PRINCIPLES

OF
TEACHING I
UNIT I
CHAPTER I

Every child is potential genius.

 The learner is an embodied spirit.

He / she is an union of a sentient body and rational soul. His/

her body experiences sensations and feels pleasure and pain. His/
her soul is the principle of acts, the source of intellectual
abstraction, self-reflection and free rational volition. Body and
soul exist in mutual dependence.(Kelly, 1965)
As teachers then, let us care for embodied spirit-learner. Let us feed
his/her body as well as his/her spirit.
THE FUNDAMENTAL
EQUIPMENT
OF THE LEARNER
COGNITIVE FACULTIES
Five Senses

The five sense are part of the sentient body.

For effective and efficient learning, it is
important that they function normally.

there is nothing in the mind which

was not first in some manner in the
senses.
Instincts

Comes from the Latin word instincts

which means impulse.

The learner has a natural or inherent

capacity or tendency to respond to
environmental stimuli such as danger
signs for survival or self-preservation.
Imagination

Is the ability to form a mental image of

something that is not perceived through the
senses.
Memory
Thisis the cognitive faculty of retaining
and recalling past experiences.
Intellect

By the learners intellect, he/she can

engage in cognitive processes such as
forming ideas or concepts, reasoning out
and making judgment.
Reasoning includes analyzing.
Judging is evaluating.
APPETITIVE FACULTIES
FEELINGS AND EMOTIONS

~ Emotions is the on/off switch for learning.

POSITIVE FEELINGS AND EMOTIONS make the teaching-
learning process an exciting and a joyful, fruitful affair.

NEGATIVE FEELINGS AND EMOTIONS makes the same

process a burden. The lessons that we learn and remember most are
those that have struck us in one way or another.
RATIONAL WILL

serves as a guiding force and the main integrating force in

his/her character. By his/her will, the learners wills what his/her
intellect presents as good and desirable.
the learners will make his/her free to choose or not to choose to
do the good as presented by his/her intellect.
the free will that will not allow the learner to be totally
determined by his/her environment.
 the degree to which the learner is influenced by his/her environment
depends ultimately the strength of his/her will.
the learners whose will is WEAK will easily succumbs to the bad
influence of his/her peer group even if his/her intellect tells him/her or
not.

the learner with a STRONG will shall resist the temptation to be

influenced by bad peer group.

THEREFORE, THE FOCUS OF VALUES

EDUCATION SHOULD BE THE
STRENGTHENING OF THE WILL.
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS.

Ability
Aptitude
Interests
Family and Cultural background
Attitudes and Values

Howard Earl Gardner
(born July 11, 1943) is an The author of over twenty books
American developmental translated into over thirty
psychologist and the John H. and languages, he is best known for
Elisabeth A. Hobbs Professor of his theory of multiple
Cognition and Education at the intelligences.
Harvard Graduate School of
Education at Harvard University.
He is the Senior Director of
Harvard Project Zero, and since
1995, he has been the co-director
of the Good Project.
Verbal- Linguistic Intelligence
Sensitive to sounds,
meanings, structures and
style of language.
Inclination to speaking, writing,
listening and reading.
Ability to speak effectively
(teacher, religious leader,
politician) or write effectively
(poet, journalist, novelist,
copywriter, editor)
Logical- Mathematical Intelligence
patterns, numbers and numerical
data, causes and effects, objective
and quantitative reasoning.
finding patterns, making calculations, forming and testing hypothesis, using
the scientific method, deductive and inductive reasoning.
work effectively with numbers (accountant, statistician, economist)
and reason effectively (engineer,
scientist, computer programmer)
Spatial Intelligence
colors,shapes, visual puzzles, accurately (tour guide, scout,
symmetry, lines, images ranger)
representing ideas visually,
creating mental images,
noticing visual details, drawing
and sketching
create visually (artist,
photographer, engineer,
decorator) and visualize
Bodily- Kinesthetic Intelligence
Touch, movement, physical self,
athleticism
Activities acquiring strength, speed,
flexibility, hand-eye coordination
and balance
Use the hands to fix or create
(mechanic, surgeon, carpenter,
sculptor, mason) and use the body
expressively (dancer, athlete, actor)
. Musical Intelligence
or) and analyze music (music critiTone, beat, tempo, melody,
pitch, sound
Listening, singing, playing an

instrument
Create music (song writer,

composer, musician, conductc)

Interpersonal Intelligence
Body language, moods, voice,
feelings
Noticing and responding to other
peoples feelings and personalities
Work with people (administrators,
managers, consultants, teachers)
and help people identify and
overcome problems (therapists,
psychologists)
Intrapersonal Intelligence
ones own strengths, weaknesses,
goals, and desires

