PED 100 FINALS REVIEWER, Study notes of Psychomotor education

Download PED 100 FINALS REVIEWER and more Study notes Psychomotor education in PDF only on Docsity! PED 100 FINALS REVIEWER ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND STANDARDS TEACHER QUALITY One of the biggest, challenges of ensuring teacher quality is the attractiveness of teaching profession. It is not attractive that’s why we don’t get the best materials. Global Teacher, 2003. Rice 2003, Teacher quality matters. Most educators and policy makers agree that one of the most important school-related factors influencing student achievement and outcomes is teacher quality Rivkin, Hanushek and Kain, 1998 and Rice 2003 found out the best predictor of students outcome. WHAT IS QUALITY TEACHER? - Quality teachers are characterized by the different skils needed in the 21st century education. Partnership 21st identified themes that are relevant to the changing times - Global awareness - Financial Economic, Business and Entrepreneurial Literacy - Civic Literacy - Health Literacy - Also included are knowledge and values. i sebiec Ts bs PU ibe Fy os Tas) Tree’ Va a Corte eT) athe at l-la) ea TTT Tall Standards & OvSt tio tiity SUMMARY • Quality teachers are defined by their attributes and characteristics while Teacher quality is defined by the standards set for the profession and are validated by the students learning outcomes. THE COMPETENCY FRAMEWORK FOR TEACHER IN SOUTHEAST ASIA (CFT SEA) • Thailand's Teacher Education Council with SEAMEO Secreriat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) initiated the Competency Framework for Teachers in Southeast Asia which was developed in 2017. • The Competency Framework for Teachers is a guide to improve teachers' performance across the region FOUR ESSENTIAL COMPETENCIES • Knowing and understanding what to teach • Helping students to learn • Engaging the community • Becoming a better teacher every day Attributes of a Teacher - Honest - Caring - Creative - Understanding - Engaging, etc. Golden Rule: Do unto others as you would have others do unto you. WHAT ARE COMPETENCIES AND WHY ARE THEY IMPORTANT? Competencies refer to a combination of skills, knowledge, behavior, and attributes that enable effective or better job performance. With teaching as a complex job, a teacher uses a combination of competencies to deal with the changing education context. With regional integration, the challenge becomes more complex to make sure that the 5 million teachers in Southeast Asia possess the essential competencies necessary for optimal performance The Southeast Asia Teachers Competency Framework is envisioned to be a helpful guide in improving the performance of teachers across the region, As a frame of reference, the SEA- TCF is a development tool to address the evolving demands of teaching profession. The competencies listed in the framework should be interpreted based on local context and specific needs Cini] Teacher Professional Development Framework (i) i By! enna aril oe =| Stago 4 Stoge 3 .L. (Highly sued “| \ Stage 1 “tT Th a and Hiring 7 a Tasch Endy Induction LC Roquirament ae Compensation (7) fle ihe [= “Teacher Cortiticauon at Caroar fleet Stage 2, 3, 4(?) 7 ly Cloosroom Obsorvalion Tool & Soll-Assaaamont Too! Targetod Professional Develapment and Teacher Training Le 6 \ Y 4 DISTINGUISHED (Career Stage 4) Teachers who embody the highest standards for teaching grounded in global best practice and lead colleagues in promoting quality teaching and learning. 3 HIGHLY PROFICIENT (Career Stage 3) Teachers who consistently display a high level of performance in their teaching practice, mentor colleagues and work collegially with other staff. 2 PROFICIENT (Career Stage 2) Teachers who independently apply teaching principles and strategies skills vital to the teaching and learning process. 1 BEGINNING (Career Stage 1) Teachers who have gained the qualifications recognized for entry into the teaching profession and need support from more colleagues. WHAT ARE THE FOUR CAREER STAGES OF THE PPST COMPETENT TEACHERS: EFFECTIVE CLASSROOM MANAGERS Intended Learning Outcome (ILO) - Manage instruction, relationship physical environment, discipline, time and routines effectively. Classroom Management - the business of getting students to do what teachers want them to do. If the teacher is good at it, a lot of things get done and students enjoy coming to class, Many teachers are unsure of how to define a class that is well- disciplined because today's discipline issues are neither