TRUE TEACHERS AND LEADERS ALWAYS REMAIN STUDENTS

- Mastin Kipp (April 5, 2013)

… CS Lewis wrote a great introduction to his Reflections on the Psalms that I used in the “Be
An Amateur” section of my last book:

“I write for the unlearned about things in which I am unlearned myself … It often happens that two
schoolboys can solve difficulties in their work for one another better than the master can … The
fellow-pupil can help more than the master because he knows less. The difficulty we want him to
explain is one he has recently met. The expert met it so long ago that he has forgotten … I write
as one amateur to another, talking about difficulties I have met, or lights I have gained …”

This is the way I’ve always tried to approach writing, teaching, or speaking on stage; not as an
expert, but as a fellow student. I’m trying to learn in the open. I’m letting others look over my
shoulder while I figure things out.

And even when I do think I’ve figured some things out, I’m trying to find more things to figure out,
because learning is the thing that keeps me alive, keeps me moving forward.

This, I think, is the great trick: To be a teacher and remain a student.

E-Source: thedailylove.com
Why a Personal Teaching Philosophy?

 What a teacher believes about both teaching and learning can have a major impact on
the classroom environment.
 Teachers lend to implement classroom practices that reflect their philosophical beliefs.
 A well-reasoned personal philosophy can provide a basis for appropriate action.

Basic Teaching Philosophies

 Basic philosophies span the spectrum from:

- traditional and conservative to

- contemporary and liberal

 Main types include:

- Perennialist (emphasis on values)

- Essentialist (emphasis on knowledge)
- Progressive (emphasis on experiences)
- Reconstructionist (emphasis on societal reform)
- Idiosyncratic (any combination of the above)

 Everyone has a personal teaching philosophy!

Perennialist Teaching Philosophy (emphasis on values)

 Rooted in realism (teacher-centered: 3 R’s and moral and religious training are the
hallmark.)
 Based upon universal knowledge and cherished values of society.
 Subjects that have stood the test of time are the basis of the curriculum.
 Universal ideals are the focus of the curriculum – goodness, truth, beauty.
 Students’ minds are sponges designed to soak up knowledge with teachers as
unquestionable authorities.

Essentialist Teaching Philosophy (emphasis on knowledge)

 Education seen as a mastery of essential facts and skills – English, Math, Science, History,
and Foreign Language (teacher-centered education)
 Not rooted in the past, but is more concerned with contemporary scene.
 Like perennialism, rejects art, music, physical education, home making, and vocational
ed.
 Interested in conceptual thought and the principles and theories of subject matter.
 Teacher is seen as a master – an authority – worthy of emulation.

Progressivist Teaching Philosophy (emphasis on student experiences)

 Student-centered educational process.

 Democracy and education go hand in hand.
 Learning must include content plus the skills of learning – problem solving, scientific
inquiry, cooperative behaviors, self-regulation – and memorization is de-emphasized.
 Curriculum tends to be interdisciplinary.
 Teaching methods are not based on authority.
 The teacher is seen as more of a guide than an all-knowing sage.

Reconstructionist Teaching Philosophy (emphasis on societal reform)

 Places more emphasis on society-centered education.

 Education to be relevant must also include elements of social issues – pluralism, equality,
futurism.
 Curriculum centers around social, economic, and political issues.
 Students practice is modeled after society.
 Teachers are considered prime units of social and political change.

Idiosyncratic Teaching Philosophies

  A teacher will rarely cling to a single, identifiable teaching philosophy.
 Most teachers are somewhat eclectic in the formulation of their teaching philosophies.
 What is your teaching philosophy?

Your Teaching Philosophy

 Course project in personal teaching philosophy.

 Your philosophy must contain the following:

- How students should acquire knowledge (both method and content)

- How students should acquire intellectual skills (both method and content)
- How students should acquire ideas and values (both method and content)

 Be certain to identify your type and elements.

 Explain how you (will) apply your philosophy in your classroom.
E-SOURCE:

https://www.slideshare.net/solderingiron1996/teaching-as-a-vocation-mission-
and-profession

OTHER SOURCE:

http://mynewteachingvocation.blogspot.com/http://mynewteachingvocation.blogs
pot.com/
Teaching as Your VOCATION, MISSION and
PROFESSION
Everyone who deserves to be called a professional teacher has made one of the most important dreams of a lifetime come
true. Anyone who is engaged in teaching is motivated to pursue achieving a purpose, to provide opportunities for self-fulfillment
and most importantly, to express love, care and compassion for children.

