NAME: HIRBO GEREMEW HIRBO

GROUP: ONE

Unit Three: Professionalism in Higher Education

Activity 7 – Pp. 16 -17

List unethical behaviors of higher education teachers and students, indicate the reasons for the
observed unethical conducts and suggest solutions.

No Unethical behaviors Instigating factors Suggestions for tackling the problems

.Studied exam questions Are situational  These unethical behaviors are

collected from old exams caused by higher standards in
factors that may
without the instructor's
knowledge. Participated elicit an aggressive social to be recognized.
in collecting exam response from a  Students are seeking out for good
questions as a group for grades and GPA
other students. Provided person, such as
your paper to another  For other purpose or unexpected thing
disparaging
student although you from higher educators.
know he/she would copy remarks made by
it. Collaborated on an an intimate partner
assignment when the
during conflict.
instructor asked for
individual work

Unethical behaviors of students in higher education institutions

No Unethical behaviors Instigating factors Suggestions for tackling the problems

 Fabrication of data.  Forging a signature  Only students that were stuck were
 Altering of authorization. likely to adapt or use a strategy from
documents  Falsifying
affecting academic information on an the sample student work.
records. official document  The problem solving lessons were
 Misrepresentation Grade report, letter
designed to involve cycles of
of academic status of recommendation
or degrees earned. letter of permission, refinement of students’ solutions.
petition, Any other  Stick to your principles, and don’t be a
official or unofficial
document victim of peer pressure.
 NAME: HIRBO GEREMEW HIRBO

GROUP:ONE

Activity 9 - P. 21

Teaching is defined differently by people depending on the schools of thought to which they
subscribe. For our purpose we may take it as facilitating student learning involving the skills of
planning, presentation, managing students and resources, guiding and counseling students and
assessing student learning outcomes. Given the above three cases identify and describe those
teaching skills you feel you should develop.

Skills you need to develop Why and how?

 Teachers require a variety of skill  Some of these skills and qualities

sets for creating lesson plans, like patience and leadership are inherent to
individuals, you can develop most of them
instructing students, working with
through practice and training.
administrators and interacting with
 Some from experienced expert.
parents.
 Tagged as a noble profession that can
 Teaching skills are the hard and soft
change the lives of students for the better,
skills that help a teacher keep students
every effective teacher requires good inter-
engaged.
personal skills along with effective
 These skills can also help teachers
speaking and strong presentation skills.
position themselves as an educator,
 Teaching skills include all of these and
earning the attention and respect of their
more… such as great organizational skills.
students.
 Some teaching skills come naturally to
some, whereas others may require
development with practice.

NAME: HIRBO GEREMEW HIRBO

GROUP:ONE

Complete the following chart individually on a significant role model of your choice.
Reflective Activity 7 - P. 23

My significant role model: Dr. Ramesh Duraisim

Characteristics/e.g. competence and interest in Behavior /e.g. punctuality; responsiveness/

subject area; years of service/
 My interest or subject area is on different  She holds a doctorate in Education
food types, food categories, on  Leadership. Punctuality is an important
nonalcoholic beverages as well as on soft character trait for all students to learn.
drinks  These activities have been created for
the purpose of encouraging students to
actively engage in the process of
developing this skill.

Which of the characteristics and behaviors you listed above do you think are particularly
important in influencing student values and conduct?

 At work, two job attitudes have the greatest potential to influence how we behave.

 These are job satisfaction and organizational commitment.

 The feelings people have toward their job.

 Refers to the feelings people have toward their job.

 NAME: HIRBO GEREMEW HIRBO

GROUP:ONE

Activity 12 - P. 25
What are your personal characteristics as a teacher?

Positive characteristics Behaviors

A person needs to be aware of the negatives but Positive teacher interpersonal
should never feel overwhelmed by them.
communication behaviors can be either
verbal or non-verbal.
They should never prevent a passionate person Teacher care, stroke, immediacy,
from entering the field. The positive aspects are so
wonderful that they outweigh the negatives for many credibility, immediacy, clarity,
teachers. confirmation,
The positive aspects are so wonderful that they relational closeness to students,
outweigh the negatives for many teachers.
Helping students regarding on my professionality humor, and praise
Doing a good thing for students are all instances of teacher positive
communication.

Negative characteristics Behaviors

Having “low motivation” (29%), Recent studies found that negative

teacher attitudes can impair academic
achievement and increase students'
Being “uncaring or disrespectful toward students” Psychological disorders and physical
(24%),
symptoms of stress.
Evidencing a “knowledge or skill deficit” (22%), Teachers who use humiliation or sarcasm
can leave a child feeling belittled.
Being “inflexible” (14%), and possessing a “difficult Discipline by fear and intimidation can
personality” (11%).
be harmful to the student's future success
 NAME: HIRBO GEREMEW HIRBO

GROUP:ONE

Reflective Activity 8 - P. 25

1. What is your best characteristic as a teacher?

 Some qualities of my include skills in communication, listening, collaboration, adaptability, empathy and
patience.
 Other characteristics of effective teaching as to me, include an engaging classroom presence, value in
real-world learning, exchange of best practices and a lifelong love of learning.

