SC dismisses 5 Iloilo sheriffs for seizure of pigs

By Nestor P. Burgos Jr.

Inquirer Visayas
First Posted 20:25:00 11/22/2009

Filed Under: Judiciary (system of justice), Punishment

ILOILO CITY, Philippines?The Supreme Court stood pat on its decision dismissing from service
five court sheriffs in this city for illegally confiscating pigs and feasting on one of them in 2007.

In an en banc ruling promulgated on Oct. 13 and released on Nov. 4, the high court dismissed
with finality the motions for reconsideration filed in September by the sheriffs.

?The court resolved to deny with finality the ?motions ? there being no substantial matter raised
to warrant the reversal of the questioned decision,? it said.

The latest ruling upheld an Aug. 13 order dismissing Rolando Somosa, Edgar Cordero and
Rodolfo Haro, sheriffs of the Municipal Trial Court in Cities (MTCC); and Gani Lacatan and
Camilo Divinagracia Jr., sheriffs of the Iloilo Regional Trial Court (RTC).
The court also ordered the forfeiture of all benefits and privileges of the sheriffs, except accrued
leave credits.

The high court found them guilty of grave misconduct after they illegally confiscated 675 heads
of swine from Nueva Swine Valley Inc. and admitted roasting and eating one of the pigs when
they served a writ of execution related to a civil case two years ago.

The executive judge of the Iloilo RTC and the Office of the Court Administrator (OCA) had earlier
found the sheriffs to have violated procedures under the 1997 Rules of Civil Procedure
governing the implementation of execution of judgments for money when they levied the
property of Nueva Swine Valley, which was not the subject of the writ of execution.

Mary Ann Ng, president and chief executive officer of the swine firm, was the subject of a
criminal and civil complaint of Lita Gamboa, representing Keylargo Commodities Trading.
Gamboa accused Ng of violating Batas Pambansa Bilang 22 (Bouncing Checks Law) for not
paying her liabilities to complainant.

Investigations showed that on May 31, 2007, the sheriffs served the order of execution issued
by the Municipal Trial Circuit Court Branch 2 in Bacolod City.

The order required Ng to pay her debts and the sheriffs to levy her properties if she failed to do
so.

The high court had also pointed out that the properties of Nueva Swine were not the subject of
the levy order because Ng has a separate and distinct personality from that of the corporation
even if she was the corporation?s president and chief executive officer.
Sitio Pook, Brgy. Culasi
Roxas City
December 7, 2010

DR. ANTONIO ERNESTO M. VILLARRUZ

GALE, Owner Manager
Brgy. Bato, Panay Capiz

Sir,

The purpose of this letter is to tender my resignation from GALE Company, effective
immediately.

This is not an easy decision to make, on my part. The past 6 years have been very rewarding. Ive
enjoyed working for you with full dedication in delivering fuel products in time.

Thank you for the opportunities for professional and personal development that you have
provided me during the last six years. I have enjoyed working for the company and appreciate
the support provided me during my tenure with the company.

I wish you and the company all the best. I do hope our paths cross again in the future.

Sincerely,

RAYMUNDO HOFILEA, JR.

Name: __________________________ Year and Group: ___________

Activity No. _____

Physical and Chemical Changes in the Environment

I. Objectives:
1. To differentiate the changes that occurs in the environment.
2. Appreciate the importance of physical and chemical changes in our daily life and the possible
products.

II. Procedure:
1. Classify the changes in the given situation by writing it in the proper column.
2. Answer the questions and write your conclusion.

Evaporation of water burning of paper dissolving of water color in the water

Rusting of metal Ripening of mango fruit breaking of glass

Wilting of Leaves burning of the candle wick melting of the candle wax

Melting of iron to become sheets weaving of fibers to form cloth

Melting of ice Cooking of rice Decomposition of leaves Burning of plastic

Physical Change Chemical Change

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.

Questions:

1. When a change in color, composition and anew substance is formed, the change happens is?

2. When a change in phase, size, and shape occurs, the change is called?

III. Conclusion: (Guide Question: What are the two kinds of change?)

I have learned _____________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 HOME READING REPORT

NAME: Jayzel H. Altamia GROUP: I-Earth

I.TITLE: Labaw Donggon

II.AUTHOR: F. Landa Jocano

III.CHARACTERS:

Labaw Donggon- son of Datu Paubari and Abyang Alunsina.

Datu Paubari- father of Labaw Donggon.
Abyang Alunsina- mother of Labaw Donggon.
Anggoy Ginbitinan- first wife of Labaw Donggon , who lives in
Handog,at the mouth of Ilawod River.
Anggoy Doronoon- second wife of Labaw Donggon, who lives in
Underworld.
Nagmalitung Yawa Sinagmaling Diwata- wife of Buyong
Saragnayan.
Buyong Saragnayan husband of Nagmalitung,who defeated
Labaw Donggon.
Asu Mangga and Baranugun - son of Labaw Donggon, who kill
Buyong Saragnayan.

IV.SETTING:

HANDOG(at the mouth of Ilawod River,in the Underworld,at the foot of

Eastern Horizon)

V.SUMMARY:

Labaw Donggon,son of Datu Paubari and Abyang Alunsina.When he

becomes a mature man, he tells his mother of his desire to marry Anggoy
Ginbitinan.Not long after he marry Ginbitinan, he hears about a beautiful woman
Anggoy Doronoon. He also marry Doronoon. Returning to Handog , he hears
about Nagmalitung Yawa Sinagmaling Diwata, a lovely woman and she is the wife
of Buyong Saragnayan, but Labaw want to have her as his third wife. Buyong
challenges him to a fight, and Buyong defeated Labaw through the use of
charms.To avenge their father , Asu Mangga and Baranugun<sons of Labaw kill
Buyong Saragnayan.
 HOME READING REPORT

NAME: Jayzel H. Altamia GROUP: I-Earth

I.TITLE: The Creation (Igorot)

II.AUTHOR:

III.CHARACTERS:

Lumawig the Great Spirit.

Mayinit the people who owns the salt.
Samoki people who owns the pottery.

IV.SETTING:

V.SUMMARY:

There were no people on earth, until Lumawig, the Great Spirit came down
from the sky. He divided those cut seeds into pairs and placed them in different
parts of the world. The seeds became people, and in each place was a man and
woman who could talk, but they have different languages. Lumawig commanded
each man and woman to marry. By and by there were many children. In this way
there came many people on earth. Lumawig saw that people on earth needed
things to use, so he set to work to supply them. He created salt, and told the
inhabitants of one place to boil it down and sell them. But they didnt understand
the directions of Lumawig, so he took it away from them and gave it to the Mayinit.
They did it as he directed so he told them that they were the owners of salt. Then
Lumawig went to the people of Bontoc and told them to get the clay and make puts
but they dont know how to mold it. So he gave it to Samoki, they did it just as he
said and it is well shaped and beautiful, so they became the owners of pottery. In
this way Lumawig taught the people and brought to them all the things that they
have now.
 Sitio Pook, Barangay Culasi
Roxas City

May 25, 2010

______________________

____________________

____________________

Dear Benefactor:
 Greetings! In the name of our Lord!

The annual celebration for the feast of Sr. San Antonio de Padua is once again, fast approaching.

As a tradition, the above-named community is holding a Search for Miss Pook 2010 in giving
grace and entertainment to the residents and guest on June 11, 2010.

In view of this, the undersigned coordinator and upon unanimous decision of the members,
would want to solicit your usual benevolence to be one of our Sponsors in this momentous occasion.

Any amount you may spare for this purpose will be highly appreciated and valued.

Thanking you ever so much for your cooperation and may this favor you extend to us may return
to you a hundredfold times.

Very truly yours,

MYLYN ACAT
Coordinator
NOTED:

WALTER ANISCO
Brgy. Captain
Brgy. Culasi, Roxas City
 TYPES OF INTERACTION

Verbal Communication

- is a form of transmitting messages through the use of word symbols in representing

ideas and objects. It includes writing, reading, speaking, and listening.

Use of Verbal Communication

- Verbal communication according to Gerald (1960) is used under the following

circumstances:

1. If rapidly successive data are to be solved, audition is more useful than vision as a means
of making temporal discrimination. Auditory reaction times are also typically faster.

2. When the recipient is pre-occupied with other tasks or in a condition of reduced alertness
and wishes to break in with unexpected messages or warnings, verbal communication
can be used.

3. Listening habits are relatively brief and easy. Highly meaningful materials are to be
apprehended and remembered.

4. When flexibility of message transmission is important, the voice spontaneously gives

emphasis through inflections.

5. When out of a larger mass of data, we wish to present germane information to an issue on
hand where we can in advance of massage transmission be highly selective. The trouble
with books, maps and tables (All of their visual devices) is that you have to find what you
are looking for.

6. When visual reception is less available, whether by reasons of environmental conditions

that interfere with visibility, unfavorable orientation of the observer, overloading of the
visual channel or outsight sensory.

In verbal communications, meanings are taken from non-verbal ones. A matter to consider is
that the non-verbal communication is an integral part of verbal mode.

DETERMINANTS OF WORD MEANINGS

 It is then wise to trace and examine the following determinants of word meanings:

1. Referent it refers to the particular action, object and relation between actions or
objects, or characteristics of those actions, objects, or relation for which a word stands. To
sum up, it refers to the object which a word represents.

2. Common Reference it is the common meaning of the word for both the originating
and responding communication. It is important for the two groups to come up with a
common meaning in order to make the communication more meaningful.

3. Verbal Context the meaning of the word is determined by its relationship to other
words.

4. Manner of Utterance the behavior of communication can give a connotative

meaning to what he wanted to mean. Communication even without saying anything can
be noticed from his facial expression. When one is frowning, you will have the idea that
probably, he is angry or you can have different meanings from his words or behavior. You
can interpret from the words you hear the communicator the full meaning of a verbal
message.

Reference:

Effective Speech Communication

In Various Situations:
- Judy Imelda L. Igoy. Ph.D.
- Apolinario S. Saymo

NON-VERBAL COMMUNICATION

Non-verbal communication is the counterpart of verbal communication. It includes other

forms of transmission not represented by word symbols like paralanguage (tone of voice, halting
speech and others), body language, object language, tactile or touch communication, use of
signs, times and space.

FORMS OF NON-VERBAL COMMUNICATION

1 Paralanguage is a form term that refers to the audition information that is not represented
by words. Let us consider the message of a certain speaker, wherein its meaning can be
understood through his feelings and attitudes. If we can see from the behavior of a certain
person some signs of happiness and enthusiasm while performing such work, we can assume
that he is enjoying what he is doing.
2. Body Language is sometimes called action language. This form of non-verbal
communication refers to the movement of the body that communicates unintended messages.

3. Kinesics the study of body movement is called kinesics. According to Birdwhisted [1963],
there are three types of Kinesics.

The Three Levels of Kinesics.

a. Pre kinesics are body movement, which can be subject to systematization. These are
learned rather than comatogenic. Birdwhistel [1963] also found that people have
discernible dialects of facial expression in different places. He discovered that each
language has its own body accent which can lead to misunderstanding.

b. Microkinesics is concerned with the origin of kinesics into management

morphological classes. Research in microkinesics provide a general framework for the
study of communication by compiling a dictionary of body movement and their common
meanings.

c. Social Kinesics is concerned with body motion units in their contextual meaning. The
context may be provided by the environment where the message is transmitted.

4. Object Language other form of non-verbal communication include objects and pictures.
Examples are pictographs, comic strips, painting, sculpture whose nature is non-verbal unit but
is believed to be very necessary in the understanding of the needs of human beings.

5. Sign Language another form of non-verbal communication. It includes all forms of

codification where words, numbers and punctuation signs have been supplemented by gestures.

6 . Tactile another form of non-verbal communication is tactile. The term Tactile means
touch. A handshake or a pat on the back can convey a tactile message. Tactile communication or
the use of touch to convey meaning becomes another part of non-verbal communication. It can
effectively convey meaning by itself.

7. Chronemics it is a form of nonverbal communication that deals with studey of how we

use and structure time. Its importance to non-verbal communication will guide people to use
actions and reactions to an even on the context of the time as to when the incident occurred. It
refers to how we manage our time and our reaction on the use of time by others.

Aspects of Informal Time

Since time is a very important aspects of self presentation. Edward Hall [n.d.] calls this time as
informal time: duration, activity and punctuality.

a. Duration according to Verderber, it refers to the amount of time to be spent in a

particular event or activity.
b. Activity it refers to the action done by an individual within a given period.
c. Punctuality it is an aspect of time that refers to the compliance of the time given to an
activity.

8. Proxemics it is the least recognized aspects of non-verbal communication with the use of
space by human beings. Monroe (1978) prescribed two components in the use for public
communications. They are physical arrangement and distance.

Reference:
Speech Communication
In various situations:
 Judy Imelda L. Igay, et al.
Chapter 4
pp. 163-166

The Socialized Recitation

This type of recitation is geared to a greater socialization of the individual. To train youth
for democratic living, the elements of socialization are fostered in the classroom. This is the
principal purpose of the socialized recitation. Cooperative effort characterizes the activity and
the spirit of friendliness pervades the atmosphere.

The teacher is no longer the center of attention as it used to be in the traditional

recitation. He is no longer the chief actor. He is now a member of the class or even the group.
While he still plays the role of a leader, he is democratic, not automatic. He suggested rather
than orders.

The children assume more responsibilities of the classroom activities than they used to
have. Because of this, children gain ability to manage their own affairs. They become more
independent of the teacher. There is greater pupil participation. Pupils plan, discuss, questions,
report, work evaluate their activities. The teachers assumes the role of guide, counselor,
consultant, and director as the situation demands, trying to make pupils learn for themselves
rather than spoon feeding them.

Now knowledge is gained through discovery, not through direct telling. There is not really
a change in form in the socialized recitation compared to the traditional type-rather, there is a
change in spirit. There is a spirit of familiarity as against the feeling of aloofness prevailing in the
traditional type of recitation where there seems to exists a democration line between the teacher
and the pupils. Small informal group, friendly discussions and committee meetings are the
common activities in the socialized recitation. The pupils attitude is marked by genuine share of
desire to contribute the group thinking and an attempt to help solve problem on hand.

