Components of Effective Teaching
Components of Effective Teaching
(Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)
Prepared by : CADACIO,JAY M. BISCAST-SLP-B
1
The TeacherPersonal and Professional Traits
RolesManager, counselor, motivator, leader, model, public relations officer, parent surrogate, facilitator, instructor
2
The LearnerThe child as a biological organism with needs, abilities, and goals;
The social and psychological environment;
Cultural forces of which he is a part .
3
The Classroom
Activities are well organized
Mutual sharing of responsibilities in maintaining a state of order and democratic living
Pleasant and hygienic conditions prevail
Physical environment Location, shape, size, construction of the room
Furniture in the room
Instructional supplies or resources for learning
Provisions for lighting, heating, ventilating
Acoustics of the room
Provisions for sanitation, cleanliness, orderliness
Intellectual ClimatePatterns of behavior
Interaction pattern
Qualities of interaction
Attributes that help learners think clearly, critically, and creatively
Social ClimateAutocratic teacher centered
Laissez-faire Learner operates as an individual
Strives for recognition of his own achievement
Develops little regard for the rights & accomplishments of others
Democratic Goals are established by group participation
Teamwork is fostered
Teacher as a guide
Leadership is open to all
Emotional ClimateEmotional adjustment and mental health of learners
4
The Curriculum
The blueprint or master plan of selected and organized learning content
Actual implementation of plan through simulated experiences in the classroom
Academic CurriculumFormal list of courses offered by a school
Extra CurriculumPlanned but voluntary activities sponsored by a school (sports, drama, social clubs)
Hidden CurriculumUnplanned learning activities that are natural by-product of school life (how to cope with school bureaucracy, boredom, etc.)
5
Materials of Instruction
Various resources available for teachers and learners which help facilitate instruction and learning
Two-dimensional materials (any visual appearing to have height and weight)Flat pictures
Graphics
Three-dimensional materials (have depth or thickness in addition to h-w)Model Diorama
Realia Puppets
Mock-up
Audio-recording materials (experiences of pure listening)Recordings
Radio
Projected materials (enlarged on a viewing screen)Still projection
Motion Pictures
Educational television
6
Administration
The organization, direction, coordination, and control of human and material resources to achieve desired ends.
Seeing that all money is economically expanded and accounted for
Preparing the school budget
Selecting and purchasing school sites
Planning, erecting, and equipping school buildings
Operating the school plant and keeping it in an excellent state of repair
Selecting, training, and supervising teachers
Providing supplies, textbooks
Assisting in curriculum construction
Organizing and instructional program
Keeping the public informed of the aims, accomplishments, and needs of the school
Keeping school records and accounts
Aspects or Dimensions of Individual Learning Style
BiologicalDevelopmental-Sociobiological Preference
Sound
Light
Temperature
Design
Perception
Intake
Chrono-biological highs and lows
Mobility needs
persistenceMotivation
Responsibility
Need for structure
Different Learning Disabilities
Apraxia (Dyspraxia)The inability to motor plan or to make an appropriate body response
DysgraphiaDifficulty writing, both in the mechanical and expressive sense, difficulty with spelling
DyslexiaDifficulty with language in its various uses, not just reading
DyssemiaDifficulty with social cues and signals
Auditory DiscriminationTrouble with perceiving the differences between sounds and the sequences of sounds
Visual PerceptionDifficulty with the ability to understand and put meaning to what one sees
Recognizing Learning Disabilities:
(National Center for Learning Disabilities, USA)
1. difficulty with reading, wiritng, speech, and mathematics
2. difficulty with perception of time and space
3. concentration and attention problems
4. impulsive behavior
5. difficulty with short-term memory
6. socialization problems
7. difficulty with fine motor coordination
8. low self-esteem
9. difficulty with organization
(Disabilities Association of America)
10. disorganization
20. inability to follow simple
11. easily distracted
instructions
12. poor attention span
21. poor emotional control
13. overreacts to noise
22. difficulty remembering or
14. doesnt enjoy when being read to
understanding sequences
15. poor hand-eye coordination
23. chooses younger playmates
16. cant make sense of what s/he hears
or prefers solitary play
17. uses words inappropriately
18. hyperactivity
19. limited vocabulary
PrincipleComponentsActivities
1. Educate the whole childAspects of development: physically, socially, emotionally, ethically, and intellectually
Challenge emerging interests, and abilities
2. Keep the program informal, flexible, and democraticConfidence in their power of achievement
Ask questions freely
Confer with other learners
Share in planning activities
Carry personal responsibility
3. Capitalize upon present student interestTeachers discover what interests and purposes students have
Limited versus wide interests
