1 The Teacher: Components of Effective Teaching

Components of Efective Teaching
(Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)

1
The Teacher
Personal and Professional Traits
Roles Manager co!nselor "oti#ator leader "odel
p!blic relations officer parent s!rrogate
facilitator instr!ctor
2
The Learner
The child as a biological organis" $ith needs abilities and goals%
The social and psychological en#iron"ent%
&!lt!ral forces of $hich he is a part .
3
The Classroom
Acti#ities are $ell organi'ed
M!t!al sharing of responsibilities in "aintaining a state of order
and de"ocratic li#ing
Pleasant and hygienic conditions pre#ail
Physical
environment
(ocation shape si'e constr!ction of the roo"
)!rnit!re in the roo"
*nstr!ctional s!pplies or reso!rces for learning
Pro#isions for lighting heating #entilating
Aco!stics of the roo"
Pro#isions for sanitation cleanliness
orderliness
Intellectual
Climate
Patterns of beha#ior
*nteraction pattern
+!alities of interaction
Attrib!tes that help learners thin, clearly
critically and creati#ely
Social Climate Autocratic - teacher centered
Laissez-faire
o (earner operates as an indi#id!al
o Stri#es for recognition of his o$n
achie#e"ent
o .e#elops little regard for the rights /
acco"plish"ents of others
Democratic
o 0oals are established by gro!p
participation
o Tea"$or, is fostered
o Teacher as a g!ide
o (eadership is open to all
Emotional
Climate
1"otional ad2!st"ent and "ental health of
learners
Educ 222 Principles of Teaching 1
Melanie Jeane C. Galve
1
The Curriculum
The bl!eprint or "aster plan of selected and organi'ed learning
content
Act!al i"ple"entation of plan thro!gh si"!lated e3periences in the
classroo"
Aca!emic Curriculum )or"al list of co!rses offered by a school
E"tra Curriculum Planned b!t #ol!ntary acti#ities sponsored
by a school (sports dra"a social cl!bs)
#i!!en Curriculum 4nplanned learning acti#ities that are
nat!ral by-prod!ct of school life (ho$ to
cope $ith school b!rea!cracy boredo"
etc.)
$
%aterials of
Instruction
5ario!s reso!rces a#ailable for teachers and learners $hich help
facilitate instr!ction and learning
T$o-di"ensional "aterials
(any #is!al appearing to
ha#e height and $eight)
)lat pict!res
0raphics
Three-di"ensional
"aterials (ha#e depth or
thic,ness in addition to h-
$)
Model .iora"a
Realia P!ppets
Moc,-!p
A!dio-recording "aterials
(e3periences of p!re
listening)
Recordings
Radio
Pro2ected "aterials
(enlarged on a #ie$ing
screen)
Still pro2ection
Motion Pict!res
1d!cational tele#ision
&
A!ministration
The organi'ation direction coordination and control of h!"an and
"aterial reso!rces to achie#e desired ends.
o Seeing that all "oney is econo"ically e3panded and acco!nted for
o Preparing the school b!dget
o Selecting and p!rchasing school sites
o Planning erecting and e6!ipping school b!ildings
o 7perating the school plant and ,eeping it in an e3cellent state of
repair
o Selecting training and s!per#ising teachers
o Pro#iding s!pplies te3tboo,s
o Assisting in c!rric!l!" constr!ction
o 7rgani'ing and instr!ctional progra"
o 8eeping the p!blic infor"ed of the ai"s acco"plish"ents and
needs of the school
o 8eeping school records and acco!nts
!spects or "imensions of #ndividual $earning %t&le
2
'iological "evelopmental(%ocio)iological
Preference
So!nd
(ight
Te"perat!re
.esign
Perception
*nta,e
&hrono-biological highs and lo$s
Mobility needs
persistence
Moti#ation
Responsibility
9eed for str!ct!re
3
"iferent $earning "isa)ilities
A'ra"ia (Dys'ra"ia) The inability to "otor plan or to "a,e an appropriate body response
Dys*ra'hia .iffic!lty $riting both in the "echanical and e3pressi#e sense
diffic!lty $ith spelling
Dysle"ia .iffic!lty $ith lang!age in its #ario!s !ses not 2!st reading
Dyssemia .iffic!lty $ith social c!es and signals
Au!itory
Discrimination
Tro!ble $ith percei#ing the differences bet$een so!nds and the
se6!ences of so!nds
+isual Perce'tion .iffic!lty $ith the ability to !nderstand and p!t "eaning to $hat
one sees
4
