The ABCs of a Good Teacher

1. Accept your students for who they are.

2. Believe in their potential.
3. Consider their circumstances.
4. Dedicate your lessons to them.
5. Empathize with your students as you wish more of your teachers had empathized with
you.
6. Focus on each activity and each student as if they were the most important things in your
world.
7. Guarantee your students that they will do well in your class if their try.
8. Help everyone; let your students know that you are their biggest fan.
9. Initiate positive interaction between yourself and the students and the students with each
other.
10. Make a joke once in a while.
11. Kindle curiosity and interest about your subject matter.
12. Learn from your students, their response to your lessons.
13. Motivate your students to be the best they can become.
14. Nourish the students with positive learning experiences in your classroom.
15. Open your heart to the slow learners, the ones with a bad attitude, the unpopular ones.
16. Practice what you preach.
17. Question yourself from time to time.
18. Remember everyones name as quickly as you can.
19. Set an example by the way you dress, teach, act and treat everyone.
20. Treat everyone equally.
21. Understand each child as best you can and remember that understanding is more
important than being understood.
22. Visualize their success.
23. Work hard for what you believe in.
24. Expect great things from each and every student.
25. Yield to circumstances that are not under your control.
26. Be zealous as much as you can. Teaching is a noble profession, and zeal should be at its
core
 100 Ways to Say 'Very Good'
1. You're on the right track now!

2. You've got it made.

3. Super!

4. That's right!

5. That's good.

6. You're really working hard today.

7. You are very good at that.

8. That's coming along nicely.

9. Good work!

10. I'm happy to see you working like that.

11. That's much, much better!

12. Exactly right.

13. I'm proud of the way you worked today.

14. You're doing that much better today.

15. You've just about got it.

16. That's the best you've ever done.

17. You're doing a good job.

18. That's it!

19. Now you've figured it out.

20. That's quite an improvement.

21. Great!

22. I knew you could do it.

23. Congratulations!
24. Not bad.

25. Keep working on it. You're improving.

26. Now you have it!

27. You are learning fast.

28. Good for you!

29. Couldn't have done it better myself.

30. Aren't you proud of yourself?

31. One more time and you'll have it.

32. You really make my job fun.

33. That's the right way to do it.

34. You're getting better every day.

35. You did it that time!

36. That's not half bad.

37. Nice going.

38. You haven't missed a thing!

39. Wow!

40. That's the way!

41. Keep up the good work.

42. Terrific!

43. Nothing can stop you now.

44. That's the way to do it.

45. Sensational!

46. You've got your brain in gear today.

47. That's better.

48. That was first class work.

49. Excellent!

50. That's the best ever.

51. You've just about mastered it.

52. Perfect!

53. That's better than ever.

54. Much better!

55. Wonderful!

56. You must have been practicing.

57. You did that very well.

58. Fine!

59. Nice going.

60. You're really going to town.

61. Outstanding!

62. Fantastic!

63. Tremendous!

64. That's how to handle that.

65. Now that's what I call a fine job.

66. That's great.

67. Right on!

68. You're really improving.

69. You're doing beautifully!

70. Superb!

71. Good remembering.

72. You've got that down pat.

73. You certainly did well today.

74. Keep it up!

75. Congratulations. You got it right!

76. You did a lot of work today.

77. Well, look at you go.

78. That's it.

79. I'm very proud of you.

80. Marvelous!

81. I like that.

82. Way to go!

83. Now you have the hang of it.

84. You're doing fine!

85. Good thinking.

86. You are really learning a lot.

87. Good going.

88. I've never seen anyone do it better.

89. Keep on trying.

90. You outdid yourself today!

91. Good for you!

92. I think you've got it now.

93. That's a good (boy/girl).

94. Good job, (person's name).

95. You figured that out fast.

96. You remembered!

97. That's really nice.

98. That kind of work makes me happy.

99. It's such a pleasure to teach when you work like that.

100. I think you're doing the right thing.

 Different Methods and Approaches of Teaching
PROJECT METHOD

This method of teaching is problematic activity, carried on in a natural setting

and involving the utilization of physical materials, in a constructive way.

PROCEDURE:

1. Purposing: Determines the nature and the object of the project. It is

important for the teacher to consider the students needs, interests and
activities. The objectives and activities can be decided upon cooperatively by
the teacher.
2. Planning: It is important to consider the suggestions of the students. When
they are involved in the planning of the activities, they perform their
respective roles willingly and enthusiastically.
3. Executing: This is the stop where the activities are planned and envisioned by
the class and are carried out with cooperative effort. The project may use
one class period, a week, a month or even longer depending the nature of
the activity being taken.
4. Evaluating: Where the finished project are displayed and judged or evaluated
by the students and the teacher. This is an excellent opportunity to help
develop critical thinking among learners, how they evaluate project based on
certain criteria set forth.

DEDUCTIVE METHOD

This is a method of teaching from the general rule to the particular. The
generalization, principle, rule or formula is given first followed by specific examples.

PROCEDURE:

1. Preparation: As in the inductive development method, preparation in the

deductive development method includes a review of a past lesson for
apperception, motivation, and presentation of the problem or lesson.
2. Presentation: This is a presentation of the rule, principle, formula or
generalization that will explain the lesson or solve the problem difficulty
presented.
3. Verification: This is presenting specific cases showing how the rule, principle,
formula or generalization explains the lesson or solves the problem or
difficulty presented.
 4. Application: In skills subjects, the students are given exercises to solve or
perform. In content subjects, the students may be asked to give their
reactions. This is especially true when there are controversial issues.

INDUCTIVE METHOD

The inductive method is developing the subject matter from particular to

general. Specific examples with a common element are given first and then a generalization is
formed based on the common element.

PROCEDURE:

1. Preparation: This is preparing the students for the new lesson. This is
reviewing a past lesson or motivating the students.
2. Presentation: This is presenting specific examples with a common element.
Suppose the lesson is about forming the past tense of verbs ending in
consonant excluding exceptions.
3. Association or Comparison: This is determining the common element found
in the examples. From the examples given, the common element is that ed is
added to the present form of the verb to form the past tense.
4. Generalization: This is forming the generalization based on the common
element.
5. Application: Execution are given to be done by the students to make the
knowledge gained more permanent.

HERBATIAN METHOD

The Herbartian method of teaching uses the inductive developmental method.

This is teaching from the particular to the general. This is used to discover a rule, concept,
formula, principle or generalization. The students are lead to formulate the rule, principle,
concept or generalization under the guidance of the teacher. This is called Herbartian method
of teaching because it was herbart who perfected it.

PROCEDURE:

1. Preparation: This involves (a.) appreception (b.) motivation (c.) statement of

the aim goal.

The appreceptive basis may be a review of old facts or lesson upon which he new lesson
is based or may be pre-requisite. The motivation sets the goal to be achieved which
should be important to the students. This statement of the aim should be made very
clear.
 2. Presentation: Enough specific examples or cases which have a similarity or
common element are presented to the class. More example are better less
than the necessary.
3. Comparison or Association: This is comparing the examples to find the
similarity or common element among them. The students must be made to
see clearly the common element or similarity among examples.
4. Generalization: With the similarity or common element among examples as
basis, the rules, principle, concept or generalization must now be formulated.
The teacher must bear in mind than its to the students who must be the
generalization purpose of the method is defeated. The main purpose of the
method is to train students to derive generalizations from specific examples.

PROBLEM METHOD

This Problem Method is analogous to the inductive method except that only one
case is investigated. An illustrative example is, if somebody were to study the different parts of
the flower, he needs to study one flower as a representative of the flowers which have all the
parts and similar characteristics of most flowers.

The primary objective of this method is to study a typical or common case

exhaustively and in deceit in order to make the concepts gathered and analyzed as basis
for comparison in investigating similar cases.

PROCEDURE:

1. The selective of the subject matter to be studied.

2. Appreciation and motivation
3. The model or a typical case that will be subject of comparison.
4. Study of details;
5. Comparison of details and other characteristics with the model; and
6. Generalization
a. Selection of the subject matter: The selection of the subject matter is a
very crucial in the type of study method.
b. Appreception and motivation: A thoughtful discussion on the subject
matter would give the proper background of the matter for exhaustive
study.
c. Statement of a typical case: The particular subject matter maybe, for
example, the gumamela flower.
d. Study of details: The various items or characteristics to be studied about
the flower may be the following.
 1. The organic structure and compostion of the flower;
2. Description of the parts.
3. The function of each part
4. How the plant is propagated
e. Comparing details with-the model: different details enumerated may be
studied with reference to other flowers considered and selected for
investigation
f. Generalization: On the basis of the comparison, one can make the
generalization regarding flowers based on the finding from the typical
model.

