components of effective teaching -...

Components of Effective Teaching (Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)

1 The Teacher

Personal and Professional TraitsRoles Manager, counselor, motivator, leader,

model, public relations officer, parent surrogate, facilitator, instructor

2The Learner

The child as a biological organism with needs, abilities, and goals;The social and psychological environment;Cultural forces of which he is a part .

3The Classroom

Activities are well organizedMutual sharing of responsibilities in maintaining a state of order and democratic livingPleasant and hygienic conditions prevailPhysical environment

Location, shape, size, construction of the roomFurniture in the roomInstructional supplies or resources for learningProvisions for lighting, heating, ventilatingAcoustics of the roomProvisions for sanitation, cleanliness, orderliness

Intellectual Climate

Patterns of behaviorInteraction patternQualities of interactionAttributes that help learners think clearly, critically, and creatively

Social Climate

Autocratic – teacher centered

Laissez-faireo Learner operates as an individualo Strives for recognition of his own

achievemento Develops little regard for the rights

& accomplishments of others

Democratico Goals are established by group

participationo Teamwork is fosteredo Teacher as a guideo Leadership is open to all

Emotional Climate

Emotional adjustment and mental health of learners

4The Curriculum

The blueprint or master plan of selected and organized learning content

Educ 222 – Principles of Teaching 1Melanie Jeane C. Galvez

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Actual implementation of plan through simulated experiences in the classroom Academic Curriculum Formal list of courses offered by a

schoolExtra Curriculum Planned but voluntary activities

sponsored by a school (sports, drama, social clubs)

Hidden Curriculum Unplanned learning activities that are natural by-product of school life (how to cope with school bureaucracy, boredom, etc.)

5 Materials of Instruction

Various resources available for teachers and learners which help facilitate instruction and learningTwo-dimensional materials (any visual appearing to have height and weight)

Flat pictures Graphics

Three-dimensional materials (have depth or thickness in addition to h-w)

Model DioramaRealia PuppetsMock-up

Audio-recording materials (experiences of pure listening)

RecordingsRadio

Projected materials (enlarged on a viewing screen)

Still projectionMotion PicturesEducational television

6Administration

The organization, direction, coordination, and control of human and material resources to achieve desired ends.o Seeing that all money is economically expanded and

accounted foro Preparing the school budgeto Selecting and purchasing school siteso Planning, erecting, and equipping school buildingso Operating the school plant and keeping it in an excellent state

of repairo Selecting, training, and supervising teacherso Providing supplies, textbookso Assisting in curriculum constructiono Organizing and instructional programo Keeping the public informed of the aims, accomplishments,

and needs of the schoolo Keeping school records and accounts

Aspects or Dimensions of Individual Learning StyleBiological Developmental-Sociobiological

PreferenceSoundLight

TemperatureDesign

PerceptionIntake

MotivationResponsibility

Need for structure


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Chrono-biological highs and lows

Mobility needspersistence

Different Learning DisabilitiesApraxia (Dyspraxia)

The inability to motor plan or to make an appropriate body response

Dysgraphia Difficulty writing, both in the mechanical and expressive sense, difficulty with spelling

Dyslexia Difficulty with language in its various uses, not just readingDyssemia Difficulty with social cues and signalsAuditory Discrimination

Trouble with perceiving the differences between sounds and the sequences of sounds

Visual Perception Difficulty with the ability to understand and put meaning to what one sees

Recognizing Learning Disabilities:(National Center for Learning Disabilities, USA)

1. difficulty with reading, wiritng, speech, and mathematics2. difficulty with perception of time and space3. concentration and attention problems4. impulsive behavior5. difficulty with short-term memory6. socialization problems7. difficulty with fine motor coordination8. low self-esteem9. difficulty with organization

(Disabilities Association of America)10. disorganization 20. inability

to follow simple 11. easily distracted instructions12. poor attention span 21. poor emotional control13. overreacts to noise 22. difficulty remembering or14. doesn’t enjoy when being read to understanding sequences15. poor hand-eye coordination 23. chooses younger playmates16. can’t make sense of what s/he hears or prefers solitary play17. uses words inappropriately18. hyperactivity19. limited vocabulary

