PRINCIPLES &

STRATEGIES OF
TEACHING
Principles and Strategies of
Teaching
I. Who is my student?
• Dynamics of the learner
A student is person with human spirit and
capable of million possibilities. He is an
embodied spirit therefore he is not only a
corporeal body but also possesses soul. His
sentient body allows him to feel pleasure,
pain and other sensorial stimulation while his
spirit allows him to self reflect and
intellectual abstraction
• Faculties of the learner (Cognitive,
Appetitive and Will)
A. Cognitive Faculty allows the learner to
think and process intellectual activities.
Cognitive has five aspects: 1. Five senses, 2.
Instinct, 3. Imagination, 4. Memory and 5.
Intellect.
B. Appetitive Faculty: Allows the
learners to feel and react/show
emotions.
C. Will: Learners’ capacity to choose
and decide after thoughtful
consideration of his intellect
1. Five Senses: Sight, Smell, Taste, Hear, and Feel
2. Instinct: Also known as impulse or the inherent
capacity of the person to respond to a stimuli
3. Imagination: The capacity of person to create
images in the mind which may not necessarily be
a part of reality
4. Memory: The capacity of the person to recall past
events and recalling past experience
5. Intellect: The capacity to form ideas and concepts
Individual Difference: Students are unique from each other
therefore teacher should consider the following in the
formulation of immediate and ultimate aim of teaching.
Ability: is the skill of the learner to memorize, form
concepts and other aspects of his cognitive domain
Aptitude: an Innate or inborn talent/skill like an innate
skill in drawing
Interest: an attraction to a certain activity or pursuits
like bird watching etc.
Family/Cultural background: student coming from
different background learn and react differently from each
other
Attitudes/values: students’ attitude/values can be a
determinant of their success in the learning the process
II. I, as an effective professional teacher?
-Checklist of a professional teacher