The main aim of the socialized recitation is to enlist maximum participation from the
pupils and to teach them how to live with others, to work and play together, and to share each
others thought, ideas, and feelings in a friendly manner. The natural interest of children are
utilized and children learn by doing.

There are two general types of the socialized recitation; the formal and the informal.
Formal recitations are imitations of adult forms of institutional organization. The class may
stimulate a city counsel meeting or a court of justice, a meeting of a club, the proceedings in a
business organization. Pupils participate in situations that they are likely to meet after
schooling. The informal types takes the form of discussion groups like panel discussions, round
table conferences, caucus meetings, single-leader group discussions, symposiums, seminars and
workshops.

Principles to be observed in conducting a socialized recitation

 Certain principles have to be borne in mind in conducting socialized recitations. Among
these are the following:

Create a social atmosphere by arranging the room in such a way that maximum
interaction among pupils is possible. Arranging pupils in a semicircle or by groups where pupils
face each other are two of the informal arrangement in class that are worth trying. Sometimes
children may be allowed to sit around the teacher especially in the planning stage. Some
teachers arrange the seats in small groups of tables and chairs. Special seating arrangements
may be provided for a panel discussion.

The idea is to allow freedom movement. There is flexibility in the seating arrangement.
Children can easily go from group to another if there is need for it.

The teacher should encourage student/pupil participation. Group work will usually take
care of this. There should also be a change in leadership roles. Each child should be given a
chance to become the leader. The teacher should guard against the tendency on the part of the
bright pupils to lead most of the time. The qualities of a good group leaders should be
emphasized. The good leader should be able to make his members work for the welfare of the
whole group with each members contributing his shares. The good leader does not do the job for
his members. He gives each one an assignment to do, and each member is made to understand
that it is his whole responsibilities to prepare his part well.

The pupils should be encouraged to get as many sources of material as they can.
Textbooks materials should be supplemented by research work and additional information
taken from interviews or experiences. Optimum use of the library should be made and
community resource tapped. Resource persons can be consulted for possible enrichment of
subject matter.

The teacher should bear in mind that the lesson is merely a means to an end. The
ultimate aim at the lesson should not be lost sight of. In an effort to produce a good socialized
recitation, both the teacher and pupil may also be so engrossed in the mechanics rather than in
the real aim of the lesson. For instance, if the aim of the discussion is the development of
appreciation in poetry, the class should focus their attention on the appreciation of poetry, not
on whether the participants did their part or not. Suggestion for the improvement of the
mechanics are in order, but this should only be secondary.

Encouraged spontaneity of expression, Pupil should learn to express themselves in their

own words. Words in the material should be avoided absolutely necessary. Parrot life repetition
of textbook material should be discouraged.

-Outcomes of Socialized Recitation

 If properly conducted, the socialized recitation can lead to desirable outcomes. Children
learn to plan, initiate, and push through an activity or project. Initiative and resourcefulness are
encouraged. Cooperation is learned and pupil and teachers get to know each other well. Respect
for others as well as tolerance for the ideas of others are cultivated. Children learn self-
expression and develop self-confidence. For the more able students, practices in leadership roles
is provided. Best of all, Learning becomes highly motivated. Children realized that learning,
reciting, and working with others are more enjoyable than studying by themselves.

Reference:

Principles and Methods of Teaching

Amparo Lardizabal
Chapter 8,
pp. 247-250

Student-Teacher-Student-Student Interaction

1.

Least Effective: The teacher attempts to maintain a way of communication with

students in the class.

2.

Even More Effective : The teacher maintains a way communication with students
and also permits some communication among students on a rather
basis.

3.

More Effectives: The teacher attempts to develop a way communication with

students in the class.
4.

Most effective: The teacher becomes a co-particular in the group and encourages a
way communication among all members of the group.

Reference:

Historical Philosophical and Logical

Foundation of Education
By: Lavesta et.al.

Cooperative/Collaborative Learning

Both approaches are predicted on a belief in:

a. A learner-centered approach.

b. Learning is an active mode being more effective.

c. Teaching and learning as shared experiences that are mutually enriching.

d. Enhancement of a learners ability to reflect on his/her own assumptions and thought

processes through sharing ideas in group.

e. Small-group activities being more conducive in developing higher-order thinking

skills and the ability to use knowledge.

f. Group work developing interpersonal skills and tolerance for diversity.

Reference:

Facilitating Learning
-Lucas
 Cooperative Learning

- Main Features of Cooperative Learning

Cooperative learning is a model of teaching with a set of common attributes and features.

Cooperative learning is a set of instructional methods in which the students work in small
groups so that the students work together to maximize their own and each others learning.
Cooperative learning encompasses a wide variety of strategies to promote academic learning
through peer cooperation and communicator. It implies that the students help each other,
share ideas and resources, and plan cooperatively what and who to study.

Cooperative learning was basically one of the principles of the progressivist who differed
in many of the theories and practices, but were united in thei opposition to certain traditional
practices in school. One of the most famous proponents of, it is John Dewey. Progressive
educators and philosophers encourage the students to be involved in cooperative group and
view the teacher as a facilitator and resource person. They focus on the child as the learner
rather than someone who is just getting information as a form of learning.

Cooperative learning structures are an integral part at the open environment but
circumscribed approaches to cooperative learning have been introduced into a variety of
setting where they may constitute only parts of the childs school experiences.

The goal of cooperative learning is to maximize the learning of all the students and to
increase the mutuality of their relationship with one children different from their race or
themselves.

- Situations the require Cooperative Learning

There a lot of instances wherein a teacher may used the cooperative learning strategy but
they can be trimmed down to three, since some of them fall under the same purpose.

1. Cooperative learning is best for activities that demand cooperative thoughts or mathematical
thinking. Included in this are solutions where long-term retention is desired, lessons that
need higher level reasoning strategies and critical thinking.
2. Cooperative learning can also be used in open-minded problem solving activities that call for
clarification and a range of strategies for finding the solutions. Included in is a task that
require hypothesizing , estimating and experimenting.

3. Cooperative learning can also be used for activities where there are limited resources and
lessons that provide opportunities for students to apply and/or extend skills and concepts.

- Philosophy of Cooperative Learning

Cooperative learning sees the development of an individual in reference to this groups

completion of a task; it also takes into account the collective performance for the group. Seeing
both of these, the groups are rewarded according to how much all the group members learned.

Cooperative learning can create a positive impact on the individuals self-esteem, helping
behavior, interest, personal liking, mutual concern among peers, cooperation and attitude
toward school and learning. Students learn to negotiate and to be more tolerant of others.

Cooperative learning leads to greater cohesiveness, susceptibility to peer influence and a

unwillingness to risk disagreement. It provides a forum in which students ask question,
discuss, ideas, makes mistakes, learn to listen to others ideas, often constructive criticism and
summarize their discoveries in writing.

The teacher is no longer seen as the authority who dispense knowledge to students who
merely absorb information. Students become more important resources for one another in the
learning process. They work together keeping each other integrate their own meanings as they
explore, discuss, explain, relate and question new ideas and problems that arise in the group.

Student-Teacher, Teacher-Students Interaction

The teacher will do well to become familiar with the causes of violations of discipline in
order that such causes may be minimized, if not prevented, and offenses may be more
satisfactorily diagnosed and treated. The fundamental causes of disciplinary problems may be
summarized under the following classifications:

1.The teacher personal factor the teachers poor personality is often times the
causes of poor discipline. This factors refers to the lack of knowledge of the subject-matter,
constant nagging and scolding, lack of sympathy, temper, poor decision, harsh treatment of the
pupils, poor methods of instructions, and lack of knowledge of the nature of the children may
have a psychological basis. From this deficiency originates many disciplinary problems. A
teacher with such personality keeps his pupils unhappy and produces poor teaching results. The
study of Lee reveals this fact. According to Lees study, good teachers processes personal
appearance, poise, tact, cheerfulness, dependability and discretion; while poor teachers possess
a considerable number of negative personality traits.

2. Physical Factor these refer to health and physiological elements that determine
adolescents characteristics. Educational studies recognize the importance of health to school
discipline. Pupils with poor health or who later under physical handicap inevitably complicate
the problems of discipline. A bad health conditions often leads to irritability, restlessness, or
sulleness. Abnormal glandular action may develop a phlegmatic, nervous, or irritable individual.
The physical elements that determine adolescents self-conscious, restless and emotional. The
growth factor often lead to general mischief and sensitiveness to the teachers influence.
 3. Individual factor these factors are classified under egotism, immaturity of
judgment, low mentality and self-consciousness. Other factors underlying the behavior of the
individual are the desire for mastery and dominance and conflicts and repression. From these
individual factors flow all types of disciplinary problems. Pupils who are self-centered have no
regard for what others are doing or what others may be thinking of their behavior. They are
often times deficient toward those in authority and what to have their own way among their
fellow members of the class. It is the responsibility of the teacher to help the pupil overcome
self-conceit, whatever may be the cause pupils may continue to misbehave because they cannot
see the bad effect of their behavior. This failure to analyze and to look ahead may be the caused
either by lack of mental ability or immaturity of judgment often cause embarrassment and
trouble that are more for reaching than may have been anticipated.

4. Social Factor social factors, like individual factors, are also variously classified, the
more important of which are: desire for social approval, desire for sensationalism, desire to be
well known to everybody in school, and resentment to control. The youth, to gain recognition or
the attention which a developing inferiority complex demands, often indulges in sensational
behavior.

In direct contact to the preceding type of pupils, many pupils dislikes nothing so much as to
be considered different. They desire to be like the majority. Older pupils would stubbornly resist
any limitation upon their personal night. A study made by more house revealed that
approximately twenty-two percent of the disciplinary problems in the high school may be
classified as problems arising from antagonism to imposed control. However, although young
people seem to recent control, they usually recognized the need of some supervision of their
behavior by the trained teacher.

5. Emotional Factor All learning has emotional correlates. In other words,

emotions are learned in the whole business of teaching and learning. Emotional factors refers to
individual friendships or personal relations as they existed in the classrooms. Hostility, apathy,
diquishness, overt disturbance all are manifestations of qualities of interpersonal relationship in
the classroom. Conflict arising from personal relations will reflect themselves in the shape of
discipline problems. Strong friendships among pupils sometimes produce stubbornness against
the instruction of the teacher through criticism or blame. Likewise, veherent antipathies, hat
reads, and animosities between pupils may encourage individuals feelings to supersuade
reasonable adjustments to teacher demands.any fights and many instances of desirable behavior
are sidelines of individual or group tensions.

6. School Factor these factors refers to the unattractive schoolroom, an unhygienic

room condition and the lack of organization of classroom routines. These factors should not be
overlooked through some of them are beyond the teachers control. Poor school conditions have
a depressing and destrimental effects on pupils. The pupils cannot develop a natural respect of
an unattractive room, On the other hand, a cheerful atmosphere serve to arouse the pupils spirit
and to stimulate on them a desire to achieve. Poorly ventilated rooms are likely to make the
pupils restless or depressed. In school the attractiveness of the classroom, the adequacy of the
heat, the light, and the ventilation are important because they effect the behavior of the pupils.

7. lack of Training lack of training is often the cause of disciplinary trouble. The very
nature of the child is such that he cannot be expected to behave like a well-trained and cultured
adult. An individual who lacks proper training cannot distinguish right or wrong until he is
taught. Too often a breach of discipline is committed through ignorance. Discipline disintegrates
when pupils do not know what to do. Do not understand what is expected to them.
 7.Work Factors work factors refer to subject-matter, methods, procedures,
assignments, and other learning activities. Poor subject-matter planning or bad teaching
automatically increases the number of discipline problems. Too difficult or too easy subject-
matter, methods, or procedures too much on a merely verbal level, type of work too advanced or
too infantile, load of assignment too heavy or too light, work or activities badly scheduled are
sources of discipline problems. When too much of the work or activities of the pupils remain
unchallenged. They reach for other outlets.

Reference:

Principles and Methods of Teaching

H. C. Gregorio,
pp. 482-484

Level of Questions

1. Comparison and Contrast This type involves the enumeration of likeness or

differences which may be arrived at through reflective thinking.

2. Classification this type of question involves comparing of two or more things

in order.

3. Cause and Effect requires the students to perceive the interdependence or

connection, either objectively or in mind, or other data.
 4. Discussion involves the consideration of controversial question and argument
for the sake of arriving of truth or clearing up difficult.

5. Definition and Explanation this type include any question wherein the pupil
is asked to give the exact meaning of some words, phrases or statement or to make
definition clear.

6. Summary requires the student to make a resume of principles or facts.

7. Observation this type of questions require the student to arrive to an answer as

a result of direct observation.

Reference:

Principles and Practice of College

Teaching and Methods of Teaching

. To help students develop skills for programs such as conflict management, peer
helping, and peer tutorials.

. To help students develop knowledge and learn personal management and

social skills such as coping with feelings, dealing with peer pressure, goal
setting, problem solving, and communication skills.

Reference:

Principles and Method of teaching

educational psychology
 THE LEARNING ENVIRONMENT

Factors that Encompasses Learning Environment

1. Physical Environment this includes the location, size, shape,

construction of the room itself, the furniture in the room; instructional
supplies as resources for acoustic of the room, provisions for sanitation,
cleanliness and orderliness.

2 Intellectual Climate this refer to patterns of behavior, the

interaction pattern, qualities of instruction and attributes that helps learner
think clearly, critically and creativity. The general atmosphere should be
characterized by intellectual activities and pursuits for excellence. The
teacher should understand the problem solving develops through several
stages, which include recognizing the problem, collecting all the facts that
been on the problem and forming tentative solutions and trying out the
tentative solutions to see weather they work. In other words, the teacher
wether are free to work out under guidance the solutions to their own
problem and theirs, grow in the ability to be intelligent, self directing their
own citizen

3 Social Climate there are three types of social climate existing in the
classroom.

a. Autocratic Climate the teacher makes all the directions, direct all the activities, and
evaluates pupil progress in terms of availability standards.

b. Laissez Fair Climate each learner operates as an individual, strikes for recognition of his
own achievement and develops little regard for the rights and accomplishment of others.

c. Democratic the goals are establishment of group, participation and plans are made on the
basis of cooperative group planning.