LECTURE METHOD

This Lecture Method of teaching is the common method used of comparing

knowledge and information among students in the secondary and tertiary levels. A lecture may
be formal or informal. A formal lecture strategy is an conventional presentation interspersed
with question, comments and brief discussion.

PROCEDURE:

1. The lecture should be carefully planned.

2. The lecture must be started with proper motivation.
3. If the lecture is long and difficult, and outline of the materials to be
covered should be presented.
4. When the lecturer is exposition in nature the induction-deduction
principles should be used.
5. Simple language should be used in presenting the lecture.
6. Instructional devices/audio-visual aids should be used to supplement
this learning strategy.
7. The lecture should be concluded with a summary
8. The student should be held responsible for the contents of the
lecture. Final check-up should be given after the lecturer to measure
the effectiveness of the method used and to measure the
achievement students.

METACOGNITION TEACHING METHOD

This is an instructional method were learners are trained to become aware of

and control over their learning by utilizing.
PROCEDURE:

1. Planning: Involves the method of thinking out actions and purposes. It

included the decision on what objectives are and strategies should be used
to accomplished.
2. Deciding: What knowledge and resources are needed?
3. Monitoring: It is important to know whether you are seeing in the night
direction. In what direction do I want my thinking to take me?
4. Evaluating: How am I doing? How well did I do? How might apply this line of
thinking to other problems?
5. Terminating: When the objectives have been met.

COOPERATIVE LEARNING APRROACH

This Cooperative Learning Approach basically a type of classroom organization in

which students work harmoniously in groups or as teams to help each other acquire academic
knowledge and information through democratic procedures and practices.

PROCEDURE:

1. Students works in a group are to undertake learning tasks.

2. The intellectual interaction within the group is controlled by the members.
3. The members of the group are heterogeneous and made up of mixed
abilities-high, low and average.
4. Rewards systems are group-oriented.

ROUND TABLE CONFERENCE

This Round Table Conference is a technique similar to a panel discussion. It

usually a small group seated face to face around a round table and has the characteristics of an
informal social gathering. The number of participants needed not to be large, six to ten are
enough.

PROCEDURE:

1. The inductor remarks, stating the questions/problems to be discussed should

be interesting and relevant to the contemporary issues.
2. Statement of the facts of the problem
3. Presentation of the agenda.
4. Group discussion and deliberation/exchanging of ideas of each issue in the
agenda.
 5. Consideration and deliberation of what action to take as a result of the
discussion.

LABORATORY METHOD

This Laboratory method of teaching produces that deals with first hand learning
experiences regarding materials or facts obtained from investigation or experimentation.

PROCEDURE:

1. INTRODUTION STEP FOR ORIENTATION AND MOTIVATION: Includes

planning and determining the scope of the work to be done. The teacher
should decide in advance the nature, then purpose of the task to be done
and should be clearly understood by the student. Direction in the form of
guide sheets, laboratory materials, workbook and other printed materials
should be clear and explicit so that students can readily proceed with their
work.
2. WORK PERIOD: When the students may be working on the problem. It
should be noted that no matter what they doing on, the students will
certainly gain experience in scientific procedures, handling and manipulating
raw materials and using different tools and equipment. The nature of the
tasks will determine the length of time necessary to accomplish the problem.
3. CULMINATING ACTIVITIES: When the work has been completed, the class
may get together to discuss the various problems they encounter and
organize their finding. In the presentation of the result, they may explain the
nature and importance of the problem; the data gathered and the
contribution of such findings in the pursuit of knowledge.

MASTERY LEARNING

This Mastery learning is an approach of teaching that offers promise in rausing

the achievement level of every student by-way of warding off his method problem. The mode
of learning threats every learner as a unique being. Instruction is individualized within the
context of the regular learning activity.

PROCEDURE:

1. Preparatory Stage: At the outside, the teacher, selects, a subject that is likely
to lend itself effectively to the mastery learning approach. Mastery learning
generally produces the best results in the subject that are sequentially
learned.
 2. Instructional Stage: After the preparatory stage, the teacher is now ready to
present the lesson using the appropriate technique in terms of interesting,
challenging and clear presentation of the concept and facts to be mastered.

EXPERIENTIAL LEARNING

This experiential learning basically a mode of acquiring knowledge and

information or skills through direct and keen observation followed by an in-depth analysis of
what has been registered in the sense and how these are understood.

1. The students should be personally involved in the learning task.

2. The knowledge or information must be discovered the by the student.
3. The objectives of the learning activity must be clearly understood by the
learner.
4. There should be degree of flexibility in the way the students pursue the
learning tasks.
5. The learners should be directly involved in the planning stage of the learning
experiences.
6. The students should be given time sufficient to reflect on the learning
situation.
7. The learners should be allowed to interact with each other about their
experiences.
8. The tools and the materials are readily available to facilitate simple
investigation.
9. The learners should record their observation for their analysis, interpretation
and conclusion.
10. The inclusions of wide variety of real-life situations in planning the lessons
are carefully included.
 Creative Teaching Strategies
One of the challenges in teaching is to be creative. Students get bored easily and familiarity can
get in the way of creative teaching.

Erroneous Teaching
This strategy will improve the critical thinking skills of your students. The setup is simple: You
will intentionally insert incorrect information into your story or lesson. The cool thing about this
strategy is that the errors keep your students glued to you. It serves as a challenge for them.

Before you start, make it clear that you plan on messing things up.

The students can point out the mistakes as you go along or they can write down the errors and
there can be a discussion on it afterwards.

Using Acronyms Creatively

Aside from using acronyms as a mnemonic tool, you can use it in the following creative
manners:

use in the beginning to introduce the topic or theme of the lesson

used at the end to serve as summary of the lesson.

Tic-Tac-Toe Quiz Show

You can form 2 teams in your small class and quiz them through a Tic-Tac-Toe Quiz Show.
Correct answers are rewarded with an X or O on the grid. Tally the points and the points can be
traded in for prizes or privileges.

Scrambled Story

What you do here is make a copy of a story where the words are connected. That means no
spaces, commas or periods at all.

What the students have to do is to separate each word and sentence in the story and provide
proper punctuation where necessary.

The group will then put the story back into its proper form
ICE BREAKER
Short, structured activity design to acquaint learners with each other and
perhaps introduce content.

PROCEDURE:

1. Give group a list of experiences, then have each individual find people with
experiences, have them write name next to experience.
2. Have people mingle and arrange by: Job type, experiences, cities lived in,
greatest accomplishment, favorite activity, etc.
3. Have each person briefly introduce themselves (use a prompt question to
focus on specific types of info).

SESSION EVALUATION

Session Evaluation learners complete questionnaire evaluating the session.

PROCEDURE:

1. Provide 5 minutes for personal reflection on session.

2. Have an open group discussion on personal perspectives.
3. Have questionnaire with lickers scale (1-5 answers) and open ended
questions with room for comments and elaboration.
Elements of a Lesson Plan
A lesson plan is also called an instructional plan or learning plan. What are the elements
of a lesson plan?

1. Dr. Madeline Hunters research indicates that effective teachers usually include the
following elements in their lessons.
a. Anticipatory Set- A short story activity, dispatch or prompt that focuses the
students attention and ties previous lessons todays lesson.
b. Purpose- An explanation of the importance of this lesson and statement concerning
what students will be able to do when they have completed it.
c. Input- The vocabulary, skills, and concepts to be learned.
d. Modeling- The teacher demonstrates what is to be learned.
e. Guided Practice- The teacher leads the students through the steps necessary to
perform the skills using multiple modalities.
f. Checking for Understanding- The teacher uses a variety of questioning strategies to
determine if the students understand.
g. Independent Practices- The teacher releases students to practice on their own.
h. Closure- A review or wrap-up of the lesson.

2. For UbD, the part of an instructional plan follows the acronym W.H.E.R.E.T.O.

W- Where and Why- Where will I help my students to know where they are
headed, why they are going there, and what ways they will be evaluated along
the way?

H- Hook and Hold

How will I hook and engage the learners? How will I keep them engaged?

E- Explore and Experience, Enable and Equip

How will I equip my students to master identified standards and succeed with
the transfer of performances? What learning experiences will help develop and
deepen understanding of important ideas?

