Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 local 101

CHAPTER 1

INTRODUCTION

Teaching strategies refer to the methods, techniques, procedures and

processes that a teacher uses during instruction. It is generally recognized

that teaching strategies are multidimensional and their effectiveness depends

on the context in which they are applied. There is no single strategy that can

guarantee better student outcomes, however, research has highlighted a

number of practices that enable learning among students (Hattie, 2009;

Marzano et al., 2001; Wayne and Young, 2003).

Teaching strategies are the various method educators use in their

teaching practice and cover a wide range of techniques. Effective teaching

strategies include preplanning, outlining learning goals and criteria for

success, and consistently providing feedback. A student’s success in the

classroom can be vital to their success in society, and that is why teachers

should invest in adopting more teaching strategies, to help their students onto

the path to success, and to further better themselves as educators.

Being a planned activity, teaching aims at attaining goals of education

where emphasis is given on individual as well as social development of the

children. In the words of B. O. Smith (1960), “Teaching is a system of actions

intended to produce learning.” In another definition by Thomas F. Green

(1971), it was defined as “the task of a teacher which is performed for the

development of a child.”

According to Phil Schlecty (1994), students who understand the lesson

tend to be more engaged and show different characteristics such as they are

attracted to do work, persist in the work despite challenges and obstacles,

and take visible delight in accomplishing their work. In developing students'

understanding to learn important concepts, teacher may use a variety of

teaching strategies that would work best for her/his students. The key is

helping students relate lesson content to their own backgrounds which would

include students' prior knowledge in understanding new concepts. Teachers

should mind the chief component of interest in the classroom. It is a means of

forming lasting effort in attaining the skills needed for life. Furthermore

teachers need to vary teaching styles and techniques so as not to cause

boredom to the students in the classroom. Seeking greater insight into how

children learn from the way teachers discuss and handle the lesson in the

classroom and teach students the life skills they need, could be one of the

greatest achievements in the teaching process.

Research made by Lucas (1990), Weinert and Kluwe (1987) show that

several styles could be employed by the teachers to encourage students to

become self motivated independent learners. As identified, teachers must

give frequent positive feedback that supports students' beliefs that they can
do well; ensure opportunities for students' success by assigning tasks that are

either too easy nor too difficult; help students find personal meaning and value

in the material; and help students feel that they are valued members of a

learning community.

According to Raymond Wlodkowski and Margery Ginsberg (1995),

research has shown no teaching strategy that will consistently engage all

learners. The key is helping students relate lesson content to their own

backgrounds which would include students' prior knowledge in understanding

new concepts. Due recognition should be given to the fact that interest,

according to Saucier (1989:167) directly or indirectly contributes to all

learning. Yet, it appears that many teachers apparently still need to accept

this fundamental principle.

According to Brock (1976), Cashin (1979) and Lucas (1990), it is

necessary for teachers to work from students' strengths and interests by

finding out why students are in your class and what are their expectations.

Therefore it is important to take into consideration students' needs and

interests so as to focus instruction that is applicable to different groups of

students with different levels.

In line of the above-given information, the main purpose of the present

study is to identify the Teaching Strategies that a teacher use to develop the

learning process and capability of the students. The findings of this study will
give additional basis for the teachers to further assist the students in

improving their learning process.

Statement of the Problem

Teaching strategies are the techniques and methods that a teacher

applies to support student learning. A teacher selects the teaching

strategy most suited to the current level of knowledge of the students,

the concept being studied, and the stage in the learning journey of the

students.

The main purpose of the study is to determine and identify the

Teaching Strategies of Elementary School teachers of San Jose South

Elementary School. As such, it sought answers to the following questions:

1. What is the demographic profile of the respondents in terms of ?

a. Sex

b. Age

c. Years in service

2. Identify the teaching strategies implemented at San Jose South

Elementary School.

Objectives of the study

The primary goal of this study is to identify the strategies of the

Elementary Teacher in San Jose South Elementary School .This study aimed
to achieve the following objectives:

1. Determine the different teaching strategies used by the Elementary

teachers.

2. Develop a portfolio of compiling the Teaching Strategies use by Elementary

Teachers of San Jose South Elementary School.

Significance of the study

The researchers believes that this study will not only yield data to will be

helpful to them, more so to the following groups of people:

The pre-service teacher. This study will train future teachers to formally

enter the profession to come up with appropriate strategies in teaching.

