Principles of Teaching Handout

I.
PRINCIPLES UNDERLYING INSTRUCTION (according to James Mursell)

1. Principle of Context
Level I: textbook only
Level II: textbook with a supplementary material
Level III: non-academic and current materials (newspaper, clippings, articles,
magazine)
Level IV: multi-sensory aids
Level V: demonstration
Level VI: field experiences; personal, social and community understanding
2. Principle of Focus
Level I: page assignment in textbook
Level II: announced topic together with page or chapter references
Level III: broad concept or a problem to be solved, or a skill to be acquired to
carry on understanding
3. Principle of Socialization
Level I: submission
Level II: contribution
Level III: cooperation
4. Principle of Individualization
Level I: uniform tasks
Level II: homogenous grouping
Level III: control plan
Level IV: individual instruction
Level V: large units with optional related activity
Level VI: individual undertakings
5. Principle of Sequence
Level I: logical succession of blocks of content
Level II: connecting learning/lesson/course through introductions, reviews
Level III: building learner‘s readiness
Level IV: building from emerging meanings
6. Principle of Evaluation
Level I: through testing
Level II: related to objectives and processes
Level III: total learning process and results
II. APPROACH, METHODS, STRATEGIES AND TECHNIQUES

UNDERSTANDING CONCEPTS
APPROACH – deal with general philosophies of teaching
STRATEGIES – plan of delivering instruction
METHOD – it is the way a teacher delivers instruction to realize the plan
TECHNIQUES – personal way of delivering the lesson
GENERAL APPROACHES TO TEACHING
DOMAIN TEACHER-CENTERED LEARNER-CENTERED

Knowledge Transmitted by instructor Constructed by students
Student participation Passive Active
Role of professor Leader/authority Facilitator/learning partner
Role of Assessment Few tests/assignments—
mainly for grading
Many tests/assignments—for
ongoing feedback
Emphasis Learning correct answers Developing deeper
understanding
Academic culture Individualistic and
competitive
Collaborative and
supportive
Adapted from Western Washington University’s Tools & Techniques for Program
Improvement: Handbook for Program
Review & Assessment of Student Learning (2006)
PRINCIPLES IN CHOOSING A METHOD
1) Learning is an active process.

2) The more senses involved the better the learning.
3) A non-threatening atmosphere enhances learning.
4) emotion has the power to increase retention and learning.
5) Learning is meaningful when it is relevant.
6) Good teaching goes beyond recall.
7) Integrated Teaching.
METHODOLOGIES: EXPOSITORY AND EXPLORATORY
A. Expository Methodologies
1. Direct Instruction (Lecture) : Lecture is a teaching procedure for clarifying or
explaining a major Idea cast in the form of question or problem
2. Demonstration : In this method, the teacher (or a select group of pupils) performs
the activity
3. Deductive : This method begins with a rule orgeneralization that is applied to
specific cases or examples
B. Exploratory Methodologies
1. Inquiry : The teacher guides the students as they engage in self-directed exploration
and investigative processes
2. Problem-solving : This makes use of a problem as a starting point which will make
pupils work toward its solution
3. Project : This method is characterized by learners planning, directing and
executing activities which are purposeful, natural, lifelike and significant.
4. Metacognitive : Teachers guide learners to become more strategic thinkers by
helping them understand the way they are processing information
5. Constructive : Learning occurs as learners are actively involved in a process of
meaning and knowledge construction rather than passively receiving information
6. Inductive : This would help pupils discover important rules or truth tor themselves
through careful observations of specific cases or examples leading to generalizations
7. Reflective : Is a response to past experience and involves conscious recall and
examination of the experience as a basis for evaluation and decision-making
8. Cooperative : It is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject
9. Peer-learning : The students help one another on a one-on-one basis or in small
groups in a variety of situations
10. Laboratory : Apparatus and materials are used to discover or verify facts and to
study scientific relationship
11. Partner Learning : Learning with a partner
12. Integrative : involves linking similar concepts from one discipline to another
MULTIPLE INTELLIGENCE
1. Verbal-linguistic intelligence – well-developed verbal skills and sensitivity to the
sounds,
meanings and rhythms of words
2. Logical-mathematical intelligence – ability to think conceptually and abstractly, and
capacity to discern logical and numerical patterns
3. Spatial-visual intelligence – capacity to think in images and pictures, to visualize

