FILAMER CHRISTIAN UNIVERSITY
College of Teacher Education
Accredited Level IV– ACSCU-ACI
Roxas City, Capiz
Name: Vanessa Ericka A. Lara Year/Section: BSED-3A Schedule: 3-4:00 (MWF)
SS19- INTEGRATIVE METHODS IN TEACHING
SOCIAL SCIENCE DISCIPLINE IN BASIC EDUCATION
Course Activity 11:
THE SOCIAL STUDIES TEACHER
a. Identify the qualities and responsibilities of a social studies teacher;
b. Distinguish the distinct qualities possessed by Filipino teachers compared to the others;
and
c. Apply the qualities of a teacher that uses teaching strategies responsive to the diversity
of students in the class, through coached practice.
A. Qualities and Responsibilities
Philippines, a complex union of diverse
cultures and colors, is also the home of one of the
best teachers of their fields. I am not saying this
because I am a Filipino. I am saying this because
talking now, I am now in the two decades of,
listening and learning from Filipino teachers. One
of a kind, as I could humbly tell. Teachers in the
Philippines are the product of demanding system in
our country; and I am proudly saluting to every
teacher that chose to devote their lives, lingering in
a four-corners of classroom.
On with the qualities of a teacher, this is a bit of a subjective concept for
me, I might say. Because, what might an enthusiastic teacher for me, might be a
bit of a stodgy one for you. In the Philippine context, we have roughly 900,000
regular teachers in public schools. And that figure says a lot, that our country is
steadfastly working in polishing the minds of illiterate and young minds. Because
accept it or not, but teachers are the heart of education given their gargantuan
roles. To have good and better teachers equate to good and better-quality learning
experiences among learners even in the most unparallel situations. It could not be
substituted by flashy school buildings and facilities equipped with state-of-the-art
equipment. The very reason why expensive private schools ensure that they
employ highly qualified teaching staff is to ensure that they are offering the best
education for their clients.
Moving on. Let us now talk about the dearest one for me. The social
studies teachers. I might say that history, geography, politics, economics, and
culture are among topics that social studies professors assist students learn about.
Simply tells, that they frequently incorporate current events into their courses and
encourage healthy debates and lively classroom conversations.
As experienced
with my previous
social science teachers,
they frequently host
student debates,
produces learning
materials, and assesses
students through exams
and other activities.
They may also perform
immersion activities
such as field trips
outside of the
classroom.
A social science teacher must be enthusiastic about their subject and
dedicated to their students. As for me, A social science teachers’ character is as
complex and as individual.
However, that said they must be interested in individuals, groups societies
and the difference between social and how they interact. Without this interest it
would be difficult to teach the subject. Since a good teacher would encourage
debate and challenge pupils’ views in order to enable them to help them consider
the strengthen their understanding. Most of all the teach should be interested in
people and the difference in culture. Simply tells, that teachers of social studies
must be culturally sensitive and establish a welcoming environment for all
students.
At this point, let’s tackle the qualities of a social studies teacher. The
importance of the teacher in the success of any subject is readily conceded, but in
the social studies the spirit, the scholarship, and the personality of the teacher are
to a peculiar degree the determining elements. The whole field seems delusively
easy to some administrators and casual observers, and only the competent teacher
realizes its complexities
Such a teacher will inspire and guide,
while the incompetent one, himself confused,
will discourage and confuse the student.
Below is the list of the aggregable qualities of
a Filipino teacher/Filipino social studies
teacher.
Qualities:
Decisiveness. Acts immediately on needs, request in accordance with the
prescribed rules and regulations and accepted norms of conduct and
behavior. In this regard, he/she is not causing delay in any endeavor.
Honesty and Integrity. He/she demonstrates truthfulness, candidness,
uprightness and freedom from deceit. Just a mere glance of him already
commands an inspiration, respect and admiration.
Dedication and Commitment. His commitment and dedication to make
learning and continuously strive for improvement is evident. He renders
service above the regular functions and even beyond the regular time.
Initiative and Resourcefulness. Starts action, projects and performs task
without being told and supervised. It does equate with strong sensitivity
to make everything spec and span.
Courtesy. He shows polite and thoughtful behavior toward the public,
clientele, and supervisor-subordinate relationship into work situations.
This is evident most in a non-populist or non-popular leadership style of
immediate superiors or principal.
Compassion. Integrates genuine concern for pupils and students,
colleagues, office clientele, and supervisor-subordinate relationship into
work situations. The Performance Appraisal System for Teachers calls
it Human Relations.
