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    Principles and Strategies of Teaching

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    Principles and Strategies of Teaching

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    2 views10 pages

    FC7 Chap-2

    Uploaded by

    Lovemir Limaco
    Principles and Strategies of Teaching

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    © All Rights Reserved
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    sna ren Fore ete inforied of he Aime, asco vo owing rt re ls a ae al roarde ed wae ssuocRartY tof fective Theh- Principles and Math i coal Bok Str, ne. 1988 racial Methods inToching, Revol New Dale Be Rinehart and Winston, 1963. ars Manutl Dosen. acs ching. Quezon City pax Book Str, 1983 3 Taber and Ths H. Weeks nroducton to Hef aon New York MacMillan Publishing Company. rin Angel Prine ond Mts of aching. EATS Pica Putin House Tne, 191 rat and ral MacariandGaueni Aquino. Administra Mer pine fo Pllpine Steal, Quen Cty: Phe Pblaing Hou, 1086. el or ata Leal Prise ching and Iraction : ‘Technology. Quezon City: PAFTE and Katha Publishing Go nett Patna ess ©. Cureum Development System. Mania ‘Nato! Soa Sure Ine 150 “ VARIOUS CONCEPTS OF TEACHING ‘This part discusses the varius concepts of teaching given by wellenown authors, and other experts in education, Objectives ‘At the end of this lesson, itis hoped that the students, should be able to: 1. Defing various concepts of 2. Understand the important facets of teaching 3. Identify the 8 Ms of teaching 4. Appreciate the importance of teaching aching TEACHING CONCEPTS A. Teaching Is « Complex Human Activity Tt is So because teaching involves a wide range of human interactions, organizational arrangements, and material resources that converge on the teaching-learning process. Varied activities inherent in teaching are identified in this Aefintion by Garcia (1989:15-16): 1. Human Interactions. Teaching is considered a system of actions varied in form and content but directed toward learning: Its in the performance ofthese actions and in the interactions of the teacher with his students that learning takes place, ‘These actions and interactions are personal but they fare also logical in that they have a certain structure, a certain order, such that na matter where in the world teaching takes place it does so in accordance with opera tions that reflect the very nature of a teaching learning situation. ro ————— ve three variables such as rca operations i . mers SMe thar BM a 2 emo i ran = sher’s behavior vw anne enemas eet ee oa ‘otherwise known verbal sir = he rt ta a ‘Sigh language that is ea Ne yates fmm sieved vnges in the tone of voice, facial cai eg kines motion of the hands, 2738 Rais body. Expressive - td inte ay. Exe ee ade emphasize eas finest uO, Tate» irritation as well as approval anc harem, Seon rma behaves lpi activin ah wing the dead 2) oeig peje and ec players 2) manipaating models: and ‘machines, com- 4) using aborstory equipment, tools, puters, and other instructional materials. Organizational Arrangements. Teaching is an activity with four phases: 2) curriculum planning phase; b) an instructing phase; ©) meapuring phase; and 4) an evaluating phase, 16 ‘Such phos ato spelled out more pecially, res: pootively, a ©) ‘Helping to formulate the goal of education, select. ing content and stating objectives, 1b) Creating intentions regarding instructional strate ‘os and tactics, interacting and acting on situational feedback about instruction, ©) Sdetng resting menuremet devise meatur ing, learsing, organising, and analyzing measure. ment data; and el Evaluating the appropriateness of objectives of in struction and the validity and reliability ofthe devices ‘sed to measure learning (John Hough, 1970), 3. Material Resources. The process of teaching includes: 4) the selection and development of instrctional units; 1) planning individual lessons; ©)” organiing miateral for instructional purposes; 4) designing the methods tobe used; ©) classroom management; evaluation of pupils’ achievements; and £) ~ reporting of pupil’ grades (B.J. Chandler and Daniel Powell, 1970), 8. Teaching Is Both a Science and an Art ‘Teaching involves imparting a body of systematized knowledge. Ivalfords the development ofa level of consciousness ‘of everything about the world and the totality of facts about life, But more than the knowledge about realities, teaching also taps the performance skills ofthe learners to make them physically, intellectually, and socially equipped despite varied Interventions ‘Moré than a science, teaching it also an at. mst provide avenues for achieving pleasure and delight in learning. Every learning experience, therefore, must find its way tothe learn " Se ee tsfying is readily appreciated ofthe individual learn: 3, The recond diference presents a more in-depth perspect- ero heart. Anything that is Cee ments theneeds and interests, wr continwous process respanding to sae een : eho ee 8 canner ‘by nee | Se 2 ‘stati, it adheres to noveltY. viows the teacher as an spate eel ores ie bese the proved Koa re ae) wien be itd Setnidon'el ea | ePlmtrcioe ct no SEIS ake bee hv we et of Slows the teeder oe aint e Pe etre ee ching. ee is pictured to be discip- | ™odify and to create new rs lined, organized, system. | 