1. Emotional Climate this pertains to the emotional adjustments and mental

health of the children.

- To faster the right kind of emotional climate. The teacher must see that the
personality needs of the learner are met in the classroom.

- the learners need to be secure in its group. He must have opportunities to make
decision and become increasingly self directing. It is only the effective teacher
who can provide these opportunities.
 Classroom Proceedings

The clear enthusiastic voice of the teacher that elicits quality eager been responses
from the students helps create a conductive and beneficial ambiance for learning.

Interactions

A diverse situation may exist in the classroom of any given time students differ in
abilities and interest while teachers likely employ different strategies. Teacher must be
sensitive to positive or negative interaction and must immediately undertake an instant
revision of adjustments in the methodology when necessary. The primary goal is to be
able to motivate them to work harmoniously, thereafter, inculcate the values of
cooperation and congenially.

A. Facilitative Learning Environment

Pine and Home (1990) described the learning environment that facilities learning.
It is an environment.

. which encourages people to be active.

. which promotes and facilities the individuals discovery of the personal meaning
of idea.

. which emphasizes the uniquely personal and subjective nature of learning.

Referance:

Principles of Teaching 1
Brenda Corpuz

Classroom Management

Why is classroom management an integral part of teaching

Ornstein (1990) states that in order to teach, one must be able to manage the students
under him. No matter how much potential one has as a teacher (under him) (No matter),
if he is enable to control the students in his classroom, little learning will take place.
Classroom management is an integral part of teaching and techniques of managing
students must be acquired by the teacher. Inadequate classroom management and
discipline are widely considered by the public to be a teacher educational problem. In the
annual call up polls in education, discipline or the lack of it, is listed as the number one or
number two school problem each year for the last 20 years.

The classroom cannot function well without the teacher. The success of activities in
the classroom depends on the ability of the teacher as classroom manager. He takes care
of two aspects of classroom management namely, care of routine and classroom
discipline.

Classroom Management Defined

 Carter V. Goods Dictionary of Education defines classroom management as the
Administration or direction of activities special reference to such problem as discipline,
democratic techniques, used and care of supplies and reference materials, the physical
features of the classroom, general housekeeping, and the social relationships of pupils.

According to Lardizabal et al (1991), classroom management includes operation

and control of activities. Such details as seating, attendance, use of instructional
materials, classroom courtesies, and discipline require foresight and planning.

Approaches to Classroom Management

1. The assertive approach to classroom management expects teachers to specify

rules of behavior and consequences for disobeying them and to communicate these rates
and consequences clearly. The classroom is managed in such a way that students are not
allowed to forget who is in incharge of the classroom.

According to Dake and Mechel Student came to realize that the teacher expects
them to behave in a certain way in class. Teachers holds students accountable for their
actions. Students who disobey rules receive one warning and then are subjected to a
series of increasingly more serious sanctions.

The technique assumes that for classroom management liberates students because
it allows them to develop their but traits, skills and

abilities and provides them with psychological security in the classroom and an effective
learning environment. It also assumes that good teachers can handle discipline problems
on their own and that teaching failure is directly related to mobility to maintain adequate
classroom discipline.

The approach is probably most effective at the secondary level and in inner city
classrooms where it is now recognized that chronic students behavior problems often
exist.

This type of approach was criticized in the 1960s as authoritarian, repressive,

militaristic and prejudicial toward minority students Its acceptance nowadays is due in
part to the student disruptions of the 1970s and general public demand in the 1980s for
firmer discipline and higher academic standards for all students.

Suggestions for teachers applying assertive discipline:

a.) Clearly identify expectations.

b.) Take positions ( say I like that or I dont like that)
c.) Use a firm tone of voice.
d.) Use eye contact, gestures and touches to supplement verbal messages.
e.) Say no without guilt feelings.
f.) Give and receive compliments genuinely.
g.) Place demands on students and enforce them.
h.) Set limits on students and enforce them.
i.) Indicate consequence of behavior and why specific action is necessary.
j.) Be calm and consistent; avoid emotion or threats.
k.) Follow through regularly.
l.) Persist, enforce minimum rules, dont give up.
m.) Establish positive expectations for students behavior, eliminate negative
expectations about students.
n.) Gain confidence and skills in working with chronic behavior problems in the
classroom.

2. Business Academic Approach This was develop by Evertson and Emmer

and emphasizes the organization and management of students as they engage in
academic work. The orientation, that is focusing on the business like and orderly
accomplishment of academic work, leads to a clear set of procedures for students and
teachers to follow.

Evertson and Emmer divide organizing and managing student work into three
major categories: establishment and communication of work assignment standards and
procedures, monitoring of students work and feedback to students.

Clear Communication of Assignments and Work Requirements

The teacher must establish and explain clearly to students work assignments.

Features of work, standards to be met, and procedures.

a.) Instruction for assignments Explanation should be made in both oral and written
forms. In addition to telling the students about assignments, teachers should past
assignments on the chalkboard or distribute duplicated copies. Students should be
required to copy assignments posted on the chalkboard into their notebooks.

b.) Standards for form, neatness and due dates . Before students start they should be
given general rules for all assignments: type of paper and writing material to use, page
numbering system, form of headings, due dates and so forth. Students will then know
what is expected of them without having to be told each time.

c.) Procedures for absent students routines should be established for make-up work for
absent students. These must includes meeting briefly with students of a set time
before or after school, assigning class helpers who will be available at particular times
of the day to help the students can pick up and turn in make-up work.

Monitoring Student Work

Monitoring student work helps teacher to detect students who are having difficulty
and to encourage students to keep working.

a.) Monitoring group work. Before helping any individual students with works the
teacher must be sure that all students starts work and are able to do the assignment:
otherwise some students will not even starts the assignment and others may start
incorrectly.

b.) Monitoring individual work. Work can be monitored several ways, including
circulating around the room and giving feedback where needed having students bring
their work to the teachers and one at a time at some designated point during an
activity and establish due dates that correspond with stages in an assignment.

c.) Monitoring completion of worked. Procedures for turning in work must be establish
and enforced when all students are turning in work at the same time the best
procedure is to have the work passed in its given direction with no talking until all the
work is collected.

d.) Maintaining records of students worked. It is important for teachers to keep of the
students work and no incorporate it as part of the grade. The record should be divided
into several headings, such as work book assignments, major assignments on projects
daily homewoek and quizzes and test
 Feed Back to Students

Frequent immediate and specific feedback is important for enhancing academic

monitoring and managerial procedure. Work in progress, homework, completed
assignments, tests and other work should be checked promptly.

3. The behavior modification approach spends little time on the personal history
of students or an searching for the reasons for a particular problem. It strives to increase
the accurence of appropriate behavior through a system of rewards and reduce the
livelihood of inappropriate behavior through punishment.

The basic principles of the behavior modification approach are as follows:

a. Behavior is shaped by its consequences not by the causes of problems in the history of
the individual or by group conditions.

b. Behavior is strengthened by immediate reinforcement positive reinforcers are praise or

rewards. Negative reinforcers take away or stop something that the students dont like.

c. Behavior is strengthened by systematic reinforcement or negative behavior is weakened

if not allowed by reinforcement.

d. Students respond better to positive reinforcement that they do to punishment.

Punishment can be used to reduce inappropriate behavior, but sparingly.

e. When a student is not rewarded for appropriate or adaptive behavior, inappropriate or

maladaptive behavior may become increasingly dominant and will be utilized to obtain
reinforcement.

f. Constant reinforcement. The reinforcement of a behavior every time it occurs- produce

the best results, especially in new learning or conditioning situations.

g. Once the behavior has been learned, it is best maintained through intermittent
reinforcement the reinforcement of a behavior only occasionally.

There are a number of systems or variations of behavioral modification that are

applicable to classroom management. They basically build limits and consequences into
behavior and employ various rules, rewards and punishment. A well known utilized in
various social learning situations is termed modeling.

Models are effective in modifying behavior to the degree that they capture
attention, held attention, and are imitated. Effective models may be parents, teachers,
and other adults, public figures and peers.

4. The group managerial approach is based on Jacob Kounins research. He

emphasizes the importance of responding immediately to group students behavior that
might be inappropriate or undesirable in order to prevent problems rather than having to
deal with them after they emerge. He describes what he calls the ripple effect. If the
students misbehaves and the teacher stops the misbehavior immediately, it remains an
isolated incident and does not develop into a problem.

Major Categories of Pupil Behavior are Work Involvement and deviancy:

a. Work involvement is the amount of time students spend engaged in assigned academic work.
It resembles what other researces call time on task or academic engaged time. Students
who are involved in work (writing in a workbook, reciting, reading, watching a
demonstration) exhibit fewer disciplinary problems that students who are not involved in
any assigned task. If the teachers keeps students involves in work, there is less chance that
boredom and discipline problems will arise.

b. Deviancy range from n0 misbehavior to serious misbehavior. No misbehavior means the

students is not purposely upsetting another student or teacher or slightly off task. Mild
misbehavior includes such action as whispering, making faces, teasing, is aggressive or
harmful behavior that interferes point is not to allow mild misbehavior to generate into
serious misbehavior by dealing with the mild misbehavior as soon as it occurs.

Major Categories of Teacher Behavior are desist techniques, movement management and group
focus.

a. Desist techniques are teacher actions taken to stop misbehavior. Kounin feels that they
depend on two abilities.

1 With-it-ness is the ability to react on target and in a timely fashion. It also involves
communicating to student that one knows what is happening or as kounin
puts it, that one has eyes in the back of ones head.

2. Overlapping behavior refers to the teachers ability to handle more than one matter at the
same time say a student who is reciting and another student who is interrupting with a
question or comment.

b. Movement management is the organization of behavior in transitions from task to task within
and between lessons. Movement maybe characterized a smooth or jerky.

Smoothness is an even and calm flow of activity. It involves an interrupted work periods
and short, fluid transition that are made automatically and without disruption . In particular,
the teacher :

1. Avoids unnecessary announcement and interruptions when students are busy doing works.

2. Finished one activity before starting on the next and;

3. Doesnt abruptly end or start and activity.

Jerking is a disorderly flow of activities. It may result if the teacher tries to do too many
things at once or does not make clear to students procedures for ending one task and changing
to a new one.

Movement management also involves momentum that is keeping activities at an

appropriate pace. Momentum showed or impeded if the teacher engages in over dwelling or
fragmentation.

Over dwelling may take the form of giving explanations beyond what is necessary for
most student understanding or lecturing, preaching, nagging, overemphasizing, or giving too
many directions.
 Fragmentation takes the form of giving to much detail, breaking things down in to many
steps, or duplicating or depending activities. For example, a teachers who calls student can read
aloud while the others listen, is engaging in fragmentation.

Movement management also refers to the technique of guiding students smoothly from
one activity to another, of the technique of keeping the lessons, and the group moving by
changing the pace or using variety when the need arises. It involves skills in routioning
housekeeping activities to provide more time for instruction.

Among the housekeeping activities that need to be routined are the following:

1. seating arrangement
2. entering and leaving the room
3. taking class attendance
4. using blackboard and keeping it clean after use
5. passing, collecting, handling, and putting away books, materials and
equipment; and
6. collecting and distributing students papers.

B. Group focus is keeping the students focused on the group cativity or task. It can
be achieved by what kounin calls alerting. Alterting activities include creating suspense,
presenting new material, choosing reciters randomly , and selecting reciters. Group focus can
also be achieved by using accountability. This involves such methods as asking students to hold
up props, circulating to check the products of won reciters and requiring students to perform
and checking their performance.

Kounin believes that work performance, smoothness and momentum are enhanced by
instructional techniques that facilitate learning. Students satiation (boredom) can be avoided in
three ways: by providing a feeling of progress, providing challenges, and adding variety to the
lessons.

Kounin believes that students engagement in lessons and activities is the key to successful
classroom management. Student are expected to work and behave. The successful teacher
monitors student work in a systematic ways clearly defines acceptable and unacceptable
behavior, and exhibits with-it-ness and overlapping activities. The successful teacher has a clear
sense of direction and sequence for tasks, smooth transitions are made from one activity to
another.

5. The Group guidance approach is based on changing the surface behavior of

the students on a group basis. Since teacher have few opportunities to work with students on an
individual basis, they must learn to work with groups of students on an individual basis, they
must learn to work with groups of students and to maintain group focus on the content and task
of the group. Discipline and classroom control are produced through the group atmosphere and
enhanced through group rapport.

6. The acceptance approach to discipline is routed in humanistic psychology and

maintains that every person has a crime need for acceptance. They want to belong and to be
linked by others who are important to them more than they want to learn. This approach is also
based on the democratic level of teaching in which the teacher provides leadership by
establishing rules and consequences, but at the same time allows students to participate in
decisions and to make choices.
 7. Success approach is also routed in humanistic psychology and the democratic model of
teaching. However, instead of dealing with inappropriate behavior and the consequences of such
behavior, it deals with general psychological and social conditions.

Glassers view about discipline is simply but powerful. Behavior is a matter of choice.
Good behavior results from good choices, bad behavior results from good choices, bad behavior
results from bad choices. A teachers job is to field students make good choices.

Elements of Classroom Management

The elements of classroom management are physical arrangement or environment,

classroom routine, and discipline.

The topic on classroom routine has been discussed under the group managerial approach.
The discussion then of the elements will include only the physical arrangement or physical
environment and discipline.

Physical arrangement or environment includes the location, size, shape and construction
of the room, itself, the furniture in the room, the instructional supplies or resources for learning,
the provisions for lightning, heating and ventilating, the acoustics of the room, and the
provisions for sanitation, cleanliness and orderliness.

Some factors that are included in the physical condition are not within the teachers
control. For example, the size of the room and location of the building. But the resourceful and
creative teacher can make even the dullest room attractive and conductive to learning.