Praiseworthy purposes to promote educational growth
4. Let motivation be intrinsicMost moving incentives are those of real life Explore the new and the interesting
Associate actively with other people
Manipulate and construct things
Compare opinions about important matters
Express ones self artistically
5. Make learning experiences vivid and direct
Generalizations will be useless and mere verbalisms unless grounded on meaningful personal experiences
The need to receive more concrete, interesting and meaning experiencesConstant opportunities for:
Motion pictures
Radio programs
excursions
interviews
service projects
work experience
Basic Principles of Successful Teaching at any Academic Level
(Olsen, et al as cited in Principles & Strategies of Teaching by Acero, et al)
PrinciplesComponentsActivities
6. Stress problem solving, the basis of functional learningAbility of children to intelligently attack real problemsDiscover,
define, attack, solve, interpret personal and social problems
7. Provide for the achievement of lasting student satisfactionTeachers put extra effort to make learning situations opportunities for students achieve something Offer genuine success,
Personal satisfaction
Opportunity for intellectual, social, and emotional growth
8. Let the curriculum mirror the communityLearning situations reflect students community lifeSimulations
Humanistic Teaching
(is non-threatening coupled with unconditional love)
PrincipleComponents
1. Emphatic Understanding Internal frame of reference
Putting oneself in the place of another
2. Respect or non-possessive warmth Warm and total acceptance for another as a person
Deep interest and concern for the development and welfare of students
3. Genuineness Real and not a mythical teacher
Principles of Good TeachingBasic Principles of Todays Teaching
1. Active Learning
2. Many Methods
3. Motivation
4. Well-Balanced Curriculum
5. Individual Difference
6. Lesson Planning
7. The Power of Suggestion
8. Encouragement
9. Remedial Teaching
10. Democratic Environment
11. Stimulation
12. Integration
13. Life-like Situation
14. Independence
Children learn by doing.
Learning should be gradual and continuous, not discrete.
Motivation should be intrinsic and natural, not artificial.
The child can best be educated as a whole, as a unit organism.
Instruction should be adopted to individual needs.
Education means improving the quality of learning.
Learning depends upon the childs ability.
Teacher-student and inter-student relationships should be cooperative
Learning comes through sense impressions.
Natural social settings should constitute learning situations
Writing Lesson Objectives
Other terms for instructional objectives
Performance
Learner
Behavioral
Specific (objectives)emphasis on the student outcomes manifested in behavior
Process objectivesFocus on mental skills: observation, organization, categorization, evaluation, drawing inferences
Enabling objectivesInclude task analysis: breaking a complex task into a logical sequence of steps to achieve the intended outcome
Characteristics of Performance ObjectivesSMARTSpecific, Measurable, Attainable, Result-oriented, Reliable, Realistic, and Time-bounded, Terminal
Taxonomy of Instructional Objectives
CognitiveKnowledgeRecall facts, concepts, and generalization
ComprehensionCheck understanding of information learned
ApplicationApply information in performing concrete actions (ex: writing, reading, handling equipment)
AnalysisExamine factual content in order to solve problems
Divide information into component parts
Utilize inductive and deductive learning
SynthesisBring to bear information from various sources to create a product, a pattern or structure
(written, oral, practical)
EvaluationApply a standard in making a judgment on the worth or something (decision-making skills, action, design)
Affective
ReceivingShow willingness to attend to a particular classroom stimuli in the learning environment
RespondingRequire active participation based on the stimuli
ValuingDisplay definite involvement or commitment toward some experience
OrganizationIntegrate a new value into their general set of values and give its proper place in a priority system
Characterization by ValueAct consistently according to the value and is firmly committed to the experience
Taxonomy of Instructional Objectives
Psychomotor
Reflex MovementsOccur voluntarily in response to stimuli
Basic Fundamental MovementsHas innate movement pattern from from a combination of reflex movements
Perceptual AbilitiesTranslate stimulus received through the senses into appropriate desired movements
Physical AbilitiesDevelop basic movements that are essential to the development of more highly skilled movements
Skilled MovementsDevelop more complex movements requiring a certain degree of efficiency
Non-discursive Communicate through body movement
Magers Approach in Writing Objectives: Three Elements:
1. Performance / Behavior - refer to what the learner displays
2. Condition refer to the circumstances under which the learner is able to perform or exhibit the learned behavior
3. Criterion of Success standard against which the learners performance is evaluated for teachers to know whether or not the learners objective has been attained
_______________
References
1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).