Teaching is more than a noble profession. The teacher is the most important person in any civilization, as on him depends the
molding of the nation.There are not many born teachers, but there are those who love teaching, and there are those who enter
it as an occupation. The chief qualification for a teacher is his or her love for children; from there can follow the training by good
teachersand professors of techniques and principles. Good teacher-pupil relationship is very important.

Teaching is a vocation , a calling. It is not a profession that you train for much as you learn how to train a dog. It
is a job that many feel driven to do and one that can be edifying and, as the voices in Teachers Who Change Livesattest, deeply
satisfying. The enduring, memorable pedagogues - those who have changed your life just a little bit - take risks.

Great teachers, those who have the X factor, are not beholden to the conventions of the classroom. They do not have to power
dress or slog away at higher degrees to shinny up promotion's slippery pole. They instruct but they also touch hearts and minds
while leading children to believe they can see things and go places they've never experienced before.

Unlike any other profession, teaching requires dedication and service in order for an individual to be considered as a real
teacher. That’s the reason why teaching should not just be treated as a simple profession but also a seriousvocation
where other people and service is over self and salary.

Teaching is also mission, an assigned task. We are expected

to write our “accomplishment report” at the end of our
mission.
 Teaching is also a profession. It is our way of rendering service to humanity. The quality of our professional
service is determined to a very great extent on our long and arduous period of preparation, continuing professional education,
and our commitment to ethical and moral values. If we give professional quality service, then mediocrity has no place. If we live
up to our name as a professional teacher, a meaningful and fulfilled life will not be far behind.

Reference: https://www.scribd.com/doc/106700289/teaching-as-your-vocation-mission-and-profession

Posted by Alvin Busa at 3:00 AM

Classroom Management
Teachers Modules
Thomas R. Kratochwill
Rachel DeRoos
Samantha Blair
University of Wisconsin-Madison

Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and
increase student academic engagement (Emmer & Sabornie, 2015; Everston &
Weinstein, 2006). Effective classroom management principles work across almost all
subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered
model in which school-wide support is provided at the universal level, classroom behavior
management programs have shown to be effective for 80-85 percent of all students. More
intensive programs may be needed for some students.

Why is classroom management important?

Effective classroom management:

 Establishes and sustains an orderly environment in the classroom.
 Increases meaningful academic learning and facilitates social and emotional growth.
 Decreases negative behaviors and increases time spent academically engaged.

Although effective classroom management produces a variety of positive outcomes for

students, according to a 2006 survey of pre-K through grade 12 teachers conducted by
APA, teachers report a lack of support in implementing classroom management
strategies. Chaotic classroom environments are a large issue for teachers and can
contribute to high teacher stress and burnout rates. Therefore, it is important to use
effective classroom management strategies at the universal level in a tiered model, as
they serve as both prevention and intervention methods that promote positive outcomes
for students.

Why classroom management works

 Effective classroom management

Classroom management systems are effective because they increase student success
by creating an orderly learning environment that enhances students' academic skills and
competencies, as well as their social and emotional development. Classroom
management systems are most effective when they adhere to three basic principles
(Brophy, 2006, pp. 39-40):

1. Emphasize student expectations for behavior and learning.

2. Promote active learning and student involvement.
3. Identify important student behaviors for success. More specifically:
a. What behaviors are required to reach the goals of learning activities?
b. What implications does a particular learning activity have for student roles?
c. How will the teacher prepare students to take on these roles?
School Wide Implementation
Teachers concerned with classroom management typically need help with two issues:
1. Preventing discipline problems.
2. Dealing with current discipline problems.

To address these concerns, researchers have established several systems such

as positive behavior support(PBS) (Crone & Horner, 2003; Crone, Horner, & Hawken,
2010) and social and emotional learning (SEL), (Weissberg, Kumpfer, & Seligman,
2003).

Positive behavior support

Positive behavior support (PBS) is typically set up as a multilevel model of intervention

and involves a school-wide structure of support for teachers that adopt evidence-based
programs (Freiberg & Lapointe, 2006), and small group and individualized programs for
students who do not respond to the school-wide structure and need more support
(Robinson & Griesemer, 2006). At the school wide level, teachers and staff create a
positive school culture by clearly defining positive expectations that are taught to all
students and adults (Bradshaw, 2014).
An example of a system of PBS as a tiered model might look like the following:

Tier 1: universal level

 The school establishes expectations for behavior.
 Ensure that students, staff and families understand these expectations; schools operationalize
positive behaviors and teach them to students.
 Teachers have pro-social contacts with students and model expected behaviors.
 Teachers receive formal training in behavior management.
 The school establishes a school-wide leadership team to support the PBS activities.
 The school implements a methodical system of recording student behavior to facilitate decision-
making regarding potential intervention or other responses.