Aguino (1974) states that the teacher has many opportunities for creating with and for
children classroom environment that promotes cooperative group expenses through which
children develops skills for living in the democratic society. The term classroom environment
for Aquino encompasses four factos namely:

1. the physical environment

2 the intellectual climate
3 the social climate
4 the emotional climate
Promoting a sound intellectual climate means that teachers must help the learner think
clearly, critically and creatively. In this regard, the teacher can do a number of things. He must
understand that problem solving develops through several stages. These stages include
recognizing the problem, collecting all the facts that bear on the problem, forming tentative
solutions, and trying out the tentative solutions to see whether they work all these.

Classroom Discipline
The other big aspects of classroom management has to do with proper conduct to the
learners in the classroom. This referred to as classroom discipline. The teacher should not only
take care of routine factors, he has also to maintain good discipline in his class to achieve good
classroom management. Discipline as applied to classroom instruction, is any means adopted by
the teacher for the orderly behavior of the learners.

Suggestions and Tips for Classroom Management

Lardizabal, et. al. (1991) give the following suggestions and tips for classroom
management.

a. Establish good routine habits and keep the learners busy.

b. Teacher should take stock of his ability to discipline his class by frequent self
evaluation.
c. Punishment should be adjusted to the offender and the offense. Never push the whole
class for the offers of one individual.
d. Show the right kind of interest in your learners and in their school work.
 e. Dress and behave in a manner that becomes a mature individual of your position.
f. Avoid gossip. Never talk about the deficiencies of your co-teachers or those of your
learner
g. Make the learners believe and trust in you.
h. Never promise anything that you cannot do.
i. Be genial, amiable, and friendly with your learners but always maintain a dignified
reserve.
j. Learn how to smile. A smile can disarm the most hardened offender.

Resource Management Time Management

Physical Organization of classroom
Use of space & traffic patterns
Accessibility and storage of
Instructural materials
Distribution & Collection of Materials
Students personal Space & Supplies
Assignment of Helpers and leaders
Orderliness & clean-up Rules &
Procedures
Reference: Internet
Time on Task & Academic Engaged
Time (AET)
Administrivia & sponge Activities
Distribution of Direct Instruction, Group
& Independent work
Transitions between Subjects, Task,
Activities, Attention Span , Satiation
& Challenges Arousal Handling
Interruption & Schedule changes Ganging
Interesting & Focus

Discipline in the Classroom

1. Suggestions and tips for the classroom Discipline

. Classroom management. It is major responsibility of the teacher. This includes care of

routine factors and classroom discipline.
. Establish good routine habits and keeps pupil busy.
. Stand at the place in the room where everybody can be within your gaze.
. Be alert to detect any signs of boredom, discontentment, or misbehavior.
. Call on pupils who do not pay attention or who may begin to be disorderly.
. Never let a class know that you cannot control them. Use your voice to advantage.
. Firmness and forcefulness in speaking can make pupils attentive.
. Pupils know your voice whether you are pleased or not.
. Remain calm and well-poised even in an emergency.

Suggestion if the Teachers adoption of good discipline will work or not John Presden
Grambs and John C. Carr (1970)

1. Are students developing the ability to obey rules because they understand what is
reasonable.
2. Do the students help one another in those situations that demand self-control? Does
his helping occur because of concern for one another because of a promised reward or
a threatened punishment from the teacher.
 3. Does the need for the teacher to exercise the control diminish as the group continues to
work and learn together?
4. Can the students accepts a substitute teacher or the unexpected absence of the teacher
during the period without becoming disorganized or having to held down by teacher
threats?
5. Call the students develop their own rules of behavior and follow them fairy well?
6. Can students and teacher talk calmly together about class disturbances not anticipated
the rules and arrive at mutually acceptable copromises?
7. Are students who seen to be the source of major problems of discipline being helped by
group acceptance or by outside guidance forms a teacher or specialist?
8. Does the teacher enter the classroom feeling relaxed and in a mood for work? Does this
atmosphere develop during the semester.

b. Punishment. It should be adjusted to the offender and the offense.

. Never punish a whole class for the offense of ones individual.

. Be sure to find out what should be punished.
. A punishment should be swift and, if possible, be a natural consequences of the act.
. Never punish in anger.
. Be sure the child understands why he is being punished.

C. Attitudes. Show the right kind of interest in your pupils and help them in the best way
you can.

. Be generous with your praises and be sincere about them.

. Never Flatter.

D. Personality. A smile can disarm the most hardened offender.

. Dress and behave in a manner that becomes a mature individual of your position.
. Remember you are a model for your pupils, at all times and in all places.
. Be genial, amiable and friendly with your pupils, but always maintain a dignified reserve.
. Avoid gossip.
. Never talk about the deficiencies of your co-teachers or those of your pupil.
. Make pupils believe and trust in you.
. Never promise anything that you cannot do.
. Above all, learn how to smile.

2. Types and Causes

2.1A The Teacher

a. Personal characteristics
 . Physical poise, health and habits of neatness and cleanliness
. Mental quick to make decisions uses Pore sight in planning activities and has insight
into the abilities, needs and interest of his pupils.
. Moral deals with pupil fairly and justly possess strong will power and conviction, and a
person of integrity and dignity.
. Social understand the nature of the child, ability to deal with others, and genuinely
symphatizes and cares for the welfare of others.

b. Scholastic Qualifications

. Academic preparation inspire confidence to the students.

. Master of subject matter stimulates attention, make students careful when asking
questions.
. Command of the language students expects their teachers to be perfect or nearly
perfect.
. Cultural background enriches the subject matter.
. Experience enriches the subject matter

2.1B The Learner

. Physical hard of hearing, a cripple, poor in health irritable, restless or morose.

. Mental lack of mental ability, emotional immaturity, irresponsibility , unwholesome,
fears, poor habits, poor home environment, lack of interest, stubbornness.
. Social inadequate social training (lying, stealing, vandalism, and immoral conduct)
. Moral play the role of glorified but rather undesirable hero, discourtesy, and
disrespect.

2.1C The school

. Wholesome school environment clean surrounding

. Proper classroom management well-ventilated, well-lighted, attractive
. Facilities Suitable books
. School administration rules and regulations

3. 2 BUP 232 (Rights of the child)

1. Every child is endowed with the dignity and worth of human being from the
moment of his conception, as generally accepted in medical parlance and has
therefore, the right to be born well.
2. Every child has the right to a wholesome family life that will provide him with love,
cure, and understanding, guidance and counseling, and moral and material
security.
3. Every child has the right to a well-rounded development of his personality to the
end he may become a happy, useful and active member of society.
4. Every child has the right to balanced diet adequate, clothing, sufficient shelter,
proper medical attention, and all the basis physical requirements of a healthy and
vigorously life.
5. Every child has the right to be brought up in atmosphere of morality and restituted
for the enrichment and the strengthening of his character.
6. Every child has the right to an education commensurate with his abilities and to
the development of his skills for the improvement of his capacity for service to
himself and to his fellowmen.
 7. Every child has the right to protection against exposition, improper influences,
hazards and other conditions.
8. Every child has the right to full opportunities for safe and wholesome recreation.
9. Every child has the right to live in a community and a society that can offer him.
10. Every child has the right to the care, assistance and protection of the state.
11. Every child has the right and efficient and honest government that will deepen.
12. Every child has the right to grow as a free individual.

Reference: Internet

Model of Instruction is a pattern of teaching made up of a number of discrete behaviors

but with a specific focus. The act of teaching or instructing, important knowledge and give
direction.

Reference:

Principles and Method of Teaching

By: Gaudencio Aquino

There are Four Instruction Models:

1. The Popham Baker Instructional Model

2. He Gronlund Instructional Model
3. The P-I-E Instructional Model
4. The Gronlunds simplified Instruction Model

The Popham-Baker Instructional Model

Consist of 4 Components:

1. Specification Objectives the instructional objectives must be specified in terms of

learner Post-Instruction behavior.
2. Pre-Assessment to identify the learner entry behavior. It is used rather then
protesting to suggest that in pre-assessment, more valid assessment
procedures are possible than protesting.

There are three advantages of pre-assessment by Popham-Baker

1. It help in discovering whether the students already have in their repertoire kind of
behavior the teacher wishes to promote.
2. It can established with a high degree of accuracy that the student cannot, is advance of
instruction, perform well with respect to the putendeed objectives.
3. Through pre-assessment, the teacher can identify individuals within the class for whom
she may wish to vary either the instructional objectives or the instructional media.

3.Instruction the teacher design an instructional sequence that she hope will
accomplished the put endeed objectives.
 4. Evaluation the teacher evaluates the degree to which learner have achieved the
instructional goals.

Reference:

Principles and Method of Teaching

By: Gaudencio C. Aquino

The P-I-E Instructional Model

The P-I-E instructional model developed by the author of this book Palardy (1775)
Teaching strategies constitute all that teacher do in planning implementing and evaluating
instruction. By definition, instruction must not be planned and implementing; rather it
must be planned, emplement and evaluated. The major component of P-I-E instructional
model are:

1. Planning involves among other things, the formulation of instructional

objectives and the selection of curricular activities.

2. Implementing involves the use of methods, procedures and strategies for

implementing plan.

3. Evaluating pertains to and includes, the three type of evaluation, pre-

assessment/diagnostic, summative, formative.

The Three Major Components of the Model

Planning

1. Formulating objectives
2. Assessing readiness of students
3. Identifying subject matter and related materials, equipment and supplies.
4. Organizing for instruction

Implementing

5. Carrying instructional activities and learning activities.

Evaluating

6. Evaluating leraning outcomes

7. Providing feedback to students and using results of evaluation for other purpose.

Reference:

Principles and Method of

Teaching
By: Gaudencio Aquino

The Gronlund Instructional Model

1. Specify Objectives specifying instructional objectives in measurable (behavior) terms
clarifies the type of student performance that is expected to result from the instruction

2. Administer Pretest the pretest help to determined whether the students have the
prerequisite knowledge the skills needed to profit from the instruction. What the student
entry levels of achieve are useful in revising the course plans and in students grouping or
placement.

3. Provide instruction provides the teaching ads and learning experiences that enable
students to achieve the intended learning outcomes.

4. Evaluate outcomes can be used to determine the extent to which students performance
meets the standards that have been set or to determine the amount of learning gain that
has taken place.

Reference:

Principles and Method of Teaching

By: Gaudencio Aquino

2 Type of Instruction

1. Direct instruction the teacher assumes the major responsibility for the progress and
development of the lesson and the learners. She teaches by telling, demonstrating and
explaining the lesson which are usually facts and concepts.

2. Indirect instruction opportunities to learners to ask questions, engage in activities, and

interact with classmates to learn their lesson. They learn to think about their problems
and work with others as they learn the facts and concepts.

Reference:

Educational Psychology
By: Adelaida C. Gines

Five Models of Teaching ( Brady, 1985)

1. Exposition model teacher-centered pattern of teacher. The teacher uses explanation,

narration, demonstration practice, and revision in her approach to teaching. It is based
on whole-class teaching and verbal interaction is mainly between teacher and learner.
The emphasis is on the basic facts and concepts.

2. Behavioral model based on tightly sequenced steps of learning and the use of
reinforcement to elicit observable behavior. The model is based largely on Skinners
operant conditioning, modeling and self-regulation are also important resources for
teaching in this model.

3. Cognitive Developmental model model which the teacher selects learning tasks
according to pupils developmental levels and elicit pupils reasoning in regation of task.
It composed of two approaches.

a. Such mans inquiry teaching approach is based on confronting pupils with

a problem that requires solving.
 There are also steps in directing the lesson:

1. The presentation of a film or demonstration which involves an event and

a question relating to thay event.
2. Pupils are invited to ask questions to the teacher but the question must
be structured to elicit a yes or no answer. Thus, because the teacher is
not involved in explanations, pupils have to focus their question to solve
the problem. If pupils ask question that cannot answer by yes or no, the
teachers find a way to restating the questions.

4. Interaction Model model which emphasis learning occurring as a result of

interaction. The learners learn by participating in the discussion with their group
members and at times with the teacher. The teacher takes the rule of observer
and occasional commentator. The model is the product of a response to Piagets
cognitive development, Kurt Lewins field theory and Carl Rogers Humanistic
Education.

Piaget believes that higher levels of thinking or the period of formal operations is
initiated by increasing collaboration which involves exchange of viewpoints and
discussion of their merits before joint control of a group is possible.

Kurt Lewins field theory asserts that if a person is to be understood, he/she must
be seen in the light of how she/he view the world. Her behavior is a function of
his/her interaction with his/her environment and himself/herself.
Carl Rogers emphasized the quality of the relationships of those in the
interaction. The teacher needs to promote a warm and accepting relationship in the
classroom in order to promote learning.

Reference:

Educational Psychology
By: Adelaida C. Gines

5. Transaction Model Pupil-centered model involving teacher structuring in

which self-directing learners interact with the environment (physical and human)
and change as a result of that experience.

There are number of Stages in Questioning and Pupil are trained to

adopt these stages in posing their yes or no questions:

a. Verification pupil are try to established the nature of objects and

events to verify the conditions they have seen or interpreted.
b. Experimentation pupil isolate factors that may account for the event
and make hypotheses.
c. Explanation pupil develop full explanations using appropriate laws
and principles.
d. The teacher and pupils analyze the inquiry process with a view to
developing more effective inquiry. This involves a post mortem for
whatever information was revealed by the answer to particular questions
and indicating both unwarranted assumptions and invalid reasoning.

6. Tabas inductive teaching approach involves the use of teaching strategies within three
stages of inductive thinking. Tabas approach is focused on the skills of teaching-
questioning, whereas such man places the task of questioning on pupils.
a. Concept formation involves identifying the data relevant to a problem,
identifying common properties, and determining categories or labels.
 b. Interpretation of data involves interpreting, inferring and the generalizing. In
the first stage, pupils form new concepts, identify specific concepts by identifying
grouping data.
c. Application of Principles involves the pupils in applying principles to explain the
new learning.

