Teaching as an act is construed
What is Teaching?
Many authors view teaching as
organized, purposeful, and
deliberate efforts designed to
bring about certain specifically
desirable ends in an individual
The word teaching may be
understood from different
contexts. In daily conversation,
teaching has different levels of
meaning such as:
1. Teaching is an occupation. When
we say, for example that Dr.
Daniels teaches English, teaching
becomes an occupation One gets
to know what Dr. Daniels does for
a living. She is a teacher by
profession.
2 Teaching may also mean the
myriad of activities associated to
teaching. When one explains, asks,
reviews, demonstrates, submits
requirements, attends official
meetings, advises students, and
checks on attendance.
3. Teaching as an act itself. It
involves the common activities in
the classroom and the teaching
strategies and techniques, but it
focuses on the intent to make
teaching work to the full
advantage of the learners by
effective interaction of teacher
and students in the understanding
of a particular subject matter.
to mean as the most essential act
without which there is no need for
activities that teachers engage in
outside of classroom work like
attending seminars, meetings and
conferring with parents
4. Teaching is a process or set of
actions to induce learning and
eventually to succeed in learning.
This definition stresses the need
for planning for teaching, the
process of teaching and the
achievement aspect which means
teaching is a deliberate process, it
does not just happen.
It is to be noted that successful
teaching per se due to an
achievement in learning can only
be had when teaching is done in a
manner that affords respect to
the student's intellectual integrity
and capacity for independent
judgment.
B. Elements of Teaching and
Learning
There are six identified elements
or factors of teaching and
learning such as: learner,
teacher, learning environment,
curriculum, materials of
instruction, and the administration
of the school.
1. The Learner. The learner is the
core of the teaching learning
process. It is from him that
revolves all activities related to
classroom activities. He is the
person who receives instruction
from the teacher. A learner is
either a pupil or a student
depending upon the level of
education being pursued. A pupil is
the learner in the elementary
level and a student is the learner
who attends an institution beyond
the elementary level.
To understand the child, the
teacher must know that:
a) the child as a unique individual
have traits peculiar to himself;
b) the child is a product of the
cultural environment where he
assumes membership; and
c.) the child is influenced by social
and psychological forces from
the environment.
2. The Teacher. The teacher plays
varied roles in the classroom, he
is the manager, counselor,
motivator, leader, model, public
relations specialist, parent-
surrogate, facilitator, and
instructor.
a. Manager. As a manager, the
teacher is responsible for the
effective management of her
class from the start to the finish.
The teacher carries throughout
the day systematic activities to
develop the learners' cognitive,
psychomotor, and affective
aspects of the teaching-learning
process. The learners' eagerness
and interest, therefore, to
participate in all the learning
activities prepared and conducted
by the teacher in the classroom is
a manifestation of an orderly
classroom management by the
teacher-manager.
b. counselor. Every teacher is a
guidance teacher. He acts as
counselor to the learners
especially when the learners are
beset by problems.
c.Motivator. Encouraging and
motivating learners to study well
and behave properly in and
outside the classroom is an
enormous task. Despite the
constraints, however, the teacher
should use effective ways to
awaken the drives and motives of
children as he knows fully well
the role played by motivation in
the learning of the learners.
Motivation sets the mood for
learning. It enlivens the interest
of the learners and gets them
more involved in the class
activities. A dynamic teacher is
always good at motivating
learners to listen, participate, and
eventually get the message
d. Leader. A leader directs,
coaches, supports, and delegates
depending on the needs of the
situation. A leader is always
looked upon as somebody
dependable and responsible. A
teacher always assumes the
position of a leader and he has to
be credible in this regard. He
e. Model. A teacher is an
exemplar. He serves as model to
his learners. Learners idolize
teachers, they believe the things
the teacher says, especially if the
teacher is kind, approachable, and
sympathetic to their needs. As a
model
f. Public Relations Specialist. The
credibility of the school is
attributed most of the time to the
ways the teachers deal with
people outside the school, like the
schools' benefactors, parents of
the learners, church leaders,
government employees, and
others.
g. Parent-surrogate. In school,
the teacher is the parent of the
learners. Parents have a feeling
of security knowing that their
children are in good hands. Added
to the main function of developing
the learners intellectually, the
teacher is also expected to train
the learners socially and
emotionally and to look after
their physical and mental in
school,
h. Facilitator. The teacher is the
facilitator of learning. The
learners must be given the chance
to discuss things under the close
supervision and monitoring of the
teacher.