2. Which role model characteristic do you most want to develop?

1. Willpower. Willpower is the ability to act through.
2. Confidence. Confidence is a role model quality.
3. Dynamic. Flexibility is not just a physical quality.
4. Respectful. Another of the important role model etc.
NAME: HIRBO GEREMEW HIRBO

GROUP: ONE

Unit Four: Diversity

Management Reflective Activity 9 - P.
27

1. Is diversity a problem or an opportunity for students learning? Yes/No, Why?

 Yes, because of digging Deeper into Campus Diversity.

 Study finds students' negative diversity experiences, though less common than positive ones,
hinder cognitive development and student learning.
 By. Amid all the literature about the merits of college diversity, an important trend is often
overlooked, according to a new study in The Journal of Higher Education.

2. In your opinion, how fairly do teachers in your university treat students with diverse
background?

 As a teacher, I don’t think it is proper for me to like or dislike students. Some students are quick
learners; others are slow.
 Some students are very personable; others lack elementary social skills.
 But they are my students, not my friends.
 Training or teaching as a lesson or guiding students to love each other, to learn from each other’s
etc.

3. You most probably had the experience of teaching students with different attributes
(linguistic, socio-economic, etc). How well did you manage the task? If you faced
problems in this regard, how did you resolve them?
4. How can the issue of diversity and equity be best addressed in your institution? Discuss in
groups.

 Conversation and group conversation are both practices we can get better at.

 In the case of diversity, equity, and inclusion, our first step is knowing our terms that
 make sure we’re talking about the same concepts.

 But having the terms isn’t enough; we must develop shared meanings to achieve mutual
understanding.

NAME: HIRBO GEREMEW HIRBO

GROUP: ONE

Activity 13 - P. 27

1. How do you conceptualize inclusive education?

 According to UNESCO, inclusive education is seen as “a process of addressing and responding to

the diversity of needs of all learners through increasing participation in learning, cultures and
communities, and reducing exclusion from education and from within education.”
 The goal is that the whole education system will facilitate learning environments where teachers
and learners embrace and welcome the challenge and benefits of diversity.
 Within an inclusive education approach, learning environments are fostered where individual
needs are met and every student has an opportunity to succeed.

2. Do you think that there are people who cannot learn? Explain.

 YES, As a leadership coach, I have learned that you cannot teach someone who doesn’t want to
learn or grow.
 Without that desire, there is no use in advising or coaching, because it just won’t work.
 I have never been a big believer in making people do something they don’t want to do.

3. Have you ever taught students with any kind of disability? If yes, how did you handle
them?

 At its core, this guide recognizes that inclusive schools and classrooms benefit all students, not
just those with disabilities.
 Students do not need to be officially identified as having a disability to benefit from inclusive
education strategies.
 However, there are ways that you can effectively teach students with disabilities. Here are 10
ways to effectively help students who have a disability while student teaching in a general
classroom.
 When you have a student with a disability in your classroom, you need to be patient with them.
 NAME: HIRBO GEREMEW HIRBO
GROUP: ONE
Reflective Activity 10 - P. 29
Identify at least three major problems that hinder the education of persons with disability or other
marginalized groups and suggest possible solutions.
Observed Problems or Issues
 A large number of children with
disabilities remain out of school and thus
they are deprived of basic education.
 They are not able to run the race of life
like the other normal kids.
 Another attitudinal barrier faced by
students with disabilities is physical and
emotional bullying which is a serious
barrier to learning and can lead to isolation
and closure of possible inclusion.
 Often, they are the object of ridicule or
outright ostracism in school and
community.
Suggested Solutions and Actions
 Solution: Reduce the Number of Students
in the Classroom.
 Only a smaller class can enable an active
role for the student and improve the level
of individual attention they get from the
teacher.
 Problem: The Teachers Are Expected to
Entertain.
 Today’s generations of students love
technology, so the teachers started using
technology.
 A funding for education
 Having no teacher, or having an untrained.
 NAME: HIRBO GEREMEW HIRBO
GROUP: ONE

End-of-Module Self-Assessment - Module One

Write a reflective comment on your overall performance and achievements in Module One with respect
to each of the following areas.
1. Reflective activity
RA is an interesting activities for both teachers as well as students and trainers to reflect any thing
by a confidence, professionally. So as to me it’s a wonderful activity, it should be a continuous.
2. Planning sessions, conducting observations and evaluations
 Observation, Assessment and Planning cycle: assessment for learning in action.
 Effective practitioners pull together the information they gather in their observations to identify
aspects of the child’s learning and development.
3. Contributions to group work
 Accordingly, grading of the contribution of individuals to a group information, i.e. the co-
workers.
 Such peer-assessment has taken many forms (see & Raeside, 1990; Conway et al., 1993;
Goldfinch, 1994).
 In some instances student as the contribution of students to that work.
4. Carrying out projects Every project starts somewhere.
Maybe you are all working to a theme, maybe you've been set a specific task, or maybe you've just
had an idea pop out of the blue.
Whatever the origins of the project, you need to bounce some ideas around - write them all down,
no matter how odd, and then pick your favourite one or two. If you are working on the project
alone, find a couple of friends or family members to brainstorm with, or maybe even your teacher!
5. Attendance and punctuality
How would you evaluate your overall performance in Module One? Circle one.

PASS: PASSED INCOMPLETE FAIL

Signature of candidate: HIRBO GEREMEW Date: 28/07/2014