Principles of Teaching B-2 METHODOLOGIES: EXPOSITORY AND EXPLORATORY

I. PRINCIPLES UNDERLYING INSTRUCTION (according to James A. Expository Methodologies

Mursell) 1. Direct Instruction (Lecture): Lecture is a teaching procedure for
1. Principle of Context clarifying or explaining a major Idea cast in the form of question or
Level I: textbook only problem
Level II: textbook with a supplementary material 2. Demonstration: In this method, the teacher (or a select group of
Level III: non-academic and current materials (newspaper, clippings, pupils) performs the activity
articles, magazine) 3. Deductive: This method begins with a rule or generalization that
Level IV: multi-sensory aids is applied to specific cases or examples
Level V: demonstration
Level VI: field experiences; personal, social and community B. Exploratory Methodologies
understanding 1. Inquiry: The teacher guides the students as they engage in self-
2. Principle of Focus directed exploration and investigative processes
Level I: page assignment in textbook 2. Problem-solving: This makes use of a problem as a starting point
Level II: announced topic together with page or chapter references which will make pupils work toward its solution
Level III: broad concept or a problem to be solved, or a skill to be 3. Project: This method is characterized by learners planning,
acquired to carry on understanding directing and executing activities which are purposeful, natural,
3. Principle of Socialization lifelike and significant.
Level I: submission 4. Metacognitive: Teachers guide learners to become more
Level II: contribution strategic thinkers by helping them understand the way they are
Level III: cooperation processing information
4. Principle of Individualization 5. Constructive: Learning occurs as learners are actively involved in
Level I: uniform tasks a process of meaning and knowledge construction rather than
Level II: homogenous grouping passively receiving information
Level III: control plan 6. Inductive: This would help pupils discover important rules or
Level IV: individual instruction truth tor themselves through careful observations of specific cases
Level V: large units with optional related activity or examples leading to generalizations
Level VI: individual undertakings 7. Reflective: Is a response to past experience and involves
5. Principle of Sequence conscious recall and examination of the experience as a basis for
Level I: logical succession of blocks of content evaluation and decision-making
Level II: connecting learning/lesson/course through introductions, 8. Cooperative: It is a successful teaching strategy in which small
reviews teams, each with students of different levels of ability, use a variety
Level III: building learner‘s readiness of learning activities to improve their understanding of a subject
Level IV: building from emerging meanings 9. Peer-learning: The students help one another on a one-on-one
6. Principle of Evaluation basis or in small groups in a variety of situations
Level I: through testing 10. Laboratory: Apparatus and materials are used to discover or
Level II: related to objectives and processes verify facts and to study scientific relationship
Level III: total learning process and results 11. Partner Learning: Learning with a partner
12. Integrative: involves linking similar concepts from one discipline
II. APPROACH, METHODS, STRATEGIES AND TECHNIQUES to another
UNDERSTANDING CONCEPTS
APPROACH – deal with general philosophies of teaching MULTIPLE INTELLIGENCE
STRATEGIES – plan of delivering instruction 1. Verbal-linguistic intelligence – well-developed verbal skills and
METHOD – it is the way a teacher delivers instruction to realize the sensitivity to the sounds, meanings and rhythms of words
plan 2. Logical-mathematical intelligence – ability to think conceptually
TECHNIQUES – personal way of delivering the lesson and abstractly, and capacity to discern logical and numerical
patterns
GENERAL APPROACHES TO TEACHING 3. Spatial-visual intelligence – capacity to think in images and
DOMAIN TEACHER-CENTERED LEARNER-CENTERED pictures, to visualize accurately and abstractly
Knowledge Transmitted by Constructed by 4. Bodily-kinesthetic intelligence – ability to control one‘s body
instructor students movements and to handle objects skillfully
Student Passive Active 5. Musical intelligences – ability to produce and appreciate rhythm,
participation pitch and timber
Role of Leader/authority Facilitator/learning 6. Interpersonal intelligence – capacity to detect and respond
professor partner appropriately to the moods, motivations and desires of others
Role of Few Many 7. Intrapersonal – capacity to be self-aware and in tune with inner
Assessment tests/assignments— tests/assignments— feelings, values, beliefs and thinking processes
mainly for grading for ongoing feedback 8. Naturalist intelligence – ability to recognize and categorize
Emphasis Learning correct Developing deeper plants, animals and other objects in nature
answers understanding 9. Existential intelligence – sensitivity and capacity to tackle deep
Academic Individualistic and Collaborative and questions about human existence such as, ―What is the meaning of
culture competitive Supportive life? Why do we die? How did we get here?