I. Instructor. The main function
of the teacher is instruction. All
the other roles aforementioned
are corollary to teaching. To
effectively carry out this aspect
of teaching, the pre-service
education of teachers must be
more than adequate to prepare
them for a job involving varied
responsibilities.
3.The Learning Environment. It is a
venue for social interaction that
includes ways of doing things,
solving problems, and acquiring
information. It provides an
instructional process involving
the teacher, the learner, and the
subject matter. It is from this
learning environment that
learners engage themselves in a
set of common practice
embodying certain beliefs,
prejudices, traits, and behavior to
be acquired. The classroom, the
home, and community are
considered as learning
environment.
Classroom. It is a place where the
teacher interacts with the
learners. Formal instruction is
usually done in a classroom. As a
learning environment, it provides
for classroom learning activities
and affords the transfer of
learning from classroom to
practice
Home. While it does not provide
the standards of formal
instruction in the classroom, it
provides as well an instructional
process that includes acquisition
of behavioral patterns,
acceptance of standard norms,
and development of necessary
traits. It is from the home that a
child gets instruction on the
specific ways of doing things.
Community. It brings about a
learning environment that allows
opportunities for interaction
among members in the process,
they are able participants in
community activities, understand
power relations, acquire values
and norms and even the culture
of the community. In this kind of
environment, the community
provides the interaction while the
participation provides the meaning
of the experience.
Classroom Environment
Encompasses Four Factors
a. Physical Environment. It is the
totality of the outside elements
or the physical make-up that
influences the learner. This
includes the room, its size,
location, ventilation, lighting,
instructional materials, chair
arrangement, room acoustics, and
provisions for orderliness,
cleanliness, and sanitation.
b. Intellectual Climate. Refers to
a learning atmosphere
characterized by activities
designed to challenge the
intellect. It includes providing
opportunities for development of
thinking skills both creative and
critical, problem-solving, and
diagnosing patterns of behavior
to be acquired through
intellectual exchanges.
b. In an intellectual environment,
teacher affords the learner with
his guidance to work out solutions
to existing problems and
eventually become independent
and self-directed individuals.
c. Social Climate. There are three
types of social climate existing in
the classroom: autocratic, laissez
faire, and democratic.
In the autocratic climate, teacher
directs, decides as to what
activities are to be done.
Evaluation of learners’ progress
is based on arbitrary standards.
In this kind of climate, interaction
and communication between
teacher and learners are limited
thereby giving very little chance
The social climate of the
classroom is authoritarian or
teacher-oriented.
In the laissez faire climate there
is little emphasis in group
participation. The individual acts
on his own, working for the
recognition of his
accomplishments. This climate is
not characterized by interaction.
In the democratic climate there is
high regard for group
participation and cooperative
work. Teacher becomes a
facilitator and guides the
learners in the accomplishment of
a common set of objectives.
d. Emotional Climate. This refers
to the mental health and
emotional adjustment of all
learners.
4.The Curriculum. The term is
derived from the Latin word
currere which means to run. It is
also commonly referred to as
course of study or program of
study.
The academic curriculum pertains
to the formal list of courses or
subject offerings of the school.
The extra curriculum refers to
the voluntary but planned
activities sponsored by the
school which include drama,
sports, theatre and arts, music,
and others, where students
participate to a large degree.
They are included in the co-
curricular activities of the
school.
The implicit or hidden curriculum
emerges incidentally from the
interaction between the students
and the physical, social, and inter-
personal environment of the
school (Sadker & Sadker, 1991).
