 2017 by a violent student. These people refused to file an accident report, used my absences against me while knowing that I was hurt on the job.
5. Farmer called me while I was on medical leave and said, “This job is not for you!”
6. I have been publicly humiliated by the school principal in meetings and singled out which has created a hostile work environment.
7. When Farmer comes to observe my class, she corrects me in front of my students and refuses to assist me with discipline support, despite the fact, that I have followed the necessary discipline steps. As a result, my discipline authority has been undermined.
8. Farmer has threatened to write me up if I remove disruptive students from my class while TEA empowers teachers with the ability to teach without their instruction being impeded.
9. My students in 5th grade and 2nd grade grew significantly on various norm reference assessment.
10. My principal has intentionally falsified teaching and learning activities in my classroom to support her personal agenda to ultimately non-renew my contract.
6/19/2018 MyData Portal
https://mydata.dallasisd.org/PORT/ACP_RESULTS/P_Default_C1.jsp?ENRLL=CURRENT&SLN=139&TL=ROBICHEAUX&TF=MICHAEL&EMPID=79… 1/1
ACP 2017 Fall (Semester 1): Results & Analysis
Current Enrollment as of 06/01/2018
PAUL L. DUNBAR LEARNING CENTER (139)
Test: Grade 2 Mathematics Sem 1 (1021173)
Course: All Section: All Teacher: MICHAEL ROBICHEAUX Student Group: All
Student
Group
Number Scored Percentage Passing Average Scale Score Average Percentage Correct
Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD
All 34 80 777 11032 61.8 65.0 71.7 81.5 75.4 74.5 77.9 82.7 63.2 61.8 66.9 74.0
Hispanic 4 17 338 7725 75.0 70.6 77.8 83.6 76.8 73.4 79.7 83.5 65.5 60.2 69.7 75.2
African American 30 60 414 2350 60.0 61.7 66.7 72.0 75.2 74.1 76.2 78.3 62.9 61.2 64.4 67.5
Special Education 4 6 51 789 25.0 16.7 45.1 54.9 64.5 59.8 69.9 72.3 46.4 39.7 54.8 58.4
EL 1 12 268 5688 100.0 83.3 79.1 83.3 71.0 77.1 79.9 83.3 57.1 65.9 70.0 75.0
TAG 4 9 120 1919 100.0 100.0 91.7 98.1 86.2 84.9 86.9 92.5.
1. Mrs. Farmer provided defamatory and fraudulent information to W.docx
1. Mrs. Farmer provided defamatory and fraudulent information to Whitney Young Elementary School who offered me a contract on April 27, 2018 and rescinded the offer in contract on May 2, 2018, citing lack of classroom management.
2. The Intervention Plan that was provided by administrator was based on illegal reasons as there was not any academic issues while similarly situated employees were not placed on this plan with failing scores. Nevertheless, based on 2016-2017 STAAR scores, students were showing growth. In short, Mrs. Farmer singled out employees with whom she does not personally like.
3. Administrators refused to assist with discipline issues as Dunbar Elementary School is a low performing school with severe discipline issues.
4. Administrators did not follow policies when I was injured on December 12, 2017 by a violent student. These people refused to file an accident report, used my absences against me while knowing that I was hurt on the job.
5. Farmer called me while I was on medical leave and said, “This job is not for you!”
6. I have been publicly humiliated by the school principal in meetings and singled out which has created a hostile work environment.
7. When Farmer comes to observe my class, she corrects me in front of my students and refuses to assist me with discipline support, despite the fact, that I have followed the necessary discipline steps. As a result, my discipline authority has been undermined.
8. Farmer has threatened to write me up if I remove disruptive students from my class while TEA empowers teachers with the ability to teach without their instruction being impeded.
9. My students in 5th grade and 2nd grade grew significantly on various norm reference assessment.
10. My principal has intentionally falsified teaching and learning activities in my classroom to support her personal agenda to ultimately non-renew my contract.
6/19/2018 MyData Portal
https://mydata.dallasisd.org/PORT/ACP_RESULTS/P_Default_C1.jsp?ENRLL=CURRENT&SLN=139&TL=ROBICHEAUX&TF=MICHAEL&EMPID=79… 1/1
ACP 2017 Fall (Semester 1): Results & Analysis
Current Enrollment as of 06/01/2018
PAUL L. DUNBAR LEARNING CENTER (139)
Test: Grade 2 Mathematics Sem 1 (1021173)
Course: All Section: All Teacher: MICHAEL ROBICHEAUX Student Group: All
Student
Group
Number Scored Percentage Passing Average Scale Score Average Percentage Correct
Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD Roster School Feeder DISD
All 34 80 777 11032 61.8 65.0 71.7 81.5 75.4 74.5 77.9 82.7 63.2 61.8 66.9 74.0
Hispanic 4 17 338 7725 75.0 70.6 77.8 83.6 76.8 73.4 79.7 83.5 65.5 60.2 69.7 75.2
African American 30 60 414 2350 60.0 61.7 66.7 72.0 75.2 74.1 76.2 78.3 62.9 61.2 64.4 67.5
Special Education 4 6 51 789 25.0 16.7 45.1 54.9 64.5 59.8 69.9 72.3 46.4 39.7 54.8 58.4
EL 1 12 268 5688 100.0 83.3 79.1 83.3 71.0 77.1 79.9 83.3 57.1 65.9 70.0 75.0
TAG 4 9 120 1919 100.0 100.0 91.7 98.1 86.2 84.9 86.9 92.5 ...