Principle Components Activities1. Educate the whole child

Aspects of development: physically, socially, emotionally, ethically, and intellectually

Challenge emerging interests, and abilities

2. Keep the program informal, flexible, and democratic

Confidence in their power of achievement

Ask questions freely

Confer with other learners

Share in planning activities

Carry personal responsibility


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3. Capitalize upon present student interest

Teachers discover what interests and purposes students have

Limited versus wide interests

Praiseworthy purposes to promote educational growth

4. Let motivation be intrinsic

Most moving incentives are those of real life

Explore the new and the interesting

Associate actively with other people

Manipulate and construct things

Compare opinions about important matters

Express one’s self artistically

5. Make learning experiences vivid and direct

Generalizations will be useless and mere verbalisms unless grounded on meaningful personal experiences

The need to receive more concrete, interesting and meaning experiences

Constant opportunities for:Motion picturesRadio programsexcursionsinterviewsservice projectswork experience

Basic Principles of Successful Teaching at any Academic Level(Olsen, et al as cited in Principles & Strategies of Teaching by Acero, et al)

Principles Components Activities6. Stress problem solving, the basis of functional learning

Ability of children to intelligently attack real problems

Discover,define, attack, solve, interpret personal and social problems

7. Provide for the achievement of lasting student satisfaction

Teachers put extra effort to make learning situations opportunities for students achieve something

Offer genuine success,

Personal satisfaction Opportunity for

intellectual, social, and emotional growth

8. Let the curriculum mirror the community

Learning situations reflect students’ community life

Simulations


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Humanistic Teaching

(…is non-threatening coupled with unconditional love)

Principle Components1. Emphatic Understanding Internal frame of reference

Putting oneself in the place of another

2. Respect or non-possessive warmth

Warm and total acceptance for another as a person

Deep interest and concern for the development and welfare of students

3. Genuineness Real and not a mythical teacher

Principles of Good Teaching

Basic Principles of Today’s Teaching

1. Active Learning

2. Many Methods

3. Motivation

4. Well-Balanced Curriculum

5. Individual Difference

6. Lesson Planning

7. The Power of Suggestion

8. Encouragement

9. Remedial Teaching

10. Democratic

Children learn by doing.

Learning should be gradual and continuous, not discrete.

Motivation should be intrinsic and natural, not artificial.

The child can best be educated as a whole, as a unit organism.

Instruction should be adopted to individual needs.

Education means improving the quality of learning.

Learning depends upon the child’s ability.


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Environment

11. Stimulation

12. Integration

13. Life-like Situation

14. Independence

Teacher-student and inter-student relationships should be cooperative

Learning comes through sense impressions.

Natural social settings should constitute learning situations

Writing Lesson Objectives

Other terms for instructional objectives

Performance Learner Behavioral Specific (objectives)

emphasis on the student outcomes manifested in behavior

Process objectives

Focus on mental skills: observation, organization, categorization, evaluation, drawing inferences

Enabling objectives

Include task analysis: breaking a complex task into a logical sequence of steps to achieve the intended outcome

Characteristics of Performance Objectives

SMART Specific, Measurable, Attainable, Result-oriented, Reliable, Realistic, and Time-bounded, Terminal

Taxonomy of Instructional ObjectivesKnowledge Recall facts, concepts, and generalizationComprehension Check understanding of information learned Application Apply information in performing concrete actions (ex:

writing, reading, handling equipment)


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Cognitive

Analysis Examine factual content in order to solve problemsDivide information into component partsUtilize inductive and deductive learning

Synthesis Bring to bear information from various sources to create a product, a pattern or structure (written, oral, practical)

Evaluation Apply a standard in making a judgment on the worth or something (decision-making skills, action, design)

Affective

Receiving Show willingness to attend to a particular classroom stimuli in the learning environment

Responding Require active participation based on the stimuliValuing Display definite involvement or commitment toward

some experienceOrganization Integrate a new value into their general set of values

and give its proper place in a priority systemCharacterization by Value

Act consistently according to the value and is firmly committed to the experience