Tier 2: secondary level of intervention

 An evidence-based program such as First Steps to Success (Walker, Stiller, Bolly, Kavanagh,
Steverson, & Feil, 1997) can be implemented with groups of students in need of this level of
support.

Tier 3: tertiary level

 Individualized evidence-based programs are implemented for students not responding to the
second tier based on results of behavior data and analysis of their behavior. Most classroom
 teachers have not been trained in functional assessment or analysis of behavior, so it is important
that they consult with their colleagues (e.g., school psychologists, special education teachers)
who have expertise in this area.

Tier 1: universal instruction and intervention

Approximately 80-85 percent of students will be able to meet classroom behavior

expectations when given high-quality, universal instruction/intervention on behavior.

Explicitly teach students classroom expectations and routines

Teachers should not assume that students know the appropriate and expected
classroom behaviors. Instead, teachers should make it a priority to help their students
understand what appropriate classroom behaviors are and make this information
explicit.
 Spend extra time teaching expectations at the beginning of the school year; this plan will help
students get into the practice of following rules right from the start.
 Reteach your goals throughout the year, and make sure your students are familiar with these
goals. It could be helpful to display them in your classroom.
 Make your classroom goals easy to understand and measurable (e.g., if your goal is to "be
respectful" make sure your students know what that means. Provide them examples of
respectful behaviors that you expect from them).
 Generally, do not exceed five expectations at a time; too many expectations will cause students
to forget directions.
 Adapt behavior expectations based on context such as group size or setting.
Reward positive behaviors
 Student praise is one of the most effective ways of increasing positive behavior. Giving
behavior-specific praise that identifies what the student has done correctly is a powerful strategy
for increasing good behavior.
 Assess what rewards are reinforcing for your students: do they appreciate teacher attention or
prefer small prizes? Rewards only work if the student finds them reinforcing, so rewards may
need to be tailored for individual students.

Develop a curriculum that facilitates student engagement

 Ensure that the difficulty level of the instructional materials is appropriate for the students.
Instructional materials that are too easy or too difficult can result in off-task behavior.
 Create opportunities for student choice in materials studied. Student choice allows for greater
ownership of academic experience. (see module on autonomous learners)
 Incorporate student interest into the curriculum, causing the students to become more invested
in what they are learning (Kern & Clemens, 2007).

What if a student isn't responding to instruction or intervention?

If a student isn't responding to universal instruction/intervention with classroom

appropriate behavior, they may need a stronger or customized intervention. Implementing
intensive socio-emotional interventions for students with behavior difficulties is an
effective means of enhancing classroom management because socio-emotional
interventions can equip students with the competencies, skills and motivation they need
to behave appropriately in school.

Tier 2: smaller group instruction

Typically an additional 10-15 percent of students need more behavior support than is
provided at the Universal level. Tier 2 support typically involves small group instruction.
Institute socio-emotional groups

Small group instruction can be established for students who need to focus on specific
skills to improve and manage their classroom behavior. Topics for these groups may
include:
a. Self-management
b. Anger management
c. Conflict resolution
d. Specialized social skill instruction
e. Mentoring programs
Institute daily check-in and check-out procedures:

Check-in and check-out procedures allow for monitoring of students' behavior as well as
provide feedback for improvement. Criteria for monitoring are based on school behavior
expectations.

Develop brief functional behavior assessments to determine the motivation

behind student behaviors.

Consult with colleagues trained in functional behavior assessment to collect data on

students' behavior and offer analyses of potential interventions that are most appropriate
and effective for specific needs.

Involve families in supporting children in group interventions

Inform families of problem-solving plans at school and engage in consistent

communication to ensure effectiveness of plans.

Tier 3: individual intervention

An additional 5-7 percent of students may need continued support beyond Tier 2
interventions. These students typically benefit from individualized, intensive interventions.

A problem-solving team in the school can offer support to the teacher

Problem-solving teams composed of teachers, school psychologists, principals and

special educators should meet regularly to collaborate on appropriate interventions for
students needing increased support.

Develop and implement function-based interventions for individual students

Functional behavior assessments are effective means of determining the purpose of

student misbehavior and creating appropriate interventions (Scott et al., 2005).

Social and emotional learning

Social and emotional learning (SEL) is affiliated with the Collaborative for Academic,
Social, and Emotional Learning (CASEL) (Weissberg, Kumper, & Seligman, 2003). SEL
programs provide instruction at the universal level and are designed to teach social and
emotional competencies to students to enhance their success in school and in life (Durlak,
Weissberg, Dymnikci, Taylor, & Schellinger, 2011). According to CASEL, effective SEL
instruction includes opportunities to practice skills, coordination with school and
 community environments, systematic and sequential programming throughout grade
levels, and continuous monitoring of programming.

