focus area 4

7/21/2019 Focus Area 4

http://slidepdf.com/reader/full/focus-area-4 1/5

Things to Improve

Focus Area No. 4 - The Classroom Climate

1. not enough challenge – less questions given

2. time not maximie!. give more opportunities "or in#epen#ent learning4. teaching st$le are more on proce#ural - shoul# %e &exi%le'. some %oo(s ) note%oo(s #o not have comments*. lac( "ee#%ac( "rom the teachers in terms o" qualit$+. some pages in the %oo(s ,ere not correcte#. some o" the classes – no generaliation. Ara%ic – ,ea(1/. 0nglish su%ect is goo#) techniquesmetho#ologies - colla%orate ,ith otherlanguages11. 3cience – ,ea() not #oing ,ell) the class is %oring ) research – not #oing ,ellin school

3cientic s(ills – not "ull$ #evelop3chool has pro%lem in resources

12. 5h$sics – the lesson is all a%out "ree "alling o%ects - not relate# to real li"e0x. #ra,ing "rom the %oo(

6r. Ceasar 7o1. provi#e #ata o" those stu#ents ,ho trans"erre# to our school2. program "or the non-rea#ers!. #ata on the exact gure o" ne, stu#ents come "rom the 5hilippines ,hoentere# our school4. ma(e sure that spe# chil# is not isolate in $our class8uestions96a$ program %a (a$o ng screening %e"ore $ou accept the chil#:5aano $ung nasa school na na accept n$o na:

Aspects of the classroom climate that should be improved1. Proactive learning –

Although stu#ents ,ere generall$ engage# in lessons there ,as littleevi#ence that the$ too( a proactive role in their o,n learning. The$ al,a$s,aite# "or the teacher to lea# an# ,ere hesitant to as( teachers "or "urtherclarication ,hen points ,ere not "ull$ un#erstoo#. Too o"ten) pupils #i# notin#icate the$ ha# trou%le un#erstan#ing explanations an# "e, teachers use#pro%ing questions to chec( stu#ents; levels o" un#erstan#ing.

proactive < creating or controlling a situation rather than ust respon#ing to itpro%ing < to investigate thoroughl$

2. Poor quality marking of students’ books Teachers; mar(ing ,as poor. In most %oo(s su%ects teachers #i# not

provi#e ,ritten "ee#%ac( to stu#ents. There ,ere no #evelopment points liste#an# no specic gui#ance given. In most ,or( %oo(s) teachers merel$ tic(e#ans,ers. In some %oo(s it ,as noticea%le that pages o" ,or( ha# %een tic(e#)$et incorrect ans,ers ,ere on the page.

3. ! teaching



Teaching an# learning in =7 #i# not al,a$s provi#e the range o" activitiesat the right level to engage the chil#ren. Teachers o"ten set tas(s that ,ererepetitive or over-long ,here chil#ren quic(l$ lost interest. Fe, teachersprovi#e# rich range o" experiences appropriate to chil#ren o" this age range.

"ecommendations for improvement

1. #mprove students’ proactive roles in lessons by$a. 0nsuring teachers provi#e opportunities "or stu#ents to voice their

concerns i" the$ have not"ull$ un#erstoo# an aspect o" the lesson.

%. 0ncouraging stu#ents to re&ect on their o,n learning to i#enti"$ ,here"urther explanations

is nee#e#.c. >iscouraging teachers "rom supercial monitoring o" stu#ents;

un#erstan#ing an# instea# insisting the$ emplo$ pro%ing questions to chec( "or levels o"

un#erstan#ing.

2. #mprove teachers’ marking of students’ books by$a. 0sta%lishing a ,hole-school mar(ing polic$ to ensure that teachers

mar( stu#ents; %oo(s regularl$ to specie# stan#ar#s.%. 0nsuring teachers provi#e ,ritten "ee#%ac( in stu#ents; %oo(s that

gives specic a#vise on ,hat an# ho, to improve.c. 6onitoring stu#ents; %oo(s to ensure errors in stu#ents; ,or( are %eing

correctl$ i#entie# %$ teachers an# that ,ritten "ee#%ac( is %eing o?ere#

3. #mprove the range of teaching approaches in ! by$a. 0nsuring teachers give stu#ents more opportunities to ,or( in groups

or pairs on practicaltas(s.

%. 0nsuring teachers tal( ,ith stu#ents as the$ ,or( to exten# theirlearning

c. 0nsuring teachers #o not spen# long perio#s tal(ing to the ,hole class"rom the "ront o" the

classroom.#. 5rovi#ing pro"essional #evelopment to =7 teachers that improves their

s(ills in a#apting their teaching to support an# challenge #i?erent groups in the class.