Taxonomy of Instructional ObjectivesPsychomotor Reflex Movements Occur voluntarily in response to stimuli

Basic Fundamental Movements

Has innate movement pattern from from a combination of reflex movements

Perceptual Abilities Translate stimulus received through the senses into appropriate desired movements

Physical Abilities Develop basic movements that are essential to the development of more highly skilled movements

Skilled Movements Develop more complex movements requiring a certain degree of efficiency

Non-discursive Communicate through body movement

Mager’s Approach in Writing Objectives: Three Elements:

1. Performance / Behavior - refer to what the learner displays

2. Condition – refer to the circumstances under which the learner is able to perform or exhibit the learned behavior

3. Criterion of Success – standard against which the learner’s performance is evaluated for teachers to know whether or not the learner’s objective has been attained


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_______________References

1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90).

Methods and Techniques of Teaching


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MethodA series of related and progressive acts performed by a teacher and

students to achieve the objectives of the lesson

ApproachOne’s viewpoint toward teaching

TechniqueThe personal art and style of the teacher in

carrying out the procedure

StrategySet of decisions to

achieve an objective that results in a plan

Instructional TacticsInstructional Activities

Delivery ModeConditions under which

instruction is to be offered to the learner

MediaManner through which an instructional message is

communicated

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Types of Lesson

EXPOSITORY VS EXPLORATORY STRATEGY(Notes from: COI Workshop – 2003, AdDU)


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Preparation -review facts -recall old experiences related to new lesson -establish objectives

Developmentlead the class to:

examineanalyzecomparecontrastgeneralizeobservejudgedirect

something to achieve objectives

ApplicationUse what has been learned in a new situation or practice activities

Development Lesson

Preparation -define the need review -specify the purpose of review -recall concepts previously learned

Review Proper/Activities

Use any or a combination of the following: Problem Solving skill Comparison Scheme Concepts Scheme Activities Scheme Open book exercises Imaginative-Creative Condensing Selected reference Reading

Further ApplicationUse new learning in new situations

MotivationArousing the need for the skill or activity

FocalizationFocusing learner’s attention on the specific facts, habits, or skills to be drilled on

Repetition of Attention

Repeating learning materials meaningfully

ApplicationUsing what has been

Drill LessonReview Lesson

Expository Strategy Exploratory Strategy

Less delivery time

Utilizes expositive strategies such as:

o Direct

teachingo Deductive proceso Teacher controlled method

Less students involvement: Passive Active

More delivery time

Utilizes discovery strategies such as:

o Inquiry teaching

o Inductive process

o Teacher facilitated methods

High student involvement Active Interactive

(Notes from: COI Workshop – 2003, AdDU)Expository Teaching

What When to use StepsExpository orDidactic Method

A telling method where facts, concepts, principles, and generalization ore stated, presented, defined, interpreted by the teacher, and followed by the application or testing of these concepts, principles, and generalizations in new examples generated by students.

o When there is an immediate need of a relevant information to make students understand a part in the lesson

o When information is not available and time can be saved by the teacher directly telling it

o When an idea or principle can be best learned only by explanation

o When the source material is not accessible to the students

Expository Teaching of Concepts

1. Teacher presents concepts and definition

2. Teacher presents and links concept with related higher concepts

3. Teacher presents positive and negative examples

4. Students classify examples as either positive or negative

5. Students provide additional examples

Expository Teaching Principles and Generalization

Teacher states rules, principles and generalizations

Teacher explains concepts with a principle or generalization

Teacher presents positive and negative examples

Students classify and explain examples, either positive or negative

Students provide additional examples


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(Notes from: COI Workshop – 2003, AdDU)Expository Teaching

What When to use StepsDemonstration

Telling and showing method performed usually by a teacher or a trained student while the rest of the class become observers

o When process is significant but apparatus need is limited

o When school lacks facilities for every student

o When equipment is too expensive, sophisticated, dangerous

o When lesson requires skill in investigative procedure or technical know how

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2

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4

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Preparation, motivation, clarifying objective

