ASSOSA UNIVERSITY SCHOOL OF EDUCATION AND BEHAVIORAL SCIENCE HDP ASSIGNMENT ON

MODULE ONE REFEXIVE ACTIVITIES TITLE: REFELECTIVE ACTIVITY 1 BY HISA MUSA

m-based research and render pertinent services to the community.  Its content and clarity are
vivid on the paper while it is not practiced on the ground 2. Reflection on Vision By the year of
2030 Asossa University aspires to be one of the top ten universities in Ethiopia Mission of
Assosa University, Producing knowledgeable, Skillful and disciplined graduates by teaching
based on the need of the country and on the right subject matter and making
research based on the problem of the surrounding and focusing on technology transfer
and giving consultancy service for the community. 3. How effectively are the teachers in your
HEI working towards realizing the mission and vision of the institution? Ne ith er th e
h igh er edu cat ion nor the communit ie s can su ccessfu lly impro ve te acher
education as effectively in isolation as they can by working closely together. In my opinion,
the teachers are not working towards realizing the mission of the University. Rather they are
striving to manage own life and the want to go to other university. 4. What are the core values
of your institution?

The University's core values are as follows: freedom of thought and expression freedom from
discrimination 5. To what extent is the above core values practiced? The core values of the
university are good but regarding its extent, it is needs to be improved. The above core
values can’t fully express what is really being done in the university. This is not the case in
Assosa University only, but also the case in almost all of HEI in Ethiopia

What are core values?

Core values are a set of principles that can help guide your attitudes, behaviours and decisions
throughout life. Your experiences, culture and background can also determine which values and
ethics you consider important. You may have your own important principles, such as honesty or
integrity, that you practise daily. Consider which values are necessary for your overall
progression in life and work to align with others like you.When pursuing an open position, try
researching the company's mission statement, work culture and business goals to get a better
understanding of the organisation's values. This can show you how a manager's interaction
with staff and communication with customers can affect their overall brand culture. A company
with honesty and transparency as a core value may also have ethical business
practices.Related: Creating a Healthy Corporate Culture

10 types of core values

Since core principles can differ, understanding the different types can help you progress in your
personal and work life. Here are some common values to review to know which you possess or
that align with your company's core mission:
1. Achievement

Achievement is a core value that you base on success, determination and reaching a goal. You
may find motivation in your own personal success and accomplish it by showing competence in
an area. For example, if you strive to become an employee of the month or to have the highest
sales figures in your team, achievement is probably one of your core principles.Related: Values-
Based Interview Questions and Sample Answers

2. Benevolence

This core value emphasises support within a group, so you may work with others to promote
and enhance the welfare of your community or immediate environment. You may value being
forgiving, loyal and supportive to those around you. A great example of benevolence would be
mental health days at the office, where the company prioritises employees looking after
themselves.

3. Conformity

Conformity is the ability to prioritise others above yourself in some circumstances. Having this
core value may help you consider the group when creating goals, rather than focusing on your
own personal gains. For example, if you're working on a group project, you may assist a
colleague with their workload rather than focusing on your own if you know it helps the success
of the overall project. This involves being primarily concerned with collective priorities, rather
than individual ones.Related: What are personal values? With definition and exercises

4. Service

Embracing service as a value means concerning yourself with how you can help others. In
customer service or similar role, this means ensuring that customers and clients feel genuinely
heard and that their needs are adequately met. This also extends to how you interact with
colleagues at work, where you can be a source of consistent support. A core aspect of service is
providing those around you with meaningful experiences and a feeling of being supported.

5. Self-sufficiency

Self-sufficiency is a core value that underpins many businesses, and relates to the pursuit of
wealth, resources and control. When you use it as a key motivator, self-sufficiency can combine
with other motivations to encourage an incredibly effective and efficient way of working. It
often depends on compassion and responsibility for others to be truly effective, as this is a
collective value in the professional sense.

6. Security
Putting an emphasis on security as a core value shows a desire for stability and harmony in your
life, business and society at large. At work, this value can help you understand and appreciate
strict compliance codes and policy measures. For example, if you work in construction, you may
benefit in a role where you have to understand building regulations.

