The Teaching Profession Becoming a Teacher Course Description This course design to complement the professional education subject, the Teaching Profession it shall bring about real life and vicarious experiences of a prospective teacher with emphasis on the characteristics of a teacher as a person and as a professional. It shall provide a wide range of opportunity or self-refection that will better prepare you become a student teacher. ield !tudy " is anchored on this professional #ducation subject. The Teaching Profession. E!E"#$ %B&ECT'(ES $. %escribe the characteristics of a teacher as a person. &. Identify the characteristics that ma'e up a professional teacher in the classroom, in the community, and in the world. (. %ocument best practices of outstanding teachers. ). *larify one+s personal values, attitudes, and beliefs about teaching. !CBTS C%)PETE!C'ES* PE"F%")#!CE '!D'C#T%" Personal ,rowth and Professional %evelopment -rticulates and demonstrates one+s personal philosophy of teaching .anifests personal /ualities such as enthusiasm fexibility and caring 0in's with other institutions, organi1ations for sharing best practices !ocial 2egard for 0earning *lari3es own values and philosophy to be a positive role model to students .a'es the physical environment safe and conducive to learning %iversity of learners %etermines, understands, and accepts the learners diverse bac'grounds and experience acilitates learning of diverse types of learners to diverse types of learning environment. %evelops and uses variety and appropriate assessment strategies to monitor and evaluate learning *ommunity 0in'ages 4ses teachers e5orts directed at strengthening the lin's between school and communities particularly as these lin's helpfor the attainment of curricular goals. $earning -ctivity +: The Teacher #s a Person )y oal -t the end of this activity, you will be competent in clarifying your values about teaching, and in articulating and demonstrating your personal philosophy of teaching. The end goal is to be a positive role model for students. )y Tas, To be an e5ective teacher in the future it is important to be aware of your values about teaching. 6rite your mission statement or philosophy that you will uphold with conviction. To each your goals do the following tas's. Step +- inter.ie/ 012 teachers about their belief on the /hat3 /hy3 and ho/ of teaching Step 0- analy4e the .alues and philosophy behind the teachers beliefs- Step 2- "e5ect about your o/n .alues and philosophy about teaching- Step 6- e7press these .alues and beliefs in your o/n mission statement- 'nter.ie/ /ith Teacher + Teacher8s !ame 9optional: ender: emale Subject Taught: #nglish School: *78! a- )y goals for my students are: I believe that the purpose of teaching is not to teach students how to memori1e facts, or how to 'now all the correct answers. The purpose of teaching lies in getting students to truly understand the concepts being examined. I also believe that as a teacher, I must 'now what to teach in my classroom. It is vital that I have a solid understanding of the subject matter being taught. I reali1e that I cannot rely solely on textboo's, but rather I must see' out other sources of information to aid in my teaching. b. ;hat ' /ant to teach my students are: I 3rmly believe that through proper motivation and guidance, my students will engage actively in the class and improve their innate talents. -ct with conviction based on what they learned and 3nally prove their worth as responsible citi1en with a personality worthy of emulation as they claim their rightful place in our society. c- ' /ill teach my students by 9y being a facilitator in the classroom. -s a facilitator, I will guide my students through the subject matter in order to assist the students in their own discoveries. The constructivist learning theory is one that I believe to be worthwhile, thus I agree with the fact that students can construct their own learning. -ll students are capable of learning, and all students have something to contribute to the classroom environment. #ach student can bring new insights into a subject or raise /uestions about a subject that has not yet been considered. It is important to maintain a positive attitude about the students you teach. 'nter.ie/ /ith Teacher 0 Teacher8s !ame 9optional: ender: emale Subject Taught: ilipino School: *78! a- )y goals for my students are: .y goal as a teacher is to e/uip students with the essential tools needed in life. 9y giving students 'nowledge and s'ills they need to succeed as adults, by urging them to pursue their dreams, and by impressing on them the joy that comes from learning, I believe that I can positively infuence my students and give them a :love of learning;. Teachers are virtually limitless in their capacity to touch many di5erent lives, I loo' forward to being a part of this. b- ;hat ' /ant to teach my students are: I believe that by creating a student-centered learning, my students will be able to ta'e charge of their own learning with little assistance from the teacher. This will inculcate a sense of responsibility in them in terms of achieving their learning goal. -s a teacher, one of my roles would be to coach and facilitate them throughout the learning process by providing information and giving useful guidelines in order for them to achieve their learning target. c- ' /ill teach my students by I will teach my students by instilling a passion for lifetime learning. <ur students are in need of life lessons. They need to learn content, but they also need help learning how to thin', how to believe, and how to succeed. S<))#"= T#B$E %F '!TE"('E; "ES<$TS TE#C>E" + TE#C>E" 0 E7istentialist = helps students de3ne their own essence by exposing them to various paths they ta'e in life and by creating an environment in which they freely choose their own preferred way. 