Unveiling Teaching Expertise - A Self Evaluation

Unveiling Teaching Expertise

- A Self Evaluation

This set of questions with answers was designed for Paaralang Bayan sa Himpapawid (People's School-on-Air), TATAKalikasan Ateneo de Manila University, and  Living with Nature - School on Blog, as a kind of self-examination.  

 I invite the reader to go over these questions as a reference in search of Effective Teaching and Teaching Models. 

1. In teaching, Humanities and Science must go together. This requires the use of both, the left brain which is for creativity and the right brain which is for logical thinking or reasoning. (False, brain lobes are interchanged.)

2. The majority of the teacher-participants are experimentalists. They uphold the experimental educational philosophy. This means that these teachers are flexible and open to educational change. True

3. Twelve are advocates to perennialists, educational philosophy, which means that they do not subscribe to just one philosophy, and they shift their roles from being facilitators of learning to transmitters and interpreters of knowledge. (False, they are eclectic.)

4. Twelve are eclectic that is, they perceive themselves as authority figures in the classroom, transmitting and interpreting knowledge. (False, they are perennialists.)

5. Nine are realists. They tend to focus on the here and now. They stress knowledge as how it is applied or observed. For example the laws of nature are better understood through observation and research. True

6. Most of the expert teachers are idealists. They view education as a means of developing students’ intellectual abilities. Influenced by the Greek philosophers Socrates and Plato, these teachers stress the importance of logic and philosophy. 

(False, there are very few – only 1 in the survey is an idealist.)

7. Of the two compositions used as basis in relating it to effectiveness in teaching. Essentials refer to requisites or “musts” for the attainment of teaching expertise. True

8. Enhancers are teaching practices and behaviors contributory to teaching expertise. True 

9. The effective teacher draws inspiration from his or her family, school administration and his community. (True. Almost one-half of the expert teachers consider the supportive role of family members who understand the nature of teaching as having greatly contributed to their success. Twenty of the expert teachers mentioned of a family member as their mentor and source of inspiration. On the other hand the role of school administrators is very important, with almost 70% of the participants attributing the administration’s support to their success. The ambiance of teaching is equally important whereby the school is one large respectable family with a community atmosphere.)

10. Subject matter expertise – All of the experts demonstrates a very thorough knowledge of subject matter, which facilitates effective organization of content to promote learning. True 

11. Being up-to-date with the latest developments in their fields – The experts are updated and very knowledgeable, explain new alternative ways of solving a problem – refers to effective classroom diagnostics.  True

12. Knowledge of practical application and concrete, interesting examples to clarify abstract ideas/concepts – All of the expert teachers have readily available examples which are clear, simple, and interesting, to clarify issues or ideas – subject matter expertise. True

13. Instructional Expertise – The expert teachers demonstrate facility in the use of varied instructional strategies, demonstrate knowledge of different teaching strategies, adopt group dynamics, and are particular in instructional clarity. They have the ability to simplify and clearly present lessons. (True. Use of varied teaching strategies – 90% of the expert teachers use varied teaching strategies. They employ other than lecture and recitation, song and movement, role-playing, pantomime, choral; reading visual imagery, concept mapping, brainstorming, contest, simulation, oral debate, cooperative learning etc.)

14. The founders of the world’s greatest religions were teachers. True

15. Dr. Albert Schweitzer was great English explorer and teacher-missionary in Africa who became famous for his philosophy “reverence for life.” (True. He was one of the last great explorers to bring knowledge, peace and Christianity into the Dark Continent.}

16. Classroom Management Expertise – This is the ability of the teacher to prepare for and provide a physical learning environment. Students engage actively in class, time is properly managed, and students behave accordingly. A highly desirable study ethic prevails in class.  True

17. Efficient handling of routine activities and time management – refers to effective diagnostics. (False. – All expert teachers manage classroom routine and time efficiently. The teacher is familiar with the names of his students, and knows who is absent, who is a fast or slow learner. More than half of the experts (58%) do not check attendance because the students are properly monitored and absenteeism does not pose a problem. Classes start and end on time. The teacher employs different ways of maximizing class time, such as the use of OHP, and other instructional devises, including handouts.)

18. Maintenance of students’ on-task behavior is a key enhancer. They use socialization techniques, encourage students to recite, motivate, and check their progress. There is never a dull moment in the classroom for an expert teacher. (True, 92% of the model teachers used this technique.)

19. Absence of class disruptions – The expert teachers make sure that the class does not suffer from unnecessary disruption. The experts are not reactive to disruptive situations; they are proactive, meaning they anticipate and prevent such situations to happen – or they can immediately remedy the situation from getting worse. True

20. Classroom Management Expertise – this is the ability of the teacher to prepare for and provide a physical learning environment. Students engage actively in class, time is properly managed, and students behave accordingly. True

21. Expert teachers have a range of teaching experience from 2 to 47 years, with a median of 25 years. (True, it takes 25 years to be a model teacher. There is a saying, “Experience does not only make a good teacher; experience is the best teacher.”)

22. The experts were honor graduates and campus leaders. (False. They were academic achievers in college. There were only 14 of the experts who were active in extracurricular activities in college, say in athletics and campus politics. Fifty-eight are academic achievers, with 33 as top performers but who did not make it in the dean’s list, and 25 who were consistent scholars and honor students. Only 11 were average academic performers.}

23. In general, the 69 outstanding teachers did not choose teaching as their first career.
(True.  Only 26 actually set their minds to teaching as early as upon graduation in high school. For one reason or another, 43 set out for other careers. Others found teaching compatible with their present professions, while a good number opted to spend their retirement as teachers or professors.)

24. Women dominate the teaching profession. (True. Of the 69 outstanding teachers, women constitute 74% as compared with that of men which is 26 &, or a ratio of 4 to 1. The reason for this is that men place less priority to teaching than better paying jobs. This is manifested in the choice of careers. In the case of men, they prefer law, engineering, and applied courses in industry and technology that offer better professional growth opportunities and pay as compared to teaching.)

25. Honor graduates are the best teachers because they are highly knowledgeable and can adjust easily to situation.  (False, however high intelligence is preferred.)~

Reference: Unveiling Teaching Expertise: A Showcase of 69 Outstanding Teachers in the Philippines, Flordeliza Clemente-Reyes 2002. Lesson on former Paaralang Bayan sa Himpapawid, DZRB 738 AM, 8 to 9 o’clock in the evening, Monday to Friday.