7. Growth

Growth is a value that reinforces itself the more you embrace it, and this extends beyond your
own personal growth. A company or organisation that values growth encourages all of its
members to grow and progress, which is beneficial for the business as a whole. In a
professional environment, growth encourages mutual success. It allows people to make use of
their various individual talents to pursue collective goals.Related: Sustainable growth rate: plus
benefits and challenges

8. Self-direction

Being able to forge your own path in life is a defining core value known as self-direction. If you
embody self-direction, you probably want to be your own boss and make your own decisions.
This is the same feeling that makes entrepreneurs and businesses do things on their terms. As a
core value, self-direction is a way to express freedom, originality and independence. An
example of self-direction would be tech entrepreneurs using their expertise to launch startup
companies.

9. Tradition

Tradition is a core value that shows you have a respect for established practices. It's a deep
reverence for the customs and ideas that have come before them. For businesses, this might
mean sticking to a well-established and effective approach to working. You may have a
tradition as a core value that reflects your cultural heritage, religious ties or a respect for
previous generations. For example, working for a family-run business, where the same family
has owned the business for generations, can appeal to traditionalist core values.

10. Universalism

Universalism is the core value of social justice, giving individuals a voice and aiming for equality
in all aspects of society. From protecting the environment to ending violence, universalism is a
core value that looks to create a better world for everyone. This can include ensuring a
company is acting ethically or, for an individual, how they can help others. For example, you
may want to work for a company which has vowed to offset its carbon emissions, or a company
that gives its employees volunteering days throughout the year.

Finding your own principles

Understanding your own principles may require identification of what your values are. This can
be a reflective process that takes some time, so it's important to be receptive to your own
thoughts and feelings to help assess what your own ethics are. There are a few approaches for
accurately identifying what ethical guidelines align with your worldview. To help you get
started, try answering the following questions:

• What kind of environment do you find most comfortable while working?

• What gets you up in the morning?
• Where do you derive joy from in your life?
• Who are your role models and why do you look up to them?
• What are your future aspirations?
• What skills do you need to further enhance your career?
• What's currently holding you back in your life?
• What's the best thing about our society? Why do you think this?
Your responses may help to identify your own principles. This can also help you find out what's
important to your personal and working life, and guide your career and future
prospects.Related: What are the principles of business ethics? (With steps)

Ways to use your ethics

Identifying your ethics is only a part of the process. To use your principles, consider ways you
can apply them in day-to-day life. Below, we've outlined a few ways that you can bring your
principles into the working world to help you find a career that aligns with your views:

Highlight your morals in job applications

When applying for jobs, try listing your core morals in the application's body. This highlights
your personality and point of view to potential recruiters, which can help them understand how
you would fit with the company. Mentioning how much you value these programmes at work
demonstrates your strong morals to the recruiter. Examples of your morals could take the form
of socially conscious projects and charity initiatives.

Find companies that share your own values

If you're looking for a new job, try to find the perfect fit when applying for a company by
matching up their values and yours. This helps you find the right company that aligns with your
principles and makes it easier for recruiters to identify you as a suitable candidate. When
looking at job descriptions and company websites, consider reviewing their mission statement,
'about' page and corporate social responsibility policy. For example, if you value tradition, many
companies show their origins in interactive timelines in their 'about us' sections.

Bring your ethics to the workplace

Once you've found a position that aligns with your core principles, use this to progress your
career in a way that's satisfying to you. Set out goals that are similar in fashion to the company
and show your superiors that you're on-brand with the overall message of the business. Use
your understanding of your own individual ethical principles as an advantage in your everyday
working life. For example, if you value benevolence, you could set up fundraising events as part
of the office's social life.Related:

Hawassa University Daye Campus English Language and Literature Department Higher Diploma
Program (HDP) By:Eyasu kebede Academic year: 2021

Module one 1.Outline the characteristic features of higher education. Higher education can be
characterized by a relatively open set of various objectives; mainly the higher education
depends on tree basic goals. i.e research, community service and teaching and
learning process. 2.How does the academic profession differ from other professions? Teaching
profession is different from all other profession because of, It is a profession of creating
sparkle not burning or extinguishing. In teaching there is an eternal satisfaction of ability
to do something for future world. In this profession there are scopes for the teacher for
reformation of social, cultural and economic state. 3.What are the current challenges of
Ethiopian higher education and what you think are their sources? Lack of Quality
Construction of classroom space, expansion of library collections, addition of
computer labs, and the development of electronic networks lag behind
enrollment expansion. Shortage of finance Human Resources as a ‘Moving Target Long-
term Planning Versus Short-term Action 4.Higher education institutions across the globe are
increasingly pressed to find ways of proving their worth not only in the academic
preparation of students, but also in how their preparations are linked to business and
industry. Discuss the actions that need to be taken by your university in addressing this issue.
Industry partnerships give students and faculty additional funding. By striking up
corporate partnerships, universities have more resources to undertake research, and they're
able to diversify their research areas

