University Of Santo Tomas 3.1 The Teachers

 UNIT 3: Teaching and Learning in Higher Education 3.1. The Teachers  Define teachers Identify the qualities of an effective teacher, Explain the roles and functions of a teacher, and Examine the principles of good practice in education. 3.1. The Teachers Teachers ar...

 UNIT 3: Teaching and Learning in Higher Education 3.1. The Teachers  Define teachers Identify the qualities of an effective teacher, Explain the roles and functions of a teacher, and Examine the principles of good practice in education. 3.1. The Teachers Teachers are one of the most influential and powerful forces for equity, access, and quality in education and key to sustainable global development. “A teacher is a person who selects and organizes teaching – learning methods, consciously planning and controlling a situation directed to the achievement of optimum student learning.” Qualities of Effective Teachers 3.1. The Teachers Qualities of Effective Teachers 3.1. The Teachers Qualities of an Effective Teacher The qualities of an effective teacher are a combination of: Personal attributes Pedagogical attributes Professional attributes 3.1. The Teachers Qualities of an Effective Teacher ❖ Personal Qualities: Passion for Learning: Teachers who are genuinely enthusiastic about their subject matter inspire students to engage and explore. Empathy and Understanding: Connecting with students on a personal level creates a safe and supportive learning environment. Patience and Resilience: Teaching requires patience in dealing with diverse learners and resilience in the face of setbacks. Positive Attitude: A positive outlook creates a more encouraging and inspiring learning environment. Sense of Humor: A lighthearted approach can help break down barriers and create a more enjoyable learning experience.  3.1. The Teachers Qualities of an Effective Teacher ❖ Pedagogical Qualities: Strong Content Knowledge: A deep understanding of the subject matter allows teachers to present information effectively, answer student questions confidently, and tailor instruction. Effective Communication Clear and engaging communication skills are essential for conveying information effectively, providing constructive feedback, and fostering discussions. Differentiated Instruction: Recognizing that students learn differently, effective teachers adapt their teaching methods to meet individual needs. Assessment Skills: Teachers proficient in assessment can monitor student progress, identify areas for improvement, and provide targeted support. Classroom Management: Creating a structured and organized learning environment is crucial for maintaining focus and maximizing learning time.  3.1. The Teachers Qualities of an Effective Teacher ❖ Professional Qualities: Collaboration and Teamwork: Effective teachers collaborate with colleagues, administrators, and parents to support student learning. Professional Development: Teachers committed to ongoing professional growth stay abreast of current research and best practices in education. Ethical Conduct: Maintaining high ethical standards ensures fairness, impartiality, and respect for all students. 3.1. The Teachers What other qualities of an effective teacher can you mention? 3.1. The Teachers The Roles and Functions of a Teacher  3.1. The Teachers Roles of Teachers ❖ A. Instructional role Plans and organizes courses. Creates and maintains a desirable group which encourages and enhances learning and leads to the development of learner self- discipline. Adapts teaching and preparing the instructional materials to the varying interests, needs, and abilities of the students. Motivates the challenging students to pursue and to sustain learning activities which lead them towards acceptance of responsibility for their own learning. Teaching consists of a complex role involving a series of activities: Supplying information needed or telling them where it may be obtained, Explaining, clarifying, and interpreting, Demonstrating or explaining a procedure, Serving as a resource person for group projects or to individual students, and Supervising students’ performance in the classroom, the laboratory, and any other setting. Evaluates all the planned learning and teaching activities and student outcomes  3.1. The Teachers Roles of Teachers ❖ B. Faculty role The role of the faculty varies according to philosophy, objectives, and setting of teaching institution. Chairperson, secretary or member of one or more committees Counselor of students in matters related to teaching and learning Researchers Resource persons to groups outside the institution, health agencies, or other schools  3.1. The Teachers Roles of Teachers ❖ C. Individual role Play a personal role as a member of a family, a community, and a citizen Dignified and distinct personality  Harden and Crosby (2000) identified 12 roles of the teacher and these can be grouped in six areas: 1. The teacher as information provider 2. The teacher as role model 3. The teacher as facilitator 4. The teacher as assessor 5. The teacher as planner 6. The teacher as resource developer 3.1. The Teachers What other roles of a teacher can you mention?  3.1. The Teachers Functions of Teachers 1. Explaining and Informing The good teacher is expected to be well-informed in the areas in which she teaches. She is expected to communicate information needed for background, enhancement and motivation and to explain the relationship with children on a number of occasions. 2. Initiating, Directing and Administering One of the most important teaching functions is to initiate, to organize, to direct and to make decisions. From morning to evening, the teacher faces and deals with many of the problems that require initiative, direction, and administration. 3. Unifying the Group At the beginning of the session, an educator is faced with a number of children who are not united. They become a unified group as they work together. An important task is to establish the spirit of the group within the team.  3.1. The Teachers Functions of Teachers 4. Giving Security Many children need warm recognition, praise and a friendly atmosphere. There are children who feel loneliness, isolation, rejection, and economic insecurity. Teachers should therefore identify the needs of students. 