Recommendations for teachers

1. Do not use vague rules.

2. Do not have rules that you are unwilling to enforce.
3. Do not ignore student behaviors that violate school or classroom rules (they will not go away).
4. Do not engage in ambiguous or inconsistent treatment of misbehavior.
5. Do not use overly harsh or embarrassing punishments or punishments delivered without
accompanying support.
6. Do not use corporal punishment.
7. Avoid out-of-school suspension whenever possible (APA Task Force on Zero Tolerance report).
8. Do not try to solve problems alone if you have serious concerns about a student. Refer to your
school psychologist or special education professional.

Developmental differences

Classroom management in high schools

Although positive behavior support systems are producing strong results for increased
pro-social behaviors and decreased negative results in elementary schools, these
systems are less often implemented in high schools.

Sometimes, high schools have tried to resolve behavioral issues by:

 Repeating and restating consequences.
 Increasing the averseness of consequences.
 Establishing a bottom line or zero tolerance level policies.
 Excluding students from the "privilege" of attending school through out-of-school suspensions
and expulsions.
 Offering alternative ways of completing the high school experience someplace else (e.g.,
alternative school, community college) (Sugai & Horner, 2002).
These frequently enforced consequences:
 May lead to overly controlling environments.
 Could trigger and reinforce antisocial behavior.
 Can shift accountability and educational responsibility away from the school.
 Can devalue student-teacher relationships.
 Might weaken the link between academic and social behavior (Sugai & Horner, 2002; American
Psychological Association [APA] Zero Tolerance Task Force, 2008).
When implemented in high schools, prevention-based classroom management systems:
 Create and promote a positive school climate.
 Enhance student commitment to school.
 Teach and reward individual student social skills.
 Disrupt and monitor antisocial behaviors and interactions.

Effective high school classroom management adjustments

Due to developmental differences between elementary and high school students,

adaptations to classroom management strategies must be made. The following are some
examples:

 Allow students to be involved in the development and implementation of goals. Students will be
increasingly engaged in classroom management strategies if you give them collaborative
responsibility in the creation and implementation of expectations.
 Teach behavior expectations as you do in elementary school; do not assume that high school
students understand social expectations.
 Remember: not all high school students are motivated by academic success or social success.
Have students individually assist in identifying what they would find reinforcing.

FAQs

Do certain classroom management systems cause problems or have

unanticipated effects?

Classroom management systems may cause problematic consequences when

administered incorrectly. Mistakes made in classroom management (e.g., reinforcing
disruptive behavior by attending only to the inappropriate behavior and not appropriate
behavior) can lead to loss of respect and cooperation on the part of students, increased
misbehavior, and students' perception that the teacher is not in control of the classroom.

Do classroom management systems work for all students?

When applied correctly, effective classroom management principles can work across all
subject areas and all developmental levels (Brophy, 2006). They can be expected to
promote students' self-regulation, reduce the incidence of misbehavior, and increase
student productivity.

What criteria should be applied to evaluate classroom management systems?

Classroom management systems should be evaluated by their ability to promote self-

regulation of behavior, reduce the incidence of misbehavior and maximize student
productivity. In tiered models like positive behavior support, established progress-
monitoring systems help make decisions about the level of support that a student needs.

How should a student management system be set up?

The best model for establishing an individual, classroom, or school-wide system of

managing student behavior is a tiered approach. Such an approach involves primary,
secondary and tertiary levels of managing student behavior problems.

When should classroom management systems be started?

Research suggests that beginning-of-the-year activities are extremely important for effective
classroom management systems. Within the first few days and weeks of the start of a school year
an effective classroom management system should be fully in place. However, an individual
program for disruptive behavior can be established at any time.

How long should classroom management systems remain in place?

Classroom management systems should be established at the beginning of the year so

that expectations for students are in place early in the semester. Once they are
established, classroom management systems should be applied throughout the year and
across the grades so that students receive constant and consistent messages about
classroom expectations, rules and procedures. This strategy will ensure positive student
behavior is supported and reinforced throughout the year.

Why are classroom management systems effective in managing student behavior

and learning?
 Research indicates that classroom management systems are effective in managing
student behavior and learning because they sustain an orderly learning environment for
students, enhance students' academic skills and competencies, and further social and
emotional development.

Where can I get more information?

 “The Handbook of Classroom Management” (2nd ed.) edited by Emmer and Sabornie and
published by Routledge in 2015 is a major resource in the field. This volume provides a
comprehensive overview of issues surrounding classroom management research and practice.