Activity 2 - P. 6 List the advantages and disadvantages of the process of globalization in the
development of higher education in Ethiopia. Advantages of GlobalizationThe other advantages
of globalization to Ethiopia include Enhances the student's ability to acquire andutilize
knowledge.the importation of technology transfer skills andknowledgeI m p r o v e d
i n f o r m a t i o n b e t w e e n d i f f e r e n t universities.E n h a n c e s t h e a b i l i t y o f l e a r n e r s
t o a c c e s s , assess, adopt, and apply knowledge, to thinkindependently to exercise
appropriate judgment and to collaborate with others to make sense of new situations.
Disadvantages of Globalization Kills the values and traditions of the later country.
graduates lack the capacity to learn new skills and assimilate new knowledge
I n c r e a s i n g i n e q u a l i t i e s a n d c o n f l i c t s between areas and cultures Nations tends
suffer from identity crises. Students may miss their goals Time wastage
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Hawassa University Daye Campus English Language and Literature Department Higher Diploma
Program (HDP) By:Eyasu kebede Academic year: 2021 1 | P a g e
Module one 1.Outline the characteristic features of higher education. Higher education can be
characterized by a relatively open set of various objectives; mainly the higher education
depends on tree basic goals. i.e research, community service and teaching and
learning process. 2.How does the academic profession differ from other professions? Teaching
profession is different from all other profession because of, It is a profession of creating
sparkle not burning or extinguishing. In teaching there is an eternal satisfaction of ability
to do something for future world. In this profession there are scopes for the teacher for
reformation of social, cultural and economic state. 3.What are the current challenges of
Ethiopian higher education and what you think are their sources? Lack of Quality
Construction of classroom space, expansion of library collections, addition of
computer labs, and the development of electronic networks lag behind
enrollment expansion. Shortage of finance Human Resources as a ‘Moving Target Long-
term Planning Versus Short-term Action 4.Higher education institutions across the globe are
increasingly pressed to find ways of proving their worth not only in the academic
preparation of students, but also in how their preparations are linked to business and
industry. Discuss the actions that need to be taken by your university in addressing this issue.
Industry partnerships give students and faculty additional funding. By striking up
corporate partnerships, universities have more resources to undertake research, and they're
able to diversify their research areas 2 | P a g e
Activity 2 - P. 6 List the advantages and disadvantages of the process of globalization in the
development of higher education in Ethiopia. Advantages of GlobalizationThe other advantages
of globalization to Ethiopia include Enhances the student's ability to acquire andutilize
knowledge.the importation of technology transfer skills andknowledgeI m p r o v e d
i n f o r m a t i o n b e t w e e n d i f f e r e n t universities.E n h a n c e s t h e a b i l i t y o f l e a r n e r s
t o a c c e s s , assess, adopt, and apply knowledge, to thinkindependently to exercise
appropriate judgment and to collaborate with others to make sense of new situations.
Disadvantages of Globalization Kills the values and traditions of the later country.
graduates lack the capacity to learn new skills and assimilate new knowledge
I n c r e a s i n g i n e q u a l i t i e s a n d c o n f l i c t s between areas and cultures Nations tends
suffer from identity crises. Students may miss their goals Time wastage Activity 3 - P. 6
1.What do you think are the advancements and challenges of higher education
institutions in Sub-Saharan Africa in general and in Ethiopia in particular?
AdvancementsDevelop and implement research plans.Strengthen the operational
maintenance of theCenters of Excellence. Challenges Infrastructure of higher education
educational management and leadership skills of universities Ethiopian public
universities providing generic 3 | P a g e
Internal and external communicationCapacity building initiativessupply-driven
technical studies and research w i t h o u t c l e a r l i n k a g e s t o l a b o u r m a r k e t
requirements Existing institutes working with inadequate facilities and limited staffing
Curricula are not updated or enriched by recent research, and the quality improvement
initiatives in the Ethiopian Higher Education sector failing to meet international standards.
2.State how globalization [in higher education] has affected the development of
Ethiopian higher education with regard to organization (structure), curriculum
development, and system of evaluation, certification, and other similar aspects. t h e
emergence of learning societies due to the multiplication of sources of
information and communication; the transformation of the nature of work with, in
particular, the need for more flexibility and mobility, the importance of
communication skills, the necessity for teamwork, the increasing use of new technologies,
etc., The progression of social exclusion - a large part of the world’s population does not
participate in this process. The relevance of new trends in the teaching of science, social
science and humanities to the challenges of globalization and the principle of living together.
Decentralization of curriculum development to local or school level. Integrated and
interdisciplinary approaches in curriculum reform. The adaptation of teacher training to
curriculum change. The potentials and challenges of information and communication
technologies in the adaptation of curricula. Non-school science resources and
collaboration between formal and non-formal educational institutions. 3.How should
Ethiopian higher education institutions be steered to best accomplish their missions in
the context of globalization? 4 | P a g e
