FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Principles of Teaching 1 and 2 “Teachers like leaves, everywhere abound, but effective teachers like fruits are rarely found." The National Competency Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching What Does Competency-Based Mean? » Means that the standards or criteria for characterizing good teaching are defined in terms of the teacher's credential, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently. What Are These Seven Domains? DOMAIN 1: SOCIAL REGARD FOR LEARNING + Acts as a positive role model for students * DOMAIN 2: LEARNING ENVIRONMENT + Creates an environment that promotes fairness + Makes the physical environment safe and conducive to learning + Communicates higher learning expectations to each learner + Establishes and maintains consistent standards of learners behavior > DOMAIN 3: DIVERSITY OF LEARNERS + Is familiar with learner's background knowiédge and experiences: + Demonstrates concern for holistic development of learners » DOMAIN 4: CURRICULUM + Demonstrates mastery of the subject + Communicates clear /eaming goals for the lessons that are appropriate for learners ++ Makes good use of allotted instructional time + Selects teaching methods, leaming activities, and instrilctional materials or resources appropriate to learners and aligned to'the objectives of the lesson * DOMAIN 5: PLANNING, ASSESSING\AND REPORTING. + Communicates promptly and clearly to Jearners, parents, and superiors about the progress of leamers + Develops and uses a variety of appropriates assessment strategies to monitor and evaluate learning + Monitors regularly and provides feedback on learners’ understanding of content * DOMAIN 6: COMMUNITY LINKAGES + Establishes leaming environments that respond to the aspirations of the community » DOMAIN 7: PERSONAL GROWTH AND PRO-FESSIONAL DEVELOPMENT + Takes pride in the nobility of teaching as a profession + Builds professional links with colleagues to enrich teaching practice + Reflects on the extent of the attainment of learning goals National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (Department Order 42, s. 2017) Y The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. Y The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements, in the Philippines, ¥ The reform process warrants an equivalent supportive focus on teacher quality ~ high quality teachers who are properly equipped and prepared to assume the roles and functions of a K to 12 teachersFALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 7 Domains of PPST Domain 1- Content, Knowledge and Pedagogy Domain 2- Learning Environment Domain 3- Diversity of Learners Domain 4, Curriculum and Planning Domain 5 -Assessment and Reporting Domain 6- Community Linkages and Professional Engagement Domain 7- Personal Growth and Professional Development Nogsens The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teaching Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: Content knowledge and its application within and across curriculum areas Research-based knowledge and principles of teaching and learning Positive use of ICT Strategies for promoting literacy and numeracy Strategies for developing critical and creative thinking, as well as other higher-order thinking skills Mother Tongue, Filipino and English in teaching and learning Classroom communication strategies Noasens Domain 2, Learning Environment, consists of sixstrands: Leamer safety and security Fair learning environment Management of classroom structure and activities ‘Support for learner participation Promotion of purposive learning Management of learner behavior eakens Domain 3, Diversity of Leamers, consists of five strands: Learners’ gender, needs, strengths, interests and experiences Learners’ lingUiistic, cultural, socio-economic and religious backgrounds Learersiwith disabilities, giftedness and talents Leamers in difficult circumstances Leamers from indigenous groups, geona Domain 4, Curriculum and Planning, includes five strands: Planning and management of teaching and learning process. Learning outcomes aligned with learning competen Relevance and responsiveness of learning programs Professional collaboration to enrich teaching practice Teaching and learning resources including ICT oaone Domain 5, Assessment and Reporting, is composed of five strands: 1. Design, selection, organization and utilization of assessment strategies 2. Monitoring and evaluation of learner progress and ac! 3. Feedback to improve learning 4, Communication of learner needs, progress and achievement to key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programsFALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1. 2. 3 4 Establishment of learning environments that are responsive to community contexts Engagement of parents and the wider school community in the educative process Professional ethics School policies and procedures Domain 7, Personal Growth and Professional Development, contains five strands: g@eone Philosophy of teaching Dignity of teaching as a profession Professional links with colleagues Professional reflection and learning to improve practice Professional development goals Four Career Stages of a Teacher 4 The descriptors represent a continuum of development with the profession by providing a basis for attracting, preparing, developing and supporting teachers. Career Stage 1 or Beginning Teachers Y have gained the qualifications recognizéd for entry into the teaching profession Y They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy, They possess the requisite knowledge, skills and values that support the teaching and learning process. Y They manage leaming programs and have strategies that promote learning based on the learning needs of their students) Y They seek advice from experienced colleagues to/¢onsolidate their teaching practice. Career Stage 2 or Proficient