 Reducing Behavior Problems in the Elementary School Classroom (2008) is another useful
resource, produced by the U.S. Department of Education, Institute of Education Sciences.
Who can I contact in my school for assistance?
If you work in a public school, your school psychologist is the best person to contact.
He/she has training in classroom management procedures and evidence-based
programs and can help you implement a tiered model of services. You can also contact
your school counselor and building principal for assistance.

References
American Psychological Association Zero Tolerance Task Force. (2008). Are zero
tolerance policies effective in the schools? An evidentiary review and recommendations. American
Psychologist, 63, 852-862.

Baer, G. G. (2015). Preventative classroom strategies. In E. T. Emmer & E. J. Sabornie

(Eds.), Handbook of classroom management (2 nd Ed.) (pp. 15-39). New York: Taylor and
Francis Group.

Bradshaw, C. (2014) Positive behavioral interventions and supports. In Slavin, R.E.

(Ed.), Classroom Management & Assessment (pp. 99-104). Thousand Oaks, CA: Corwin.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S.

Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary
issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Crone, D. H., & Horner, R. H. (2003). Building positive behavior support systems in schools:
Functional behavioral assessment. New York: Guilford.

Crone, D. H., Horner, R. H., & Hawken, L. S. (2004). Responding to behavior problems in
schools: The behavior education program. New York: Guilford.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The
impact of enhancing students' social and emotional learning: A meta-analysis of school-based
universal interventions. Child Development. 82. pp. 405-432.

Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2nd ed.).
New York: Routledge.

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C.

M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research,
practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.

Freiberg, H. J., & Lapointe, J. M. (2006). Research-based programs for preventing and solving
discipline problems. In C. Evertson and C. S. Weinstein (Eds.). Handbook of classroom
management: Research, practice, and contemporary issues (pp. 735-786). Mahwah, NJ:
Lawrence Erlbaum Associates.

Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom
behavior. Psychology in the Schools, 44, 65-75.

Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcommer, L. (2015). In E. T. Emmer & E. J.
Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp.40-59). New York: Taylor
and Francis Group.

Robinson, S. L., & Griesemer, S. M. R. (2006) Helping individual students with problem
behavior. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management:
Research, practice, and contemporary issues (pp. 787-802). Mahwah, NJ: Lawrence Erlbaum
Associates.

Scott, T. M., Mclntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An
examination of the relation between functional behavior assessment and selected intervention
strategies with school-based teams. Journal Of Positive Behavior Interventions, 7, 205-215.

Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3
practices and systems. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom
management (2 nd Ed.). New York: Taylor and Francis Group.
Slavin, R. E. (Ed.) (2014). Classroom management & assessment. Thousand Oaks, CA: Corwin
Press.
Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003) Prevention that works for children
and youth: An introduction. American Psychologist. 58. pp. 425-432.

E-SOURCE:

https://www.apa.org/education/k12/classroom-mgmt
The NCBTS (National Competency Based Teacher Standards)