Reference:

Educational Psychology
By: Adelaida C. Gines

The Principles of Humanistic by Carl Rogers:

1. Human being have a natural potentiality for learning.

2. Significant learning takes place when the subject matter is perceived by the student as
having relevance for his own purpose.
3. Much significant learning is acquired through doing.
4. Learning is facilitated when the students participate responsibly in the learning process.
5. Self-initiative learning involving the whole learner-feelings as well as the intellects is the
most pervasive and lasting.
6. Creativity in learning is best facilitated when self-critism and self-evaluation are primary,
and evaluation by others is of secondary importance.
7. The most socially useful learning in the modern world is the process of learning,
continuous openness to experience, and incorporating into oneself the process of change.

Reference:

Educational Psychology
By: Adelaida Gines

MODELS ASSOCIATED WITH SUBJECT MATTER/DISCIPLINE

1. Lecture
The lecture has been used for many centuries as a primary method of transmitting
information.

Major Characteristics: A lecture can be talk, address, or other types of verbal presentation to
students by a teacher, guest, speaker, or panel.

Grouping: A lecture may be used with any size class, but usually from 20 or 25 to 200 or 3000
students. It is used primarily with students in high school and in general education courses at
the post-secondary school level.

Student Activity: Students are passive and it is to be hoped, are assimilating information
through listening and note taking there may be some viewing as a supplement.

Teaching Activity: Teachers speak and read and often use some visual illustration.

Teaching Resources: The teacher may use a chalkboard, a model, transparencies, or other
visual or auditory aids.

Uses and Value: Creating interest in a topic or subject: transmitting knowledge to students,
presenting students with new information, explanation, interpretation and
generalization: helping students to clarify and gain a better understanding of a subject,
topic, matter, or event; organizing and systematizing knowledge; reading or reciting
poems, dramas, essays, and other types of literature or performing a dance, musical
selection, gymnastic acts: providing opportunity for other persons (guest or staff) to
present information, views, explanation, or description of events, phenomena, or issue to
do with the content to be learned.

Reference:

Principles and Method of Teaching

By: Gregorio

Lecture refers to the mind or oral presentation delivered by an expert, it take the form of
a speech, address, an oration, an essay or monograph form.

Reference:

Principles approaches & Strategies

By: Gloria Salandanan

Lecture method has been the time-honored procedure. It is a traditional procedure, but it
does have a place as an educational method in colleges and universities. As used in higher
education, lecture method ia a teaching procedure which involves clarification, exposition and
description of some major ideas that has been cast into the form of question. It consist of an
exposition of a topic, principle, situation, etc. with the learner following thinking through the
relationship between presented by the lectures.

Reference:

Educational Psychology
By: Adelaida Gines

Drawbacks and Defects: There is relatively little students activity and involvement
Reference:

Principles and Method of Teaching

By: Gaudencio Aquino
 TYPE OR CLASSES OF LECTURE

A. According to Delivery

1. Formal Lecture
2. Informal Lecture

B. According to Purpose

1. Expository Lecture
2. Descriptive Lecture
3. Normative Lecture

Reference:

Principles of Teaching and Practicing

By: J>F Calderon

Lecture is a kind of oral presentation by an expert. The lecturer is regarded as an

authority in the special topic he is requested to speak on. Because of its specific nature, the
audience usually belongs to the same discipline is prepare to listen with a high degree of
expectation.

Reference:

Principles of Education and

Instructional Technology
By: Salandanan

Advantage of Lecture

1. It develops the ability of the students to listen to the oral discourse.

2. They are trained in note-taking.

3. The lecturer can explain more clearly and effectively.

Disadvantage of Lecture

1. If all the information are already found in textbook or the other references.

2. The learners may not fully grasp the meaning of the certain words or statements in the
lecture.

3. The learners may not able to jot down important details from the lecture.
 Referecne:

Principles and Practices of Teaching

By: J.F Calderon

Lecture method is similar or defined as a teaching procedure for clarifying or explaining a

major idea in the form of question or a problem. This make the lecture an exposition and is
essentially an explanation.

The lecture method is similar to the telling method but they are not identical. Lecturing is
more of exposition while telling is more of narration. Generally, lecturing make use of narration
and description to explain.

Discussion can be an outgrowth of lectures or explanations. They are oral exchange

between the teacher and the student or among the students.

USES OF THE LECTURE METHOD

It is generally believed that lectures are appropriate when:

1. the basic purpose is to disseminate information.

2. the information is not available elsewhere
3. the information needs to be presented in a particular way or adapted to a particular
group.
4. interest in a subject needs to be aroused.
5. the information needs to be remember for a short time.
6. the purpose is to introduce or explain other learning tasks.

It should also be mentioned that the lecture method is inappropriate when:

1. Objectives other than acquisition of information are sought.

2. Long-term learning is desired.
3. The information is complex, abstract, or detailed.
4. Learning preparation is important for achieving the objectives.
5. Higher cognitive learning, such as analysis or synthesis is sought.
6. Students are below average in ability.

Reference:
 Observation and Participation
Of teaching

Lecture Method

Is a traditional procedure and carries prestige as a dignified and respectable college

teaching procedures. It is the most natural and practical procedure of imparting information,
and perhaps the oldest. Lecture is not by that token the simpliest and the easiest to use with
effectiveness. Its efficacy depends upon who does the lecturing, what new information he has to
empart, and how he present it.

It is usually thought of as a suitable technique for use with a large group of listeners,
although it may be used with a small group. It is classified as an authoritative teaching
procedure.
Reference:

Principles and Method of Teaching

By: Gregorio

USES OF LECTURE METHOD

1. In introducing new topic.

2. In supplementing the textbook or reading of the students.
3. In developing certain points in the textbook.
4. In reviewing work previously covered or to survey the importance points of the past
lesson to correlate it with new lesson.
5. In organizing or summarizing past lesson to produce wholeness.
6. In motivating new assignment.
7. In recognizing or clarifying defective treatment of topics or unit.
8. In giving illustrative talks.
9. In supplementing other methods or procedures.
10. In preparing for examination.
Reference:

Principles and Method of Teaching

By. Gregorio

Weaknesses of Lecture Method

1. The lecture is time-consuming

2. The lecture invites passivity instead of activity and the part of the student.
3. College instructors lack skills in the use of lecture.
4. The students are too immature for a sustained lecture.
5. The instructor or professor tends to ever-use the lecture.
6. Students are inable to summarize and analyze its important points.
7. The instructor is likely to reduce the lecture to a sustained dictation exercise

Reference:
Principles and Method of Teaching
By: Gregorio

2. Discussion
 Often the traditional recitation method of teaching and a somewhat broader mode of
participation that may be labeled as discussion are intermingled with the lecture mode in
secondary schools today.

Major Characteristic: Discussion is usually used in traditional or includes question and

answer about assigned materials or related topics.

Grouping: Discussion is usually used in traditionally sized classes 20 to 35 students.

Student Activity: Activity varies greatly among members of the class and from time to time,
depending on topic or subject.

Teacher Activity: The teacher dominates the classroom situation, the lesson is often quite
structured; the teacher usually talks much of the time and may show film or use audio
materials as supplement to recitation and discussion.

Uses and Value: Transmitting knowledge to students.

Drawbacks and Defects: Much too often discussion and questioning result in a regurgitate
process with little real thought or reasoning apparent; too much teacher talk.

Reference:

Principles and Method

Of Teaching
By: Gaudencio Aquino

Discussion is a form of lecture, short or long, which is either an exposition or explanation, a

description, or narration. When such thing is being discussed, it is either explained, described or
narrated.

Type of Discussion some are the following:

1. The one man type of discussion

This type of discussion there is only one discussant or speaker, either the teacher, or one
of the students, naturally a bright one, or an outsider who is invited for the purpose.

2. The Panel Discussion

Two or four, but not more than four, are assigned to discussed the different aspects or
parts of a subject or topic so that when all have finished their assignment and all the talks are
put together, the subject has fully developed.

3. The Symposium
Several persons may be invited to speak on a controversial issue during which the
discussant present their own viewpoints regarding the subject.
4. Group Discussion
In a group discussion, no one is definitely assigned to speak to the group but surely there
must be a leader who coordinate the discussion.

5. The Seminar Type of Discussion

Used when the group is too large and the topic for the discussion can be subdivided into
several topics.

6. Brainstorming
Group meeting to stimulate creative thinking developed new ideas and the like.

7. The Colloquim
Informal conference or discussion but Good defines it as class organization, usually at the
graduate level.

8. Debate
Formal presentation of arguments of both sides of a question before an audience in
accordance with standardized procedure.

9. Forms and Steps of Debate

Reference:

Principles and Method of

Practicing Teaching
By: J>F Calderon

Discussion refers to the free communication of ideas between the teacher, the students
and among the students as well. It is employed for reasons such as clarifying some points during
a learning activity as a check at the end to find out if the objectives of the lesson has been
achieved.

It is basically an orderly verbal interchanged. One engage in it to express thought in the

particular topic. It encoll rangers students to express their ideas, thereby enhancing their
thinking skills. It is thinking out aloud. It provides the teacher a means for viewing what is going
on in the students mind thus providing an opportunities to correct immediately any
misconceptions on wrong direction of thinking.

Reference:

Principal and Method

of Teaching
By. Salandanan

Discussion refers to the free communication of ideas between the teacher and students
and among the students as well. It is basically an orderly verbal interchange.

Reference:

Teaching Approaches and Strategies

By: Gloria Salandanan

Discussion is used to designate group classroom activities in which teacher and student
cooperatively consider certain topics or problems. Whatever activities are used, the essential
purpose of the discussion is to get the desired understanding through an analysis and evaluation
of the facts.

Reference:

Principles and Method of Teaching

Amparo S. Lardizabal

Questioning is one of the teaching tools conveniently placed in the hand of the teacher.

USES OF QUESTION:

1. To stimulate pupils to think

2. To motivate pupils
3. To diagnose pupils difficulties
4. To discover pupil interest

Techniques of Asking Questions:

1. Question must be ask hurriedly.

2. Question should be evenly distributed among member of the class.
3. Questioning may be ask before calling on the pupil to answer it.
4. Questioning once given should not be reapeted.
5. Questioning should be ask in natural modulate voice.
6. There should be no regular or systematic order in asking
7. Inattentive and mischievous student should be target of questions.
8. Never make the pupil conscious that she or he is through with one questions.
9. The pupil should be encourage to ask question.
10. The teacher should require courtesy in questioning.
11. The teacher should recognize the timeless of the question ask by the pupils.

Reference:

Teaching Strategies in livelihood

And Vocational
By: Dagoon
The Arts of Questioning

One of the qualities of a good teacher which the cadet teacher has to develop is the art of
questioning. Questioning determines the teachers ability to initiate good or motivate learning
activity. The characteristics of a good education are as follows:

1. They must be carefully planned.

2. They must be brief and direct.

3. They must be adapted to the ability (to thin) and experience of the child.

4. They must be free from the wording of the textbook.

5. They must be definite in requirement.

6. They must be stimulating to thinking and reasoning.

7. They must follow certain objective.

8. They must be related to one another.

9. They must vary in term of difficulty.

10. They must allow logical order.

Reference:

Teaching Strategies in Livelihood

And Vocational Education Today
By: Jesse D. Dagoon

3. Viewing - Listening

Every teacher today uses, to some extent at least educational technology in carrying out
instruction.

Major Characteristics:

Uses of instructional media include printed material for reading and study by students
individually or in small groups.
Grouping:

Media used with regular-sized classes to large groups; many ways in which individuals
can use materials, equipments or computers.

Student Activity:

Activity ranges from very passive as may be true in viewing television or film or listening
to tapes or recording to very active. Passivity versus activity varies exceedingly according to kind
of resources used and the purpose it using it.

Teaching Activity:

Activity of the teacher varies considerably although usually the teacher does not
dominate the learning activity itself.

Teaching Resources:

Resources include printed material-books, pamphlets, magazines, newspaper,

workbooks, manual, encyclopedia, atlases.

Uses and Value:

Educational technology contributes tremendously to teaching is used wisely and

appropriately; some types are especially helpful in providing individual instruction.

Drawbacks and Defects:

Instructional media may be improperly or inappropriately used by teacher and hence,

ineffective in contributing to goals, teachers may be overuse them to the neglect of other
desirable teaching models.

Reference:

Principles and Method of Teaching

By: Gaudencio Aquino
4. Inquiry Training

A promising new development, particularly for the subject matter/disciplines curriculum

design is to have students learn the method of inquiry appropriate to a discipline.

Major Characteristics:

The procedures relate directly to the way individuals expand their intellect through three
interacting wand complementary functions: 1. encountering the environment; 2. processing data
obtained; and 3. recognizing ones own knowledge.

Grouping:

Groups of inquiry training are usually not larger than a normal class )22 to 35 students)
often small group and committee activity; individual study and investigation.

Student Activity:

The student are confronted with an event which they cannot explain-discrepant event.

Teaching Activity:
 The teacher identifies and present a discrepant event. The nature of the event should
interest and challenge learner.

Teaching Resources:

A teacher needs to be able to present a puzzling situation or a discrepant event.

Uses and Value:

The inquiry training approaches enable students to learn concepts within a discipline
through the method of inquiry appropriate to the discipline.

Drawback and Defects:

This approach requires a teacher with a thorough grasp of the method of inquiry and a
knowledge of the data relevant to discrepant events.

Reference:
Principles and Method of Teaching
By: Gaudencio Aquino

5.Instructional System Design

The instructional system design method model of teaching is based on an

information processing model of learning.

Major Characteristics:
Instructional systems designs generally include the steps outlined by Dick and Carey
(1978) : 1. identifying instructional goals, 2. conducting instructional analysis ; 3. identifying
entry behavior characteristics; 4. writing performance objectives; 5. developing criterion-
referenced tests; 6. developing instructional strategy; 7. developing and selecting instruction; 8.
designing and conducting formative evaluation; 9. revising instruction; and 10. designing and
conducting summative evaluation.