Explaining concept, theory, process,

Demonstration of correct process involved in a theory or performance

Discussion/PracticeFeedback on elements of process

Transfer to “real” world

Deductive Teaching

Process of teaching that starts with a rule or general statement that is applied to specific cases/examples

When pupils re asked to: o test a rule or

further develop it

o answer questions

o solve problems by referring to laws, principles, and theories

1. Statement of the problemo State real life cases, situations,

problems2. Statement of a generalization or rule

o Recall two or more generalizations, rule, definitions, or principle

o Select one which will be the solution to the problem

3. Apply the rule1. Test the rule to specific cases or

problems4. Further verification of the rule

o Try our the rule using other examples

o Determine the validity of the inference by consulting accepted authorities


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(Notes from: COI Workshop – 2003, AdDU)

Experiential Methodologies : ExploratoryWhat When to Use Steps

Inductive Teaching

☺ An exploratory method of logic when one arrives at a fact, principle, truth, or generalization

☺ Studying: observing, comparing, many instances or cases in several instances to discover the common element and form of generalization

☺ Formulating conclusion, a definition, a rule, a principle or formula based on knowledge of examples and details

☺ When the rule, concept, truth, principle, or generalization is important enough to justify the time devoted to the lesson

☺ When the pupil has the ability to form and state the rule, principle, truth, or generalization by themselves through comparison and abstraction of instances

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Preparation:o Set an apperceptive basis

by reviewing old facts or lessons that can be utilized as background for the new

o Motivate by arousing the need to achieve the objective

o State the aim which may be in the form of a problem or goal statement

Preparation = present specific cases, instances, and examples to the class

Comparison and Abstraction = discover and identify the common elements among the specific cases

Generalization = state the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or formula

Application = use the learned concept, generalization, rule, and principle in new situations.

Discovery Teaching

o Thoughts are synthesized to perceive something that the individual has now known before

o Learner gets directly involved in learning

Learning is a result of the

Deductive discovery:

Presenting a main idea that can be checked against evidence

Finding supporting evidences or examples for the main idea

Inductive Discovery:

Presenting the following = specific examples, instances for observation, discussion

Identifying attributes of the common elements


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learner’s own internalized insight, reflection, and experience.

Stating why the evidence is supporting the main idea

Finding other evidence or “proof” of the main idea

Discussing the elements among given examples

Stating the main idea based on the common elements

Checking the main idea against new examples

(Notes from: COI Workshop – 2003, AdDU)

Experiential Methodologies : ExploratoryWhat When to Use Steps

Problem-Solving Method

o Problem is a felt difficulty in a situation that needs to be removed

o Problem solving is any purposeful activity that will remove a recognized difficulty or perplexity in a situation through the process of reasoning

When the goal is:o To sharpen the power to think,

reason, and create a new ideao To learn how to act in difficult

situationso To improve judgments

1 Identification and recognition of the problem

2 Discussion of key elements of the problem

3 Statement of hypothesis/proposal of solution(s)

4 Collection and interpretation of related evidence(s)

5 Critical evaluation of suggested solutions

6 Verification of accepted solution(s):o If acceptable – use the

solution to solve the problem

o If not, prepare another solution

Project Method

A significant practical unit of an activity of a problematic nature carried on by students in a lifelike manner and natural setting. It may be construction, an employment, a problem, or a learning project

o When problems in life situation exist

o When learners initiate and impose the tasks on them

o When time and materials are available

o When there is a decided advantage over the other methods in meeting the needs

o When training in cooperation, perseverance, open-minded, creativity is need.

1 Purposing = determining goals and activities cooperatively2 Planning = deciding on the activities3 Executing = carrying out activities4 Evaluating = judging the finished projects/results against the goals

Laboratory Method

A set of first learning activities wherein the individual investigates a problem conducts experiments, observes processes, or applies theories and principles in a simulated setting

o To cultivate students’ skills in the basic science processes

o To enhance higher order thinking skills

o To induct learners to scientific processes

o Preparation = motivation, goal setting, orientation

o Supervised work = working on the problem

o Culmination = organizing findings

o Reporting findings = communicating results

Inquiry teaching

Learners are confronted with a puzzling situation and are let to enter into investigative work to solve the problem

o Step 1 = presentation of a problem/puzzling situation (by a teacher, class, learners themselves)

o Step 2 = defining the problem (list questions)o Step 3 = Gathering and appraising informationo Step 4 = Gathering information (answer questions)o Step 5 = Drawing conclusionso Step 6 = Evaluating (conclusions, answers to questions, thinking


