PRINCIPLES OF TEACHING 1 and 2

Principles and Methods of Teaching 1&2

"Teachers like leaves, everywhere abound; but effective teachers like fruits are rarely found"

The National Competency Based Teacher Standards (NCBTS) is an integrated theoretical

framework that defines the different dimensions of effective teaching. (Under CHED Memo.
52, s. 2007 and DepEd Order 32, s. 2009)
What Does Competency-Based Mean?
Means that the standards or criteria for characterizing good teaching are defined in terms of
the teacher's credential, LET scores, grades in graduate school, degrees, personality traits,
and so on, we look at what the teacher can do competently.

What Are These Seven Domains?

DOMAIN 1: SOCIAL REGARD FOR LEARNING
•Acts as a positive role model for students
DOMAIN 2: LEARNING ENVIRONMENT
•Creates an environment that promotes fairness.
•Makes the physical environment safe and conducive to learning. -Security
•Communicates higher learning expectations to each learner
•Establishes and maintains consistent standards of learners behavior

DOMAIN 3: DIVERSITY OF LEARNERS

•Is familiar with learner's background knowledge and experiences
•Demonstrates concem for holistic development of learners

DOMAIN 4: CURRICULUM
•Demonstrates mastery of the subiect
• Communicates clear learning goals for the lessons that are appropriate for leamers
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•Makes good use of allotted time

• Selects teaching methods, learning activities, and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson

DOMAIN 5: PLANNING, ASSESSING AND REPORTING

•Communicates promptly and clearly to leamers, parents, and superiors about the progress
of eamers
• Develops and uses a variety of appropriate assessment strategies to monitor and evaluate
leaming
• Monitors regularly and provides feedback on leamers understanding of content
DOMAIN 6: COMMUNITY LINKAGES
•Establishes learning environments that respond to the aspirations of the community
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
•Takes pride in the nobility of teaching as a profession
•Builds professional links with colleagues to enrich teaching practice
•Reflects on the extent of the attainment of learning goals
National Adoption and Implementation of the Philippine Professional Standards for Teachers
(PPST)(Department Order 42, s. 2017)
✔The Philippine Government has consistently pursued teacher quality reforms through a
number of initiatives. As a framework of teacher quality, the National Competency-Based
Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52.
s. 2007 and DepED Order No, 32, s. 2009.
The K to 12 Reform (RA 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines.
The reform process warrants an equivalent supportive focus on teacher quality-high quality
teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teachers
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7 Domains of PPST
1. Domain 1-Content, Knowledge and Pedagogy LE
2. Domain 2-Learning Environment
3. Domain 3-Diversity of Learners
4. Domain 4-Curriculum and Planning
5. Domain 5-Assessment and Reporting
6. Domain 6- Community Linkages and Professional Engagement
7. Domain 7- Personal Growth and Professional Development

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of
teaching
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills (HOTS)
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2 Learning Environment, consists of six strands:

1. Learner's safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
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5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners' gender, needs, strengths, interests and experiences
2. Leamers linguistic, cultural, socio-economic and religious backgrounds
3. Leamers with disabilities, giftedness and talents
4. Learners in difficult circumstances (living in remote or far flung areas)
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies FOCUSES ON
CURRICULUM
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice FOCUSES ON
5. Teaching and learning resources including ICT PLANNING
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders.
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
 PRINCIPLES OF TEACHING 1 and 2
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and leaming to improve practice
5. Professional development goals

Four Career Stages of a Teacher

The descriptors represent a continuum of development within the profession by providing a
basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers
 have gained the qualifications recognized for entry into the teaching profession

 They have a strong understanding of the subjects/areas in which they are trained in
terms of content knowledge and pedagogy
 They possess the requisite knowledge, skills and values that support the teaching and
learning process.
 They manage learning programs and have strategies that promote learning based on
the learning needs of their students
 They seek advice from experienced colleagues to consolidate their teaching practice.
Beginning teachers seek advice from
Highly Proficient Teachers
Career Stage 2 or Proficient Teacher (2-3 years)
 are professionally independent in the application of skills vital to the teaching and
learning process
 They provide focused teaching programs that meet curriculum and assessment
requirements
 They display skills in planning, implementing, and managing learning programs
 PRINCIPLES OF TEACHING 1 and 2
 They actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement.
 They are reflective practitioners who continually consolidate the knowledge, skills and
practices of Carner Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

 consistently display a high level of performance in their teaching practice

 They manifest an in-depth and sophisticated understanding of the teaching and

learning process.
 They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience.
 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their leaming and practice.
 They continually seek to develop their professional knowledge and practice by
reflecting on their own needs, and those of their colleagues and students

Career Stage 4 or Distinguished Teachers

 embody the highest standard for teaching grounded in global best practices.

 exhibit exceptional capacity to improve their own teaching practice and that of others.

 recognized as leaders in education, contributors to the profession and initiators of

collaborations and partnerships
 create lifelong impact in the lives of colleagues, students and others.

 consistently seek professional advancement and relevance in pursuit of teaching

quality and excellence.
 exhibit commitment to inspire the education community and stakeholders for the
improvement of education provision in the Philippines.
3 Types of Power of a Teacher
1. Expert power- When a teacher makes his students feel that he knows what he is
talking about
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2. Referent power-giving students a sense of belonging and acceptance
3. Legitimate power- Persons in authority Loco Parentis-
Instead of a Parent
(Second Parent)

Learning Styles and Multiple Intelligences of students

Learning Style-Refers to the preferred way an individual processes information. Describes a
person's typical mode of thinking, remembering or problem solving

PERSPECTIVES ABOUT LEARNING-THINKING STYLES

1. SENSORY PREFERENCES
2. GLOBAL-ANALYTIC CONTINUUM

SENSORY PREFERENCES (Learning Modalities)

1. Visual Learners (Visual Iconic, Visual Symbolic)
 These leamers must see their teachers actions and facial expressions to fully
understand the content of a lesson.
 They tend to prefer sitting in front so no one would block their view.

 They may think in pictures and learn best from visual aids including: diagrams,
illustrated textbooks, overhead projectors, flipcharts, and handout.
 During a lecture of classroom discussion, visual leamers prefer to take detailed
notes to absorb information
2 Types
1.1 Visual-Iconic
 more interested in visual imagery such as film, graphic displays, or pictures in order
to solidify learning
 Usually have good "picture memory" aka. iconic memory and attend to pictorial
detail
 They would like to read a map better than to read a book

1.2 Visual Symbolic

 Feel comfortable with abstract symbolism such as mathematical formulae or the
 PRINCIPLES OF TEACHING 1 and 2
written word
 Prefer to read a book than a map

 Read about things than hear about them

 Tend to be good abstract thinkers who do not require practical means for learning

2. Auditory Learners (Listeners and Talkers)

 Learn best through verbal lectures, discussions, talking things through, listening to
what others have to say.
 Interpret the underlying meanings of speech through listening to the tone of voice,
speed, and other nuances
 Written information may have little meaning until it is heard.

