How do you like my new header? I changed it and removed my name on the title just to make my blog emphasize its content and not only me. My nest post will be LET tips regarding David Ausebel's Subsumption Theory.
New Header Design 2
How do you like my new header? I changed it and removed my name on the title just to make my blog emphasize its content and not only me. The child playing with blocks obviously symbolizes learning which is actually the center-point of this blog. Hope you like this...
Btw, my next post will be LET tips regarding David Ausubel's Subsumption Theory. Watch out for it...
Applications: David Ausubel's Subsumption Theory
Tuesday, April 19, 2011
1. Integrate or link the new lesson to the previous lesson. Relate what the new lesson is all about with the previous lesson by compare or contrast (finding similarities and differences, giving examples, analogies/metaphors,etc). This way, learners can have a foundation to the new learning that is about to take place. This is the reason why we have "reviews" or activities related to the previous lesson before we present the new lesson, or teachers' cliche like "Do you have an idea about...What is your idea about...Do you know about..."
2. Utilize advance organizers when presenting a concept. This should be done preferably at the beginning part of the lesson that will guide the learners throughout the learning process. Through this orderly and logical fashion, learners can easily keep on track with the lesson. Don't forget to indicate short descriptions of the key concepts as well as the learning objectives.
3. According to this theory, it is advised to teach the general idea of the lesson then progressively differentiate (LET alert. This comes out in the exam) this by specific topics. This can be done by pointing out the similarities of the topics as well as how are they different. For example in teaching Science like the topic about Weather and Climate. Instead of teaching first "all" about Weather, then proceed to "all" about Climate, a teacher might discuss first the general or the overall ideas about these two topics. As the lesson progresses, the teacher can elaborate and the discuss comprehensively the particularities and details of each topic; how are they similar or different.
4. Avoid rote learning. Rote learning, in contrast with meaningful learning, is a "non-substantive incorporation of new knowledge into cognitive structure". In short, avoid making the learners memorize all the facts and terms without making them realize the essence of what is being learned. Emphasize more on the concepts and ideas rather on isolated information.
5. Don't forget to wrap up the lesson by giving summaries or giving them reviews of the major points that were discussed in the lesson.
5. The last but not the least, to sum up all these applications, from David Ausubel himself, " Tell them [the learners] what you are going to tell them; then tell them; then tell them what you told them."
Holy Week
New Blog Design
Sunday, April 17, 2011
How do you like my new blog design? I hope this made my blog more "respectable" and "reputable" (no hehehe...). My blog is already a year old so I think it deserves a new look right?
Advance Organizers part 2
This is the second part of the list of possible Advance Organizers again retrieved from National Center on Accessible Instructional Materials. Hope these will help teachers and students alike.
I hope this is enough for all of you. Again, special thanks for National Center on Accessible Instructional Materials. You can visit this site to learn more about advance organizers.
Advance Organizers part 1
This post will list all possible advance organizers that teachers can use in presenting their lessons. Remember that these organizers don't work by themselves, rather it is still crucial for the teacher to explain what these organizers present to make learning more efficient.
Uses: mapping generic information, mapping hierarchical relationships.
Uses: When the information relating to a main idea or theme does not fit into a hierarchy
These are retrieved from National Center on Accessible Instructional Materials. (If you are the owner of this site and if you want your contents to be removed from this blog, kindly inform me immediately. Thank you.)
