The document summarizes key aspects of teacher education including initial teacher training, induction, and continuing professional development. It discusses how teacher education can be divided into pre-service education, the first years of teaching with support, and ongoing training. The document also outlines common components of teacher education programs including foundations of education, teaching skills, content knowledge and methods, and supervised classroom experience. It emphasizes the importance of ongoing professional development for teachers to continuously improve and adapt to changing needs.
Being a Teacher: Section Five - The teacher as knowledge–workerSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Five, The teacher as knowledge–worker. Should teachers be imparting content knowledge or playing the role of a facilitator in a more learner-centred approach? This fundamental question – which may not have an either / or answer – links well the module ‘Learners and Learning’.
We have just explored the ‘in authority’ role of teachers with respect to managing the learning environment. Now we turn to the role of the teacher as ‘an authority’, one who is expected to have a sound knowledge base that includes the skill of imparting knowledge to learners, in other words, a curriculum practitioner.
This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.
Being a Teacher: Section Five - The teacher as knowledge–workerSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Five, The teacher as knowledge–worker. Should teachers be imparting content knowledge or playing the role of a facilitator in a more learner-centred approach? This fundamental question – which may not have an either / or answer – links well the module ‘Learners and Learning’.
We have just explored the ‘in authority’ role of teachers with respect to managing the learning environment. Now we turn to the role of the teacher as ‘an authority’, one who is expected to have a sound knowledge base that includes the skill of imparting knowledge to learners, in other words, a curriculum practitioner.
This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.
Satisfaction and enjoyment in teaching are dependent on leading students to co-operate.
Classroom management issues are one of the main concerns of beginning teachers.
In this slideshow one of the important topic of Bachelor of education is covered i.e. Teacher Autonomy and Accountability, needs of teacher Autonomy, qualities of good and Accountable teacher, duties of class teacher,
this self-monitoring task based on video types by the teacher, and has been presented in the classroom of English Language Teaching at Istanbul Aydin University.
How to promote learning and manage an overcrowded classroom?Avinash Fofalia
Overcrowding is a serious menace faced by educators and schools worldwide. It is a
challenge for teachers to pay attention to and facilitate the learning of so many students
simultaneously.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
Satisfaction and enjoyment in teaching are dependent on leading students to co-operate.
Classroom management issues are one of the main concerns of beginning teachers.
In this slideshow one of the important topic of Bachelor of education is covered i.e. Teacher Autonomy and Accountability, needs of teacher Autonomy, qualities of good and Accountable teacher, duties of class teacher,
this self-monitoring task based on video types by the teacher, and has been presented in the classroom of English Language Teaching at Istanbul Aydin University.
How to promote learning and manage an overcrowded classroom?Avinash Fofalia
Overcrowding is a serious menace faced by educators and schools worldwide. It is a
challenge for teachers to pay attention to and facilitate the learning of so many students
simultaneously.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
A keynote session's slidedeck based around the idea of Proactiveness.
It was delivered among the teachers of various schools who had participated in the 7th Olympiad of ASSET (Association of Social Studies Educators and Teachers). The slidedeck discusses how teachers can play their role in the development of their society thus raising the quality of life of the common people locally and globally.
A tie in presentation on this topic is: Renaissance of the Teachers:http://www.slideshare.net/thinktank1987/teacher-training-15530710
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Early childhood teaching are regarded as the fundamental building block for mature adults. A proper basic system of education in the schools is crucial for restructuring children's self-motivated actions and developing them into responsible future citizens. A child's overall physical and mental development is impacted by their early educational experiences and journey.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Teachers education aniyah
1. St. Peter’s College
Sabayle St., Iligan City
GRADUATE STUDIES
ANIYAH A. SAIDAR
EDUC 267 ISSUES & TRENDS IN EDUCATION
Presented to:
Prof. Ronillo J. Apas, Jr.
2.
3. Teacher education refers to the policies and procedures designed to
equip prospective teachers with the knowledge, attitudes, behaviors
and skills they require to perform their tasks effectively in the
classroom, school and wider community.
Although ideally it should be conceived of, and organised as, a
seamless continuum, teacher education is often divided into these
stages Which is below
initial teacher training / education (a pre-service course before entering
the classroom as a fully responsible teacher);
induction (the process of providing training and support during the first
few years of teaching or the first year in a particular school);
teacher development or continuing professional development (CPD)
(an in-service process for practicing teachers).
4. Initial teacher education
Organization
• In many countries Initial Teacher Education (also known as
preservice teacher training) takes place largely or exclusively
in institutions of Higher Education. It may be organized
according to two basic models.
• In the 'consecutive' model, a teacher first obtains a
qualification in one or more subjects (often an
undergraduate Bachelor's degree), and then studies for a
further period to gain an additional qualification in teaching
(this may take the form of a post-baccalaureate credential or
Master's degree).
• In the alternative 'concurrent' model, a student
simultaneously studies both one or more academic subjects,
and the ways of teaching that subject, leading to a combined
Bachelor's degree and teaching credential to qualify as a
teacher of that subject.
5. Curriculum Generally, Teacher Education curricula can be broken
down into four major areas:
• foundational knowledge in education-related
aspects of philosophy of education, history of
education, educational psychology, and sociology of
education.
• skills in assessing student learning, supporting
English Language learners, using technology to
improve teaching and learning, and supporting
students with special needs.
