Teacher Induction Program Module 2: The Filipino Teacher, Exercises of Personal Health

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TEACHER INDUCTION

PROGRAM

MODULE 2

DEPARTMENT OF EDUCATION

BEST | CARDNO

i | P a g e T e a c h e r I n d u c t i o n P r o g r a m ( V e r s i o n 1. 0 )

• MODULE 2: THE FILIPINO TEACHER Contents
• I. Session 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY
  • Desired Learning Outcomes
  • Objectives:
  • Key Concepts
  • Activities and Assessment
  • Reflection
• II. Session 2: Personal Professional Development
  • Desired Learning Outcomes
  • Objectives:
  • Pre-Test
  • Glossary of Terms......................................................................................................................
  • Key Concepts
  • Activities and Assessment
  • Reflection
• III. Session 3. Financial Literacy
  • Desired Learning Outcomes
  • Objectives:
  • Glossary of Terms......................................................................................................................
  • Pre-Test
  • Key Concepts
  • Activities and Assessment
  • Reflection
• IV. Session 4: Health and Wellness Program..................................................................................
  • Desired Learning Outcomes
  • Objectives:
  • Pre-Test
  • Glossary of Terms......................................................................................................................
  • Activities and Assessment
  • Reflection
  • Post-Test
• V. Session 5: Gender and Development (GAD)
  • Desired Learning Outcomes
  • Objectives..................................................................................................................................
  • Pre-Test

MODULE 2: THE FILIPINO TEACHER Purpose This module brings you to a clear and realistic perception of yourself. It provides you the opportunity to take a closer look of who you are according to how you see yourself and how others see you, how you respond to situations or circumstances, and the impact of this on others. PPST Standards The coverage of the Module is aligned to the PPST Domain 7, Personal Growth and Professional Development. This domain focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal and professional reflection and learning to improve practice. It recognizes the importance of teachers’ assuming responsibility for personal growth and professional development for lifelong learning.

I. SESSION 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY Desired Learning Outcomes Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators (PTIs) 7.4.1 Understand how professional reflection and learning can be used to improve practice. PTI: 7.4.2 Develop a personal professional improvement plan based on reflection of one’s practice and ongoing professional learning. Objectives: a. Understand personal awareness, self-mastery, and teacher agency in relation to improving teacher practice; b. Identify your personal strengths and weaknesses to improve teaching practice; and c. Apply the results of your self-inventory to develop, implement, and track progress of your personal improvement plan. Key Concepts

1. Self-Awareness According to Musselwhite (2007), “self-awareness is being conscious of what you're good at while acknowledging what you still have yet to learn.” It is having “conscious knowledge about one’s self, about one’s beliefs, assumptions, organizing principles, and structure of feelings and their consequences on one’s day-to-day lived experience” (Eriksen, 2009). Self-awareness is directly related to both emotional intelligence and success.  It helps you create achievable goals because you can consider your strengths, weaknesses, and what drives you when goal-setting.  It allows you to guide yourself down the right path by choosing to pursue the opportunities that are the best fit for your skill-set, preferences and tendencies.  It makes identifying situations and people that hit our triggers and anticipating our own reactions easier.  It allows us to make positive behavioral changes that can lead to greater personal and professional success. Your values, on the other hand, serve as frameworks that guide you on how you interpret your experiences so that you can decide on appropriate actions to take. They guide your decision making and actions. Becoming an authentic person requires that your actions should be consistent with your values. Remember, we are not always what we think we are.

Your qualities underlie the values that you hold dear.

1. What do these values mean to you and your day-to-day life? 2. How do you demonstrate these values with your actions? In other words, are they consistent or inconsistent with your actions? Cite a situation. 3. How do you integrate these values in your teaching? B. My Emotional Maturity 1. Encircle at least 10 feelings from the inventory below that you experience most of the time while in school. Inventory of feelings from Facebook happy annoyed awesome thankful tired frustrated blessed energized blissful relieved great irritated confused accomplished optimistic inspired stressed stressed disgusted confident worried fed up satisfied sarcastic content pained lazy exhausted refreshed bored 2. What situations usually trigger negative or uncomfortable emotions in you? 3. If a student anonymously posted on facebook something derogatory about you, how would you react or what would you do? 4. How do you feel if a student does not meet a deadline? 5. What do you do when others stress you? C. Building Self-Awareness^1