simple nor self-evident • ex. Teacher may want the students to be engaged in active learning, but those classroom activities can appear chaotic. They also struggle with new issues such cyber bullies and online cheating 4. reduction of disruptive and inappropriate student conduct √ CLASSROOM MANAGEMENT • What is Classroom Management? Classroom management is ways of organizing the resources, pupils and helpers so that the teaching and the leaning can process in an efficient and safe manner. • Why is Classroom Management Important? - Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate - Classroom management issues are of highest concern for beginning teachers PRINCIPLES IN CLASSROOM MANAGEMENT 1. Consistent, proactive discipline is the crux of effective classroom management. • "Prevention is better than cure", so goes the adage. If we are proactive in our approach to discipline, we prevent unnecessary disciplinary problems from cropping up. We have not to wait for disciplinary problems to erupt for us to take a move. 2. Establish routines for all daily tasks and needs. • Routinized collection of assignments passing of papers, and preparation for experiments save as a lot of time and effort. We have not to explain or instruct our pupils/students on how to pass papers, collect assignments, prepare for experiments day in and day out because we have established the routines for these everyday tasks. They have become habitual for each member of the class 3. Orchestrate smooth transitions and continuity of momentum throughout the day. • Smooth transitions and continuity of momentum throughout the day ensure us that every instructional moment is made use of wisely. No unnecessary lull is created that will breed classroom restlessness, which is the father of disciplinary problems. 4. Strike a balance between variety and challenge in students' activities. • A variety of student activities will ensure that students' multiple intelligences and varied learning styles are considered in the conduct of student activities. Most of the time our activities fall under the word use, talking, writing will certainly challenge the linguistically intelligent students but bore the logic and math wizards and other groups of different intelligences. When boredom creeps into the classroom, we have disciplinary problems in our hands. 5. As classroom manager, be aware of all actions and activities in the classroom. • Our heightened awareness of everything that is happening in our classroom puts our pupils and students on their toes all the time. While our back faces them when we write on the board, our "eyes on the back of our heads" will make our pupils and students feel that we know what they are doing. This is what Kounin calls with-it-ness. 6. Resolve minor inattention and disruption before they become major disruptions. • The old adage "a stitch on time saves nine" aptly applies here. We have not to wait until our class is out of control. Misdemeanor has a "ripple effect" if not checked early. Conflagration begins with a spark. Put out the spark early enough to avoid conflagration. We ought to respond to inappropriate behavior promptly 7. Reinforce positive behavior • Be generous with genuine praise. Some teachers are quite stingy with praise. These are the teachers who think will become less when they praise others. They have the so-called "subtraction mentality." Other teachers are overgenerous with their praise. • Use fillers, in case you finish the lesson ahead of time. Examples of fillers are reciting a favorite stanza then letting others explain the meaning or conducting a short contest about the lesson. • Use a common place to keep materials such as scissors, school supplies. This saves time. You have not to look for them when you need them • Follow a consistent schedule and maintain the procedures and routines established at the beginning of the year • Prepare materials in advance • Make clear and smooth transitions • Limit disruptions and interruptions through appropriate behavioral management technique. ➢ Be flexible with time assignments. If students are observed to be so interested and eager to continue working, allow a little more time for them to complete and achieve the objectives with satisfaction. ➢ Set the example by showing that you are time- conscious. They will develop the same precision regarding time utilization. MANAGEMENT OF DISCIPLINE ➢ Discipline is controlled behavior. It constitutes the next important concern of teachers as part of good management. No matter how well-managed a learning environment is, students will occasionally misbehave. Teachers must be ready to deal with them with utmost care and consideration HOW TO PREVENT DISCIPLINE PROBLEMS - To prevent discipline problems, teachers can: • Implement group-oriented methodologies such as: 1) cooperative learning approach, 2) team Learning. 