78 of teaching. matin thks pened | TTskng an «scence | Teaching a an et The teachers arte macing 2a: | puta stat te oul ‘D nave a muitey ofthe | cotter non tay css bore; subject matter; and ‘the varying. oy of these tinthiog 63. ‘Therefore, teaching as ) organize it wel Pyoeenes teas os ee emi enatg | an art prerupposes the ” fora thae is comeres | rocmes that are basically Sace | Le antl trTows: | etseeetl oP eaning Spescflearmgersim | preciate and improve on ers, ‘hem. These teacher believe whatever knowedge he has. oe. | ‘iy the subject matter that hat mg bab Asacraftsman,hehas | ‘sching requires an ability Ekctepateceniniathe | gained and skis he has f repertoire of teaching | 12 8 through and respond Tamers level of aware- | acquired. Hence, this facet Inethodsandisquiteskilr | 0 individual differences set SE Seats | tinitopvemorecredene Elin ter ws tong the area , Sega taut they | tote afsctve spect of = ‘Should be able to develop | learning. hing as a science | Teaching as an art looks | Sie snare ning sme | at tenching Somme = ae rete and ‘in order to make it more SS ieee Sates and ore oe indispensable to their cient. . upc ining epecaly Tea opens rly seibing aa wn | ting sana ate solving croial problems. for skillful teaching. | teaching more relevant and Terps fs he arr ‘Which eee a ‘more important? Both are equally | needs, interests, and abili- important as far as the total personality development of the tas, Icrer canard flows hen tat he larer mst know Teneking sb wiency | Tock ‘nchng bore can aprecatet H xa never aprecte simr at optimum ett: | aad iocetent nh oot something that be does not know of something that doesnot sleny devoid of creating | thing novel or innovative, ‘exist in him. Something is derived from something, ea be taken from nothing. e-nothing * | » rr Jom c. Teaching os © Sys co a Novato, tl: 1988) teshing abaya According Neng ef te rl ofthe more mate, ex seu anor insmslaing eng, mand ew ge nmnare an exper em erSparejstment tie van and immature students asinpots into the _mieveugand ace te ached eng wih 2a nagar innaactg einer ta ty develo to upright and ef members of weak Sata en seth wbnesome person fie ued with 2) love of country, b) duties of citizenship; moral character, 4) personal discipline; and ©) scientific, technological, and vocational efficency. ‘A schematic presentation of this concept is shown in Figure 1 on the next page. D. Teaching Is One of the Most Exalted Forms of Social Service Gregorio (1976) states thatthe classroom isa society made up of teachers and learners working together for the purpose of human growth and betterment, The opportunities of the teachers and the learners for good or evil are boundless. Por this reason society has insisted that teachers shouldbe known, for ther high character, honesty, integrity, and ski, ‘Teaching is guided by the spirit of service. Service ma be defined asthe performance of task forthe benefit of others sven voluntarily, by request, or by fulilling a social need, Feople oka i atthe beginning and end ofthe teahing profession 2 tnd Counetling attained ison Source: Navaro, as Principle of aching and Instructional Tehsology et eS un ig te tn gy ld the reani ring disoppointments and dishonor ibe ter na denon aera eee eri because service ie the ultimate goal of the dng rot -guscess of any professional organi- nin i TY at aa srofession, but by the services they have ren- eros ity and to the nation. rei the begin ‘The true measue of service is not what the teaching ceqenantion bs planned but what the members have done to SERINE hving conditions inthe community and to save mani . Teoching Is the Responsibility of the Teacher While Leaming Is the Responsibility of the ‘stended to bring about a desired result According to Palms (1992), learn snd brings about an outcome, Figure illustrates in simpl form the process and product of learning as gleaned from the pycholoy of learning. ‘All earning begins with things around us, They may be ctiets, persons or phenomena that we “experience” or that we - come aware of through any of our five senses, The 8 odo alain in nd in havior pay tht vy iis on automates Bo ‘vet yt if aman ng saa ca eons ft inde ae hve eel Haver oh ees te avs be en te wane where huhan begs aan ‘90 4 higher or rational-moral level, . aes 2 q Learning Process Change Behavior Preset Knowledge Response Personal Meaning? Tstinetive Route Attitodes Vanes 2: Generic Model of Lean 2 Curriculum Development Sylem Fie g to humanistic psychology, learning on the According to Rum aoe intricate process, primarily be- ein ets tee Fred, the itll, and the wil ss mind rceives the stimulus and passes it ‘nection is established between Tearing and experiences. — cower atl LAER and he pevins eps, the nels anaes, corns the new ge ches aoe ening unt the wl acepta quem te xporenc. Te individual then makes Siena ata vapnd toi The msc, will repetition of the response wil hen resin mnie bebo tat a) be expressed the orm Sen inorlege gin new sel aque, oF new tiade ovals nbd ‘Tae new behavior is characterized as permanent or last- ‘ng, purpseflo wlfl, and progresive. Such changes in the ‘havior pattern wil contribute tothe total transformation. ofthe individual which isthe uteome of learning and the by- product of edvcation. tis tobe noted that the earning process ia ajoint