setting goals, assessing personal

abilities and liabilities,

monitoring ones own thinking

meditate, reflect, exhibit self-

discipline, maintain composure,

and get the most of oneself
Naturalist Intelligence
Natural objects, plants, animals,
naturally occurring patterns,
ecological issues
Identifying and classifying living
things and natural objects
Analyze ecological and natural
situations and data (ecologists and
rangers),learn from living things
(zoologist, botanist, veterinarian)
and work in natural settings
(hunter, scout)
Existential Intelligence
big picture of existence; why
are we here
Sensitivity to deep questions
about human existence, such
as the meaning of life why do
we die, and how did we get here
Reflect on the meaning of
human existence
Learning Styles
Learning style is the way a
person processes, internalizes,
and studies new and challenging
material.
Dunn and Dunn Learning Style Model
Dunn and Dunn Learning Style Model
A summary of these elements is provided below (Dunn, 2000).
Environmental. The environmental strand refers to these elements:
lighting, sound, temperature, and seating arrangement. For
example, some people need to study in a cool and quiet room, and
others cannot focus unless they have music playing and it is warm
(sound and temperature elements).
Emotional. This strand includes the following elements:
motivation, persistence, responsibility, and structure. For example,
some people must complete a project before they start a new one,
and others work best on multiple tasks at the same time
(persistence element).
 Sociological. The sociological strand represents elements related
to how individuals learn in association with other people: (a) alone
or with peers, (b) an authoritative adult or with a collegial colleague,
and (c) learning in a variety of ways or in routine patterns. For
example, a number of people need to work alone when tackling a
new and difficult subject, while others learn best when working with
colleagues (learning alone or with peers element).
Physiological. The elements in this strand are: perceptual
(auditory, visual, tactile, and kinesthetic), time-of-day energy levels,
intake (eating or not while studying) and mobility (sitting still or
moving around). For example, many people refer to themselves as
night owls or early birds because they function best at night or in
the morning (time-of-day element).
 Psychological. The elements in this strand correspond to the
following types of psychological processing: hemispheric, impulsive
or reflective, and global versus analytic. The hemispheric element
refers to left and right brain processing modes; the impulsive versus
reflective style describes how some people leap before thinking and
others scrutinize the situation before moving an inch. Global and
analytic elements are unique in comparison to other elements
because these two elements are made up of distinct clusters of
elements found in the other four strands. The elements that
determine global and analytic processing styles are: sound, light,
seating arrangement, persistence, sociological preference, and
intake. Global and analytic processing styles will be discussed in
detail in the next section.
THE PROFESSIONAL TEACHER
The professional teacher is the licensed professional who possesses
dignity and the reputation with high moral values as well as technical and
professional competence . . . s/she adheres to observes, and practices a
set of ethical and moral principles, standards and values (Code of Ethics
of Professional Teacher, 1997) The professional teacher is one who went
through four to five years period of rigorous academic preparation in
teaching in one who is given a license to teach by Board for Professional
Teachers of Professional Regulation Commission after fulfilling
requirements prescribed by law such as passing the Licensure
Examination for Teacher (LET). s/he is registered in the roster of
professional teacher at the Professional Regulation Commission and
undergoes continuing professional education.
PROFESSIONAL ATTRIBUTES
Aprofessional teacher perceives himself/herself as someone
who can effect change or learning, (sense of efficacy) because
s/he is an expert in what s/he teaches (subject matter
knowledge), and in how s/he teaches (pedagogical knowledge).
A professional possesses the following attributes:
Control of the knowledge base of teaching and learning and use of
this knowledge to guide the science and art of his/her teaching
practice.
Repertoire of best teaching practice and can use these to instruct
children in classrooms and to work with adults in the school setting
Dispositions and skills to approach all aspects of his/her work in a
reflective, collegial, and problem-solving manner.
View of learning to teach as a lifelong process and dispositions and
skills for working towards improving his/her own teaching as well as
improving schools (Arends, 1994)
 Thelast attribute cited by Arends highlights continuing
professional development (cpd) or continuing professional
education (cpe). As the quotation goes,

Once a teacher,
forever a student.
 PERSONAL ATTRIBUTES
Personality is the sum of ones personal characteristics. It is ones
identity. Teachers more than any other professional, are
momentarily subjected to scrutiny to the minutest detail and
observation by those they associate with.
Passion
It
is a compelling force that emerges from teachers love for
children.

Humor
Teachers
humor connects them with their students like a
magnet. They help in merging two words-youth and maturity.
Enthusiasm
Enthusiasm is synonymous to eagerness and excitement.
Enthusiastic teachers are full of energy and dynamism. Their
passion and love for children are easily felt. Everyone
anticipates an interesting and enjoyable learning activity
unfortunately. Not all the teachers are born with an alert and
zestful disposition. With enthusiastic teachers Students look
forward to any activity they can participate in with them.
Commitment
Commitment is a Solemn Promise to perform the duties and
responsibilities mandated by the laws and code of ethics of the
profession. It is unwavering pledge to perform all teaching and
learning activities with consistency and selflessness to the best
interest of the student under their care. Committed teachers
are caring and dedicated. They are ready to carry on no matter
the price. Dedication to the teaching job is the true essence of
professionalism. Today we lament over the fast disappearing
breed of teachers with a missionary spirit.
Values and Attitude
Teachersare models of values. Whether conscious of them or
not, values are exhibited implicitly and explicitly. Values connote
standards, code of ethics and strong beliefs.
Patience
It
is refers to a teachers uncomplaining nature , self control and
persistence.
What is
an
effective
teacher ?
EFFECTIVE TEACHER
is a leader who can inspire and
influence students, knows his /her
subject well, and is kind and
respectful toward his /her students.
She/he also has high standards and
expectations coexisting with
encouragement, support and
flexibility.
Here are some research findings
on EFFECTIVE TEACHERS
compiled by James H. Stronge
(2012). Discuss their implications
to teacher pre-service education:
1. Teacher with a major and minor
in content area are associated with
higher student achievement
especially in the area of science
and mathematics.
2. Caring teachers who know their
students create relationship know
their students create relationships
that enhance their learning process.
3. Effective teachers practice
gender, racial and ethnic fairness.

4. Effective teachers consistently

behave in a friendly and personal
manner maintaining appropriate
teacher-student role structure.
 7. Teachers whose
5. High levels 6. Effective students have
motivation in teachers exude high achievement
teachers relate to positive attitudes rates continually
high levels of about life and mention reflection
achievements in teaching. on their work as
students. an important part
of improving their
teaching.
-
The National Competency-Based
Teacher Standards (NCBTS) that you
discussed in one of your courses, The
Teaching Profession, sums up the
professional and personal traits of a
professional teacher. You may want to
refer to them again.
What is the NCBTS?

