Partido College

Goa, Camarines Sur

A/Y 2018-2019

PRINCIPLES
OF
TEACHING
(Portfolio)

Submitted by:

Arnold B. Gonzaga
TCP/Methods

Submitted to:

Emmanuel P. Cama
Professor
 A Teacher’s Prayer

Dear God,

Help me to be a fine teacher, to keep peace in

classroom, peace between my students and myself,
to be kind and gentle to each and every one of my
students. Help me to be merciful to my students, to
balance mercy and discipline in the right measure
for each student, to give genuine praise as much as
possible, to give constructive criticism in a manner
that is palatable to my students. Help me to remain
conscientious enough to keep my lessons always
interesting, to recognize what motivates each my
students, to accept my student’s limitations and not
hold it against them. Help me not to judge my
students too harshly, to be fair to all, to be a good
role model, but most of all Lord help me to show
your love to all of my students.
Amen.
 MISSION
The Partido College is committed to educate students, produce
quality graduates with since of nationalism, leadership,
determination towards holistic development and to be a service
to humanity.

VISION
Partido College is the leading educational institutions in
Partido area committed to provide quality education with
stakeholders who are active partners in producing competent,
excellent, productive, responsible graduates ready for the world.

CORE VALUES
As a creation of God, we espouse the value of morality and
dignity.
As a citizen of the Philippines, we espouse the values of
patriotism and environmentalism.
The value of services, respect and fidelity.
As a duty to myself, I espouse the value of leadership and
determination
 THE DEPED MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based and complete basic education where:
Students learn in child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

THE DEPED VISION

We dream of Filipinos
Who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

The Department of Education
Continuously improves itself
To better serve its stakeholders.
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
 Acknowledgment

First of all, I would to thank GOD for all the

blessings I received from him because he gave me
strength and focus to finish this project.
Secondly, I would like to express my special
thanks of gratitude to my teacher Mr. Emmanuel
P. Cama our Dean of College of Education who gave
me the golden opportunity to do this wonderful
project on the topic The Principles of Teaching
(Portfolio), which also helped me in doing a lot of
Research and I came to know about so many new
things I am really thankful to them.
Third, I would also like to thank my parents
and friends who helped me a lot in finalizing this
project within the limited time frame.
Fourth, I would like also to give thanks to my
special someone that they gave me full of energy
and become my inspiration from the beginning up
to the end of this semester to my one and only Mary
Jola D. Ronabio my sweet love one.
 My Life Story
I was born on August 31 year of the lord 1993,
24 years of age now still counting for more
birthdays to come to celebrate the gift of life given
by our lord God. As a human, we have different
destination. I have my own pathway to step forward
of my journey. I start it as a good son to my parents.
I really love my family my family that I have, they
build me as a good person named Arnold Buiza
Gonzaga. Now, I can tell my life story that happened
to me in my 24 years.
Philippines is such a wonderful place in the
world, my childhood years begin in
(birthplace).Some of Filipino’s finish their study. I’ve
been in pre-school, kindergarten, elementary, high
school and college. I have a purpose in my life to
achieve my dream come true and be brave always
and never surrender.
High school life is one of the best experience I
had in school I met a lot of friends, an event that
build my personality is that when I become a
“CORP’S COMMANDER” of our alma mater which is
Partido College that help me to be more confident,
have courage and perseverance. During those days
the school has a lot of activities for us, I met a girls
that make my girlfriends, my first dance and my
crushes. Then I graduated my higschool.I really
want to pursue my college but since my parents
can’t afford my tuition they are unable to support
me, I decided to make an action because I want to
pursue my goal in my life to finish college degree, I
decided to look for an scholarship which is to be a
member of “PSU Marching Band”. I tell this to my
parents and they supported me a lot. Being a
member of a band is a hard because practice every
day but its fine with me I will do everything to finish
my college degree sometimes we have part time we
play music in funeral, fiesta, weddings and other
event we earned money and I save it for my school
expenses in order for me not to ask my money from
my parents I don’t want to be worried about me.
During my vacation, I help my father in farm and
some of my free time I work part time as a Labor,
Pedicab driver and other work that I’ve earned. I
experience a lot of hardships in my life. I’ve realized
I don’t want this happened to my future childrens.In
my fourth year college as Bachelor of Science in
Business Administration major in Financial
Management student I met a girl that I really want
to be mine forever. I did everything to say yes to me
to become his boyfriend with “pagtyaga’ and effort.
I make her fall in love to me. I am very happy I get
inspired and smile always. My story in life had a
mixed of love and inspirations. I graduated
bachelor degree year 2015.After that, I look for a
job related to my degree then I got my first job in
Producer’s Bank I am blessed I have my job that will
surely I can help my family. After 2 years, I realized
I really want to become a teacher that is my dream
when I was a child now that I am able to make my
dream come true I enrol methods of teaching to
continue my career. I am facing a big challenge but
I don’t want to be affected I am a hardworking
employee after work I go to school to study that is
reason I share my life story if I become a teacher
soon I can share to my students that never give up
make all dreams come true we are the one creating
our future, God is our guidance.
UNIT 1
Chapter 1