Grouping:
May be used with class group or individuals. Strategies to be used depend upon the entry
behavior characteristics of the leader.

Student Activity:
Student activity is determined by pretest results. Students with the prerequisite skills and
knowledge are provided with a series of activities for learning, often utilizing a variety of media.

Teaching Activity:
Teachers who use a pre developed system are primarily facilitators and monitors of
students progress while teachers who have their own programs are instructional system
designers.

Teaching Resources:
Predetermined units or modules may be available together with necessary supportive
materials.

Uses and Value :

Five varieties of learning outcomes: 1. verbal information; 2. intellectual skills; 3.
cognitive strategies; 4. attitudes; and 5. motor skills.

Drawback and Defects:

Students may become bored with the constant use of this approach.
 Reference:

Practicing or Principles of Teaching

and educational Technology
By: Gaudencio Aquino

6. Programmed Instruction

Skinners theory of operant conditioning provides the basis for programmed instruction
and behavior modification.

Major Characteristics:

Three essential characteristics for program instruction: 1. an ordered sequence of items,

either questions or statements to which the student is asked to respond; 2. the student response
which may be in a form of filling in the blank, recalling the answer to the question, selecting
from among series of answer to the question, selecting from among a series of answer, or solving
a problem; and 3. provision for immediate response confirmation sometimes within the
program frame itself, but usually in a different location.

Grouping:

Programmed instruction is an individual activity. Whereas a group of students may be

using the same program, they may progress through it at different rates, or if branching is
available, students vary in the branches followed.

Student Activity:

The student is responsible for selecting or responding to each stimulus through checking
a response or writing a short answer and attending to the positive reinforces provided by the
correct answers.

Teaching Activity:

Teachers are responsible for selecting programmed materials and monitoring student
progress through the material. Computer usage can simplify the monitoring task.

Teaching Resources:

Programmed materials may be presented in printed forms or through a computer

program.

Uses and Value:

Programmed instruction was heralded in the 1960s as an educational breakthrough.

Drawback and Defects:

Promotes learning superficial activity-filling in the blanks, turning pages- that has little.

Programmed Instruction

The word program refers to a planned learning pattern, which is presented to the pupils
in sequential manner. Programmed Instruction is a technique of self-instruction. Lessons are
given in small segments with requires the learners to answer each bit in the learning module
before going to the next learning tasks. This automatic tutor helps the pupils to work out the
exercises in a programmed through suggestions, cueing, or hinting until the latter arrive at the
desired answer.

Although programmed instruction takes many forms, all of then are characteristically the same.
It is the method of presenting materials to be learned step by step.

The technique of planning the materials for use in this type of teaching is programming,
and the end product of the planned materials are called programmed instructional materials.

Programmed textbook presents the programmed exercises through a machine but by

requiring the pupil to read a specially prepared book. In the programmed textbook, the pupils is
required to performed the step of a learning experience all at the same time; 1. presentation, 2.
response, and reinforcement.

Reference:

Principles and Method of Teaching

By. Amparo Lardizabal

8.Practice and Drill

Models that rely on practice are used extensively when the purpose of instruction is to
unable students to acquire a skill or a proficiency in doing some over act.

Major Characteristics:
There is a repeated performance of a learning act until a desired level of skill to do the act
correctly is attained or the teacher and student settle for a lesser level of competency.

Grouping:
Practice and Drill may be done in unison or by one or more class members of any size or
by individuals in bound of laboratories, teaching or resource centers, study halls, libraries, or
audio-visual centers or at home.

Student Activity:
There is complete student involvement with performance of overt acts; some witnessing
of demonstration of the art of listening to explanation of what to do.
Teaching Activity:
Teacher explain the nature of the act verbally, visually, or both; demonstrate proper ways
of doing the act.

Teaching Resources:
Models equipment, chalkboard, films, videotapes, recordings, machines, tools, materials
needed for the performance, computers and communication system is used.

Uses and Value:

May be used to developed a desirable skill to perform an act or to acquire a proficiency,
especially one that may be habituated.

Drawbacks and Defects:

Overused, drill can become stultifying, and boring, especially to students who readily
learn such skills.

Reference:

Principles of Teaching and

Educational Tech.
By: Gaudencio Aquino

Practice and Drill

Drills are necessary for the mastery of the multiplication tables and correct usage, correct
spelling, and correct grammar and for remembering important historical dates. Drills are also
needed for training in motor skills such as handwriting, typewriting, shorthand, shop work, and
in the machines of reading, pronunciation of foreign words, and the habituation of certain acts.

Some authors use drill and practice interchangeably but although both make use of
repetition, they are really different. The term drill refers to activities that involve memorization.
The term practice refers to activities involving acquisition of skills and skill of application. Thus
the spelling of words, number combinations, and the alphabet are drilled on, but applying rules
and principles, acquiring motor abilities, and solving problems are practiced.

Drills are more often used in form subject rather than in content subject. It would not be
advisable to use drills too much in contents sources like science and social studies subject as the
pupils would tend to memorize rather than comprehend. And reasons. Drills are invaluable,
however, in spelling phonics, handwriting, drawing and other form subject.

Reference:

Principles and Method of Teaching

By: Amparro Lardizabal
8. Role Playing

Human traits developed through experience. Role playing provides a type of experience
that enable student to explore human relations problems, including feeling, attitudes, values,
and problem-solving strategies.

Major Characteristics:
At the simpliest way/level, role playing is a problem are deal with through action.

Grouping:
Small groups or committees of a class can manage or engage in role playing with the
remainder of the class serving as observers.

Student Activity:
A sincere involvement of students in the role playing being played is important. Students
are encouraged to recognized and talk about their feelings.

Teaching Activity:
The traditional role of the teacher is de-emphasized as students are encouraged to listen
and learn from their colleagues.

Teaching Resources:
Usually few materials are needed, but sometimes a film, written description, videotapes
or other media may be use to warm up the group or set the stage.

Uses and Value:

Weil and Joys suggested, four types of social problems that might explored through role
playing:

1. Interpersonal conflicts Reveal conflicts between people so that students can

discover techniques for overcoming them.
2. Intergroup Relation role playing may be used to uncover stereotypes and
prejudices or to encourage acceptance to the deviant.

3. Historical or Contemporary Problems these includes critical situations, past or

present in which policy-makers, judges, political leaders or statement had to confront
a problem or person and make a decision.

4. Individual Dilemmas help a student deal with dilemmas when he is caught between
two contrasting values or between his or her own interests and the interest of others.

Drawbacks and Defects: It takes time for students to get information into the activity of role
playing.

Role play is defined by shaftel and shafter as the opportunity to explore, through
spontaneous improvisation and carefully guided discussion, typical group problem situations in
which individuals are helped to experience the feeling of the people involved as cited in Models
and Method of Teaching.

The following steps are observed in using this strategy:

1. Described the situation.

2. Help students to analyze the problem.
3. Consider a solution.
4. determine the character involved.
5. Selects and brief players.
6. Sequence the act or scenes.
7. Brief the audience.
8. Present the enactment.
9. Proceed with the pre-enactment.
10. Debrief or process to experience.

Reference:

Educational Psychology
By: Adelaida C. Gines

Role play allow students to apply and test knowledge in the stimulated environment.
Student take on roles to solve-problem contribute to discussion. The bulletin board of chat space
allow students to keep records of their role-playing and reflect on the discussion.

Reference:

Principles and Method of Teaching

By: Gregorio Herman

Role playing is an acting out of an emotional reaction to a problematic situation. The purpose is
to find out how students usually react when confronted with a conflict or difficulty. The main
characteristics of role playing is spontancity.

SAMPLE OF ROLE PLAYING

1. The teacher identifies and defines the problematic situation.

2. All the members of the class may be able to participate, the teacher devides the class
into as many groups as he thinks can play during the whole period.
 3. Orient the whole class with the imaginary stage setting.
4. Presentation proper each group will represent its own interpretation of the class
situation.
5. The behavioral patterns of the role players should be analyzed and interpreted after all
the groups have been presented their pieces.

Reference:

Principles and Method of

Practicing teaching
By: J.F Calderon

9. Simulation

A simulated experience provides a learners with an opportunity to respond to a lifelike

situation and through feedback of information to see the consequences of his or her action.

Major Characteristics:

A simulation is a representation of selected aspects of social or physical reality with

students may interest.

Grouping:

Some simulation are designed for individual use, other requires a group response.

Student Activity:

The student becomes actively involve as he or she interacts with the simulation.

Teaching Activity:

The teachers role includes explaining the simulation and giving the learners only enough
rules to get started.

Teaching Resources:

Resources vary from sophisticated machinery complete with computer software.

Uses and Value:

 Students may learn directly as a result of their experience in simulation.

Drawbacks and Defects:

The simulation teaching model is used extensively in military and industrial training
program.

Reference:

Principles of Teaching and

Educational Technology
By: Gaudencio Aquino

The use of simulation in education involves the application of cybernetic principles. A

simulation is defined as a training device that represents reality very closely but in which the
complexity of events can be stimulated or controlled. An example can be stimulated along a
route. The students learn from simulation first as a direct result of an experience in the
simulation and the second as the result of the activities or discussion that follow.

Reference:

Principles and Method of Teaching

By: Salandanan

Simulation

Is a miniature representation of a large-scale system or process. It involves the use of

replicas in phased sequences: It requires active manipulation and operation of the models rather
than simply using pictorial representation. It is, therefore, dynamic rather than static.

Simulations involves some acting out of roles. The individual plays himself in the
situation, whereas in role playing, he performs what he interprets to be the demand of the role.
Simulation tends to formalize various aspects of the system the student represent. They
concentrate more in the process which is decisions are taken. Simulation requires the
participant to engage more in the dynamic interaction of the system and expect less of him
playing the role of a particular person or positions.

Simulation is the teaching techniques that makes participant/learner more explicit about
what they are doing, seeing or learning. Learners made to interpret their activities in terms of
principles and concept discussed in their course materials.

The impact of simulation is reflected in the learners command of the principles and of the
acquisition of discrete factual information relevant to the inquiry.

Reference:

Principles and Method of Teaching

By: Amparo Lardizabal
10. Community Activities

It is desirable to have a program of community-centered experience for students.

Major Characteristics:

Students participate in the work and activities of government agencies, social welfare
agencies, civic organizations, and programs, churches and synagogues, child care center, health
clinic, nursing and convalescent homes, home-service organization agencies or groups.

Grouping:

Participation is by individuals or small groups usually at high school level, but some
possibilities should be available for younger students.

Student Activity:

There is complete involvement on a personal basis.

Teaching Activities:

Teacher sponsor individuals or small group, plan the program, ascertaining opportunities
available, supervise students in their work.

Teaching Resources:

The facilities and people of the entire community.

Uses and Value:

Community activities contribute significantly to attain the goals of the school, especially
in the affective domain.

Drawbacks and Defects:

There may be diffidence in obtaining enough opportunities in community service for

students.

Reference:

Principles of Teaching and

Educational Technology
By: Gaudencio Aquino

Community Activities

Using community activities as a strategy involves familiarization and eventually close link
with all the educational aspects in it the people and their expertise, the places with rich
instructional materials and the natural landscape. Teachers can take advantage of the abundant
sources of first-hand materials that can make teaching-learning process spontaneous and
natural.
 All learning activities will necessarily take the students out of the classroom, although
some materials from outside can be carried to the classroom or laboratory for further study.
Interviews with agriculture experts, doctors, historians and businessman in the community
health clinic, orchard, plant nursery, natural ponds are likewise potential resources. Learning is
facilitated through actual contact with human and material resources.

11. Group Investigation

The group investigation teaching model enable students to acquire into a social problem
and observe themselves as inquiries.

Major Characteristics:

The basis for a group investigation is an event which individuals react to a puzzle over.
Student collect data, associate and classify ideas, develop and test hypotheses and study
consequences. Finally, student reflects on their experiences.

Grouping:

The ideal size for group investigation is 10-15 students who posses a common level of
sophistication and knowledge of the area to be investigated.

Student Activity:

Students are confronted with a stimulating problem.

Teaching Activity:
 The teachers role is sensitive since inquiry into the problem must be in cited and
formulated by the student.

Teaching Resources:

Student needs access to an adequate library, information using nonprint media, an

community resources.

Uses and Value:

In the hands of a skilful teacher, a group investigation is highly versatile and

comprehensive.

Drawbacks and Defects:

The typical classroom group of 20-30 student is too large for a group investigation.

Reference:

Principles of Teaching and

Educational Technology
By: Gaudencio Aquino

12. Jurisprudential

The purpose of this model of Teaching is to develop skillful citizens who can intelligently
analyze and take positions on public policy issues.

Major Characteristics:

Oliver and Shaver (1946) identified three areas of competence needed by persons who are
skillful analysis and discussants of public issues.

Grouping:

Although each students takes him or her own position, a group discussion of these
positions is a part of a model.

Student Activity:

There are six phases of jurisprudential model of teaching: 1) Orientation to the case; 2)
identifying the issues; 3) taking a position; 4) exploring the stances taken; 5) refining and
qualifying the position; and 6) testing the factual assumptions.

Teaching Activity:

The teacher introduces the students to the activity and leads them as they synthesize the
facts of the case into a public policy issue.

Teaching Resources:

Materials associated with the case studied are needed.

Uses and Value:

Pointed out that by having to take a stand and defend a position, students become
emotionally involved in analysis.
Drawbacks and Defects:

Both students and teachers need to learn new roles and relationships for the
jurisprudential model to work.

Reference:

Principles of Teaching and

Educational Technology
By: Gaudencio Aquino

13. Independent Learning and Self Instruction

With all models of instruction in the traditional sense of that term, much study is
done on the individual basis.

Major Characteristics: A student proposes a study project, investigation, research or

production of something which he or she will carry on largely independently of other
class work in lieu of class work in the course.

Grouping: Independent study is individualized. Originally restricted to high school and post-
secondary school student, it is necessary increasingly available to middle school students
and learners of all ages.

Student Activity: Individual students plan and carry out projects, usually with a minimum of
supervision and direction.

