21ST CENTURY PARADIGM SHIFTS NEEDED BY TEACHERS

From the concept of:

 the teacher as “sage on stage” to teacher as “guide on the side”

 the teacher as the only source of information to teacher as just one source of information

 the teacher as mere depositor of knowledge to teacher as facilitator of the acquisition of

knowledge

 the teacher who is “know all” omniscient, omnipotent to teacher who accepts that he
does not know and can not do all

 the learner as “empty vessel” or “empty receptacle” to learner as one of the richest
resources of learning in the classroom and producer of knowledge

 the learner as having just two intelligences – linguistic and logical – mathematical to
learner with 8 multiple intelligences

 the learner as following one prescribed learning style to learner with various learning
styles

 teaching focused on content only teaching concerned with both content and process

 teaching for information only to teaching information for formation and transformation

 teaching for testing to teaching primarily for learning not just for test purposes

 good teaching as characterized by “answering pedagogy” to creative and critical thinking

pedagogy

 the classroom as the only learning place to the idea that the every place is a learning
place, the whole world as an open classroom

 an instruction that is compartmentalized and choppy, isolated bits and pieces to

instruction that is integrated, connected, “borderless”, “seamless”

 an instruction for the classroom and for grades only to instruction not only for grades but
more for life
 COMPETENCY STANDARDS FOR TEACHERS

Graduates of the BEEd and BSEd programs are teachers who

 have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;

 have a deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in their students;

 have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural, and political processes;

 have a meaningful and comprehensive knowledge of the subject matter they will teach;

 can apply a wide range of teaching process skills ( including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches);

 have direct experience in the field/classroom (e.g., classroom observation, teaching

assistance, practice teaching);

 can demonstrate and practice the professional and ethical requirements of the teaching
professions;

 can facilitate learning of diverse types of learners, in diverse types of learning

environments, using a wide range of teaching knowledge and skills;

 can reflect on the relationships among the teaching process skills, the learning processing
in the students, the nature of the content /subject matter, and the broader social forces
encumbering the school and the educational processes in order to constantly improve their
teaching knowledge, skills, and practices;

 can be creative and innovative in thinking of alternative teaching approaches, take

informed risks in trying out innovative approaches, and evaluate the effectiveness of such
approaches in improving student learning; and

 are willing and capable to continue learning in order to better fulfill their mission as
teachers.

Reference: CMO # 30, s. 2004, “ Revised Policies and Standards for Undergraduate Teacher
Education Curriculum”