Reflection Paper

in
Problems in Rural and
Urban Education
2nd Semester
S.Y. 2023-2024

Submitted by:
CHARMAINE A. CEBUANO
MAED Student

Submitted to:
CRISTITA O. SUBERE
Professor

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 Module 1: The Biological Bases of Education
I. Introduction:
. Biological psychology is the study of the biology of behavior; it focuses on the
nervous system, hormones and genetics. Biological psychology examines the relationship
between mind and body, neural mechanisms, and the influence of heredity and genes on
behavior. It examines thoughts, feelings, and behaviors from a biological and physical point
of view.
II. Content:
Our brain and nervous system are really important, we need to take care of it
because it where the information and learning begin. According to the famous case
of Phineas Gage, a railroad worker who suffered a devastating brain injury, also had an
influence on our understanding of how damage to certain parts of the brain could impact
behavior and functioning.
It is important that we need to have an understanding of biological processes as well
as basic anatomy and physiology which includes the three of the most important
components which are the brain, the nervous system, and neurotransmitters.
The central nervous system (CNS) is composed of the brain and spinal cord. The
outermost part of the brain is known as the cerebral cortex. This portion of the brain is
responsible for functioning in cognition, sensation, motor skills, and emotions.

Also important in the field of biopsychology are the actions of neurotransmitters.

Neurotransmitters carry information between neurons and enable chemical messages to be
sent from one part of the body to the brain, and vice versa. There are a variety of
neurotransmitters that affect the body in different ways. For example, the neurotransmitter
dopamine is involved in movement and learning. Excessive amounts of dopamine have
been associated with psychological disorders such as schizophrenia, while too little
dopamine is associated with Parkinson’s disease. A biopsychologist who might study the
various neurotransmitters could determine their effects on human behavior.

III. Conclusion:

Biopsychology represents one of the important ways of thinking about psychology,

therefore we can gain a greater understanding of how the brain and nervous system
influence human behavior.

By studying normal brain functioning as well as how brain disease and injury
influence behaviors, feelings, and thoughts, researchers are able to come up with new
ways of treating potential problems that might arise. By looking at the biological bases of
human behavior, we can be able to understand how the brain and physiological processes
might influence the way people think, act, and feel

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 Module 2: The Psychological Bases of Education
I. Introduction:
. Psychology has greatly influenced the development of modern education. Basic
connections and relationships between psychology and education are manifold.
Educational theory and practice are conditioned by the nature of human behavior. What
teachers do, how students learn and how teachers can help students learn are the main
influences of psychology on education.
II. Content:
It is discussed under the psychological bases of education the school of thoughts
which include the structuralism that focusses on the n breaking down mental processes into
the most basic components, the functionalism that focusses on the mind's functions and
adaptations, the Gestalt, believed that you must look at the whole of experience. According
to Gestalt thinkers, the whole is greater than the sum of its parts, a philosophy known
as holism. the behaviorism, that suggests that all behavior can be explained by
environmental causes rather than by internal forces. And it is focused on observable
behavior. The psychoanalytic that emphasized the influence of the unconscious mind on
behavior. The humanistic school of thought it emphasis on helping people achieve and fulfill
their potential. And the Cognitive psychology is the school of psychology that studies
mental processes, including how people think, perceive, remember and learn. It is also
tackled the psychological characteristic which enhance Man’s Educability which is also
important to us to know so that we could impart this in our field as we apply it in the real-life
situations.
As educator, as we undergo lifelong learning it help us to achieve personal fulfillment
and satisfaction. We can recognizes that we have a natural drive to explore, learn and grow
and encourages us to improve our own quality of life and sense of self-worth by paying
attention to the ideas and goals that inspire us. It can help us be a better individual, acquire
more skills and knowledge, and grow professionally.
And also we need also to remember that Heredity and environment play an important
role in learning. Heredity plays a vital role in forming a healthy individual who is fit to learn.

