English-Analysing-Themes-and-Ideas-Presentation-Beige-Pink-Lined-Style_20240821_094254_0000.pdf

Ed

1. THE TEACHER AS A
HUMAN PERSON
ED - 102

2. Introduction
Teachers have tremendous power to influence
students. Society as a whole expect much from
teachers and schools. Often when the young do
not behave as expected, the question raised by
parents "Is that what you are taught in school?"

3. Consider the following research findings shared by
Dallas Public Schools' Accountability System:
•Learning gains realized by students during a year in the classroom
of an effective teacher were sustained over later years and were
compounded by additional years with effective.
• improvement even after a student was placed with an effective
teacher, and the negative impact was discernible statisticaly
for approximately three subsequent years.
• Learning gains realized by students during a year in the
classroom of an effective teacher were sustained over later
years and were compounded by additional years with effective
teachers.

4. • The negative effects of a poor-performing teacher on student achievement persist
through three years of high-performing teachers.
• The good news is that if students have a high-performing teacher one year, they
will enjoy the advantage of that good teaching in future years.
•Conversely, if students have a low-performing teacher, they simply will not
outgrow the negative effects of lost learning opportunities for years to come.
•Having a better teacher not only has a substantial impact on students' test scores at
the end of the school year but also increases their chances of attending college and
their earnings as adults." (Hammond, D., 2000)

5. The Demands from
the Teacher as a
Professional

6. Philippine Professional Standards for Teachers PPST are standards of good
teaching.
Models of Effective Teaching

A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors –
-involve routine events such as communicating learning goals and feedback
and establishing rules and procedures
- involve addressing content by helping students interact with new knowledge, practice
and deepen new knowledge.
-helping students generate and test hypotheses involve events enacted on the spot
such as engaging students, recognizing adherence to rules and procedures

7. -establishing and maintaining effective relationships
with students and communicating high expectations
for all students
2. Planning and Preparing planning and preparing for lessons
for use of technology
for needs of students receiving Special education
- for needs of students who lack support for schooling
3. Reflection on Teaching
-evaluating personal performance such as identifying areas of
pedagogical strengths and weaknesses developing,
implementing and monitoring a professional growth plan

8. 4. Collegiality and Professionalism
- promoting positive interactions with colleagues, students and parents
- seeking mentorship for areas of need/interest
- mentoring other teachers and sharing ideas and strategies
- adhering to school rules and procedures
- participating in school initiatives
B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities

9. -reflecting on teaching maintaining accurate records
comunicating with families
participating in the professional community growing
professionally showing professionalism.
C. James Stronge - Teacher Effectiveness Performanc Evaluation
System (TEPES) System:
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment

10. 6. Professionalism maintains a commitment to
professional ethics, communicates effectively
and takes responsibility for and participates in
professional growth that results in enhanced
learning
7. Student Progress - the work of the teacher
results in acceptable, measurable and
appropriate student academic progress.

11. Teacher Evaluation Standards – The McREL model (Mid Continent Research for
Education and Learning
1. Teachers demonstrate leadership. lead in their classrooms
-demonstrate leadership in the school lead the teaching profession advocate for schools
and students demonstrate high ethical standards.
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.

12. The Philippine Professional Standards for Teachers
(PPST)
•recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching
teaching
and learning.

13. • use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes. provide learning environments
that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement.
• establish learning environments that are responsive to learner diversity.
They respect learners' diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They apply their
professional knowledge to plan and design, individually or in collaboratiot
with colleagues, well-structured and sequenced lessons.

14. • apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners' needs, progress and achievement.
•establish school-community partnerships aimed at enriching the learning
environment, as well as the community 's engagement in the educative process.
• value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect and integrity.
For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to
Appendix L.

15. Summary
The Filipino teacher is a professional. This means that
he/she demonstrates technical, ethical and moral
competence as a result of his/her long years of initial
professional education which led him/her to the
earning of a college /university degree and passing the
licensure examinations. He/she goes through
continuing professional development and abides by
the Code of Ethics for Professional Teachers.

16. The Demands of
Society from the
Teacher
as a Person

17. The twelve (12) characteristics of an
effective teacher gathered from a
fifteen-year longitudinal, qualitative
study on more than one thousand
essays of teacher education students.
INTRODUCTION

18. (Walker, Robert, J. Twelve Characteristics of an Effective Teacher: A
Longitudinal, Qualitative, Quasi-Research Study of In-Service and
Pre-Service Teachers':
1. Prepared - come to class each day ready to teach
2. Positive - have optimistic attitudes about teaching and about
students
3. Hold high expectations - set no limits on students and believe
everyone can be successful
4. Creative - are resourceful and inventive in how they teach their
classes
5. Fair - handle students and grading fairly

19. 6. Display a personal touch - approachable
7. Cultivate a sense of belonging - have a way to make
students feel welcome and comfortable in their classrooms
8. Compassionate are concerned about students' personal
problems and can relate to them and their problems
9. Have a sense of humor - make learning fun and do not take
everything seriously
10. Respect students - do not deliberately embarrass students;
teachers who give the highest respect get the highest respect
11. Forgiving - do not hold grudges
12. Admit mistakes - quick to admit being wrong

20. Professionalism is succinctly describe in Article XI of the Code of
Ethics for Professional Teachers, to wit
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and
self-discipline as the principle of personal behavior in all
relationships with others and in all situations.
Professionalism

21. Section 3. A teacher shall maintain at all times a dignified
personality which could serve as model worthy of emulation by
learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or
being as guide of his own destiny and of the destined of men and
nations.
The Code of Ethics for public school teachers adopted in Section 7
of Republic Act 4670 cites integrity as one essential trait of a
professional teacher.

22. C. INTEGRITY: Since the teacher 's work is not
confined merely to the development of certain
fundamental skills and abilitiy encompassed by the
teaching of the 3 R's but also includes the
development of desirable habits and attitudes that go
into . formation of character, his manner of living
should provide o worthy example for his pupils and
students to emulate for h fellow teachers to be proud
of, and for the community to je as being enriched by
it.

23. To be effective in the teaching profession, teachers must
possess personal traits such as caring, forgiving, fair and
compassionate, and so displaya personal touch for all
students. Caring teachers make everyone feels he/she
belongs. They are humble enough to admit mistakes. All of
these personals traits emanate from teachers' genuine
respect for others. The trait professionalism catches all the
personal qualities expected of teachers.
Summary