PRINCIPLES AND METHODS OF

TEACHING
I. OVERVIEW OF THE COURSE
II. EXPECTATIONS
III. REQUIREMENTS
A. Attendance
B. Writing materials
C. Participation in discussions
D. Turning in of all output
E. Cut off time for submission
ELEMENTS OF TEACHING AND LEARNING
A. The Learner
 The learner is an embodied spirit. What does

this mean? What are the needs of the learner

materially and spiritually?
 The learner possesses cognitive and

appetitive faculties. What are cognitive

faculties? Appetitive faculties? What are the
cognitive faculties of a learner? What are the
appetitive faculties of a learner?
ELEMENTS OF TEACHING (CONT.)
 There are factors that contribute to the
differences among learners. These are 1)
Ability 2) Aptitude 3) Interests 4) Family and
cultural background and 5) Attitudes and
values. Discuss each and give examples.
B. The Teacher
 The professional teacher is the “licensed

professional who possesses dignity and

reputation with high moral values as well as
technical and professional competence. (Code
of Ethics of Professional Teachers). What is the
process in becoming a professional teacher?
ELEMENTS OF TEACHING (CONT.)
C. The Learning Environment
 The learning environment consists of the

physical environment as well as the

psychological atmosphere or the socio-
emotional climate which is mainly a product
of the interaction and relationship between
teacher and students and among the
students.
Principles of Learning
 Learning is an experience which occurs inside
the learner and is activated by the learner.
 Learning is the discovery of the personal

meaning and relevance of ideas

 Learning (behavioral change) is a

consequence of experience
 Learning is a cooperative and collaborative

process. Cooperation fosters learning.

Principles of Learning (Cont.)
 Learning is an evolutionary process.
 Learning is sometimes a painful process.
 One of the richest resources for learning is

the learner himself.

 The process of learning is emotional as well

as intellectual.
 The process of problem solving and learning

is highly unique and individual.

LAWS OF LEARNING
 PRIMARY LAWS

 OTHER LAWS
Objective-Related Principles of
Teaching
 “Begin with the end in mind.” (Covey). In the
context of teaching, this means that we must
begin our lesson with a clearly defined lesson
objective. With a specific objective, our lesson
becomes more focused.
 Share lesson objectives with students. Lesson

objectives when shared and possessed by our

students will become their personal target. It
is against this personal target that they will
evaluate themselves at the end of the lesson.
Objective-Related Principles of Teaching (Cont.)

 Lesson objectives must be in the two or three

domains – knowledge (cognitive), skill
(psychomotor), and values (affective). What is
more important according to this principle is
that our lesson is wholistic and complete
because it dwells on knowledge and values or
on skills and values or on knowledge, skills and
values.
 Work on significant and relevant lesson
objectives. Level of self-motivation of students
increases when lesson objectives are relevant to
their daily life,
Objective-Related Principles of Teaching (Cont.)

 Lesson objectives must be aligned with the

aims of education as embodied in the
Philippine Constitution and other laws and on
the vision-mission statements of the
educational institution of which you are a
part.
 Aim at the development of critical and
creative thinking.
 For accountability of learning, lesson
objectives must be SMART (Specific,
Measurable, Attainable, Result –
oriented/Relevant, Time-bound/Terminal)
 Curriculum Guide of the K to 12
Curriculum
 It makes use of standards-based instruction.
 Content standards define what students should know
and be able to do. These are benchmarks which identify
the expected understandings and skills for a content
standard at different grade levels.
 Performance standards (or indicators) describe how well
students need to achieve in order to meet content
standards. They are the levels of proficiency which the
students are expected to demonstrate what they know and
what they are able to do.
 Competencies are more specific versions of the
standards. They are specific tasks performed with mastery.
They also refer to the ability to perform activities within an
occupation or function to the standards expected by
drawing from one’s knowledge , skills and attitudes.
 Selection and Organization of Content

 One guiding principle related to subject matter

content is to observe the qualities in the
selection and organization of content. (Refer to
what was discussed in The Teacher and the
School Curriculum)
 At the base of the structure of cognitive subject
matter content is facts. We can’t do away with
facts but be sure to go beyond facts by
constructing an increasingly richer and more
sophisticated knowledge base and by working
out a process of conceptual understanding.
 In your field of specialization, how can you go
beyond facts? Give examples.
 Selection and Organization of Content

 Subject matter content is an integration of cognitive,

skill and affective elements. The teaching of facts,
concepts, principles, theories and laws necessitate
the skill of seeing the relationships among these in
order to see meaning. Likewise, when our subject
matter is focused on the thinking and manipulative
skills, our lesson content has also cognitive content.
More so with the teaching of values, for values have
definitely a cognitive basis. If the values taught are
imbibed by the students, these are expressed in their
daily behavior (skill). The cognitive lesson may be
used as a vehicle in the teaching of skills and values.
 Selection And Use of Strategies

 Learning is an active process. This means that we

have to actively engage the learners in learning
activities if we want them to learn what we intend
to teach.
 The more senses that are involved in learning,

the more and the better is the learning. Research

finding says that we take in more information
visually than through any of the other senses.
 Emotion has the power to increase retention and

learning. We tend to remember and learn more

those that strike our hearts! The more
emotionally involved our students become in our
lesson the greater the impact.
 Selection And Use of Strategies
 Learning is meaningful when it is connected to
students’ everyday life. Abstract concepts are
made understandable when we give sufficient
examples relating to the students’ experiences.
 Good teaching goes beyond recall of
information. Good thinking concerns itself with
higher-order-thinking skills to develop
creative and critical thinking.
 An integrated teaching approach is far more
effective than teaching isolated bits of
information.
 Selection and Use of Instructional
Materials
 All instructional materials are aids to
instruction. They do not replace the teacher.
 Choose the instructional material that best

suits your instructional objectives.

