The Demands of Society from the Teacher.pptx
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This document discusses the demands placed on teachers by society in their professional and personal roles. It notes that teachers spend significant time with students and are therefore highly scrutinized. Society's primary expectation of teachers professionally is that they provide "good teaching" by planning effective lessons, demonstrating teaching competence, creating a conducive learning environment, and assessing student progress. Teachers are also expected to act professionally in their interactions at school. As individuals, teachers must display qualities like preparation, fairness, compassion, and admitting mistakes. Their role is to serve as positive witnesses and examples to their students.
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- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
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This document appears to be a portfolio submitted by a student teacher documenting their field study experiences. It contains 5 episodes documenting different aspects of teaching: 1) the teacher as a person, 2) the teacher in the classroom, 3) the teacher and community, 4) the global teacher, and 5) the teacher as a professional. Each episode includes observations, analyses, reflections and other documentation of the student teacher's experiences. The portfolio was prepared to share the student teacher's experiences with their cooperating teacher and dean in order to provide insights that may guide future teachers.
Module 2 - The Demands of the Society from the Teacher as a professional.pdf
1. The document outlines a module on the teaching profession for university students, including expectations for students to understand the roles and responsibilities of teachers as professionals.
2. It discusses the high expectations society places on teachers, as teachers spend significant time with students and have power to influence them. Teachers are expected to teach competently as well as fulfill various other roles like counselor and community leader.
3. The document then presents four models of effective teaching that outline the key domains of classroom instruction, planning, reflection, and professional responsibilities that are expected of teachers.
Field study 6
This portfolio was prepared by a 4th year student for their cooperating teacher and dean as part of a field study. It contains 5 episodes documenting the student's observations and reflections about different aspects of teaching. Episode 1 focuses on the teacher as a person through interviews and analysis of teachers' values and philosophies. Episode 2 examines the teacher in the classroom through observations and classroom management. Episode 3 looks at the teacher's role in the community. Episode 4 considers what makes a global teacher through a matrix of teacher responses. Episode 5 reflects on the teacher as a professional. The portfolio provides insights for future teachers and shares teaching innovations and strategies.
Field study 6
This portfolio was prepared by a 4th year student for their cooperating teacher and dean as part of a field study. It contains 5 episodes documenting the student's observations and reflections. Episode 1 discusses teacher interviews and values/philosophy. Episode 2 describes a classroom observation and management. Episode 3 covers community observation. Episode 4 examines being a global teacher. Episode 5 provides a teacher observation and reflections on being a professional. The portfolio aims to share teaching experiences and strategies with future educators.
economics-in-education.pptx
The document discusses the key qualities of effective teachers and the importance of teacher accountability. The top 5 qualities of a good teacher are being patient and approachable, enthusiastic, strong communication skills, having strong subject knowledge and education, and being disciplined and professional. Teacher accountability involves accepting responsibility for student progress and conducting oneself ethically. There are various categories of school accountability including measuring student progress, diagnosing challenges, state support systems, resource management, and professional standards.
EPISODE 1.pdf
The document discusses the qualities of an effective teacher. It notes that teachers should possess both personal qualities and professional competencies. Some key personal qualities include good communication skills, patience, and understanding. Important professional competencies involve using effective teaching strategies, assessing student learning, and engaging with the community. The document emphasizes that both personal traits and professional skills are needed for a teacher to be truly great.
EXCERPT - Engage for Excellence - Inspiring Your Learning Community of Profes...
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The document discusses becoming an education professional. It examines the historical and contemporary definitions of "professional" and analyzes what qualifies educators to be considered professionals. The document outlines the aims of education as well as the roles and responsibilities of educators in society. It describes five quality standards of an education professional and distinguishes the behaviors of an "education worker" versus an "education professional." The document provides strategies for educators to improve from average to exceptional and encourages embracing this noble profession.8612 Presentation For 8612 Book(U4) 1.pptx
This document discusses the attributes of professional teachers. It outlines four key models of teaching: the teacher as manager of instruction, caring person, expert learner, and cultural/civic person. Qualities of good teachers include being eager about their subject and viewing themselves as lifelong learners rather than experts. Teachers should be reflective practitioners who continuously improve. They are also committed to their students and profession through moral and ethical principles. Overall, the document emphasizes that teachers act as role models who guide students' development through caring, honesty, and understanding.
Professional development reflection
The document discusses the characteristics of good ESL teachers according to Allen (1980) and the author's views. The author selects three key characteristics: 1) critical thinking, as it allows students to develop their own responses and reasoning; 2) the persistent urge to upgrade oneself through continuous training, as it benefits teachers' knowledge; and 3) a feeling of excitement about one's work, as it motivates both teachers and students. The document also discusses whether Chilean teachers can be considered professionals according to Ur's definition, concluding they are developing in that direction, and defines action research as a reflective practice for teachers to identify classroom problems and improve teaching.
Presentation for Staff PD day
The document provides an overview of an induction program for new staff at St. Thomas' Primary School that aims to help staff feel welcomed and build their capacity, with the intended outcomes being that staff understand expectations, have their ideas valued, receive feedback to support reflection and growth, act in students' best interests, and become lifelong learners and supported community members.