Comments comments comments
Thursday, April 14, 2011
hmmm...I don't know how to say this...but I will repeat this again...I was a bit surprised as I read "ALL" the comments in my blog (I am actually not aware that I can monitor the comments in my posts until recently). In almost a year of posting about education topics, I wasn't aware that there really are comments and suggestions being posted in some of my posts. Some of them were suggestions, some of them were "request" for posts and some were compliments and thank you's. Honestly, I am a bit guilty that some of the suggestions were not followed, or some of the requests were not granted, or just to say thank you and your welcome. Sorry for the negligence on my part. I didn't know that some people were actually looking forward for my posts yet I failed to post that often. hmmm...I really hope that God will give me more time and perhaps more resources (until now I don't have my own laptop...hehe) to pursue and continue posting about education topics. I hope that I can make this blog improve a bit and extend help to more people whether they are into teaching or not. (One of the most striking comments I have received is that I must avoid my usual "hehe"...because it questions the credibility of my posts...hmmm...I don't want to avoid this since it's a part of my personality. I think I will consider avoiding this perhaps in posting education topics and will be just doing this in my "About Me" posts....Whatch think???
My next post will be my continuation about Ausubel's Subsumption Theory.
David Ausubel's Subsumption Theory
Friday, April 01, 2011
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| Ausubel receiving (or giving?) an "i dont know" award...hehehe...He is wearing glasses... |
It is a consensus among educators that experiential learning or hands on approach to learning is a very effective teaching strategy. John Dewey's "learning by doing" phrase had been used gazillion times especially by education students if asked what the best teaching strategy is. However, I just would like reiterate that to use this approach in teaching requires preparation and materials. And we can't just utilize this on everyday basis, as well as on simple objectives that do not necessarily require "experiential" activities. This is where expository teaching comes in.
Expository Approach in teaching is the most common teaching strategy wherein the teacher explains the lesson to the pupils. This is different from Discovery Approach where the pupils discover for themselves what the concept is. Some refer expository approach as teacher-centered, traditional and "spoon-feeding". That this kind of approach is just giving the students everything and does not give them the chance to think. Perhaps this approach is sometimes blamed with low mastery and academic level of pupils.
On the other hand, David Ausubel presented an idea that makes expository approach more meaningful using verbal or textual presentations. He proposed the use of?....of?...of?...any guess? hehehehe...Advance Organizers to aid for a more meaningful learning (LET alert: This always comes out in the exam). "These organizers are introduced in advance of learning itself, and are also presented at a higher level of abstraction, generality, and inclusiveness; and since the substantive content of a given organizer or series of organizers is selected on the basis of its suitability for explaining, integrating, and interrelating the material they precede, this strategy simultaneously satisfies the substantive as well as the programming criteria for enhancing the organization strength of cognitive structure." (1963 , p. 81).Tsk tsk tsk,,,why do I have to quote this, I'm having a nosebleed...hahaha... Seriously, in simpler terms, advance organizers are used preceding or prior to teaching/learning a new content that can be used by the learner to learn and understand the new content. It is a means of preparing the learner's cognitive structure for the learning experience about to take place. It is a device to activate the relevant schema or conceptual patterns so that new information can be more readily "subsumed" into the learner's existing cognitive structures.
This is where "subsumption" comes in.David Ausubel's Subsumption Theory is a theory which suggests that learning "is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information." When new knowledge is created that is substantive and non-verbatim, and is related to existing knowledge, retention and learning are primed. Forgetting occurs when new knowledge becomes integrated into existing knowledge, and loses its individual identity. (Ausubel, 2010). Again, in simpler terms, subsumption theory is incorporating a new material to one's existing cognitive structure (sounds familiar uhuh? yes the answer can be found below), from the word itself "subsumption" or to "subsume". And order to do this, there has to be an existing material that provides a framework into which the new learning is related, to the previous information or concept the learner has. In simplest term, it represents learning as somewhat like a ladder. In order to learn a new material, there are prerequisites. You can't learn how to write if you don't know what the letters are. You can't cook sushi if you don't know about Japanese cuisine in the first place ( I included this because I'm hungry..hehehe). If no previous knowledge is available, advance organizers are presented in order to give learners a framework in order for the new information to be meaningful and be retained for recall and transfer.
This theory is somewhat similar with some known concepts like Piaget's "schema" as well as Bruner's "spiral curriculum".
