SUBMITTED

BY:

RAMLA T. DALA
BEED 2

SUBMITTED TO:

REYNAR GAYACAO
INSTRUCTOR
What is schooling?

We often confused education with schooling . Put simply, schooling is a formal

way of educating children in preschools, schools and higher education usually
involves teachers instructing students in a formal curriculum syllabus comprised
of distinct subjects. But, one can be educated without formal arrangements by
reading books and learning from experience, sometimes referred to as
autodidact or self-education (without formal education). Ivan Illich is one of the
most famous critics of modern institutions, including the school. He argues that
we often mix up education with schooling, and learning with receiving
information. In this way, the school stands between knowledge and the learner.
In short, illich maintains that schools corrupt people instead of facilitating their
learning.
What is education?
the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs,
and habits. Educational methods include teaching, training, storytelling, discussion and
directed research. Education frequently takes place under the guidance of educators, however
learners can also educate themselves. Education can take place in formal or informal settings and
any experience that has a formative effect on the way one thinks, feels, or acts may be considered
educational. The methodology of teaching is called pedagogy.
Formal education is commonly divided formally into such stages as preschool
or kindergarten, primary school, secondary school and then college, university, or apprenticeship.
There are movements for education reforms, such as for improving quality and efficiency of
education towards applicable relevance in the students' lives and efficient problem solving in modern
or future society at large or for evidence-based education methodologies. A right to education has
been recognized by some governments and the United Nations. Global initiatives aim at achieving
the Sustainable Development Goal 4, which promotes quality education for all. In most
regions, education is compulsory up to a certain age.
Art and Science of Teaching
▪ Science of teaching implies that good teaching will some day be attainable by closely following
vigorous laws that yield high predictability and control.

▪It also involves artistic judgement about the best ways to teach.

▪Teachers respond with insight, sensitivity, and judgment to promote learning

▪Good teaching blends emotions, feelings with objectivity of observation and measurements and the
precision of language.

▪Knowledge of teaching is achieved by classroom practice and experience.

Teaching as a Profession
The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’
Association. The Association continues to work to advance teaching as a profession. Professionalism is
a complex and elusive concept; it is dynamic and fluid. Six generally accepted criteria are used to
define a profession. The teaching profession in Alberta fulfills those criteria in the following ways:

1. Its members have an organized body of knowledge that separates the group from all others.
Teachers are equipped with such a body of knowledge, having an extensive background in the world
and its culture and a set of teaching methods experientially derived through continuous research in
all parts of the world.

2. It serves a great social purpose. Teachers carry responsibilities weighted with social purpose.
Through a rigid and self-imposed adherence to the Code of Professional Conduct, which sets out their
duties and responsibilities, teachers pass on their accumulated culture and assist each student under
their care in achieving self-realization.
3. There is cooperation achieved through a professional organization. Cooperation
plays an important role in the development of the teaching profession because it
represents a banding together to achieve commonly desired purposes. The teaching
profession has won its well-deserved place in the social order through continuous
cooperation in research, professional preparation and strict adherence to the Code
of Professional Conduct, which obligates every teacher to treat each student within
a sacred trust. Teachers have control or influence over their own governance,
socialization into teaching and research connected with their profession.

4. There is a formal period of preparation and a requirement for continuous growth

and development. Teachers are required to complete a defined teacher preparation
program followed by a period of induction or internship prior to being granted
permanent certification. This period includes support for the formative growth of
teachers and judgments about their competence. Teachers are devoted to
continuous development of their ability to deliver their service
5. There is a degree of autonomy accorded the professional. Teachers have opportunities to make
decisions about important aspects of their work. Teachers apply reasoned judgment and professional
decision making daily in diagnosing educational needs, prescribing and implementing instructional
programs, and evaluating the progress of students. Teacher judgment unleashes learning and creates
the basis for experience.