Teaching Activity: Teacher stimulates qualified students to participate, advice and counsel on
possible projects.

Teaching Source: Appropriate learning resources are used in libraries, laboratories, studies or
shops.

Uses and Values: Independent study provides a high level of cognitive and effective
development.

Drawbacks and Defects: Independent study may be misused for routing class work of little
real challenge or home work under another name.

Reference:
Principles of Teaching and
Educational Technology
By: Gaudencio Aquino
14. Synectics

Synectics is a strategies to increase the creativity of individuals working in groups.

Major Characteristics:

The basic activity of synectics, metaphor building, makes creativity a conscious

process.

Grouping: Although creativity is individual process, the dynamics of the classroom group can
foster individual creativity.

Student Activity: Five interrelated states of mind are necessary for a person to move through
the creative process detachment and involvement, deferment, speculation, autonomy and
hedonic response.

Reference:
Principles of Teaching and
Educational Technology
By: Gaudencio Aquino

Synectics is the use of analogies (metaphors) which works best in analyzing learning
situations that calls for a new solutions, ideas and the way of doing things.

TYPES OF COGNITIVE QUESTIONS

1. ANALYTICAL QUESTION

it is used to encourage students to analyze and even criticize information before

them.
 2. CLARIFYING QUESTIONS

it is used to gain more information from a students idea, feelings and thought
processes.

3. CONVERGENT- THINKING QUESTIONS

also called narrow questions are low order thinking questions that have a single
correct answer.

4. CUEING QUESTION
+
If you asked question to which after sufficient wait time, and as long as 7 seconds,
no student respond or to which their respond indicate they need more info. Then you can
ask a question that cues the answer or response you are seeking.

5. DIVERGENT-THINKING QUESTIONS

Divergent-thinking question or reflective are open-ended high order thinking

question that requires students to think creatively and to leave the comfortable confines
of the known and research out into the unknown.

6. EVALUATE QUESTION

Whether convergent/divergent, some questions requires students to place or value

on something or to be.

Source:

TEACHER EDUCATION JOURNAL

By: GLORIA G. SALANDANAN, PH.D.

LEVELS OF QUESTIONS

1. COMPARISON AND CONTRAST

This type involves the enumeration of likeness or differences which may be

arrived at through reflective thinking.

2. CLASSIFICATION

This type of question involves comparing of two or more things in order.

3. CAUSE AND EFFECT

Requires the students to perceive the interdependence or connection, either

objectively or in mind, or other data.

4. DICUSSION

Involves the consideration of controversial question, and argument for the sake of
arriving at truth or clearing up difficult.
5. DEFINITION AND EXPLANATION

This type include any question wherein the pupil is asked to give the exact
meaning of some words, phrases or statement or to make definition clear.

6. SUMMARY

Requires the student to make a resume of principles or facts.

7. OBSERVATION

This type of questions require the student to arrive to an answer as a result of

direct observation.

SOURCE:

PRINCIPLES AND PRACTICE OF COLLEGE

TEACHING AND METHODS OF TEACHING

LOW LEVEL QUESTIONS

Includes memory questions.

HIGH LEVEL QUESTIONS

Calls for the respondents ability to analyze, evaluate and solve problem.

Reference:

Principles and Strategies of Teaching

By: Branda B. Corpuz, Ph.D.
Gloria G. Salandanan, Ph.D.
 USES OF QUESTIONS

1. To stimulate pupils to think.

2. To motivate pupils.

3. To diagnose pupils difficulties

4. To discover pupils interests

5. To help pupils organize and evaluate

6. To aid pupils to relate pertinent experiences to the lesson

7. To focus pupils attention on the key points of the lesson

8. To develop new appreciations and attitudes

9. To provide drill or practice

10. To show relationships, such as cause and effect

11. To encourage the application of concepts

12. To encourage pupil evaluation

Reference:
Principles and Strategies of
Teaching
By: Victorina D. Acero, et. al.

PURPOSE OF ASKING

1. FOR ASSESSING COGNITION used to determine ones knowledge and

understanding.

2. FOR VERIFICATION it determines the exactness of accuracy of the results of an

activity.

3. FOR CREATIVE THINKING it proves into ones originality.

4. FOR EVALUATING it elicits responses that includes judgments, value and choice. It
also asks personal questions.

5. FOR PRODUCTIVE THINKING it includes cognitive reasoning.

6. FOR MOTIVATING serves to arouse their interest and to focus their attention

7. FOR INSTRUCTION the question is asked for useful information.

Source:

Principle and Strategies of Teaching

By. Corpuz and Salandanan

PURPOSE OF QUESTIONS

1. To politely give instructions

2. To review and remind students of classroom procedure
3. To gather information
4. To discover student knowledge interest/experience
5. To guide students thinking and learning
6. Build the curriculum
7. Develop student thinking
8. Develop appreciation
9. Diagnose learning faculty
10. Emphasizes major points
11. Encourage students
12. Establish reports
13. Evaluate learning
14. Give practice expression
15. Help students in their meta cognitive
16. Help student interpret materials
17. Help students organize the materials
18. Provide drill and practice
19. Provide Services
20.Show agreement/disagreement
21. Show relationship.
Source:
TEACHER EDUCATIONAL JOURNAL
By: Gloria G. Salandanan, Ph.D.

CHARACTERISTICS OF A GOOD QUESTIONS

1. A GOOD QUESTION IS SIMPLE AND CLEAR

It is so constructed that students can easily understand what is asked, although

they may not know the answer to it.

2. A GOOD QUESTION IS DEFINITE

 It is so stated as to permit only one answer.

3. A GOOD QUESTION IS CHALLEGING AND THOUGHT-PROVOKING

It must stimulate the student to compare, evaluate, draw conclusions, and

appraise results.

4. A GOOD QUESTION IS ADAPTED TO THE AGE, ABILITIES, AND INTERESTS OF

THE STUDENTS

There is no point in embarrassing or frustrating a pupil by asking him questions

which are beyond his capacity.

5. A GOOD QUESTION REQUIRES AN EXTENDED RESPONSE

Unless the purpose of questioning is drill, a question must not call for a single
word or phrase answer.

Reference:

Principles and Strategies of Teaching

By: Victorina O. Acero, Ph. D.
Evelyn S. Javier, M.A.
Herminia O. Castro, M.A. pp. 207

CHARACTERISTIC OF QUESTIONS

1. They should be brief and clear.

2. Should be well planned and adapted to the level of understanding of the pupil.

3. Do not use difficult questions to scare shy pupils.

4. Do not force a questions, when the pupil cannot give the satisfying answer.

5. A good question is challenging and thought provoking.

Source:

Principles and Practice of College

Teaching and Methods of Teaching
 The following Criteria are CHARACTERISTICS OF A GOOD QUESTION that the
Teacher should observed

1. It should be simple, clear and definitive. It is also constructed that the learners can
understand what is asked. Simple words should be used to avoid ambiguity and
confusing constructions.

2. It should be adapted to the age, abilities and interest of the learners. The general level of
intellectual ability and interest of learners at different grade grade levels differ. It is not
wise to ask a learner a question which is beyond his intellectual capacity.

Reference:

Principles and Methods of Teaching

By: Francisco M. Zulueta pp. 282-283

EFFECTIVE QUESTIONING

Teaching or teacher may ask the concerned students. This may sound like the teacher
is asking the students however this question may be perceived by the students as an interaction/
direction or a punishment.

Source: Educational Psychology

By: Adelaida Gines

EFFECTIVE QUESTIONING

It is a technique which must be acquired by the trainer and instructor.

This technique coupled with a comprehensive knowledge of the subject will enable him to keep
this trainees and active and alert.

The effective use of question can determine how stimulating on how provocative a
training program or lesson will be. Too often ,a lesson degenerates into a boring ; restless, one
sided lecture type simply because the instruction did not stimulate thinking through the use of
questions.

To apply the technique effectively, the trainer must understand the following:

1 The nature and kinds of questions.

2 The purpose and question in training and instruction.
3 How to put questions to the trainees.
4 How to deal with the questions from the trainees.
 Reference:

How to Become an Effective Teacher

By: Dr. Tomas Quintin
Donato Andres

EFFECTIVE QUESTIONING

Technique in asking questions in any teaching situations concerns the skillful way and
manner of questioning. There is no hard and fast rule governing the way questions are to be
represented before the class, but there are practices that experiences has shown to be ineffective.
All the suggestions given in the book are subject to expectation. But they are based upon the
experiences of good teachers. No teacher of elementary and secondary subjects can succeed in
his teaching who does not have a fair mastery of the arts of teaching questioning.

SOME PRINCIPLES IN EFFECTIVE QUESTIONING:

1. Questions should not be asked hurriedly.

2. Questions should be evenly distributed among the members of the class.

3. Questions once given should not be repeated.

4. Questions may be asked first before calling on the pupil to answer the question.

5. Questions should be asked in a natural and modulated voice rather than a

imperatively formal classroom manner.

6. Questions that are quite difficult should be addressed to the bright pupils.

Source:

Principles and Methods of Teaching

By: H.C. Gregorio

= TECHNIQUES OF QUESTIONING =

1. QUESTIONS SHOULD BE ASKED IN A NATURAL AND WELL-MODULATED VOICE

 Question should not be asked hurriedly nor in a way that is likely to create nervous
tension in the student and thereby, block the students thinking.

2. A TEACHER SHOULD ASK QUESTION FIRST AND THEN WAIT FOR THE CLASS TO
THINK ABOUT IT BEFORE CALLING ON A STUDENT TO ANSWER THE QUESTIONS
Students should be given enough time to formulate the answer.

3. A SUFFICIENT NO. OF QUESTION SHOULD BE ASKED TO STIMULATE STUDENTS

TO ACTIVITY
Too many questions lead to a much teacher activity and not enough on the part of
the students.

4. A TEACHER SHOULD REFRAIN FROM REPEATING QUESTIONS

Attention is challenged when questions are not repeated. This technique also
applies to repeating answer. It merely wastes time and encourage inattention.

5. QUESTIONS SHOUKLD BE EVENLY DISTRIBUTED SO THAT THE MAJORITY OF

THE PUPILS CAN TAKE PART IN THE DISCUSSIONS
Difficult questions should be asked of bright students. A teacher should encourage
all students to share in the group thinking at all times.

6. A TEACHER SHOULD AVOID RESERTING TO ANY MECHANICAL SYSTEM OF

FINDING QUESTIONS TO THE CLASS, SUCH AS BY ALPHABETICAL ORDER OR
ROW BY ROW
Students catch on these devises, thus, resulting in student inattention.

7. A TEACHER SHOULD ASK QUESTIONS THAT ARE REALLY INTERESTING AND

THOUGHT-PROVOKING

The following techniques are suggested for the teacher to observe in handling
student response

1. A teacher should make every effort to show an appreciative attitude toward students
answer. The students should be made to feel free to do their best.

2. A teacher should never allow wrong answer to slip by; otherwise the student will learn
wrong facts and concepts. A portion of an answer that is correct should be recognized, but
any part of an answer that is incorrect should be corrected.

3. Correct answer of students should be followed with encouraging remarks by the teacher.
Commendations should be judged by the nature of the response.

4. Clarify in every points expressed by the students should be insisted upon the teacher. If a
student fails to make a point clear, the teacher can ask him to elaborate.

5. Answering in concert should be discouraged. Allowing the whole class to shout the
answer aloud will result in classroom chaos.

6. A teacher should encourage students to answer in a loud and clear voice. A students
response should be heard by the other students in the class.

7. Students should be encouraged to answer in complete thoughts units and grammatically

correct statements.

8. A teacher should refrain from marking the students in his record book during the class
recitation. It will create nervous tension among students and may paralyze critical
thinking and hamper spontancity..

The following are techniques suggested in handling student questions:

 1. STUDENTS QUESTIONS SHOULD BE WELCOMED BY A TEACHER

2. A TEACHER SHOULD NOT ANSWER A STUDENT QUESTION RIGHT AWAY. He

should first turn over the question to the class for other students to answer and probably
discuss.

3. INDISCRIMINATE STUDENT QUESTIONS SHOULD NOT BE ALLOWED Trivial and

insignificant questions should be dismissed by the teacher.

4. A TEACHER SHOULD REQUIRE STUDENTS TO FRAME GRAMMATICALLY

CORRECT QUESTION.

5. IF A TEACHER IS ASKED QUESTIONS HE CANNOT ANSWER, AS SOMETIMES

HAPPENS, HE SHOULD PROMPTLY ADMIT HIS INABILITY.

Reference:

Principles and Strategies of Teaching

By: Victorina O. Acero, Ph.D
Evelyn S. Javier, M.A.
Herminia O. Castro, M.A.

= IMPROVING TEACHERS QUESTIONING TECHNIQUE =

1. The teacher must be clear about the purpose of the questions she ask. This is to ensure a
smooth flow of the discussion. Likewise, it will eliminate confusion as the type of
response desired.

2. Vary the type of questions asked during an entire session. What questions tend to be
boring since they do not require much critical thinking. Include who, when, where, how
and how much.

3. Allow for sufficient wait-time to give them to think, especially for high-level question

4. Practice the students to answer divergent questions. They develop creative and critical
thinking skills. Lessen memory questions or yes-no questions.

5. Why questions are not always thought question rather its we will be dictated by the
context of the lesson. Be clear about the lesson objective planned.

6. Learn by constant practice to ask the right questions at the right time.

7. Teachers are allowed to inject clues to assist weak of shy students.

8. Consider individual abilities when selecting the students who

should respond.

9. Finally, be aware of your own style of questioning. Ask others to critique your questions
for purposes of enhancing your skill.

Following are some pointers that may improve questioning style

PURPOSE Question are asked for a number of purposes.

A. TO MOTIVATE Questions can put the children into the right mood. They stir one
emotions and arouse a strong inclination. They can induce or impel instant action.
 B. TO INSTRUCT Questions are use to highlight the need for useful info. The right
procedures and directions are guided by appropriate questions. They guide, coach and
advice what and how an act should be done.
C. TO EVALUATE- Questions are used during a lesson primarily to find out if the learning
or understanding is being achieved. The effectiveness of a teaching techniques solicited
by evaluative questions.

