1. •Control the knowledge and learning and use of hisknowledge to guide

the science and art of his/herteaching practice.•Disposition and skills to

approach all aspects ofhis/her work in a perfectives, collegial and problem–

solving manner.•View of learning to teach as lifelong process

anddisposition and skills for working towardsimproving his/her own

teaching as well asimproving schools.

2. 1. Sense of efficacy – give effect to his/her learner2. Subject matter

knowledge – knowledge equipped3. Pedagogical knowledge – have skills

in teaching that considers teaching style, methodology, techniques4.

Sense of service – dedicated and committed to teach as their badge ;

valuated

3. 1. PASSION – the intimate desire tosacrifice2. HUMOR – different ways

to makestudents not to bore3. VALUES AND ATTITUDES –Open

mindednessImpartiality and fairness4. PATIENCE – a virtue (genuine)5.

ENTHUSIASM – eagerness(commitment is a strong promise)

4. 1. Verbal linguistic2. Logical mathematical3. Spatial4. Bodily

kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalist9.

Existentialist

5. 1.Learning is an experience which occurs inside the learner and is

activated by the learner.2.Learning is the discovery of person meaning and

relevance of ideas.3.Learning (behavioral change) is a consequence of

experience.4. Learning is a cooperative and collaborative process.5.

Learning is a evolutionary process.6. Learning is sometimes is a painful

process.7. Learning : one of the richest resources of learning is thelearner

himself.8. The process of learning is emotional as well asintellectual.9. The

process of problem solving and learning are highlyunique and individual.

6. 1. MASTERY – sensing – thinking2. UNDERSTANDING – intuitive –

thinking3. SELF – EXPRESSIVE – intuitive – feeling4. INTERPERSONAL

– sensing - feeling

7. 1. LEARNING IS AN ACTIVE PROCESS -This means that we have to

actively engage the learners in learning activities if we want them to learn

what we intend to teach. We have to give our students opportunities to

participate in classroom activities. We have to give varied activities to our

students for “hands – on – minds – on” learning. Danielson, 2002; 75% and

90% retention rates are learning by doing. What I hear, I forget. What I see,

I remember. What I do, I understand.2. The more senses that are involved

in learning, the more and he better the learning“Humans are intensely

visual animals. The eyes contain nearly 70 percent of thebody’s receptors

and send millions of signals along the optic nerves to the visualprocessing

centers of the brain…we take in more information visually than throughany

of the other senses” (Wolfe,2001).

8. 3. A non – threatening atmosphere enhances learningA non –

threatening and conducive classroomatmosphere is not only a function of

physical conditionof the classroom but more a function of a

psychologicalclimate that prevails in the classroom.4. Emotion has the

power to increase retention andlearningLet us not feel afraid to bring in

emotion into ourclassroom. Let us add an emotional touch to

learning.Without the emotional dimension, our subject matterwill remain

cold and lifeless.5. Learning s meaningful when it is connected tostudent’s

everyday life. Give sufficient examplesrelating to student’s experiences.

9. 6. Good teaching goes beyond recall of information.Good thinking

concerns itself with HOTS to developcreative and critical thinking. 7. An

integrated teaching approach is far more effective than teaching isolated

bits of information It considers multiple intelligences and varied learning

style of students. 8. An integrated approach incorporates successful,

research- based and brain – based instructional strategies .

10. 1. Without rehearsal or constant attention, informationremains in

working memory for only about 15 – 20 seconds.This implies the need for

memory aids.2. Learning is a process of building neural networks.3. Our

brains have difficulty comprehending very largenumbers because we have

nothing in our experience to“hook” them to.4. The eyes contain nearly 70%

of the body’s sensory receptorsand send millions of signals every second

along the opticnerves to the visual processing of the brain.5. Information is

embedded I music or rhyme, its recall iseasier than when it is in prose.

11. 1. Involving Students in Real – life or Authentic Problem Solving.2.

Student asks us when and where they need this and that they are learning

in school. This question implies that students hardly see the relevance and

the practical application of what they taught in school. 3. Simulations and

Role plays and Meaning Makers 4. Classroom Strategies Using Visual

Processing 5. Mnemonic Strategy 6. Writing Strategy 7. Active Review 8.

Hands – on Activity

12. 1. Instructional objectives2. Nature of subject matter3. Nature of the

learners4. Teacher5. School policies

13. A. Guiding Principles in the Selection and Organization ofContent1.

One guiding principle related to subject matter content is to observethe

following qualities in the selection and organization of content:a. Validity –

teaching are the content that we ought to teach according tonational

standard; explicit in the Basic Education Curriculum; it alsomeans teaching

the content in order to realize the goals and objectives ofthe course as laid

down in the basic education curriculumb. Significance – respond to the

needs and interest of the learner, hencemeaningful and significant.c.

