1. •Control the knowledge and learning and use of hisknowledge to guide
the science and art of his/herteaching practice.•Disposition and skills to
approach all aspects ofhis/her work in a perfectives, collegial and problem–
solving manner.•View of learning to teach as lifelong process
anddisposition and skills for working towardsimproving his/her own
teaching as well asimproving schools.
2. 1. Sense of efficacy – give effect to his/her learner2. Subject matter
knowledge – knowledge equipped3. Pedagogical knowledge – have skills
in teaching that considers teaching style, methodology, techniques4.
Sense of service – dedicated and committed to teach as their badge ;
valuated
3. 1. PASSION – the intimate desire tosacrifice2. HUMOR – different ways
to makestudents not to bore3. VALUES AND ATTITUDES –Open
mindednessImpartiality and fairness4. PATIENCE – a virtue (genuine)5.
ENTHUSIASM – eagerness(commitment is a strong promise)
4. 1. Verbal linguistic2. Logical mathematical3. Spatial4. Bodily
kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalist9.
Existentialist
5. 1.Learning is an experience which occurs inside the learner and is
activated by the learner.2.Learning is the discovery of person meaning and
relevance of ideas.3.Learning (behavioral change) is a consequence of
experience.4. Learning is a cooperative and collaborative process.5.
Learning is a evolutionary process.6. Learning is sometimes is a painful
process.7. Learning : one of the richest resources of learning is thelearner
himself.8. The process of learning is emotional as well asintellectual.9. The
process of problem solving and learning are highlyunique and individual.
6. 1. MASTERY – sensing – thinking2. UNDERSTANDING – intuitive –
thinking3. SELF – EXPRESSIVE – intuitive – feeling4. INTERPERSONAL
– sensing - feeling
7. 1. LEARNING IS AN ACTIVE PROCESS -This means that we have to
actively engage the learners in learning activities if we want them to learn
what we intend to teach. We have to give our students opportunities to
participate in classroom activities. We have to give varied activities to our
students for “hands – on – minds – on” learning. Danielson, 2002; 75% and
90% retention rates are learning by doing. What I hear, I forget. What I see,
I remember. What I do, I understand.2. The more senses that are involved
in learning, the more and he better the learning“Humans are intensely
visual animals. The eyes contain nearly 70 percent of thebody’s receptors
and send millions of signals along the optic nerves to the visualprocessing
centers of the brain…we take in more information visually than throughany
of the other senses” (Wolfe,2001).
8. 3. A non – threatening atmosphere enhances learningA non –
threatening and conducive classroomatmosphere is not only a function of
physical conditionof the classroom but more a function of a
psychologicalclimate that prevails in the classroom.4. Emotion has the
power to increase retention andlearningLet us not feel afraid to bring in
emotion into ourclassroom. Let us add an emotional touch to
learning.Without the emotional dimension, our subject matterwill remain
cold and lifeless.5. Learning s meaningful when it is connected tostudent’s
everyday life. Give sufficient examplesrelating to student’s experiences.
9. 6. Good teaching goes beyond recall of information.Good thinking
concerns itself with HOTS to developcreative and critical thinking. 7. An
integrated teaching approach is far more effective than teaching isolated
bits of information It considers multiple intelligences and varied learning
style of students. 8. An integrated approach incorporates successful,
research- based and brain – based instructional strategies .
10. 1. Without rehearsal or constant attention, informationremains in
working memory for only about 15 – 20 seconds.This implies the need for
memory aids.2. Learning is a process of building neural networks.3. Our
brains have difficulty comprehending very largenumbers because we have
nothing in our experience to“hook” them to.4. The eyes contain nearly 70%
of the body’s sensory receptorsand send millions of signals every second
along the opticnerves to the visual processing of the brain.5. Information is
embedded I music or rhyme, its recall iseasier than when it is in prose.
11. 1. Involving Students in Real – life or Authentic Problem Solving.2.
Student asks us when and where they need this and that they are learning
in school. This question implies that students hardly see the relevance and
the practical application of what they taught in school. 3. Simulations and
Role plays and Meaning Makers 4. Classroom Strategies Using Visual
Processing 5. Mnemonic Strategy 6. Writing Strategy 7. Active Review 8.
Hands – on Activity
12. 1. Instructional objectives2. Nature of subject matter3. Nature of the
learners4. Teacher5. School policies
13. A. Guiding Principles in the Selection and Organization ofContent1.
One guiding principle related to subject matter content is to observethe
following qualities in the selection and organization of content:a. Validity –
teaching are the content that we ought to teach according tonational
standard; explicit in the Basic Education Curriculum; it alsomeans teaching
the content in order to realize the goals and objectives ofthe course as laid
down in the basic education curriculumb. Significance – respond to the
needs and interest of the learner, hencemeaningful and significant.c.