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Heredity contributes to the intelligence and intellectual maturity of an individual. The
environment also plays a huge role in learning. It helps to build self-confidence and enhances
motivation to learn.
III. Conclusion:

The Psychological Bases of Education is very important to teachers and it should be

highly embraced for effective performance in schools. Teachers are now able to understand
different students and pupils in the learning environment. Some students are not good
performance generally and teachers are able to identify their areas of interest. It has
brought mental development in young children. Through psychology, teachers are able to
assist the young ones to develop mentally. It has enabled motivation of weak students.
Motivation will help students in understanding themselves by learning how to learn and
behave towards subject matter. Motivation provide direction towards goals, enhance
cognitive processing abilities and performance, direct behavior toward particular goals, lead
to increased effort and energy. Lastly, it increases initiation of and persistence in activities. It
helps in Cognitive perspectives whereby teachers are able to understand individual
characteristic, abilities and challenges that emerge from disposition of learning and
development. These manifests as individual differences in intelligence, creativity, cognitive
style, motivation and the capacity to process information, communicate, and relate toothers.
As a conclusion, learning is often confused with maturation or physical growth.

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 Module 3: The Biological and Psychological Development of the Learner
I. Introduction:
Human development refers to the biological and psychological development
of the human being throughout the lifespan. It consists of the development from
infancy, childhood, and adolescence to adulthood
II. Content:
It is a pattern of movement that begins at conception and continues through the life
span of a well human being. Also it includes growth and decline. The human
development can be positive or negative. Growth deals with quantitative changes
while development deals with qualitative changes. Development is relatively orderly.
Development has proximodistal lpattern that deals with the development from
inward to upward. Another pattern is the cephalocaudal pattern in which the
development is from head to toe and from top to bottom. Development also takes place
gradually. The pattern of development is more likely be similar ,the outcome of
development process and the rate of development are vary among individuals.
Development as a process is complex because it is the product of biological,
cognitive and socio-emotional process. The biological process is a physical change.
The cognitive process is about knowledge, thoughts, and language. The socio-emotional is
a process that focuses on dealing with people. The human development has five (5)
different approaches .It includes life-long, multi-dimensional, plastic, contextual
and involves growth ,maintenance and regulation. The life-span of a human
development occurs al throughout the life-span of an individual. The development never
stops until death. The traditional occurs human development that shows extensive
change from birth to adolescence, little or no change in adulthood and decline in
the late old age. The life-long development does no tend by adulthood and no
development stage dominates the development. The multi-dimensional consists of
biological, cognitive and socio-emotional dimensions. The plastic development is
possible throughout the life-span. The contextual development, are individuals that can
adopt.

III. Conclusion:

Learning is one of the most fundamental aspects of our lives, as it catalyzes self-
improvement while fostering growth and innovation in society. Learning results from
experience and causes a relatively lasting change in behavior. This essentially means that
environmental influences allow us to learn, and therefore change our behavior and thought
process. The biological and psychological aspects of learning work to enhance the human
Can-avid 6806
experience.
Eastern Samar, Philippines
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Understanding the biological basis of learning helps teachers determine which teaching
[Link]
techniques best enhance student learning. Many teachers utilize the think-pair-share
method of learning in which students think about a solution to a question, pair with a partner
to discuss that solution, and share their findings with the class.. Making connections with

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concepts from different classes can also strengthen the formation of neural networks and
can help a student remember the material better for the future.
Furthermore, learning can be influenced by external psychological factors as well. For
example, motivation is an internal force that controls the drive to learn and guides the
behavior of each individual. Intrinsic forms of motivation include activities that are done for
the feeling of pleasure, interest, and satisfaction. On the other hand, extrinsic forms of
motivation stem from tangible results such as external rewards, benefits, or obligations.
Similar to the types of motivations associated with learning, humans also have internal and
external desires that are often fulfilled through constant, lifelong learning. Yet another factor
that influences learning is external sources of stress, and the amount of stress that a
person experiences due to these discrete sources. If learning takes place in a stressful
environment, the levels of cortisol increase immediately. Therefore, it is best to learn and
comprehend information in a calm, peaceful, and stress-free environment – not only
because learning is optimized, but also because performance outcomes are greatly
heightened.
From these findings, it can be ascertained that there are biological and psychological
components to learning. Understanding both of these components provides a foundation for
analyzing the ways in which humans learn and sheds some insight into why we learn and in
what ways we learn best. Learning is a form of art, and an understanding of how to learn
more effectively will foster personal growth and pioneer innovation for society.

