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8/14/2019 1. Profesional Effective Teacher
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Introduction
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a. Effective Teacher
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Standard of Effectiveness:
Competency standards for teachers should:
provide modes of recognition and
achievement of competence;
enhance deployment of competence
through labour market efficiency and equity
enhance effective organization of
teachers work;
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establish links between work,
training and recognition; secure standard for the teachingprofession;
facilitate and enhance career pathrestructuring;
provide the basis for communication
about the quality of teaching andlearning.
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Characteristics of
Effective Teacher
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1.The Ethics of Teaching
Imam Al-Ghazali: Teacher: Quality & Duty
be sympathetic to students and threat them as
your own son, follow the example of the prophet
should not hold any advice from the student or
allow him/her to attempt work unless he/she
qualified for it
in dissuading the student from evil ways,should do so by suggesting rather than openly and
with sympathy rather than with odious upbraiding
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not belittle or degrade the value of other
sciences before his/her students should limit to students understanding,
should not require of student anything
which he cannot grasp should give his backward students only
such things as are clear and suitable to theirminds
should do what he teaches and not allowhis deeds to give a lie to his words
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2. The content of teaching
The Teacher knows the content and itsrelationship to educational goals. As
indicators of effective practice in relation
to this element, the teacher:
Demonstrate knowledge of the curriculum
in appropriate key learning areas; Understand the basis of the curriculum in
human knowledge;
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3.The practice of teaching
Reflect the substantial knowledge base ofteaching, in particular:
content knowledge subject matter curriculum knowledge syllabus and
curriculum
general pedagogical content knowledge teaching methodology
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knowledge of learners psychological
dimensions, IPSES knowledge of educational contexts
situational approaches
knowledge of workplace relationships vision & mission of the institution
knowledge of educational ends and
purposes evaluation, acquisition, practices
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ii.Preparation
(Bruce Joyce and Marsha Weil Model of
Teaching) 4-Families:
i.The Social Family: Partners in learning,
Group Investigation, Role Playing,
Jurisprudential Inquiry
ii.The Information processing family:
Inductive Thinking, Concept Attainment,
Mnemonics, Advance Organizers, Scientific
Inquiry, Inquiry Training, Synectics
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iii. Implementation
Questioning,
Discussion,Simulation,
Demonstration, etc.
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1. Management in classroom
Nature of classroom: religious, science,
commerce Management models, approaches,
organisations
Academic performance, Vision, Mission
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iv. Evaluation
a. Students mastery: Oral, Written,Arithmetic, Practice, Appreciation, etc.
b. Bloom Taxonomy:
Knowledge, Understanding, Application, Analysis,
Synthesis, Evaluation, Appreciation
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Strategies:
i. Planning determining content
write objectives
plan introduction
select instructional strategies
plan closure
plan evaluation
redetermine contents
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Appreciate and can convey the
complexity of learning areas; Understands how particular areas of
content knowledge and modes of
inquiry relate to overall educationalgoal;
Continues to acquire curriculum
knowledge and understanding.