Smooth Interpersonal Relationship (SIR) , A Factor of Teachers’ High Morale
By: Amalia F. Cruz-MT II Munoz Central ES A new school year for our million of boys and girls will surely begin. And every year a new teacher is taken into the teaching service. On her lap falls the serious task of educating our children. She exerts a tremendous influence upon them in changing their minds and characters. In assuming this new task of teaching, she is aware of the great responsibility that rests on her shoulders. Is she ready to tackle the work assigned to her? In order that she may be capable of this mission which she has embraced for the first time, she should consider her attitude toward her profession, toward herself, toward her superiors, toward her community, and most of all toward her co-workers. Educators are the most important group in affecting change. To no little extent, the school influences the life, the thinking, and the future of a nation. This is so because the school helps in the development of a socio-economic and political pattern of citizenry that determines the state. Thus , educators have dedicated themselves to the task of doing something for the betterment if the community through interaction in the practice of sound principles of the democratic life. The fulfillment of the objectives of education in the public schools cannot be borne by the teachers alone. Though the teachers are considered the heart of the educative process, their performance and how well they direct the teaching – learning process are conditioned and influenced by several factors such as the school served, co-workers, administrators ,and other members of the administration and agencies. Good human relation should be a way of life m a philosophy of action, the application of the principle of the individual and group. To maintain Smooth Interpersonal Relationship with his associates and avoid conflict, a teacher should: 1. Consider that the relationship is based on the principles of democratic cooperative action and mutual respect. 2. Exercise discretion in matters concerning confidential information about associates. 3. Make due acknowledgment of assistance received from his associates and should not appropriate the work of others to claim credit for himself. 4. Be willing to share his professional knowledge and expertise with fellow members of the profession. Let us put this into action ! Dignity of Work By Rosemarie N. Busania-MT IF Maligaya ES When you are asked, “What work do you do? Or “What is your occupation?, what is your usual answer? It is almost certain that you will smile apologetically and say depreciatingly, “I am just a teacher.” “Just a teacher”- this self-depreciating phrase has been said so many times by teachers themselves that they can hardly blame other people for referring to a teacher as “just a teacher”. What is wrong about being a teacher? Why should a teacher be on the defensive because he is a teacher? Would a lawyer (even one without a job)call himself “only a lawyer?” Would a doctor speak of himself as just a doctor?” Would an engineer , even of he were fresh out of college , use the humble phrase to refer to his profession that they would rather be addresses as “Engineer So-and S0” than be called by the plain though perfectly acceptable and respectable title, Mister. And lawyers are no different. Next time when you are asked, “What do you do , “ say that you are a teacher. You are in good company. In fact, you belong to a company of” greats “. The great religious teachers of the world. All those self-sacrificing individuals who taught other people to read and write , how to rise above their shortcomings, and misfortunes and live better in simple existence , belong to that “humble” group called teachers. They were dedicated teachers and so are you.They found satisfaction in their work and perhaps you did, too. They felt a sense of mission, and so should you. This is the dignity of work is all about? It is the feeling that you are doing something useful and important, something that enables you to help not only yourself but others, something into which you can pour talents and energies and not feel diminished , something that you enjoy doing and re proud to be doing. Takes pride in what you do, knowing that you are a self-reliant and not dependent on others for your living, this is the feelings that give you dignity , no matter whether the tangible rewards of your job are few and far between. Be proud you are a teacher the future depends on you! Assignments to Posts By: Rosemarie N. Busania MT I Maligaya Elementary School For the highest efficiency in a division, schools division superintendent may implement a policy of distributing newly appointed master teachers to barrio school rather than to have so many of them in a central school. Teachers never make a contract for a specific post. They are engage as members of the teaching staff and theoretically it is expected that they will be assigned to the place where they are most needed. In practice, however, there are very few shifts excepts when teachers themselves seek for transfer to a school near their homes. It is almost impossible to get teachers to go willingly to another school or even to another grade where they are more needed. Some argue and some weep but hardly anyone is willing. Changes can be ordered by the superintendent because the Department of Education, gives her the right, but its benefit will be lost if teachers were forced against their will. If teachers ‘feelings do not enter into the matter, would it make for efficiency to assign a particularly strong teacher who could handle the easier job fairly well? One may suppose that one class might lose as much as the other one gains. Would that be so if each teacher of les ability would do better with the easier class than with the more difficult one, Would she not? Some teachers on the other hand, are not dominated by self-interest as their attitude towards transfer might indicate. Some are devoted to their schools and make all sorts of sacrifices. They dislike the thought of giving up an attractive position for one which look disagreeable, but if they catch the idea of responsibility for the success of educational system as higher ideal than loyalty to a single school, most of them would feel honored to be given a more difficult post. They are the teachers upon whom we must depend if we are to act as a real team . They are the skillful teachers, the backbone of our system. |
Strengthening DepEd Child Protection Policy in Every School
By: Joven P. Larosa EPS -I Values According to Deped Order No.40 s. 2012 :The DepEd Child Protection Policy promotes a zero – tolerance policy for any act of child abuse , exploitation m violence discrimination , bullying and other forms of abuse. The schools shall be conducive to learning an d children shall have the right to education, free from fear. All children shall be protected from all forms of bullying to develop self-esteem and self -confidence; School shall advocate positive and non-violent mode of disciplining children to foster self-disciple and to improve self- esteem.;Corporal punishment shall not be imposed on any child in school for the purpose of discipline ;training or control;School heads shall take steps to prevent bullying and ensure that the appropriate interventions, counselling and other services , are provided for the victim of abuse, violence , exploitation, discrimination and bullying;Pupils , students or learners shall respect the rights of others and refrain from committing acts of bullying and violence;Parents shall be actively involved in all school activities or events that raise awareness on children’s rights, positive discipline and the prevention of bullying ; Visitors and guest shall be oriented on the policy; and All school shall establish a Child Protection committee . Being the Division Coordinator of our Child Protection Committee it is very timely to imposed the said DepED Order , why? There’s a lot of cases in side and outside of our country who has a suicidal case because of bullying and other physical and verbal abuse to our students. It now the time for us to pay attention to this kind of crimes and let us be updated with this order so that we can apply and implement it in the different school . Read this article and be oriented with the DepEd order No40.s 2012 Teacher’s Situation, Problems and Responses to the Teaching Profession By: Amalia F. Cruz –MT II Munoz Central ES Every opening of the school year, a teacher would always often times feel apprehension and excitement- apprehension, on somewhat disturbing routinary practices of doing his or her work. Would there be enough desks, chairs/seats for the increasing number of pupils, books for every pupils, guides and manual for teaching; heavier teaching load due to insufficient number of teachers ;kinds of pupils one will handle (unruly, truant, slow learners and other sorts of misconduct);and the type of school head and administrators to deal with. Facing and working with varied penalties of school heads could be agonizing and uncomfortably and unpleasant. If only the teachers could select their own administrators! Teachers ever since have had the greatest burden of responsibilities of educating the bulk of the future generation. When the pupils become successful , the teacher is considered really good but when the pupils fail in any test and encounter difficulty in life, the teacher is no good. When jobs are done well, one can expect a high level of commitment and there is evidence of cooperation and willingness to serve. And rewards to teaching may not be bountiful in material things but beautiful memories and nostalgic moments maybe countless. We remain the meek and humble hardworking teachers, with our simple ways and needs. We, the teachers have so little that we are wanting in material things but mind you , the teachers are self-sufficient. We get the same esteem and respect from people and that is more than enough for any remuneration other professionals get. What more compensation do we need? We the teachers are the “unsung heroes’ so they say. Well. I dare say, “No comment”! |
Brigada Eskwela : Working Hand in Hand Toward a Specific Goal
By: Joven P. Larosa
EPS-I Values
Brigada Eskwela is a nationwide voluntary effort which started in 2003, bringing together the teachers, parents and the community to do clean up and repairs in public schools to prepare the facilities for June school opening.