2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90).
Methods and Techniques of Teaching
EXPOSITORY VS EXPLORATORY STRATEGY
(Notes from: COI Workshop 2003, AdDU)Expository StrategyExploratory Strategy
Less delivery time
Utilizes expositive strategies such as:
Direct teaching
Deductive proces
Teacher controlled method
Less students involvement:
Passive Active
More delivery time
Utilizes discovery strategies such as:
Inquiry teaching
Inductive process
Teacher facilitated methods
High student involvement
Active Interactive
(Notes from: COI Workshop 2003, AdDU)Expository Teaching
WhatWhen to useSteps
Expository or
Didactic MethodA telling method where facts, concepts, principles, and generalization ore stated, presented, defined, interpreted by the teacher, and followed by the application or testing of these concepts, principles, and generalizations in new examples generated by students. When there is an immediate need of a relevant information to make students understand a part in the lesson
When information is not available and time can be saved by the teacher directly telling it
When an idea or principle can be best learned only by explanation
When the source material is not accessible to the studentsExpository Teaching of Concepts
1. Teacher presents concepts and definition
2. Teacher presents and links concept with related higher concepts
3. Teacher presents positive and negative examples
4. Students classify examples as either positive or negative
5. Students provide additional examplesExpository Teaching Principles and Generalization
Teacher states rules, principles and generalizations
Teacher explains concepts with a principle or generalization
Teacher presents positive and negative examples
Students classify and explain examples, either positive or negative
Students provide additional examples
(Notes from: COI Workshop 2003, AdDU)Expository Teaching
WhatWhen to useSteps
DemonstrationTelling and showing method performed usually by a teacher or a trained student while the rest of the class become observers When process is significant but apparatus need is limited
When school lacks facilities for every student
When equipment is too expensive, sophisticated, dangerous
When lesson requires skill in investigative procedure or technical know how1
2
3
4
5Preparation, motivation, clarifying objective
Explaining concept, theory, process,
Demonstration of correct process involved in a theory or performance
Discussion/Practice
Feedback on elements of process
Transfer to real world
Deductive TeachingProcess of teaching that starts with a rule or general statement that is applied to specific cases/examplesWhen pupils re asked to:
test a rule or further develop it
answer questions
solve problems by referring to laws, principles, and theories
1. Statement of the problem
State real life cases, situations, problems
2. Statement of a generalization or rule
Recall two or more generalizations, rule, definitions, or principle
Select one which will be the solution to the problem
3. Apply the rule
1. Test the rule to specific cases or problems
4. Further verification of the rule
Try our the rule using other examples
Determine the validity of the inference by consulting accepted authorities
(Notes from: COI Workshop 2003, AdDU)Experiential Methodologies : Exploratory
WhatWhen to UseSteps
Inductive Teaching An exploratory method of logic when one arrives at a fact, principle, truth, or generalization
Studying: observing, comparing, many instances or cases in several instances to discover the common element and form of generalization
Formulating conclusion, a definition, a rule, a principle or formula based on knowledge of examples and details
When the rule, concept, truth, principle, or generalization is important enough to justify the time devoted to the lesson
When the pupil has the ability to form and state the rule, principle, truth, or generalization by themselves through comparison and abstraction of instances1
2
3
4
5Preparation:
Set an apperceptive basis by reviewing old facts or lessons that can be utilized as background for the new
Motivate by arousing the need to achieve the objective
State the aim which may be in the form of a problem or goal statement
Preparation = present specific cases, instances, and examples to the class
Comparison and Abstraction = discover and identify the common elements among the specific cases
Generalization = state the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or formula
Application = use the learned concept, generalization, rule, and principle in new situations.