Balance – Content includes not only facts but also concepts and

values.The use of the three-level approach ensures a balance ofcognitive,

psychomotor and affective lesson content.

14. d. Self-sufficiency – Content fully covers the essentials.

Learningcontent is not “mile-wide-and-inch-deep”. The essentials are

sufficientlycovered and are treated in depth. This is a case of “less is

more”.e. Interest – Teacher considers the interest of the learners,

theirdevelopmental stages and cultural and ethnic background.f. Utility –

Will this content be of use to the learners? It is not meant onlyto be

memorized for test and grade purposes. What is learned has afunction

even after examinations are over.g. Feasibility – feasible in the sense that

the essential content can becovered in the amount of time available for

instruction.2. At the base of the structure of cognitive subject matter

content arefacts. We can’t do away with facts but be sure to go beyond

facts byconstructing an increasingly richer and more sophisticated

knowledgebase and by working out a process of conceptual

understanding.

15. 3. Subject matter content is an integration of cognitive, skills, and

affective elements - it is an integration of facts, concepts, principles,

hypotheses, theories, and laws, thinking skills, manipulated skills, values

and attitudes. 1. “begin with the end in mind” a. We must begin our lesson

with a clearly defined lesson objective.2. Share lesson objective with

studentsa. Make known to our students our instructional objective and

encourage them to make the lesson objective their own.3. Lesson

objectives must be in the two or three domainsknowledge (cognitive), skill

(psychomotor) and values(affective).

16. a. A lesson is worthwhile if it gets connected to everyday life, how the

students is and ought to be concerned with it, what difference it makes for

a fuller existence4.Work on significant and relevant lesson objectives.5.

Lesson objective must be aligned with the aims ofeducational as embodied

in the Philippine Constitution andother laws and on the vision – mission

statements of theeducational institution of which you are part.6.Aim at the

development of critical and creative thinking.7. For the accountability of

learning, lesson objectives must beSMART. i.e., Specific, Measurable,

Attainable, Result o orientedand Relevant, Time bound and Terminal.

17. Benjamin Bloom’s Cognitive domain Knowledge Comprehension

Application Analysis Synthesis EvaluationAnita Harlow’s psychomotor

domain Imitation Manipulation Precision Articulation Naturalization

18. Receiving Responding Valuing Organization Characterization

Different Approaches and Methods Direct/ Expositive Instruction

ApproachDirect Instruction- is a way of teaching which is aimed athelping

students acquire some basic skills and “proceduralknowledge”

19. Instructional Characteristics1. The strategy is teacher- directed.2. The

emphasis is on the teaching of skill.3. Taught in a step-by-step fashion, it

ensures thelearning of the entire procedure with no step missed.4. Lesson

objectives include easily observedbehaviors that can be measured

accurately.5. This is a form of learning throughimitation, sometimes termed

“behavioral modeling”.Deductive Method-starts from the general to

specificAdvantages of the Deductive Method1. Coverage of a wider scope

of subject matter.2. No bother on the part of the teacher to lead learners to

the formulation of the generalization or rule.

20. Disadvantages of the Deductive Method1. It is not supportive of the

principle that learning is an activeprocess.2. Lesson appears uninteresting

at first.Inductive Method-starts from the specific to generalAdvantages of

the Inductive Method1. The learners are more engaged in the teaching-

learningprocess.2. Learning becomes more interesting at the outset

becausewe begin with the experiences of our students.3. It helps the

development of our learner’s higher-order-thinking skills.Disadvantages of

the Inductive Method1. It requires more time and so less subject matter will

becovered.2. It demands expert facilitating skills on the part of theteacher.

21. Demonstration MethodDemonstration- is a learning activity which is

performed by a student, agroup of 3 to 4 members or a teacher while the

rest become observers.Advantages of Demonstration Method1. It follows a

systematic procedure, hence students will be able to learnfrom a well-tried

procedure since the demonstrators are selected andadjudged to be

skilled.2. The use of expensive equipment and machines will be

maximized.3. Possible wastage of time, effort and resources will be

avoided since thedemonstration is supposed to be well- planned in

advance.4. It will not result to trial-and-error learning as what happens

withunplanned learning activities.5. The findings are reliable and accurate

since the procedure has beentried before.

22. Guided/ Expository Approach Inquiry Approach -sometimes termed

“discovery”, “heuristic” and “problem solving” is simply a teaching method

which is “modeled after the investigative processes of scientists.

