TEACHING PROFESSION

MODULE MATERIALS

List of Modules

No. MODULE
MODULE TITLE
CODE

1. The Effective Teacher ED 123-1

2. The Teaching Profession ED 123-2

3. The Teacher as A Person in the Society ED 123-3

4. The Professional Teacher ED 123-4

5. Classroom Management ED 123-5

6. Classroom Control and Misbehavior ED 123-6

7. THE TEACHING PROCESS ED 123-7

8. The Learning Process ED 123-8

9. Fundamentals of Planning ED 123-9

10. Formulating Instructional Objectives ED 123-10

11. Developing Instructional Units and Daily Plans ED 123-11

12. Teaching Concepts, Skills, and Values ED 123-12

Bachelor of
Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 1 of
Teacher Education c 108
(BTVTEd) College
Teaching Profession Document Developed by:
No. Glenn G. Beleber Revision # 00
ED 123
c/o Admin
 THE
TEACHING
PROCESS

Bachelor of
Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 2 of
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 MODULE CONTENT

COURSE TITLE: Teaching Profession

MODULE TITLE: The Teaching Process

NOMINAL DURATION: 3 HRS (3 Hours per topic)

SPECIFIC LEARNING OBJECTIVES:

At the end of this module, you MUST be able to:
1. discuss the significance of the teaching process in basic education;
2. explain how teaching takes place in different learning environments;
3. explain the perspective which considers teaching both as an art and a
science;
4. describe what good teaching is by citing examples; and,
5. identify and explain the three aspects of teaching.

TOPICS:
1. Aspects of Teaching
2. Teaching Functions
3. Teaching Style
4. Teaching Approaches

ASSESSMENT METHOD/S:
Multiple choice test for asynchronous schedule, Socratic dialogue and
hands-on activities during synchronous classes

REFERENCES:
Agno, L. N. (2009). Principles of teaching 1 a modular approach. Quezon City:
C&E Publishing.

Bachelor of
Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 3 of
Teacher Education c 108
(BTVTEd) College
Teaching Profession Document Developed by:
No. Glenn G. Beleber Revision # 00
ED 123
c/o Admin
 Information Sheet ED 123-7
The Teaching Process

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. differentiate and discuss the six functions of teaching as applied to
instruction;
2. define teaching style and discuss its significance in the conduct of
classroom activities;
3. compare the categories of teaching styles and discuss their
significance to the learners;
4. distinguish each of the alternative teaching approaches with reference
to their application in the classroom; and,
5. explain the principles that guide teachers in the teaching-learning
process.

THE TEACHING PROCESS

Teaching happens everywhere. It happens when someone tries to assist

others to learn an issue, an event, a skill, or a value. It takes place in all
institutions particularly in school, at home, in the church, and in the
community, both in the formal and informal settings. Teaching refers to the
actions of someone (teacher) who is trying to assist others (students). Likewise,
teaching refers to the constant stream of professional discussions that affect

Bachelor of
Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 4 of
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(BTVTEd) College
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the probability of learning: decisions that are made and implemented before,
during, and after instruction to reach their fullest potentials in all aspects of
development. Teaching is proactive; thus, it calls for proper planning, delivery,
and evaluation (Moore, 2005).
Teaching is both an art and a science. It is an art when teachers create
learning in a spontaneous manner by combining individual pieces of education
and experience into a new whole that is specially made for the circumstances
they see in their situation. It is a science for it uses specific methods and skills
that will help achieve the goals of teaching. Gagne (1985 in Moore, 2005)
maintains that there is a scientific basis for the art of teaching. Actually, good
teaching is the result of having a deep knowledge of the subject matter, a solid
understanding of the principles of teaching and learning, as well as mastery in
the skills and strategies needed for effective teaching. Simply put, a good
teacher can transform knowledge into learning activities that will motivate
students to learn. Thus, teaching can be viewed as having both artistic and
scientific elements (Moore, 2005).