3) peer tutoring, and 4) group projects and collections • Use varied teaching techniques • Develop patience, compassion, genuine respect and care for the students. Schools differ in how they achieve and maintain good discipline. Following are some common practices 1. Discipline is the student’s responsibility. If they misbehave the teacher accepts no excuses. They must be ready for the consequences. 2. Discipline is the teachers way of establishing a desirable student- oriented environment for learning. 3. Discipline is coupled with effective teaching strategies and techniques. 4. Discipline is achieved through the effects of group dynamics on behavior 5. Discipline in believed to be the exclusive responsibility of the teachers WAYS OF DEALING WITH DISCIPLINE PROBLEMS ACCEPTABLE AND EFFECTIVE: 1. Use verbal reinforces that encourage good behavior and discourage bad tendencies 2. Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs 3. Dialogues can help in discovering problems and agreeing on mutually beneficial solutions 4. Focus attention on one who is unruly and is about to disturb the neighbors. UNACCEPTABLE AND INEFFECTIVE: 1. Scolding and harsh words as a reprimand will have a negative effect on the entire class 2. Nagging and faultfinding, together with long "sermons" are repugnant and nasty 3. Keeping a student in a "detention area" during or after classes as a penalty for misbehavior is a waste of time and occasion for learning. The shameful experience is not easy to forget: a friendlier atmosphere and can be used in line of traditional rows PHYSICAL CONDITION OF THE CLASSROOM - Clean rooms, hallways and surroundings are wholesome places to stay in. the teacher should schedule who is responsible for their neatness on a regular basis - The physical environment must also be a safe place where curious, overactive and energetic children are always on the go. - During class hours proper lighting and ventilation must be provided and maintained for everybody’s comfort MANAGEMENT OF ROUTINES > Refers to the established activities or procedures that are repeatedly done. 1. Teach pupils to learn how to form various grouping and return to standard arrangement with minimum confusion. 2. Do not use the first few minutes of the class session to collect materials when students are potentially most alert to instruction 3. "Overlapping" technique is used for collection and distribution of materials. It refers to the teacher's ability to attend to the task at hand and at the same time prevent an extraneous situation from getting out of control 4. Prepare for transition by planning distinct types and sequences of teacher- pupil activity e.g., checking homework assignment. presentation of new material, giving assignment, monitoring seatwork. Transition should be quick and quiet MANAGEMENT OF RELATIONSHIP > This refers to emotional climate and communications affecting learning conditions. 1. Maintain positive climate characteristics which allow students to choose a variety of activities to achieve common goals. 2. Develop sense of interdependence, common bonds, defined group expectations and relationship qualities that enhance wholesome emotional climate 3. Develop communication character that promote wholesome classroom relationship like positive constructive conversations aimed at understanding on another's point of view 4. Render different forms of assistance by providing class meetings or students to have an opportunity to examine the ideas and feelings that influence value judgment. Competent in Community Linkages - Teachers assume a wide range of roles to support school and students’ success. They can also lead in a variety of ways and one of which is they can serve as leaders in the community where they belong. Domain 6 Community Linkages and Professional Engagement Strand 6.1 Establishment of learning environment that are responsive to community contexts. Strand 6.2 Engagement of parents and the wider school community in the educative process Strand 6.3 Professional Ethics Strand 6.4 School policies and procedures Competent in Community Linkages ARTICLE III – THE TEACHER AND THE COMMUNITY • This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. ✓ High