Ausubel is a proponent of deductive and expository teaching methods. That is why this theory is also called as Meaningful Verbal Learning.
On my next post I will discuss further about advance organizers and specific examples of these organizers as well as the applications in classroom teaching and instruction.
Principles of Teaching and Learning: Classroom Management
Sunday, March 27, 2011
Since my very first post, I am not quite aware about the comments that I have received from some of the readers who came across this blog. And I am glad to know that there are a lot of comments especially from my posts about principles of teaching. I personally believe that once an education student have mastered all the principles of teaching, he/she doesn't need to memorize all the facts (Well, if we are only talking about the courses Principles of Teaching 1 and 2...hehehehe. Memorizing some important facts is also very vital especially in Content Courses. If you'll ask and "idealist", he might say that facts are important building blocks for higher thinking skills.) In this regard, I am now going to discuss some principles in teaching particularly in managing the class (Actually this is a more comprehensive discussion of my previous post about this topic. In short this is just a repost. hehehehe)
It is a cliche to say that a teacher must also be a good manager. Although we have heard this how many times, this is really so true (really and so...redundancy...hehehe...for emphasis's sake). What we have prepared for a day's lesson will be useless if our class is uncontrollable. Below are some of the principles of effective classroom management.
1. Proactive discipline over counteractive discipline. This means that we must do certain actions before disciplinary problems will occur. We must impose rules and policies inside our class and consistently implement these. We must not wait for troubles before we will take solutions. If pupils will be cleared with all the rules they need to follow, disciplinary problems will least likely to happen.
2. Routines are best ways of minimizing disorders inside the classroom. It is good to start the school year establishing routines with the students/pupils. These routines, like passing of the paper, reading textbooks, checking of answers, etc, can lessen interruptions and can save a lot of time. If the students/pupils are made to know what they have to do, the flow of the class will be more smooth and orderly.
3. Avoid having "dead air" in the class. The class must run smoothly so as not to give a chance for students to do unnecessary things. This makes the class's attention focused on the lesson and not making them restless.
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4. Make the activities interesting and challenging. Perhaps this is one of the primary principle in minimizing mismanaged class. If pupils/students are provided with various challenging and interesting activities, they will never think of doing things that may interrupt the class. These do not make them bored, because if pupils/students are bored, then expect chaos inside the classroom.
5. Teachers must have "with-it-ness" (LET alert...this always comes out in the exam...remember this..."with-it-ness"). When we say "with-it-ness", a teacher must be aware of what is going on inside the classroom. He/she must be vigilant and sensitive enough with his/her pupils/students. If the students/pupils feel that their teacher is watching over them, they become more conscious with their actions. As teachers, we must have eyes in our backs and make use of the whole classroom space while teaching.
6. Respond and resolve minor problems before they become a major one. We must not wait for our classroom to be out of control before we make a move. Let us put a small spark out before it becomes a fire.
7. Provide positive reinforcements for good behavior. Token management (giving of rewards) can be used. This is far better than giving punishments. However, positive reinforcements do not necessarily mean giving of material things. A praise or an approval is sometimes enough to do this. One thing to take note is that to make this more effective, it must be appropriately and sincerely given. Give pupils/students what is due to them. Don't underpraise nor overpraise students/pupils.
8. Treat minor disturbance calmly. Don't spend the whole class giving "sermons" because of an inappropriate behavior. (Some teachers are so guilty with this. They will give a long sermon and if it is time already, pupils/students will say "The mass has ended".hahahaha). If this can be settled even by just giving of a stern look or gesture, then it's over, done, finished, etc...hahahaha...
9. Check the physical environment. Sometimes, the main reason why the class is restless and noisy is because of the physical feature of the classroom. Perhaps the class is too congested, overcrowded, disorderly or hot. Fix these things and the class will be far much better.
10. The last but not the least, minimize discipline time to maximize instructional time. Avoid long sermons...period. hehehe...very self-explanatory,..no need to discuss...
