What is teaching?

 A process of interacting; Tutoring or educating

 The process of engaging students in activities that will enable them to acquire knowledge, skills as well

as worthwhile values and attitudes

Link: https://www.youtube.com/watch?v=PEcD4aGRLiM

It is both science and art;

SCIENCE as it is based on psychological research that identifies cause-effect relationship between

learning;

ART, as it shows how those relationships are implemented in successful and artistic teaching.

Different kinds of knowledge/

skills required of a Teacher

1. Patience

2. Adaptability

3. Imagination

4. Teamwork

5. Risk Taking

6. Constant Learning

7. Communication

8. Mentoring

9. Leadership

Five Key Behaviors

contributing to effective

teaching

Lesson Clarity

Conclusion

Instructional Variety

Teacher Task Orientation

Engagement in the Learning

The Elements of Teaching

 The Content Strategies

The choice of content, appropriate

instructional materials, and effective

methods to have a good outcome

 The Teacher
A key factor in
any learning
process

 The Learner
Most important
element of
teaching

Principles Underlying Instruction

Principle of Context – it deals with the ff:

 textbook only

 textbook with a supplementary material

 non-academic and current materials (newspaper, clippings, articles, magazine)

 multi-sensory aids

 field experiences; personal, social and community understanding

Principle of Focus – deals with the specific and certain materials that will guide the students in their
studies

 page assignment in textbook

 announced topic together with page or chapter references

 broad concept or a problem to be solved, or a skill to be acquired to carry on understanding

Principle of Socialization – interaction and cooperation among members of the class help students to
achieve

certain goal.

Social patterns characterized by:

Principle of Individualization – instruction must address students’ diversities, learning styles, purpose
and

interest. Scales of application Individualization through:

 differential performance in uniform tasks

 homogenous grouping

 control plan

 individual instruction

 large units with optional related activity

 individual undertakings, stemming from and contributing to the joint undertaking of the group of

learners

Principle of Sequence – instruction depends on effective ordering of a series of learning tasks.

From meaningless-------emergence of meaning

From immediate---------remote

From concrete-----------symbolic

From crude-------discriminating

Principle of Evaluation – learning is heightened by a valid and discriminating appraisal of all its aspects

Scales of application:

 evaluation or direct results only

 evaluation related to objectives and process

 evaluation on total learning process and results

Other Indirect Models/Strategies of Teaching

Problem-Based Instruction (PBI)

 The essence of PBI consists of presenting students with authentic/meaningful situation that can serve
as

springboards for investigations and inquiry.

 This model is highly effective approach for teaching higher-level thinking processes involving:

 Deriving questions on problem both socially important and personally meaningful to students.
 Interdisciplinary focus on a particular subject but solutions requires students to deliver into many

subjects.

 Authentic investigation necessitates students to pursue investigation that seek real solution to real

problems.

 Production of articrafts and exhibits requires students to construct products in the form of articrafts
and

exhibits that represents their solutions.

Constructivist Models

 Popularized by Piaget and Vygotsky

 A perspective of teaching and learning in which a learner constructs meaning from experience and

interaction with others

 Teacher provides meaningful/relevant experiences for students from which students construct their

own meaning (facilitation)

 Suggests that learners develop their own understanding of topics they study instead of having it

delivered to them by others. o Places learner in the center of the learning process why the play an active

role in the process of constructing their own understanding.

Link: https://www.slideshare.net/theaescandor/the-constructivist-modeldevread2

Metacognitive Strategy

 Students are trained to become aware of and control their own learning through the metacognitive

process.

 Used when student

- plan what strategies to use to meet goal

- decide what resources are needed

ACADEMICSANDSERVICESDEPARTMENT-ASD

- monitor own progress

- evaluate progress

Link: https://inclusiveschools.org/metacognitive-strategies/

Reflective Teaching
 Process that enables individual to continually learn from own experiences by considering alternative

interpretations of experiences, actions, discussions, beliefs, using introspection and analysis

 Used when students:

- Acquire concrete experiences

- Analyzes experiences

- From abstractions

- Apply generalizations to actual situation

Link: https://poorvucenter.yale.edu/ReflectiveTeaching

Cooperative Learning Strategies

 Features:

- Heterogeneously grouped

- Interdependence among members

- Individual accountability

- Explicit teaching of collaborative skills

 Variants

Link: https://www.teachervision.com/professional-development/cooperative-learning

JIGSAW

 How/when us

- A group are formed

- Material is divided into sections

- One member takes care of a section of the material

- Each member meets with those from other groups who are assigned to a similar section

- Members discuss/work on the material

- Return to their previous group to inform others in their group

- o Testing students after the ―puzzle‖ is completed

Student Teams Achievement Strategy (STAS)

 A type of group work activity in which students interact together to master a specific academic
material
 How/When Used:

- Information is presented;

- Students are divided into learning teams to master lessons using worksheets;

- Discussion, tutoring, quizzing one another;

- Scores from tests are recorded; and

- o There is improvement from the previous achievement score of the team, additional points

are given.

