JPI-GRADUATE SCHOOL

__________________
_________________
Waida G. Sandawa
Student
1. Components of the Education Process
A. THE TEACHER
Teachers: like leaves, everywhere abound. Effective teachers: like fruits, rarelyfound.
Effective Teachers Are:
One who has honed his skills in the art of teaching.
Compassionate and understanding. Gives allowance for personallimitations.
Looks at every learner as a unique individual with peculiar needs andinterests.
Allows himself to grow professionally.
Aspiration of every mentor whether new or has been in it for years.
Roles of an Effective Teacher
Manager -The teacher is responsible for effective management of her classfrom the
start to finish.
Counselor -Acts as counselor to the pupils especially when the pupilsespecially when
the pupils are beset by problems.
Motivators -Encouraging and motivating pupils to study well and behaveproperly in
and outside the classroom.
Leader - A leader directs coaches, supports, and delegates depending onthe needs of
the situation.
Model- A teacher is an exemplar.
Public Relations Specialist - The credibility of the school to attributed most of the time
to theways to teachers deal with the people outside the school. - Parent Surrogate
The teachers are the second parents of the pupils and the students.
Facilitator - The pupils must be given the chance to discuss things under thesupervision and
monitoring of the teacher
Instructor
The main function of the teacher is instruction.
B. THE LEARNER
To understand the child, the teacher must know:
The child as a biological organism with needs, abilities, and goals.
The social and psychological environment; and
The cultural forces of which he is a part.
C. THE SCHOOL
The school environmental encompasses factors are:
Physical Environment
Intellectual Climate
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Social Climate
Emotional Climate

2. The inter-dependent among the three components of educative process

Interdependent components of educative process achievable by human learners.

These domains--cognitive, affective, and psychomotor-represent various

categories and levels of learning complexity and are commonly referred to as
educational taxonomies. The cognitive domain refers to knowledge attainment
and mental/intellectual processes. The affective domain characterizes the
emotional arena reflected by learners' beliefs, values and interests. The
psychomotor domain reflects learning behavior achieved through neuromuscular
motor activities. Educators use the domains to assist in determination of learning
objectives essential to planning, implementing and evaluating teaching-learning
processes and outcomes of human learners across the life span.

3. Give/explain the influence of heredity and environment in leaning process.

Two most important factors in children development are Heredity and Environment
(both determinants of health) where your child spends most of the time majorly being in
preschool and otherwise at home with family and friends, these two are very important
considerations playing vital role in childhood development.
a. Heredity Factor
Heredity is the transfer of traits from one generation to another with the help of
chromosomes Physical and Mental (Emotional) are two traits together play a significant
role in transfer of total personality from parents to off springs..
1. Physical Traits : Instances for physical traits are height, body structure,
shapes of different parts of body, heart-trouble, diabetes, baldness, asthma, etc.
2. Mental Traits : Mental and emotional traits are intelligence, memory power,
interests and talent in music, art, literature, dancing etc. even cruel nature,
cool-headed nature, etc. come under these traits.
Laws of Heredity

Like produces like : According to this law, human being will produce human
beings, just as a cat will produce a cat.

Only certain traits are transformed : According to this law, the dominant
traits get transferred more easily than the recessive traits.

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Convergence of two lives : According to this law both the parents play an
equally important role in converging their traits to their off springs.

b. Environment Factor
By environment, we mean all those physical and social factors that affect and
influence the development of the child like the home, the family, the
neighborhood, the companions, the school, the teachers, the political and religious
agencies, and the society in general. No individual is the same at maturity as he
was born. Any or all of the environmental components can affect the health of the
person. Everything that influences the child apart from himself from what he
inherited from his parents is his environment.

Multiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard

Gardner, professor of education at Harvard University. It suggests that the
traditional notion of intelligence, based on I.Q. testing, is far too limited.
Instead, Dr. Gardner proposes eight different intelligences to account for a
broader range of human potential in children and adults. These intelligences
are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

4. What do individual differ in personality. What make individual differs from one
another?
Individual Differences

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That people differ from each other is obvious. How and why they differ is less
clear and is the subject of the study of Individual differences (IDs). Although
to study individual differences seems to be to study variance, how are people
different, it is also to study central tendency, how well can a person be
described in terms of an overall within-person average. Indeed, perhaps the
most important question of individual differences is whether people are more
similar to themselves over time and across situations than they are to
others, and whether the variation within a single person across time and
situation is less than the variation between people. A related question is that
of similarity, for people differ in their similarities to each other. Questions of
whether particular groups (e.g., groupings by sex, culture, age, or ethnicity)
are more similar within than between groups are also questions of individual
differences.
Personality psychology addresses the questions of shared human nature,
dimensions of individual differences and unique patterns of individuals.
Research in IDs ranges from analyses of genetic codes to the study of sexual,
social, ethnic, and cultural differences and includes research on cognitive
abilities, interpersonal styles, and emotional reactivity. Methods range from
laboratory experiments to longitudinal field studies and include data
reduction techniques such as Factor Analysis and Principal Components
Analysis, as well as Structural Modeling and Multi-Level Modeling procedures.
Measurement issues of most importance are those of reliability and stability
of Individual Differences.

5. What is learning? When do you say that learning takes place that you have learned
something.
Learning is a process or to gain knowledge of something
The learning takes place in Learning experience refers to any interaction, course, program, or
other experience in which learning takes place, whether it occurs in traditional academic settings
(schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor
environments), or whether it includes traditional educational interactions (students learning from
teachers and professors) or nontraditional interactions (students learning through games and
interactive software applications).
Because students may learn in a wide variety of settings and ways, the term is often used as a
more accurate, preferred, or inclusive alternative to terms such as course, for example, that have
more limited or conventional connotations. Learning experience may also be used to underscore
or reinforce the goal of an educational interactionlearningrather than its location (school,
classroom) or format (course, program).
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6. What are the four rules of teachers?

a) Manager -The teacher is responsible for effective management of her class from the start
to finish.
b) Counselor -Acts as counselor to the pupils especially when the pupils especially when the
pupils are beset by problems.
c) Motivators -Encouraging and motivating pupils to study well and behave properly in and
outside the classroom.
d) Leader - A leader directs coaches, supports, and delegates depending on the needs of the
situation.
7. The most effective reinforcement is Tangible reinforcement.

Many inexpensive, tangible reinforces are available, including puzzle books,

portable board games, sidewalk chalk, playing cards and squishy balls.
Build anticipation
Many reinforcement strategies build motivation (and possibly excitement)
around an expected behaviour. When students know what reinforcement they
can expect if they demonstrate a particular behaviour, the desired behaviour is
likely to occur more quickly and more often.
Anticipation strategies come before the behaviour occurs and serve to increase
or maintain that behaviour.

Tell students what types of behaviour you are looking for.

Tell them what will happen if they demonstrate this behaviour.

When they demonstrate the behaviour, give them immediate positive

feedback and the reinforcer.

Develop self-management skills

Once a student is doing a consistently good job of demonstrating appropriate
behaviour with teacher support, it is time to develop the students selfmanagement skills. In this process, the teacher initially provides direction and
then gradually turns the lead over to the student.
Explain exactly what behaviour the student will monitor and how progress will
be assessed; for example, by counting and recording the incidents of positive
behaviour. Students may find examples helpful, and they will likely require some
guided practice. One method of monitoring is to have students put a plus mark
on a chart each time they demonstrate a desired behaviour. They can start

