UNIT 4.

Environmental factors affecting motivation

The human learning environment of the learner consists of teacher classmates and parents. By their very being and behavior, they can motivate or de - motivate a child to delearn from and perform in school. The interaction of the teacher the learner and parents produces the classroom climate for learning.

Teacher affective traits

CaringCaring - specific attributes that show caring are:


Sympathetic listening to students not only about life inside the classroom about students lives in general. Understanding of students questions and concerns Knowing students individually their likes and dislikes and personal situation affecting behavior and performance.

Fairness and respect - these are shown in specific behaviors like: respectTreating students as people Avoiding the use of ridicule and preventing situations in which students lose respect in front of their peers Practice gender racial and ethnic fairness Providing students with opportunities for students to participate and to succeed Social interaction with students -the specific behavior of a facilitate studentssocial interaction are:


Consistently behaving an a friendly personal manner while maintaining professional distance with students

    

Working with students not for students Interacting productively by giving students responsibility and respect Allowing students to participate in decision making Willing to participate and demonstrating fun a sense of

Have a sense of humor and is willing to share jokes Enthusiasm and motivation for learning shown in: Encouraging students to be responsible for their own learning Maintaining an organized classroom environment Setting high standards

  

 

Assigning appropriate challenges Providing reinforcement and encouragement during task Attitude toward the teaching profession

Dual commitment to personal learning and to students learning anchored on the belief that all students cal learn Helping students succeed by using differentiated instruction Working collaboratively with colleagues and other staff

Parents as part of the learners Human learning Environment The learner spends at least six hour in school. The rest, s/he spends at home. Parents therefore are supposed to have more opportunity to be with their children than teachers. How many of our parents use this opportunity to support their children in their studies? What parents behavioral traits are supportive of their children's learning? Parents who are supportive of their childrens learning are observe4d to do the following

Follow up status of their childrens performance Supervise their children in their homework/project Check their childrens notebooks Review their children s corrected seat works and test papers Attend conferences for parents Teachers and community association (PTCA) Are willing to spend on children's projects and involvements on school activities Participate actively in school community projects

Confer with children's teachers when necessary Are aware of their childrens activities in school Meet the friends of their children Invite their childrens friends at home

MODULE 25 The Classroom Climate

It is classroom where:
o o

Specific classroom rules and procedures are clear These classroom rules and procedure are discussed on the first days of class Students are involved in the design of rules and procedures. Techniques to acknowledge and reinforce acceptable behavior are established There is healthy balance between dominance and cooperation Teacher is aware of the needs of different types of students

Teacher is fully aware of the happenings' in class Students responsibility for their own behavior is enhanced

MODULE 26 THE PHYSICAL LEARNING ENVIRONMENT

MODULE 27 ASSESSMENT FOR LEARNING

CODE OF ETHICS PREAMBLE Teacher are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession they strictly adhere to, observe and practice this set of ethical and moral principles ,standards, and values.

ARTICLE 1 SCOPE AND LIMITATIONS

Section 2. This code covers all public and private school teachers in all educational institutions at the reschool,primary, elementary and secondary levels whether academic, vocational, special, technical or nonnon - formal. The term teacher shall include industrial arts or vocational teachers and all other persons performing supervisory and/ or administrative functions in all schools at the aforesaid levels, whether on full time or part - time basis. part-

WHAT IS ASSESSMENT IS?

Assessment is basically the processes of gathering information about the students learning; then analyzing and interpreting them for the purpose of making decisions. Assessment may involved among others activities such as administering different kinds of written tests, observation of behavior of performance examination of work samples use of checklist and interview. Assessment for learning is more in line with Authentic Assessment.

Sometimes referred to as alternative assessment, authentic assessment seeks to directly assess students performance through real life task or products. Examples of authentic assessment include original woks of students and other performance based out puts.

PURPOSE OF ASSESSMENT As earlier mentioned assessment is done for the purpose of making decisions. These maybe concerned with decisions related with:
1.

Diagnosis assessment is used to determine any special learning need that a learner may have. PlacementPlacement - based on the results of assessment the learner can be placed in the based learning environment where he can better learn and develop.

2.

3 . Effectiveness of the program- Assessment can also provide data programabout how a particular curriculum or program is effective in meeting its goals. 4. Students Feedback. One important purpose of assessment, is to have objective information that can be used to communicate to the learner his current level of performance, specifically his strong and weak points.
5.

Research. Assessment result can also be used as a source of very useful data in a wide range topics in the of educational research.

ResearchedResearched - Based in Principle s of Assessment for learning 1.Is part of effective planning. Assessment for learning g should be part of effective planning and learning. When the teacher plan s lessons, their should be an opportunity for both the learner and the teacher to use t5hae assessment of progress in looking at the learning goals. It is also good if learners are aware of the goals they are working on and the criteria that will be used in evaluating their learning.

2. Focuses on how students learn. Assessment for learning should

focus on how student learn. The teacher should understand the nature of learning . Students should become aware of how they learn and not just what they learn. 3. Is central to classroom practice. Assessment of learning should be considered central to classroom practice. Upon closer examination , teachers would come to realize t6hat a lot what they do inside the classroom can be seen as a form of assessment . For example learning activities and questions asked already show the students knowledge, understanding and skills. The learners responses are then observed and interpreted , and the teachers makes choices and decisions on how to make learning even more effective. Therefore assessment processes are an important part of each class day. They engage both students and the teacher to reflect ,dialogue and make decisions about the learning process.

4. Is a key professional skill. Assessment of 4.Is learning should be considered as a key professional skill for teachers. It is vital that teachers acquire the necessary knowledge , skill and values about the entire assessment process. Skill in observing learning, analyzing and interpreting evidence , givi9ng feedback to learner, and supporting students in self assessment are some of the most important ones that teachers should be competent in . This is why in the teacher education curriculum , we have several subjects dealing with assessment.

5. Is sensitive and constructive . Assessment of constructive. learning must be sensitive and constructive because assessment has an emotional impact. 6.Foster motivation. Assessment of learning should consider the importance of learner motivation. 7. Promotes understanding of goals and criteria. 7.Promotes Assessment of learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed. 8.Help learners know how to improve. Assessment of

9.Develops 9. Develops the capacity for self - assessment. selfAssessment of learning develops learners skills on self assessment. 10. Recognizes all educational achievement. Assessment of learning should recognize the full range of achievements of

all learners.