Instructional Characteristics 1. Investigative processes such as inferring,

measuring, predicting, classifying, analyzing and experimenting,

formulating conclusions and generalizations are employed. 2. The

procedure in gathering information is not prescribed by the teachers.3. The

children are highly motivated to search, hence activeparticipation is the

best indicator or inquisitiveness.4. The answers arrived at are genuine

products of their ownefforts.5. Focused questions before, during and after

are criticalingredients that provide direction and sustain action.

23. Problem Solving MethodProblem Solving is a teaching strategy that

employsthe scientific method in searching for information. 5 Basic Steps of

the Scientific Method 1. Sensing and defining the problem 2. Formulating

hypothesis 3. Testing the likely hypothesis 4. Analysis, interpretation and

evaluation of evidence 5. Formulating conclusion Advantages of Problem

Solving Method 1. This approach is most effective in developing skill in

employing the science processes. 2. The scientific method can likewise be

used effectively in other non-science subjects. 3. The student’s active

involvement resulting in meaningful experiences serves as a strong

motivation to follow the scientific procedure in future undertaking. 4.

Problem solving develops higher level thinking skills.

24. 5. A keen sense of responsibility, originality andresourcefulness are

developed, which are much-needed ingredients for independent study.6.

The students become appreciative and grateful forthe achievement of

scientists. 7. Critical thinking, open-mindedness and wise judgment are

among scientific attitudes and values inculcated through competence in the

scientific method. 8. The students learn to accept the opinions and

evidence shared by others.Project Method-is a teaching method that

requires the students to presentin concrete form the results of information

gathered abouta concept, principle or innovation.

25. ADVANTAGES1. It is a teaching strategy that emphasizes “learning by

doing”2. Constructing projects develops the students’ manipulative skills.3.

The planned design of the project tests the students’ originality in choosing

thematerials to be used. They become resourceful and innovative.4. It can

be employed among students who are weak in oral communication5. The

completed project adds to one’s feeling of accomplishment andsatisfaction,

thus motivating students to continue constructing new projectsin school

and at home.6. It instills the values of initiative, industry and creativity.7.

Working on a project in groups develops the spirit of cooperation

andsharing of ideas.8. In addition to learning a concept, students become

productive andenterprising

26. Metacognitve Approach -“meta” means beyond• An approach that goes

beyond cognition that makes students think about theirthinking and think it

aloud.The Constructivist Approach•Is anchored on the belief that every

individual constructs and reconstructmeanings depending on past

experiences and continue reflecting and evaluatingaccumulated knowledge

with an end in view of constructing new meaning. Reflective Teaching •Is

anchored on the ability of the teacher to guide students to reflect on their

own experiences in order to arrive at new understanding and meanings.

CHARACTERISTICS 1.An ethic of caring • Confirmation • Dialogue •

Cooperative process 2. Constructivist approach 3. Tactful problem solving

27. STRATEGIES1. Self – analysis2. Writing journals3. Keeping a

portfolio4. Observation of students’ responses5. Questions at the end of

every lessonCOOPERATIVE LEARNING APPROACH - An approach

makes use of classroom organization where students work in groups or

teams to help each other learn.PEER TUTORING -Is commonly employed

when the teacher requests the older, brighter and more cooperative

member of the class to tutor other classmates.TUTORING

ARRANGEMENTSa. Instructionalb. Same agec. Monitoriald. Structurale.

Semi – structured

28. -method implies, this learning with a partner. A student chooses partner

fromamong his/her classmates. This may also means assigning “study

habit”.APPROPRIATE LEARNING ACTIVITIES IN THE DIFFERENT

PHASESOF THE LESSON.•Introductory activities•Developmental

activities•Concluding activities•GUIDING PRINCIPLES IN ASSESSMENT

OF LEARNING•These principles "adapted" from Corpus and Salandanan,

2007)•1. Teaching and learning is never complete without assessment.

This means thatassessment is an integral part of the teaching-learning

process. We need to test how far the learners have learned, either before,

during or afterinstruction, in line with our objectives. Thus, if learners are

made to realize about this, negative attitudes about assessment will be

minimized since the quizzes and tests will be just "usual" to them. They will

come to realize the purpose of assessment, that is, to check how far they

have learned.

29. 2. Assessment tool and objectives must be collinear. The test/quiz or

anyassessment techniques must be in line with the objectives. This also

includes thetype of assessment appropriate for a certain objective. This is

like a teacher whohas an objective about "Singing the Philippine National

Anthem". Which ismore appropriate assessment tool: let the student write

down completely theanthem, or let them sing the anthem?3. Assessment

results should be fed back to the students. This is one of themortal sins of

some of the teachers. They will give quizzes, tests, projects, etc yetthey fail

to return these to the students, or to just inform the grade/score

thestudents acquired.The purpose of assessment is to give learners a

feedback to what extent theirlearning is. How will the learners learn this if

the teacher wont give their scoresor return their papers?4. In assessment,

consider learners multiple intelligences and learning styles.The traditional

paper and pencil test puts verbally and linguistically intelligentstudents at

the advantage.