PRINCIPLES IN CHOOSING A METHOD DISCUSSION PROCEDURES

1) Learning is an active process.
2) The more senses involved the better the learning.
3) A non-threatening atmosphere enhances learning.
4) Emotion has the power to increase retention and learning.
5) Learning is meaningful when it is relevant.
6) Good teaching goes beyond recall.
7) Integrated Teaching.
Discussion is the method of process by which two or people
discusses on a certain matter to solve the problems by presenting
their ideas. Sometimes it is used to teach or give some kind of
specific information.
- Committee or conference discussion
- Panel discussion
- Symposium
- Lecture method 4. Routine seeks to conserve learner initiative
ART OF QUESTIONING 5. It prevents lesson confusion
A. QUESTIONING SKILLS Some routines on the following can be of great help:
1) Ask varying types of questions. - Beginning and ending the class day or period
2) Ask non-directed questions. - Transitions
3) Call on non-volunteers. - Getting/distribution of materials and equipment
4) Rephrasing - Group work
5) Ask questions that are sequenced logically. - Seatwork and teacher-led activities
6) Ask questions that require abstract thinking.
7) Ask open-ended questions. CLASSROOM CONTROL AND TYPES OF CONTROL
8) Allow sufficient wait time. Preventive Control - aimed at minimizing the onset of anticipated
discipline problems though planning
B. TYPES OF QUESTIONS Supportive Control - aimed at directing student‘s behavior before it
TYPES OF QUESTION TYPES OF QUESTION becomes a full- blown problem
ACCORDING TO PURPOSE ACCORDING TO LEVEL Corrective Control - seeks discipline student‘s behavior before it
1. For assessing cognition 1. Low-level questions becomes a full standard of good conduct
2. For verification 2. High-level questions
3. For creative thinking 3. Convergent questions 6-S FORMULA IN CLASSROOM MANAGEMENT
4. For evaluating 4. Divergent questions 1) Sort (Seiri)- sorting all items in a location and removing all
5. For motivating unnecessary items from the location.
6. For instructing 2) Set to order / Straighten (Seiton)- putting all necessary items in
7. For instructing the optimal place for fulfilling their function in the workplace.
3) Shine (Seiso)- sweeping or cleaning and inspecting the workplace,
C. REACTING TECHNIQUES tools, and machinery on a regular basis.
1. Use corrective feedback. 4) Standardize (Seiketsu)- standardize the processes used to sort,
2. Give appropriate praise order and clean the workplace.
3. Make follow-up questions 5) Sustain (Shitsuke)- developed process by self-discipline of the
4. Redirect questions. workers. Also translates as ―do without being told‖.
6) Safety- Keeping all the people safe in the job aiming no accidents
III. MANAGING OF LEARNING ENVIRONMENT will happen by eliminating all the dangers/ hazards that may cause
PRINCIPLES OF CLASSROOM MANAGEMENT injuries.
1. Consistent, proactive discipline is the crux of effective classroom
management CLASSROOM MISBEHAVIORS
2. Establish routines for all daily tasks and needs. (MISTAKEN GOALS)
3. Orchestrate smooth transitions and continuity of momentum 1) Attention getting - is the behavior of the children to be caught
throughout the day. the attention of their teacher or classmates on them where learning
4. Strike a balance between variety and challenge in student‘s is sacrificed.
activities. 2) Power seeking - is the behaviors of the child assert his or her
5. As classroom management, are aware all actions and activities in aggressiveness for any point of contradiction, which was not
the classroom. manifested at home.
a. Resolve minor inattention and disruption before they become 3) Revenge seeking - is the behavior of the child to be resentful by
major disruptions. taking whatever forms of vengeance to avenge the teacher.
6. Reinforce positive behavior. 4) Withdrawal - is the behavior of the child to withdraw learning
7. Treat minor disturbance calmly. manifested in yawning, sleeping, daydreaming, and cutting-classes.
8. Work out a physical arrangement of chairs that facilitates an 5) Briskness - is the behavior of the child to be abrupt in his mobility
interactive teaching- learning process. like standing, running, and any form of movement that can disturb
9. Make good use of every instructional moment. Minimize leaning in the classroom.
discipline time to maximize instructional time. 6) Goofing - is the behavior of the child to do wrong, by doing a
mistake, by making distraction or destruction in his/her presence of
MANAGEMENT OF TIME mind.
Mandated time- The number of days and hours in the school