Balance – Content includes not only facts but also concepts and
values.The use of the three-level approach ensures a balance ofcognitive,
psychomotor and affective lesson content.
14. d. Self-sufficiency – Content fully covers the essentials.
Learningcontent is not “mile-wide-and-inch-deep”. The essentials are
sufficientlycovered and are treated in depth. This is a case of “less is
more”.e. Interest – Teacher considers the interest of the learners,
theirdevelopmental stages and cultural and ethnic background.f. Utility –
Will this content be of use to the learners? It is not meant onlyto be
memorized for test and grade purposes. What is learned has afunction
even after examinations are over.g. Feasibility – feasible in the sense that
the essential content can becovered in the amount of time available for
instruction.2. At the base of the structure of cognitive subject matter
content arefacts. We can’t do away with facts but be sure to go beyond
facts byconstructing an increasingly richer and more sophisticated
knowledgebase and by working out a process of conceptual
understanding.
15. 3. Subject matter content is an integration of cognitive, skills, and
affective elements - it is an integration of facts, concepts, principles,
hypotheses, theories, and laws, thinking skills, manipulated skills, values
and attitudes. 1. “begin with the end in mind” a. We must begin our lesson
with a clearly defined lesson objective.2. Share lesson objective with
studentsa. Make known to our students our instructional objective and
encourage them to make the lesson objective their own.3. Lesson
objectives must be in the two or three domainsknowledge (cognitive), skill
(psychomotor) and values(affective).
16. a. A lesson is worthwhile if it gets connected to everyday life, how the
students is and ought to be concerned with it, what difference it makes for
a fuller existence4.Work on significant and relevant lesson objectives.5.
Lesson objective must be aligned with the aims ofeducational as embodied
in the Philippine Constitution andother laws and on the vision – mission
statements of theeducational institution of which you are part.6.Aim at the
development of critical and creative thinking.7. For the accountability of
learning, lesson objectives must beSMART. i.e., Specific, Measurable,
Attainable, Result o orientedand Relevant, Time bound and Terminal.
17. Benjamin Bloom’s Cognitive domain Knowledge Comprehension
Application Analysis Synthesis EvaluationAnita Harlow’s psychomotor
domain Imitation Manipulation Precision Articulation Naturalization
18. Receiving Responding Valuing Organization Characterization
Different Approaches and Methods Direct/ Expositive Instruction
ApproachDirect Instruction- is a way of teaching which is aimed athelping
students acquire some basic skills and “proceduralknowledge”
19. Instructional Characteristics1. The strategy is teacher- directed.2. The
emphasis is on the teaching of skill.3. Taught in a step-by-step fashion, it
ensures thelearning of the entire procedure with no step missed.4. Lesson
objectives include easily observedbehaviors that can be measured
accurately.5. This is a form of learning throughimitation, sometimes termed
“behavioral modeling”.Deductive Method-starts from the general to
specificAdvantages of the Deductive Method1. Coverage of a wider scope
of subject matter.2. No bother on the part of the teacher to lead learners to
the formulation of the generalization or rule.
20. Disadvantages of the Deductive Method1. It is not supportive of the
principle that learning is an activeprocess.2. Lesson appears uninteresting
at first.Inductive Method-starts from the specific to generalAdvantages of
the Inductive Method1. The learners are more engaged in the teaching-
learningprocess.2. Learning becomes more interesting at the outset
becausewe begin with the experiences of our students.3. It helps the
development of our learner’s higher-order-thinking skills.Disadvantages of
the Inductive Method1. It requires more time and so less subject matter will
becovered.2. It demands expert facilitating skills on the part of theteacher.
21. Demonstration MethodDemonstration- is a learning activity which is
performed by a student, agroup of 3 to 4 members or a teacher while the
rest become observers.Advantages of Demonstration Method1. It follows a
systematic procedure, hence students will be able to learnfrom a well-tried
procedure since the demonstrators are selected andadjudged to be
skilled.2. The use of expensive equipment and machines will be
maximized.3. Possible wastage of time, effort and resources will be
avoided since thedemonstration is supposed to be well- planned in
advance.4. It will not result to trial-and-error learning as what happens
withunplanned learning activities.5. The findings are reliable and accurate
since the procedure has beentried before.
22. Guided/ Expository Approach Inquiry Approach -sometimes termed
“discovery”, “heuristic” and “problem solving” is simply a teaching method
which is “modeled after the investigative processes of scientists.