'dealist stimulates learner+s awareness of ideas and be a transmitter of cultural heritage Progressi.ist 1 teaches to develop learners into becoming enlightened and intelligent citi1ens of a democratic society. E7istentialist = to help students understand and appreciate themselves as uni/ue individuals who accept complete responsibility for their thoughts, feelings and actions >a good leader is a good follower>. In a classroom, obviously, the teacher is the leader and the students are the followers. -nd in order for the followers to obey the rules implemented by the leader, the leader must 3rst Values are principles, qualities, or objects that a person perceives as having intrinsic worth. Every individual has a personal hierarchy of values that may include success, wealth or monetary comfort, love/companionship, a sense of accomplishment or achievement, and of course, survival. When a teacher spends time after school to help a student, he may feel he has sacrificed his own needs to the needs of the student. observed those rules him?herself. )y "e5ections 0#-27I7, is a never-ending /uest in search of answers for many /uestions. It is a process of unraveling the mystery of life, a dynamic and fundamental step towards a gradual transformation of a learner from naive to learn. Thus, a learner must be guided accordingly by the hands who want to mold him to be the best epitome of his alter ego. The fate of a learner lies in the hands of teachers and in the teaching and learning process. In an informal setting, they say that anyone can be a teacher@ simply because anyone can teach a thing to an individual base on his previous experiences. In formal education, licensed teachers are tas'ed to mold the young minds of the learners. Therefore, a teacher must be eAcient and e5ective in her chosen 3eld of endeavor. Impart to her students all necessary faculties needed for them to be competitive globally and to act accordingly as true *hristians with a ilipino pride. $earning #cti.ity 6: The lobal Teacher =our oal: -t the end of this activity, you will gain competence in developing yourself become a global teacher. =our Tas,s: The rapid change in technology ma'es the world smaller and lin's people with one another in one global community. To become an e5ective teacher, you should be endowed with s'ills and 'nowledge to ma'e you a global teacher.
To reach your goal, do the following tas'sB
!tep $B Interview teachers about their ideas on the 'nowledge, s'ills, and values that a global teacher should possess. !tep &B -naly1e and synthesi1e their responses. !tep (B 2efect on how you can become a global teacher. .y interview ,uideB $. 6hat are the characteristics of a global teacherC &. 6hat 'nowledge should the global teacher ac/uireC (. 6hy do you thin' teachers posses the 'nowledge, s'ills, and valuesC
Characteristics of the lobal Teacher ?!%;$EDE S?'$$S (#$<ES Teacher + - global teacher must be globally competitive and aware of the educational system outside the country. - global teacher can execute her lesson well - global teacher is responsible and committed to teaching Teacher 0 - global teacher has a good command of #nglish - global teacher utili1es technology. - global teacher wor's hard and gives her best to teaching. Teacher 2 - global teacher is intellectually-e/uipped. - global teacher performs her duties excellently. - global teacher o5ers heartfelt service. Dour -nalysis or the response of the teachers, what conclusions can you draw about the characteristics that a global teacher should have in terms ofB a. EnowledgeC - global teacher then should be e/uipped with various useful 'nowledge that would help him face the multiple challenges in the world of teaching, and being 'nowledgeable means possessing excellence in communication s'ills, adaptive to environmental changes and one who teaches in a world class standard. b. !'illsC To become a global teacher, we should master s'ills and competencies, which can address global demands, thus it is being updated on what modern world can o5er. -s a global teacher, we should easily learn everything that has importance concerning teaching for this would ma'e us better. c. FaluesC 9eing a global teacher means a lot of responsibilities, so he must be armed with characteristics that will enable him endure the challenges in the 3eld of teaching, and that is showing your compassion, commitment and excellence on the teaching profession. Dour 2efections 2efect on the image of the global teacher. .a'e an essay about a global teacher and the challenges that they face in a globali1e world. #xciting, and rewarding are just some characteristics that explain teaching. <vercoming anxiety and nerves in the 3rst year is our greatest challenge. .oving into the classroom for the 3rst time can be a daunting and challenging experience for everyone. Dou are re/uired to immediately e/uip four years of 'nowledge into your teaching and classroom management. 6hile this may seem to be a diAcult time, it will only get easier. There are many rewards with being a teacher, however it is important to note that it is not a role to be ta'en lightly = it is a diAcult role to 3ll. -s teachers, we need to understand that every child will learn di5erently. 7o matter their culture, gender or socioeconomic status, so as teachers you have to encourage and have a level 3eld in your classrooms. Dou have to 'now how to reach each student. -s teachers you need to let the students 'now that they don+t have to follow the stereotyped roles of society. The teachers of &G$G and beyond will face many challenges that we are currently unaware of. 6hat we can do to prepare for those challenges is loo' at where things may be headed in terms of technology and population and cultural diversity. )a,e an illustration here on ho/ you .isuali4e the global teacher- 0earning -ctivity HB The Professional Teacher =our oal: -t the end of this activity, you will manifest a deeper understanding of the rights, duties, and responsibilities of professional teachers and how these impact you as a future teacher.
