"Tell me and I forget.

Teach me and I
remember. Involve me
and I learn.“ -
Benjamin Franklin
What do great
teachers do
differently?
According to Kafele as he describes in the book
The Teacher 50: Critical Questions for Inspiring
Classroom Excellence. “Several years into my
teaching career, it occurred to me that my
encouragements were probably falling on deaf
ears. I concluded that I was speaking to students
in a language that they didn’t understand”
– (Kafele, 2016)
Q: Are My Students
at an Advantage
Because I am Their
Teacher?
An ongoing debate in the world of
education revolves around the question of
who or what has the biggest influence on a
child’s potential for classroom success?
 Family
Some argue that Income
the students’ home
Influences Parental
environments Student Incarceration
make the biggest Achievement
difference
Family
Structure
Others argue for students’ socioeconomic
status, the overall school environment, or the
classroom teacher.
 All these variables have a
significant influence on
students – but none more so
than students’ teachers.
The amount of influence that classroom
teachers have on student success can’t be
overstated. They are the ultimate
difference-makers-the game-changers who
can either make or break their students.
Q: Why Do I Teach, Anyway?
All teachers should be able to define the
purpose of their work as “Teachers who
come to class every day with no purpose
are like words in the dictionary with a
blank space where the definitions should
be” – (Kafele, 2016)
There are different factors that drives a
teacher, the core and ultimate purpose
is to listen, motivate, educate, inspire,
and empower students.
Q: Where Will My Students Be 10 years from
Now as a result of Having Me as Their
teacher?

Q: Do My Students See Me as an Example of

Who and What They Can Become?
“There are a lot of reasons but to narrow it
down to one word is vision.”

Many educators either forget or are unaware

that they are role models. Your actions and
words – even ones you might not otherwise
give a second thought to – play an
absolutely crucial role in shaping students.
If our emotions are negative at that moment,
we are less likely to engage in new activities
or challenging tasks. Skinner et. al (2009)
associated the following emotions with
engagement: Enthusiasm, Interest,
Enjoyment, Satisfaction, Pride, Vitality and
Zest
What's Your Motto?
Educators share the
philosophies that
guide their teaching.
Teaching Philosophy
Education involves learning to become a
person of knowledge and judgment. There
are three types of questions in the world:
those that depend on the right answer
(knowledge); those that depend on opinion;
and those for which we don't yet have the
right answer. Answers to the third type of
question depend on judgment.
A teaching philosophy is a personal reflection and
statement that outlines an educator’s beliefs, values
and approaches to teaching and learning.
experience.
It provides insight into an
instructor’s motivations,
goals for students, and
methods they employ to
achieve those goals. It is
rooted in both theoretical
understanding and practical
experience.
Here are some examples of teaching philosophies
 Student-centered learning
refers to a wide range of
instructional approaches that
shift the focus of instruction
from being teacher-directed, to
being student-focused.
It attempts to address individual
learner needs, interests,
cultural backgrounds, and
learning styles.
• Your teaching philosophy statement needs
to be your own. It should reflect your own
personality and approach to education.
• When crafting our teaching philosophy,
it's essential to ensure that our beliefs and
practices align with our institution's
mission, the needs of your students, and
the broader educational context.
Here are some impacts of learner-
centered teaching on students:

• Cultivates Problem-Solving Skills

• Boosts Confidence
• Elevates Students’ Interest
• Strengthens Team Working Skills
Constructivism is a theoretical perspective in
education that postulates that students actively
create their own understanding through personal
experience.
Learners construct
knowledge rather than just
passively take in
information.
• As people experience the
world and reflect upon
those experiences, they
build their own
representations and
incorporate new
information into their pre-
existing knowledge
(schemas).
Schemas (schemata) are units of understanding that
can be hierarchically categorized as well as webbed
into complex relationships with one another.
• By building upon previous
experiences and knowledge,
students gradually form
more complex and advanced
comprehension of
academic concepts.
• In a constructivist classroom, teachers play the
role of facilitator more so than instructor. Instead
of teachers telling students what and how to
think, the teacher creates a learning environment
where students are encouraged to explore and
become active participants in their educational
experiences.
• For this reason, it is crucial for teachers to
understand where each student is at in terms
of their skills and current level of
understanding, and then adjust their
instructional approaches accordingly.
A teacher who adheres to a constructivist perspective will
incorporate several key principles into their daily
interactions with students:
• Knowledge is shared between students and teachers
• Teachers are facilitators and not directors
• Teachers and students share in decision-making and
responsibility for learning
• Students engage in small group activities and are
encouraged to be inquisitive and self-directed
• Learning is student-centered
The five dimensions of
multicultural education
are highly interrelated,
each requires deliberate
attention and focus.
Content Integration