The Learner
“Every child is a potential genius”

Based from the book. The learner is an embodied

spirit. He is neither body nor spirit alone this means that
all learners can learn from himself or herself. The learner
has the power to see ,hear,touch,smell,and taste,
perceive, imagine, retain, recall, recognize past mental
acts, conceive ideas, make judgment, reason out, feel and
choose. Learner is differing in their abilities, aptitudes,
interests, home background values and attitude. The
differences among learners become more accentuated
with the integration of children with special needs and
children from indigenous peoples group in the classroom.

All learners are equipped with the cognitive and

appetitive faculties. They differ however in the degree to
which they are utilized and expressed on account of the
learners abilities, aptitudes, interest, values and attitudes
and home background.
Chapter 2

The Teacher
“Teachers open the door. You enter by yourself”
-Chinese proverb-

The professional teacher is the “licensed professional who possesses

dignity and reputation with high moral values as well as technical and
professional competence. He/she adheres to, observes and practices a set
of ethical and moral principles, standards and values.

To facilitate learning, teacher must:

 Be expert in his/her subject and skilled in the science and art of

teaching
 Have a pleasing personality and model of values.
 Have a passion for teaching sense of humor, patience and
enthusiasm.

It says that every teacher must have moral values to facilitate to the
student the good behaviour of the students and have a passion of teaching
because teaching profession is one of the nobles of all profession.
Chapter 2

The Learning Environment

“To heredity, the child owes his possibilities.

However, to environment, he owes the realization of
these possibilities.”
Physical Environment

 Includes the physical condition of the classroom, the

arrangement of furniture, seating arrangement, the
classroom temperature and lightning.

Psychological Climate

 Safety
 Relationship
 Teaching and learning

Pine and Horne (1990) described a facilitative learning environment for

learning. It is one:

1. Which encourages people to be active

2. Which promote and facilitates the individual’s discovery of the
personal meaning of idea.
3. Which emphasizes the uniquely personal and subjective nature of
learning.
4. In which difference is good and desirable.
5. Which consistently recognizes people’s right to make mistake.
6. Which tolerates ambiguity.
7. In which evaluation is a cooperative process with emphasis on self
evaluation.
8. Which encourages openness of self rather than concealment of self.
9. In which people encouraged to trust in themselves as well as in
external sources.
10.In which people feel they are respected
11.In which people feel they are accepted
 12.Which permits confrontation.
13.Provides conducive learning environment necessary in the full
development of the cognitive and appetitive faculties of the learner.

The learner is an embodied spirit.

A conducive learning environment is necessary in the full

development of the cognitive and appetitive faculties of the learner
his/her senses, instincts, imagination, memory, feelings, emotions, and
will.
UNIT II
Chapter 1

Principles of Learning
“The ability to learn is the most significant activity of man”

The learning our students is our foremost concern.

Some principles learning from Horne and Pine (1990):

Learning is an experience which occurs inside the

learner and is activated by the learner. The process of
learning is primarily controlled by the learner and not by the
teacher (group leader).
Learning is the discovery of the personal meaning and
relevance of ideas. Students more readily internalize and
implement concepts and ideas which are relevant to their
needs and problems.
Learning (behavioural change) is a consequence of
learning. People become responsible when they have really
assumed responsibility: they become independent when they
have experienced independent behaviour; they become able
when they have experienced success; they begin to feel
important when they are important to somebody; they feel
liked when someone likes them.
Learning is a cooperative and collaborative process.
Cooperation fosters learning. “Two heads are better than
one”.
Learning is an evolutionary process. Implicit in all
principles and conditions for learning is an evolutionary
model of learning.
Learning is sometimes a painful process. Behavioural
change often calls for giving up old and comfortable ways of
believing, thinking, and valuing.
One of the richest resources for learning is the learner
himself. In a day and age when so much emphasis is being
placed upon instructional media, books and speakers as
 resources for learning, we tend to overlook perhaps the
richest source of all-the learner himself.
The process of learning is emotional as well as
intellectual. Learning is affected by the total state of the
individual.
The process of problem solving and learning is highly
unique and individual. Each person has his own unique
styles of learning and solving problems.