accurately and abstractly
4. Bodily-kinesthetic intelligence – ability to control one‘s body movements and to
handle objects skillfully
5. Musical intelligences – ability to produce and appreciate rhythm, pitch and timber
6. Interpersonal intelligence – capacity to detect and respond appropriately to the
moods, motivations and desires of others
7. Intrapersonal – capacity to be self-aware and in tune with inner feelings, values,
beliefs
and thinking processes
8. Naturalist intelligence – ability to recognize and categorize plants, animals and other
objects in nature
9. Existential intelligence – sensitivity and capacity to tackle deep questions about
human existence such as, ―What is the meaning of life? Why do we die? How did we
get here?‖
DISCUSSION PROCEDURES
Discussion is the method of process by which two or people discusses on a certain

matter to
solve the problems by presenting their ideas. Sometimes it is used to teach or give
some kind
of specific information.
 Committee or conference discussion
 Panel discussion
 Symposium
 Lecture method

ART OF QUESTIONING
A. QUESTIONING SKILLS
1) Ask varying types of questions.
2) Ask non-directed questions.
3) Call on non-volunteers.
4) Rephrasing
5) Ask questions that are sequenced logically.
6) Ask questions that require abstract thinking.
7) Ask open-ended questions.
8) Allow sufficient wait time.
B. TYPES OF QUESTIONS
TYPES OF QUESTION ACCORDING TO
PURPOSE
TYPES OF QUESTION ACCORDING TO LEVEL
1. For assessing cognition

1. Low-level questions
2. For verification
3. For creative thinking
4. For evaluating
5. For motivating
6. For instructing
6. For instructing
2. High-level questions
3. Convergent questions
4. Divergent questions
C. REACTING TECHNIQUES
1. Use corrective feedback.
2. Give appropriate praise
3. Make follow-up questions
4. Redirect questions.
III. MANAGING OF LEARNING ENVIRONMENT
PRINCIPLES OF CLASSROOM MANAGEMENT
1. Consistent, proactive discipline is the crux of effective classroom management

2. Establish routines for all daily tasks and needs.
3. Orchestrate smooth transitions and continuity of momentum throughout the day.
4. Strike a balance between variety and challenge in student‘s activities.
5. As classroom management, are aware all actions and activities in the classroom.
a. Resolve minor inattention and disruption before they become major
disruptions.
6. Reinforce positive behavior.
7. Treat minor disturbance calmly.
8. Work out a physical arrangement of chairs that facilitates an interactive teaching-
learning process.
9. Make good use of every instructional moment. Minimize discipline time to maximize
instructional time.
MANAGEMENT OF TIME
 Mandated time- The number of days and hours in the school calendar specified by
the state and school laws.
 Allocated time- is the total time allotted for teaching, learning, and routine classroom
procedures like attendance and announcements.
 Instructional time- is what remains after routine classroom procedures are completed.
That is to say, instructional time is the time wherein teaching and learning actually
takes place.
 Engaged time- is also called time on task. During engaged time, students
participating actively in learning activities—asking and responding to questions,
completing worksheets and exercises, preparing skits and presentations, etc.
 Academic learning time- occurs when students 1) participate actively and 2) are
successful in learning activities.
MANAGEMENT OF ROUTINE
Principles Underlying Classroom Routine
1. Routine activities should be selected with a view toward their carry-over values in life
situations.
2. The larger the classes the more necessary to have routine.
3. Routine procedures yield a maximum amount of experience value to the learner
4. Routine seeks to conserve learner initiative
5. It prevents lesson confusion
Some routines on the following can be of great help:
 Beginning and ending the class day or period
 Transitions
 Getting/distribution of materials and equipment
 Group work
 Seatwork and teacher-led activities
CLASSROOM CONTROL AND TYPES OF CONTROL
 Preventive Control - aimed at minimizing the onset of anticipated discipline problems