5. Clarifying Attitude, Beliefs, and Problems A lot of students are disturbed by social influences. Looking at so many different ways of living on television, radio, film, and reading materials which bring new and unusual ideas, the teacher should therefore clarify doubts and create opportunities for children to express their attitudes, interests, and problems, and to discuss their aims and interests and aspirations. 6. Diagnosing Learning Problems There are children in every class who do not make expected progress in their studies, growth, and development. The teacher must analyze the learning problems of every individual student and should recommend possible solutions. 7. Making Curriculum Material Curriculum plays an important role in the system  3.1. The Teachers Functions of Teachers 8. Evaluating, Recording, and Reporting The teacher should assess the progress of the class as a whole and of individual students through assessments and periodic evaluations. She has to report her progress to the principal and to the family. 9. Arranging and Organizing Class Room It is the teacher’s important responsibility to make a classroom a beautiful place to learn. Arrangement should be flexible so that it can be changed to suit different occasions. 10. Participating in the School Activities In addition to his daily teaching task, the teacher engages in other school activities. These may include picnics, sports, and the organizing of some events. 11. Participating in Professional Life Every teacher is expected to enter professional life in its entirety and to make a contribution to the improvement of the profession. 3.1. The Teachers What other functions of a teacher can you mention?  Principles of Good Practice in Education 3.1. The Teachers Principles of Good Practice in Education 1. Encourage Contact Between the Students and the Faculty Frequent student-faculty contact in and out of the classroom is the most vital factor in student motivation and involvement. The faculty’s concern helps students get through hard times and keep them working. Only few faculty members increase students’ intellectual commitment and encourages them to think about their own values and future plans. Examples: Freshman seminars on important subjects, taught by senior faculty members, and create early connections between students and faculty in many colleges and universities. 3.1. The Teachers Principles of Good Practice in Education 2. Develop Reciprocity and Cooperation Among Students Learning is improved when it is more like a team effort than a solo sprint. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases participation in learning. Sharing one’s own ideas and responding to others’ reactions of others sharpens thinking and deepens understanding. Examples: Even in large lecture classes, students can learn from one another. Learning groups are common practices. Students are assigned to a group of five to seven other students, who meet regularly throughout the course to solve the problems identified by the instructor. Many colleges use peer tutors to help students who need special help. 3.1. The Teachers Principles of Good Practice in Education 3. Encourage Active Learning Techniques Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to their past experiences, and apply it to their daily lives. They must make what they learn as part of themselves. Examples: Active learning is encouraged in classes that use structured exercises, challenging discussions, team projects, and peer review. Active learning can also take place outside the classroom. 3.1. The Teachers Principles of Good Practice in Education 4. Give Prompt Feedback Understanding what you know and do not know focuses on learning. In order to benefit from the courses, students need appropriate feedback on performance. Students need guidance in evaluating existing knowledge and expertise before starting. In classes, students need regular opportunities to perform and to receive suggestions for improvement. At different points during and at the end of college, students need a chance to think about what they have learned, what they still need to understand, and how to evaluate themselves. Examples: Without an assessment, no feedback can occur. However, assessment without timely feedback makes little contribution to learning..  3.1. The Teachers Principles of Good Practice in Education 5. Emphasizes Time on Task Time plus energy is equal to learning. There is no substitute for time on duty. Understanding how to use one’s time well is vital to students and professionals alike. Students need help in the learning of effective time management. Allocating a fair amount of time ensures effective training for students and effective teaching for the faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can provide a basis for high performance for all. Examples: Mastery learning, contract learning and computer-assisted teaching require students to spend a sufficient amount of time studying. Extended periods of training for school will also give students more time on the job.  3.1. The Teachers Principles of Good Practice in Education 6. Communicate High Expectations Expect more and one gets more. High expectations are important for everyone – for those who are poorly prepared, for those who are unable to exercise themselves, and for those who are bright and well-motivated. Expecting students to perform well becomes a self- fulfilling prophecy when educators and organizations hold high expectations of themselves and make extra efforts. Examples: Believing in students and providing them with support and guidance that they need to succeed.  3.1. The Teachers Principles of Good Practice in Education 7. Respect Diverse Talents and Ways of Learning There are a lot of ways to learning People bring different talents and learning styles to school. The brilliant students in the seminar room may have all the thumbs in the lab or at the art studio. Students who are rich in hands-on learning may not be doing so well with theory. Students need an opportunity to show their talents and learn how to work for them. Then they can be pushed to learn in new ways that do not come so easily. Examples: Individualized degree programs recognize different interests. Personalized systems of instruction and mastery learning let students work at their own pace.