Name: Alexis Mae D.

Cabilis Date: February 13, 2020

Professional Reading No. 4
Title: Teachers as learners
Author: Louise Stoll, Jan McKay and David Kember, and M. Cochrane-Smith and S.
Lytle
Website: http://www.educationalleaders.govt.nz/Leading-learning/Professional-
learning/Teachers-as learners?
fbclid=IwAR1r0ff_0Bjn1s2DMbkLdwnWclFQnmOUvKImoTcRBezMPOUt9yZbzo4fpio
Date of Publication: 2007
Reflection Paper
“The world needs teachers – teachers who have broken their own shackles of indoctrination – teachers
who can go beyond the narrow-mindedness of the society. A handful of these young, brave and zealous
teachers in every nation, shall be enough to rekindle the spark of pure knowledge in the entire species.”
- Abhijit Naskar, The Education Decree

As a teacher, we can’t just stop growing and learning after we graduated from a
bachelor’s degree or even after passing the Licensure Examination for Teachers we are
lifelong learners and well developed professionals in the community. On this article the
influences of the teachers learning is being emphasized.
First, we teachers can learn from the life and career that we are taking because I do
believe that experience is the best teacher, experiences can influence our lives as
teachers that we can learn from it. Second is the beliefs of a teacher can also effect on
how he/she learns because each of us has our own perceptions in life and by that we
develop our way of teaching on how we are influenced by our own beliefs as a person
or as a teacher. Third is the emotional well-being, as a teacher we encounter so many
problems inside and outside the classroom but as a teacher we must learn how to value
people especially our students we must understand that each of them has contributions
inside or outside the class that we must learn to value and accept. Another is the
knowledge of a teacher it comes to influence us teachers because sometimes we have
these knowledge that’s found deep within us that we tries to interact with the context
inside the classroom. Some teachers are highly aware with themselves that makes
them conscious of their own thoughts, feelings, intentions and attitude. They are also
conscious about the values of others.
Skills on the other hand has greatest influence on the teacher learning because
we need to be a full bag of tricks in order for us to deliver the best to our students that
they can easily learn and understand our lesson at hand. As teachers we need to
understand that skills is not just an overnight work we need to continue learning and
develop our teaching skills. Furthermore a teacher needs to have motivation to learn
even we have busy schedules and tons of paperwork we still needs to gain new
learning that could develop our teaching strategies. Second to the last is the teacher’s
confidence where we believe that we can make difference to the life of our students that
they carry important lesson from us towards their success. Last influence is the sense of
interdependence that we should learn to work alone because even if collaboration
works well with us always we need to understand that we teachers must learn alone.
These influence will guide me to understand and appreciate more the learning
after being a service teacher in order for us to be more better teachers in the field of
teaching.
 “Teachers as learners”
by Louise Stoll, Jan McKay and David Kember, and M. Cochrane-Smith and
S. Lytle
The influences on teacher learning
The purposes for teacher learning
Three conceptions of teacher learning
This page summarises ideas from three classic articles about teacher learning.
As you read, you could consider how these ideas might impact on school
professional development programmes.

