Chapter II.

The Teacher and the Teaching Profession -Weak Body Built up

 Teaching as a complex process
 Teaching as a science and an art
 7 Reasons why we need effective teaching today
 What makes effective teaching?: Evidence from research
 National Competency Based Teaching Standards (NCBTS)
 Paradigm Shift of Teachers in the 21st Century
TEACHING AS A COMPLEX PROCESS
 Teaching as a complex process as the behavior modification of students is not
simple process. In a classroom there are learners with diversity. Diversity means
differences among the learner in terms of physical, mental, emotional and etc.
TEACHING IN DIVERSE CLASSROOM
 Diverse in physical abilities
 Diverse in cognitive abilities
 Physically Health
-Physically fit
-Physical Disable (Visual, Hearing, Locomotor Disability, etc)
COGNITIVE ABILITIES
 Cognitive abilities are aspects of mental functioning, such as memorizing and
remembering; inhibiting and focusing attention; speed of information
processing; and spatial and casual reasoning.
SLOW LEARNER
 The term “SLOW LEARNER” is used to described a student with the ability to
acquire all academic skills at a rate below than of the average student.
 A slow learner needs more time, more repetition and more resources from
teachers to be successful. These students do not intellectual disability, but it
takes them longer to understand and grasp concept.

 Diverse in learning style  They find it difficult to bond with children of their age group and are often
excluded from extracurricular activities, sports, and other activities.
 Diverse in gender differences
WAY TO HELP SLOW LEARNER
 Diverse in socio cultural differences
1. Praise and reward
2. Set realistic expectations and smaller targets
DIVERSE IN PHYSICAL ABILITIES
3. Be supportive
 Physical Appearance
4. Encourage peer tutoring
-Height
5. Encourage multiple intelligence
-Weight
6. Encourage interaction and oral communication
-Features
GIFTED LEARNER
-Color of skin
 Behind every invention and discovery in the field of literature, art or sciences
 Physical Strength and Strong and Stamina there have always been a genius or gifted learner.
-Strong Body Built up
CHARACTERISTICS OF GIFTED LEARNER
 They put thought provoking questions. demanding to know about the topic.
 They respond quickly and correctly.
 They show originality, novelty and creativity.
 They give evidence of his fine imagination, remarkable memory and developed
reasoning and thinking powers.
SPECIAL EDUCATIONAL NEEDS (SEN)
 Special Educational Needs (SEN) refers to learners with learning physical, and
developmental disabilities; behavioral, emotional and communication disorder;
and learning deficiencies. These days SEN refers to teaching learners who for
intellectual or medical reasons fall behind with their education who compared to
most of their peers.
STUDENTS WITH LEARNING DISABILITIES
 Learning disabled students are those who demonstrate a significant discrepancy,
which is not the result of some other handicap, between academic achievement
and intellectual abilities in one or more of the areas of expression, basic reading
skills, reading comprehension, mathematical calculation, mathematics
reasoning, or spelling.
CHARACTERISTICS OF LEARNING DISABLED STUDENTS
 Has some difficulty in working with others in small or large group settings.
 Has difficulty in following complicated directions or remembering directions for
extended periods of time.
 Has coordination problems with both large and small muscle groups.
 Has poor reading and handwriting skills
 Has a weak or poor self – esteem.
 Is easily distractible.
WAYS TO DEAL WITH LEARNING DISABLED STUDENTS
1. Provide oral instruction for students with reading disabilities. Present tests
reading materials in an oral format so the assessment is not unduly influenced
by lack of reading ability
2. Give immediate feedback to learning disabled students. They need to see quickly
the relationship between what was taught and what was learned
3. Learning disabled youngsters have difficulty learning abstract terms and
concepts. Whenever possible them with concrete objects and events items they
can touch, hear, smell, etc.
4. 4. Encourage cooperatie activities (see teaching with cooperative learning) when
possible. Invite students of varying abilities to work together on a specific
project or toward a common goal. Create an atmosphere in which a true
“community of learners is facilitated and enhanced.
DIVERSE LEARNING STYLE
 The term “learning style” corresponds to the understanding that every
individual learns differently. Learning styles define the way how people learn
and how they approach information. It is a pattern behavior that human beings
use for new learning.
LEARNING STYLE
AUDITORY LEARNERS
 Auditory learners tend learn better when the subject matter is reinforced by
sound. These students would much rather listen to a lecture than read written
notes, and they often use their own voices to reinforces new concepts and ideas
 VISUAL LEARNERS
 Those learner who prefer to see and observe things, including pictures,
diagrams, written directions and more. This is also referred to as the “spatial”
learning style. Students who learn through sight understand information better
when it’s presented in a visual way.
 READING WRITING LEARNER
 According to the VARK Modalities theory developed by Fleming and Mills in
1992, reading/writing learners prefer to learn through written words. While
there is some overlap with visual learning, these types of learner are drawn to
 expressing through writing, reading articles or books, writing in diaries, looking 3. Lower achievement scores
up words in the dictionary and searching the internet for just everything
4. Lower graduation rates
 KINESTHETICS LEARNERS
5. Lower % college bound
 Kinesthetic learners, sometimes called tactile learners, learn through
 Poor Schools
experiencing or doing things. They like to get involved by acting out events or
using their hands to touch and handle in order to understand concepts. 1. Have fewer resources
2. Old, poorly maintained buildings
DIVERSE IN SOCIO CULTURAL DIFFERENCES 3. Less experienced teachers
 Culture refers to the behavior patterns, beliefs, and all other products of a 4. Encourage more rote learning
particular group of people from generation to generation.
5. Provide environments not conducive to learning
 Cross-Cultural Studies
a) Provide information about the degree to which people are similar
STRATEGIES FOR MULTICULTURAL EDUCATION
b) Elucidate behaviors specific to certain cultures
 Be sensitive to racist content in materials and classroom interactions.
 Ethnicity refers to shared pattern of characteristics such as cultural heritage,
nationality, race, religion and language. For children of color, educational  Learn more about different ethnic groups.
segregation is still a reality that affects the school experience.  Be aware of students’ ethnic attitudes
 Use books, films, etc. to portray ethnic perspective.
SOCIOECONOMIC STATUS  Perceive all students in positive ways and have high expectations for them
 Socioeconomic status (SES) The groupings of people according to their regardless of ethnicity.
economic, educational, and occupational characteristics.  Recognize that most parents, regardless of their ethnicity, are interested in their
 Educating students from low SES backgrounds requires that address issues such children’s education
as discipline, motivation parent involvement, mentoring and the untapped
knowledge these students can access

