ELEMENTS OF

TEACHING
GROUP 2:
Fajardo, Mark Anthony M.
Sarenas, Jones Florence A.
Silvestre, Errol M.
 ELEMENTS OF
TEACHING
NATURE OF TEACHING
COMPONENTS OF TEACHING
(TEACHER, LEARNER, CLASSROOM, CURRICULUM,
METHODS OF INSTRUCTION, ADMINISTRATION)
ICE BREAKER
GUESS THE SUBJECT THEY’RE TEACHING
ICE BREAKER
GUESS THE SUBJECT THEY’RE TEACHING
ICE BREAKER
GUESS THE SUBJECT THEY’RE TEACHING
ICE BREAKER
GUESS THE SUBJECT THEY’RE TEACHING
NATURE OF TEACHING
NATURE OF TEACHING
TEACHING IS A PROCESS

IT IS ART AS WELL AS SCIENCE

FORMAL AS WELL INFORMAL

PROCESS

SOCIAL PROCESS
 Teaching is a process
Teaching is a dynamic and ongoing process that involves
much more than just delivering information. It begins with
careful planning and understanding of the students’
needs, followed by engaging them with relevant content
and interactive methods. During the instruction phase,
teachers explain concepts, offer examples, and provide
opportunities for students to practice and apply what
they’ve learned. Feedback plays a crucial role in guiding
students' improvement, while reflection allows both
teachers and students to evaluate what worked and what
could be better. Throughout the entire process, teaching
requires flexibility and adaptation to ensure that students
fully grasp the material and can make connections to real-
world scenarios, fostering continuous learning and
growth.
 It is art as well as science
Teaching is definitely an art as well as a science. While
the "science" of teaching involves strategies, methods,
and structures based on research and best practices, the
"art" comes into play when teachers use creativity,
intuition, and personal flair to connect with students,
inspire learning, and create an engaging environment. The
art of teaching is about knowing how to present content in
ways that resonate with diverse learners, adapting
lessons to different learning styles, and fostering a
positive, inclusive classroom culture. It’s also about being
flexible, thinking on your feet, and responding to the
emotional and social needs of students. Just like any art
form, teaching requires passion, practice, and the ability
to experiment, reflect, and improve continuously. It’s
about creating a space where students feel valued,
challenged, and motivated to grow.
 FORMAL AS WELL INFORMAL
PROCESS

Formal Process: The formal process of teaching usually

takes place in structured settings such as schools,
colleges, and universities. It follows a set curriculum, has
defined goals, and is typically guided by established
educational standards. Teachers in formal education
settings use specific methods, assessments, and
timelines to ensure students acquire the necessary
knowledge and skills. This process is more standardized
and is usually recognized with degrees, certificates, or
diplomas upon completion.
 FORMAL AS WELL INFORMAL
PROCESS

Informal Process: On the other hand, the informal process

of teaching happens outside traditional classrooms and
often involves learning through everyday experiences.
This can include learning from family, peers, mentors, or
self-directed exploration. Informal learning is more
flexible and spontaneous. It may not have formal
assessments or rigid structures but plays a significant
role in developing practical life skills, social
understanding, and personal growth. For example, a child
might learn how to solve problems by helping with
household tasks or through hobbies and interests that
encourage curiosity and creativity.
 SOCIAL PROCESS

Teaching as a social process refers to the idea that

learning is not just an individual activity but one that
involves interaction, communication, and collaboration
with others in a social context. It emphasizes the role of
relationships, group dynamics, and cultural influences in
shaping the learning experience.
In a social process, learning often happens through
interaction with peers, teachers, and the community.
Students engage in discussions, share ideas, collaborate
on projects, and learn from each other’s perspectives.
This creates a dynamic environment where knowledge is
co-constructed and not simply transferred from teacher to
student. Social learning helps develop critical skills like
communication, teamwork, empathy, and problem-solving.
COMPONENTS OF AN
EFFECTIVE TEACHING
THE TEACHER
THE LEARNER
THE CLASSROOM
THE CURRICULUM
METHODS OF INSTRUCTIONS
ADMINISTRATION
ACTIVITY
TIME!