The Brigada Eskwela is an annual activity of the Department of Education for all the public Elementary and High Schools in all the Regions of the Philippines. It is a weeklong school cleanup and maintenance that signals the beginning of the school year is here again. It includes the participation of the community, the parents of the students, the Barangay Council, religious groups, non-government organizations, other government institutions and the like in setting up the school and getting it ready for the incoming school calendar. At Division of City Schools, it encourages the stakeholders of the school to participate in the Brigada Eskwela program to prepare the school for the new school year so that students will have a clean room to use, facilities that they can readily utilize for their schools activities, and school materials and teaching resources that the teacher can develop at the on start of the school calendar. With this DepEd program, all the stakeholders will a have a sense of responsibility in maintaining the school and caring for the welfare of all the students and pupils attending the school curriculum and activities of Division of City Schools.
GOAL OF BRIGADA ESKWELA
1. To encourage volunteers to give out their time and effort and even donate materials such as broom and other materials in ensuring that public school facilities are set in time for the forthcoming school opening.
2. To encourage parents, stakeholder to support the improvement of toilets, to strengthen the awareness on the importance of hygiene and sanitation among students.
3. To promote the spirit of volunteerism.
The school should be prepared physically, everybody has the right for education and learning should be prepared with improved classrooms, buildings and good facilities. As stakeholders in school, “We should have intention to help without something in return.”
By: Joven P. Larosa
EPS-I Values
Brigada Eskwela is a nationwide voluntary effort which started in 2003, bringing together the teachers, parents and the community to do clean up and repairs in public schools to prepare the facilities for June school opening.
The Brigada Eskwela is an annual activity of the Department of Education for all the public Elementary and High Schools in all the Regions of the Philippines. It is a weeklong school cleanup and maintenance that signals the beginning of the school year is here again. It includes the participation of the community, the parents of the students, the Barangay Council, religious groups, non-government organizations, other government institutions and the like in setting up the school and getting it ready for the incoming school calendar. At Division of City Schools, it encourages the stakeholders of the school to participate in the Brigada Eskwela program to prepare the school for the new school year so that students will have a clean room to use, facilities that they can readily utilize for their schools activities, and school materials and teaching resources that the teacher can develop at the on start of the school calendar. With this DepEd program, all the stakeholders will a have a sense of responsibility in maintaining the school and caring for the welfare of all the students and pupils attending the school curriculum and activities of Division of City Schools.
GOAL OF BRIGADA ESKWELA
1. To encourage volunteers to give out their time and effort and even donate materials such as broom and other materials in ensuring that public school facilities are set in time for the forthcoming school opening.
2. To encourage parents, stakeholder to support the improvement of toilets, to strengthen the awareness on the importance of hygiene and sanitation among students.
3. To promote the spirit of volunteerism.
The school should be prepared physically, everybody has the right for education and learning should be prepared with improved classrooms, buildings and good facilities. As stakeholders in school, “We should have intention to help without something in return.”
IMPORTANCE OF FIRE & EARTHQUAKE DRILL
By: Joven P. Larosa
EPS-I Values
Earthquake is a sudden, rapid shaking of the earth cause by the breaking and shifting of rocks beneath the earth surface. However, fire is the rapid oxidation of a material in the exothermic chemical process of combustion, releasing heat, light, and various reaction products.
It is important to orient people on earthquake preparedness in order to be informed of what to do before, during and after an earthquake. During an earthquake, school children are one of the most vulnerable. As such, it is important for school administrators and teachers to be informed on how to properly conduct an earthquake drill. Teachers are the ones who will guide the students. They are the ones who will teach students how to protect themselves. The conduct of an earthquake drill requires planning and designing of evacuation procedure, as well as orienting teachers and ultimately students on how to do the earthquake drill. Earthquake drills are simple and easy to do. It only requires planning ahead and constant practice!
The conduct of an earthquake drill is different from that of a fire drill. In a fire drill, the sound of a siren/bell means that a fire is ongoing and all occupants of the building are to immediately evacuate to ensure their safety. In an earthquake drill, the sound of a siren/bell indicates that a strong shaking is ongoing and the level of ground shaking prevents people to stand and move around. To do so can cause more injury to the person as debris can fall and hurt him. One is not supposed to get out of the building while the shaking is ongoing.
A fire drill is a method of practicing the evacuation of a building for a fire or other emergency. Generally, the emergency system is activated and the building is evacuated as though a real fire had occurred. Usually, the time it takes to evacuate is measured to ensure that it occurs within a reasonable length of time, and problems with the emergency system or evacuation procedures are identified to be remedied.
Even though they are drills, they are very important because through practice your students will learn what to do and how to behave in an emergency. Ultimately, the responsibility for these lessons rests on teacher’s shoulders.
Based on DepEd Order No. 48, s.2012, the Department of Education (DepEd) with partner agencies, the Department of National Defense (DND), members of the National Disaster Risk Reduction Management Council (NDRRCMC), all public and private schools, and DepEd offices and attached agencies are enjoined to undertake the Quarterly Conduct of the National School-Based earthquake and Fire Drills.
FIRE DRILL
1. To provide an orderly emergency response plan for all occupants.
2. To ensure fast, organized and smooth evacuation of buildings during emergencies.
3. To test the working conditions and effectiveness of all fire and emergency equipments for all buildings.
III. STAGES OF AN EARTHQUAKE and FIRE DRILL
A. EARTHQUAKE DRILL
STAGE 1: Planning
A. Form a School Disaster Management Committee (SDMC) composed of several teams with specific tasks (e.g. First Aid Team, Site Security Team, Fire-Safety Team, Evacuation Team, and Communication Team) and designates an over-all coordinator. Members of SDMC should evaluate the school.
1. Have the following information available yearly: total number of students, teachers and staff; total number of students occupying each room, total number of students occupying each building; and identify students or teachers with special needs (sick, old, disabled) and their location.