though planning
 Supportive Control - aimed at directing student‘ behavior before it becomes a full-

blown problem
 Corrective Control - seeks discipline student‘ behavior before it becomes a full

standard of good conduct
6-S FORMULA IN CLASSROOM MANAGEMENT
1) Sort (Seiri)- sorting all items in a location and removing all unnecessary items from
the location.
2) Set to order / Straighten (Seiton)- putting all necessary items in the optimal place
for fulfilling their function in the workplace.
3) Shine (Seiso)- sweeping or cleaning and inspecting the workplace, tools, and
machinery on a regular basis.
4) Standardize (Seiketsu)- standardize the processes used to sort, order and clean
the workplace.
5) Sustain (Shitsuke)- developed process by self discipline of the workers. Also
translates as ―do without being told‖.
6) Safety- Keeping all the people safe in the job aiming no accidents will happen
by eliminating all the dangers/ hazards that may cause injuries.
CLASSROOM MISBEHAVIORS
(MISTAKEN GOALS)
1) Attention getting - is the behavior of the children to be caught the attention of

their teacher or classmates on them where learning is sacrificed.
2) Power seeking - is the behaviors of the child assert his or her aggressiveness for
any point of contradiction, which was not manifested at home.
3) Revenge seeking - is the behavior of the child to be resentful by taking whatever
forms of vengeance to avenge the teacher.
4) Withdrawal - is the behavior of the child to withdraw learning manifested in
yawning, sleeping, daydreaming, and cutting-classes.
5) Briskness - is the behavior of the child to be abrupt in his mobility like standing,
running, and any form of movement that can disturb leaning in the classroom.
6) Goofing - is the behavior of the child to do wrong, by doing a mistake, by making
distraction or destruction in his/her presence of mind.
TEACHER PITFALLS THAT AFFECT MANAGEMENT OF INSTRUCTION
(KOUNIN’S MANAGEMENT MODEL)

 Dangle/Dangling - issues or questions left unfinished
 Truncation – same as dangle but the teacher does not resume the initiated activity,
then dropped it all together
 Flip flop – informal, sudden, unexpected reversal
 Over-dwelling – giving too much time or attention to something longer than required
 Fragmentation- when a teacher breaks down an activity or a behavior into subparts
even though the activity could be performed easily as a single unit or an uninterrupted
sequence.
 Jerkiness- lack of lesson smoothness and momentum
 Thrust- a teacher‘s sudden ̳bursting in‘ on students‘ activities with an order or
statement or question without being sensitive to the group‘s readiness to receive the
message. Too much work given at a time that causes confusion and frustration
 Stimulus-bound – when a teacher has students engaged in a lesson and something
else attracts the teacher‘s attention
APPROACHES TO CLASSROOM MANAGEMENT
1. BEHAVIOR MODIFICATION APPROACH- deals with the refinement of students‘