 Often benefit from reading text aloud and using a tape recorder

2.1 Listeners
 They remember things said to them and make information their own.

 They even carry on mental conversations and figure out how to extend what they
leamed by reviewing in their heads what they heard others say
2.1 Talkers
 Prefer to talk and discuss

 Find themselves talking to those around them

 In a class setting, when the instructor is not asking questions, auditory-verbal

processors (talkers) tend to whisper comments to themselves.
3. Tactile learners- learns through touch

GLOBAL-ANALYTIC CONTINUUM
1. ANALYTIC
 Tend toward the linear, step-by-step processing of learning - (breakdown)

 Tend to see finite elements of patterns rather than the whole

 They are the tree seers

 More comfortable in a world of details and hierarchies of information

 PRINCIPLES OF TEACHING 1 and 2
2. GLOBAL
 Learn towards non-linear thought

 Tend to see the whole pattern rather than particle elements

 They are the "forest seers" who give attention only to the overall structure and
sometimes ignore details

Roger Sperry's Model

1. LEFT-BRAINED DOMINANT INDIVIDUAL
 Portrayed as linear (analytic), verbal mathematical thinker

 Analytic in approach

 A successive processor (left brain) prefers to learn in a step-by-step sequential

format, beginning with details leading to a conceptual understanding of a skill.
Successive Hemispheric style
 Verbal
 Responds to word meaning
 Sequential
 Processes Information linearly
 Responds to logic
 Plans ahead
 Recalls people's names
 Speaks with few gestures
 Punctual
 Prefers formal study design
 Prefers bright lights while studying

2. RIGHT-BRAINED DOMINANT INDIVIDUAL

 Viewed as global, non-linear, and holistic in thought preferences

 Holistic or global in approach

 PRINCIPLES OF TEACHING 1 and 2
 A simultaneous processor (right brain) prefers to learners beginning with a general
concept and then going on to specifics.
Simultaneous Hemispheric Style
 Visual
 Responds to tone of voice
 Random
 Processes information in varied order
 Responds to emotion
 Impulsive
 Recalls people's faces
 Gestures when speaking
 Less punctual
 Prefers sound/music background while studying

Multiple Intelligences-created by Howard Gardner

A theory of "multiple intelligences", suggesting abilities seem to cluster in nine different areas:
1. Verbal-Linguistic Skills-word smart (enjoys reading, writing, and discussing)
2. Logical-Mathematical Skills- number/logic smart (concept of time, Quantity, and cause
and effect)l
3. Bodily Kinesthetic Skills - Body smart (manipulate what is to be learned, direct
involvement)
4. Visual-Spatial Skills - picture Smart (think in picture, graphic organizer).
5. Interpersonal Abilities-People smart (effective Interaction with others, Group work and
team work)
6. Intrapersonal Abilities- self smart (Self-Regulation, works independently) diary/journal
works
7. Musical Abilities- music smart ( interest to variety of sounds)
8. Naturalistic Abilities -Nature smart Love for nature, field trips!
9. Existential Intelligence -Spirit smart ( who am I?)
 PRINCIPLES OF TEACHING 1 and 2
Differentiated Instruction (DI) is a teaching theory based on the premise that instructional
approaches should vary and be adapted in relation to individual and diverse students in
classrooms
Learning is an active process. Learning by doing
Principles of Learning
1. Learning is an experience which occurs inside the learner and is activated by the
learner.
2. Learning is the discovery of the personal meaning and relevance of ideas.
Keywords:
 Personal experiences.
 Need and interest of the students
 Real world problems/context
3. Learning (behavioral change) is a consequence of experience. (Keyword:
EXPERIENTIAL Learning)
4. Learning is a cooperative and collaborative. (Keyword: Group work/Activities, Team
work)
5. Learnng is an evolutionary process. (Keyword: Learning is a GRADUAL PROCESS,
Teacher must BE PATIENT)
6. Learnng is sometimes a painful process (Keyword: Failure, Reprimanded by teacher,
struggles of a student)
7. One of the richest resources for learning is the learner himself (Keyword: TAP
students' skills, knowledge, attitudes etc.)
8. The process of learning is emotional as well as intellectual. (Keyword: values,
affective domain)
9. The process of problem solving and learning are highly unique and individual
(Keyword: Multiple Intelligences and Learning Styles)

Laws of Learning
1. Law of Freedom- Things freely learned are best learned.
2. Law of Intensity- The more intense the material taught, the more it is likely learned
3. Law of Recency- Things most recently learned are best remembered
4. Law of Primacy- Things leamed first create a strong impression. What is taught
must be right the first time.
 PRINCIPLES OF TEACHING 1 and 2
5. Law of Readiness Individuals learn best when they are physically, mentally, and
emotionally ready to learn, and they do learn well if they see no reason for
learning. (Keyword: MOTIVATION)
6. Law of Exercise- Things most often repeated are best remembered -
7. Law of Effect-learning in strengthened when accompanied by a pleasant or
satisfying feeling

Guiding Principles in Determining & Formulating Learning Objectives

 Begin with an end in mind. Focus on end goal

 Share lesson objective with students.

 Learning objectives must be in two or three domains- cognitive, psychomotor,

and affective domains
 Lesson objective must be aligned with the aims of education embodied in the
Philippine Constitution and other laws and on the vision mission statements of
the educational institution.
 Aim at the development of critical and creative thinking

 For accountability of learning, lesson objectives must be SMART

Taxonomy of Objectives
S-Specific
M-Measurable
A-Attainable
R-Relevant/Result Oriented
T-Time-bounded/Terminal

BLOOM'S REVISED TAXONOMY (Lorin Anderson's Taxonomy)

(KCAASE [Bloom], RUAAEC [Anderson])
1. Remembering (Knowledge)
 The student can recall, define, recognize or identify specific information during
instruction.
 PRINCIPLES OF TEACHING 1 and 2
 Knowledge of terminology & conventions, trends & sequences, classifications,
categories, criteria & methodologies
Ex. Identify the capital of the Philippines
2. Understanding (Comprehension)
 The student can demonstrate understanding of information by translating it into a
different form or by recognizing it in translated for
Ex. Giving definition in his or her own words (paraphrasing), summarizing, giving
an original example, recognizing an example, interpreting, explaining, etc.
Example: Interpret a table showing the population density of the world
Keywords
Translation (to transform)
Interpret (to interpret, to explain)
Extrapolation (to estimate, to infer, to predict)
Paraphrase (to state in one's own word)
3. Applying (Application)
 The student can apply the information in performing concrete actions. These
actions may involve figuring, writing reading, handling equipment, implementing,
carrying out executing, using etc
 Use of abstractions in particular situations. use in something new in a new way

Ex. Predict the probable effect of a change in temperature on a chemical

4. Analysing (Analysis) (breaking down the information)

 The student can recognize the organization and structure of a body of
information, break this information down its constituent parts, and specify
relationships between these parts
 Comparing, organising, deconstructing, Interrogating, finding classify.