R- Reflect, Rethink, Revise

How will I encourage the learners to rethink previous learning? How will I
encourage on-going revision and refinement?
 E- How will I promote students self-evaluation and reflection?

T- Tailor and Personalize the Work

How will I tailor the learning experiences to the nature of the learners I serve?
How might I differentiate instruction to respond to the varied needs of students?

O- Organize for Optimal Effectiveness

How will I organize the learning experiences for maximum engagement and
effectiveness? What sequence will be optimal given the understanding I
transfer?

Here is another Lesson Plan with the following parts:

I. Objective
II. Subject Matter, References and Materials
III. Procedure
A. Introduction/Preliminary Activities
B. Motivation
C. Lesson Proper
1. activities
2. application
3. summary
D. Evaluation
E. Homework

The parts of a lesson plan

Not every lesson plan looks alike, but all lesson plans share certain basic parts. This
guide to LEARN NCs lesson plan template explains what we are looking for in a lesson plan and
how you can make your lesson plan as usable as possible to other teachers on the web.

Title

The title of your lesson plan should be concise, clear, and descriptive. It should invite teachers
to take a closer look at the plan.

Introduction

Use the introduction to tell us a little about your lesson plan. Briefly describe the instructional
techniques, what students are to learn, and any activities or assessments that you think are
particularly noteworthy.
Learning outcomes

Learning outcomes are what students are expected to learn after completing the lesson plan.

Learning outcomes should be closely related to the curriculum alignment but should not simply
repeat goals and objectives of the Standard Course of Study. Learning outcomes may be
broader, address particular aspects of curriculum objectives, or teach the curriculum in a
special context.

Each learning outcome should be clearly reflected in the activities and assessed at the
conclusion of the lesson.

Curriculum alignment

Curriculum alignment is the relationship of the lesson plan to the North Carolina Standard
Course of Study. List specific goals and objectives that this plan addresses, such as Grade 3
Social Studies, Goal 1, Objective 2 or High School Biology, Goal 3, Objective 4.

Your lesson plan must address at least one objective of a current curriculum, and it is a rare
plan that addresses more than three objectives at once.

If the plan is appropriate to multiple grade levels or courses, list goals and objectives for each
grade level or course.

Remember that all objectives you list here must be addressed in the learning outcomes,
activities, and assessment!

Classroom time required

Classroom time required is, obviously, the amount of time a teacher will need to schedule for
this lesson plan. You might specify minutes, hours, class periods, or even weeks.

Consider different scheduling constraints. If youve designed your lesson for a block schedule,
mention that (one block period). You might also offer a suggestion in the activities or
supplemental information for breaking the plan into two traditional periods.

If the plan is intended to last for several days, explain the time requirements as specifically as
possible (for example, two hours over a week or three consecutive class periods).

Materials needed

Materials needed include resources used by both teacher and student, including books,
handouts, paper and pencils, art supplies, and so on.
If a specific book is needed or recommended, provide a full citation (author, title, publisher) so
that teachers can easily locate it.

If you use handouts or specific materials for presentation, please make them available as
separate files.

If the lesson plan requires that the classroom be arranged in a particular way, mention that
here.

Technology resources

The technology needed section includes technology resources used by both teacher and
students, including computers and related resources (internet connections, printers, and
specific software such as a word processing application or PowerPoint), scanners and digital
cameras, projectors, VCR or DVD player, and so on.

Be as specific as possible when listing software and hardware requirements.

Specify how many of each resource is needed (one computer per student? per group of
students?).

Provide alternatives if possible. For example, if you teach this plan with one computer per
student, try to offer a way to teach the plan with students in groups (in activities or
supplemental information) and note here that the plan can be so adapted.

This field is recommended.

Pre-activities

The pre-activities are what teachers and students need to do before beginning the lesson. They
may be as simple as prerequisites concepts or topics that should already have been covered.
They may include activities that will help stimulate students background knowledge of the
topic, refresh their memory of previous lessons related to this one, or teach critical vocabulary.
Or, they may list things the teacher needs to do to prepare to teach this lesson.

Activities

Activities explain step by step what the teacher and students will do during the lesson. They
should be as specific as possible. Consider the following:

If the teacher is to explain something, note key points she/he should cover.

Similarly, if there is to be a discussion, note the goals for the discussion what conclusions
might or should students reach?
If a teacher doesnt have certain materials or is pressed for time, are there steps that can be left
out?

Remember that many teachers who use this plan will not share your background or experience.
Are there instructional techniques you use with which your readers might not be familiar? If
there are additional resources or background information you think would benefit beginning
teachers, include them in the Supplemental Resources field.

Assessment

The assessment explains how the teacher will determine whether or to what extent students
met the learning outcomes listed at the beginning of the lesson plan. It should explain the
means of assessment as well as the standards by which students are to be assessed.

If you use a specific test or quiz, please attach it as a separate file.

If assessment is oral, explain what words, ideas, or cues the teacher can use to evaluate student
understanding.

Modifications

Modifications are ways a teacher could adapt this plan to teach special audiences, such as
students with learning disabilities, gifted and talented children, or English language learners. It
is not necessary to suggest modifications to your plan, but it is helpful to teachers with diverse
classrooms.

If you provide modifications:

Explain what audience the modifications are intended for.

List specific activities for this audience, and provide or link to any special resources needed.

If possible or necessary, explain how the teacher can adapt classroom management strategies
to use this plan with multiple audiences at the same time.

Provide alternative assessments in the field below.

This field is optional.

Alternative assessments

Alternative assessments are means of assessment for special audiences, such as students with
learning disabilities or English language learners.
If you provided modifications above, provide an alternative assessment for each modification or
special audience.

If you did not provide modifications above, explain what audience this alternative assessment is
intended for.

Supplemental information

Supplemental information is anything that teachers should or might consider when teaching
this lesson. If there are resources that may be used but that are not required for the lesson,
note those as well.

Supplemental information and resources might include:

additional resources or websites that could be used for in-class presentations or student
research if time permits

ideas for extensions or extra credit

background reading for teachers on the content of the lesson

further discussion of instructional strategies or classroom management issues related to this

lesson (or links to that information on the web)

Be as generous as you can! Remember that beginning teachers will not have your experience or
knowledge of available resources and will benefit from any additional help you provide.
 The Importance of Lesson Planning
Lesson planning is a vital component of the teaching-learning process. Proper classroom
planning will keep teachers organized and on track while teaching, thus allowing them to teach
more, help students reach objectives more easily and manage less. The better prepared the
teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the
lesson.

Lesson planning:

- provides a coherent framework for smooth efficient teaching.

- helps the teacher to be more organized.

- gives a sense of direction in relation to the syllabus.

- helps the teacher to be more confident when delivering the lesson.

- provides a useful basis for future planning.

- helps the teacher to plan lessons which cater for different students.

- Is a proof that the teacher has taken a considerable amount of effort in his/her teaching.

Decisions involved in planning lessons:

Planning is imagining the lesson before it happens. This involves prediction, anticipation,
sequencing, organising and simplifying. When teachers plan a lesson, they have to make
different types of decisions which are related to the following items:

- the aims to be achieved;

- the content to be taught;

- the group to be taught: their background, previous knowledge, age, interests, etc.

- the lessons in the book to be included or skipped;

- the tasks to be presented;

- the resources needed, etc.

The decisions and final results depend on the teaching situation, the learners level, needs,
interests and the teachers understanding of how learners learn best, the time and resources
available.

Lesson Plan Part 1 What to teach (refer to group task in session)

Background info (sts age no of sts time limit)

Objectives

Language skills

Language Content: (structures, vocabulary, functions, etc)

Resources

Attitude

Lesson Plan Part 2 Lesson Procedures (how we are going to teach)

Warm-up

Core lesson: teaching new language, recycling, project work, written and oral production.

Tasks (which sequence to follow)

Rounding off.

Hints for effective lesson planning:

When planning, think about your students and your teaching context first.

Prepare more than you may need: It is advisable to have an easily presented, light reserve
activity ready in case of extra time .Similarly, it is important to think in advance which
component(s) of the lesson may be skipped. if you find yourself with too little time to do
everything you have planned.

Keep an eye on your time. Include timing in the plan itself. The smooth running of your
lesson depends to some extent on proper timing.
 Think about transitions (from speaking to writing or from a slow task to a more active one).

Include variety if things are not working the way you have planned.

Pull the class together at the beginning and at the end.

End your lessons on a positive note.

