REFLECTION PAPER

ON
PRINCIPLES OF
TEACHING 1

Submitted by:
LEAH U. CINCO

Submitted to:
DR. TERRY SILVA-LIANA

TABLE OF CONTENTS
YUNIT 1 THE ELEMENTS OF TEACHING AND LEARNING
CHAPTER 1THE LEARNER
CHAPTER 2: THE TEACHER
CHAPTER 3: LEARNING ENVIRONMENT
UNIT II CHAPTER 1 PRINCIPLES OF LEARNING
UNIT III MANAGEMENT OF INSTRUCTION
CHAPTER 1 OBJECTIVE-RELATED PRINCIPLES OF TEACHING
CHAPTER 2 SELECTION AND ORGANIZATION OF CONTENT
CHAPTER 3 SELECTION AND THE USE OF TEACHING STRATEGIES
CHAPTER 4 DIFFERENT APPROACHES AND METHODS
CHAPTER 5 UNDERSTANDING BY DESIGN (UBD)
CHAPTER 6 SELECTION AND USE OF INSTRUCTIONAL MATERIALS
CHAPTER 7 ASSESSMENT OF LEARNING
UNIT SUMMARY
UNIT IV CLASSROOM MANAGEMENT
CHAPTER 1 GUIDING PRICIPLES IN CLASSROOM MANAGEMENT
CHAPTER 2 MANAGEMENT OF TIME
CHAPTER 3 DISCIPLINE
CHAPTER 4 MANAGING PHYSICAL ENVIRONMENT
CHAPTER 5 ESTABLISHING CLASSROOM ROUTINE
UNIT V EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
UNIT VI HOMEWORK

YUNIT I THE ELEMENTS OF TEACHING AND LEARNING

CHAPTER 1THE LEARNER

Reporter: Johhani A. Sulog

In the chapter The Learner, I learned that a learner is an embodied spirit. She/he is not

just a body, neither just a spirit. What happens to the body happens also to the spirit.

Likewise, what happens to the spirit affects the body. The learner also equipped with faculties

or powers cognitive and affective. His/her cognitive powers include the external five senses,

the internal senses of imagination and memory and the spiritual/mental power of the intellect.

The acts of his/her instincts are conception, judgment and reasoning. His/her appetitive

faculties are feelings, emotions and will.

The exercise of these cognitive and appetitive powers with which every learner is

fundamentally equipped varies from learner to learner on account of his/her ability, aptitude,

interest, home background, and attitude. In other words, the cognitive and appetitive powers

are common to all powers as a result of their different abilities, aptitudes, interests, home

background, attitudes and values. The learners multiple intelligences and varied learning style

make them even more different from one another. This is not to mention the differences

added by the integration of children with special needs and children of the indigenous

peoples’ groups in the classroom.

The values that I learned from this chapter are that every child is a potential genius.

He/she has the power to see, hear, touch, smell and taste, perceive, imagine, retain, recall,

recognize past mental acts, conceive ideas, make judgment, reason out, feel and choose. The

differences among learners become more accentuated with the integration of children with

special needs and children from the indigenous peoples (IP) group in the classroom. The

learner is gifted with intelligence and differs from their learning styles. As a future teacher we
should consider all of those factors to have a effective and efficient teaching-learning process.

And also, let us care for the embodied spirit-learner. Let us feed his/her body as well as

his/her spirit.

UNIT I CHAPTER 2: THE TEACHER

Reporter: Ailan H. Gumampo

In the lesson the teacher, I learned that as a licensed professional we should possess

dignity and reputation with high moral values as well as technical and professional

competence. We should know and understand the ethical and moral principles, standards and

values of the Code of Ethics of Professional Teachers 1997. As a teacher, we should possess

different attributes such as personal attributes like passion for teaching or we should love

teaching and the students as well in order for us to be an effective teacher. The teacher's

humor to have a connection with our learners. As a teacher, we are a role model to our

learners; they look up to us and idolize us.

The things that we do are correct in front of the, that’s why we should show good values

and attitudes. More patience in dealing with the learners because being a teacher is not an

easy task to do; it is a mission which we are called. Dealing with different and diverse

learners really needs patience. Being enthusiastic or eagerness in teaching to learners or

having full energy in order for your classroom alive and conducive to learning. Then as a

teacher it is not just a profession or a job but a commitment, a "solemn promise" to perform

the duties and responsibilities mandated by laws and code of ethics of the profession.

To become an effective teacher we should be caring to our students in which we create

relationship that enhance the learning process. We should practice fairness in gender, racial

and ethnic. Consistently behave in a friendly and personal manner while maintaining

appropriate teacher-student role structure. Then we should teach also values to our students

not just all knowledge alone so that we will be creating a person with a big brain and a big

heart to prepare them for their future.

 The values that I learned in these lesson, is that being a teacher we should not work just

for the salary that we will get but for the love of teaching and molding students to be a good

person not just today but for the future. A competent and committed teacher facilitates

learning. “She/he opens the door. The learner enters by himself/herself.” She/he is a “licensed

professional teacher who possesses dignity and reputation with high moral values as well as

technical and professional competence”. Her/his passion for teaching, sense of humor,

patience and enthusiasm and other positive personal attributes make him/her a facilitator of

learning.

