MOREH ACADEMY 0

THE POSITIVE IMPACT OF MOBILE DEVICES ON THE

ACADEMIC PERFORMANCES OF SELECTED GRADE 11
STUDENTS OF MOREH ACADEMY 2022-2023

A Research Presented to the

Faculty of Grade 11 Senior High School
MOREH ACADEMY
Taguig City

In Partial Fulfillment of the Requirements for

Practical Research 1

May 08, 2023

MALE
BRYAN D. CUNTAPAY
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CHRISTIAN DANIEL M. TAN

FEMALE
JAMMILE C. MAMAUAG
ELAINE M. MARCAIDA
CHEEZANIE C. ODEVILAS
GERALDINE C. RAMIRO

APPROVAL SHEET
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This Thesis entitled Student’s Learning Styles and Academic

Performance in Readings in Philippine History: Basis for a Proposed

Course Syllabus Enhancement prepared and submitted by Margie M.

Lepangge, Nobelen Joy M. Marsonia, Adrian Ote, Sheena Joy C. Pagran, and

Jennilyn C. Se in partial fulfillment of the requirements for the degree of

Bachelor in Secondary Education Major in Social Studies, had been examined

and recommended for Oral Evaluation.

May 12, 2021 Ms.Nobelen Joy M. Marsonia

Date Adviser

Approved in partial fulfilment of the requirements for the degree of

Bachelor in Secondary Education major in Social Studies.

Ms. Shiella Mae J. Narzoles Mr.Christian Daniel M. Tan

PR1 Teacher PR1 Teacher

Mr. Tee Jay J. Obog Mr.Eric Rocafor Jr.

PR1 Teacher PR1 Teacher

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Accepted in partial fulfillment of the requirements for the degree Bachelor

in Secondary Education major in Social Studies.

MR.EDSEL M. MIRAMBIL

Prinicipal

TABLE OF CONTENTS
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CHAPTER

I THE PROBLEM AND ITS BACKGROUND

Introduction 1

Statement of the Problem 2

Significant of the Study 3

Scope and Limitations 4

Definition of Terms 5

Hypothesis 6

II REVIEWS OF RELATED LITERATURE AND STUDIES

Learning Styles 7

VARK Model and Its Traits 8

Readings in Philippine History 9

Learning Styles and Academic Performance 10

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Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Teaching Demonstration is the culmination of the experiential task in

practice teaching that evaluates the performance of pre-service teachers in terms

of their abilty to handle a classroom. Demonstration teaching is an important

factor in the education of the pre-service teachers. To produce an effective future

teacher, the Education Curriculum must cover all the knowledge’s and skills that

the aspiring teachers will need in order to become a person worthy of the title

'Teacher'. To prepare the student teachers for the reality that they will face in the

field of teaching, they are immersed in Practice Teaching.

The concept for Practice Teaching as a requirement in teacher education

follows the same philosophy as to what some famous educationist were implying.

It is that in order for there to be an effective learning, the most effective approach

would be "Learning by Experience” (Brunner,1961). This concept that applies to

the young also works for adults and for pre-service teachers.

In demonstration teaching, the student-teachers were immersed in

classroom situations in order for them to get a knowledge and experience on how

to actually handle a classroom setting. The teacher education curriculum

basically provides prospective teachers with experiences they will need in

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handling an actual class. These experiences will provide helpful knowledge on

what to do in the field.

During the demonstration teaching, student-teachers are expected to gain

knowledge on all specific aspects in teaching like classroom management,

lesson planning, execution of the lesson and other aspect in teaching. This is an

opportunity for prospective teachers to learn how to deal with different types of

students as well as different classroom settings, which they will definitely need to

pursue the teaching profession.

The practice teaching program also gives the student teachers an overall

idea on what to expect when teaching, especially with the regards of the

implementation of the curriculum. With the help of mentors and co-operating

teachers, knowledgeable and skillful student teachers can be produced, thus

producing good students.

In the Philippines, Demonstration Teaching is a requirement to complete

the Teacher Education Curriculum (CMO No. 30, s. 2004) as implemented by the

Commission of Higher Education (CHED). All graduating students enrolled in

Bachelor of Science in Elementary Education or Bachelor of Science in

Secondary Education are officially referred to as pre-service teachers,

specifically a student teacher and thus expected to undergo Practice Teaching.

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Background of the study

Teaching demonstration is an activity in an experiential learning in practice

teaching. This is a culmination of the pre-serviced teachers’ survey that

appropriately measures their learning outcome. However problems in measuring

the outcomes student performance in teaching demonstration may predict their

performance in the outside world or their readiness to undertake a teaching

career this also measures the amount of knowledge, skills and attitude that our

graduating pre-service teacher possess, following the local of this study.

In supporting the readiness of the pre-services teacher Taguig City

University offered a courses and it is the College of Education that serves

students for almost seven (7) years and counting with five (5) programs namely

Bachelor in Elementary Education and Bachelor in Secondary Education Major

in: English, Mathematics, Science, and Physical Education. These programs

provide a meaningful and the most reliable learning experience for pre- service it

includes the Field Study 1 to 6 that each student may get in their second year

second semester up to third year first and second semester, a one unit subject

that engage students in actual observation and hands on understanding how

student learn through materials that is available in their environment and how the

in-service teacher handle student according to the curriculum guided with a

manual that they will answer while observing. Senior student is obliged to take
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six units of Observation and participation (on –campus) for the first semester and

Practice Teaching (of- campus) in second semester that will train them on how to

handle classes that test how well their teaching techniques and strategies that

cater the different learning styles of students in a particular grade level. They are

instructed to render at least 300 hours to fulfill the unit requirement and a

demonstration teaching rated by their cooperating teacher the last requirement in

Practice Teaching.

Statement of the Problem

This study determined the Teaching Demonstration performance of the

Pre-Service Teachers of the academic year of 2016-2017 at Taguig City

University. The result of the study can be used as a basis for Program

Enhancement.

Specifically, the study answered the following questions:

1. How do the cooperating teachers assessed the professional qualities

of the BEED and BSE students during their final demonstrating

teaching classified as to :

1.1 Lesson Planning;

1.2 Implementation of the plan;

1.3 Use of teaching strategies

1.4 Communication skill; and

1.5 Classroom management.

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2. What is the assessment of the cooperating teachers on the personal

qualities of the BEED and BSE during their final demonstration as

regard the following:

2.1 Proper grooming;

2.2 Voice modulation and projection;

2.3 Posture and behavior;

2.4 Fairness in dealing with students;

2.5 Concern for students; and

2.6 Sense of humor?

3. What are the strengths and weaknesses of the BEED and BSE pre-

service teachers as identified by their cooperating teachers?

4. Based on the findings of the study, what recommendation for program

enhancement on practice teaching can be provided?

Significance of the study

This study is focused on the Teaching Demonstration Performance of the

College of Education. The researchers are optimistic that this study will be

beneficial to the following people:

Commission on Higher Education/ Department of Education. To fortify

and enhance not just the quality of student-teachers, but also the quality of

education, this study will serve as the outset data.

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Accrediting Bodies. To undergo accreditation such as the Commission

on Higher Education (CHED) in order to help them gear towards the attainment

of Quality Higher Education, this would help them identify the different strengths

and weaknesses of every 4th year education practitioners.

Administrators. This will serve as the basis for the administration to

evaluate the content of the subject offering, instructions, methods and

technologies, school facilities, latest innovations, and other support needed with

regard to quality assurance in teacher education.

Curriculum Developers. The study would calibrate in standardizing and

designing relevant programs and mechanics for quality education leading to

institutional development, organizational change, and appropriate accreditation

body.

Faculty. They will serve as change agents toward upholding high caliber

in training. The study will qualify them to find ways and alternatives in tuning up

their skills in congruence to the call of the 21 st century learning.

Education Students. This will serve as a medium for refinement to effect

better educational practices. Further, it will help them define their direction in

catching on effective learning strategies and determine relevant programs of the

school administration through participation and involvement.

Researchers. This study will serve as an eye-opener to exert effort

toward operative change; develop the finesse to become innovative; and be

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updated with the latest drifts in education to help the students thrive in their future

endeavor.

Future Researchers. This study can help future researchers understand

how mobile devices have a positive impact, particularly in academic settings, and

how they might recognize it in the future.

Scope and Limitation of the study

This study is focused to know the positive impact of mobile devices on the

academic performances of selected gr 11 students of the respondents in terms to

aware people that the use of mobile devices also gives us the advantages especially

in todays modern life. And also to the Educational system. This study will serve as a

Pattern/Guideline for students to use their mobile devices beneficial way.

Definition of Terms

The following are hereby defined operationally and contextually for a

thorough understanding of the study:

Teaching Demonstration. One of the most artificial segments of a job

seeker's campus interview yet also one of the most telling and evocative. 

Demonstration. Involves showing by reason or proof, explaining or

making clear by use of examples or experiments.

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Lesson Plan. A teacher's detailed description of the course of instruction

for a lesson. A daily lesson plan is developed by a teacher to guide class

learning.

Implementation of the Plan. Which seeks to enhance the student

learning experience, and inter-relatedly, promote continuing professional

development (CDP) among staff, confirming and developing the effectiveness of

their own practices.

Teaching Strategies. Refer to methods used to help students learn the

desired course contents and be able to develop achievable goals in the future.

Classroom Management. Is a term used by the teacher to describe the

process of ensuring that classroom lessons run smoothly despite the disruptive

behaviour by students.

Communication Skills. Refer to the ability to convey information to

another effectively and efficiently.

Personal Qualities. Which a person brings to the teaching profession are

as important as their education and experience.

Hypothesis
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There is no significant difference in the respondents’ academic

performance in the Readings in Philippine History course when their learning

styles are considered as a factor.

Chapter 2
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REVIEW OF RELATED LITERATURE AND STUDIES

In essence, a mobile device is a portable computer. Although it may appear

that every portable electronic device falls under the concept of a mobile device, the

phrase requires wireless connectivity and broad computer capabilities.

Currently, tablets, smartphones, and e-readers are the most popular types of mobile

devices. Laptops are also included in the category inside the business and in the

context of mobile device management (MDM) due to their portability, usage by

employees in environments outside of the office, and the supervision and security

needs they share with smaller devices. Outside of this context, however, smaller

form factor devices often make up the mobile device category.

On April 3, 1973, Motorola's Martin Cooper gave a demonstration of the first

portable mobile phone in New York City, using a handset that weighed c. 2 kilos, or

4.4 pounds. The Nippon Telegraph and Telephone Co. (NTT) introduced the first

mobile phone network in the world in Japan in 1979.

A variety of activities are now carried out on mobile phones thanks to technological

advancements, including making calls, sending and receiving text messages and

emails, browsing the Internet, taking pictures and videos, interacting on social media,

listening to music, watching movies, and many other activities.

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promotes organization. With the advent of mobile applications, you can now use

your phone to make reminders, mark days on the calendar, manage your schedule,

and take notes. This may be quite useful for teenagers to keep track of their

obligations for school, job, or other things. Support in Time of Need.

