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Reflection for the Day

("Little Moments of Love")

Thank You
One of the most important moments of love is when we
say "Thank You" and really mean it. We always feel closer to
someone when we say "Thanks." "Thank You" is like a little
ribbon that ties people together for that moment of
gratitude. One nun insisted that we say "Thank You,"
especially to janitors and workmen or people who had done
something for us. That shows we really care for them. St.
Paul was a great one for saying "Thank You," too. He wrote
to the Ephesians: "I thank God for you every time I think of
you."

Source: Galdon, J. A. (2000). Jubilee. (3rd Ed.). Pasig: Anvil.


Reflection for the Day
Be Good With People
Good relationships make good people. The Desiderata,
which is the Latin word for "Things I Want" says, "Speak your
truth quietly and clearly." Let's not be afraid then to say what
we think, but let's say it truthfully and without bluster or
domination. Let's not be afraid to listen, either. Everyone has
something to teach us. Everyone needs to share what s/he
has with others - even those who are boring and tedious at
times. We have to take time to listen. It is one of the great
acts of loving among us.
Reflection
The world is full of troubles, but it is also full of many
wonderful people. A few bad people should not blind us to
the fact that most people are truly good people - as good and
loving as we are ourselves.
Final Short Paper
(Writing an Expanded Abstract; Due on Saturday, May 19, 2018)
Using the original abstract of the research article, Pre-Service Teachers’ Use of
Metaphors for Mentoring Relationships, elaborate on the following major elements:
A. Objective of the Study (one paragraph: 3-5 sentences)
This includes both general and specific objectives as stated in the research
article.
B. Method (one paragraph: 5-10 sentences)
This covers design of the study, participants, sampling method, research
locale, research instrument, data gathering procedure, and data treatment or
analysis
C. Results (one paragraph: 5-10 sentences)
This includes major findings in line with the objective of the study.
D. Conclusion/Implication/Recommendation (one paragraph: 3-5 sentences)
This includes major conclusion, implication, and recommendation based on
the findings of the study.

NOTE: Be sure to summarize and paraphrase the original texts.

Typing Mechanics
*Use short-sized bond paper (with your name, course, and date); observe one-inch
margin all around, 12 font size, Times New Roman or Arial, double-spaced body
paragraphs
*Your expanded abstract must be a four-paragraph write-up only.
OBJECTIVES

1. Discuss various concepts and principles of


good teaching vis-à-vis clinical supervision
2. Share experiences about good teaching
Consider the following questions:

1. What do you know about good/effective


teaching?

2. As a supervisor, how do you ensure good


teaching?
Group Pantomime
1. Demonstrate your concept of good teaching in groups
through a pantomime (with six members per group).
2. Every group is given 20-30 minutes to plan and practice.
3. Performance/Delivery time is from 40 seconds to 1 minute
only.
4. A representative from every group will explain the entire
presentation.
5. Criteria for rating are:
*creative delivery – 10
*clarity – 10
*overall impact – 10
_____
30 pts.
Characteristics of Effective Teaching
(Bago, 2008)

*classroom humor
*pleasant and enjoyable learning experience
*expressive body language
*excellent oral and written communication skills
*use of varied instructional strategies
*maintenance of students' favorable behavior
*mastery of content
*nonthreatening disposition
*enthusiasm
*absence of class distractions
*sensitivity to students' learning problems and difficulties
Dimensions of Effective Teaching
(Bago, 2008)

Expert Teaching
- subject matter
- classroom management
- instruction
- diagnosis
- communication/interaction
- decision-making

Responsible Teaching
- Learnered-centered
- skills in developing students' responsibility for learning
- skills in values integration
Teaching Competencies
(Bago, 2008)
* Communication Skills (both verbal and nonverbal)
* Knowledge of a variety of teaching strategies
(instruction)
* Mastery of subject matter (content)
* Skills in assessing learning outcome (evaluation of
learning)
* Skills in classroom management (classroom
discipline)
* Attitudes that foster learning (personality)
Classroom Observation
(Bago, 2008)
Types of Observation