Art of Questioning

According to thinking process

 Low- level questions- focused on facts which do not require a complex application of knowledge.

 High level questions- It makes students think in depth which challenge and stimulate their critical

thinking by seeking information on their own.

According to type of answer

 Convergent Questions- close- ended questions that have one correct answer. Usually start with What,

Who, When, and Where.

 Divergent Questions- open- ended questions that have many appropriate answers. Usually start with

Why, How, and What if. Sometimes what and who are use followed by the question why.

According to the cognitive taxonomy

 1st Level: Knowledge- memorize, recall, label, specify, define, list, cite, etc

 2ndLevel: Comprehension-describe, discuss, explain, summarize translate, etc

 3rd Level: Application- solve, employ, demonstrate, operate experiment, etc.

 4th Level: Analysis- interpret, differentiate, compare

 5th Level: Synthesis: Invent, develop, generalize

 6th Level: Evaluation- Criticize, judge, interpret

ACADEMICSANDSERVICESDEPARTMENT-ASD

Guidelines in Asking Questions

 Wait Time - the interval between asking a question and the student response.
 Prompting - uses hints and techniques to assist students to come up whit a response successfully

 Redirection - involves asking of a single question for which there are several answers; used in a high

level questioning.

 Probing - a qualitative technique used for the promotion of effective thought and critical thinking;

provides the students a chance to support or defend a stand or point of view

 Commenting and Prompting /Reacting- used to increase achievement and motivation

Classroom management- Refers to the operation and control of classroom activities; involves the ability
to

maintain order and sustain student attention

For Types of Misbehaviour (Mistaken Goals)

 Attention-seeking- students tend to misbehave for attention

“Teacher, notice me.”

 Power-seeking- Feel that defying adults is the only way they can get what they want.

“Teacher, may I help you?”

 Revenge-seeking- Have a mindset that hurting others makes up for being hurt. Set themselves up for

punishment.

“Teacher, I am hurt.”

 Display of inadequacy- Students feels helpless/ failures.

“Teacher, please don’t give up on me.”

Link: https://slideplayer.com/slide/10351405/

Classroom Management as Time Management

 Mandated time- The number of days and hours in the school calendar specified by the state and
school

laws.

 Allocated time- is the total time allotted for teaching, learning, and routine classroom procedures like

attendance and announcements.

 Instructional time- is what remains after routine classroom procedures are completed. That is to say,

instructional time is the time wherein teaching and learning actually takes place.

 Engaged time- is also called time on task. During engaged time, students participating actively in
learning activities—asking and responding to questions, completing worksheets and exercises, preparing

skits and presentations, etc.

 Academic learning time- occurs when students 1) participate actively and 2) are successful in learning

activities.

Types of Control

 Preventive Control - aimed at minimizing the onset of anticipated discipline problems though planning

 Supportive Control - aimed at directing student’ behavior before it becomes a full blown problem

 Corrective Control - seeks discipline student’ behavior before it becomes a full standard of good
conduct

The 6S

 Sort (Seiri)- sorting all items in a location and removing all unnecessary items from the location.

 Set to order / Straighten (Seiton)- putting all necessary items in the optimal place for fulfilling their

function in the workplace.

 Shine (Seiso)- sweeping or cleaning and inspecting the workplace, tools, and machinery on a regular

basis.

 Standardize (Seiketsu)- standardize the processes used to sort, order and clean the workplace.

 Sustain (Shitsuke)- developed process by self discipline of the workers. Also translates as “do without

being told”.

 Safety- Keeping all the people safe in the job aiming no accidents will happen by eliminating all the

dangers/ hazards that may cause injuries.

Link: https://en.m.wikipedia.org/wiki/5S_(methodology)

Teacher Pitfalls that affect Management of Instruction

 Dangle/Dangling - issues or questions left unfinished

ACADEMICSANDSERVICESDEPARTMENT-ASD

 Truncation – same as dangle but the teacher does not resume the initiated activity, then dropped it all

together

 Flip flop – informal, sudden, unexpected reversal

 Over-dwelling – giving too much time or attention to something longer than required
 Fragmentation- when a teacher breaks down an activity or a behavior into subparts even though the

activity could be performed easily as a single unit or an uninterrupted sequence.