Example: Deduce facts from a hypothesis

5. Evaluating (Synthesis)
 Student can apply a standard in making a judgment on the worth of something
aut port an action or a design
 PRINCIPLES OF TEACHING 1 and 2
 Judging in terms of internal evidence or logical consistency
 Justifying a decision or course of action

Examples: Checking, hypothesizing, critiquing, experimenting, judging

Ex. Recognize fallacies in an argument

6. Creating (Evaluation) (Create something new) (Synthesis Level)

 Putting parts together in a new form such as a unique commucation, a plan of
operation
 The student can bring information from various sources to create a product
uniquely his or her
 Generating new ideas, products, or ways of viewing things.

Examples: Designing, constructing, planning, producing

Example: To produce an orginal piece of art

Bloom's 3 Domains of Knowledge

1. Cognitive-Knowledge What will students know
Example Air Pollution
2. Psychomotor-Skills What will students be able to do
Example: Researching on the level of air pollution in the locality and on the couses of
a air pollution.
3. Affective-Values, Attitudes. What will students value or care about
Ex. What to do to reduce the air pollution?

Kendall and Marzano's (2007) Three Domains of Knowledge

3 DOMAINS OF KNOWLEDGE
1. Information (Declarative Knowledge)- This is declarative Knowledge.
Example: Facts, concepts, generalization, principles, and laws.
EXAMPLE: (INFORMATION)
 PRINCIPLES OF TEACHING 1 and 2
1. Vocabulary - equilateral, right triangle
2. Generalization All right triangles have one angle of 90 degrees.

2. Mental Procedures (Procedural Knowledge)- This is PROCEDURAL Knowledge.

Example: Writing a term paper, reading.map, algorithms like computing long division.
Specific Example: Conducting proofs and figuring the length of the side of a right
triangle

3. Psychomotor/Physical Procedures (Motor Skills)-

Specific example: Constructing a right triangle with a compass and a ruler. Playing
basketball, building furniture

These 3 domains are processed in six (6) different levels

6 LEVELS OF KNOWLEDGE (Kendall and Marzano, 2007) (R-C-A-K/M-S)
1. Retrieval (Cognitive System)
2. Comprehension (Cognitive System)
3. Analysis (Cognitive System)
4. Knowledge Utilization (Cognitive System)
5. Metacognitive System (Keyword:specification of learning goals, monitoring of the learners
own process).
6. Self-system (Keyword: learners examination of the importance of the learning task and his
/her self-efficacy)

RA 10533, the Enhanced Basic Education Act of 2013 states:

"The curriculum shall use pedagogical approaches that are constructivist, Inquiry-based,
reflective, integrativeIt collaborative, and integrative. It shall be learner-centered, inclusive,
developmentally appropriate.

Teaching Approaches of Subjects in the K to 12

1. Learner-centered-Learners-primary consideration
 PRINCIPLES OF TEACHING 1 and 2
2. Inclusive- No exclusivity, teacher taught everybody
(Keyword: no student is excluded from the circle of learners, no teacher FAVORITISM,
EVERYONE IS IN)
3. Developmentally Appropriate-Within their developmental stage and Learning
activities fit the developmental stage of children
Common
situation that 4. Relevant and Responsive- (Keyword: "No to teaching to the test.")
violates this
approach  Relevant-answer their questions and concerns: no to mile-wide-inch-deep
Teaching
understanding
students the  Responsive-making teaching meaningful to students daily experiences
subjects
because of the 5. Research Based-Interesting, updated, convincing, and persuasive.
upcoming
National
Achievement (Keyword: keep your teaching fresh)
Test. Disregard 6. Cultured Sensitive-Mindful of the diversity of learners because all leamers are unique.
whether a
student learns or
not. (Other Keywords: respect for cultural diversity)
7. Contextualized and Global extend learning beyond the classroom. the Bring outside
classroom
(Other keywords: put your lesson in a context) realities
8. Constructivist-Building upon prior knowledge learners' constructed new lesson
meanings
Reflective 9. Inquiry-Based-Student-centered generated questions-core of the learning process.
10. Integrative-lesson was multidisciplinary. Keyword: INTER/INTRA/TRANSDISCIPLINARY
11. Interdisciplinary-separate subject brought together.
Ex. Math in Ap and Science.
12. Transdisciplinary-real life.
13. Mother Tongue Based-Language of instruction from K to Grade 3 is mother tongue

David Krathwol's Affective Domain (R-R-V-O-C)

1. Receiving
The student shows willingness to attend to particular classroom stimuli or
phenomenon in the environment
-Ex. to listen attentively to group discussion
2. Responding
 PRINCIPLES OF TEACHING 1 and 2
The student is required active participation based on the stimuli.
Ex. to contribute to group discussion by asking questions
3. Valuing
The student displays definite involvement or commitment toward some experience,
Ex. to argue over an issue involving health care To support, to debate etc.
4. Organization
The student has integrated a new value into his general set of values and can give it
its proper place in a priority system.
Examples are: to discuss, to theorize, to formulate, to balance, to examine.
Ex. To organize a meeting conceming a neighborhood's housing integration
5. Characterization
The student acts consistently according to the value and is firmly committed to the
experience.
Ex. To display a professional commitment to ethical practice on a daily basis.

Anita Harrow's Psychomotor Domain

1. Reflex movements
 Students' actions can occur involuntarily in response to some stimuli.

 Examples include: flexion, extension, stretch, postural adjustments.

2. Basic fundamental movement

 Students have innate movement pattern formed from a combination of reflex
movements,
 Examples are: walking, running, pushing, twisting, gripping, grasping,
manipulating.
3. Perceptual abilities
 Students can translate stimulus received through the senses into appropriate
desired movements
 Examples include: coordinated movements such as jumping rope, punting, or
catching.
4. Physical activities
 PRINCIPLES OF TEACHING 1 and 2
 Students have developed basic movements that are essential to the development
of more highly skilled movements
 Examples are: all activities which require a) strenuous effort for long periods of
time, b) muscular exertion; c) a quick wide range of motion at the hip joints, and d)
quick, precise movements
5. Skilled movements
 Students have developed more complex movements requiring a certain degree.of
efficiency
 Examples are: all skilled activities obvious in sports, recreation, and dance

6. Non-discursive communication
 Students have the ability to communicate through body movements

 Examples include: body postural, gestures, and facial expressions efficiently

executed dance movement and choreographics.

