PRINCIPLES » AND STRATEGIES OF TEACHING VICTORINA OSS CERO, re. EVELYN S. JAY HERMINIA O. Cherm ie A. PANG. PROV'L. LIBRARY LINGAYEN, FANGASINAN Published & Distributed by Book erere 856 Nica Reyes, Sr. Tel. Nos. Taba vias 1977 Tel. Nos. “7354 Sears -ya5.58-34 , Manila, me he. RackPRINCIPLES AND STRATEGIES OF TEACHING Course Description This course introduces prospective teachers to the complex nature of the teaching-learning process. It deals with principles associated with different instructional strategies and techniques, curriculum, problems, classroom management, assignment, and the art of questioning. General Objectives 2.1. Toexplain the principles that are related to instruct- ional strategies and techniques, curriculum imple- * mentation, problems, classroom management, as- signment, and the art of questioning. 2.2 To apply these principles in teaching-learning sit- uations. 2.3. To illustrate the important role that teachers play in nation building through efficient and effective teaching. ‘Time allotment: 50 hours Credit: 3 units Course ContentTABLE OF CONTENTS Chapter I Components of Effective Teaching Introduction .. i A. The Teacher 2 B. The Learner ... 6 C. The Classroom 6 D. The Curriculum — 9 E. Materials of Instruction .. 10 F. Administration 13 Bibliography we OE Chapter II Various Concepts of Teaching ‘Teaching Concepts..... is A. Teaching Is a Complex Human Activity 15 B. ‘Teaching Is Both a Science and an Art C. Teaching as a System..... D. ‘Teaching Is One of the Most Exalted Forms of Social Service .. 20 E, Teaching Is the Responsibility of the Teacher While Learning Is the Responsibility of the Léarner 22 F. Teaching Is Providing the Teachers with Opportunities to Make Desirable Changes 30 34 Chapter III Principles of Teaching and Learning A. Pfinciples Defined... 35How Pcp of Taching Are Derived 36 ation and Seope of Principles 2 ©. Tho Integrated Method s Se of Trching Principle. an DL The Lecture Method = QRS Stuaments Concerning Principles 2 E. Typostudy Method “ Be pews Pap eens 40 F Prot Method 2 Fe er rics nooo ie G. The Projet Method a ae er Pulnaphy of John Davey ann 42 HL The Laboratory Mata a He Basi Pracpe of Sues Teaching Lhe Demonstration Method 4 “Fs Radumie Level by Olsen, et a so J. The Bsputry Matod. Sees | 1. Prine of Homanie Thathing - K. The Mornin Tehnigue or Unit Metiad 4 Pane of Gond Teaching Sse Garcia, 1809) 7 Base Pcs of Toy Teaching 5 Bibtogarhy id Eutruconal Principles and School “tendons (ua, A 308) 88 Chapter vt | iterate es einoy Improved instuelonal Practices one Inteduton : ‘ Chapter IV A Dinercy Approach = i The Curieulum BCom roa a ects Approach 7 i oo 109 Dain a Uni Apa Soe ermuating Gol - Programmed Intracin ing Ge ad Obi o Gorm - G.. Modular Instruction oa ie Derlepietrwierppnyinnin OB Ham Teaching lasting Gala id On et Bibliography ao Panton of te Cusesum oa Aner vain 180 lement in Carsecum Development Palma, 1082). 70 Chapter Vi se Cnn Cari Pain 2 Techniques of Teaching Cureslum Component : Introduction «= fo i ee A aera. c Dillerences Among Approach, MathodafStrtepa = sah ae teh 2 : Tine-tsted Methods NothoSiaeny is traction gue mun aS a Tedhniqesncnsonwnnnnenncnnen 14 tested Maths Fr Clusia of Teaching athotnsn von 124 A Taw Inductive Mata cme Catagories of Teaching Methods. 16 5. The Dedactive Method a ‘echiniqus in the Lecture Method i * 4‘Techniques in the Discuision Method ‘Techniques in the Reporting Method ‘Techniques in the Investigatory Method. Activity Method. Demonstration Method Salfpacing Method Integrated Method ‘Traditional Method. Bibliography. Chapter VII Planning for Effective Teaching Introduction Planning for Purpodefl Instruction. ‘The Lesion Plan, Importance of Motivation. Sample Lesson Plans. Chapter 1X Classroom Management ‘Why Is Classroom Management an Integral Part of Teaching .. Classroom Management Defined ‘Approaches to Classroom Management Elements of Classroom Management. Classroom Discipline Bibliography Chapter X ‘The Assignment Introduction | ‘Meaning and Importance of the Assign ‘Types of Assignment : Punctions of the Assignment . Requisites of a Good Assignment 180 aa ast Ma ur M8 181 183 155 185 189 161 184 119 180 190 191 192 196 194 1st When to Give Assignments Pointers to Consider in Giving Assignments Braluation ofthe Assignments Bibliography. Chapter x1 The Art of Questioning Introduction Uses of Questions Characteristics of « Good Question ‘Techniques of Questioning sn. ‘Techniques in Handling Student Questions ‘Types of Questions Bibliography. Chapter xit ‘Small Group Discussions/Cooperative Leaming Introduction [Smal Groop Dicsions “Ar” Group Develpmest B. Group Activites Ceopertve Learning A. Main Features of Casprative Lesuing B._Stuatos tht Roque Conpersine tea c3 Philosophy of Cooperative Learning _ D z Bane Elements in Cooperate nn Guidelines for : Bibliography, Cooperative Learning Chapter xt Higher Lovel Thinks Introduction 3 Kay Pate of Higher Order Thaking Nigher Level Thinking Skills x — 198 198 199 200 201 202 207 209 20 a2 216 218 218 28 2a 227 227 227 8 229 234 236 ar 238 239Critical Thinking Higher Order and Critical Thinking: The Rolo ‘of Mtacogition ‘ Models of Inteligence ~ ‘A. Stomberg’s Trarehie Model of Intelligence B. Cordner’ Multiple Intlligene® cnn . Perkins! Thinking Frames and Bacalturation of Mindware (Creative Thinking Inquiry Teaching Bibliography. Chapter XIV ‘Assessment ond Evaluation Introduction Meaning and Nature ‘Types of Evaluation Purposes of Evaluation ‘ ‘Tools for Measurement of Bvaluation ‘Types of Tests : General Principles in Test Construction Grading and Reporting Student Progress Bibliography. ae 24 249 251 251 259 254 262 265 269 210 270 213 ama 278 278 230 284 COMPONENTS OF EFFECTIVE TEACHING Objectives 1, Wentify the components of effective teaching 2, Enumerate the personal and professional qualities of an ‘effective teacher Required Activitios 1. Reaction papers to articles on learners, teachers, admin intrators, learning atmosphere, and school and commu sity relations 2. Interview of students and teachers on what makes a good teacher and sharing of insights gathered, Introduction What are the components of effective teaching? Before je can really answer this, itis important thatthe term faoeh ‘ng be defined. Maay authors view teaching as organized, sox oseful, and deliberate efforts designed to bring shout cereons specifically desirable ends in an individual. Garcia quotes Ren ‘ald Hyman (1970) and states that a teacher must Boog ake teaching i beeause his concept of teaching guides his veneers nd his own interpretation of teaching becomes essential tne Berformance asa teacher. It serves as his guide as well ae ‘tion in every classroom work he conduct for his stadeccy According to Navarro, ‘is not really new tothe ed ‘Atuino 197427 denied aaieportant lm tors of the teaching-learning prc el tng ce esha ese ee "Nomi curtetiy mar snc ne oe 1A. The Teacher sre te aoa a sive teacher is one who has honed his skills in the sete a adopts varied teaching strategies, recep hangs, tones ‘ovations, revises techniques for optimum results, Searcy cine i re erat a sinh ao het ‘understanding. He gives allowance for Senet ook tad oe soos erie oy ee errs Sr aso nal chest : ee sa ae a ct a aati ‘To become an effective teacher is the aspiration of every ‘abi ear ett cf ee rt va aa eae yee aa eae root eae acura hare ae saci sorte ar aye neo Mtr ot ath en Sg singe ont acme oe, cnr and ‘grea od” Personal Qualities of an Effective Teacher the five a ‘hese perl carats ae relied to the fie pacts of personality: intellectual; soil; physical; emotion nd moral, Among thts rated highly are the flowing 2 ae rene ar Pleasing personal appearance, manner, courtesy pleasant vote Intelligence, emotional stability, and seltcoatrol; Sympathy, kindn Integrity, trustworthiness, honesty, loyal Flexibility, creativity, resourcefulness; Socibility, tendlines,cooperativencs; Fairness, impartiality, tolerance; and Sense of humor, cheerfulness, enthusiasm, Moni, eta, peinted out that in analyaing teacher person ality tis nocestary to consider the total impact ofthe tent Patter of these qualities upon the pupil The individual geal ties which make for excellence sre not identical in all ects teachers, It would be usoles to attempt tof all teachers aes ' common mold. The individuality and uniqueness of teach ersonality is priceless ingredient of a teaching seatt ‘Teachers are the mast important part ofthe learner's eda- ‘ational environment, Without them, the other elements othe ‘dueatonl environment would be inactive, fr they pe rect, and stimulate youth in their goal secking (Bent, ce of 1970, as cited by Aquino, 1988: From day to day, the teacher plays many roles in the slaseroom, These roles inciude the fllowing. 1. Manager. As manager, the teacher is responsible forthe effective management of her class frm the start fo the falsh. The teacher earres throughout the day system {Heactivities to develop the pupils engnitive,paychomotor, and effective aspects of the teaching learning proces The Pupils eagerness and interest, therefore, to partsipate ia all the learning activities prepared and conducted by the {teachers inthe classroom isa manifestation of an orderly lassrvom management by the teacher manager, Counsolor. very teacher is a guidance teacher. He acts ‘8 counselor to the pupils especially when the pupil are att ae ae cy tr cet ivities of te Spmation regarding the children's moody, important informater, their studies that will help hig Death, and pros of the learners. Si ee enn 2 Siete pe ici aa eormpould use effective ways to awaken the drives ace a en as be knows ly wall here es rac ioe ae oe shad eae a eae ill anaes Seen ole ent crete eee ical Goel te aa Ce vine dre asensat diie Itintet ct ieae ee aeons et ret os some race ee ee carraet mail aoe cee etoile a ee ce a eri ee auras ial Sorat emede s pakaeienet meta tne Model. A teacher is an exemplar. He serves as model 0 his pupils. Pupils idolize teachers; they believe the things the teacher says, especially if the teacher is kind, aP- proachable, and sympathetic to their needs, As a model, the teacher must look his best all the time, master his lessons, show his interest inthe children's welfare, show ‘ood behavior, and ineuleate good work and attitudes, specially during trying moments inside the classroo™ ‘be fair in dealing with pupils; and exhibit good judemeat when the situation call fr it. 4 6. Public Relations Specialist. The credibility ofthe schoo! in attributed, most ofthe time tothe ways the teachers eal with people outside the schoo ike the school bene. factors, parents ofthe pupils, church leaders, government ‘employees, and others. The teacher is his ele asa ube relations specialist, will be able to solicit important