CHAPTER IV - THE TEACHER, THE LEARNER....docx
The document discusses the attributes of effective teachers and learners. It describes teachers as professionals who possess technical competence, moral values, and undergo rigorous academic preparation. Effective teachers have attributes like subject matter expertise, use of research-based teaching practices, reflective skills, and commitment to continuous learning. Personal attributes of teachers that promote learning include passion, humor, values like fairness and honesty, patience, enthusiasm, and commitment. The document also discusses learners as embodied spirits with physical and intellectual needs. Schools aim to care for learners' physical needs through feeding programs and health services to support their learning.
School leaders
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
Professional teacher researcher gezim suka
This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
Field Study 6 Episode 5
The document describes a field study experience of a student teacher evaluating a teacher's competencies based on the National Competency-Based Teacher Standards (NCBTS).
The student teacher observed that the teacher had fair ratings across most NCBTS domains, indicating room for improvement to meet global standards. While the teacher met some requirements, most descriptions were only "developing" which would not be sufficient to compete globally.
The student reflected that with continued learning and developing 21st century skills, they could potentially meet the challenges of being a global teacher in the future through practices like integrating ICT and thinking more globally in their teaching.
TIP-Course-1-noel (jvynhs).docx
This document provides an overview of the DepEd Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission and values. It introduces teachers to DepEd guidelines and processes. The course contains 3 modules that are estimated to take 8 hours to complete. Module 1 focuses on understanding DepEd's mandate, vision, mission and values. It includes activities for teachers to reflect on applying these concepts.
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The Demands of Society from the Teacher.pptx
- 1. The Demands of Society from the Teacher as Professional and as a Person Prepared By: Nicko H. Borrico EDSUPP-4
- 2. “Professionalism: It’s NOT the job you DO, It’s HOW you DO the job”- Anonymous
- 3. Teacher spend at least 6 hours a day, 5 days a week in 10 months of the school year with students. Practically considering the 8- hour sleeping time at home, teachers spend more time with the students than parent. That’s why parents expect so much of teachers Societies primary expectation from teachers- “Good Teaching”
- 4. From his/her very title “teacher” to teach well is what society primarily demands of teachers. The learning of the learner is the teacher’s main concern’ The effective teacher makes the good and the not so good learner learn. On the other hand, the ineffective teacher adversely affects the learning of both good and the not so good student.
- 5. The Teacher as a Professional The teacher is a licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence. He or She adheres to observes and practices a set of ethical and moral principles, standards and values. The word “ teacher” suggest that the main responsibility of the professional teacher is to teach. The teacher’s primary customer is the learner.
- 6. The Teacher as a Professional Since the main task of the professional teacher is to teach, society demands from his/her teaching competence. This means that if he/she has to teach effectively he/she has to: 1. Prepare and plan very well for instruction 2. Execute or deliver that instruction plan very well because he/she has professional knowledge (mastery of subject matter) 3. Create a conducive or favorable learning environment for diverse group of learners 4. Assess and report learner’s progress 5. Demonstrate professionalism as he/she deals with superiors, colleagues, students and parents
- 7. Professionalism: The Hallmark of a Professional Society expects the teacher as a professional to demonstrate professionalism in all that he/she does. Professionalism is both a professional and personal trait.
- 8. Check for Understanding 1. Which is/are TRUE of a professional? A. Completed college/university degree B. Required of NC IV from TESDA C. Demonstrates solely ethical competence D. Abides by his personal Code of Ethics
- 9. Answer: A. Completed college/university degree and C. Demonstrates solely ethical competence
- 10. Check for Understanding 2. Which statement is TRUE of society’s demand from the professional teacher? A. The professional teacher is concerned only with classroom teaching. B. Effective teaching is the primary duty of the professional teacher. C. The professional teacher is not expected to lead in community affairs in order not to jeopardize her teaching. D. Because of the professional teacher is expected to be highly enlightened, he is expected to campaign for the good candidate during election time.
- 11. Answer: B. Effective teaching is the primary duty of the professional teacher.
- 12. Check for Understanding 3. The Filipino teacher is a professional. What is/are expected of her/him? I. Technically competent II. Highly ethical and moral III. Has superior IQ IV. Popular among learners A. I, II and III C. I, II and IV B. I and II D. I and IV
- 13. Answer: B. I and II
- 14. The Teacher as a Person Modern man listens more willingly to witness than to teachers, and if he does listen to teachers, it is because they are witnesses. – Pope Paul VI
- 15. More than any other professional, teachers are subjected to scrutiny to the minutest detail by those they associate with. Teachers are judged more strictly than other professionals. Recall your most memorable teacher who had the greatest impact on your life? What special personal qualities did he/she possess?
- 16. The qualities of your favorite teachers may not be very far from one another. Let’s compare them with the twelve (12) Characteristics of an Effective Teacher 1. Prepared 2. Positive 3. Hold High Expectations 4. Creative 5. Fair 6. Display a personal touch 7. Cultivate a sense of belonging 8. Compassionate 9. Have a sense of humor 10. Respect students 11. Forgiving 12. Admit Mistakes
- 17. Check for Understanding 1. Which teacher’s personal trait is demonstrated if he is gender- sensitive and inclusive in his ways? A. Fairness B. Sense of Humor C. Passion D. Motivation
- 19. Check for Understanding 2. Teacher A claims she cares for students? Which is/are a manifestation of genuine care? I. Knows students II. Creates a favorable learning atmosphere III. Maintains professional distance with students A. I and III C. I and II B. II and III D. I, II and III
- 20. Answer: C. I and II
- 21. “If I speak interestingly, effectively and well, But do not understand my students I am a noisy gong or a clanging cymbal.” End of Report