*ecogniing $earning "isa)ilities+
(9ational &enter for (earning .isabilities 4SA)
1. diffic!lty $ith reading $iritng speech and "athe"atics
:. diffic!lty $ith perception of ti"e and space
;. concentration and attention proble"s
4. i"p!lsi#e beha#ior
<. diffic!lty $ith short-ter" "e"ory
=. sociali'ation proble"s
>. diffic!lty $ith fine "otor coordination
?. lo$ self-estee"
@. diffic!lty $ith organi'ation
(.isabilities Association of A"erica)
1A. disorgani'ation :A. inability to follo$ si"ple
11. easily distracted instr!ctions
1:. poor attention span :1. poor e"otional control
1;. o#erreacts to noise ::. diffic!lty re"e"bering or
14. doesnBt en2oy $hen being read to !nderstanding se6!ences
1<. poor hand-eye coordination :;. chooses yo!nger play"ates
1=. canBt "a,e sense of $hat sChe hears or prefers solitary play
1>. !ses $ords inappropriately
1?. hyperacti#ity
1@. li"ited #ocab!lary
5
'asic Principles of %uccessful Teaching at an& !cademic $evel
,-lsen. et al as cited in Principles / %trategies of Teaching )& !cero. et al0
Princi'les Com'onents Activities
=. Stress proble"
sol#ing the basis of
f!nctional learning
Ability of children to intelligently
attac, real proble"s
.isco#er
define attac, sol#e
interpret personal and
social proble"s
>. Pro#ide for the
achie#e"ent of lasting
st!dent satisfaction
Teachers p!t e3tra effort to "a,e
learning sit!ations opport!nities
for st!dents achie#e so"ething
7ffer gen!ine s!ccess
Personal satisfaction
7pport!nity for
intellect!al social and
e"otional gro$th
?. (et the c!rric!l!"
"irror the co""!nity
(earning sit!ations reflect
st!dentsB co""!nity life
Si"!lations
Princi'le Com'onents Activities
1. 1d!cate the $hole
child
Aspects of de#elop"ent: physically
socially e"otionally ethically and
intellect!ally
&hallenge e"erging
interests and abilities
:. 8eep the progra"
infor"al fle3ible and
de"ocratic
&onfidence in their po$er of
achie#e"ent
As, 6!estions
freely
&onfer $ith other
learners
Share in planning
acti#ities
&arry personal
responsibility
;. &apitali'e !pon
present st!dent
interest
Teachers disco#er $hat interests and
p!rposes st!dents ha#e
(i"ited #ers!s $ide interests
Praise$orthy p!rposes
to pro"ote ed!cational
gro$th
4. (et "oti#ation be
intrinsic
Most "o#ing incenti#es are those of
real life
13plore the ne$
and the interesting
Associate acti#ely
$ith other people
Manip!late and
constr!ct things
&o"pare opinions
abo!t i"portant
"atters
13press oneBs self
artistically

<. Ma,e learning
e3periences #i#id and
direct
0enerali'ations $ill be !seless and
"ere #erbalis"s !nless gro!nded on
"eaningf!l personal e3periences
The need to recei#e "ore concrete
interesting and "eaning e3periences
&onstant opport!nities
for:
Motion pict!res
Radio progra"s
e3c!rsions
inter#ie$s
ser#ice pro2ects
$or, e3perience
6
1umanistic Teaching
,2is non(threatening coupled 3ith unconditional love0
Princi'le Com'onents
1. 1"phatic 4nderstanding *nternal fra"e of reference
P!tting oneself in the place of another
:. Respect or non-possessi#e
$ar"th
Dar" and total acceptance for another as a person
.eep interest and concern for the de#elop"ent and
$elfare of st!dents
;. 0en!ineness Real and not a "ythical teacher
Principles of 0ood Teaching Easic Principles of TodayBs Teaching
1. Acti#e (earning
:. Many Methods
;. Moti#ation
4. Dell-Ealanced &!rric!l!"
<. *ndi#id!al .ifference
&hildren learn by doing.
(earning sho!ld be grad!al and contin!o!s not discrete.
Moti#ation sho!ld be intrinsic and nat!ral not artificial.
The child can best be ed!cated as a $hole as a !nit
organis".
*nstr!ction sho!ld be adopted to indi#id!al needs.
7
=. (esson Planning
>. The Po$er of S!ggestion
?. 1nco!rage"ent
@. Re"edial Teaching
1A. .e"ocratic 1n#iron"ent
11. Sti"!lation
1:. *ntegration
1;. (ife-li,e Sit!ation
14. *ndependence
1d!cation "eans i"pro#ing the 6!ality of
learning.
(earning depends !pon the childBs ability.
Teacher-st!dent and inter-st!dent relationships sho!ld
be cooperati#e
(earning co"es thro!gh sense i"pressions.