Growing of internationalization can be heard in public and political debates on trade, open
borders, migration and refugees and also on higher education. Academia and its seeds can
be traced back over the past few years, for institutional income; and other forms of
'academic capitalism. Offer high quality and practice-oriented professional trainings tailored
to the Ethiopian context and the region as a whole with international orientation to current and
future higher education staff, leaders and managers; Activity 4 - P. 7 Identify internal and
external factors that influence the quality of higher education in Ethiopia. Internal
factorsExternal factors Infrastructure Socio economic Turnover of teacher cultural deprivation
Management Language Financial problem Lack of good administration Lack of teacher
commitment for their workPolitical instability CurriculumCorruption Back ground of the student
Lack of collaboration between administrative staffs Reflective Activity 1 – P. 8 Discuss the
mission of your university from the point of view of content, relevance, clarity, precision, etc.
1.Reflection on the Mission The mission of HU is to advance knowledge enhance
technology, creation and transfer, promote effective entrepreneurship, and
inculcate a responsible and d e m o c r a t i c a t t i t u d e t h r o u g h t ra i n i n g , r e s e a r c h
t h e r e b y c o n t r i b u t i n g t o t h e development of the nation. 2.Reflection on Vision The
vision of Daye campus is in 2017 E.C one of best university from Ethiopia university’s
3.How effectively are the teachers in your HEI working towards realizing the mission and
vision of the institution? 5 | P a g e
By committed on his work. Collaborate with others 4.What are the core values of your
institution? Loyalty Serving public interest Transparency Accountability Integrity
Impartiality 5.To what extent is the above core values practiced? Medium Reflective Activity 2
- P. 8 1.How relevant and important are the various leadership positions for the effective
functioning of HEIs? By managing the curriculum and teaching programme By teacher
monitoring and evaluation By supporting teacher professional development By supporting
collaborative work cultures Bysupporting, evaluating and developing teacher quality By goal-
setting, assessment and accountability By strategic resource management Suggests that
effective leadership in higher education institutions entails; leadership in teaching,
leadership in research, strategic networking and vision, transformational and
collaborative leadership, fair and efficient management, development and recognition
of performance, and interpersonal skills. 2.To what extent does the top leadership
understand and support the efforts of lower academic units to achieve the ultimate goals of
the institution? i.Encourage school leaders to support, evaluate and develop teacher
quality:- Teacher quality is probably the most important school-level determinant of
student 6 | P a g e
performance and school leadership focused on improving the motivation, capacities and
working environments of teachers is thus most likely to improve student learning. ii.Support
goal-setting, assessment and accountability:-Goal-setting, assessment and school
accountability are key responsibilities of school leaders iii.Enhance strategic financial and
human resource management:-Effective planning and management of resources can improve
school outcomes by strategically aligning resources with pedagogical purposes. iv.Adopt a
systemic approach to leadership policy and practice:-Collaboration with partners external
to the school is a new leadership dimension that is increasingly recognized as a clear
role for school leaders, as it will benefit school systems as a whole v.R esearch on
effective learning and teaching (not just limited to what they currently know)
vi.Collaborative, involving reflection and feedback vii. Evidence-based and data driven to guide
improvement and to measure impact; viii.Ongoing, supported and fully integrated into the
culture and operations of the system ix.An individual and collective responsibility at all levels
of the system optional. 3.From the point of view of need and efficiency, how satisfactory is the
organization of HEIs? T h e o r g a n i z a t i o n o f H E I s i s s a t i s f i e d b a s e d o n n e e d s
a n d e f f i c i e n c y b y collaborative work of the institutional academic states and
administrative staffs based on their mission and vision. Reflective Activity 3 - Pp. 8 - 9 1. How
reasonable are the rights and duties of the academic staff as indicated in the Senate Legislation
of your University? The rights and duties of the academic staff are listed on the senate
legislation in proportional manner. 2.To w hat exten t are h igher educat ion te acher s
(in you r universit y) pe rfo rmin g according to their duties and responsibilities as indicated
in the Senate Legislation? 7 | P a g e
They are practiced in a moderate manner even though they are some academic staffs
that are not performed their responsibilities. Activity 5- Pp. 9 – 10 1. In your opinion what are
the strengths, gaps or limitations of the 2009 Higher Education Proclamation?
StrengthsLimitations/gaps It has a proper explanation of the duties
andr e s p o n s i b i l i t i e s o f t h e l e a d e r s o f t h e universities.It initiates to the
academic staffs for their work.I t o n l y c o n s i d e r s t h e f i r s t g e n e r a t i o n
institutions. I t d o e s n o t c o n s i d e r t h e n e w l y e m e r g e d institutions. 2.Do you
think that the current academic and administrative bodies of higher education institutions in
Ethiopia are competent enough to meet the expectations of the society? I think higher
education institutions of current academic and administrative bodies meet the expectation of
the society. For instance by doing community service, problem solving research and
also by increasing number of universities in all Ethiopian regions but it is not enough 3 .
Ba sed on your e xpe rien ce a s a highe r edu catio n te acher, d iscu ss the