6. The profession has control or influence over education standards, admissions, licensing,
professional development, ethical and performance standards, and professional discipline. As
professionals, teachers are governed in their professional relationships with other members, school
boards, students and the general public by rules of conduct set out in the Association’s Code of
Professional Conduct. The code stipulates minimum standards of professional conduct for teachers,
but it is not an exhaustive list of such standards. Unless exempted by legislation, any member of the
Association who is alleged to have violated the standards of the profession, including the provisions
of the code, may be subject to a charge of unprofessional conduct under the Discipline Bylaws of the
Association.
The competence of teachers is governed by the Practice Review Bylaws of the
Association. The expectations for the professional practice of teachers related to
interim and permanent certification are found in the Teaching Quality Standard
Applicable to the Provision of Basic Education in Alberta. The Teaching Quality
Standard defines the knowledge, skills and attributes all teachers are expected to
demonstrate as they complete their professional preparation, enter the profession
and progress through their careers. Additionally, the Department of Education’s
Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5) supports and
reinforces the Teaching Quality Standard by setting out basic expectations for
teacher growth, supervision and evaluation.
A Professional Organization is an association that is formed to further the interests of people engaged
in a specific profession, to advance a particular profession and serve the public good. Most of them
are a non-profit organization that is dedicated to fulfilling the interest of its members by facilitating
connection, communication, and innovation.

A Professional Organization has an elected body that can be international or national. These
organizations are known by several names like:

▪Professional society
▪Professional body
▪Professional association
A Professional Organization is entrusted with overseeing the legitimate practice of the occupation.
Many such organizations are involved in examining the skills necessary to practice a profession and
granting a certificate to signify that the said individual is qualified in that subject area.
12 Characteristics of an Effective Teacher
1. Prepared
The most effective teachers come to class each day ready to teach.
•It is easy to learn in their classes because they are ready for the day.
•They don’t waste instructional time. They start class on time. They teach for the entire class
period.
•Time flies in their classes.
2. Positive
The most effective teachers have optimistic attitudes about teaching and their students. They
always:
•Look on the positive side of every situation.
•Communicate with students about their progress.
•Give praise and recognition.
•Help students act positively toward one another.
3. Hold High Expectations
The most effective teachers set no limits on students and believe everyone can be
successful. They:
●Hold the highest standards.
●Consistently challenge their students to do their best.
●Build students’ confidence and teach them to believe in themselves.

4. Creative
The most effective teachers are resourceful and inventive in how they teach their
classes. They:
●Wear a clown suit if the class reaches its academic goal.
●Agree to participate in the school talent show.
●Use technology effectively in the classroom.
5. Fair
The most effective teachers handle students and grading fairly. They:
▪Allow all students equal opportunities and privileges.
▪Provide clear requirements.
▪Recognize that “fair” means giving every student an opportunity to succeed.
▪Understand that not all students learn in the same way and at the same rate.

6. Display a Personal Touch

The most effective teachers are approachable. They:
▪Connect with students personally.
▪Take a personal interest in students and find out as much as possible about them.
▪Visit the students’ world. For instance, they sit with them in the cafeteria; they
attend sporting events, plays, and other events outside normal school hours.
7. Cultivate a Sense of Belonging
The most effective teachers have a way of making students feel welcome and
comfortable in their classrooms.
▪Students repeatedly mentioned that they felt as though they belonged in
classrooms taught by effective teachers.
▪The students knew their teacher loved teaching and preferred it to other
occupations.

8. Compassionate
The most effective teachers are concerned about students’ personal problems and
can relate to them. Numerous stories established how the sensitivity and
compassion of caring teachers affected them in profound and lasting ways.
9. Have a Sense of Humor
The most effective teachers do not take everything seriously and make learning fun.
They:
▪Use humor to break the ice in difficult situations.
▪Bring humor into the everyday classroom.
▪Laugh with the class but never at the expense of any particular student.

10. Respect Students

The most effective teachers do not deliberately embarrass students. Teachers who
give the highest respect get the highest respect. They:
▪Respect students’ privacy when returning test papers.
▪Speak to students in private concerning grades or conduct.
▪Consistently avoid situations that unnecessarily embarrass students.
11. Forgiving
The most effective teachers do not hold grudges. They:
▪Forgive the students.
▪Start each day with a clean slate.
▪Understand that disruptive or antisocial behavior can quickly turn a teacher against
a student, but that refusing to give up on difficult students can produce success.

12. Admit Mistakes

The most effective teachers are quick to admit being wrong. They:
▪Apologize to mistakenly accused students.
▪Make adjustments when students point out errors and oversights.
Based on the literature and the experience of the
teaching faculty, ten principles of effective teaching were
recommended:

1) create an active learning environment,

2) focus attention,
3) connect knowledge,
4) help students organize their knowledge,
5) provide timely feedback
6) demand quality,
7) balance high expectations with student support,
8) enhance motivation to learn,
9) communicate your message in a variety of ways, and
10) help students to productively manage their time.
THAT’S ALL!