Professional Documents
Culture Documents
University of Saint Anthony: The Problem
University of Saint Anthony: The Problem
University of Saint Anthony: The Problem
Chapter 1
THE PROBLEM
Introduction
could be competitive and competent and at par with the graduates from other
countries.
of the school year where teachers need to clearly outline classroom expectations
for all students. If rules are clear, then outlined consequences will be expected
when the rules are broken. Marzano2, emphasized, that in a poorly managed
classroom, teachers struggle to teach and students usually learn less than they
should, and there are abundance of discipline issues, which means that more
time are spent in managing the class or disciplining students than the time spent
in teaching. Students who are not paying attention to the lecture or lesson and
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
keep on talking while the teacher is discussing in front of the class, could affect
other students who are attentively listening, and so they learn less.
multidimensional. They are crowded with people, tasks, and time pressure. Many
individuals, all with differing goals, preferences, and abilities, must share
resources, accomplish various tasks, use and reuse materials without losing
them, move in and out of the room, and so on. In addition, actions can have
multiple effects, which may be beneficial or harmful to each student in the class.
using distinctive modes for thinking, relating and creating. The notion of students
having particular learning styles has implications for teaching strategies. Because
preferred modes of input and output vary from one individual to another, it is
critical that teachers use a range of teaching strategies to effectively meet the
children. This should lead to young learners who are both intrinsically and
and creatively; and in the final analysis to make use of the knowledge and skills
will require support to meet the objectives of the prescribed curriculum. This
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
materials and may require the support of resource and/or special education
objectives.
the learning process is critical if skills which result in healthy behaviors are to be
topics or areas for further study, contribute information relevant to an issue for
study and/or make suggestions for follow-up activities. Students should also be
habits, attitudes, and behaviors with respect to personal health and well-being.
eating habits and designing a plan for healthy eating, taking a classmate’s pulse,
and analyzing advertisements for obvious and hidden messages, help young
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
occurrences.
Theoretical Framework
Theory by Carol Thomlinson and Lev Vygotsky and Social Learning Theories
RODEL’s
Collaborative Approach on
Enhanced Classroom
Observation Program
(RODEL’S CAECOP
THEORY)
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
Figure 1
THEORETICAL PARADIGM
Ludwig Van Bertalanffy (1980) and others. The term originates from Bertalanffys’
general systems theory (GST) and is used in later efforts in other fields, such as
the action theory of Talcott Parsons and the social systems theory of Niklas
found in nature, including the physiological systems of human body, in local and
classroom, any management practices which are not effective can be altered and
changed to fit the level of the group or class. The best practices for the class can
to a larger system of the school and made up of several smaller systems of the
the classroom.
another theory used in this study. The theory behind this is that teachers should
vary and adapt their approaches to fit the vast diversity of students in the
readiness, and interests. They teach in order to reach all students through
differentiated instructions; students will get to the same place, but take different
recognizes and expects that students are different and teaching needs to be
for planning.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
contexts (learn from each other) and informs us on how we, as teachers,
and psychologist, first stated that we learn through our interactions and
place through the interactions students have with their peers, teachers, and other
maximizes the learner's ability to interact with each other through discussion,
the primary determining factor for knowledge construction. We learn through this
cultural lens by interacting with others and following the rules, skills, and abilities
With the insights gained from the aforementioned theories, the researcher
observation program play a vital role additionally, they emphasized that the
classroom observation can affect the interest of the teacher to teach effectively in
theory is known as RODEL’S CAECOP Theory.” The theory further posits that
Conceptual Framework
paradigm of the present study was based on the system’s approach which shows
the interplay of the three important elements: input, process and output.
Professional
2. Learners' Engagement Improved
3. Differentiated Instruction and
Characteristics
Other Teaching Strategies Teaching and
4. Enrichment and Remedial
1.Educational Attainment
2.Number of Years in Instruction Learning
Teaching
3.Number of Seminars Process
Attended
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
Figure 2
CONCEPTUAL PARADIGM
characteristics are age, gender and civil status, while professional characteristics
process.
instruction were the focus of the study. Teachers used their ability and used
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
varied teaching strategies in order to effectively carry out the objectives of the
remedial Instruction done by the teachers, after the usual ordinary class period,
education.