30. 5. It is wise to give some positive feedback as well as constructive

criticisms. Dontforget to praise the students on a job well done. This can

boost their morale tostudy and appreciate the value of success. Further,

lets give them someconstructive criticisms on the areas they need to

improve. Remember that thebiggest room in the world is the room for

improvement.6. Emphasize self-assessment. Assessment must be

intracomparative rather thanintercomparative. In short, if learning is as well

a personal process, then, let thelearners assess their performance on their

own against a certain criteria. Let thembe aware of and reflect on their own

progress.7. Build the culture of success in the classroom. Avoid the bell

curve mentality, orthe belief that it is normal that some students pass while

some fail. Have thatmentality that ALL learners can achieve.8. Never use

assessment as a disciplinary action or a punishment. This distortsthe true

purpose of assessment. This will enkindle the negative attitudes

towardassessment.

31. 9. Assessment should be communicated regularly and clearly to

parents. Take notehowever the importance of accountability, transparency

and confidentiality.10. Emphasize on real world application that favors

realistic performances over out ofcontext drill items. Hence, assessment

must focus on real life application, as well asdeveloping higher ordered

thinking skills such as analyzing, evaluating and most of

allcreating.Selection and Use of Instructional MaterialsPRINCIPLES1.All

instructional materials are aids to instruction. They do not replace the

teacher.2.Choose the instructional material that best suits your instructional

objectives.3.If possible, use a variety of tools.4.Check out your instructional

materials before class starts to be sure it is workingproperly.5.For results,

abide by the general utilization guide on the use of media given:a. Learn

how to use the instructional materialsb. Prepare introductory remarks,

questions or initial comments you may need.c. Provide a conducive

environment.d. Explain the objectives of the lesson.e.Stress what to be

watch or listened to carefully.f. State what they will be expected to do with

the information they will learn.g.There is a need to summarize or review the

experience.

32. 1.Audio-recordings Includes Tapes, record and compact

disc.2.Overhead Transparencies and Overhead Projector (OPH)- a

transparencycan show pictures, diagrams and sketches at a time when

they are needed in adiscussion.3.Bulletin boards- usually stationary on a

wall or it can be removable.4.Chalkboard- this includes not only those with

flat and wide surfaces but alsothe portable types which can be moved or

even serve as dividers.5.Charts- may be in form of maps, graphs,

photographs, and cut-outs.6.Mock-ups- is a replica of an object that may

be larger or smaller in scale.7.Realia- stands for the real thing that is to

studied like using real insects andplants.8.Video Tapes/Films- in form of 8

mm and 16 mm. can be purchased orrented.9.Models- scaled replicas of a

real object.10.Pictures- these include flat, opaque and still

pictures.11.Books- textbooks and all kinds of books are also classified as

media or sub-strategies.12.Electronic Materials- CD, DVD, CD-ROMS and

the internet.

33. Graphic Organizers - is an instructional tool used to illustrate a student

or classs prior knowledge about a topic or section of text.Spider MapUsed

to describe a central idea: a thing (ageographic region), process(meiosis),

concept (altruism), or proposition

34. Series of Events ChainUsed to describe the stages of something(the

life cycle of a primate); the steps in alinear procedure (how to neutralize an

acid);a sequence of events (how feudalism led tothe formation of nation

states); or thegoals, actions, and outcomes of a historicalfigure or

character.

35. Paragraph Graphic Organizer

36. Inferencing Writing Graphic Organizers

37. Story Film Sequencing Organizer

38. KWL Graphic Organizer

39. LANGUAGE Graphic Organizers

40. Sandwich Graphic Organizer

41. MANAGING THE PHYSICAL ENVIRONMENT Furniture Arrangement

The physical features in the classroom must be located in areaswhere the

contents could be viewed well and be made available for use.Well –

arranged, they make the room look spacious and orderly. Also thechairs

and tables must be positions appropriately. White board for writing and

clarifying lesson discussions, togetherwith bulletin boards, are available for

posting important messages andoutstanding pieces of students work, art

and illustrations.Seating Arrangement It deserves foremost consideration

since the students stay in eachat the longest time during the day. Match

the seating arrangement with theformat and activities of your lesson plan.

The semi – permanent arrangement of the chairs is one where theyare

arranged in four rows with six to eight in a row. Sufficient space isallotted in

the aisles and in – between the seats for ease in moving around.If the

activities need groupings, the chairs are organized in groups of fouror five

facing each other for fast exchange of communication.