UNIT I CHAPTER 3: LEARNING ENVIRONMENT

Reporter: Jocelyn G. Siong

In the chapter Learning Environment I learned that it is the place where teaching and

learning take place in the most effective and productive manner. It refers to the whole range

of components and activities within which learning happens. One good example of these is

the classroom and all the instructional features which are the physical environment and

psychological environment. The learning environment is a product of the physical,

psychological as well as social atmosphere created by the interaction between teacher and the

learners themselves. The physical features of the classroom which includes space, location,

lighting, ventilation, order, tidiness and noise level exert influence on the teaching-learning

process.

How much learning will take place depends ultimately on the learner. Whether or not

s/he develops his potentials as a genius to the fullest is ultimately up to him/her. It is her/his

free choice. A conducive learning environment is necessary in the full development of the

cognitive and appetitive faculties of the learner-his senses, instincts, imagination, memory,

feelings, emotions and will. The psychological atmosphere or climate that reigns in the

classroom plays a big role in the learning environment. These are the safety includes rules

and norms; physical safety; socio-emotional safety. Relationships include respect for

diversity; school connectedness/engagement; social support-adults; social support-students;

leadership. And lastly, the teaching and learning includes social, emotional, ethical, and civic

learning; support for learning; professional relationships.

The values that I learned from this chapter are that learning environment is very

important factor in the teaching-learning process. As a future teacher, we should consider

these to have a well organize, well mannered and conducive learning environment. And also

these factors affect the learners learning. A conducive learning environment is necessary in

the full development of the cognitive and appetitive faculties of the learner.

UNIT II CHAPTER 1 PRINCIPLES OF LEARNING

Reporter: Analuz Fernandez

In the chapter Principles of Learning I learned that learning is the acquisition of a

knowledge-base used with fluency to make sense of the world, solve problems and make

decisions. The definition implies that learning begins with knowledge acquisition. This

knowledge learned must be used with ease or fluency because it has been mastered.

We teach effectively when we consider how learning takes place in the following

principles of learning. Only the learner can learn for himself. It is wise to make him/her do

the learning activity himself/herself. Learning is discovering the meaning and relevance of

ideas. Let’s relate what we teach to the life experiences and needs of the learners. Learning

comes as a result of experience. Let us make learners go through the experience of learning,

if feasible. If not, learning from other people’s experiences are recorded in history will

suffice. Cooperative and collaborative learning are enabling. Learning does not take place

overnight. Like the process of evolution, it is gradual. Let us be patient. Learning takes time.

Learning poses inconvenience, discomfort, giving up our old ways of thinking and doing

things because something new is far better. Very much forgotten is the fact that the learner is

one of the richest resources of learning. Consult him/her.

The values that I learned in this chapter are that learning is not only a cerebral process. It

is not only thinking but also feeling. It involves the heart the heart. In fact learning takes

place best when our hearts are stricken. No two individuals learn in the same way. Each

person has a unique way of learning. Let us not impose our way of learning on others. Let us

give considerations to multiple intelligence and varied learning styles. The Thorndike’s

laws/principles are still relevant in principles of learning. The primary laws include 1) the law

of exercise, 2) the law of effect and 3) the law of readiness. Other laws are the: 1) law of

primacy, 2)law of regency, 3) law of intensity and the 4) law of freedom.

UNIT III MANAGEMENT OF INSTRUCTION

CHAPTER 1 OBJECTIVE-RELATED PRINCIPLES OF TEACHING

Reporter: Mildred Tumanda

In this chapter I learned that there are guiding principles in determining and formulating

learning objectives. First, we should begin our lesson with a clearly defined lesson objective.
Second, make your students own the lesson objective. Third, lesson objective must integrate

objectives in the cognitive, psychomotor and affective domains for a holistic lesson. Fourth,

our lesson objective must be connected to our students’ life experiences. Fifth, our lesson

objective must flow from the aims of education enshrined in the Philippine Constitution and

the vision-mission statements of schools. Sixth, our lesson objective must aim at the

development of critical and creative thinking. Lastly, for accountability of learning, lesson

objectives must be SMART (Specific, Measurable, Attainable, Result-oriented and Relevant,

Time-bound and Terminal.

In taxonomy of objectives, learning is classified into three domains namely: 1) cognitive,

2) affective and 3) psychomotor or behavioral. Benjamin Bloom identified six levels within

the cognitive domain; these are knowledge or recall, comprehension, application, analysis,

synthesis and evaluation. David Krathwohl’s affective learning is demonstrated by behaviors

indicating attitudes of awareness, interest, attention and values of concern, and responsibility,

ability to listen and respond in interactions with others, and ability to demonstrate those

attitudinal characteristics or values which are appropriate to the test situation and the field of

study. Anita Harlow’s taxonomy of the psychomotor domain. It is organized according to the

degree of coordination including involuntary responses as well as learned capabilities. Simple

reflexes begin at the lowest level of the taxonomy, while complex neuromuscular

coordination makes up the highest levels.