 Jerkiness- lack of lesson smoothness and momentum

 Thrust- a teacher’s sudden ‘bursting in’ on students’ activities with an order or statement or question

without being sensitive to the group’s readiness to receive the message. Too much work given at a time

that causes confusion and frustration

 Stimulus-bound – when a teacher has students engaged in a lesson and something else attracts the

teacher’s attention

Approaches to Classroom Management

Behavior Modification Approach

 Based on principles of behavioral psychology: “All behavior is learned” (Sulzer and Mayer)

 Built on two assumptions:

 Learning is controlled largely, if not entirely, by events in the environment.

 There are four processes that account for learning at all age levels and under all conditions (positive

reinforcement, negative reinforcement, extinction or time out and punishment)

 A behavior is shaped by consequence (what consequence follows a behavior).

Use of Logical Consequence

 LC expresses the reality of the social order; LC results from a violation of an accepted social rule

(Punishment expresses the power of a personal authority)

 LC is logically related to the misbehavior; the student sees the relationship between the misbehavior

and its consequence

 LC involves no element of moral judgment; student’s misbehavior is viewed as a mistake, not a sin

 LC is concerned with what will happen next; the focus is on the future (Punishment is in the past)

 LC is involved in a friendly manner (Punishment involves either open or concealed anger); the teacher

should try to disengage himself from the consequence

Socio-emotional-Climate Approach (Rogers)

• Has its roots in counseling and clinical psychology

• Places great importance on interpersonal relationships

Principle of Communication (Ginott, Teacher and Child)

• The teacher talks to the situation and not to the personality and character of the child

• The teacher shows the ability to describe what she/he saw, describe how he/she feels and describe

what needs to be done.

Socio-Emotional-Climate Approach

 Attitudes that are essential in effective facilitation of learning (Rogers)

• Realness, genuineness and congruence – realness is the expression of the teacher being himself or

herself, the teacher is aware of his/her feelings, accepts and acts on them and is able to communicate

them when appropriate... allows the teacher to be perceived by students as a real person

• Acceptance, prizing , caring and trust – behaviors that makes students feel trusted and accepted

• Emphatic understanding- using student’s point of view, sensitive awareness of the student’s feelings
and

is non-evaluative and non-judgmental

Acceptance Approach

• Rooted in humanistic psychology

• Maintains that every person has a prime need of acceptance

• Also based on the democratic model of teaching in which the teacher provides leadership by

establishing rules and consequences but at the same time allows a student to participate in decision

making .

ACADEMICSANDSERVICESDEPARTMENT-ASD

Success Approach

• Rooted in humanistic psychology and democratic model of teaching

• Deals with general psychology and social conditions. A teacher should not excuse bad behavior and

that a student need to change whatever negative classroom conditions exists and improve conditions

that will lead to student success.

Assertive Approach (Lee and Canter)

• A model of discipline in which teachers insist on responsible behavior by their students

communicate these rules and consequences clearly.

• Assumes that classroom management liberates students because it allows them to develop their traits,

skills and abilities and provides them with psychological security in the classroom as an effective

learning environment

Group Process Approach (Schmuck, Johnson and Bany and Kounin)

• Also known as socio-psychological approach – based on the principles from social psychology and
group

dynamics

• Based on the following assumptions:

 Schooling takes place within a group context- the classroom group

 The effective, productive classroom group is characterized by certain conditions that are

compatible with the properties of a social system

 The classroom management task of the teacher is to establish and maintain such conditions

Group managerial Approach (Jacob Kounin)

• Points to the importance of responding immediately to group students behavior that might be

inappropriate or undesirable in order to prevent problems rather than having to deal with them after

they emerge.

• If a misbehavior goes unnoticed, ignored or allowed to continue for too long, it may create a “ripple

effect”.

Businness Academic Approach (Evertson and Emmer)

• Emphasizes the organization and management of students as they engage in academic work

• Involves a high degree on “ time-on-task” and “academic engaged time” for students. The idea is that

when students are working on their tasks there is little opportunity for discipline problems to arise

Group Guidance Approach (Fritz Redl)

• Focuses on manipulating the surface behavior of the students on a group basis.

• Discipline and classroom control are produced through group atmosphere and enhanced group
support
Management of Styles

 Reactive- reacting to a problem as it arises

 Proactive- preventing problems as they arise