9at!ral social settings sho!ld
constit!te learning sit!ations
4riting $esson -)5ectives
-ther terms for
instructional o)5ectives
Performance
Learner
Behavioral
Specifc
,o)5ectives0
emphasis on the student outcomes
manifested in )ehavior
Process
o)5ectives
6ocus on mental s7ills+ o)servation.
organiation. categoriation. evaluation.
dra3ing inferences
Enabling
o)5ectives
#nclude tas7 anal&sis+ )rea7ing a comple8
tas7 into a logical se9uence of steps to
achieve the intended outcome
Characteristics of
Performance
SMART Speci:c. Measura)le. Attaina)le. Result(
oriented. Relia)le. Realistic. and Time(
8
-)5ectives )ounded. Terminal
Ta8onom& of #nstructional -)5ectives
Cognitive
Knowledge *ecall facts. concepts. and generaliation
Comprehension Chec7 understanding of information learned
Applicaion !ppl& information in performing concrete actions ,e8+
3riting. reading. handling e9uipment0
Anal!sis E8amine factual content in order to solve pro)lems
"ivide information into component parts
;tilie inductive and deductive learning
S!nhesis 'ring to )ear information from various sources to
create a product. a pattern or structure
,3ritten. oral. practical0
Eval"aion !ppl& a standard in ma7ing a 5udgment on the 3orth
or something ,decision(ma7ing s7ills. action. design0
!fective
Receiving %ho3 3illingness to attend to a particular classroom
stimuli in the learning environment
Responding *e9uire active participation )ased on the stimuli
#al"ing "ispla& de:nite involvement or commitment to3ard
some e8perience
$rgani%aion #ntegrate a ne3 value into their general set of values
and give its proper place in a priorit& s&stem
Characeri%aion
b! #al"e
!ct consistentl& according to the value and is :rml&
committed to the e8perience
Ta8onom& of #nstructional -)5ectives
Ps&chomotor
*e<e8 Movements -ccur voluntaril& in response to stimuli
'asic 6undamental
Movements
1as innate movement pattern from from a
com)ination of re<e8 movements
Perceptual !)ilities Translate stimulus received through the
senses into appropriate desired movements
Ph&sical !)ilities "evelop )asic movements that are essential
to the development of more highl& s7illed
movements
%7illed Movements "evelop more comple8 movements
re9uiring a certain degree of e=cienc&
>on(discursive Communicate through )od& movement
9
Mager?s !pproach in 4riting -)5ectives+ Three Elements+
1. Performance & Behavior ( refer to 3hat the learner displa&s
2. Condiion refer to the circumstances under 3hich the learner is a)le to
perform or e8hi)it the learned )ehavior
@. Crierion of S"ccess standard against 3hich the learner?s performance is
evaluated for teachers to 7no3 3hether or not the learner?s o)5ective has
)een attained
_______________
References
1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).
2. orp!" # Salandanan. $rinciples and Strategies of Teaching (pp8%-9&).
Mehods and Techni'"es of Teaching
10
Mehod
! series of related and progressive
acts performed )& a teacher and
students to achieve the o)5ectives
of the lesson
Approach
-ne?s vie3point
to3ard teaching
Techni'"e
The personal art and
st&le of the teacher in
carr&ing out the
procedure
Sraeg!
%et of decisions to
achieve an o)5ective
that results in a plan
(nsr"cional Tacics
#nstructional !ctivities
)eliver! Mode
Conditions under 3hich
instruction is to )e ofered
to the learner
Media
Manner through 3hich an
instructional message is
communicated
11
T!pes of Lesson
E*P$S(T$R+ #S E*PL$RAT$R+ STRATE,+
(Notes from: COI Workshop 2003, A!"#
12
Preparaion
(revie3 facts
(recall old
e8periences
related to ne3
lesson
(esta)lish o)5ectives
)evelopmen
lead the class to+
e8amine
anal&e
compare
contrast
generalie
o)serve
5udge
direct
something to achieve
o)5ectives
Applicaion
;se 3hat has )een
learned in a ne3
situation or practice
activities
)evelopm
en Lesson
Preparaion
(de:ne the need
revie3
(specif& the purpose
of
revie3
(recall concepts
previousl& learned
Review
Proper&Aciviies
;se an& or a
com)ination of the
follo3ing+
Pro)lem %olving s7ill
Comparison %cheme
Concepts %cheme
!ctivities %cheme
-pen )oo7 e8ercises
#maginative(Creative
Condensing
%elected reference
*eading
-"rher Applicaion
;se ne3 learning in
ne3 situations
Moivaion
!rousing the need for
the s7ill or activit&
-ocali%aion
6ocusing learner?s
attention on the
speci:c facts. ha)its.
or s7ills to )e drilled
on
Repeiion of
Aenion
*epeating learning
materials meaningfull&
Applicaion
;sing 3hat has )een
)rill Lesson Review
Lesson
E.posior! Sraeg! E.ploraor! Sraeg!
