Professional teaching standards

PROFESSIONALTEACHING STANDARDS

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teacher

TEACHING PROFESSIONSELF

“Every teacher needs to improve, not because they are not good enough,

but because they can be even better.”

Dylan Wiliam


STRENGTHS- reflective practitioner

- Find out strength and reinforce

WEAKNESSES- Identify weaknesses and find ways to overcome


Knowledge of new

teaching

Upgrade coursesEg KSSR

Continuous professional development

i-think

Conferences to learn from a variety of expertise


NEEDS & GOALS- Revive the passion within teacher themselves

- Fulfill the needs of ourselves before we can help fulfill others’ needs

- Anger management- Stress therapy


SKILLS

read and researchObservation:

teachers observing other teachers

allocating class time, providing clear

classroom demonstrations,

maintaining attention, and

grouping students.


Upgrade Professional Development

Leader/Expert

Highly accomplished

Proficient

Graduate (life-long learning)


TECH-SAVVY- Using ICT in classroom- Ti-Nspire, Geometry Sketchpad, Hot

Potatoes, Mindjet- Creating fun and meaningful teaching and

learning by using software

TEACHING PROFESSIONTEACHING & LEARNING

PLANNING– Inadequate lesson planning

Teacher draws on the board and pupils grow restless while waiting for teacher to finish

Too many activities, too little time (or vice versa)

Transitions: smooth lesson flows Time allocation for activity

– too little (objective X)– too much (chaos happens)


GOALS– Learning outcomes planned does not

match the lesson’s activities– Overachieving: setting too high of

standard


STRATEGIES– 8 multiple intelligences– Most teachers tend to ‘chalk and talk’– Sticking to the same strategy

bores the pupils– Lack of creativity– Student-centered– Individual work, pair work,

group work


RESOURCES– Certain school especially in rural areas

lack of resources– Teachers need to be given guideline on

reliable reference books in stores– Partitioning the board


ENVIRONMENT– Classroom environment is not conducive

in terms of: Size Brightness Temperature / Climate Seating arrangement Facilities (tables, chairs, cupboard, reading

corner) Displays (a cheerful classroom = cheerful

pupils) Noise-level

TEACHING PROFESSIONASSESSMENT

STRENGTHS & WEAKNESSES– Assessment does not reflect pupils’

strengths and weaknesses (MCQ)– Teacher depends too much on references

written by others that may not be suitable for own pupils

– Synchronized assessment Teachers rush to finish the syllabus

TEACHING PROFESSIONCATERING TO STUDENT’S…

INTRODUCTION– Knowledge about students will enable

teacher to refine lesson, class discussions, comments, illustrations, and activities so that students are more effective in learning.

– References to student interests, backgrounds, knowledge, and even anxieties can make the class seem more personal and the material more accessible.


BACKGROUND– Students come from different family

background.– The teacher respects learners as individuals

with different personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

– Teachers know the ways in which learning take place, and they know the appropriate levels of intellectual, physical, social and emotional development of their students.


BACKGROUND– Teachers build on students’ prior knowledge,

life experience and interests to achieve learning goals for all students.

– Teachers help students to see the connections between what they already know with subject matter.

– Teachers should incorporate students’ prior knowledge and experience in instructional planning to keep students motivated in learning.


BEHAVIOURS– Students behavior

i. Cooperate with teachers and classmate

– Students responsibility in their study

i. Attendance in schoolii. Completeness of their homework


INTEREST– A student’s interest in the subject is

correlated with the knowledge they gained from that subject.

– Getting students’ interest consists of method for helping students foster curiosity and see the natural relevance in what they are learning.

– Interests are linked to deep learning recallof main ideas and responses to more difficult comprehension.


INTEREST– Teacher will be able to see students interest

in the subject if the students are more active in the class and more willing to contribute to the classroom discussion.

– Teachers will also be able to see lack ofinterest if the students doesn’t pay attention, become lazy with his/her work or always absence from the class.


HOW TO GAIN INTEREST1. Make the material relevant to the students.2. Utilizing critical thinking into the lesson3. Teachers must stay interest in the subject and

keep students in a subject by bringing up interesting

4. Teachers should present the material in a variety of different ways such as incorporate movies, lectures, debates, research projects, groups projects, role playing, visual and audios into their classroom.


STRENGTHS– The teacher creates developmentally

appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

– Teachers know how students think and learn. Teachers understand the influences on students learning and differentiate instruction, adapt resources to address the strengths and weaknesses of students.


STRENGTHS– Since each student is different in terms of

skills and motivation, the strengths and weaknesses of each student will differ.

– Examples of strengths of a student is the ability to remain organized, hardworking, self confidence, focused, self-motivated and etc.


NEEDS– Therefore, the teacher regularly assesses

individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

– The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.


NEEDS– Teachers have to adapt teaching strategies

to students needs. – For example: if the students has difficulty in

learning by listening, the teacher can provide visual via the board or projector, use the flash card and have students to take notes and use colored marker to highlight.

TEACHING PROFESSIONOUTCOMES

Active and informed citizens

Critical and

creative Communication

Technology

savvy

Behaviour


TECH SAVVY– Pupils - problems in using computer,

blog, EXCEL, Microsoft word… !

– Teacher - avoid using technology !

WHY???

2.time consuming (set up)

1.lack of technology skill

3. reluctant to use technology


Teacher should consistently strive for excellence and willing to face challenges


COMMUNICATION – weak!!!

WHY???

2. teacher-centered

1. Chalk and talk

3. Listen! Listen! Listen!


Teacher should:– Use variety of communication strategies

(listening, speaking, reading, questioning, literature art) to engage students in learning.

– Emphasize oral and written communication through discussion, listening and responding to the ideas of others and group interaction (pair, group, presentation)


BEHAVIOUR – impoliteness, bully, gangsterism

WHY???

replace by other subjects

not emphasize on moral value

not integrate moral value in T&L


Teachers should:– Integrate moral value in T&L– Encourage pupils having group discussion

about the moral values– Practice it (in routine)


CRITICAL & CREATIVE THINKING– Pupils - waiting for answer/examples

(dependent)– Use to traditional teaching style

WHY??? class controlling

teaching strategies


Teacher should: Develop critical thinking, problem solving,

performance skills Design lessons that challenge students to develop

higher cognitive skills Pose questions that encourage students to view, analyze and interpret Use tasks that engage students in exploration, discovery, and hands-on activities

KBAT


ACTIVE AND INFORMED CITIZENS– Pupils –memorize formulae, way of

solutions…– Fail to apply ???


Teachers should:

– Discovery learning - logical thinking and reasoning skills such as (comparison, classification, sequencing, cause/effect) to develop initiative to learn

– Encourage creating something new or original (skills of elaboration, brainstorming, modification, imagery) to stimulate curiosity

Professional teaching standards

Education

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