TEACHING AS A SCIENCE AND AN ART

NEGATIVE IMPACT OF POVERTY ON CHILDREN AND SCHOOLS
 TEACHING AS A SCIENCE
 Poor Students
-Teaching is a Science that demonstrates ways in which the teacher may employ a more
1. Greater adversity at home and school logical approach to deliver the material to the students. It is a sort of traditional way of
2. Less cognitively stimulating home environments teaching in which teachers teach their class.
  TEACHING AS AN ART Effective teaching involves consistent, valuable interactions with students that bring them
guidance.
-Teaching as an Art exhibits ways in which the teacher uses creative ways to teach the
students and so the students find it to be fun and interesting to learn. It is alleged that NATIONAL COMPETENCY BASED TEACHING STANDARDS (NCBTS)
even though when using the artistic methodology to teach the students, the teachers
NCBTS defines effective teaching as being able to help all types of students learn the
must know the subject themselves and research the material well before they begin to
different learning goals in the curriculum
teach.
WHO SHOULD USE THE NCBTS?
7 Reasons why we need effective teaching today
Anyone who is interested in improving teaching practices should refer to the NCBTS. These
1. Enjoy the field of education
includes,
2. Create a positive learning environment
• TEI ( Teacher Education Imstitution)
3. Connect with students
• PRC ( Professional Regulations Commision)
4. Be prepared
• Organization and Agencies ( INSET)
5. Use clear language
• Award Giving Bodies
6. Have a sense of humor
• DepEd ( Department of Education)
7. Set reasonable expectations
How Should Teachers Use the NCBTS?
Teachers can use the NCBTS in many ways:
What makes effective teaching?
• As a guide to reflect on their current teaching practices
STRATEGIES
• As a framework for creating new teaching practices
 Get to Know Your Students
• As a guidepost for planning for professional development goals
Effective teaching begins, most importantly, with a knowledge of your students.
• As a commonlanguage for discussing teaching practices withother teachers
 Explain Material Clearly, Break Down Bigger Concepts
7 DOMAINS OF NCBTS
Students learn best when the teacher explains the material well.
Domain 1. Social Regard for Learning (SRFL)
 Promote Student Independence
Act as a positive role model
One purpose of teaching is to build up the students' abilities to remember the material
learned and figure things out for themselves. Domain 2. Learning Environment (LE)

 Get Students Interested and Engaged with the Material This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in learning,
The best teaching makes students curious and motivated to learn more. can engage in the different learning activities .
 Provide Immediate Feedback to Students Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even  The paradigm shift, the shift from lesson-based to structure-based approaches to meet
with diverse learners. the needs of 21st Century education
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals and objectives, and to attain
high standards of learning defined in the curriculum.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular, the
PAR focuses on the:
• -use of assessment data to plan and revise teaching-learning plans
• -integration of assessment procedures in the plan and implementation of teaching-
learning activities
• -reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities.
Domain 7. Personal Growth & Professional Development (PGPD)

Paradigm shift of teachers in the 21st century

What is Paradigm shift in education?
Old curriculum -Paradigm ~~ IMPROVEMENT OR CHANGES~~ New curriculum-
Shift paradigm
 The word paradigm has been derived from the greek word ‘paradeigma’ which
means a pattern of beliefs or knowledge or assumptions. If any changes take place in
this paradigm then we called it a paradigm shift.
PARADIGM SHIFT
 a paradigm shift is defined as "an important change that happens when the usual way
of thinking about or doing something is replaced by a new and different way."
PARADIGM SHIFT IN EDUCATION