Planning enables you to think about your teaching in a systematic way before you enter the
classroom. The outcome of your planning is a coherent framework which contains a logical
sequence of tasks to prepare the field for more effective teaching and learning.

Plans only express your intentions. Plans are projects which need to be implemented in a real
classroom with real students. Many things may happen which you had not anticipated. In the
end you need to adapt your plans in order to respond to your pupils actual needs. It is
important to bear in mind Jim Scriveners words: Prepare thoroughly. But in class, teach the
learners not the plan.
 THE EFFECTIVE TEACHER
There are several dimensions taken together in varying levels of degree that embody the
effective teacher. Since teachers range from preschool through post secondary levels, and are unique
people, no two teachers will have the same combination nor will all of them be present in every
excellent teacher. There are also qualities that effective teachers have that may not be included here. I
invite others to add to the list.

Perhaps the most important quality of an effective teacher is that she be a learner . Paulo Freire
refers to this role as "teacher-student" because the teacher presents the material to the students for
their consideration, and reconsiders her earlier considerations as the students express their own. The
effective teacher, then, is one who extends a cordial invitation to her "student-teachers" to enter into a
dialogic relationship with her and the subject matter.

The effective teacher must be a leader who can inspire and influence students through expert
and referent power but never coercive power. This teacher knows his subject well and is kind and
respectful toward his students. He also has high standards and expectations coexisting with
encouragement, support, and flexibility. This teacher empowers students and gets them to do things of
which they did not think they were capable. This teacher has students who surpass him.

The effective teacher is a provocateur who probes, prods, asks incessant why questions, poses
problems, throws curves, plays "devil's advocate", and stimulates frustration and conflict all in an
attempt to "bust bubbles and plant seeds" so that tidy and stereotypical explanations are unmasked and
discarded.

The effective teacher exemplifies what Maxine Green calls teacher as stranger . By keeping students at a
healthy emotional distance, this teacher can, through continuous reflection, employ greater objectivity
in her ability to balance the needs of individuals with the needs of the class as a whole. This allows the
teacher to not only determine what those needs are but also how they can be accommodated to by
innovative approaches.

The effective teacher models enthusiasm not only for his subject but also for teaching and learning in
general. By showing exuberance, a positive attitude, excitement, and passion, the effective teacher
makes it clear to his students that he would prefer to be nowhere else. Effective teachers value their
craft and project this value to all in their presence.

The effective teacher is an innovator who changes strategies, techniques, texts, and materials
when better ones are found and/or when existing ones no longer provide a substantive learning
experience for her students. This teacher also employs a combination of lecture-discussion, simulation,
service learning, cooperative learning, visual media, role-playing, guest speakers, and debates, and
whatever is age and grade appropriate in order to accommodate diverse learning styles and to present
the subject from different angles to facilitate insights and connections. This teacher values and uses
students' ideas about how to enhance their own learning.

The effective teacher is a comedian/entertainer who uses humor in the service of learning
rather than as a distraction from it.

The effective teacher is a coach or guide who helps students to improve on their skills and
insights. By neither letting them flounder nor prematurely offering assistance, the effective teacher
enables students to own their own successes and to learn from their mistakes. By returning the
students' work promptly with constructive comments, and by being available for assistance, the
effective teacher helps students to develop responsibility for their own learning, or to become what is
known as self-reliant.

The effective teacher is a genuine human being or humanist who is able to laugh at herself and
the absurdity in the world without being cynical and hopeless. She is a person who can self-disclose so
that her students will see both her virtues and imperfections. By being a down-to-earth person, the
effective teacher helps her students develop the will, courage and hope to fulfill their own potential as
human beings.

The effective teacher is a sentinel who provides an environment of intellectual safety in which
opposing ideas can be aired without fear of censure or retribution. This teacher can express his opinions
and beliefs while taking care to distinguish fact from opinion. His students feel free to express their
views with equal ease even if those views are at odds with those of the teacher.

The effective teacher is an optimist or idealist who firmly believes that without an ideal or
mission, there will be no approximation of it. This teacher sees herself in each of her students and feels
that her legacy is what she contributes to their development. This teacher achieves a sense of
immortality by the positive influence she has on the lives of her students.

The effective teacher is one with others . He is a collaborator who places a high value on
collegiality. He shares ideas and materials with others, solicits input and involvement by parents, and
seeks help from his fellow teachers when he encounters a problem. The classroom walls in this teacher's
room are thin.

This teacher is effective because she aspires to all these qualities and more. She values truth
more than certainty and the rightness of a cause more than personal popularity. As this teacher
attempts to change the world, she transforms herself and others in the process. Thus, the effective
teacher is a revolutionary because she knows that, with the exception of parenthood, her role is the
most vital one on earth in the preservation of the sanctity of life and its natural outcome - the elevation
of humanity.
 Roles of an Effective Teacher
1.Facilitator:The teacher's purpose is to welcome learners to learn. The best teachers make learning
very inviting. Would you want to learn in an uninviting classroom? Facilitating means to open up your
class with a learning environment that is safe and conducive to learning. There are several routines and
procedures that create and support an atmosphere for learning. Setting the right tone in your class is
also facilitating learning. Is not about lecturing all the time. When a teacher probes kids minds through
effective questioning, they are facilitating. When a teacher takes into consideration a child's prior
knowledge, and uses it to build on a students skills they are facilitating. This is about pulling out of kids
something you can use to put knowledge back into them.

2. Coach: The coach does not accept excuses. The coach only wants you to win. So a coach strategizes
and works with a student's strengths and also works to minimize weaknesses. I think differentiation
helps a teacher be a good coach.

3.Guide: So many students are very talented and smart. However with so much going on in their lives
they constantly need redirecting when it comes to learning. We are to help them move down the right
path to achieve success.

4.Encourager: Just like great parents motivate their children. Teachers have the same role. We can plea
with the hearts of children when we care and have a heart to discern their needs, and when they need
to hear kind words to help them along we should be there. Often times kids do not know they can do
better. Many come from broke homes and are full of low self esteem. We can turn them around with
just believing in them and helping them to believe in themselves.

5.Model/Example:Leading by example is always the way to be. How can we teach kids if we are
violating rules our self? How can we expect them to show us respect if we do not respect them? So
showing them these actions will motivate them to be well mannered and calm.

6.Engager: Much of teaching has to do with how content is presented and introduced. If a child,
struggling with math, is given options on how he or she can solve a problem they are more likely to be
more successful. Engaging means to wow your students with unique and different ways for them to
discover. It is not about giving boring lessons where you drag around the room. It is about providing
mind stimulating learning. Allowing students to get out of their desk, move around, ask thought
provoking questions, race to complete task, choose their strategies, open their eyes with technology,
and show them what they are capable of.
 Lesson Plan
A lesson plan is a teacher's detailed description of the course of instruction, or 'learning
trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class
learning. Details will vary depending on the preference of the teacher, subject being
covered, and the needs of the students. There may be requirements mandated by the
school system regarding the plan. A lesson plan is the teacher's guide for running a
particular lesson, and it includes the goal (what the students are supposed to learn), how
the goal will be reached (the method, procedure) and a way of measuring how well the goal
was reached (test, worksheet, homework etc.).

Developing a lesson plan

While there are many formats for a lesson plan, most lesson plans contain some or all of these
elements, typically in this order:

Title of the lesson

Time required to complete the lesson
List required materials
List of objectives, which may be behavioral objectives ( what the student can do at lesson
completion) or knowledge objectives (What students knows at lesson completion)

The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or conceptsthese
include showing pictures or models, asking leading questions, or reviewingprevious lessons
An instructional component that describes the sequence of events that make up the lesson,
including the teacher's instructional input and, where appropriate, guided practice by students
to consolidate new skills and ideas
Independent practice that allows students to extend skills or knowledge on their own
A summary, where the teacher wraps up the discussion and answers questions
An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set
of questions to answer or a set of instructions to follow
A risk assessment where the lesson's risks and the steps taken to minimize them are
documented.
Analysis component the teacher uses to reflect on the lesson itself such as what worked, what
needs improving
A continuity component reviews and reflects on content from the previous lesson
A well-developed lesson plan

A well-developed lesson plan reflects the interests and needs of students. It incorporates best
practices for the educational field. The lesson plan correlates with the teacher's philosophy of
education, which is what the teacher feels is the purpose of educating the students.

