MODULE 1: CHAPTER 1: UNDERSTANDING TEACHING

• The Nature of Teaching

• Teaching Concepts
WEEK NUMBER: 1

TIME ALLOTMENT: 3 Hours

OBJECTIVES:

By the end of this module, the students shall be able to:

1. Describe comprehensively what teaching
is;
2. Elucidate the nature of teaching; and 3.
Explain why teaching is a multi-sided task.

LEARNING CONTENT:
THE NATURE OF TEACHING

Introduction
Teaching is one of the most demanding of all professions. It exacts a tremendous demand of the teacher’s
teaching skills and personal qualities before they can satisfactorily perform the multiple roles and manifold
responsibilities it entails. A more important role that teaching evokes is the unwavering commitment and
loyalty to the profession. Their adherence to the ethical and moral standards is elicited through a code.
Ultimately, an impeccable integrity, honesty, and sincerity it brings forth make them worthy of emulation
by the students, co-workers, and other professionals.
On the other hand, a teacher, as a person and as a professional is depicted as a well-spring of knowledge
and skill and a model of values, thus deserving to be called professional. Competent, compassionate, and
caring, her attitudes are reciprocated with love, respect, and emulation. Such is a rewarding life of a teacher.
Teaching is a challenging profession as it requires long hours of work and preparation. Moreover, it
necessitates skill in planning and skill in classroom. In the earlier times, teaching is universally acknowledged
as a respected and highly esteemed career. Its lifelong mission consists of a persistent pursuit of knowledge,
development of skills and proficiency in work dimensions and inculcation of values and attitudes of all
practitioners. It is a profession committed to serve children, adults, community and nation.
Teaching as a time-honored career, is viewed as a dynamic activity aimed at awakening and nurturing
the children’s spirit of inquiry, at the same time catering to their learning abilities, interests, and aspirations.
Regarded as an art, teaching is a conglomeration of a teacher’s talent and skill in reaching out their hearts
and minds.
Teaching is described by an educator as a moral activity. Whether conscious of it or not, a teacher teaches
values both implicitly and explicitly by the very way he relates to his students. He teaches respect by being
respectful, reasonableness by being reasonable and truthfulness by being truthful. Anyone who embarks on
a teaching career is a paragon of virtues, a staying quality in such a magnanimous calling.

Discussion

Teaching can be regarded in three ways- profession, mission, and vocation.

1. TEACHING AS A PROFESSION

Teaching is universally accepted as a profession. It is a noble profession. The term profession

commonly refers to one’s occupation, job or specialty. It has defined goals and from its performance, one
derives self-fulfillment. Educators and others in field of education view profession as one’s vocation,
employment, or field of lifelong endeavor.

Teaching is considered a profession if its choice is motivated by any or all of the following:
 1. You must be willing to go through a period of long preparation.
2. You must be willing to go through continuing education.
3. You must strive for excellence (not “pwede na” mentality) 4. Involves direction borne by proper
planning.
5. Display you must love, care, and compassion for children.
6. You must commit yourself to moral, ethical, and religious values.
7. You must dedicate yourself to service.

2. TEACHING AS MISSION
• The word mission is derived from the Latin word “Misio” which means to
send. According to Webster’s dictionary- “a task assigned” If you
consider teaching as a mission, then:
a. It is a task entrusted to you in this world.
b. It is your assigned task thus; you have to prepare for it.
c. It calls for a continuing professional education. (Once a teacher, forever a student”.)

3. TEACHING AS VOCATION
• The word vocation comes from the Latin word “Vocare” which means “to call”
thus vocation is a calling. (Many are called but few are chosen) If you consider
teaching as vocation, it means:
a. You said YES to your call to teach.
b. You commit your self to the total transformation of the learner.
c. You consider teaching as a lifetime commitment. (This aims through the years towards
quality teaching.)