Discovery Teaching Thoughts are synthesized to perceive something that the individual has now known before
Learner gets directly involved in learning
Learning is a result of the learners own internalized insight, reflection, and experience.Deductive discovery:
Presenting a main idea that can be checked against evidence
Finding supporting evidences or examples for the main idea
Stating why the evidence is supporting the main idea
Finding other evidence or proof of the main ideaInductive Discovery:
Presenting the following = specific examples, instances for observation, discussion
Identifying attributes of the common elements
Discussing the elements among given examples
Stating the main idea based on the common elements
Checking the main idea against new examples
(Notes from: COI Workshop 2003, AdDU)Experiential Methodologies : Exploratory
WhatWhen to UseSteps
Problem-Solving Method Problem is a felt difficulty in a situation that needs to be removed
Problem solving is any purposeful activity that will remove a recognized difficulty or perplexity in a situation through the process of reasoningWhen the goal is:
To sharpen the power to think, reason, and create a new idea
To learn how to act in difficult situations
To improve judgments1 Identification and recognition of the problem
2 Discussion of key elements of the problem
3 Statement of hypothesis/proposal of solution(s)
4 Collection and interpretation of related evidence(s)
5 Critical evaluation of suggested solutions
6 Verification of accepted solution(s):
If acceptable use the solution to solve the problem
If not, prepare another solution
Project MethodA significant practical unit of an activity of a problematic nature carried on by students in a lifelike manner and natural setting. It may be construction, an employment, a problem,
or a learning project When problems in life situation exist
When learners initiate and impose the tasks on them
When time and materials are available
When there is a decided advantage over the other methods in meeting the needs
When training in cooperation, perseverance, open-minded, creativity is need.1 Purposing = determining goals and activities cooperatively
2 Planning = deciding on the activities
3 Executing = carrying out activities
4 Evaluating = judging the finished projects/results against the goals
Laboratory MethodA set of first learning activities wherein the individual investigates a problem conducts experiments, observes processes, or applies theories and principles in a simulated setting To cultivate students skills in the basic science processes
To enhance higher order thinking skills
To induct learners to scientific processes Preparation = motivation, goal setting, orientation
Supervised work = working on the problem
Culmination = organizing findings
Reporting findings = communicating results
Inquiry teachingLearners are confronted with a puzzling situation and are let to enter into investigative work to solve the problem Step 1 = presentation of a problem/puzzling situation (by a teacher, class, learners themselves)
Step 2 = defining the problem (list questions)
Step 3 = Gathering and appraising information
Step 4 = Gathering information (answer questions)
Step 5 = Drawing conclusions
Step 6 = Evaluating (conclusions, answers to questions, thinking processes used0
REFLECTIVE TEACHING as Experiential Learning Cycle
(Notes from: COI Workshop 2003, AdDU)
Reflective Teaching An on-going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and evaluating goals, and examining experiences in the light of alternative goals and hypothesis
A teaching approach that brings the individuals to continually learn form their experiences through thoughtful analysis of their own experiences, actions, decisions, beliefs in the light of alternative goals and hypothesis
The act of teaching that focuses thought on certain phenomenon through inspection, introspection, and analysis
Stages
Instructional Activities
1. Concrete ExperienceIdentify problematic situation
2. Observation & AnalysisObservation:
Gather information about the experiences, beliefs, values, intentions, attitudes, feelings, and actions
Describe the experience in a multidimensional and comprehensive way
Analysis:
Reflective analysis of the experience by individual and group
Examine both actions/outcomes
3. Abstraction Re-conceptualizaiton Active and self-directed search for new ideas and new strategies
Reshape theories
Engage in creative self-definitional approach
Test assumption and new conceptualizations
METACOGNITIVE TEACHING APPROACHES
(Notes from: COI Workshop 2003, AdDU)WhatA teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes
HowThrough the use of the following metacognitive processesPlanning= deciding what my goals are and what strategies to use to get there
Deciding = what further knowledge or resources I need
Monitoring progress along the way = am I going in the right direction?