Secondary English program lesson plans, for example, usually center around four topics. They
are literary theme, elements of language and composition, literary history, and literary genre. A broad,
thematic lesson plan is preferable, because it allows a teacher to create various research, writing,
speaking, and reading assignments. It helps an instructor teach different literature genres and
incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English
together. Similarly, history lesson plans focus on content (historical accuracy and background
information), analytic thinking, scaffolding, and the practicality of lesson structure and meeting of
educational goals. School requirements and a teacher's personal tastes, in that order, determine the
exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which
may span several days or weeks. Modern constructivist teaching styles may not require individual lesson
plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as
they adapt to student needs and learning styles.

Unit Planning is the proper selection of learning activities which presents a complete picture.
Unit planning is a systematic arrangement of subject matter. Samford "A unit plan is one which involves
a series of learning experiences that are linked to achieve the aims composed by methodology and
contents". Dictionary of Education:"A unit is an organization of various activities, experiences and types
of learning around a central problem or purpose developed cooperatively by a group of pupils under a
teacher leadership involving planning, execution of plans and evaluation of results".

Criteria of a good Unit Plan

1. Needs, capabilities, interest of the learner should be considered. 2. Prepared on the sound
psychological knowledge of the learner. 3. Provide a new learning experience; systematic but flexible. 4.
Sustain the attention of the learner till the end. 5. Related to social and Physical environment of the
learner. 6. Development of learner's personality.

It is important to note that lesson planning is a thinking process, not the filling in of a lesson plan
template. Lesson plan envisaged s a blue print, guide map for action, a comprehensive chart of
classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts,
skills and attitudes.

Setting objectives

The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An
objective statement itself should answer what students will be able to do by the end of the lesson. Harry
Wong states that, Each [objective] must begin with a verb that states the action to be taken to show
accomplishment. The most important word to use in an assignment is a verb, because verbs state how
to demonstrate if accomplishment has taken place or not. The objective drives the whole lesson, it is
the reason the lesson exists. Care is taken when creating the objective for each days lesson, as it will
determine the activities the students engage in. The teacher also ensures that lesson plan goals are
compatible with the developmental level of the students. The teacher ensures as well that their student
achievement expectations are reasonable.

Selecting lesson plan material

A lesson plan must correlate with the textbook the class uses. The school usually selects the text books
or provides teachers with a limited textbook choice for a particular unit. The teacher must take great
care and select the most appropriate book for the students.

Lesson Planning and Tools

Making use of technology is an absolute best way of meeting the target of lesson plan. Teacher can use
various technology like Projectors, Computer, Television, Internet, Tablets, etc. to give that interesting
learning atmosphere to the students.

YouTube: YouTube can be a useful tools for teacher and students. It provides both teaching and learning
materials that are required in creating educational environment inside classroom. Teacher and students
can surf this site whenever and wherever they want for acquiring knowledge.

Evernote: Anyone can access Evernote to get information and knowledge of anything. Teacher can refer
it to make an effective lesson plan.

Prezi: Teacher can make use of this tool to make lesson plan more simple, effective and attractive. Its 3D
like effect will put that astonishing feelings among students, leaving students and colleagues to say
Wow. Further students will learn about Prezi and might utilize this tools for their future learning

Power Point Presentation: Very easy to learn and create presentation, documents and upload pictures
and videos. It can said to be a favorite and mostly used-tools used by teachers.

Glogster: Glogster is a social site that help teacher to create learning material such as music, photos and
videos for making students to be creative to their work.

Smart Board: A unique designed board can be used in classroom. smart board is installed with all the
subjects. It is very easy to use, time saver and attractive features. It should be handle with care though.

Google Docs: To meet the objectives of lesson plan, teachers can make use of this tool. Through this
tools. teacher can create presentation of documents or of anything work and share in the classroom.

Wordle: Wordle is a useful tool for the implementation of language lesson plan. Teacher can upload
stunning word clouds using Wordle.

Dropbox: Through this tool, teacher can access any kind of information and store and share with class.
Khan academy: Teachers uses this tools to strengthen the lesson plan. Teacher provide studying
materials for the subjects like mathematics, science, commerce for the students. It is also helpful for the
classes of primary sections.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small groups, workshops,
independent work, peer learning, or contractual:

Whole-classthe teacher lectures to the class as a whole and has the class collectively participate in
classroom discussions.

Small groupsstudents work on assignments in groups of three or four.

Workshopsstudents perform various tasks simultaneously. Workshop activities must be tailored to

the lesson plan.

Independent workstudents complete assignments individually.

Peer learningstudents work together, face to face, so they can learn from one another.

Contractual workteacher and student establish an agreement that the student must perform a certain
amount of work by a deadline.

These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide
the instructors choice of assessment measures that can provide information about student and class
comprehension of the material. As discussed by Biggs (1999), there are additional questions an
instructor can consider when choosing which type of assignment would provide the most benefit to
students. These include:

What level of learning do the students need to attain before choosing assignments with varying
difficulty levels?

What is the amount of time the instructor wants the students to use to complete the assignment?

How much time and effort does the instructor have to provide student grading and feedback?

What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to
practice concepts; to practice incidental skills such as group process or independent research)

How does the assignment fit with the rest of the lesson plan? Does the assignment test content
knowledge or does it require application in a new context?

Does the lesson plan fit a particular framework? For example, a Common Core Lesson Plan
 Teaching Strategies

There are a variety of teaching strategies that instructors can use to improve student learning. The links
below will show you some ways to make your classes more engaging.

Active Learning - Active Learning is anything that students do in a classroom other than merely passively
listening to an instructor's lecture. Research shows that active learning improves students'
understanding and retention of information and can be very effective in developing higher order
cognitive skills such as problem solving and critical thinking.

Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to
multiple-choice questions they ask of students in class.

Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional

approaches in which students work together in small groups to accomplish a common learning
goal.They need to be carefully planned and executed, but they don't require permanently formed
groups.

Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit,
clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to
question what knowledge exists.

Discussion Strategies - Engaging students in discussion deepens their learning and motivation by
propelling them to develop their own views and hear their own voices. A good environment for
interaction is the first step in encouraging students to talk.

Experiential Learning - Experiential learning is an approach to education that focuses on "learning by

doing," on the participant's subjective experience. The role of the educator is to design "direct
experiences" that include preparatory and reflective exercises.

Games/Experiments/Simulations - Games, experiments and simulations can be rich learning

environments for students. Students today have grown up playing games and using interactive tools
such as the Internet, phones, and other appliances. Games and simulations enable students to solve
real-world problems in a safe environment and enjoy themselves while doing so.

Humor in the Classroom - Using humor in the classroom can enhance student learning by improving
understanding and retention.

Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding
of concepts by themselves and the responsibility for learning rests with them. This method encourages
students to build research skills that can be used throughout their educational experiences.
Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one
class. Instructors who participate in interdisciplinary teaching find that students approach the material
differently, while faculty members also have a better appreciation of their own discipline content.

Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning.
The student assumes the responsibility for learning while the instructor is responsible for facilitating the
learning. Thus, the power in the classroom shifts to the student.

Learning Communities - Communities bring people together for shared learning, discovery, and the
generation of knowledge. Within a learning community, all participants take responsibility for achieving
the learning goals. Most important, learning communities are the process by which individuals come
together to achieve learning goals.

Lecture Strategies - Lectures are the way most instructors today learned in classes. However, with
todays students, lecturing does not hold their attention for very long, even though they are a means of
conveying information to students.

Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed
location.

Online/Hybrid Courses - Online and hybrid courses require careful planning and organization. However,
once the course is implemented, there are important considerations that are different from traditional
courses. Communication with students becomes extremely important.

Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges

students to "learn to learn," working in groups to seek solutions to real world problems. The process
replicates the commonly used systemic approach to resolving problems or meeting challenges that are
encountered in life, and will help prefer students for their careers.

Service Learning - Service learning is a type of teaching that combines academic content with civic
responsibility in some community project. The learning is structured and supervised and enables the
student to reflect on what has taken place.

Social Networking Tools - Social networking tools enable faculty to engage students in new and different
means of communication.

Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many
times need assistance in knowing how to deal with them.

Teaching with Cases - Case studies present students with real-life problems and enable them to apply
what they have learned in the classroom to real life situations. Cases also encourage students to
develop logical problem solving skills and, if used in teams, group interaction skills. Students define
problems, analyze possible alternative actions and provide solutions with a rationale for their choices.
Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students
rely on each other for their own learning and are held accountable for coming to class prepared.
Research has found that students are more responsible and more engaged when team-based learning is
implemented. The major difference in TBL and normal group activities is that the groups are permanent
and most of the class time is devoted to the group meeting.

Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy
exchange of ideas in a setting defined by mutual respect and a shared interest in a topic. In most cases
both faculty members are present during each class and can provide different styles of interaction as
well as different viewpoints.

Writing Assignments - Writing assignments for class can provide an opportunity for them to apply
critical thinking skills as well as help them to learn course content.

Teaching Method
A teaching method comprises the principles and methods used for instruction to be implemented by
teachers to achieve the desired learning in students. These strategies are determined partly on subject
matter to be taught and partly by the nature of the learner.

Methods of instruction

Lecturing

The lecture method is just one of several teaching methods, though in schools its usually considered the
primary one. It isnt surprising, either. The lecture method is convenient and usually makes the most
sense, especially with larger classroom sizes. This is why lecturing is the standard for most college
courses, when there can be several hundred students in the classroom at once; lecturing lets professors
address the most people at once, in the most general manner, while still conveying the information that
he or she feels is most important, according to the lesson plan.[3] While the lecture method gives the
instructor or teacher chances to expose students to unpublished or not readily available material, the
students plays a passive role which may hinder learning. While this method facilitates large-class
communication, the lecturer must make constant and conscious effort to become aware of student
problems and engage the students to give verbal feedback. It can be used to arouse interest in a subject
provided the instructor has effective writing and speaking skills.

Demonstrating

Demonstrating is the process of teaching through examples or experiments. For example, a science
teacher may teach an idea by performing an experiment for students. A demonstration may be used to
prove a fact through a combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally
relate to the presented information. Memorization of a list of facts is a detached and impersonal
experience, whereas the same information, conveyed through demonstration, becomes personally
relatable. Demonstrations help to raise student interest and reinforce memory retention because they
provide connections between facts and real-world applications of those facts. Lectures, on the other
hand, are often geared more towards factual presentation than connective learning.

Collaborating

Collaboration allows students to actively participate in the learning process by talking with each other
and listening to other points of view. Collaboration establishes a personal connection between students
and the topic of study and it helps students think in a less personally biased way. Group projects and
discussions are examples of this teaching method. Teachers may employ collaboration to assess
student's abilities to work as a team, leadership skills, or presentation abilities.[5]

Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some
preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the
teacher only giving short feedback at the end or in the following lesson.

Classroom discussion

The most common type of collaborative method of teaching in a class is classroom discussion. It is the
also a democratic way of handling a class, where each student is given equal opportunity to interact and
put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by
a student. A discussion could also follow a presentation or a demonstration. Class discussions can
enhance student understanding, add context to academic content, broaden student perspectives,
highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in
learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending
on the subject matter and format of the course. Motivations for holding planned classroom discussion,
however, remain consistent.[6] An effective classroom discussion can be achieved by probing more
questions among the students, paraphrasing the information received, using questions to develop
critical thinking with questions like "Can we take this one step further?;" "What solutions do you think
might solve this problem?;" "How does this relate to what we have learned about..?;" "What are the
differences between ... ?;" "How does this relate to your own experience?;" "What do you think causes
.... ?;" "What are the implications of .... ?"

Debriefing

The term debriefing refers to conversational sessions that revolve around the sharing and examining
of information after a specific event has taken place. Depending on the situation, debriefing can serve a
variety of purposes. It takes into consideration the experiences and facilitates reflection and feedback.
Debriefing may involve feedback to the students or among the students, but this is not the intent. The
intent is to allow the students to "thaw" and to judge their experience and progress toward change or
transformation. The intent is to help them come to terms with their experience. This process involves a
cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be
overly critical of relapses in behavior. Once the experience is completely integrated, the students will
exit this cycle and get on with the next.

Classroom Action Research

Classroom Action Research is a method of finding out what works best in your own classroom so that
you can improve student learning. We know a great deal about good teaching in general (e.g.
McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique
in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many
other factors. To maximize student learning, a teacher must find out what works best in a particular
situation.Each teaching and research method, model and family is essential to the practice of technology
studies. Teachers have their strengths and weaknesses, and adopt particular models to complement
strengths and contradict weaknesses. Here, the teacher is well aware of the type of knowledge to be
constructed. At other times, teachers equip their students with a research method to challenge them to
construct new meanings and knowledge. In schools, the research methods are simplified, allowing the
students to access the methods at their own levels.
 Bloom's Taxonomy of Learning Domains

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing
and evaluating concepts, processes, procedures, and principles , rather than just
remembering facts (rote learning). It is most often used when designing educational,
training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al.
1956):

o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom,
1956). This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skill s. There are six major
categories of cognitive an processes, starting from the simplest to the most complex.
 o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

The categories can be thought of as degrees of difficulties. That is, the first o nes must
normally be mastered before the next one can take place.

Table of the Revised Cognitive Domain

Examples, key words (verbs), and technologies for learning

Category
(activities)

Examples: Recite a policy. Quote prices from memory

to a customer. Recite the safety rules.

Key Words: defines, describes, identifies, knows,

Remembering: Recall or retrieve
labels, lists, matches, names, outlines, recalls,
previous learned information.
recognizes, reproduces, selects, states

Technologies: book marking, flash cards, rote learning

based on repetition, reading

Examples: Rewrite the principles of test writing.

Understanding: Comprehending the
meaning, translation, interpolation,
and interpretation of instructions
and problems. State a problem in
one's own words.
Explain in one's own words the steps for performing a
complex task. Translate an equation into a computer
spreadsheet.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers, interpre ts,
paraphrases, predicts, rewrites, summarizes,
translates

Applying: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into novel
situations in the work place.
Analyzing: Separates material or
concepts into component parts so
that its organizational structure may
be understood. Distinguishes
between facts and inferences.
Evaluating: Make judgments about
the value of ideas or materials.
Technologies: create an analogy, participating
in cooperative learning, taking notes, storytelling,
Internet search
Examples: Use a manual to calculate an employee's
vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates,
shows, solves, uses
Technologies: collaborative learning, create a
process, blog, practice
Examples: Troubleshoot a piece of equipment by
using logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department
and selects the required tasks for training.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what
happened, run a test
Examples: Select the most effective solution. Hire the
most qualified candidate. Explain and justify a new
budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
 justifies, relates, summarizes, supports

Technologies: survey, blogging

Examples: Write a company operations or process

manual. Design a machine to perform a specific task.
Integrates training from several sources to solve a
problem. Revises and process to improve the

Creating: Builds a structure or outcome.

pattern from diverse elements. Put

Key Words: categorizes, combines, compiles,
parts together to form a whole,
composes, creates, devises, designs, explains,
with emphasis on creating a new
generates, modifies, organizes, plans, rearranges,
meaning or structure.
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes

Technologies: Create a new model, write an essay,

network with others

The Affective Domain

The affective domain is one of three domains in Bloom's Taxonomy, with the other two being
thecognitive and psychomotor (Bloom, et al., 1956). For an overview of the three domains,
see theintroduction.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations,
andattitudes. The five major categories are listed from the simplest behavior to the most
complex:
Category
Receiving Phenomena: Awareness, willingness to
hear, selected attention.
Responds to Phenomena: Active participation on
the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness
to respond, or satisfaction in responding
(motivation).
Valuing: The worth or value a person attaches to
a particular object, phenomenon, or
behavior. This ranges from simple acceptance to
the more complex state of commitment. Valuing
is based on the internalization of a set of
specified values, while clues to these values are
expressed in the learner's overt behavior and are
often identifiable.
Example and Key Words (verbs)
Examples: Listen to others with respect.
Listen for and remember the name of
newly introduced people.
Key Words: acknowledge, asks,
attentive, courteous, dutiful, follows,
gives, listens, understands
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts, models,
etc. in order to fully understand them.
Know the safety rules and practice
them.
Key Words: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, presents, tells
Examples: Demonstrates belief in the
democratic process. Is sensitive towards
individual and cultural differences
(value diversity). Shows the ability to
solve problems. Proposes a plan to
social improvement and follows through
with commitment. Informs management
on matters that one feels strongly
about.

