ED.

65
PRINCIPLES OF
TEACHING I
 THOUGHT TO PONDER:

“YOU CAN NEVER REACH

YOUR DESTINATION IF YOU
THROW STONES AT EVERY
DOG THAT BARKS.”
THE TEACHING PROFESSION
Teaching has been regarded as a noble
profession. It is one which can be rewarding and
fulfilling no matter what the odds are, especially
for people who regard it as a calling, more than a
commitment. Many years back, teaching was
reserved to the idealists – people who have faith
in the young and envisioned a kind of a society
and future that will benefit all because education
is grounded on quality.
The concept of teaching as an ideal profession has
remained strong through the years, but it has been
accentuated by the need for meeting the challenges
of times, which can be addressed through quality
teaching. There is a persistent demand for teachers
who will stick with the profession despite the
constraints. However, the prospects of better
treatment for teachers have long waned, aggravated
by practical problems of raising salaries, enjoying
health benefits, upgrading school facilities, and even
in the matter of expanding opportunities for growth
for those who will choose to remain in the teaching
profession.
The teaching profession demands a total
commitment to total transformation of the
learner, a continuous development of his
potentials for a totally satisfying life as a
person and as a member of the community.
This is the reason why there is so much focus
on quality. Teachers who are willing to address
and meet the demands of quality instruction
can bring out the best in in their pupils and
students.
WHAT IS TEACHING?
As claimed by Acero, Javier and Castro (2007)
• TEACHING IS AN OCCUPATION – one gets to
know what someone does for a living.
• TEACHING MAY ALSO MEAN THE
MYRIADOF ACTIVITIES ASSOCIATED TO
TEACHING
• TEACHING IS AN ACT ITSELF- this involves
teaching strategies,techniques but focuses on the
intent to make teaching work to the full advantage
of the learners by effective interaction of teacher
and students.
• TEACHING IS A PROCESS OR SET OF ACTIONS TO
INDUCE LEARNIN G AND EVENTUALLY TO
SUCCEED IN LEARNING – it 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.
REMEMBER:
The purpose of teaching goes beyond memorizing
facts and knowing all the correct answers.
Teaching lies in making learners truly understand
the concepts under study.
It is important that a teacher knows how to teach
in the classroom. One major consideration is
mastery of the content. He should be
knowledgeable and able to talk with authority on
the subject matter he teaches. Moreover, teachers
should not rely on textbooks, but rather use other
resources to provide additional information while
teaching.
A teacher has become a facilitator, a far cry from
what used to be teacher-centered instruction. He
simply guides and provides learners opportunities
to develop creativity and come up with their own
discoveries.

A teacher responsibility includes connecting

students’ learning according to how they know of
value. He, therefore, needs to know his students’
interests, learning styles and background.
Teaching For Understanding (TFU) Framework

It is a set of general guidelines by David

Perkins. It is one that provides “optimal ambiguity”
– there should be enough structure and enough
flexibility to serve classroom teachers’ needs.
Educators need to personalize innovations and
adapt ideas peculiar to their own character and
institutions.
 FOUR CORNER STONES OF PEDAGOGY
Four Central questions TFU elements addressing
about Teaching each question
1. WHAT SHALL WE TEACH? GENERATIVE TOPICS

2. WHAT IS WORTH UNDERSTANDING? UNDERSTANDING GOALS

3. HOW SHALL WE TEACH FOR UNDERSTANDING PERFORMANCES

UNDERSTANDING?

4. HOW CAN STUDENTS AND TEACHER ONGOING ASSESSMENT

KNOW WHAT STUDENTS UNDERSTAND
AND HOW STUDENTS CAN DEVELOP
DEEPER UNDERSTANDING?
GENERATIVE TOPICS- are issues, themes, concepts
and ideas that provide adequate depth, significance
and variety of perspectives to nurture students’
development in terms of powerful understanding or
discernment.
We only have so little time in class, but a lot more to
be learned, so where and how do we begin? How
do we decide what to teach and what to include?
Which materials will be the most impactful and
rewarding?
Features that can serve as guide when selecting
the best possible teaching topics:

• Central to one or more domains or disciplines.