It is a pattern of movement that

begins at conception and
continues through the life span of
a well human being. Also it
includes growth and decline.
The human development can

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be positive or negative.
Growth deals with quantitative
changes while development
deals
with qualitative changes.
Development is relatively
orderly. Development has
proximodistal
pattern that deals with the
development from inward to
upward. Another pattern is
the
cephalocaudal pattern in which
the development is from head to
toe and from top to bottom.
Development also takes place
gradually. The pattern of
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development is more likely be
similar,
the outcome of development
process and the rate of
development are vary among
individuals. Development as a
process is complex because it
is the product of biological,
cognitive and socio-emotional
process. The biological process
is a physical change. The
cognitive process is about
knowledge, thoughts, and
language. The socio-emotional is
a process

8
that focuses on dealing with
people. The human development
has five (5) different approaches.
It includes life-long,
multi-dimensional, plastic,
contextual and involves
growth,
maintenance and regulation.
The life-span of a human
development occurs al
throughout the
life-span of an individual. The
development never stops until
death. The traditional occurs
human development that shows
extensive change from birth to
adolescence, little or no
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change in adulthood and
decline in the late old age.
The life-long development does
not
end by adulthood and no
development stage dominates
the development. The multi-
dimensional consists of
biological, cognitive and socio-
emotional dimensions. The
plastic
development is possible
throughout the life-span. The
contextual development, are
individuals
that can adopt

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Can-avid 6806
Eastern Samar, Philippines
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[Link]

Module 4: Learner’s Differences

I. Introduction
Individual differences can be defined as personal characteristic that distinguish
learners from each other in the teaching learning process.

Individual differences are necessary in planning for effective instruction. There 3

factors considered that bring the student diversity are Socio-economic status, learning style
and exceptionalities. Socio is referring to status of every family in the society where they
live while economic refers to money or income of every family. We are always says that
education is the key to alleviate poverty. The learning process of a child lays the economics
status of the families...e.g.: children from informal settler differs their learning styles,
choosing schools, their lifestyle, their foods etc. this also affects the social interaction in
classroom or the school campus. But those families living in the middle class and elite
families have different lifestyle comparing those have less in resources. It also affects the
learning capabilities of the children.

II. CONTENT:
I realize that there are many strategies on how to level up the cognitive development
of children while engaging different status of the community. Children can be more socially
relates if we explain to the pupils that they are the same and equally treats even they have
different status in life. The important is they understand each other by explaining well. There
are also advantages for the pupils to emerge their learning styles so that they will know
some negative & positive outlook in life.

If I will be a classroom adviser someday, I’ll see to it that my pupils will not be
deprived their rights being a child in terms of socio-economic status because is not
hindrance to the individual to interact socially. Learning must be achieved without
prejudice. I assure that there is harmony, understanding and open communications both
parents and teachers in terms of their needs and supports.
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 II. Conclusion
. As a teacher I must know he individual difference of students as per the present
requirement as knowledge of individual differences will help a teacher to make child fit in his
present atmosphere. It is being recognized that all students do not learn in similar way.

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Module 6: Motivation and Learning

I. INTRODUCTION:
Motivation is a complex part of human psychology and behavior that influences how
individuals choose to invest their time, how much energy they exert in any given task, how
they think and feel about the task, and how long they persist in the task (Bakar, [1]). Bakar
added that motivation reflects in students’ choices of learning tasks, the time and effort they
devote to them, their persistence on learning tasks, and in coping with the obstacles they
encounter in the learning process. According to Luthans [2], motivation is a process which
starts with physiological or psychological deficiency or need that activates a behavior or
drive which is aimed at a goal or incentives. This is why motivation is referred to as “the
reasons underlying behavior” (Guay et al., [3], p. 712). Learners assign various meanings
and attitudes to academic activities— personal meanings and attitudes that arouse and
direct their energies in different ways. These associated energizing and directing effects are
referred to as motivation or sometimes motivation to learn. Motivation is the key to success
in the teaching-learning process.