th eor etical, structural and practical options for the success of HEIs in Ethiopia.
Theoretically: By designing different strategies Structurally: By making them responsible for
the operations of the institute. Practically: By doing research, community service,
technology and different experiments. 4. Rate the level of responsiveness of Ethiopian HEIs
to the issues indicated in the following table. noHEIs responsiveness to High Medium
LowJustification for rating 1National needs and expectations B e c a u s e i n n o v a t i o n a n d
r e s e a r c h a r e expected to solve community problems 8 | P a g e
2Regional needs and expectations Solve some problem at regional level 3Local needs and
expectationsSolve some problem at regional level like unemployment, inflation and etc.
4International standards √Our HEIs not compute with international HEIs Unit Two The Role of
Reflection among Higher Education Teachers Reflective Activity 4 - P. 121. 1.What do reflection,
reflective practice and reflective teaching mean to you? Reflective practice is a process that
facilitates teaching, learning and understanding, and it plays a central role in teachers'
professional development. When student teachers carry out systematic enquiry into
themselves, they understand themselves, their practices and their students.
Reflective teaching is a process where teachers think over their teaching practices,
analyzing how something was taught and how the practice might be improved or
changed for better learning outcomes. 2.How well do you practice reflective thinking to
deepen your own understanding and to improve your teaching competence? Provide
enough wait - time for students to reflect when responding to inquiries P r o v i d e
emotional supportive environments in the class room encouraging
reevaluation of conclusion. Promote students’ reflection by asking questions that seek reason
and evidence. Provide some explanations to guide students thought process during
exploration. Recommendations for promoting reflective thinking in the class room. 3.Based
on your teaching experiences, give examples of reflection on, in and for action. Eg: Reflection
on action Evaluating lesson plan Taking feedback 9 | P a g e
E.g.: reflection in action Practice good teaching methods Providing clear instructional / on
what should be done Be aware of every student reaction Follow up understanding of
instruction Eg: reflection for action Preparing lesson plan Preparing on subject matter
4.How w ell h ave you h and led th e te ch nical, practical and critical le vels of
r efle ction ? Elaborate. Technical levels of reflection: Critical level of reflection: at this level
educator are concerned with worth of knowledge and the social circumstances useful to
students without distortions of personal. Critical reflection is viewed as non-defensive stance in
remaining open minded to moral. Practical level of reflection: at this level the teacher
becomes concerned with clarifying assumption and predisposition underlying
competing pedagogical goals assessing the educational consequences toward which a
teaching action lead. Activity 6 - P. 13 How applicable are the different phases of reflective
thinking to teaching and research? Cite examples. There are Six phases of reflection
1.Spontaneous interpretation of the experience 2.Naming the problem or the equation that
arise out the experience 3.Generating possible explanation for the problem or equation 4.An
experience 5.Ramifying the experience into full blown hypothesis 6.Experimenting or testing
the selected hypothesis Reflective Activity 5 - P. 14 1.What are the different techniques of
reflection that you have been using in your reflective learning endeavors? Why did you use
them and how? 10 | P a g e
I have been using the following techniques of reflection i.Teachers diary ii.Peer observation
iii.Students feedback Why? Because to collecting, recording and analyzing my thought
and observation, as well as those of my students, and then going to change. If a lesson
went well we describe it and think about why it was successful. If students are misbehaving –
what were they doing, when and why? If the students didn’t understand a language
point we introduced we need to think about what we did and why it may have been
unclear. 2.W h i c h r e f l e c t i v e t e c h n i q u e i s m o r e p r e f e r a b l e a n d
a p p r o p r i a t e f o r teaching/learning and for lifelong learning? How? Recording lessonis
more preferable and appropriate for teaching/learning and for lifelong learning.
Video or audio recordings of lesson can provide very useful information for reflection. You
may do things in class you are not aware of or there may be things happening in the class that
as the teacher you do not normally see. 2.2Cases in Reflective Thinking Read the following
cases and compare with your actual practice. Reflect on the strengths, weaknesses of the
cases and the lessons you can draw from each case first individually and then in pairs.
Finally present the outcome to the whole class. Case 1 Balcha is one of the junior teachers in
one of the higher education institutions in Ethiopia. He always plans his lessons which
involve different active learning methods and assessment techniques. He tries his
best to facilitate his students’ learning by managing his classroom effectively.
When something goes wrong in his classroom, he takes it seriously, looks for a
solution and takes immediate action to address it. After conducting his classes, he looks back
and 11 | P a g e
examines his experiences regarding his planning, the active teaching methods he used,
and the assessment, classroom management and the communication methods he
employed. Finally, he identifies his own strengths and weaknesses as well as those of his
students. He then plans to improve on his weaknesses in his subsequent classes. Balcha
has the habit of questioning his practices and improving his teaching to facilitate quality
learning by his students. Case 2 Endelibu is an academic in one of the oldest higher
education institutions in Ethiopia. He teaches his lessons with no planning. He enters