The influences on teacher learning

From: Stoll, L. (1999, January). "Realising our potential: Building capacity for
lasting improvement." Keynote presentation to the Twelfth International Congress
for School Effectiveness and Improvement. San Antonio, Texas.
This summary highlights eight features which can impact on the effectiveness of
teacher learning.
Life and career experience
Teachers are influenced by what goes on in their lives, both on a daily basis and
over time. Their priorities and lives are therefore important. Each teacher also
experiences their own individual career pattern that influences their desire and
readiness to engage in improvement activities.
Beliefs
Individuals’ perceptions and actions about changing and developing their
teaching are highly influenced by what they believe, as well as by their
knowledge. For example, some people believe that ability is inherited – you
either have it or not – and, therefore, some children are unable to learn.
Thoughts are also influenced by prior experience. For example, a teacher may
resist learning a new government-promoted reading technique because she
believes that teaching reading using this method does not work, based on 25
years of successful experience using a different method.
Emotional well-being
Daniel Goleman (1996) has argued that emotional intelligence influences
students’ self-concepts and motivation. But teaching is also full of emotions. A
school’s readiness for change is influenced by teachers’ psychological state.
Neglecting interpersonal and psychological processes leads teachers to behave
defensively to protect themselves from innovations that might expose their
inadequacies, whereas valuing individuals as people and valuing their
contributions enhances teachers’ self-esteem and builds trust.
Knowledge
Another influence is the detailed and deep knowledge a teacher has on general
pedagogy and pedagogical content, as well as their subject discipline(s). This
incorporates knowledge about each students’ strengths, weaknesses, home
background, cultural experiences, and learning styles. It also includes teachers’
understanding of how their “deep knowledge” interacts with the classroom
context; and a self-awareness, that enables them to be conscious of their own
thoughts, feelings, intentions and behaviours, and of other’s values.
Skills
As Bob Garmston and Bruce Wellman (1998) note, “Like the queen on a
chessboard, the teacher with the most moves has the most options and the
greatest degree of influence.” Individual teachers are influenced by the extent of
their repertoire of teaching strategies and their ability to experiment with their
own practice, by working through a learning cycle of: activity, reflection and
evaluation, extracting meaning from this review, and planning how to use the
learning in future. In particular, when teachers plan for students’ learning, their
“bag of tricks” includes tasks and processes to promote active learning,
collaborative learning, learner responsibility and learning about learning, and
skills related to handling relationships.
Motivation to learn
Motivation is the starting point for learning. For a busy and often overworked
teacher to devote effort to change and new learning, there has to be a good
reason for the change: some sort of catalyst or urgency – a sense that “what I’m
doing doesn’t seem to be working”. Also, faced with a new teaching strategy, the
teacher needs to know it is practical and useful - “relevant to me in my classroom
with these students”.
Confidence that (s)he can make a real difference
Without confidence in the likelihood of being successful, motivation is insufficient.
In a study of Scottish schools the writer was involved in, carried out by the
Institute of Education in London and the University of Strathclyde, virtually no
teachers in one secondary school agreed that a survey statement, “Teachers in
this school believe that all students can be successful,” reflected their school’s
current situation. There was a deeply held belief by individuals that whatever they
did could make little difference because of the students’ deprived social
circumstances and students’ and parents’ low aspirations. Confident teachers
believe that what they do can and does make a significant difference to their
students’ progress and development at school and lives beyond school.

Sense of interdependence
Teaching has been described as the second most private activity, and yet the
majority of humans are social animals with a need for connections, relationships,
and social support. While many teachers may express individuality and choose,
at times, to work and learn alone, some also see the potential within groups, and
know they are their work benefit from collaboration.
References
Garmston, R. & Wellman, B. (1998, April). Teacher talk that makes a difference.
Educational Leadership, 55 (7), 30-34.
Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ.
Learning, 24(6), 49-50.
Stoll, L. (1999, January). Realising our potential: Building capacity for lasting
improvement. Keynote presentation to the Twelfth International Congress for
School Effectiveness and Improvement. San Antonio, Texas.

The purposes for teacher learning

From: McKay, Jan and Kember, David. (1997). Spoon feeding leads to
regurgitation: A better diet can result in more digestible learning outcomes.
Higher Education Research and Development, 16(1), 55-67.
This article suggests that, depending on teachers’ purposes for learning, they will
undertake either an efficiency approach (surface learning) or a more long-term
approach that will lead to modifying practice and underlying values (deep
learning).
Surface learning
Making changes to practice depends upon teachers learning something new,
improving on something they already do or being helped to think differently about
an aspect of practice. McKay and Kember (1997) have categorised teacher
learning through professional development into two types. The first, surface
learning, is concerned with implementing actions to make change with minimal
effort. It is an efficiency approach.
One example might be where a teacher chooses to go to a two-hour course on
questioning skills to improve the way they communicate with students. Another
example might be where the same teacher informally asks a colleague for some
ideas that will help to address issues they have with communication (Piggot-
Irvine, 1998).
Deep learning
The second level, deep learning, focuses on gaining understandings, in
substantial and long-term ways, which modify both practice and underlying
values. It is an action research approach to professional development (Kemmis &
McTaggart, 1988). An example might be where a teacher gathers data to
determine what currently happens with the ways they communicate with
students, then implements several strategies to bring about change, and
evaluates how effective these have been. In all phases of this process the
teacher reflects on actions and their outcomes.
This element of reflection is crucial in the action research process and is typified
by teachers who, as a matter of course, are conscious of what they are doing,
why they are doing it – and ask themselves questions about the actions that they
take and the decisions that they make.
Achieving deep learning which leads to change through action research involves
discrete processes, like information gathering and reflection which need to be
taught and modelled by another expert. Teachers who use these processes in an
on-going way have often undertaken further learning at tertiary level, or are
mentored in their own schools by other teachers who have undergone special
training.
References
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner, (3rd ed).
Geelong: Deakin University.
McKay & Kember. (1997). Spoon feeding leads to regurgitation: A better diet can
result in more digestible learning outcomes. Higher Education Research and
Development, 16(1), 55-67.
Piggot-Irvine, E. (1998) How “deep” do you go in appraisal? Good Teacher, Term
4.
"Studyante kita, Mahal kita"