II. CONTENT:

The motivation of learners is essential for their academic success in school.

Motivation has been related to the amount of intellectual energy typically used in learning
activities, and this led to a belief that motivation could be seen as a stable characteristic of
the learner, on a par with personality. Motivation is what causes a person to want to know,
act, understand, believe, or gain particular knowledge, skills, attitude, or values. There are
several types of motivation as contained in the literature; however, the major types of
motivation discussed in this article were the intrinsic and extrinsic motivation. Learners have
different types of motives as a goal that propels them toward academic success. These
achievement goals include mastery goal, performance goal, performance-avoidance goal or
failure-avoidance goal, and social goals. Motivation can be influenced by some factors.
These factors include needs, interest, enjoyment, the social life of students, the teacher, the
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teaching method used, and the learning environment. Motivation is important because it
stimulates and energizes the learners to think, concentrate, and learn effectively. In
improving students’ motivation, the teacher must pay attention to some factors. These
include setting a clear goal, showing the need for the lesson, arousing and maintaining
learners’ interest in the lesson, and increasing chances of success among others. Finally, if
the teacher can apply all the motivational strategies discussed in this article in the teaching-
learning process, it is possible that learners will be energized and enthusiastic to reach the
learning goal.

III. CONCLUSION:

Students’ motivation is a critical part of success in education and later life, but it has
often been overlooked by educators. This article has demonstrated that, in the process of
teaching and learning, the motivational variable have a potentiating effect on students’
learning. Efforts geared towards improving the quality and effectiveness of teachers is
unlikely to improve students’ achievement if large numbers of students are unmotivated to
learn. Therefore, the present article provides teachers and educators with valuable
information on students’ motivation to learn. Understanding of how each of the motivational
goals, types, and dimensions influences learning will place teachers and educators in a
better position to help and support students who have long been struggling with learning.
The role of teachers in motivating learners cannot be overemphasized. It is recommended
that teachers should create an active learning environment that enhances students’
perceived autonomy and competence, providing students with choices and opportunities for
self-directed learning, and planning learning activities that might increase
their feeling of mastery. Finally, teachers are encouraged to employ all the motivation
strategies earlier discussed. This will enhance students’ learning
and improve their academic achievement.

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Module 7: Efficient Learning

I. INTRODUCTION:

Before getting to the techniques, first it’s best to understand what efficient
learning is. In short, efficient learning is a blanket term that applies to widespread
techniques.
There’s no one method of learning efficiently that is above everything. It’s
any technique you can think of that smoothest out the learning process and
makes retaining. These intense bursts of learning over a long period of time are
similar to other techniques I recommended in the past. As such, they are highly
effective in any field. Some other examples can be self-directed learning,
leveraging a memory palace, and [Link] the information easier.

II. CONTENT:

Knowing the most effective strategies for how to learn can help you maximize your
efforts when you are trying to acquire new ideas, concepts, and skills. If you are like many
people, your time is limited, so it is important to get the most educational value out of the
time you have.

Speed of learning is not the only important factor, however. It is important to be able
to accurately remember the information that you learn, recall it at a later time, and use it
effectively in a wide variety of situations.

As you approach a new subject, incorporate some of the following tactics:

1. Find ways to boost your memory

2. Always keep learning new things
3. Use a variety of learning techniques
4. Try teaching it to someone else

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 5. Connect new information to things you already know
6. Look for opportunities to have hands-on experiences
7. Remember that mistakes are part of the process
8. Study a little bit every day
9. Test yourself

10. Focus on one thing at a time

Can-avid 6806
Knowing
Eastern how to learn well is
Samar, Philippines not something that happens overnight, but putting a few of
[Link]@[Link]
these learning techniques into
[Link] daily practice can help you get more out of your study time.

