How to be a INSPIRING TEACHER + Teacher as Decision Makers скачать в хорошем качестве

How to be a INSPIRING TEACHER + Teacher as Decision Makers

🔔You can check this topics so you can follow to this series Foundation of Early Childhood Education (ECED 101) DECIDING TO BE A TEACHER: Thinking about Teaching 🔴 Motivations and Essentials for Becoming Teachers    • How to MOTIVATE STUDENTS + 8 ESSENTIALS fo...   🟠Teacher as Decision Makers    • How to be a INSPIRING TEACHER + Teacher as...   Teaching is the noblest profession. Though not a lucrative one, every teacher devotes himself to teaching for reasons that go deeper than the remuneration nor the vacations. He dedicates himself to teaching for he believes that this is his mission ►3 Decisions about Basic Teaching Functions Planning Implementing Assessing ►The Teacher as a Reflective Decision Maker Reflection and Effective Teaching. 1. What to teach. 2. How to teach. 3. How to provide an atmosphere that supports student learning. ►Reflection and the Professional Standards. Domain I (Content Knowledge and Pedagogy) Domain II (Learning Environment} Domain III (Diversity of Learners) Domain IV (Curriculum and Planning) Domain V (Assessment and Reporting Domain VI (Community Linkages and Professional Engagement) Domain VII (Personal Growth and Professional Development) ►Approaches for Reflection There are three 3 commonly used approaches that teachers use as a basis for reflection. 1. Classroom observations by supervisors and peers, 2. Digital tapes of their teaching 3. Document analysis ►Characteristics of Reflective Teachers The following are some of the characteristics common to reflective teachers: ✅ Disposition toward reflection. ✅ Sceptic and curious., ✅ Seek deep understanding of the issues. ✅ Take responsibility for their teaching decisions. ✅ Are purposeful and committed to improving their craft. ►Reflective teaching leads to a number of positive effects for teachers, including the development of the following (Minott, 2007 in Fuller 2011) 1. Critical thinking inquiry skills 2. Contextualized knowledge about teaching and learning 3. Inquisitive, risk-taking in learning, and discovery of new strategies and ideas 4. Higher order thinking and metacognitive skills 5. Affective skills 6. Versatility and enhanced ability to overlap classroom tasks 7. Ability to implement new activities and approaches on the spot 8. Greater self‐awareness and knowledge 9. In-depth knowledge on group-managerial approach to classroom management Sources: Bilbao, P., Corpuz, B., Lagas, A. and Salandanan, G. (2012). The Teaching Profession 2nd Edition. Lorimar Publishing, INC. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila. Ericksen, Kristina (2015). Why Become a Teacher? Educators Share What They Love About Their Work. Rasmussen College, LLC. Retrieved from: https://www.rasmussen.edu/degrees/edu... Fuller, Annie (2011). Teacher as a Decision maker. Foundations of Teaching Methods. Retrieved from: https://www.pearsonhighered.com/asset... Llego, P., Mark Anthony. ( ). Philippine Professional Standards for Teachers (PPST). TEACHERPH: Professional Learning Online Community of Teachers and for Teachers. Retrieved from: https://www.teacherph.com/philippine-... Manno, Michelle (2012). Reasons for Becoming a Teacher. Teach.com. 2U. Inc. Retrieved from: https://teach.com/blog/reasons-for-be... Sammons, P., Kington, A., Vijayendran, A. & Ortega, L. ( ). Inspiring teachers: perspectives and practices Summary report. Education Development Trust Highbridge House, 16–18 Duke Street, Reading, Berkshire RG1 4RU. Retrieved from: https://www.educationdevelopmenttrust... 🔔 Subscribe now for more educational contents ⚠️ Copyright Disclaimers • We use images and content in accordance with the YouTube Fair Use copyright guidelines • Section 107 of the U.S. Copyright Act states: “Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright.” • This video could contain certain copyrighted video clips, pictures, or photographs that were not specifically authorized to be used by the copyright holder(s), but which we believe in good faith are protected by federal law and the fair use doctrine for one or more of the reasons noted above.