Organization: Organizes values into priorities by
contrasting different values, resolving conflicts
between them, and creating an unique value
system. The emphasis is on comparing, relating,
and synthesizing values.
Internalizes Values (characterization): Has a value
system that controls their behavior. The behavior
is pervasive, consistent, predictable, and most
important characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment
(personal, social, emotional).
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares
Examples: Recognizes the need for
balance between freedom and
responsible behavior. Explains the role
of systematic planning in solving
problems. Accepts professional ethical
standards. Creates a life plan in
harmony with abilities, interests, and
beliefs. Prioritizes time effectively to
meet the needs of the organization,
family, and self.
Key Words: compares, relates,
synthesizes
Examples: Shows self-reliance when
working independently. Cooperates in
group activities (displays teamwork).
Uses an objective approach in problem
solving. Displays a professional
commitment to ethical practice on a
daily basis. Revises judgments and
changes behavior in light of new
evidence. Values people for what they
are, not how they look.
Key Words: acts, discriminates,
displays, influences, modifies, performs,
qualifies, questions, revises, serves,
solves, verifies
The Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and
use of the motor-skill areas. Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in execution. Thus,
psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more
complex tasks, such as operating a complex piece of machinery or dancing.

The seven major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Examples: Detects non-verbal

communication cues. Estimate where a ball
will land after it is thrown and then moving to
the correct location to catch the ball. Adjusts
Perception (awareness): The ability to use
heat of stove to correct temperature by smell
sensory cues to guide motor activity. This
and taste of food. Adjusts the height of the
ranges from sensory stimulation, through
forks on a forklift by comparing where the
cue selection, to translation.
forks are in relation to the pallet.

Key Words: chooses, describes, detects,

differentiates, distinguishes, identifies,

Set: Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).
Guided Response: The early stages in
learning a complex skill that includes
imitation and trial and error. Adequacy of
performance is achieved by practicing.
Mechanism (basic proficiency): This is the
intermediate stage in learning a complex
skill. Learned responses have become
habitual and the movements can be
performed with some confidence and
proficiency.
Complex Overt Response (Expert): The
skillful performance of motor acts that
involve complex movement
patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated
performance, requiring a minimum of
isolates, relates, selects.
Examples: Knows and acts upon a sequence
of steps in a manufacturing process.
Recognize one's abilities and limitations.
Shows desire to learn a new process
(motivation). NOTE: This subdivision of
Psychomotor is closely related with the
Responding to phenomena subdivision of
the Affective domain.
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.
Examples: Performs a mathematical equation
as demonstrated. Follows instructions to
build a model. Responds hand-signals of
instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react,
reproduce, responds
Examples: Use a personal computer. Repair a
leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes,
organizes, sketches.
Examples: Maneuvers a car into a tight
parallel parking spot. Operates a computer
quickly and accurately. Displays competence
while playing the piano.
Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens,
energy. This category includes performing fixes, grinds, heats, manipulates, measures,
without hesitation, and automatic mends, mixes, organizes, sketches.
performance. For example, players are often
utter sounds of satisfaction or expletives as NOTE: The Key Words are the same as

soon as they hit a tennis ball or throw a Mechanism, but will have adverbs or

football, because they can tell by the feel of adjectives that indicate that the performance

the act what the result will produce. is quicker, better, more accurate, etc.

Examples: Responds effectively to

unexpected experiences. Modifies instruction
to meet the needs of the learners. Perform a
task with a machine that it was not originally
Adaptation: Skills are well developed and
intended to do (machine is not damaged and
the individual can modify movement
there is no danger in performing the new
patterns to fit special requirements.
task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises, varies.

Examples: Constructs a new theory. Develops

a new and comprehensive training
Origination: Creating new movement
programming. Creates a new gymnastic
patterns to fit a particular situation or
routine.
specific problem. Learning outcomes
emphasize creativity based upon highly
Key Words: arranges, builds, combines,
developed skills.
composes, constructs, creates, designs,
initiate, makes, originates.

Category Example and Key Words (verbs)

Imitation Observing and Examples: Copying a work of art. Performing a skill

patterning behavior after someone while observing a demonstrator.
else. Performance may be of low
quality. Key Words: copy, follow, mimic, repeat, replicate,

Manipulation Being able to
perform certain actions by memory
or following instructions.
Precision Refining, becoming
more exact. Performing a skill
within a high degree of precision
Articulation Coordinating and
adapting a series of actions to
achieve harmony and internal
consistency.
Naturalization Mastering a high
level performance until it become
second-nature or natural, without
needing to think much about it.
reproduce, trace
Examples: Being able to perform a skill on one's own
after taking lessons or reading about it. Follows
instructions to build a model.
Key Words: act, build, execute, perform
Examples: Working and reworking something, so it
will be just right. Perform a skill or task without
assistance. Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master,
perfectionism
Examples: Combining a series of skills to produce a
video that involves music, drama, color, sound, etc.
Combining a series of skills or activities to meet a
novel requirement.
Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing the
piano. Michael Jordan playing basketball or Nancy
Lopez hitting a golf ball.
Key Words: create, design, develop, invent, manage,
naturally
Harrow (1972):

Category Example and Key Words (verbs)

Examples: instinctive response

Reflex Movements Reactions that are
not learned, such as a involuntary reaction
Key Words: react, respond

Examples: perform a simple task

Fundamental Movements Basic
movements such as walking, or grasping.
Key Words: grasp an object, throw a ball, walk

Examples: track a moving object, recognize a

Perceptual Abilities Response to
pattern
stimuli such as visual, auditory,
kinesthetic, or tactile discrimination.
Key Words: catch a ball, draw or write

Physical Abilities (fitness) Stamina that Examples: gain strength, run a marathon
must be developed for further
development such as strength and agility. Key Words: agility, endurance, strength

Examples: Using an advanced series of

integrated movements, perform a role in a
Skilled movements Advanced learned
stage play or play in a set of series in a sports
movements as one would find in sports or
game.
acting.

Key Words: adapt, constructs, creates, modifies

Examples: Express one's self by using

Nondiscursive communication Use
movements and gestures
effective body language, such as gestures
and facial expressions.
Key Words: arrange, compose, interpretation
 What Is a Teacher?
A teacher is the one who listens to the "strange" boy talk about his fascination with dragons and

not judge. A teacher listens intently to the very animated child and might not understand what he is

speaking of, but a teacher listens.

A teacher is the one who listens to the 7th grade girl complain about her over-protective mother

and how she wishes she could wear what clothes she wants. A teacher calmly tells the child that her

mother is just being a good mom and taking care of her. A teacher watches the teenager roll her eyes

and inside cries because a teacher worries about what trouble that girl could get into one day.

A teacher sits next to the small boy, even though his clothes and he smells. A teacher wonders

of the last time he bathed or his clothes were washed for him, but he can't add two digit numbers so a

teacher sits by his side and helps him.

A teacher will call home to message machines over and over again trying to get through to the

parent of the child who has been missing from school for days at a time without any reason. A teacher

will take a 30-minute duty free lunchtime to call home and speak to the parent of a gifted child who

again has done brilliantly on a class project.

A teacher wants to recognize the hard work children have done even though it is expected from

some of them.

A teacher believes there are no bad students, just challenging ones.

A teacher will question and teach her students how to question.

A teacher can take criticism from students. A teacher will stay up until midnight to change the

next day's lesson plans because the students said they needed to be taught in a different way then

previously taught.

A teacher stands in the cafeteria and watches certain children waste food, throwing away what

they don't eat while others have been given a free lunch and ask for people's extras because they know

there is nothing at home. A teacher thinks of their own lunch in the classroom and knows they could go

with less. A teacher looks at the students who do not have that choice.
 A teacher pulls apart two girls or two boys bigger than them while they try to rip out each

other's hair for no better reason than one supposedly said something about the other. Even though a

teacher might get hurt, a teacher doesn't want the students to hurt each other.

A teacher puts extra pencils, crayons, and notebooks in a cart at the back-to-school sales

because a teacher knows there will always be someone who needs them.

A teacher gets angry when a child has such potential and wastes it. A teacher sympathizes with

the children who want nothing more than to be able to "get it" but they do not have that gift.

A teacher wipes the nose of the little kindergartner who fell on the playground and everyone

laughed at him. A teacher cleans him up and lets him sit in the classroom while recess finishes. He's too

embarrassed to go back outside.

A teacher will question why those students who cannot sit still must sit still through hours of

state testing. A teacher knows a better way of assessing these children's knowledge, but a teacher must

do what the state says. And have a positive attitude about it.

A teacher will stay up late grading papers and projects, writing comments and giving

suggestions.

A teacher will step in front of the intruder to protect the students, the children, and someone

else's baby.

A teacher will accommodate for a child's needs so that child can be successful in the way he or

she needs to be successful. This is not always due to a learning disorder.

A teacher will tell any child "good job" for any simple or complex achievement, a perfect spelling

test or their 500th strike out.