A. Resource Allocation;
B. Learner engagement;
among groups?
aspects?
A. Curriculum;
B. Student; and
C. Faculty?
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
Assumptions:
characteristics.
Hypothesis:
groups.
District, S/Y 2018-2019, and use the findings in the formulation of an enhanced
Sur.
practices and consequently improve academic achievement. They will know their
School Head. Through this study, the principal will be able to effectively
strategies and techniques. This may enable both teachers and students to come
Other Researchers. Other researchers may use the results of this study
research which were culled from published and unpublished materials both public
and private libraries. These related literature and studies provided valuable
insights on the present study. Further, the varied topics serve as useful
Collaborative Approach
culture of the school and the needs of the teachers and students. They suggest
strategic plan; 4) Assess and adjust the plan. Collaborative learning facilitates
content and students; 2) Aligning strategies with students’ needs and content goals;
Communities are the collection of shared work and effort toward a common goal.
Johnson and Johnson (2009) concluded that social interdependence promotes the
productivity; (2) Positive goal and incentive interdependence; (3) Resource inter-
requires more effort and involvement from the group members; (7) Members define
themselves in terms of group membership and contribute more towards the common
good; and (8) The 19 stronger the interdependence, the greater the perception of
productivity. Johnson and Johnson (2009) described five variables that are essential
processing.
Melnick and Witner (1999) concluded from their study that teachers believed
strongly in teacher collaboration and they often made time to collaborate after school
understanding that when teachers work together, they express various perspectives,
professional growth.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
are important. The way teachers perceive collaboration can determine its efficiency.
The culture of the school usually influences teachers’ collaborative attitudes and
behaviors. The school leaders play a key role in modeling the attitudes and
School leaders are responsible for initiating and implementing the school’s
improvement plan. Research implies that school leaders affect teachers’ practices
(Goddard, Goddard, and Miller, 2010). School leaders are essential in collaboration
settings. Related research suggests that school leaders have an indirect impact on
study conducted by Goddard, Goddard, and Miller (2010) found a significant direct
that when school leaders provided instructional leadership within their schools,
in turn, model how to prioritize collaboration and actively engage in this behavior.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
Goddard, Goddard, and Miller (2010) studied how influential school leaders
are in collaborative practices. Their study concluded that there was a significant
time. Scheduling and time allotted for formal collaboration are restricted. The
more likely to take place. Studies have also revealed that teacher collaboration
stakes assessments. Pounder (1998) found that schools that included teacher teams
report fewer behavior issues than schools without teacher teams. Lower incidences
of student misbehavior provide more opportunities for all students to learn (Goddard
& Goddard, 2007). With less time 23 devoted to handling behavior problems,
achievement.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
PERSONAL CHARACTERISTICS
Camagan found out that teacher characteristics such as civil status and
Riggs and Bues (2003) and Bowen et. Al (2004) discovered that females
have higher levels of job satisfaction. Interestingly, there are findings which conclude
Hunt and Saul discovered that there is a positive and linear relationship
between age and job satisfaction, specifically, correlation is high with employees
under 25 years. However, Saleh and Otis (2004) reported that general satisfaction of
this, Oshagbemi revealed that age is found insignificant with job satisfaction of
PROFESSIONAL CHARACTERISTICS
their performance are educational attainment and teaching experience which has
significant positive effect on their performance. While Andrews (2000) stated that
workers with higher educational qualifications had a higher job satisfaction level
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
while other studies indicate that workers with higher education level lower job
needs of multigrade class is vital as a form of support for the for the multigrade
since generally they have to rely on their training in the principles of diversity and
programs attended is the only teacher-related factor that affects both teachers'
and the type of school where the teachers earned their undergraduate degree
is that the teacher must have a thorough grasp of the subject matter he teaches.
