Seminar-in-Education Reviewer Midterm PDF

**WEEK 7: CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES** **Classroom Management** Classroom management has been cited as one of the most serious obstacles in promoting effective teaching One of the most common reasons for teacher burnout and attrition of first year teachers It is directly l...

**WEEK 7: CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES** **Classroom Management** Classroom management has been cited as one of the most serious obstacles in promoting effective teaching One of the most common reasons for teacher burnout and attrition of first year teachers It is directly linked to student academic achievement, teacher efficacy, and student behavior. All the things that a teacher does to organize students space time materials so that instruction and learning can take place. **5R's for Better Classroom Management** Relationship and Rapport Routines Room Relevance and Rigor Reinforcement **Relationship and Rapport** Knowing the community and school How well do you know the community in which you are teaching? How well do you know the students in your school? Knowing your students Getting to know you **Routines** Design a proactive plan with appropriate routines/procedures Being proactive helps you: anticipate outcomes spend decreased time and energy trying to decide what to do create and explicitly teach as many routines and procedures as possible Ask yourself: with these routines and procedures, be meaningful to your students **Room** Create a physical classroom environment conducive to learning that includes appropriate lighting, music, aromas and seating Work the room Cruise and schmooze Safe and inviting **Relevance and Rigor** Deliver brain-compatible, relevant lessons that not only reduce behavior problems but increase learning and achievement Did you know today's brain is different due to: 1. Nutrients deficit 2. Lack of play 3. Changing family structures 4. Increased stress and anxiety 5. Brain compatible strategies **Differentiation: One size does not fit all** Adjusting the curriculum, teaching strategies, and classroom environment to better meet the needs of all students (Think: content, process, product) In a differentiated classroom: Student differences shape the curriculum Pre-assessment is typical and frequent Multiple options for students are offered There is variable pacing Varied grading criteria are used Individual efforts and growth are honored **Reinforcement** Dealing with chronic behavior problems that are not alleviated by conventional classroom management practices Early intervention Celebrate minimal progress or success Adapt instruction: visual, multisensory, short-term activities provide student choice Make your classroom predictable (Say, See, do Choice) Stay calm and seek help **Classroom Management and Routines Establish Routines** Establish routines earlier of the school year Enables you to run activities daily in a smooth manner Helps you maintain order in the classroom Makes you focused in teaching because you spend less time in giving directions and instructions Enables you to explain to the learners what are expected of them **Routines** Routines are something that is done at the same time in the same way every day (or on any regular schedule). Its what students do automatically. Rituals are similar to routines because they provide children with predictability. Importance of Routines Help manage behaviors. Provide predictability. Provide structure. Provide steps toward a specific goal. **Events of Instruction** Gain attention Inform learner of the objectives Recall prior knowledge Present material Provided guided learning Elicit Performance Provide feedback Assess performance Enhance retention and transfer **WEEK 8: PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT** **Classroom Management** Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive on tasks and academically productive in class. **Importance of Effective Classroom Management** increase chance of student success paves the way for the teacher to engage students in learning helps create an organized classroom environment increase instructional time creates consistency in the employment of rules and regulations aligns management strategies with school wide standards decrease misbehavior in the classroom gives student boundaries as consequence **Two aspects of Classroom Management** 1\. Personal classroom management 2\. Physical classroom management **Two aspects of Classroom Management** **1. Personal Classroom Management** -consists of managing your own self to ensure order and discipline in your class. It includes: 1.1 voice 1.2 personal grooming 1.3 attendance 1.4 punctuality 1.5 personal graciousness 2\. Physical Classroom Management Lighting Ventilation Seating arrangement Structure/design of classroom Physical space/learning station Managing yourself as a teacher contributes to the order and wellbeing of your class. **Physical Aspects of Classroom Management** **Arranging Space**. The physical layout reflects your teaching style. **Desk Placement**. In many classrooms, the largest amount of space is devoted to the arrangement of individual student desks. **Environmental Preferences.** **Designing Classroom Space.