Palma (1992) defines curriculum
as the sum total of all learning
content, experiences, and
resources that are properly
selected, organized, and
implemented by the school in
pursuit of its peculiar mandate as
a distinct institution of learning
and human development.
Curriculum, therefore, can be
viewed as having two mutually
inclusive components, namely:
a) the blueprint or master plan of
selected and organized learning
content which can be referred to
as "curriculum" per se; and
b) the actual implementation of
this plan through contrived
experiences in the classroom
which is called instruction.
5. Materials of Instruction
Materials of Instruction refer to
the various resources available
to the teachers and learners
which help facilitate instruction
and learning. These materials
represent elements found in the
environment and which are meant
to help students understand and
explain reality,
6. The Administration.
Administration involves the orga
nization, direction, coordination,
and control of all resources of
the school whether material or
human to meet the intended
objectives.
C. Principles Underlying
Teaching.
1. Principle of Context
Educational management has been
considered as one interesting
subject particularly by the
educators who are aware of the
need for knowledge management.
According to Leus (2005), the
principle of context are
categorized Into six levels.
Level 1-Context consists of the
textbook only
Level 2 - Context consists of
textbook together with a
collateral/supplemental
materials
Level 3-Context consists of non-
academic and current materials
(magazine articles, newspaper
clippings)
Level 4-Context consists of
multi-sensory aids
Level 5- Context consists of
demonstration and presentation
by the experts
Level 6-Field experiences:
personal, social, community
understanding
2. Principle of Focus
Instruction can be effective if
there is a definite area of
concentration.
Level 1-Focus established by page
assignment in textbook
Level 2-Focus established by
announced topic together with
page or chapter references
Level 3-Focus established by
broad concepts to be
comprehended or problem to be
solved
Level 4- Focus established as a
concept or a problem to be
solved, a skill to be acquired to
carry an undertaking
3. Principle of Socialization
Classroom learning offers a
socio-cultural phenomenon - a
social process that encompasses
the ways of thinking, interacting,
and problem-solving.
Level 1 -Social pattern
characterized by submission
Level 2-Social pattern
characterized by contribution
Level 3-Social pattern
characterized by cooperation
4. Principle of Individualization
The effectiveness of instruction
must progress in terms of the
learner's own purposes, aptitudes,
abilities, and experimental
procedures.
Scales of application:
1. Individualization through
different performance in uniform
tasks. In this setting, teacher
sets the lesson format as part of
his classroom structuring and
sees to it that while the task is
the same to all,
2 Individualization through
homogeneous grouping. Learners
vary in age, ability, and sex, and
classrooms tend to lean toward
homogeneity.
3. Individualization through
contract plan. One of the guiding
principles of individualization
asserts that the individual must be
the focus in the planning and
delivery of services and support.
4. Individualization through
individual instruction. This kind of
instruction calls for a person-
centered planning for learning
tasks normally adapted to the
level of capability of the learner.
5. Individualization through large
units with optional-related
activity. This is the kind of
instruction where large topics or
big blocks are divided into smaller
units which could be completed
within a specified time frame.
6. Indidualization through
individual undertakings, stemming
from and contributing to the joint
undertaking of the group of
learners Instruction is to ensure
cooperative learning while the
group works on a specific
learning activity.
5. Principle of Sequence
Successful instructions depend on
the effective ordering of a series
of learning tasks. Sequence is a
movement from meaningless to
emergence of meaning, from
immediate toward remote, from
concrete toward symbolic, from
the crude to the discriminating
Hence, sequence is a process of
transformation.
6. Principle of Evaluation
Evaluation is a component of
effective instruction. It is
necessary to determine whether
objectives of instruction have
been carried out and learning or
understanding of lesson has
taken place.
Types of Evaluation
1. Diagnostic Evaluation. This is
the evaluation done at the
beginning of the unit or course to
determine the different levels to
where the students can be
grouped whether slow, average,
or fast.
2 Formative Evaluation. Intended
to improve the delivery of
instruction in the classroom.
3. Summative Evaluation. From the
word itself, this phase of
evaluation calls for "summing up"
all pertinent data related to the
performance of the individual
learners.
