SELF-ASSESSMENT SHOULD BE STRESSED

Why should we self-assess our classroom management style? (ASK)

So all of your answers were correct, we should determine our classroom management style all the time to see if
we are improving or effective pa ba yung way of teaching natin.
So I have a simple questionnaire.
PPT – QUESTIONNAIRE

AUTHORITARIAN STYLE
characterized by numerous behavioral regulations, is often seen as punitive and restrictive, and students have neither a say
in their management, nor are they seen to need explanations; the teacher’s character is sometimes perceived as being cold,
even punishing.

“If this style were summed up in one phrase, it would be ‘Do what I tell you.’”
CHARACTERISTICS;

1. The leader tells and enforces

2. Little feedback is sought or needed from team members
3. Decisions on processes, tasks, goals are all created by the leader
4. There is a sense that team members are rarely trusted with tasks and methods
5. The leadership style points at a method of just getting the job done

BENEFITS:
1. if tasks have to be completed with great urgency and are time critical, setting clear tasks and expectations
whilst making the decisions seems a logical step, as often there is no time for discussion.
2. … also if a team member’s skill for the task is very low or novice. In which case, giving clear direction and
making the right decisions allows the person to focus on learning or applying their skills.

DOWNSIDES:
1. People that normally opt for this style regularly, can be seen as bossy, cold, and a dictator.
2. Long term use of its use can also build to resentment and a feeling of festering, whereby those team members are
never given a chance to grow, proceeding to the feeling of being undervalued and distrusted.
3. Research has indicated that due to the nature of an authoritarian leader, and that he/she makes decisions and
controls the group, creative problem solving is often thwarted as a result.

AUTHORITATIVE STYLE
is characterized by behavioral principles, high expectations of appropriate behavior, clear
statements about why certain behaviors are acceptable and others not acceptable, and warm
student-teacher relationships.
This is less autocratic, it still requires a direction from the teacher . This approach helps the
individual/team to start to develop their skills and reasoning.
“If this style were summed up in one phrase, it would be ‘Come with me.
ADVANTAGES:
1. STUDENT INVOLVEMENT
 In here there is a mixture if lecturing and class discussions which increases attentiveness of
each student. We are helping then to build social competence by asking there opinions and
insights about a certain topic.

2. This teacher has a positive, kind and supportive relationship with her students, but they know when
she “means business.”
Because she has an effective discipline plan and her classroom is orderly,
the students trust her and respect her. There is more time for academics.

DISADVANTAGES
1. It is least effective when teammates are defiant and unwilling to change or learn, or if the leader
lacks proficiency.

Laissez-Faire
“The laissez-faire teacher places few demand [sic] or controls on the students. ‘Do your own thing’ describes this
classroom. This teacher accepts the student’s impulses and actions and is less likely to monitor their behavior.”

This is also known as the indulgent or delegative style of teaching.

Laissez-faire means LET IT BE OR LEAVE IT ALONE.

Characteristics:
1. They want students to like them and they want to be helpful, so they are warm and supportive but not very good at
setting limits.
2. Permissive teachers may focus on effort while de-emphasizing the quality of students’ productions.
3. Disruptive behavior may be ignored or handled with weak, soft-spoken “reprimands” or pleading.

BENEFITS:
1. • can be effective in situations where group members are highly skilled, motivated, and capable of working on
their own.
2. can be used in situations where followers have a high-level of passion and intrinsic motivation for their
work.
3. the learners are actively supported in their effort to seek their own needs using reasonable means
4. Students often like this teacher

DISADVANTAGES:
1. With few demands placed upon them, these students frequently have lower motivation to achieve. ([Link])
2. not ideal in situations where group members lack the knowledge or experience they need to complete tasks and
make decisions ([Link])

INDIFFERENT STYLE
CHARACTERISTIC:
1. is not very involved in the classroom
•.places few demands, if any, on the students and appears generally uninterested
• just doesn’t want to impose on the students. As such, he/she often feels that class preparation is not worth the
effort
• will use the same materials, year after year

ADVANTAGES:
1. the students … enjoy a lot of freedom
DISADVATAGES:
• classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline students.
• The students sense and reflect the teacher’s indifferent attitude. Accordingly, very little learning occurs. Everyone is just
“going through the motions” and killing time.
• With few demands placed on them and very little discipline, students have low achievement motivation and lack self-
control.