TEACHING CONCEPTS

Garcia quotes Ronal Hyman (1970) - a teacher must know what teaching is because his concept of
teaching guides his behavior and his own interpretation of teaching becomes essential to his performance
as a teacher. (Example: a father to his teenage son)

1. Teaching is a complex human activity (Highet, 1954)

 It is so because teaching involves a wide range of human interactions, organizational
arrangements, and materials or resources covering the teaching-learning process.
 It is involving more of the learner than the teacher- from monopolist to mediator function.
a. Human Interactions- teaching is considered a system of actions varied in form of content but
directed toward learning. It is in the performance of these actions and in the interactions if the
teacher with his students that learning take place.
b. Organizational arrangement- teaching is an activity with four phases:
 Curriculum planning phase- helping to formulate the goals of education, selecting content,
and stating objectives.
 Instructing phase- creating intentions regarding instructional strategies and tactics,
interacting and acting on situational and feedback about instruction.
 Manipulating Models- selecting or creating measurement devices, measuring learning,
organizing, and analyzing measurement data.
 Evaluating Phase- evaluating the appropriateness of objectives of instruction and validity and
reliability of devices used to measure learning.
c. Material/Resources- the process of teaching includes:
 The selection and development of instructional units
 Planning individual lessons
 Organizing materials for instructional purposes
 Designing methods to be used
 Classroom management
 Evaluation of pupil’s achievements
  Reporting of pupil’s grades

2. Teaching is considered an art. It signifies the way a teacher expresses his emotions and
communicates his feelings through his teaching chores. In this light, teaching is a conglomeration of ones
talents, skills, and expertise in reaching out and enriching children’s lives. It aims to achieve an enjoyable
and fruitful learning depending on teacher’s attributes, crafts, and finesse in developing their knowledge,
attitudes, and values. A skillful teacher displays a caring, compassionate, and creative approach that
makes teaching a masterful act of touching people’s hearts and minds. It is an art which is more suited
to satisfy the heart. It makes teaching more adaptive and flexible to meet highly varied and complex
needs of learners. It views a teacher as a craftsman.

3. Teaching as a Science- Teaching is likewise a science. While science aims at the discovery of the
nature and orderliness of our world around, teaching as a science seeks the application of a scientific
attitude and methodology in deciding about strategies to employ, instructional materials to use, and other
best practices to adopt. Guided by scientific procedure, teaching is regarded as a practical and consistent
way of modeling how a virtuous, trustworthy, and humble scientist works in raising the ethical standards
of the profession. Teaching is a science that is primarily directed to inform the head. It emphasizes the
cognitive and psychomotor aspects. It makes teaching more skillfully executed and it views the teacher
as an academician.

4. Teaching as a system of actions and interactions between teacher and his students. - It
requires an understanding of the role of more mature, experience members of society in stimulating,
directing, managing, and guiding the immature and inexperienced members in their adjustments to life.
With young and immature learners as input into the system, the processing take place in the school
setting with the teacher playing a major role in instructing the inexperienced so that they can develop
into upright and useful members of society and well- adjusted citizens with wholesome personalities
imbued with:

a. Love of country
b. Duties of citizens
c. Moral character
d. Personal discipline
e. Scientific, technological, and vocational efficiency.

5. Teaching is one of the most exalted forms of social service

 Gregorio (1976) states that the classroom is a society made up of teachers and learners working
together for the purpose of human growth and betterment. The opportunities of the teachers and
learners for good evil are boundless. For this reason, society has insisted that teachers should be
known for their high character, honesty, integrity, and skill.
 Teaching is guided by the spirit of service. Service maybe defined as the performance of a task for
the benefit of others given voluntarily, by request, or by fulfilling a social need. People look at it as
a beginning and end of the teaching profession.

Summary

As you reflect on what teaching is, some thoughts will surface and strike you. It is a profession as old as
humanity itself. Teaching is an activity that follows and guides every learner in his/her journey towards
selffulfillment, from the moment he/she perceives the light of hope to the point of his/her learning success.

REFERENCES:
1. Acero, V. et al. (2015). Principles of Teaching 1. Rex Bookstore.
2. Corpuz, B. and Salandanan, G. (2003) Principles and Strategies of Teaching. Lorimar Publishing, Inc.
 3. Lardizabal, A. (2000) Principles and Methods of Teaching. 3rd Edition. Phoenix Publishing House, Inc.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK ONE MODULE! KEEP

UP THE GOOD WORK!

Prepared by: Reviewed/Approved:

REICA MAE G. CATOLOS, LPT, MAEd ANGELO K. LAHINA, LPT, MAT

Instructor Program Head, Teacher Education
 MODULE 2: CHAPTER 1: UNDERSTANDING TEACHING
• The Triad of Teaching
• The 8Ms of Teaching

CHAPTER 2: COMPONENTS OF TEACHING

1. The Teacher
Types
• Responsibilities
• Characteristics
• Qualities
WEEK NUMBER: 2

TIME ALLOTMENT: 3 Hours

OBJECTIVES:

By the end of this module, the students shall be able to:

1. Describe comprehensively the triads and Ms of teaching;
2. Identify the characteristics that makes a good teacher; and
3. Explain the significance of the teacher having several roles in the classroom.

