HANDOUT #2
with higher student achievement especially in the area of
The teacher
Teachers, like leaves, everywhere abound. Effective
teachers, like fruits, are rarely found.
Focus Questions:
Who is the professional teacher?
To facilitate learning, what attributes are expected of a
professional teacher?
The Professional Teacher
The professional teacher is the licensed professional who
possesses dignity and reputation with high moral values as
well as technical and professional competence s/he adheres to,
observes, and practices a set of ethical and moral principles,
standards and values. (Code of Ethics of Professional
Teachers, 1997)
The Professional Attributes
A professional teacher perceives himself/herself as someone
who can effect change or learning, (sense of efficacy) because
s/he is an expert in what s/he teaches (subject matter
knowledge), and in how s/he teaches (pedagogical
knowledge).
A professional teacher possesses the following attributes:
Control of the knowledge base of teaching and learning and
use of this knowledge to guide the science and art of his/her
teaching practices.
Repertoire of best teaching practice and can use these to
instruct children in classroom and to work with adults in the
school setting.
Dispositions and skills to approach all aspects of his/her work
in a reflective, collegial, and problem-solving manner.
View of learning to teach as a lifelong process and
dispositions and skills for working towards improving his/her
own teaching as well as improving schools (Arends, 1994)
Personal Attributes of a Teacher
Passion
Humor
Values and Attitudes
Open- Mindedness
Sincerity and Honesty
Fairness and Impartiality
Professionalism
Personal Attributes of a Teacher
Patience
Enthusiasm
Commitment
Here are some research findings on effective teachers
compiled by Stronge (2012):
Teachers with a major or minor in content area are associated
science and mathematics.
Caring teachers who know their students create relationships
that enhance the learning process.
Effective teachers practice gender, racial and ethnic fairness.
Effective teachers consistently behave in a friendly and
personal manner while maintaining appropriate teacher-
student role structure.
High levels of motivation in teachers relate in high levels of
achievement in students.
Effective teachers exude positive attitudes about life and
teaching.
Teachers whose students have high achievement rates
continually mention reflection on their work as an important
part of improving their teaching.
The National Competency-Based Teacher Standards
(NCBTS) that you will discuss in one of your courses, The
Teaching Profession, sums up the professional and personal
traits of a professional teacher.
The National Competency-Based Teacher Standards
The National Competency-Based Teacher Standards (NCBTS)
is defined by DepEd as an integrated theoretical framework
that defines the different dimensions of effective teaching,
where effective teaching means being able to help all types of
students learn the different learning goals in the curriculum.
The seven domains of NCBTS are the following:
1. Social regard for learning
2. Learning environment
3. Diversity of learners
4. Curriculum
5. Planning, assessing and reporting
6. Community Linkages
7. Personal growth and development
THE ROLES OF A TEACHER
Managers
Counselor
Motivator
Leader
Model
Public relations specialist
Parent- surrogate
Facilitator
Instructor
 Drawbacks are:
a. Back row brigade!
b. Harder for the teacher to move along the rows.
THE LEARNING ENVIRONMENT c. Favored by strict and scary teachers.

COMPONENTS OF THE LEARNING ENVIRONMENT 4. CAF STYLE

Benefits are:
The learning environment consists of the physical a. Great for group work.
environment as well as the psychological, intellectual, social b. Informal encourages pupils to participate in discussion.
climate and emotional climate. c. Easy for the teacher to circulate.

THE PHYSICAL ENVIRONMENT Drawbacks are:

a. Some pupils will have poor visibility and may have their
It includes the physical condition of the classroom, the backs to you.
arrangement of furniture, seating arrangement, the classroom b. Lack of attention and chatting can be a problem-harder to
temperature and lightning. control behavior.
c. Encourages pupils to sit in friendship groups which doesnt
It also includes the location, size, shape, construction of the help.
room itself; the furniture in the room; instructional supplies or
resources for learning; provisions for lightning, heating and 5. CIRCLE STYLE
ventilating; acoustics of the room; provisions for sanitation, Benefits are:
cleanliness, and orderliness. a. Encourages everyone to get involved.
b. Great for debates and discussions.
CLASSROOM SEATING STYLES c. Lots of teacher and pupil contact.
d. Friendship groups les obvious.
1. U-STYLE e. No barrier between teacher and students teacher can use
their body kinesthetically.
Benefits are:
a. Great for getting around the class and among your pupils Drawbacks are:
b. Good visibility for pupils a. Not easy to set up with rectangular tables!
c. A standard pattern so pupils wont worry about finding seats b. There may be a scramble for seats and momentary disorder
d. Traditional and business like as pupils face an unexpected seating pattern,
c. Youll probably have to move the furniture before and after
Drawbacks are: the activity.