Teachers use several different approaches to integrate

content about racial, ethnic, and cultural groups into the
curriculum.
Contributions Approach. When this
approach is used, teachers insert isolated
facts about ethnic and cultural group heroes
and heroines into the curriculum without
changing the structure of their lesson plans
and units.
The Additive Approach is also frequently
used by teachers to integrate content about
ethnic and cultural groups into the school
curriculum. In this approach, the organization
and structure of the curriculum remains
unchanged. Special units on ethnic and
cultural groups are added to the curriculum,
such as units on African Americans in the
West, Indian Removal, and the internment of
the Japanese Americans.
While an improvement over
the Contributions
Approach, the Additive
Approach is problematic
because ethnic and cultural
groups remain on the
margin of the mainstream
curriculum.
Knowledge Construction and
Transformation

• The Transformation Approach

brings content about ethnic and
cultural groups from the margin to
the center of the curriculum.
• It helps students to understand how
knowledge is constructed and how it
reflects the experiences, values, and
perspectives of its creators.
In this approach, the
structure, assumptions, and
perspectives of the
curriculum are changed so
that the concepts, events,
and issues taught are
viewed from the
perspectives and
experiences of a range of
racial, ethnic, and cultural
groups.
• The center of the curriculum no longer
focuses on mainstream and dominant
groups, but on an event, issue, or
concept that is viewed from many
different perspectives and points of
view.

• This is done while at the same time

helping students to understand the
nation's common heritage and
traditions.
 Teachers should help students to
understand that while they live in a diverse
nation, all citizens of a nation-state share
many cultural traditions, values, and
political ideals that cement the nation.

Multicultural education seeks to actualize

the idea of e pluribus unum (out of many),
i.e. to create a society that recognizes and
respects the cultures of its diverse peoples
united within a framework of democratic
values that are shared by all.
Personal, Social, and Civic Action
An important goal of
multicultural education is to
help students acquire the
knowledge and commitments
needed to make reflective
decisions and to take
personal, social, and civic
action to promote democracy
and democratic living.
Opportunities for action help
students to develop a sense of
personal and civic efficacy,
faith in their ability to make
changes in the institutions in
which they live, and situations
to apply the knowledge they
have learned (Banks, with
Clegg, 1990).
• Action activities and projects should be tuned to the
cognitive and moral developmental levels of students.
Practicality and feasibility should also be important
considerations.
• Students in the primary grades can take action by
making a commitment to stop laughing at ethnic jokes
that sting; students in the early and middle grades can
act by reading books about other racial, ethnic, and
cultural groups.
Upper-elementary grade
students can make friends
with students who are
members of other racial
and ethnic groups and
participate in cross-racial
activities and projects with
students who attend a
different school in the city.
Upper-grade students can
also participate in projects
that provide help and
comfort to people in the
community with special
needs.
• They can also participate in
local political activities such as
school bond elections and
elections on local initiatives.

• Lewis (1991) has written a

helpful guide about ways to
plan and initiate social action
activities and projects for
students.
What is technological integration?
In education, technological integration is the use of
technology to deepen learning and achieve pedagogical
goals. Teachers can incorporate computers,
smartphones, virtual reality tools and other innovative
devices to help students learn.
Q: What is effective technology
integration?