Diligence. He isn’t merely committed and dedicated but diligent in his/her
dealings with the learners. For the fast and gifted learners, the ability to
make learning highly informative, interesting and challenging; for the
average learners equally interesting and challenging; and for the mentally
challenged learners, encouraging, captivating, and fun. A diligent teacher
doesn’t simply surrender to whatever kind of learner she might have.
Wisdom. A teacher, who is full of wit as a result of full understanding of
the teaching learning process, indeed is a feather in the cap of the
institution of learning she belongs. Wisdom is gained not only from
continuing professional development but more importantly from daily
reflections of experiences and dealings.
Stress Tolerance. Stability of performance under pressure or opposition.
Have established ways of getting rid of stress.
Fairness and Justice. Conforms to usual principles of law, truth, honesty,
fairness and justice.
Frugality and Simplicity. Modestly frugal enough embracing the life of
simplicity. As a teacher, he/she is wise enough to understand the golden
purpose of delaying gratification. He plans well for his/her the thought of
financially independent future while performing the respected
responsibilities of a being a teacher borne out of love is among his/her
priorities.
On top of that, I want to say that teachers as the bearer of knowledge have
all the capacities to overcome all challenges that may be set them. As an author
in my previous reading says, “teacher affects eternity” and some may just never
know how.
Responsibilities:
Setting up schedules, lesson plans, and selecting learning materials and
resources that will help achieve curriculum objectives.
Analyzing needs, interests, strengths, and weaknesses of students, and
developing lesson plans in accordance with these factors.
Monitoring progress and discipline, and keeping parents and school
counselors informed of learners who need extra support.
Establishing classroom and debating rules, and ensuring all students obey
these rules.
Requesting appropriate textbooks and learning aids.
Organizing field trips and ensuring permission slips are handed out and
signed in a timely manner.
Participating in school events and acting as a chaperone when required.
Attending meetings, staff training, conferences, and other ongoing learning
programs.
Informing students of learning opportunities and preparing them for formal
debates and other events.
B. Demonstration teaching with rubrics
First and foremost,
the term demonstration
means to give demos or to
perform the particular
activity or concept. And
as for me, giving a
successful demo can be
challenging, especially for
candidates who haven’t
taught their own classes. In demonstration teaching, the process is carried in a
systematic way. Just simply means to say that demonstration often occurs when
students have a hard time connecting theories to actual practice or when students
are unable to understand applications of theories. In order to make a success of
demonstration teaching, hard-earned process and untiring efforts are the most
basic essentials.
The feeling where you can’t forget that particular thing that will happen
and it keeps circling in your head. That is what demonstration teaching is about,
as for me.
For us to fully comprehend, let me tell you about it. A demonstration
lesson is a planned lesson taught to an interview committee or a group of students
to assess your teaching abilities and skills. The process can vary depending on the
school:
You may be directed to teach a specific topic or a particular
skill; or, you may be able to teach a lesson entirely of your
own choosing.
You might be asked to teach a 15-minute lesson to the
interview committee; or, you might be asked to teach a 45–
60-minute lesson to a class of students.
Sometimes the interview committee will provide time after
the lesson to reflect with you on how it went as well.
In that case, I could probably tell that the role of the demonstration in the
training of teachers can be approached from different points of view. Meaning, it
depends on the system they are linked, the school and other factors. used to
communicate an idea with the aid of visuals such as flip charts, posters, power
point, etc. Much more to that, demonstration is the process of teaching someone
how to make or do something in a step-by-step process. As you show how, you
“tell” what you are doing. A demonstration always has a finished product. The
key to a good demonstration is for the audience to be able to go home and do
what you have taught them how to do.
This time, let us talk about how teaching demonstration is being rated. As
accordance to my long hovering of right source of the rubric, I found a quite long
list of criteria placed in a systematic manner. So, I believe that this must be the
rubric for assessing a teaching demonstration.
Apparently, teaching demonstrations are artificial—the students aren’t
yours; you won’t see them again for follow-up lessons, you might even be
“teaching” faculty, etc.—but they are also a critical part of an academic job
interview. We might probably notice, here in our community that candidates for
academic positions need to show more than just knowledge of their content area
in their teaching demonstration. In that case, they need to show that they have
pedagogical content knowledge. That is, the ability to select, structure, and deliver
complicated content so that students can learn it. So it impeccably mean that a
teaching demonstration must prove not only that you can create and follow a
lesson plan, but also that you can engage and interact with students to enhance
their learning.
References:
Microsoft Word - how to Give a Method Demonstration.doc (lsuagcenter.com)
https://www.indeed.com/career-advice/career-development/qualities-of-a-good-teacher
https://lookupgrade.com/en/blog/english-the-role-of-teachers-in-the-life-of-filipino-student/
How2 tell rubrics of assessment for evaluation of teaching demos (slideshare.net)