The NCBTS is an
integrated theoretical
framework that defines
the different dimensions
of effective teaching,
where effective teaching
means being able to help
all types of students
learn the different
learning goals in the
curriculum.

Why Do We Need the NCBTS?
Filipino
teachers often get mixed signals about what it
means to be an effective teacher. For example, they
may have been taught definitions of good teaching by
teacher educators in their pre-service education that
seem to be different from what their principals and
super visors expect in their schools. Alternatively,
teachers are taught new teaching approaches that
seem inconsistent with the Performance Appraisal
System. What is worse is when teachers who have the
reputation of being ineffective teachers are promoted
to higher ranks.
 Teaching involves the
reflective acquisition and
application of complex and
problematic technical
knowledge to facilitating
student learning in actual
contexts.
 Unit
I
Chapter 3
THE LEARNING ENVIRONMENT

Toheredity, the child owes his possibilities. However, to

environment, he owes the realization of these possibilities.
INTRODUCTION:
The learning environment consists of the physical environment
as well as the psychological atmosphere or the socio-emotional
climate which is mainly a product of the interaction and
relationship between teacher and students and among the
students.
PHYSICAL ENVIRONMENT
The physical environment includes the physical condition of the
classroom, the arrangement of furniture, seating arrangement,
the classroom temperature and lightning.
We enjoy learning in a neat, tidy, orderly, spacious, well lighted,
well ventilated and quiet classroom. We cant learn in dirty,
topsy-turvy, warm, poorly ventilated and noisy classrooms.
How should the environment be structured for effective
teaching and learning?
Classroom
School Library
School Laboratory
Comfort Room
School Clinic
School Canteen
PSYCHOLOGICAL CLIMATE
Let us not forget that equally important, if not more important, is
the psychological atmosphere or climate that reigns in the
classroom. Researchers agree that in addition to conducive physical
environment, the favorable school climate includes:
1. safety (e.g. rules and norms; physical safety; social emotional
safety)
2. relationship (e.g. respect for diversity; school
connectedness/engagement; social support-adults; social support
students; leadership)
3. teaching and learning (e.g. social, emotional, ethical and civic
learning; support for learning; professional relationship)
Pine and Horne (1990) described a facilitative learning
environment for learning. It is one:
1) Which encourage people to be active- A psychological classroom
environment which is supportive of learning engages the learners in
the learning process.
2 ) Which promotes and facilitates the individuals discovery of the
personal meaning of idea Meaning is not imposed by teacher .This
is personally arrived at by the learners considering the uniqueness of
their experiences.
3) Which emphasizes the uniquely personal and subjective nature of
learning Every learner is unique.
4) In which difference is good and desirable There is respect for
diversity. To be different does not mean to be deficient.
Pine and Horne (1990) described a facilitative learning
environment for learning. It is one:
5) Which consistently recognizes peoples right to make mistakes
Learners feel at ease and learn best when mistakes are welcome
because they are recognized as part and parcel of the learning
process.
6) Which tolerates ambiguity This leads to openness to ideas and
prevents teacher an learners alike to be judgmental.
7) In which evaluation is a cooperative process with emphasis on
self-evaluation This makes evaluation less threatening. The learner
is not alone when he evaluates learning, he is with a group. His/her
progress is seen against his/her targets not against the performance
of his/her classmate.
Pine and Horne (1990) described a facilitative learning
environment for learning. It is one:
8) Which encourages openness of self rather than concealment
of self People feel at ease and so arent afraid to be
transparent.
9) In which people are encouraged to trust in themselves as well
as in external sources There is a strong social support and it is
not difficult to trust others.
10) In which people feel they are respected Everyone is
convinced of the inner worth/dignity of each individual and so it
is easy to respect everyone
Pine and Horne (1990) described a facilitative learning
environment for learning. It is one:
11) In which people feel they are respected There is a sense of
belongingness.
12) Which permits confrontation Since learners feel at ease
and feel they are accepted, they are not afraid to confront
themselves.
13) A conducive learning environment is necessary in the full
development of the cognitive and appetitive faculties of the
learner His senses, instincts, imagination, memory, feelings,
emotions and will.
Generalization:
The learning environment is a product of physical, psychological
as well as social atmosphere created by the interaction
between teacher and the learners and among the learners
themselves. The physical features of the classroom which
include space, location, lighting, ventilation, order, tidiness and
noise level exert influence in the teaching learning process.
PRINCIPLES OF LEARNING
LEARNING
acquisition
of knowledge-base used with fluency to make sense
of the world, solve problems and to make decisions.
Learning

Acquisition of
Make sense of
knowledge- Fluency
the world
base

Solve Make
problems decisions
Inert ideas
These are the ideas that are merely received by the mind
without being utilized, or tested, or thrown into fresh
combination.
Is memorizing without understanding considered learning?
LEARNING PRINCIPLES
Horne and Pine (1990)
Learning is an experience which occurs inside the learner
and is activated by the learner.
Learning is the discovery of the personal meaning and
relevance of ideas.
Leaning (behavioral change) is a consequence of
experience.
Learning is a cooperative and collaborative process.
 Learning is an evolutionary process.
Learning is sometimes a painful process.