** **WEEK 9: CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM** Introduction Formal education begins in school. Schools are institutions established to design total learning activities appropriate for each learner in each grade level. Thus, schools have recommended curriculum which is the enhanced K to 12 curriculum. The recommended curriculum was translated into written curriculum like books, modules, teachers' guides and lesson plans which are the basis of the taught curriculum. A teacher who implements the curricula needs support materials (support curriculum) to enhance teaching and learning so that the written and the taught curricula can be assessed (assessed curricula) in order to determine if learning took place (learned curriculum). However, there are so many activities that happen in schools but are not deliberately planned. This refers to the hidden curriculum. A classroom teacher plans, implements and evaluates school learning activities by preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher can put life to a lesson plan by using it as a guide in the teaching-learning process where different strategies can be used to achieve the learning objectives or outcomes. There are many styles of writing a lesson plan, but the necessary parts of elements as: (a)Learning Objectives \(b) Subject matter \(c) Teaching Learning Strategies, and \(d) Evaluation or Assessment All these elements should be aligned so that at the end of the teaching-learning episode, learning will be achieved with the classroom teacher. identify the different curricula that prevail in the school setting describe how the teacher manages the school curriculum by planning, implementing lessons through different strategies and assessments of learning outcomes analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment **RECOMMENDED CURRICULUM** Proposed by scholars and professional organizations. May come from DepEd, CHED, DOST or any organization who has a take on education **WRITTEN CURRICULUM** Appears in state and locally produced documents such as state standards, district curriculum guides, course of study or syllabi handed down to schools for implementation Mostly made by curriculum experts with the participations of teachers Ex: Basic Education Curriculum (BEC), written lesson plan **TAUGHT CURRICULUM** What the teachers implement or deliver in the classrooms. Refers to the different planned activities which are put into action in the classroom Varies according to the learning styles of students and teaching styles of teachers. **SUPPORTED CURRICULUM** Refers to resources that support or help in the implementation of the curriculum Includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playground, zoos and other facilities. **ASSESSED CURRICULUM** Refers to a tested or evaluated curriculum Series of evaluation are being done by teachers to determine the extent of teaching or if the students are progressing Ex. Pencil-and paper test, state test, district tests **LEARNED CURRICULUM** Is the bottom-line curriculum -- the curriculum that students actually learn Refers to the learning outcomes achieved by the students Indicated by the results of the tests and changes in behavior -- cognitive, affective, psychomotor **HIDDEN CURRICULUM** Is the unintended curriculum Is not deliberately planned but may modify behavior or influence learning outcomes Factors: school environment, physical condition, peer influence, teacher-learner interaction, mood of teachers, etc. **K to 12 Curriculum** covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School \[SHS\]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. aims to improve Filipino students\' skills in mathematics, science, and linguistics to further exhibit competence in the global job market. With the new curriculum, the Department of Education promises to offer higher quality education through the strands. research-based, decongested, enhanced, viewing-related, informational, employment-ready, community-related, elective-rich, multilingual, and spiraled. **MELCs- Most Essential Learning Competencies** The Copy of Most Essential Learning Competencies (MELCs) were provided by the Department of Education (DepEd) as the primary reference for all Schools, Schools Division Offices (SD0s) and Regional Offices (R0s) in determining and implementing learning delivery approaches that are suited to the local context Competencies help students draw and build upon what they know, how they think and what they can do. In school, students develop and apply competencies through subject-area content and learning experiences. **WEEK 10: PREPARING FOR TEACHING AND LEARNING** Preparing for Teaching and Learning Time Tested Principles of Teaching and Learning: 1\. Effective learning begins with setting clear expectations and learning outcomes 2\. Learning is an active process; "what I hear, I forget, what I see I remember; what I do I understand" 3\. Learning is a discovery of personal meaning of ideas. Students are given the opportunity to connect what they learn with other concepts learned, with real world experience and with their own lives. **Determine Instructional Objectives** ** Taxonomy Objectives:** **Cognitive Domain** Remember Understand Apply Analyze Evaluate Create **Affective Domain** Receiving Responding Valuing Organization Characterization **Psychomotor Domain** Perception Set Guided response Mechanism Complex Overt response