Moore's 3 Levels of Learning Psychomotor Domain

1. Imitation-entry level
A student can carry out the rudiments of the skills with instructional support from the
teacher
2. Manipulation
Students perform skills independently
3. Precision-highest level
Students can perform the skill accurately, efficiently and effortlessly
Automaticity- ability to perform a skill with unconscious effort which then frees the
student to concentrate on other activities

How to Write Lesson Objectives

Objectives
 Are outcomes rather than instructional process.
 Are measurable outcomes statements
 If an outcome statement isn't precise enough to measure whether the outcome has
been achieved, it isn't an objective. It is a GOAL.
 PRINCIPLES OF TEACHING 1 and 2

Robert Mager's Three Main Components of an Effective Objective:

1. Performance
What the student should be able to do
Ex. Identify, compute, etc.
2. Condition
The conditions under which the performance will occur
3. Acceptable Performance/Criterion of Success
The criteria by which the performance will be judged.
Examples: AP/CS Condition Performance
1. In an hour and given a light microscope, the teacher is able to demonstrate how to focus
the microscope under the L.P.O and H.P.O
 In an hour is the criterion of success since it stated how a performance should be done
in a specific amount of time. There is a duration in order to measure a performance
 Given a light microscope is the condition in which a performance will occur

 demonstrate how to focus the microscope under the L.P.O and H.P.O is the
performance on how a student will perform the condition.
2. Given a list of universities in the city, identify at least 3 which are government supported.
CONDITION AP/CS
PERFORMANCE

CONDITION PERFORMANCE
3. "Using the six descriptions of the elements of a good short story, identify in writing the six
elements in the short story by 'O. HENRY', with complete accuracy.
AP/CS AP/CS

Selection & Organization of Content

Our leaders in the basic education level came up with Philippine Elementary Competencies
(PELCs) and Philippine Secondary Learning Competencies (PSLCs)- this is where standards
and competencies are laid down.
 PRINCIPLES OF TEACHING 1 and 2
 This means that we are not entirely free in the selection of our content.
Guiding Principles in the Selection & Organization of Content
1. Observe the following qualities:
 Validity-means teaching the content that we ought to teach according to the national
standards in the Basic Education Curriculum
"Information  Significance-the content we teach should respond in the needs and interest of the
Explosion" learners The three level approach in teaching-
facts-cognitive
concepts-psychomotor
values-affective domain
 Balance-content includes not only facts but also concepts and values
(Keywords: Equitable Distribution of time and content)
 Self-sufficiency-Content should cover the essentials of the lesson and not "a mile-
wide and an inch deep" (keywords: too shallow, no depth and breadth)
 Interest-the teacher considers the interest of the leamers, their developmental stages,
and cultural and ethnic-background.
 Utility-refers to the usefulness/application of the content to the life of the leamer after
it has been learned by the learner.
 Feasibility-the content can be covered in the amount of time available for instruction.

(Simple terms: Appropriate use of he alloted time)

2. . At the base of the structure of cognitive subject matter content is facts.
 Provide opportunities for experimentation

 Let students present the ideas of others

 Emphasize conceptual understanding

3. Subject matter content is an integration of cognitive, skill and affective elements.

Structure of Subject Matter Content

1. Cognitive
Facts, concepts, principles, hypotheses, theories
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2. Skills
Manipulative skills, thinking skills, metaphoric thinking, critical thinking, creative
thinking
3. Attitudes and values
Cognitive
1. Facts-is an idea or action that can be verified; basic unit of cognitive subject matter content.
2. Concept-categorization of events, places, people, ideas.
3. Principle-relationship between and among facts and concepts
4. Hypotheses-educated guesses about relationships
5. Theories-refer to sets of facts, concepts, and principles that describe possible underlying
unobservable mechanisms that regulate human learning, development and behavior. 6.
LAWS - verified theories accepted scientific principles, true to all.
*Note: If a theory is verified with enough evidences and can be observable, then it will be
acceptable as a LAW.
Cognitive Hierarchy of Discipline
Facts (Lowest Order)
Concept
Generalization
Principle
Conceptual Scheme (Highest Order)

Skills
1. Manipulative skills
This includes courses that are dominantly skill-oriented like Home Economics, PE, and
the like. The learning here begins with naive manipulation and ends up in expert and
precise manipulation
2. Thinking skills
 Divergent thinking

Includes fluent thinking, flexible thinking, original thinking & elaborative thinking
o Fluent thinking-characterized by generation of lots of ideas
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o Flexible thinking-characterized by a variety of thoughts in the kinds of ideas
generated
o Elaborative thinking- uses prior knowledge to expand and add upon things and
ideas
 Convergent thinking- have one single best thought

 Problem Solving

o Algorithm-uses step-by-step instruction -

o Heuristic-uses general problem solving strategy
3. Metaphoric thinking- uses analogic thinking, figure of speech where a word is used in
a manner different from its ordinary designation to suggest parallelism or similarity.
(Pointers/example: Students refer their teacher as an "enzyme", "fountain of
knowledge", etc.. As long as an idea is metaphorically compared to something)
4. Critical thinking-involves evaluating information or arguments in terms of their
accuracy and worth. thinking-involves producing something that is both original and
worthwhile.
5. Creative What creative thinking behaviors should be developed?
 Awareness

 Curiosity

 Imagination- ability to speculate about things that are not necessarily based on
reality.
 Fluency ability to produce large quantity of idees

 Elaboration- ability to add on to an idea, build groups of related ideas or expand

ideas
 Perseverance

 Originality

DIFFERENT APPROACHES AND METHODS

 An approach gives rise to a strategy which may use more than one method of
teaching.
 One teaching method may be employed differently by two different teachers whose
teaching style maybe lead to the use of different techniques
 Teaching technique has something to do with teacher's personal style of teaching
 PRINCIPLES OF TEACHING 1 and 2
*Techniques ("WHAT" of teaching) - manner of teacher's performance. It is specific type of
exercises, tasks or activities used in class.
*Approach ("WHY" of Teaching) - theoretical positions in teaching
*Methods ("HOW's" of Teaching) - overall systematic presentation of a lesson
*Styles - teacher's own ways of teaching. Uniqueness
(Refer below for examples)

Examples of Teaching Approaches

1. Teacher-Centered Approach
The teacher is perceived to be the only liable source of information in contrast to the
learner centered approach which is premised on the belief that the learner is also an
important resource because he/she knows something
Teaching consists in teacher telling and prescribing what learners should do
Learner is a passive recipient of instruction.
2. Subject Matter Centered Approach
Subject matter gains primacy over that of the learner by all means teachers finish
teaching subject matter as scheduled even if learners have not learned it
Sticking to course syllabi is priority of the said teachers.
3. Teacher-Dominated Approach
The techer does what he/she planned without necessarily considering the learner's
interests, concerns, and situations. In contrast to learner centered classroom, the
teacher makes adjustments in his/her lesson plans to accommodate leamer's interests
and concerns.
4. Banking Approach
Teacher deposits knowledge into the "empty minds of students for students to
commit to memory
The students are perceived to be empty receptacles waiting to be filled. These facts
that are deposited are withdrawn gradually every time quizzes/tests are given until at
the end of the term everything is withdrawn in the final exam thus students minds are
once more empty ready to be filled in the next school year.

Direct/Expositive Instruction Approach

 PRINCIPLES OF TEACHING 1 and 2
Direct instruction (Lecture)Acquire procedural knowledge, facts
Deductive method-Rules then example
Demonstration method how a process was done while students become observers when
materials are not enough.

