Name: Asmare Tenaw

School of Mechanical and industrial Engineering

Reflective Activity module one Page. 9

Reflective Activity 3

1. How reasonable are the rights and duties of the academic staff as indicated in the

Senate Legislation of your University?

Rights of the Academic Staff in our or debre markos university are:

Without prejudice to other provisions of this legislation, every academic staff shall have the right
to:

a. Exercise academic freedom consistent with the university’s mission.

b. conduct research and render consultancy services; take research and sabbatical leaves
to conduct research and studies beneficial to the university and the country in
accordance with the provisions given in this legislation;
c. be entitled to enjoy institutional mission bound and informed academic freedom;
d. be entitled to further education and or training for professional development and subject to
internal rules and regulations of the University;
e. be promoted and assume new academic rank on the bases of merit in accordance with the
University rules and regulations;
f. enjoy transparent, fair and equitable administration and system of remuneration and
benefits that shall be instituted by Government as the economic condition of the country
may permit;be adequately and timely informed of his/her performance results and of any
records kept in his in his personal file without his prior knowledge;
g. be informed appropriately, timely and regularly on the University plans, developments,
directions, conditions, and performance results;
 h. receive equal and fair treatment as a person with human dignity and as an academic staff
member equally in the service of the University and through it in the service of people and
the country;
i. compete for academic offices and leadership positions on the bases of the applicable
University criteria and be treated in selection process on the basis of merit and without
any discrimination, transparent, or otherwise;
j. elect and be elected where election of academic and/or by academic staff shall be necessary
or is the norm;
k. Receive due process in disciplinary matters and demand and receive redress in cases of
injurious decisions.

Teachers are very essential part of the society and I can’t really imagine the world without
teachers. They are indeed one of the most influential and powerful forces for equity, access and
quality in education and the key to sustainable global development. Teachers nurtures and shapes
the future of the students and as well as the society. For me, they are the true heroes because they
are not just a teacher or a public servant but they can also be a counselor, doctor, and a parent to
their students. They are very dedicated to their noble profession in the fact that they can extend
their working hours and scopes of their job for the sake of their students. They are the true heroes
because they are sacrificing most of their time on their job rather than spending their time with
their loved ones or just for themselves to relax.

Because of the hard work and dedication, the state recognizes the major roles and contributions
of teachers in nurturing future leaders. States gave the rights and privileges of the teachers for
their noble profession.

Academic staff means professional and administrative personnel other than faculty with duties,
and subject to types of appointments, that are primarily associated with higher education
institutions or their administration.

2. To what extent are higher education teachers in your university performing according to
their duties and responsibilities as indicated in the Senate Legislation?

Duties and Responsibilities of Academic Staff in our or debre markos university are:
An Academic Staff of the University is required to be a scholar with full devotion to the
advancement of the frontiers of knowledge in accordance with the best traditions developed by
scholarly circles throughout the world. It shall be the primary duty of the Academic Staff
to carry out functions in the best interest of the University and the nation having due regards to
professional etiquette.

An academic staff of the university shall design, develop and implement courses in an area of
specialization following established university procedures in such a way that the course material
may be delivered over the entire semester in a balanced way.

Without limitation to the generality of the provisions of sub - article 1 of this Article, a member
of the Academic Staff at the University shall:

 uphold the objective of higher education and the guiding principles applicable to the
institution;
 prepare graduates who are cultivated in a democratic culture, competent in knowledge and
skills and internationally competitive in their fields;
 treat and interact with students and other members of the institutions community giving
due resp ect to their human dignity, emotions, effort and the particular circumstances they
may find themselves and rid of oneself from injuries bias and prejudice, iniquitous and
discriminatory practices;
 participate and play due role in curriculum development , review, enhancement and/or
enrichment;
 respect the constitution, higher education proclamation, legislations of the University and
other pertinent laws of the country
 refrain from promotion of ethno -centrism, discrimination against any individual or
group on the basis of race, ethnicity, sex or creed, political partisanship, preaching of
religion, imposition of one’s belief and views on students of the University in class rooms;
 be evaluated for once performance by students, colleagues and the University and
remonstrate only appropriately in case of disagreement with all or any of the evaluation
results;
 contribute to the best of one’s ability and as a member of the institution’s community
to prevalence of orderly conduct and peaceable operations of the institution and to peaceful
resolutions of intra-institutional conflicts.
 give course lectures and other forms of instruction to students in line with the policies and
general guidelines set forth by the University
 educate, examine, and evaluate students;
 conduct problem solving research that contributes to the advancement of knowledge or has
direct impact on community development;
 participate in University Affairs as required;
 participate in organizing, directing and developing the activities of the respective
Academic Unit as required by the University; consult and advice students; accept teaching
assignments in Continuing and Distance Education Programs; submit exams and grade
reports on time to the academic units; use and properly handle all University properties;
accept instruction from superiors where such instruction is not contrary to law,
morality and/or the terms and conditions of employment within the University; maintain
a democratic and civil outlook by demonstrating a willingness to work with others
and respecting the ideas of fellow Academic Staff members and students; accept additional
teaching assignments when compelling circumstances arise in any Academic Unit of the
University; submit periodic reports to the respective Academic Unit on assigned courses
,current research and/or study leave progresses;be empathic to the solidarity of the
University community; carry out required tasks in an efficient and effective manner as
assigned by the academic unit head or any other senior University body; within the
resources available, endeavor to stay abreast of the latest thinking in the area of
specialization and shall periodically update pedagogical skills and teaching material;
inform the respective immediate supervisor well in advance if and when he/she cannot
report to duty due to involvement in field work, seminars, workshops or any similar events;
arrange make up classes, in consultation with the head of the academic unit and
students, for all classes missed due to involvement in field work, seminar, workshop
or other activities. However, such make up classes should not exceed 25% of the
course unless approved by AVP; not handover pre-assigned courses to any other
individual for any length of time without the approval of the academic unit head.
The Extent of higher education teachers in debre Markos University performing according to their
duties and responsibilities.