Students who have access to cell phones can learn more and conduct more

research while participating in class discussions. This is particularly valid for recent

occurrences that haven't yet been addressed in textbooks. Using social media in the

classroom helps keep students engaged and motivate them to contribute to the

debate. Teachers may designate hashtags on Twitter or message boards for

students to use while contributing to class discussions. For pupils who might not

feel comfortable speaking in front of the class, this can be extremely useful.

Students now have access to tools and apps on their phones that can assist them in

finishing and maintaining their classwork. Additionally, using these tools can help

students learn better time management and organizing techniques as well as other

beneficial study habits.

By giving students tools to find out more about a topic, teachers may take use of

students' access to mobile devices. This can include films, articles from the news,
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forums, and more. It might assist to promote involvement and conversations to

provide students access to these materials in class.

Through a number of methods, such as phoning, texting, emailing, video calling,

public or social media, it lets us stay connected to our family, friends, loved ones,

and the wider community. As a result, mobile phones play a crucial role in

connecting individuals and positively influencing the health of elderly people.

You can stay connected to your learning management system anytime you have

access thanks to the power of the internet. Additionally, you may use your

smartphone to record the conversation or lecture so that you can listen to it at a later

time, if necessary. By having everything recorded, you can be sure that you won't

miss any important information. Additionally, while having a durable paper calendar

has its advantages, having one on your phone enables you to always be informed of

future tasks, appointments, meetings, and other activities. To prevent falling behind,

you may prepare for what's coming up by being aware of what's ahead. You may

create reminders for yourself with the calendar app on your smartphone to make

sure you don't miss anything.

 Today's mobile phones provide users with a variety of entertainment options,

making them a source of

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— Meditation and other workout videos

— Internet access

— Music-listening apps

— Numerous applications for both online and offline gaming

— Video or movie streaming applications

– The chance for kids to view movies and cartoons on their mobile devices. With the

use of certain specialized smartphone apps, even daily soap operas are broadcast.

Records show that 42% of cell phone owners had entertained themselves on their

phones while they were bored

Teaching Demonstration

Teaching demonstration is one of the most segments of a job seekers

campus interview yet one of the most telling and advocate, specific learning

concepts within the classroom, they can also participate in demonstration

classrooms to help improve their own teaching strategies, which may or may not

be demonstrative in nature.

Pre-service teacher is an essential experience in the professional

education program, teaching performance provides the opportunity to experience

the demanding and rewarding task of assuming major teaching responsibilities,

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this is designed to provide a controlled learning situation in which the prospective

teacher can put into practice the principles and methods learned rated by the

critic teacher.

Lesson Planning

Planning is also a major component of the Teacher Performance

Assessment (edTPA) developed by Stanford faculty and the Stanford Center for

Assessment, Learning, and Equity (SCALE) and now being implemented

nationally by members of the Teacher Performance Assessment Consortium

(TPAC). One of the three key tasks assessed by edTPA is planning (the others

are instruction and assessment), and five of the fifteen edTPA rubrics used in

2013 focused on planning. The emphasis on planning in the standards and

assessments set forth by the profession demonstrates that learning to plan is a

critical part of effective teaching and of a teacher’s preparation., Martin et al.

(2011).

Studies have illuminated topics such as the ways in which pre-service

teachers plan differently from their experienced colleagues Mutton et al. (2011),

the types of challenges pre-service teachers encounter while planning Vermette

et al. (2011), and how interns engage with and respond to lesson plan templates.

Tippin (2006) relatively small body of work on pre-service teacher

planning and contributes to the more specialized area of pre-service English

teacher planning, which has not been widely studied fill the gap in literature
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regarding English education interns. In addition, by including the edTPA as a

data source, this study adds to the emerging body of research on the edTPA,

providing evidence that can contribute to conversations about the assessment’s

implementation and validity.

Research reveals that the teacher is probably the single most important

factor affecting student achievement in a study with 60,000 students, Marzano et

al. (2006) As cited Effective Teacher an effective teacher has positive

expectations for student success; and lesson plan reflects such expectations, an

effective teacher knows how to design lessons for student mastery; which is

reflected in lesson plan, and an effective teacher is an extremely good classroom

manager; which is possible via good time management during class time and

that is possible only by effective implementation of a good lesson plan.

Planning is the systematic process of deciding what and how students

should learn. Planning is mostly the responsibility of teachers. Teachers decide

about the form and content of their instruction, such as how much presenting,

questioning, and discussing to do; how much material to cover in the allotted

time; and how in–depth to make their instruction Borich (2007) added to that the

planning process defining goals and objectives is important. The other factors in

planning process are knowledge of the learner, knowledge of subject matter, and

knowledge of teaching methods.

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The correct question to ask when preparing lesson plans is what students

are going to learn, achieve, and accomplish tomorrow and not what the teacher

is going to cover tomorrow because the role of the teacher is not to cover, it is to

uncover. Learning has nothing to do with what the teacher covers. Learning has

to do with what the student accomplishes (Wong, 2009)

Teacher should prepare the lesson plan establishing a variety of

instructional strategies focusing on academic expectations and core content to

connect writing to what is being taught. More specifically, a lesson plan should

address the following (Richards, 2010); Concept or objectives to be taught, which

tells the student what they will learn. Time blocks, e.g., approximate time

expected to be devoted to the lecture, procedures to be used for instructional

design ,materials needed both for the student and the teacher. Independent

practices or student time on task, and evaluation, applications, and student

understanding, e.g. main questions to be asked by the teacher to check student

understanding.

In other words, a successful lesson plan provides for each class to have a

focus; each minute of the class and role of students are planned; lecture is

designed to engage class making the students active participants; important

points are repeated multiple times within a period and throughout the semester;

and how new class material relates to earlier material are pointed out building a

foundation for students’ learning Purgason et al. (2007). Teachers should also
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expect to cover less material than planned thus be prepared and have a back-up

lesson plan.

Implementation of the Plan

In Hiebert et al. (2006) the premise behind lesson study is simple: If the

goal is to improve teaching, the most effective place to do so is in the context of

the classroom lesson. By beginning with lessons, the problem of how to apply

research and reform movements in the classroom disappears.

Lesson study can be defined as a teacher-led instructional improvement

cycle in which teachers work collaboratively to: formulate goals for student

learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered

evidence, revise the lesson for improvement, and re-teach the revised lesson

Curcio et al. (2005).

Yoshida et al. (2009), lesson study offers certain characteristics that set it

apart from “typical” professional development programs. First, lesson study

provides teachers the opportunity to see teaching and learning as it takes place

in the classroom. Second, lesson study keep students at the heart of the
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professional development activity. Finally, lesson study is teacher-led

professional development. Consequently, through numerous teacher interviews,

classroom observations, and collaborative reflections research has shown that

there are “seven key pathways to improvement that underlie successful lesson

study: increased knowledge of subject matter, increased knowledge of

instruction, increased ability to observe students, stronger collegial networks,

stronger connection of daily practice to long-term goals, stronger motivation and

sense of efficacy, and improved quality of available lesson plans” Hurd, (2011).

Even with this rapid spread of lesson study, there has been little public

conversation about how teachers learn during lesson study Murata et al. (2006).

In fact, Japanese researchers say that despite lesson study’s 100-year history in

Japan, there are few if any substantial research studies of its effectiveness

(Akiba, 2008).

In the United States where lesson study sites, such as Paterson School

Number Two, are viewed to be successful based on interviews and observations,

evidence relating to instructional improvement is still relatively small (Lewis,

2006), but what is more limited is the fact that there has been little research

investigating the effects of lesson study on student learning. Essentially, the

question becomes what effects do lesson study have on teachers’ beliefs in

instructional practices and content knowledge as well as what effects do lesson

study have on students’ mathematical understanding and achievement?

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Implementation planning is the process of determining how an initiative

will be implemented and setting this out in sufficient detail to enable the Cabinet

to make an informed judgment about whether to proceed in the light of the risks

and requirements involved. An effective implementation plan should be clearly

articulate what success looks like, be succinct, be free of jargon—that is, should

be capable of being understood by non-expert users, be based on sound

program logic—present a clear line of sight from the Government’s objective

through inputs and outputs to expected outcomes and benefits, outline the

assumptions made about the links in the delivery chain, and how the delivery

chain and its supporting assumptions will be evaluated, clearly outline

timeframes and project phases, especially where there are interdependencies

with other programs/measures or critical requirements, such as the passage of

legislation or negotiations with the states and territories, clearly articulate the

decision pathways—the means to achieving the objectives of the initiative,

identify standards and quality controls to be used during implementation,

explicitly identify and address the implementation challenges and how change

will be managed (including risks and issues), be precise about risks—their

source, likelihood of occurrence, consequence and mitigation strategies.

McCutcheon (2009)

Use of Teaching Strategies

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Adams (2011) once said: “A teacher affects eternity; no one knows where

his influence stops.” While Smith (2006) emphasized the need of being clear

about what good teaching is in designing any professional development program.

And Hidalgo (2010), Stressed that learning strategies should consider not only

content learning but process as well as, which was equally important.

Kassem (2012) defined teaching techniques as teacher's activities in the

class to involve students in the subject matter, and requires that students

participate in learning activities, share equally with other learners, and react to

the learning experience. The teacher also needs to work with students as a

friend, make the learning place more comfortable, organize his/her lesson plans,

and influence students by using different teaching methods.

The teaching goals must be adapted to the needs and interests of learners, while

teaching strategies should be carefully used to improve learning and make the

subject matter useful. According to several studies, these strategies have been

found to be significantly related to students' learning achievement.

Learning aids are devices or mechanisms designed to make learning

more effective, efficient, and satisfying, while simplifying and organizing complex

content and connecting new ideas to old ones Yelon, (2006) Furthermore they

are built to focus the learners' attention on what is being taught, ease learning,

produce recall, foster transfer, and speed instruction.

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Kahn (2007) stated that educators over the last decade have shown

tremendous interest and investment in developing new curricula, and reforming

existing curricula, to promote the development of thinking skills. Osborne et al.

(2008) stated that students' thinking skills and problem solving abilities can be

developed by teaching activities, especially by the selection of an appropriate

teaching approach.

Henson (2009) argued that the teacher's paramount purpose is to help

students lean and to give real help, suggested three roles for teachers in

planning a unit. The first is to "identify some of the important ideas or concepts

that will be developed in the unit and to explain the importance of this material to

the students." The second role is "to give students an opportunity to include

areas within the unit that they think should be studied."

Newcomb et al. (2005) classified teaching techniques into two groups

namely the group techniques which include discussion, demonstrations, field

trips, role playing and resource people. The individualized techniques include

supervised study, experiments and independent study. Similarly, Henson (2008)

calling them "strategies," mentioned others including lecture, tutoring, inquiry

learning, questioning, discovery learning, and simulation games. Phipps et al.

(2007) added teaching facilities, microcomputers and audio-visual aids to the

teaching strategies in secondary agricultural education. Later, Creswell (2009)

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summarized teaching methodologies into four categories namely instructor-

centered, interactive, individualized, and experimental teaching methods.