Instructional Characteristics 1. Investigative processes such as inferring,
measuring, predicting, classifying, analyzing and experimenting,
formulating conclusions and generalizations are employed. 2. The
procedure in gathering information is not prescribed by the teachers.3. The
children are highly motivated to search, hence activeparticipation is the
best indicator or inquisitiveness.4. The answers arrived at are genuine
products of their ownefforts.5. Focused questions before, during and after
are criticalingredients that provide direction and sustain action.
23. Problem Solving MethodProblem Solving is a teaching strategy that
employsthe scientific method in searching for information. 5 Basic Steps of
the Scientific Method 1. Sensing and defining the problem 2. Formulating
hypothesis 3. Testing the likely hypothesis 4. Analysis, interpretation and
evaluation of evidence 5. Formulating conclusion Advantages of Problem
Solving Method 1. This approach is most effective in developing skill in
employing the science processes. 2. The scientific method can likewise be
used effectively in other non-science subjects. 3. The student’s active
involvement resulting in meaningful experiences serves as a strong
motivation to follow the scientific procedure in future undertaking. 4.
Problem solving develops higher level thinking skills.
24. 5. A keen sense of responsibility, originality andresourcefulness are
developed, which are much-needed ingredients for independent study.6.
The students become appreciative and grateful forthe achievement of
scientists. 7. Critical thinking, open-mindedness and wise judgment are
among scientific attitudes and values inculcated through competence in the
scientific method. 8. The students learn to accept the opinions and
evidence shared by others.Project Method-is a teaching method that
requires the students to presentin concrete form the results of information
gathered abouta concept, principle or innovation.
25. ADVANTAGES1. It is a teaching strategy that emphasizes “learning by
doing”2. Constructing projects develops the students’ manipulative skills.3.
The planned design of the project tests the students’ originality in choosing
thematerials to be used. They become resourceful and innovative.4. It can
be employed among students who are weak in oral communication5. The
completed project adds to one’s feeling of accomplishment andsatisfaction,
thus motivating students to continue constructing new projectsin school
and at home.6. It instills the values of initiative, industry and creativity.7.
Working on a project in groups develops the spirit of cooperation
andsharing of ideas.8. In addition to learning a concept, students become
productive andenterprising
26. Metacognitve Approach -“meta” means beyond• An approach that goes
beyond cognition that makes students think about theirthinking and think it
aloud.The Constructivist Approach•Is anchored on the belief that every
individual constructs and reconstructmeanings depending on past
experiences and continue reflecting and evaluatingaccumulated knowledge
with an end in view of constructing new meaning. Reflective Teaching •Is
anchored on the ability of the teacher to guide students to reflect on their
own experiences in order to arrive at new understanding and meanings.
CHARACTERISTICS 1.An ethic of caring • Confirmation • Dialogue •
Cooperative process 2. Constructivist approach 3. Tactful problem solving
27. STRATEGIES1. Self – analysis2. Writing journals3. Keeping a
portfolio4. Observation of students’ responses5. Questions at the end of
every lessonCOOPERATIVE LEARNING APPROACH - An approach
makes use of classroom organization where students work in groups or
teams to help each other learn.PEER TUTORING -Is commonly employed
when the teacher requests the older, brighter and more cooperative
member of the class to tutor other classmates.TUTORING
ARRANGEMENTSa. Instructionalb. Same agec. Monitoriald. Structurale.
Semi – structured
28. -method implies, this learning with a partner. A student chooses partner
fromamong his/her classmates. This may also means assigning “study
habit”.APPROPRIATE LEARNING ACTIVITIES IN THE DIFFERENT
PHASESOF THE LESSON.•Introductory activities•Developmental
activities•Concluding activities•GUIDING PRINCIPLES IN ASSESSMENT
OF LEARNING•These principles "adapted" from Corpus and Salandanan,
2007)•1. Teaching and learning is never complete without assessment.
This means thatassessment is an integral part of the teaching-learning
process. We need to test how far the learners have learned, either before,
during or afterinstruction, in line with our objectives. Thus, if learners are
made to realize about this, negative attitudes about assessment will be
minimized since the quizzes and tests will be just "usual" to them. They will
come to realize the purpose of assessment, that is, to check how far they
have learned.
29. 2. Assessment tool and objectives must be collinear. The test/quiz or
anyassessment techniques must be in line with the objectives. This also
includes thetype of assessment appropriate for a certain objective. This is
like a teacher whohas an objective about "Singing the Philippine National
Anthem". Which ismore appropriate assessment tool: let the student write
down completely theanthem, or let them sing the anthem?3. Assessment
results should be fed back to the students. This is one of themortal sins of
some of the teachers. They will give quizzes, tests, projects, etc yetthey fail
to return these to the students, or to just inform the grade/score
thestudents acquired.The purpose of assessment is to give learners a
feedback to what extent theirlearning is. How will the learners learn this if
the teacher wont give their scoresor return their papers?4. In assessment,
consider learners multiple intelligences and learning styles.The traditional
paper and pencil test puts verbally and linguistically intelligentstudents at
the advantage.