Teachers. Career Stage 3 or Prof Y are professionally independent in.the application of skills vital to the teaching and leaming process Y They provide focused teaching programs that meet cur requirements. They cisplay skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. ¥ They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage *)teachers. ulum and assessment ient Teachers Y consistently display a high level of performance in their teaching practice Y They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. Y Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. Y They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students Career Stage 4 or Distinguished Teachers. Y embody the highest standard for teaching grounded in global best practices. Y exhibit exceptional capacity to improve their own teaching practice and that of others.FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Y recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. Y create lifelong impact in the lives of colleagues, students and others, Y consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. Y exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines. 3 Types of Power of a Teacher 1. Expert power- When a teacher makes his students feel that he knows what he is talking about 2. Referent power- giving students a sense of belonging and acceptance 3. Legitimate power- Persons- in authority Learning Styles and Multiple Intelligences of students Learning Style- Refers to the preferred way an individual processes information. Describes a person's typical mode of thinking, remembering or problem solving PERSPECTIVES ABOUT LEARNING-THINKING STYLES 1. SENSORY PREFERENCES 2. GLOBAL-ANALYTIC CONTINUUM SENSORY PREFERENCES 1. Visual Learners Y These learners must see their'teacher's actions and facial expressions to fully understand the content of a lesson. Y They tend to prefer sitting in front so ho one would block thei view. ¥ They may think in pictures and leam best from visual aids including: diagrams, illustrated textbooks, overhead transparencies, videos, flipcharts, and handouts. During a lecture‘or elassroom discussion, visual leamers prefer to take detailed notes to absorb information 2 Typest 1.1 Visuakleonic » more interested in visuallimagery such as film, graphic displays, or pictures in order to solidify learning = Usually have good “picture memory” a.k.a. iconic memory and attend to pictorial detail * They would like to read a map better than to read a book. 1.2,Visual Symbolic = Feel comfortable with abstract symbolism such as mathematical formulae or the written word Prefer to read a book than a map Read about things than hear about them + Tend to be good abstract thinkers who do not require practical means for learning 2. Auditory Learners- v Lear best through verbal lectures, discussions, talking things through, listening to what others have to say Interpret the underlying meanings of speech through listening to the tone of voice, speed, and other nuances ¥ Written information may have little meaning until it is heard. ¥ Often benefit from reading text aloud and using a tape recorder 2 Type: 2.1 Listeners + They remember things said to them and make information their own, + They even carry on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard others say. 2.2 Talkers + Prefer to talk and discuss@ FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/f Sauthuncion Bung, Malengke Quino, Comer Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number 0977 =219-~2737 OF: PRINCIPLES OF TEACHING + Find themselves talking to those around them + Ina class setting, when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to themselves. 3, Tactile Learners- learns through touch GLOBAL-ANALYTIC CONTINUUM. ANALYTIC Tend toward the linear, step-by-step processing of learning > Tend to see finite elements of pattems rather than the whole > They are the “tree seers” > More comfortable in a world of details and hierarchies of information a GLOBAL > Lean towards non-linear thought > Tend to see the whole pattern rather than particle elements! > They are the “forest seekers” who give attention only to the overall structure and sometimes ignore details Roger Sperry's Model 1. Left-brained dominant individual © Portrayed as linear (analytic), verbal, mathematicalthinker © Analytic in approach © Asuccessive processor (left brain) prefers to learn in a step-by-step sequential format, beginning with details leading to a conceptual understanding of skill. © Successive Hemispheric style Verbal Responds to word meaning ‘Sequential Processes information linearly Responds to logic Plans ahead. Recalls people's names ‘Speaks with few gestures: Punctual, Prefers formal study design Prefers bright lights while studying KKK KKK KKK 8 2. Right-brained dominant individual © Viewed as\globall, non-linear, and holistic in thought preferences © \ Holistic or global in approach © Asimultaneous processor (right brain) prefers to lear beginning with a general concept and then going on to specifies. © Simultaneous Hemispheric Style Visual Responds to tone of voice Random, Processes information in varied order Responds to emotion Impulsive Recalls people's faces Gestures when speaking Less punctual Prefers sound/music background while studying KAKA KAAS Multiple Intelligences- created by Howard Gardner + A theory of “multiple intelligences," suggesting abilities seem to cluster in nine different areas: 1. Verbal-Linguistic Skills 2. Logical-Mathematical Skills, 3. Bodily-Kinesthetic Skilis 4. Visual-Spatial SkillsFALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Interpersonal Abilities Intrapersonal Abilities Musical Abilities Naturalistic Abilities Existential Intelligence ©enoge Differentiated instruction (DI) is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Principles of Learning Leaming is an experience which occurs inside the learner and is activated by the learner. Leaming is the discovery of the personal meaning and relevance of ideas. Leaming (behavioral change) is a consequence of experience |. Learning is a cooperative and collaborative. Leaming is an evolutionary process. Leaming is sometimes a painful process. One of the richest resources for learning is the learner himself, The process of leaming is emotional as well as intellectual . The process of problem solving and learning are highly unique and individual. ORNOBSON= Laws of Learning 1. Law of Freedom- Things freely learned are best learned. 