Reference:
TEACHER EDUCATIONAL JOURNAL
By: Gloria G. Salandanan, Ph. D.
KINDS

The kind of questions teachers ask can be categorized according to the following:

A.THE TYPE OF RESPONSES DESIRED:

1. SOLICITING asking for information

2. DIRECTING proposing course of action to take, guiding or redirecting, thinking,

suggesting, alternative.

3. RESPONDING doing something called for.

4. EVALUATING agreeing or not, expressing satisfaction, assessing.

B. THE LEVEL OF THE LESSONS OBJECTIVES

1. LOW LEVEL QUESTIONS they requires responses of the simple recall or

memory type of answers.

2. HIGH LEVEL QUESTIONS these questions call for analysis, synthesis,

evaluation and problem solving ability.

C. THEIR USE OR PURPOSE.

1. FOR VERIFICATION

Verification is the determination of whether or not a statement is true.

Questions are described in terms of the responses in teaching. It is described according
to the type of evidence appropriate to there solutions.

a. ANALYTIC QUESTIONS they are questions that ask for definition of terms,
translations, or meaning of phrases or statement

Example: What is a guitar?

b. IMPIRICAL QUESTIONS they are questions that elicit responses that are
empirical statements. The response is obtained from evidence gained through
sense experience we observed and decide whether the statement is true or false.

c. VALUATIVE QUESTIONS elicit responses that are value statement. Value

statements, praise, blame, comment, criticize or rate something. It will be
necessary to the criteria used by the responded and not merely opinions.

Example: Who is your favorite teacher and why?

2. FOR PRODUCTIVE THINKING

Productive thinking includes creative and Critical-Analytic dimensions of

reasoning.
 a. COGNITIVE-MEMORY QUESTIONS questions that elicit responses
needed cognitive-memory operations such as those that are simple
reproductions of facts, formula, or other, terms that are remembered through
the use of such processes are recognition and selective recall.

Example: Who was the fourth President of the University?

b. CONVERGENT QUESTIONS elicit responses which involves the merging

of diverse data. It asks for a comparison, a contrast or the drawing of a
conclusion, a summary, a generalization based on prior data, or an explanation.
The respondent must produce an explanation rather than recall.

c. DIVERGENT QUESTIONS elicit responses wherein the individual is free

to generate independently his own idea. These questions encouraged the
elaboration of previous ideas, or drawing of implications, the generations of
new data and ideas as well as originality, flexibility, spontaneity and initiative.

d. EVALUATIVE QUESTIONS evaluate responses deal with matters of

judgment, value and choice and is characterized by its judgmental quality.
They ask the respondents their personal opinions about a person, event or
policy.

3. FOR COGNITIVE FUNCTION

The function of a divergent-thinking questions must be viewed in the

context of an ongoing interaction.

a. FOCUSING QUESTIONS serve to introduce a topic and indicate the

directed of the discussion of the presentation of new information not yet
offered.

b. EXTENDING QUESTIONS they are questions that clarify or elaborate

upon the statements already made. An elaboration is requested in order to help
the respondents to realized what else is implied in the previous statements.

c. FOUNDATION QUESTIONS they are questions whose function is to elicit

responses that will serve as the basis of a more complex question or discussion,
a recapitulation of an ongoing discussion or the presentation of new info. not
yet offered.

d. LITTING QUESTIONS they elicit from respondents a level of thought higher

or more complex than what has already been established. The response may be
an explanation of the facts previously offered or a justification of opinion.

e. PROMOTING QUESTIONS they have the function of responses that promote

the flow of the discussion. The questions may elicit responses which will fill the
missing parts in an explanation. They keep the discussion from begging down.

Source:
 TEACHER EDUCATION JOURNAL
By: Gloria G. Salandanan, Ph.D.

# SUGGESTED TECHNIQUES OF QUESTIONING #

Good questioning is both a methodology and an art; there are certain techniques to be
followed.

1. Questions should be asked natural, spontaneous and well-modulated voice.

2. Ask questions that are stimulating and not merely testing.

3. Ask questions that are commensurate with learners abilities.

4. Ask questions that are relevant and interesting to pupils/students.

5. Ask questions that are sequential.

6. Ask the question first and then wait for the class to think about it before calling on a
pupil to answer the question.

7. The teacher should refrain from repeating questions.

8. Ask questions that are clear and simple.

9. Allow sufficient time for deliberation.

10. The teacher should avoid resorting to any mechanical system for asking questions
before the class, such as by alphabetical orders, row by row, for can result in learners
inattention.

11. Call on disruptive pupil/students.

 12. Prepare 5 or 6 pivotal questions.

13. Questions should be evenly distributed.

14. The teacher should more around the room.

Reference:

PRINCIPLES AND METHODS OF TEACHING

By: Francisco M. Zulueta, pp. 283-284

# TYPES OF RESPONSES DESIRED #

1. Help students identify neon words and phrases Neon words and phrases are those that
student often over look but can affect how they comprehend the question.

2. You teach neon words and phrases just like the performance verb; make sure that
students understand them and can define them.

3. Another way to familiarize student with neon words and phrases is to post them on a wall,
bulleting board, or chart to give students a quick reference to these importance words.

4. Instruct student to read the question and make sure that they understand what is asking.
Help students to determine how many.

5. Encourage students to think their response through before they begin writing. Students to
make to think about their response will be more to reread the passage for accurate details
and examples and consequently be more likely to write a more complete response.

6. Impress upon the students the necessity of giving examples from the passage to support
their answer and the importance of being or making sure they answer all parts of the
question.

Source:

PRINCIPLES AND PRACTICE OF

COLLEGE TEACHING AND
METHODS OF TEACHING
 # SEQUENCES OF QUESTION #

* When planning questions, keep in mind your course goals.

* Aim for direct, clear, specific questions.

* In class discussions, do not ask more than one question at once.

* Ask a different types of question.

Source:

PRINCIPLES AND PRACTICE OF

COLLEGE TEACHING AND METHODS
OF TEACHING
The History of Brgy. Culasi
 According to our old folk, along time ago when the
stranger come in our Barangay. Walking and walking,
back and fort. He saw a man and he ask what place is
this? Pointing his hand on the branch of tree which is
the bird kulasisi is there. The man thought that he was
asking what kind of a bird is that and he answered
kulasisi. And he said ah kulasisi. So from now on it was
called as Culasi.

BRGY. OFFICIAL OF BRGY. CULASI

Brgy. Chairman: WALTER A. ANISCO

Brgy. Councilor:
1. Harry Anisco
2. Edison Abella
3. Jocyl Almalbis
4. Jose Necesario
5. Bianibe Apinan
6. Elson Acielo
7. Peter John Antonio
 SK OFFICIAL OF BRGY. CULASI

SK Chairman: CRISTIA B. ANISCO

SK Councilor:
1. Tanya Anisco
2. Reynaldo Acer, Jr.
3. Diana Grace Ariz
4. Mary Grace Magabilin
5. Raphael Mendoza
6. Amiel Coraez
7. Ian Anthony Hofilea
Sitio Pook, Brgy. Culasi
Roxas City
January 22, 2009

The Manager
LIMACIL Trading Corporation
2503 M & M Bldg., Burgos St.,
Roxas City

Sir/Madam:

Upon reliable information I was told that you wanted to have a salesman or office
worker, I am taking this opportunity to apply as one.

A graduate of Bachelor of Science in Criminology last March 2005 from Panay

State Polytechnic College, Dayao Campus, Roxas City, only 27 years old, single. I
wanted to be part of your working force if given an opportunity.

As to my integrity, may I refer you to the following persons, who, in one way or the
other, could speak something to me.

MR. EUGENIO BUENVENIDA - - - - - Legal Researcher

MTCC, Branch 2
Hall of Justice,
Roxas City

HON. WALTER ANISCO - - - - - - - - Brgy. Captain

Brgy. Culasi, Roxas City

Attached is my resume for my reference. May this application letter merit your
consideration and I am very much willing and ready to be on your call at anytime
convenient to you for personal interview.

More power and I remain

Very truly yours,

RAYMUNDO HOFILEA
Applicant
 Resume
REYMUNDO D. HOFILEA
Sitio Pook, Brgy. Culasi, Roxas City

PERSONAL DATA:
Date of Birth : October 26, 1981
Age : 27 yrs. Old
Place of Birth : Sitio Pook, Brgy. Culasi, Roxas City
Civil Status : Single
Citizenship : Filipino
Height : 54
Weight : 120 lbs.
Religion : Roman Catholic
Mobile Number : o9217858212
Fathers Name : Raymundo Hofilea, Sr.
Occupation : Deceased
Mothers Name : Josephine D. Hofilea
Occupation : Housewife

EDUCATIONAL BACKGROUND:
ELEMENTARY : Culasi Elementary School
Culasi, Roxas City
1995-1996
HIGH SCHOOL : Taque National High School
Taque, Roxas City
1999-2000
COLLEGE : Panay State Polutechnic College
Dayao, Campus, Roxas City
2004-2005
COURSE : Bachelor of Science in Criminology

EMPLOYMENT RECORDS:
Merchandiser Merchandiser
Gaisano Kalibo Gaisano Roxas
July 24, 2006 Jan. 24, 2007 March 6, 2007 August 15, 2007

Coordinator
Yakult Company
Iloilo City
Feb. 2, 2008 May 2, 2008
CHARACTER REFERENCES:
MR. EUGENIO BUENVENIDA
Legal Researcher
MTCC, Branch 2
Hall of Justice, Roxas City
I hereby that the contained of this Resume are correct and complete to the
best of my knowledge.
Merchadiser
R & B Promo Services
Injap Supermarket &
City Square
May 06, 2008 Dec. 5, 2008
HON. WALTER ANISCO
Brgy. Captain
Brgy. Culasi, Roxas City
 __________________
Applicants Signature

The Manager
LIMACIL Trading Corporation
2503 M & M Bldg., Burgos St.,
Roxas City

Sir/Madam:

This is to favorably endorse with strong recommendation for approval the

application of REYMUNDO HOFILEA to any position his qualification is
suited in your company.

I vouch for his skills and work experience. He could be an asset to your
workforce.

MR. EUGENIO BUENVENIDA

Legal Researcher
MR. EUGENIO BUENVENIDA - - - - - Legal Researcher
MTCC, Branch 2
Hall of Justice,
Roxas City

HON. WALTER ANISCO - - - - - - - - Brgy. Captain

Brgy. Culasi, Roxas City

Attached is my resume for my reference. May this application letter merit your
consideration and I am very much willing and ready to be on your call at anytime
convenient to you for personal interview.

More power and I remain

Very truly yours,

RAYMUNDO HOFILEA
Applicant
 Knowing the Technical Process of Definition

A Definition answer the question What is it? Academic writers use definitions to

establish boundaries, to show the essential nature of something, and to explain the special

qualities that identify a purpose, place, object or concept and distinguish it from others similar

to it.

The commonly used strategy in academic writing is the formal scientific definition. This

strategy follows this formula:

Species = genus + differentia

The formula could be simply expressed this way:

+ specific details that separate it

Thing to be group to which the
=
Defined thing belongs from other things in its group

For example:
 A vaccine is a sterile liquid medium that contains an avirulent

strain of A microorganism

It is stated that the virus is belong to a sterile liquid medium and the specific details that separate

from the other group is that virus contain an avirulent strain of a microorganism.

There are instances when definition that go beyond the one-sentence level are made. This

definition is called the amplified definition. The structure of the amplified definition is as follows:

A
A formal definition

Amplification techniques
B
A description of special uses (optional)

C More complex type (optional)

This illustration say that making the definition is start from a formal definition going to the more

complex types of definition.

The box below shows the different amplification techniques that could be used in coming up with

an amplified form of definition.

There are around ten amplification techniques:

1. Further definition of terms in the opening definition

2. Concrete examples or instances

 3. Parts or components

4. Basic operation

5. Method of use

6. Means and purpose (what it does)

7. Word derivation (of the term)

8. Location and time (when and where it is used)

9. Negative statement (what it is not)

10. Comparison and/or contrast

Knowing the technical processes of definition is important to us because Technique on knowing

the definition help us in order to find out the meaning or definition of a specific things or words:

Activity:

Examine the text below. Some of its parts are labeled with letters. The letter corresponds to a

component in the structure of an amplified definition. Try to complete the labels by referring to the given

structure above.

An aneroid barometer is an instrument that defends

On the changing volume of a container to

indicate atmospheric pressure. It consists of an

airtight box of thin flexible metal from which the air

has been partially evacuated. One side of the

evacuated box is attached to a spring. When the

atmospheric pressure increases, the box tend to

collapse. When atmospheric pressure decreases, the

sides of the box spring outward. This slight

movement is magnified by a series of levers

connected to an indicator needle, which shows the

atmospheric pressure. The aneroid barometer

is especially used in making accurate prediction of

weather through delineation of the size, shape, and

motions of continental air masses; it completely

serve as the basis for a

ll \meteorological prediction
 Fish kroepeck

Ingredients: Equipment

2 cups all purpose flour burner

2 cups cornstarch colander
3 tbsp FPC drying trays
4 cups water measuring spoons
1 tsp salt mixing bowls
1 tsp msg(vetsin) steamer
1 tsp pepper utility pan

Procedure:

Mix all dry Ingredients. Add water and mix well. Transfer a thin layer
of the Mixture (about 2 to 3 tbsp.) into a slightly greased pan, cook by steam
for about 1 to 3 minutes or until mixture becomes clear. Cut into appropriate
pieces (1 by 2 by 1/16 inch). Transfer into wire trays and sundry for 6 hours or
until the Kroepeck becomes dry, store in plastic or sealed containers. When
needed, deep try dried Kreopeck in hot oil, drain and serve.

Reference:

Applied Nutrition and

Food Technology
By: Jesse D. Dagoon
Page: 447

Submitted by:

RAMONA ANN PARNASO