30. 5. It is wise to give some positive feedback as well as constructive
criticisms. Dontforget to praise the students on a job well done. This can
boost their morale tostudy and appreciate the value of success. Further,
lets give them someconstructive criticisms on the areas they need to
improve. Remember that thebiggest room in the world is the room for
improvement.6. Emphasize self-assessment. Assessment must be
intracomparative rather thanintercomparative. In short, if learning is as well
a personal process, then, let thelearners assess their performance on their
own against a certain criteria. Let thembe aware of and reflect on their own
progress.7. Build the culture of success in the classroom. Avoid the bell
curve mentality, orthe belief that it is normal that some students pass while
some fail. Have thatmentality that ALL learners can achieve.8. Never use
assessment as a disciplinary action or a punishment. This distortsthe true
purpose of assessment. This will enkindle the negative attitudes
towardassessment.
31. 9. Assessment should be communicated regularly and clearly to
parents. Take notehowever the importance of accountability, transparency
and confidentiality.10. Emphasize on real world application that favors
realistic performances over out ofcontext drill items. Hence, assessment
must focus on real life application, as well asdeveloping higher ordered
thinking skills such as analyzing, evaluating and most of
allcreating.Selection and Use of Instructional MaterialsPRINCIPLES1.All
instructional materials are aids to instruction. They do not replace the
teacher.2.Choose the instructional material that best suits your instructional
objectives.3.If possible, use a variety of tools.4.Check out your instructional
materials before class starts to be sure it is workingproperly.5.For results,
abide by the general utilization guide on the use of media given:a. Learn
how to use the instructional materialsb. Prepare introductory remarks,
questions or initial comments you may need.c. Provide a conducive
environment.d. Explain the objectives of the lesson.e.Stress what to be
watch or listened to carefully.f. State what they will be expected to do with
the information they will learn.g.There is a need to summarize or review the
experience.
32. 1.Audio-recordings Includes Tapes, record and compact
disc.2.Overhead Transparencies and Overhead Projector (OPH)- a
transparencycan show pictures, diagrams and sketches at a time when
they are needed in adiscussion.3.Bulletin boards- usually stationary on a
wall or it can be removable.4.Chalkboard- this includes not only those with
flat and wide surfaces but alsothe portable types which can be moved or
even serve as dividers.5.Charts- may be in form of maps, graphs,
photographs, and cut-outs.6.Mock-ups- is a replica of an object that may
be larger or smaller in scale.7.Realia- stands for the real thing that is to
studied like using real insects andplants.8.Video Tapes/Films- in form of 8
mm and 16 mm. can be purchased orrented.9.Models- scaled replicas of a
real object.10.Pictures- these include flat, opaque and still
pictures.11.Books- textbooks and all kinds of books are also classified as
media or sub-strategies.12.Electronic Materials- CD, DVD, CD-ROMS and
the internet.
33. Graphic Organizers - is an instructional tool used to illustrate a student
or classs prior knowledge about a topic or section of text.Spider MapUsed
to describe a central idea: a thing (ageographic region), process(meiosis),
concept (altruism), or proposition
34. Series of Events ChainUsed to describe the stages of something(the
life cycle of a primate); the steps in alinear procedure (how to neutralize an
acid);a sequence of events (how feudalism led tothe formation of nation
states); or thegoals, actions, and outcomes of a historicalfigure or
character.
35. Paragraph Graphic Organizer
36. Inferencing Writing Graphic Organizers
37. Story Film Sequencing Organizer
38. KWL Graphic Organizer
39. LANGUAGE Graphic Organizers
40. Sandwich Graphic Organizer
41. MANAGING THE PHYSICAL ENVIRONMENT Furniture Arrangement
The physical features in the classroom must be located in areaswhere the
contents could be viewed well and be made available for use.Well –
arranged, they make the room look spacious and orderly. Also thechairs
and tables must be positions appropriately. White board for writing and
clarifying lesson discussions, togetherwith bulletin boards, are available for
posting important messages andoutstanding pieces of students work, art
and illustrations.Seating Arrangement It deserves foremost consideration
since the students stay in eachat the longest time during the day. Match
the seating arrangement with theformat and activities of your lesson plan.