Flashlight Presentation
The school counseling class lesson on academic and high school planning resulted in positive outcomes for 7th grade students at Mission Middle School. Following the lesson, there was a 7% increase in students' average GPA. Students' knowledge about promotion requirements and high school options doubled or tripled based on post-lesson tests. For example, more students knew they need a 2.0 GPA to promote and that there are 4 high school options, with one being lottery only. Additionally, 79% of students were able to identify their academic data and create SMART goals. The counselors concluded the lesson was effective but could be improved by having academic reviews more frequently and monitoring goal progress.
Online Questionnaire
This document contains a questionnaire about the effectiveness of approaches to discipline in schools. It is divided into four parts. Part A collects background information about respondents such as gender, age, education level, and salary. Part B examines factors that could contribute to disciplinary problems in schools, such as health issues, family problems, peer influence, and lack of parental attention. Part C explores ways to improve school discipline, like establishing a merit-demerit system, increasing parental involvement, and empowering prefects. Finally, Part D focuses on motivations to overcome disciplinary issues, including counseling sessions, discipline integrated into lessons, and awareness campaigns about social problems. The questionnaire aims to gather perspectives on school disciplinary challenges and solutions.
Episode2
1. The student observed their Resource Teacher, Mr. Glen Samudio, teach an English lesson at Saint Francis of Assisi College to 7th grade students.
2. After observing, the student deduced the lesson objective but then asked Mr. Samudio for the actual written objective to compare. This showed that lesson objectives in practice do not always match those planned.
3. Through this experience, the student learned that clearly stating objectives at the beginning of the lesson and ensuring they remain the focus is important but that objectives can sometimes shift as the lesson develops organically. Well-formulated objectives are a useful guide but may need flexibility.
Glenn Hills Middle Smart Teams Smart School Faculty Meeting
This document summarizes initiatives at Glenn Hills Middle School to raise academic standards and achievement. It discusses developing a professional learning community among teachers, ensuring academic and social development for all students, points of pride for the school, projections for improved test scores, discipline and attendance data, strategic plans for progress, and developing collaborative learning teams among teachers.
GRIT SCALE (GROUP).pptx
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- Originally developed by Angela Duckworth in 2007, the scale has undergone several revisions and validations. It now exists in several versions including the 12-item Grit-O and 8-item Grit-S.
- The scale uses a 5-point Likert scale response format. Items measure two factors: Perseverance of Effort and Consistency of Interest. Higher scores indicate higher levels of grit.
- Several studies are referenced that have validated the scale in various contexts and populations, showing it is a reliable and valid way to measure grit.
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology Class
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology Class
◯Sachika SHIBUKAWA
2nd year Master’s degree, Graduate School of Education
Kyoto University
Mana TAGUCHI
Center for the Promotion of Excellence in Higher Education
Kyoto University
This presentation got a best paper award on 2018 ISET.
You can see our proceeding on my researchgate account.
https://www.researchgate.net/profile/Shibukawa_Sachika
Pd investing teachers in sl os
The document outlines an agenda for a professional development session on setting Student Learning Objectives (SLOs). It includes introducing SLOs and the key steps to create them: selecting assessments, determining student starting points, writing objectives, tracking progress, and reviewing results. Teachers practice bucketing students into preparedness groups based on beginning of year data. They then work through setting a Mastery Objective by determining the appropriate number of students in each preparedness group expected to achieve mastery for distinguished, proficient, basic, and unsatisfactory ratings. The goal is for teachers to understand how to use student data to set meaningful learning goals and link teacher effectiveness to student outcomes.
The good the bad and the ugly
Dr. Lia Daniels at the University of Alberta delivers a presentation on the good, the bad and the ugly of pre-service teacher motivation. Visit http://beditionmagazine.com/dr-lia-daniels-motivation-education/ for the article and podcast associated with this presentation.