In the past, behaviorists concentrated on the observable behavior

produced by stimulating animals and human subjects under controlled laboratory

conditions. This model remains a powerful tradition and the evidence produced

has the merit of all experimental science models, Shipman (2005). The basic

model is stimulus (or input) and response (or output), followed by the feedback

approach in cognitive processing models.

Ashman et al. (2012) defined classroom instruction involves learning

about tasks and how to perform them, what procedures are necessary for

completing those tasks, and how and when to apply the procedures efficiently.

Based on several other models with due consideration for the complexity of the

teaching-learning process, the Process-Based Instruction model was introduced

by Conway et al. (2008). As a teaching learning method, FBI includes a number

of strategies that focus on teaching students how to learn and solve problems.

Newcomb et al. (2006) suggested that "thoughtful consideration of the

factors influencing decision making about instruction indicated in a model which

reveals two important ideas", first, it is clear that the five factors, while influencing

instructional strategies and techniques directly, are interrelated and mutually

dependent. A second idea that becomes evident when the five factors influencing
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decisions about teaching are considered is that in any particular situation, four of

the five factors are relatively fixed.

Worsham et al. (2009) introduced a model termed "Inclusion Process,"

which they believed to be the most useful approach to teaching thinking skills.

Eight steps constitute the model as follows Analyzing curriculum objectives to

determine the categories and levels of thinking required, Assessing the learner's

cognitive needs with regard to the curriculum objectives, Developing a list of

thinking skills to be taught, Developing a long-range plan for the sequencing of

thinking skills, Defining each skill, Listing the steps involved in applying each skill,

Applying the skill to the curriculum and Testing for skill application.

This model could be characterized as comprehensive, based on analyzing the

curriculum, focused on student's achievement, based on individual program

requirements and the needs of specific group of learners.

Yelon (2008) articulated some instructional elements and teaching

principles that teachers can use in different combinations to create new teaching

procedures. In secondary agricultural education programs, this model can be

applied in terms of accelerating teachers' teaching and students' learning

effectiveness.

As noted by Aremu and Ayotola (2011), the role of the teacher in any

instructional situation is that a communicator. The teacher tries to affect changes

in the behavior of the learner by presenting facts and integrating teaching rules
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and procedures, catching learners attention by actively involving them in

meaningful participation propelling their thinking and stimulating their imagination

for effective transfer of knowledge. This is done through spoken words, public

address system, radio, pre-recorded tapes, videos, tapes, computers and other

related materials.

The teacher’s success in getting the learners to do what he/she wants

them to do and also to perform at a desired hinges on his/her ability to

communicate his/her intention and the extent to which the learners are involved

during and after the period of instruction. The teacher’s role in the integration of

computers in schools is obviously very important, and every educational reform

effort should take into consideration teachers’ knowledge, skills beliefs, and

attitudes Cuban (2007).

Generally, the performance and strategies of the teacher are

characterized either traditional or progressive method of teaching. According to

the study of Nacionales, et al. (2009), the traditional methods are characterized

by mastery of logically organized subject matter through drill, repetition and

memorization, fixed curriculum or activities formulated by adults, strict classroom

discipline, formalized instructional patterns and fixed standards by the process of

compulsion, rigid control formality, fear and tension. It is subject-centered and

teacher-dominated activities (Performance Evaluation of Student Teachers for

School year 2008 – 2009)

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From the study of Masiddo, V. et al. (2005), entitled “Teaching Strategies

as Percieved by the Mathematics Teachers and LHC Students of RTU: An

Analysis Study”, Adams (1961) once said “A teacher affects eternity; no one

knows where his influence stops.” Therefore, the teacher is probable to be

enhanced adjusted than the usual person because, his profession gives him

prospect to be creative, to reach a certain importance, to give a part of him, and

to contribute appreciably to the lives of the young in their growth and

development. Smith (2006), emphasized the need of being clear about what

good teaching is in designing any professional development program.

Apprehension for essential good teaching is not new, and most educators

developing in-service plan may contend that intrinsic in their thoughts are a

concept of good teaching.

Performance teachers in implementing the subject matter is one of the

factors improving the learning quality of the student. As stated by Brown and

Thorton (1971), cited from the study of Tuyac, A. et al. (2009), entitled “Teaching

Performance of Rizal Technological University Faculty Members Handling Math

and Science”, “Teaching is something that takes place only when learning does.

No matter what the teacher is doing in her classes, if his/her students are not

learning something significant, he/she is not teaching. When the student fails, the

teacher fails more”, which is an implication that teaching is a sensitive process. A

teacher should be better in regard to teaching strategies. When teaching, most

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especially in the field of Mathematics, which involves a lot of process and

computations, a teacher should always be creative in starting a topic without

losing and for a fact, gaining students’ interest, as cited from the study of

Masiddo, et al. (2005)

One crucial role teachers’ play in the school context is to transform and to

implement curricular ideas in classrooms. In their implementation processes,

they often benefit from different types of curriculum materials, including textbooks

and other written resources. Curriculum materials are an integral part of teachers’

daily work and offer ongoing support for pedagogy and subject matter content

throughout an entire school year Collopy (2003). They provide ideas, practices

and strategies which frame classroom activity by means of text and illustrative

representations and help teachers in achieving goals That they presumably could

not or would not accomplish on their own Brown (2009).

Although the term ‘curriculum materials’ have a general meaning involving

a variety of resources, the current study focused on on mathematics textbooks

And accompanying student workbook, teacher guidebooks, and other written

resources that are available to teachers.

In general, the mathematics curriculum materials such as textbooks, texts,

computer software, nad geo boards are built into mathematical and instructional

intentions and possibilities for school mathematics Adler (2000). Mathematics

curriculum materials have been viewed as a critical resource for students’

 MOREH ACADEMY 31

learning of mathematical content and teachers’ mathematical instructional

decisions; and teacherws are accustomed to using them to guide instruction

Stein & Kim (2009). In this sense, mathematics textbooks is used “as a source of

problem and exercises, as reference book, and as a teacher in themselves”

(Howson, 1995, p.25), because teachers often rely heavily ontextbooks for many

decisions such as what to teach, how to teach it, what kinds of task and

exercises to assign to their students Robitalle and Travers (1992). It is

reasonable to argue, therefore, mathematical textbooks is an important part of

mathematics learning and teaching context in which students and teachers work.

According to Ozgeldit, the teachers mostly relied on the official course

books and accompanying teacher guidebooks for planning and preparing

mathematics instruction. They were generally helpful for teachers about what

topics to teach and how to make connections with real life and the othe lessons.

During the instructions, teachers preffered to use again the course books for

more process oriented activities such explaining topics, fousing on concepts, and

assigning for projects. For evaluating mathematics instruction, teachers preffered

to utilize the course books, work books, and the other resources books in order

to avaluate students and give homework.

Roxas (2001), cited that “the teacher can be effective facilitative of

learning only when there is discipline and proper classroom management in

teaching-learning”. Therefore, it is awfully imperative that all the facilities

 MOREH ACADEMY 32

approximately the school (1990) said that the teacher and the facitlies for

learning were contributory for teaching perfortmance. His study revealed that the

Mathematics teachers were educationally qualified. However, only about one-half

had graduated education. Though they attended in-service trainings, they limited

to schools level only. They had been in the service for quite a long time already

and they were given the toatal number of loads. The methods of teaching used

by the teachers were limited.

School buildings were found satisfactory, classroom facilities, textbooks

and instructional materials were inadequate while library resources wereslightly

adequate.

To improve student success in the classroom, policy makers, must

understand the key role well-trained teachers play in achieving this goal Boyd, et

al. (2004); Loeb, et al. (2007); Provasnik ang Young, (2003); Rice, (2003); Rivers

and Sanders (2002). However, with teacher quality highlighting student

achievement, there still remains an ideological divide on how to prepare

teachers, what constitute good teaching, and how to ensure that all students

have access to quality teachers and teaching. On one side of this ideological

divide, Chester E. Finn Jr., president of the Thomas B. Fordham Foundation

asserted teaching has a very weak knowledge base and what is needed are

more teachers with extensive content knowledge, strong liberal arts background,

and improve verbal ability Lasley, et al. (2008). The Fordham Foundationhas
 MOREH ACADEMY 33

pushed policy makers to loosen existing requirements for those entering the field

of education and has attacked traditional teacher education practices such as the

National Council on Teacher Quality. Kanstoroom and Finn (2000), suggested

that states should emphasize traditional teacher education and instead open the

profession to a large pool of talented and well-educate candidates.(p.8). These

critics make compelling claims that non-certified teachers are performing as well

or better than professionals with a degree in education supporting their

propositions that little if any pedagogical preparation is needed to improve

student performance to become a successful teacher.

As noted by Thompson (2010), the National Commission Teaching and

America’s Future illustrated the point that what teachers know and and can do

makes the crucial difference in what teachers can accomplish. New courses,

tests, curriculum reforms can be important starting points, but they are

meaningless if teachers cannot use them productively. Policies can improve

schools only if the people in them are armed with the knowledge, skills and

support they need. More importantly, urban schools urgently need highly

qualified and competent teachers who understand more than just the standards

dictated by federal and state governments; urban schools need teachers who not

only have the pedagogical skills and subject knowledge to draw from but are also

able to think critically and effectively about their practice and are committed to
 MOREH ACADEMY 34

ensuing social justice and educational equality through the English/Language

arts classroom and through the development of youth literacy.

A Tolento, et al. (2014). In the school, methods are the means that a

teacher uses to aid students in having an experience, mastering a skill or

process, or acquiring an area of knowledge. The teacer is expected to be skilled

in subject matter, however, their instruction with the same materials was often

different; a finding that was not surprising given their different experiences and

beliefs and the fact that the teachers did not observe each other teach. Additional

research, examining teachers working individually and collaboratively, might

reveal the influence of collaboration and mentoring on teachers’ understanding

and implementation of curriculum standards.

Mendoza (2013), the academic success of students correlates highly with

the qualifications, performances and skills of their teachers. In general,

professional development that is sustained and classroom-focused. It must

contribute to an increase both in teachers’ knowledge of the academic subjets

they teach and in their use of effective, scientifically based instructional startegies

with a diverse range of students.

Communication Skills

Through a pretest and posttest of two specific skills, intercultural

adaptability and intercultural sensitivity, study abroad students were compared to

 MOREH ACADEMY 35

students who stay on campus to measure their change (if any) during the course

of the semester. Using the Cross-Cultural Adaptability Inventory and the

Intercultural Sensitivity Index, the two student groups individually assessed their

strengths and weaknesses through a self-reported inventory at the beginning and

end of the fall 2002 academic semester. Results confirmed the hypothesis that

students who study abroad exhibit a greater change in intercultural

communication skills after their semester abroad than students who stay on

campus. Results also indicated that exposure to various cultures was the

greatest predictor of intercultural communication skills. Brislin, R., et al. (2005).

A revised and expanded edition of "Modern Language Classroom

Techniques" (1972) by David (2007) is to show the teacher ways of

implementing and supplementing existing materials. The suggested teaching

procedures may be used with classes of varying sizes and levels, and with any

method. Part One of this handbook presents an overview of the language class.