The values that I learned from this chapter are that the material as well as the non-

material resources in the teaching-learning process must be well-managed in order to reap

optimum learning. To ensure results, the management of these resources must be grounded on
time-tested principles.

UNIT III CHAPTER 2 SELECTION AND ORGANIZATION OF CONTENT

Reporter: Abegrace Lig-ang

In this chapter I learned that there are guiding principles to consider in the selection and

organization of content. As a future teacher, we should teach the content that is aligned with

the goals and objectives of the basic education curriculum. Content should responds to the

needs of the learner. It should include cognitive skill and affective elements. It should fully
and deeply covers the essentials to avoid the “mile-wide-and-inch-deep” impression. We

should teach the content that is use to the learners that is viable and feasible. Facts are basic

in the structure of cognitive subject matter. But content must go beyond facts. Working out a

process of conceptual understanding means teaching and learning beyond facts. This can be

done by the use of the thematic or the integrated approach. Subject matter content integrates

the cognitive, skill and affective components. The cognitive content includes facts, concepts,

principles, hypotheses, theories and laws.

The skill component dwells on thinking skills and manipulative skills. The thinking skills

include: divergent thinking, convergent thinking, problem solving, metaphoric thinking,

critical thinking and creative thinking. Divergent thinking includes: fluent thinking, flexible

thinking, original thinking and elaborative thinking. Problem solving involves either an

algorithmic or a heuristic strategy. Critical thinking comes in varied forms: verbal reasoning,

argument analysis, hypothesis testing, and decision making. For creative thinking we must

develop: awareness, curiosity, imagination, fluency, flexibility, originality, elaboration and

perseverance.

Values can be taught. They are both taught and caught. The affective component is

concerned with values and attitudes. When we teach values, we connect facts, skills and

concepts to the life of students, thus acquiring meaning. Without the value-level of teaching,

we contribute to the development of persons who have big heads but tiny hearts. We

contribute to the formation of “intellectual giants” but “emotional dwarfs”.

UNIT III CHAPTER 3 SELECTION AND THE USE OF TEACHING STRATEGIES

Reporter: Leah U. Cinco

I am the reporter in this chapter.

UNIT III CHAPTER 4 DIFFERENT APPROACHES AND METHODS

DIRECT DEMOSTRATION METHOD

Reporter: Dina Mongcupa

In this chapter I learned that teaching approach is a set of principles, beliefs or ideas

about the nature of learning which is translated into the classroom. While teaching methods is

a systematic way of doing something. Teaching technique is a well-defined procedure used to

accomplish a specific way of doing something. There are different teaching approaches:

teacher centered approach, learner-centered approach, subject matter centered approach,

interactive approach, constructivist approach, banking approach, integrated teaching

approach, collaborative approach, individualistic approach, disciplinal approach, direct

teaching approach and guided approach. Other added approaches are research-based

approach, whole-child approach, meta-cognitive approach, and problem based approach.

Direct instruction is aimed at helping students acquiring knowledge which is exercised in

the performance of tasks. Instructional characteristics includes; the strategy is teacher

directed, the emphasis is on the teaching of skills, taught in a step-by-step fashion it ensures

the learning of the entire procedure missed, lesson objectives includes easily observed

behaviors that can be measured accurately, this is a form of learning through imitations

sometimes termed “behavioral model” and this can be used to teach facts, principles and

laws. In teaching declarative facts, principles and laws; be sure the facts, principles and laws

are correctly, clearly, and adequately. Use visual aids to concretize abstract principles and

laws. Illustrate laws and principles with concrete examples. Present facts meaningfully.

The values that I learned in this chapter are that we should consider our students tin

teaching skills. They must be given ample time for practice. They must be included in the

planning stage. Describe the testing situations and specify the level of performance expected.

Divide the complex skills and understanding into sub skills or into its component be taught

easily and with precision. Design own strategy in teaching each skill which will eventually

contribute the entire skill. Before the demonstration, carefully rehearse all stages. Assign

practice for short period of times. Provide feedback and encouragement through praises. Be

able to construct good performance based tests.

UNIT III CHAPTER 4 DIFFERENT APPROACHES AND METHODS

PROBLEM SOLVING, PROJECT METHOD AND COOPERATIVE LEARNING

Reporter: Aiza L. Suerte

In this chapter I learned that problem solving consists of using generic or ad hoc methods

in an orderly manner to find solutions to problems. Some of the problem-solving techniques

developed and used in artificial intelligence, computer science, engineering, mathematics, or

medicine are related to mental problem-solving techniques studied in psychology. The term

problem solving means slightly different things depending on the discipline. For instance, it

is a mental process in psychology and a computerized process in computer science. There are

two different types of problems, ill-defined and well-defined: different approaches are used
for each. Well-defined problems have specific goals and clear expected solutions, while ill-

defined problems do not. Well-defined problems allow for more initial planning than ill-

defined problems.[1] Solving problems sometimes involves dealing with pragmatics, the way

that context contributes to meaning, and semantics, the interpretation of the problem. The

ability to understand what the goal of the problem is, and what rules could be applied,

represents the key to solving the problem. Sometimes the problem requires abstract thinking

or coming up with a creative solution.