One of the richest resources for learning is the learner

himself.
The process of learning is emotional as well as
intellectual.
The process of problem solving and learning are highly
uniqu and individual
 No one teaches anyone anything of
significance
People learn what they want to learn, they
see what they want to see, and hear what
they want to hear
LAW OF LEARNING
Edward Thorndike in the early
suggested several Law of
Learning that seemed
generally applicable to the
learning process. This Laws
provides the instructor with
insight into learning process
that will assist in providing a
rewarding experience to the
learners.
The first three are the basic laws:
Law of Readiness, Law of Exercise, and the
most famous and generally accepted, the Law
of Effect. The other three laws were added
later as a result of experimental studies; the
Law of Primacy, the Law of Intensity and the
Law of Recency.
Law of Readiness
Individual learn best if they are physically, mentally and
emotionally ready to learn and they do not learn if they see no
reason for learning.
Law of Effect

The learning is strengthened when accompanied by a pleasant

or satisfying feeling.
Learning is weakened when associated with an unpleasant
feeling.
 Experiments were designed to determine
if animals solved a problem through
reasoning or by a more basic process.
Thorndike experimented with baby chicks,
dogs, cats, monkeys and fish.
A puzzle box was used to get each animal
to trip a latch. The animals would claw,
bite, scratch, and claw against the sides of
the box.
Repeated confinements decreased the time
it took for the animals to escape
confinement.
Law of Exercise

Things
most often repeated are best
remembered.

Without practice, there is no knowledge

Paulo Freire
Additional Law
(Principles)
Law of Primacy
Thingslearned first create a strong
impression.
Law of intensity

The more intense the material taught, the more it

is likely learned.
The Law of Recency
things most recently learned are best
remembered
Law of Freedom:

Things freely learned are best learned

Selection and Organization of
Content
Guiding Principles in the Selection and Organization of
Content

One guiding principle related to subject matter

content is to observe the following qualities in the
selection and organization of content:
Validity- This means teaching the content that we
ought to teach according to national standards
explicit in K to 12 Basic Education Curriculum; this
also means teaching the content in order to realize
the goal and objectives of the course as laid down in
the basic education curriculum.
 Significance- What we teach should respond to the
needs and interests of the learners, hence meaningful and
significant.
Balance- Content includes not only facts but also
concepts and values. The use of the three-level approach
ensures a balance cognitive, psychomotor, and affective
lesson content.
A Balance content is something that is not too easy to
bore the above average student, neither not too difficult to
turn off the average. It is something that challenges the
student. To observe the principle of balance, no topic must
be extensively discussed at the expense of other topics.
Self-sufficiency- Content fully covers the essentials.
Learning content is not mile-wide-and-inch-deep. The
essentials are sufficiently covered and are treated in depth.
This is a case of less is more.
 Interest- Teacher considers the interest of the learners,
their developmental stages and cultural and ethnic
background.
Utility- Will this content be of use to the learners? It is not
meant only to be memorized for test and grade purposes.
What is learned has a function even after examinations are
over.
 Feasibility- The content is feasible in the sense
that the essential content can be covered in the
amount of time available instruction. A
guaranteed an a viable curriculum is the first in
the school-related factors that has the greatest
impact on student achievement.
Let us teach the content that:

is aligned with goals and objectives of the basic

education curriculum

responds to the needs of the learner

includes cognitive skill and affective elements

 fully and deeply cover the essentials to avoid
the mile-wide-and-inch-deep impression.

that is of use to the learners

that is viable and feasible

2. At the base of the structure of cognitive subject
matter content are facts. We cant 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
a process of conceptual understanding. Facts are
basic in the structure of cognitive subject but
content must go beyond facts.
*Few ways which you can help you students*
Providing opportunities for experimentation-
Our so-called experiments in the science classes are
more of this sort-following a cook book recipe where
students are made to follow step-by-step procedure to
end up confirming a law that has already been
experimented on and discovered by great scientists
ahead of us instead of the students coming up with
their own procedure and ends discovering something
new. After teaching your students how to cook a
recipe following the procedures laid down in a
cookbook, allow them to experiment with mix
ingredients.
 Presenting the ideas of others- While it is beneficial for
you to encourage your students to discover principles for
themselves, it will not jeopardize your students if you present
the ideas of others who worked hard over the years to explain
phenomena.
Emphasizing conceptual understanding- If we
emphasize conceptual understanding, the emphasis goes
beyond facts. We integrate and correlate facts, concepts and
values in meaningful manner.
*Here are some specific strategies that can help you
develop conceptual understanding in your students.*

Organize units around a few core ideas and

themes

Explore each topic in depths

Explain how new ideas relate to students own

experiences and to things they have previously
learned
 Show students

Ask students to teach others what they have

learned.

Promote dialogue

Use authentic activities

Subject matter content is an integration of cognitive,
skill and affective elements/components.
It is also an integration of facts, concepts, principles, hypotheses,
theories and laws, thinking skills, manipulative skills, values and
attitudes.

Show students

Ask students to teach others what they have learned.

Promote dialogue

Use authentic activities

It is also an integration of facts, concepts, principles, hypotheses,

theories and laws, thinking skills, manipulative skills, values and
attitudes.
The structure of subject matter content- our subject matter
content includes cognitive, skill and affective components.

Cognitive component is concerned with facts,

concepts, principles, hypotheses, theories and laws.

Skill component refers to thinking skills as well as

manipulative skills.

Affective component is the realm of values and

attitudes.
Cognitive
Fact is an idea or action that can be verified

Concept is a categorization events, places, people and ideas.

Principle is the relationship between and among facts and

concepts.

Hypotheses are educated guess about relationships

Theories refer to a set of facts, concepts and principles.

Laws are firmly established, thoroughly tested principle or

theory.
 Skills
Manipulative skills
Thinking skills
Divergent Thinking
1. Fluent Thinking- characterized by a variety of
thoughts in the kinds of ideas generated.
2. Original Thinking- differs from whats gone before.
3. Elaborative Thinking- embellishes on previous ideas or
plants.
 Convergent Thinking

It
is narrowing down from many possible
thoughts to end up on a single best thought or an
answer to a problem.

Problem solving

Is made easier when the problem is well-defined

 When it is ill-defined, then the first thing to
teach our students is to better define the problem.
Here are some techniques:

break large problems into well-defined ones

distinguish information needed

identify techniques to find needed information.