Guided/Exploratory Approach
 Inductive Method learning process is inquiry-based, result
 Inquiry

 Problem solving

 Project

 Metacognitive

 Constructivist

 Reflective teaching

 Cooperative leaming

 Peer teaching/tutoring

 Partner learning

I. Direct Instruction/Lecture Method

 Aimed at helping students acquire procedural knowledge which is knowledge
exercised in the performance of some task
 Ex. Focusing the microscope, doing powerpoint presentation, playing basketball,
sewing jeans.
Instructional Characteristics of Direct Method
 Teacher directed

 Emphasis is on the teaching of skills

 Taught in a step-by-step fashion

 A form of learning through imitation, sometimes termed as "behavioral modelling

 Used to teach facts, principles, and laws.

 PRINCIPLES OF TEACHING 1 and 2
 Used if there is a large amount of information that needs to be studied
 Used if the materials studied is very difficult or if there is not enough resource
materials.

1. Demonstration Method
 Here, the teacher or an assigned student or group shows how process is done while
the students become observers.
 Is used when materials are not enough.

2. Deductive method - from general to specific. Here the teacher starts discussing a rule
then with giving examples
II. Indirect instruction is best used when the learning process is inquiry-based, the result
is discovery and the learning context is a problem.
1. Inductive Method
 Is also referred to as indirect instruction, It begins from specific to general

 It begins with questions, problems, and details and end up with answers,
generalizations, conclusions.
 In this method, instead of the teacher giving the rule in adding similar fractions,
s/he will give them at least five examples of added similar fractions at one time.
Ask the pupils how she arrived at the sums. From there, he will ask the pupils to
state the rule in adding fractions.

Advantages of Inductive Method

 Learners are more engaged in the teaching-learning process.

 Learning becomes more interesting at the outset because of it begins with the
experiences of the learners.
 Learners Develops HOTS

2. Inquiry Method
 Is sometimes termed as "discovery", "heuristic" and "problem solving

 Defined as a teaching method which is modelled after the investigative processes of

scientists
 PRINCIPLES OF TEACHING 1 and 2

STEPS IN THE INQUIRY METHOD

1. Define the topic/introduce the question
2. Guide the students plan where and how to gather data, information.
3. Students present findings through graphs, charts, power point presentation, models or
writing.

Instructional Characteristics of Inquiry method

 Investigative processes such as inferring, hypothesizing, measuring, predicting,etc
are employed.
 The procedure in gathering information is not prescribed by the teachers, Children
are highly motivated to search
The answers arrived are genuine products of their own efforts.,

3. Problem Solving Method

strategy that employs scientific method in searching for information. The five basic steps of
the scientific method or investigatory process are:
1. Sensing and defining the problem
2. Formulating hypothesis
3. Testing the likely hypothesis
4. Analysis, interpretation, and evaluation of evidence
5. Formulating conclusion

4. Project Method
 Is a teaching method that requires the students to present in concrete form the
results of information gathered about a concept, principle or innovation.
 Sometimes referred to as "self-directed study"

 Learners solve a practical problem over a period of several days or weeks.

 The projects may be suggested by the teacher, but they are planned and executed
as far as possible by the student themselves, individually or in groups
 PRINCIPLES OF TEACHING 1 and 2
 Project work focuses on applying, not imparting, specific knowledge or skills, and
on improving student involvement and motivation in order to foster independent
thinking, self-confidence, and social responsibility.

5. Cooperative Learning
 Makes use of classroom organization where students work in groups or teams to
help each other learn
 Students work in teams to tackle academic tasks. Reward systems are group-
oriented rather than individually-oriented
 Teams are made up of mixed abilities-high, average, and low achievers

 Each individual learner is accountable for his/her learning

6. Peer Tutoring/Peer Teaching

The best way to learn something is to teach it.
Peer tutoring is commonly employed when the teacher requests the older, brighter and
more cooperative member of the class to tutor other classmates.

Tutoring Arrangement may be done:

o Instructional tutoring- older students help younger ones on a one-to-one basis basis or
one-to-a-group
o Same Age tutoring-this works well with children who can act as interactive pairs, i.e.
More able ones to assist the less able.
o Monitorial tutoring- the class may be divided into groups and monitors are assigned
to lead each group.
o Structured tutoring- a definite procedure is followed highly structured tutoring is
trained tutors.
o Semi-structured tutoring-combination of unstructured and structured where the tutor
guides his/her tutee through carefully planned learning guide.

7. Partner Learning
Is learning with a partner; having a study buddy
Study buddies become responsible for each other's leaming. However, each student is
held accountable for his/her own learning.
 PRINCIPLES OF TEACHING 1 and 2
8. Reflective Teaching
Students/teachers learn through an analysis and evaluation of past experiences.
Without analysis, no new learning and ideas can be constructed.
Strategies of Reflective Teaching
 Self analysis.

 Writing journals

 Keeping a portfolio

9. Metacognitive Approach
o From the prefix "meta" means beyond,
o Is an approach that goes beyond cognition.
o Thinking about thinking
o Has something to do with our students monitoring their thought processes while
they are thinking. It is allowing our students to think aloud.
o Research indicates that "effective problem solvers" SUBVOCALIZE; that is they talk
to themselves frequently.

10. Constructivist Approach

o View learning as an active process that results from self-constructed meanings.
o A meaningful connection is established between prior knowledge and the present
learning activity
o Students here continue reflecting and evaluating accumulated knowledge with an
end in view of constructing new meanings
o Teachers role is to facilitate learning environment
o Lessons are activity-centered in order for them to experience or gain personal
knowledge through active involvement

11. Integrated Approach

o Is Intradisciplinary, interdisciplinary and transdisciplinary
O Intradisciplinary when teachers integrate the subdisciplines WITHIN A SUBJECT
AREA.
 PRINCIPLES OF TEACHING 1 and 2
o Ex. Integrating listening, speaking, reading and writing in language arts
o Interdisciplinary-or Content-Based Instruction- is done when TWO DIFFERENT
SUBJECTS such as Aral Pan and Science are integrated. (SUBJECT to OTHER
SUBJECT)
O Transdisciplinary- teachers organize the curriculum around students questions and
concerns. Teaches using REAL-LIFE CONTEXT.

CLASSROOM MANAGEMENT
 The process of organizing and conducting the business of the classroom relatively
free of behavior problems. It is often perceived as related to the preservation of order
and the maintenance of control.

Principles of Classroom Management (Jacob Kounin)

o Consistent, PROACTIVE discipline is the crux of effective classroom management.
o Establish routines for all daily tasks and needs (SET goals at the beginning of your
class) TEACHER must be
PREVENTIVE, ANTICIPATATORY, INVENTIVE (proponent: JACOB KOUNIN) PROACTIVE (opposite:
o Strike a balance between variety and challenge in students' activities REACTIVE)
o As classroom manager, be aware of all actions and activities in the classroom (with-it
-nessprinciple)
o Resolve minor inattention and disruption before they become major disruption.
o Make good use of every instructional moment. Minimize discipline time to maximize
time instructional time.

