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Towards relevant education for all

THE TEACHERS AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP

PADEL, MARIA JANE A. Subject: ED071

BEED III Instructor: Ma. Theresa Adel

First activity:
1. Give and Explain the 5 important areas of concern for development of education
for the classroom.
I. Peace Education
It is a growing body of shared values, attitudes, behaviours and ways
of life based on non-violence and respect for fundamental rights and
freedoms, an understanding, tolerance, and solidarity, on the sharing
and free flow of information, and on the full participation and
empowerment of women.
II. Development Education
Is an educational process aimed at increasing awareness and
understanding of the rapidly changing, interdependent and unequal
world in which we live. It seeks to engage people in analysis,
reflection and action for local and global citizenship and participation.
III. Multi-cultural education
Multicultural education is an idea, an educational reform movement,
and a process. As an idea, multicultural education seeks to create
equal educational opportunities for all students, including those from
different racial, ethnic, and social-class groups.
 IV. Environmental education
Is a learning process that increases people's knowledge and awareness
about the environment and associated challenges, develops the
necessary skills and expertise to address the challenges, and fosters
attitudes, motivations, and commitments to make informed decisions
and take responsible action.

V. Human Rights education

Human rights education is defined as the learning process that builds
up the required knowledge, values, and proficiency of human rights
which the objective is to develop an acceptable human rights culture.

2. What are the 3 major components of education for the future?

I. Developing Culture of life long learner.
II. Developing and enterprising culture.
III. Developing a caring teacher.

3. What do you mean a call for national partnership?

It is a call for a ‘teacher’ for a national partnership.

4. What is the teacher in the community?

Teachers truly are the backbone of society. They are role models to children,
offer guidance and dedication and give young people the power of
education. Because of teachers, countries are able to further develop socially
and economically.

5. Give and discuss the goals of teacher training

 Planning instructions
 In general terms, planning means the “act or process of making or carrying
out plans. Instructional planning is a process of the teacher using appropriate
curricula, instructional strategies, resources and data during the planning
process to address the diverse needs of students.

 Conducting instructions
How to communicate and also employing and conducting strategies.

 Assessing and evaluating learning

Assessment is feedback from the student to the instructor about the student's
learning. Evaluation is feedback from the instructor to the student about the
student's learning.

 Reflecting on one’s teaching

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.

 Developing human relation

Focus on using good communication and interpersonal skills to build new
relationships and conflict resolution, negotiation and ethical skills to
maintain them. Be adaptable: Being able to adapt to different situations and
individuals is an important component of human relations.

 Developing higher order thinking skills

Higher order thinking is thinking on a level that is higher than memorizing
facts or telling something back to someone exactly the way it was told to
you. Higher order thinking, or "HOT" for short, takes thinking to higher
 levels than restating the facts. HOT requires that we do something with the
facts.

 Managing the classroom

Classroom management refers to the way a teacher organizes and manages
variables of the curriculum, time, space, and interactions with students.

6. Personal attributes of a teacher can be categorized as to what characteristics?

 Intellectual and Academic
 Ethical and Social
 Communication
 Instructional and Pedagogical

7. What are teaching imperatives?

 To explain these, a teaching imperative is for giving instructions. The
best example of activity is for one student to choose a topic like “How
to fix something” and explain a process in as much detail as they can,
with their partner listening and then adding details, disagreeing or just
asking questions.

8. What are the different modes of delivery of instruction?

Face-to-Face
 Delivery of instruction is structured around in-person classroom
meeting times. Instruction is delivered in person and students are
expected to attend class. (sometimes referred to as traditional
classroom courses.
Flipped classroom
  The flipped classroom is a pedagogical model where lecture and
homework elements are reversed. This means that a recording of a
lecture is viewed by students at home before coming to the lecture,
and then the contact time itself is devoted to discussion and activities.
 Approach means that students have done background work on a topic
before coming into a teaching session, so the tutor has more time
during the session to go into more depth, or to help students with
aspects they don’t understand. Students are able to identify which
areas they are challenged by, from watching the recording beforehand,
and then work on these during contact time.
Problem based learning
 Whereas in traditional teaching a lecturer would give students information or
the 'answers', in problem-based learning you present students with a problem
rather than a solution. This allows students to become more active in their
learning as they work out which information, they need to find out to solve a
particular problem. There are many advantages to students in using this
approach, as it allows them to:

i. transferable and employability skills that will be useful in the workplace

ii. Improve communication and team working
iii. Practice research and information processing
iv. Develop debating and analytical skills

 Work based learning

The name suggests, this mode of delivery provides students with real-
life work experiences to aid their learning and improve their employability.
Workplace learning is integrated into the curriculum to allow students to
experience theories in practice. This could be done through internships, job
shadowing or field trips.
 Blended learning
Blended learning (also known as hybrid learning) is when traditional
classroom teaching is combined with online learning and independent study,
allowing the student to have more control over the time, pace and style of
their learning.
 Student-led learning
 Student- or peer-led learning is where students themselves facilitate
their learning, often by students in the year above guiding students in group
activities to discuss materials with their peers and solve problems. This helps
them to think through what they have previously been taught and encourages
collaborative learning.

9. What are the different definitive teacher personality?

 Definitive personality of a teachers are warm, generous, compassionate,
patient and spectacular individuals. In short there are lots of assumptions
about teachers' definitive personalities, much spoken about in motivational
literature, but little concrete research.

10.Discuss the teacher as a leader.

 I can say that teachers' leadership is a process. Teacher leaders are the
professionals who carry through with this process to lead change in their
schools for the benefit of all students. Teacher leaders’ step outside their
classroom doors and accept the challenges to improve their practice through
working with colleagues, school administration and professional staff—as
well as students and their families.
 Also, teacher leaders exemplify certain defining characteristics. While all
teachers possess several of these traits, only teacher leaders consistently and
simultaneously integrate them into teacher leadership.