December 1 sst training
This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
MEC JULY 2012 SPEAKING SET 2
This document discusses factors that contribute to good performance in examinations. It presents arguments from four hypothetical candidates (A, B, C, D) on how self-discipline, parental support, experienced teachers, and peer influence respectively can lead to better exam results. In the concluding section (Task B), it considers which of these factors may be the most important, listing them alongside criteria like whether they are within a student's control or constrained by other limitations.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Mule event processing models | MuleSoft Mysore Meetup #47
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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- 1. TEACHER INDUCTION Program PROGRAM MODULE 2-Session 5 District 4 Bagong Buhay F Integrated School CHARMAINE JOIE G. SIMANGAN Your picture
- 2. THE FILIPINO TEACHER SESSION 5: GENDER AND DEVELOPMENT (GAD) MODULE 2: District 4 Teacher Induction Program
- 3. SESSION 5: GENDER AND DEVELOPMENT (GAD) District 4 Teacher Induction Program
- 4. PRE-TEST District 4 Teacher Induction Program SESSION 5: GENDER AND DEVELOPMENT (GAD)
- 5. Directions: Rate your responses using the following: strongly disagree (SD),disagree (D), agree (A), and strongly agree (SA). 1.Anyone can lead. [/ ] [ ] [ ] [ ] 2. Classroom cleanliness and orderliness is everybody’s responsibility. [/ ] [ ] [ ] [ ] 3. I am for “Ladies first” practice. [ ] [ ] [/ ] [ ] 4. Boys and girls both excel in Math. [/ ] [ ] [ ] [ ] 5. Schools mandate to follow prescribed-haircut for boys [ ] [ /] [ ] [ ] 6. Blue is associated with masculinity while pink is associated with femininity. [ ] [ ] [ ] [ /] 7. I prefer boys as Class Presidents. [ ] [ ] [ ] [ /] 8. Women are more articulate than men. [ ] [ ] [ /] [ ] 9. One comfort room in school. [ ] [/ ] [ ] [ ] 10. Teaching is a female profession. [ ] [ ] [ ] [ /] District 4 Teacher Induction Program SA A D SD
- 6. Interpretation of Answers: SESSION 5: GENDER AND DEVELOPMENT (GAD) District 4 Teacher Induction Program
- 7. FOR QUESTIONS 1 & 2, THOSE WHO ANSWERED: SA WILL GET 4 POINTS, A WILL GET 3 POINTS, D will get 2 points, and SD will get 1 point. SESSION 5: GENDER AND DEVELOPMENT (GAD)
- 8. FOR QUESTIONS 3-10, THOSE WHO ANSWERED: SD WILL GET 4 POINTS, D WILL GET 3 POINTS, A WILL GET 2 POINTS, AND SA WILL GET 1 POINT. SESSION 5: GENDER AND DEVELOPMENT (GAD)
- 9. Get the average of scores. 4 WILL BE INTERPRETED AS GENDER FAIR, 3 IS NEARING GENDER FAIR, 2 IS NEARING GENDER BIASED, AND SESSON 5: GENDER AND DEVELOPMENT (GAD)
- 10. ACTIVITIES AND ASSESSMENT SESSION 5: GENDER AND DEVELOPMENT (GAD) District 4 Teacher Induction Program
- 11. A. Review the basic concepts between sex and gender. Provide your answer before every item by writing S for sex or G for gender. SESSION 5: GENDER AND DEVELOPMENT (GAD) _____S__ male and female ____S___ penis and vagina _____G__ weak and strong ____S___ XY and XX _____G__ child rearing ___G___ masculine and feminine _____G__ emotional and logical ___S____ husband and wife _____S__ child bearing ____G___ mother and father
- 12. B. Answer the following questions. District 4 Teacher Induction Program 1. As a teacher, how can we create a gender sensitive/responsiveclassroom/school? Answer: For me equality and no discrimination the learner must follow it not just in school but whenever they go.
- 13. Reflection SESSION 5: GENDER AND DEVELOPMENT (GAD) District 4 Teacher Induction Program
- 14. -In what concrete ways does the session help me become a more agentive teacher in promoting gender-fair classroom setting. Answer : As a teacher I must be aware that we should promote gender equality not only in our classroom or school but also show it in our daily actions. Journal Writing
- 15. Post-Test SESSION 5: GENDER AND DEVELOPMENT (GAD) District 4 Teacher Induction Program
- 16. Directions: Rate your responses using the following: strongly disagree (SD),disagree (D), agree (A), and strongly agree (SA). 1.Anyone can lead. [/ ] [ ] [ ] [ ] 2. Classroom cleanliness and orderliness is everybody’s responsibility. [ /] [ ] [ ] [ ] 3. I am for “Ladies first” practice. [ ] [ ] [ ] [/ ] 4. Boys and girls both excel in Math. [ ] [ ] [ ] [/ ] 5. Schools mandate to follow prescribed-haircut for boys [ ] [ ] [ ] [ /] 6. Blue is associated with masculinity while pink is associated with femininity. [ ] [ ] [ ] [/ ] 7. I prefer boys as Class Presidents. [ ] [ ] [ ] [/ ] 8. Women are more articulate than men. [ ] [ ] [ ] [/ ] 9. One comfort room in school. [ ] [ ] [ ] [ /] 10. Teaching is a female profession. [ ] [ ] [ ] [/ ] District 4 Teacher Induction Program SA A D SD