class and presents what he has prepared as notes. When a lesson is over he will teach
the next in the same manner. Sometimes he misses his classes but regards himself as
the only source of knowledge for his students. He is proud of being an academic at the higher
education institution but does not have the intention to identify his own teaching weaknesses
and gaps and take steps to improve his practice; rather he enjoys taking part in activities that
are not related to his profession. In short, even though he has been teaching for more than
twenty years, he has always taught in the same way during all those years with no
professional development. Case 3 Tsion is a fresh academic who is teaching in one of the
newly established universities. She tries to prepare herself for her classes but she does not
have the knowledge and skill of teaching the subject matter with respect to preparing a
lesson plan, using active learning methods, managing classrooms and communicating
effectively in English. She is usually afraid of asking senior teachers how she could
address or manage the problems she faces. Rather, she prefers to read books, journals
and other materials. However, she fails to put into practices what she gathers from her
theoretical readings. As a result, she feels that she is not doing her job properly and she is
tired of managing the problems she has faced inside and outside the classroom at the
beginning of her professional journey. Reflective Activity 6 - P. 15 1.What have you
understood about reflective higher education teachers in higher education from the
above cases? 12 | P a g e
There are different teacher in higher education which is a teacher having lesson plan and
taking immediate action to overcome problems, on other hand careless teachers and
teacher not have enough experience to teach and they are not give a solution immediately.
2.How effective are the above cases in changing your attitude towards applying
reflective thinking in your study and in your teaching? Explain. By facilitating for my students
learning and managing the class room, when something was happen taking immediate
action and examine my self-regarding planning, assessment and etc. 3. After going through the
cases, do you feel you should change your attitude towards the application of reflection in your
practice? Explain. Yes! I try to manage the class properly and wisely. Yes, because reflective
teaching is important to: Improve future teaching, know our weakness, develop self-
confidence Unit Three Professionalism in Higher Education Activity 7 – Pp. 16 -17 13 | P a g e
List unethical behaviors of higher education teachers and students, indicate the reasons
for the observed unethical conducts and suggest solutions. NoUnethical behaviorsInstigating
factorsSuggestions for tackling the problems 12.- Wron g re latio nsh ip b etwe en
m aleteachers and female students.- Some teachers give good grade forstudents without
their performance.- Selfishness- L a c k o f r e s p e c t University code ofconduct.-
Havingfunctioning discipline committee. - A t t h e b e g i n n i n g f r e s h
teachersshouldtake professional University code of conduct orientation. Unethical behaviors of
students in higher education institutions. NoUnethical behaviorsInstigating factorsSuggestions
for tackling the problems 14 | P a g e
1.2.3.Conflict between studentsbased on ethnicity.Drug abuse.Stealing phone, Laptop
andBooks of their friends. -Political interestof external body.-Peer pressure.-Peer pressure.-
Increasing student’s critical thinking ability by providing life skill course. - Teaching the
consequences of drug abuse on their life. -Proper utilizing the locker in the dorm. Case 1
Lesson Observation: Pedagogy The class: 45 second year students; 30 males and 15 females Dr.
Ayana is an assistant professor of Psychology. He has a heavy workload and spends much of his
time in planning. When you go into his class to observe a session, he welcomes you
and directs you to a seat at the back of the class. He continues to talk to the students about
the task he wants them to do. He reminds them of a previous lesson about Bloom’s taxonomy
and asks them to write learning objectives for “knowledge and understanding in the cognitive
domain” He tells the students to form groups. The students manage to arrange themselves
into groups of about six by alternate rows turning round to work with people
behind. This happens with a minimum of noise and the students begin discussion.
There is an animated buzz in the room which subsides after about five minutes and then
gradually rises. The students in all the groups are able to take turns in speaking and they
seldom interrupt each other. Females take an equal and active part in the groups’
discussions. The discussions are animated, thoughtful and students seem well
motivated. While the students are engaged in discussions, the teacher moves
around the room. He listens to what the groups are saying, encourages, answers
questions, clarifies points, and joins in the discussions. There was a good w o r k i n g
a t m o s p h e r e i n t h e ro o m , t h e t e a c h e r a n d s t u d e n t s h a d a re l a x e d a n d
f r i e n d l y relationship. The students showed respect to the teacher and promptly did what
they were told to do. 15 | P a g e
After about half an hour of discussion, the noise level rose and the group discussion stopped.
The students were talking in smaller groups and were no longer on task, having finished what
they were asked to do. The teacher continued to move among the groups and brought
individual groups back on task, checking what they had done, reminding them of things they
had forgotten, and asking questions. The class was called to attention and groups were
asked to report back. The students quickly faced the front and were attentive. As the
first group began to make a presentation, the lesson ended and the class was dismissed.
Case 2 Lesson Observation: Chemistry The class: 53 second year students, 4 of whom are
females Dr. Ayele is a large, imposing man with considerable presence. He has been