Forms forms forms
Friday, March 18, 2011
These days I've been busy filling out a lot of forms in the public school system. Perhaps this is the reason why if you will check the Table of Specifications of LET, you have there "Filling out Forms". I have to be honest and I must admit that I am not that quite familiar with DepEd forms since I myself am a neophyte teacher. Anyway, here are just some of the forms which I am familiar with.
Form I - School Register
Form 48- Daily Time Record
Form 137- Pupil/Student Permanent Record
Form 138- Report Card
Form 18- Record on Promotions
What else???I don't know...hehehehe....
I will just post some LET topics if I'm totally free from schoolwork...
LET (Licensure Examinations for Teachers) Tips: Albert Bandura's Social Learning Theory
Thursday, February 24, 2011
Forgive me if I wasn't able to update my blog that often. There was a lot of "ATs" going on in the public school system. If you are not familiar with these, I am actually referring to achievement tests namely Division Achievement Test, Regional Achievement Test and the upcoming National Achievement Test this March. These tests are conducted to measure the extent of learning of pupils among public schools in our country. But to be honest, I'm actually skeptical if these tests really "measure" what they really want to measure. Hmmmmm....
Going back to my usual business (thank God for the holiday), here are some of the questions that usually come out visavis Albert Bandura's Social Learning Theory. As I said many times, these are just the "look" of how the questions are constructed and asked in LET. (Answers are found below, please READ first the questions before scrolling down.)
1. Young Mary saw her mother applying make-up in front of the mirror. She then went to her room and color her face with crayons. Which psychologist can best explain Mary's behavior?
A. B. F. Skinner
B. Jean Piaget
C. Albert Bandura
D. Ivan Pavlov
2. Teacher C demonstrated the steps in ChaCha before he let his pupils do the dance. Which theory adheres to this teaching strategy?
A. PsychoSocial Theory
B. Purposive Behavior
C. Constructivist Theory
D. Social Learning Theory
3. Teacher Maila wanted to apply Bandura's principles in learning. Which of the following will she most likely do?
A. Exhibit good and proper attitudes in teaching values in GMRC
B. Present concrete materials in teaching Science
C. Do oral graded recitation in Language
D. Have the pupils draw different polygons in Mathematics
4. Which must first be taken into consideration for effective modelling to occur?
A. The learner must be able to replicate the behavior the model exhibits
B. The learner must be able to pay attention to the model
C. The learner must be motivated
D. The learner must retain what he has observed
5. Which does NOT adhere to Albert Bandura's theory?
A. Learners can learn by observing other people
B. Learners must have direct experience of the consequences of one's behavior in order to learn
C. Teachers can demonstration method as a teaching strategy
D. Teachers must serve as role models for the learners
Answers:
1. C
2. D
3. A
4. B
5. B
Any questions, violent reactions and comments about the questions and answers are welcome.
Applications: Albert Bandura's Social Learning Theory
Saturday, February 05, 2011
These are some of the educational/instructional applications of this theory. As I always say, these are just some of the applications and the possibility of applying this theory is endless given various factors like the learners, classroom environment, etc.
1. Learners learn through observation. Therefore as teachers, we can utilize modelling especially on topics that develop skills or the psychomotor domain of our objectives. Demonstration method can be used especially on topics like dance or stunts in Physical Education Topics; using the microscope in Science; how to sew buttons in EPP; measuring angles in Mathematics and many more.
2. Modelling is another way to modify or shape behavior aside from the usual reinforcement. Present scenarios or vicarious experiences of models that present rewards or consequences (for the information of everybody, educators/psychologists nowadays prefer to use the term "consequences" to replace the word "punishment") of various behavior. Share and discuss biographies, anecdotes and many other stories about people or certain models and the results of their behavior.
3. Present not only the "usual" or common models. As teachers, let's present and expose our learners to diverse models to avoid stereotyping.