Focus Area No. * - 6s. Naima Tale% - no clear tren# in $our assessment0xample9

6ath - 1*@ Ara%ic - 2!@3cience - +@ 0nglish – 2*@



3trateg$ - #enes the %asic proce#ure o" ho, the content is ela%orate# #uringthe teaching process.

1. the cognitive approach is expositor$) as in"ormation is given in a structure#an# organie# process. The stu#ents; role in this is passive) consuming an#%reathing inB. The teacher is the constitutive element) he in"orms) tells) sho,s)as(s etc.

Ccc expositor$

in"ormingtellingsho,ingas(ing

2. the a?ective approach – is %ase# on #iscoveringB an# uses the curiosit$ o"the stu#ent to let him n# out something on his o,n. There is little or no in"ormation given) ust an issueto explore. 3tu#ents have to %e active an# inquisitive to solve the pro%lem. The teacher is notinvolve#. In this) stu#ents

learn %$ #oing) %$ experiencing an# %$ o%serving.

o%serving

experiential learning %$

#oing DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DD

Tell me an# I;ll "orget3ho, me an# I ma$ not remem%erInvolve me an# I;llun#erstan#

Eal(-through o%servation – in"ormal classroom visit that lasts no more than 1'minutes. Fee#%ac( can %e provi#e# to teachers %ut can also %e compile#.

%servation - "ormal classroom visit that lasts 1'-2/ minutes or more an#provi#es ,ritten "ee#%ac( to teachers.

ur "ocus9 using o%servations an# ,al(-through to change the "ace o"instructions

Three Groa# %servation Inspection Areas1. arti"acts

cognitive 6ore

passive

a?ective #iscoveri

ng

6ore

active



2. stu#ent %ehaviour!. teacher %ehaviour

First Arti"act9 Hesson 5lan1. el%o, partner #iscussion

2. ho, #o $ou currentl$ revie, lesson plans

3ample 9

0nglish3pecic %ective- recall the rules on capitaliation7eneraliation – shoul# ans,er $our o%ective0valuation - The output ,ill serve as an evaluation

Filipino3pecic o%ective - natutu(o$ ang ,astong gamit ng sugna$) parirala) atpangungusap.5agtata$a - presentas$on ng gina,a

3agutan ang pagsasana$ sa pahina 2 – !2

6ath3pecic %ective - rea# an# ,rite num%ers through 2/ /// – !/ /// in s$m%olsan# in ,or#s7eneraliation - ,e have learne# a%out ,riting a num%er in stan#ar# "orm an# a,or# "orm. oraleval.JKea#9 stan#ar# "orm is !4 4/! ,hile the ,or#s "orm is three hun#re# eight$"our thousan# "our hun#re# three.3pecic %ective - name the parts o" "raction0valuation - exercises#iscussion

3cience3pecic %ective - classi"$ animals accor#ing to their %o#$ characteristics an#,here the$ live.7eneraliation - Classi"$ing means it is grouping o%ects or events accor#ing tocommon characteristics. An# comparing is sho,ing ho, o%ect is similar an##i?erent "rom one another.

3pecic %ective - I Lave a Go#$Hevel 1 - #ra, the #i?erent parts o" the hea#Hevel 2 - sing a song ,hich tells the #i?erent parts o" the %o#$Hevel ! - acting out the #i?erent activities o" a chil# using hisher %o#$.7eneraliation - I have a %o#$. 6$ %o#$ has #i?erent parts. The hea# has man$parts) the e$es) ears) nose an# mouth.0val. The pupil ,ill visit the FAC0 station an# ,ill %e given a %lan( hea#) eacho" them ,ill #ra, the #i?erent parts o" the hea#.Agreement - Thin(-5air-3hare9 Het the stu#ents loo( at their partners an# tr$ too%serve their partner;s %o#$ parts. As( the stu#ent ,hat #o the$ o%serve#.Hea# the class in un#erstan#ing that ,e have similarities an# #i?erences o" %o#$

parts.



3ocial 3tu#ies3pecic %ective - persons ,ho in&uence the culture o" the communit$Fernan#o Amorsolo) rst national painter o" the 5hilippines) 7uillermo Tolentino)a "amous sculptor) Hean#ro Hocsin) national artist "or architecture) Hevi Celerio)the $oungest mem%er o" the 6anila 3$mphon$ rchestra.

7eneraliation-0valuation

Character 0#ucation3pecic %ective - 7o# is the creator o" all things

- Church is a communit$ o" %elievers-

focus area 4

Documents