endea- vor between the teacher who provides the adult help and super vision andthe learner who recognizes his personal responsibil ity to make the most ofthe learning situations. Figure 3 presents the intervention points in relation to ‘he learning process, There ar five such intervention or help. ‘og points in the continuum: A, B,C, D, and B, These points ‘scomgas the key elements or the seclled 8 Ms of teaching. ‘The 8 Ms of Teaching (as conceptualized by Palma (1992)) 1. Milieu. The Learning Bavis Milew- The Learning Environment, Miliew isthe phyé Sal eviouneat the ltoeeon, eget Base af work, the classroom, the Learning Osteome Ra Route Tnsiintive “Personal Meani Fe stimolus ~ Matter = Mathes C Material = Media ally Figure 3 Teaching-Leaming Interac The # Ms of Tec Source: Palma’s Curriculum Development System etter Matter fers othe content. 1 embrace every. > gees thatha tba covered and therefore eer [Aas lend in onguining mater is astery af the eat Jet ater The ol the tencer ito ee that Sabet matter snot ony covered but mastered as wen ‘Mistasery that wil ade tho pupils level ef protclony tod understanding ofthe content. Alita eary eee, Sets to the duadvantage of the learners 3 Method. They are the purposeful, planned activities and ‘asks that are undertaken by the teacher and the students in the dlassroom to bring about the intended instruct, ional objective ‘An effective teacher employs a varity of teaching ‘strategies that will set the mood for classroom work. tivities. The teacher must not limit his strategies to challktalkor lectures. He should devise a way wiere stu. ents an engage in wholesome activities that will not only rouse their interests but tap whatever potentials they have. When activities are varied, pupils/students are >S> Figure &¢ Ways of Potraying Reality Source: Palmas Curriculum Development Syter Another way of showing reality is through a repro- Auction, where ont ereates a vivid-like impression ofthe real thing. However, uch approach makes se of one or ‘oth of tro senses, seing and hearing. Inclded in this classification are the socalled audio-visual materials used by teachers such as filme and video cassette tapes, Still another way of portraying reality is through a representation of reality, While it may not be too succese- fal in re-eeating the orginal, it isthe idea conveyed thot ill help understand that of reality which is understudy ‘This approach is limited to only one sense, the sense of sight. Examples of representation are material such as illustrations, dioramas, moskupe, puppets and moppets, ‘maps and globes, and graphs, Considered as the last effective ofall the ways of portraying realty is the abstraction of reality. This is done ‘through lecture or teacher tal. Abstract explanations do not a all contribute tothe learner's ability to oncretiee ‘There is nothing in the mind that was not first in the senses. Learning, therofore, is better achieved by allow ing learners to touch, taste, hear, smell, and see objects being studied, ‘Media It isthe system of communication in the teach- {ng-learning process simed at promoting common under. standing in instruction and setting and maintaining @ healthy climate in the classroom conducive to learning Since oral communication is inevitable and neces: ‘ary in teaching, the teacher should keep certain help ‘ips fn mind, First, he should make an effort to use lan ‘suago eficiontly and effectively. He is supposed to serve a age user, regardless ofthe lan sea motel 4 te ee sie is particulary true of pupil fcand that they learn much ot ‘hough plain im sie keep in sind the prin Send ne aflanguge. Ho hou aeeg wee nication ‘clear, concise, and comprehen. tekoep com guage shld, therefore, be simple Sianeli 51 princile in oaring. on Notvatons acardinal reer wl learn only those things he wants to learn, {POSSI ea nese i wt he earning, he a “go through the motions,” or worse, he will not weseee inte eerang ata all The teacher Sn here ‘unt with some ‘heer, uberin every lesan or unit PEXGSGNGSae A goo! leche good motivator ena cre leon shot something that wil eal the onto aad wil evoke the Interest ofthe listeners. ‘ce ucers are pd at motivating earners because they know how ob soptive the learner's attention, ‘When a earner fel dna in he lesson, there Se bo cance al fr learning to lao plac. ‘Motivation is always associated with the learner! understanding ofa value in the learning act based on a “cit nee (preset gratification) or a “reward” as the ase ‘may be. In other words, every earning situation must be 8 eratiying experience to the learner. Mastery: The Beall and End-all of Learning. Mastery ‘means habitual or automatic change in behavior brought ‘bout by the learners having internalized what they have ‘quired through repetition and application, bility to put to constant use what ‘mind and to apply such in future eed arises Mastery isthe lat, ‘ated in Figure 6. The situations and where ‘age inthe learning cree ilus- tele of learning is graphie pre- 8 ‘sentation of the four stages involved in the acquisition of knowledge which starts with the state of unconscious {incompetence tll the stage of unconscious competence or mastery. Stages in the Circle of Learning ‘Stage 1: Stage of Unconscious Incompetence. The state of not

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