4. Last but not the least, teachers must be good role models for learners. Let us be aware and be careful with the behavior that we exhibit in front of the class. Let us model appropriate behaviors especially values. Let us walk our talk...
[ref: Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.]
Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.
General principles of social learning theory follows:
1. People can learn by observing the behavior is of others and the outcomes of those behaviors.
2. Learning can occur without a change in behavior. Behaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change.
3. Cognition plays a role in learning. Over the last 30 years social learning theory has become increasingly cognitive in its interpretation of human learning. Awareness and expectations of future reinforcements or punishments can have a major effect on the behaviors that people exhibit.
4. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories.
How the environment reinforces and punishes modeling:
People are often reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling. This is in several possible ways:
1, The observer is reinforced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group.
2. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for example, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior.
3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how the extra work a classmate does is fun. This student in turn would do the same extra work and also receive enjoyment.
4. Consequences of the model’s behavior affect the observers behavior vicariously. This is known as vicarious reinforcement. This is where in the model is reinforced for a response and then the observer shows an increase in that same response. Bandura illustrated this by having students watch a film of a model hitting a inflated clown doll. One group of children saw the model being praised for such action. Without being reinforced, the group of children began to also hit the doll .
Contemporary social learning perspective of reinforcement and punishment:
1. Contemporary theory proposes that both reinforcement and punishment have indirect effects on learning. They are not the sole or main cause.
2. Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned.
3. The expectation of reinforcement influences cognitive processes that promote learning. Therefore attention pays a critical role in learning. And attention is influenced by the expectation of reinforcement. An example would be, where the teacher tells a group of students that what they will study next is not on the test. Students will not pay attention, because they do not expect to know the information for a test.
Cognitive factors in social learning:
Social learning theory has cognitive factors as well as behaviorist factors (actually operant factors).
1. Learning without performance: Bandura makes a distinction between learning through observation and the actual imitation of what has been learned.
2. Cognitive processing during learning: Social learning theorists contend that attention is a critical factor in learning.
3. Expectations: As a result of being reinforced, people form expectations about the consequences that future behaviors are likely to bring. They expect certain behaviors to bring reinforcements and others to bring punishment. The learner needs to be aware however, of the response reinforcements and response punishment. Reinforcement increases a response only when the learner is aware of that connection.
4. Reciprocal causation: Bandura proposed that behavior can influence both the environment and the person. In fact each of these three variables, the person, the behavior, and the environment can have an influence on each other.
5. Modeling: There are different types of models. There is the live model, and actual person demonstrating the behavior. There can also be a symbolic model, which can be a person or action portrayed in some other medium, , such as television, videotape, computer programs.
Behaviors that can be learned through modeling:
Many behaviors can be learned, at least partly, through modeling. Examples that can be cited are, students can watch parents read, students can watch the demonstrations of mathematics problems, or seen someone acting bravely and a fearful situation. Aggression can be learned through models. Much research indicate that children become more aggressive when they observed aggressive or violent models. Moral thinking and moral behavior are influenced by observation and modeling. This includes moral judgments regarding right and wrong which can in part, develop through modeling.
Conditions necessary for effective modeling to occur:
Bandura mentions four conditions that are necessary before an individual can successfully model the behavior of someone else:
1. Attention: the person must first pay attention to the model.
2. Retention: the observer must be able to remember the behavior that has been observed. One way of increasing this is using the technique of rehearsal.
3. Motor reproduction: the third condition is the ability to replicate the behavior that the model has just demonstrated. This means that the observer has to be able to replicate the action, which could be a problem with a learner who is not ready developmentally to replicate the action. For example, little children have difficulty doing complex physical motion.
4. Motivation: the final necessary ingredient for modeling to occur is motivation, learners must want to demonstrate what they have learned. Remember that since these four conditions vary among individuals, different people will reproduce the same behavior differently.