calendar specified by the state and school laws. TEACHER PITFALLS THAT AFFECT MANAGEMENT OF INSTRUCTION
Allocated time- is the total time allotted for teaching, learning, and (KOUNIN’S MANAGEMENT MODEL)
routine classroom procedures like attendance and announcements. Dangle/Dangling - issues or questions left unfinished
Instructional time- is what remains after routine classroom Truncation – same as dangle but the teacher does not resume the
procedures are completed. That is to say, instructional time is the initiated activity, then dropped it all together
time wherein teaching and learning actually takes place. Flip flop – informal, sudden, unexpected reversal
Engaged time- is also called time on task. During engaged time, Over-dwelling – giving too much time or attention to something
students participating actively in learning activities—asking and longer than required
responding to questions, completing worksheets and exercises, Fragmentation- when a teacher breaks down an activity or a
preparing skits and presentations, etc. behavior into subparts even though the activity could be performed
Academic learning time- occurs when students 1) participate easily as a single unit or an uninterrupted sequence.
actively and 2) are successful in learning activities. Jerkiness- lack of lesson smoothness and momentum
Thrust- a teacher‘s sudden ‘bursting in ‘on student’s activities with
MANAGEMENT OF ROUTINE an order or statement or question without being sensitive to the
Principles Underlying Classroom Routine group‘s readiness to receive the message. Too much work given at a
1. Routine activities should be selected with a view toward their time that causes confusion and frustration
carry-over values in life situations. Stimulus-bound – when a teacher has students engaged in a lesson
2. The larger the classes the more necessary to have routine. and something else attracts the teacher‘s attention
3. Routine procedures yield a maximum amount of experience value
to the learner
APPROACHES TO CLASSROOM MANAGEMENT
1. BEHAVIOR MODIFICATION APPROACH- deals with the
refinement of student’s behavior with the use of positive and
negative reinforces to transform their misbehavior
2. USE OF LOGICAL CONSEQUENCE - the student sees the
relationship between the misbehavior and its consequence
3. SOCIO-EMOTIONAL CLIMATIC APPROACH - the teacher shows
the ability to describe what she/he saw, describe how he/she feels
and describe what needs to be done.
4. ACCEPTANCE APPROACH - is based on the democratic model of
teaching in which the teacher provides leadership by establishing
rules and consequences, but at the same time allows students to
participate in decision and make choices.
5. SUCCESS APPROACH - deals with the student’s self-realization to
the right thing for learning.
6. ASSERTIVE APPROACH - deals with the use teacher‘s assertion to
immediately respond to student’s misbehavior
7. GROUP PROCESS APPROACH – emphasizes on establishing and
maintaining effective and productive classroom groups
8. GROUP MANAGERIAL APPROACH - emphasizes the importance
of responding immediately to group student‘s behavior that might
be inappropriate or undesirable in order to prevent problems rather
than having to deal with them after they emerge
9. BUSINESS ACADEMIC APPROACH - emphasizes the organization
and management of students as they engage in academic work
10. GROUP GUIDANCE APPROACH - discipline and classroom
control are produced through group atmosphere and enhanced
group support

APPROACHES TO DISCIPLINE
Reactive- reacting to a problem as it arises
Proactive- preventing problems as they arise

ACCEPTABLE DISCIPLINARY MEASURES

Use verbal reinforcers. Direct appeal
Signal interference Hurdle help
Dialogue Proximity control
Antiseptic Bouncing Removal of seductive objects
Award merit Planned ignoring
UNACCEPTABLE DISCIPLINARY MEASURES
Scolding and harsh words Additional homework
Nagging and faultfinding Use of ridicule or sarcasm
Detaining Use of grade
Denying privileges
NAGEL’S PPPF
P – Prepare yourself.
P— Prepare your student.
P— Present the material.
F— Follow up

MOTIVATION
Two Kinds of Motivation:
1. Extrinsic Motivation - is fueled by the anticipation and
expectation of some kind of payoff from an external source
2. Intrinsic Motivation - Fueled by one's own goal or ambitions

REINFORCEMENT AND PUNISHMENT

Two Types of Reinforcement
1. Positive Reinforcement - if something desirable is being added to
encourage good behavior
2. Negative Reinforcement - if something aversive is being taken
away to encourage good behavior
Punishment - either adding or removing something to prevent or
temporarily stop an undesirable behavior