M1 and M2 PSTMT Flashcards

1
Q

Requires the use of
specific knowledge,
technique in performing
the job.
- Teachers need this skill for
effective classroom
management of school
operation.

A

TECHNICAL SKILL

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2
Q

Ability to understand,
communicate, work and
integrate with the workers.
- Helps the educators to
establish a healthy students
relationship as well as with
others.

A

HUMAN RELATION SKILL

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3
Q

Ability and competence to
see the school in terms of
broad relationship.
Enable the educational
personnel to work with
ideas and to relate events or
activities based from the
resources.

A

CONCEPTUALIZE SKILL

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4
Q

Ability and competence of the
mentors in taking effective
and appropriate decision
relating to school
management.
Anticipate both intended and
unintended consequences of
the decision taken.

A

DECISION MAKING SKILL

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5
Q

Establish appropriate
channel of
communication to relate
effectively with students
and subordinates.
- Communicate
information clearly
without ambiguity

A

COMMUNICATION SKILL

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6
Q

Enable the mentors to
handle classroom
management problem.
- Ability to identify the
symptoms of problems
and finding out the
solution.

A

DIAGNOSTIC SKILL

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7
Q

Ability to examine and
understand a particular
problematic situation.
- Enable the teacher to
make the right decision
in managing
educational institution
and problem situation.

A

ANALYTIC SKILL

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8
Q

Competent to build up
the structure, both human
and material resources.
- Ability to establish the
statement clearly,
procedure in doing a
particular task given to the
atudents.

A

ORGANIZING SKILL

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9
Q

Efficient to carry out the
supervision of instruction,
programs and activities of the
school system.
- Ability to supervise various
units in the the school to work
as a team towards achievement
of the school goals.

A

SUPERVISORY SKILL

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10
Q

Involve the knowledge to use
the various information and
communication tools.
- ICT skill will help the faculty
member to effectively manage
school records involving
students and staff.

A

ICT SKILL

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11
Q

observable behavior and learning is the result of environmental stimuli responses

A

behavorism

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12
Q

learning through digital era and connecting with others/ modern learning theory that emphasizes the importance of connections and networks in the learning process.

A

connectivism

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13
Q

existing knowledge is utilized to build up more knowledge

A

constructivism

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14
Q

emphasizes the role of social interactions, observation, and modeling in the learning process.Mental process, understanding the mind, similar to how computers work.

A

cognitivism

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15
Q

-dog test
-repitition
-association of 2 stimuli making an involuntary action

A

classical conditioning

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16
Q

-through reinforcment system
-positive>reward
-negative>punishment

A

operant conditioning

17
Q

teacher and the teaching profession

A

-roles of the teacher
-general teaching skills

18
Q

general teaching skills

A

-pre instructional skills
-instructional skills
-post instructional skills

19
Q

Roles of the Teacher

A

Instructional Expert
Manager
Counselor

20
Q

Pre-instructional skills

A

Identify content
Write objectives
Introduce the lesson
Selecting instructional strategy
Closing the lesson
Evaluating the lesson
Identify the New content to be taught

21
Q

Instructional Skills

A

Communicate with the students
Gain the student’s attention
Arouse and maintain student interest
Use stimulus variation and reinforcements
Use appropriate questioning techniques
Management if the learning environment smoothly and effectively
Use appropriate lesson closure
Evaluate lesson objectives

22
Q

Post-instructional skills

A

Analyze collected evaluative information
Make judgements regarding evaluative information

23
Q

Principles of Effective Teaching and Learning

A

Seize the Moment
Involve the student in planning
Begin with what the student knows
Move from simple to complex
Accommodate the student’s preferred learning style
Sort goals by learning domain
Make material meaningful
Tell your students how they are proposing
Allow immediate application of knowledge
Plan for periodic tests
Reward desired learning with praise

24
Q

planning for effective teaching

A

-planning instruction
-arousing and maintaining students’ interest
-opening a lesson
-selecting appropriate learning strategies
-forms of instruction
-selecting appropriate teaching method
-types of learning experiences
-closing a lesson

25
Q

Planning Instruction

A

Instructional planning is a DECISION-MAKING PROCESS
Vital areas: Subject matter knowledge and action system knowledge
Organize, present and teach the subject matter in a manner that can be understood by the students

26
Q

Arousing and Maintaining Student Interests

A

Silence
Voice control
Gestures
MOTIVATION-enhance the intrinsic and extrinsic motivation of the students

27
Q

Opening a Lesson

A

Personalizing and warming up the climate
Using an attention getter
Relating the lesson to the world of students
Reviewing past work
Using advance organizers

28
Q

Selecting Appropriate Learning Activities

A

Forms of instruction:

Symbolic learning
Iconic learning
Enactive learning

Types of learning experiences:

Verbal experiences
Visual experiences
Vicarious experiences
Simulated experiences
Direct experiences

29
Q

Selecting Appropriate Teaching Method

A

Teacher directed methods
Student centered methods
Materials centered methods

30
Q

Closing a Lesson

A

Summary reviews
Eliciting generalizations and abstractions
Feedback on Group Accompishments
Previewing the next lesson