=our Tas,s: -s a future professional, you are expected to exercise, both your rights and duties. To achieve your goal, do the following tas'sB
!tep $ ,ather information about the policies and guidelines concerning teachers implemented by your cooperating school. !tep & Interview the teacher about the implementation of these policies?guidelines. !tep ( -naly1e the policies and guidelines in the light values and pertinent laws. !tep ) 2efect on the impact of all these to your future life as a professional teacher.
Classify the information you ha.e gathered using the matri7 that follo/s: Policies*uideline s Comments*Sharin g of the "espondents (alues Sho/n Pertinent $a/s*Pro.isions as $egal Basis of Policy 2ights and Privileges of Teachers !he is enjoying her bene3ts as a professional teacher Professionalism *ommitment to teaching profession .agna *arta for Public Teachers %uties and 2esponsibilities The teacher does a lot of paper wor's, but if you really love teaching, you+ll never feel the burden *ompassion #nthusiasm .agna *arta for Public Teachers %isciplinary Procedures !he emphasi1ed that in the school where she belongs, disciplinary actions are laid in case a teacher has done any malpractice Professionalism 2espect %iscipline .agna *arta for Public Teachers !ystems of .onitoring !he said that %ep#d oAcials evaluates the school annually The principal also observes the teachers+ performance regularly Professionalism .agna *arta for Public Teachers 2ewards and Incentives !ystem !he insists that still there should be additional allowance for teachers. Professionalism .agna *arta for Public Teachers Dour analysis ,ive the values refected by the policies and guidelines found in the school.
-ll aspects of policies and practices in school are the values and the way the whole school and community interacts with each other. #veryone is expected to be responsible for his or her own behavior, respect the rights of others and share values. It is vital that children, sta5 and parents wor' actively in partnership to enable all children to reali1e their full potential. There should be continuity to actively encourage parents to become involved in the life of the school. There must be a commitment to raising awareness of wider issues, by involving members of the learning community and exploring the surrounding environment. 0earning is a lifelong process and it is our responsibility as adults to model e5ective learning. This vision statement therefore applies to everyone who has a role to play in the provision of education at our school = governors, support sta5, teaching assistants and teachers. Dour 2efection 2efect on the policies and guidelines that concern the teachers.
The codes of conduct mandate several rules and regulations that teachers must adhere to. irst, teachers are responsible in ta'ing care of the students who are under their supervision with the main objective of assuring their safety and welfare. !econd, teachers should observe con3dentiality of information that is related with their colleagues students and families that the educators ac/uire during their teaching profession, unless the disclosure of this information is needed for the well being of a person. Third, teachers should maintain the good reputation of the teaching profession by showing acts of honesty and integrity as well as ma'ing sure that their private interests especially outside of school does not interfere with their professional responsibilities. ourth, teachers should respect all the members of the school community namelyB students, parents, co-wor'ers, and school management by ma'ing sure that they are treated e/uality and are not discriminated by gender, sexual orientation, religion, age, race, and others. ifth, teachers should conduct their relationship with their students in a professional, respectful, and appropriate manner. !ixth teachers should not practice their teaching responsibilities while in the infuence of any substance that wea'ens their capability to perform their duties properly. 0astly, teachers must present comprehensive and accurate information and documents regarding their professional status credentials, and related experiences.