APPROACHES TO CLASSROOM MANAGEMENT

1. Assertive approach
Expects teachers to specify rules of behavior and consequences for disobeying them
and to communicate these rules and consequences clearly
Teachers expect them to behave in a certain way in class (Duke and Mechel)
2. Behavior modification approach
Strives to increase the occurrence of appropriate behavior through a system of
rewards and reduce likelihood of inappropriate behavior through punishments
 PRINCIPLES OF TEACHING 1 and 2
3. Business academic approach
Developed by Evertson and Emmer
Emphasizes the organization and management of students as they engage in
academic work.
Ex. Clear communication of assignments and work requirements, monitoring student
work, and feedback to students. (W-O-P WORK, ORGANIZATION, PROCEDURES)

4. Group managerial approach

Based on Jacob Kounin's research,
Emphasizes the importance of responding immediately to group student behavior
that might be inappropriate or undesirable in order to prevent problems rather than
having to deal with them after they emerge.
o Ripple effect - Domino effect
occurs when a teacher corrects a misbehavior in one student and this positively
influences the behaviour of nearby students.
(Simple terms: MAY isang maingay sa klase at maingay na ang lahat) Negative
Influence
(Maingay na ang buong klase kaya pinalabas mo yung PINAKAMAINGAY at
nagsitahimik lahat) Positive Influence
o With-it-ness
is the skill to know what is going on in all parts of the classroom at all times;
nothing is missed.
"Withit teachers note and act quickly and accurately in curbing class disturbances.
They prevent minor disruptions from becoming major, and know who the instigator
is in a problem situation.
One has eyes in the back of one's head (Alam ni TEACHER ang nangyayari sa
classroom)
o Pygmalion Effect/Rosenthal Effect
Is the phenomenon whereby the greater the expectation placed upon people, the
better they perform.
(SIMPLE terms: GUSTO nila na mag-expect ang ibang tao sa kanila para mas
ganahan sila. the HIGHER the expectations, the BETTER they perform)
The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love
with a statue he had carved.
 PRINCIPLES OF TEACHING 1 and 2
o Hawthorne Effect
(Also referred to as the observer effect) is a type of reactivity in which individual
modify or improve an aspect of their behavior in response to their awareness of
being observed (LOW-KEY Learners)
(SIMPLE terms: Alam nilang may nag-oobserve sa kanila at minsan naapektuhan
ang kanilang performance, sometimes they feel pressure when observed)
o John Henry Effect
is the opposite of the Hawthorne affect. It is when a supposedly control group that
gets no intervention, compares themselves to the experimental group and through
extra effort gets the same effects or result
(SIMPLE terms: Kayang pantayan ng mga estudyante na mahihina sa
klase(Control Group) ang ginagawa ng mga magagaling(Experimental Group)
kung mag-aaral ng mabuti)
o Placebo Effect
A remarkable phenomenon in which a placebo-a fake treatment, an inactive
substance like sugar, distilled water, or saline solution-can sometimes improve a
patient's condition simply because the person has the expectation that I will be
helpful.
(Easiest TERMS: PANINIWALA nila na ang gamot na gawa sa TUBIG at
ASUKAL(without any idea na yun yung binigay) ay mas MABISA kesa sa GAMOT
na lagi nilang iniinom)
Ex. The teacher conditioned the children to behave because Santa Claus is coming
with a lot of gifts and if they want to be given some they have to behave well until
such time Santa will have to finally come.
o Halo effect
is a cognitive bias in which an observer's overall impression of a person, company,
brand, or product influences of the observer's feelings and thoughts about that
entity's character or properties.
It was named by psychologist Edward Thorndike in reference to a person being
perceived as having a halo. Thus, by seeing that somebody was painted with a
halo, the observer can tell that this must have been a good and worthy person.
Ex. Participants gave significantly better writing evaluations for the more attractive author.

Group Guidance Approach by FRITZ REDL RED flags

3 Causes of Misbehavior (caused by a trauma)
 PRINCIPLES OF TEACHING 1 and 2

1. Individual Case History - problem is related to psychological disturbances of the child

2. Group Condition - problem involves unfavorable conditions in the group
3. Mixture of individual and group cases - the problem centers around the individual but
a remedy must consider both elements.
-is triggered by something in the group

Source of Problems-
Group elements to be considered to maintain good discipline: Classroom Activities
1. Dissatisfaction with classroom work It should be brief and
The work is too easy or too difficult. concise
The work load is too light or too heavy. Assignments are poorly planned or poorly
explained.
Assignments are considered unfair by students because they have not been prepared
for them. Learning experiences emphasize verbalization, omitting motor skills, and
manipulative activities.
Work is badly scheduled, badly sequenced or confusing
Source of
2. Poor interpersonal relations Problems-
Problems are caused by friendships or tensions among individuals, cliques, or Students
subgroups; by badly filled group roles, and by student-teacher friction
3. Disturbances in group climate Classroom biases
The climate is punitive tinged with partiality (certain children can do no wrongs,
others are accused for almost anything), too competitive (leading to hostile or
defeatist attitudes), too exclusive (the group rejects individuals who don't fit).
Source of Problems-
Teacher's biases

4. Poor group organization Teacher's Rules

The group is characterized by too much autocratic pressure or too little supervision
and security. Standards for group behaviour are too high or too low.
 PRINCIPLES OF TEACHING 1 and 2
The group is too highly organized (too many rules) or too unstructured. The group
organization is out of focus with the age, developmental maturity, social background
needs, abilities of the group members. Source of Problems-
Teacher's rules (too strict or too lax)

5. Sudden change and group emotions.

The group is experiencing high level of anxiety (just before exam period).
Contemporary events lead to unusual depression for or excitement. Source of Problems-
Student's Anxieties
Student Problem Types Based on Teacher Descriptions
1. Distractible
These children have short attention spans.
They seem unable to sustain attention and concentration and are highly distractible
Signs:
 Has difficulty adjusting to changes

 Rarely completes a task

 Easily distracted by sights, sounds or speech

(INTROBOYS. Madaling nadidstract pag may chix or dumaan si Ma'am na

maganda)

2. Underachiever
These do the "minimum to get by"
They do not value school work
Signs:
 Indifferent to schoolwork Minimum work output -Not challenged by school work-
Poorly motivated
(Mga magagaling pero hindi pasikat)

3. Low Achiever
These children have difficulty even though they may be willing to work.
 PRINCIPLES OF TEACHING 1 and 2
Their problem is low potential, or lack of readiness, rather than poor motivation
Signs:
 Difficulty following directions

 Difficulty completing work

 Poor retention

 Progresses slowly

(Yun yung gusto mong tulungan pero hirap talaga)

4. Withdrawn
These children avoid personal interaction but are rejected, ignored, or excluded.
Signs:
 Quiet and sober

 Does not intiate or volunteer

 Does not call attention to self

(Yun yung mga LONER sa klase, makikita between 4th or last row nakaupo or
yung mga protagonist sa Anime na classroom lage ang settings. Ex. Hachiman of
Oregairu)
5. Defiant
These children resist authority and carry on a power struggle with the teacher.
They want to have their own way and not to be told what to do.
Signs:
 Resists verbally with statements, "You can't make me

