Principles and Strategies of Teaching

Course Outline

THE TEACHING PROFESSION: AN OVERVIEW

UNIT I- THE ELEMENTS OF TEACHING

CHAPTER 1-The Learner
The Learner as an Embodied Spirit
The Fundamental Equipment of the Learner Gardner's
Multiple Intelligence Theory
Learning Styles
CHAPTER 2- The Teacher
The Professional Teacher
Professional Attributes
Personal Attributes
The National Competency-Based Teacher Standards
CHAPTER 3 - The Learning Environment
Physical Environment
Psychological Elimate
A Facilitative Learning Environment

UNIT II- THE PRINCIPLES OF LEARNING

UNIT III- MANAGEMENT OF INSTRUCTION

CHAPTER 1- Objective-Related Principles of Teaching
Guiding Principles in Formulating Objectives
Taxonomy of Objectives in the Three Domains
How to Write Lesson Objectives Standards and Competencies in
the K to 12 Curriculum
CHAPTER 2-Selection and Organization of Content
Guiding Principles
The Structure of Subject Matter Content
Cognitive, Skills, Values
CHAPTER 3-Selection and Use of Teaching Strategies
Guiding Principles in the Selection and Use of Teaching Strategies
Brain-Based Strategies
CHAPTER 4- Different Approaches and Methods
Teaching Approach, Strategy, Method and Technique
Direct Demonstration Method
Indirect/Guided/Exploratory Approach
Inquiry Method
Problem Solving Method
Project Method
Cooperative Learning
Peer Tutoring/Peer Teaching
Partner Learning
Deductive Method versus the Inductive Method
Other Approaches
Blended Learning
Reflective Teaching
Metacognitive Approach
Constructivist Approach
Integrated Approach
 CHAPTER 5- Understanding by Design (UbD)
The Three (3) Elements/Stages of UbD
Six (6) Facets of Understanding as Instructional Tools
Learning Activities Using the Six (6) Facets

WHERETO Framework
CHAPTER 6- Selection and Use of Instructional Materials (IMs)
Guiding Principles in the Selection and Use of IMs
CHAPTER 7-Assessment of Learning
Guiding Principles in the Assessment of Learning
Assessment in the Different Phases of Instruction

UNIT IV-CLASSROOM MANAGEMENT

CHAPTER 1-Guiding Principles in Classroom Management

CHAPTER 2- Management of Time

CHAPTER 3-Discipline

Some Causes of Disciplinary Problems

How to Prevent Disciplinary Problems

Various Modes of Establishing

Discipline/Classroom Control

The Canter Model of Assertive Discipline

Ways of Dealing with Discipline Problems

CHAPTER 4- Managing the Physical Environment

Furniture Arrangement

Seating Arrangement

Physical Condition of the Classroom

CHAPTER 5- Establishing Classroom Routine Transition

UNIT V - EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

How to Improve Questioning Techniques

Handling Pupils' Response

UNIT VI - HOMEWORK

Functions of Homework

Guiding Principles in the Use of Homework

 The Teaching Profession: An Overview

M
any things have been said of the teaching profession. "It is the noblest of all
professions." It's a many-splendored thing". "It's a many-sided task". Its
rewards are many, except material." (More is said about the teaching
profession in a
separate course in The Teaching Profession.)

Why be a teacher? The answer you give will determine your success or failure in
the classroom. If your overriding motive is money, you are in the wrong profession.
Teaching has its own rewards except money. If you insist on a teaching career with
money as your main motive, I am afraid you will find yourself miserable. Do not pass on
this misery to your pupils or students, to your colleagues and superiors. Go elsewhere.
Try trading, real estate, or even hair-styling.

We hope you want to be a teacher because teaching appeals to you. You are
attracted to it because teaching is fun. Having spent not less than two decades teaching
in the classroom, I can assure you that indeed, teaching is fun!

