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I. My Learnings
Leadership for learning provides me insights and thoughts on how could I become a better
teacher. The first topic, Looking at Classroom Teaching and Learning provides me realization.. it
is about getting to know oneself or identifying oneself. Who am I as a teacher, person, and as a
practitioner. It tells me that knowing oneself is important to know my role as teacher, as a person.
It also means knowing my responsibilities as a teacher. This leads to the realization that I need to
improve my teaching and learning. Some important things I learned from this part are as follows:
as a teacher, I need to modify my instruction. It tells me that one size does not fit all. I should not
use the same lesson plan to all types of learners. I need to modify to suit to the learning needs of
my learners. I need feedback from both students and colleagues. This is one way to improve
myself. I need to analyze and evaluate my manner. I need to grow professionally through attending
relative trainings and seminars and I need to welcome visitors (eg. supervisor, school head, or
master teacher) to observe me for feedback and suggestions so I could improve myself more. If I
am open to all these changes in my class and in myself, then I could be a better teacher ahead of
time. In addition, it tells me that student’s learning is the goal of my teaching, thus, I need to
welcome renewal of my priorities, if this is not my priority. For me to achieve this goal, I need to
focus on content, assessment, and methods of teaching, so I could my goal… that is student’s
learning.
The second topic of the book pertains to the structures for Classroom Assistance. Here, I
have learned the importance of clinical supervision, peer coaching, critical friends, and classroom
action research teams or study groups. As a teacher, I need to warmly welcome visitors in my
class, because my superiors are my mentors who could help me or assist me to improve myself
better. Clinical supervision would give clear direction to my teaching and instructional plan and
decision. Peer coaching is also helpful because it fosters close monitoring of peer progress. The
team teacher and the rest of the peers are aids to teachers in monitoring their progress or
improvement. Critical friends provide help in improving instruction. Classroom Action Research
Teams or Study Groups can help in addressing the needs or issues in school like establishing
research agenda to study student learning goal via readings, visiting classrooms in other school,
team teaching, joint curriculum planning, attending conferences or meetings, videotaping own or
other classroom.
The third topic is format for focusing observation. Salient findings in this atopic include:
a) both parties should understand what the purpose of observation is; b) always begin by sharing
descriptions with the observed teachers before making any judgments about the effectiveness or
the lack of the teacher observed; and c) provides a well-developed framework for teaching which
classification system of the domains, components, tasks, and subtasks of the art and science of
teaching that teachers can make use to expand their own professional knowledge base for self-
improvement.
The fourth topic is about the Approaches to Working Closely with Teachers. Important
findings are as follows: a) instructional leadership behavior such as: listening, clarifying,
The fifth topic is Direct Applications to Assisting Teachers, among which are as follows:
approach; and d) the nondirective approach. In the directive control approach, the leader is not
hostile or intimidating, instead a businesslike, serious and task oriented. The directive leader has
judged that the most effective way to improve instruction is by making standards clear and by
tangibly showing teachers how to attain such standards. It is a businesslike, and unilateral approach
based on a careful collection of data. The leader’s dominant behavior are clarifying, presenting,
the leader judges that a teacher needs specific and concrete suggestions to deliberate and choose
from in the development of a classroom action plan. In this approach, the leader emphasizes
options for the teacher to choose and commit to. For collaborative approach, the leader may decide
to speak casually with the teacher. It emphasizes the major behaviors of listening, clarifying,
presenting, problem solving, and negotiating. The end result is a mutually agreed upon contract
between the leader and the teacher that delineates the structure, process, and criteria for subsequent
instructional improvement. The nondirective approach rests on the major premise that teachers are
capable of analyzing and solving their own instructional problems. It highlights the behaviors of
listening, encouraging, clarifying, presenting, and problem solving to create a teacher self-plan.
The six topic covers the criteria for assessing teacher competence and growth. Fostering
intellectual and self-motivated growth on the part of teachers means that the instructional leaders
have to use approaches that demands greater choice and thought on the part of the teacher. Such
informational approach used for minimal way to begin to push initiative from the leader to the
teacher, collaborative approach best used when teachers themselves have greater knowledge and
understanding of their teaching than leader does. Instructional leaders may use level of
The last topic presents purpose, strength, and collegial force for school success. Some
aspects are needed in order for a school to succeed. These include renewing classrooms and schools
which are presented in certain elements such as student learning, content, method, assessment,
focus, approaches, structure and formats, school renewal priorities, professional development, and
Among the topics, I can best relate my personal experiences to “How Do Teaching and
Learning Improve.” Things discussed here served as constant reminder to me that that teaching is
a continuous learning profession, and as a teacher I need to grow in my profession. Some of the
things that I am now practicing include, modifying lessons. I always believe that learners in my
class have diverse background, and diverse needs, so I have to differentiate my instruction as the
need arises. Since my learners are grade school children, they cannot give or provide me feedback,
however, I always ask them to if they could follow my teaching or they understand what I am
teaching to them. In this way, I could always make adjustment with my instruction or make a
paradigm shift of my strategies, leading to the best possible strategies where my learners could
better understand me and that learning would take place. I also share my lesson, strategies, and
things I think “my best practices” with my colleagues. I seek their suggestions for further
improvement. I also like the presence of my immediate superior. Some teachers might not like this
scenario, but I welcome this because the supervisor or observer can give me concrete feedback
about my teaching so I could better improve myself as a teacher. Also, I am trying my best to keep
myself updated with the trends in education. I do professional reading, bench marking, and I am
pursuing graduate studies for me to capacitate myself with more learnings and for me to feel
I suggest that all teachers needs to have the biggest improvement in their lives. They should
These things could help them to better improve themselves as both teacher and person. Teachers
have to keep in mind that students’ learning should be the focus of their instruction. So keep in
focus, teachers have to improve themselves, especially their instruction. That is why, they should
not be afraid of the presence of observers and the feedback they bring to them.
I understand that teaching is a difficult profession because it has lots of demands, but as a
teacher, one has to be committed. Those difficult tasks are part of one’s job. If this is really the
profession that a teacher would like to have, then she or he has to do it religiously. Every teacher
approaches of observation based on the needs of the teacher and employ major behavior for
observation such as listening, clarifying, encouraging, reflecting, presenting, problem solving, and
reinforcing. At times, some teachers feel the pressure of observation because some observers are
“fault finder.” This causes stress to teachers, thus, instead of welcoming the presence of observers,
IV. My Plans
As always, I am doing my best to improve myself. I am open to anything that could help
me to become a better teacher and to achieve what Maslow called “self-actualization” that is,
achieving the highest possible position of my profession in the future. As a teacher, I am religiously
doing my job, I assure to myself that the center of my instruction is students’ learning, that is why,