principles of teaching 1
DESCRIPTION
Adopted to Dr. Figuerres of Columban College.TRANSCRIPT
PRINCIPLES OF
TEACHING 1 Prepared by: Leicel Paciente Doble
THE TEACHER IN THE
SCHOOL SETTING
Duties and Responsibilities of teachers
TEACHING 2.1.1. Prepares syllabus, lesson plans and assessment
tools. 2.1.2. Conducts classes faithfully, punctuality, effectively and efficiently in adherence to the vision, mission, goals
of the school 2.1.3. Encourages pupils/ students to set and maintain
high standard of classroom behaviour 2.1.4. Updates continually on current trends and
developments in education and the field of specialization
2.1.5. Welcome performance evaluation as a basis for improvement, reinforcement, promotion and awards.
Academic Advising 2.2.1. Develops
substantial time a day on campus for pupil/ student academic consultation and
advising. 2.2.2. Refers problems of students, if necessary, to the appropriate school
authorities.
Academic Requirements
2.3.1. Prepares and submits lesson plans and other forms at
the designated time. 2.3.2. Prepares test questions 2.3.3. Submits corrected final
test papers, class records, grading sheets and other
required forms. 2.3.4. Prepares instructional materials/ teaching devices.
Activities Related to Teaching2.4.1. Attends meeting to
update syllabus, curriculum content and examination of
textbooks. 2.4.2. Proctors examination2.4.3. Attends faculty and
Committee meetings and all official functions of the school. 2.4.4. Takes all necessary and
responsible precautions to protect pupil/ students as well
as the equipments and facilities of the school. 2.4.5. Establishes and maintains cooperative
professional relations with others.
School Service2.5.1. Helps in the formation of students by serving as coordinators,
moderators and/or advisers. 2.5.2. Serves in various faculty and school committees organized by the
administration for the purpose of improving academic and school operations.
2.5.3. Assists during the enrolment period. 2.5.4. Participates in planning school activities.
Community Service
2.6.1. Participates
in and contributes
to the community extension projects of the school. 2.6.2. Gets
actively involved in any of the recognized
organizations and
associations in the
community.
Professional Growth 2.7.1. Attends
seminars, workshops,
conferences, conventions, and
other related training programs.
2.7.2. Pursues graduate studies
in area of specialization
2.7.3. joins professional
organizations and at best, exercise
professional leadership.
RESEARCH
Conduct researcher
s which may take any of the following forms:
Basic /
Applied
Research Develop
ment of Instructi
onal Material
sTextboo
k/ Module Writing (either individually or with
group)
Writes scholarly articles to
be published
in education
al journals.
THE ENDING PRINCIPLES OF TEACHING AND
LEARNING
Goals and Objectives • Goals and objectives are statements that
describe that describe what you want to accomplish or the results that you want to achieve.
GOALS- are high level statements and general guidelines that explain what you want to achieve. OBJECTIVES- are lower level and concrete statements describing what the project is trying to achieve.
The Philippine Millennium Development
Goals (1990-2015)Goals• Eradication of extreme poverty and hunger • Achievement of universal primary education. • Promotion of gender equality and women
empowerment. • Reduction of child mortality • Improvement of maternal health. • Combating HIV-AIDS, malaria and other diseases. • Ensuring of a global partnership for development.• Development of a Global partnership for
development.
Provision of Batas Pambansa 232 (The education Act of 1982)
To provide the basic knowledge and develop the foundation skills, attitudes and values including moral and spiritual
dimensions. To provide learning experiences which increase the child ‘s awareness of
responsiveness to the changes in society. To promote and intensify the child’s knowledge of, identification with, and love for the nation and the people to
which he/she belongs. To promote work experience which develops and enhances the child’s
orientation to the world of work and creativity.
BEED Objectives
BSED Objectives To continue to promote the objectives of elementary education, but shifting
its emphasis from the mastery of basic tools of learning, expression and
understandingTo discover and enhance, in addition, the difference aptitudes and interest of
the individual student so as to equip him/her for work in the real world and/or for further formal studies in
higher education.
TERTIARY
Objectives To provide a general education program that will assist each individual to develop his/her
potential as a human being, enhance the quality of citizen and promote a sense of national identity, cultural consciousness,
moral integrity and spiritual vigour. To train the nation’s manpower in the
required skills for national development and to instill and foster the appropriate
and relevant attitudes, skills and knowledgeTo develop and maintain the
integrity of the profession or disciplines that will provide leadership for the nation. To advance the frontiers of
knowledge through research work, and apply the technology gained for improving the quality of human life
TVET (Technical- Vocational Education and
Training) Objectives To provide relevant, accessible, high quality and efficient technical education and skills development in support of the
development of high quality Filipino To promote and strengthen the quality of technical education and skills
development programs to attain international competitiveness.