III. CONCLUSION:

If you want to know how to learn, it is important to explore learning techniques that
have been shown to be effective. Strategies such as boosting your memory and learning in
multiple ways can be helpful. Regularly learning new things, using distributed practice, and
testing yourself often can also be helpful ways to become a more efficient learner.

Becoming a more effective learner can take time, and it always takes practice and
determination to establish new habits. Start by focusing on just a few of these tips to see if
you can get more out of your next study session.

Perhaps most importantly, work on developing the mindset that you are capable of
improving your knowledge and skills. Research suggests that believing in your own
capacity for growth is one of the best ways to take advantage of the learning opportunities
you pursue

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Module 8: Handling Behaviors Problem Children

I. INTRODUCTION:

Children sometimes argue, are aggressive, or act angry or defiant around adults.
A behavior disorder may be diagnosed when these disruptive behaviors are
uncommon for the child’s age at the time, persist over time, or are severe.
Because disruptive behavior disorders involve acting out and showing unwanted
behavior towards others they are sometimes called externalizing disorders.

II. CONTENT:

Starting treatment early is important. Treatment is most effective if it fits the

needs of the specific child and family. The first step to treatment is to talk with a
healthcare provider. A comprehensive evaluation by a mental health
professional may be needed to get the right diagnosis. Some of the signs of
behavior problems, such as not following rules in school, could be related to
learning problems which may need additional intervention. For younger
children, the treatment with the strongest evidence is behavior therapy training
for parents, where a therapist helps the parent learn effective ways to
strengthen the parent-child relationship and respond to the child’s behavior. For
school-age children and teens, an often-used effective treatment is a
combination of training and therapy that includes the child, the family, and the
school.

Child behavior problems are best addressed with consistent discipline strategies. Keep in mind that
it's normal for kids to regress once in a while. Your child may revert back to baby talk at age eight or

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 grow defiant again after months of compliance. Phases like this are normal and may be just a
developmental process your child needs to go through.

But if behavior problems aren't responding to your discipline strategies, or your child's behavior has
started disrupting their education and peer relationships, talk to your pediatrician. You'll want to rule
out any underlying developmental issues, learning disabilities, or medical conditions.

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CONCLUSION:
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It is not known exactly why some children develop disruptive behavior
disorders. Many factors may play a role, including biological and social factors. It
is known that children are at greater risk when they are exposed to other types
of violence and criminal behavior, when they experience maltreatment or harsh
or inconsistent parenting, or when their parents have mental health conditions
like substance use disorders, depression, or attention-deficit/hyperactivity
disorder (ADHD). The quality of early childhood care also can impact whether a
child develops behavior problems.

Although these factors appear to increase the risk for disruptive behavior
disorders, there are ways to decrease the chance that children experience them.
Learn about public health approaches to prevent these risks:

 Positive parenting strategies for young children

 Positive parenting tips
 Child maltreatment prevention
 Youth violence prevention
 Bullying prevention
 Mental health in adults
 Finding high quality child care

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Module 9: Measurement and Evaluation

I. INTRODUCTION:

The relationship among measurement, assessment, and evaluation.. What is it?

Although teaching, learning, and assessment have been there since forever, people still
have dozens of misconceptions regarding them. There are just too many terms with the
same meaning, or that’s what some might think!
Assessment, evaluation, measurement, and testing are all the same, they say. They
measure the same thing, give the same results, and all are time consuming, they cry.
But what are the chances that we’ve just been a little too harsh on them? even though
these comments are not true, at all, they are widespread and they’re all no more than a
misconception we’d like to put to rest now.
We’ve dedicated a big part of our last blog post to explaining the difference
between online exams and offline exams, the common points between them, and how
we get the results from both of them using advanced technology without the hassle of
re-calculating things yourself.

II. CONTENT:

Measurement refers to the process by which the attributes or dimensions of some

physical object are determined. One exception seems to be in the use of the word measure
in determining the IQ of a person. The phrase, "this test measures IQ" is commonly used.
Measuring such things as attitudes or preferences also applies. However, when we
measure, we generally use some standard instrument to determine how big, tall, heavy,
voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to
physical devices such as rulers, scales, thermometers, pressure gauges, etc. We measure
to obtain information about what is. Such information may or may not be useful, depending
on the accuracy of the instruments we use, and our skill at using them. There are few such
instruments in the social sciences that approach the validity and reliability of say a 12" ruler.