LET’S SPLIT IN
TWO GROUPS
ACTIVITY
TIME!!!
SINO BA ANG
DAPAT NAG
TATANONG AFTER
NG CLASS?
 ACTIVITY
TIME!!!

SINO BA ANG DAPAT

NAG TATANONG
AFTER NG CLASS?
 THE TEACHER
A teacher is a teaching professional who is meant to help
the students to gain knowledge, competence, and virtue.

A ‘teacher’ is a person who delivers an educational

program, assesses student participation in an
educational program, and/or administers or provides
consistent and substantial leadership to an educational
program. Teacher is the second parent who thinks good
for our future and teacher is the only person who helps us
to make decision then the right for us. ROLES: Manager, counselor, motivator,
leader, model, public relations officer,
Lal, D. (2016). A Journey of Teacher Education. International Journal of parent surrogate, facilitator, instruct
Peace, Education and Development.
 THE LEARNER
A learner is an individual who is willing to learn and understand
1
new things.
The term "learner" is used to underscore and reinforce the goal of
2
the educator-student relationship, which is learning, rather than
the respective roles played by students and teachers

The child is a biological

organism with needs,
abilities, and goals;
The social and
psychological environment;
Cultural forces of which he
is a part
 ACTIVITY
TIME!!!
SA PANAHON
NGAYON, ANONG ANG
MAS MAGANDANG
SET-UP?
 ACTIVITY
TIME!!!

SA PANAHON NGAYON,
ANONG ANG MAS
MAGANDANG SET-UP?
THE CLASSROOM
A classroom is an example of a learning
environment, one of many diverse physical
locations, contexts, and cultures in which
students learn.

PHYSICAL ENVIRONMENT - Location, shape, size, construction

of the room Furniture in the room.

CLASSROOM CLIMATE - Classroom climate refers to the

atmosphere of a classroom. It encompasses the prevailing
attitudes, emotions, and interpersonal dynamics among
students, as well as the relationship between students and
their teachers
THE CLASSROOM
CLASSROOM CLIMATE
INTELLECTUAL
-Tasks are challenging, important, and authentic
-Students regularly practice disciplinary skills
-Attributes that help learners think clearly, critically, and creatively

SOCIAL
-Students have opportunities to work together
-The instructor ensures equitaable and respectful interactions
-The instructor solicits and responds to students’ feedback

EMOTIONAL
-Students’ backgrounds and identities are valued
-Atmosphere is motivating and encouraging and adresses stereotypes
-Students are allowed to make low-risk mistakes
 The Curriculum

The term comes from the Latin root "Currere" which

means “to run". In educational usage; the "course of the
race" became "Course of study." The academic
curriculum refers to the
formal list of courses offered by a school.
The extra curriculum refers to those planned but
voluntary activities that are sponsored by a
school, such as sports, drama, or social clubs.

The hidden curriculum refers to those unplanned

learning activities that are a natural by-product of
school life. (rules, regulations, and routines, to
which the school must adapt).

Curriculum, therefore, can be viewed as having two

mutually inclusive components, namely;
a. The blueprint or master plan of selected and
organized learning content which can be referred to
as "curriculum" per se and
b. The actual implementation of this plan through
contrived experiences in the classroom which is
called instruction (Palma, 1992)
 The Materials of Instruction
2 Dimentional Materials Audio Recording Materials

Flat Picture Recording

Graphics Radio

3 dimentional Materials Projected Materials

Model Still projection
Realia Motion projection
Mock up LCD projection
Diorama Education Television
Puppets
The administration
According to Moehlman, administration is Functions of Administrator:
exercised in a series of closely related and Seeing that all school money is
economically expanded and
complementary specializations or activities. He accounted for
Preparing the school budget
calls this phase of administration the executive Selecting and purchasing school
sites
activity which he defines as all the acts or Planning, erecting and equipping
the school buildings
Operating the school plant and
processes required to make policies and
keeping it in an excellent state of
repair
procedures effective. Selecting, training and supervising
teachers
Providing supplies
Providing textbooks
Assisting in curriculum construction
Organizing an instructional program
Keeping the public informed of the
aims, accomplishments and needs
of the schools
Keeping school records and
accounts
Thank you for listening!!
Resource
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