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processes used0

REFLECTIVE TEACHING as Experiential Learning Cycle(Notes from: COI Workshop – 2003, AdDU)

Reflective Teaching

☺ An on-going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and evaluating goals, and examining experiences in the light of alternative goals and hypothesis

☺ A teaching approach that brings the individuals to continually learn form their experiences through thoughtful analysis of their own experiences, actions, decisions, beliefs in the light of alternative goals and hypothesis

☺ The act of teaching that focuses thought on certain phenomenon through inspection, introspection, and analysis

Stages Instructional Activities1. Concrete Experience

Identify problematic situation

2. Observation & Analysis

Observation:o Gather information about the experiences, beliefs, values,

intentions, attitudes, feelings, and actionso Describe the experience in a multidimensional and comprehensive

way


ConcreteExperience

Active Experimentation

Observation &

Analysis

AbstractionRe-

conceptualization

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Analysis:o Reflective analysis of the experience by individual and groupo Examine both actions/outcomes

3. Abstraction Re-conceptualizaiton

o Active and self-directed search for new ideas and new strategieso Reshape theorieso Engage in creative self-definitional approacho Test assumption and new conceptualizations

METACOGNITIVE TEACHING APPROACHES(Notes from: COI Workshop – 2003, AdDU)

What A teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes

How Through the use of the following metacognitive processes

Planning= deciding what my goals are and what strategies to use to get thereDeciding = what further knowledge or resources I needMonitoring progress along the way = am I going in the right direction?Evaluating = when I have arrived; andTerminating = when the goals have been met

Strategy Heuristic or Self-questioning

Before = when you are developing the plan of action, ask yourself:

☺ What in my prior knowledge will help me with this particular task?

☺ In what direction do I want my thinking to take me?

☺ What should I do first?☺ How am I reading this selection?How much time do I have to complete this task?

During = when you are maintaining/monitoring the plan of action, ask yourself:

☺ How am I doing?☺ Am I on the right track?☺ How should I proceed?☺ What information is important to

remember?☺ Should I move in a different

direction?☺ Should I adjust the pace

depending on the difficulty?What do I need to do if I do not understand?

After = when you are evaluating the plan of action, ask yourself:

☺ How well did I do?☺ Did my particular course of

thinking produce more or less than I had expected?

☺ What could I have done differently?

☺ How might I apply this line of thinking to other problems?

Do I need to go back through the task to fill in any “blanks” in my understanding?

Developing Metacogniti

Knowing when you know

☺ Guide student in the use of reading, writing, and reasoning process


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ve Awareness

☺ Repeat successful experience with the processKnowing what you know

☺ What is known when you know ☺ Awareness of acquired knowledge and understanding

Knowing what you need to know

☺ Subjects/concepts can be studied at multiple levels of sophistication

☺ Push boundaries of knowledge as far as one can☺ Learning processes (reading, writing, reasoning) grow as

the learner grows:o Becoming more selective as information becomes

more denseo Becoming more creative in the blend of resourceso Becoming more elaborative in the synthesis of ideas

COOPERATIVE LEARNING STRATEGY(Notes from: COI Workshop – 2003, AdDU)

A type of group work in which two or more students interact with the common goal or mastering specific academic materials.