 Derogatory statements about teachers and others

 Resist non-verbally with frowns and grimaces

 Looking away when spoken to

 Mimics postures of teachers

 Deliberately does what teacher says not to do

(may SUNGAY na estudyante. Ito yung dahilan kaya ayaw mo ma-Tulfo. Sila rin
dahilan kung bakit lagi umiiyak o magwa-walkout si Ma'am)
 PRINCIPLES OF TEACHING 1 and 2
6. Rejected by Peers
These children seek peer interaction but are rejected, ignored or excluded.
Signs:
 Forced to work and play alone

 Lacks social skills

 Often picked on or teased

(Mga nakakaawa o lagi binubully sa klase, yung lagi nakikita sa reels, shorts or
Tiktok, "Bullied by his classmate, but revenge is karma")

7. Hostile Aggressive
These children express hostility through direct, intense behavior.
They are not easily controlled
Signs:
 Intimidates and threatens

 Hits and pushes

 Damages property

 Hostile

 Easily angered

(Mga WAR FREAK sa klase. TOKYO REVENGERS. "Tignan mo yung mga SIGA
saamin. Mukhang walang magandang gagawin." -Sinio)

8. Passive Aggressive
These children express opposition and resistance to the teacher, but INDIRECTLY It is
often hard to tell whether they are resisting, deliberately or not.
Signs:
 Subtly oppositional and stubborn

 Tries to control

 Borderline compliance

 Drags feet
 PRINCIPLES OF TEACHING 1 and 2
(Mga EWAN sa klase)

9. Hyperactive
These children show excessive and almost constant movement even when sitting.
Often their movements appear to be without purposes
Signs:
 Blurts out answers and comments

 Often out of seat

 Bothers children with noises

 Energetic but poorly directed

 Excessively touches people or objects

(Kanya LAHAT mga seats. Now you see me, now you don't. Usually mga
papansin)

10. Failure Syndrome

These children are convinced that they cannot do their work.
They expect to fall even after succeeding
Signs:
 Easily frustrated

 Easily gives up

 says, "I can't do it"

(Bes! Parang babagsak ata ako sa quiz. Parang di ko ata kaya. *Highest sa
quiz)

11. Perfectionist
These children are unduly anxious about making mistakes
Their self-imposed standards are unrealistically high so that they
Signs:
 Often anxious
 PRINCIPLES OF TEACHING 1 and 2
 Fearful, frustrated
 Holds back from class participation unless sure of self
(Pag ako may mali kahit isa, ayoko ko na talaga sa Earth!)

Cognitive Structures by Charles Lettteri

List of seven comprehension or thinking skills that students can develop to enhance the way
1. Analysis (field dependence-independence) -
the ability to break down Information into component parts for the purpose of
identification and categorization
o Field Independent - able to observe parts and details from a whole
o Field Dependent-able to observe the whole picture and general ideas

2. Focusing (scanning/concentration)
the ability to select relevant or important information without being distracted or
confused by irrelevant secondary information.
3. Comparative analysis (reflective-impulsivity)
the ability to select a correct item from among several alternatives and to compare
Information and make proper choices.
Reflective-tends to make a slower, more calculated decision
Impulsive-tends to make a quick or gambling guess at an answer to a problem
4. Narrowing (breadth of categorization)
The ability to identify and place new information into categories through its attributes
(physical characteristics, principles, or functions)
5. Complex cognitive (complexity-simplicity)
are never satisfied with their work
the ability to integrate complex information into existing cognitive structures (long-
term memory-schema (prior knowledge)
6. Sharpening (sharpening-leveling)
the ability to maintain distinctions between cognitive structures (including old and
and to avoid confusion or overlap new information)
 PRINCIPLES OF TEACHING 1 and 2
Sharpeners-select fewer memories when processing new knowledge tend to have
more accurate Identifications of new knowledge and can relate recently acquired
material to old material with more specificity
Levelers-tend to select many memories from the past in an attempt to clarify and
categorize newly acquired information
-Inaccurately blend features of memories together and then oversimplify the new
material or miscategorize it altogether, can miss distinguishing features among similar,
yet identical, objects.
7. Tolerance (tolerant-Intolerant)
The ability to monitor and modify thinking, the ability to deal with ambiguous or
unclear Information without getting frustrated,

Cognitive Framework by Weintein and Mayer

1. Basic Rehearsal Strategies
The ability to remember names or words and the order of things
2. Complex Rehearsal Strategies
Making appropriate choices or selections (such as knowing what to copy when the
teacher explains something or what to underline or outine while reading
3. Basic elaboration strategies
Such as relating two or more items (such as nouns and verba) analogs, figure of
speech
4. Complex elaboration strategies
Analyzing or synthesizing new information with old information
5. Base Organizational strategies categorizing grouping or ordering new information
6. Comprehension monitoring
Checking progress, recognizing when one is on the right track or confused, right or
wrong
7. Affective strategies
Being relaxed, yet alert and attentive during a test situation and when studying
8. Six Components of Direct Instruction
I. Modeling
 PRINCIPLES OF TEACHING 1 and 2
II. Guided practice
III. Consolidation
IV. Independent practice
V. Application
VI. Review
1. Modeling (called Introduction).
The teacher identifies the skill required and shows how it is used.
The teacher shares a cognitive secret of how to execute a strategy
2. Guided Practice
Teachers and students work together on a skill or task and figure out how to apply
strategy.
The teacher stays in the background, but guides students by asking such questions as
why they have rejected or accepted some information.
3. Consolidation (extension)
The teacher helps students to consider a skill in relation to several examples and to
determine whether the skills should or should not be used
4. Independent Practice
The students complete assignments by themselves, first in class with the teacher
present to provide aid if necessary and then at home or on their own WITHOUT the
assistance of the teacher
5. Application
The teacher asks students to apply the skill in a new problem
6. Review
The periodically reviews the when, why, and how of the skill. Teacher's assessment
It is incorporated into classroom and homework assignments over an extended period.

4 MISTAKEN GOALS OF MISBEHAVIORS BY ADLER

1. Goal is to get attention

2. Goal is to seek power
 PRINCIPLES OF TEACHING 1 and 2
3. Goal is to get revenge
4. Goal is to isolate oneself

1. Goal is to Seek Attention

(To keep others busy or to get special service)
Child's Characteristic
o disrupt the classroom.
o ask for favors. tattle on one another.
o refuse to work or are slow to finish assignments.
o request help when it is not required.
o Stops misbehavior temporarily, but later resumes same or another disturbing behavior
o Child's belief I count (belong) only when I'm being noticed or getting special service
o I'm only important when I'm keeping you busy with me.
What the child needs and what adults can do to encourage
o Notice Me-Involve Me.
o Redirect by involving child in a useful task.
o "I love you and (Example: I care about you and well spend time with you later)
o Touch without words
o Set up nonverbal signals ignore the misbehavior while encouraging appropriate
behavior.
o Try to catch the student being good.