The project method is an educational enterprise in which children solve a practical

problem over a period of several days or weeks. It may involve building a rocket, designing a

playground, or publishing a class newspaper. The projects may be suggested by the teacher,

but they are planned and executed as far as possible by the students themselves, individually

or in groups. 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.

The values that I learned in this chapter are that two basic approaches for implementing

the project method. According to the historically older approach, the students take two steps:

initially, they are taught in a systematic course of study certain skills and facts, then they

apply these skills and knowledge, creatively and self-directed to suitable projects. According

to the second approach, the instruction by the teacher does not precede the project but is

integrated in it. In other words the students first choose the project, and then they discuss

what they need to know for solving the problem and learn the required techniques and

concepts. Finally they execute the chosen project by themselves. In both approaches, time for
reflection should be provided during all phases of project learning, giving students the

opportunity to evaluate their progress. Many teachers–especially vocational and industrial

arts educators–use a series of small-scale projects to help students develop continuously

increasing competence in practical problem solving.

UNIT III CHAPTER 4 DIFFERENT APPROACHES AND METHODS

PEER TUTORING/PEER TEACHING

Reporter: Merdikha Amor G. Flores

In this chapter I learned that peer tutoring is cooperation between two or more students,

where one individual as the tutor teaches to the other(s) as tutees. This can occur between

students of the same year of study or between students of different years. In peer tutoring,

since the tutors and the tutees are about same age, it is easier for them to participate in the

activity and to be motivated to learn. Before the tutors meet with their peers, they need to

prepare the tutorial materials and to approach the teachers to sort out problems and remove

misunderstandings. The major benefit of peer tutoring is in engaging students in peer

teaching and learning. Bringing in real life relevance is not the prime focus of this method.
Peer tutoring helps students strengthen their own understanding of the subject matter. It

develops generic skills such as communication and leadership skills. All students have the

equal opportunity to be the tutors and experience the valuable leadership. However, only the

‘older’ students can have the leadership opportunity while the ‘younger’ students experience

personalized instruction and feedback. Peer tutoring also develops character virtues and

personal attitudes such as respect, responsibility, empathy, cooperation and persistence, and

that is important in affective development.

The values that I learned from this module is that the instructional characteristics of peer

tutoring includes; the tutees receive individual instructions, rapport between tutor and tutees

may be readily established considering that they belong more or less to them, the teacher is

free at the same time to do other classroom chores while the members are being handle by the

tutor, this kind of arrangement reduces a large class into smaller working groups and

discipline problems are lessened because there are more assistants looking after small groups.
UNIT III CHAPTER 5 UNDERSTANDING BY DESIGN (UBD)

A CURRICULUM MODEL

Reporter: Saira Aleah D. Ronolo

In this chapter I learned that Understanding by Design (UbD) is a lesson planning format

that visualizes the end result (what students should understand) to using teaching strategies to

better select learning activities (the path that will get students there). Tens of thousands of

educators use these teaching strategies for unit and course planning; hundreds of districts and

schools use these teaching strategies as the basis for their curricula. It works within any

standards-driven curriculum to help teachers clarify learning goals, devise assessments of

student understanding, and craft effective and engaging learning activities. The basic

principles include: always design learning experiences by knowing the goals first and then

figuring out how to reach them. Incorporate three steps in designing a lesson: 1) Set

goals/desired accomplishments; 2) Establish acceptable evidence that demonstrates

understanding; 3) Plan learning activities that achieve the goals and provide evidence.

Knowledge and understanding are not the same. Knowledge is the facts, while understanding

knows what the facts mean.

The values that I learned from this chapter are that start with a simple question. Do your

students find themselves? A few teaching strategies that can help foster a more appreciative,

optimistic outlook in students. Even if you've never heard the term "Understanding by

Design," UbD isn't entirely foreign to you. Bits and pieces of this program are pervasive in

the educator's vocabulary. Here are some essential terms you've probably heard all over the

education cyber world and didn't know come from Understanding by Design. We point out

some knowledgeable educators who quickly can become your trusted professional

development advisers on a wide variety of education topics. Proven teaching strategies to

boost your students' happiness. A few suggestions on classroom activities that involve

performance for understanding.

UNIT III CHAPTER 5 UNDERSTANDING BY DESIGN (UBD)

DETERMINE EVIDENCE OF UNDERSTANDING

Reporter: Cherry J. Mutia

In this chapter I learned that Checking for understanding is an important step in the

teaching and learning process. In fact, checking for understanding is part of a formative

assessment system in which teachers identify learning goals, provide students feedback, and

then plan instruction based on students' errors and misconceptions. It might be useful to keep

in mind that gathering evidence of your students' learning is something you have been doing

for most of your academic career. The value of applying an assessment practice to the process

is that you now will analyze the evidence you gather based on the learning goals you have

articulated. Checking for Understanding (CFU) is the backbone of effective instruction.

Checking for Understanding is the teacher continually verifying that students are learning

what is being taught while it is being taught.