understand further the topic discussed and be able to actively participate in the
class discussion. Teacher who meets the standards and one who influences her
INSTRUCTIONAL MANAGEMENT
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
broad term, one of the concepts that influenced the development of instructional
60's and 70's were recognized by the definers of the field of instructional
technology in the 60's and 70's. Instructional technology was defined to include
them to teach students of different ages and mixed abilities within a classroom.
skilled in managing instruction to reduce the amount of "dead time" during which
children are not productively engaged on the given task. They must be aware of
where students can go when they have finished their work and approaches to
record keeping which are more flexible than those prevalent In the monograde
all the things one does related to being a teacher, all the ways one uses, his/her
For the educator, it is not enough to improve the curriculum, the textbook,
and the subject matter. The method must also be enhanced and developed.
Learning styles focus on the uniqueness of every child and the different ways of
learning. Relative to this, work of Dr. Rita Dunn and Kenneth Dunn(2000),
recognize that each individual learn differently and that these difference must be
taken into account to ensure the best possible learning experience. As such, how
learning style. While students can learn in any of the three styles, most have a
learning preference or style that comes easier for them. This is especially
important when working with students who are experiencing difficulty in learning.
If teachers teach and re-teach using the same teaching style that is not
compatible with a students' mode of learning, chances show the students are not
reached that they hear. Visual learners need to see the Information and to
understand how things work. Kinesthetic learners are those who move and
touch. These are the students who will say "If you want me to learn how to do It,
Husain and Retallik (2005) looked into the reality of creating effective
study highlighted the complexity of scaling up multigrade practices, the need for
stakeholders, when they work together to enhance and Improve the teaching and
continue the same with support from the teacher educators as well.
merely a pedagogy, but a methodology for reflective, critical and good teaching
requiring an adaptive and effective curriculum. The paper maintains that all
just one grade group, there is always a considerable range of interest, abilities,
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
maturity and needs. In fact, all teachers In all classrooms should consider
continuous to put large numbers of rural learners at risk of school failure. The
Dakar Framework for Action outlines a number of goals in order to meet the EFA
challenges, each with special relevance to Education for Rural People. Most
countries in Africa have national curricula and the prescribed curricula are the
same for both urban and rural schools. A crucial issue is that the curriculum must
Terran (2005) pointed out in her evaluative study of the Naga City Science
teachers themselves.
parties will be enthusiastic to work and produce more. On the other hand,
Gunnarson (2000) stated that job satisfaction was related with job performance.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
That is, when teachers are not satisfied, the teachers will also have poor
performance. But if teachers are highly satisfied, the tendency Is for them to
Abad's study also found out that teachers were satisfied with their co-
workers, nature of work, and the supervision of their principals. The empowered
where students, teachers and supervisors alike are learners and teachers
management.
The gathered literatures and studies herein reviewed and analyzed have
significant bearing with the present study. The researcher were provided with
sufficient insights and comprehensive views with the foreign contributions made
Palmer, Hord, Johnson and Johnson, Melnick and Witner, Sawyer and Rimm-
Isaiah, McGowen, Khan, Afework, Cellini, Ferreira, and Rothstein, Chan, Bowers,
and Burkett, Adebayo Alimi, Ehinola and Alabi, Ajayi and Yusuf, Edwards, Mark,
Ajayi, Gogo, Ayot, Kassam , were found closely related to the present study.
related studies yet that specifically focus on determining the educational facilities
of the public elementary schools of Iriga City Division for the implementation of K
to 12 program.
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
attempt to fill the gap noted in the previous studies. Although there have been a
number of literature and studies presented on the use of educational facilities, yet
not one had determine the educational facilities of the public elementary schools
of Iriga City Division for the implementation of K to 12 program. Hence, this is the
NOTES
J.W. Hunt, and P.N. Saul, “The relationship of Age, Tenure and Job
Satisfaction’’, Acad Mange. J. 18 (14): 690-702.
Sonia Teran (2005) An Evaluation of the Naga City Science High School
Curriculum: Unpublished masters'Thesis, Ateneo De Naga University, 2005.