"DESPERATE PATRIOTISM"
A lot has been said of how useful portfolio assessment is. I attended a preservice seminar-workshop in our local college yesterday (being a part time faculty member), and the facilitator talked about portfolio under her topic on alternative assessment. I talked to a fellow participant and I told her that I have portfolios of my senior English class. She said that she would like to see some and hopefully ask for one.
This morning, I went through one portfolio and started reading some artifacts. My attention got caught in a character analysis of Brutus in "The Tragedy of Julius Caesar" by William Shakespeare. The student wrote that Brutus may have good intentions but his way of achieving that end was not at all acceptable. (Sounds like the end does not justify the means.) Brutus was for the good of Rome, but the people saw only his role in the assassination of Julius Caesar.
Through his reflection, the student was able to see Brutus in Trillanes, one of the leaders of the failed coup attempt against Pres. Arroyo. Being an intelligent student, he was able to compare well Brutus with Trillanes. What struck me most, however, is this line: Their (referring to the Magdalo soldiers) vainly rebellious act is a desperate patriotism.
I do not want to say that I did not read the character analysis when it was submitted. It was only this morning, though, that I realized how much my student has had gone through in stringing words that did not just sound poetic but were very apt to that particular sad past of Philippine politics. I liked so much his words that indeed he was right to include the character analysis as one of his showcase portfolio artifacts. Definitely, the rest of the critical essay reads more than sensibly well!
Saturday, May 31, 2008
Thursday, May 29, 2008
INSTRUCTIONAL LEADERSHIP
LISTENING AND SUGGESTING
In the course of my role as an instructional leader, I have come to realize the importance of listening before giving suggestions. In any classroom observation, we cannot disregard the need for a pre-observation conference. During this time, listening is very important to level expectations; however, I find listening as important during the post-evaluation conference.
Before making any comment (which as much as possible is constructive) listen first to what the teacher being observed has to say about the classroom engagement that has just taken place. Let him talk freely, and redirect him as to how he could have improved much better his performance and consequently, the students' reactions.
Teachers appreciate a principal who suggests ways on how the lesson may be improved next time. This must be done, though, after listening how the teacher himself assesses his performance based primarily on the students' reaction and understanding of the concepts and acquisition of the skills targeted for that particular lesson.
In the course of my role as an instructional leader, I have come to realize the importance of listening before giving suggestions. In any classroom observation, we cannot disregard the need for a pre-observation conference. During this time, listening is very important to level expectations; however, I find listening as important during the post-evaluation conference.
Before making any comment (which as much as possible is constructive) listen first to what the teacher being observed has to say about the classroom engagement that has just taken place. Let him talk freely, and redirect him as to how he could have improved much better his performance and consequently, the students' reactions.
Teachers appreciate a principal who suggests ways on how the lesson may be improved next time. This must be done, though, after listening how the teacher himself assesses his performance based primarily on the students' reaction and understanding of the concepts and acquisition of the skills targeted for that particular lesson.
Wednesday, May 28, 2008
THE PROBLEM WITH THE SYLLABUS
We cannot question the importance of a functional syllabus in quality instruction. It plays a major role in graduating quality and world class professionals. Unfortunately, not a good number of teachers know how to prepare one. I have this funny and equally sad experience that when teachers are asked to prepare a syllabus, they either ask a prepared syllabus from book companies of the textbook they intend to use or write one based on the lessons of the book that they have ordered and to be used for the in-coming school year.
The teacher or group of teachers in a disicipline should prepare the syllabus themselves based on the minimum learning competencies set by the Dept. of Education and the learning continuum of the education ministry of the congregation (in the case of private sectarian schools). Only then can instruction be truly considered a reflection of the Vision-Mission statements of the school.
The teacher or group of teachers in a disicipline should prepare the syllabus themselves based on the minimum learning competencies set by the Dept. of Education and the learning continuum of the education ministry of the congregation (in the case of private sectarian schools). Only then can instruction be truly considered a reflection of the Vision-Mission statements of the school.
Tuesday, May 27, 2008
UNCHECKED QUIZZES
WHAT ARE QUIZZES REALLY FOR?
There are two general ways of assessing learning - the traditional and the alternative. Most teachers opt for the traditional paper and pencil test after student engagement to supposedly evaluate learning. This brings me back to what happened yesterday.
When we were preparing the faculty room for the in-coming school year, a newly hired teacher saw unchecked quizzes in one of the old teachers drawers. I was disappointed and at the same time embarassed of what she discovered. Clearly, the teacher was at fault and I am partly to blame.
Sometimes teachers give quizzes for the sake of giving them without at all thinking of how the results could be used to further make instruction better. Short quizzes given after each lesson is supposed to be formative and never summative in nature; however, some teachers do insist and make short quizzes summative. This can be but primarily short quizzes after each lesson should evaluate how much students have understood, which in turn is a reflection of how well the teacher engages the class in the meaning-making exercise.
Unchecked quizzes only speaks of how naive a teacher is. He is not just wasting time giving the exam but he is indeed unfair to the students and to the rest of the school stakeholders and definitely that include myself. The damage has been done. I hope it still can be undone.