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We measure how big a classroom is in terms of square feet, we measure the temperature
of the room by using a thermometer, and we use an Ohm meter to determine the voltage,
amperage, and resistance in a circuit. In all of these examples, we are not assessing
anything; we are simply collecting information relative to some established rule or standard.
Assessment is therefore quite different from measurement, and has uses that suggest very
different purposes. When used in a learning objective, the definition provided on the
ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring
device to an object, series of objects, events, or conditions, according to practices accepted
by those who are skilled in the use of the device or scale. An important point in the
definition is that the person be skilled in the use of the device or scale. For example, a
person who has in his or her possession a working Ohm meter, but does not know how to
use it properly, could apply it to an electrical circuit but the obtained results would.

Evaluation is perhaps the most complex and least understood of the terms. Inherent in the
idea of evaluation is "value." When we evaluate, what we are doing is engaging in some
process that is designed to provide information that will help us make a judgment about a
given situation. Generally, any evaluation process requires information about the situation
in question. A situation is an umbrella term that takes into account such ideas as objectives,
goals, standards, procedures, and so on. When we evaluate, we are saying that the
process will yield information regarding the worthiness, appropriateness, goodness, validity,
legality, etc., of something for which a reliable measurement or assessment has been
made. For example, I often ask my students if they wanted to determine the temperature of
the classroom they would need to get a thermometer and take several readings at different
spots, and perhaps average the readings. That is simple measuring. The average
temperature tells us nothing about whether or not it is appropriate for learning. In order to
do that, students would have to be polled in some reliable and valid way. That polling
process is what evaluation is all about. A classroom average temperature of 75 degrees is
simply information. It is the context of the temperature for a particular purpose that provides
the criteria for evaluation. A temperature of 75 degrees may not be very good for some
students, while for others, it is ideal for learning. We evaluate every day. Teachers, in
particular, are constantly evaluating students, and such evaluations are usually done in the
context of comparisons between what was intended (learning, progress, behavior) and what
was obtained. When used in a learning objective, the definition provided on the ADPRIMA
site for the behavioral verb evaluate is: To classify objects, situations, people, conditions,
etc., according to defined criteria of quality. Indication of quality must be given in the

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 defined criteria of each class category. Evaluation differs from general classification only in
this respect.

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III: CONCLUSION:
[Link]@[Link]
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To sum up, we measure distance, we assess learning, and we evaluate results in terms of
some set of criteria. These three terms are certainly share some common attributes, but it is
useful to think of them as separate but connected ideas and processes.

The importance of measurement and evaluation in education is evident in the way an

educational institution performs. Measurement and evaluation mean a great deal of
difference between a successful institution and another that needs more improvement.
They are critical in providing information for top decision makers to enhance learning,
teaching methods, curriculum, and student performance.

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MODULE 10: The Professional Growth of the Teacher

I. INTRODUCTION:
Education is a never-ending process. It doesn’t stop after earning a degree and
starting a career. Through continuing education, career-minded individuals can constantly
improve their skills and become more proficient at their jobs. In the field of K-12 education
administration, it is particularly important for school administrators to encourage teachers to
pursue professional development, not only to ensure the best learning outcomes for their
students but also to be more effective and satisfied in various other aspects of their work.

II. CONTENT:

It’s easy for teachers to become burdened by the grind of teaching. Professional
development gives them an opportunity to step out of their routine — they get to be the
student instead of the teacher. This keeps educators engaged because they feel like they
are receiving the professional help they need to be better teachers. After all, professional
development nurtures the talents of teachers who aspire to take on educational leadership
positions, and teachers must learn from other experienced leaders to become effective
future leaders themselves.

Implementing professional education development has benefits for both teachers

and students, but most importantly, it helps teachers become better educators and develop
into competent future school administrators.