Effects of modeling on behavior:
Modeling teaches new behaviors.
Modeling influences the frequency of previously learned behaviors.
Modeling may encourage previously forbidden behaviors.
Modeling increases the frequency of similar behaviors. For example a student might see a friend excel in basketball and he tries to excel in football because he is not tall enough for basketball.
Self efficacy:
People are more likely to engage in certain behaviors when they believe they are capable of executing those behaviors successfully. This means that they will have high self-efficacy. In layman's terms self-efficacy could be looked as self confidence towards learning.
How self-efficacy affects behavior:
Joy of activities: individuals typically choose activities they feel they will be successful in doing.
Effort and persistence: individuals will tend to put more effort end activities and behaviors they consider to be successful in achieving.
Learning and achievement: students with high self-efficacy tend to be better students and achieve more.
Factors in the development of self efficacy:
In general students typically have a good sense of what they can and cannot do, therefore they have fairly accurate opinions about their own self-efficacy. In my multimedia program, the challenge is to increase student self-efficacy. There are many factors which affect self efficacy. Some of these factors can be; previous successes and failures, messages received from others, and successes and failures of others. Note example of ACS and Cliff & Vanessa.
Self regulation:
Self-regulation has come to be more emphasized in social learning theory. Self-regulation is when the individual has his own ideas about what is appropriate or inappropriate behavior and chooses actions accordingly. There are several aspects of self regulation:
Setting standards and goals
Self observation
Self judge
Self reaction
Promoting self-regulation can be an important technique. This is usually done by teaching the individual to reward himself after doing the needed behavior. For example, a graduate student will tell himself to complete a certain chapter before taking a break and relaxing.
Self instructions:
An effective strategy is to teach learners to give themselves instructions that guide their behavior. There are five steps to achieve this goal:
Cognitive modeling:
Overt external guidance
Overt self guidance
Faded, overt self guidance
covert self instruction
Self monitoring and self reinforcement:
These are two ways that people can control their own behavior. First they monitor and observe their own behavior, sometimes even scoring behavior. Secondly, people are also able to change their behavior by reinforcing themselves, by giving are withholding reinforcement.
Educational implications of social learning theory:
Social learning theory has numerous implications for classroom use.
1. Students often learn a great deal simply by observing other people.
2. Describing the consequences of behavior is can effectively increase the appropriate behaviors and decrease inappropriate ones. This can involve discussing with learners about the rewards and consequences of various behaviors.
3. Modeling provides an alternative to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can provide a faster, more efficient means for teaching new behavior. To promote effective modeling a teacher must make sure that the four essential conditions exist; attention, retention , motor reproduction, and motivation.
4. Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors.
5. Teachers should expose students to a variety of other models. This technique is especially important to break down traditional stereotypes.
6. Students must believe that they are capable of accomplishing school tasks. Thus it is very important to develop a sense of self-efficacy for students. Teachers can promote such self-efficacy by having students receive confidence-building messages, watch others be successful, and experience success on their own. .
7. Teachers should help students set realistic expectations for their academic accomplishments. In general in my class that means making sure that expectations are not set too low. I want to realistically challenge my students. However, sometimes the task is beyond a student's ability, example would be the cancer group.
8. Self-regulation techniques provide an effective method for improving student behavior.
Albert Bandura's Social Learning Theory
After how many months of moratorium about education topics, I now have to go back with my discussion since the next LET will be this April 2011. And my buena mano topic for this year is Albert Bandura's Social Learning Theory. (I'm so sorry that this blog was not updated for how many weeks. There are a lot of things going on in my life...hehehehe...lol)
Albert Bandura's Social Learning Theory States that learners learn through observing, modelling or imitating other people's behavior and the consequences of this behavior. (You might have remembered my previous video post about this theory that showed how the children imitated the way adults treated the "Bobo" doll.) This is also commonly referred to as "Observational Learning" or "Social Learning".