Evaluating = when I have arrived; and
Terminating = when the goals have been met
StrategyHeuristic or Self-questioning Before = when you are developing the plan of action, ask yourself: What in my prior knowledge will help me with this particular task?
In what direction do I want my thinking to take me?
What should I do first?
How am I reading this selection?
How much time do I have to complete this task?
During = when you are maintaining/monitoring the plan of action, ask yourself: How am I doing?
Am I on the right track?
How should I proceed?
What information is important to remember?
Should I move in a different direction?
Should I adjust the pace depending on the difficulty?
What do I need to do if I do not understand?
After = when you are evaluating the plan of action, ask yourself: How well did I do?
Did my particular course of thinking produce more or less than I had expected?
What could I have done differently?
How might I apply this line of thinking to other problems?
Do I need to go back through the task to fill in any blanks in my understanding?
Developing Metacognitive AwarenessKnowing when you know Guide student in the use of reading, writing, and reasoning process
Repeat successful experience with the process
Knowing what you know What is known when you know
Awareness of acquired knowledge and understanding
Knowing what you need to know Subjects/concepts can be studied at multiple levels of sophistication
Push boundaries of knowledge as far as one can
Learning processes (reading, writing, reasoning) grow as the learner grows:
Becoming more selective as information becomes more dense
Becoming more creative in the blend of resources
Becoming more elaborative in the synthesis of ideas
COOPERATIVE LEARNING STRATEGY
(Notes from: COI Workshop 2003, AdDU)A type of group work in which two or more students interact with the common goal or mastering specific academic materials.
Two Essential Components:
Cooperative Tasks
Cooperative Incentive structure:
Students are encouraged and motivated to help one another to learn rather than compete against each other.
They are dependent upon the efforts of one another to achieve success.
They are rewarded on the basis of learning of all team members
Sample Approaches:
STAD Student Teams Achievement Approach (Slavin)
1 Academic information are presented each week through verbal text.
2 Students are divided into learning teams or four members (heterogenous)
3 Team members help one another to master the academic materials using worksheets, tutoring, quizzing one another, and team discussion
4 Quizzes are administered weekly/biweekly and scored and each student is given improvement score.
5 Improvement scores exceed the students past averages
6 Individual improvement scores are added to give a team score
7 Team success is acknowledged through short newsletter containing the learning outcomes
Jigsaw I (Dronson, etal)
1 Student is assigned to heterogenous study home teams
2 Academic material divided into clearly defined sections is presented to the students in text form
3 Within each team, one student is responsible for mastering a section
4 The teams split into specialist group, student responsible for section materials meets with corresponding students from other groups.
5 Each member of the specialist group helps one another in the same materials referred to as task specializations
6 Each student in the specialist group returns to his home team and teaches other members of the teams
7 Following home teams discussions are quizzes given individually
DISCUSSION TECHNIQUES
(Notes from: COI Workshop 2003, AdDU) Panel informal discussion of a topic by a group of four to six students led by a chairman. Each student gives a key opening statement about the topic.
Symposium more formal setting than a panel discussion points representing views of different people.
Forum similar to panel in which a group of five to six students take turns in discussion with the class topics on hand
Round Table five to six students seated around a table discuss a topic/problem among themselves and with the other class members
Buzz session four to seven students meet together to share each others opinions, viewpoints, and reactions without formal preparations
Brainstorming class members are tasked to share ideas regarding an issue, plan, or project. All suggestions are recorded. Decisions are made later by the whole class
.