Educational technology, guidelines for school districts, and standards for curricula
are continually changing. This makes it challenging for teachers to keep up with trends and
best practices in the field. Professional development for teachers turns teachers into
stronger and more fitting teachers by allowing them to produce useful and personalized
lessons for the students today. Research has shown that as a result of student
achievement will increase by as much as 21 percentile points as a result of professional
development for teachers. Professionalism in teacher education is the dire need of the
hour. Knowledge and experience alone are not enough for teachers in their entire careers

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to supporting them. National Board Certification is one option for teachers abroad for
seeking professional development and for adhering to the current educational standards to
ensure optimal learning for students. Studies have supported that students taught by the
teachers who had National Board Certification had higher scores in all subjects as
compared to the students of the teachers without a National Board Certification.

III: CONCLUSION:

The secret to moving your career forward is to reflect, plan, prepare, and take action.
Setting goals on a calendar will give you a timetable and a concentration. For example,
each quarter (3 months), make a goal of attending a talk or seminar on professional
development. Choose and record a subject you would like to know more about or are
unfamiliar with though it is something as small as a one-hour webinar. Take notes, absorb
the information, and make good use of your newfound knowledge. It is vital that as a
teacher, you ask specific questions to yourself like; What would I want to do in my
classroom? What professional goals should I set so that my classroom has the best
learning atmosphere? How do I interact with my classroom in a better way? Etc. Once the
goals are set, a teacher needs to work hard towards it in order to get a sense of
accomplishment.
Implementing the advancement of professional education has advantages for both teachers
and students, but, most significantly, it helps teachers become better educators and grow
into qualified future school administrators. Ultimately professional development for
teachers helps a teacher overcome all the significant obstacles he or she faces in the
classroom and is an ideal way to build a classroom of dreams!

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Module 11: The Teacher’s Personality Adjustment and Mental Development

I. INTRODUCTION:

Teachers are in the most strategic position to facilitate a balanced personality development and a more
adequate adjustment of the learner. The effectiveness of teachers in the personality development and
adjustment of students essentially depends up on teachers on personality. The teacher's own adjustment not
only contributes to better adjustment of pupils but is essential for his own efficiency and happiness. The
effectiveness of teachers in the personality development and adjustment of students
essentially depends up on teachers on personality.

II. CONTENT:
Causes of teacher’s mal adjustment. The teacher's own adjustment not only contributes to
better adjustment of pupils but is essential for his own efficiency and happiness. A
maladjusted teacher not only destroys his own professional life but also ruins his or her
student's life. There are many factors which contribute for the mal adjustment of teachers.
Some of the important causes of maladjustment are discussed below.

1) Lack of professional attitude and spirit- most of the teachers in our schools accepted
teaching as a profession not because of their interest in teaching but because they failed to
secure other jobs. Such teachers naturally lack professional attitude and spirit.

2) Work load- the duties and responsibilities of a teacher are always very high and an
average teacher is always under stress. The constant stress creates emotional tension and
anxiety that impair the mental health of the teacher.

3) Insecurity of service-
Services in privately managed schools are generally insecure. The teachers in such
schools live up on the mercy of the management of that school. There is a constant fear of
going out of that service. This creates anxiety and fear in the minds of the teacher.

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4) Poor salary and low status – in the present social set up of India teachers are poorly paid
when compared to their less qualified compartments in other professions. Added to this in
our society teachers are not getting enough respect and recognition. This may leads to the
demotion of self concept of the teacher which ultimately results in maladjustment.
5) Lack of recreational facilities- teachers seldom gets the time for recreation or rest. Lack
of recreational activities in schools and teachers inaptitude in participate in them make their
professional life dull and uninteresting.