school graduates do not possess the basic competencies or emotional maturity for the world of work. ✓ 70.9% of unemployed are at least HS graduates 80% of the unemployed are 15-34 y/o. (NSO, LFS 2010) ✓ Serious gaps in critical skills of graduates such as ➢ Problem-solving ➢ Creativity ➢ Job-specific technical skills • Most graduates are too young to enter the labor force. ✓ Those who do not pursue higher education would be unproductive or be vulnerable to exploitative labor practices ✓ Those who may be interested to set up business cannot legally enter to contracts • The current system also reinforces the misperception that basic education is just a preparatory step for higher education ✓ Preparation for college education ✓ Expectation as most students usually take remedial and high school level classes in colleges and universities. • Our graduates are jot automatically recognized as professional abroad. ✓ Disadvantage especially on the part of million overseas Filipino workers professionals and those who intend to study abroad. Country _ Basic Education Cycle Total Brunei | 12 Cambodia 12 Indonesia 12 Laos 12 Malaysia 12 Myanmar 12 Philippines = tf Singapore 12 Thailand 12 Timor-Leste 12 Vietnam [ 12 Mongolia recently added grades to make basic education 12 years. Education Act of 1953 ➢ Under Section 3, mandates that "the primary course shall be composed for four grades (Grade I-IV) and the intermediate course of three grades (Grades V-VII)" Swanson Survey (1960) ➢ Recommended the restoration of Grade 7, Presidential Commission to Survey Philippine Education (PCSPE) ➢ Implementation of an 11-year program; ➢ 6 years of compulsory elementary education and 5 years secondary education. Congressional Commission on Education ➢ If one year is to be added in the education program, It recommends one of two alternatives: 7 years of elementary education or 5 years of secondary education Presidential Commission on Educational Reforms (2000) ➢ proposal include the establishment of a one-year pre- baccalaureate system that would also bring Philippines at par with other countries Presidential Task Force on Education (2008) ➢ On a 12-year pre-university program, it is important to "specify the content of the 11th & 12th years and benchmark these with programs abroad Education Vision - Every graduate af the Enhanced K+12 Basic Education Program is an empowered individual who has learned through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to exist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one's self, A vision Grounded on Human Development: ➢ The complete human development of every graduate is at the core of the enhanced K+12 Education Program. - Every graduate also has the courage, the drive, and relevant skills to engage in work and have a productive life. - Every graduate will be able to think for himself/herself and make sound decisions on the best courses of action to take in the different circumstances of his or her life. - Every graduate is inculcated with the respect for human rights and values, notably, Maka-Diyos, Maka- too, Makabansa, and Maka-Kalikasan. A Vision Achieved through an Enhanced Curriculum: ✓ Benefit from a reformed and updated curriculum that is focused on enabling every child to achieve mastery of core competencies and skills. A Vision that has Socio-Economic Relevance: K-6-4-2 Model Sema Wa choy (16-17 years old) Junior High School Grades 7-10 (12-16 years old) Elementary Grades 1-6 (6-12 years old) Kindergarten (5 years old) ➢ K-12 program will be phased ➢ SY 2011-12 universal kindergarten will be offered. ➢ SY 2012-13 new curriculum will be offered to incoming Grade 1 as well as to Junior High School students ➢ On SY 2016-17 DepED targets to put the necessary infrastructure and other arrangements needed to provide the Senior High School education. Guiding Principles - The enhancement of the curriculum is the central focus of the Enhance K-12 Basic Education Program - The development of tracks based on different competencies and/or student interest will be an integral component of the program. - As a part of the bigger basic education reform, the enhancement of the basic education curriculum is being undertaken hand I hand with the vigorous efforts to ensure adequacy of inputs Action Steps ➢ Creation of a Task Force ➢ Stakeholder Consultations ➢ Financial Study ➢ Curriculum Review and Enhancement ➢ Teacher Training ➢ Legislation ➢ K-12 information, Education and Communication THANK YOU ( PLEASE DO NOT SEND THIS COPY TO ANYONE  ) LET THEM BUY HAHAHAHAHA