ROLE OF METHODS

Introduction
Methods and teaching are inseparable. All classroom activities that are undertaken without a
conscious plan that should be allowed in pursuing a learning objective cannot be considered
actual teaching. In order to be considered teaching, as to its nature an purpose , the learning
activities are planned and organized following a step-by-step procedure and, most important ,
direct towards a pursuance of a desired learning goal.
Method then, is an integral part of teaching. It essentially influences a teacher's entire
performance in a given learning situation. Deciding on a particular method to be used, a strategy
or technique to be tried or an innovative approach to be introduced is a crucial task that every
teacher must carefully reflect on. All teaching methodologies, whether individually carried out or
group- focused follow a number of steps that lead to a definite direction. Basically, it starts with
a clear definition of learning objectives and motivation phase, followed by an orderly sequence
of the leaning tasks. An assessment of the nature of the performance taken into place during and
after each task is an immediate step that should be undertaken. In order to fully grasp the
importance of methods and teaching, a teacher must have a clear concept of what teaching is,
together with the inherent elements of the profession.
A. Teaching
Teaching is defined as instructing, tutoring or educating. It stands for pedagogy, training
and nurturing. As a profession it is taken as a mission to mold the young.
Teaching is an educational endeavor, refers to the vital role of teachers in engaging
students in activities that will enable them to acquire knowledge and skills, at the same time
develop worthwhile values and attitudes. It consist of organized activities aimed at inducing
learning. Learning is the ultimate goal. This is achieved by stimulating positive interaction as a
teacher and her students go through a well-planned step-by-step procedure that is directed
towards a desired learning outcome. The systematized actions end with, the development of the
competence in applying the knowledge and skills acquired ad practicing the moral standards
gained.
In order to realize the instructional goals formulated, a teacher must possess the ability to
plan and organize all the needed tasks to be performed, appropriately timed and adequately
provided with suitable materials. Only then will actual teaching be smoothly paved towards the
desired ends.
 Just as a chef follows a tested cooking style for a much-awaited
meal, or a story-teller who figures out an orderly sequence and strategically timed revelation of
events for a masterpiece, so does a teacher carefully decides on “suspenseful” technique that can
guarantee an interesting, enjoyable and objective-driven lesson episode for every school day.
B. The Teaching Art
Teaching is a process because it necessarily involves a lot of activities, ideas and material
resources that have to go into the educational mill, if only to achieve the best product.
Teachers, being the prime movers in the teaching and learning activities must endeavor to set
the appropriate tone in the classroom in terms of the relational aspects between themselves and
their students. Dynamism and spontaneity in the teaching and learning activities reflect the
thoroughness and extent of preparation of the teacher; how well s/he visualizes and weaves into
one his or her goals, objectives, material resources, methods and strategies for a pre-conceived
results.
The teacher must have a full view of what is going to transpire in the whole teaching and
learning activities- that is, taking into consideration the way through which effective and
efficient learning on the part of the students could be enhanced. In this entirely, this is referred to
as “lesson planning" which is an essential aspect in the classroom educational delivery system.
What is crucial in the overall activity in the lesson planning is the teaching strategy to be
used. For maximum effectiveness, appropriate instructional resources must be aptly provided.

C. Teaching Behavior
The establishment of a favorable classroom atmosphere which is conductive to effective
teaching and learning activities is an essential condition that has to be locked into by any
seasoned and perceptive teacher. In this case, the teacher should, at all times, endeavor to be
physically and emotionally sound. The physical condition of the teacher consequently affects his
or her emotional and mental stability and stature.
A sound social disposition and dynamism in teaching is not necessarily the result of high
intelligence on the part of the teacher but more on his or her preparedness physically and
instructionally. It must be appreciated and remembered by the teacher that meaningful learning
characterized by joy and active inquisitiveness of students do not occur under violent and
oppressive conditions.
 Effective and efficient
teaching do not come naturally to the teacher. It is something
which should be developed, nurtured and enhanced. Honesty, sincerity, open-mindedness and
dedication to the teaching job have been identified as qualities of successful teachers. There are
the facets that distinguish good teachers from the "not so good ones".
D. Instructional Competencies
Aside from the many personal attributes that teachers should possess, such as having a fine
disposition and being tolerant of the learner’s misbehavior and shortcomings, other
considerations are appropriate instructional competencies for effective and efficient teaching.
Lardizabal, et al. (2004) have categorized instructional competencies into four: teaching
skills, guidance skills, management skills, and evaluation skills. These are as follows:
I. Teaching Skills.
1.1 Identifies and provides adequately the specific needs, interests and capacities of
individual students;
1.2 Analyzes and identifies specific learning tasks;
1.3 Shows evidence of mastery of subject matter;
1.4. Provides varied learning experiences for the development of communication, for work
and for interpretive and other basic skills involved in the learning tasks;
1.5. Selects, prepares, and utilizes instructional materials and aids effectively in achieving
teaching goals;
1.6. Selects appropriate available community resources and uses them effectively in the
teaching-learning process;
1.7. Motivates the lessons and asks questions effectively to develop critical thinking and
creativity;
1.8. Creates and tries out appropriate strategies and materials that meet the particular
needs and problems of the students;
1.9. Communicates ideas effectively in Filipino; and
1.10. Communicates ideas effectively in English.
II. Guidance Skills
2.1. Shows interest in the students' problems and needs and helps to meet them;
2.2. Provides for the maximum involvement of students in the learning activities;
 2.3. Stimulates and
compliments the students to elicit positive and active interaction;
2.4. Functions effectively as a member of the learning group; and
2.5. Helps students develop self-discipline in and through the learning process.
III. Management Skills
3.1. Prepares adequately for the day's learning activities;
3.2. Starts learning activities promptly;
3.3. Provides a permissive and stimulating atmosphere that encourages students to raise
questions and suggest alternative solutions to problems;
3.4. Administers tests effectively an returns corrected papers and other students' work
promptly; and
3.5. Achieves teaching objectives to the optimum degree possible for the particular subject,
lesson or activity within a reasonable period of time.
IV. Evaluation Skills
4.1. Uses specific criteria for the accurate evaluation of individual performance;
4.2. Selects, evolves, and utilizes criterion-referenced tests;
4.3. Analyzes and interprets evaluation results skillfully; and
4.4. Utilizes evaluation results as a basis for improving instruction.

