TRENDY TEACHERS

GROUP

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 CHAPTER 1

TEACHING IS A MULTI-FACETED
HUMAN ACTIVITY
 Teaching
 is multi-faceted human activity for it involves a wide
range of planning, Strategies, interactions,
organizational arrangement and material resources
that takes place in the teaching learning process.
 Some people view that teaching is both an art and a
science
SCHOOL

 concerned with human learning in all its richness and variety

 Learning culminates in a person who can use machines to do this
physical work.
 Who can organize ideas that influence not only his life but also the
lives of others, who can create and perform in the fine arts, who can
deftly remove a malignant tumor to restore health; and who
perhaps most important of all, has compassion and respect for his
fellowmen.
THE TEACHER
THE TEACHER

 THE MOST IMPORTANT VARIABLE IN THE LEARNERS EDUCATIONAL

VARIABLE
 HE MOTIVATES
 GUIDES
 DIRECTS THE LEARNERS IN QUEST FOR KNOWLEDGE
“TEACHERS ARE THE SCULPTORS WHO CAN SHAPE
THE ROCK OF IGNORANCE IN A STUDENTS MIND INTO
A BEAUTIFUL SCULPTURE OF KNOWLEDGE”
TEACHING

 MUST BE A NEVER-ENDING QUEST FOR NEW KNOWLEDGE AND IDEAS

TO MEET THE DEMANDS OF A CHALLENGING WORLD
 TEACHERS SHOULD BREAK FROM THE MOLD OF LIMITED APPROACHES
AND STRATEGIES TO TEACHING
CHARACTERISTICS A TEACHER
SHOULD POSSESS
1. EMOTIONAL STABILITY AND MENTAL HEALTH
2. PHYSICAL HEALTH AND DYNAMIC PERSONALITY
3. ABOVE AVERAGE INTELLIGENCE
4. CREATIVE, IMAGINATIVE AND RESOURCEFUL
5. GOOD GROOMING, POISE, REFINEMENT IN WORD AND ACTION
6. COURTSEY, KINDNESS AND TACT
7. PATIENCE AND PERSEVERANCE
8. SINCERE HONEST
CHARACTERISTICS A TEACHER
SHOULD POSSESS
9. FIRMNESS
10. PROMPTNESS, EFFICIENCY, AND ABILITY TO ORGANIZE
11. POSITIVE OUTLOOK AND ENCOURAGING ATTITUDE
12. DEMOCRATIC LEADERSHIP
13. SYSTEMATIC
14. FRIENDLY AND SOCIABLE
15. VALUES IN ACADEMIC UPGRADING AND PROFESSIONAL
DEVELOPMENT
OTHER PERSONAL TRAITS INCLUDE:

1. SHOWS SELF-CONTROL
2. OPEN-MINDED AND FLEXIBLE
3. SHOWS GOOD JUDGEMENT IN SOCIAL SITUATIONS RELATING TO
SCHOOL
4. WELL-GROOMED AND DRESSED APPROPRIATELY FOR THE
OCCASION
5. HAS A SENSE OF HUMOR
6. UNDERSTANDING
7. POSITIVE ATTITUDE
8. HAS OUTSIDE INTEREST WHICH HELPS DEVELOP A WELL-ROUNDED
PERSONALITY
TEN PRINCIPLES OF EFFECTIVE
TEACHING
1. FOCUS ON THE LEARNER
 TEACHER TALK IS LESS THAN PUPIL TALK
 GIVING CHOICES TO LEARNERS OVER “WHAT” TO LEARN, “HOW” TO
LEARN
 GIVING LEARNERS RESPONSIBILITY FOR LEARNING AND
PERSONALIZING LESSONS
TEN PRINCIPLES OF EFFECTIVE
TEACHING
2. PROVIDE A SUPPORTIVE LEARNING ENVIRONMENT
 CREATING A COMMUNITY OF LEARNERS
 DEVELOPING TRUST
 MUTUAL RESPECT
 RISK TAKING
 EXPLORATION
 Here are some ways to create a supportive learning
environment for your students:
 Build a strong classroom community
 Build self-esteem and self-efficacy
 Use positive nonverbal communication
 Motivate students
TEN PRINCIPLES OF EFFECTIVE
TEACHING
3. TEACH THE WHOLE CLASS
 MONITORING YOUR ACTION ZONE