The semi – permanent arrangement of the chairs is one where theyare
arranged in four rows with six to eight in a row. Sufficient space isallotted in
the aisles and in – between the seats for ease in moving around.If the
activities need groupings, the chairs are organized in groups of fouror five
facing each other for fast exchange of communication.
42. Clean rooms, hallways and surroundings arewholesome places to stay
in. the teacher should schedule whois responsible for their neatness on a
regular basis. Usedinstruments and devices must be returned to their
properplaces. Always erase the board after use. It must be a safe place
where curious, overactive andenergetic children are always on the go.
Avoid slipperyfloors, rickety chairs and old furniture.For a lively and
freshlook, potted indoor plants can be p[laced at the corners andflowers on
the teachers table. Proper lightning and ventilation must be provided
andmaintained for everybody’s comfort.Noise and disciplineproblems in the
physical environment can be avoided in anorderly and well – managed
classroom.Let us not forget that equally important, if is the
psychologicalatmosphere that reigns in the classroom.
43. Teaching assistants always have a long list of things we need
toaccomplish – and generally, too little time in which to do them. Here
aresome helpful hints on how to make the best of your classroom time
whilemaintaining a realistic approach to how much you can
accomplish.BASIC PRINCIPLES OF CLASSROOM TIME MANAGEMENT
Define your objectives for each class and try to remain focused onthem.
Allowing the class to digress too far, or for too long, may sacrificemore
critical discussion or activities. Become comfortable early on with
compromise. You’ll rarelyaccomplish everything you ideally would like to
accomplish. “Getting out of the way”. Recognize when you should step
asideand let the students take over; be responsive to the classroom
dynamic. Be flexible. Be able to reshape your lesson plan on the fly,
torespond to the demands of different groups.
44. Review the assigned material, even if you’ve taught thematerial before.
If you’re working through problem sets withstudents, make sure you do the
problem sets yourself first. Workthrough any exercises yourself first, etc.
This will allow you toidentify potential problem areas and plan your lesson
accordingly. Take into account other time demands, such as the need
toreview assignment requirements. Allow for time for questions on difficult
topics/concepts.Build time for questions into your lesson plan. Estimate the
time each task will take, and be prepared to findout that your estimate is
low. Be aware of course objectives, not just class objectives.Longer-term
planning allows you to make connections betweenmaterial across weeks,
as well as divide other tasks such as preparingfor assignments into more
manageable ‘units’. It also lets you seewhere there are ‘lighter’ weeks in
the syllabus.
45. •Assess what your students already know, and the time availableversus
the number of tasks that need to be accomplished.•Prioritize your
established tasks to ensure that you cover themost important
concepts/subjects.•Keep the classroom dynamic in mind. Is the group fond
ofdebates (allow more time) or do they have difficulty participatingin
discussion? The extra time it takes to get a discussion going willaffect your
planning for the class. Try to experiment with allowingtime for individual
writing in response to a question instead ofalways running a
discussion.•Consider making use of time-controlled activities (groupwork,
role-playing, in-class writing, individual presentations, etc).•Be aware of
hidden time demands (administrativeissues, explanation of test procedures
or assignments, questionsfrom lectures, setting up technology, rearranging
the room, etc.).
46. •Make students aware of your learning objectivesfor the day. It is
sometimes helpful to put anoutline for that day’s class on an
overheadtransparency or in one corner of the board.•Indicate not only what
activities you’ll be doingand what exercises/problems you’ll be workingon,
but how much time you’ll be allotting eachpart of the class. Indicate what
the overall goal isfor that day.•Always keep an eye on the passage of time
duringclass.•Assess the success of the lesson plan aftereach class and
adapt for the next week.
47. Routines have to be learned. We get used to doing them in order for
themto become reutilized. It is, therefore, necessary that we identify
andexplain specific rules and procedures in our classrooms. The first days
ofschool will be most timely.TRANSITIONSManagement of most
instructional interruptions is fully within the teacher’scontrol. Transitions
can either be anticipated or unanticipated.EXAMPLES OF ANTICIPATED
INTERRUPTIONS ARE:• Beginning of an instructional episode• Between
instructional episodes• After an instructional episode• Equipment set up
and take-down• Material distribution/ collection• From teacher-to-student-
centered activity• Beginning/ end of class or school day
48. Make clear your rules and procedures on the distribution andcollection
of materials, storage of common materials, the teacher’sdesk and storage
areas, students’ desk and storage areas, the use ofthe pencil
sharpener.GROUP WORK Research shows that group work like
cooperative learninghas a positive impact on student achievement,
interpersonalrelationships and attitudes about learning.RULES AND
PROCEDURES ON GROUP WORKADDRESS THE FF. AREAS:•
Movement in and out of the group• Expected behaviors of students in the
group• Expected behaviors of students not in the group• Group
communication with the teacher
49. RULES AND PROCEDURES IN THESE AREAS PERTAIN TO:•
Student attention during presentations• Student participation• Talking
among students• Obtaining help• Out-of-seat behavior• Behavior when
work has been completed. HERE ARE SOME EFFECTIVE SIGNALS
USED BY NEW AND EXPERIENCED TEACHERS: • 5,4,3,2,1 countdown
5 for freeze 4 for quiet 3 for eyes on the teacher 2 for hands free (put
things down) 1 for listen for instructions • Raise you hand if you wish to
participate. • To obtain teacher’s attention: One finger= I need to sharpen
my pencil Two fingers= I need a tissue Three fingers= I need your help
50. Teacher’s hand signal means:• Freeze (Stop what you are doing)•
Gently tap on your neighbor’s arm to get his/her attention to freeze• Face
the teacher and listen to instructionsDISCIPLINE -is a controlled behavior.
