PRINCIPLES OF

TEACHING 1 Prepared by: Leicel Paciente Doble

THE TEACHER IN THE

SCHOOL SETTING

Duties and Responsibilities of teachers

TEACHING 2.1.1. Prepares syllabus, lesson plans and assessment

tools. 2.1.2. Conducts classes faithfully, punctuality, effectively and efficiently in adherence to the vision, mission, goals

of the school 2.1.3. Encourages pupils/ students to set and maintain

high standard of classroom behaviour 2.1.4. Updates continually on current trends and

developments in education and the field of specialization

2.1.5. Welcome performance evaluation as a basis for improvement, reinforcement, promotion and awards.

Academic Advising 2.2.1. Develops

substantial time a day on campus for pupil/ student academic consultation and

advising. 2.2.2. Refers problems of students, if necessary, to the appropriate school

authorities.

Academic Requirements

2.3.1. Prepares and submits lesson plans and other forms at

the designated time. 2.3.2. Prepares test questions 2.3.3. Submits corrected final

test papers, class records, grading sheets and other

required forms. 2.3.4. Prepares instructional materials/ teaching devices.

Activities Related to Teaching2.4.1. Attends meeting to

update syllabus, curriculum content and examination of

textbooks. 2.4.2. Proctors examination2.4.3. Attends faculty and

Committee meetings and all official functions of the school. 2.4.4. Takes all necessary and

responsible precautions to protect pupil/ students as well

as the equipments and facilities of the school. 2.4.5. Establishes and maintains cooperative

professional relations with others.

School Service2.5.1. Helps in the formation of students by serving as coordinators,

moderators and/or advisers. 2.5.2. Serves in various faculty and school committees organized by the

administration for the purpose of improving academic and school operations.

2.5.3. Assists during the enrolment period. 2.5.4. Participates in planning school activities.

Community Service

2.6.1. Participates

in and contributes

to the community extension projects of the school. 2.6.2. Gets

actively involved in any of the recognized

organizations and

associations in the

community.

Professional Growth 2.7.1. Attends

seminars, workshops,

conferences, conventions, and

other related training programs.

2.7.2. Pursues graduate studies

in area of specialization

2.7.3. joins professional

organizations and at best, exercise

professional leadership.

RESEARCH

Conduct researcher

s which may take any of the following forms:

Basic /

Applied

Research Develop

ment of Instructi

onal Material

sTextboo

k/ Module Writing (either individually or with

group)

Writes scholarly articles to

be published

in education

al journals.

THE ENDING PRINCIPLES OF TEACHING AND

LEARNING

Goals and Objectives • Goals and objectives are statements that

describe that describe what you want to accomplish or the results that you want to achieve.

GOALS- are high level statements and general guidelines that explain what you want to achieve. OBJECTIVES- are lower level and concrete statements describing what the project is trying to achieve.

The Philippine Millennium Development

Goals (1990-2015)Goals• Eradication of extreme poverty and hunger • Achievement of universal primary education. • Promotion of gender equality and women

empowerment. • Reduction of child mortality • Improvement of maternal health. • Combating HIV-AIDS, malaria and other diseases. • Ensuring of a global partnership for development.• Development of a Global partnership for

development.

Provision of Batas Pambansa 232 (The education Act of 1982)

To provide the basic knowledge and develop the foundation skills, attitudes and values including moral and spiritual

dimensions. To provide learning experiences which increase the child ‘s awareness of

responsiveness to the changes in society. To promote and intensify the child’s knowledge of, identification with, and love for the nation and the people to

which he/she belongs. To promote work experience which develops and enhances the child’s

orientation to the world of work and creativity.

BEED Objectives

BSED Objectives To continue to promote the objectives of elementary education, but shifting

its emphasis from the mastery of basic tools of learning, expression and

understandingTo discover and enhance, in addition, the difference aptitudes and interest of

the individual student so as to equip him/her for work in the real world and/or for further formal studies in

higher education.

TERTIARY

Objectives To provide a general education program that will assist each individual to develop his/her

potential as a human being, enhance the quality of citizen and promote a sense of national identity, cultural consciousness,

moral integrity and spiritual vigour. To train the nation’s manpower in the

required skills for national development and to instill and foster the appropriate

and relevant attitudes, skills and knowledgeTo develop and maintain the

integrity of the profession or disciplines that will provide leadership for the nation. To advance the frontiers of

knowledge through research work, and apply the technology gained for improving the quality of human life

TVET (Technical- Vocational Education and

Training) Objectives To provide relevant, accessible, high quality and efficient technical education and skills development in support of the

development of high quality Filipino To promote and strengthen the quality of technical education and skills

development programs to attain international competitiveness.

To provide a general education program that will assist each individual to develop

his/her potential as human being, enhance the quality of citizen

participation and promote each student a sense of national unity, cultural

consciousness, moral integrity and spiritual vigour.