Ways of preparing supplementary materials are briefly reviewed. A variety of

procedures for classroom management is suggested. Part Two focuses on

specific techniques for teaching the language itself, the sound system, grammar,

and vocabulary. For the sake of simplicity, traditional grammar terminology has

been used. Part Three presents ways of developing the skills of listening,

speaking, reading, and writing. The aim of these procedures is to build up the

student's ability to use the language as a vehicle for meaningful communication.

 MOREH ACADEMY 36

The final section, Part Four, offers some suggestions for teaching culture, both

daily life patterns and general civilization.

Three common instructional strategies introduced by Clin Anat. (2005)

used to teach gross anatomy is lecture, discovery or inquiry-based learning, and

cooperative learning. One form of cooperative learning, called reciprocal peer

teaching (RPT), illustrates circumstances where students alternate roles as

teacher and student. By assuming the responsibility of teaching their peers,

students not only improve their understanding of course content, but also

develop communication skills, teamwork, leadership, confidence and respect for

peers that are vital to developing professionalism early in their careers.

Traditionally in our Anatomy department, students dissect the entire body using a

standard dissection manual. More non-traditionally, however, we have increased

cooperative learning in the dissection laboratory by involving students in a series

of supplementary RPT activities. During these exercises, 10% of the class

practiced their demonstration with course instructors until the students felt

prepared to demonstrate the exercise to their classmates. We designed one peer

demonstration emphasizing three to six teaching objectives for most of the 40

dissection units. This resulted in a compendium of peer demonstrations for

implementation throughout the course. The multitude of diverse exercises

permitted each student many opportunities to teach their peers. A debriefing

questionnaire was administered at the end of the course demonstrating that

 MOREH ACADEMY 37

100% of students agreed the RPT experience increased their understanding of

the topics they taught and 97% agreed it increased their retention of information

they taught to their peers. In addition, 92% agreed that RPT improved their

communication skills, which can be applied beyond anatomy to their careers as

future physicians.

Communication skills can be defined as the transmission of a message

that involves the shared understanding between the contexts in which the

communication takes place Mills, (2009) in addition Communication takes place

through channels. Within the teaching profession, communication skills are

applied in the teachers’ classroom management, pedagogy and interaction with

the class

In addition, teaching speaking skills is important in teacher education.

Despite this, there was little literature and research identified on the

communication skills of teachers and for this reason, this study was conducted. A

course on communication skills is included in the program of teacher training for

teachers-to-be in Singapore. Teachers picture themselves standing in front of a

class presenting and explaining specific subject knowledge, questioning and

disciplining students. Consequently, they are concerned with how clearly and

effectively they are communicating this knowledge and other intended messages.

In the context of Singapore, where there exists different varieties of English and

other languages, teachers are also concerned about the accuracy of their
 MOREH ACADEMY 38

pronunciation. In addition, the perception of the standardness of their spoken

English is perceived to be important to them. In addition, pre-service teachers

enter into a teaching training program with different expectations and beliefs

about teaching Robson et al. (2011).

A study done by Lee (2007) reveals the importance of communication for

effective teaching. She asserts that people are the Centre of schools and

communication is the foundation. Her study shows that all pre-service teachers

bring to their teacher education program some knowledge of communication

skills though they may not be able to describe this. Her study proves that

communication skills should be taught explicitly and implicitly through the teacher

trainer’s modeling of communication skills. In the teacher education program,

pre-service teachers should identify the relationship between theoretical learning

and practical application of communication skills. Another study done by Fong et

al. (2009) discovers that at the initial stage of teacher education, pre-service

teachers perceive themselves as the center of communication and transmitter of

knowledge. After they have completed their practical internship in the schools,

they recognize the importance of the communication interaction between the

teacher and the class.

Classroom Management
 MOREH ACADEMY 39

Siebert (2017), Classroom management issues consistently surface as a

prevailing concern for novice teachers. Yet when classroom management is

incorporated into university teacher education undergraduate courses, it is often

perceived as too theoretical or disconnected from the "real world" of classrooms.

Embedding attention to classroom management issues in field-based

experiences, such as student teaching, may be an optimal time to address pre-

service teachers' perceived needs in this area of learning to teach. This article

describes a Professional Development School initiative that drew on expertise

and resources available through the local chapter of the professional

organization (union). Through collaboration and the leveraging of resources,

initiatives such as this one provide rich avenues for enhancing the learning of

pre-service teachers.

Soheili et al. (2007) identify that classroom management is a critical

skill area. Teachers should be trained and supported in implementing practices

that are likely to be successful; that is, practices that are backed by evidence.

Considerations for incorporating these practices are suggested, and a self-

assessment tool is proposed as means of evaluating and enhancing use of these

practices in addition to that classroom management is a term used by teachers to

describe the process of ensuring that classroom lessons run smoothly despite

disruptive behavior by students. The term also implies the prevention of

disruptive behavior. A major reason was "negative student attitudes and

 MOREH ACADEMY 40

discipline". Classroom management is crucial in classrooms because it supports

the proper execution of curriculum development, developing best teaching

practices, and putting them into action. Classroom management can be

explained as the actions and directions that teachers use to create a successful

learning environment; indeed, having a positive impact on students achieving

given learning requirements and goals.

In an effort to ensure all students receive the best education it would seem

beneficial for educator programs to spend more time and effort in ensuring

educators and instructors are well versed in classroom management. Teachers

do not focus on learning classroom management, because higher education

programs do not put an emphasis on the teacher attaining classroom

management; indeed, the focus is on creating a conducive learning atmosphere

for the student Cushman et al.(2006).

Hayman et al.(2005), once a teacher loses control of their classroom, it

becomes increasingly more difficult for them to regain that control.

Also, a researches from Berliner (2008) and Brophy et al.(2016) shows

that the time a teacher has to take to correct misbehavior caused by poor

classroom management skills results in a lower rate of academic engagement in

the classroom. From the student’s perspective, effective classroom management

involves clear communication of behavioral and academic expectations as well

as a cooperative learning environment.

 MOREH ACADEMY 41

Brooks (2005) reports seminal research on the first day of school activity

selection and sequence of novice middle school teachers compared with

experienced, successful classroom managers. Brooks reports that effective

classroom managers organized their activities on the first day of school

consistent with the emerging needs of the students with specific activities tend to

communicate competence and effectively communicate behavioral and academic

expectations. Classroom management is closely linked to issues of motivation,

discipline and respect, approaches vary depending on the beliefs a teacher holds

regarding educational psychology. A large part of traditional classroom

management involves behavior modification, although many teachers see using

behavioral approaches alone as overly simplistic. Many teachers establish rules

and procedures at the beginning of the school year.

Gootman (2008), rules give students concrete direction to ensure that our

expectation becomes a reality. They also try to be consistent in enforcing these

rules and procedures. Many would also argue for positive consequences when

rules are followed and negative consequences when rules are broken. There are

newer perspectives on classroom management that attempt to be holistic. One

example is affirmation teaching, which attempts to guide students toward

success by helping them see how their effort pays off in the classroom. It relies

upon creating an environment where students are successful as a result of their

own efforts.
 MOREH ACADEMY 42

By creating this type of environment, students are much more likely to

want to do well. Ideally, this transforms a classroom into a community of well-

behaved and self-directed learners’ questions for future rese, an effective

classroom management style consists of creating an environment and attitude

towards the students that is task oriented, predictable, and consistent. In a world

that is constantly shifting away from a one size fits all approach to education in

favor of individualized standards of conduct and performance, we as educators

find ourselves faced with the duty of providing consistency in an environment that

requires us to teach people with different needs and problems in a multitude of

ways. Wong (2005).

Hawamdeh et al. (2010) defines classroom management and classroom

discipline in dissimilar manners. “Classroom management refers to the

procedures and routine actions used by the teacher to maintain the classroom

quiet and smooth, while classroom discipline refers to the procedure and

strategies used by the teacher to deal with incorrect actions or behaviors

conducted by the student (Baron,2009)

Palumbo et al. (2007) agreed that principals of good management focus

on maximizing the efficiency of the teaching process. The prescribed routines

can be as simple as writing opening instructions on a chalkboard before the

arrival of your students. This practice allows the students to immediately get to

work while you take care of administrative duties.

 MOREH ACADEMY 43

Rozalski et al. (2008) defined classroom management and discipline, by

law, must yield to the needs of individuals with disabilities. The set of rules and

consequences for the majority may not apply to the Individualized Educational

Plan (IEP) of some individuals. For example, a rule may exist for the entire

student body stating that no students should be out of their seats without

permission once the bell rings. Some students with IEPs may not be held to that

standard, if that IEP states that part of their disability prevents them from being

able to comply with such a rule. Rozalski et al. (2008) also state however, that

schools are responsible by law for preserving a “safe, orderly and well-disciplined

environment”.

Reese (2007) maintains that top among her four C’s of successful

classroom management, Commendation plays a central role in positively

reinforcing appropriate behavior. In classrooms where making negative examples

is frowned upon, more affirmative approaches can lead to positive results. Make

examples of people, but make examples of the best qualities instead of the

worst. Whenever trying to regain control of a classroom, Reese offers, the

solution of focusing in on those who are behaving in positive ways, and

individually and publicly reward their good behavior. Positive reinforcement and

looking for the good in students can change the attitude of a student from

rebellious forms of attention seeking behavior to more productive forms of

attention seeking behavior (2007).

 MOREH ACADEMY 44

If the environment is defined as the sum total of ones surroundings then

environmental factors that affect students’ motivation include human as non-

human factors. Corpus (2011)

“The quality of teacher-student relationships is the key to all other aspects

of classroom management” Manzano (2011) classroom management issues

consistently surface as a prevailing concern for novice teachers. Yet when

classroom management is incorporated into university teacher education

undergraduate courses, it is often perceived as too theoretical or disconnected

from the "real world" of classrooms. Embedding attention to classroom

management issues in field-based experiences, such as student teaching, may

be an optimal time to address pre-service teachers' perceived needs in this area

of learning to teach. This article describes a Professional Development School

initiative that drew on expertise and resources available through the local chapter

of the professional organization (union). Through collaboration and the

leveraging of resources, initiatives such as this one provide rich avenues for

enhancing the learning of pre-service teachers.

Classroom management is a critical skill area. Teachers should be trained

and supported in implementing practices that are likely to be successful; that is,

practices that are backed by evidence. The purpose of this paper is to describe

the outcomes of a systematic literature search conducted to identify evidence-

based classroom management practices. Although the need for additional

 MOREH ACADEMY 45

research exists, 20 practices, in general, were identified as having sufficient

evidence to be considered for classroom adoption. Considerations for

incorporating these practices are suggested, and a self-assessment tool is

proposed as means of evaluating and enhancing use of these practices Siebert

(2017).

Classroom management is a term used by teachers to describe the

process of ensuring that classroom lessons run smoothly despite disruptive

behavior by students. The term also implies the prevention of disruptive behavior.