The values that I learned from this chapter are that without a process, teachers create
questions on the spot, and these questions are often lower-level recall questions that do not

provide opportunities to clarify and extend students' understanding. This is a problem because

we know that students attend to information based on how they are asked about that

information. Effective classroom instruction and more importantly, improving student

performance, can be realized when teachers know how to elicit evidence of students’

understanding on a daily basis. Informal and formal methods of collecting evidence of

student understanding have been shown. that Understanding by Design (UbD) is a lesson

planning format that visualizes the end result (what students should understand) to using

teaching strategies to better select learning activities (the path that will get students there).

Many educators uses this methods in their classroom.

UNIT III CHAPTER 6 SELECTION AND USE OF INSTRUCTIONAL MATERIALS

Reporter: Nichole Baluerte

In this chapter I learned that transcript of selection and use of instructional material

includes materials used to facilitate learning for better results. In order to help fulfill the

educational goals and objectives of the school system, provide instructional materials that

will enrich and support the curriculum and enhance student learning. Instructional materials

refer to the human and non-human materials and facilities that can be used to ease,

encourage, improved and promote teaching and learning activities. They are whatever

materials used in the process of instruction. Learning materials are important because they

can significantly increase student achievement by supporting student learning. This process

aids in the learning process by allowing the student to explore the knowledge independently

as well as providing repetition.

Instructional media encompasses all the materials and physical means an instructor might

use to implement instruction and facilitate students' achievement of instructional objectives

Instructional materials are primarily a medium for delivery of content; the teacher reiterates

and builds on the content. Curriculum is defined by the content of the textbook; the teacher's
job is to teach the textbook. Textbooks serve as the primary instructional materials. The

material should be designed to develop these skills, depending upon the goals and objectives:

listening skills, person-to-person communication, giving and receiving feedback, leadership,

teamwork and cooperation, and conflict resolution.

UNIT III CHAPTER 7 ASSESSMENT OF LEARNING

Reporter: Christine T. Cabug

In this chapter I learned that the crucial part of teaching –learning process is to find out

whether both the learner and the teacher were successful in the process. Other than the end of

the lesson, assessment can also be done at the beginning of a lesson to determine entry

knowledge and skills of the students in relation for the lesson for the day. It can also be

conducted in the process of teaching to determine if our students can follow the lesson.

Assessment is basically the process of gathering information about the students learning; then

realizing and interpreting them for the purpose of making decisions. Assessment for learning

is more in line with authentic assessment which seeks to directly assess students’ performance

through real-life task or product.

Assessment is not just done at the end of the teaching-learning process. Instead, it is an

integral part of the teaching-learning process, such that assessment not just evaluating the

learning but becomes a tool to facilitate and enhance learning. The practice of checking our

own answers in both pretest and posttest helped us learned better, too. It challenged us to

compete with ourselves. It improves our learning as well.

The values that I learned in this chapter are that we help our students learn by
themselves. Assessment is something that students frown upon. With self-assessment, the

process becomes non-threatening. With self-assessment we also get to know result at once. It

is no wonder why authorities on assessment encourage the use of self-assessment in schools.

The purposes of assessment includes; to determine any special learning need a learner may

have, whether the learner can be placed in the best learning environment and can also provide

data about how a particular curriculum or program is effective in meeting its goal. One

important purpose of assessment is to have objective information that can be used to

communicate to the learner his current level of performance, specifically his strong and weak

points. Assessment results can also be used as a source of very useful data in a wide range

topic in the field of educational research.

UNIT III SUMMARY

Reporter: Feljee Mazer T. Legria

In this unit I learned that the material as well as the non-material resources in the

teaching-learning process must be well-managed in order to reap optimum learning. To

ensure results, the management of these resources must be grounded on time-tested

principles. The affective component is concerned with values and attitudes. When we teach

values, we connect facts, skills and concepts to the life of students, thus acquiring meaning.

Without the value-level of teaching, we contribute to the development of persons who have

big heads but tiny hearts. We contribute to the formation of “intellectual giants” but

“emotional dwarfs”. We should consider our students tin teaching skills. They must be given

ample time for practice. They must be included in the planning stage. Describe the testing

situations and specify the level of performance expected. Divide the complex skills and

understanding into sub skills or into its component be taught easily and with precision.

Design own strategy in teaching each skill which will eventually contribute the entire skill.

Before the demonstration, carefully rehearse all stages. Assign practice for short period of

times. Provide feedback and encouragement through praises. Be able to construct good

performance based tests.

Understanding by Design (UbD) is a lesson planning format that visualizes the end result

(what students should understand) to using teaching strategies to better select learning
activities (the path that will get students there). In order to help fulfill the educational goals

and objectives of the school system, provide instructional materials that will enrich and

support the curriculum and enhance student learning. Instructional materials refer to the

human and non-human materials and facilities that can be used to ease, encourage, improved

and promote teaching and learning activities.