6) Low of physical health- teacher's bodily health is not satisfactory. Low income and lack of
recreational facilities are the reasons for this. Low physical health is an important factor for
low mental health.
7) Maltreatment of management- Most private schools in our country are managed by the
persons of particular cast, religion or creed. Consequently it becomes difficult for a teacher
from a different cast to adjust. Most often he or she may get step motherly treatment from
the managements. This causes worry and mental stress in the mind of a teacher.
8) . High moral expectations- teachers are often expected to behave like an ideal exemplary
by the society. But this is not possible because of the high complexities of fast-moving
society and it is natural that evils of society may affect his personality naturally in course of
time. The failure to rise up to the expectations of the society creates frustration and conflicts
in the mind of the teacher which results in maladjustment.
9) Unhealthy inter-personal relation ship among teachers. - Inter-personal conflict and
tensions among teachers is at peak due to the increasing number of professional
organizations and teacher politics. Harmony, co-operation, love, unity spirit, good-will of the
institution etc has vanished from the teacher's room.
10) Lack of facilities- poor school plant, ill-equipped classrooms, faulty time schedule, lack
of library and laboratory, shortage of teaching aids etc creates unnecessary stress and
strain in teachers.

SUGESSTIONS FOR BETTER ADJUSTMENT OF TEACHERS

The following programs will help to improve the mental health of teachers
Equitable work load- the present workload should be reduced by appointing more teachers
or by pooling divisions where ever possible. Besides other duties should be divides equally
among all the members of the staff.

Security service- rules and regulations should be modified to ensure the job security of the
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teachers. Necessary steps should be adopted to make sure those teachers getting descent
payments from their institutions. This will enhance confidence level of the teacher.

Ensure democratic school environment- democratic operation of the school, open channel
for communication between teachers and administrators, discussion rather than dictation of
policies, absence of casticism, favoritism and groupism team-spirit and good will among
teachers and by assigning equal responsibilities to all.

Improving teacher- teacher relations- inter-personal relations among teachers should be

improved by providing better environment for developing team-spirit and good will among
teachers.

Opportunities for professional growth-Teachers should be frequently equipped with in-

service programs to refresh their knowledge and modify their skills. It enables them to
understand the new teaching methods and strategies available.

Arranging, seminars, workshops and conferences – by arranging, seminars, workshops and

conferences teachers from different schools get mingled each one will get new experiences
that is shared by other one and it will help them in their profession.

III. CONCLUSION:

A teacher's personality has a great bearing on the personality development of the students.
It is stated that books can teach, only personality can educate. Various researches prove
that emotional stability of the teachers affects the learners. The impact of teacher's
personality development and adjustment on the wholesome personality development and
adjustment of the pupils is discussed below:

Impact of teacher's character and personality: character and the personality of the students
cannot be developed if the teacher who is the model to be followed lacks character and
personality. Aim of education to mould the behavior of the learner to a preplanned well
accepted manner. Such modification of behavior can be found in ones healthy attitudes,
good habits, standard values etc. the development of ones healthy attitudes, good habits,
standard values etc depend up on the nature of experience one is exposed to. In schools
teachers personality remains vital experience for the students to examine and imitate. The
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effectiveness of teachers in the personality development and character formation depends
up on teacher's own personality and character. Through continues identification and
introjection's child consciously acquires and learns the habits attitudes, personality and
character from the teachers.

Impact of teacher's adjustment: teachers who are competent and emotionally mature make
the total school atmosphere full of learning experience for the students. On the other hand
incompetent and maladjusted teachers spoil the school atmosphere. Unsatisfied frustrated
teachers cannot make students happy and well adjusted in the school. Teacher should be
mentally alert and stable to develop alertness and stability in students. Teacher's behavior
will reflect the student's behavior.

Impact of teacher's mental health: a mentally health and well adjusted teacher plays a vital
role in promoting mental health of students. Only if the teacher is free from worries,
anxieties, and tensions then only he can impart the function of promoting mental heath and
mental hygiene. Thus in order to develop sound mental health in student's teacher himself
should pose sound mental health.
Impact of teacher's temperament: the general stability of the teacher is of utmost
importance in balance and controlled emotional development of the students. Any slight
mental imbalance or temperamental instability of the teacher will reflected in the student's
behavior.

A warm rapport between a teacher and a student is always necessary. The relationship or
bond between a teacher and a student is always strong and special. The strong bondage
can be realized in the future.

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