It constitutes the next important concernof teachers as part of good
management. No matter how well managed alearning environment is,
students will occasionally misbehave. Teachersmust be ready to deal with
them with utmost care and consideration.CAUSES OF DISCIPLINARY
PROBLEMS1. Unfavorable learning conditions•Overcrowded with more
than the regular number of students to a class.•Poor lightning facilities and
inadequate ventilation.2. Teacher’s poor management skills•Knowledge
and skill in employing a wide range of classroomstrategies and
procedures•Personal and emotional attributes3. Student’s varied
background•Family background•Physical and mental capacities•Emotional
traits among others
51. •Employ more group – oriented methodologies•Use varied teaching
techniques•Develop patience, compassion, genuine respect and care for
your students.Various modes of establishing discipline/classroom
control•student’s responsibility•teachers exclusive responsibilities•a result
of effective teaching strategies•an effect of group dynamics on
behaviorARE YOU A GOOD DISCIPLINARIAN?Tips that can make a
teacher a good disciplinarian.•Can face a class with varied behavior
tendencies•Know your students•Show sincere concern for their
welfare•Commendable behavior is reciprocal•Calm, poised and tactful•Are
firm and consistent•Enthusiastic•Have a sense of humor•Have a well –
modulated voice•Humble.
52. Acceptable and effective•Use verbal reinforces that encourage good
behaviorand discourage bad tendencies.•Use non verbal gestures, frown
or a hard look todissuade them from mischief.•Dialogues can help in
discovering problems andagreeing on mutually beneficial solution.•Focus
attention on one who is unruly and is about todisturb the neighbors. Lead
him/her to a secluded areaand nicely convince him/her to be quiet.•Award
merits for good behavior and demerits for cconsistencies and lapses.•A
private one – on – one brief conference can lead to abetter understanding
of mistakes that need to beremedied or improved.•Give students the
freedom to express or explainagitated feeling and misgivings rather than
censurethem right away.
53. •Scolding and harsh words as a reprimand will have a negative effect
on theentire class.•Nagging and faultfinding, together with long “sermons”
are repugnant andnasty.•Keeping a student in a “detention area” during or
after classes as a penalty formisbehavior is a waste of time and occasion
for learning. The shamefulexperience is not easy to forget.•Denying a
student some privileges due to unnecessary hyperactivity can all themore
encourage repetition.•Assignment of additional homework compared to the
rest can make themdislike the subject.•Use of ridicule or sarcasm could
humiliate and embarrass a for mentor.•Grades for academic achievement
should not be affected due to misdemeanor.•Assignment of additional
homework compared to the rest can make themdislike the subject.•Use of
ridicule or sarcasm could humiliate and embarrass a for mentor.•Grades for
academic achievement should not be affected due to misdemeanor.