LEARNING CONTENT:

Introduction

The term “teacher” is no stranger to you. You always see them in flesh and blood inside and outside the
classroom. You have many ideas of who and what a teacher is. Good teachers really have to use their heads
if only to survive in this complicated world of ours.

Discussion

THE TRIAD OF TEACHING (Salandanan, 2005) 1.

The Teacher
 The critical thread that ties the learner to the lifelong search for knowledge.
 Lays the groundwork by initially establishing a conducive learning environment, selects
appropriate subject matter, and matches it with a designed plan in order to achieve a desired
goal.
 Should possess teaching skills and infused with a deep sense of commitment to invest timeless
effort in fostering a continued sharpening and maturing of children’s minds.
 Should determine the different roles of a teacher.
2. The student/learner
 The second influential factor in the learning arena.
 They are the subject of the schooling process for without them, educational system will not
exist.
 They may be called pupils- elementary- students- above elementary.
 Their interests, needs, and abilities deserve prime consideration if teaching is to occur smoothly
and creatively.
 Possesses individual differences that make teaching challenging, exciting, and in the end,
satisfying and rewarding endeavor to stay in.
3. The content
 In this factor, teaching methodology is an important concern.
 Interrelating content with strategies and student characteristics is the needed ingredient to
achieve teaching effectiveness.
THE EIGHT M’s OF TEACHING (As Conceptualized by Palma in 1992)
1. Milieu- The learning environment. Milieu is the physical environment, the place of work, the
classroom, the laboratory, workshop, or even the school campus where learning activities can be
done. Learning starts from reacting to stimuli in the environment, for that matter, the environment
assumes an important role in the teaching and learning process.
2. Matter- this refers to the content. It embraces everything that it has to be covered and therefore
learned.
3. Method- these are the purposeful, planned activities and tasks that are undertaken by the teacher
and the students in the classroom to bring about the intended instructional objectives. An effective
teacher employs a variety of teaching strategies that will set the mood for class activities. The teacher
must not limit his strategies to chalk talk or lectures.
4. Materials- these are the resources, both human and physical object, made available for use by
teachers and learners.
5. Media- it is a system of communication in teaching-learning process aimed to promoting common
understanding in instruction and setting and maintaining a healthy climate in the classroom conducive
to learning.
6. Motivation- is the cardinal in learning. A learner will learn only those things he wants to learn. It is
therefore the responsibility of the teacher to arouse the learner’s interests.
7. Mastery- The be-all and end. Mastery means habitual or automatic changes in behavior brought
about by the learners having internalized what they have acquired through repetition and application.
8. Measurement- getting evidence of learning. It is the final measure of how much a learner has
acquired and mastered as revealed by an instrument “test score.”

COMPONENTS OF TEACHING (Acero, 2000)

1. The Teacher
 One of the elements in the teaching-learning process.
 One who teaches good manner and behaviors.
 A second parent who thinks good for the learner’s future.
 A person who brightens the future and a candle that lights the path of others.
In education, a teacher is a person who educates others. A teacher who educates an individual
student may also be described as a personal tutor. The role of a teacher is often formal and ongoing
carried out by way of occupation or profession at a school or place for formal education. Here are
some important roles of teachers in the Teaching-Learning Process:
a. Manager- the teacher is responsible for effective management of various activities directly
related to the teaching-learning process. The teacher’s role is to provide instruction to the
students on tasks, ask appropriate questions and emphasizes comprehension, monitoring, and
learning skills.
b. Motivator- sets the mood of learning by way of stimulating the interests of learners and gets
them more involved in class activities.
c. Leader- as a leader, teachers direct, supervise, regulates, control, and support class activities
to realize optimum results. Leadership skills of teachers would be an agent of change and will
enliven the interest and energies of the learners to make learning experiences meaningful.
d. Model- teacher demonstrates good traits of a person worthy to be emulated by pupils. They
maintain dignity and self-respect when dealing with students.
e. Surrogate-Parents- while in school, learners are under the supervision of teachers who act
as second parents. They act as good and responsible parents who look into the welfare of these
learners.
f. Social catalyst- teachers as agent of change should make things easy for the process of
change. The teachers assists the learners in the process of good love, how to see, feel, think
etc.
g. Facilitator/Instructor- most important role is to facilitate learning among learners. All other
tasks a teacher does are parts of his sworn duties and responsibilities.
h. Guidance Counselor- every teacher should act as a guidance counselor. Although there is an
existing guidance counselor for schools or institutions, the teacher is in constant contact with
learners during school days and so he can integrate some guidance pointers to learners.
Types of Teachers:
1. Teachers by Choice
2. Teachers by Force
3. Teachers by Chance
4. Teachers by Accident