1. Put the time in – Self-awareness is not learned in a book, but achieved through self-reflection. Use what you have learned about yourself to inform decisions, behaviors, and interactions with other people.
2. Predict how you will feel and respond before a situation and reflect on your actual feelings and response after the situation. (^1) (adapted from http://SELF-AWARENESS/TipSheet_SelfAwareness.pdf)

3. Focus on your choices - What can you learn from your past triumphs and mistakes? Why did you make a particular decision? How did this choice make you feel? 4. Ask for feedback – Self-awareness is as much about acknowledging what you still need to learn as it is about identifying your strengths. Asking for feedback on your performance, behavior, interactions, can serve to improve your future actions and responses. Feedback can also identify aspects of your behavior you aren’t seeing clearly (your blind spots). 5. Record (keep a journal) – Allows you to reflect on daily thoughts, feelings, perceptions, choices, behaviors, and interactions with others. Be honest with yourself. Reflecting on your experiences allows you to learn something that can guide your personal development so think about it and write it down. 6. Label your emotions – Feelings can be expressed using one word, but are often held back. Use the below Inventory of feelings to practice labeling what you experience in different situations throughout your day. Your feelings provide insight into your thoughts and actions, as well as allow us to better relate with others. You may also recognize trends in how you are feeling which can teach you something about yourself. 6. Talk with a success coach. Share your discoveries about yourself with a coach or peer that you trust to get the most of the experience. It is not enough that you have increased your awareness of yourself. Understanding oneself is a continuing journey. D. Me and Others
4. What group of people do you like to hang out with?
5. Who are your role models? Give at least 3. What make you look up to and admire these people?
6. How does your personality change as you associate with different groups of people? Why do you think it changes?
7. What kind of school head brings out the best in you?
8. How do you involve parents in the learning process?
9. What kind of people do you find it difficult to work with? Cite your reason
10. What do I value most in a pupil/student?
11. As a teacher, in what area/s do I feel I need improvement?

Score range: HIGH = 9-12, MODERATE = 5-8, LOW = 0- Scoring Interpretation Factor 1 – Idealized influence indicates whether you hold subordinates’ trust, maintain their faith and respect, show dedication to them, appeal to their hopes and dreams, and act as their role model. Factor 2 – Inspirational motivation measures the degree to which you provide a vision, use appropriate symbols and images to help others focus on their work, and try to make others feel their work is significant. Factor 3 – Intellectual stimulation shows the degree to which you encourage others to be creative in looking at old problems in new ways, create an environment that is tolerant of seemingly extreme positions, and nurture people to question their own values and beliefs of those of the organization. Factor 4 – Individualized consideration indicates the degree to which you show interest in others’ well‐being, assign projects individually, and pay attention to those who seem less involved in the group. Factor 5 – Contingent reward shows the degree to which you tell others what to do in order to be rewarded, emphasize what you expect from them, and recognize their accomplishments. Factor 6 – Management‐by‐exception assesses whether you tell others the job requirements, are content with standard performance, and are a believer in “if it ain’t broke, don’t fix it.” Factor 7 – Laissez‐faire measures whether you require little of others, are content to let things ride, and let others do their own thing. The description of the Factor where your score dominantly lies indicates the kind of leadership style/s that you have. In most situations, you are likely to behave according to that leadership style. You may discuss your result with your coach if you think you need to improve on the way you lead. F. Developing Self-Mastery^2 Self-mastery is a broad term that covers many aspects of your personal and professional life. Developing self-mastery can mean working on many of these areas. (if so, it may be best to focus on one or two areas at a time, so you don’t become overwhelmed.) Look at the following areas of your life to develop self-mastery:

1. Goals Start with a vision of how you want your life to be.
2. Attitudes and Emotions Your attitude and emotions play a major role in self-mastery. Those who show strong self-master don’t let their emotions control them—they control their own emotions. Focus on something positive every day. Be grateful for things, even if these are just things like the weather is beautiful. Having gratitude and a positive outlook will set the tone or the rest of your day. Resist the temptation to blame yourself when things go wrong. Self-sabotage is a quick and cruel way of stopping yourself from reaching your true potential. If you find that you are undermining yourself, consciously make yourself stop. Instead, think of something positive an encouraging. (^2) http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdf retrieved August 8, 2017 at Cagayan De Oro City.

