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1. Ma. Martha Manette A. Madrid, Ed.D.
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
FACULTY DEVELOPMENT TRAINING 2011
November 05, 2011

2. are things we believe or think
about a person, a thing or an
event.
 are beliefs, what the person
believes about the idea.
 a person's disposition towards
something
how a person feels about the
idea

4.  History is interesting because it tells us
about people lived.
 Assignments are a waste of time;
I never get them finished. are
beliefs, what the person believes about
the idea.
 English is a bludge; it's just about how
you talk.
 I will never be able to learn
mathematics because I don't understand
algebra.

5. What is your Positive Negative
attitude to..? Attitude Attitude
 History  is interesting
because it
tells us about
people lived
 Assignment  are a waste of
time; I never
get them
finished.

6. What is your Positive Negative
attitude to..? Attitude Attitude
 English  is a bludge; it's
just about how
you talk.
 Mathematics Iwill never be
able to learn
mathematics
because I
don't
understand
algebra.

7. What is your Positive Negative
attitude to..? Attitude Attitude
 Graduate It is my I don't need to
School responsibility enroll in the
graduate
program
because …..
- I’m busy
- It’s not free

8. What is your Positive Negative
attitude to..? Attitude Attitude
 Attending
seminars, fac
ulty
development,
etc.

9. What is your Positive Negative
attitude to..? Attitude Attitude
 Use of varied
instructional
equipment /
materials

10. recognize the bad attitudes and
say the feelings you have with
them (categorize the feeling),
ask yourself "What can I do about
it ?"
identify the situations that are
associated with the attitude or
feeling

12. 1. Acceptance
 By making eye contact with each student in the
class, being sure to pay attention to all quadrants
of the classroom.
 By calling all students by their first or preferred
name.
 By deliberately moving toward and staying close
to learners.
 By touching students in appropriate and
acceptable ways.

13.  Providing wait time—pausing to allow a
student more time to answer instead of
moving on to another student when you
don't get an immediate response.
 Dignifying responses—giving credit for the
correct aspects of an incorrect response.
 Restating the question—asking the question
a second time.

14.  Rephrasing the question—using different
words that might increase the probability of
a correct response.
 Providing guidance—giving enough hints and
clues so that the student will eventually
determine the correct answer.

15. 2. Comfort and Order
 Comfort - as described at school (in the
classroom) refers to physical comfort.
 room temperature,
 the arrangement of furniture, and
 the amount of physical activity permitted
during the school day

16. How to arrange desks and other
furniture.
When to take breaks and what kind of
breaks they will be.
What to display on the bulletin boards
and walls.

17. 2. Comfort and Order
 Order - refers to identifiable routines
and guidelines for acceptable behavior in
the class.
 Beginning class
 Ending class
 Interruptions
 Instructional procedures

18.  Noninstructionalprocedures
 Grading procedures
 General conduct in the room or school
 Communication procedures

19. 1. Task Value
 Tasks they're involved in are relevant to
their personal goals.
 knowing what students are interested in
and then linking tasks to their interests.

20. 2. Task Clarity
Aclear model of how a task will look
when it is completed.
 Teachers
should provide models of
completed tasks.

21. 1. Making sense of education
 Do I study solely for the purpose of
getting a degree to advance my
job/career prospects?
 Do I study to prove my capability through
academic grades?
 Do I study to satisfy my curiosity and
learn new things?

22. 2. Motivation to learn
 Do I study solely for the purpose of
getting a degree to advance my
job/career prospects?
 Do I study to prove my capability through
academic grades?
 Do I study to satisfy my curiosity and
learn new things?

23. 2. Attitudes towards learning
 Ways to Promote Positive
Attitudes Towards School

25. 1. Directedness
 Confidence is a good
name for what is
intended by the term
directness.
 It denotes the
straightforwardness
with which one goes
at what he has to do.

26. 2. Open-
mindedness
An attitude of
mind which
actively welcomes
suggestions and
relevant
information from
all sides

27. 3. Single-
mindedness
Completeness of
interest, unity of
purpose

28. 4. Responsibility
 thedisposition to
consider in advance the
probable consequences
of any projected step
and deliberately to
accept them: to accept
them in the sense of
taking them into
account, acknowledging
them in action, not
yielding a mere verbal
assent.

30. Positive
reinforcement can
help students sculpt a
more enthusiastic
attitude toward
school.
 verbalpraise
 recognition

32. Whenever possible,
note connections to
lessons from your
child's classes, such
as:
 events in the news,
 current weather,
 money-related,
 math calculations,
 and other occurrences.

34. Identify any sources
of your pupil or
student is facing,
including
interpersonal
problems with:
 abusive teachers
 or bullies,
 and situational
problems such as stage
fright during oral
reports.

35. A Pyramidal Model of
Teaching Expertise
In Philippine Higher
Education

36. E
E
N
S
H
S
A
E
N
N
C
T
E
I
R
A
S
L
S

37. E
E
N
S
H
S
A
E
N
N
C
T
E
I
R
A
S
L
S

38. E
E
N
S
H
S
A
E
N
N
C
T
E
I
R
A
S
L
S

39. E
E
N
S
H
S
A
E
N
N
C
T
E
I
R
A
S
L
S

40. E
E
N
S
H
S
A
E
N
N
C
T
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I
R
A
S
L
S

41. E
E
N
S
H
S
A
E
N
N
C
T
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I
R
A
S
L
S

42. E
E
N
S
H
S
A
E
N
N
C
T
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I
R
A
S
L
S

43. E
E
N
S
H
S
A
E
N
N
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L
S

44. E
E
N
S
H
S
A
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N
N
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S

45. E
E
N
S
H
S
A
E
N
N
C
T
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I
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A
S
L
S

46. Classroom
Humor
E Affectionate
interaction
S with students E
S N
Values Integration
E H
N A
Making Learning Pleasant
T and Enjoyable N
I C
A Magnetism /Charisma E
L R
S Use of varied instructional S
equipment / materials
Learner - centeredness
Developing students’ responsibility for learning
Expressive body language
Excellent oral communication skills, Use of varied instructional
strategies, Maintenance of students’ on – task behavior
Content mastery, instructional clarity, non – threatening disposition, enthusiasm, absence of class
disruption, efficient handling of routine activities and time management, provision for two – way
communication, sensitivity to students’ learning problems and difficulties, anticipation of probable
learning problems or misconception, and high rapport with students.

47. Use this exercise to explore your
attitudes and beliefs about learning:
I believe that lifelong learning will help me
achieve my goals.
 I'm willing to make mistakes and learn from
them.
 I'm aware that learning opportunities are all
around me.
 I take charge of my own learning. I use every
opportunity I have to learn something new.

48.  I'm willing and eager to learn.
 I know what skills and knowledge I need or
want to learn.
 I know where to find out about formal learning
opportunities (mentors, co-workers, friends,
supervisors, family members).
 I set new learning goals regularly.

49. 2 teach is
2 touch lives
4ever