Principles and Strategies of Teaching

If your plan is for one year plant rice; if your plan is for ten years... plant a tree; but if your plan is for eternity EDUCATE children.

Basic Concepts
Strategy of Teaching- Refers to the science of developing a plan to attain goal and to guard against undesirable results. It means the art of using psychological plan in order to increase the probabilities and favorable consequences of success and to lessen the chances of failure

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Method of Teaching refers to the series of related and progressive acts performed by a teacher and the students to attain the specific objectives of the lesson. It is a plan involving sequence of steps to achieve a given goal or objective.

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Technique of teaching refers to the personalized style of carrying out a particular step of a given method. It is a skill employed by the teacher in carrying on the procedures or act of teaching.

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Device is a teaching aid or tool to facilitate instruction Examples: pictures, flash cards, etc.

Polished Look -Dress suited for a professional -Tasteful Accessories (jewelry, bags, shoes etc) - Tasteful Make-up for female - Personal Hygiene Polished Demeanor - Professional walking - The professional Sit - The hand shake Polished Language - Voice - Gesture

The Teacher as a Corporate Professional

Classification of Teaching Methods

Traditional: old fashion way of teaching Time tested: methods that stood the test of time and are still being used at present Progressive: these are newer and more improved methods of teaching

Characteristics of a GOOD method

It makes use of the principles of learning It utilizes the principles of learning by doing It provides for growth and development It liberates the learners It stimulates thinking and reasoning

Variables that affect teaching method

Objectives Nature of students Nature of subject matter The teacher Technology School environment Teachers knowledge of group dynamics

Traditional vs Progressive Method

AREA
Objectives

Traditional
Subject-centered; the main concern is to get pupils to master the subject matter Dominates the activities of the lesson; they are subject matter experts

Progressive
Child-centered; it principally aims the total growth and development of the child Plays a variety of roles with emphasis on facilitator function

Teacher

Curriculum
Discipline Methods

Fixed curriculum
Rigid control, militaristic, coercion Highly traditional methods

Flexible curriculum
Discipline is preventive; democratic Employs varied teaching techniques; mostly new and modern ones

Theory of Multiple Intelligences by Howard Gardner

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

Gardner cont

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Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

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The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more

I. Traditional Method

1. 2. 3. 4. 5.

In the traditional method, students are asked to recall the past lessons by enumerating points by points all about it by memory
Textbook technique Rote learning technique Directed technique Memorization technique 2x4x8 concept teaching technique

II. Time -Tested/ClassroomTested Methods

A. Inductive Method Simple to complex B.Deductive Method General to Specific

C. Lecture Method Predominantly teacher-directed aimed at providing the needed information 1. 2. 3. 4. 5. Outlining technique Component technique Sequential technique Relevance technique Transitional technique

D. Discussion Method It is a face to face encounter between the teacher and the students and/or the students and students under the guidance of the teacher
1. 2. 3. 4. 5. 6. Small group discussion technique Socialized classroom discussion Panel discussion Direct instruction Recitation Interview

E. Reporting Method - Aims to provide students with information in a direct and uninterrupted manner
1. 2. 3. 4. 5. Unit or Morrison Individual or group reporting Reading or storytelling Schematic technique Symposium

F. Demonstration Method Relies heavily upon showing the learners a model performance 1. 2. 3. 4. Teacher-directed Student-directed Teacher-student-directed Resource speaker-directed

G. Activity Method Classroom encounter whereby students are actively engaged in first-hand direct experience
1. 2. 3. 4. 5. 6. 7. Project technique Field trip Brainstorming Debate Dramatization Role Playing Simulation Game

H. Integrated Method Practice of combining different elements and presenting them as one unified whole
1. 2. 3. 4. 5. Lecture Discussion Demo Lecture Film showing Discussion Reporting Discussion Inductive - Deductive

I. Investigatory Method Deemphasizes teachers authoritative role in the classroom

1. 2. 3. 4. 5. Laboratory technique Problem Solving Research Field Study Experimenting

III. More Progressive Methods (Emerging Methods)

A. Self Pacing Method focusing on individual pace Programmed Instruction Technique Module Self Learning Kits Correspondence Course Cyber Univ Open Univ Kaalamang Kulandong Porter System IEP system Special Education System

B. C. D. E. F. G.

Final word
Students will always look back with APPRECIATION to a brilliant teacher but with GRATITUDE to those who touched their heartscurriculum is so much of a necessary raw materialbut warmth is essential to a growing plant and for the soul of the child.