42. Clean rooms, hallways and surroundings arewholesome places to stay

in. the teacher should schedule whois responsible for their neatness on a

regular basis. Usedinstruments and devices must be returned to their

properplaces. Always erase the board after use. It must be a safe place

where curious, overactive andenergetic children are always on the go.

Avoid slipperyfloors, rickety chairs and old furniture.For a lively and

freshlook, potted indoor plants can be p[laced at the corners andflowers on

the teachers table. Proper lightning and ventilation must be provided

andmaintained for everybody’s comfort.Noise and disciplineproblems in the

physical environment can be avoided in anorderly and well – managed

classroom.Let us not forget that equally important, if is the

psychologicalatmosphere that reigns in the classroom.

43. Teaching assistants always have a long list of things we need

toaccomplish – and generally, too little time in which to do them. Here

aresome helpful hints on how to make the best of your classroom time

whilemaintaining a realistic approach to how much you can

accomplish.BASIC PRINCIPLES OF CLASSROOM TIME MANAGEMENT

Define your objectives for each class and try to remain focused onthem.

Allowing the class to digress too far, or for too long, may sacrificemore

critical discussion or activities. Become comfortable early on with

compromise. You’ll rarelyaccomplish everything you ideally would like to

accomplish. “Getting out of the way”. Recognize when you should step

asideand let the students take over; be responsive to the classroom

dynamic. Be flexible. Be able to reshape your lesson plan on the fly,

torespond to the demands of different groups.

44. Review the assigned material, even if you’ve taught thematerial before.

If you’re working through problem sets withstudents, make sure you do the

problem sets yourself first. Workthrough any exercises yourself first, etc.

This will allow you toidentify potential problem areas and plan your lesson

accordingly. Take into account other time demands, such as the need

toreview assignment requirements. Allow for time for questions on difficult

topics/concepts.Build time for questions into your lesson plan. Estimate the

time each task will take, and be prepared to findout that your estimate is

low. Be aware of course objectives, not just class objectives.Longer-term

planning allows you to make connections betweenmaterial across weeks,

as well as divide other tasks such as preparingfor assignments into more

manageable ‘units’. It also lets you seewhere there are ‘lighter’ weeks in

the syllabus.

45. •Assess what your students already know, and the time availableversus

the number of tasks that need to be accomplished.•Prioritize your

established tasks to ensure that you cover themost important

concepts/subjects.•Keep the classroom dynamic in mind. Is the group fond

ofdebates (allow more time) or do they have difficulty participatingin

discussion? The extra time it takes to get a discussion going willaffect your

planning for the class. Try to experiment with allowingtime for individual

writing in response to a question instead ofalways running a

discussion.•Consider making use of time-controlled activities (groupwork,

role-playing, in-class writing, individual presentations, etc).•Be aware of

hidden time demands (administrativeissues, explanation of test procedures

or assignments, questionsfrom lectures, setting up technology, rearranging

the room, etc.).

46. •Make students aware of your learning objectivesfor the day. It is

sometimes helpful to put anoutline for that day’s class on an

overheadtransparency or in one corner of the board.•Indicate not only what

activities you’ll be doingand what exercises/problems you’ll be workingon,

but how much time you’ll be allotting eachpart of the class. Indicate what

the overall goal isfor that day.•Always keep an eye on the passage of time

duringclass.•Assess the success of the lesson plan aftereach class and

adapt for the next week.