Adaptation Origination **Types of Teaching Approaches, Methods/Strategies** **Direct (Teacher Centered Approach)** -teacher centered, controlled, teacher transits information directs to the learners -Here the teacher casts himself/herself in the role of being a master of the subject matter -The teacher is looked upon by the learners as an expert or an authority -Learners on the other hand are presumed to be passive recipients of knowledge from the teacher Examples of such methods are expository or lecture methods - which require little or no involvement of learners in the teaching process. -It is also for this lack of involvement of the learners in what they are taught, that such methods are called "closed-ended". **Indirect (Learner Centered approach)** -learner controlled, students search for the information -the teacher/instructor is both a teacher and a learner at the same time -The teacher "becomes a resource rather than an authority". -Examples of learner-centered methods are discussion method, discovery or inquiry-based approach **Content Focused Method** -emphasis is laid on the clarity and careful analyses of content -both the teacher and the learners have to fit into the content that is taught. -the information and skills to be taught are regarded as sacrosanct or very important -lot of emphasis is laid on the clarity and careful analyses of content. -An example of a method which subordinates the interests of the teacher and learners to the content is the programmed learning approach **Interactive/Participative Methods** -driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher. -driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher. **Others** -brainstorming, constructivist teaching, cooperative learning, distance learning **Some of the Teaching Practices for the 21^st^ Century Teacher** Maintain good communication skills. Getting students engagement. Use Humor. Act don\'t react. Be clear and precise in your instructions. Give room to individualized learning. Positive feedback. Involve students in decision making. Use peer learning Love your subject/ job **WEEK 11: THE INSTRUCTIONAL CYCLE** **Instructional Cycle** defined structure that promotes collaboration and collective responsibility within a teacher team by setting up structures for short term cycles of improvement. \... This data is used to determine next instructional steps for students. an important feature of the Assessment Framework is the assessment/instruction cycle. This cycle represents the stages performed by a teacher who embraces quality assessment planning and implementation as part of classroom instruction.  **Stage 1: Intended Instructional Outcomes** Effective teachers begin the instructional cycle by identifying the content standards and benchmarks that the lesson or unit will address. Next, the content standards are translated into measurable learning outcomes. At this stage of the instructional cycle, the teacher has a clear idea of what students need to know, understand, and be able to do to meet the standards-based curriculum. It is important for teachers to keep in mind how they will assess the intended learning outcomes. **Stage 2: Planning** In the second stage, teachers should plan effective teaching strategies and instructional activities. It is also important that teachers plan on-going formal (e.g., standardized tests) and informal (e.g., teacher-made tests, portfolios) assessments to determine students' progress. Once the learning outcomes, instruction, and assessment have been planned, the teacher will carry out the planned instruction. **Stage 3: Assessment** In this third stage, teachers actually implement their planned assessments to determine whether students have met the intended learning outcomes. It is important to understand that assessment is not something that occurs only at the end of the instructional cycle. Assessment is planned when the intended outcomes are conceptualized and implemented during instruction and at the end of instruction to determine whether students have mastered the intended learning outcomes. Keep in Mind Reflective teachers use what they have learned about student performance from assessments to continually inform the instructional cycle process.  Identify goals Determine students' performance tasks Plan instruction Deliver instruction Evaluate progress It is critical that teachers determine beforehand what they expect students to have learned by the end of a lesson. An inexperienced teacher might begin this process by first creating lesson plans and developing activities. This kind of instruction, however, is likely to be ineffective and lack focus because the teacher has not first decided how to assess whether students have mastered a set of intended learning outcomes. By contrast, an experienced teacher will have a clear picture in his or her mind of the students' intended learning outcomes and will design appropriate and effective instructional activities to guide students toward mastery of those outcomes. Instructional planning **helps the teacher to construct goals, objectives, instructional and assessment methodology for the classroom**. It is systematic planning that helps in developing, evaluating, managing the instructional process during the classroom process. \-\-\--From presenters\-\-\-- **WEEK 7**  **WEEK 8**  **WEEK 9**