ASSESSMENT IN A COOPERATIVE PROCESS

Assessment activities can be categorized as either formative or summative, both of which are appropriate for
cooperative learning exercises as they provide opportunities to enhance key components of cooperative
learning exercises such as positive interdependence and individual accountability.

 Formative assessment activities are used to provide feedback, evaluating learning progress in order
to motivate students to higher levels.

 Summative assessment activities are used to judge final products for completion, competency
and/or demonstrated improvement.
FIVE KEY ELEMENTS OF COOPERATIVE LEARNING

Cooperative learning involves more than students working together on a lab or field project.

1. POSITIVE INTERDEPENDECE
the dependence of two or more people or things on each other.

This means the group has a clear task or goal so everyone knows they sink or swim
together. The efforts of each person benefit not only the individual, but also everyone else
in the group. The key to positive interdependence is committing to personal success as
well as the success of every member of the group.

Ways To Ensure Positive Interdependence:

 The group has only one pencil, paper, book, or other resource.
 One paper is written by the group.
 Pass one paper around the group on which each member must write a section.
 Each person learns a topic and then teaches it to the group (Jigsaw method).
 Offer a reward (e.g. bonus points) if everyone in the group succeeds.

2. Individual and Group Accountability

the fact or condition of being accountable; responsibility.

the group is accountable for achieving its goals, and each member must be accountable
for contributing a fair share of the work toward the group goal. No one can "hitchhike" on
the work of others. The performance of each individual must be assessed and the results
given back to the group.

Ways To Ensure Individual and Group Accountability:

 Students do the work before bringing it to the group.
 One student is chosen at random and questioned on the material the group has studied.
 Everyone writes a paper; the group certifies the accuracy of all their papers; the instructor
chooses only one paper to grade.
 Students receive bonus points if all do well individually.

Ways To Ensure Interpersonal and Small Group Skills:

 Be on time for group meetings and start them on time.
 Listen to others. Don't be so busy rehearsing what you are going to say that you miss
other group members' points and ideas.
 Make sure everyone has the opportunity to speak.
 Don't suppress conflict, but do control and discipline it.

3. Interpersonal and small group skills

Interpersonal and small group skills are required to function as part of a group. These are
basic teamwork skills. Group members must know how to - and be motivated to - provide
effective leadership, make decisions, build trust, communicate, and manage conflict.
  Completing tasks
 Communicating
 Decision making
 Managing conflict
 Appreciating group members

4. Face to face promotive interaction

Face-to-Face Promotive Interaction

This means that students promote each other's success by sharing resources. They help,
support, encourage, and praise each other's efforts to learn. Both academic and personal
support are part of this mutual goal. 

Ways To Ensure Face-to-Face Promotive Interaction:

 A student orally explains how to solve a problem.
 One group member discusses a concept with others.
 A group member teaches classmates about a topic.
 Students help each other connect present and past learning.

5. Group processing

Group members need to feel free to communicate openly with each other to express
concerns as well as to celebrate accomplishments. They should discuss how well they are
achieving their goals and maintaining effective working relationships.

Ways To Ensure Group Processing:

 Group members describe each other's helpful and unhelpful behaviors and actions.
 As a group, make decisions about which behaviors to continue and which behaviors to
change.

Who Conducts the Evaluation?

Instructor
Evaluation by the instructor provides students with feedback on the understanding of content, concepts, and
applications. It is the most traditional of all formats and typically is the primary basis for evaluation.

Individual, Self-Assessment
Students can develop a better understanding of their learning process, a metacognitive perspective which
enhance future learning, through active reflection on their achievements. Such assessments also build writing
and speaking skills as students demonstrate their knowledge of the subject, problem solving skills, and
contributions to group processing.

Peers

Allowing the opportunity for group members to assess the work of their peers provides important
feedback on the relative merits of contributions and promotes cooperation as students realize their
accountability to the group. A word of caution is appropriate, however, as the peer review process is
 complex, it relies on well-defined criteria and evidence-building that is clearly understood by all
participants. (Learn more about using

ASSESSMENT
Assessment - is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes,
and beliefs to refine programs and improve student learning.