To train nation’s middle level manpower in the required skills for national

development, and to instill and foster the appropriate and relevant knowledge,

skills and attitudesTo focus technical education and skills development on meeting the changing

demands for quality middle level manpower

To advance frontiers of knowledge and skills through research work, and apply the technology gained for improving the

quality of human lifeTo recognize and encourage the

complementary roles of public and private institutions in technical

education and skills development and training systems.

To inculcate desirable values through the development of moral character with

emphasis on work ethics, self discipline, self reliance and nationalism.

ALS (Alternative Learning Experience) Objectives

To make quality higher education accessible to a greater number of qualified

students who are otherwise isolated by geographical location, personal and work

commitments, time constraints and conventional course structures.

To establish a mechanism for assessment and accreditation of prior

learning from non formal and informal education and trainingTo establish guidelines for the award

of higher education certificates and/ or degrees to deserving individuals.

TYPES OF ALETRNATIVE LEARNING SYSTEMS

DESCRIPTION

1. Distance Education The teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods

2. The Expanded Tertiary Equivalency and Accreditation Program (ETEEAP)

A comprehensive program of identifying, assessing and assigning equivalent college level learning for non formal and informal training and demonstrated.

3. Ladderized Education Refers to all education and training mechanisms that allow the progression of students and workers between TVET and Higher Education

4. E-Learning The delivery of a learning, training or education program by electronic means.

5. Open Learning A philosophy of learning that is learner centered and flexible, enabling learners to learn at all times.

6. Philippine Educational Placement Test (PEPT)

PROGRAM OBJECTIVES

BEED Program: To develop elementary school teachers

who are either (a) generalists who can teach across the different learning areas in grade school, (b) special

education teachers of (c) pre school teachers.

BSED Program: to develop high school teachers who

can teach in one of the different learning areas in

high school like Mathematics, Physical,

Sciences, Biological Sciences, English, Filipino,

among others.

LEVEL EXAMPLE OF APPROPRIATE VERBS 1. KNOWLEDGE (remembering) Define, locate, spell, fill in the blank, match, state,

identify, memorize, define, name, underline, recall, state, list

2. COMPREHENSION (understanding) Convert, put in order, trace, describe, restate, translate, explain, retell in your words, interpret, rewrite, paraphrase, summarize

3. APPLICATION (Applying) Apply, determine, make, use, compute, draw, operate, conclude, find out, construct, give an example, solve, demonstrate, illustrate, state a rule or principle

4. ANALYSIS (analyzing) Analyze, debate, differentiate, specify, categorize, deduct, dissect, classify, determine the factors, distinguish, compare, diagnose, diagram, infer

5. EVALUATION (evaluating) Appraise, defend, prioritize, value, choose, evaluate, rank, compare, give your opinion, rate, conclude, judge, select, decide, justify, support

6. CREATION (creating) Change, design, originate, rearrange, combine, plan, reconstruct, visualize, reorganize, write, construct, generate, revise, modify, create, invent, produce. Suggest. propose

BLOOM’s TAXONOMY of EDUCATIONAL OBJECTIVES in the Cogniitve Domain

AFFECTIVE DOMAIN EXAMPLE

1. RECEIVING To develop an awareness of the importance of human rights.

2. RESPONDING To engage in voluntary work in the community extension program of the school

3. VALUING To increase the desire to speak English correctly

4. CHARACTERIZATION BY A VALUE OR VALUE COMPLEX

To internalize a code of behaviour based on Catholic teachings.

Objectives in the AFFECTIVE DOMAIN

LEVEL DESCRIPTION

1. OBSERVING Watches process, pays attention to the steps or techniques and finished product or behaviour, may read directions

2. IMITATING Follows direction, carriers out steps with conscious awareness of efforts, performs hesitantly

3. PRACTICING Repeats steps until some or all aspects of process become habitual, requiring little conscious effort, performs smoothly

4. ADAPTING Makes individual modifications and adaptations in the process to suit the worker and/or the situation

TAXONOMY of EDUCATIONAL OBJECTIVES in the PSYCHOMOTOR

DOMAIN

SMART Description

S - Specific Make your objective as specific as possible by saying exactly what you want to achieve in clear, concise words

M - Measurable Include a unit of measure in your objective

A - Attainable Be realistic. Make sure your objective is feasible in terms of the resources available to you.

R - Stand Focus on the end result you desire

T - Time-Phased Set deadline or time frame

SMART Objectives (PETER DUCKER)

APPROACHES TO CLASSROOM

MANAGEMENT

Different Approaches to Classroom Management

ASSERTIVE APPROACH

1. Teachers insist on responsible behaviour by their students.

2. Teacher takes charge of the classroom , set the ground rules,

and interacts with students 3. The teacher is expected to combine clear expectations, active

response to misbehaviour and consistent follow-through with

warmth and support for all students.