A. The professional teacher

Is a “licensed professional who possesses
dignity and reputation with high moral values
as well as technical and professional
competence” (Code of ethics of professional
Teachers, 1997)
-Personal qualities of an effective teacher?
• The teacher should be driven by passion and
compassion
• The teacher should strive to have a good
rapport with the student
• The teacher should be a good role model
• The teacher should co-journey with his/her
students
• The teacher should show genuine interest in
learning process
• The teacher should commit to heart that
teaching is a VOCATION
B. 3 P’s
1.Power Dressing
2.Power Talking
3.Power Thinking
III. The world of teaching learning
• Physical Environment
The sphere where the teaching-learning
takes place is the physical environment.
The chairs and other pieces of furniture
in the classroom, the lightning condition
and the temperature are all factors that
contributes to conducive learning
atmosphere.
• Psychological climate
A positive psychological atmosphere
hastens the ability of the learners to
maximize their skills. A caring
atmosphere that allows them to express
themselves and feel being accepted will
go a long way in ensuring the success of
the students
 Basic Principle of Learning
• Learning is an experience which occurs
inside the learner and is activated by the
learner
• Learning is the discovery of the personal
meaning and relevance of ideas
• Learning is a consequence of experience
• Learning is a cooperative and collaborative
process
• Learning is an evolutionary process
• Learning is sometimes painful process
• One of the richest resources for learning is
the learning himself
• The process of learning is emotional as well
as intellectual
• The process of problem solving and learning
and highly unique and individual
 Formulating lesson objective
• Lesson objectives should address the needs of
last time
• Lesson objectives should follow the SMART
principle
• Lesson objectives should align to mandate and
goals of the Philippine educational programs
• Lesson objectives should give equal importance
to the three domains (Cognitive, Affective and
Psychomotor)
• Lesson objectives should develop
critical/creative thinking
 Taxonomy of objectives
• Benjamin Bloom (Cognitive Domain)
-Knowledge or recall
-Comprehension
-Application
-Analysis
-Synthesis
-Evaluation
 Cognitive Domain
Anderson (Cognitive Domain)
• Remembering
• Understanding
• Applying
• Analysis
• Evaluating
• Creating
 Affective Domain
David Krathwohl (Affective Domain)
• Receiving
• Responding
• Valuing
• Organizing
• Characterization by value set
 Psychomotor Domain
Anita Harlow(Psychomotor Domain)
• Reflex movements (flexion, stretch)
• Basic Fundamentals movement (pulling a
cart)
• Perceptual Activities (catching a ball)
• Physical Activities (running)
• Skilled Movements (dancing)
• Non Discursive Communication
(panthomime)
 Psychomotor Domain
Moore (Psychomotor Domain)
• Imitation (copy skills)
• Manipulation (performs skills on his own)
• Precision (Automatic and natural skill)
 Definition of Approach, Method and
Technique
• Approach: Refers to the science of
developing a plan to attain goal and to
guard against undesirable results. It
means the art of using psychological
plan in order to increase the
probabilities and favorable
consequences of success and to lessen
the chances of failure
• Method: refers to the series of related and
progressive acts performed by a teacher
and the students to attain the specific
objectives of the lesson. It is a plan
involving sequences of steps to achieve a
given goal or objective.
• Technique: refers to the personalized style
of carrying out a particular step of a given
method. It is a skilled employed by the
teacher in carrying on the procedures or
act of teaching.
 Methods of Teaching
-Direct/Expository Approach: Aimed to provide
students with information that are factual and non
controversial. It is usually teacher-directed
Ex: Direct Instruction/Lecture
Demonstration Method
-Indirect/Guided/Exploratory Approach: An inquiry
based method resulting in a discovery of a new
concept
Ex: Inquiry Method or Discovery
Problem solving method
project
-Cooperative Learning: Students are working
together as a cohesive unit there by learning
by each other.
Ex: Roundrobin
Think pair share
Roundtable
-Partner Learning: Learning with a Study
mate or “study buddy”
Ex: Dad
-Inductive and Deductive
Inductive: Simple to General
Deductive: General to Specific
-Other Approaches
(Blended, Reflective, Metacognitive
integrative, Problem Based Learning and
Constructive)
 Classroom Management
• Principles in a classroom management
• Teacher should practice proactive discipline
• Establish routine activities to avoid breakdowns
and interruptions
• Practice smooth transition to avoid restlessness
• Understand and imbibe “with-it-ness”
• Immediately respond to inappropriate behavior
of students
• Classroom structure/arrangement should be
conducive to learning
• Handling Discipline in the Classroom
-Find the root cause of discipline problem
-Foster fairness and equality
-Encourage good behavior by genuine
praising those who do good and discourage
bad behavior
-Make dialogues a part of home room
activity to thresh out pent up emotions
-Never ridicule or humiliate the student
Classroom routine activities
• Classroom routine activities should be
established on the first day of class.
Routine activities provide the student with
the stability and consistency to get the
most from one-hour class. Examples of
routine activities include: checking
attendance, prayer, greeting the teacher,
“big word of the day” and passing paper
 Time Management
Teachers should understand the value of time
management to maximize the learning
process. Careful planning of activities is the
key to time management
 Trends in strategies and techniques of
teaching
• Teaching in ALS
• Teaching in Multi grade
• Teaching Exceptional Children
Other Teaching Techniques
Brainstorming
Situation for use:
• Generate ideas(quantity is more important than quality)
• Student have some level of experience
Planning Required:
• Formulate the question
• Plan for recording ideas
Brainstorming Steps
• Pose question to class
• Generate ideas with group
• Accept all ideas (do not criticize)
• Go back to summarize
• Discard “unacceptable” or unworkable ideas
• Determine the best solution(s)
Supervised Study
• Common techniques used in problem
solving instruction, but certainly not the
only techniques appropriate for problem
solving instruction
• Also major technique used in competency-
based education programs
Small Group Discussion
Also Called:
• Buzz Groups
• Huddle Groups
• Phillips 66
-6 people per group
-6 ideas to be generate
-6 minutes
Advantages:
• Increase participation
• Good for generating ideas
• Cooperative activity (what they should have learned)
Games
Situation for Use:
• Motivate students
• Reviews
• Check for understanding
Field Trips and Resources Persons
Situation for use:
• First hand experiences are needed
• Need expertise
Planning Needed:
• Objectives
• Trial run/visit
• Special considerations (safety, grouping, etc.)
• Summarize (don’t give up responsibility!). It is
critical to know what the students have learned
from the activity.
Other Helpful Tips on Student Control
The Hawthorne Effect is a phenomenon in
industrial psychology first observed in the
1920s. It refers to improvements in
productivity or quality resulting from the
mere face that workers were being studied or
observed
Pygmalion Effects (or Rosenthal effect)
refers to situations in which students
performed better than other students simply
because they were expected to do so.
Placebo Effect is the phenomenon that a
patient’s symptoms can be alleviated by an
otherwise ineffective treatment, apparently
because the individual expects or believes
that it will work.
The John Henry Effect has also been
identified: an experiment may spur
competition between groups precisely because
they are conscious of being part of an
experiment, the term “halo effect” describes
what happens when a scientific observation is
influenced by the observer’s perception of this
individual, procedure, or service that is under
observation. The observer’s prejudices,
recollections of previous observation, and
knowledge about prior observation or findings
can all affect objectivity and must be guarded
against.
Jacob Kounin’s theory all of this came about from an
incident that happened while he was teaching a class in
mental hygiene. A student in the back of the class was
reading news paper being opened fully in front of the
student so that he couldn’t see the teacher. Kounin asked
the student to put the paper away and pay attention. Once
the student complied, Kounin realized that other students
who were engaging in non appropriate behaviors
(whispering, passing notes) stopped and began to pay
attention to the lecture. This game him an interest in
understanding classroom discipline on not only the student
being disciplined, but also the other students in the
classroom. This the affect that became known as the “Ripple
Effect”.
Effective Instructional Techniques
The Art of Questioning
Teachers ask sometimes over a hundred
question in a class session to encourage
student thinking. Lets examine some aspects
of the art of questioning, including: types of
questions wait time, and questioning and
creativity.
Type Student response Response Examples

• Recall, memorize how many…

• Describe in own
words Define…
• Summarize
Low inquiry Closed
• Classify on basis of In your own words…
(convergent) known criteria state similarities and
• Give an example differences…
of something
What is the evidence?

What is an example…?

• Create unique or Design an

original design, experiment…
report, inference,
prediction What do you
predict..?
High inquiry • Judge scientific
credibility Open What do you think
(divergent) • Give an opinion or about..?
state an attitude Design a plan would
• Make value judge- solve..?
ments about issues What evidence can
you cite to support…?