47. Routines have to be learned. We get used to doing them in order for

themto become reutilized. It is, therefore, necessary that we identify

andexplain specific rules and procedures in our classrooms. The first days

ofschool will be most timely.TRANSITIONSManagement of most

instructional interruptions is fully within the teacher’scontrol. Transitions

can either be anticipated or unanticipated.EXAMPLES OF ANTICIPATED

INTERRUPTIONS ARE:• Beginning of an instructional episode• Between

instructional episodes• After an instructional episode• Equipment set up

and take-down• Material distribution/ collection• From teacher-to-student-

centered activity• Beginning/ end of class or school day

48. Make clear your rules and procedures on the distribution andcollection

of materials, storage of common materials, the teacher’sdesk and storage

areas, students’ desk and storage areas, the use ofthe pencil

sharpener.GROUP WORK Research shows that group work like

cooperative learninghas a positive impact on student achievement,

interpersonalrelationships and attitudes about learning.RULES AND

PROCEDURES ON GROUP WORKADDRESS THE FF. AREAS:•

Movement in and out of the group• Expected behaviors of students in the

group• Expected behaviors of students not in the group• Group

communication with the teacher

49. RULES AND PROCEDURES IN THESE AREAS PERTAIN TO:•

Student attention during presentations• Student participation• Talking

among students• Obtaining help• Out-of-seat behavior• Behavior when

work has been completed. HERE ARE SOME EFFECTIVE SIGNALS

USED BY NEW AND EXPERIENCED TEACHERS: • 5,4,3,2,1 countdown

5 for freeze 4 for quiet 3 for eyes on the teacher 2 for hands free (put

things down) 1 for listen for instructions • Raise you hand if you wish to

participate. • To obtain teacher’s attention: One finger= I need to sharpen

my pencil Two fingers= I need a tissue Three fingers= I need your help

50. Teacher’s hand signal means:• Freeze (Stop what you are doing)•

Gently tap on your neighbor’s arm to get his/her attention to freeze• Face

the teacher and listen to instructionsDISCIPLINE -is a controlled behavior.

It constitutes the next important concernof teachers as part of good

management. No matter how well managed alearning environment is,

students will occasionally misbehave. Teachersmust be ready to deal with

them with utmost care and consideration.CAUSES OF DISCIPLINARY

PROBLEMS1. Unfavorable learning conditions•Overcrowded with more

than the regular number of students to a class.•Poor lightning facilities and

inadequate ventilation.2. Teacher’s poor management skills•Knowledge

and skill in employing a wide range of classroomstrategies and

procedures•Personal and emotional attributes3. Student’s varied

background•Family background•Physical and mental capacities•Emotional

traits among others

51. •Employ more group – oriented methodologies•Use varied teaching

techniques•Develop patience, compassion, genuine respect and care for

your students.Various modes of establishing discipline/classroom

control•student’s responsibility•teachers exclusive responsibilities•a result

of effective teaching strategies•an effect of group dynamics on

behaviorARE YOU A GOOD DISCIPLINARIAN?Tips that can make a

teacher a good disciplinarian.•Can face a class with varied behavior

tendencies•Know your students•Show sincere concern for their

welfare•Commendable behavior is reciprocal•Calm, poised and tactful•Are

firm and consistent•Enthusiastic•Have a sense of humor•Have a well –

modulated voice•Humble.

52. Acceptable and effective•Use verbal reinforces that encourage good

behaviorand discourage bad tendencies.•Use non verbal gestures, frown

or a hard look todissuade them from mischief.•Dialogues can help in

discovering problems andagreeing on mutually beneficial solution.•Focus

attention on one who is unruly and is about todisturb the neighbors. Lead

him/her to a secluded areaand nicely convince him/her to be quiet.•Award

merits for good behavior and demerits for cconsistencies and lapses.•A

private one – on – one brief conference can lead to abetter understanding

of mistakes that need to beremedied or improved.•Give students the

freedom to express or explainagitated feeling and misgivings rather than

censurethem right away.

53. •Scolding and harsh words as a reprimand will have a negative effect

on theentire class.•Nagging and faultfinding, together with long “sermons”

are repugnant andnasty.•Keeping a student in a “detention area” during or

after classes as a penalty formisbehavior is a waste of time and occasion

for learning. The shamefulexperience is not easy to forget.•Denying a

student some privileges due to unnecessary hyperactivity can all themore

encourage repetition.•Assignment of additional homework compared to the

rest can make themdislike the subject.•Use of ridicule or sarcasm could

humiliate and embarrass a for mentor.•Grades for academic achievement

should not be affected due to misdemeanor.•Assignment of additional

homework compared to the rest can make themdislike the subject.•Use of

ridicule or sarcasm could humiliate and embarrass a for mentor.•Grades for

academic achievement should not be affected due to misdemeanor.

