THE TEACHING PROFESSIONThe Standards of Practice for the Teaching Profession (adopted from Ontario College of Teachers) The Purposes of the Standards of Practice for the Teaching Profession are: 1. to inspire a shared vision for the teaching profession 2. to identify the values, knowledge and skills that are dis tinctive to the teaching profession 3. to guide the professional judgment and actions of the teaching profession 4. to promote a common language that fosters an unders tanding of what it means to be a member of the teaching profession. The Standards of Practice for the Teaching Profession are: Commitment to Students and Student Learning: Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of the society Leadership in Learning Communities: Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and leadership roles in facilitating student success. Members maintain and uphold the principles of the ethical standards in these learning communities. The Standards of Practice for the Teaching Profession are: Professional Knowledge: Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. Professional Practice: Members apply professional knowledge and experience to promote student learning. They use appropriate pedadology, assesment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. The Standards of Practice for the Teaching Profession are: Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge. to guide ethical decisions and actions in the teaching profession 4. • The Purposes of the Ethical Standards for the Teaching Profession are: 1. to promote public trust and confidence in the teaching profession. . At the heart of a strong and effective teaching profession is a commitment to students and their learning.The Ethical Standards for the Teaching Profession • The Ethical Standards for the Teaching Profession represent a vision of professional practice. to inspire members to reflect and uphold the honour and dignity of the teaching profession 2. to identify the ethical responsibilities and commitments in the teaching profession 3. create a personal learning journal. formulate their own philosophies in life and education. as a PERSON in SOCIETY Objectives: With varied activities. THE TEACHING PROFESSION Chapter 1– You. the students are expected to: 1. define what is a teacher operationally. summarize five philosophies of education and draw the ir implications to teaching-learning. at the end of the session. identify their responsibilities as a Person. . the TEACHER. tell their own perspective on teaching profession. 5. 2. 4. and. 3. 6. . LET’S KNOW OURSELVES FIRST… Are you excited? Not? Bored? Not interested? Uh-oh… I hope this following activity will excite you!!! . Let’s value our selves first. Please get a piece of paper. . .Take your time with this and you will be amazed. Just answer 4 questions and the answers will surprise you. . Warning !! Be honest and do not cheat. The mind is like a parachute. but you have to follow the instructions very closely. . This is fun to do. it works best when it is opened. Do not cheat. MAKE A WISH BEFORE BEGIN! . A warning! Answer the questions as you go along. . There are only 4 questions. Give an answer for each item. The first thing that comes to mind is usually your best answer. Remember – no one sees this but you. This is an honest questionnaire which will tell you a lot about your true self. . The first thing that comes to mind is usually your best answer. Give an answer for each item. Remember – no one sees this but you. . This is an honest questionnaire which will tell you a lot about your true self. YOU HAVE YOUR WISH RIGHT? . (1) Put the following 5 animals in the order of your preference: Cow. Pig . Sheep. Tiger. Horse. .(2) Write one word that describes each one of the following: Dog. Cat. Sea. Rat. Coffee. which you can relate them to the following colors.(3) Think of someone. Red. Orange. . Name just one person for each color: Yellow. who also knows you and is important to you. White. Green. Do not repeat your answer twic e. (4) Finally. write down your favorite number. . and your favorite day of the week. . DONE ? Please be sure that your answers are what you REALLY WANT. Look at the interpretations below: But first! REPEAT your wish. . ANSWERS: . (1) This will define your priorities in your life. Cow Signifies CAREER Tiger Signifies PRIDE Sheep Signifies LOVE Horse Signifies FAMILY Pig Signifies MONEY . . Your description of the sea implies your own life. Your description of cat implies the personality of your partner. (2) Your description of dog implies your own personality. Your description of coffee is how you interpret sex. Your description of rat implies the personality of your enemies. (3) Yellow: Someone you will never forget Orange: Someone you consider your true friend Red: Someone that you really love White: Your twin soul Green: Someone that you will remember for the rest of your life . (4) You have to DO THE SAME to as many persons as your favorite number and your wish will come true on the day that you recorded. . It is fascinating. Please do this. This is true. . even if you are not superstitious. 