2. Acquire the most recent school grounds layout or plan/map. Use this to identify open spaces and determine the total area of available space that can be utilized as “area of temporary refuge” that will be designated for the occupants of each building. Determine how many persons can occupy this open space.
B. Members of the SDMC should conduct building watching exercise and identify safe and unsafe spots inside the school grounds. This is necessary for stressing the do’s and don’ts.
1. Observe hazardous areas/practices within the school premises and dangerous conditions that may exist which people have not noticed before. This should be plotted on the layout.
2. Suggest corrections or improvements of current set up.
STAGE 2: Developing the Earthquake Evacuation Plan
1. The School Earthquake Evacuation Plan should have provision to utilized all available open spaces nearest the building that are evaluated as safe from falling debris and other materials that may cause injuries to student.
2. Once each class has been assigned a specific evacuation site, come up with evacuation procedure using the available map. Initially, all exit points nearest the room of occupants should be suggested as their exit routes; assuming that these are passable after the earthquake.
3. Prepare Earthquake Survival Kits (flashlight, battery operated radio, water, rope, blanket, candle, matches, tissue papers, tolls like wrench, pliers, hammer, etc.)
4. Prepare First Aid Kits.
5. Prepare the final evacuation route and orient all the teachers and school staff about this. (Figure 1)
STAGE 3: Orientation Prior to the Conduct of an Earthquake Drill
A. Prepare the student a week before the scheduled earthquake drill. For each class, instruct the home room adviser to do the following:
1. Allot a specific time for lecture on earthquake- what it is, how and why they occur, what to do before during and after an earthquake.
2. Introduce to the students the suggested evacuation route prepare by the SDRRM coordinator.
3. Introduce to the students the suggested open area where they will evacuate after an earthquake.
B. The main concern during an ongoing shaking is how to protect oneself.
1. Give specific instructions on what to do during an earthquake.
-Introduce DUCK, COVER and HOLD.
-Take cover under a sturdy table or strongly supported doorway.
-Watch out for falling objects.
-Keep calm and don’t panic.
2. Give specific instruction about what to do as soon as the shaking stops:
-Be alert.
-Listen to teacher’s instructions.
Walk out of the classroom in an orderly manner.
-DON’T…Run, DON’T Push, DON’T Talk, DON’T Return, DON’T bring your things
By: Joven P. Larosa
EPS-I Values
Earthquake is a sudden, rapid shaking of the earth cause by the breaking and shifting of rocks beneath the earth surface. However, fire is the rapid oxidation of a material in the exothermic chemical process of combustion, releasing heat, light, and various reaction products.
It is important to orient people on earthquake preparedness in order to be informed of what to do before, during and after an earthquake. During an earthquake, school children are one of the most vulnerable. As such, it is important for school administrators and teachers to be informed on how to properly conduct an earthquake drill. Teachers are the ones who will guide the students. They are the ones who will teach students how to protect themselves. The conduct of an earthquake drill requires planning and designing of evacuation procedure, as well as orienting teachers and ultimately students on how to do the earthquake drill. Earthquake drills are simple and easy to do. It only requires planning ahead and constant practice!
The conduct of an earthquake drill is different from that of a fire drill. In a fire drill, the sound of a siren/bell means that a fire is ongoing and all occupants of the building are to immediately evacuate to ensure their safety. In an earthquake drill, the sound of a siren/bell indicates that a strong shaking is ongoing and the level of ground shaking prevents people to stand and move around. To do so can cause more injury to the person as debris can fall and hurt him. One is not supposed to get out of the building while the shaking is ongoing.
A fire drill is a method of practicing the evacuation of a building for a fire or other emergency. Generally, the emergency system is activated and the building is evacuated as though a real fire had occurred. Usually, the time it takes to evacuate is measured to ensure that it occurs within a reasonable length of time, and problems with the emergency system or evacuation procedures are identified to be remedied.
Even though they are drills, they are very important because through practice your students will learn what to do and how to behave in an emergency. Ultimately, the responsibility for these lessons rests on teacher’s shoulders.
Based on DepEd Order No. 48, s.2012, the Department of Education (DepEd) with partner agencies, the Department of National Defense (DND), members of the National Disaster Risk Reduction Management Council (NDRRCMC), all public and private schools, and DepEd offices and attached agencies are enjoined to undertake the Quarterly Conduct of the National School-Based earthquake and Fire Drills.
FIRE DRILL
1. To provide an orderly emergency response plan for all occupants.
2. To ensure fast, organized and smooth evacuation of buildings during emergencies.
3. To test the working conditions and effectiveness of all fire and emergency equipments for all buildings.
III. STAGES OF AN EARTHQUAKE and FIRE DRILL
A. EARTHQUAKE DRILL
STAGE 1: Planning
A. Form a School Disaster Management Committee (SDMC) composed of several teams with specific tasks (e.g. First Aid Team, Site Security Team, Fire-Safety Team, Evacuation Team, and Communication Team) and designates an over-all coordinator. Members of SDMC should evaluate the school.
1. Have the following information available yearly: total number of students, teachers and staff; total number of students occupying each room, total number of students occupying each building; and identify students or teachers with special needs (sick, old, disabled) and their location.
2. Acquire the most recent school grounds layout or plan/map. Use this to identify open spaces and determine the total area of available space that can be utilized as “area of temporary refuge” that will be designated for the occupants of each building. Determine how many persons can occupy this open space.
B. Members of the SDMC should conduct building watching exercise and identify safe and unsafe spots inside the school grounds. This is necessary for stressing the do’s and don’ts.
1. Observe hazardous areas/practices within the school premises and dangerous conditions that may exist which people have not noticed before. This should be plotted on the layout.
2. Suggest corrections or improvements of current set up.
STAGE 2: Developing the Earthquake Evacuation Plan
1. The School Earthquake Evacuation Plan should have provision to utilized all available open spaces nearest the building that are evaluated as safe from falling debris and other materials that may cause injuries to student.
2. Once each class has been assigned a specific evacuation site, come up with evacuation procedure using the available map. Initially, all exit points nearest the room of occupants should be suggested as their exit routes; assuming that these are passable after the earthquake.
3. Prepare Earthquake Survival Kits (flashlight, battery operated radio, water, rope, blanket, candle, matches, tissue papers, tolls like wrench, pliers, hammer, etc.)
4. Prepare First Aid Kits.
5. Prepare the final evacuation route and orient all the teachers and school staff about this. (Figure 1)
STAGE 3: Orientation Prior to the Conduct of an Earthquake Drill
A. Prepare the student a week before the scheduled earthquake drill. For each class, instruct the home room adviser to do the following:
1. Allot a specific time for lecture on earthquake- what it is, how and why they occur, what to do before during and after an earthquake.
2. Introduce to the students the suggested evacuation route prepare by the SDRRM coordinator.
3. Introduce to the students the suggested open area where they will evacuate after an earthquake.
B. The main concern during an ongoing shaking is how to protect oneself.
1. Give specific instructions on what to do during an earthquake.
-Introduce DUCK, COVER and HOLD.