#xpress your insights and feelings regarding the demands of being a future professional teacher. ,ood teachers typically have good organi1ation s'ills. They have the ability to wor' with many di5erent types of people. Patience is also a very good /uality. It is true that some people, from the time they are in 3rst grade, 'now they want to be teachers. or others, the idea to become a teacher can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. 2egardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. Teachers must be fexible to handle the inevitable obstacles that occur each day. Teachers must be able to handle problems and a room full of students all at one time. Problems also arise outside of the classroom setting. In addition, school politics and colleagues with di5erent teaching styles can cause tension. EP'S%DE 0: )y oal -t the end of this activity, you will be competent in establishing routines and procedures to ma'e the physical environment conducive to learning. )y Tas,s <ne of the roles of a teacher is being a classroom manager. Dou can be an e5ective teacher in the future if you have necessary s'ills in managing a classroom that provides a better learning environment. To reach yur goal, do the following tas'sB !tep $ <bserve a class. %escribe the measures that the teacher adopts to create a well-managed learning environment. !tep & -naly1e how e5ective are these measures in maintaining good classroom management. !tep ( 2efect on how a well-managed classroom can be achieved. )y Tools ORGANIZATIONAL PLAN #ach day that I spend in the classroom presents new challenges. #very situation and each di5erent child re/uires an individuali1ed response from the teacher. -s I+ve observed the organi1ational plan, the classroom structured is fexible. The instructions are care both individually and by group. -nd the teacher is ensuring that furniture arrangement promotes learning opportunities. !he has a seating chart. !he maintains plans for materials and assignment management. -nd she creates bulletin boards that foster learning. !he ensures bulletin boards are informative, relevant, aesthetic, and related to class activities. SCHEDULING %uring my observation, I+ve noticed that the teacher is following guidelines to ensure a successful scheduling. irst she incorporates any pre-scheduled school wide activities and routines into her schedule. !he ma'es sure to include any activities that the whole school needs to be doing at the same time. or instance, many schools have a %rop #verything and 2ead I%#-2J time right after lunch. !econd, she creates predictable routines that her students can follow easily. !etting aside a short amount of time in the morning for students to complete arrival routines and get organi1ed for the day helps to teach elementary students the importance of being prepared. 0i'ewise, having speci3c dismissal routines they must follow helps them to ma'e sure they are ta'ing home everything they need at the end of the day. Third, she coordinates with her grade-level peers. ourth, she allows for some fexibility in her schedule. 0essons can run longer Ior shorterJ than she expected or some activities li'e earth/ua'e and 3re drills and special assemblies may interrupt her schedule. !he said itKs o'ay if every once in a while you donKt accomplish everything you planned for the day. I thin' the activities were scheduled properly. The time was allotted suAciently for the activity. Individual and group activities were all planned that+s why it saved time and it+s very organi1ed. -nd through the guidelines she+s following she+s coming up with an excellent scheduling. RECORD KEEPING The attendance is monitored by chec'ing the permanent seat plan, through this the teacher can record easily the absences and present in the class. The teacher has a record boo' where she gets every time she chec's the attendance. I+ve seen a portfolio cabinet wherein all of the portfolios of the students are put. The teacher said that it+s very helpful if they have portfolio so that they can monitor their individual performance. PHYSICAL ENVIRONMENT The physical environment of the classroom is very conducive to learning. The classroom is clean, properly ventilated and lighted, and free from noise distraction. -lso the bulletin and displays were neatly arranged. They have seat plan so the seats of the students are organi1ed and permanent. I thin' the seating arrangement also suits the learning experience of the pupils. The classroom furniture is matching the si1e of the students. DISCIPLINE The teacher is establishing the discipline inside the classroom by following some rules and guidelines. irst is by selecting a discipline policy that is appropriate for her students. !he considers her studentsK age and developmental level when selecting a plan. !econd is by pairing the rules with both conse/uences and rewards. If she will punish misbehavior, she also wants to recogni1e good behavior. !he tries to mix positive and negative nearly e/ually in her plan to ensure that students see that good behavior is rewarded just as much as bad behavior is punished. Third she created a poster on which this discipline policy is clearly outlined. eaturing her policy on a poster allows students to refer to the regulations regularly and gives her something to which to draw studentsK attention when discussing behavior. !he placed her poster prominently on a classroom wall. clari3cation. I thin' her approach is very preventive. 