It is possibly the most difficult aspect of teaching for many teachers; indeed

experiencing problems in this area causes some to leave teaching altogether. In

1981 the US National Educational Association reported that 36% of teachers said

they would probably not go into teaching if they had to decide again. A major

reason was "negative student attitudes and discipline" .Classroom management

is crucial in classrooms because it supports the proper execution of curriculum

development, developing best teaching practices, and putting them into action.

Classroom management can be explained as the actions and directions that

teachers use to create a successful learning environment; indeed, having a

positive impact on students achieving given learning requirements and goals

Dreikurs et al. (2007).

In an effort to ensure all students receive the best education it would

seem beneficial for educator programs to spend more time and effort in ensuring
 MOREH ACADEMY 46

educators and instructors are well versed in classroom management. Teachers

do not focus on learning classroom management, because higher education

programs do not put an emphasis on the teacher attaining classroom

management; indeed, the focus is on creating a conducive learning atmosphere

for the student Cushman et al. (2006).

According to Moskowitz et al. (2007), once a teacher loses control of their

classroom, it becomes increasingly more difficult for them to regain that control.

Also, a research from Berliner (2008) and Brophy et al.(2016) shows that

the time a teacher has to take to correct misbehavior caused by poor classroom

management skills results in a lower rate of academic engagement in the

classroom. From the student’s perspective, effective classroom management

involves clear communication of behavioral and academic expectations as well

as a cooperative learning environment.

Gootman (2008) stand that regulations give students concrete direction to

ensure that our expectation becomes a reality. They also try to be consistent in

enforcing these rules and procedures. Many would also argue for positive

consequences when rules are followed and negative consequences when rules

are broken. There are newer perspectives on classroom management that

attempt to be holistic. One example is affirmation teaching, which attempts to

guide students toward success by helping them see how their effort pays off in

the classroom. It relies upon creating an environment where students are

 MOREH ACADEMY 47

successful as a result of their own efforts. By creating this type of environment,

students are much more likely to want to do well. Ideally, this transforms a

classroom into a community of well-behaved and self-directed learners.

Gestations for future research are also presented. Simonsen (2008)

Characteristics of a well-managed classroom are that (1) students are

deeply engaged with their work; which would be possible if their roles are

described and they have a goal as provided in a good lesson plan; (2) students

know what is expected; which would be possible via routinely implemented good

lesson plans; (3) there is little wasted time, confusion; which would be possible

via effective implementation of a good lesson plan; and (4) the climate of such a

classroom would be work-oriented, but relaxed and pleasant; which would be

possible via good time management due to effective implementation of a good

lesson plan (Wong, 2009).

If young people cannot instantly represent themselves effectively, with

what Aristotle called the right ethos; if they cannot summon the logos and the

confidence to ask the necessary questions; and if they cannot grasp the

appropriate tone and timbre in their pathos, they will be ill-prepared and distinctly

disadvantaged as they leave high school and go to work, college, or trade

school. In short, they need to know how to use their oral communications abilities

to get where they want to go and to become who they want to be. Speak well,

and your interlocutor will affirm that hearing believes. Hundreds of our students
 MOREH ACADEMY 48

desperately need these basic communications skills. Somehow we expect them

to be learned from somewhere. Wilczynski (2012).

Communication skills can be defined as the transmission of a message

that involves the shared understanding between the contexts in which the

communication takes place Mills,(2009). Communication takes place through

channels. Within the teaching profession, communication skills are applied in the

teachers’ classroom management, pedagogy and interaction with the class (Mills,

2009).

In addition, teaching speaking skills is important in teacher education.

Despite this, there was little literature and research identified on the

communication skills of teachers and for this reason, this study was conducted. A

course on communication skills is included in the program of teacher training for

teachers-to-be in Singapore. Teachers picture themselves standing in front of a

class presenting and explaining specific subject knowledge, questioning and

disciplining students. Consequently, they are concerned with how clearly and

effectively they are communicating this knowledge and other intended messages.

In the context of Singapore, where there exists different varieties of English and

other languages, teachers are also concerned about the accuracy of their

pronunciation. In addition, the perception of the standardness of their spoken

English is perceived to be important to them. In addition, pre-service teachers

 MOREH ACADEMY 49

enter into a teaching training program with different expectations and beliefs

about teaching Robson et al. (2011).

A study done by Lee (2007) reveals the importance of communication for

effective teaching. She asserts that people are the Centre of schools and

communication is the foundation. Her study shows that all pre-service teachers

bring to their teacher education program some knowledge of communication

skills though they may not be able to describe this. Her study proves that

communication skills should be taught explicitly and implicitly through the teacher

trainer’s modeling of communication skills. In the teacher education program,

pre-service teachers should identify the relationship between theoretical learning

and practical application of communication skills. Another study done by Fong et

al.(2009) discovers that at the initial stage of teacher education, pre-service

teachers perceive themselves as the center of communication and transmitter of

knowledge. After they have completed their practical internship in the schools,

they recognize the importance of the communication interaction between the

teacher and the class.

According to Cioco (2008), classroom management is the result of a

combination of many factors and influences. These factors come within the

influences of the culture of the learning context on learning and teaching,

including their role players.

 MOREH ACADEMY 50

Shoho (2006) investigated deffrences in classroom management

perseptions and beliefs traditionally trained beginning student teachers and

experience teachers.

Robbin (2007) concluded that more efficacious student teachers were less

interventions regarding instructional and class management belief.

Zuckerman (2006) describe the 36 English teachers responded to a

classroom problem each had encourage individual participation.

Hanoshek (2006) his study points primarily between teachers with fewer

that five years experience and teachers with five or more experience.

Kratochwill (2012). Classroom management defines the activities that

teachers need to perform in order to properly teach their students, and this may

involve keeping a classroom organized, running lessons smoothly, and keeping

students engaged in learning.

Evertson and Weinstein (2006) provided an outline on classroom

management. According to them, there are two purposes of classroom

management: it establishes and maintains an 34 organized environment and it

strengthens students’ social and moral development. They suggested some

important knowledge and skills that need to be implemented in order to achieve a

well-managed classroom, which are developing supportive relationships with and

among the students, presenting instructions in a manner that enhances students’

access to learning and also academically engages students, promoting students’

 MOREH ACADEMY 51

growth of social skills and self regulation, and utilizing suitable interventions that

will help students with behavior problems.

Personal Qualities

“Letter to the young Teacher:” The art of being Interesting” cites 5

elements that are especially useful for gaining attention in the classroom, to wit:

activity, reality, The vital, Humor and Novelty. Landy (2011)

Walberg et al. (2006) have described aspects of teaching practice which

are related to effective classroom learning and student outcomes. Close

monitoring, adequate pacing and classroom management as well as clarity of

presentation, well-structured lessons and informative and encouraging feedback

– known as key aspects of “direct instruction”– has generally been shown to have

a positive impact on student achievement. This is not enough, however; while the

teacher provides learning opportunities, these must be recognized and utilized by

the student to be effective. Motivation, goals and outcomes have to be taken into

account as well. Therefore, the framework of instructional quality is broader than

the direct instruction described above.

Based on results from the TIMSS video study, Klieme et al. (2006)

proposed three basic (second-order) dimensions of instructional quality: clear

and well-structured classroom management (which includes key components of

direct instruction), student orientation (including a supportive climate and

 MOREH ACADEMY 52

individualized instruction), and cognitive activation (including the use of deep

content, higher order thinking tasks and other demanding activities). These

dimensions are to be understood as “latent” factors which are related to, but not

with specific instructional practices Lipowsky et al. (2008), for a theoretical

foundation and an empirical test of the model). TALIS uses a domain-general

version of this diarchic model, identifying structure, student orientation, and

enhanced activities as basic dimensions of teaching practices.

Instructional practices, in turn, depend on what teachers bring to the classroom.

Professional competence is believed to be a crucial factor in classroom and

school practices Campbell et al. (2013)

To study this, a number of authors have used, for example, measures of

the effects of constructivist compared with “reception/direct transmission” beliefs

on teaching and learning, developed by Peterson et al. (2009).

TALIS uses a domain-general version of two teaching and learning-

related indices (constructivist and direct transmission) to cover teachers’ beliefs

and basic understanding of the nature of teaching and learning. Teachers’

professional knowledge and actual practices may differ not only among countries

but also among teachers within a country. To gain an understanding of the

prevalence of certain beliefs and practices it is here fore important to examine

how they relate to the characteristics of teachers and classrooms. For example,
 MOREH ACADEMY 53

previous research suggests that the beliefs and practices of female and male

teachers may systematically differ (Singer, 2007).

Fuller (2009) theorized that teacher concerns can be classified into three

distinct categories “well concerns” which center around the individuals’ concern

for their own survival related to their teacher preparation program, including their

student teaching experience; “task concerns” which focus upon the duties that

teachers must carry out within the school environment, and “impact concerns”

which are related to one’s ability to make a difference and be successful with

his/her students and the teaching/learning process.

Ukeje (2007) said, “motivation could make a mule dance”. The relative

incidence of specific behaviors, such as teaching and learning, discipline and

control in schools could be undermined if teachers were not motivated. In these

days of budget cuts, cuts classroom overcrowding, and compulsory high-stakes

testing, teacher motivation is more and more difficult to sustain. Many teacher

decry the lack of control they have over their classroom scheduling due to state,

or district-mandated programs not only their classroom time rigidly controlled, it is

also often very complex with students being pulled out or sent in for enrichment

or ability grouped mini classes. Sadly, the lack of effective teacher motivation in a

prime factor in experienced teachers looking for work in other fields. Of course

one of the biggest ways to show support or to motivate a teacher would be by

paying him a salary commensurate with his worth.

 MOREH ACADEMY 54

Ehindero (2014) in the Perception of Teacher’s Knowledge, Attitude and

Teaching Skills as Predictor of Academic Performance in Nigerian Secondary

Schools, asserted that, “students, who are curious stakeholders in educational

enterprise, have long suspected and speculated that some of their teachers lack

the necessary professional qualification required to communicate concepts and

ideas that would facilitate effective learning”. They also believed that these

deficiencies contribute significantly to the growing rate of failure and subsequent

drop out of students in tertiary institutions.

In the history of research on teaching the focus on personal characteristics

of teachers was followed by an interest in teaching styles and repertoires. When

studying teaching styles Davies (2012), more attention was focused on the

behavioral repertoire of teachers than on deeply rooted aspects of their

personality. Within the frame work of “research on teaching”, much attention was

paid to observing teacher behavior during lessons.

Bandura (2010) posited that self-efficiency is a future-oriented belief about

the level of competence a person he or she will display in a given situation. When

teachers have a high sense of self-efficiency they are more creative in their work,

intensify their efforts when their performances fall short of their goals and persist

longer. Teachers’ sense of self-efficiency can thus influence the learning and

motivation of students, even if students are unmotivated or considered difficult.

Teacher efficacy therefore seems to be a rather strong predictor of how teachers

 MOREH ACADEMY 55

shape their teaching practices in order to encourage student’s motivation and

performance. In line with research on the effects of individual teachers’ efficacy,

scholars have recently started to examine the role of collective efficacy on

teachers’ practices and student outcomes.