Teachers in higher education commonly aim to develop their students' ways of thinking, acting
and approaching a field of study and practice. ... This view of teaching involves providing students
with experiences that enable them to enter the field as practitioners.

Core values are one piece of creating a repeatable, scalable system. They allow people in your
organization to make good decisions on their own by simply applying your values to new
challenges that come along. Your core values will remove bottlenecks and empower individual
growth across your organization of debre Markos University.
 Reflective Activity module one, unit two Page. 1

Reflective Activity 4

1. What do reflection, reflective practice and reflective teaching mean to you?

Reflective teaching involves examining one's underlying beliefs about teaching and learning and
one's alignment with actual classroom practice before, during and after a course is taught. When
teaching reflectively, instructors think critically about their teaching and look for evidence of
effective teaching.

Reflective teaching can make all the difference when you consider that many teachers have good
days; however, many more teachers feel overwhelmed and do not know how to cope at the end
of a very stressful and grueling day. In this case, reflective teaching is an imperative tool for
teachers.

Reflective teaching is a process whereby teachers reflect on their teaching practices in order to
examine the overall effectiveness of their instructive approaches. Improvement or change in
teaching methods may be required, depending on the outcome of this analytical process, which
is based on critical reflection.

The process of reflection comes with a cycle to follow:

1. Teach
2. Self-assess the effect of your teaching on learning

3. Consider new ways of teaching that can improve the quality of learning

4. Try these ideas in practice

10 Ways to reflect on your teaching

1. Use exit slips

2. Include reflection in your lesson plan

3. Use a teacher reflection survey

4. An extra pair of teacher’s eyes

 5. Use a reflective journal

6. Videotape your teaching

7. one-minute reflections

8. Reflection practice checklist

9. Create a teacher moodboard

10. Best and worst teacher analyses

2. How well do you practice reflective thinking to deepen your own understanding and to
improve your Teaching competence?
Based on the wider context, theory, models of knowledge and practice, previous experience etc.
think carefully about how others have performed similar tasks and use this understanding to
develop, modify, change, adapt, and then formulate an action plan for the situation you are
expecting to encounter.

- Act

Apply the method or approaches developed in the Plan, with a client or situation. Maintain self-
awareness. Be prepared to creatively adapt and change goals as you go along - while keeping your
plan in mind.

- Observe

As soon as possible, review the session and your observations of what happened, the effects on the
client or situation and on yourself. Produce an accurate and objective description of the event.

- Reflect

Reflect upon and evaluate the session and your actions. Analyse your own experience of what you
did and how you did it. Reflect on the strengths and weaknesses of your actions, identify problems
and issues for investigation, and develop your insight. There is no correct answer and some things
may remain difficult to interpret. Did you achieve your plan? Did your goals change? How did
your actions affect the situation and how did the situation affect you? How do your observations
fit with the theories you have read?
 - Plan again…

Formulate a new action plan based on your experience in the previous situation or session with the
client. Use the outcomes of your reflection, rethinking and reinterpreting. Include the wider context
of theory, models of knowledge and practice.

- Act again… and so on

3. Based on your teaching experiences give examples of reflection on, in and for action.
For example, reflective teaching may include self-assessment, classroom observations,
consideration of student evaluations, or exploration of educational research.
4. How well have you handled the technical, practical and critical levels of reflection?
Elaborate.
Levels of reflection

Level one: technical rationality ;In this level I consider only the technical application of
educational knowledge and basic curriculum principles for the purpose of attaining given end.at
this level the context of the class room, school, community, and society seen as linked to problem.

Level two: practical action: I became concerned with clarifying assumptions and predisposition
AL’s under lying competing pedagogical goals while assessing the educational consequences
towards which a teaching action leads. Phenomenological paradigm, the teacher analyzes students
and my behavior to see if and how goals are met.

Level three: critical reflection: in this level I am concerned with worth of and the societal
circumstance use full to students without distortions of personal bias. Critical reflection is viewed
as anon defensive stance in remaining open minded to moral and ethical considerations to
educational process. Finally I made swot analysis or critical self-analysis.