$ess deliver& time
;tilies
e8positive
strategies such as+
o "irect
teaching
o "eductive proces
o Teacher controlled method
$ess students involvement+
Passive !ctive
More deliver& time
;tilies discover&
strategies such as+
o #n9uir&
teaching
o #nductive
process
o Teacher facilitated methods
1igh student involvement
!ctive #nteractive
E.posior! Teaching
/ha /hen o "se Seps
E.posior!
or
)idacic
Mehod
! telling method
3here facts.
concepts.
principles. and
generaliation
ore stated.
presented.
de:ned.
interpreted )&
the teacher. and
follo3ed )& the
application or
testing of these
concepts.
principles. and
generaliations in
ne3 e8amples
generated )&
students.
o 4hen there is
an immediate
need of a
relevant
information to
ma7e students
understand a
part in the
lesson
o 4hen
information is
not availa)le
and time can
)e saved )&
the teacher
directl& telling
it
o 4hen an idea
or principle can
)e )est
learned onl& )&
e8planation
o 4hen the
source
material is not
accessi)le to
the students
E8positor& Teaching
of Concepts
1. Teacher presents
concepts and
de:nition
2. Teacher presents
and lin7s concept
3ith related higher
concepts
@. Teacher presents
positive and negative
e8amples
A. %tudents classif&
e8amples as either
positive or negative
B. %tudents provide
additional e8amples
E8positor& Teaching
Principles and
Generaliation
Teacher states rules.
principles and
generaliations
Teacher e8plains
concepts 3ith a
principle or
generaliation
Teacher presents
positive and negative
e8amples
%tudents classif& and
e8plain e8amples.
either positive or
negative
%tudents provide
additional e8amples
13
E.posior! Teaching
/ha /hen o "se Seps
)emonsra
ion
Telling and
sho3ing method
performed
usuall& )& a
teacher or a
trained student
3hile the rest of
the class )ecome
o)servers
o 4hen process
is signi:cant
)ut apparatus
need is limited
o 4hen school
lac7s facilities
for ever&
student
o 4hen
e9uipment is
too e8pensive.
sophisticated.
dangerous
o 4hen lesson
re9uires s7ill in
investigative
procedure or
technical 7no3
ho3
1
2
@
A
B
Preparation. motivation. clarif&ing
o)5ective
E8plaining concept. theor&. process.
"emonstration of correct process involved
in a theor& or performance
"iscussionCPractice
6eed)ac7 on elements of process
Transfer to DrealE 3orld
)ed"cive
Teaching
Process of
teaching that
starts 3ith a rule
or general
statement that is
applied to
speci:c
casesCe8amples
4hen pupils re
as7ed to+
o test a rule or
further develop
it
o ans3er
9uestions
o solve pro)lems
)& referring to
la3s.
principles. and
theories
1. %tatement of the pro)lem
o %tate real life cases. situations.
pro)lems
2. %tatement of a generaliation or rule
o *ecall t3o or more generaliations.
rule. de:nitions. or principle
o %elect one 3hich 3ill )e the solution
to the pro)lem
@. !ppl& the rule
1$ Test the rule to speci:c cases or
pro)lems
A. 6urther veri:cation of the rule
o Tr& our the rule using other
e8amples
o "etermine the validit& of the
inference )& consulting accepted
authorities
14
E.perienial Mehodologies 0 E.ploraor!
4hat 4hen to ;se %teps
(nd"civ
e
Teachin
g
!n e8plorator&
method of logic 3hen
one arrives at a fact.
principle. truth. or
generaliation
%tud&ing+ o)serving.
comparing. man&
instances or cases in
several instances to
discover the common
element and form of
generaliation
6ormulating
conclusion. a
de:nition. a rule. a
principle or formula
)ased on 7no3ledge
of e8amples and
details
4hen the
rule.
concept.
truth.
principle.
or
generali
ation is
importan
t enough
to 5ustif&
the time
devoted
to the
lesson
4hen the
pupil has
the
a)ilit& to
form and
state the
rule.
principle.
truth. or
generali
ation )&
themselv
es
through
comparis
on and
a)stracti
on of
instances
1
2
@
A
B
Preparation+
o %et an apperceptive )asis
)& revie3ing old facts or
lessons that can )e utilied
as )ac7ground for the ne3
o Motivate )& arousing the
need to achieve the
o)5ective
o %tate the aim 3hich ma& )e
in the form of a pro)lem or
goal statement
Preparation F present speci:c
cases. instances. and e8amples
to the class
Comparison and !)straction F
discover and identif& the
common elements among the
speci:c cases
Generaliation F state the
common element deduced from
the speci:c instancesCe8amples
as a concept. a generaliation.
a rule. a de:nition. a principle.
or formula
!pplication F use the learned
concept. generaliation. rule.
and principle in ne3 situations.