 Algorithm strategy
Means following specific, step-by-step instructions.
How can we help our students acquire effective
problem-solving strategies?
provide worked-out examples of algorithms being
applied.
help students understand why particular
algorithms are relevant and effective in certain
situations
when a students application of algorithm yields an
incorrect answer, look closely at the specific steps
the student has taken until the trouble spot is
located.
 Heuristic strategy
Means general problem-solving strategy. These
are informal, intuitive, speculative strategies
that sometimes lead to an effective solution and
sometimes do not.

For teaching heuristic:

give students practice in defining ill-defined
problems.
teach heuristic that students can use where no
algorithms apply.
 Metaphoric thinking
This type of thinking uses analogic thinking, a figure of
speech where a word is used in a manner different from its
ordinary designation to suggest or imply a parallelism or
similarity.
Critical thinking
It involves evaluating information or arguments in terms
of their accuracy and worth.

It takes a variety of forms:

Verbal reasoning
Argument reasoning
Hypothesis reasoning
Decision making
 Creative Thinking
This type of thinking involves producing something that
is both original and worthwhile.

For creative thinking, we must develop:

Awareness
Curiosity
Imagination
Fluency
Originality
Elaboration
Perseverance
Attitudes and Values
Values can be taught. They are both thought and
caught.
Values have:
Cognitive dimension -
Affective dimension -
Behavioral dimension
How can we teach values?
By Deuteron-Teaching- your critical role as
models in and outside the classroom cannot be
overemphasized.

By positively reinforcing good behavior

By teaching the cognitive component of values

in the classroom.
Selection and Use of
Teaching Strategies
Guiding Principles in the selection and use
of teaching strategies:
1. Learning is an active process.
this means that we have to actively engage the
learners in learning activities if we want them to
learn what we intend to teach.
2. The more senses that are involved in learning, the more
and the better the learning.
for more and better learning appeal to all the
senses of the learner, if possible.
Humans are intensely visual animals. The
eyes contain nearly 70 percent of the bodys
receptors and send millions of signals along
the optic nerves to the visual processing
centers of the brain. We take in more
information visually than through any of
the other senses.) Wolfe, 2001
3. Emotion has the power to increase retention
and learning
involve the emotion in learning. Cognitive
processing is emotionally charged.
4. Learning is meaningful when it is connected to
the students everyday life.
Meaningfulness and relevance of what we
teach is considerably reduced by our practice of
teaching simply for testing.
5. Good teaching goes beyond recall of
information.
Good thinking concerns itself with higher-
order-thinking skills to develop creative and
critical thinking.
6. An integrated teaching approach is far more
effective than teaching isolated bits of
information.
 An integrated approach incorporates multiple
intelligences and learning styles, research-based and brain
based instructional strategies.
*The seven more multi-intelligences introduced by Howard
Gardner
1. Spatial
2. Musical
3. Bodily-kinesthetic
4. Intrapersonal
5. Interpersonal
6. Naturalist
7. Existential
The Following are some research findings cited by Patricia Wolfe
in her Book, Brain Matters
Without rehearsal or constant attention, information
remains in working memory for only about 15 to 20
seconds. This implies the need for memory aids.
Learning is a process of building neural networks.
The Three Levels of Learning
Concrete
Symbolic
Abstract
Our Brains have difficulty comprehending very large
numbers because we have nothing in our experience to
hook them to.
1. The eyes contain nearly 70 percent of the
bodys sensory receptors and send millions of
signals every second along the optic nerve to
the visual processing of the brain.
2. There is little doubt that when information is
embedded in music or rhyme, its recall is
easier than when it is in prose.
Brain-Based Strategies
1. Involving students in real-life or authentic problem
solving
-sometimes students ask us when and where they need this
and that they are learning in school.
2. Using projects to increase meaning and motivation.
3. Simulations and role plays as meaning makers.
4. Classroom strategies using visual processing.
5. Songs, jingles and raps.
-content can be more easily learned when they give it a
tune or make it into rhyme through their personally
composed songs, jingles, and raps.
6. Mnemonic Strategies- The mnemonic strategies assist
students in recalling important information.
7. Writing strategies- Make students write their own
word problems and make them ask their classmates
to solve them.
8. Active review- Instead of the teacher conducting
the review, students are given their turn.
9. Hans-on activities- Concrete experience is one of
the best ways to make long-lasting neural
connections.
10. There is no such thing as best teaching method.
The best method is the one that works, the one that
yields results.
There are factors to consider in the choice of a
teaching method
Instructional objective
The nature of the subject matter

The Learners

The Teacher

School policies
 Selection and
Use of Instructional
Materials
General principles in the use of Instructional Materials:
1. All instructional materials are aids to
instructions. They do not replace the teacher.
2. Choose the instructional material that best
suits your instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before
class starts to be sure it is working properly.

5. Learn how to use the instructional material.

Prepare introductory remarks, questions or

initial comments you may need.
Provide a conducive environment.
Explain the objectives of the lesson.
Stress what is to be watched.
Assessment of Learning
Guiding Principles in the Assessment of
Learning
1. Assessment of learning is an integral part of
the teaching - learning process.
If assessment or evaluation is built into the
teaching learning process, students allergy to test
may be cured because it becomes very common
and natural to them.
2. Assessment tool should match with performance
objective.
- Which assessment tool use, which test to
formulate must be based on our performance
objective.
3. The results of assessment must be fed back to
the learners.
4. In assessing learning, teachers must consider
learners, learning styles and multiple
intelligences and so must come up with a variety
of ways of assessing learning.
5. 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
6. Emphasize on self-assessment.
- Danielson asserts: assessments should not
force students to compete against one another: any
competition should be between students and their
own prior performance.