The National Competency-Based Teacher Standards

1. 1. TEACHERCOMM UNITY CLASSR OOM
2. 2. Christian Sebastian
3. 3. The National Competency –Based Teacher Standards is an integrated theoretical
framework that defines the different dimensions of effective teaching. Teacher Education and
Development Program (TEDP)
4. 4. Filipino teachers often get mixed signals about what it means to be an effective teacher.
The NCBTS provides single framework that shall define effective teaching in all aspects of a
teacher’s professional life and in all phases of teacher development.
5. 5. Standards of Effective and Good Teaching What the Teacher is Competent to Do=
NCBTS is concerned with whether teachers are competent in helping students learn.
6. 6. The NCBTS has simply articulated this expectation so that it is clear to all concerned.
7. 7. In other words, the NCBTS takes a development perspective about teaching standards. It
provides concrete GUIDEPOSTS to help teachers become better and better.
8. 8. 7 Domains Strands/Standards Specific Performance Indicators
9. 9. A domain is defined as a distinctive sphere of the teaching learning process, and is also a
well-defined arena for demonstrating positive teacher practices. Each of these domain is
defined in terms of a principle of ideal teaching associated with enhanced student learning
10. 10. Standards are in the form of strands. Strands refer to more specific dimensions of
positive teacher practices under the broad conceptual domain.
11. 11. These are concrete, observable and measurable teacher behavior, actions, habits,
routines, and practices known to create, facilitate, and support enhanced student learning
12. 12. 1. Social Regard for Learning 2. Learning Environment 3. Diversity of Teachers 4.
Curriculum 5. Planning, Assessing and Reporting 6. Community Linkages 7. Personal
Growth and Development
13. 13. Domain 1: Social Regard for Learning Domain 2: The Learning Environment Domain 3:
Diversity of Learners Domain 4: Curriculum Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages Domain 7: Personal Growth and Professional Development
14. 14. This domain focuses on the ideal that the teachers serve as positive and powerful role
models of the values of the pursuit of learning of different kinds of effort to learn. The
teacher’s actions, statements, and different types of social interactions with the students
exemplify this ideal.
15. 15. Strands of Derived Teaching Performance Performance Indicator 1.1. Acts as a positive
role model for students 1.1.1. Implements school policies and procedures
1.1.2.Demonstrates punctuality 1.1.3. Maintains appropriate appearance 1.1.4. Is careful
about the effect of one’s behavior on students 1.1.5. Shows respect for other persons and
their ideas
16. 16. This domain focuses on the importance of providing for a social, psychological and
physical environment within which all students, regardless of their individual differences in
learning, can engage into different learning activities and work towards attaining high
standards of learning.
17. 17. Strands of Desired Teaching Performance Performance Indicators 2.1. Creates an
environment that promotes fairness 2.1.1. Maintains a learning environment of courtesy and
respect for different learners 2.1.2. Provides gender-fair opportunities for learners learning
2.1.3. Recognizes that every learner has strengths.
18. 18. Strands of Desired Learning Teaching Performance Performance Indicators 2.2. Makes
the physical environment safe and conducive to learning 2.2.1. Maintains a safe, clean and
orderly classroom free from distractions 2.2.2. Arranges challenging activities given the
physical environment
19. 19. Strands of Desired Learning Teaching Performance Performance Indicators 2.3.
Communicates higher learning expectations 2.3.1. Uses individual and co-operative learning
activities to improve capacities of learners for higher learning 2.3.2. Encourage learners to
ask questions 2.3.3. Provides learners with a variety of learning experiences 2.3.4. Provides
varied enrichment activities to nurture the desire for further learning 2.3.5 Communicates and
maintains high standards of learning performance
20. 20. Strands of Desired Learning Teaching Performance Performance Indicators 2.4.
Establishes and maintains consistent standards of learners’ behavior 2.4.1. Handles
behavior problems quickly and with due respect to children’s rights 2.4.2 Gives timely
feedback to reinforce appropriate to learner’s behavior 2.4.3. Guides individual learners
requiring development of appropriate social and learning behavior 2.4.4. Communicates and
enforces school policies and procedures for appropriate learner behavior 2.4.5 Encourages
free expression of ideas from students 2.4.6 Creates stress-free environment
21. 21. This domain emphasizes the idea that the teachers can facilitate the learning process in
diverse learners by recognizing first and respecting individual differences, then using
knowledge about students’differences to design diverse sets of learning activities to ensure
that all students can attain desired learning goals.
22. 22. Strands of Desired Teaching Performance Performance Indicators 3.1. Is familiar with
learner’s background knowledge and experiences 3.1.1. Obtains information on the learning
 styles, multiple intelligences and needs of learners 3.1.2. Designs or selects learning
experiences suited to different kind of learners 3.1.3. Establishes goals that define
appropriate expectations for all learners 3.1.4. Paces lessons appropriate to needs and/or
difficulties of learners 3.1.5. Initiates other learning approaches for learners whose needs
have not been met by usual approaches
23. 23. Strands of Desired Teaching Performance Performance Indicators 3.2. Demonstrates
concern for holistic development of learners 3.2.1. Recognizes multi-cultural background of
learners when providing learning opportunities 3.2.2. Adopts strategies to address needs of
differently-abled students 3.2.3. Makes appropriate adjustments for learners of different
socio-economic backgrounds

SLIDESHARE:
E-SOURCE: (2017)
https://www.slideshare.net/channshann/the-national-competencybased-teacher-standards
TECHNOLOGY INTEGRATION

15 Characteristics of a 21st-Century Teacher

By Tsisana Palmer
June 20, 2015
E-SOURCE:
https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

Recent technological advances have affected many areas of our lives: the
way we communicate, collaborate, learn, and, of course, teach. Along with
that, those advances necessitated an expansion of our vocabulary, producing
definitions such as digital natives, digital immigrants, and, the topic of this post
-- "21st-century teacher."

As I am writing this post, I am trying to recall if I ever had heard phrases such
as "20th-century teacher" or "19th-century teacher." Quick Google search
reassures me that there is no such word combination. Changing the "20th" to
"21st" brings different results: a 21st-century school, 21st-century education,
21st-century teacher, 21st-century skills -- all there! I then searched for Twitter
hashtags and Amazon books, and the results were just the same; nothing for
the "20th-century teacher" while a lot for the "21st": #teacher21,
#21stcenturyskills, #21stCTeaching and no books with titles #containing "20th
century" while quite a few on the 21st-century teaching and learning.