Nolasco (2006) mentioned that as a teacher, you should assume and

maintain a professional attitude to your work and in dealing with your co-teachers

in the teaching profession. In additional to developing your ability to deal with the

problems in the classroom, it is your self-imposed duty to constantly improve

yourself professionally.

Nolasco (2006) mentioned that in-service training will also help teachers

reach their professional goals and provide them with the stimulation to grow

professionally, a good in-service training focuses on the school, the teacher and

pupils ‘need, they are already improving their school effectiveness. They gain

satisfaction if they know that their pupils learn things they have not learned

before.

In Cruz (2016), Personal Development enables people to create a good

impression about themselves on others and helps people to build and develop

relationships.
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Bandura (2010) posited that self-efficiency is a future-oriented belief about

the level of competence a person he or she will display in a given situation. When

teachers have a high sense of self-efficiency they are more creative in their work,

intensify their efforts when their performances fall short of their goals and persist

longer. Also in Marshall (2007), found that students become highly motivated to

learn when the teacher uses a great number of motivational statements

regarding the purpose and the value of the lessons. This research studied

teachers’ strategies that supported motivation to learn.

There were three fifth grade teachers who participated on the study. Each

teacher used different strategies and methods to positive motivational statements

that praised the students’ achievement instead of rewards, students found the

classes to be more fun and challenging, and engaged less in off-task behaviors.

Motivating statements used by teachers included some of the following. “You are

going to think”, “I’m going to truck you”, and “Look bright”. Teachers also held

students responsible for their homework and made learning a game based on

Marshall (2007).

Students expect an instructor to treat everyone in the class equally. Very

few instructors intentionally favor certain students over others, but it's probably

impossible not to like some students more than others. Differences in liking may

foster differences in interactions, such as allowing certain students to dominate

discussions. (UN)
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Being a public servant, according to Guillermo (2006), they shall remain

true to the students and to the community people at all times. He must act with

justice and sincerity and shall not discriminate against anyone of his students

especially the under privileged. He must respect the right of the students, and

shall refrain from doing acts contrary to the law, good morals, good customs, and

student safety.

In Romero (2008), said that the global teacher employs a range of

teaching/learning styles in the classroom. She recognizes that each students has

predisposition to one more particular learning style and that the students are

either left brain, right brain, or whole brain dominant. Given her talent in providing

real equality of opportunity for each and every students she ensures that all

students have an equal share of comfort in working through their preferred styles,

but also they encourage to “stretch” to other styles.

Care about your students and their academic performance. Learn and use

their names, talk to them before and after class, answer questions thoroughly,

and invite students who appear to be having problems with the course to discuss

those problems and potential solutions. Consider student complaints, take

remedial action when the complaints are valid, and carefully explain your position

when the complaints are not valid.

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Darling-Hammond and Synder (2002), also indicated that effective teacher

assessments require the integration of multiple kinds of knowledge and skills as

they are used in practice. They suggested that assessments mirror teaching by

seeking to integrate knowledge related to content, assessment, and pedagogy

better represents the tasks teachers actually perform. In other words, teachers

should incorporate a variety of understandings about students as well as their

expertise in content, pedagogy and assessment.

According to Maronilla and Jamora (2000), to be an effective teacher, one

has to have a general education, keep up with the subject or area of expertise

and the latest teaching and instructional trends in his/her specialization. They

added that every teacher can improve her teaching skills. The extent of

improvement is related to how much improvement he/she needs and how hard

some problems and frustrations, but they should also learn from their

experiences and improve their technical skills over time.

Guillermo (2006), in an article, a teacher as a public servant shall always

uphold the public interest over and above personal interest. All government

resources and powers must be employed and used efficiently, honestly and

economically. The teacher shall perform and discharge his duties with the

highest degree of excellence, professionalism, intelligence, and skills. He shall

enter public service with utmost devotion and dedication to duty. He shall
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endeavor to dismiss the wrong perception of his role as dispenser of undue

patronage.

Bandura (2010) posited that self-efficiency is a future-oriented belief about

the level of competence a person he or she will display in a given situation. When

teachers have a high sense of self-efficiency they are more creative in their work,

intensify their efforts when their performances fall short of their goals and persist

longer. Also, Davies (2002) attention was focused on the behavioral repertoire of

teachers than on deeply rooted aspects of their personality. Within the frame

work of “research on teaching”, much attention was paid to observing teacher

behaviour during lessons.

A crucial first step in creating a student-centered classroom is setting the

tone in the first few class meetings. Teachers ensure that everyone gets to know

each other as quickly as possible to create a collaborative atmosphere. Teachers

learn students’ names and personalities as they assess their strengths and

weaknesses with English and begin instruction.

Teachers' subject matter knowledge may also be affected by the attitudes

and expectations that their students bring to the classroom. As was discussed

above, if teachers face learners who rebel against uncertain or complex

intellectual tasks, they may feel pulled to simplify content, to emphasize

algorithms and facts over concepts and alternatives (Cohen, in press; Cusick,

1983; Powell, Farrar, and Cohen, 1985).

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Not surprisingly, teachers' capacity to increase, deepen, or change their

understanding of their subject matter for teaching depends on the personal

understandings of the subject matter they bring with them to the classroom (e.g.,

Wilson and Wineburg, 1988). While teachers' knowledge about learners, the

curriculum, pedagogy, and the context seems to increase from their practice, that

they will learn enough about their subject matter from their teaching to shore up

inadequate knowledge and understanding is unclear. Although there is some

research that has contributed to our understanding of what teachers can learn

about their subject matter from practice, this has not been a focus of most

research on the development of experienced teachers' knowledge. We need to

understand more about the conditions that contribute to teachers learning subject

matter from teaching it.

Eisner (2002) The effective teacher will be one who engages with the

students in the class in a way that highlights mutual respect and an

acknowledgement of the learning process that is in place. Eisner's suggestion

that teaching is a caring exercise is very much part of the effective learning

process. Learning is an emotional exercise. Students will engage in something

that appeals to them emotionally. The teacher who brings a sense of personal

involvement to the classroom, who wants to share the knowledge with the

members of the class, who is prepared to show that he/she is also a part of the
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learning cycle, will be setting up a relationship which will encourage a good

learning environment.

Conant (1963) wrote that "if a teacher is largely ignorant or uniformed he

can do much harm" (p.93). When teachers possess inaccurate information or

conceive of knowledge in narrow ways, they may pass on these ideas to their

students. They may fail to challenge students' misconceptions; they may use

texts uncritically or may alter them inappropriately. Subtly, teachers' conceptions

of knowledge shape their practice--the kinds of questions they ask, the ideas

they reinforce, the sorts of tasks they assign.

De Leon, et al. (2010), emphasized in their study that teaching is not just a

job; its is more than a job. It is a mission to carry out. We teachers are called not

only to instruct pupils in our subject matter but also be good influence on them.

Teachers have the primary factor of molding the minds of the students. On the

other hand, the study of Stoll (2006), about “Merging School Effectiveness and

School Improvement: Practical Examples” revealed that in this formulation,

school improvement is about developing strategies for educational change that

strengthen the school’s organization. Thus, the abilities and skills of the teacher

should be first established well, their preparation in teaching Is one of the factors

that can affect the learning ability of the student.

According to Naresh (2008), as stated on his study entitled “Teachers’

Readiness to Use Technology in the Classroom”, preparedness has to do with

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awareness, knowledge of use, attitude to use as wll as getting skilled in the use

of information technology or any modernization information. According to Wild

(1995), as cited from the study of Wong (2002), the degree of preparedness of

students to use ICT(Information and Communication Technology) is traditionally

measured in terms of their knowledge, skills and attitude regarding to computer.

This is also relevant in the case of teachers. Knowledge, skills and right attitudes

have also been identified as important factors in teachers’ preparedness to use

ICT Wong (2002). Therefore, the level of knowledge, skill and attitude to

information technology and to other innovation communication. Teachers with

strong content knowledge, pose appropriate questions, suggest alternative

explanations, and propose additional inquiries Alonzo (2002).

Ariola (2000), pointed out that teachers must be able to face up to the

challenges of the times and therefore must continue to update his/her conceptual

competence utilizing the existing theory-practice linkage structures. These

includes graduate course, seminars, professional meetings as well as

professional lectures. But, from the study of Verceles and Rivera (2010), they

concluded that the educational attainment does not affect the teaching

performance.

As noted by Whitebook, et al. (2009) when it comes to teacher

preparation, the support provided to new teachers, and ongoing professional

development for working teachers, Grade K to 12 and the field of early care and
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education (ECE) are two quite different worlds. While both worlds assume that

teachers’ classroom skills and behavior can be influenced at multiple points in

time – through pre-service education, during the first years of teaching, over and

over the course of a teacher’s carrer – they differ along numerous dimensions.

Baudi, et al. (2014), cited in their study that the level of readiness of the

teacher should find out by giving them an actual evaluation and also monitoring

the strategies that they are doing in terms of teaching. According to Bolton

(1973), as cited from the study of Reyes (2003), entitled “Contibution of

Stakeholders of Education on the School Improvement Plan of Public Elementary

Schools in Region III” the techer evaluation was ascribed to safe guard and and

improve the quality of instruction received by the students. Bolton acknowledges

that this overarching purpose can be achieved through programs giving varying

emphasis to improving teaching through the identification ways to change

teaching thorgh the identification ways to change teaching environments or

teaching behavior. It is also supplying information that lead to the modification of

teachers’ assignments such as the placements into other positions, promotion,

and terminations.

According to Sergiovanni, as cited from the study of Verceles and Rivera

(2010), entitled “Faculty Teaching performance Profile of DMMMSU – College of

Education”, the purpose of evaluating teachers’ preparedness is for helping

teachers grow and to develop in their understanding of teaching classroom life, in

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improving basic skils and in expanding their knowledge and use of teaching

repertoires.

Likewise, Reyes (2003), cited that the purpose of evaluating teachers is to

validating the schools system’s teacher selection process and providing a basis

for teacher’s planning and professional develop[ment. In addition, Murphy, A.

(2011), stated that the teachers’ performance is neeed to evaluate because it is a

main responsibility fo the school administrators.

Ideally, the teachers’ level of readiness is unswervingly related to the

schools’ level of readiness of the teachers may can affect to the preparedness of

the school where the instructors’ exertion. According to Thompson (2010), from

her study entitled “Beginning Teachers’ Perception to Preparedness: A Teacher

Education Program’s Transferability and Impact on the

Secondary English/Language Arts Classroom”, the school readiness, in

the broadest sense, involves children, families, early environments, schools, and

communities. Children are not innately ready or not ready for school. Their skills

and development are strongly influenced by their families and through their

interactions with other people and environments before coming to school. Child

care centers and family child care homes are important eraly environment that

affect children’s development and learning. Schools are also important piece of

the readiness puzzle because different tools have different expectations about

readiness. The same child,with the same strengths and needs, can be
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considered ready in one school and not ready in another school. It is the school’s

responsibility to educate all children who are old enough to legally attend school,

regardless of their skills (see Charqacteristics of ready Schools, 2000)

Maxwell and Clifford (2004), school readiness assessment is a hot topic

these days, in large part because of increased accountability pressures in both

the public school and early care and education settings. What exactly is meant

by the phrase school readiness assessment and what should early care and

education teachers and administrators know about it? This research in review

article uses a question-and-answer format to address several issues about

school readiness.

