PD 321 Contemporary Issues: Rosalinda D. Sab-It Reporter

PD 321
CONTEMPORARY ISSUES
ROSALINDA D. SAB-IT
Reporter
Teacher A
Mr. Kamulwat is a third-grade teacher in a primary school.
He has been teaching for fi ve years. He loves teaching and
considers it his vocation. He believes that students have
their own unique abilities that he can help develop by
giving them opportunities to learn and practice their skills.
He feels that his students have as much to teach him as he
them so he encourages his students to ask questions and
plan activities that will enable them to apply new lessons
to practical situations.
He gives his students opportunities to work in groups and
come up with projects that further explore their new skills.
As Mr. Kamulwat encourages his students to discover their
potentials, he also makes sure that he rediscovers himself
by enrolling in professional development courses available
for teachers.
Teacher B
Mrs. Prinsakorn is a teacher in a primary school. She
believes that students are like empty vessels that need to
be fi lled with knowledge. Indeed, it is her role as a
teacher to provide them with as much knowledge as
possible. Her preferred teaching method is lecturing. She
gives long
assignments to her students to encourage them to think
more. She believes in the authority of the educator.
Hence, she has the tendency to be very strict in class. She
frowns upon noise and unnecessary class activities. Mrs.
Prinsakorn follows a carefully prepared lesson plan
every time. She expects her students to listen to her
attentively when she gives lectures. She asks them
questions to make sure they learned the concepts she
presented. She views students as passive receivers of
information. She looks at her role in education much like a
driver does his/her passengers. And, of course, in that
situation, the driver is given total control.
Just as Mrs. Prinsakorn meticulously plans her lessons and
sticks to the plan, she has carefully laid out her own career
path targeting promotions in the school.
In whose class would you rather belong — Mr. Kamulwat’s

or Mrs. Prinsakorn’s? Why? Who provides students more
opportunities to really think and process rather than just
absorb information? How are their teaching approaches
different?
Teaching Mr. Kamulwat Mrs. Prinsakorn
Beliefs
Components
Beliefs about Teaching by example Good teaching means providing
good teaching is key. Students have as students as much knowledge as
much to teach him as he possible. Her role as an educator
has to them. is much like that of a driver
who brings students to their
destination wherein she is in
total control.
Preferred class He uses activities that She gives lectures in class and
activities enable students to apply expects students to listen. She
new learnings to practical asks students to work on long
situations. assignments.
He provides students with
opportunities to work in
groups and come up with
projects that can help
them further explore their
new skills.
Beliefs about Students have their Students are like empty vessels
students own unique abilities that that need to be fi lled with
can be further developed. knowledge.
He respects their opinions They are expected to listen to
and believes that there are her attentively as she conducts
many things he can learn lectures.
from them.
They are passive receivers
of information.
Learning goals To develop students’ skills For students to learn as

for students by giving them much knowledge as
opportunities to learn and possible and to think more.
practice.
Goals for self improvement To rediscover himself by To follow a career plan that
enrolling in professional will lead to her promotion
development courses at school.
available for teachers.
Understanding the
Facilitative
Teaching-Learning
Process
Facilitative teaching
 is teaching that guides, instigates, and
motivates students to learn.
 It uses learner-centered teaching-
learning practices, instead of teacher-
centered ones. As such, the teacher is the
facilitator rather than the source of
learning.
 The facilitative teacher effectively
implements appropriate instructional
strategies and creates a positive learning
environment in the classroom (Methodist
University, 2010)..
Roles of Facilitative Teachers
(Smith & Blake, 2005).
1. Provide a meaningful context for learning where
lessons are framed by the context of the

students’ life situations.
2. Encourage ‘hands on’ and interactive approaches
to learning activities to allow learners to think
about and apply concepts learned.
3. Establish learning outcomes that are clear in their
intent to achieve ‘work-readiness’ for learners.
. Give learners the opportunity to collaborate and
4
negotiate in determining their learning and

assessment processes.
5. Understand learners as ‘co-producers’ of new
knowledge and skills.
6. Recognize that the prior learning and life
experiences of learners are valuable foundations
for constructing new knowledge and skill sets.
7. Use flexible teaching approaches that address the
different learning styles of students.
8. Value the social interactions involved with
learning
in groups.
Characteristics and Behaviors of Facilitative Teachers
(Methodist University, 2010).
1. Teacher Characteristic: ATTENTIVE
Teacher Behaviors:
• Maintains eye contact
• Listens actively
• Demonstrates awareness of verbal and non-verbal
behaviors
• Monitors student activity
• Monitors progress and provides feedback for all students
2. Teacher Characteristic: GENUINE
Teacher Behaviors:
• Is honest in interpersonal relationships
• Displays a real concern and caring for the student
3. Teacher Characteristic: UNDERSTANDING