-Take cover under a sturdy table or strongly supported doorway.
-Watch out for falling objects.
-Keep calm and don’t panic.
2. Give specific instruction about what to do as soon as the shaking stops:
-Be alert.
-Listen to teacher’s instructions.
Walk out of the classroom in an orderly manner.
-DON’T…Run, DON’T Push, DON’T Talk, DON’T Return, DON’T bring your things
COOPERATIVE LEARNING AS A LEARNING APPROACH IN MATHEMATICS
By: Felixberto V. Ganiban
SSHT-III, Munoz National High School-Main
Mathematics teachers are expected to provide the most productive learning environment as
much as possible. If the students are happy, they will probably stay in school. It is easy to teach
students if they enjoy the activities in school. This is where Cooperative learning comes in.
Cooperative Learning is a learning strategy where students in a class are assigned into small
group consisting of 4-5 members wherein one is assigned as a leader; all members are
encouraged to participate in the resolution of problems or in the unlocking of difficulties. The
teachers’ role is that of a facilitator/instructor supervising the conduct of the assigned activity.
Cooperative learning sees the development of an individual in reference to his group’s
completion of a task. According to Rosenbaum (2000) Cooperative learning takes into account
the collective performance of the group. Seeing both of these, the groups are rewarded
according to how much all the group members learned.
Cooperative Learning also wants to create a positive impact on the learners’ self-esteem,
helping behavior, cooperation, and attitude toward school and learning (Lazarowitz, 2001).
Students learn to negotiate and to be more tolerant of others.
In a cooperative learning environment, the teacher is no longer seen as the authority who
dispenses knowledge to the learners who merely absorb information. Learners become more
important resources for one another in the learning process. They work together, helping each
other integrate prior knowledge and new knowledge and discover their own meanings as they
explore, discuss, explain, relate, and question new ideas and problems that arise in the group (Webb, 1995)
In Cooperative Learning, the teacher has the duty of setting tasks. Learners are told why group
work is to be used. The goals of the tasks are explained to them and how group work can help
them achieve these goals. The teacher then gives direction, time limit, and expected behavior
should be made clear. Structuring of positive goals, interdependence, individual accountability,
and intergroup cooperation are also part of the teacher’s role.
After the tasks have been set up, the learners start to perform the tasks. At this point the
teacher should get involved in groups and be ready to help learners develop their skills,
including social skill while working in the group. There should also be task assistance from the
teacher. He /she monitors the pupils’ behavior. Intervening is done when a group is having a
hard time with the task assigned to them.
Finally, after the groups have completed the task, the teacher, together with the whole class,
evaluates the quantity and quality of the learners’ learning. Group functioning is assessed. The
teacher points out that each group gets equal recognition for the work that the group has
completed.
Math teachers are encouraged to incorporate cooperative learning in the Mathematics class, and there
are many techniques and structure that others found useful. And so, it is imperative for the
Mathematics teachers to adapt this method and explore the possibilities on how to maximize its positive
effect to their students’ performance. Cooperative learning is an instructional strategy that every
teacher should have as part of his or her repertoire to use when deemed necessary.
This learning approach can be both adapted by elementary and secondary Mathematics teachers to
maximize learning.
By: Felixberto V. Ganiban
SSHT-III, Munoz National High School-Main
Mathematics teachers are expected to provide the most productive learning environment as
much as possible. If the students are happy, they will probably stay in school. It is easy to teach
students if they enjoy the activities in school. This is where Cooperative learning comes in.
Cooperative Learning is a learning strategy where students in a class are assigned into small
group consisting of 4-5 members wherein one is assigned as a leader; all members are
encouraged to participate in the resolution of problems or in the unlocking of difficulties. The
teachers’ role is that of a facilitator/instructor supervising the conduct of the assigned activity.
Cooperative learning sees the development of an individual in reference to his group’s
completion of a task. According to Rosenbaum (2000) Cooperative learning takes into account
the collective performance of the group. Seeing both of these, the groups are rewarded
according to how much all the group members learned.
Cooperative Learning also wants to create a positive impact on the learners’ self-esteem,
helping behavior, cooperation, and attitude toward school and learning (Lazarowitz, 2001).
Students learn to negotiate and to be more tolerant of others.
In a cooperative learning environment, the teacher is no longer seen as the authority who
dispenses knowledge to the learners who merely absorb information. Learners become more
important resources for one another in the learning process. They work together, helping each
other integrate prior knowledge and new knowledge and discover their own meanings as they
explore, discuss, explain, relate, and question new ideas and problems that arise in the group (Webb, 1995)
In Cooperative Learning, the teacher has the duty of setting tasks. Learners are told why group
work is to be used. The goals of the tasks are explained to them and how group work can help
them achieve these goals. The teacher then gives direction, time limit, and expected behavior
should be made clear. Structuring of positive goals, interdependence, individual accountability,
and intergroup cooperation are also part of the teacher’s role.
After the tasks have been set up, the learners start to perform the tasks. At this point the
teacher should get involved in groups and be ready to help learners develop their skills,
including social skill while working in the group. There should also be task assistance from the
teacher. He /she monitors the pupils’ behavior. Intervening is done when a group is having a
hard time with the task assigned to them.
Finally, after the groups have completed the task, the teacher, together with the whole class,
evaluates the quantity and quality of the learners’ learning. Group functioning is assessed. The
teacher points out that each group gets equal recognition for the work that the group has
completed.
Math teachers are encouraged to incorporate cooperative learning in the Mathematics class, and there
are many techniques and structure that others found useful. And so, it is imperative for the
Mathematics teachers to adapt this method and explore the possibilities on how to maximize its positive
effect to their students’ performance. Cooperative learning is an instructional strategy that every
teacher should have as part of his or her repertoire to use when deemed necessary.
This learning approach can be both adapted by elementary and secondary Mathematics teachers to
maximize learning.
LEARNING STYLES AS FACTORS ASSOCIATED ON HOW CHILDREN LEARN
By: Felixberto V. GANIBAN
Head Teacher III, MNHS-MAIN
Division of City Schools
Science City of Munoz, Nueva Ecija
Every learner has a different way of learning and of acquiring knowledge. It is imperative for a
teacher then to understand the learning styles of the learners to ensure optimum learning. As
teachers, we need to explore and consider their different learning styles for it will help us
determine the reason why a particular learner learns the way he does. As teachers, we should
know our own strengths and weaknesses, as well as the basic understanding of the way our
learners prefer to learn. Understanding the learning styles of our learners will help us recognize
how personality type affects ones teaching styles. We find it easier to teach when the learners’
preferred learning styles are addressed. For example, there are learners who learn through
verbal directions only. Others learn through verbal instruction with visual aid, while some
others learn through verbal direction with demo. Understanding their learning styles will help
us develop strategies to respond to the different learning styles of our learners and could
provide the most productive and meaningful learning environment possible.