54. To establish discipline, use acceptable ways of dealing with discipline

problemsand avoid the unacceptable measures by all

means.MotivationHighly Motivated Students•Actively participates in every

class activity•Often seen procuring over additional references•Curiously

examining the proboscis of a butterfly•Volunteers to borrow and return

materials used Poorly motivated Students•Passively stuck to the seat

during discussions•Uninterested look and facial expression•Endlessly

bother neither rather than listen•Unable to follow simple

instructions•Leaves learning task half done Meaning of

MotivationMotivation is a driving force that impels one to react. It refers to

the teacher’s and thestudent’ rationale or purpose

55. Intrinsic Motivation – is also called internal motivation. It originates

fromthe students’ inner selves or from factors inherent in the task

beingperformed.Intrinsic Motivation is greatly influenced by the innate

values and attitudespossessed by the students.Extrinsic Motivation-is also

called external motivation. It originates from thestudents’ learning

environment or from factors external to the students andunrelated to the

task at hand. It takes the form of rewards or incentives

orrecognitions.Effective Questioning and Reacting TechniquesTypes of

Questions According to PurposeAssessing Cognition – used to determine

one’s knowledge in understanding. Theypromote high level of

thinking.Verification – determines the exactness or accuracy of the results

of anactivity or performance.Creative thinking- it probes into one’s

originalityEvaluating – it elicits responses that include judgments, value

and choice

56. Productive thinking – it includes cognitive reasoning. It analyzes facts,

recognizespatterns or trends and invokes memory and recallMotivating – a

number of questions about the topic can serve to arouse their interestand

focus attentionInstructing – directs, guides and advise on what and how to

do an activityTypes of Questions According to Level / Answer•Low Level

Question•High Level Question•Convergent Question•Divergent

QuestionQuestioning Skill•Varying type of question•Asking non- directed

question•Calling on non-volunteers•Rephrasing•Sequencing

logically•Requiring abstract thinking•Asking open-ended question•Allowing

sufficient wait time•Assessing comprehension•Involving as many as

possible

57. •Know your own style of questioning•Request colleague to critique your

own style•Increase your own repertoire of type of questions•Consider the

individual abilities and interests of the students•Spend time reflecting on

the type of question you askEncourage Questions from StudentsThe

teacher’s questioning technique is the key in encouraging students to

askcorrect, relevant and high level questions. Her questions can serves as

good examples•Attend to their questions. Avoid dismissing irrelevant

questions. Assist in clarifyingor refocusing in order to solicit correct

responses•Praise the correctly formulated questions. It develops

confidence and makesknowledge search easy and satisfying.•Allot an

appropriate time slot for open questioning. This will encourage the

slowthinkers to participate freely.Handling Pupil’s Responses•Providing

feedback on the correctness or incorrectness of a response•Giving

appropriate praise to high quality responses•Making follow up questions

58. •Redirecting questions•Following up a student’s response with related

questions•Rephrasing the seemingly unclear questions•Showing non-

verbal encouragement•Encouraging learners to ask questions

HomeworkAway of extending the school day by providing students the

opportunity torefine and extend their knowledge.Function of

Homework•Extend of practice•Is advance preparation for the

nextlesson•Help cultivate good study habit•Is an assessment tool

PRINCIPLES AND METHODS OF TEACHING

Concept of teaching

A.      Views about teachingTeaching consists of well-planned tasks which connect a teacher’s entire act of learning. Learning is the definitive goal.

Teaching is a dynamic activity which needs a careful analysis of how the learning variables interrelate with one another. The conclusions arrived at in one situation could not be expected to be the same in another, even if the same factors exist.

Teaching is a time-honored career, aimed at awakening and nurturing the children’s spirit of inquiry at the same time catering to the learning abilities, interests and aspirations.

Teaching as an art-          Signifies the way a teacher expresses her emotions and communicates her feelings through her teaching

chores.-          Conglomeration of ones talent, skill and expertise in reaching out and enriching the children’s lives.-           A skillful teacher exudes a caring, compassionate and creative approach that makes teaching a

masterful act of teaching the children’s hearts and minds(Salandanan, 2005).

Teaching as a science-          Science aims at the discovery of the nature and orderliness of our world around, teaching as a science

seeks the application of a scientific attitude and methodology in deciding about strategies to employ instructional materials to use and other “best teaching practices” to adopt.

-          Guided by a scientific procedures, teaching is regarded as a “practical and a consistent way of modeling how a virtuous, trustworthy and humble scientist works in raising the ethical standards of the profession” (Salandanan, 2005).

B.      Definition

Teaching is commonly understood to mean instructing, tutoring and educating. It could stand for training, tutelage and pedagogy (Salandanan, 2005).

C.      Teaching as a professionProfession

- refers to ones occupation, job or specialty. It has defined goals and from its performance one derives self-fulfillment.- vocation, employment or lifework

                A teacher considers it as his career or field of lifelong endeavor.

Teaching is considered a profession if its choice is motivated by any or all of the following:a.       Pursued to achieve a goal, objective or purposeb.      Involves direction borne by proper planningc.       Provides opportunities for self-fulfillment and enhances self-esteemd.      Allows expression of love, care and compassion for childrene.      Contributes to ones growth and advancementf.        Provide job security (Salandanan, 2005)

CHARACTERISTICS

Professional qualities

-          Refer to the teacher’s knowledge of general subject matter to be taught, his understanding of psychological and educational principles and his understanding and appreciation of the teaching profession.

