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Principles and Methods of Teaching: (Chapter 8)

This document discusses various teaching methods and aids for effective instruction. It covers the distinctions between teaching and instruction, the role of recitation, questioning techniques, and assigning work to students. Specific guidelines are provided for conducting effective recitations, asking good questions, and creating meaningful assignments to engage students in the learning process.

Uploaded by

Joniel Getano
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138 views23 pages

Principles and Methods of Teaching: (Chapter 8)

This document discusses various teaching methods and aids for effective instruction. It covers the distinctions between teaching and instruction, the role of recitation, questioning techniques, and assigning work to students. Specific guidelines are provided for conducting effective recitations, asking good questions, and creating meaningful assignments to engage students in the learning process.

Uploaded by

Joniel Getano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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C I P L E S A N D M E T H OD S OF

PRIN
TEACHING8)
HA PT ER
(C
AIDS TO FACILITATE EFFECTIVE TEACHING

• TO APPRECIATE INSTRUCTION, THERE IS A NEED TO MAKE A


DISTINCTION BETWEEN TEACHING AND INSTRUCTION.

• TEACHINGTIS THE BEHAVIOR OF THE TEACHER THAT EVOLVES


DURING THE INSTRUCTIONAL PROCESS.
THE RECITATION
• PROBABLY, ANY TEACHER HAS TO TEACH EFFECTIVELY, MUST KNOW HOW TO
CONDUCT RECITATIONS, MAKES AND ASK GOOD QUESTIONS AND GIVES
INTERESTING AND CHALLENGING ASSIGNMENTS. SPECIFIC GUIDELINES AND
PROCEDURES AS WELL AS CAUTIONS ARE NECESSARY AND WELL PROVIDED FOR IN
EACH AREA.

• THE NEW TEACHER, AND EVEN EXPERIENCED OLD TEACHERS, WILL FIND THIS
LITERATURE A RICH MINE OF INFORMATION ABOUT EVERY TEACHING TOOL.

• THE RECITATION AS A TEACHING TOOL IS VIEWED TO BE A COMMON TEACHING


TECHNIQUE IN A PERIOD OF CLASS INSTRUCTION.
THE RATIONALE OF RECITATION
• THE RATIONALE OF THE RECITATION IN THE TEACHING – LEARNING PROCESS DOES
NOT NEED FURTHER EXPLANATION.

• TEACHERS STILL BELIEVE IN ITS EFFICIENCY AS AN EFFECTIVE MEANS OF IMPARTING


KNOWLEDGE AND INFORMATION, DEVELOPING MANY SKILLS, ABILITIES, ATTITUDES,
DESIRABLE HABITS AND IDEAS.

• THE CONCEPT OF AN EFFECTIVE RECITATION IS OFTEN LOOKED UPON TO BE AN


OPPORTUNITY FOR DEVELOPING CREATIVE EXPRESSION, REFLECTIVE THINKING
FAVORABLE ATTITUDES AND IDEALS FOR INTERPERSONAL RELATIONS AND SOCIAL
LIVING.
CHARACTERISTICS OF A GOOD RECITATION
IT MAY BE INFERRED THAT THE MOST IMPORTANT CHARACTERISTICS OF A GOOD
RECITATION IS TO DEVELOP WHOLESOME ATTITUDE ESSENTIALS TO EFFECTIVE TEACHING
LEARNING PROCESS. ALTHOUGH THERE IS NO HARD AND FAST RULE IN THE CONDUCT OF
THE RECITATION, SOME AUTHORS IN PEDAGOGY RECOMMENDED SOME GUIDELINES:

1. THE RECITATION SHOULD BE WELL PLANNED. PLANNING AND ORGANIZING OF THE


LEARNING MATERIALS WILL ENSURE THE SMOOTH UNFOLDING OF VARIOUS ACTIVITIES
DURING THE RECITATION.
2. THE RECITATION SHOULD BE MOTIVATED TO AROUSE THE INTEREST OF THE
LEARNERS.

3. THE RECITATIONS SHOULD BE PURPOSIVE.

4. THE RECITATION SHOULD PROVIDE OPPORTUNITIES FOR ACTIVE AND PRODUCTIVE


PARTICIPATION IN THE LEARNING SITUATIONS.
FACTORS THAT INFLUENCE AN EFFECTIVE RECITATION
THERE ARE CERTAIN FACTORS THAT ARE TO BE IDENTIFIED AND CONSIDERED TO INSURE
THE SUCCESS OF THE RECITATION AMONG THESE, ARE:

1. GOOD LEARNING ENVIRONMENT


2. PROPER CLASS MANAGEMENT
3. INTEREST AND ENTHUSIASM ARE CONTAGIOUS
4. A SPIRIT OF COOPERATION AND CORDIAL RELATIONS
DON’TS IN CONDUCTING RECITATION
1. THE STUDENTS SHOULD BE AWARE THAT THEY SHOULD RECITE FOR THE CLASS
AND NOT FOR THE TEACHER ALONE.