From the source: www.odessa.edu/dept/govt/dille/brien/ the common Learning Styles are
Visual, Auditory, and Tactile/kinesthetic. Understanding how learners learn starts by
understanding how we as teachers learn. It is best achieved when insights gained from
understanding psychological principles are valued and put into teaching practice. We also have
to know the characteristics of these learning styles.
Three of our senses are primarily used in learning, storing, remembering and recalling
information. Our visions, auditory, and feeling, play important roles in the way we
communicate, perceive reality and how we relate to others. Since we learn from and
communicate best with others who share our dominant modality, it is a great advantage for us
to know the characteristics of visual, auditory and kinesthetic styles and for us to be able to
identify them in others. This would also help us understand our learners better. For visual
learner, the mind sometimes strays during verbal activities, observes rather than acts or talks,
memorizes by seeing graphics or pictures, finds verbal instruction difficult, meticulous, neat in
appearance and notices details. For auditory learner, talks to self-aloud, enjoys talking, likes to
read to, enjoys music, hums or sings, outgoing by nature and enjoys listening activities. For the
Tactile or Kinesthetic learner, likes physical rewards, in motion most of the time, likes to touch
people when talking, taps pencils or foot when studying, enjoys doing activities, poor speller,
tries new things, outgoing by nature and dresses for comfort.
From the talk of Usec Ocampo-
Nature of the child has body and spirit, intellect, freewill, emotion, multiple intelligences,
different learning styles, active maker of meaning- not passive recipient of information. “Wag
kalimutan na lahat ng ginagawa ng DepED ay para sa bata. Hindi sila dapat mahirapan, dapat
tulungan” “If they are happy, they will stay in school. We don’t want our students to repeat
what you say, but to convert what they know into application on actual behavior. The true
manifestation of learning ay di sa salita kundi sa gawa”.
By: Felixberto V. GANIBAN
Head Teacher III, MNHS-MAIN
Division of City Schools
Science City of Munoz, Nueva Ecija
Every learner has a different way of learning and of acquiring knowledge. It is imperative for a
teacher then to understand the learning styles of the learners to ensure optimum learning. As
teachers, we need to explore and consider their different learning styles for it will help us
determine the reason why a particular learner learns the way he does. As teachers, we should
know our own strengths and weaknesses, as well as the basic understanding of the way our
learners prefer to learn. Understanding the learning styles of our learners will help us recognize
how personality type affects ones teaching styles. We find it easier to teach when the learners’
preferred learning styles are addressed. For example, there are learners who learn through
verbal directions only. Others learn through verbal instruction with visual aid, while some
others learn through verbal direction with demo. Understanding their learning styles will help
us develop strategies to respond to the different learning styles of our learners and could
provide the most productive and meaningful learning environment possible.
From the source: www.odessa.edu/dept/govt/dille/brien/ the common Learning Styles are
Visual, Auditory, and Tactile/kinesthetic. Understanding how learners learn starts by
understanding how we as teachers learn. It is best achieved when insights gained from
understanding psychological principles are valued and put into teaching practice. We also have
to know the characteristics of these learning styles.
Three of our senses are primarily used in learning, storing, remembering and recalling
information. Our visions, auditory, and feeling, play important roles in the way we
communicate, perceive reality and how we relate to others. Since we learn from and
communicate best with others who share our dominant modality, it is a great advantage for us
to know the characteristics of visual, auditory and kinesthetic styles and for us to be able to
identify them in others. This would also help us understand our learners better. For visual
learner, the mind sometimes strays during verbal activities, observes rather than acts or talks,
memorizes by seeing graphics or pictures, finds verbal instruction difficult, meticulous, neat in
appearance and notices details. For auditory learner, talks to self-aloud, enjoys talking, likes to
read to, enjoys music, hums or sings, outgoing by nature and enjoys listening activities. For the
Tactile or Kinesthetic learner, likes physical rewards, in motion most of the time, likes to touch
people when talking, taps pencils or foot when studying, enjoys doing activities, poor speller,
tries new things, outgoing by nature and dresses for comfort.
From the talk of Usec Ocampo-
Nature of the child has body and spirit, intellect, freewill, emotion, multiple intelligences,
different learning styles, active maker of meaning- not passive recipient of information. “Wag
kalimutan na lahat ng ginagawa ng DepED ay para sa bata. Hindi sila dapat mahirapan, dapat
tulungan” “If they are happy, they will stay in school. We don’t want our students to repeat
what you say, but to convert what they know into application on actual behavior. The true
manifestation of learning ay di sa salita kundi sa gawa”.
TEACHERS AS FACILITATORS OF LEARNING
BY: Felixberto V. Ganiban
Head Teacher III, MNHS-Main
City Schools Division
Science City of Munoz, Nueva Ecija
Gone are the days for teachers’ spoon feeding their students! What happened in the classroom
most of the time is that teachers end up doing most of the work. A better and effective
approach is to make the teaching-learning process more interactive, allowing the students to
do the act of learning. It focuses more on students’ learning task, more on students’
participation to discover what they need to find out. Teachers are guides on the sides rather
than a sage on the stage. Teachers as facilitators of learning give opportunities for students to
explore and try to do exciting activities inside the classroom. Less talk in the part of the
teacher, more productive activities from the learners. As facilitators of learning, teachers are
encouraged to use collaborative learning, providing opportunities for the students to discover
things by themselves. We can guide and inspire them to take responsibility in learning
concepts and discover tools that they need for learning and be independent learner and
problem solver so that they can become life-long learners. Help students use what they know
to learn what they need to know. As facilitators, we can model what we want our student to
do for them to manage their learning experience and to work independently. We guide them to
discover new ideas, gain insights and make connections. We help them apply in real life the
things that they have gained in school.
According to Diane M. Guiliano, “We are all teachers and we are all students. We all have
something to give and we all have something to share”. Teachers as facilitators of learning
should possess facilitative skills: attending, listening, questioning, observing, and integrating.
They have the facilitators attribute such as: team worker, credible, humble, high stress
tolerance/patience, has good communication skills, has mastery of content, open to feedback
and sensitive to other peoples’ need. A facilitator of learning has also good platform and oral
presentation skills like proper use of microphone, body gestures, amiable facial expression, eye
contact, with voice modulation, proper grooming, use of power point presentation, has
publishing input, proper use of humor and energizer.
Source:NEAP
A facilitator is trained to learn how to do his job better and faster. She/he gives time to children
to see things in different ways from her/his own. She/he provides opportunity for learners to
try new things, not bossing but leading. According to Maria Montessori, “The greatest sign of a
success for a teacher is to be able to say, “The children are now working as if I did not exist.”
Are you a facilitator or a dispenser of information?
