Teacher's Phobia?

Image Source: iamzennia.files.wordpress.com/2011/03/p1171397.jpg

Observation Teaching - ito ang phobia ng mga teacher.

Sinong teacher ba ang gustong laging may nag-o-observe sa kanyang classroom? 

Sa maniwala kayo't sa hindi, kahit matatagal ng titser, kinakabahan pa rin pag may napapabalitang observation teaching. Noong bago pa kasi ako sa pagtuturo, iniisip ko na pag tumagal na ako sa pagtuturo, hindi na ako kakabahan pag may observation teaching. Mali pala. Ang tawag ata dito ng mga Psychologist at 'stage fright.'

Kung hindi ko pa alam, may isang pag-aaral na nagsasabing ang observation teaching ay walang nagagawa sa achievement ng mga bata. Well, I have nothing against observation teaching - pero minsan against talaga ako ha ha ha ha ha. In one way or another, gauge din ito ng mga administrator natin para malaman kung ano ang gusto nilang malaman na hanggang ngayon hindi pa rin nila nalalaman.

Kung tutuusin may mga advantages at disadvantages talaga ito, sa part ng mga administrator at lalo na sa part ng teacher at mga bata. Gusto ko muna maging light ang blog ko ngayon, kaya nangalap ako ng mga kwentong atin - kwentong makatotohanan na may kinalaman sa observation teaching...

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Isang disadvantage kapag ang observer mo terror... Na sasabunin ka ng walang banlawan kapag palpak ang na-observe nya.

May nabalitaan akong ganito dati. Nag time-in na siya. Ang aga-aga nya pa pumasok. Nung mabalitaan nyang io-observe siya, nag time-out ulit. Masama daw pakiramdam.

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Eto sa isang Physics Class. Ang observer ay hindi Physics Major.

Usually ang observer, sa likod naman umuupo. So si Physics teacher ay todo discuss sa harap. Nung nagpa-activity na siya na related sa itinuro nya may isang bata na naguguluhan sa activity kaya tumayo at nagtanong sa observer.

Eh hindi rin ata naintindihan ng observer ang lesson kaya ang sabi niya sa bata; 'Dun ka magtanong sa harap, hindi ako ang teacher mo.'

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Eto naman sa Principal's Office, isang post-con after ng observation teaching.

Principal: (Sermon) ...wala akong naintindihan sa lesson mo... Hindi ka marunong magturo.

Teacher: Ma'am naintindihan po ng mga estudyante ko ang lesson na inobserve mo kanina. Sa katunayan halos lahat sila perfect sa test.

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Eto naman isang alamat lang na gawa-gawa ng mga kinakabahang ma-observe. Don't do this at school.

Si teacher kinuntsaba daw ang mga bagets... kaya during the observation may isang bata na nagtaas ng kamay. 

'Sir!'

'Yes, ano yun hijo?'

'Kanina po kasi may nakita kaming parang granada na hinagis dito sa loob ng school... hindi po namin alam kung gagana pa o hindi na.'

'Ha! San nyu nakita? Bakit hindi nyu sinabi agad sa akin? San nyu nilagay?'

'Dun ko po nilagay sa ilalim ng upuan ni ma'am na nag-oobserve!'

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Personally, naniniwala akong minsan kailangan din ng observation at demonstration teaching. Part siguro ito ng administration ng school para mamonitor ang gusto nilang makita. So far in my experience, wala pa naman akong negative na nai-encounter about dito. Nagpapasalamat pa nga ako dun sa mga observer namen na kahit sa tingin mo palpak ang ginawa mo, may nakikita pa rin silang positive. Nakaka-boost sila ng confidence. 

Gusto ko rin ang demonstration teaching kasi part ito ng sharing ng mga bagong paraan ng pagtuturo at exchange of ideas from different teachers teaching different levels of students. 

May advantages meron ding disadvantages, hindi ba mas maganda if we meet halfway?


Image Source: 
iamzennia.files.wordpress.com/2011/03/p1171397.jpg 

Mnemonic Device as an Effective Teaching Technique

by: J. Policarpio

What is a Mnemonic Device?

According to Wikipedia, a mnemonic device, is any learning technique that aids information retention and aims to translate information or concept into a form that the human brain can retain better than its original form.



The Initiative

The good thing about 'Demonstration Teaching' and 'Observation Teaching' is the free-flowing ideas between the one doing the demonstration and the  observers. A couple of years ago our department (as spearheaded by our Department Head) launched a program entitled, 'Show your Best'. The program aimed to come up with one demonstration teaching per year level and this will be observed by the teachers that are vacant during that time slot. (This program happened when we were not yet given a teaching load like todate). For Science IV, we have volunteered (not the teacher volunteered by herself) our colleague assigned to the cream section.


The Lesson and the Strategy

The topic during that time, based on our Budget of Work, was Electromagnetic Waves - regions of EM Waves, properties and its corresponding applications. The strategy was simple, it was just a lively discussion about the topic and was accompanied by a very interesting activity.

One of the main objectives that must be imparted to the students was the proper order of these waves. After the session, they should be able to arrange the different regions of EM waves according to increasing or decreasing wavelength or frequency.

The Regions of Electromagnetic Waves (Image Source: public.navy.mil)

The assigned activity which also served as an assessment was not complicated. She grouped the class into five and instructed them to create a mnemonic device for the different regions of the spectrum (of course, following the correct order).


The Application

Since then, I've adapted that strategy. These are some of the output of my previous students.......

Remember Me In your Vision Until eXtreme pain is Gone

Red Mark Indicates the Very Unforgetable eXamples of fail Grades

God eXists Under a Very Ideal and More Realistic world

Rape Me I'm Very Urge to eXpose my Great body

Real Men Indicates Virginity Unless eXcitement Goes on

Green X-rated Videos Usually Indicate Man was Rude

Ramen May Include Vegetables like Upo eXposing its Great taste

Receive More Incoming Voice-call Underneath the eXosphere of the Globe

Right Man Is Very Understanding and eXpert ib Giving advices

Rico Martin Intends to Visit his Uncle playing Xylophone on his Garden

The Learning

What I've realized about this approach is that the process should be given importance that the result. Although the outcome is equally of value and sometimes even given more focus than the process, I've realized that if the process of arriving to the correct answer was established properly, the desired result will always follow. Say for example, for that particular lesson about EM Waves mentioned above, one of the most important objectives there would be the proper sequencing. If you are result-oriented, you would actually do all means for the students to be able to answer your quiz later - this is the most common approach. The process is always taken for granted. On the other hand, if you are process-oriented, and you focus on HOW the students will correctly arrive to the right answer, just like in the first case, they will also be able to answer the test.

Now, what's the difference? Well, after a week, try to administer the test again. Which group would be able to answer it significantly higher than the other?

Whether we accept it or not, the truth is most of what we've taught will be forgotten by our students. Even if they forget the concept, if they remember the steps of arriving to the desired result, then they would be able to recall it again and again.

References:

Sources:
en.wikipedia.org/wiki/Mnemonic (Retrieved, 3 February 2013)

Image Source:
http://www.public.navy.mil/navsafecen/Pages/acquisition/radio_frequency-radiation.aspx (Retrieved, 3 March 2013)