The values that I learned from this unit are that assessment is something that students

frown upon. With self-assessment, the process becomes non-threatening. With self-

assessment we also get to know result at once. It is no wonder why authorities on assessment

encourage the use of self-assessment in schools.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 1 GUIDING PRINCIPLES IN CLASSROOM MANAGEMENT

Reporter: Julimar Gabut

In this chapter I learned that establishing good classroom management is having a

consistent daily routine that students can rely on to know what is coming during class and to

keep order in the classroom. I think this lends itself, in part, to behaviorist learning theory

because students will know how it is appropriate to behave during different times throughout

the day and students are conditioned to behave in certain ways as well. Routines that Ihave

considered implementing in my classroom are having a "turn in bin", utilizing student

mailboxes, and having morning journal time. Having a "turn in bin" is so that students know

exactly where they need to put their completed work. That way, they are responsible for being

sure it is where it needs to be and it creates less of a hassle than collecting papers

individually. Along the same lines, I plan to have a mailbox system so that each student has

their own mailbox (or cubby, if space allows). I think that this will lend itself tremendously to

classroom management because students can check their mailbox at the end of the day to get

back any work, I can be sure that each student is receiving any important information that

needs to go home, and students know how they will be getting their homework back instead

of returning papers to the student at different times and fearing that they may get lost. When

passing back papers, this system will also be beneficial because I can return papers during a
break or lunch so that students are not losing any instructional or educational time because I

have to pass back papers.

The values that I learned from this chapter are that I routines are especially important to

classroom management because we are all creatures of habit and if things are continually

changing in the classroom, chaos will usually occur and the explanation of new things will

ultimately result in the loss of precious learning time. Routines are also extremely important

for diverse learners because the routine becomes one less thing for them to figure out when

they are struggling with the content. Routine helps to make ELL students more comfortable

in their environment because they are able to figure out what will happen next, and special

education students often have a very difficult time functioning without any routine, as a part

of their disability.
UNIT IV CLASSROOM MANAGEMNT

CHAPTER 2 MANAGEMENT OF TIME

Reporter: Trichel Dolocanog

In this chapter I learned that “Time management” is the process of organizing and

planning how to divide your time between specific activities. ... Good time management

requires an important shift in focus from activities to results: being busy isn't the same as

being effective. Using time constructively and efficiently is an essential skill to develop. First

Year students often struggle with this aspect and it is with the first assignment that many

students realize they should have started the assignment earlier, allowed more time or been

better organized. As students progress throughout their degree they become more accustomed

to the time it takes to do things. They also become more efficient as they understand

expectations, develop skills and reflect on feedback given. Time management and good

planning allows students to spread their workload throughout the semester rather than

respond reactively to assignment deadlines which can often coincide at the same time. Time

management and good planning also equip students to handle the stress of studying much

better.

The values that I learned from this chapter are that Time management is the thread

running through almost all aspects of teaching — organizing the day, organizing the

classroom, deciding how long and how often to teach various subjects, recording student

progress, or keeping time-consuming behavior problems to a minimum. Students only have

so much time in your classroom. There are some organizational skills example buzzwords

and terms related to time management includes; creating and keeping deadlines, delegation,

goal setting and meeting goals, decision making, managing appointments, team management,

project management, and making schedules.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 3 DISCIPLINE

Reporter: Michelle Cenas

In this chapter I learned that Discipline is defined as the practice of teaching others to

obey rules or norms by using punishment to correct unwanted behaviors. In a classroom, a

teacher uses discipline to ensure routine is maintained, school rules are enforced, and the

students are in a safe learning environment. Student discipline strategies for teachers.

Discipline with dignity. All students need to be treated with dignity. Teach Students

Responsibility. Students need to be taught that they are responsible for their own behavior.

Exercise Break. Reward good behavior. "Discipline is not control from the outside; it's order

from within." This article will help you establish and maintain the classroom discipline

atmosphere you want. New teachers will find this resource particularly valuable. Practical

suggestions and guidelines are given such as using positive presence, modeling behavior you

desire, low-profile intervention among many others.

The values that I learned from this chapter are that teachers often make the mistake of

using “stop” messages rather than a “start” message. For example, “Stop talking. We need to

get started.” A better message is “Get out your math books, and turn to page 44.” The effect is

tremendous. It establishes a productive, businesslike tone for the lesson. The focus is not on

the (negative) behavior, but the importance of the lesson. Discipline is not about getting kids

to do what you want them to do. That's what dictators do, and you're not a dictator—you're an
educator. Discipline is providing an environment in which positive teaching and positive

learning can occur simultaneously. Discipline is not control from the outside; it's order from

within. Keep your students engaged. The more engaged your students are in learning, the less

they will cause problems. So let your passion for teaching show and make your subject come

alive. Also, remember that the one who is working is the one who is learning, so don’t just

lecture all day. Get your students involved. One great way to do that is with writing-to-learn.
UNIT IV CLASSROOM MANAGEMNT

CHAPTER 3 DISCIPLINE

HOW TO PREVENT DISCIPLINE PROBLEMS

Reporter: Ivy Villondo

In this chapter I learned that none of us like dealing with discipline issues. It’s just not

fun, and it’s certainly not why we decided to be teachers. But, none the less, it certainly

comes with the territory. Have you noticed, though, that while some classrooms seem to be

overrun with problems others seem to have very little? This doesn’t happen by accident.

Well-managed classrooms have a minimum of discipline issues because the teacher has done

a tremendous job of intentionally preventing them. So if you feel like your day is constantly

being hijacked by discipline issues, take a look at these suggestions for you how you can start

preventing them.