BY: Felixberto V. Ganiban
Head Teacher III, MNHS-Main
City Schools Division
Science City of Munoz, Nueva Ecija
Gone are the days for teachers’ spoon feeding their students! What happened in the classroom
most of the time is that teachers end up doing most of the work. A better and effective
approach is to make the teaching-learning process more interactive, allowing the students to
do the act of learning. It focuses more on students’ learning task, more on students’
participation to discover what they need to find out. Teachers are guides on the sides rather
than a sage on the stage. Teachers as facilitators of learning give opportunities for students to
explore and try to do exciting activities inside the classroom. Less talk in the part of the
teacher, more productive activities from the learners. As facilitators of learning, teachers are
encouraged to use collaborative learning, providing opportunities for the students to discover
things by themselves. We can guide and inspire them to take responsibility in learning
concepts and discover tools that they need for learning and be independent learner and
problem solver so that they can become life-long learners. Help students use what they know
to learn what they need to know. As facilitators, we can model what we want our student to
do for them to manage their learning experience and to work independently. We guide them to
discover new ideas, gain insights and make connections. We help them apply in real life the
things that they have gained in school.
According to Diane M. Guiliano, “We are all teachers and we are all students. We all have
something to give and we all have something to share”. Teachers as facilitators of learning
should possess facilitative skills: attending, listening, questioning, observing, and integrating.
They have the facilitators attribute such as: team worker, credible, humble, high stress
tolerance/patience, has good communication skills, has mastery of content, open to feedback
and sensitive to other peoples’ need. A facilitator of learning has also good platform and oral
presentation skills like proper use of microphone, body gestures, amiable facial expression, eye
contact, with voice modulation, proper grooming, use of power point presentation, has
publishing input, proper use of humor and energizer.
Source:NEAP
A facilitator is trained to learn how to do his job better and faster. She/he gives time to children
to see things in different ways from her/his own. She/he provides opportunity for learners to
try new things, not bossing but leading. According to Maria Montessori, “The greatest sign of a
success for a teacher is to be able to say, “The children are now working as if I did not exist.”
Are you a facilitator or a dispenser of information?
GETTING READY FOR ‘THE FIRST DAY’ OF SCHOOL
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
They say that the FIRST DAY of a school year is just a matter of date and time. It usually falls on the first Monday of June. But what does ‘First Day of school’ really mean to each of us who are excited to hear the Principal’s opening remarks; WELCOME BACK STUDENTS!!!
Before the formal start of another school year, teachers are already busy preparing their school surroundings, rooms, educational materials, list of enrollees, records for transferees, and all other important school documents that will make them ready for the much awaited FIRST DAY OF SCHOOL.
Oftentimes, the ‘First day’ becomes more challenging when teachers have to be reshuffled from their Grade levels. The ‘fear factor’ of the ‘First Day’ can also make a newly-hired teacher’s knee to tremble.
The ‘First Day’ obliges Parents to set aside extra budget for their children’s school needs such as tuition fees, new uniforms, school materials… and for them ‘etcetera’ means list of more expenses.
New students are also in a crisis of adjusting to their new environment. These crises however, start to die down when students, after eating their favorite kiddie meal, take hold of their new school bags loaded with a lot of things bought from their favorite mall.
To prepare ourselves to this ‘not so ordinary day’, here are some ways to get ready for the ‘First Day’;
1. Make a plan.
For a teacher, it pays to have a plan. Make a design for your classroom to become a learning center. Everything that a pupil might see must inspire a learning experience. Make a checklist of needed materials. Prepare your budget and resources. Coordinate with parents. Be updated to school memos.
For parents, plans are oftentimes defined as ‘how much’. Preparation for their child’s ‘First Day’ must start in breaking some old, bad habits and starting a good one. The child’s mind and heart must be prepared most importantly.
2. Work out your plan.
Teachers must utilize the Brigada Eskwela program to prepare the pupils’ learning environment, repaint chairs and desks, clean surroundings, decorate walls with motivational and educational posters, arrange or rearrange the set up inside the classroom. Maximize available resources especially parents efforts and cooperation. Oftentimes, parents’ resources are time and money… some parents are available to do the job, working parents donate in kind or give some money. Spend time and money wisely.
The child’s summer vacation mindset must be shifted to a new thought of inspiration and a sense of achieving success by pursuing the new experiences brought about by the new school year. Parents must provide motivations that will inspire their children to succeed. It is better to work with the child and not just give them work to do.
3. Plan your work.
The teacher’s nature of work is changing. Teachers must not do activities which are not really the definition of their work as a teacher. In K-12 curriculum, Today’s definition of a teacher’s work eliminates the bottleneck of learning in front of the classroom. It starts in designing his own program for the classroom learning experience; it is followed by facilitating the designed program; and completed by assessing the learning experience.
Every child is a work in progress. Parents must understand that the pupil’s learning experience does not solely lie on the activities inside the school, and teaching the child is not fully-dependent on the teacher’s effort. Today’s K-12 opens up a whole new world of learning experiences wherein learning approach is anchored in life application.
REFERENCE: Modern Teacher, Vol.LVI, No.1
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
They say that the FIRST DAY of a school year is just a matter of date and time. It usually falls on the first Monday of June. But what does ‘First Day of school’ really mean to each of us who are excited to hear the Principal’s opening remarks; WELCOME BACK STUDENTS!!!
Before the formal start of another school year, teachers are already busy preparing their school surroundings, rooms, educational materials, list of enrollees, records for transferees, and all other important school documents that will make them ready for the much awaited FIRST DAY OF SCHOOL.
Oftentimes, the ‘First day’ becomes more challenging when teachers have to be reshuffled from their Grade levels. The ‘fear factor’ of the ‘First Day’ can also make a newly-hired teacher’s knee to tremble.
The ‘First Day’ obliges Parents to set aside extra budget for their children’s school needs such as tuition fees, new uniforms, school materials… and for them ‘etcetera’ means list of more expenses.
New students are also in a crisis of adjusting to their new environment. These crises however, start to die down when students, after eating their favorite kiddie meal, take hold of their new school bags loaded with a lot of things bought from their favorite mall.
To prepare ourselves to this ‘not so ordinary day’, here are some ways to get ready for the ‘First Day’;
1. Make a plan.
For a teacher, it pays to have a plan. Make a design for your classroom to become a learning center. Everything that a pupil might see must inspire a learning experience. Make a checklist of needed materials. Prepare your budget and resources. Coordinate with parents. Be updated to school memos.
For parents, plans are oftentimes defined as ‘how much’. Preparation for their child’s ‘First Day’ must start in breaking some old, bad habits and starting a good one. The child’s mind and heart must be prepared most importantly.
2. Work out your plan.
Teachers must utilize the Brigada Eskwela program to prepare the pupils’ learning environment, repaint chairs and desks, clean surroundings, decorate walls with motivational and educational posters, arrange or rearrange the set up inside the classroom. Maximize available resources especially parents efforts and cooperation. Oftentimes, parents’ resources are time and money… some parents are available to do the job, working parents donate in kind or give some money. Spend time and money wisely.