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monitoring for short periods such as 15-minute intervals and gradually increase
the monitoring time to 30 and then 60 minutes, or to one class period.
Randomly check the students accuracy and build in rewards for accurate
counting and recording. For example, at the outset try giving bonus rewards
when the teachers record matches the students.
Give students ample opportunities to practise self-management, and continually
provide positive, corrective feedback.
Self-reinforcement can also be part of an increasingly independent behaviour
support program. For example, after comparing their behaviour results with the
teachers, students could give themselves one extra minute of computer time
for each cooperates with others behaviour recorded.
Self-management skills make students less dependent on the teacher and
better able to actively improve their own performance, both in the classroom
and in other parts of their lives.
8. What are the four theories of development and cite the proponents.
a. Theory of Modernization
According to the modernization theory, modern societies are more productive, children are
better educated, and the needy receive more welfare. Modern societies have the particular feature
of social structural differentiation, that is to say a clear definition of functions and political roles
from national institutions. Structural differentiation has increased the functional capacity of modern
organizations, it has also created the problem of integration, and of coordinating the activities of
the various new institutions.
b.

Theory of Dependency
The theory of dependency combines elements from a neo-marxist perspective with Keynes
economic theory - the liberal economic ideas which emerged in the United States and Europe as
a response to the depression years of the 1920s-. From the Keynes economic approach, the
theory of dependency embodies four main points: a) To develop an important internal effective
demand in terms of domestic markets; b) To recognize that the industrial sector is crucial to
achieving better levels of national development, especially due to the fact that this sector, in
comparison with the agricultural sector, can contribute more value-added to products; c) To
increase workers income as a means of generating more aggregate demand in national market
conditions; d) To promote a more effective government role in order to reinforce national
development conditions and to increase national standards of living.

c. Theory of World Systems

A central element from which the theory of world-systems emerged was the different form
that capitalism was taking around the world, especially since the decade of the 1960s. Starting

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in this decade, Third World countries had new conditions in which to attempt to elevate their
standards of living and improve social conditions. These new conditions were related to the fact
that the international financial and trade systems began to have a more flexible character, in
which national government actions were having less and less influence. Basically these new
international economic circumstances made it possible for a group of radical researchers led by
Immanuel Wallerstein to conclude that there were new activities in the capitalist world-economy
which could not be explained within the confines of the dependency perspective.
d. Theory of Globalization
The theory of globalization emerges from the global mechanisms of greater integration with
particular emphasis on the sphere of economic transactions. In this sense, this perspective is
similar to the world-systems approach. However, one of the most important characteristics of
the globalization position is its focus and emphasis on cultural aspects and their communication
worldwide. Rather than the economic, financial and political ties, globalization scholars argue
that the main modern elements for development interpretation are the cultural links among
nations. In this cultural communication, one of the most important factors is the increasing
flexibility of technology to connect people around the world.
The main aspects of the theory of globalization can be delineated as follows:
a) To recognize that global communications systems are gaining an increasing importance
every day, and through this process all nations are interacting much more frequently and easily,
not
only
at
the
governmental
level,
but
also
within
the
citizenry;
b) Even though the main communications systems are operating among the more developed
nations, these mechanisms are also spreading in their use to less developed nations. This fact
will increase the possibility that marginal groups in poor nations can communicate and interact
within
a
global
context
using
the
new
technology;
c) The modern communications system implies structural and important modifications in the
social, economic and cultural patterns of nations. In terms of the economic activities the new
technological advances in communications are becoming more accessible to local and small
business. This situation is creating a completely new environment for carrying out economic
transactions, utilizing productive resources, equipment, trading products, and taking advantage
of the virtual monetary mechanisms. From a cultural perspective, the new communication
products are unifying patterns of communications around the world, at least in terms of
economic
transactions
under
the
current
conditions;
d) The concept of minorities within particular nations is being affected by these new patterns
of communications. Even though these minorities are not completely integrated into the new
world systems of communications, the powerful business and political elites in each country are
a part of this interaction around the world Ultimately, the business and political elite continue
to
be
the
decision
makers
in
developing
nations;
e) Cultural elements will dictate the forms of economic and social structure in each country.
These social conditions are a result of the dominant cultural factors within the conditions of
each nation.

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