Be organized. Disorganization leads to lulls in your class which lead to kids getting bored and

misbehaving. Plan your lessons well, have your supplies ready, and be as organized as

possible. Think right now about what items you seem to be constantly displacing and figure

out a system to help you keep track of them.

The values that I learned from this chapter are that deal with problems while they’re still

small. Don’t wait to deal with issues until they’re big. Instead, address every small issue that

comes up in your class. Dealing with them while they’re small will help to keep them from

growing into bigger, more overwhelming problems. We talk a lot more about this in the post

The Tiny Mistake that Could Ruin Your Whole Year. Have good control procedures.

Intentionally develop procedures that prevent problems. For example, requiring students to
use a cover sheet will prevent cheating. These types of procedures should make it as easy as

possible for students to choose to do the right thing and as difficult as possible for them to

misbehave or make poor decisions. Teach your procedures well. It’s not enough to just think

of good procedures; you have to teach them to your students. And teaching them requires 4

basic steps: clearly explain the procedure, practice it with them, correct any parts that were

done incorrectly, and have them redo the procedure until they have it right. If you don’t take

time to properly teach your procedures, you’ll end up being frustrated the whole year when

students just don’t seem to be following them.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 3 DISCIPLINE

CANTER MODEL OF ASSERTIVE DISCIPLINE

Reporter: Kyle Angelu Sayson

In this chapter I learned that assertive discipline is an approach to classroom management

developed by Lee and Marlene Canter. It involves a high level of teacher control in the class.

It is also called the "take-control" approach to teaching, as the teacher controls their

classroom in a firm but positive manner. Assertive teachers react confidently and quickly in

situations that require the management of student behavior. They are supported by a few

clearly stated classroom rules that have been explained, practiced, and enforced consistently.

They give firm, clear, concise directions to students who are in need of outside guidance to

help them behave appropriately. Students who comply are reinforced, whereas those who

disobey rules and directions receive negative consequences. Assertive teachers do not view

students as adversaries, nor do they use an abrasive, sarcastic, hostile style (as with "hostile"

teachers). Neither do they react in a passive, inconsistent, timid, non-directive manner (as

with "non-assertive" teachers).

The values that I learned from this chapter are that assertive teachers believe that a firm,

teacher-in-charge classroom is in the best interests of students. They believe that the students

wish to have the personal and psychological safety experienced when their teacher is highly

competent in directing behavior. The Canters state that society demands appropriate behavior

if one is to be accepted and successful. Therefore, no one benefits when a student is allowed

to misbehave. The Canters say that teachers show their concern for today's youth when they
demand and promote appropriate classroom behavior. Additionally, educators have the right

to request and expect assistance from parents and administrators in their efforts. Assertive

discipline provides strategies for gaining this support. For example, to gain the support of

administration, write your rules, positive consequences, and a list of penalties. The list of

negative consequences moves from official warning/cease-and-desist order, to removal from

the classroom. In between are sequentially more punitive outcomes for failure to comply with

the teacher direction.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 4 MANAGING THE PHYSICAL ENVIRONMENT

PHYSICAL CONDITION OF THE CLASSROOM

Reporter: Nikku Jones R. Samonteza

In this topic I learned that the physical learning environment matter too in facilitating

learning. We do not get affected only by the psychological climate in the classroom. We are

affected by the physical condition of the learning place. The learner is put at a disadvantage

when the classroom is over-crowded, dark and damp. That’s why we should condition a

classroom that is conducive for learning for better teaching-learning process. A conducive

learning environment is one that allows maximum interaction between teacher and students

and among students. Allows student movement without necessary distractions. Allows

teacher to survey the whole class. The classroom should be safe, clean, and orderly to

eliminate danger to students. It is also well-ventilated, spacious and adequately lighted for the

students can move when doing there activities. And make possible re-arrangement of chairs

as the need arises. As a future teacher we should consider all of these things to facilitate

learning to our students.

We should schedule who is responsible for their neatness on a regular basis. The used of

instruments and devices must be returned to their proper places. In performing experiments

where heat sources such as electric stove, gas burner and bulb are used, extreme care must be

exercise in order to prevent fires. And for lively and fresh look, potted indoor plants can be

placed at the corners and flowers on the teachers table. Let us not forget that equally

important, if not more important, is the psychological atmosphere that reigns in the

classroom.
 The values that I learned in this chapter are that “cleanliness is next to Godliness”. It

means that if we have a clean and well organize classroom, our students will be condition and

motivated in learning. There will be no chaos, noisy and crowded in the classroom. Let us

also not forget that while the physical condition in the classroom and the persons that the

students interact with, contribute their immediate environment. Our students are also

influenced by the factors outside their immediate environment.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 4 MANAGING THE PHYSICAL ENVIRONMENT

FURNITURE ARRANGEMENT AND SEATING ARRANGEMENT

Reporter: Juliwie G. Cabili

In this topic I learned that a seating plan is a diagram or a set of written or spoken

instructions that determines where people should take their seats. It is widely used on diverse

occasions. Allows one way interaction back and forth between instructor and audience or

between the trainer and an individual in the group. Seating: Similar to a school arrangement

with participants seated behind a row of desks or tables. Tables: Arranged in rows, either

butted together side by side or standing alone. This arrangement can assist in controlling the

class as students are in the open and their actions can more easily be observed. Another

important point to consider is whether to assign seats in a seating arrangement or provide

students the freedom to select their own spots. The rows configuration (also known as the

columns configuration) is the most common classroom arrangement. This type of setup

complements class structures that revolve around teacher-based instruction and presentations.