 If possible, use a variety of tools.
 Check out your instructional material before

class starts to be sure it is working properly.

 For results, abide by the general utilization

guide on the use of media given below:

 Assessment of learning

 Assessment of learning is an integral part of

the teaching-learning process. We teach with
a certain objective to attain. After we have
taught, then it is logical that we find out how
well we have attained our lesson objective,
thus we engage ourselves in the process of
assessment.
 Assessment tool should match with

performance objective. Which assessment

tool to use, which test to formulate must be
based on our performance objective.
 Selection and Use of Instructional
Materials (Cont.)
 Learn how to use the instructional material
 Prepare introductory remarks, questions or
initial comments you may need
 Provide a conducive environment
 Explain the objectives of the lesson
 Stress what is to be watched or listened to
carefully
 State what they are expected to do with the
information they will learn.
 There is a need to summarize or review the
experience.
Assessment of learning (cont.)
 The results of assessment must be fed back
to the learners.
 In assessing learning, teachers must consider

learners’ learning styles and multiple

intelligences and so must come up with a
variety of ways of assessing learning.
 To contribute to the building of the culture of

success in the school, it is pedagogically

sound that in our assessment techniques we
give some positive feedback along with not
so good ones.
Assessment of learning (cont.)
 Emphasize on self-assessment. If our students
make learning objectives their own, it is but
fitting and proper that in the assessment stage
they do their self-assessment against the
standard or criterion of success established at
the beginning of the class in the performance
objective.
 If we believe that our task as teachers is to teach

all students and that it is possible that all

students, even those from limited backgrounds,
will have access to opportunities and therefore,
can achieve, then the bell curve mentality must
be abandoned.
Assessment of learning (cont.)
 Assessment of learning should never be used
as a punishment or as a disciplinary measure.
 Results of learning assessment must be

communicated regularly and clearly to

parents.
 Emphasize on real world application that

favors realistic performances over out-of-

context drill items..
 To ensure learning, do formative assessment.

Do not wait until the end of the chapter or

unit to check if students understood the
lesson.
Assessment of learning (cont.)
 To ensure reliability of assessment results,
make use of multiple sources. Don’t rely on
just one source of assessment data. Make use
of multiple sources – written tests,
performance tests, portfolios and
observations.
GUIDING PRINCIPLES IN CLASSROOM MANAGEMENT

1. Consistent, proactive discipline is the crux of effective

classroom management.
2. Establish routines for all daily tasks and needs.
3. Orchestrate smooth transitions and continuity of momentum
throughout the day.
4. Strike a balance between variety and challenge in students’
activities.
5. As classroom manager, be aware of all actions and
activities in the classroom. (with-it-ness)
6. Resolve minor inattention and disruption before they
become major disruptions.
Guiding Principles …(cont.)

7. Reinforce positive behavior.

8. Treat minor disturbances calmly.
9. Work out a physical arrangement of chairs
that facilitates an interactive teaching-learning
process.
10. Make good use of every instructional
moment. Minimize discipline time to maximize
instructional time.
 Management of Time

Effective Techniques in the management of time:

1. Orchestrate smooth classroom transitions
2. Remain involved with the students during the entire
class period allowing for no idle time.
3. Use fillers, in case you finish the lesson ahead of time.
4. Use planning or pacing material such as copy of scope
and sequence…
5. Use a common place to keep materials such as scissors
and other school supplies.
Management of Time…(cont.)

6. Follow a consistent schedule and maintain the

procedures and routines established at the beginning of
the year.
7. Handle administrative tasks quickly and efficiently.
8. Prepare materials in advance.
9. Make clear and smooth transitions.
10. Limit disruptions and interruptions through appropriate
behavioral management technique.
 DISCIPLINE
 Discipline – controlled behavior, the practice of making
people obey rules or standards of behavior

 Causes of Disciplinary Problems:

1. Unfavorable learning condition

2. Teacher’s poor management skills
3. Students’ varied backgrounds
 Preventing Discipline Problems

1. Use of appropriate teaching strategies

2. Teacher’s personal attributes
3. Teacher’s teaching style

Unacceptable and ineffective ways of

dealing with discipline problems:
4. Scolding and harsh words as a reprimand
will have a negative effect on the entire
class
5. Nagging and faultfinding wt long
“sermons”
Unacceptable……

3. Keeping a student in a “detention area”

during or after classes as penalty of
misbehavior
4. Denying a student some privileges due to
unnecessary hyperactivity
5. Additional homework
6. Use of ridicule or sarcasm
7. Deduction in academic achievement
 QUESTIONING SKILLS

1. Varying type of questions

2. Asking non-directed questions
3. Calling on non-volunteers
4. Rephrasing
5. Sequencing logically
6. Requiring abstract thinking
7. Asking open-ended questions
8. Allowing for sufficient wait time
9. Assessing comprehension
10. Involving as many as possible