2. Goal is to Seek Power (to be boss)

Child's Characteristics
o argue.
o contradict.

o have temper tantrums. attempt to upset the teacher.

 PRINCIPLES OF TEACHING 1 and 2
o Success brings more striving for power.
o Intensifies behavior
o Feels he/she's won when parents/teachers are upset
Child's Belief
o I belong only when I'm boss or in control, or proving no one can boss me.
o "You can't make me."
o What the Child's Needs and What
o adults can do to encourage
o Let Me Help-Give Me Choices. Get help from child to set reasonable and few limits.
o Acknowledge that you can't make him/her, and ask for his/her help.
What the Child's Needs and What adults can do to encourage
o Redirect to positive power. Offer a limited choice.
o Withdraw from conflict and calm down.
o Be firm and kind.
o Act, don't talk.

3. Goal is to isolate Oneself

(Assume inadequacy to give up on be left along)
Child's Characteristics
o withdraw from situations where they assume their inadequacy will be obvious.
o need to convince the teacher of their disability, so they will be left alone.
o Retreats further
o No improvement
o No response
Child's belief

o I don't believe I can so, I'll convince others not to expect anything of me.
o I am helpless and unable; it's no use trying because I won't do it right.
 PRINCIPLES OF TEACHING 1 and 2

What the Child's Needs

o Have Faith in Me-Don't Give Up On Me.
o Take time for training.
o Take small steps
o Make the task easier until the child experiences success.
o Show faith.
What the Child's Needs and What adults can do to encourage
o Encourage any positive attempt, no matter how small.
o Don't give up
o Enjoy the child.
o Build on his/her interests.
o Encourage, encourage, encourage. Use family/class meetings.

4. Goal is to Seek Revenge

(to get even)
Child's Characteristics
o may act in cruel, violent, and vicious ways.
o are paranoid and need to retallate.
o when punished, feel justified in their original actions.
o Damages property
o Gets even
o Escalates the same behavior or chooses another weapon

Child's Characteristics
o I don't think I belong, so it hurt others as I feel hurt.
o I can't be liked or loved.
 PRINCIPLES OF TEACHING 1 and 2
What the Child Needs and what adults can do to encourage
o Help Me-I'm Hurting.
o Apologize.
o Avoid punishment and retaliation.
o Show you care.

What the Child's Needs and What adults can do to encourage

o Encourage strengths,
o Use family/class meetings
o Deal with the hurt feelings. "Your behavior tells me you must feel hurt. Can we talk
about that?
o Use reflective listening.
o Don't take behavior personally.
o Share your feelings.

Good Classroom Techniques:

1. With-it-ness-is the skill to know what is going on in all parts of the classroom at all
times (ULTRA-INSTINCT ni Teacher)
2. Overlapping-means handling two or more activities or groups at the same time.
Essentially, it is the ability to monitor the whole class at all times. It involves keeping a
small group on task. for example, while also helping other students with their seatwork
(Kagebunshin no Jutsu ni Teacher)
3. Smoothness is the ability to make smooth lesson transitions, keep an appropriate
page, and involve all students in a lesson. Smoothness should be present to prevent
jerkiness (the disorderly flow of activities).

Jerkiness can be avoided by not observing any of the following:

A. Stimulus-boundedness
The teacher is so immersed in a small group of students or activities that he or she
ignores off students or misses an event that is potentially disruptive
 PRINCIPLES OF TEACHING 1 and 2
(Ang Front row lang ta estudyante ni Ma'am)

B. Thrust
The teacher bursts into activities without assessing student readiness and gives orders,
statements or questions that only confuse students.
(Ma'am, baka naman? Tanungin mo naman kami kung okay paba kami)
C. Dangling
The teacher ends an activity or drops a topic before it is completed
(So, yun lang?)
D. Truncation
The teacher ends an activity ABRUPTLY (May date ata si Ma'am)
E. FLIP-FLOP
The teacher terminates one activity, goes to another, and then returns
terminated activity. The teacher lacks clear direction and sequences of activities
material
(Noun kanina, hala bat nag VERB agad?)
(Ma'am, di na 'to practice teaching)
4. Momentum
refers to the force and flow of a lesson. An effective lesson pulls the student along.
Effective teachers move through the lessons at a brisk pace and appear to have very
few slowdowns in the flow of activities
5. Group Focus is the process where the whole class is involved with the use of the
teacher alerting techniques
o Antiseptic Bouncing is asking a student to leave the room if he or she is
uncontrollably and lesson giggling or misbehaving that affects the majority of
the class.
o Program Restructuring is recognising a poor lesson of activity and trying to
replace it for something else in order to restore a desired behavior
o Humor Effect makes use of joke to release tension in a tensed situation
o Proximity and Touch Controls placing the teacher's presence close to close to
the misbehaving students
 PRINCIPLES OF TEACHING 1 and 2
o Interest Boosting response directed to a student that seems to be losing
interest in a lesson, pay some additional attention to other students and their
work
o Signal interference refers to non-verbal response stop students' misbehaviour
like for instance: Clear your throat. stare at the offender. Stop what you're
saying in the mid-sentence.
o Planned Ignoring refers to ignoring an action that the student may be doing for
attention.
o Direct Appeal is responding when appropriate, pointing out the connection
between the conduct or misconduct and its consequences,

Types of Classroom Manager

1. Authoritative/Democratic
Teachers who clearly and fairly communicates standards for discipline and
performance to student.
The democratic teacher is kind, caring,and warm, but also firm. Here, the teacher to
provide stimulation from within through a sharing of responsibility and encouragement,
rather than demands. Self-esteem is developed by a sharing of responsibility, and
students are encourage when they make mistakes.

2. Authoritarian.
Places firm limits and controls on the student
is characterized by power, domination, pressure, and criticism.
The authoritarian teacher assumes the sole responsibility for making all decisions for
the class and uses pressure, a sharp voice, and fear in forcing
Students in this type of atmosphere often develop a fear of failure, low self-esteem,
and a defeatist attitude.
Consequently, students tend to give up when they encounter a new or difficult task
Students in this class are likely reluctant to initiate activities since they feel powerless

3. Permissive/Laissez Faire
Places few demands or controls on the students.
 PRINCIPLES OF TEACHING 1 and 2
The teacher accepts the students' impulses and actions and is less likely to monitor
their behavior
Is more concerned with the students' emotional well-being than he is with classroom
control. Here, anything goes, which generally leads to chaos. The classroom is often
disorganized, which causes student frustration, a high level of stress, and a feeling of
being totally overwhelmed and lost.
4. Uninvolved
Teachers who are indifferent and undemanding of student involvement
To easily remember the following:
Authoritative (ideal teacher) WARM but DEMANDING
Authoritarian (TERROR Teachers) not WARM but DEMANDING
Permissive/
DEMANDING
Laissez faire (madaling mauto) WARM but NOT
UNINVOLVED (Negligent) NOT WARM and also not DEMANDING