Laws of Learning (Thorndike;1932)

Law of Effect
Law of Exercise
Law of Readiness
Law of Primacy
Law of Recency
Law of Intensity
Law of Freedom

Only the learner can learn for himself/herself.

UNIT III

Chapter 1

Principles of Teaching
“Goals are our guiding star”

Guiding Principles in Determining and Formulating Learning Objectives

“Begin with the end in mind” says Covey, the author of the Seven
Habits of Effective People.”
Share lesson objective with students.
Lesson objectives must be in the two or three domains knowledge
(cognitive) skill, (psychomotor) and values (affective).
Work on significant and lesson objectives.
Lesson objective must be aligned with the aims with the aims of the
education as embodied in the Philippine Constitution and other laws
and on the vision-mission statements of the educational institution
of which you are part.
Aim at the development of critical and creative thinking.
For accountability of learning, lesson objectives must be SMART.

Taxonomy of Objectives

With educational taxonomy, learning is classified into 3 domains

namely.
-cognitive
-affective
-psychomotor
 Bloom’s taxonomy of cognitive domain. Benjamin Bloom (1956)
led his group in coming up with the list of instructional objectives in the
cognitive domain. Arranged from lowest to highest level as follows:

-Knowledge or recall
-Comprehension
-Application
-Synthesis
-Evaluation

Anderson’s taxonomy cognitive domain. In the 1990’s Anderson,

Bloom former student together with a team of cognitive psychologists,
revisited Blooms’s taxonomy in the light of the 21st century skills; domain
his study as follows:

-Remembering
-Understanding
-Applying
-Analysing
-Evaluating
-Creating

Krathwol’s taxonomy of affective domain. David Krathwol

affective learning is demonstrated by behaviours indicating attitudes of
awareness, interest, attention, and values of concern and responsibility ,
ability to listen and respond in interactions with others, and ability to
demonstrate those attitudinal characteristics or value appropriate to the
test of situation and in the field of study.

Anita Harlow’s taxonomy of the psychomotor domain. It is

organized according to the degree of coordination including involuntary
responses as well as learned capabilities.
How to write Lesson Objectives

It describe student performance

It describes a product of instruction rather than the process of
instruction.
Describes the conditions under which performance occurs on the job
Describes the standard of acceptable performance

Standards and Competencies in the K to 12 Curriculum

Content Standards –define what students should know and be able

to do.
Performance Standards- describe how well students need to achieve
in order to meet content standards.
Competencies- are more specific versions of the standards.
Chapter 2

Selection and Organization of Content

“There are dull teachers, dull textbooks, dull films,
but no dull subjects.”

Guiding Principles in the Selection and Organization of Content

Observe the following qualities in the selection and organization of

content:
-Validity
-Significance
-Balance
-Self-sufficiency
-Interest
-Utility
-Feasibility

At the base of the structure of cognitive subject matter content is a

fact. We can’t do away with facts but be sure to go beyond facts by
constructing an increasingly richer and more sophisticated
knowledge base and by working out process of conceptual
understanding.
Subject matter content is an integration of cognitive, skill, and
affective elements.

-The Structure of Subject Matter Content

 Cognitive
 Fact is an idea or action that can be verified.
  Skills
 Manipulative Skills
 Thinking Skills
-Divergent Thinking
-Fluent Thinking
-Flexible Thinking
-Original Thinking
-Elaborative Thinking
-Convergent Thinking
-Problem Solving
-Metaphoric Thinking

Critical Thinking

-Verbal Reasoning

-Argument Analysis

-Hypothesis Testing

-Decision Making

Creative Thinking

-Awareness

-Curiosity

-Imagination

-Fluency

-Flexibility

-Originality

-Elaboration

-Perseverance
  Attitude and Values

3level approach to teaching values

-Cognitive dimension

-Affective dimension

-Behavioural dimension

How can we teach values?

-By deutero-learning YOUR CRITICAL ROLE AS MODELS IN AND

OUTSIDE THE CLASSROOM CANNOT BE OVEREMPHASIZED.
Chapter 3

Selection and Use of Teaching Strategies

“Different folks, different strokes”

Guiding Principles in the Selection and Use of Teaching Strategies

Learning is an active process

The more senses that are involved in learning, the more and the
better the learning.
Emotion has the power to increase retention and learning.
Learning is meaningful when it is connected to students’ everyday
life.
Good teaching goes beyond recall of information.
An integrated teaching approach is far more effective than teaching
isolated bits of information.
An integrated approach incorporates successful, research based
instructional strategies.
Brain based strategies

