PROFESSIONAL EDUCATION

PRINCIPLES OF TEACHING

CONE OF EXPERIENCE (EDGAR DALE)

Reading 10% (passive)
Hearing 20%
Seeing/Viewing 30% (visual)
Hear and View 50% (audio-visuals)
Say and Write 70% (drills)
Doing 90% (learning by doing)

NCBTS- National Competency Based Teacher Standards

PPST- Philippine Professional Standards for Teachers

LEVELS OF PPST
Level 1: NC I
Level 2: NC II
Level 3: NC III
Level 4: NC IV
Level 5: Diploma
Level 6: Bachelor’s Degree
Level 7: Masteral Degree
Level 8: Doctoral Degree/ Post-Doctoral

*Diploma were received only at Senior High School

ASEAN COUNTRIES (LIPSTMVBMC)

Laos, Indonesia, Philippines, Singapore, Thailand, Malaysia, Vietnam, Brunei, Myanmar,
Cambodia

REPUBLICT ACTS

7722- Commission on Higher Education (CHED)

trifocalization:
*Department of Education- Basic Education, K-12 Curriculum (RA10533)
*Commission on Higher Education- Tertiary Level
*Technical Education and Skills Development Authority (TESDA)- Vocational Courses/
Short Term Courses

7784- Center of Excellence

7796- Technical Education and Skills Development Authority (TESDA)
7277- Magna Carta for Disabled Person (MCDP)

EDUCATIONAL TERMS
Principle- Laws and discipline
Approach- Philosophy or view points
Strategy- Plan
Technique- Preference and style; art of teaching
Method- step by step procedure; sequential process
TEACHER CENTERED VS. LEARNER CENTERED

TEACHER LEARNER
APPROACH Direct Approach- Teacher as the dispenser of Indirect Approach- Teacher as
knowledge; the wise person; sage on stage; facilitator or observer; guide on
ivory of tower. the side.
STRATEGY Expository- more on question and answer Exploratory
scenarios.
METHODS Deductive Method- from general to specific Inductive Method- from specific
*Demonstration Development to general
*Demo Teaching *Demo, Lab work/ Experiment
*Lecture and Discussion *Discovery
*Inquiry based/ Problem based
(meaningful to students)
TECHNIQUES Dramatization
*Tableau- picture like
*Role Playing- act it out
*Pantomime- full of body movements/ no
sounds
*Puppet show- use of puppets
-Sock, Finger, Hand, marionette/ string and
shadow puppet

Brainstorming- develop active thinking skills)

*Debate- develop critical thinking skills,
argument
*Buzz Session- with 5 and below members,
done through whispering
*Philip 66- with 6 members…
*Round Table Discussion- with 7 and above
members
*Concentric Circle- inner circle (brainstorm),
outer circle (listen).
*Panel Discussion- with set of panelist, even not
an expert can be.
*Case Study- with problem; thesis
*Project- with end product; investigatory

Public Speaking
*Symposium- with an expert speaker, no
questions.
*Forum- time for questioning
*Seminar- Plain talking
*Workshop- with activity (group or individual)

KINDS OF LESSON PLAN

*Unit Plan- generalized lesson for a year
*Course Plan- Syllabus
*Daily Lesson Plan
-Detailed (Learners’ and teachers’ activity)
-Semi detailed (Teachers’ activity only)
-Brief (Words and phrases only)
PARTS OF LESSON PLAN (Daily guide; teacher’s bible)
-Objectives (most essential/ important part)
-Subject Matter (content)
-Learning activities (discussion)
-Evaluation (indispensable part)
-Assignment (last part)

SUBJECT MATTER
-Topic
-Subject
-Reference
-Instructional Materials
-Values

LEARNING ACTIVITIES
-Review (practices for mastery)
-Drill (connecting past lesson to present)
-Motivation (mood setting)
*intrinsic– self motivation
*extrinsic- from your environment
-Presentation
-Discussion
-Generalization
-Application

INSTRUCTIONAL MATERIALS
PPPF – Prepare yourself
-Prepare your students
-Prepare your materials
-Follow up objectives

ASSIGNMENT
Purposes:
Remedial- for slow and failing students.
Enrichment- for fast and passing students.