7. 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.
8. Assessment of learning should never be used as
punishment or as a disciplinary measure.

9. Results of learning assessment must be communicated

regularly and clearly to parents.

10. Emphasize on real world application that favors

realistic performances over out-of-context drill items.

11. To ensure learning, do formative assessment.

12. To ensure reliability of assessment results, make sure of

multiple sources.
Assessment in the Different Phases of
Instruction.
Prior to instruction

During instruction

After instruction

Appropriate Assessment Tools

 Different Approaches
and Methods
A thousand teachers, a thousand
methods
-Chinese Proverb
INTRODUCTION:

Teaching Approach,
Strategy,
Method and Technique
Teaching Approach- a set of principles,
beliefs or ideas about the nature of
learning which is translated into the
classroom.

Teaching Strategy- a long term plan of

action designed to achieve a particular
goal.
 TeachingMethod- a systematic way
of doing something.

Teaching Technique- a well-defined

procedure used to accomplish a
specific activity or task.
Examples of
Teaching
Approaches
Teacher-centered Approach- the teacher is perceived
to be the only reliable source of information

Learner-centered Approach- the learner is also an

important resource because he/she knows something
and is therefore capable of sharing something
Subject matter-centered Approach- gains
primacy over that of the learner. It is teacher-
dominated

Interactive- there will have more student talk

and less teacher talk
Teacher-dominated- only the teachers voice is
heard. He/she is the sole dispenser of information

Constructivist Approach- students are expected

to construct knowledge and meaning out of what
they are taught by connecting them to prior
experience
Banking Approach- teacher deposits
knowledge into the empty minds of students
for students to commit to memory

Integrated Teaching Approach- the teacher

connects what he/she teaches to the other lessons
of the subject or connects his/her lessons with
other subject thus making his/her approach
interdisciplinary and multidisciplinary
 Disciplinal Approach- limits the teacher to
discussing his/her lessons within the boundary of
his/her subject

Collaborative Approach- welcome group

work, team work, partnerships, group
discussion

Individualistic Approach- will want an

individual students working by themselves
Direct Teaching Approach- teacher
directly tells or shows or
demonstrates what is to be taught

Guided Approach- teacher guides the

learners to discover things for
himself/herself

Other Teaching Approaches:
1. Research-based Approach- teaching and learning are
anchored on research findings
2. Whole Child Approach- the learning process itself
takes into account not only the academic needs of the
learners, but also to their emotional, creative,
psychological, spiritual and developmental needs
3. Metacognitive Approach- the teaching process
brings the learner to the process of thinking about
thinking
4. Problem-based Approach- the teaching-learning
process is focused on problems
Direct/Expository Approach
1. Direct Instruction/Lecture Method
-aimed at helping students acquire
procedural knowledge which is
knowledge exercised in the performance
of some task. Procedural knowledge
refers to skills needed in the performance
of a task
Steps of the Direct Method
1. provide the rationale
2. demonstrate the skill
3. provide guided practice until
mastery
4. check for understanding and provide
feedback
5. provide extended practice and transfer
assess learning at the end
2. Demonstration Method
the teacher or an assigned student
or group shows how a process is done
while the students become observers.
Employed in presenting lessons that
use sophisticated equipment and
technical know-how.
Advantages:
Follows a systematic order
Use of expensive equipment and machines
Wastage of time, effort and resources will be
avoided
Will not result to trial-and-error learning
Findings are reliable and accurate
Value of confidence is developed
Curiosity and keen observing ability are
instilled among observers
Indirect/Guided/Exploratory Approach
1. Inquiry Method
provide students with
opportunities to explore, inquire and
discover new learning. It is spontaneous
and self-directed exploration.
Steps in Inquiry Method

1. Define the topic or introduce the

question.
2. Guide students plan where and how to
gather data and information.
3. Students present findings through
graph, charts, PowerPoint presentation,
models and writing.
 2.
Problem Solving Method
is a teaching strategy that employs
the scientific method in searching for
information. Five basic steps:
Sensing and defining the problem
Formulating hypothesis
Testing the likely hypothesis
Analysis, interpretation and evaluation of
evidence
Formulating conclusion
Advantages:
1. Most effective in developing skill in
employing the science process.
2. Can be used in other non-science
subjects.
3. The students active involvement
resulting in meaningful experiences
serves as a strong motivation.
4. Problem-solving develops higher level
thinking skills.
5. A keen sense of responsibility, originality
and resourcefulness are developed
6. The students become appreciative and
grateful for the achievement of scientists.
7. Critical thinking, open-mindedness and
wise judgment are inculcated
8. The students learn to accept the opinions
and evidence shared by others.
 3.
Project Method
the learners solve a practical
problem over a period of several days or
weeks.
a teaching method that requires
the students to present in concrete form
the results of information gathered
about a concept, principle or innovation.
Advantages:
1.Emphasizes learning by doing
2. Constructing projects develops the
students manipulative skill
3. they become resourceful and
innovative
4. The finished project ca serve as
evidence of learning achieved
5. adds to ones feeling of
accomplishment and satisfaction
Cooperative Learning
-students
work in groups or teams to help
each other learn
Characteristic Features:
1. It has two important components: cooperative
incentive structure and cooperative task structure
2. Students work in teams
3. Reward systems are group-oriented
4. interaction is controlled by members
5. Teams are made up of mixed abilities
6. Each individual is accountable in learning
7. The group reflects on process they underwent
Overview of Selected Structures in Cooperative
Learning
1. Round robin
-teambuilding
2. Corners
-Class building
3. Match Mine
-Communication building
4. Numbered Heads Together
-mastery
5. Three-Step Interview
-concept development
6. Roundtable
-multifunctional
Peer Tutoring/Peer Teaching
the teacher requests the older, brighter
and more cooperative number of the
class to tutor.