D. Teaching Models
Teaching Models, often referred to as “interpretive frameworks”, consist of a set associated
ideas and concepts more or less organized around a larger conception of what teaching ought to
be like and how it ought to be viewed. (Nuthall and Snook: 1973 as cited by Aquino: 1997)
Dunkin and Skinner, as cited by Aquino (1996), also stated that models are tools for
understanding teaching. Since these models focus on particular sets of concepts and
relationships, they help to simplify and reduce the complexity of teaching.
E. Role of Methods
The activities or learning task that will be performed could be determined, including the
approximate time to be allotted for each and the proper sequencing to be followed. An
experimentation that would be conducted in the laboratory would require precise timing and an
unhampered flow of activities to the next.
 How the activities will be
performed in order to progress in the right direction will be clearly
understood and anticipated by the leaders if some are assigned.

F. Criteria for Method Selection

The choice of a particular to use rests upon the crucial decision of teacher arrives at. A number
factors must be considered such as the following:
1. Objective to be pursued
Learning objectives are classified into a.) Knowledge, facts or information to be learned.
b.) Skills or proficiency in employing scientific process and procedures, and c.) Values
and attitude to developed.
2. Subject to be taught
The nature and scope of the subject dictates the method to be employed.
3. The student’s abilities
The teacher should carefully consider, whether the students are equipped with dexterity
before deciding to employ a procedure with such demands.

4. The student’s interest

A methodology that caters to their interest will insure a smooth flow of all the task to be
done.
5. Previous learning or experience
A background knowledge id needed to connect the present learning task being planned.
6. Context of the teaching situation
A teacher should know the time and place or where and where the teaching chores will
be conducted, in so doing, a method that is suited for the time of the day the learning
activities should be undertaken and whether said activities should be performed in a
conductive location.
7. The kind of participator expected
Learning from a method that would need a whole class participation would certainly be
different from one which would require an active involvement of each one.
8. Knowledge and ability of the teacher
The teacher must be knowledgeable about a wide variety of teaching
methodologies and be skilled in employing each of them or else the choice would end up
with overused classroom routine teaching.
9. Safety precautions
The method must consider the safety measures to be undertaken if it will task them to
the field as well as the reminders on proper behavior that might be solicited to insure a
gainful learning episode.
 D. Teaching Models
Teaching Models, often referred to as “interpretive frameworks”,
consist of a set associated ideas and concepts more or less organized around a larger conception
of what teaching ought to be like and how it ought to be viewed. (Nuthall and Snook: 1973 as
cited by Aquino: 1997)
Dunkin and Skinner, as cited by Aquino (1996), also stated that models are tools for
understanding teaching. Since these models focus on particular sets of concepts and
relationships, they help to simplify and reduce the complexity of teaching.

E. Role of Methods
The activities or learning task that will be performed could be determined, including the
approximate time to be allotted for each and the proper sequencing to be followed. An
experimentation that would be conducted in the laboratory would require precise timing and an
unhampered flow of activities to the next.
How the activities will be performed in order to progress in the right direction will be
clearly understood and anticipated by the leaders if some are assigned.