• Interesting to students
• Interesting to teachers
• Accessible
• Offer opportunities for multiple connections
UNDERSTANDING GOALS
Unit-sized goals describe the most important
understanding that learners should develop during
an entire course. Understanding goals for specific
units should be strongly connected to one or more
of the overarching goals of the course.
At the beginning of the semester, the teacher
might write down the most important things that he
wants the students to get out of the glass, but also
plans to modify the list at the lessons progress
during the year.
PERFORMANCS OF UNDERSTANDING

Students should engage in performances of

understanding- activities that develop, express and
supplement their current understanding.
Over time, the performances of understanding
transcend from simple to complex.
CLASSIFICATIONS OF PERFORMANCE OF
UNDERSTANDING

• INTRODUCTORY – it gives an opportunity to

measure students’ current understanding of the
topic like a diagnostic tool
• GUIDED-INQUIRY - typically occurs in the
midpoint of unit discussion
• CULMINATING – more complex, multifaceted,
concluding performances. Offers students a
chance to integrate, reveal and express the
understandings.
ONGOING ASSESSMENT

-teachers provide feedback, learning criteria and

opportunities for reflection throughout the
instruction.
ACTIVITY TIME!!!! 1/2 CROSSWISE

USE THE FOURNER CORNERSTONES IN PEDAGOGY

CHOOSE YOUR OWN TOPIC
1. WHAT SHALL WE TEACH?

2. WHAT IS WORTH UNDERSTANDING?

3. HOW SHALL WE TEACH FOR

UNDERSTANDING?

4. HOW CAN STUDENTS AND TEACHER

KNOW WHAT STUDENTS UNDERSTAND
AND HOW STUDENTS CAN DEVELOP
DEEPER UNDERSTANDING?
THE LEARNER

- the core of the teaching-learning process. It

is from him that revolves all activities related to
classroom activities. The person who receives
instruction to teacher.
PUPIL – learner in the elementary
STUDENT – learner beyond elementary
FACTORS AFFECTING COGNITIVE DEVELOPMENT
OF CHILDREN

BIOLOGICAL FACTORS

1. SENSES – organs receive stimuli from the

environment. Their proper development helps in
receiving correct stimuli for the formation of
correct concepts.
2. INTELLIGENCE - it is the ability to learn about,
learn from, understand and effectively
interrelate with one’s environment.
3. HEREDITY - the process of transmitting
characteristics from one generation to the next,
such as transmitting blue eyes or skin color to one’s
descendants. Hearing loss can be an inherited
characteristic.
4. MATURATION - the process of learning to cope
and respond in an emotionally appropriate way. It
is part of growth and development. Maturation is
continuous; it doesn’t stop when physical growth
ends; it continues through adulthood. For
instance, an adult who loses a child learns to cope
with a new emotional situation that will influence
the way he deals with situations that follow.
ENVIRONMENT FACTORS – include surroundings,
conditions, or influences that affect an organism. It
is anything that is not genetic, although it could be
argued that environmental influences even genes in
the long run.
1. LEARNING OPPORTUNITIES – the more
opportunities the learner gets, the better is the
cognition, because he will be able to add to his
mental capacities by letting through these
opportunities.
2. ECONOMIC STATUS - learners from better
economic status get more opportunities and better
training.
3. PLAY - play activities are opportunities to
interact with the environment, receive stimuli and
respond to them. As he learns new processes, he
acquires knowledge and forms of communication.
4. VARIOUS TYPES OF STIMULI - as a child grows,
he gets various stimuli from the environment
through his senses, and perceives their meanings.
5. FAMILY AND SOCIETY - family provides the child
hereditary traits. It also provides good
opportunities to learn through observation and
imitation of other people and members of the
family.
QUESTION:

WHAT DO YOU THINK IS THE

GREATEST FACTOR THAT AFFECTS
THE COGNITIVE ABILITY OF THE
CHILD? WHY?
SEVEN CHARACTERISTICS OF INDEPENDENT
LEARNERS

1. CURIOSITY
2. SELF-MOTIVATION
3. SELF-EXAMINATION
4. ACCOUNTABILITY
5. CRITICAL THINKING
6. COMPREHENSION
7. PERSISTENCE