Students are more focused on coursework and independent assignments.

The values that I learned from this chapter are that students need an environment that is

organized, stimulating, and comfortable in order to learn effectively. Creating such an

environment entails arranging a practical physical layout, supplying diverse materials and

supplies, and encouraging students to have a sense of belonging and ownership. Physical

arrangement refers to the physical order of the materials in the collection - how and where

they are housed and stored. It is different from the intellectual arrangement, though physical
arrangement and intellectual arrangement often mimic one another.

UNIT IV CLASSROOM MANAGEMNT

CHAPTER 5 ESTABLISHING CLASSROOM ROUTINE

Reporter: Edcel H. Molijon

In the chapter The Classroom Climate, I learned that classroom climate is more a product

of the interaction between and among teacher and students than that of the pluvial condition

of the classroom. The pluvial condition of the classroom may exert an influence on the social

interaction among the personalities in class but it may not contribute as much as the

classroom social interaction does. The conducive classroom climate that is business like yet

threatening. It is a classroom where expectations, rules and procedure, limits on behavior are

made clear from the very first day of school. Students are made responsible for their room

behavior. In my opinion, as a future teacher, who would be the leader, we should fully aware

of what is happening and is in control of the classroom proceeding and yet conveys the

message that the is interested in the concerns of students as individuals and the class as a

whole. In a conducive classroom climate, it is where classroom has specific classroom rules

and procedures are clear, techniques to acknowledge and reinforce acceptable behavior and

provide negative consequences are employed. Clear limits of unacceptable behavior are

established. The teacher is aware of the needs of different types of students.

The values that I learned from this chapter are that we help establish our student’s

responsibility for their own behavior. We are setting our climate conducive for learning. The

classroom that is organize and well-mannered. We are establishing good teacher and students’

relationship that there is a healthy balance between dominance and cooperation. Creating a

good atmosphere of learning and understanding to the students.

UNIT V EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

Reporter: Eluiterio Quiloquilo

 In this unit I learned that effective questioning is a key tool in assessment for learning

strategies and should be planned such that a range of responses are anticipated. Good

questions lead the learner on a journey in which there is a balance between content (who,

what, when) and process (how, why). Questioning Strategies to Engage All Learners. In order

to engage all learners in the classroom, ensuring everyone has the opportunity to participate

in discussions and do the important thinking when a question is posed; teachers use a variety

of questioning strategies. Higher-order Questions and Explicit Direct Instruction. The

Explicit Direct Instruction (EDI) model incorporates a variety of higher-order questions in

order to encourage and increase critical thinking skills. The LEARNING OBJECTIVE

component in EDI is the only question that is at a low level of Bloom's Taxonomy. The

teacher's reaction to their inquisitiveness can motivate or discourage them from asking more

questions. Some may give honest answer; others may instantly stop them from attempting to

ask more. 1) The teacher's questioning technique is the key in encouraging students to ask

correct, relevant and high level question.

The values that I learned from this unit are that effective questioning elicits responses

that include judgments, value and choice. These questions call for a respondent's ability to

analyze, evaluate and solve problems. Questioning Skills to Engage Students. Questioning

skills are essential to good teaching. Teachers often use questions to ensure that students are

attentive and engaged, and to assess students' understanding. What is important to note is that

in addition to the intent of the question, the question itself matters.

UNIT VI HOMEWORK

Reporter: Robert Adrian P. Yambot

 In this unit I learned that homework, or a homework assignment, is a set of tasks

assigned to students by their teachers to be completed outside the class. Generally speaking,

homework does not improve academic performance among children and may improve

academic skills among older students, especially lower-achieving students. Many think that

giving homework to primary school children is an important part of their learning. They

believe it helps them to practice what that they have learnt in lessons, in order to get better at

things like spelling and handwriting. Members of the organization believe that traditional

homework is important.

Homework is a great way for kids to develop independent, lifelong learning skills. Stay

informed. Additionally, a parent-teacher conference is an excellent time for important people

in a student's life to talk about how that student is doing in school, including conduct, grades,

tests, and homework assignments.

The values that I learned from this unit are that homework teaches students to work

independently and develop self-discipline. Homework encourages students to take initiative

and responsibility for completing a task. Homework allows parents to have an active role in

their child's education and helps them to evaluate their child's progress. We cover the

advantages and disadvantages of homework below. Children develop time management and

study skills: Homework sets children up to manage their time and plan out study schedules,

which are very useful skills to have when they enter senior high school years, tertiary study

and eventually the workforce. Students should have homework and, despite the difficulties,

parents must help children with homework. However, the primary responsibility of rethinking

homework belongs to the schools. If homework has any value it is the expectation that
learning should occur both at school and at home.
THE END