teaching in the university for eight years. He has a PhD in Chemistry for which he
studied in Europe. His subject knowledge is excellent. When you get into his class to
observe his lesson, he acknowledges your presence and indicates where you can sit, with no
break in his lecture. The students all have some typed sheets, stapled together and many of
them are making notes on these sheets as he speaks. He talks as he writes formulas on the
black board. His voice is loud enough for the students to hear him and he writes high enough
on the board for all students to be able to see. He pauses occasionally to look at his own
typed copy of the sheets the students have and sometimes tells them to follow as he
reads out a sentence to them. At no time does he have an eye contact with individual
students. As he talks, he looks over their heads. He asks two questions, but does not wait
for an answer. A few students murmur a response. At the end of the lesson he asks whether
any one has any question. The students look at their sheets and avoid eye contact with
him. No one asks a question. The students all appear to be listening throughout and many
of them write a lot of notes as he speaks, or copy formulas from the board. This is an
organic chemistry lesson and he cites examples where the chemicals he is describing are
used. Case 3 16 | P a g e
Lesson Observation: Biology The class: 30 third year students; 24 males and 6 females The
teacher is an enthusiastic young woman with a Master’s Degree in Genetics. Her
students are arranged into groups at random in the classroom, where there is adequate space
and light, and an overhead projector. She has excellent biological knowledge and has
planned a very well structured lesson on the crossing over of chromosomes. She starts by
reminding the students of the work they covered in the previous lesson. Students are
attentive and ready to work. Most students write notes as she speaks, using the key
points that she writes on the black board as a guide. She has a series of hand drawn and
colored overhead transparency sheets which she shows at appropriate points in her lecture.
These are projected above the black board. So, they are quite difficult to see. From the back of
the room it is difficult to make out the number of chromosomes and the number of cross-
over points. Students try to copy the diagrams in to their notebooks. Her explanations
are generally clear, and she pauses occasionally to ask questions. Her
explanations are generally clear, and she pauses occasionally to ask questions. The questions
are usually answered by the same young man in the front row. She asks for student opinion
about the significance of crossing over; several students are able to contribute. She finishes
by asking the students to think, before the next class, as to why Gregor Mendel did not come
across linkage. Activity 9 - P. 21 Teaching is defined differently by people depending on the
schools of thought to which they subscribe. For our purpose we may take it as facilitating
student learning involving the skills of planning, presentation, managing students and
resources, guiding and counseling students and assessing student learning outcomes.
Given the above three cases identify and describe those teaching skills you feel you should
develop. Skills you need to developWhy and how? 17 | P a g e
-Classroom Presentations- Technology utilization in teachingG o o d p r e s e n t a t i o n t o t h e
s t u d e n t s d u r i n g teaching attracts students’ attention to follow class. By preparing
short and clear. These century technologies dominate day to day activities. Different type
of technology will be used. Continuous Professional Development Plan Example W h a t I
w o u l d like to develop Specificobjectives What I will do Bywhen(Date) Reviewof objectives
(How? By whom?) D e v e l o p m y I T skillsM a k i n g g r a p h s and tablesFind a book or find
ac o l l e a g u e w h o c a n teach me13 JulyUtilization on report w r i t i n g a n d r e c o r d
keeping Activity 10 - P. 22 Your Continuous Professional Development Plan W h a t I
w o u l d like to develop SpecificobjectivesWhat I will doBy when (Date)Reviewof objectives
(How? By whom?) Reading differentbooks T o e n h a n c e m y knowledge Readsomeadditional
books Start today M y s e l f and colleagues 18 | P a g e
Complete the following chart individually on a significant role model of your choice. Reflective
Activity 7 - P. 23 My significant role
model:____________________________________________ Characteristics/e.g. competence
and interest insubject area ;years of service/ Behavior/e.g. punctuality; responsiveness/
Which of the characteristics and behaviors you listed above do you think are
particularly important in influencing student values and conduct? Cases in Role Model
Activity 11 - Pp. 23 - 25 The following are case studies of teachers. Identify the positive and
negative characteristics of each teacher, and the behaviors related to the characteristics. Case
1 Ferdisa is liked by his students; he is always friendly and cheerful, and often arrives late
for his classes and cracks a joke about his lateness. He is an entertaining teacher of English
and makes his students laugh. He is helpful and encourages them with their work, and
often uses his own experiences as teaching material for the lessons. He promises to help them
improve their English, and they often hand him drafts of the work they are doing. He
reads their work and makes helpful comments, but they rarely get feedback in time to
make improvements before the final deadline. He is a good sportsman, and he
organizes football games for the male students and boys in the local village. Case 2 Fantu
prides herself on account of her Master’s degree in Educational Psychology from Addis
Ababa University. She has excellent knowledge of child development and
delivers well- structured lectures, using many technical terms in good English. She
is impatient when her students ask her very basic questions, and does not waste her
time going back over things she 19 | P a g e