CLASSIFICATION OF TIME DURING LEARNING ACTIVITIES

*Instructional Time- for discussion, actual teaching
*Allocated Time- for students’ activities
*Academic Time- combination of instructional and allocated time

KINDS OF CURRICULUM (WASHLTR)

*Written (documents, Lesson plans, Books...)
*Assess (quizzes and evaluations, tests)
*Supported (using instructional materials) cue; implicit, unintended, unplanned
*Hidden (pertains to values)
*Learned (achieving the objectives)
*Taught (executing the LP/ written curriculum)
*Recommended (from national agencies; TESDA, CHED, DEPED)
CLASSROOM MANAGEMENT
COMPONENTS: (SRCC)
*Setting- Physical arrangement of classroom.
*Routine- daily procedures
*Conduct Management-- behavior management
*Climate- mood in the class; learner-teacher relationship

KINDS OF CLASSROOM MANAGEMENT

*Authoritative- teachers who care for learners
*Authoritarian- passive learner; teacher-centered, assertive, strict
*Democratic- balance relationship between teacher and learner
*Permissive- spoiling the child; learner-centered

5S OF CLASSROOM MANAGEMENT
*Sort- selecting
*Sort- organizing/arranging
*Shine- clean
*Standardized- set rules
*Sustain- monitor; became your routine

APPROACH IN CLASSROOM DISCIPLINE

*Proactive- before misbehavior, prevention is better than cure
*Reactive- during misbehavior, misbehavior during discussion is corrected immediately
*Punitive- after misbehavior, giving punishment after misbehaving

*RIPPLE EFFECT- escalating of misbehavior.

*HAWTHRONE EFFECT- “gaya gaya”
*HORIZONTAL EFFECT- driven by teachers’ expectation.

FLAGS IN CLASSROOM MANAGEMENT

*Red Flag- negative behaviors
*Green Flag- positive behaviors

JACOB KOUNIN’S MODEL OF CLASSROOM MANAGEMENT

*WITHITNESS- eyes of the back; awareness
*DANGLING- lesson is left hanging
Fliplop- lesson is left hanging and then back to it.
Truncation- lesson is left hanging and shift to another lesson without returning
*SMOOTHNESS- transition of lesson.
*THRUST- teaching without clear directions
*STIMULUS BOUNDED- the teacher is easily distracted
*OVER DWELLING- over time in a lesson/topic
*MOMENTUM- continuous lesson; flow of lesson
*REMOVAL OF SEDUCTIVE OBJECTS

ACCEPTING APPROACHES
MISTAKEN GOALS HIDDEN MESSAGES
Attention seeking (keeps other busy) “Notice me”, “involve me”
Power seeking (bossy) “I want to help”
Revenge seeking (the bullies want to get “I am hurt”, “help me”
even)
Withdrawal/isolated (self-esteem) “Don’t give up on me”, “show me small steps”
QUESTIONING TECHNIQUE
-Most effective technique in classroom management.

PURPOSES:
*Stimulate
*Review
*Motivation

KINDS:
*Convergent Question (objective/low level) factual -with only one possible answer.
*Divergent Question (subjective/high level) reasoning with many possible answers;
open minded.

TECHNIQUES IN TEACHING
*Waiting time (3-7)
*Rephrasing
*Probing (follow up questions)
*Prompting (giving hints/clues)
*Redirecting (asking for other students help)

FEED BACKS
KINDS: TRIFOCALIZATION:
*Acceptable *DEPED
*Corrective *CHED
*Praises *TESDA

CURRICULUM DEVELOPMENT

 Sum total of teaching content (subject matter/ lesson/ topic)

 experiences (learning activities: curricular and extra-curricular)
 resources (materials)

APPROACHES:

 Curriculum as a body of knowledge (content)

 Curriculum as a process (learning activities)
 Curriculum as a product (output/outcome)

LEVELS:

 Societal- farthest to the learners; includes public stakeholders: DEPED, CHED, TESDA, PAFTE,
UNESCO
 Instructional- schools
 Instructional- teaching/ delivering the curriculum
 Experiential- child-centered, learning activities

DESIGNS:

 Subject-centered (teacher-dominated)
- Subject Design –most traditional; including books, MPTs, chalkboard, chalk talk
- Discipline Design- the difference in subject in some courses.
- Correlated two subjects joined together but they do not become one.
- Fused- two subjects joined together and they become one.