-Involving students in real life or authentic problem

-Using projects to increase meaning and motivation

-Simulations and role plays as meaning makers

-Classroom strategies using visual processing

-Songs, jingles, and raps

-Mnemonic strategies

-Writing strategies

-Active review
-Hands-on activities

An integrated approach is also interdisciplinary and

multidisciplinary
An instructional approach is also integrated when it includes the
acquisition of knowledge, skills as well as values.
-There is no such thing as best teaching method. The best method
is the one that works, the one that yields results. Factors for
teaching method (1)the instructional objective (2)the nature of
the subject matter (3) the learners (4) the teacher and (5) school
policies
Chapter 4

Different Approaches and Methods

“A thousand teachers, a thousand
methods”-Chinese Proverbs

Teaching Approach, Strategy, Method and Technique

Teaching Approach is a set of principles, beliefs or ideas about the

nature of learning which is translated into the classroom.

Teaching Strategy is a long term plan of action designed to achieve a

particular goal.

Teaching Method is a systematic way of doing something.

Teaching Technique is a well defined procedure used to accomplish a

specific activity or task.

Examples of Teaching Approaches

-Teacher centered
-Subject matter centered
-Teacher-centered
-“Banking” approach
-Disciplinal
-Individualistic
-Indirect, guided
-Learner-centered
-Interactive
-Constructivist
 -Integrated
-Collaborative
-Direct

Other approaches in education literature;

-Research Based Approach

-Whole child approach
-Metacognitive approach
-Problem based approach

Direct/ Expository Approach

1. Direct Instruction/Lecture Method

2. Demonstrative Method

Indirect/Guided/ Exploratory Approach

1. Inquiry Method
2. Problem Solving method
3. Project Method
4. Comparative Learning
5. Peer tutoring/ Peer Teaching
6. Deductive Method vs. Inductive Method

Other Approaches

1. Blended Learning

-learning facilitated by the effective combination of different modes of

delivery, models of teaching and styles of learning and is based on
transparent communication amongst all parties involved with a course.
2. Reflective Learning

-students/teacher learn through analysis and evaluation of past

experiences.

STRATEGIES

1. Self Analysis a reflective student/teacher is able to keep a record

of his/her success or failure in employing a strategy, problems
and issues confronted and significance of learning events that
occurred.
2. Writing Journals an entry in journal includes a. Description of
learning/teaching event b. Outcomes of the event c. Value or
worthiness of the outcomes and d. Causes of success and failure.
3. Keeping a portfolio a very personal document which includes
frank, honest and on the spot account of experiences.

Metacognitive Approach –approach goes beyond cognition. It is an

approach that makes our students thinks about their thinking.
Constructivist Approach-students come to the classroom with prior
understandings and experiences and to promote student learning,
teachers must address and build upon this prior knowledge.
Integrated Approach-there are no walls that clearly separate one
subject from the rest.
Problem Based Learning (PBL) it is the learning that results from
the process of working toward the understanding of the resolution
of a problem.

Developmental Activities

-Data Gathering
-Organizing And Summarizing
 -Application/Creative Activities
-Concluding Activities

Characteristics of teaching methods and approaches proven to be

effective:

1. Interactive
2. Innovative
3. Integrative
4. Inquiry Based
5. Collaborative
6. Constructivist
7. Varied
8. Experiential
9. Metacognitive
10. Reflective
Chapter 5

Understanding by Design (UbD, A Curriculum Model

“Understanding by design is teaching for
understanding”

The 3 Elements/Stages of UbD

Stage 1 Set Targets has something to do with results/desired

outcomes.
Stage 2 Determine evidence of understanding it is an assessment
refers to acceptable evidence that the desired goal has been
attained.
Stage 3 Plan Instruction spells out the details of the instructional
activities that the students will go through to attain the standards.
Chapter 6

Selection and Use of Instructional Materials

“We learn by example and by direct experience
because there are limits to the adequacy of verbal
instruction” –Malcolm Gladwell

PRINCIPLES

1. All instructional materials are aids to instruction; they do not

replace the teacher.
2. Choose the instructional material that best suits your
instructional objectives.
3. If possible, use variety of tools.
4. Check out your instructional material before class starts to be
sure it is working properly.
5. For results, abide by the general utilization guide on the use of
media.
 Chapter 7

Assessment of Learning
“If the proof of the pudding is in the
ending, then the proof of learning is
results obtained from assessing.”