4. PROVIDE STRUCTURE AND SIGNPOSTS

 MAKING PURPOSES OF TEACHING CLEAR
 ASSIGNING GOAL-DIRECTED ACTIVITIES
TEN PRINCIPLES OF EFFECTIVE
TEACHING
5. HELP LEARNERS FIND THEIR OWN WAYS OF LEARNING
 RECOGNIZING DIFFERENT LEARNING STYLES (E.G., TASK-ORIENTED,
DEPENDENT STUDENT.) BY FOCUSING ON LEARNING STRATEGIES

6. USE THE BOOK AS A SOURCE MATERIAL

 USING IT AS A SOURCE BOOK RATHER THAN A COURSE BOOK
THROUGH “SOARING” WITH THE BOOK, i.e. SUPPLEMENT, OMIT,
ADAPT, RE-ORGANIZE BY NOT LETTING THE BOOK DO THE TEACHING
TEN PRINCIPLES OF EFFECTIVE
TEACHING
7. DON’T FOLLOW YOUR LESSON PLAN TOO CLOSELY
 IMPROVISING AROUND THE PLAN RATHER THAN TEACHING TO THE
PLAN

8. DON’T UNDER-TEACH
 BY PUTTING TOO MUCH INTO THE LESSON AND NOT BUILDING IN
TAKE-AWAY ITEMS
TEN PRINCIPLES OF EFFECTIVE
TEACHING
9. KNOW YOUR PRINCIPLES
 BY REFLECTING ON YOUR BELIEFS, ARTICULATING YOUR PRINCIPLES
AND REVIEWING THEM
 ASSESSING PRIORITIES, STRENGTHS, WEAKNESSES AND DISCUSSING
THEM WITH OTHERS
TEN PRINCIPLES OF EFFECTIVE
TEACHING
10. TEACH REFLECTIVELY
 BY MONITORING YOUR OWN TEACHING
 EXPLORING WHAT HAPPENS IN YOUR CLASSROOM
 ASKING CRITICAL QUESTIONS, SUCH AS:
“WHAT KIND OF TEACHER AM I?”
“WHY DO I TEACH THIS WAY?”
“WHAT SHOULD I CHANGE ABOUT MY TEACHING?”
 Educational
Techniques and
Procedures
The teacher as a social catalyst

 1. Has an overall yearly plan designed to meet school goals and objectives.
 2. Uses effective lesson planning
 3. Is flexible
 4. Helps the students learn to plan and evaluate.
 5. Is receptive to new methods of educational experiences.
 6. Provides for individual differences.
 7. Employs knowledge of individual growth and development in classroom
practices.
 8. Utilizes available community resources.
 9. Show’s skill and judgment in evaluating and recording student growth.
 10. Modulates voice well for effective communication
Qualities of An Effective Teacher

 Teachers know the great moral responsibility they have when they face
students and share their views and knowledge.
 Effective teachers must have knowledge or mastery of the subject
matter.
 Teachers are able to present the lesson logically , systematically and
analytically.
 Teachers should not confine themselves to the text given to the
students but they should relate the subject matter to the relevant issues
of the time.
 Teachers should encourage their students to ask questions , to give their
views, reactions or comments.
 Teacher are able to relate the lessons through effective use of the
language.
 Teachers are model . What the students see, they emulate
TEACHING IS A MULTIFACETED
HUMAN ACTIVITY
 Teachers are the best visual aids for the students to see, so teachers
should make it a point to be dressed neatly and appropriately.
 Teachers who are dignified and well mannered are appealing to
the eyes of the students.
 Teaches should bear in mind that respect is earned.
 So much is expected from the teachers because young minds are
entrusted to their care. There will always be challenges, but sensitive
and conscientious teachers are always aware that the rewards of
teaching life in the sense of fulfillment and pleasure which only the
most dedicated are privileged to know.
 An outstanding Philosopher , Bertrand Russell, emphasized the supreme function
of teachers when he said:
 ‘’Teachers are , more than any other class, the guardians of civilizations. They
should be intimately aware of what civilization is, and desirous of imparting
civilized attitude to their pupils.’’
 It is within this context that the Department of Education has proposed teacher
education. These objectives are to be regarded as coming within the framework
of the national aims of promoting and perpetuating democratic values,
traditions, and practices.
 The Department is committed to the policy of preparing school teachers;
 Who have a broad general education
 Who are specialist with mastery of subject matter in their field of specialization
 Who are possessed with the requisite knowledge and skills which transform
teaching from mere communication to the level of creative art.
 Teaching is not a mere pedagogical skill, it involves an expense of mind and spirit
unimaginable to the ordinary worker. It follows, therefore, that if teachers are to
develop successfully a civilized attitude in their pupils, they themselves must be
knowledgeable, sensitive and deeply aware not only of vast amounts of
knowledge, but also of the human implications of such knowledge.
Profession- refers to work, job, career or
occupation.
Teacher- means a person who, in
a school, undertakes duties that
include the delivery of an
educational program or the
assessment of student
participation in an educational
program.
 CHARACTERISTICS:
 Service is valued more than personal gain.