a. Rowdy students will communicate with each other across 6. LECTURE STYLE
the room Benefits are:
b. Not conducive for group work a. Good visibility and acoustics for all.
c. Those at the front ends are facing the board at an angle. b. Space-effective.
c. Good for traditional teaching styles.
2. V-STYLE
Benefits are: Drawbacks are:
a. Great for visibility. a. Difficult to have personal contact with all pupils and if you
b. Great for teacher-pupil contact. bend over to help someone, your bottom is presented to the
c. Less formal than U-shape. row behind you.
b. Restricted views for the back row.
Drawbacks are:
a. Takes up loads of space best with a small group.
b. Not ideal for group work. THE INTELLECTUAL ENVIRONMENT

3. HERRING BONE This refers to patterns of behavior, the interaction pattern,

Benefits are:
a. Works well with large classroom, as long as its not too
narrow.
b. Good visibility for all pupils.
c. Teacher can walk up and down the spine.
d. All pupils are facing the front, which is good for chalk and
talk teaching.
e. Those at the edges are less isolated than if straight rows are
used.
f. Easy to join desks together for group work sessions.
qualities of interaction, and attributes that help the learners
think clearly, critically, and creatively.
THE PSYCHOLOGICAL ENVIRONMENT
Researchers agree that in addition to conducive physical
environment, the favorable school climate includes:
1. Safety
2. Relationship
3. Teaching and Learning
 A childs understanding of the world is changed
or solidified with hands-on lessons:
At home
THE SOCIAL ENVIRONMENT In school
By accident
There are three types of social climate existing in the
classroom: Piagets Theory of Cognitive Development
1. Autocratic SENSORY MOTOR stage (0-2yrs) begins to use
2. Laissez-faire imitation, memory, thought. Realizes objects still
3. Democratic exist even if hidden. Moves from reflex actions to
goal oriented activity. Explores the world through
THE EMOTIONAL ENVIRONMENT their senses & motor activity
This pertains to the emotional adjustment and mental health of PREOPERATIONAL stage (2-7) - Dev. Use of
the children.
language, can think in symbolic form. Finds it
difficult to see others point of view (egocentric
To foster the right kind of emotional climate, the teacher must
speech to socialized speech)
see that the personality needs of the learner are met in the
classroom.
CONCRETE OPERATIONAL stage (7-11) Can
solve concrete (hands-on) problems. Understands
The learner needs to feel secure in his group. He must have
laws of conservation, can classify & seriate.
opportunities to make decisions and become increasingly self-
directing.
FORMAL OPERATIONAL stage (11-adult)
Can solve abstract problems. Thinks scientifically.
Facilitative Learning Environment (Pine and Horn, 1990)
Shows concern for social issues, identity.
It is an environment:
Which encourages people to be active Implication of Piagets Theory for Teachers
Which promotes and facilitates the individuals
discovery of the personal meaning of idea Teachers can use the theory of cognitive development to:
Which emphasizes the uniquely personal and
subjective nature of learning Understand students thinking
In which difference is good and desirable Match instructional strategies to students abilities
Which consistently recognizes peoples right to make Directly foster students cognitive development
mistakes Use concrete props & visuals
Which tolerates ambiguity Make instruction relatively short, use actions
In which evaluation is a cooperative process with & words
emphasis on self-evaluation Children may not be consistent in seeing
Which encourages openness of self rather than others point of view
concealment of self Children may have different meanings for
In which people are encouraged to trust in themselves the same word
as well as in external sources Give plenty of hands-on experience &
In which people feel they are accepted practice with skills
In which people feel they are respected Provide a wide range of experiences to build
Which permits confrontation foundation of learning
However, teachers can enhance the development of
information processing skills of students.
The Nature of Learners Critics of Piaget point out the effects of culture on a
childs development
The Developing Learner
Vygotskys Sociocultural Theory
People develop
in an orderly process Children learn socially, through their interactions
At different rates with others
Gradually Children first talk to themselves not because theyre
The younger the child the more plastic the brain, egocentric, but because they are guiding their own
& the more easily it adapts to changes/damage. behavior and thinking.
As they mature: they whisper to themselves then later
All children have the ability to learn if they are: quietly to guide themselves
Developmentally ready Important role of adults & more able peers in
In an enriching environment childrens learning.