Responsibilities of a Teacher
1. Explains clearly the objectives of learning and the objectives of the program.
2. Ensures that the learners learn quickly by giving enough activity, experience, and practice.
3. Be familiar with every learning method for him to select most suitable one to make learning easier.
4. Ensure that every learner completely understands the lesson.
5. Show an example of desirable attitude towards work to the learners.
6. Assess and monitor student’s progress.
7. Help learners develop effective and efficient study habits.
8. Applies discipline, teaching rules, and other classroom management routines.
9. Equipped with enthusiasm and sincerity.
10. Assist learners individually considering their individualities.
11. Performs administrative activities (instruction) 12. Maintains technical and instructional proficiency.

Characteristics of a Teacher
 Must be able to communicate
 Must know the “Know-How” of teaching
 Must have the PKAS (personality, knowledge, attitude, skill)
 Must observe maturity continuum DII (dependent, interdependent, independent) and adopt it
in a particular situation.
 Must be effective (doing the right thing) and efficient (doing things right)  Must take initiative
and responsibility to make things happen.
 Must remember EPL (Ethos- credibility, Pathos- emphatic side of individual, Logos- reasoning)
in presenting/delivering lecture.
 Must have KISSS- knowledge, Integrity, skills, self-confidence, and sensitivity.
 Must be proactive (smart, value-driven, resourceful)  Must be a magician (uses magical words
and touch)

QUALITIES OF A TEACHER
A. As a Person
1. Innate Qualities (inherent or inborn)
 Aptitude- a strong inclination for some tasks together with corresponding skills.
 Mental ability- ranging from average to superior is a positive base to start. A mental ability
that is above average and higher equips a teacher to carry on her multiple tasks.
2. Personal Qualities (Physical characteristics and personality)
 Good health condition
 Personal grooming
 Friendly and kindhearted
 Active and lively throughout the day
 Humble in speech and action
 Understanding and approachable
 Smart and full of humor
 Time-conscious, punctual, regular in attendance
 Simple, honest, and sincere
 Respectable and respectful
 3. Social and emotional qualities 
Rich in interpersonal skills
 With winsome personality
 Attuned to moral and ethical norms of the profession (Dignified)  A mature individual
 Not prone to anger and irrational arguments (self-control)
 Practices good examples
 Imbued with spirit of professionalism and loyalty to the profession

B. As a Professional
 Needs to pass the Licensure Examination for Teachers
 Equipped with teaching competence
a. Knowledge of the subject matter and methodologies
b. Teaching skills (delivery, art of questioning etc)
 Equipped with proper values and attitude
a. Compassion and concern
b. Critical-mindedness
c. Creativity
d. Patience and tolerance
e. Perseverance and persistence
f. Objectivity
g. Commitment
h. Loyalty
i. Humility
j. Self-esteem

Summary

Understanding teaching starts from developing a viable concept of teaching that goes beyond analyzing
teaching methodology and describing various activities that go into the process. Traditionally, it has been
taken to mean everything that a teacher does in the classroom. Lately, however, there has been accepted
new notions about teaching that include a thorough understanding of what teaching is and what implications
it gives on the act of teaching itself.

REFERENCES:
1. Acero, V. et al. (2015). Principles of Teaching 1. Manila, Philippines: Rex Bookstore.
2. Corpuz, B. and Salandanan, G. (2003) Principles and Strategies of Teaching. Quezon City: Lorimar
Publishing, Inc.
3. Lardizabal, A. (2000) Principles and Methods of Teaching. 3rd Edition. Quezon City. Phoenix Publishing
House, Inc.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK TWO MODULE! KEEP

UP THE GOOD WORK!

Prepared by: Reviewed/Approved:

REICA AME G. CATOLOS, LPT, MAEd ANGELO K. LAHINA, LPT, MAT

Instructor Program Head, Teacher Education
 MODULE 3: COMPONENTS OF TEACHING
The Passion for Teaching
2. The Learner
WEEK NUMBER: 3

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to analyze how the teacher’s attributes and the
learners’ differences contribute to the total effectiveness of the learning environment.