Debate formal speeches and rebuttal by sets of members of two opposing teams
Simulation Discussion Techniques
(Notes from: COI Workshop 2003, AdDU) Role playing class members are assigned or adapt certain roles simulating a situation Socio-drama portrayal of special scenes from history or literature Jury trial technique a simulation of court room procedure which engaged the students in research and a panel in the discussion of an issueCLASSROOM MANAGEMENT
Definition:
Administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils. (CV Goods Dictionary of Education)
Includes operation and control of activities (seating, attendance, use of instructional materials, classroom courtesies); requires planning and foresight. (Lardizabal, 1991)
Management Techniques
Aspects of CMTechniques
Setting Clear all identified traffic routes
Frequently used materials should be kept in readily accessible place
Establish rules for every learning station in the room
Arrange of pieces of furniture that facilitate easy movement, overall monitoring, visibility and accessibility
Make explicit all procedures for getting, using and returning materials
Instruction Maintain effective flow of pacing, momentum, and transition from one topic to another
Observe effective techniques of questioning to maintain group alertness
Promote cooperation and cohesiveness by holding students accountable for classroom incidents
Ensure satisfaction and sense of progress and mastery through adjusting tasks and requirement to students capability level
Conduct Prepare a wish list of desired behavior
State rules as desired behaviors
Limit rules to six
Model and teach the rules
Display rules publicly
Apply disciplinary procedures consistently to all pupils
Link disciplinary procedures to students inappropriate behavior
Deal immediately with all appropriate and inappropriate behaviors
Rewards fro appropriate behavior should be appealing to students
Explicitly state and consistently apply punishments
Check the deterrent values of penalties
Provide parents copies of school rules and their consequences for violations
Enlist participation of the principal and colleagues in the formulation and administration of school rules and in determining their positive and negative consequences
Establish a conduct code
Employ low-profile classroom controls
Routine Identify daily activities that can be routinized to save time and effort
Inform students why routines are established
Climate Respect and value students as human beings
Enforce freedom within reasonable limits
Stress group cooperation and cohesiveness over competition
Maintain an atmosphere of freeing rather than control
Relationship Make every student in the class feel free s/he is valued
Be direct and honest with students and encourage them to do the same
Develop a sense of interdependence
Be personally involved rather than alienated
Sustain positive and constructive conversations with and among students
Employ corrective measures without sarcasm and ridicule
Employ communication that safeguard self-esteem, and convey respect
Assist every student in building confidence
Reference: COI workshop Notes, 2003
Rules to Remember
(Reference: Tchng Strat 1 by Alcantary et.al)
RuleExample
Content words, usually stressedNouns, verbs, adjectives, adverbs,
Demonstrations: this, that, these, those
Interrogatives: who, when, why, where, how
Function words are usually unstressed
Articles: a, an, the
Prepositions: to,of,in,from,by,etc.
Personal Pronouns: I,me,she,he,it,etc.
Possessive adjectives: my,your,his,our,etc.
Relative pronouns: who,that,which,what, etc.
Common conjuctions: and, but, as, if, etc.
Noun substitutes
Verbs used as auxiliaries or helping verbs: be, have, do, will, shall, would, should, can, could, may, might, must.
Note:
These verbs are usually unstressed, even when they are used as principal verbs. However, when they come at the end of a sentence or when they are used in reiterative formulas, they are stressed.
Most words with two syllables are stressed on the 1st syllableDancer, river, person, holy, etc.
Intensive- reflexive pronouns receive a stronger stress on the 2nd syllableYourself, myself, itself, herself, himself, ourselves
Phrases which end in a noun generally have the phrase stress on the nounI sent her a gift.
His companion is Rico.
You owe me a peso.
The boys are playing basketball.
Phrases which end in noun compounds, the phrase stress is on the 1st part of the compound.Miss Almazan is our English Professor.
Please go to the post office.