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thinks they should already know and understand. She compares them unfavorably
with the students she studied with, and is often highly critical of the comments
they make when she occasionally asks a question or provides an opportunity for discussion.
She is very strict with her marking. She gets disappointed when students do not live up to
her expectations. She runs an English speaking club once a week where she enjoys
conversing with students and helping them to improve their English. Case 3 Aster is a new
Biology teacher. She is trying hard to establish herself as a member of the
teaching staff. Most students like her as she shows interest in them as individuals and
tries to learn their names and is very patient when students ask her questions. Her subject
knowledge is good. But, there is a group of male students who continually ask difficult (and
often irrelevant) questions and disrupt the flow of the lessons. She is always neatly
dressed and well organized. She always tries to get to class before students to greet them
and set up her work and materials. That way the lesson can proceed smoothly. When she
sets an assignment, she expects it to be done within a week and promises to return it the
following week. Some of the boys in the class have handed in the work this semester.
Those who have submitted it are pleased with the comments they have been given.
They have found out that such feedback helps them improve their work. She has set up a
support group for female students that meet once a week, but at the moment the group
has no clear focus. Comments on cases Case1 Positive characteristicsNegative characteristics
Helpful and encourage their workArrives late to class Reads their work and makes helpful
commentsHe didn’t give feedback on the time Using own experiences on teaching materialHe
only encourage male students for foot ball game Recommendations 1.He should be
punctual 2.He should give feedback on the time 3.He should be fairly encourage both male and
female students equally 20 | P a g e

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