LEARNING CONTENT
THE PASSION FOR TEACHING

Introduction

Passion as associated to teaching denotes the teacher’s strong feeling, enthusiasm, and intense
love for this magnanimous profession.

Discussion

Why do teachers continue teaching?

• Teaching is an honorable calling and teachers are well-respected by all.

• Teaching is accepted as a mission which entails patience and sacrifices.
• The love for children.
• It is self- fulfilling. (satisfaction and joy)
• It is anchored with one’s supreme desire to serve others
• Teaching means to continue learning, thus gaining knowledge and grow in the profession.
• Teaching makes one grow intellectually, socially, and emotionally.

Why do some teachers leave teaching?

• The salary for teaching is very low. It cannot compare equally with other jobs requiring four years
of study.
• The daily tasks are too time-consuming, especially the preparations for learning activities and
other school routine.
• Teachers have to deal with multiple personalities.
• The profession is not regarded as prestigious as others like medicine or law.
• Men are not attracted easily to an “all-knowing teacher” who is always ready to give unsolicited
advice and suggestions.
• They tend to hate teaching because of the demanding nature of it.
• Oftentimes overworked, teachers forget to smile and be pleasant, hence labeled cranky and
illhumored.
• Teachers are kept in the school most of the day and have less time to socialize. (Many end up as
old maids)
• Teaching children makes teacher’s growth stagnant due to their daily associations and
interactions as which are characteristically of lower ability level.

2. THE LEARNERS- the second component in the teaching-learning process. “Every child is a potential
genius”. Learners are biological organisms with varied needs, goals, and abilities.
 Nature of the Learners

The learner is an embodied spirit. He is a union of a sentient body and rational soul. His body experiences
sensations and feels pleasure and pain. His soul is the principle of spiritual acts. Body and soul exist in
mutual dependence (Kelly, 1965). As teachers, let us then care for the embodied spirit-learner. Let us feed
his body and spirit. “Man does not live by bread alone.”

Learners are equipped with the following elements:

1. Ability- students’ native ability dictates the prospects of success in any purposeful activity. It
determines their capacity to understand and assimilate information for their own use and application.
As learners, they differ in the way they observe and interpret happenings in their surroundings. As
to mental ability, learners can be categorized into superior, above average, average, and below
average. Thus, a wide range of their intelligence is a factor to consider in planning instruction.

2. Aptitude- refers to the student’s innate talent or gift. It indicates a natural capacity to learn certain
skills. Some may exhibit special inclination for the arts such as painting and designing crafts,
propensity for music, and flair for dramatics. A talent for mathematics and literature is likewise
noticed among a few. An early recognition of the talents of these learners is indeed compelling so as
not to waste such inborn learning.

3. Interests- Learners vary in activities that are undertaken due to a strong appeal or attraction. A
physically robust student would go for athletics, while an artistic and stylish student would pursue
hobbies that are fascinating. Thus, lessons that give them the chance to express their deep feelings
for objects or actions will be more meaningful and easily absorbed. A classroom set-up could offer
centers of interests that make their stay pleasant and enjoyable.

4. Family and cultural background- students come from different socio-economic backgrounds which
manifest a wide range of behavior due to individual differences in upbringing and practices.

5. Attitudes- students have unique way of thinking and reacting. Confronted with the same situation
in the learning environment, each one would react differently depending on their personal
characteristics. Attitudes refer to individual’s perspective and disposition.

Some Positive attitudes of learners are:

• Curiosity- curious students are at all-time eager to learn. They observe keenly and use their
senses intelligently.
• Responsibility- responsible students pursue assigned task despite personal constraints. They
are accountable for their actions and decisions. They easily instill the same trustworthy
attitude among themselves.
• Creativity- creative learners are capable of generating their own ideas of doing things. Being
imaginative, they can think of solutions to problems confronting them. They innovate
procedures and techniques instead of sticking to antiquated and traditional methodologies.
• Persistence- persistent students sustain interest in a learning activity not mindful to extra
time and effort being spent. They pursue the task given and never give up when confronted
with problems.

Summary

These five elements make learners different from one another. The differences among learners
become more accentuated with the integration of children with special needs and children from indigenous
peoples group in the classroom.