Assesment simply means evaluation. Assessment can be obtained from directly examining student work to assess
the achievement of learning outcomes or can be based on data from which one can make inferences about
learning. Assessment is often used with test, but not limited to tests. Assessment can focus on the individual
learner, the learning community like inside the classroom.

ASSESSMENT SHOULD BE ETHICAL

Ethics - are moral beliefs and rules about right and wrong.

GATHERTING DATA
In order to gather on your data collection you will most likely have to engage with your student s. When
approaching students with this it is important to be aware of certain ethical considerations.

Ethical considerations refer to the ethical practices of how data is collected, stored or shared. We need to
gather data carefully para may maipakita tayong proof kung pano natin sila ginrade and kung saan ba natin
nakuha ang grades nila. Para pag dumating na yung oras na Magrereport na tayo nung data na yung is may
katibayan tayo.

Yung pag gagather ng data this happens during the process cause we cannot gather data if hindi mo yung
nasaksihan o hindi yung nangyari. Nag gagather lang tay ng data base sa performance na piankita ng mga
students whether it is written or performance based.

It is important that we have clear communication with the students, as a teacher if meron tayong hindi naintindihan na
sinabi or ginawa ng bata wag tayong magdalawang isip na tanungin siya about that para mas clear kung ano ba talaga
yung sagot niya. Para pag napunta na tayo sa next step which is yung pag rerecord naman ng data is we have a clear and
clean record.

FAIRNES

ETHICS IN RECORDING DATA

We have to remember that when we are keeping or recording data we need to make it confidential. Dati kase
gumagamit pa ang teacher ng class record, but now most teachers are using excel to record data. We need to keep it
very carefully and confidential because it’s the grades of the students there are some teachers na pakalat kalat yung
class record or minsan yung sa excel iiwan nilang nakaopen yung laptop yung screen sa mga grades and then may mga
pakilameraang mga students na titignan yugn grade nila or grade nung classmates nila. So tayo as a keeper we need to
make sure na safe yung record nila satin at hindi to maiiba.

ETHICS IN REPORTING DATA

The reporting of data should be done with honesty and integrity, and every effort should be made to report
data in the scientifically most accurate method.

And lastly the reporting of data (ppt), So dito na papasok yung pag releasing na ng grades and also yung meeting with
the parents. It says here that it should be done with honesylt and integrity, alam ko naman na honest ang mga teachers
natin. That why we need the proofs or yung mg ana gather natin na data pag andito na tayo sa step na ito. Kase sab inga
nila nagcocompute lang naman ang teacher ng grade ang students ang gumagawa ng grades nila. As long as may proofs
tayo ng performance ng mga students wala tayong magigign problem with that.

Kayo po bam ga teachers may maisheshare po ba kayong nagging problem ninyo in terms of gathering up to recording
the data and how did you overcome it?

ASSESSMENT IN A CONTINOUS PROCESS

It is often used as an alternative to the final examination system. Proponents of continuous assessment argue that
the approach allows tracking of progress and has a chance of offering students more support, guidance, and
opportunities to improve during the course or programme.

CHARACTERISTICS OF CONTINOUS ASSESSMENT

 Continuous assessment is regular assessment of the learning performance related to a course module
and that is separate from examinations, and accompanied by regular feedback.
 Continuous assessment can take various forms, depending on the final objectives and competencies. A
few examples:
o Regular observation of practical skills or attitudes, e.g. nursing skills, your team’s collaboration
skills, collaboration during tutorials, etc.
o Regular feedback on your portfolio, paper, etc.
o Regular assessment of your verbal language skills.
…

 Continuous assessment can take place within various types of contact moments, e.g. practicals,
workshops, lectures, placements, projects, cases, etc.
 Continuous assessment is the result of the continuous assessment of the learning performance on a
course module. The assessment task can verify which developmental process you are going through.
The continuous assessment (partially) counts towards the final mark for the course module.
 Continuous assessment often goes hand in hand with information about: the assessment criteria, how
you performed, what went smoothly, what went less smoothly, and the things you still have to work
on.