F. Criteria for Method Selection

The choice of a particular to use rests upon the crucial decision of teacher arrives at. A number
factors must be considered such as the following:
1. Objective to be pursued
Learning objectives are classified into a.) Knowledge, facts or information to be learned.
b.) Skills or proficiency in employing scientific process and procedures, and c.) Values
and attitude to developed.
2. Subject to be taught
The nature and scope of the subject dictates the method to be employed.
3. The student’s abilities
The teacher should carefully consider, whether the students are equipped with
dexterity before deciding to employ a procedure with such demands.
4. The student’s interest
A methodology that caters to their interest will insure a smooth flow of all the task to be
done.
5. Previous learning or experience
A background knowledge id needed to connect the present learning task being planned.
6. Context of the teaching situation
 A teacher should know the
time and place or where and where the teaching chores will be
conducted, in so doing, a method that is suited for the time of the day the learning
activities should be undertaken and whether said activities should be performed in a
conductive location.
7. The kind of participator expected
Learning from a method that would need a whole class participation would certainly be
different from one which would require an active involvement of each one.
8. Knowledge and ability of the teacher
The teacher must be knowledgeable about a wide variety of teaching methodologies
and be skilled in employing each of them or else the choice would end up with overused
classroom routine teaching.
9. Safety precautions
The method must consider the safety measures to be undertaken if it will task them to
the field as well as the reminders on proper behavior that might be solicited to insure a
gainful learning episode.

G. Classifying Methods
Teaching methods may be classified as to the following:
1. Where suitably undertaken
A. In the laboratory room
Examples: Experimenting, Problem Solving, Discovery,
B. In the field/community
Examples: field study, exploring community resources, collections,
educational tour
C. In the library/examining printed materials
Examples: preparing special reports, reading narratives, creative writing
D. Classroom based/ out of classroom
Examples: Discussion, demonstrations, interest learning centers, field
study
2. Focused Participants: Individual Groups
Examples: Inviting specialists, lecture, team teaching, cooperative learning,
writing journals, peer tutoring, team teaching, independent study
3. Action-based
Examples: Role Playing, sociodrama, simulation games, projects, direct instruction
 4. Technology-based
Examples: Using audiovisual media

H. Basic Steps followed

After deciding on a method technique to be employed, a teacher should be adapt in
following a number of steps or phases to insure a smooth flow of the learning activities. Each
of the following steps in easily observed in what a teacher does.
1. Initial preparation
 The teacher prepares a complete plan for the entire episode. It includes a
list of all activities to be performed in the proper sequence.
2. He gathers all the materials that will be needed, prepares them in the right
amount and arranges them on a table nearly.
3. Motivation phase
 He may tell a story, recall a previously learned content, solicit ideas about
current events, or simply appear enthusiastic to start the day's lesson.
4. Lesson Proper
a. The objective (s) are defined
b. They discussed how they will proceed
c. The activities are performed one after the another, whether it is done
individually of by group.
5. He observes how they are progressing from other activity to another. He may ask
questions to find out if they are learning from the tasks. He could take note of
positive and negative reactions and responses to questions. This will indicate
whether they are leading towards the right direction.
6. Summarizing phase
 After completing the activities successfully, they are now ready to
formulate a concluding statement about the lesson they learned. If the
activities planned fail, they will be assisted in tracking the problems or
difficulty encountered.
7. Assessment
 He employs an assessment technique to determine the gains or failures
such as short test, a class discussion or a written summary.
8. Evaluation
 The entire method will be evaluated to find out whether the procedure
was followed as planned. If there were undertaken, did they improve the
procedure?
I. Evaluating the Methods Used
1. Purpose
Evaluating the worth and the effectiveness of a method used is as important an
undertaking in a teacher's decision making as its successful implementation to attain
desired goal.
A systematic review of the factors that contribute significantly to a smooth step-by-
step procedure would constitute a good feedback for the following purpose.
a. to be able to trace the step that was missed or overdone.
b. Determine additional criteria that should have been considered.
c. Assess the appropriateness and adequacy of the materials used
d. Improve further the learning situation (time and place context )
e. A feeling of confidence is derived from a satisfactory teaching performance
2. How can a Method be Evaluated?
To be able to judge the desirability and reliability of a method as used in teaching,
the following assessment procedures are suggested
a. Observation, informal and formal
 Consciously or unconsciously , a teacher is continuously observing his
students ' behavior throughout the lesson . He is able to collect
information regarding the interaction between himself and the students,
between the students themselves as well as the extent of whole class or
individual involvement and active participation in the learning tasks
b. Use of assessment instruments
 Formal observations could be undertaken with the use of teacher-made
observation instrument that are recorder. Some of the more commonly
used are:
 Questionnaire - It consist of a series of questions directly answered
by one being observed.
 Checklist - It includes the criteria standards and the corresponding
degree of acceptance is checked.
 Interview - The teacher may be asked to recount his own
impression and comments.
 Again this kind of
observation may be accomplished by the teacher himself or an
outside observer.
c. Recording through the use of audiovisual instrument
 A series of a photographs taken while a teacher is teaching could be
viewed to detect both good and erroneous steps. Questions and answers
from both teachers and students could be recorded and replayed over and
over in order to assess the flow of the discussions.

References:
Salandanan, Gloria G. Methods and Teaching
Lorimar Publishing Co. Inc.
Quezon City, Metro Manila, 2006

Tejero et al. Multi-disciplinary Teaching Strategies

National Bookstore
Mandaluyong City, Philippines, 2012

Prepared by: Fe Erlinda D. Ibalio

Associate Professor IV