REFERENCES:

1. Acero, V. et al. (2015). Principles of Teaching 1. Rex Bookstore.

 2. Corpuz, B. and Salandanan, G. (2003). Principles and Strategies of Teaching. Lorimar Publishing,
Inc.
3. Lardizabal, A. (2000). Principles and Methods of Teaching. 3rd Edition. Phoenix Publishing House, Inc.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK THREE MODULE! KEEP

UP THE GOOD WORK!

Prepared by:

REICA MAE G. CATOLOS, LPT, MAEd

Instructor

Reviewed/Approved:

ANGELO K. LAHINA, LPT, MAT

Program Head, Teacher Education
 MODULE 4. CHAPTER 2: COMPONENTS OF TEACHING (Continuation)
3. The Classroom
4. The Curriculum
5. Materials for Instruction
6. The Administration
WEEK NUMBER: 4

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to specify the importance of having a conducive
classroom, materials for instruction, good curriculum and administrative skills.

LEARNING CONTENT:
COMPONENTS OF TEACHING (Continuation)

Introduction

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks
and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching
both more effective and more efficient, by helping us create the conditions that support student learning
and minimize the need for revising materials, content, and policies. While implementing these principles
requires a commitment in time and effort, it often saves time and energy later on.

Discussion

3. THE CLASSROOM- is the place where formal learning occurs. A place that can offer wholesome venue
for learning activities which can be realized only in an atmosphere conducive to both teaching and
learning process.

Four Factors to Consider in the Classroom

 Physical Environment- location, size, shape, construction of room itself, furniture, instructional
supplies, lighting, ventilation, cleanliness, orderliness, provision of sanitation.
 Intellectual Climate- this refers to the patterns of behavior, the interaction pattern, qualities of
interaction, and attributes that help learners think clearly, critically, and creatively.
 Social Climate- there are three types of social climate existing in the classroom.
 Autocratic
 Laissez-faire; and 
Democratic.
 Emotional Climate- this pertains to the emotional adjustment and mental health of the learners.

4. THE CURRICULUM- the term came from the Latin word “currere” which means “to run”. In educational
usage, “course of the race” became “course of study”.

Types of Curriculum
a. Academic Curriculum- refers to the formal list of courses by a school.
b. Extra Curriculum- refers to the planned but voluntary activities that are sponsored by a school, such
as sports, drama, or social clubs.
c. Hidden Curriculum- refers to those unplanned learning activities that are natural by-product of school
life. It refers to the Rs – rules, regulations, and routines to which the school must adapt.

As a whole, the curriculum should cater to the needs of individual learners and should be for the total
development of these learners. (Curricular and extra-curricular activities)
5. MATERIALS FOR INSTRUCTION- these are the teaching aids whether visual or audio visual materials
used by teachers to make teaching-learning more meaningful and enjoyable.

6. ADMINISTRATION- Responsible in planning, organizing, controlling, budgeting, and providing

optimum educational opportunities for wholesome experience of learners in school.

Administrative Skills

1. Technical Skill- knowledge of the administrators and proficiency in activities involving instructional
methods, procedures and processes. It involves working with tools and specific teaching strategies
and techniques to achieve the educational objectives.

2. Human Skill- the ability of administrators to work with people. It is a cooperative effort. It is the
creation of work environment in which people feel secure and free to express their ideas and opinions.

3. Conceptual Skill- the ability of the administrators to see the over-all picture, to identify important
elements in the situation, and to understand the relationship among the various elements in the
school system. This involves the ability to solve problems in different ways that will benefit the
organization, the learners and the faculty members.

Summary

A vision for teaching and learning describes how students experience learning and the role of teaching in
achieving that vision. Such a vision is grounded in learning theories and models selected to explain how
learning happens, who the learners are, and the context in which students learn. The vision emerges from
communitywide conversations among stakeholders who come together to describe the learning experience
they want for students to prepare them for the future.

REFERENCES:
1. Acero, V. et al. (2015). Principles of Teaching 1. Rex Bookstore.
2. Corpuz, B. and Salandanan, G. (2003) Principles and Strategies of Teaching. Lorimar Publishing, Inc.
3. Lardizabal, A. (2000) Principles and Methods of Teaching. 3rd Edition. Phoenix Publishing House, Inc.
---------------------------------------------------------------------------------------------------------

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK FOUR MODULE! KEEP

UP THE GOOD WORK!