)iscove
r!
Teachin
g
o Thoughts are
s&nthesied to
perceive something
that the individual has
no3 7no3n )efore
o $earner gets directl&
involved in learning
$earning is a result of the
learner?s o3n internalied
"eductive discover&+
Presenting a main idea that can )e
chec7ed against evidence
6inding supporting evidences or
e8amples for the main idea
%tating 3h& the evidence is supporting
#nductive "iscover&+
Presenting the follo3ing F
speci:c e8amples. instances for
o)servation. discussion
#dentif&ing attri)utes of the
common elements
15
insight. re<ection. and
e8perience.
the main idea
6inding other evidence or DproofE of the
main idea
"iscussing the elements among
given e8amples
%tating the main idea )ased on
the common elements
Chec7ing the main idea against
ne3 e8amples
E.perienial Mehodologies 0 E.ploraor!
4hat 4hen to ;se %teps
Problem1
Solving
Mehod
o Pro)lem is a felt
di=cult& in a
situation that needs
to )e removed
o Pro)lem solving is
an& purposeful
activit& that 3ill
remove a recognied
di=cult& or
perple8it& in a
situation through the
process of reasoning
4hen the goal is+
o To sharpen the po3er to thin7.
reason. and create a ne3 idea
o To learn ho3 to act in di=cult
situations
o To improve 5udgments
1 #denti:cation and recognition
of the pro)lem
2 "iscussion of 7e& elements of
the pro)lem
3 %tatement of
h&pothesisCproposal of
solution,s0
4 Collection and interpretation of
related evidence,s0
5 Critical evaluation of
suggested solutions
6 Geri:cation of accepted
solution,s0+
o #f accepta)le use the
solution to solve the
pro)lem
o #f not. prepare another
solution
Pro2ec
Mehod
! signi:cant practical
unit of an activit& of a
pro)lematic nature
carried on )& students in
a lifeli7e manner and
natural setting. #t ma&
)e construction. an
emplo&ment. a pro)lem.
or a learning pro5ect
o 4hen pro)lems in life
situation e8ist
o 4hen learners initiate and
impose the tas7s on them
o 4hen time and materials are
availa)le
o 4hen there is a decided
advantage over the other
methods in meeting the needs
o 4hen training in cooperation.
perseverance. open(minded.
creativit& is need.
1 Purposing F determining goals
and activities cooperativel&
2 Planning F deciding on the
activities
@ E8ecuting F carr&ing out
activities
A Evaluating F 5udging the
:nished pro5ectsCresults against
the goals
Laboraor!
Mehod
! set of :rst learning
activities 3herein the
individual investigates a
pro)lem conducts
e8periments. o)serves
processes. or applies
theories and principles in
a simulated setting
o To cultivate students? s7ills in
the )asic science processes
o To enhance higher order
thin7ing s7ills
o To induct learners to scienti:c
processes
o Preparation F motivation. goal
setting. orientation
o %upervised 3or7 F 3or7ing on
the pro)lem
o Culmination F organiing
:ndings
o *eporting :ndings F
communicating results
(n'"ir!
eaching
$earners are confronted
3ith a puling situation
and are let to enter into
investigative 3or7 to
solve the pro)lem
o %tep 1 F presentation of a pro)lemCpuling situation ,)& a teacher.
class. learners themselves0
o %tep 2 F de:ning the pro)lem ,list 9uestions0
o %tep @ F Gathering and appraising information
o %tep A F Gathering information ,ans3er 9uestions0
o %tep B F "ra3ing conclusions
o %tep H F Evaluating ,conclusions. ans3ers to 9uestions. thin7ing
processes usedI
16
RE-LECT(#E TEAC3(4, as E8periential $earning C&cle
Re5ecive
Teaching
!n on(going process that ena)les individuals to continuall& learn
from their o3n e8periences )& considering alternative
interpretations of situations. generating and evaluating goals. and
e8amining e8periences in the light of alternative goals and
h&pothesis
! teaching approach that )rings the individuals to continuall& learn
form their e8periences through thoughtful anal&sis of their o3n
e8periences. actions. decisions. )eliefs in the light of alternative
goals and h&pothesis
The act of teaching that focuses thought on certain phenomenon
through inspection. introspection. and anal&sis
%tages #nstructional !ctivities
1. Concrete
E8perience
#dentif& pro)lematic situation
2. -)servation /
!nal&sis
-)servation+
o Gather information a)out the e8periences. )eliefs. values.