Aspects of Teaching
Apparently, teachers in all levels of instruction — elementary, secondary
and tertiary — are expected to perform three important functions, namely, (1)
to provide leadership to a group of students; (2) to provide direct face-to-face
instruction to students; and (3) to work with colleagues, parents, and others to
improve classrooms and schools as learning organizations (Arends, 2004).
1. Leadership. In many ways, contemporary teacher’s roles are similar to
those of leaders who work in other types of organizations. Leaders are
expected to plan, motivate others, coordinate work so that individuals
can work independently, and help formulate and assess important
organizational goals.
2. Instructional. When most people think about what teachers do, they
think of the day-to-day instruction of students. The overall framework for
thinking about this aspect of teaching comes mainly from three sources:
(1) the models of teaching; (2) the teaching strategies and procedures;
and (3) the wisdom of practice continued in the repertoire of experienced
teachers.
3. Organizational. The common view of teaching focuses mostly on
classroom interactions between teachers and students, and, as such, it
is insufficient for understanding the reality of teaching in contemporary
schools. Teachers not only plan and deliver instruction to their students;
they also serve as organizational members and leaders in a complex work
environment.
The foregoing aspects of teaching could serve as guidelines in attaining
the ultimate goal of teaching, that is, to assist students to become independent
and self-regulated learners (Arends, 2004).

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Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 5 of
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(BTVTEd) College
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ED 123
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Teaching Functions
Barak Rosenshine (1987) advocates the direct instruction approach,
particularly explicit teaching. Based on his studies in explicit teaching, he was
able to identify six teaching functions as spelled out in the ladder web on the
next page.
1. Daily review. The purpose of daily review is to determine if the students
have obtained the necessary prerequisite knowledge or skills for the
lesson.
2. Presenting new materials. Research indicates that effective teachers
spend more time presenting new materials and guided practice than less
effective teachers do.
3. Conducting guided practice. The purpose of guided practice is to
supervise the student’s initial practice of a skill and to provide the
reinforcement necessary to progress new learning from short-term into
long-term memory.
4. Providing feedback and corrections. During guided practice, it is
important to give process feedback to the students. Process feedback
provides the student with additional explanation that is sometimes
needed when the student is correct, but hesitant to reveal how he or she
arrived at the answer.
5. Conducting independent practice. After conducting guided practice, it
is important to have the student do independent practice. Independent
practice provides additional review and reinforcement necessary to
become fluent in a particular skill.
6. Weekly and monthly review. Teachers need to conduct frequent review
and reinforcement of new material for students.
The logical presentation of the learning activities of Rosenshine’s six
teaching functions will equip teachers with the essential skills in conducting
explicit teaching in the classroom. Eventually, this approach to instruction will
lead to mastery learning.

Teaching Style
Every teacher has a teaching style of his/her own. This is usually
reflected in his/her actions, verbal interactions, questioning, and evaluating
learning. Over the years, educators view teaching styles in different ways.
Penelope Peterson (1979) defines teaching style in terms of how teachers utilize
space in the classroom, their choice of instructional activities and materials,
and other methods of student grouping. Allan Ornstein and Miller (1980)
describe teaching style as an expressive aspect of teaching such as warm, or
businesslike. On the other hand, teaching style to Kellough (2003) refers to the
way teachers teach, which includes their distinctive mannerisms
complemented by their choices of teaching behaviors and strategies. Put
simply, the teacher’s style affects the way the teacher presents information and
his/her interaction with the students.