54. To establish discipline, use acceptable ways of dealing with discipline
problemsand avoid the unacceptable measures by all
means.MotivationHighly Motivated Students•Actively participates in every
class activity•Often seen procuring over additional references•Curiously
examining the proboscis of a butterfly•Volunteers to borrow and return
materials used Poorly motivated Students•Passively stuck to the seat
during discussions•Uninterested look and facial expression•Endlessly
bother neither rather than listen•Unable to follow simple
instructions•Leaves learning task half done Meaning of
MotivationMotivation is a driving force that impels one to react. It refers to
the teacher’s and thestudent’ rationale or purpose
55. Intrinsic Motivation – is also called internal motivation. It originates
fromthe students’ inner selves or from factors inherent in the task
beingperformed.Intrinsic Motivation is greatly influenced by the innate
values and attitudespossessed by the students.Extrinsic Motivation-is also
called external motivation. It originates from thestudents’ learning
environment or from factors external to the students andunrelated to the
task at hand. It takes the form of rewards or incentives
orrecognitions.Effective Questioning and Reacting TechniquesTypes of
Questions According to PurposeAssessing Cognition – used to determine
one’s knowledge in understanding. Theypromote high level of
thinking.Verification – determines the exactness or accuracy of the results
of anactivity or performance.Creative thinking- it probes into one’s
originalityEvaluating – it elicits responses that include judgments, value
and choice
56. Productive thinking – it includes cognitive reasoning. It analyzes facts,
recognizespatterns or trends and invokes memory and recallMotivating – a
number of questions about the topic can serve to arouse their interestand
focus attentionInstructing – directs, guides and advise on what and how to
do an activityTypes of Questions According to Level / Answer•Low Level
Question•High Level Question•Convergent Question•Divergent
QuestionQuestioning Skill•Varying type of question•Asking non- directed
question•Calling on non-volunteers•Rephrasing•Sequencing
logically•Requiring abstract thinking•Asking open-ended question•Allowing
sufficient wait time•Assessing comprehension•Involving as many as
possible
57. •Know your own style of questioning•Request colleague to critique your
own style•Increase your own repertoire of type of questions•Consider the
individual abilities and interests of the students•Spend time reflecting on
the type of question you askEncourage Questions from StudentsThe
teacher’s questioning technique is the key in encouraging students to
askcorrect, relevant and high level questions. Her questions can serves as
good examples•Attend to their questions. Avoid dismissing irrelevant
questions. Assist in clarifyingor refocusing in order to solicit correct
responses•Praise the correctly formulated questions. It develops
confidence and makesknowledge search easy and satisfying.•Allot an
appropriate time slot for open questioning. This will encourage the
slowthinkers to participate freely.Handling Pupil’s Responses•Providing
feedback on the correctness or incorrectness of a response•Giving
appropriate praise to high quality responses•Making follow up questions
58. •Redirecting questions•Following up a student’s response with related
questions•Rephrasing the seemingly unclear questions•Showing non-
verbal encouragement•Encouraging learners to ask questions
HomeworkAway of extending the school day by providing students the
opportunity torefine and extend their knowledge.Function of
Homework•Extend of practice•Is advance preparation for the
nextlesson•Help cultivate good study habit•Is an assessment tool
PRINCIPLES AND METHODS OF TEACHING
Concept of teaching
A. Views about teachingTeaching consists of well-planned tasks which connect a teacher’s entire act of learning. Learning is the definitive goal.
Teaching is a dynamic activity which needs a careful analysis of how the learning variables interrelate with one another. The conclusions arrived at in one situation could not be expected to be the same in another, even if the same factors exist.
Teaching is a time-honored career, aimed at awakening and nurturing the children’s spirit of inquiry at the same time catering to the learning abilities, interests and aspirations.
Teaching as an art- Signifies the way a teacher expresses her emotions and communicates her feelings through her teaching
chores.- Conglomeration of ones talent, skill and expertise in reaching out and enriching the children’s lives.- A skillful teacher exudes a caring, compassionate and creative approach that makes teaching a
masterful act of teaching the children’s hearts and minds(Salandanan, 2005).
Teaching as a science- Science aims at the discovery of the nature and orderliness of our world around, teaching as a science
seeks the application of a scientific attitude and methodology in deciding about strategies to employ instructional materials to use and other “best teaching practices” to adopt.
- Guided by a scientific procedures, teaching is regarded as a “practical and a consistent way of modeling how a virtuous, trustworthy and humble scientist works in raising the ethical standards of the profession” (Salandanan, 2005).
B. Definition
Teaching is commonly understood to mean instructing, tutoring and educating. It could stand for training, tutelage and pedagogy (Salandanan, 2005).
C. Teaching as a professionProfession
- refers to ones occupation, job or specialty. It has defined goals and from its performance one derives self-fulfillment.- vocation, employment or lifework
A teacher considers it as his career or field of lifelong endeavor.
Teaching is considered a profession if its choice is motivated by any or all of the following:a. Pursued to achieve a goal, objective or purposeb. Involves direction borne by proper planningc. Provides opportunities for self-fulfillment and enhances self-esteemd. Allows expression of love, care and compassion for childrene. Contributes to ones growth and advancementf. Provide job security (Salandanan, 2005)
CHARACTERISTICS
Professional qualities
- Refer to the teacher’s knowledge of general subject matter to be taught, his understanding of psychological and educational principles and his understanding and appreciation of the teaching profession.