Two Essential Components:☺ Cooperative Tasks☺ Cooperative Incentive structure:

o Students are encouraged and motivated to help one another to learn rather than compete against each other.

o They are dependent upon the efforts of one another to achieve success.

o They are rewarded on the basis of learning of all team members

Sample Approaches:

☺ STAD – Student Teams Achievement Approach (Slavin)1 Academic information are presented each week through verbal text.2 Students are divided into learning teams or four members

(heterogenous)3 Team members help one another to master the academic materials

using worksheets, tutoring, quizzing one another, and team discussion4 Quizzes are administered weekly/biweekly and scored and each

student is given improvement score.5 Improvement scores exceed the student’s past averages6 Individual improvement scores are added to give a team score7 Team success is acknowledged through short newsletter containing the

learning outcomes

☺ Jigsaw I (Dronson, etal)1 Student is assigned to heterogenous study home teams


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2 Academic material divided into clearly defined sections is presented to the students in text form

3 Within each team, one student is responsible for mastering a section4 The teams split into specialist group, student responsible for section

materials meets with corresponding students from other groups.5 Each member of the specialist group helps one another in the same

materials referred to as task specializations6 Each student in the specialist group returns to his home team and

teaches other members of the teams7 Following home teams’ discussions are quizzes given individually

DISCUSSION TECHNIQUES(Notes from: COI Workshop – 2003, AdDU)

☺ Panel – informal discussion of a topic by a group of four to six students led by a chairman. Each student gives a key opening statement about the topic.

☺ Symposium – more formal setting than a panel discussion points representing views of different people.

☺ Forum – similar to panel in which a group of five to six students take turns in discussion with the class topics on hand

☺ Round Table – five to six students seated around a table discuss a topic/problem among themselves and with the other class members

☺ Buzz session – four to seven students meet together to share each other’s opinions, viewpoints, and reactions without formal preparations

☺ Brainstorming – class members are tasked to share ideas regarding an issue, plan, or project. All suggestions are recorded. Decisions are made later by the whole class

.☺ Debate – formal “speeches” and rebuttal by sets of members of two

opposing teams

Simulation Discussion Techniques(Notes from: COI Workshop – 2003, AdDU)


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☺ Role playing – class members are assigned or adapt certain roles simulating a situation

☺ Socio-drama – portrayal of special scenes from history or literature

☺ Jury trial technique – a simulation of court room procedure which engaged the students in research and a panel in the discussion of an issue

CLASSROOM MANAGEMENT

Definition:

☺ Administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils. (CV Good’s Dictionary of Education)

☺ Includes operation and control of activities (seating, attendance, use of instructional materials, classroom courtesies); requires planning and foresight. (Lardizabal, 1991)


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Management TechniquesAspects of

CMTechniques

Setting ☺ Clear all identified traffic routes☺ Frequently used materials should be kept in readily accessible place☺ Establish rules for every learning station in the room☺ Arrange of pieces of furniture that facilitate easy movement, overall

monitoring, visibility and accessibility☺ Make explicit all procedures for getting, using and returning materials

Instruction ☺ Maintain effective flow of pacing, momentum, and transition from one topic to another

☺ Observe effective techniques of questioning to maintain group alertness☺ Promote cooperation and cohesiveness by holding students accountable


Assertive Approach

Business-Academic

Behavior-Modification

Group-Managerial

Success

Acceptance Group-Guidance

Approaches toClassroom

Management

Emotional Climate

Social Climate

Environment

Elements ofClassroom

Management

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for classroom incidents☺ Ensure satisfaction and sense of progress and mastery through adjusting

tasks and requirement to student’s capability levelConduct ☺ Prepare a “wish list” of desired behavior

☺ State rules as desired behaviors☺ Limit rules to six☺ Model and teach the rules☺ Display rules publicly☺ Apply disciplinary procedures consistently to all pupils☺ Link disciplinary procedures to student’s inappropriate behavior☺ Deal immediately with all appropriate and inappropriate behaviors☺ Rewards fro appropriate behavior should be appealing to students☺ Explicitly state and consistently apply punishments☺ Check the deterrent values of penalties☺ Provide parents copies of school rules and their consequences for

violations☺ Enlist participation of the principal and colleagues in the formulation and

administration of school rules and in determining their positive and negative consequences

☺ Establish a conduct code☺ Employ low-profile classroom controls

Routine ☺ Identify daily activities that can be routinized to save time and effort☺ Inform students why routines are established

Climate ☺ Respect and value students as human beings☺ Enforce freedom within reasonable limits☺ Stress group cooperation and cohesiveness over competition☺ Maintain an atmosphere of “freeing” rather than control