The child’s summer vacation mindset must be shifted to a new thought of inspiration and a sense of achieving success by pursuing the new experiences brought about by the new school year. Parents must provide motivations that will inspire their children to succeed. It is better to work with the child and not just give them work to do.
3. Plan your work.
The teacher’s nature of work is changing. Teachers must not do activities which are not really the definition of their work as a teacher. In K-12 curriculum, Today’s definition of a teacher’s work eliminates the bottleneck of learning in front of the classroom. It starts in designing his own program for the classroom learning experience; it is followed by facilitating the designed program; and completed by assessing the learning experience.
Every child is a work in progress. Parents must understand that the pupil’s learning experience does not solely lie on the activities inside the school, and teaching the child is not fully-dependent on the teacher’s effort. Today’s K-12 opens up a whole new world of learning experiences wherein learning approach is anchored in life application.
REFERENCE: Modern Teacher, Vol.LVI, No.1
THE SECRET OF LEADERSHIP
By ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab.) School
The secret of leadership is a secret because few people tend to find it. Bad programming in childhood, the preconceived ideas of others, and untrue perceptions contribute to inaccurate and confusing ideas about greatness and leadership. The secret of leadership involves strength of greatness and character and the capability to move others.
The secret of leadership is not I.Q. Intelligence doesn’t insure greatness. It doesn’t make a leader. Studies of the I.Q.’s of valedictorians, salutatorians, and people in management and movers in industry demonstrate that I.Q. is not the secret of leadership.
The secret of leadership is: An attitude of the heart. It starts on the inside and grows. It’s that power; it’s that dynamic; it’s that wisdom seen in life. It is the principle of meekness in their lives. The secret of greatness is not found in great moments; it’s found in the weary hours of preparation. Greatness is not found on the platform, it’s found in the closet; not just in excitement, it’s found in the drudgery.
A result of greatness brings a person into prominence. Prominence is a by-product of inner greatness, and that inner greatness begins with servitude. The way up is down. The way to live is to die. The way to get is to give. The way to lead is to serve. You never discover the secret of leadership until you want to be a servant.
Greatness is developed through service. If you’re not serving before you lead, then you won’t be serving after you lead. Man becomes great while he is serving. There are no shortcuts to the top, to honor or to prestige. Greatness grows only in serving.
The secret of serving can be learned through the influence and power of God. The great person does not say, “I’m too big for that!” You have to be willing to serve. You see yourself as small and weak, but God sees you as great and strong. You see yourself as worthless, low and sinful, but God sees you as valuable, exalted, and pure. You have to be willing to be the servant; to be the servant of children, parents, and your superiors. Ask yourself, “Am I big enough to be great?”
Greatness begins with a servant’s heart. You build great people by being a great servant of those people. Give them your energy, your heart, and your life, and build that greatness as a servant.
By ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab.) School
The secret of leadership is a secret because few people tend to find it. Bad programming in childhood, the preconceived ideas of others, and untrue perceptions contribute to inaccurate and confusing ideas about greatness and leadership. The secret of leadership involves strength of greatness and character and the capability to move others.
The secret of leadership is not I.Q. Intelligence doesn’t insure greatness. It doesn’t make a leader. Studies of the I.Q.’s of valedictorians, salutatorians, and people in management and movers in industry demonstrate that I.Q. is not the secret of leadership.
The secret of leadership is: An attitude of the heart. It starts on the inside and grows. It’s that power; it’s that dynamic; it’s that wisdom seen in life. It is the principle of meekness in their lives. The secret of greatness is not found in great moments; it’s found in the weary hours of preparation. Greatness is not found on the platform, it’s found in the closet; not just in excitement, it’s found in the drudgery.
A result of greatness brings a person into prominence. Prominence is a by-product of inner greatness, and that inner greatness begins with servitude. The way up is down. The way to live is to die. The way to get is to give. The way to lead is to serve. You never discover the secret of leadership until you want to be a servant.
Greatness is developed through service. If you’re not serving before you lead, then you won’t be serving after you lead. Man becomes great while he is serving. There are no shortcuts to the top, to honor or to prestige. Greatness grows only in serving.
The secret of serving can be learned through the influence and power of God. The great person does not say, “I’m too big for that!” You have to be willing to serve. You see yourself as small and weak, but God sees you as great and strong. You see yourself as worthless, low and sinful, but God sees you as valuable, exalted, and pure. You have to be willing to be the servant; to be the servant of children, parents, and your superiors. Ask yourself, “Am I big enough to be great?”
Greatness begins with a servant’s heart. You build great people by being a great servant of those people. Give them your energy, your heart, and your life, and build that greatness as a servant.
Quality Teaching Performance
by: Josephine S. Quinit
T-III MNHS MAIN
Public School Teachers appraise their teaching performance through the (CB-PAST) .The areas that was being assessed are: Instructional Competence, professional and personal characteristics and punctuality and attendance ,plus the plus factors.Normally, most of the teachers get very satisfactory or Outstanding rating, As teachers we should not only perform our duties and responsibilities. Let us also set a high standards or let us see to it that our everyday performance is with a high degree of quality and achievement. we should have to avoid the factors resulting to low performance such as habitual tardiness . A tardy teacher cannot execute completely the plan for the day. Another one is avoid immature person , act and work as mature professional teacher. Always bear in mind that you are equipped , skilled and competent educator. Moreover, avoid being money - centered person. This profession will not make us millionaire or billionaire. What this profession needs are service - oriented teachers. Lack of passion for work can also cause poor teaching performance. Quality teaching performance cam always be manifested through high sense of responsibility, accountability and dedication. Most of all, quality teaching is always imperative because we have the most important clientele in the world - our pupils , the builders of tomorrow's education. That's why our profession is the noblest of all.
by: Josephine S. Quinit
T-III MNHS MAIN
Public School Teachers appraise their teaching performance through the (CB-PAST) .The areas that was being assessed are: Instructional Competence, professional and personal characteristics and punctuality and attendance ,plus the plus factors.Normally, most of the teachers get very satisfactory or Outstanding rating, As teachers we should not only perform our duties and responsibilities. Let us also set a high standards or let us see to it that our everyday performance is with a high degree of quality and achievement. we should have to avoid the factors resulting to low performance such as habitual tardiness . A tardy teacher cannot execute completely the plan for the day. Another one is avoid immature person , act and work as mature professional teacher. Always bear in mind that you are equipped , skilled and competent educator. Moreover, avoid being money - centered person. This profession will not make us millionaire or billionaire. What this profession needs are service - oriented teachers. Lack of passion for work can also cause poor teaching performance. Quality teaching performance cam always be manifested through high sense of responsibility, accountability and dedication. Most of all, quality teaching is always imperative because we have the most important clientele in the world - our pupils , the builders of tomorrow's education. That's why our profession is the noblest of all.