To provide a general education program that will assist each individual to develop
his/her potential as human being, enhance the quality of citizen
participation and promote each student a sense of national unity, cultural
consciousness, moral integrity and spiritual vigour.
To train nation’s middle level manpower in the required skills for national
development, and to instill and foster the appropriate and relevant knowledge,
skills and attitudesTo focus technical education and skills development on meeting the changing
demands for quality middle level manpower
To advance frontiers of knowledge and skills through research work, and apply the technology gained for improving the
quality of human lifeTo recognize and encourage the
complementary roles of public and private institutions in technical
education and skills development and training systems.
To inculcate desirable values through the development of moral character with
emphasis on work ethics, self discipline, self reliance and nationalism.
ALS (Alternative Learning Experience) Objectives
To make quality higher education accessible to a greater number of qualified
students who are otherwise isolated by geographical location, personal and work
commitments, time constraints and conventional course structures.
To establish a mechanism for assessment and accreditation of prior
learning from non formal and informal education and trainingTo establish guidelines for the award
of higher education certificates and/ or degrees to deserving individuals.
TYPES OF ALETRNATIVE LEARNING SYSTEMS
DESCRIPTION
1. Distance Education The teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods
2. The Expanded Tertiary Equivalency and Accreditation Program (ETEEAP)
A comprehensive program of identifying, assessing and assigning equivalent college level learning for non formal and informal training and demonstrated.
3. Ladderized Education Refers to all education and training mechanisms that allow the progression of students and workers between TVET and Higher Education
4. E-Learning The delivery of a learning, training or education program by electronic means.
5. Open Learning A philosophy of learning that is learner centered and flexible, enabling learners to learn at all times.
6. Philippine Educational Placement Test (PEPT)
PROGRAM OBJECTIVES
BEED Program: To develop elementary school teachers
who are either (a) generalists who can teach across the different learning areas in grade school, (b) special
education teachers of (c) pre school teachers.
BSED Program: to develop high school teachers who
can teach in one of the different learning areas in
high school like Mathematics, Physical,
Sciences, Biological Sciences, English, Filipino,
among others.
LEVEL EXAMPLE OF APPROPRIATE VERBS 1. KNOWLEDGE (remembering) Define, locate, spell, fill in the blank, match, state,
identify, memorize, define, name, underline, recall, state, list
2. COMPREHENSION (understanding) Convert, put in order, trace, describe, restate, translate, explain, retell in your words, interpret, rewrite, paraphrase, summarize
3. APPLICATION (Applying) Apply, determine, make, use, compute, draw, operate, conclude, find out, construct, give an example, solve, demonstrate, illustrate, state a rule or principle
4. ANALYSIS (analyzing) Analyze, debate, differentiate, specify, categorize, deduct, dissect, classify, determine the factors, distinguish, compare, diagnose, diagram, infer
5. EVALUATION (evaluating) Appraise, defend, prioritize, value, choose, evaluate, rank, compare, give your opinion, rate, conclude, judge, select, decide, justify, support
6. CREATION (creating) Change, design, originate, rearrange, combine, plan, reconstruct, visualize, reorganize, write, construct, generate, revise, modify, create, invent, produce. Suggest. propose
BLOOM’s TAXONOMY of EDUCATIONAL OBJECTIVES in the Cogniitve Domain
AFFECTIVE DOMAIN EXAMPLE
1. RECEIVING To develop an awareness of the importance of human rights.
2. RESPONDING To engage in voluntary work in the community extension program of the school
3. VALUING To increase the desire to speak English correctly
4. CHARACTERIZATION BY A VALUE OR VALUE COMPLEX
To internalize a code of behaviour based on Catholic teachings.
Objectives in the AFFECTIVE DOMAIN
LEVEL DESCRIPTION
1. OBSERVING Watches process, pays attention to the steps or techniques and finished product or behaviour, may read directions
2. IMITATING Follows direction, carriers out steps with conscious awareness of efforts, performs hesitantly
3. PRACTICING Repeats steps until some or all aspects of process become habitual, requiring little conscious effort, performs smoothly
4. ADAPTING Makes individual modifications and adaptations in the process to suit the worker and/or the situation
TAXONOMY of EDUCATIONAL OBJECTIVES in the PSYCHOMOTOR
DOMAIN
SMART Description
S - Specific Make your objective as specific as possible by saying exactly what you want to achieve in clear, concise words
M - Measurable Include a unit of measure in your objective
A - Attainable Be realistic. Make sure your objective is feasible in terms of the resources available to you.
R - Stand Focus on the end result you desire
T - Time-Phased Set deadline or time frame
SMART Objectives (PETER DUCKER)
APPROACHES TO CLASSROOM
MANAGEMENT
Different Approaches to Classroom Management
ASSERTIVE APPROACH
1. Teachers insist on responsible behaviour by their students.
2. Teacher takes charge of the classroom , set the ground rules,
and interacts with students 3. The teacher is expected to combine clear expectations, active
response to misbehaviour and consistent follow-through with
warmth and support for all students.