intentions. attitudes. feelings. and actions
o "escri)e the e8perience in a multidimensional and comprehensive
3a&
!nal&sis+
Co%&rete
'(per)e%&e
A&t)*e
'(per)me%t+t)o%
O,ser*+t)o%
-
A%+./s)s
A,str+&t)o%
0e1
&o%&ept2+.)3+t)o%
17
o *e<ective anal&sis of the e8perience )& individual and group
o E8amine )oth actionsCoutcomes
@. !)straction *e(
conceptualiaiton
o !ctive and self(directed search for ne3 ideas and ne3 strategies
o *eshape theories
o Engage in creative self(de:nitional approach
o Test assumption and ne3 conceptualiations
MET!C-G>#T#GE TE!C1#>G !PP*-!C1E%
/ha ! teaching approach 3here learners are trained to )ecome a3are of and e8ert
control over their o3n learning )& using metacognitive processes
3ow Through the
use of the
follo3ing
metacognitive
processes
PlanningF deciding 3hat m& goals are and 3hat strategies to use
to get there
)eciding F 3hat further 7no3ledge or resources # need
Monioring progress along the 3a& F am # going in the right
directionJ
Eval"aing F 3hen # have arrivedK and
Terminaing F 3hen the goals have )een met
Sraeg! 3e"risic or
Self1
'"esioning
Before F 3hen &ou are
developing the plan of
action. as7 &ourself+
4hat in m& prior 7no3ledge 3ill
help me 3ith this particular tas7J
#n 3hat direction do # 3ant m&
thin7ing to ta7e meJ
4hat should # do :rstJ
1o3 am # reading this selectionJ
1o3 much time do # have to complete
this tas7J
)"ring F 3hen &ou are
maintainingCmonitoring the
plan of action. as7 &ourself+
1o3 am # doingJ
!m # on the right trac7J
1o3 should # proceedJ
4hat information is important to
remem)erJ
%hould # move in a diferent
directionJ
%hould # ad5ust the pace
depending on the di=cult&J
4hat do # need to do if # do not
understandJ
Afer F 3hen &ou are
evaluating the plan of
action. as7 &ourself+
1o3 3ell did # doJ
"id m& particular course of
thin7ing produce more or less
than # had e8pectedJ
4hat could # have done
diferentl&J
1o3 might # appl& this line of
thin7ing to other pro)lemsJ
"o # need to go )ac7 through the tas7
to :ll in an& D)lan7sE in m&
understandingJ
)eveloping
Meacognii
ve
Lno3ing 3hen
&ou 7no3
Guide student in the use of reading. 3riting. and
reasoning process
*epeat successful e8perience 3ith the process
18
Awareness Lno3ing 3hat
&ou 7no3
4hat is 7no3n 3hen &ou 7no3
!3areness of ac9uired 7no3ledge and understanding
Lno3ing 3hat
&ou need to
7no3
%u)5ectsCconcepts can )e studied at multiple levels of
sophistication
Push )oundaries of 7no3ledge as far as one can
$earning processes ,reading. 3riting. reasoning0 gro3 as
the learner gro3s+
o 'ecoming more selective as information )ecomes
more dense
o 'ecoming more creative in the )lend of resources
o 'ecoming more ela)orative in the s&nthesis of ideas
C$$PERAT(#E LEAR4(4, STRATE,+
! t&pe of group 3or7 in 3hich t3o or more students interact 3ith the common goal
or mastering speci:c academic materials.
T3o Essential Components+
Cooperative Tas7s
Cooperative #ncentive structure+
o %tudents are encouraged and motivated to help one another to learn
rather than compete against each other.
o The& are dependent upon the eforts of one another to achieve
success.
o The& are re3arded on the )asis of learning of all team mem)ers
%ample !pproaches+
STA) %tudent Teams !chievement !pproach ,%lavin0
1 !cademic information are presented each 3ee7 through ver)al te8t.
2 %tudents are divided into learning teams or four mem)ers
,heterogenous0
3 Team mem)ers help one another to master the academic materials
using 3or7sheets. tutoring. 9uiing one another. and team discussion
4 Muies are administered 3ee7l&C)i3ee7l& and scored and each
student is given improvement score.
