Professionalism, Ethics and the Teaching Profession

Professionalism and Ethics

• Every LET passer must take the Professional Oath before practicing as a Professional Teacher.
• Examinees who failed the LET can qualify for a para-teacher position if their LET rating is 70 or above

Supporting New Teachers

• Orientation is most effective in clarifying a school's goals and responsibilities to new teachers.
• Orientation sessions help new teachers become attuned to the school environment, learn guidelines, and develop good relations.

The Teaching Profession

• A teacher introducing themselves as "teacher only" may imply they don't take pride in the profession.
• Teachers should support one another when the best interest of learners is at stake.
• Skills relevant to teachers viewing problems as opportunities include responsiveness to problem-solving and alertness for possibilities.
• Immediate expectations for BEED and BSEd graduates include acting as agents of change, motivation for continuing professional growth, principled understanding of the learning process, and high literacy and critical thinking.
• Passing the licensure examination directly qualifies a teacher candidate to be registered at par with other professions.
• "Once a teacher, forever a student" implies lifelong learning for the professional teacher.
• The overall stream for education, growth, and fulfillment in teaching is a lifelong career.
• The new Performance Appraisal System for Teachers (PAST) is competency-based.

Self-Evaluation and Reflection

• Self-evaluation is a self-appraisal for professional growth, useful for recognizing weaknesses and strengths.
• Peer feedback sessions are ways to perform self-evaluation.

Education and Employment

• Research studies reveal a low rate of work absorption among technical/vocational graduates, indicating a training-job mismatch problem.

Educational Laws and Policies

• R.A. 7722 (Higher Education Act of 1994) grants the Commission on Higher Education direct supervision and management of teacher education institutions.
• The Commission on Higher Education identifies, supports, and develops centers of excellence among higher education institutions.
• The K-to-12 reform was greatly influenced by the need to conform to international standards.
• Students can be taught religion in public schools with written permission from their parents.
• The Constitution provides an exemption to the prohibition of establishing schools solely for aliens for religious or mission schools and schools for children of diplomats and their dependents.

Responsibilities and Rights in Education

• The Philippine Constitution assigns the state the responsibility for establishing, maintaining, and supporting a complete, adequate, and integrated system of education.
• The law does not provide the right for basic education to subjects of study among the rights of schools. Institutions for higher learning have the right to determine the academic grounds for admission.
• Mandated time refers to the number of days and hours in the school calendar specified by the school and government agencies.
• Needy and qualified students who show high learning skills are most deserving of government funding assistance.

Educational Settings and Cultural Sensitivity

• A "silong" (ground floor of a house) converted into a classroom characterizes a rural village school.
• Teachers are expected to practice respect for diverse cultures in the global village.
• Student motivation varies according to socio-cultural background, with children from low-income households often facing more obstacles in learning.

Values and Ethics in Teaching

• Taking pleasure in helping others displays care for their welfare.
• "Puwede na" mentality is best described as resignation to mediocrity, not excellence.
• A conflicting cultural trait is aiming to please people in different venues rather than abiding by principles.
• Morally mature individuals seek peaceful resolution of conflicts.
• Inculcating moral maturity includes respecting freedom of conscience.
• Promoting contraceptives for Planned Parenthood is not always appropriate due to religious sentiments.
• Having doubts, the degree of moral certitude is doubtful.
• Counting one's own blessings is the best antidote to depressed feelings.

Discipline and Classroom Management: Mistaken Goals

• Students seeking revenge hurt others to compensate for their own hurt or rejection.
• Students seeking attention continually ask for help and refuse to work independently.
• Withdrawing students feel helpless and remove themselves from the situation.

Identifying Student Behavior

• The hidden goal of violent students is to get revenge.
• Students with short attention spans are classified as distractible.

Classroom Management Approaches and Styles

• The behavioral modification approach uses techniques ranging from simple rewards to elaborate reinforcement.
• The assertive style involves specifying rules, consequences, and communicating them clearly.
• The business-academic approach emphasizes organization and management of students during academic work.

Addressing Student Misbehavior

• When threat or punishment is necessary, a warning should come before the threat.
• The least severe threat example is reporting early to school or being marked absent.
• Sending a student to the guidance office is a non-threatening discipline style.
• A surprise quiz is the least severe classroom management strategy.
• Relying on others reduces the teacher's authority.
• The best option for chronic behavior problems is to be calm and consistent.
• A classroom manager avoids relaxing discipline early on and tightening it later.
• Shaming an erring student before the class should be avoided.
• Skipping a whole lesson unit is not a way to restructure the program. Expressing interest in students is a positive approach to classroom management.
• Threats should not be encouraged as a behavior reinforcing agent.
• Misdemeanors should be addressed early and promptly for effective class management and control.

Classroom Climate and Learning Environment

• Work, organization, and procedures best characterize the Business-Academic Approach.
• A cooperative classroom climate is less threatening than competitive individualistic or autocratic settings.
• In the 5'S Formula, "Shine" stands for cleanliness.