• content-area and methods knowledge and skills—
often also including ways of teaching and assessing
a specific subject, in which case this area may
overlap with the first ("foundational") area.
• practice at classroom teaching or at some other
form of educational practice—usually supervised
and supported in some way, though not always.
Practice can take the form of field observations,
student teaching, or (U.S.) internship
6. Supervised field experiences
• field observations—include
observation and limited participation
within a classroom under the
supervision of the classroom teacher
• student teaching—includes a number
of weeks teaching in an assigned
classroom under the supervision of
the classroom teacher and a
supervisor (e.g. from the university)
• internship—teaching candidate is
supervised within his or her own
classroom
7. Continuous Professional Development
Because the world that teachers are preparing young people to enter
is changing so rapidly, and because the teaching skills required are
evolving likewise, no initial course of teacher education can be
sufficient to prepare a teacher for a career of 30 or 40 years. In
addition as the student body continues to change due to demographic
issues there is a continuous pressure on academics to have mastery of
their subjects but also to understand their students. Continuous
Professional Development (CPD) is the process by which teachers (like
other professionals) reflect upon their competencies, keep them up to
date, and develop them further.
The extent to which education authorities support this process varies,
as does the effectiveness of the different approaches. A growing
research base suggests that to be most effective, CPD activities should:
•be spread over time
•be collaborative
•use active learning
•be delivered to groups of teachers
•include periods of practice, coaching, and follow-up
•promote reflective practice
•encourage experimentation, and
•respond to teachers' needs
9. To improve student learning, you do not change
the structure. You change the instructional
practices of teachers. The schools that seem to do
best are those that have a clear idea of what kind of
instructional practice they wish to produce, and then
design a structure to go with it.”
— Richard Elmore, Harvard University
10. The term “teaching effectiveness” had its heyday in the 80s and early 90s
during that period when so much work on student ratings was being done.
Its connection to evaluation activities remains and even end-of-course
ratings are often thought of as measures of teaching effectiveness. Given its
continuing importance, it is a term we should regularly revisit.
Definitions for teaching effectiveness abound, which makes it difficult to
identify any one as definitive. We’ve defined it by asking those concerned
(teachers, students, and administrators) what the term means to them. Here
are some examples of how we’ve asked and what’s been answered. When
asked to list in order of importance the three most important abilities,
students, teachers, and administrators agreed on the same three —
cultivate thinking skills, stimulate interest in the subject, and motivate
students to learn — but not in the same order.
12. An effective teacher loves to teach. Teachers who do not enjoy their job
cannot possibly be effective day in and day out. There are too many
discouraging factors associated with teaching that is difficult enough on a
teacher who absolutely loves what they do, much less on one who doesn’t have
the drive, passion, or enthusiasm for it.
13. An effective teacher demonstrates a caring attitude. Even
teachers who love their job can struggle in this area, not
because they don’t care, but because they get caught up so
much in the day to day routine of teaching that they can forget
that their students have lives outside of school. Taking the
time to get to know a student on a personal level takes a lot of
time and dedication. There is also a line that no teacher wants
to cross where their relationship becomes too personal.
14. An effective teacher can
relate to his or her
students. The best teachers
work hard to figure out how to
relate to each of their
students. Common interest
can be hard to find, but
exceptional teachers will find
a way to connect with their
students even if they have to
fake it
15. An effective teacher is willing to
think outside the box. What makes
teaching so exciting is that kids learn
differently, and we have to find and
utilize different strategies and
differentiated learning to reach every
student. What works for one student,
will not work for every student.
16. An effective teacher is an excellent communicator. To be
the best possible teacher you must be an effective
communicator. However, in this area you are not just limited to
being a skilled communicator to your students although that is
a must. You must also be a strong communicator with parents
of your students as well as your faculty/staff team within in
your building.
17. An effective teacher is proactive rather than reactive.
Intense planning and organization can ultimately make your job
all the more less difficult. Teachers who plan ahead, looking for
aspects that they might have issues with, and proactively looking
for solutions to solve those problems will have less stress on
them, than those teachers who wait until a problem arises and
then tries to address it.
An effective teacher strives to be better. A teacher who has
grown complacent in what they do is the most ineffective kind of
teacher. Any teacher who is not looking for new and better
teaching strategies isn’t being an effective teacher.
18. An effective teacher uses a variety of media in
their lessons. Like it or not we are in the 21st century,
and this generation of students was born in the digital
age. These students have been bombarded by
technological advances unlike any other generation.
They have embraced it, and if we as teachers do not,
then we are falling behind.
19. An effective teacher challenges their
students. The most effective teachers, are
often the ones that many students think
are the most difficult. This is because they
challenge their students and push them
harder than the average teacher does.
These are the teachers who are often
students’ least favorite teachers at the
time, but then later on in life they are the
ones that we all remember and want to
thank, because of how well they prepared
us for life after our time with them.
20. An effective teacher understands the content
that they teach and knows how to explain that
content in a manner that their students
understand. There are teachers who do not know
the content well enough to effectively teach it. There
are teachers who are truly experts on the content,
but struggle to effectively explain it to their students.
The highly effective teacher both understands the
content and explains it on level. This can be a
difficult skill to accomplish, but the teachers who
can, maximize their effectiveness as a teacher.
21. Thank you for listening…
Aniyah Alexander
Saidar-Dimakuta