Teacher Behaviors:
• Demonstrates sensitivity and responsiveness to
students’ personal ideas
• Demonstrates sensitivity and responsiveness to students’
needs
interests
feelings
• Demonstrates sensitivity and responsiveness to students
diverse cultural backgrounds
4. Teacher Characteristic: RESPECTFUL
Teacher Behaviors:
• Values each student as being unique
• Shows a positive regard for each student
• Accepts student’s feelings
• Shows politeness to students, even when handling
misbehavior.
5. Teacher Characteristic: KNOWLEDGEABLE
Teacher Behaviors:
Content Knowledge
• Demonstrates current knowledge of subject matter
• Identifi es concepts, facts and/or skills basic to the
content area(s)
• Utilizes outside resources pertaining to their field
• Follows clear, concise objectives
• Provides appropriate instructional opportunities
adapted to diverse learners
Pedagogy Knowledge
• Facilitates student learning through presentation of

the content in clear and meaningful ways
• Utilizes a variety of strategies, including
technology, to communicate subject matter
•Keeps students actively engaged
• Asks high level questions to elicit
critical thinking, problem solving,
and performance skills
• Accurately assesses and analyzes
student learning
6. Teacher Characteristic: COMMUNICATIVE:
Teacher Behaviors:
• Interacts positively with students including
active listening
• Speaks and writes articulately using the
language of instruction
• Integrates multiple technological
approaches
• Provides clear and precise
directions that students can
easily understand
• Recognizes and builds upon
teachable moments
Roles of the Principal in Supporting Facilitative
Teaching-Learning
[Power & Boutilier (2009); Blase & Blasé (2000)]:
1. Create a climate of openness to creativity, inquiry, and

innovativeness. Invite teachers and students to
contribute ideas and solutions to school problems and
challenges. Appreciate the worth of their ideas and
opinions.
2. Know and understand the theories of
human learning so that they may serve as a
resource in your understanding of how to
enhance
instructional effectiveness.
3. Model effective facilitative teaching skills.
Inspire teachers to adopt innovative pedagogies in
4.
the classroom by supporting teachers’

instructional methods, allocating resources and
materials, visiting classrooms frequently,
providing feedback on instructional methods and
techniques, and using data to focus attention on
improving the curriculum and instruction.
5. Make suggestions and give feedback and praise
for effective teaching.
6. Support collaboration and provide professional
development opportunities and capacity-building
activities at school so that new and existing
teachers can support each other and have reflective
discussionsabout their practice throughout the
year.
7. Build a trusting relationship by assuring teachers
that you are an accessible on-site instructional
resource.
8. Clarify to your teachers “that the school head’s
role is not to evaluate, but to assist teachers in
reflecting upon their work,learning new practices,
analyzing student work and assessments,
and designing more effective lessons”.
9. Allocate time for teachers to refl ect on their successes
to give them more perspective on their growth and
increase their motivation to further improve
instructional practices.
10. Show compassion and cheer people on.
11. Accentuate the positive.

12. Engage the teachers in reflective questioning.
13. Validate the good things that are happening in
their classrooms as part of best practices.
TEACHING STYLES
A teaching style is the way in which teaching tasks are

chosen and carried out (Mohanna, Chambers & Wall, 2008).
• teacher-focused activities such as giving lectures and

minimizing independent work.
• Others prefer to draw out information from their students
after engaging them in group activities.
Teaching Style Categories
1.Formal Authority
 teaching style tend to focus on content.
 This style is generally teacher-centered, where the teacher feels
responsible for providing and controlling the fl ow of the
content and the student is expected to receive the content.
 This type of teacher doesn’t usually require much student
participation in class.
 This teaching style is often called the “Sage on the stage”
model.
2. Demonstrator or Personal Model
 teaching style tend to run teacher-centered classes with an
emphasis on demonstration and modelling.
 This type of teacher acts as a role model by demonstrating
skills
and processes and then as a coach/guide in helping students
develop and apply these skills and knowledge; thus, the
teacher is called a “Guide on the side.”
 Students are expected to take some responsibility for learning
what they need to know and for asking for help when they
don’t understand something.
3. Facilitator
 tend to focus on activities.
 This teaching style emphasizes student-centered
learning and there is much more responsibility
placed on the students to take the initiative for
meeting the demands of various learning tasks.
 This type of teacher, who is also a “Guide on the
side” like the demonstrator, will often try to design
learning situations and activities that require
student processing and application of course
content in creative and original ways.
4.Delegator – This style often gives students a choice in designing
and implementing their own complex learning projects and will
act in a consultative role. Students are often asked to work
independently or in groups and must be able to maintain
motivation and focus for complex projects. Students working in
this type of setting learn more than just course specifi c topics as
they also must be able to work effectively in group situations and
manage various interpersonal roles.

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PD 321

In whose class would you rather belong — Mr. Kamulwat’s

Learning goals To develop students’ skills For students to learn as

lessons are framed by the context of the

negotiate in determining their learning and

3. Teacher Characteristic: UNDERSTANDING

• Facilitates student learning through presentation of

1. Create a climate of openness to creativity, inquiry, and

the classroom by supporting teachers’

10. Show compassion and cheer people on.

11. Accentuate the positive.

A teaching style is the way in which teaching tasks are

• teacher-focused activities such as giving lectures and

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