Jusoh (2012), an effective teacher needs to master the subject matter

knowledge of the subject he or she teaches, as well as the pedagogical

knowledge related to the subject. She found that teacher’s mastery of the subject

content that will be taught will have effects on the curriculum transformation

process that is being done by the teachers in the classroom. This can be seen

from the modification of materials or content in the textsbook as well as the terms

that are usede by the teachers in exploiting a concept or principle.

A good teacher has to possess characterisitcs such as interested in

students’ learning having a good knowledge on the subject being taught as well

aas knowingnthe best teaching method to deliver the the knowledge to the

students, capable to manage and control students’ learning, diversify the

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teaching methods and participated in the non-teaching activities in the schools. A

good teaching depends on the knowledge International Interdisciplinary Journal

of Education Jusoh (2012).

For the true purpose of preparedness of the teachers and schools are to

have an education for the learners’ self-development, self-knowledge and the

continual reaching inward for one’s best potential.

But studies points out that the classroom setting reproduces gender

inequality. From elementary school through higher education, girl students

receive less active instruction, both in the quantity and in the quality of teacher

time and attention Kimmel (2006).

Haycock (2005) says what an effective teacher is having strong verbal

skills, deep knowledge of content.

Terri(2007) early studies on his subject shows that their results on male-

female affectiveness for conclusive, he reported that males were often perceived

as performing better in the areas of artistic talents and socio affected domains.

Gottfredson (2007) generated a detailed picture of the school environment

by measuring and reporting on school safety, staff morale, administrative

leadership, fairness and clarity of school rules, respect for students, academic

climate, school rewards, student educational expectations and attachment to

school.
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Harmer (2007) there are five roles of a teacher: Controller, Prompter,

Participant, Resource, Tutor, Controller is when a teacher takes control of variety

situations that occur inside the classroom.

Bergen (2008) indicate that overmuch control can also lead to teachers

taking more responsibility upon themselves than what is necessary. The

researchers mean that, sometimes it happens easily for teachers to get carried

away by focusing everything on them or taking over, rather than to let the

students have the opportunity to do it themselves.

Sohbat (2009) state that “when teachers were perceived as willing to help,

students reported feeling comfortable, not left out, good about themselves, and

pleased that their help would contribute to their learning”.

Skolverket (2011) it is important they learn how to make use of different

aids. He also mentioned that teachers should not be afraid to say “I don’t know

the answer to that right now, but I’ll tell you tomorrow”, if they occasionally end up

in situations where they do not know the answer, since it is impossible as a

teacher to know everything.

Stronge et. al (2011) a good teacher creates an environment that it

motivating and intriguing for the students. A good teacher creates an atmosphere

that is based on “respect, fairness, and trust wherein a positive climate is

cultivated and maintained”. This means that a teacher who genuinely has a
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good relation to his or her students will make them motivated to achieve their

goals.

Sowden (2012) shares the same view regarding the importance of

teachers having a good relationship with student, thus the teacher can work as a

good role model and the students will be more willing to learn English. Another

quality that plays a tremendous part,

Arnon and Reichel (2009) are the teacher’s personality, they describe it as

a teacher who is “understanding and patient, caring, warm and considerate”.

Patricia Miller (2012) argues in her article that there are ten characteristics

that a teacher should acquire. The first characteristic is that a teacher should be

passionate about the subject that he or she teaches, since students can easily

see through a teacher who is indifferent. The second characteristic is that a

teacher should be “creative”, instead of working with the same English book

every week, Miller (2012) states that teachers should not be afraid to vary the

work methods and try new things. The third characteristic that Miller (2012)

mentions is that teacher should use “humor” more frequently in class, because

that creates an easy-going environment for the students and they feel like it is

more fun to learn when the teacher uses humor.

Kruijf and Brok (2015) carried out a research project re “Primary school

pupils’ view of characteristics of good primary schools teachers” and conducted

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questionnaires with secondary students in the Neatherlands. The results indicate

that there are different qualities that a teacher should possess, according to the

students. The study also points out that the most crucial quality is the teacher’s

personality and his/hers professional role. Furthermore, other qualities that are

commonly mentioned are the teachers’ pedagogic skills and how the teacher

support and encourage the students.

Walliman (2011) data is information that might have been collected by the

researcher. When the researcher has sufficient information about the specific

topic, then he or she can draw a conclusion based on the findings. Walliman

(2011) also argues that the data’s reliability can sometimes be questioned.

People can answer a survey today and the answers’ outcome will depend on

how they feel, what they have seen and heard until that day. Walliman (2011)

states that if the same survey is given to the same people a month after they

might answer it differently because of what they have experienced the past

month. Walliman (2011) concludes that the collected data is not meaningless

“only that it is not absolutely certain, like most things in life”. The data acquisition

method that was chosen for this research is questionnaire. I wanted to reach out

to a wide range of students and teachers, as it would have been impossible for

me to conduct more than a hundred interviews.

Grazianiano & Raulin (2010) the best way to do empirical research is to

combine the analysis of facts made by researchers, and as the authors say
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“rational thinking”. Two different methods have been applied in this paper,

qualitative and quantitative.

Follman (2005) the gap in my good teacher education lay in learning from

my students. Students’ ideas should be heard because they have the most

experience with teachers, and are directly affected by good and bad teaching.

Fahie and McGillicuddy (2013) determined five factors of passion for

teaching and learning, the social and moral dimension, reflective practice,

effective planning and management, and love of children. After reviewing this

research, three major themes emerged. Good teaching characteristics relate to a

teacher’s ability, personality and relationship with students.

Aksoy (2009) classified concepts under the theme instruction, and

identified good teachers as those able to clearly explain tasks and information. A

good teacher must present material in an organized and engaging way.

Green (2014) asserts that it is challenging to teach knowledge or ability,

knowledge and ability must be learned through experience. This view implies, to

some degree that good teachers are made, not born.

Delli and Edwards (2005) in the sense that teachers in their study agreed

that good teachers needed to be caring, not boring and polite, which are

personality traits. Teachers may provide insights into good teaching

characteristics that students might not realize until presented to them. My project
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will explore this point, by having students rate the importance of characteristics

that they identified in addition to characteristics identified by teachers.

Zau and Rice (2009) improves upon the design of these prior studies by

including student fixed effects to mitigate omitted variables bias. The study fails

to detect a systematic relationship between content area preparation and student

achievement, but the generalizability of these findings must be considered since

the data represent only one school district in the U.S. No nationally

representative dataset contains measures of teacher content preparation and

matches students to their teachers over time, so it is important to explore the role

of content area preparation in another geographic region of the country.

The collaborations are still in developmental stages, but researchers in

Louisiana have produced studies that look at the differential effectiveness of

teacher preparation programs, in terms of student achievement gains Noell

(2006).

Literature Review The college environment provides students a setting in

which the opportunities to change and develop intellectually are substantial. Most

colleges familiarize students with diverse sources of knowledge, facilitate training

in logic and critical thinking, and present alternative ideas and courses of action

Floden and Meniketti (2005).

Pascarella and Terenzini (2011) find that college students gain knowledge

over their course of study and the gains are larger in their focal areas. They find
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little evidence that students’ cognitive skills are increased by the college

experience. Rather, college effects lead to improvement in students’

communication, ability to analyze and think critically, and ability to judge and

respond appropriately to external events.

His studies used Barron’s or Gourman’s ratings of colleges to serve as an

indicator for the quality of training the teachers receive. Generally, the results of

these studies find little or no relationship between quality of training and student

achievement Clotfelter (2012). He also provided the most recent effort and their

methodological designs are strong. Using a student-teacher matched dataset

from the state of North Carolina, they demonstrate the lack of relationship when

analyzing only those schools in which students and teachers appear to be

randomly assigned and when employing models that incorporate student fixed

effects.

Heilig (2005) they find that the effect of pathway varies according to

teacher experience and the subject matter taught. There are at least two reasons

why this occurs.

Burns (2006). The paper also seeks to determine whether the teacher

preparation programs similarly impact the learning gains African American and

European American students, given evidence that students of different racial

backgrounds respond differently to teacher characteristics. Data, Measures, and

Methods This paper uses a unique and rich data set from an anonymous school
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district in Kentucky that matches teacher and school characteristics to individual

5th grade math students for the 2001-2003 school years.

Wyckoff (2016) leading to concentrations of less effective teachers among

their staff. In this context, retention has an important role in raising student

performance. School, teacher and student characteristics are all potential

determinants of teacher turnover and research provides fairly clear indications of

these relationships. However, much less is understood about the effects of

organizational conditions on attrition. The bulk of the research on organizational

environment looks at its impact on job dissatisfaction or stress, rather than a

behavioral response, such as quitting a job or transferring to another school.

Since organizational conditions are driven by administrator behavior, this focus

may illustrate policy levers that can reduce turnover. This study analyzes the

effect of three organizational conditions, administrator support, behavioral climate

of the school, and classroom autonomy, on the transitional decisions of teachers.

A substantial body of research establishes the causal relationship between these

factors and teacher stress. This study seeks to determine whether the factors

that cause teacher stress also predict teacher transitions. It extends upon prior

work by distinguishing between teachers who leave the profession and those

who transfer to another school.

Santibañez and Daley (2006) once in the teaching workforce, they make

ongoing assessments of the school environment to determine whether teaching

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continues to be the most preferable option out of all their alternatives. Current

teachers may decide to pursue another occupation, they may decide to transfer

to a school with better working conditions, or they may decide that their current

post remains the most attractive alternative.

Guaril (2006). The extent research on teacher attrition clearly defines the

characteristics of teachers that leave teaching. Turnover is high among teachers

who are young or new to teaching and among teachers nearing retirement age.

Stinebrickner (2007) There is also some evidence that larger class sizes

are associated with attrition. Teacher salaries and school mentoring practices are

among the school and district characteristics that receive the most attention, due

to their potential use as policy levers. Researchers show that increased salary is

negatively related to attrition yet positively related to switching schools.

Ingersoll (2011) uses the school mean of the teachers’ perceptions of the

three workplace conditions. This strategy masks potentially important variation

that could be used to predict the teachers’ transitional behaviors. This analysis

extends prior research by distinguishing among leavers and movers and

incorporating more comprehensive measures of behavioral climate,

administrative support, and classroom autonomy. To test the impact of

organizational conditions on the probability that a teacher will leave the teaching

workforce I test both a binary outcome model and a multinomial logit model.
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Seniority clauses allow experienced teachers (who are often the most

effective) the ability to transfer to their preferred school. This can be quite

problematic since most teachers prefer to work in higher income, lower minority,

low-need schools. Unions also repeatedly thwart attempts by superintendents to

more equitably redistribute teachers and principals among their schools Prince

(2007).