Implications of Vygotskys Theory for Teachers
Zone of proximal development in challenging
situations, children dev. their own thinking abilities
through timely, appropriate guidance & support from
teachers & peers.
Use verbal prompts & structuring: who, what, where,
why;
Use reminders, cues, clues, guides
Model, think out loud, provide cue cards, regulate the
difficulty (simple to complex), gi ve half-done
examples, checklists.
Early interactions of young children with
parents/teachers strongly impact their social &
emotional development.
Emotional development is as/more important than
cognitive development.
This paves the way for formal education
It is the responsibility of the adults and caregivers to
provide support for this social and emotional
development.
Teachers can have a profound effect on students
self-concept & self-esteem.
Eriksons 8 Stages of Psychosocial Development
STAGE AGE EVENT DESCRIPTION
Trust vs Mistrust (0-18mo) Feeding: Infant dev trust or
mistrust caregiver
Autonomy vs Shame (18mo-3yrs) Toilet Training: Child
learns to control but may dev shame if not (dev phyl skills:
walking, grasping, controlling sphincter)
Initiative vs Guilt (3-6) Independence: Child takes more
initiative, more assertive, if too forceful can lead to guilt.
Industry vs Inferiority (6-12) School: Child must meet
demands to learn new skills or risk failure, inferiority,
incompetence
Identity vs Role Confusion (adolescence) Peer relationship:
Teen must achieve identity in occupation, gender roles,
politics, and religion
Intimacy vs Isolation (young adulthood) Love relationship:
must dev. Intimate relationship of suffer isolation
Generativity vs Stagnation (middle adulthood)
Parenting/Mentoring: must find some way to satisfy & support
next generation
Ego Integrity vs Despair (Late adulthood) Reflection on &
acceptance of ones life: sense of acceptance & fulfillment
Implications of Eriksons Psychosocial Development
Theory
Encourage children to make and to act on choices,
avoid interrupting when absorbed, incorporate their
suggestions, offer positive choices like would you
like to have the cookies later?
Make sure the child has a chance to experience
success (intro small steps in a new game; avoid
competitive games if gap is great)
Encourage make-believe with a wide variety of roles.
(costumes, props, monitor play so no one
monopolizes playing certain roles)
Be tolerant of accidents & mistakes, especially when
children attempt to do something on their own.
Motivation & Maslows Hierarchy of Needs
Deficiency Needs (lower):
Physiological,
safety,
belongingness & love,
esteem needs
Being (Growing) Needs (higher):
Need to know & understand (intellectual
achievement)
Need for aesthetic appreciation
Self-actualization need
Some people dont necessarily behave according to
the theory: moving back & forth diff. needs, or
having diff. needs at the same time.
Howard Gardners Multiple Intelligences
The different intelligences:
Logical-mathematical (scientist,
mathematician)
Linguistic (poet, journalist)
Musical (composer, violinist)
Spatial (navigator, sculptor)
Bodily-kinesthetic (dancer, athlete)
Interpersonal (therapist, salesman, leader)
Intrapersonal (person with detailed, accurate
self-knowledge)
Naturalist (scientist)
Children have several strengths when it comes to
learning but they exhibit a preferred learning
style.
VISUAL LEARNER
AUDITORY LEARNER
TACTILE-
KINESTHETIC
LEARNER
Challenges for Children
Changes in family structure, childhood stress,
divorce, war, disorder, natural disasters, poverty
Fast-paced, changing world
Preschool years: rapid dev. of fine & gross motor
skills
Elementary school years: continuous physical
development
Adolescence: puberty & emotional struggles
 Abuse, pregnancy, eating disorders, drug abuse,
AIDS, suicide
Teachers must report suspected cases of child abuse,
& help students cope with other risks as
well.

The Special Learners & the IEP

Physical differences
VI, HI, physically handicapped, cerebral
palsy
Chronic illnesses (asthma, diabetes,
cancer)
Behavioral differences
ADD, ADHD
Autism, downs syndrome
Emotionally disturbed
juvenile delinquency
Substance exposed
Intellectual differences
Specific learning disabilities /LD (math,
reading, writing, spelling)
Speech problems
Mental retardation
Giftedness

Knowing the Nature of Your Learners:

Decisions on class placement of students

Grouping of students for class work
Seating arrangements
Instructional strategies & materials
Accommodation for students with special learning
needs
Curriculum planning & implementation
It is believed that all children are born with the desire
and ability to learn.
Each child will learn at his or her own pace and
learning style.
By using a variety of methods of teaching, children
are more likely to be successful if taught in their
preferred learning style.

------- END --------