Effective technological integration

supports the existing curriculum and is
one part of the educational experience,
along with traditional teaching methods
and group work. Classrooms that use
technology effectively typically have a
low ratio of students to devices, so every
student gets ample opportunities to use
the technology.
What are the
four levels of
technological
integration?
Frameworks for technological integration
• Theoretical frameworks are systems of guidelines
and standards that can help you design lesson plans
and curricula.
• Along with the SAMR levels, there are a variety of
frameworks for technological integration that can
help an educator or school administrative team
incorporate technology into instruction effectively.
TPACK or the
technological
pedagogical content
knowledge framework,
is a framework for
technological
integration that focuses
on knowledge areas for
educators.
TPACK features three main areas of
knowledge for teachers:

Content knowledge is the subject of the

lesson, like 17th-century English poetry or
biological processes.
Pedagogical knowledge entails the strategies
used to teach the content, like discussion or
activities.
Technological knowledge is the digital tools
teachers can use to teach, like laptops or
smartphones.
This framework emphasizes the connection
between the three areas of knowledge. According
to this framework, educators who have solid
knowledge in all three areas can create effective
plans for technological integration.
Developed in 2011, the Triple E framework helps
educators measure the effectiveness of current technology
use in the classroom.
This framework focuses on three areas of technological
integration:
Engagement refers to how well a
technological strategy keeps students
interested in the material.
Enhancement describes how much
additional value a certain piece of
technology provides in a lesson.
Extension measures how well a
technological strategy helps students build
knowledge and skills outside the classroom.
The Triple E framework gives teachers a way to
evaluate the success of a technological strategy and
create new lesson plans that incorporate digital tools
effectively.
Benefits of technological integration for
the classroom
Here are some key advantages to using
technology in the classroom:

Flexibility
Many teachers use online course
management platforms, which allow
them to change due dates and add content
to lesson modules more easily than
traditional methods might.
Support for multiple learning styles

Some students learn most effectively by

listening to a lecture or reading a
textbook, but others benefit from
interactive activities and peer discussion.
Technological integration can allow
teachers to provide various options for
students, which can improve test scores
and classroom engagement.
Extended focus

The interactive nature of technological

integration can lengthen students'
attention spans and keep them focused on
a topic or activity. Using technology,
teachers can blend different types of
activities and instruction to engage
students.
Easy access

Technological integration in the

classroom can allow students to
access their grades, assignment
calendar and textbooks from any
device, which can make it easier for
them to complete their work.
Additional resources

When students have computers

and smartphones to help them
complete assignments, they may
have access to a wider range of
resources than traditional
textbooks can offer.
Administrative support
Technological integration includes both
instructional and administrative tools,
which can help teachers maintain
records and share them with
stakeholders easily. Some course
management platforms include grade
and attendance records, so teachers can
record information about students'
performance each day.
Types of technology for integration

Word-processing programs:
Teachers might allow students to type
essays and other written work using
software with built-in editing tools.
Some programs allow students to
share documents and collaborate
online, which can make group
projects easier.
Presentation programs:
Students might create videos or
slideshows for projects and science
fairs. Using a projector or tablet,
they can share their multimedia
projects with each other.
Digital textbooks:
Digital versions of textbooks
might include online resources
and allow students to highlight
text and complete assignments
without pencils and paper. Storing
content online can also keep
students from having to carry
heavy books from class to class.
Websites:
Students might visit websites to
conduct research for papers and
projects. Museums and other
nonprofit organizations often have
interactive features and
educational content on their
websites, which can make them
helpful additions to a textbook.
Video-conferencing programs:
Students can use video-
conferencing platforms to
communicate with mentors or
students at other schools. In
remote or hybrid classes, video-
conferencing programs allow
students to interact with their
classmates and teachers.
Course management platforms:
Course management platforms are
websites that allow teachers to
post course content, share grades
and list deadlines. They might also
have chat functions and tools for
submitting online assignments.
Interactive classroom boards:
Interactive boards allow teachers
to project websites and other
digital content directly to the
board at the front of the
classroom. They often include
special pens that allow teachers
and students to annotate content
and solve problems.
Your teaching
philosophy should be
unique to you and reflect
your own values and
beliefs as an educator. It
should be a reflection of
your own teaching style
and practices.