0-4 TIMES: Your life will improve slightly 5-9 TIMES: Your life will improve to your liking 9-14 TIMES: You will have at least 5 surprises in the next three weeks 15 or more : Your life will improve drastically an d all that you wish will come true . entire of itself..No man is an island.. but translated into a better language.any mans death diminishes me.Lesson 1: You. and therefore never send to know for whom the bell tolls. and is one volume. . and every chapter must be so translated.. but upon the congregation to come: so this bell calls us all: but how much more me... as a Person • John Donne said in Meditation XVII: No man is an island.. one chapter is not torn out of the book.. •The idea that people are not isolated from one another.. "All mankind is of one author.As therefore the bell that rings to a sermon. calls not upon the preacher only. it tolls for thee. because I am involved in mankind. when one man dies. who am brought so near the door by this sickness. but that mankind is interconnected. the Teacher.. as a Person How are you going to view MAN? Nature of Man? . the Teacher.You. Is ringing in my heart. ing.No Man Is an Island Artist(Band): Joan Baez I saw the people gather. Way out in the blue. Each man as my friend. No man is an island. So I will defend. No man is an island. Each man as my brother. The song that they were sing No man stands alone. Plant the seed of friendship. That will never die. I heard the music start. For our strength to renew. When I help my brother. Then I know that I. Each mans grief is my own . Each mans joy is joy to me. We need one another. We all look to the one above. . We live in a society. we would say: “No teacher is an island. and actions are so mehow shaped by events and people we come in contact with. We are part of society. and its destiny. Our thoughts. in turn. No teacher stands alone” • Indeed. its people. values. YOU can’t become a TEACHER alone! . We. • In the context of your life as a teacher. help shape society-its events.Lesson learned… •We don’t live in a vacuum. We. Our thoughts. and its destiny. and actions are so mehow shaped by events and people we come in contact with. we would say: “No teacher is an island.Lesson learned… •We don’t live in a vacuum. values. help shape society-its events. No teacher stands alone” • Indeed. • In the context of your life as a teacher. its people. YOU can’t become a TEACHER alone! . We live in a society. We are part of society. in turn. Why do you want to become a Teacher? What is a Teacher for you? . occasionally answering questions. not personally involved or challenged •The students often get practiced by doing individual exercise after a lecture The explainer .• Knows the SM • Has limited knowledge of teaching methodologies • Relies mainly on explaining or lecturing •The students are only listening. making notes. • Knows the SM • Is familiar with teaching methodologies • Uses appropriate teaching and organizational procedures and techniques to help students learn • Involves students actively and puts a great deal of efforts into finding appropriate and interesting activities The involver . • Knows the SM • Knows about methodologies • Has the awareness of how individual students and groups are thinking and feeling within the class •Builds effective working relationships and a good classroom atmosphere • With an active personality and attitudes to encourage student learning • Develops the conditions that enable and thus students to learn how to learn and thus become life-long learners The enabler . Your Philosophy of Life and your Philosophy of Education serve as your “window” to the world and “compass” in the sea of Life. decisions. They govern and direct your lifestyle. There are lot of demands and much is expected from you. your thoughts. . Thus.It is therefore. how you look at life as a whole. But these influences depend greatly on your Philosophy as a Person and as a Teacher. actions and your relationships with people and things. no joke to become one! •Why? Many a time the teacher is blamed for the many ills in society. •Your influences on your students and on other people with whom you work and live are greater. Within your personal Philosophy are your Principles and Values that will determine how you regard people. .Teachers are expected to . . • CARE •Not to sCARE . CARE • look straight in the eyes • gentle touch/pat on the back • acknowledgement . sCARE • name calling • ignoring one’s capacity • belittling students . . community. friends. brothers. No Teacher can stand alone”. parents.Buzz session • Group activity: For 20 minutes 1. Think and share… what are your different Responsibilities as a PERSON? (example: To God. sisters. family. what is meant by “No teacher is an island. Why do you want to become a Teacher? 