Raj Chetty (2011) found overwhelming evidence of the influence of

kindergarten teachers on their students. Students who were in higher quality

classroom in kindergarten were found to be more likely to go to college than

other students with 2 otherwise similar backgrounds. The probability of these

students becoming single parents was also found to be low. Additionally, as

adults, they were not only earning more, but also, more likely to be saving for

retirement. Thus, it can be said that the quality of education and a supportive

environment offered to students in elementary schools is extremely important. A

teacher plays a critical role both in school improvement and student success.

Richard Riley (2015) former U.S. Secretary of Education discussed the

importance of the role of teachers: Providing quality education means that we

should invest in higher standards for all children, improved curricula, tests to

measure student achievement, safe schools, and increased use of technology

…. but the most critical investment we can make is in well-qualified, caring, and

committed teachers. Without good teachers to implement them, no educational

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reform will succeed at helping all students learn to their full potential. (p.18)

Assessing teachers’ effectiveness is an old issue. Even in schools with only one

room, teachers were evaluated on local standards; during this time, the purpose

of their evaluations was to decide whether each teacher would be given an

increase in pay or if their contracts would be continued.

Wayne and Youngs (2005) studied teachers’ college ratings, test scores,

degrees, course work, and certification status. Some of the other characteristics

that have been studied are experience, race, communicational skills, ability to

build relationships with students, and much more. Additionally, there is an issue

of what it means to be effective teachers. Teacher effectiveness has been

measured by student engagement, student achievement, student growth,

knowledge of content, being a good citizen, students’ feelings for the teacher,

and work ethic. However, there is a diversity that exists within the educational

community when it comes to defining effective teachers.

MackinnonAshby (2007), the early 20th century research was more

focused on determining the qualities of effective teachers. While studies in the

1980’s tended toward measuring the effectiveness of teachers by student

achievement or by students’ attitudes toward learning.

Wenglinsky (2006) insisted that teacher effectiveness plays the biggest

role in student achievement and prevails over other factors like class size, socio-

4 economic status, and gender. Although many consider student achievement as

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an appropriate tool to define and measure teacher effectiveness, not all

researchers are certain about this tool.

After more than a decade, the question is whether or not 5 highly qualified

teachers, as defined by NCLB, are also effective teachers. Although the majority

of public school teachers have now attained the NCLB’s requirement of being

highly qualified, there is no strong evidence to show that there is any

improvement in teacher quality. NCLB requirements did not guarantee that the

qualified teachers were actually effective teachers Rothman (2009).

Nimis (2008) perspective entails embodied points of view and seeing and

knowing that occupies a certain space, while perception is more abstract and

mainly involves seeing and knowing in a way that escapes the somatic

requirements. In simpler words, perspective is how things appear, in a way the

reality of things or a realistic point of 7 view. On the other hand, perception is a

more personal way of looking and judging things. The researcher explored the

perceptions of Asian American parents about effective teachers that might have

been influenced by their past experiences and their cultures. The Intent The

intent of this research study was to attempt to explore the perceptions of Asian

American parents regarding education and teachers. It is important to study the

Asian American population because not only do Asian Americans constitute the

second largest foreign born population, but it also is one of the fastest growing

populations in the United States.

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The average academic achievement levels of Hispanics, African

Americans, and American Indians were lower than those of both Asians and

Whites. Moreover, Asian American students were over-represented in gifted 8

and talented programs in almost all states Hui (2005).

Literature has revealed that the early school years are very important

years of students’ lives. Students may never achieve the most basic standards

and may never realize their full potential if not provided a positive and supportive

12 environment in elementary schools Thornton and Daugherty (2005).

Creswell (2009), it is crucial that in the process of the qualitative study,

researchers concentrate on details and meanings that are expressed by the

participants, rather than focusing on details and meanings that the researcher

himself/herself wants to express. The researcher’s commitment to this topic led

her to be constantly aware of her point of views in relation to the research and

writing and to be clear where she stated her own position. Additionally, the

researcher had 15 developed interpersonal skills that included empathy and the

ability to analyze. Without highly developed interpersonal skills there was a good

chance that the data collected may not have been reliable and too subjective.

Education of children is like the cultivation of a tree that starts its life with a

seed and needs constant care by the planter in the form of trimming and

watering. It is believed that early educational influence is vital to keep the child on

the morally right path Chao and Tseng (2016).

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Polk (2006) like the definition of effective teachers, the characteristics of

effective teachers are also vague.

Ramsden (2013) believed that there is no right answer to the question of

how to teach students better; there are however, methods that may be better for

each individual teacher.

Glen (2011) suggested that teacher quality is the most crucial factor for

school effectiveness; he put together a list of qualities for school administrators to

use when hiring new teachers and also to try to enhance these qualities in

veteran teachers. Some of the qualities mentioned by him are being enthusiastic,

making learning fun, knowing content, being organized, and more. At the same

time he urged that there is no exact formula to provide education effectively;

every teacher will have a different set of skills and characteristics that usually

depend on the mission and requirements of the school they work in.

Poplin (2011) studied highly effective teachers in low performing urban

schools in Los Angeles County. They discovered some common features in the

highly effective teachers which were strictness: these teachers believed that their

strictness was essential for not only effective teaching and learning but also for

safety and respect; instructional intensity: in the classroom of these teachers,

instruction was always going on and teachers transitioned from one activity to

another quickly and smoothly; movement: these teachers moved frequently

around the classroom to assist each student; traditional instruction: the

 MOREH ACADEMY 80

instruction used by these teachers was traditional, specific, understandable, and

teacher-directed, exhorting virtues: these teachers encouraged their students to

practice specific virtues such as respecting self and others, working hard, and

more, and strong and respectful relationships with students: these teachers

respected their children as individuals.

Torff and Sessions (2005) principals of secondary schools were asked to

explain what they perceived as qualities of an ineffective teacher. The top three

qualities provided by the principals were inability to manage classrooms, inability

to implement lessons, and inability to establish relationships with their students. It

is quite clear that there are innumerable characteristics of effective teachers in

the literature. Characteristics such as classroom management, climate,

environment, enthusiasm, expectations, feedback, pacing, and pedagogical

content knowledge will be reviewed. Classroom Management Classroom

management is often referred to as classroom discipline.

Strengths and Weaknesses of the Pre-Service Teachers

Sherman (2010) mentioned the importance of fairness in the classroom.

Being fair and honest with students should be the core or every teacher’s

philosophy. Not that it always happens in every classroom, or even frequently

enough, but it should be one’s goal. Another aspect is that the teacher’s intent to
 MOREH ACADEMY 81

be fair may not be enough to ensure success, but maybe more important, the

students must believe in the teacher’s fairness. According to Glasser (2005) a

positive classroom climate allows students to meet their basic needs of physical

and mental health. This is supported by Jully Crotty who said that having an

environment where students feel safe, nurtured, and intellectually stimulated is a

must for students to learn to their potential.

The most frequently used analytical variables when attempting to explain

why some teachers are more effective than others are mastery of subject matter

and pedagogical knowledge.

If you enjoy learning, sharing what you can learn, and helping others shape their

futures, you may be interested in the teaching profession. Teaching at different

level requires different preparation, but all preparation requires gaining an

understanding of subject matter that you will teach and gaining an understanding

of effective teaching methods.

Hammond (2009) reveals that mastery of subject matter is seen as a basic

requirement that is relatively uniform and addressed in initial teacher training. In

this sense the explanation of the results in this area is the same as that for

overall teacher education effect. Hammond (2014) lists some ten studies

indicating that pedagogical training generally has a stronger effect than subject

matter mastery. Young et al. (2013) present results showing that pedagogical

training in language teaching appeared to lower student achievement. Teachers

 MOREH ACADEMY 82

matter in terms of the quality of education and variability in teaching quality,

however, is only explained to a limited degrees by characteristics such as formal

education, personal characteristics and experience. When teacher preparedness

is further analytically differentiated by types of knowledge, both subject mastery

and pedagogical knowledge are relevant.

Marshall (2007) found that students become highly motivated to learn

when the teacher uses a great number of motivational statements regarding the

purpose and the value of the lessons. This research studied teachers’ strategies

that supported motivation to learn. There were three fifth grade teachers who

participated on the study. Each teacher used different strategies and methods to

positive motivational statements that praised the students’ achievement instead

of rewards, students found the classes to be more fun and challenging, and

engaged less in off-task behaviors.

Motivating statements used by teachers included some of the following.

“You are going to think”, “I’m going to truck you”, and “Look bright”. Teachers

also held students responsible for their homework and made learning a game

based on Marshall (2007).

Marshall (2007) found that students become highly motivated to learn

when the teacher uses a great number of motivational statements regarding the

purpose and the value of the lessons. This research studied teachers’ strategies

that supported motivation to learn. There were three fifth grade teachers who
 MOREH ACADEMY 83

participated on the study. Each teacher used different strategies and methods to

positive motivational statements that praised the students’ achievement instead

of rewards, students found the classes to be more fun and challenging, and

engaged less in off-task behaviors.

Motivating statements used by teachers included some of the following.

“You are going to think”, “I’m going to truck you”, and “Look bright”. Teachers

also held students responsible for their homework and made learning a game

based on Marshall (2007).

Adepoju (2010) gave the implication of the findings from his study,

Motivational Variables and Academic Performance of Urban and Rural

Secondary Schools Students in Oyo State, Nigeria, that provision of relevant

learning materials by the parents and schools are the most important predictor of

good academic performance, followed by conducive school environment, prompt

payment of school files by physiological, and acceptance from teacher. He

further said that a positive significant relationship existed between principal’s

method and motivation and teachers productivity.

Appropriate vocal functioning favors the effectiveness of communication in

the classroom, aids in building teachers' self-esteem and contributes with

students' learning skills. Considering that oral presentations has been the most

commonly used strategy in classrooms1, elevating vocal demand2 , 3, the voice

must be intelligible, accessible, motivational as well as assertive and effective,

 MOREH ACADEMY 84

since the ability to keep student's attention may be harmed if the voice is

monotonous, weak or systematically tense and also if the teacher's speech has a

deviation in speed or fluency. Thus, the voice in its professional use is highly

demanding regarding communication and its good functioning is a basic

requirement for the profession. Aparecida et al. (2014) as educators, our voices

are the link between our students and their auditory learning. Teachers that are

new to the classroom must convey a sense of strength, urgency, confidence, and

warmth all with their vocal chords.

Teachers' subject matter knowledge may also be affected by the attitudes

and expectations that their students bring to the classroom. If teachers face

learners who rebel against uncertain or complex intellectual tasks, they may feel

pulled to simplify content, to emphasize algorithms and facts over concepts and

alternatives Cohen (2007). Not surprisingly, teachers' capacity to increase,

deepen, or change their understanding of their subject matter for teaching

depends on the personal understandings of the subject matter they bring with

them to the classroom. While teachers' knowledge about learners, the

curriculum, pedagogy, and the context seems to increase from their practice, that

they will learn enough about their subject matter from their teaching to shore up

inadequate knowledge and understanding is unclear. Although there is some

research that has contributed to our understanding of what teachers can learn
 MOREH ACADEMY 85

about their subject matter from practice, this has not been a focus of most

research on the development of experienced teachers' knowledge.

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