Structured
This requires the use of an instrument that limits the focus of
observation on the items specified in the measurement tool. It is
intended for summative evaluation of instruction as one of the bases
for arriving at an informed administrative decision.
Ecological
This involves observing and recording classroom conditions, all
learning events, and all types of interaction between the teacher and
students, as well as among students.
Ethnographic
This type of observation does not have predetermined
expectations on the focus of the exercise. This entails selective
recording of information using qualitative descriptions rather than
scores in rating scales.
Lenses of Classroom Observation
(Bago, 2008)
Learning Climate
- facilities and materials
- class rules and procedure observed by students
- interaction between teacher and students or among
students
- teacher's expectation of class

Classroom Management
- student behavior
- cleanliness and orderliness of the environment
- smooth flow of the lesson
- observance of class rules and procedure
Lesson Clarity
- sequence of lessons
- suitability of strategies
- effective use of audio-visual aids
- questioning techniques
- students' understanding of concepts or theories

Variety
- provisions for different modes of learning
- use of attention-getting devices
- variations in the use of nonverbal language
- different uses of rewards
Task Orientation
- maximization of instructional tasks
- effectiveness of the teacher in maintaining the
smooth flow of the lesson and in preventing student
misbehavior

Student Engagement
- exercises, problem sets, seatworks, group activities
- monitoring of activities
- provision of feedback to guide students
Student Success
- promptness of feedback and corrections
- maintenance of classroom pacing and
momentum

Higher Thought Processes


- assessment of activities and questions that
require critical thinking, reasoning, and
problem solving
Guiding Principles About Classroom Observation
(Bago, 2008)
1. Good supervision depends on reflective thought and
discussion of observed behavior.
2. The use of observation instruments provides teachers with
data on their classroom behaviors that enhance their
understanding of and commitment to instructional
improvement.
3. Observation involves the factual description of what has
occurred, alongside its interpretation.
4. Conclusions about behavior should be based on the
description of behavior observed.
5. The choice of observation instrument is a collaborative
responsibility of both the supervisor and the teacher.
6. Observation is a skill developed through
training and practice.
7. Not all classroom behaviors can be observed.
8. Feedback is an essential element for
successful observation.
9. Multiple observations with different foci of
interests are necessary.
Evaluating Classroom Instruction
(Bago, 2008)

Types of Evaluation

Formative
The purpose of which is to determine effectiveness of
the delivery of instruction that will serve as basis for
improvement.

Summative
The aim of which is for making administrative decisions
(promotion, hiring, merit pay, grant of tenure, reassignment,
and even dismissal).
Reflection: Pair Work
(1/2 crosswise)

1. As a supervisor, which among the lenses would you


like to focus on to observe beginning teachers?
seasoned teachers? Why?

2. Which among the principles about classroom


observation must be nurtured/enhanced by
supervisors? Why?
Guidelines for Developing a Measuring Instrument

1. The development of a measuring instrument is done


collegially.
2. The purpose of evaluation is clarified by defining the
evaluation variables with specific sub-variables.
3. Measurable and observable indicators are identified for
each sub-variable.
4. The items are developed and then reviewed for content
and validity by experts.
5. The instrument is revised based on the comments and
suggestions of experts, as well as on statistical analysis
(factor analysis).
6. The revised draft is pilot-tested and is modified if there is
still feedback obtained during field testing.
7. A formal field test is conducted to assess reliability of the
instrument.
Pair Work (1/2 crosswise)
SUPERVISORY IN ACTION!

1. Choose two areas on our topic lens of classroom


observation for your own supervisory task/assignment.
2. Explain your choice (1-2 sentences only).
3. What specific features would you like to focus on each
area? List them down according to their importance to you.
4. Construct a simple evaluation rubric to measure one area
you have chosen. Provide 5 specific item indicators or
statements with numerical ratings with corresponding
equivalent descriptions below.
Example of Descriptive Rating: 4 - Very Good; 3 - Good; 2 -
Fair/Average; 1 - Needs Improvement