Teacher as a Parent
by: ALMA M. ARQUERO,TI
RANGAYAN ES
They say that "education begins at home". As such , parents are the first teachers of their children . But could we really say that learning derived from their parents is enough to make them fully developed? Who do you think would eventually multiply the knowledge and wisdom from their parents ? do you agree if I say that this is the great role of teachers?
i strongly agree that the teachers are the second parents of learners." Thus, we call it the loco-parentis role of teachers. The school is considered as the second home of the children. In fact, they stay longer in school than at their homes during school days. Hence, it is the school where their horizons are broadened and much learning is required. Teachers are the sharpener and molders of their innocent minds.they are the one who prepare their children to be responsible, brilliant , successful and productive citizens of the world. In other words , to fully develop the mental, emotional spiritual, social and even physical aspect of the learners, teachers teach , guide and mold this children.That is why how committed the educators are to their role as the second parent of the learners.
by: ALMA M. ARQUERO,TI
RANGAYAN ES
They say that "education begins at home". As such , parents are the first teachers of their children . But could we really say that learning derived from their parents is enough to make them fully developed? Who do you think would eventually multiply the knowledge and wisdom from their parents ? do you agree if I say that this is the great role of teachers?
i strongly agree that the teachers are the second parents of learners." Thus, we call it the loco-parentis role of teachers. The school is considered as the second home of the children. In fact, they stay longer in school than at their homes during school days. Hence, it is the school where their horizons are broadened and much learning is required. Teachers are the sharpener and molders of their innocent minds.they are the one who prepare their children to be responsible, brilliant , successful and productive citizens of the world. In other words , to fully develop the mental, emotional spiritual, social and even physical aspect of the learners, teachers teach , guide and mold this children.That is why how committed the educators are to their role as the second parent of the learners.
.
Teachers Query
by: ALMA M. ARQUERO,TI
RANGAYAN ES
Do I take my job seriously , despite of the work tremendously; With not that much salary and resources for, Teaching meant for scarcity. Do I provide my students the opportunity , To learn when books and materials are my concern; for all the times can’t be seen , can you imagine how they learn?
Do my relationship with my head okay? All the time extra work gave them to me, When not satisfied you’ll hear from them , a beautiful sound of “constructive criticism”, Do I satisfy my parent’s expectation, from their children education, with every support they give, so that their child will succeed.
Do I work with my colleagues, Just share fine ideas, talents not only mine, To enhance their strategies every time they develop their pupils’ mind.
There’s a lot of questions … and a lot more questions to be answer ,but there is only one person that can give the answers ...That is only you my dear teachers...
Teachers Query
by: ALMA M. ARQUERO,TI
RANGAYAN ES
Do I take my job seriously , despite of the work tremendously; With not that much salary and resources for, Teaching meant for scarcity. Do I provide my students the opportunity , To learn when books and materials are my concern; for all the times can’t be seen , can you imagine how they learn?
Do my relationship with my head okay? All the time extra work gave them to me, When not satisfied you’ll hear from them , a beautiful sound of “constructive criticism”, Do I satisfy my parent’s expectation, from their children education, with every support they give, so that their child will succeed.
Do I work with my colleagues, Just share fine ideas, talents not only mine, To enhance their strategies every time they develop their pupils’ mind.
There’s a lot of questions … and a lot more questions to be answer ,but there is only one person that can give the answers ...That is only you my dear teachers...
How is BEST teacher being described?
by: ALMA M. ARQUERO,TI
RANGAYAN ES
There are many characteristics that make a teacher successful. These may be varied as the teachers themselves . However, there are certain time -tested characteristics and practices which contribute immensely to the teacher’s success.
The following list contains items that learner have used to describe their best teacher.
1. Enthusiasm.
* Students feel the excitement
* Students easily detect the teacher’s love for the job.
2. Preparation
* Teacher knows the subject
* Teacher plans and prepares the lesson daily
3. Punctuality
*Always arrives on time
* Begins and ends class on time
* Expects and encourage students to arrive on time
4. Support and Concerns for students
* Let the students know that he/she cares about their success
* Take time with students
* Smiling , caring and loving
5. Consistency
* Does not miss class
* Always well-prepared to teach class.
by: ALMA M. ARQUERO,TI
RANGAYAN ES
There are many characteristics that make a teacher successful. These may be varied as the teachers themselves . However, there are certain time -tested characteristics and practices which contribute immensely to the teacher’s success.
The following list contains items that learner have used to describe their best teacher.
1. Enthusiasm.
* Students feel the excitement
* Students easily detect the teacher’s love for the job.
2. Preparation
* Teacher knows the subject
* Teacher plans and prepares the lesson daily
3. Punctuality
*Always arrives on time
* Begins and ends class on time
* Expects and encourage students to arrive on time
4. Support and Concerns for students
* Let the students know that he/she cares about their success
* Take time with students
* Smiling , caring and loving
5. Consistency
* Does not miss class
* Always well-prepared to teach class.
.
Practices that can help us achieve high quality teaching performance .
by: ALMA M. ARQUERO,TI
RANGAYAN ES
Quality teaching performance can always be manifested through high sense of dedication , commitment and responsibility . Most of all, a quality teacher set a high standards or high degree of quality and achievement, But how can we achieve it?
Here are few practices that can help us achieve high quality teaching performance .
1. Prepare everything for tomorrow’s lesson or school activity.
2. Start new day with a prayer, for guidance , wisdom and blessings.
3. Always have your meal before reporting to school. This will give you a necessary energy to perform your task properly.
4. Take time to unwind . It can refresh your body and mind.
5. Learn stress tolerance.to avoid or lessen stress, be organized and do not procrastinate.
6. Practice good classroom and time management.
7. Avoid being pessimistic, be optimistic. Always look for the positive side of every situation.
8. Be humane as you can to your administrators, co-teachers, pupils and their parents.
9. Always remember the golden rule.
Follow this practices and for sure you will achieve the high quality of performance...
Practices that can help us achieve high quality teaching performance .
by: ALMA M. ARQUERO,TI
RANGAYAN ES
Quality teaching performance can always be manifested through high sense of dedication , commitment and responsibility . Most of all, a quality teacher set a high standards or high degree of quality and achievement, But how can we achieve it?
Here are few practices that can help us achieve high quality teaching performance .
1. Prepare everything for tomorrow’s lesson or school activity.
2. Start new day with a prayer, for guidance , wisdom and blessings.
3. Always have your meal before reporting to school. This will give you a necessary energy to perform your task properly.
4. Take time to unwind . It can refresh your body and mind.
5. Learn stress tolerance.to avoid or lessen stress, be organized and do not procrastinate.
6. Practice good classroom and time management.
7. Avoid being pessimistic, be optimistic. Always look for the positive side of every situation.
8. Be humane as you can to your administrators, co-teachers, pupils and their parents.
9. Always remember the golden rule.
Follow this practices and for sure you will achieve the high quality of performance...