Principles of Teaching

Module 2
 Learning Objectives
a.) Define various concepts of teaching
b.) Understand the important facets of teaching
c.) Identify the 8 Ms of Teaching
d.) Appreciate the importance of teaching
TEACHING CONCEPTS
A. Teaching is a Complex Human
Activity
Varied activities inherent in teaching are identified in this definition
by Garcia (1989: 15 - 16):
1. Human Interactions (Teaching-learning Situation)
Teaching is considered a system of actions varied in form and
content but directed toward learning. It is in the performance of
these actions and in the interactions of the teacher with his
students that learning takes place.
A. Teaching is a Complex Human
Activity
The logical operations involve three variables such as:
a.) the teacher’s behavior (Independent Variable)
b.) the learner’s behavior (Dependent Variable)
c.) various postulated entities such as memories, beliefs,
needs, interferences, which are intervening variables
A. Teaching is a Complex Human
Activity
The independent variables in the teacher’s behavior:
a.) Linguistic Behavior
- Also known as verbal communication whereby teachers
verbalize their thoughts through language that is
spontaneity, precision, and naturalness.
A. Teaching is a Complex Human
Activity
The independent variables in the teacher’s behavior:
b.) Expressive Behavior
- Patterns of communication achieved through changes in
the tone of voice, facial expressions, and kinesis – motions
of the hands, arms, eyes, head, or other parts of the body;
intended to emphasize ideas to inject humor, to indicate
seriousness, irritation as well as approval and approval.
A. Teaching is a Complex Human
Activity
The independent variables in the teacher’s behavior:
c.) Performatory Behavior
- Includes all physical activities such as:
 writing on the blackboard;
 operating projectors and record players;
 manipulating models; and
 using laboratory equipment, tools, machines, computers, and
other instructional materials.
A. Teaching is a Complex Human
Activity
2. Organizational Arrangements
- Teaching is an activity with four phases:
a.) curriculum planning phase;
b.) an instructing phase;
c.) a measuring phase; and
d.) an evaluating phase
A. Teaching is a Complex Human
Activity
Such phases are spelled out more specifically, respectively as:
a.) Helping to formulate the goals of education, selecting
content and stating objectives;
b.) Creating intentions regarding instructional strategies and
tactics, interacting and acting on situational feedback about
instruction;
A. Teaching is a Complex Human
Activity
c.) Selecting or creating measurement devices: measuring,
learning, organizing, and analyzing measurement data; and
d.) Evaluating the appropriateness of objectives of
instruction and the validity and reliability of the devices used
to measure learning (John Hough, 1970).
A. Teaching is a Complex Human
Activity
3. Material Resources include:
a.) selection and development of instructional units;
b.) planning individual lessons;
c.) organizing material for instructional purposes
d.) designing the methods to be used;
A. Teaching is a Complex Human
Activity
3. Material Resources include:
e.) classroom management;
f.) evaluation of pupil’s achievements;
g.) reporting of pupil’s grades
(B.J. Chandler and Daniel Powell, 1970)
B. Teaching is both a Science and an
Art
Teaching involves imparting a systematized body of
knowledge. More than the knowledge about realities,
teaching also taps the performance skills of the
learners to make them physically, intellectually, and
socially equipped despite varied interventions.
B. Teaching is both a Science and an
Art
Teaching is also an art which provides avenues for
achieving pleasure and delight in learning. As an art,
teaching is a continuous process responding to the
demands of the time and the changes in the learners’
perspective.
B. Teaching is both a Science and an
Art
Garcia (1989) quoted Eisher (1983) when he pointed out a couple of distinguishing
marks between these two facets of teaching.
1. Teaching as a science
- it is primarily directed to the head
- emphasizes the cognitive and psychomotor aspects of learning
- the knowledge and skill they will acquire are indispensable to their
everyday living especially in decision-making and in solving crucial problems.
B. Teaching is both a Science and
an Art
2. Teaching as an art
- suited to satisfy the soul
- presupposes the need for the learner to appreciate and improve on
whatever knowledge he has gained and skills he has acquired
- give more credence to the affective aspects of learning
B. Teaching is both a Science and an
Art
• The second difference presents a more in-depth perspective
1. Teaching as a science
- as an academician, he is pictured to be disciplined, organized, systematic in his
teaching. As such he is expected to:
a.) have a mastery of the subject matter
b.) organize it well in a form that is comprehensible to his learners.
- as a craftsman, he has repertoire of teaching methods and is quite skillful in their use
Teaching as a science regards teaching as mechanical and routinized in order to make it more
systematic and more efficient. Teaching as a science calls for skillful teaching.
B. Teaching is both a Science and an
Art
2. Teaching as an art
- goes beyond the prescribed level of instruction.
-views teacher as an innovator, one who is willing to modify and to create new forms of
teaching
-these teachers believe teaching requires an ability to see through and respond to individual
differences among the learners.
- teaching as an art looks at teaching as a dynamic and imaginative process
C. Teaching as a System

According to Navarro (1988), teaching as a system requires an understanding of the

role of the more mature, experienced members of society in stimulating, directing,
managing, and guiding immature and inexperienced members in their adjustments to life.

With the young and immature students as inputs into the system, the processing
takes place in the school setting with the teacher playing a major role in instructing the
inexperienced so that they can develop into upright and useful members of society and well-
adjusted citizens with wholesome personalities imbued with:
C. Teaching as a System

a.) love of country;

b.) duties of citizenship;
c.) moral character;
d.) personal discipline; and
e.) scientific, technological, vocational efficiency
D. Teaching Is One of the Most Exalted
Forms of Social Service

Gregorio (1976) states that the classroom is a society made up of teachers

and learners working together for the purpose of human growth and betterment.
Teaching is guided by the spirit of service. Service may be defined as the
performance of a task for the benefit of others given voluntarily, by request, or by
fulfilling a social need. People look at it as the beginning and end of the teaching
profession. It is the beginning because service is the guiding , stabilizing, and
directing factor of the teaching profession while it is the end because service is
the ultimate goal of the teaching profession.
E. Teaching Is the Responsibility of the Teacher
While Learning Is the Responsibility of the Learner

Teaching is always a two-way track. The stimulus is teaching and the

response is learning. According to Palma (1992), learning involves a process and
brings about an outcome. All learning begins with things around us. They may be
objects, persons, or phenomena that we “experience” or that we become aware
of through any of our five senses.
The S-R bond as explained in behaviouristic psychology holds that every
stimulus elicits response. Such behaviour is not only evident on human being but
animals as well, as they operate on the instinctive or sensitive level.
E. Teaching Is the Responsibility of the Teacher
While Learning Is the Responsibility of the Learner

According to humanistic psychology, learning on the human level becomes a more intricate
process, primarily because it takes a different, more circuitous route that involves the mind, the
intellect, and the will.
The conscious mind receives the stimulus and passes it on to the subconscious until a
connection is established between the stimulus and the previous learning and experiences.
Learning process is a joint endeavour between the teacher who provides the adult help
and supervision and the learner who recognizes his personal responsibility to make the most of the
learning situations.
The 8 Ms of Teaching
(as conceptualized by Palma(1992))

1. Milieu. The Learning Environment.

2. Matter
3. Method
4. Materials
5. Media
6. Motivation
The 8 Ms of Teaching
(as conceptualized by Palma(1992))

7. Mastery. The Be-all and End-all of Learning

Stages in the Circle of Learning
Stage 1. Stage of Unconscious Incompetence
Stage 2. Stage of Conscious Incompetence
Stage 3. Stage of Conscious Competence
Stage 4. Stage of Unconscious Competence
8. Measurement: Getting Evidence of Learning