There are two general ways of assessing learning - the traditional and the alternative. Most teachers opt for the traditional paper and pencil test after student engagement to supposedly evaluate learning. This brings me back to what happened yesterday.
When we were preparing the faculty room for the in-coming school year, a newly hired teacher saw unchecked quizzes in one of the old teachers drawers. I was disappointed and at the same time embarassed of what she discovered. Clearly, the teacher was at fault and I am partly to blame.
Sometimes teachers give quizzes for the sake of giving them without at all thinking of how the results could be used to further make instruction better. Short quizzes given after each lesson is supposed to be formative and never summative in nature; however, some teachers do insist and make short quizzes summative. This can be but primarily short quizzes after each lesson should evaluate how much students have understood, which in turn is a reflection of how well the teacher engages the class in the meaning-making exercise.
Unchecked quizzes only speaks of how naive a teacher is. He is not just wasting time giving the exam but he is indeed unfair to the students and to the rest of the school stakeholders and definitely that include myself. The damage has been done. I hope it still can be undone.
Monday, May 26, 2008
VALUES INTEGRATION II
HOW TO INTEGRATE VALUES
Yes, we know what to integrate and where to integrate. Our next problem now is how to integrate. This is indeed a problem because this is easier said than done. Values integration across the curriculum entails too much creativity on the part of the teacher. Let me talk about the daily lesson plan. In the standards of learning alone (SOL), the value/s integrated must already be very clear. In the learning content, the core value and the related value must also be articulated well together with the identification of the social orientation which reflects back to the affective SOL.
As prescribed by FAPE, there must be an introduction of the lesson, followed by interaction and then integration. In the integration part (which talks about the value/s), there should be:
Yes, we know what to integrate and where to integrate. Our next problem now is how to integrate. This is indeed a problem because this is easier said than done. Values integration across the curriculum entails too much creativity on the part of the teacher. Let me talk about the daily lesson plan. In the standards of learning alone (SOL), the value/s integrated must already be very clear. In the learning content, the core value and the related value must also be articulated well together with the identification of the social orientation which reflects back to the affective SOL.
As prescribed by FAPE, there must be an introduction of the lesson, followed by interaction and then integration. In the integration part (which talks about the value/s), there should be:
- Integration across the discipline
- Core value integration
- Related value/s integration
- Reflection
- Biblical text identification
The reflection part and the biblical text identification strengthen values integration in as much as both are reflective in nature. The student goes into some sort of reflection to be able to relate the lesson of the day to real life situations and social problems.
Values integration indeed is not easy. But because we are for excellence, then it is imperative that we have to work for it. Good luck!
Thursday, May 22, 2008
PREVENTING UNWANTED BEHAVIOR
Most of us teachers have lost our cool inside the classroom. This is very unfortunate and does not speak well of our classroom management skills. Why do students misbehave? Because we allow them to. Before everything gets out of control, the first thing any teacher has to do is assert authority inside the classroom; however, this is easier said than done.
How does one assert authority inside the classroom? There is only one sure way a teacher can successfully assert authority inside the class - prepare the lesson well and be the best teacher your students ever know. Once they know that you are a good teacher and honestly is working for them learning inside the class, definitely the first step towards classroom discipline has been clearly won.
How does one assert authority inside the classroom? There is only one sure way a teacher can successfully assert authority inside the class - prepare the lesson well and be the best teacher your students ever know. Once they know that you are a good teacher and honestly is working for them learning inside the class, definitely the first step towards classroom discipline has been clearly won.
VALUES INTEGRATION
Catholic schools have always been in the forefront of values integration. Everywhere and anywhere you go, you will hear curriculum managers and school administrators advocating integration of values across the curriculum. Questions, however, pop in the minds of teachers: What values to integrate? Where to integrate?
WHAT TO INTEGRATE
There are so many values that a teacher has to teach the students. So, which among them should be taught? The CORE VALUES which should have been clearly reflected in the Vision-Mission statements and that should have been the charisms of the congregtaional patron/patroness or founder/foundress. Unfortunately, some have not identified them! It is, therefore, imperative for a school to identify the core values she likes her students to live out and also to enumerate the related values under them.
WHERE TO INTEGRATE
Yes, we knew what to integrate; however, we do not know where really to integrate. Values should be integrated across the curriculum. From their identification from the congregational Vision-Mission statements, the core values should be articulated down to the focal points and essential questions (the syllabus), then to the periodic course outline (PCO), to the daily lesson plan, until the tasks that will assist learning.
WHAT TO INTEGRATE
There are so many values that a teacher has to teach the students. So, which among them should be taught? The CORE VALUES which should have been clearly reflected in the Vision-Mission statements and that should have been the charisms of the congregtaional patron/patroness or founder/foundress. Unfortunately, some have not identified them! It is, therefore, imperative for a school to identify the core values she likes her students to live out and also to enumerate the related values under them.
WHERE TO INTEGRATE
Yes, we knew what to integrate; however, we do not know where really to integrate. Values should be integrated across the curriculum. From their identification from the congregational Vision-Mission statements, the core values should be articulated down to the focal points and essential questions (the syllabus), then to the periodic course outline (PCO), to the daily lesson plan, until the tasks that will assist learning.
Subscribe to:
Posts (Atom)