Papasok ako sa umaga, "Magandang Umaga sa lahat"

Pagbati na may sigla.
"Magandang umaga, Maam"
Tigasin mong bati,
Ikaw nanaman.
Kwelyong di maayos,
Unipormeng habulin ng plantsa,
At sa rubber shoes mong pula.
Ayoko munang magalit dahil umaga.
"Sige, pumasok kana Julio"
Oras na ng pagpasa,
Takdang aralin sa klase mo naman ginawa,
Ikaw nanaman,
Ikaw na maraming pagliban sa klase,
Ikaw na parating mababa ang marka,

"Julio, magusap tayo mamaya"

Nakailan na ba tayo?
Mga pag-uusap ba natin ay balewala sayo?
Pinapasakit mo ang ulo ko, Bata ka!
Tama, bata ka pa.
Oo, bata ka lang pero pagpapasaway moy di na mabilang.
"Maam, sorry po"
Kung pera lang ang salitang "patawad",
Siguro'y milyonaryo na ako,
Pero akoy guro at di binabayaran lang.
"wag na sanang maulit pa, Julio"

Umagang kay ganda.

Papasok ako at masiglang babati
"Magandang umaga sa lahat"
Ngunit ngayun hindi ka nahuli,
Tatlong araw ka ng liban sa klase.
Tumawag ako't walang sagot sa inyo.
Nasaan ka, Julio?
Pinuntahan kita.
Bahay niyo ay yari sa kahoy,
Nagwawalis ka at madungis pa,
Habang nakatalikod,
Binati kita "Magandang Uma--"
*clap* *hang*
Sinampal ka bigla ng iyong ina.
Ilang segundo akong tulala.
Julio, buhay niyo ay di maayos.
Alam ko, dahil kita sa estado ng pamilya mo.
Sabi mo'y sa pag-aaral hihinto ka,
Ikaw naman,
Ikaw na parating may sigla,
Ikaw na masayahin sa eskawela
dahil sa inyo di ka madalas tumawa.
Julio, makinig ka,
Studyante kita, mahal kita.
Pipiliin kita kahit nagpapasaway ka,
Sasamahan kita, dahil mahal kita.
Ipatawag man ako sa iyong panggugulo,
Paulit-ulit man kitang pag bigyan dahil sa tigas ng ulo.
Di ako magsasawang pangaralan ka,
Dahil,
Studyante kita, Mahal kita.

Ako'y guro,
At mga studyante'y di pare pareho.
Sa apat-napo, ako'y iisa,
Kaya't sa pagtuturo,
mahaba ang pasensya.
Mga mag-aaral,
Kayo ay binubusog sa kaalaman,
Dahil isip niyo minsan sapat na ang 79.
Tinuturuang mapagpahalaga,
Pagkat nakalimot kayo sa importansya.
Pagtyagaan sa karunungan,
Dahil sa pag-aaral,
Magkakaiba inyong pamamaraan.
Kaya alam ko,
Alam kong may mararating ka,
Napabalik kita sa klase.
"Good morning, Maam"
Nahuli ka nanaman,
Kita kung na plantsa sa uling ang uniporme mo,
Pinuri kita at nahiya ka.
Pinuri kita,
"Wow, Julio! may takdang aralin kana"
"Magaling Julio! mataas ang marka mo"

Isinali kita sa review.

Usapan ay alas otso ng umaga sa Sabado.
Dumating ka subalit may mga pasa.
Sabi mo'y, nalasing lang ang iyong ama.
Sa tatlong sabado at sa pag-aaral sigasig kana.
Sa tatlong sabado at panay din ang pasa mo.

Ito na ang huling pagsusulit,

Magtatapos kana, Julio.
Ang pangarap na Unibersidad sanay makuha mo.
Ngunit bakit, pano, diko ninais to.
Ang mensaheng matagal mong inipit sa libro.
"Maam, maraming salamat sa pagganyak na mag-aral"
At malaman kong labis na ang bugbug ng iyong ama.
Nang makita ka'y masakit na,
Sa ospital nakahiga.
Binalot ako ng lamig sa diko nais madama.
Luha'y pumapatak sa gurong nagpapaka ina.
Dito sa silid-aralan,
Sa silid kung saan naaalala kita,
Sa upuan kung saan madalas kang tumawa,
Sa pinto na parati kang huli pumasok,
Dalawang buwan,
Ang pangarap na Unibersidad ay naglaho.
Pero Julio,
Masaya akong mahawakan, larawan mo sa puntod.
At pangako, ituturing kung anak ang susunod na apat-napo.
Studyante kita, Mahal kita.