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Obviously, teaching in the 21-century is an altogether different phenomenon;
never before could learning be happening the way it is now -- everywhere, all
the time, on any possible topic, supporting any possible learning style or
preference. But what does being a 21st-century teacher really mean?

Below are 15 characteristics of a 21st-century teacher:

1. Learner-Centered Classroom and Personalized Instructions

As students have access to any information possible, there certainly is no
need to "spoon-feed" the knowledge or teach "one-size fits all" content. As
students have different personalities, goals, and needs, offering personalized
instructions is not just possible but also desirable. When students are allowed
to make their own choices, they own their learning, increase intrinsic
motivation, and put in more effort -- an ideal recipe for better learning
outcomes!

2. Students as Producers

Today's students have the latest and greatest tools, yet, the usage in many
cases barely goes beyond communicating with family and friends via chat,
text, or calls. Even though students are now viewed as digital natives, many
are far from producing any digital content. While they do own expensive
devices with capabilities to produce blogs, infographics, books, how-to videos,
and tutorials, just to name a few, in many classes, they are still asked to turn
those devices off and work with handouts and worksheets. Sadly, often times
these papers are simply thrown away once graded. Many students don't even
want to do them, let alone keep or return them later. When given a chance,
students can produce beautiful and creative blogs, movies, or digital stories
that they feel proud of and share with others.

3. Learn New Technologies

In order to be able to offer students choices, having one's own hands-on

experience and expertise will be useful. Since technology keeps developing,
learning a tool once and for all is not a option. The good news is that new
technologies are new for the novice and and experienced teachers alike, so
everyone can jump in at any time! I used a short-term subscription to
www.lynda.com, which has many resources for learning new technologies.

4. Go Global

Today's tools make it possible to learn about other countries and people first
hand. Of course, textbooks are still sufficient, yet, there is nothing like learning
languages, cultures, and communication skills from actually talking to people
from other parts of the world.

It's a shame that with all the tools available, we still learn about other cultures,
people, and events from the media. Teaching students how to use the tools in
their hands to "visit" any corner of this planet will hopefully make us more
knowledgable and sympathetic.
5. Be Smart and Use Smart Phones

Once again -- when students are encouraged to view their devices as

valuable tools that support knowledge (rather than distractions), they start
using them as such. I remember my first years of teaching when I would not
allow cell phones in class and I'd try to explain every new vocabulary word or
answer any question myself -- something I would not even think of doing
today!

I have learned that different students have different needs when it comes to
help with new vocabulary or questions; therefore, there is no need to waste
time and explain something that perhaps only one or two students would
benefit from. Instead, teaching students to be independent and know how to
find answers they need makes the class a different environment!

I have seen positive changes ever since I started viewing students' devices as
useful aid. In fact, sometimes I even respond by saying "I don't know -- use
Google and tell us all!" What a difference in their reactions and outcomes!

6. Blog

I have written on the importance of both student and teacher blogging. Even
my beginners of English could see the value of writing for real audience and
establishing their digital presence. To blog or not to blog should not be a
question any more!

7. Go Digital

Another important attribute is to go paperless -- organizing teaching resources

and activities on one's own website and integrating technology bring students
learning experience to a different level. Sharing links and offering digital
discussions as opposed to a constant paper flow allows students to access
and share class resources in a more organized fashion.

8. Collaborate

Technology allows collaboration between teachers & students. Creating digital

resources, presentations, and projects together with other educators and
students will make classroom activities resemble the real world. Collaboration
should go beyond sharing documents via e-mail or creating PowerPoint
presentations. Many great ideas never go beyond a conversation or paper
copy, which is a great loss! Collaboration globally can change our entire
experience!
9. Use Twitter Chat

Participating in Twitter chat is the cheapest and most efficient way to organize
one's own PD, share research and ideas, and stay current with issues and
updates in the field. We can grow professionally and expand our knowledge
as there is a great conversation happening every day, and going to
conferences is no longer the only way to meet others and build professional
learning networks.

10. Connect

Connect with like-minded individuals. Again, today's tools allow us to connect

anyone, anywhere, anytime. Have a question for an expert or colleague?
Simply connect via social media: follow, join, ask, or tell!

11. Project-Based Learning

As today's students have an access to authentic resources on the web,

experts anywhere in the world, and peers learning the same subject
somewhere else, teaching with textbooks is very "20th-century" (when the
previously listed option were not available). Today's students should develop
their own driving questions, conduct their research, contact experts, and
create final projects to share all using devices already in their hands. All they
need from their teacher is guidance!