a. Instructional tutoring
b. Same age tutoring
c. Monitorial tutoring
d. Structural tutoring
e. Semi-structured tutoring
 PartnerLearning
-learning with a partner
-may also mean assigning study buddy
Guidelines for effective use:
1. To prevent from socializing, give students
specific amount of time and a specific prompt
for discussion.
2. Give your students less time than you think
they actually need.
Inductive Deductive
 Deductive Method
The direct method and demonstration method of
instruction are deductive method

The teacher tells or shows directly what -he/she

wants to teach

It is a teacher-dominated. Teacher begins with

the abstract rule, generalization, principle and ends
with specific examples and concrete details
 Deductive Method
The direct method and demonstration method of
instruction are deductive method

The teacher tells or shows directly what -he/she

wants to teach

It is a teacher-dominated. Teacher begins with the

abstract rule, generalization, principle and ends
with specific examples and concrete details
 Disadvantages:
-It is not supportive of the principle that
learning is an active process. There is less
involvement on the part of the learners. -The
learners do not take part in the generalization
of conclusion. The learners involvement will be
on the drill that come after the of the rule.
-Lesson appears uninteresting at first. We begin
our lesson with the abstract, with what the
learners do not know so at the outset our lesson
will look irrelevant and uninteresting.
Other Approaches
 1. Blended Learning
-It is learning that is facilitated by effective
combination of different modes of delivery modes of
teaching and styles of learning , and is based on
transparent communication amongst all parties
involved with a course
-It is described as integrative learning, hybrid
learning, multi-method learning. It combines
classroom learning, mobile learning, and on-line
learning.
 2. Reflective Teaching
-students/teachers learn through an analysis
and evaluation of experience
-Without analysis, no new learning and ideas
can be constructed
 Different strategies:
1. Self-analysis
-A student/teacher engages himself/herself in self-
analysis when he/she reflects on why he/she succeeded or
failed at some work
2. Writing journals
-Journals reveal feelings about the days activities
including what could have enhanced or inhabited their
learning
3. Keeping a portfolio
-Reactions which are recorded for future recall and
study that will be needed in analyzing changes in values
being developed.
 3. Metacognitive Approach
-an approach that goes beyond cognition
-makes students think about their thinking

4.Constructivist Approach
-an active process that results from self-
constructed meanings
-a meaningful connection is established
between prior knowledge and the present
learning
 5.
Integrative Approach
-is intradisciplinary, interdisciplinary, and
transdisciplinary
-teachers integrate the sub disciplines within
a subject area.
 Problem-based Learning (PBL)
-a concrete example of transdisciplinary
teaching
-it is the learning that results from the
process of working toward the understanding of
the resolution of a problem
 Selection and
Use of Instructional
Materials
General principles in the use of Instructional Materials:
All instructional materials are aids to
instructions. They do not replace the teacher.

Choose the instructional material that best suits

your instructional objectives.

If possible, use a variety of tools.

Check out your instructional material before

class starts to be sure it is working properly.
 Learn how to use the instructional material.

Prepare introductory remarks, questions or

initial comments you may need.
Provide a conducive environment.
Explain the objectives of the lesson.
Stress what is to be watched.
Assessment of Learning
This Chapter will be the assessment of
learning of learning and on assessment
tools in the three phases of instruction.
Guiding Principles in the Assessment of
Learning
1. Assessment of learning is an integral
part of the teaching - learning process.
If assessment or evaluation is built into the
teaching learning process, students allergy to
test may be cured because it becomes very
common and natural to them.
2. Assessment tool should match with performance
objective.
- Which assessment tool use, which test to formulate must be
based on our performance objective.

3.The results of assessment must be fed back to the

learners.

4.In assessing learning, teachers must consider

learners, learning styles and multiple intelligences
and so must come up with a variety of ways of
assessing learning.
5. 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.

6. Emphasize on self-assessment.
- Danielson asserts: assessments should not force students
to compete against one another: any competition should be
between students and their own prior performance.

7. 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.
8. Assessment of learning should never be used as punishment or as a
disciplinary measure.

9. Results of learning assessment must be communicated regularly and

clearly to parents.

10. Emphasize on real world application that favors realistic performances

over out-of-context drill items.

11. To ensure learning, do formative assessment.

12. To ensure reliability of assessment results, make sure of multiple sources.

Assessment in the Different Phases of Instruction.

Prior to instruction

During instruction

After instruction

Appropriate Assessment Tools

Guiding Principles in Classroom Management
 Classroom
management is not teaching; it is a
necessary condition to teaching.
As classroom managers, we manage resources
to facilitate learning, these includes: the 3Ms

Moment

Materials

Man
 Principles in Classroom
Management
1. Consistent,
proactive discipline
is the crux of
effective classroom
management.
Prevention is
better than
cure so goes the
adage. If we are
proactive in our
approach to
discipline we
avoid
unnecessary
disciplinary
problems from
cropping up.
2.Establish routines
for all daily tasks
and needs.
We have not explain or instruct our pupils/ students on
how to pass papers, collect assignments, prepare for
experiments day in and day out because we have
established the routines for these everyday tasks.
 They have become habitual for each member of the
class. Students already know what to do and under
what condition. Routine procedures give rise to
orderly learning environment and maximum and
optimum use of precious time.