 Practice is based on a body of specialized training and

knowledge.

 The practice of the profession demands intellectual activity.

 The public accords the profession high status.

 CHARACTERISTICS:
 Standards of professional qualifications for admission are
established and maintained by a regulatory body.

 The conduct of members is governed by ethical standard.

 A strong professional organization is maintained.

 FUNCTIONS OF TEACHING
Explaining, informing and showing how the correct method is used.

Initiating, directing and administering class activities.

Motivating and unifying the group for a good cause.

Providing security and confidence among students.

Clarifying attitudes, beliefs, prejudices and problems affecting the

students.
 Enumerates the following
grounds for disciplinary
action providing penalties
as provided by law.
 Prohibits teachers directly or
indirectly to solicit, require,
collect or receive money or
service or anything of value
from any person or entity for
the promotion of any
political, religious or other
partisan interest.
 RELATED PROFESSIONAL
RESPONSIBILITIES

 Continues professional growth.

 Participates in department, college, and university
meetings.
 Contributes to other activities related to the university.
 Manifests pride in the profession.
 Is punctual about reports and meetings.
 Treats confidential matters.
 Strives to maintain professional relations
with his colleagues.
 Is tactful in dealing with parents.
 Is willing to share ideas and materials
with other teachers.
 Carries out administrative policies, rules,
and regulations.
 Shows willingness to follow suggestions
for improvement.
 Communicates with parents to help the
student meet university standards.

 Follows administrative procedures for

identifying students with problems.
 THE END

PRESENTER:

ZAYRA MAY DELA TORRE

CHILD GROWTH AND
DEVELOPMENT
 Teaching learning process
This is one of the concerns of the teachers notwithstanding the role of parent
cantered on the child. In order that the process will the effective, the utilization of all
possible ways by which the teacher could better discover the child needs, interest,
capacities, and problems should be carefully analyze.

The term GROWTH and DEVELOPMENT have different connotation. GROWTH as a

process is concerned with increase in size or proportions. It refers to the physical
increments. On the other hand. DEVELOPMENT refers primarily to progressive
changes. Growth and development are considered as a set of major denominators
in understanding the behavior. Characteristics, tendencies and growth pattern of
the individual.
 CHILD
Who is to be educated passes through several stages of development. Every stage of life
has its own characteristics. Adolescence which mark the transition period from childhood to
maturity begins with puberty.

Child develops as whole. Every individual develops in a unique and unifying concept, in a
manner that proceeds comprehensively in all aspects of growth and development. The
interaction of the various variables in the process affects a particular individual to a great
extent. Research findings reveal that difficulties in one aspect of growth, e.g., physical,
emotional, mental and social adversity affect the process in other areas of development.
SOME ASPECTS OF GROWTH ARE AS FOLLOW:
Growth for children is different

Growth is continues as long as there is life in the organism: however, there are some
exceptions. The increase in height, for instance, is continues until a certain age level,
usually until the twenty fifth year.

There are some growth sports during the first year of growth especially the period of
adolescence.

With the various stages of growth maturation, a biological process is also simultaneously
taking place.
 Psychologists generally agree that there are orderly sequences in development
that depend on maturation of the organism as it interacts with environment.

They agree that the human development is virtually determined by the

relationship and a continuation of a series of interaction between heredity and
environment. The growth and development begins at the moment of conception, in
which a remarkable number of personal characteristics are determined by genetic
structure of the fertilized ovum. The genetics components decide the individuals skin,
hair, body shape and size, sex and to a certain extent, his intellectual faculties and
emotional temperament. The biological dispositions inherent at birth interact with the
experience encountered in the course of growing up to determine individual growth
and development. These experience largely depend on various variables; e,g.,
environment, culture, social group, and the family in which the child is raised. As
 a child grows and develops to adulthood, it is important to understand the physiological
processes underlying his physical, intellectual and emotional transformation. His perception,
motivation, eotion, patterns of thinking, conflicts and needs.