Bachelor of
Bulacan Date Developed:
February 2021
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 Judy W. Eby, Adrienne L. Herrell, and Michael L. Jordan (2006) posit
that each teacher has a unique style of teaching—a result of personality,
philosophy, values, physical and emotional health, past experiences, and
current knowledge about the effects of teacher’s behavior in the classroom.
Three descriptions of teaching styles have been identified in their study,
namely, authoritarian, permissive, and democratic.
1. Authoritarian Teachers. These teachers tend to plan furniture
arrangements to maintain order in the classroom and to plan schedules
that seldom vary. They believe that it is their responsibility to make all
class rules and establish consequences for misbehaviors. It is the
student’s role to obey the rules and to do all assigned works
satisfactorily.
2. Permissive or Laissez-faire Teachers. These teachers employ a
permissive style and appear tentative and powerless. They make few
rules and are inconsistent in establishing or delivering the consequences
for misbehavior. They accept excuses and seem unable to assert
authority over academic work or student misbehavior. Confusion is the
chief characteristic of the climate control created by such a permissive
teacher.
3. Democratic Teachers. To this group belong the teachers who are firm
and reasonably consistent about their expectations for academic
achievement and student behavior. Democratic teachers assert their
power to make decisions but they are willing to listen to their students’
reactions, needs, and desires. The result is that the source of power and
ownership is distributed among students and the teacher in the same
way that it is distributed in a healthy community.
Kellough (2003) in his study came out with two contrasting teaching
styles, namely’ traditional and facilitating as expounded on the next page.

Traditional Style Versus Facilitating Style

The teachers who employ the traditional style are
aristocratic, domineering, formal, informative, prescriptive,
utilize direct teaching, and are curriculum-centered. Those
who use the facilitating style, on the other hand, ore
democratic, interactive, informal, reflective, use inquiry
approaches, and are student-centered.
The classrooms of the teachers who use the
traditional style are formally arranged, that is, linear, with
seats in rows and all facing the front of the room, whereas
the classrooms of teachers with facilitating style are
student-centered and the seats are grouped or circular
with flexible arrangements.
The instructional modes of the delivery of
instruction using the traditional style are abstract

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Bulacan Date Developed:
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 learning, lectures, competitive learning, some problem
solving, demonstration by teacher from simple to complex,
teacher-centered discussion, and transmission of
information from teacher to students. In contrast, the
teachers who use the facilitating style employ concrete
learning discussions, peer and cross-age teaching,
collaborative and cooperative learning, problem solving,
student inquiries that begin with complex tasks and use
instructional scaffolding and dialogue, and reciprocal
teaching using a dialogue between the teacher and a small
group of students.

The effective and creative teacher equipped with the appropriate

knowledge content, skills, and values of teaching eventually develop a unique
style of teaching that is beneficial to every student in the classroom. However,
he/she might have the tendency to be eclectic in the choice of teaching
approaches which largely depends on his/her judicious decision.

Teaching Approaches
Effective teachers use a repertoire of teaching approaches to make the
teaching-learning process interesting, productive, creative, and effective. Listed
below are the teaching approaches which teachers can use in the unfolding of
lessons in the classroom.
1. Concept Teaching. Key concepts like landforms, water forms, or
environment can be taught effectively using concept teaching. Arends
(2004) posits that concept teaching models have been developed
primarily to teach key concepts that serve as the foundation for higher-
level thinking. Apparently, this model is not intended to teach a large
amount of information. However, when students learn and apply the key
concepts, drawn from a specific learning area (subject), they are able to
transfer specific learning to more general ones. During the flow of the
lesson, the teacher can make judgment as to which concepts should be
taught in a sequential manner.
2. Constructivist Teaching. Jean Piaget and Lev Vygotsky, two European
psychologists, expound that learners at any age are actually involved in
the process of acquiring information and constructing their own
knowledge. To them, knowledge does not remain static, instead, it is
constant, evolving, and changing as learners confront new experiences
that force them to build on and modify prior knowledge (Arends, 2004).
This is in conformity with the constructivist teaching which holds that
individuals construct meaning and understanding through their prior
knowledge and apply the knowledge in new situations (Resnick, 1987).
3. Deductive Teaching. Deductive teaching is an instructional approach
that starts from a known principle and then moves into the unknown. It