Prepared by: Reviewed/Approved:

REICA MAE G. CATOLOS, LPT, MAEd ANGELO K. LAHINA, LPT, MAT

Instructor Program Head, Teacher Education
 MODULE 5. CHAPTER 3: PRINCIPLES OF EFFECTIVE TEACHING

WEEK NUMBER: 5

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to apply, meaningfully and effectively the
different teaching and learning principles for local and global competence.

LEARNING CONTENT:

PRINCIPLES OF EFFECTIVE TEACHING Introduction

A teacher has to strive to bring about effective teaching and learning. Consider the following principles
proven by educators to enhance teaching and learning. (McKeachie, 1996)

Discussion

1. Seize the moment- teaching is most effective when it occurs in quick response to a need the learner
feels. So even though you are very busy, you should make every effort to teach the students when
they ask. When the student is ready to learn, the teacher should immediately attend to satisfy their
needs.
2. Involve the student in planning- just presenting information to the learner does not ensure
learning. In order for learning to occur, students must be involved in identifying his learning needs.
Help him develop attainable objectives. Let the students explore by giving them chance to test their
ideas, to take risks, to be creative etc.
3. Begin with what the students know- you will find that learning moves faster when it builds on
what students already know. Teaching the students by comparing the old known information and
new allows the student to grasp new information more quickly.
4. Move from simple to complex- Learners will find learning more rewarding if they have the
opportunity to master simple concepts first and apply these concepts to more complex ones.
5. Accommodate the student’s preferred learning style- Students learn quickly not only based on
their intelligence and prior education but also on their learning preferences or styles. Consider
therefore their individual preferences.
6. Sort goals by learning domain- the teacher can combine his knowledge of student’s preferred
learning style with his own knowledge of learning domains. Categorizing what the students need to
learn into proper domains helps identify evaluate the behaviors you expect them to show.
7. Make materials meaningful- another way to facilitate learning is to relate material to the student’s
lifestyle and to recognize incompatibilities. The more meaningful the material is to a student, the
easier and quicker it will be learned.
8. Tell your students how they are progressing- learning is easier when students are aware of their
progress. Positive feedback can motivate them to greater efforts because it makes their goal seem
attainable.
9. Allow immediate application of knowledge- giving the students the opportunity to apply his new
knowledge and skills and reinforces learning and builds confidence. This immediate application
translates learning to the “real-world” and provides an opportunity for problem-solving, feedback,
and emotional support.
10. Plan for episodic rests- while you may want to push your students until they have learned
everything, remember that periodic plateaus occur normally in learning. Let students relax after
recognizing signs of mental fatigue.
11. Reward desired learning with praise- praising desired learning outcomes or behavior improves
the chance that the student will repeat the desired action or behavior.
Summary

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and
goals simultaneously and flexibly. The abovementioned principles are small but powerful set of principles
can make teaching both more effective and more efficient, by helping us create the conditions that support
student learning and minimize the need for revising materials, content, and policies. While implementing
these principles requires a commitment in time and effort, it often saves time and energy later on.

REFERENCES:

1. Acero, V. et al. (2015). Principles of Teaching 1. Rex Bookstore.

2. Corpuz, B. and Salandanan, G. (2003) Principles and Strategies of Teaching. Lorimar Publishing, Inc.
3. Lardizabal, A. (2000) Principles and Methods of Teaching. 3rd Edition. Phoenix Publishing House, Inc.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK FIVE MODULE!

KEEP UP THE GOOD WORK!

Prepared by:

REICA MAE G. CATOLOS, LPT, MAEd

Instructor

Reviewed/Approved:

ANGELO K. LAHINA, LPT, MAT

Program Head, Teacher Education
 MODULE 6. CHAPTER 4: PRINCIPLES OF EFFECTIVE LEARNING
A. Definitions of Learning
B. The Process of Learning
C. Principles of Learning
D. Conditions that Facilitate Learning
WEEK NUMBER: 6

TIME ALLOTMENT: 3 Hours

OBJECTIVES:
By the end of this module, the students shall be able to apply, meaningfully and effectively the
different teaching and learning principles for local and global competence.

LEARNING CONTENT
THE NATURE OF LEARNING

Introduction

It is common to think that learning takes place in school. However, much of human learning occurs
outside the classroom and people continue to learn throughout their lives. “The ability to learn is the most
significant activity of man.” This occupies important role because without learning, all efforts of pupils and
teachers will become purposeless.