Basic qualities1.       Mastery of the subject/field one teaches2.       Understanding of the learner3.       Understanding of the teaching principles and skill in the use of techniques for their implementation4.       General understanding of other branches of knowledge5.       Understanding and appreciation of the teaching profession (Lardizabal, et al, 2000)

Personal qualities-          Are those that stem from the teacher’s personality, his interests, attitudes and beliefs, his behavior in

working relationships with pupils and other individuals and the like.-          Are related to the five aspects of personality: intellectual, social, physical, emotional and moral.1.       Pleasing personal appearance, manner, courtesy, pleasant voice2.       Intelligence, emotional stability and self control3.       Sympathy, kindness, helpfulness, patience4.       Integrity, trustworthiness, honesty, loyalty5.       Flexibility, creativity, resourcefulness6.       Sociability, friendliness, cooperativeness7.       Fairness, impartiality, tolerance8.       Sense of humor, cheerfulness, enthusiasm  (Lardizabal, et al, 2000)

Preparation for teaching1.       Preservice education-          Subject matter education, general education and professional education2.       In-service education-          To continue to grow professionally-          This involves keeping up with the changes and newer developments of his subject field, in the theory and

practice of teaching, in current experimentations in education, and in other areas of knowledge relevant to his teaching.

-          Professional readings-          Seminars-          Workshops-          Graduate studies

D.      The triad of teaching1.       The teacher –  thread that ties2.       The student – their needs, interests and abilities deserve prime consideration if teaching is to occur

smoothly and creatively.3.       The content – the choice of an appropriate teaching methodology becomes an important concern

(Salandanan, 2005)

Principles of Learning

Goal and Objective1. “Begin with the end in mind”

-          Says Covey, the author of “Seven  Habits of Effective People”-          Begin with lesson objective-          Sense of direction

2. Share lesson objective with students-          Begin with a statement of purpose-          Personal target

3. Lesson objectives must be in the two or three domains-knowledge (cognitive), skill (psychomotor) and values (affective).

-          wholistic learning

4. Work on significant and relevant lesson objectives.

5. Lesson objective must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution of which you are a part.

-          Education Act of 1982

6. For accountability of learning, lesson objectives must be SMART.-          There is curriculum alignment

7. Aim at the development of critical and creative thinking.-          Serve as catalyst in the development of higher –order-thinking skills (HOTS).-          (Corpuz &Salandana, 2003)

Learning–         Is an integrated, ongoing process occurring within the individual, enabling him to meet specific aims,

fulfill his needs and interests, and cope with the living process (Lardizabal, et al, 2000).

CHARACTERISTICS OF LEARNING1. Learning is developmental2. Learning is interactive3. Learning is basic

Learning is the core of the teaching –learning process.

Principles of Learning-          Magoon and Garrison, 1976

1. The learner must clearly perceive the goal-          Maximum communication exists-          Related to self

2. The learner must be psychologically and physiologically ready-          Edward Thorndike-          Law of readiness-          Law of effect

3. The learner must be motivated to learn-          Extrinsic motivation-          Intrinsic motivation

4. The learner must be active not passive for maximum learning-          Chinese adage-          I hear and I forget

I see and I rememberI do and I understand

5. The learner must repeat or practice what he has learned in order to remember-          Thorndike’s law of exercise

6. The learner must put together the parts of a task and perceive it as a meaningful whole-          Gestalt school of psychology

-          Process of discovering and understanding relationships and of organizing and finding significance in the sensory experiences aroused by the external situation.

7. The learner must see the significance, meanings, implications and applications that will make a given experience understandable.

-          Educative experience-          Meaning of new experience

8. The learner must be prepared to respond.-          Readiness-          Related to maturation

9. The processes of problem solving and learning are highly unique and specific.-          Alternative models or styles

METHODOLOGY-          Refers to the orderly, logical procedure in doing something, more specifically in ways of teaching.-          Method in educative process-          Importance of method

Meaning of method

Method-          Greek – methodos-          Meta (after) and hodos (way)-          Is a series of related and progressive acts performed by the teacher and the pupils to accomplish the

general and specific aims of the lesson-          Regular steps-          Presently, it includes everything the teacher does or neglects to do which causes behavioral changes in

pupils.-          Relation between method of teaching and method of learning

Functions-          Bridge between the child and the subject matter-          Makes learning easier-          Links the child and the society-          Learns to cooperate with others-          Traditional concept – how-          Today – why

Factors that determine method

1. The educational objective and the aim of the lesson2. The nature of the subject matter of the lesson3. The nature of the learners4. School equipment and facilities5. The teacher

Device – little method-          Teaching aid or a tool-          Pictures, flash cards

Technique - the art or skill of performance-          Action and gestures-          Facial expression-          Voice pitch

Characteristics of good method1. It makes use of the principles of learning and permits the operation of these principles such as readiness, exercise and effect as provided for.2. It utilizes the principle of learning by doing

3.       It provides for individual differences4. It stimulates thinking and reasoning5. It provides and growth and development.