9y creating and implementing a classroom discipline plan to prepare her students to follow the rules and regulations that they will be bound by once they reach adulthood. !imultaneously, sheKll be maintaining a calm, productive classroom atmosphere conducive to conventional studies. ROUTINES The routines are properly established and organi1ed. The teacher is also following some guidelines in establishing routine in the classroom. she organi1es her classroom to be e5ective in providing structure and routine before her students arrive. There should be a space for their bac'pac's, lunches and homewor'. she labels everything clearly. .aterials and sections of the classroom should also be labelled. This will allow students to become more familiar with where things go. Then when she says it is time to clean up, they will be able to do so e5ectively. Third, she sets a schedule. This sounds easy, but it is very important. !tructure and routine are essential to 'eeping children focused and your stress level down. -nd I thin' all the procedures are placed properly and e5ectively. 6hen routines and procedures are carefully taught, modeled, and established in the classroom, children 'now what+s expected of them and how to do certain things on their own. 8aving these predictable patterns in place allows teachers to spend more time in meaningful instruction. Classroom )anagement )atri7 Classroom )anageme nt #rea %bser.ation Description of the Supporti.e )easures %bser.ed =our #nalysis Comments on the E@ecti.eness of the Supporti.e )easure =our #nalysis "ecommendat ions $. <rgani1at ion Plan -s I+ve observed the organi1ational plan, the classroom structured is fexible. The instructions are carried both individually and by group. -nd the teacher is ensuring that furniture arrangement promotes learning opportunities. !he has a seating chart. !he maintains plans for materials and assignment management. -nd she creates bulletin boards that foster learning. !he ensures bulletin boards are informative, relevant, aesthetic, and related to class activities. Teacher success, in relation to both student learning and teacher eAcacy, can often be traced to the ability of the teacher to manage the classroom. 2esearch shows that e5ective classroom organi1ation and management during the 3rst few wee's of school are crucial in determining expectations, behavior patterns, and procedures that will persist throughout the school year. 9ut I thin' the teacher was able to establish a good organi1ational plan and I+ve seen that it+s wor'ing smoothly. I thin' the teacher really implement and create a good organi1ational plan. I have observed that she provides a productive, safe environment conducive to learning. !he fosters self- respect, responsibility, and empathy in my students. -nd she spar's enthusiasm for learning. &. !chedule %uring my observation, I+ve noticed that the teacher is following guidelines to ensure a successful scheduling. I thin' the activities were scheduled properly. The time was allotted suAciently for the activity. Individual and group <ne of the hardest things to do as an elementary school teacher irst she incorporates any pre-scheduled school wide activities and routines into her schedule. !he ma'es sure to include any activities that the whole school needs to be doing at the same time. or instance, many schools have a %rop #verything and 2ead I%#-2J time right after lunch. !econd, she creates predictable routines that her students can follow easily. !etting aside a short amount of time in the morning for students to complete arrival routines and get organi1ed for the day helps to teach elementary students the importance of being prepared. 0i'ewise, having speci3c dismissal routines they must follow helps them to ma'e sure they are ta'ing home everything they need at the end of the day. Third, she coordinates with her grade-level peers. ourth, she allows for some fexibility in her schedule. 0essons can run longer Ior shorterJ than she expected or some activities li'e earth/ua'e and 3re drills and special assemblies may interrupt her schedule. !he said itKs o'ay if every once in a while you donKt accomplish everything you planned for the day. activities were all planned that+s why it saved time and it+s very organi1ed. -nd through the guidelines she+s following she+s coming up with an excellent scheduling. is to 3nd the time to 3t everything in. There are so many s'ills to teach and only so much time in the day. To ma'e sure that the entire curriculum is taught e5ectively, it helps to create a classroom schedule. ,iving appropriate and clear instructions. 0ac' of explaining instructions clearly eats away at valuable class time. .odel whenever you can and tone your language to suit large mixed ability classes, small groups, wea' students, and 3nally, the age of your students. (. 2ecord Eeeping The attendance is monitored by chec'ing the permanent seat plan, through this the teacher can record easily the absences and present in the class. The teacher has a record boo' where she gets every time she chec's the attendance. I+ve seen a portfolio cabinet wherein all of the portfolios of the students are put. The teacher said that it+s very helpful if they have portfolio so that they can monitor their individual performance. I thin' the teacher has e5ective record 'eeping techni/ue. !he+s right in creating a seat plan to easily chec' the attendance of the pupils. -lso, it is correct to have a portfolio for each student so that they can monitor their performance and enhance it right away if needed. #5ective, continuous record 'eeping lies at the heart of our best teaching and learning. It enables us to plan, to organi1e, and to create the best learning environment for each child. 