5 #mprovement scores e8ceed the student?s past averages
6 #ndividual improvement scores are added to give a team score
7 Team success is ac7no3ledged through short ne3sletter containing the
learning outcomes
6igsaw ( ,"ronson. etal0
1 %tudent is assigned to heterogenous stud& home teams
2 !cademic material divided into clearl& de:ned sections is presented to
the students in te8t form
19
3 4ithin each team. one student is responsi)le for mastering a section
4 The teams split into specialist group. student responsi)le for section
materials meets 3ith corresponding students from other groups.
5 Each mem)er of the specialist group helps one another in the same
materials referred to as tas7 specialiations
6 Each student in the specialist group returns to his home team and
teaches other mem)ers of the teams
7 6ollo3ing home teams? discussions are 9uies given individuall&
)(SC7SS($4 TEC34(87ES
Panel informal discussion of a topic )& a group of four to si8 students led
)& a chairman. Each student gives a 7e& opening statement a)out the
topic.
S!mposi"m more formal setting than a panel discussion points
representing vie3s of diferent people.
-or"m similar to panel in 3hich a group of :ve to si8 students ta7e turns
in discussion 3ith the class topics on hand
Ro"nd Table :ve to si8 students seated around a ta)le discuss a
topicCpro)lem among themselves and 3ith the other class mem)ers
B"%% session four to seven students meet together to share each
other?s opinions. vie3points. and reactions 3ithout formal preparations
Brainsorming class mem)ers are tas7ed to share ideas regarding an
issue. plan. or pro5ect. !ll suggestions are recorded. "ecisions are made
later )& the 3hole class
.
)ebae formal DspeechesE and re)uttal )& sets of mem)ers of t3o
opposing teams
Sim"laion )isc"ssion Techni'"es
Role pla!ing class mem)ers are assigned or adapt certain roles
simulating a situation
20
Socio1drama portra&al of special scenes from histor& or literature
6"r! rial echni'"e a simulation of court room procedure 3hich
engaged the students in research and a panel in the discussion of an
issue
CLASSR$$M MA4A,EME4T
"e:nition+
!dministration or direction of activities 3ith special reference to such
pro)lem as discipline. democratic techni9ues. use and care of supplies
and reference materials. the ph&sical features of the classroom. general
house7eeping. and the social relationships of pupils. ,CG Good?s "ictionar& of
Education0
#ncludes operation and control of activities ,seating. attendance. use of
instructional materials. classroom courtesies0K re9uires planning and
foresight. ,$ardia)al. 1NN10
21
Managemen Techni'"es
Aspecs of
CM
Techni'"es
Seing Clear all identi:ed tra=c routes
6re9uentl& used materials should )e 7ept in readil& accessi)le place
Esta)lish rules for ever& learning station in the room
!rrange of pieces of furniture that facilitate eas& movement. overall
monitoring. visi)ilit& and accessi)ilit&
Ma7e e8plicit all procedures for getting. using and returning materials
(nsr"cion Maintain efective <o3 of pacing. momentum. and transition from one
topic to another
-)serve efective techni9ues of 9uestioning to maintain group alertness
Promote cooperation and cohesiveness )& holding students accounta)le
!ssertive
!pproach
'usiness(
!cademic
'ehavior(
Modi:cation
Group(Managerial
%uccess
!cceptance Group(Guidance
!pproaches to
Classroom
Management
Emotional Climate
%ocial Climate
Environment
Elements of
Classroom
Management
22
for classroom incidents
Ensure satisfaction and sense of progress and master& through ad5usting
tas7s and re9uirement to student?s capa)ilit& level
Cond"c Prepare a D3ish listE of desired )ehavior
%tate rules as desired )ehaviors
$imit rules to si8
Model and teach the rules
"ispla& rules pu)licl&
!ppl& disciplinar& procedures consistentl& to all pupils
$in7 disciplinar& procedures to student?s inappropriate )ehavior
"eal immediatel& 3ith all appropriate and inappropriate )ehaviors
*e3ards fro appropriate )ehavior should )e appealing to students
E8plicitl& state and consistentl& appl& punishments
Chec7 the deterrent values of penalties
Provide parents copies of school rules and their conse9uences for
violations
Enlist participation of the principal and colleagues in the formulation and
administration of school rules and in determining their positive and
negative conse9uences
Esta)lish a conduct code
Emplo& lo3(pro:le classroom controls
Ro"ine #dentif& dail& activities that can )e routinied to save time and efort
#nform students 3h& routines are esta)lished
Climae *espect and value students as human )eings
Enforce freedom 3ithin reasona)le limits
%tress group cooperation and cohesiveness over competition
Maintain an atmosphere of DfreeingE rather than control
Relaionshi
p
Ma7e ever& student in the class feel free sChe is valued
'e direct and honest 3ith students and encourage them to do the same
"evelop a sense of interdependence
'e personall& involved rather than alienated
%ustain positive and constructive conversations 3ith and among students
Emplo& corrective measures 3ithout sarcasm and ridicule
Emplo& communication that safeguard self(esteem. and conve& respect
!ssist ever& student in )uilding con:dence
*eference+ C-# 3or7shop >otes. 2II@
Rules to Remember
,*eference+ Tchng %trat 1 )& !lcantar& et.al0
RULE EXAMPLE
Content words, usually stressed Nouns, verbs, adjectives, adverbs,
Demonstrations: this, that, these, those
Interrogatives: who, when, why, where, how
Function words are
usually
unstressed
Articles: a, an, the
Prepositions: to,o,in,rom,by,etc!