Teaching is not just a job. It is more than a job. It is a mission to carry out. We,
teachers, are called not only to instruct students in our subject (although this is our
basic task and to do it well is a valuable service) but to be good influences on them. We,
teachers, have the power to influence our pupils, to influence them to love learning.
Henry Adams once said: "A teacher affects eternity; no one knows where his
influence stops." Never underestimate your power as a teacher. Never underestimate
your power to make a difference in the lives of your students.

For you to have that inner power, never stop studying. Never stop learning. This
is how you can keep that enthusiasm burning. When your enthusiasm for your subject
and your teaching dies, the teacher in you also dies. When the teacher in you dies, you
will start hating your subject and possibly, your students, too. You will be burn out.

This is your profession. It feeds on continuing professional education. This is

your calling. This is your mission, to be a good influence on the young and
impressionable. It is a very noble one. Our pupils and their parents, your colleagues,
your superiors, you, yourself and God or Allah (who is part of your audience)have their
eyes/your conscience on how well you will answer this calling or carry out your mission.

Fr. Joseph V. Landy, SJ, jotted down corridor conversations of students about
their mentors:

Mr. Gonzales is the best teacher I've ever had. Knows Geography from A
to Z and keeps the class hanging on every word. We're almost sorry to hear the
bell ring."

"I'm glad I have Miss Lim for history. I thought the period she was covering
would bore us to tears, but she has a way of making the driest materials come
to life."

"What a bore Mr. Rodriguez is! He's supposed to be teaching the

geography of Asia but he sounds as though he is reading facts from an
almanac. Geography used to be my favorite subject, but he's managed to make
me hate it as much as math."

"Miss Santos was a real pill today. Sat at her desk and droned on and on
about the battles in ancient war. Didn't say a thing that our textbook doesn't say
better. We all fell asleep."

With what group of teachers do you want to be identified? The choice is yours!
 THE ELEMENTS OF TEACHING AND LEARNING

Introduction

T
he principal elements that make teaching and learning possible and attainable are the
teacher, the learner, and a conducive learning environment. Only when a positive
relationship exists among them can teaching and learning occur with precision and
predictability.

The teacher serves as the prime mover of the educational wheel while the
learner is the key participant in the learning process. The favorable environment
provides essential features and ingredients that could make a headway in guiding the
teaching learning processes and methodologies needed for a smooth linkage among
the three.

Unit I

C HAPTER1

The Learner
“Every child is a potential genius”
PRE-DISCUSSION

• What is the nature of the learner? What are the implications of these to the
teaching-learning process?
• What are the powers/faculties with which every learner is equipped?
• What should teachers do and not do to help develop the Learners powers or
faculties?
• What does Howard Gardner say about the learner's intelligence?
• What are learning styles? How do these affect teaching learning?

LESSON OUTLINE

The Learner as an embodied spirit

The learner is an embodied spirit. He/she is a union of a sentient body and a

rational soul. His/her body experiences sensations and feels pleasure and pain. His/her
soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection,
and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) AS
teachers then, let us care tor the embodied spirit-learner. Let us feed his/her body as
well as his/her spirit.

A learner who is hungry, physically exhausted and sleepy cannot be at his/her

best in the classroom.

The learner has also a spiritual nature.

The Fundamental Equipment of the Learner

Cognitive Faculties

• Five senses

The five senses are part of the learner’s sentient body. For effective and
efficient learning, it is important that his/her senses function normally.

• Instincts

The word instinct comes from the Latin word instinctus which means
impulse. The learner has a natural or inherent capacity or tendency to respond to
environmental stimuli such as danger signs for survival or self-preservation.

• Imagination

I t is the ability to form a mental image of something that is perceived

through senses. It is the ability of the mind to build mental scenes, objects or
events that do not exist, are not present or have happened in the past.
 • Memory

This is the cognitive faculty of retaining and recalling past experience.

• Intellect

This is another cognitive faculty of the learner. By his/her intellect, the

learner can engage in cognitive processes such as forming ideas or concepts,
reasoning out and making judgment.