Guiding Principles in the Assessment of Learning

Assessment of learning is an integral part of the teaching-learning

process.
Assessment tool should match performance objective
The results of the assessment must be fed back to the learners
In assessing learning, teachers must consider learners styles and
multiple intelligences and so must come up with a variety of ways
assessing learning.
To contribute to the building of the culture of success in the school,
it is pedagogically sound that in our assessment techniques we give
some positive feedback along with not so good ones
Emphasize on self-assessment
If we believe that our task as teachers is to teach all pupils/students,
and that it is possible that all students, even those from limited
backgrounds, will have access to opportunities and therefore can
achieve, then the bell curve mentality must be abandoned
Assessment of learning should never be used as punishment or as a
disciplinary measure.
Results of learning assessment must be communicated regularly
and clearly to parents
Emphasize on real world application that favours realistic
performances over out-of-context drill items.
To ensure learning, do formative assessment
To ensure reliability of assessment results, make use of multiple
sources
UNIT 4

Chapter 1

Guiding Principles in Classroom Management

Establish routines for all daily tasks and needs.

Orchestrate smooth transitions and continuity of momentum
throughout the day.
Strike a balance between variety and challenge in student’s
activities.
As classroom manager, be aware of all actions and activities in the
classroom.
Resolve minor inattention and disruption before they become major
disruptions.
Reinforce positive behaviour.
Treat minor disturbance calmly
Work out a physical arrangement of chairs that facilitates an
interactive teaching-learning process.
Make good use of every instructional moment. Minimize discipline
time to maximize instructional time.
Chapter 2

Management of Time
“Time lost irretrievably lost.”
-Jose Rizal

We have two hundred five (205) days for the school year. If the average
teaching-learning hours is six (6) hours per day then we have one
thousand two hundred thirty (1230) hours for the entire school year.

To maximize instructional time:

Work for smooth classroom transitions

Allow for no idle, time by using fillers
Remain involved with the students throughout the period
Use common place for materials
Establish routines
Limit disruptions and interruptions
Chapter 3

DISCIPLINE
“Self discipline connotes internal motivation for one’s behaviour, the
internalization of domestic ideals and is most evident when external
regulations of behaviour are absent.”

-George Bear

Disciplinary Problems may be traced to;

Unfavorable learning conditions

Teacher’s poor management skills
Students’ varied background

To prevent discipline problems

Employ more group-oriented methodologies

Use varied teaching techniques
Develop patience, compassion, genuine respect and care for your
students.

5 Effective Disciplinary Interventions

1. Teacher Reaction
2. Tangible Recognition
3. Direct Cost
4. Group contingency
5. Home contingency
Chapter 4

Managing the Physical Environment

“The external environment helps create the atmosphere
conducive for learning.”

A conducive physical learning environment

includes;

Conveniently arranged furniture

Flexible seating Arrangement

Clean, well-lighted, well-ventilated,

noise free and fresh classroom
Chapter 5

Establishing Classroom Routine

“Routines are the groundwork for a well-
orchestrated classroom.”

Routines have to be learned. Routines are the groundwork for a

well-orchestrated. The establishment of routines helps maximize time for
instruction. Routines can be established to begin and end lessons, to make
transitions smooth, to distribute and collect instructional materials, to
conduct group work, seatwork and other-led activities.

Some routines on the following can be a great help;

Beginning and ending the class day or period

Transitions

Getting/ Distribution of materials and equipment

Group work

Seatwork and teacher led activities.

UNIT V

Effective Questioning and Reacting Techniques

“Children go to school as question marks and leave school
as periods.”
-Neil Postman

We ask question for varied purposes such as to;

Assess cognition
Verify
Develop creative and productive thinking
Evaluate
Motivate

A question can be either be;

-low level

-high level

-convergent

-divergent

Effective questioning techniques generate class interaction. It includes;

-varying types of question

-rephrasing

-sequencing question logically

-asking questions that require abstract thinking

-asking open-ended questions

-directing question to all students to involve as many as possible

-calling on non-volunteers

-allowing for sufficient wait time

-assessing comprehension

Reflect on your own questioning technique and be open to constructive

criticism for purposes of improvements.

The teacher’s reaction to the students’ inquisitiveness can motivate or de-

motivate students from asking more questions.

Handling pupil’s response is crucial. By the way a teacher handles

students’ responses; she either encourages or discourages them from
actively participating in class interaction.
UNIT VI

HOMEWORK
“Homework is an extension of the classroom”

Homework

Is an extended practice
Is advance preparation for the next lesson
Helps cultivate good study habits
Is an assessment tool

Homework has several learning and assessment functions. It can

be used effectively by the following some guiding principles on;

1) Amount and Length of work to be given

2) Parents’ minimum involvement
3) Assessment of homework and
4) Factors to consider in the giving of homework