Personal Pronouns: I,me,she,he,it,etc!
Possessive adjectives: my,your,his,our,etc!
"elative pronouns: who,that,which,what, etc!
23
Common conjuctions: and, but, as, i, etc!
Noun substitutes
#erbs used as au$iliaries or helping verbs: be, have, do, will,
shall, would, should, can, could, may, might, must!
Note:
%hese verbs are usually unstressed, even when they are used as
principal verbs! &owever, when they come at the end o a
sentence or when they are used in reiterative ormulas, they are
stressed!
'ost words with two syllables are
stressed on the 1st syllable
Dancer, river, person, holy, etc!
Intensive( rele$ive pronouns
receive a stronger stress on the 2
nd

syllable
)oursel, mysel, itsel, hersel, himsel, ourselves
Phrases which end in a noun
generally have the phrase stress on
the noun
I sent her a git!
&is companion is "ico!
)ou owe me a peso!
%he boys are playing bas*etball!
Phrases which end in noun
compounds, the phrase stress is on
the 1
st
part o the compound!
'iss Alma+an is our ,nglish Proessor!
Please go to the post oice!
'y brother is a truc* driver!
-e have a *itchen table!
Phrases which end with an adjective
usually have the phrase stress on
the adjective
%he test is diicult!
All the children got scared!
%he rooms on the loor are dirty!
Nora.s perormance is e$cellent!
In phrases where there are two
items with primary stress, one o
them, usually the /
st
, is reduced to
secondary stress!
%he adjective is given the
secondary stress, while the noun
gets the primary stress
'r! 0arcia owns the new house!
)our riend is a personable, young man!
I ound a gold ring on the table
%his pattern 1^2should be learned in contrast with another pattern, a se3uence o primary(tertiary
1^2ound in 4noun constructs5 or compound noun! In 4noun constructs5, both items may be nouns as bus
stop, milk sake or a combination o an adjective and a noun !"eenouse, #"ee$a%, so"tstop!
Phrases (^) Constructs (^)
En!lis teace"
&a teace" #"om En!land'
ai" b"us
&a b"us made o# ai"'
blue stockin!
&a stockin! tat is blue'
!"and #ate"
&a $onde"#ul #ate"'
,nglish %eacher
1a teacher o ,nglish
hair brush
1a brush o or the hair2
6luestoc*ing
1an intellectual woman2
grandather
1the ather o one.s ather or mother
24
Pointe"s #o" (e"se Recitation
/! )e clea"! 7pea* so that every word is heard!
8! (a"% te speed! 7ome parts should be aster than others!
9! (a"% te tone o# voice! 7ome parts should be matter(o(act,
some angry, some moc*(serious, some tender, etc!
:! (a"% te volume! 7ome parts should be louder or soter than
others!
;! Recite intelli!entl%! Do not recite mechanically at the end o lines regardless
o the sense!
<! *ecide $at empatic $o"ds a"e empasi+e tem!
=! Pause in app"op"iate places! Do not be araid to *eep the audience waiting!
0ive them time to ponder what has been said to speculate about what is to
come! Pause beore emphatic words, beore and ater direct speech, beore
any *ind o clima$
,u!!ested activities to test the students. proiciency in spea*ing:
/! "eading aloud to test pronunciation, stress, and intonation!
8! 7hort tal*s 1with preparation2 on topics chosen rom a list or based on a picture!
9! Conducting an interview!
:! "ole simulation 1giving instructions, advice, etc!2
;! "ole(playing with e$aminer and student each ta*ing part!
<! "ole(playing in typical situations!
=! #ocational e$position and demonstration 1projects2!
>! 0iving appropriate responses in a series o situations!
?! "e(telling o a story read aloud by the e$aminer!
/@! 0iving appropriate instructions in a series o situations!
*eference+ Tchng %trat 1 )& !lcantar& et.al
25

1 The Teacher: Components of Effective Teaching

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Components of Efective Teaching

(Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)

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