Doyle says, Routinization makes classroom

activities less susceptible to breakdowns and
interruptions because students know the normal
sequence of events and what is expected of them.
(Ornstein)
3. Orchestrate smooth transitions and continuity
of momentum throughout the day.
Smooth
transitions
and continuity
of momentum
throughout the
day ensure us
that every
instructional
moment is
made us
wisely.
No
unnecessary
null is created
that will breed
classroom
restlessness,
which is the
father of
disciplinary
problems.
4. Strike a balance between variety and
challenge in students activities.
A variety of student activities will ensure
that students multiple intelligences and
varied learning styles are considered in the
conduct of student activities. Most of the
time our activities fall under linguistically
intelligent group category. Games that
require word use, talking, and writing will
challenge linguistically intelligent students
but bore math and logic.
5. As a classroom manager, be aware of all
actions and activities in the classroom.
 Ourheightened awareness of everything that is
happening in our classroom puts our pupils and
students on their toes all the time. While our
back faces them when we write on the board,
our eyes on the back of our heads will make
our pupils and students feel that we know what
they are doing. This is what Kounin calls with-it-
ness.
 Ourvisibility in and outside the classroom may
serve as a deterrent in the outbreak of untoward
students behavior. Research findings point that
effective classroom management skills include
the use of space and proximity or movement
around the classroom for nearness to trouble
spots and to encourage attention. (Stronge,
2002)
6. Resolve minor inattention and disruption
before they become major disruptions.
 A stitch on time saves nine.
We have not to
wait until our
class is out of
control.
Misdemeanor has
a riffle effect if
not checked
early. We ought
to respond to
inappropriate
behavior
promptly.
 Unit IV
Chapter 3
DISCIPLINE
DISCIPLINE
Discipline is controlled Teachers must be ready
behavior. It constitutes to deal with them with
the next important utmost care and
concern of teachers as consideration
part of good
management. No matter
how well-managed a
learning environment is,
students will
occasionally misbehave .
Some causes of disciplinary problems
1 UNFAVORABLE LEARNING CONDITIONS
-Overcrowded with more than the regular number
of students to a class
-With poor lightning facilities and inadequate
ventilation
-With furniture and storage cabinets disorderly
positioned, making the collection and retrieval of
tools less efficient
-With inappropriate seating arrangement such as
distractions can easily occur
-Near sources of noise which obstruct
understanding of the lesson.
 2. Teachers poor management skills
3. Students varied background
How to prevent discipline problems
Depending on the students abilities and
interests, teachers can implement group-oriented
methodologies such as :
1) cooperative learning approach

2) team learning

3) peer tutoring , and

4) group projects and collections.

 Teacherswho are sensitive to possible
misdirection of efforts and interactions are fast
to switch from one technique to another as the
need arises
 Of prime importance are the teachers personal
attributes such as:
1) patience

2) compassion

3) concern and caring attitudes

4) respect and trust for the others

 The teachers personalities influence students
behavior
The teachers teaching style will determine how the
students will respond, at times receptive, sometimes
withdrawn

Every school sets its own policies regarding

maintenance of appropriate discipline. Said policies
would depend upon the concept of discipline they
believe in and the extent of the responsibilities
willingly accepted by all. Schools differ in how they
achieve and maintain good discipline.
Following are some common practices
1)
Discipline is the students responsibility. If they
misbehave, the teacher accept no excuses. They
must be ready for the consequences.
 2) Discipline is the teachers way of establishing
a desirable student-oriented environment for
learning.
3) Discipline is coupled with effective teaching
strategies and techniques.
4) Discipline is achieved through the effects of
group dynamics on behavior.
5) Discipline is believed to be the exclusive
responsibilty of the teachers.
 ACCEPTABLE AND EFFECTIVE
1) Use verbal rein forcers
2) use nonverbal gestures
3) Dialogues
4) Focus attention to disturbers
5) Award merits and demerits
6) Private talk to fix misunderstanding
7) Give students freedom to explain agitated
feelings.
 UNACCEPTABLE AND INEFFECTIVE
1) Scolding and using of harsh words
2) Nagging and faultfinding
3) Bringing student in detention area
4) Denying a student some priveleges
5) Assignment of additional homework compared to
the rest can make them dislike the subject.
6) use of ridicule or sarcasm
7) Grades for academic achivement should not be
affected due to misdemeanor
Disciplinary Interventions
TEACHER REACTION
TANGIBLE RECOGNITION
DIRECT COST
GROUP CONTINGENCY
HOME CONTINGENCY
WHICH OF THE FOLLOWING STRATEGIES
IS/ARE EFFECTIVE FOR STUDENT BEHAVIOR
MANGEMENT ?
Proximity control
Planned ignoring
Signal interference
Removal of seductive object
Redirection
 Self discipline connotes internal motivation for
ones behavior, the internalization of domestic
ideals and is most evident when external
regulations of behavior are absent.
-George Bear
ESTABLISHING
CLASSROOM
ROUTINE
Routine have to be learned
We get to used to doing them in order for them to
become routinized. It is, therefore necessary that we
identify and explain specific rules and procedures
in our classroom.

When? The first days of school will be most timely.

It is also good to rehearse classroom procedures
(especially for elementary pupils) until they become
routines.

Reinforcing correct procedure and re-teaching an

incorrect one will be of great help.
Some routines on the following can be of
great help:

BEGINNING AND ENDING THE CLASS

DAY OR PERIOD
 TRANSITIONS
Management of most instructional interruptions is fully
within the teachers control. Transitions can either be
anticipated or unanticipated.

a. Solving pre-lesson transitions

b. Solving transitions during the lesson

c. Solving post-lesson transitions

d. Unanticipated transitions
 USE OF MATERIALS AND EQUIPMENT
Make clear your rules and procedures on the
distribution and collection of materials, storage of
common materials, the teachers desk and storage
areas, the use of the pencil sharpener.
 GROUP WORK
Research shows that group work like cooperative
learning has positive impact on student
achievement, interpersonal relationships and
attitudes about learning.

SEATWORK AND TEACHING-LED ACTIVITIES