Instructional Strategies and Practices

• Assigning homework for students to do on their own demonstrates independent practice.
• Teacher Benny avoids dangling topics by never dropping a topic before completion.

Teacher Movement and Intervention

• A "thrust" occurs when a teacher bursts into activities without assessing student readiness, leading to confusion.
• "Antiseptic bouncing" involves sending undisciplined students out of the room as a preventive measure.
• Dealing with minor infractions involves using non-verbal signals.

Discrimination and Encouragement

• Ignoring slow-learners and taking pride in fast-learners constitutes discrimination.
• Standing or sitting in a way that shows alertness is an encouraging non-verbal behavior.

Unacceptable Teacher Mannerisms

• Slouching suggests being carefree and is not an acceptable mannerism.

Teaching Styles

• Authoritative teachers clearly and fairly communicate standards for discipline and performance.
• Permissive teachers lack confidence in enforcing rules.
• Authoritarian teachers are control-oriented and impose rules without explanation.

Philosophical Views on Values

• Progressivists and pragmatists believe that values are subjective.
• Existentialist teachers desire that students be taught self-responsibility.

Sources of Values and Parental Support

• Mass media is a powerful source of values outside the school system.
• Parents best support learning by showing interest and assisting with class assignments.

Lesson Preparation and Qualities of Learning

• Teachers should balance essential subject content, treating it sufficiently or in-depth.
• An engaging learning environment is one that is improvised to enhance learning for all types of learners.
• Schools Mean Success (SMS) focuses on tapping student's potential for success.
• School networking with business and industry is directly aimed at responding to the transitional gap between academic achievement and employment.
• Teachers must make students work collaboratively, as learning is influenced by social interaction.
• Teamwork among teachers in classroom teaching refers to peer teaching.

Curriculum and Enculturation

• Enculturation relates to the strengthening of a society’s sense of belonging and identity.
• Overemphasis on drill and practice during implementation is considered an ineffective "Red Flag" strategy.
• The traditional curriculum and mass education lack value for individualization, which a progressive curriculum can deliver.

Unit Plan Components

• Models, replicas, charts, graphs, and specimens belong to the resources and materials cluster.
• Educational technology has the broadest concept of technology for the whole educative system.

Integrating Technology in Instruction

• Integrating technology nurtures teamwork, engendering meaningful learning, introducing social learning, and developing metacognition. Developing metacognition is the highest cognitive skill desired.
• The greatest danger posed by technology is the development of passivity and uncritical minds.
• A chalkboard is the most traditional example of "technology".
• TV viewing is more appropriate with cuts and explanations.
• Enthusiasm to use technology is the motivational aspect of e-learning.

Learning and Motivation

• Dramatic films arouse expectancy through "cliff hangers".
• Assigning various sections of the newspaper allows different interests.
• Following Nagel's Acronym PPFF, student interest is important to follow up.

Lesson Planning

• The teacher should start lesson plan designs with clearly defined outcomes.
• Projected competencies/outcomes belong to the objectives cluster.

Classroom Routines and Effectiveness

• Lesson content is not covered by classroom routines.
• Acceptable teacher effectiveness practices include classroom routines done early in the school year and planning done following monitoring of learning.

Learning Objectives and Outcomes

• Using a current events IQ contest aims to achieve the learning objective of knowledge or recall.
• The teacher can enhance learning by using drama to dramatize the students experiences.
• Direct experience is difficult to supply in the traditional classroom, but is the most direct type of learning. Contrived experience should a teacher choose.

Direct Learning and Activities

• A village interview is a form of direct learning experience.

Meaningful Learning Activities

• Story telling does not belong to bodily-kinesthetic learning activities.
• Lessons can be made more meaningful by relating the present lesson with the past lesson.
• A teacher can introduce new information by relating it to existing knowledge.

Visual Learning and Cognition

• Drawing and coloring relate best to a child's visual learning and development.- Firmly established principles or theories are called laws.
• Application refers to the transfer of knowledge from one concept to another.
• Evaluation relates to judging in terms of internal or external evidence.
• Comprehension, analysis, and evaluation belong to the cognitive domain.

Cognitive Thinking Levels

• The essay question "In the light of the facts presented, what is most likely to happen when...?" stresses inferring.
• The ability to monitor and modify thinking is tolerance.
• Analysis is the ability to break down complex information into parts.
• Asking students to work on a physical model enhances kinesthetic intelligence in multi-intelligence.
• Stressing one's ability to write poetic verse develops originality.
• Questioning and discussion is the primary advantage of engagement and higher order thinking.
• Divergent thinking includes fluent, flexible, original, and elaborate thought.

Creative Teaching Methods

• Using poetry dramatic reading during his speech class, Teacher Rod looks for non-discursive communication and characterization.
• "Among the components in the instructional framework for learning strategies, which is demonstrated by teacher Ana who assign homework for students to do on their own?"