2. etc. 3. nature.) . For you. enemies. classmates. . Activity #3: My Responsibilities as a Person Think of the many people who are helping you and influencing you to become a teacher in the future? In what way do they affect your life? With creativity. To each responsibility. code it with a specific color and explain why you choose that particular color and what it represents to. no man can stand alone.Journal Entries Activity #1: All About My Self (describe in detail all about you) Activity #2: What is your understanding of the saying “No man is an island. no Teacher can stand alone?” Explain.” Would it be different if it will be written this way :“No Teacher is an island. construct anything that will show your different responsibilities as a person. . 1 if you don’t agree at all.Pieper An Exercise to Determine Your Educational Philosophy Find out which Philosophy you adhere. Lesson 2: My Philosophical Heritage To philosophize is so essentially human-and in a sense to philosophize means living a truly human life --J. 3 if you agree but not always. 2 if you agree sometimes. To what extent does statement apply to you? Rate yourself 4 if you agree with the statement always. John B. Martin Buber. Gestalt) . Skinner. Watson. Edward Lee T horndike. B. Jerome Bruner) • Essentialism (William Chandler Bagley) •Behaviorism (Ivan Pavlov. Maxine Greene) • Perennialism (Allan Bloom) •Progressivism (Jean Piaget.F. Five Philosophies •Existentialism (Karl Jaspers. how and in whom it should do so. and 5.Normative philosophies or theories of education "Normative philosophies or theories of education may make use of the results of [philosophical thought] and of factual inquiries about human beings and the psychology of learning. Further conclusions about such things as the methods that education should use . and what forms it should take. what dispositions it should cultivate. based on these two kinds of premises. about the dispositions education should foster. Further factual premises about such things as the psychology of learning and methods of teaching. there will normally be propositions of the following kinds: 1. In a full- fledged philosophical normative theory of education. Conclusions. 2. why it ought to cultivate them. Basic factual premises about humanity and the world. 3. 4. Basic normative premises about what is good or right. but in any case they propound views about what education should be. besides analysis of the sorts described. in each •This is idiot cat line from the start •This is busy cat •This is for cat •This is forty cat •This is seconds cat .Read the following aloud: •This is this cat • This is is cat •This is how cat • This is to cat * Now go back and •This is keep cat read the third •This is an cat word only. . there’s a way. Poverty is not a hindrance to success.In a short role play or comical skit or whatever method you like…Explain how you will react to the given situation. What advice will you give? •Essentialist group – students are not interested in the lesson •Perennialist group students want to become skilled in certain fields of sepcialization •Progressivist group -Parents questiion students’ community immersion for it poses certain risks •Behaviorist group – Teacher tells students from the slum areas this: “If there’s a will. •Existentialist group – A colleague asks you to decide for her fear that she may make the wrong decision. Formulating your Own Philosophy I believe that LIFE is … I believe that CHILD is … I believe that SCHOOL is… I believe that TEACHER is… . Research on other Philosophies with Proponents and indicate Why Teach? What to Teach? How to Teach? In a tabular form: • Idealism • Rationalism •Realism •Empiricism • Scholasticism •Epicureanism •Pragmatism •Logical Positivism •Analytic Philosophy •Phenomenology •Postmodernism •Stoic Philosophy •Social Reconstructionism •Hindu Philosophy •Montessori •Buddhist Philosophy •Waldorf education •Christian Philosophy •Democratic Education •Paolo Freire’s Philosophy . Journal entries: •Activity #4: My Philosophical Heritage. . Write Learning insights •Activity #5: Formulating My Own Philosophies Complete the unfinished sentences: I believe that LIFE is … I believe that CHILD is … I believe that SCHOOL is… I believe that TEACHER is… • Activity #6: Educational Philosophies That Interest Me Put your research outputs here regarding the other philosophies that you have researched.