2ecord 'eeping is an e5ective tool for trac'ing contributions made by individual students in our classroom, for assessing students, for informing students and parents about growth over time, and for setting goalsL by both students and teachers. Eeeping trac' of our students with classroom observations and systematic notes yields information that cannot possibly be gleaned from a traditional chec'list, report card, or standardi1ed test. !o it is very important as a teacher to 'now the best techni/ue and strategies in record 'eeping. ). Physical #nvironm ent The physical environment of the classroom is very conducive to learning. The classroom is clean, properly ventilated and lighted, and free from noise distraction. -lso the bulletin and displays were neatly arranged. They have seat plan so the seats of the students are organi1ed and permanent. I thin' the seating arrangement also suits the learning experience of the pupils. The classroom furniture is truly matching the si1e of the students. I thin' the teacher did a good job in creating a physical environment that is very conducive to learning. !he has a classroom suited to the learning ability and level of her ,rade II pupils. I can conclude that if she maintains it, de3nitely she can come up with her goals in providing a classroom promoting a healthy and wonderful learning experience. #very teacher 'nows that a safe, clean, comfortable and attractive classroom can stimulate learning and help build a classroom community. 9ut for many teachers, setting up the physical environment of their classrooms can be /uite daunting, especially when faced with older buildings, crowded classrooms and insuAcient storage space. Dou can ma'e the most of your classroom environment by carefully considering your needs and the needs of your students. H. %iscipline The teacher is I thin' her approach is very preventive. 9y #5ective enforcement of establishing the discipline inside the classroom by following some rules and guidelines. irst is by selecting a discipline policy that is appropriate for your students. *onsider your studentsK age and developmental level when selecting a plan. !econd is by pairing the rules with both conse/uences and rewards. If she will punish misbehavior, she also wants to recogni1e good behavior. !he tries to mix positive and negative nearly e/ually in her plan to ensure that students see that good behavior is rewarded just as much as bad behavior is punished. Third she created a poster on which this discipline policy is clearly outlined. eaturing her policy on a poster allows students to refer to the regulations regularly and gives her something to which to draw studentsK attention when discussing behavior. !he placed her poster prominently on a classroom wall. ourth, she explains the discipline plan to her students. !he moves through the plan clearly and deliberately, discussing each facet of the policy individually. !he of course allows the students to as' creating and implementing a classroom discipline plan to prepare her students to follow the rules and regulations that they will be bound by once they reach adulthood. !imultaneously, sheKll be maintaining a calm, productive classroom atmosphere conducive to conventional studies. classroom discipline is a pre-re/uisite for the smooth operation of any classroom. -lthough your main goal as a teacher is to provide your students with the academic lessons they need to succeed in adulthood, you also play an important part in teaching them how to behave e5ectively and appropriately. /uestions for clari3cation. ifth, she reviews the discipline plan daily. !he starts her day by as'ing a student to read the policy to the class, or select a rule on which to focus each day. 9y continually returning to the plan, she not only allows students to develop a better understanding of the plan but also ma'e it clear that the plan is important. !ixth, she is enforcing the discipline plan faithfully. -nd lastly, she focused on the positive whenever possible. !tudents generally respond more favorably to positive stimuli. !he praises instead of correct whenever she can. !he even gave an example@ if students are supposed to line up for lunch and only a few follow directions, loudly praise the students who did complete the tas' instead of chastising those who didnKt. The other students, seeing and wanting the same praise, will fall into line. ". 2outines The routines are properly established and organi1ed. The teacher is also following some guidelines in establishing routine in the classroom. irst she organi1es her classroom to be e5ective in providing structure and routine before her I thin' the routines she formulated are very uni/ue yet e5ective. -ctually, if I+ll be in the actual 3eld, I+m going to follow her superb and operative routines so that I can also ensure a well managed time and well organi1ed classroom. !tructure and routine are essential to 'eeping children focused and your stress level down. -nd I thin' all the procedures are placed properly students arrive. There should be a space for their bac'pac's, lunches and homewor'. !econd, she labels everything clearly. .aterials and sections of the classroom should also be labeled. This will allow students to become more familiar with where things go. Then when she says it is time to clean up, they will be able to do so e5ectively. Third, she sets a schedule. This sounds easy, but it is very important. 6hen students arrive in her classroom they should 'now that they have until a certain time before their des's should be cleared and the teaching starts. -lso she plans for the in- between times as well. 0ining up to go to another classroom or outside needs to be structured. >7o tal'ing> and >hands to yourself> should be set rules early on. !he has a signal to alert her students to line up or move on to the next activity, such as ringing a bell or switching the lights o5. If her students 3nish a tas' early, she established what they can and cannot do while others 3nish their wor'. ourth, she starts the day how she ends it. ifth, she uses conse/uences and and e5ectively. 