Active Participation

• Active attention to stimuli, such as willingness to answer and feelings of satisfaction, belongs to the responding level.
• Practical oral proficiency is advanced most effectively through conversational activities.
• Fiction novels are very creative by way of descriptive language and dramatic episodes.
• Critical views on current events are found in the opinion page of newspapers.
• Jack and the Beanstalk is intended for moral knowledge of the very young readers.
• Poetry writing aims at originality.

Reading Strategies

• Student Lina adopted an interactive model when she read back and forth, attending to both her mind and what was on the page.
• The correct sequence of events on the historical development of reading is: People used pictures, Through the Semite's ingenuity, Greek letters and the Roman alphabet were developed, Then, Researchers showed the process of reading
• Morphology is known as learning a new word by studying its roots and affixes.
• Getting the meaning of a new unfamiliar word by looking for hints from surrounding words is achieved through context clues.
• Basic sight words are at the bottom and needed to move up the sequential ladder of reading skills.
• Only when using contextual clues should the dictionary be used.

Learning and Reinforcement Psychology

• From Pavlov's point of view to learn multiplication calls on children and calls their attention every time multiplication is being recited for them

Meeting Special Needs of Students

• Special education manages children with behavioral problems like attention-deficit disorders.

Adolescent Development

• Hormonal changes are the truest of adolescents.
• The pre-school age is the Preoperational stage, in which the child has intuitive intelligence and can make mental representations using symbols.
• Seriation refers to the ability to order or arrange things logically in Piaget’s Concrete-Operational Stage.
• The ability to perceive different features of objects and situations (e.g., toughness in stone) is decentering in Piaget's Concrete-Operational Stage.

Cognitive Development

• Knowing properties (number, mass, volume, etc.) are not among the characteristics in Piaget's Formal Operational Stage of cognitive development.
• Saying "I wonder what sort of person I am" is the affirmation in Erickson's stage of Identity versus Role Confusion.
• Autonomy needs to be developed from the child.

Student Interactions

• Joy allows her classmate to copy her test work, so that she will be her friend as part of social approval in Kohlberg's Theory of Moral Development.

Metacognition

• Metacognition is achieved by asking: Am I learning well enough?
• What factual information have I retained? is not applicable to metacognition.
• Perceiving is not among the metacognitive reading activities.
• Free hand to monitor and rate learning achievement is not represent teaching strategies to develop meta cognition. Which of the following does not belong to the metacognitive reading activities?
• Jiny used guided practice who teaches together guided practice

Dialogue

• Principal Ted promotes free and open dialogue, even confrontation, believing learners can discard old habits and attitudes.

Primacy of Experience

• John Dewey said that "An ounce of experience is better than a ton of theory" .
• "Experience without theory is blind, but theory without experience is mere intellectual play."

Teacher Efficacy

• The dependent variable that can be used to test the hypothesis of teachers that know more about a specific subject is the teacher's yearly performance rating rating.
• The teacher is the person who is the link between the child and the curriculum.

Outcomes-Based Education

• Procedures are not considered outcomes in outcomes-based education.
• Content is not an erroneous concept of outcomes in Outcomes-Based Education.
• Recorder is known in a PBL group who takes notes, joins discussion, and reviews materials

Problem-Based Learning

• Teacher and Students are responsible in the performing the performance for assessment to PBL
• After exploring the issues, writing a problem statement , listing the issue, then write the solution in PBl of model procedure.
• Lighter work is not a aim in having partners in team learning.
• Games is an active learning strategy to promote friendly competition and an atmosphere of fun.

Methods for Gathering Data

• Solving real world problems not belong in gathering data of activities.
• De-contextualized settings are the most conducting for authentic gathering.

Alternative Assessments

• Portfolios, exhibits and journals are examples of alternative learning.
• Behavioral terms for outcomes must be in the test, for example, to improve the skills of the competent being measure is an example of clarity in learning targets.
• "What should the test items be aligned with?"

Self-Reports

• Self-assessment during assessment are the reports that can be remembered, to the behavior that context the observation of the student who are being assessment .
• Rubrics have been scored to guide the criteria of quality and evaluation.

Powerpoint Presentation

• Content value is most significant in the test and in any other material.
• Aesthetic is being assess if the test is assessing imaginitive thinking.
• Imaginative is describes as creativity
• Prepare a product performance tool for use of a microscope by using a list of behavior of performance by following a microscope during his exams as written instruments
• B. "Give opportunities to learners to re-write / re-do"

Extrinsic Motivation

• Teaching profession's noblest motive in students pursuing in lifetime is being the best economic security and welfare.
• Open and factual is not a response journal that students give.

Performance Tests

• Specific skills are what a criterion references test.
• Assessing the consistent during the test is the Reliability test

Improving Test Realiability

• In increase the number of test items to make his test better, says Teacher Alving.
• When scoring are higher is is best to reliable.
• Skew distribution is more likely going to the Tri-Modal

Curve Distribution

• All are going to have low is that we want the student in class to show off their ability as much as students and people.
• More good performance means that student can see themselves to have well performance.
• Scores are spread across is big because because some parts of the test for are concentrated for the studen