Relationship

☺ Make every student in the class feel free s/he is valued☺ Be direct and honest with students and encourage them to do the same☺ Develop a sense of interdependence☺ Be personally involved rather than alienated☺ Sustain positive and constructive conversations with and among students☺ Employ corrective measures without sarcasm and ridicule☺ Employ communication that safeguard self-esteem, and convey respect☺ Assist every student in building confidence

Reference: COI workshop Notes, 2003

Rules to Remember(Reference: Tchng Strat 1 by Alcantary et.al)

RULE EXAMPLEContent words, usually stressed Nouns, verbs, adjectives, adverbs,

Demonstrations: this, that, these, thoseInterrogatives: who, when, why, where, how

Function words are usually unstressed

Articles: a, an, thePrepositions: to,of,in,from,by,etc.Personal Pronouns: I,me,she,he,it,etc.Possessive adjectives: my,your,his,our,etc.Relative pronouns: who,that,which,what, etc.


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Common conjuctions: and, but, as, if, etc.Noun substitutesVerbs used as auxiliaries or helping verbs: be, have, do, will, shall, would, should, can, could, may, might, must.Note: These verbs are usually unstressed, even when they are used as principal verbs. However, when they come at the end of a sentence or when they are used in reiterative formulas, they are stressed.

Most words with two syllables are stressed on the 1st syllable

Dancer, river, person, holy, etc.

Intensive- reflexive pronouns receive a stronger stress on the 2nd syllable

Yourself, myself, itself, herself, himself, ourselves

Phrases which end in a noun generally have the phrase stress on the noun

I sent her a gift.His companion is Rico.You owe me a peso.The boys are playing basketball.

Phrases which end in noun compounds, the phrase stress is on the 1st part of the compound.

Miss Almazan is our English Professor.Please go to the post office.My brother is a truck driver.We have a kitchen table.

Phrases which end with an adjective usually have the phrase stress on the adjective

The test is difficult.All the children got scared.The rooms on the floor are dirty.Nora’s performance is excellent.

In phrases where there are two items with primary stress, one of them, usually the 1st, is reduced to secondary stress.The adjective is given the secondary stress, while the noun gets the primary stress

Mr. Garcia owns the new house.Your friend is a personable, young man.I found a gold ring on the table

This pattern (^’)should be learned in contrast with another pattern, a sequence of primary-tertiary (‘^)found in “noun constructs” or compound noun. In “noun constructs”, both items may be nouns as bus stop, milk shake or a combination of an adjective and a noun greenhouse, freeway, shortstop.

Phrases (^’) Constructs (‘^)English teacher(a teacher from England)

hair brush(a brush made of hair)

blue stocking(a stocking that is blue)

grand father (a wonderful father)

English Teacher(a teacher of English

hair brush(a brush of for the hair)

Bluestocking(an intellectual woman)

grandfather(the father of one’s father or mother


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Pointers for Verse Recitation

1. Be clear. Speak so that every word is heard.2. Vary the speed. Some parts should be faster than others.3. Vary the tone of voice. Some parts should be matter-of-fact,

some angry, some mock-serious, some tender, etc.4. Vary the volume. Some parts should be louder or softer than

others.5. Recite intelligently. Do not recite mechanically at the end of lines regardless

of the sense. 6. Decide what emphatic words are emphasize them. 7. Pause in appropriate places. Do not be afraid to keep the audience waiting.

Give them time to ponder what has been said to speculate about what is to come. Pause before emphatic words, before and after direct speech, before

any kind of climax

Suggested activities to test the students’ proficiency in speaking:1. Reading aloud to test pronunciation, stress, and intonation.2. Short talks (with preparation) on topics chosen from a list or based on a picture.3. Conducting an interview.4. Role simulation (giving instructions, advice, etc.)5. Role-playing with examiner and student each taking part.6. Role-playing in typical situations.7. Vocational exposition and demonstration (projects).8. Giving appropriate responses in a series of situations.9. Re-telling of a story read aloud by the examiner.10. Giving appropriate instructions in a series of situations.

Reference: Tchng Strat 1 by Alcantary et.al


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components of effective teaching -...

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