behavior with the use of positive and negative reinforces to transform their misbehavior
2. USE OF LOGICAL CONSEQUENCE - the student sees the relationship between the
misbehavior and its consequence
3. SOCIO-EMOTIONAL CLIMATIC APPROACH - the teacher shows the ability to
describe what
she/he saw, describe how he/she feels and describe what needs to be done.
4. ACCEPTANCE APPROACH - is based on the democratic model of teaching in which
the
teacher provides leadership by establishing rules and consequences, but at the same
time
allows students to participate in decision and make choices.
5. SUCCESS APPROACH - deals with the students‘ self-realization to the right thing for
learning.
6. ASSERTIVE APPROACH - deals with the use teacher‘s assertion to immediately
respond to
students‘ misbehavior
7. GROUP PROCESS APPROACH – emphasizes on establishing and maintaining
effective and
productive classroom groups
8. GROUP MANAGERIAL APPROACH - emphasizes the importance of responding
immediately to group student‘s behavior that might be inappropriate or undesirable in
order
to prevent problems rather than having to deal with them after they emerge
9. BUSINESS ACADEMIC APPROACH - emphasizes the organization and
management of
students as they engage in academic work
10. GROUP GUIDANCE APPROACH - discipline and classroom control are produced
through
group atmosphere and enhanced group support
APPROACHES TO DISCIPLINE
 Reactive- reacting to a problem as it arises

 Proactive- preventing problems as they arise
ACCEPTABLE DISCIPLINARY MEASURES
 Use verbal reinforcers.

 Signal interference
 Dialogue
 Antiseptic Bouncing
 Award merit
 Direct appeal
 Hurdle help
 Proximity control
 Removal of seductive objects
 Planned ignoring
UNACCEPTABLE DISCIPLINARY MEASURES
 Scolding and harsh words

 Nagging and faultfinding
 Detaining
 Denying privileges
 Additional homework
 Use of ridicule or sarcasm
 Use of grade
NAGEL’S PPPF
P – Prepare yourself.
P— Prepare your student.
P— Present the material.
F— Follow up
MOTIVATION
Two Kinds of Motivation:
1. Extrinsic Motivation
- is fueled by the anticipation and expectation of some kind of payoff from
an external source
2. Intrinsic Motivation
- Fueled by one's own goal or ambitions
REINFORCEMENT AND PUNISHMENT

Two Types of Reinforcement
1. Positive Reinforcement - if something desirable is being added to encourage good

behavior
2. Negative Reinforcement - if something aversive is being taken away to encourage
good
behavior
Punishment - either adding or removing something to prevent or temporarily stop an
undesirable behavior

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I.

PRINCIPLES UNDERLYING INSTRUCTION (according to James Mursell)

II. APPROACH, METHODS, STRATEGIES AND TECHNIQUES

DOMAIN TEACHER-CENTERED LEARNER-CENTERED

PRINCIPLES IN CHOOSING A METHOD

1) Learning is an active process.

METHODOLOGIES: EXPOSITORY AND EXPLORATORY

3. Spatial-visual intelligence – capacity to think in images and pictures, to visualize

Discussion is the method of process by which two or people discusses on a certain

TYPES OF QUESTION ACCORDING TO LEVEL

1. For assessing cognition

III. MANAGING OF LEARNING ENVIRONMENT

PRINCIPLES OF CLASSROOM MANAGEMENT

1. Consistent, proactive discipline is the crux of effective classroom management

CLASSROOM CONTROL AND TYPES OF CONTROL

 Preventive Control - aimed at minimizing the onset of anticipated discipline problems

 Supportive Control - aimed at directing student‘ behavior before it becomes a full-

 Corrective Control - seeks discipline student‘ behavior before it becomes a full

6-S FORMULA IN CLASSROOM MANAGEMENT

1) Attention getting - is the behavior of the children to be caught the attention of

TEACHER PITFALLS THAT AFFECT MANAGEMENT OF INSTRUCTION

(KOUNIN’S MANAGEMENT MODEL)

APPROACHES TO CLASSROOM MANAGEMENT

1. BEHAVIOR MODIFICATION APPROACH- deals with the refinement of students‘

 Reactive- reacting to a problem as it arises

ACCEPTABLE DISCIPLINARY MEASURES

 Use verbal reinforcers.

 Scolding and harsh words

REINFORCEMENT AND PUNISHMENT

1. Positive Reinforcement - if something desirable is being added to encourage good

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