My brother is a truck driver.
We have a kitchen table.
Phrases which end with an adjective usually have the phrase stress on the adjectiveThe test is difficult.
All the children got scared.
The rooms on the floor are dirty.
Noras performance is excellent.
In phrases where there are two items with primary stress, one of them, usually the 1st, is reduced to secondary stress.
The adjective is given the secondary stress, while the noun gets the primary stressMr. Garcia owns the new house.
Your friend is a personable, young man.
I found a gold ring on the table
This pattern (^)should be learned in contrast with another pattern, a sequence of primary-tertiary (^)found in noun constructs or compound noun. In noun constructs, both items may be nouns as bus stop, milk shake or a combination of an adjective and a noun greenhouse, freeway, shortstop.
Phrases (^)Constructs (^)
English teacher
(a teacher from England)
hair brush
(a brush made of hair)
blue stocking
(a stocking that is blue)
grand father
(a wonderful father)English Teacher
(a teacher of English
hair brush
(a brush of for the hair)
Bluestocking
(an intellectual woman)
grandfather
(the father of ones father or mother
Pointers for Verse Recitation
1. Be clear. Speak so that every word is heard.
2. Vary the speed. Some parts should be faster than others.
3. Vary the tone of voice. Some parts should be matter-of-fact, some angry, some mock-serious, some tender, etc.
4. Vary the volume. Some parts should be louder or softer than others.
5. Recite intelligently. Do not recite mechanically at the end of lines regardless of the sense.
6. Decide what emphatic words are emphasize them.
7. Pause in appropriate places. Do not be afraid to keep the audience waiting. Give them time to ponder what has been said to speculate about what is to come. Pause before emphatic words, before and after direct speech, before any kind of climax
Suggested activities to test the students proficiency in speaking:
1. Reading aloud to test pronunciation, stress, and intonation.
2. Short talks (with preparation) on topics chosen from a list or based on a picture.
3. Conducting an interview.
4. Role simulation (giving instructions, advice, etc.)
5. Role-playing with examiner and student each taking part.
6. Role-playing in typical situations.
7. Vocational exposition and demonstration (projects).
8. Giving appropriate responses in a series of situations.
9. Re-telling of a story read aloud by the examiner.
10. Giving appropriate instructions in a series of situations.
Reference: Tchng Strat 1 by Alcantary et.al
Method
A series of related and progressive acts performed by a teacher and students to achieve the objectives of the lesson
Approach
Ones viewpoint toward teaching
Technique
The personal art and style of the teacher in carrying out the procedure
Strategy
Set of decisions to achieve an objective that results in a plan
Instructional Tactics
Instructional Activities
Delivery Mode
Conditions under which instruction is to be offered to the learner
Media
Manner through which an instructional message is communicated
Types of Lesson
Review Lesson
Motivation
Arousing the need for the skill or activity
Focalization
Focusing learners attention on the specific facts, habits, or skills to be drilled on
Repetition of Attention
Repeating learning materials meaningfully
Application
Using what has been learned in new situation
Drill Lesson
Preparation
-define the need review
-specify the purpose of
review
-recall concepts
previously learned
Review Proper/Activities
Use any or a combination of the following:
Problem Solving skill
Comparison Scheme
Concepts Scheme
Activities Scheme
Open book exercises
Imaginative-Creative
Condensing
Selected reference
Reading
Further Application
Use new learning in new situations
Preparation
-review facts
-recall old experiences
related to new lesson
-establish objectives
Development
lead the class to:
examine
analyze
compare
contrast
generalize
observe
judge
direct
something to achieve objectives
Application
Use what has been learned in a new situation or practice activities
Development Lesson
Concrete
Experience
Active
Experimentation
Observation &
Analysis
Abstraction
Re-conceptualization
Assertive Approach
Business-Academic
Behavior-Modification
Group-Managerial
Success
Acceptance
Group-Guidance
Approaches to
Classroom Management
Emotional Climate
Social Climate
Environment
Elements of
Classroom
Management
PAGE 3Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
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