Appetitive Faculties

• Feelings and emotions

Emotion is the on/off switch for learning. Positive feelings and emotions
make the teaching-learning process an exciting and a joyful, fruitful affair.
Negative Feelings and emotions make the same process burdens.

• Will

The learner’s still serves as guiding force and the main integrating force in
his/her character. By his/her will, the learner wills what his/her intellect presents
as good and desirable.

Factors that contribute to the differences among learners.

1. Ability
The learner’s native ability dictates the prospects of success in any
purposeful activity. Ability determines the learners’ capacity to understand and
assimilate information for their own use and application.

2. Aptitude
Aptitude refers to the learners’ innate talent or gift. It indicates a natural
capacity to learn certain skills.

3. Interests
Learners’ interest in learning makes learning no longer a task but a
pleasure. Interests are not inherited. They are developed.

4. Family and cultural background

Students who come from different socioeconomic background manifest a
wide range of behavior due to differences in upbringing practices.

5. Attitudes and Values

A positive attitude will enhance the maximum and optimum use of
learner’s cognitive and affective faculties for learning. A negative attitude
towards learning robs them to many opportunities for learning.

Gardner’s Multiple Intelligence Theory

 The learner is gifted with intelligence. The concept of intelligence evolved though
the years.

Disposition/Intelligence Sensitivity to: Inclination to:

Ability to:
1. Sounds, meanings, Speaking, writing, Speak effectively
Verbal-Linguistic structures and styles listening, reading or
Intelligence of language write effectively
2. Patterns, numbers Finding patterns, Work effectively
and numerical data, making with numbers,
Logical- causes and effects, calculations, and reason
Mathematical objective and forming and effectively
quantitative reasoning testing hypothesis

3. Colors, shapes, Representing Create visually

visual, puzzles, ideas visually, and visualize
lines, images creating mental accurately
Spatial Intelligence images, noticing
visual details,
drawing and
sketching
4. Touch, movement, Activities requiring Use the hands to
physical self, strength, speed, fix or create and
Bodily-Kinesthetic athleticism flexibility, hand-eye us the body
Intelligence coordination and expressively
balance

5. Musical Intelligence Tone, beat, tempo, Listening, singing, Create music and
melody, pitch, sound playing an analyze

instrument music

6. Body language, Noticing and Work with

moods, voice, responding to people and help
Interpersonal
feelings other people’s people indentify
Intelligence and overcome
feelings and
personalities problems
7. One’s own Setting goals, Meditate, reflect,
strengths, assessing exhibit, self-
weaknesses, goals personal abilities discipline,
Intrapersonal and liabilities,
and desires maintain
Intelligence monitoring one’s composure, and
own thinking get the most out
of oneself
8. Natural objects, Identifying and Analyze
plants, animals, classifying living ecological and
Naturalist naturally occurring things and natural natural
Intelligence patterns, ecological objects situations and
issues data and work in
natural settings
 9. Big picture of Sensitivity to reflect on the
existence; why are deep questions meaning of
we here about human human
Existential existence, such existence
Intelligence as the meaning of
life why do we
die, and how did
we get here.

Learning Styles
Learning style is the way a person process, internalizes, and studies new
and challenging material. Dunn and Dunn present different learning styles
according to five (5) groups of stimuli. (Dunn, 2009)

REFERENCES

Corpuz, Brenda B. & Gloria G. Salandanan (2003). Principles and Strategies of

Teaching. Quezon City: Lorimar Publishing Co.

Dunn, R. (200). Learning Styles: Theory, research, and practice. National Forum of
Applied Educational Research Journal, 13, (1), 3-22.

Dunn, R., & Griggs, S. (1998). Learning Styles: Link between teaching and learning. In
Dunn, R. & Griggs, S. (Eds.), Learning styles and the nursing profession
(pp.1123). New York: NLN Press.

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational
objectives: Handbook II: Affective domain. New York: David Mckay Co.

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