4. Draws a clear line between what and how the students are allowed
to do in the classroom.
APPLYING ASSERTIVE APPROACH Clearly identify expectations
Take positions firmly e.g. “I like that”
Use firm tone of Voice
Say no without guilt feelings
Place demands on students and enforce them. Indicate consequences of behaviour and why specific action is necessaryBe calm and consistent, avoid emotions or threatsPersist, enforce rules, do not give up
Gain confidence and skills in working with chronic behaviour problems in the classroom.
5. Asserts his/her
authority as he/she explicitly expresses the
specific rules to follow in the conduct of
behaviour of the students
6. The teacher is the authority
in the classroom
1. Emphasizes the organization and
management of the students
2. Task oriented that focuses on the business like and
orderly accomplishments of academic work
3. Is that when the students are working on their tasks, there is still opportunity for discipline problems to arise.
Three Categories of Organizing and managing student work Business -
ACADEMIC APPROACHGive clear instructions as to specific work assignment and work experience
Monitoring students work help the teacher to detect those who are having difficulty and encourage the students to
keep workingGive feedback to students in order to
enhance academic monitoring
BUSINESS ACADEMIC APPROACH
BEHAVIOUR- MODIFICATION APPROACH ]
This approach focuses on motivating students to develop and
manifest appropriate behaviour a
reward system. Models are effective in modifying
behaviour to the degree that they
capture attention, hold
attention and are limited. Effective role model are maybe parents,
relatives, teachers and
others.
GROUP MANAGERIAL APPROACH (Jacob Kounin) Emphasizes the need for
an immediate response to an inappropriate behaviour manifested by the group in
order to stop the likely problem to exist rather than
wait for the problem to come.
This is based on a premise that a misbehaviour that
remain unnoticed and which is not checked tends to
affect the group and will be assimilated by the
members. CLASSROOM activities for management purposes are divided into
categories of learner’s behaviour and teacher’s management behaviour.
Categories of Learner’s Behavior Description
Work Involvement It is the time spent by student on a specific task to be accomplished.
Deviancy Students may exhibit mild misbehaviour, serious misbehaviour or no misbehaviour at all (e.g. Whispering, laughing, teasing, someone writing notes and passing them on to someone or making faces.
Teacher Management Behaviour Description
Desist Techniques Actions taken by the teachers to stop misbehaviour.
Movement Management Refers to the organization of teacher’s behaviour depending on the kind of task in progress. It may be smooth or jerky.
This approach is anchored on the principle that every person needs to be accepted. As a social being, he needs to belong and relate to members of the group.
ACCEPTANCE APPROACH
ATTENTION GETTING Students wants other students or the teacher to pay attention to them. Act as class clown.
POWER SEEKING Students expresses their defiance in contradicting or teasing.
REVENGE SEEKING The student’s mistaken goal is to hurt others to make up for being hurt or feeling rejected and unloved.
WITHDRAWAL If the student feels helpless and rejected, the goal of their behaviour may become withdrawal from the school.
SUCCESS APPROACH
This approach focuses on psychological and social conditions as determinants of appropriate behaviour.
The teacher’s job is to help the students make good choices.
GROUP GUIDANCE APPROACH
This approach is based on changing behaviour of students
on a group basis.
RULES AND ROUTINES
ACTIVITIES GUIDELINES
Seating Arrangement Assign define seats to students
Taking class attendance Attendance should be checked every day
Entering and leaving the room Establish a routine of movement in entering and leaving the classroom to avoid congestion and loss of time
Distributing Materials Establish a routine for distributing instructional materials.
Using tools and Equipments Establish routine for using tools and equipments.
Using the Chalkboard It is called a chalkboard because there are many colors used as boards for writing on. It can be used as drawing diagrams, and linings to make creative.
HIGHER ORDER
THINKING SKILLS
Classification of HOTS
INFERENTIAL
THINKING
1. Formulating Inferences 2. Observing Relationships3. Drawing Conclusions and Generalizations
CRITICAL THINKING
1. ANALYSIS- is continuously examining and judging people, events, situations and conditions.
2. EVALUATE- act of collecting and sorting out observations.
CREATIVE THINKING
1.SYNTHESIS- means putting together parts to make it whole, , works well on combining simple ideas and inventors possess this high level thinking skills
2. FLEXIBILITY- ability to generate many alternatives, ready to adopt new ways , considers a number of choices and open to other ideas.
COMBINATION OF THINKING SKILLS
1.PROBLEM SOLVING- a problem originates from a situation that needs an answer or a solution
2. DECISION MAKING- thorough analysis and evaluation of recorded observation and data
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