6hen routines and procedures are carefully taught, modeled, and established in the classroom, children 'now what+s expected of them and how to do certain things on their own. 8aving these predictable patterns in place allows teachers to spend more time in meaningful instruction. praise. -nd lastly she even plans for emergencies and special occasions. !tudents need structure and routine not only for everyday tas's, but also for emergencies and special occasions. !he rehearses procedures with her students so they can become familiar with what to do in case of an emergency. )y #nalysis $. In what area of classroom management was the teacher most e5ectiveC 6hich of the supportive measures were e5ectiveC 6hyC The area of classroom management wherein she+s most e5ective is discipline. I thin' all of her supportive measures were eAcacious. %uring my observation, I+ve noticed that the pupils were well disciplined and behave not only during discussion but even the teacher is away. !o it just shows that the guidelines she+s following to maintain a good discipline is wor'ing. !he already starts to develop good moral character among pupils. &. In what area of classroom management was the teacher least e5ectiveC 6hich supportive measures were not e5ectiveC 6hyC I thin' she+s very e5ective in all aspects. I am not seeing any faws regarding her organi1ational plan, record, 'eeping, physical environment, scheduling, discipline and routine. It might not be perfect but I thin' the important thing is to ful3ll your goals in accordance to your guidelines. (. !uggest more e5ective ways for your answer in number &. !ince I am seeing her classroom management with no faws, I+ll just leave a good message about it. #5ective classroom management is about the teacher 'eeping the students actively involved in the entire lesson. 9y practicing the teaching strategies above, teachers will greatly reduce classroom management problems. )y "e5ections $.. %escribe at (-H characteristics of a teacher who can establish a well-managed classroomC There are so many classroom management characteristics li'eB Adaptability - is the ability of a person to blend him ? herself according to the external situations. Decisiveness - having the power to decide@ conclusive. *haracteri1ed by decision and 3rmness resolution. Delegation - is the handing of a tas' over to another person, usually a subordinate. It is the assignment of authority and responsibility to another person to carry out speci3c activities. &. 6hat characteristics do you have at present that can ma'e you an e5ective classroom managerC #laborate how these characteristics can help you. I thin' I have the empathy, adaptability, and decision ma'ing s'ills. I can de3nitely sue those s'ills to ensure an e5ective classroom management. -daptability will of course help me to adjust easily to situations and changes. or example, if I+ll be transfer in di5erent classroom I can still create a new and good atmosphere to my students which will promote a conducive learning environment. -lso, if I have the empathy I can understand their individual di5erences which will help me to maintain and foster good discipline and routines inside the classroom. -nd last, if I have the good decision ma'ing s'ills I can create a guidelines and rules to insure and e5ective classroom management. (. 6hat characteristics do you have at present that can hamper you from becoming an e5ective classroom managerC 8ow can you overcome these characteristicC 8onestly I need to develop and gain more patience because I thin' that+s the characteristic that I have that will de3nitely hamper me in having an e5ective classroom management. I 'now that I can overcome this because I+m already practicing it in my daily life. I+m beginning to be more patient at all time regardless of whatever the situation is. EP'S%DE 2: T>E TE#C>E" #!D T>E C%))<!'T= The role of the teacher in a positive school-community relationship is extremely important since it is the teacher who is the bac'bone of the educational system. -lthough school boards create school policy and administrators interpret these policies, teachers are the personnel who implement school policy. Teachers must also be prepared to ma'e the most favorable impression possible in even the most innocent of circumstances in order to maintain public support. The communityKs perceptions of the teacher a5ect their perceptions of the school and subse/uently student morale, school resources, and support for the school in general. Community Tour %bser.ation "eport Issues/Concerns/Probles o! "#e Coun$"% There are lots of issues this community is currently facing. The issues are in transportation, pollution, health, and security. In terms of transportation, although the school is along the highway but it really ta'es time to reach the school because of heavy traAc. This is an everyday issue and it seems that it will be a forever concern if the government will not thin' of plans to resolve this. Pollution is another problem because of the gases coming from the buses and vehicles and other companies near the community. -lso, some areas in this locality are currently having problem with the smell of the air they breathe especially if it+s windy and rainy season. It is because of the piggery near the locality. They said that they already 3led a complaint against