12. Build Your Positive Digital Footprint

It might sound obvious, but it is for today's teachers to model how to

appropriately use social media, how to produce and publish valuable content,
and how to create sharable resources. Even though it's true that teachers are
people, and they want to use social media and post their pictures and
thoughts, we cannot ask our students not to do inappropriate things online if
we ourselves do it. Maintaining professional behavior both in class and online
will help build positive digital footprint and model appropriate actions for
students.

13. Code

While this one might sound complicated, coding is nothing but today's literacy.
As a pencil or pen were "the tools" of the 20th-century, making it impossible to
picture a teacher not capable to operate with it, today's teacher must be able
to operate with today's pen and pencil, i.e., computers. Coding is very
interesting to learn -- the feeling of writing a page with HTML is amazing! Even
though I have ways to go, just like in every other field, a step at a time can
take go a long way. Again, lynda.com is a great resource to start with!

14. Innovate

I invite you to expand your teaching toolbox and try new ways you have not
tried before, such as teaching with social media or replacing textbooks with
web resources. Not for the sake of tools but for the sake of students!

Ever since I started using TED talks and my own activities based on those
videos, my students have been giving a very different feedback. They love it!
They love using Facebook for class discussions and announcements. They
appreciate novelty -- not the new tools, but the new, more productive and
interesting ways of using them.

15. Keep Learning

As new ways and new technology keep emerging, learning and adapting is
essential. The good news is: it's fun, and even 20 min a day will take you a
long way!

As always, please share your vision in the comment area! Happy 21st-century
teaching!

This piece was originally submitted to our community forums by a reader. Due
to audience interest, we've preserved it. The opinions expressed here are the
writer's own. All Grades

TECHNOLOGY INTEGRATION

The Beginning of the End of Snow Days

Districts around the U.S. are working out policies and procedures
for having kids work at home when inclement weather closes
schools.
By Tom Berger
November 19, 2018
A flurry of recent articles brings home yet one more way that technology is
changing education: In districts across the country, snow days—those giddily
unexpected days off—are becoming relics of the past. Beginning on
December 1, for example, the schools around Camden, Maine, will replace
two snow days per year with so-called Remote School Days, when students
will complete coursework at home using internet-connected devices.

Given that many employers around the country have been implementing work
from home policies in recent years, it was probably inevitable that the idea
would spread to schools. And for schools, there’s the logic of the initial
investment: If they’ve spent money acquiring devices for every student, as
many have done, there’s a strong argument to be made that they should
maximize the utility of those devices—part of the rationale for buying them is
to expand students’ opportunities for learning.

Read Full Story

TECHNOLOGY INTEGRATION

Leveling Up Your Use of Edtech

Three simple strategies for implementing education technology in
your classroom effectively.
By Jorge Valenzuela
October 25, 2018

Throughout the U.S., teachers are putting a lot of thought into their use of
education technology, or edtech. Whether they’re creating a new makerspace,
implementing a one-to-one Chromebook initiative, or flipping their classroom,
some are considering how they can improve what they’re already doing, and
others are looking to dive in for the very first time.

A new computer science initiative may prompt such reflection, but it may also
arise when teachers receive new technology through a grant, or simply want
to collaborate with colleagues in meaningful and efficient ways.

BRAIN-BASED LEARNING
Decoding the Teenage Brain (in 3 Charts)
New technologies are shedding light on what really makes
adolescents tick—and providing clues on how we might reach
them better.
By Stephen Merrill
January 31, 2019

A recent interview with British neuroscientist Sarah-Jayne Blakemore, the

author of the 2018 book Inventing Ourselves: The Secret Life of the Teenage
Brain, begins with a caveat.

“I think it’s important to know before we start that up until 20 years ago we
really didn’t know that the brain changes at all after childhood,” she confides.
“That’s what I was taught during my undergraduate degree. We now know
that’s completely untrue.”

Read Full Story

STUDENT ENGAGEMENT

7 Ways to Spark Engagement

Strengthening students’ sense of connectedness to their learning
is a worthwhile goal, and there are some simple ways to do it.
By Cheryl Abla
January 22, 2019

Student engagement is the Mega Millions of education: When you hear about
it, it seems so easy to win—and then you read about the odds. The good
news is that there are effective strategies for boosting student engagement,
and they’re considerably more likely to pay off than playing the lottery.

A growing body of research in education and the social sciences suggests

that students’ curiosity can be stimulated in ways that strengthen their
connectedness to lessons, interactions with each other, and willingness to
commit to learning goals. There are simple techniques that teachers can use
during a lesson to boost curiosity, and thus engagement, among students—
especially older ones, who are at greater risk for losing interest.
E-SOURCE:

https://www.slideshare.net/royalchildacademylapulapu/the-21st-century-teacher-and-
learner