4. Draws a clear line between what and how the students are allowed

to do in the classroom.

APPLYING ASSERTIVE APPROACH Clearly identify expectations

Take positions firmly e.g. “I like that”

Use firm tone of Voice

Say no without guilt feelings

Place demands on students and enforce them. Indicate consequences of behaviour and why specific action is necessaryBe calm and consistent, avoid emotions or threatsPersist, enforce rules, do not give up

Gain confidence and skills in working with chronic behaviour problems in the classroom.

5. Asserts his/her

authority as he/she explicitly expresses the

specific rules to follow in the conduct of

behaviour of the students

6. The teacher is the authority

in the classroom

1. Emphasizes the organization and

management of the students

2. Task oriented that focuses on the business like and

orderly accomplishments of academic work

3. Is that when the students are working on their tasks, there is still opportunity for discipline problems to arise.

Three Categories of Organizing and managing student work Business -

ACADEMIC APPROACHGive clear instructions as to specific work assignment and work experience

Monitoring students work help the teacher to detect those who are having difficulty and encourage the students to

keep workingGive feedback to students in order to

enhance academic monitoring

BUSINESS ACADEMIC APPROACH

BEHAVIOUR- MODIFICATION APPROACH ]

This approach focuses on motivating students to develop and

manifest appropriate behaviour a

reward system. Models are effective in modifying

behaviour to the degree that they

capture attention, hold

attention and are limited. Effective role model are maybe parents,

relatives, teachers and

others.

GROUP MANAGERIAL APPROACH (Jacob Kounin) Emphasizes the need for

an immediate response to an inappropriate behaviour manifested by the group in

order to stop the likely problem to exist rather than

wait for the problem to come.

This is based on a premise that a misbehaviour that

remain unnoticed and which is not checked tends to

affect the group and will be assimilated by the

members. CLASSROOM activities for management purposes are divided into

categories of learner’s behaviour and teacher’s management behaviour.

Categories of Learner’s Behavior Description

Work Involvement It is the time spent by student on a specific task to be accomplished.

Deviancy Students may exhibit mild misbehaviour, serious misbehaviour or no misbehaviour at all (e.g. Whispering, laughing, teasing, someone writing notes and passing them on to someone or making faces.

Teacher Management Behaviour Description

Desist Techniques Actions taken by the teachers to stop misbehaviour.

Movement Management Refers to the organization of teacher’s behaviour depending on the kind of task in progress. It may be smooth or jerky.

This approach is anchored on the principle that every person needs to be accepted. As a social being, he needs to belong and relate to members of the group.

ACCEPTANCE APPROACH

ATTENTION GETTING Students wants other students or the teacher to pay attention to them. Act as class clown.

POWER SEEKING Students expresses their defiance in contradicting or teasing.

REVENGE SEEKING The student’s mistaken goal is to hurt others to make up for being hurt or feeling rejected and unloved.

WITHDRAWAL If the student feels helpless and rejected, the goal of their behaviour may become withdrawal from the school.

SUCCESS APPROACH

This approach focuses on psychological and social conditions as determinants of appropriate behaviour.

The teacher’s job is to help the students make good choices.

GROUP GUIDANCE APPROACH

This approach is based on changing behaviour of students

on a group basis.

RULES AND ROUTINES

ACTIVITIES GUIDELINES

Seating Arrangement Assign define seats to students

Taking class attendance Attendance should be checked every day

Entering and leaving the room Establish a routine of movement in entering and leaving the classroom to avoid congestion and loss of time

Distributing Materials Establish a routine for distributing instructional materials.

Using tools and Equipments Establish routine for using tools and equipments.

Using the Chalkboard It is called a chalkboard because there are many colors used as boards for writing on. It can be used as drawing diagrams, and linings to make creative.

HIGHER ORDER

THINKING SKILLS

Classification of HOTS

INFERENTIAL

THINKING

1. Formulating Inferences 2. Observing Relationships3. Drawing Conclusions and Generalizations

CRITICAL THINKING

1. ANALYSIS- is continuously examining and judging people, events, situations and conditions.

2. EVALUATE- act of collecting and sorting out observations.

CREATIVE THINKING

1.SYNTHESIS- means putting together parts to make it whole, , works well on combining simple ideas and inventors possess this high level thinking skills

2. FLEXIBILITY- ability to generate many alternatives, ready to adopt new ways , considers a number of choices and open to other ideas.

COMBINATION OF THINKING SKILLS

1.PROBLEM SOLVING- a problem originates from a situation that needs an answer or a solution

2. DECISION MAKING- thorough analysis and evaluation of recorded observation and data

THANK YOU FOR

LISTENING