3. Willpower Think about how many times you have set a goal and, for one reason or another, never followed it through because of lack of willpower To boost your willpower, make sure you have both rational and emotional motives for what you want to achieve.
4. Focus Improving focus is also a key to self-mastery. For instance, how much time do you waste during our day? What could you accomplish if you fully use the hours available to you? Start by focusing on one task at a time, and slowly increase your level of focus. At first you may find that you cannot concentrate on a task for more than one hour at a time, before you get tired and distracted. Try to increase this to two hours by adding 15 minutes of focused work every day. This will allow you to strengthen your focus to two-hour stretches – and then even more, if that’s what you need to get things done. It seems counterintuitive, but being selfish and focusing on enriching yourself will lead to being selfless and enriching the lives of those around you. G. My Personal Professional Improvement Plan In this activity, you will plot your plans to continually improve your competence and career as a teacher and a teacher-leader. Fill up the template following the terms of reference provided. Professional Goals – refer to short or long term goals you set to improve your professional competence. Time Frame – reflects the target date/s you intend to accomplish your stated goal. Strengths – refer to positive qualities that you possess that are needed to accomplish the goal. Weakness – refer to your qualities that may hinder the achievement of that goal. Remarks – are the reason/s that contribute to or hinder the achievement of the desired goal PPIP Time Frame

MY

STRENGTH

/s

MY

WEAKNESS

/es Achieved ? ((please check)

REMARKS

YES NO

II. SESSION 2: PERSONAL PROFESSIONAL DEVELOPMENT Desired Learning Outcomes Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators (PTIs) 7.4.1 Understand how professional reflection and learning can be used to improve practice. 7.4.2 Develop a personal professional improvement plan based on reflection of your practice and ongoing professional learning. Objectives: a. Assess the core behavioral competencies for personal development. b. Prepare and implement individual professional plan including collaborative activities for development based on the assessment. c. Evaluate your improvement in teaching practice as a result of your self- assessment for personal and professional development.

Pre-Test Rate yourself on the space provided below the table and answer the reflective questions. Your self-rating: _______________________ Your self-rating: ______________________

Your self-rating: _______________________

Your self-rating: _______________________ Your self-rating: _______________________

Activities and Assessment Direction: Check the box which answers the questions. DOMAIN QUESTIONS YES NO

1. SOCIAL REGARD FOR LEARNING Do you demonstrate value for learning? Do you demonstrate that learning is of different kinds and from different sources?
2. LEARNING ENVIRONMENT Do you create an environment that promotes fairness? Do you make the classroom environment safe and conducive to learning? Do you communicate higher learning expectations to each learner? Do you establish and maintain consistent standards of learners' behavior? Do you create a healthy psychological climate for learning?
3. DIVERSITY OF LEARNERS Do you determine, understand and accept the learners' diverse background knowledge and experience?
4. CURRICULUM Do you demonstrate mastery of the subject? Do you communicate clear learning goals for the lessons that are appropriate for learners? Do you make good use of allotted instructional time? Do you select teaching methods, learning activities and instructional materials or resources appropriate to the learners and aligned to objectives of the lesson? Do you recognize general learning processes as well as unique processes of individual learners? Do you promotes purposive study? Do you demonstrate skills in the use of ICT in teaching and learning?
5. PLANNING, ASSESSING AND REPORTING Do you develop and utilize creative and appropriate instructional plan

DOMAIN QUESTIONS YES NO

Do you develop and use a variety of appropriate assessment strategies to monitor and evaluate learning? Do you monitor regularly and provide feedback on learners' understanding of content? Do you communicate promptly and clearly to the learners, parents and superiors about the progress of learners?

6. COMMUNITY LINKAGES Do you establish learning environment that respond to the aspiration of the community?
7. PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Do you take pride in the nobility of teaching as a profession? Do you build professional links with colleagues to enrich teaching practice? Do you reflect on the extent of the attainment of your professional development goals? Note: You can have a detailed result using the NCBTS-TSNA by downloading e-TSNA through www.deped.gov.ph Questions:
8. What are the domains where your strength lie?
9. What are the domains where your weakness lie?
10. How will you improve/sustain yourself on these? Validation Direction: Ask a colleague and a mentor or a rater of your IPCRF to validate the self- assessment you have made on your core behavioral competencies. Peer Teacher Mentor