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Bulacan Date Developed:
February 2021
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 is direct and straightforward; lends itself to direct instructional
approach, and is used effectively in promoting student learning (Burden
& Byrd, 2003).
4. Inductive Teaching. Inductive teaching is an instructional approach that
starts with an unknown principle and then attention moves to a known.
It is intended to tap into the interest and thinking abilities of students
(Burden & Byrd, 2003).
5. Expository Teaching. When teachers want to communicate a large
amount of information within a short period of time, they can employ
expository teaching in the conduct of the class discussion. In this
technique, an authority such as a teacher, textbook, film, or
microcomputer presents information without overt interaction between
the authority and students. The most widely used expository teaching
methods are lectures, telelectures, textbook lectures, and prerecorded
lectures (Burden & Byrd, 2003).
6. Explicit Teaching. In explicit teaching, teachers teach the students
skills to enable them to master a body of knowledge. It requires teachers
to gain student attention, reinforce correct responses, provide feedback
to students on their progress, and increase the amount of time that
students spend or actively engage in learning course content. Rosenshire
(1987) recommends the explicit teaching of mathematical procedures and
computations; reading decoding; explicit reading procedures
(distinguishing facts from opinions); science facts, concepts and rules;
and foreign language, vocabulary, and grammar.
7. Reciprocal Teaching. This form of teaching is like an interactive
dialogue between teacher and students. It helps students to become
involved in the content they are discussing by helping them to read and
better understand the following four steps: (1) summarizing; (2)
questioning; (3) clarifying; and (4) predicting. Further, in reciprocal
teaching there is modeling, explaining, scaffolding’ and interchanges of
understanding. Thus, there is shifting responsibility from students to
learners (Good & Brophy, 2000).

Given all the foregoing alternative teaching approaches, the teacher shall
be able to use each one with the appropriate knowledge content, goals and
objectives, and skills as the situation dictates. To further enhance instruction
in the classroom, the teacher can use the following principles/guidelines in the
conduct of classroom discussions:

PRINCIPLES/GUIDELINES
Principles of Constructivist Teaching
(Daniel Muijs and David Reynolds, 2005)

Bachelor of
Bulacan Date Developed:
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Technical-Vocational Polytechni Date Revised: Page 9 of
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1. Learning is always an active process. The learner actively constructs
his/her learning from various inputs he/she receives.
2. Learning, for the constructivist, is a search for meaning. Pupils
actively try to construct meaning.
3. The construction of knowledge is not just an individual thing.
Learning is also socially constructed, through interaction with peers,
teachers, parents, and others.
4. Teachers need to have a good knowledge of child development and
learning theory to enable them to judge more accurately how learning
can occur.
5. Learning is always contextualized. We learn best when new learning is
explicitly connected to what we already know.
6. Real in-depth learning means thoroughly constructing knowledge, by
exploring and resisting material.
7. Teaching is about empowering the learner and allowing the learner
to discover and reflect on realistic experiences. This will lead to
authentic learning and deeper understanding.

Ten General Principles for Developing Explicit Teaching Lesson

(Barak V. Rosenshine, 1987)

1. Begin a lesson with a short statement of goals.

2. Begin a lesson with a short review, prerequisite learning.
3. Present new material in small steps, with student practice after each
step.
4. Give the class detailed instructions and explanations.
5. Provide a high level of active practice for all students.
6. Ask many questions, check for student understanding, and obtain
responses from all students.
7. Guide students during initial practice.
8. Provide systematic feedback and corrections.
9. Provide explicit instruction and practice for seatwork exercises, and
when necessary, monitor students during seatwork.
10. Continue practice until students are independent and confident.

Bachelor of
Bulacan Date Developed:
February 2021
Technical-Vocational Polytechni Date Revised: Page 10 of
Teacher Education c 108
(BTVTEd) College
Teaching Profession Document Developed by:
No. Glenn G. Beleber Revision # 00
ED 123
c/o Admin