A teacher will accept change and adapt, as long as the teacher is given the opportunity and the

training to change and adapt.

A teacher will be patient and remind he or herself that the student is only 9 or 13 or 17.

A teacher realizes this is public education. It is not perfect. It never will be. It will constantly

change and a teacher must change with the flow, the current trend, and the newest idea.

A teacher will be a mom or dad if the need is there.

A teacher will put a student against a wall on timeout and put them in their place if need be.
 A teacher will make the students cry, laugh, get really angry, and question why. A teacher will

cry, laugh, get angry, and question why with that student.

A teacher educates every student to achieve his or her best and if someone or something

impedes that process of learning, a teacher will make it go away.

A teacher often comes to work when it is still dark outside. A teacher will leave when it is dark

again.

A teacher works on the weekends, on holidays, during the summer.

A teacher goes to graduation and hugs the student who called them names, wrote bad things on

the Internet about them, lied to their face, and disrespected them. A teacher whispers in that student's

ear, "I am so proud of you. I knew you could do it."

A teacher thanks the parents for their support, even when they do not get it.

A teacher thanks their colleagues for their support, even when that teacher doesn't get it.

A teacher doesn't get exasperated with a learning support student. A teacher doesn't tell the

student to "try harder" but simply says, "Try again." The student is already trying hard.

A teacher can never leave their work at the office.

A teacher's day does not end when the buses pull out.

A teacher builds relationships and teaches the students to build relationships.

A teacher teaches students, not a subject matter.

A teacher never ever gives up.

A teacher is a gift. Cherish them.

 Acknowledgment

This narrative would not be possible without the people who played an
important role in making this report a successful one.

I would like to express my heartfelt gratitude to JHCSC Tambulig Campus, to

my beloved teacher Dr. Jeanelyn A. Aleman, thank you so much maam for the
knowledge and wisdom you shared with us. I will always treasure those precious
moment I was with you while learning how to be an effective teacher someday.

I would like to thank my ever dearest Nanay Bebei for the unconditional
love, care and support since the beginning. Thank you so much for the
appreciation, although sometimes I forget to do my household chores. Without
her I could not do all these.

To my siblings, Manang Jang-Jang, Manding Jee, Engka Lang-lang, who

backed-up the expenses during my studies. Thank you for the motivation, thank
you for encouraging me to pursue my dreams. To my niece and nephews, thank
you for being my inspiration.

To my friends, Ate lyn, Emma, Kim, Rhea, Junedy , Recil and to those whom
I forgot to mention Thank you for moments, (sad/happy), thank you for the ideas
weve share especially lesson planning and for the undying love and support in
everything that we did. Thank you guys!

And above all, I would like to thank JEHOVAH GOD for all the blessings,
knowledge, wisdom, love and good health. Thank you for always staying with me,
for the guidance. I know, I am nothing without you. May you will be glorified for
all the things you have done..
Teacchers Quotes

Teachers affect eternity; no one can tell where their influence stops.
Henry Brooks Adams

The man (or woman) who can make hard things easy is the educator.
Ralph Waldo Emerson

The test of a good teacher is not how many questions he can ask his pupils that
they will answer readily, but how many questions he inspires them to ask him
which he finds it hard to answer.
-Alice Wellington Rollins

Teaching kids to count is fine, but teaching them what counts is best.
-Bob Talbert

Listen to the MUSTNTS, child.

Listen to the DONTS
Listen to the SHOULDNTS
The IMPOSSIBLES, the WONTS
Listen to the NEVER HAVES
Then listen close to me-
Anything can happen, child,
ANYTHING can be.
Shel Silverstein
 TABLE OF CONTENTS
PART I
Acknowledgement
About the Author

PART II
Dedication of a Teacher
Teachers Prayer
Why GOD made the Teachers?
The ABC of a Good Teacher
Teaching Guidelines
Importance of a Lesson Plan
Methods and Strategies
Blooms Taxonomy

PART III
CURRICULUM IN TEACHING FILIPINO
LESSON PLANS
 History of JHCSC
Sometime in 1983, the members of San Miguel Municipal Council and the community folks of Mati, San
Miguel, Zamboanga del Sur together with the Department of Education, Culture and Sports (DECS)
officials strongly supported the move of Assemblyman Vicente Madarang Cerilles for the creation of a
barangay high school in Mati.

The school was named Josefina H. Cerilles Memorial Barangay High School in honor of the
assemblymans beloved wife who was once a supervisor of DECS. This was approved through a
Sangguniang Bayan Resolution No. 23 in April 1983 and Sangguniang Panlalawigan Resolution No. 295-A
in 1984 pursuant to DECS Order N0.6, series of 1983.

Mr. Crispin Mag-usara took the leadership of the newly created school and not long after, Mr. Fortunato
Gumintad succeeded him as teacher-in-charge. With the cooperation of the schools faculty and staff,
and the residents of the community, Mr. Gumintad made a lot of improvements of the school which was
originally constructed out of light materials.

In 1987, when all barangay high schools in the country were fully nationalized, the schools name was
changed to Josefina H. Cerilles National High School. In the succeeding year, it was one of the lucky
recipients of the Secondary Education Development Program (SEDP) building package and subsequently
thereafter, the U.S. AID academic building package.

On February 25, 1995, Josefina H. Cerilles National High School was converted into Josefina H. Cerilles
Polytechnic College by virtue of the Republic Act 7895 authored by Congressman Antonio H. Cerilles.
With this development, the High School Department became the laboratory school of the Teacher
Education Department of the College.

In 1996, Josefina H. Cerilles Polytechnic College started its full operation as a CHED-Supervised
Institution with Mr. Francisco Caylan of the DECS as its Officer-In- Charge. The first eight faculty
members of the college were Mrs. Filomena G. Montealto, Mrs. Winifreda L. Rico, Mrs. Daylinda P.
Sulong, Mrs. Mila A. Samin, Miss Nelia b. Aragon, Engr. Jerry B. Superales, Mr. Lumabao B. Sanlao and
Mr. Jesus B. Purisima.

In 1997, Mrs. Filomena G. Montealto was appointed as Vocational School Superintendent and since
then, she took the lead in all the educational ventures of the College while at the same time upholding
its vision, mission and goals by providing quality and relevant education to all its students.

After six years of operation as a CHED-Supervised Institution, JHCPC was converted into J.H. Cerilles
State College in August 11, 2011 by virtue of the Republic Act 9159 authored by Congresswoman Aurora
E. Cerilles. Dr. Filomena G. Montealto was appointed as the First President of the State College.
On February 21, 2005, Dr. Montealto tendered her voluntary resignation as President of the College due
to health reasons. The JHCSC-Board of Trustees designated Mr. Dante B. Bayocot, the College Registrar,
as the Officer-In-Charge of the College last _____________.

In order to make education accessible to the poorest of the poor in the province of Zamboanga del Sur,
JHCSC External Units were opened in the municipalities of Tigbao, Lapuyan, Dimataling, Mahayag,
Tambulig, and Ramon Magsaysay in June of 2005. Three former Western Mindanao State University-
External Studies Units (WMSU-ESU) were affiliated to JHCSC during this year. It was also the year which
marked the opening of JHCSC-Pagadian Campus.

In June 2006, two External Units were opened in the municipalities of Josefina and San Pablo. A former
WMSU-ESU in the municipality of Margosatubig was affiliated to JHCSC in June of this year. CMSECAT
(Canuto MS Enerio College of Arts and Trade) in the municipality of Lakewood was integrated to the
College in October of the same year.

On December 1, 2006, Dr. Carlicita A. Saniel, was appointed by the JHCSC-BOT as President of the
College to serve the remaining term of Dr. Filomena Montealto while Mr. Dante B. Bayocot assumed his
former position as College Registrar.

In March 2007, Dr. Carlicita A. Saniel was installed by JHCSC-BOT as the Second President of the College.
During her term of office, new External Units were opened to cater the educational needs of the poor
but deserving students of Zamboanga del Sur. These External Units are located in the municipalities of
Vincenzo Sagun (opened in June 2007), Tabina (October 2007), Guipos (June 2009) and Sominot (June
2009). The integration of ZSAC (Zamboanga del Sur Agricultural College) to JHCSC in June 2009 led to the
birth of JHCSC-Dumingag Campus. This was followed by the offering of extension classes of JHCSC-Main
in Dumalinao (June 2012) and the extension classess of JHCSC-Dumingag in Molave and Aurora.