MATURATION AND DEVELOPMENT

MATURATION

Is the process through which genetic determinants are expressed It also refers to the
sequence and stages of development which usually proceed from simple to differentiated
and complex behaviour of the individual.
 Psychologist view that these are orderly sequences of development related to the
maturation of the organism as it interact with the environment from the psychologists point of
view, the concept of developmental stages implies three considerations;
First
That behavior at a given stage is organized around a dominant activity.
Second
That the behavior at one stage is qualitatively different from the behavior that appears at an
earlier stage
Third
All children go through the same stages in the order.

Psychologists also agree that the environmental factors may speed up or slow down
development but the order of stage vary.
 COGNITIVE DEVELOPMENT

 construction of thought processes,

including remembering, problem solving,
and decision-making, from childhood
through adolescence to adulthood.
JEAN PIAGET

 (1936) was the first psychologist to make a systematic study of

cognitive development.
Theory of cognitive development suggests that children
move through four different stages of mental development:

1. Sensorimotor Stage
2. Preoperational Stage
3. Concrete Operational Stage
4. Formal Operational Stage
Sensorimotor Stage
 Birth to 2 years
 During this earliest stage of cognitive development, infants and toddlers acquire
knowledge through sensory experiences and manipulating objects.
Preoperational Stage

 2 to 7 Years
 At this stage, kids learn through pretend play but still struggle with logic and
taking the point of view of other people. They also often struggle with
understanding the idea of constancy.
Concrete Operational Stage

 7 to 11 Years
 During this stage, children also become less egocentric and begin to think about
how other people might think and feel.
The Formal Operational Stage
 12 and Up
 At this stage, the adolescent or young adult begins to think abstractly and
reason about hypothetical problems
Applications:
 The needs of children should be understood by the teacher for his
total development.
 Provisions for individual differences should be adequately provided
by the teacher in relation to their interests, needs and other
personalities.
 PHYSICAL AND MOTOR DEVELOPMENT

 Motor development means the physical growth and strengthening

of a child's bones, muscles and ability to move and touch his/her
surroundings.

2 Categories of Motor Development

1. Fine Motor
2. Gross Motor
Fine Motor Skills

 refer to small movements in the hands, wrists, fingers, feet, toes, lips and tongue.
Gross Motor Skills

 are those which require whole body movement and which involve
the large muscles of the body to perform everyday functions.
APPLICATIONS

 Teachers must fully understand these unique characteristics of the

individual child’s physical growth and development.
 It is desired that the child should grow and develop in harmony with
his inherent potentialities.
 SOCIAL DEVELOPMENT
Is an aspect of learner’s development that a teacher should consider and
Understand. At an early age of 1 to 5 years old. Children play and work
together in a small group for short period. At age of 6 to 7, the child starts
elementary schooling and his groups become bigger. At age 8 to 9 there is an
increasing cooperativeness in play and in work in these ages. Sex interest
differ and from his period on through early adolescence, group usually consist
of members of the same group.
CHILDREN’S NEEDS
The teacher should understand the children’s needs as they grow and
develop. Abraham Maslow has classified human needs in the order of their
importance to the individual from the basic biological requirements to the needs
of self actualization. The basic human needs place by maslow in ascending order
of importance is shown in figure 1.
 Self Actualization Needs

Esteem Needs

Love and Belonging Needs

Security and Safety Needs

Physiological Needs

Figure 1. THE BASIC HUMAN NEEDS BY

MASLOW
 PHYSIOLOGICAL NEEDS
These are the needs for sustaining life such as food, Water and air.

SECURITY OR SAFETY NEEDS

These are the needs to be free from physical danger.

LOVE AND BELONGING NEEDS

Children are social beings; and therefore, they need to belong and be accepted by
others.
 ESTEEM NEEDS
Maslow view that, one person begin to satisfy both by themselves and by others,
this type of needs produce satisfaction accompanied by feelings of self-confidence,
self worth, status and power.

NEEDS OF SELF ACTUALIZATION

Maslow regards this need as the apex of all needs in the hierarchy. This is ultimate
desire and aspiration of an individual to become what one is capable of becoming
to maximize one’s potential and to accomplish something that is worthy of
recognition.