Discussion

A. Definitions of Learning

 It is a change of behavior through experience.

 It is the acquisition of knowledge and behavior patterns.
 It is the modification and coordination of responses of organisms.
 Learning is a reflective process whereby learners develop new insights and understanding of changes
and restructures his mental processes. (Ornstein, 1990)
 Learning is an integrated process. It is an on-going process occurring within the individual enabling
him to meet specific aims, fulfill needs and interests, and cope with the learning process. (Lardizabal,
1991)
 Learning is defined as a change in an individual as caused by a certain experience. (Slavin, 1995)
 Learning is the acquisition of knowledge through maturation and experience. Through this, the learner
is able to make better reactions, responses, and adjustments to new situations. (Calderon, 1998)

B. The Process of Learning

According to concepts of educators, learning involves five phases:

1. Unfreezing- the stage where the individual becomes motivated and ready to consider changes in
attitudes, behaviors, knowledge, and skills.
2. Problem Diagnosis- This is the stage of determining and examining the forces supporting the need
for change.
3. Goal Setting- knowledge of the administrators and proficiency in activities involving instructional
methods, procedures and processes.
4. New Behavior- This phase is where the individual learns, adapts, and practices the new KSBA which
are earnestly desired.
5. Refreezing- The final phases where learning have found to be relevant and beneficial to the learner’s
on-going framework.
C. Principles of Learning

1. The learners must have a clear idea of the goal

• There should be a clear communication between the teacher and the learner about the goals
and objectives of the instruction.
• Learners readily understand the internalized concepts, ideas, and theories which are relevant
and can satisfy their needs and cope with problems they meet.

2. The learners must be physiologically and psychologically ready.

• They must prepare to respond to new experiences. The law of readiness postulated by Edward
Thorndike is applied to this situation.
• When an organism is prepared to respond, giving the response is satisfying and being
prevented to do so is annoying.
• This implies that teachers must be aware of student’s level of readiness.

3. Learners must be motivated to learn.

• Motivation is the basic principle in teaching process.
• Intrinsic and extrinsic motivation could be applied by the teacher.

4. Learners must be active in the teaching-learning process.

• Students should have personal involvement in the learning situation.
• Learning by doing is in effect- direct involvement in the learning activity.

5. Learners should always repeat or practice what they learned.

Constant correct practice makes perfect.
The Law of Exercise by Thorndike adheres to this situation

6. Learners must see and feel the significance of what they learned to real life situations.
• New experiences should be built upon those that have significance and meaning to sustain
effectiveness of learning.
• Understand fully the implications of these to their real life situation.

7. Learners have to be taught in different ways due to individual differences.

Be able to recognize variations in their emotional, social, physical, spiritual, and moral
development.

8. Learners learn democracy in a democratic environment.

Learners need to experience freedom.
They should be aware of their privileges, responsibilities, and rights.

9. Learners learn faster when teachers utilize their past experiences.

• Start from what they know
• Learners are not zero-knowledge

10. Learners are encouraged to think and reason out through the teacher’s expression of
confidence and creative encouragements.
Motivation of learners should be done at the start of the class.
Sustain their enthusiasm and energy

D. Conditions that Facilitate Learning

1. A pleasant atmosphere - this helps the learners participate well.

 2. A permissive atmosphere - an atmosphere that promotes pupils to discover meanings and concepts
naturally.
3. Congenial atmosphere - recognizes student’s rights when errors are committed and accepted as a
natural part of learning process.
4. Friendly atmosphere - promotes a co-working together relationship or acting together willingly for
common purpose.
5. A respectable atmosphere - worthy of esteem where learners feel they are respected and accepted.
There is a genuine expression of care on the part of the teacher.

Summary

Learning is a lifetime process. As long as people are alive and continue to interact with the forces
in the environment, learning occurs.

REFERENCES:
1. Acero, V. et al. (2015). Principles of Teaching 1. Rex Bookstore.
2. Corpuz, B. and Salandanan, G. (2003) Principles and Strategies of Teaching. Lorimar Publishing, Inc.
3. Lardizabal, A. (2000) Principles and Methods of Teaching. 3rd Edition. Phoenix Publishing House, Inc.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK SIX MODULE! KEEP

UP THE GOOD WORK!

Prepared by:

REICA MAE G. CATOLOS, LPT, MAEd

Instructor

Reviewed/Approved:

ANGELO K. LAHINA, LPT, MAT

Program Head, Teacher Education