2. NO ONE SHOULD BE ALLOWED TO MONOPOLIZE THE RECITATION.

3. DO NOT INTERRUPT A STUDENT WHO IS RECITING FOR HIS THOUGHTS MAY BE


DISTURBED, AND AS A RESULT, HE MIGHT FORGET WHAT HE WANTS TO SAY.
4. IF A PUPIL/STUDENT COMMITS AN ERROR WHILE RECITING, CORRECTIONS SHOULD BE
MADE AFTER THE RECITATIONS OR DURING THE EVALUATION.

5. THE TEACHER SHOULD EXERCISE DUE CARE AND PRUDENCE ON HANDLING THE
RESPONSES OF THE STUDENTS.

6. THE TEACHER SHOULD NOT EMBARRASS ANY STUDENT FOR GIVING A WRONG
RESPONSE, FOR IT WILL UNCOMFORTABLE, SELF CONSCIOUS AND SHAME.
THE SOCIALIZED RECITATION
• THE TYPE OF RECITATION IS PRIMARILY GEARED TO A GREATER SOCIALIZATION WHERE
THE PUPILS LEARN TO CONFORM TO THE NORMS OF HIS SOCIAL GROUPS AND PLAYS A
CORRESPONDING ROLE.

• PROCESS IS A SHIFT TOWARDS THE “COGNITIVE APPROACH.”


• THE TEACHER SOCIALIZED RECITATION IN NO LONGER THE CENTER OF ATTENTION IN
THE TEACHING LEARNING PROCESS AS IT USED TO BE IN THE TRADITIONAL SCHOOL.
THE ART OF QUESTIONING
• ITIS ASSUMED THAT GOOD TEACHING INVOLVES GOOD QUESTIONING ESPECIALLY
WHEN LARGE GROUPS OF STUDENTS ARE BEING TAUGHT. SKILLFUL AND INTELLIGENT
QUESTIONING CAN AROUSE THE LEARNERS’ CURIOSITY, STIMULATE THEIR
IMAGINATION, AND MOTIVATE THEM TO SEARCH OUT OF NEW KNOWLEDGE.

• IT CAN CHALLENGE THE PUPILS, MAKE THEM THINK AND HELP CLARIFY AND HOW THE
LEARNERS RESPOND TO THEM INFLUENCE THE QUALITY OF CLASSROOM DISCUSSION
AND THE EFFECTIVENESS OF INSTRUCTION.
TYPES OF QUESTIONS

QUESTIONS CAN BE CATEGORIZED AS FOLLOWS:

1. ACCORDING TO THINKING PROCESS INVOLVES – FORM LOW LEVEL TO HIGH LEVEL


2.ACCORDING TO TYPE OF ANSWERS REQUIRED
3.ACCORDING TO THE DEGREE OF PERSONAL EXPLORATION OR VALUING
DESCRIPTIVE CATEGORIES OF QUESTIONS
SEVERAL AUTHORITIES HAVE FORMULATED THEIR OWN CATEGORIES AND
MODELS OF QUESTIONS AND THESE ARE:

1. COGNITIVE MEMORY
2. CONVERGENT QUESTIONS
3. DIVERGENT QUESTIONS
4. EVALUATIVE QUESTIONS
USES OF QUESTIONS
THERE ARE VARIOUS USES OF THE QUESTION THAT THE TEACHER CAN UTILIZED
TO OBTAIN DESIRABLE RESULTS. THERE ARE:

1. TO STIMULATE THE LEARNERS TO THINK.


2. TO MOTIVATE PUPILS INTEREST.
3. TO DIAGNOSE LEARNERS DIFFICULTIES ARISING FROM LEARNING TASKS.
4. TO HELP THE LEARNERS ORGANIZE, SYNTHESIS AND EVALUATE LEARNING
EXPERIENCES.
5. TO AID THE LEARNERS TO RELATE PERTINENT AND IMPORTANT EXPERIENCE TO
THE LESSON.
6. TO DEVELOP NEW APPRECIATIONS AND ATTITUDES.
7. TO SHOW RELATIONSHIPS, SUCH AS CAUSE AND EFFECT.
8. TO ENCOURAGE THE LEARNER TO APPLY CONCEPTS IN MEANINGFUL
EXPERIENCES.
9. TO PROVIDE FRILL AND PRACTICE.
10. TO ENCOURAGE LEARNER EVALUATION.
CHARACTERISTICS OF A GOOD QUESTION

• THROUGH APPROPRIATE STRATEGIES IN FORMULATING AND ASKING


QUESTIONS THE TEACHER CAN HELP LEARNERS UNDERSTAND AND
FORMULATE IDEAS, RELATIONSHIP AND PRINCIPLE.