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Father and son...peeing together...Who do you think is the model??? The father or the child?hehehe.. |
Albert Bandura's theory can be categorized to "NeoBehaviorism" - a movement that crosses both behaviorist and cognitive views of learning. This proposes that internal and external factors of behavior both play important roles in learning. It explains the interplay among the mind, behavior and environment in the learning process.
Modelling
Modelling has a lot to do especially on learning. It teaches by providing models for imitation as well as encourages and influences the frequency of a behavior to occur by providing vicarious or observed consequences of this behavior.
As you have noticed with the conditions above, learning (reproduction of behavior) requires both internal and external processes. These, according to Bandura, are necessary conditions for learning(modelling) to occur. These are:
1. Attention -- this is the cognitive aspect(internal processes) of this theory by presenting that for learning to occur, a learner must first pay attention to a model.
2. Retention -- the learner remembers what was observed.
3. Reproduction -- the learner produces or replicates the action/behavior that is a copy of what was observed.
4. Motivation -- the environment delivers a consequence that changes the probability the behavior will be emitted again (reinforcement and punishment).
Actually, there are still other essential topics under this theory (i.e. self-efficacy, reciprocal determinism, etc.) that have important applications on learning. However, let's just stick with modelling, in which shall I say, the most applicable topic if teaching and learning process is concerned. Watch out for my next post on specific applications of this theory in classroom setting.
Happy New Year!!!
Friday, December 31, 2010
Happy New Year to all!!! May this year fulfill our hearts' desire not only to ourselves, to our loved ones but to other people as well...
For our fellow teachers, may this year be filled with wisdom, knowledge and a whole lot of learning!!!
(This January, I will be going back to my discussions on education topics in preparation for the April 2011 exam. Watch out...hehehe)
Christmas Party by the Beach
Saturday, December 25, 2010
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| I'm in a green tshirt...giving horns to one of my friends...hehehe |
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| I dont know what to comment...mga feelers...wehehehe |
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| Why am I in green??? There are a lot of coconut trees...hay...I noticed something..hehehe |
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| My classmate Chepeline and I... |
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| with my classmate Kristy... |
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| drinking The Bar..hehehe...except me...Coke lang....hehehe |
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| This is what I noticed a while ago...I don't belong...with nature right??? Why did I wear a green shirt????lol |
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| Peace Yoh!!! |
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| I dont belong...I dont belong... |
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| Another picture ala model...whahaha |
Merry Christmas!!!
Friday, December 24, 2010
What Is A Good Teacher???
Saturday, December 18, 2010
What defines a good teacher? Actually, the defintions are endless. Here are just some of the qualities of a good teacher retrieved from http://www.adprima.com/tipson.htm (If you are the owner of this site, kindly inform me if you don't want your site's content be posted here)
Good teachers:
are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.
keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.
have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.
like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!
are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.
have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.
have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.
set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.
are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.
are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.
can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.
don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.
have some "hard bark" on them. Take it from me as a teacher in both public schools and at the university level, that you need some hard bark in order to survive let alone thrive. to illustrate the point, here is an excerpt from an ADPRIMA page that discusses the subject in more detail:
John Russell, the name of the character played by Paul Newman in the 1967 movie "Hombre," was told, in the latter part of the film by a man he had just shot in order to protect a group of innocent, yet cowardly people, "Mister, you've got some hard bark on you." Indeed he did, because he was both physically tough and tough minded. He was also realistic, honest, fair, and understood that sometimes doing the right thing involves risk. There is a lesson in all of this for education students.
Without a doubt, young men and women entering the teaching profession today need to have some "hard bark" on them. If they don't, the small wounds inflicted by dealing with the everyday problems of teaching, disciplining, planning, counseling, dealing with administrators, colleagues, parents, and so on, mount up. If they're easily wounded by disappointment, rudeness, and even unfairness, they won't last because these things happen, and nothing will change that.
All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!
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