that piggery but sad to say until now it+s still operating. This problem is also a5ecting the health of the people living in the community. -nother issue is the security. There are areas in Pulo wherein an intense security measure should be followed to avoid any accidents and criminal activities. Coun$"% Resources There are di5erent community resources that we can visit and see in Pulo *abuyao, 0aguna. !ome of them are factories li'e 2-. ood Products Inc., 9ajet *reations, Inc. and .axglory #nterprises Phils., Inc. There are also shops, sports and recreational centers, health centers, other education institution li'e .alayan *ollege and of course the church where students can visit to enhance learning. -nd also there are prominent people here in Pulo that can be invited as resource person. Coun$"% Ass$s"&nce/Ser'$ce G$'en b% "#e Sc#ool The community is assisting the school in various ways. In terms of health assistance the health center is providing it, for religious and faith deepening the church is near for them to come and visit. or 3eldtrip to enhance their educational 'nowledge and learning .alayan *ollege is there to welcome them. To 'now more about the products they+ve been using some factories are open also for them to witness how they create those products. )= #!#$=S'S $. !uggest new ways by which school can creatively use the resources of the community. !ome ways by which school can creatively use the resources of the community are the followingB -. *hanging the educational experiences of children by moving beyond the classroom walls can diversify the array of learning opportunities and connect school lessons with daily life and real problems. 9. The lac' of a nearby science center need not be a limitation. *ommunity resources include unconventional sites, such as the tile factory or a hardware store, fabric store and farm. 6hile extended 3eld trips can be rewarding, short school yard trips can be e/ually valuable. These allow children to discover answers for themselves in a familiar context. -nd since the school is near at some hardware store, fabric store and farm I thin' this can be successfully done. *. 9ringing the *ommunity into Dour *lassroom Guests. ,uest spea'ers from the community can provide new information and experiences to students and lin' the school to the world outside. The teacher should spend time with the guest before the visit so they can discuss the age level of students and 'inds of activities and information appropriate for this age group@ the needs of the guest during the visit and his or her general comfort level with children@ the topic of the presentation and the studentsK general 'nowledge about this topic@ and what the teacher can do before to ma'e the visit a success. !ta5 of state agencies can serve as classroom partners or as 'nowledgeable resource people. &. 8ow can the school address the issues?concern and problems of the communityC *ommunicate and cooperate with the government. .a'e them aware of the issues faced by the school. %on+t just communicate with tem, ma'e sure that they will respond and resolve the issue. -lso do your part, for sure you can thin' of solutions to resolve the problem in your own little ways. (. 6hat possible lin'ages can the community and the schools haveC ,reater interaction between schools and communities can enhance educational outcomes. It also builds the role of schools as contributors to the vitality of their local community. In primary schools the aim is to have appropriate interaction between the school and community to leave students with values of citi1enship and more basic integration into the curriculum. The possible lin'ages between the school and community are the government, other educational institution, industries and factories, museums, library and recreational centers lin'ages. )y "e5ections $. 8ow did you feel while you were going around the communityC 6hat things did you learn that you might have ta'en for granted beforeC I felt unaware of some things happening in the community which are a5ecting the lives of the pupils. I learned the importance of good communication with the government and other lin'ages to resolve the issues concerning the issues of the school. I also learned that community has many functions to promote the common goal which is /uality education. I+ve 'nown that community is a source of student curriculum based learning. Dou really need to see' assistance form them to ma'e your plan come to reali1ation. &. -s a future teacher, what do you thin' will be your role in the communityC Teachers serve as not only educators, but also mentors and role models especially in the modern world, where values such as respect for elders, sharing, and cooperation among peers are not always taught in the home. Doung students loo' to their teachers when determining how to interact as adults. !o I thin' I will be paying di5erent roles. -lso I will ma'e sure to lin' the community and school. I want them to wor' hand in hand to achieve one goal which is to promote learning. (. 8ow will you encourage more community participation among teachers and studentsC irst I will teach them the importance in community participation among teachers and students. Then I+ll show examples and good result of this connection. I will do my best to inculcate in their mind that imagination and creativity in using community resources can help students connect school science and mathematics with applications in the community, as well as helping students better learn basic concepts. They can learn science and mathematics from many sources, in a range of di5erent ways, and for a variety of purposes. Ta'ing them to a scie