• IT SHOULD BE SIMPLE, CLEAR AND DEFINITIVE.


SUGGESTED TECHNIQUES OF QUESTIONING
GOOD QUESTIONING IS BOTH A METHODOLOGY AND A ART; THERE ARE CERTAIN TECHNIQUES
TO BE FOLLOWED. IT ALSO REQUIRES SKILLS AND GOOD JUDGEMENT. THE FOLLOWING
TECHNIQUES ARE SUGGESTED:

1. QUESTIONS SHOULD BE ASKED ON A NATURAL, SPONTANEOUS AND WELL MODULATED


VOICE.
2. ASK QUESTIONS THAT ARE STIMULATING AND NOT MERELY TESTING.
3. ASK QUESTIONS THAT ARE RELEVANT AND INTERESTING TO PUPIL.
4. ASK QUESTIONS THAT ARE SEQUENTIAL.
5. ASK THE QUESTION FIRST AND THEN WAIT FOR THE CLASS TO THINK ABOUT
IT BEFORE CALLING A PUPIL TO ANSWER THE QUESTION.
6. THE TEACHER SHOULD REFRAIN FROM REPEATING QUESTIONS.
7. ASK QUESTIONS THAT ARE CLEAR AND SIMPLE.
8. PREPARE FIVE OR SIX PIVOTAL QUESTIONS.
THE ASSIGNMENT
• THE ASSIGNMENT IS THAT PART OF LESSON ASSIGNED AS A PARTICULAR TASK TO THE
PUPIL WHAT THEY ARE EXPECTED TO ACCOMPLISH N THE LESSON.

• THE ASSIGNMENT AS AN ACADEMIC DUTY OR JOB THAT MAY BE DONE IN CLASS OR


HOME.

• FORM OF A PROJECT TO BE ACCOMPLISHED.


• A RESEARCH TOPIC ON HEALTH AND SANITATION, CAUSES OF DRUG ADDICTION, A
THEME TO BE WRITTEN, A LITERARY SELECTION TO BE MEMORIZED UNDERSTOOD AND
INTERPRETED.
FUNCTION OF THE ASSIGNMENT
IN ORDER THAT THE ASSIGNMENT WILL SERVE ITS PURPOSE, IT MUST BE PURPOSIVE IT IS
THE PARAMOUNT DUTY OF THE TEACHER TO ENSURE THAT ALL ASSIGNED LEARNING
TASKS ARE IMPORTANT AND MEANINGFUL TO THE LEARNERS.
THERE ARE NUMBER OF FUNCTIONS OF ASSIGNMENTS:

1. TO SET THE GOAL OR DIRECTION OF THE LEARNING TASK.

2. TO STIMULATE LOGICAL AND CREATIVE THINKING.


3. TO RECALL PREVIOUS LESSONS IN PREPARATION FOR A LONG TEST.

4. TO MOTIVATE THE LEARNERS AND PREPARE THEM FOR THE LEARNING TASK TO BE
DONE.

5. TO DETERMINE AND PLAN OUT LEARNING ACTIVITIES TO BE UNDERTAKEN.

6. TO PROVIDE DIRECTIONS AND OTHER REQUIREMENTS FOR THE LEARNING


ACTIVITY.
CHARACTERISTICS OF A GOOD ASSIGNMENT
AN EFFECTIVE ASSIGNMENT WILL CERTAINLY HELP THE TEACHER TAKE CARE OF THE
IMPORTANT PHASE IF THE TEACHING- LEARNING SITUATIONS TO ACHIEVE THE
DESIRED RESULTS.

1. A GOOD ASSIGNMENT SHOULD BE CLEAR AND DEFINITE.

2. A GOOD ASSIGNMENT SHOULD RELATE NEW LEARNING EXPERIENCES TO THE OLD.


3. A GOOD ASSIGNMENT SHOULD STIMULATE THE IMAGINATION OF THE
LEARNER BY WAY OF THINKING AND CLARIFYING THE LEARNING TASK’ BESIDES
BEING CHALLENGING.

4. A GOOD ASSIGNMENT SHOULD BE COMPREHENSIVE AND SHOULD HAVE A


WIDE RANGE OF INTERESTING LEARNING ACTIVITIES.

5. A GOOD ASSIGNMENT SHOULD RELATE TO A REAL LIFE SITUATIONS.

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