COGNITIVE-ORIENTED METHOD
What is Cognitive-Oriented
Method?
• Cognitive-oriented method is
also referred to as "thinking
operations". The thinking skills
that should be taught directly
are: interpreting, comparing,
criticizing, classifying, analyzing,
summarizing, and creating. This
method is about learning how to
learn.
This method involves mental
activity, and a way of learning
that helps students use their
brains more effectively.
1. Metacognitive
A method that requires students
not only to acquire thinking skills
but monitor, control their
commitment and attitude during
the learning process.
- This method empower students
to think about their own thinking
and enhance their control over
their own learning.
Example:
For example, if you can explain
what your strengths are in
academic writing, or exam taking,
or other types of academic tasks,
then you are metacognitively
aware.
STEPS IN METACOGNITIVE
1. Planning
2. Monitoring
3. Evaluation
2. Constructivism
This method regards the learner
as the core of the learning
process. Exponents of
constructivism aver that
knowledge cannot be passed on
from one person to another, like
teacher to learner.
In this method, teachers give an
opportunity for learners to
construct their own ideas and
explore ideas on their own
STEPS IN CONSTRUCTIVISM:
1. Elicit prior knowledge
2. Create knowledge dissonance
3. Apply knowledge and feedback
4. Reflect on learning
Example:
Group of students to teach each
other. Learners pose their own
questions and seek answers to
their questions via research and
direct observation.
1.reading books
2.listening to podcast
3.reflective learning
Steps of reflective Teaching
 a. Topic
b. Identify
c. Gather information
d. Create plan
e. Design lesson
f. Review
g. Revise
h. Teach
i. Assess
Structure-Oriented
Methodologies
There is a need to provide
productive learning environments
and which involves motivating
learners to participate in and
persist with academic tasks.
For that matter, teachers set
conditions for allocating time.
managing classroom groups,
applying varied teaching
strategies like cooperative
learning, peer group, partner
learning, and inductive learning.
Such learning strategies will
influence plans and resource
allocation decisions.
Other facets of structured
learning include allocating time
for individuals and groups of
students, comparing student
groupings organizing daily, weekly
and term schedules, and executing
learning activities and events.
1.Cooperative Learning. In
classrooms using cooperative
learning, students work on
activities in small heterogeneous
groups and based on performance
can receive rewards or
recognition. It is a cooperative
learning structure where students
depend on one another and work
together to achieve the shared
goals. To meet the desired
objectives in cooperative learning
groups should be small,
heterogeneous and limited to
about two to six members. A
circular
formation is encouraged to
facilitate an easy face to face
Interaction. This method is
characterized by positive
interdependence among group
members with shared goal shared
division of labor, and shared
materials,
2.Peer-mediated. A method wherein
an older, brighter, and more
responsible member of the class
is requested to tutor, coach,
instruct teach other classmates
Peer tutoring may one in the
following arrangements:
a. instructional peer tutoring.
There is an age difference
between the tutor and the tutee.
The older helping the younger on
a one to one encounter or on one
to a group basis
b. Same age tutoring. Children are
supposed to be interactive,
working in pairs with the more
equipped awisting the less abled.
c. monitoring tutoring. Monitor
acts as leader for the class
divided into groups. Monitor
assists the teacher in supervising
the work of the groups
d. Structural peer tutoring. There
is a definite procedure to follow,
materials are structured as well
and administered by trained
tutors.
e. Semi-structured peer tutoring.
A combination of structure and
unstructured where tutor teaches
according to an established
learning guidelines Possibility of
revision or modification of the
learning guide is allowed.
3. Partner Learning. These are
students who do not feel
comfortable speaking out before
a big audience or even before his
classmates. In this method,
students are usually with whom
they are familiar with and made
share their views/ opinions about
a particular issue e paired lesson
at hand. They are allowed to write
their opinions and share it with the
partner, after which, volunteers
are called to state orally their
answers to the class
4. Inductive Learning A kind of
learning method that allows
learning to arrive to a
generalization after starting
from the specifics.