Basic qualities1. Mastery of the subject/field one teaches2. Understanding of the learner3. Understanding of the teaching principles and skill in the use of techniques for their implementation4. General understanding of other branches of knowledge5. Understanding and appreciation of the teaching profession (Lardizabal, et al, 2000)
Personal qualities- Are those that stem from the teacher’s personality, his interests, attitudes and beliefs, his behavior in
working relationships with pupils and other individuals and the like.- Are related to the five aspects of personality: intellectual, social, physical, emotional and moral.1. Pleasing personal appearance, manner, courtesy, pleasant voice2. Intelligence, emotional stability and self control3. Sympathy, kindness, helpfulness, patience4. Integrity, trustworthiness, honesty, loyalty5. Flexibility, creativity, resourcefulness6. Sociability, friendliness, cooperativeness7. Fairness, impartiality, tolerance8. Sense of humor, cheerfulness, enthusiasm (Lardizabal, et al, 2000)
Preparation for teaching1. Preservice education- Subject matter education, general education and professional education2. In-service education- To continue to grow professionally- This involves keeping up with the changes and newer developments of his subject field, in the theory and
practice of teaching, in current experimentations in education, and in other areas of knowledge relevant to his teaching.
- Professional readings- Seminars- Workshops- Graduate studies
D. The triad of teaching1. The teacher – thread that ties2. The student – their needs, interests and abilities deserve prime consideration if teaching is to occur
smoothly and creatively.3. The content – the choice of an appropriate teaching methodology becomes an important concern
(Salandanan, 2005)
Principles of Learning
Goal and Objective1. “Begin with the end in mind”
- Says Covey, the author of “Seven Habits of Effective People”- Begin with lesson objective- Sense of direction
2. Share lesson objective with students- Begin with a statement of purpose- Personal target
3. Lesson objectives must be in the two or three domains-knowledge (cognitive), skill (psychomotor) and values (affective).
- wholistic learning
4. Work on significant and relevant lesson objectives.
5. Lesson objective must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution of which you are a part.
- Education Act of 1982
6. For accountability of learning, lesson objectives must be SMART.- There is curriculum alignment
7. Aim at the development of critical and creative thinking.- Serve as catalyst in the development of higher –order-thinking skills (HOTS).- (Corpuz &Salandana, 2003)
Learning– Is an integrated, ongoing process occurring within the individual, enabling him to meet specific aims,
fulfill his needs and interests, and cope with the living process (Lardizabal, et al, 2000).
CHARACTERISTICS OF LEARNING1. Learning is developmental2. Learning is interactive3. Learning is basic
Learning is the core of the teaching –learning process.
Principles of Learning- Magoon and Garrison, 1976
1. The learner must clearly perceive the goal- Maximum communication exists- Related to self
2. The learner must be psychologically and physiologically ready- Edward Thorndike- Law of readiness- Law of effect
3. The learner must be motivated to learn- Extrinsic motivation- Intrinsic motivation
4. The learner must be active not passive for maximum learning- Chinese adage- I hear and I forget
I see and I rememberI do and I understand
5. The learner must repeat or practice what he has learned in order to remember- Thorndike’s law of exercise
6. The learner must put together the parts of a task and perceive it as a meaningful whole- Gestalt school of psychology
- Process of discovering and understanding relationships and of organizing and finding significance in the sensory experiences aroused by the external situation.
7. The learner must see the significance, meanings, implications and applications that will make a given experience understandable.
- Educative experience- Meaning of new experience
8. The learner must be prepared to respond.- Readiness- Related to maturation
9. The processes of problem solving and learning are highly unique and specific.- Alternative models or styles
METHODOLOGY- Refers to the orderly, logical procedure in doing something, more specifically in ways of teaching.- Method in educative process- Importance of method
Meaning of method
Method- Greek – methodos- Meta (after) and hodos (way)- Is a series of related and progressive acts performed by the teacher and the pupils to accomplish the
general and specific aims of the lesson- Regular steps- Presently, it includes everything the teacher does or neglects to do which causes behavioral changes in
pupils.- Relation between method of teaching and method of learning
Functions- Bridge between the child and the subject matter- Makes learning easier- Links the child and the society- Learns to cooperate with others- Traditional concept – how- Today – why
Factors that determine method
1. The educational objective and the aim of the lesson2. The nature of the subject matter of the lesson3. The nature of the learners4. School equipment and facilities5. The teacher
Device – little method- Teaching aid or a tool- Pictures, flash cards
Technique - the art or skill of performance- Action and gestures- Facial expression- Voice pitch
Characteristics of good method1. It makes use of the principles of learning and permits the operation of these principles such as readiness, exercise and effect as provided for.2. It utilizes the principle of learning by doing
3. It provides for individual differences4. It stimulates thinking and reasoning5. It provides and growth and development.
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