The in-service teacher. By determining whether employing different strategy

is effective, the study's findings will aid teachers in developing better teaching

methods and tactics.

The learners. This study will help to provide an information about the

strategies that teachers used to develop the students knowledge.

The school. The study will assist the institution in developing its educational

program.

The researchers. The study will aid the student researchers in developing a

more complex understanding of how the strategies in fostering the learning

development of the students. It is expected that researchers will make

convincing conclusions and recommendations as they gradually discover new

facts and information related to this study.

The future researchers. The findings of this study will serve as a reference in

providing additional knowledge and pave the way for more expounded studies

in a similar field.

Scope and limitation of the study

This study focused on finding the different teaching strategies of

Elementary teacher. The data collection will be conducted to primary to

intermediate grades.

This study focused at San Jose South Elementary School and will not

cover other school in Pili. The study would be done through the utilization of

interview to the teachers as a survey and reference.

 Theoretical Framework

Essentialism Theory
Pragmatism Theory
“perceived decline of
“is that for any statement intellectual rigor and
to be meaningful, it must moral standards in the
have practical schools” (Webb et. al.,
bearings.”(Pierce, 1870s) 2010, p. 80).

Teaching Strategies
of Elementary
Teacher of San Jose
South Elementary
School: A Case
Study

Connectivism Theory
“technology plays in the
learning process and how
the digital age “( Siemens
and Downes , 2004)

Figure 1. Theoretical Framework

 Pragmatism Theory is a principle of inquiry and an account of

meaning first proposed by C. S. Peirce in the 1870s. The crux of Peirce's

pragmatism is that for any statement to be meaningful, it must have practical

bearings.

Pragmatism believes people should deal with problems more

practically than theoretically (William James 18 October 2018). The term

Pragmatism is derived from the Greek word” pragma” meaning activity or

work done. Others believe it’s derived from “pragmatikos” meaning

practicability or experimentation (William James). It focuses on an idea's

practical applications, as opposed to its possible merits. When pragmatism is

applied to education, it begins to focus instead on life and growth. Students

should learn material that has real-life applications and have experiences that

encourage them to grow.

According to Webb e al.(2010), Essentialism Theory a teacher-

centered approach to teaching and learning. When translated into practice,

the teacher is the one who takes primary responsibility for organizing the

classroom, curriculum, instruction, and assessment.

The learning procedure is triangular. It is a process that is shared

between the teacher as facilitator, the student as a learner, and the school as

the provider of regulations ensuring credibility. Joint productive activity,

language development, contextualization, challenging activities, and

instructional conversation ensure that students receive a successful

educational experience that targets their educational needs. In this regard,

William Bagley’s essentialism theory suggests that students should learn

traditional subjects to give them a solid understanding of their of their learning

(Lynch, 2018). This approach helps students use traditional academic

knowledge as a foundation for developing critical thinking.

Connectivism is a relatively new learning theory that suggests

students should combine thoughts, theories, and general information in a

useful manner. It accepts that technology is a major part of the learning

process and that our constant connectedness gives us opportunities to make

choices about our learning. It also promotes group collaboration and

discussion, allowing for different viewpoints and perspectives when it comes

to decision-making, problem-solving, and making sense of information.

Connectivism promotes learning that happens outside of an individual, such

as through social media, online networks, blogs, or information databases.

According to Siemens and Downes , 2004 individual turns to digital

technology to solve a problem. This can include actions such as googling a

question, texting a friend, or searching for topical social media content.

Connectivism Learning Theory posits that the use of digital technology helps

to solve a problem and, in turn, deepens the understanding of a topic.

Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the  Listing down  Compile and

respondents the different make a
according to: teaching portfolio of
strategies of teaching
 Age the teacher strategies that
 Years in the teacher
service  Interview to provided and
 Major took in gather data base of the
college and observation
observation

Figure 2. Input Process Output (IPO Model)

This part of the research paper provides the conceptual framework

wherein the flow of the study from the start until the attainment of the research

work. This includes the Input, Process, and Output.

In Input, the researchers interviewed the teacher in Elementary school

of San Jose South Elementary School in terms of the following process we

put to gather data regarding of what teaching strategies they are using

appropriate to the level of the students.

On the other hand, the process elaborates the flow on how this

research would be crafted. The first one is listing down the teaching strategies

that a teacher use inside the classroom to engage students.

 And the last step in the conceptual framework is the output. This refers

to the portfolio we will develop to compile all the teaching strategies of the

elementary teachers.