2. Law of Intensity- The more intense the material taught, the more itis likely learned 3. Law of Recency- Things most recently leamed are best remembered 4. Law of Primacy- Things learned first create a strong impression. What time. 5. Law of Readiness- Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do learn well if they see no reason for learning. 6. Law of Exercise- Things most often repeated are best remembered 7. Law of Effect- leaming is strengthened when accompanied by a pleasant or satisfying feeling. taught must be right the first Guiding Principles in Determining & Formulating Learning Objectives ¥ Begin with an end in mind: Share lesson objective with students Learning objectives must be in two or three domains- cognitive, psychomotor, and affective domains Lesson objective must be aligned with the aims of education embodied in the Philippine Constitution and other laws and on the vision mission statements of the educational institution. Aim at the,development of critical and creative thinking For accountability oflearning, lesson objectives must be SMART KANN KS Taxonomy of Objectives S - Specific M- Measurable A- Attainable R - Relevant/Result Oriented T — Time-bounded/Terminal BLOOM'S REVISED TAXONOMY 1. Remembering 0 The student can recall, define, recognize or identify specific information during instruction. © Knowledge of terminology & conventions, trends & sequences Classifications, categories, criteria & methodologies Ex. Identify the capital of the Philippines 2,Understanding © The student can demonstrate understanding of information by translating it into a different form or by recognizing it in translated form © Ex. Giving definition in his or her own words (paraphrasing), summarizing, giving an original example, recognizing an example, interpreting, explaining, etc. © Example: Interpret a table showing the population density of the world@ FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number 0977 =219-~2737 OF: PRINCIPLES OF TEACHING 3.Applying ©. The student can apply the information in performing concrete actions. These actions may involve figuring, wri executing, using, ete. © Use of abstractions in particular situations Ex. Predict the probable effect of a change in temperature on a chemical 9, reading, handling equipment, implementing, carrying out, 4.Analysing © The student can recognize the organization and structure of a body of information, break this information down its constituent parts, and specify relationships between these parts. © Comparing, organising, deconstructing, interrogating, finding Example: Deduce facts from a hypothesis 5.Evaluating ‘© Student can apply a standard in making a judgment onthe worthlof something- an essay, an action or a design. © Judging in terms of internal evidence or logical consistency © Justifying a decision or course of action Examples: Checking, hypothesising, critiquing, experimenting, judging Ex. Recognize fallacies in an argument 6.Creating © Putting parts together in a new fori such @s,a unique communication, a plan of operation © The student can bring information from various sources to create a product uniquely his or her own. © Generating new ideas, products, or ways of vieWind things Examples: Designing, constructing, planning, producing, inventing. Example: To produce an original piece of art Bloom's 3 Domains of Knowledge 1. Cognitive — Knowledge What will students know? Example: Air Pollution Psychomotor — Skills - What will stuidents be able to do? Example: Researching on the level of air pollution in the locality and on the causes of air pollution 3. Affective - Valdés}Attitudes - What will students value or care about? Kendall and Marzano's (2007) Three Domains of Knowledge 3 DOMAINS OF KNOWLEDGE 1. Information (Declarative Knowledge) This is declarative Knowledge. Example: Facts, concepts, generalizations, principles, and laws. EXAMPLE: (INFORMATION) 1. Vocabulary - isosceles, equilateral, right triangle 2. Generalization- All right triangles have one angle of 90 degrees. 2. Mental Procedures (Procedural Knowledge)- This is PROCEDURAL Knowledge. Example: Writing a term paper, reading map, algorithms like computing long division. Specific Example: Conducting proofs and figuring the length of the side of a right triangle 3. Psychomotor/Physical Procedures (Motor Skills) - Specific example: Constructing a right triangle with a compass and a ruler. Playing basketball, building furniture These 3 domains are processed in six (6) different levels 6 LEVELS OF KNOWLEDGE (Kendall and Marzano, 2007) 1. Retrieval (Cognitive System) 2. Comprehension (Cognitive System)FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 3. Analysis (Cogi 4. Knowledge Utilizati 5. Metacogi 6. Self-System RA 10533, the Enhanced Basic Education Act of 2013 states: “The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative...” It shall be learner-centered, inclusive, developmentally appropriate Teaching Approaches of Subjects in the K to 12 1. Learner-centered - Learners- primary consideration 2. Inclusive- No exclusivity, teacher taught everybody 3. Developmentally Appropriate- Within their developmental stage and L@arning activities fit the developmental stage of children 4, Relevant and Responsive Y_ Relevant- answer their questions and concerns; no to mile-wide-inch-deep understanding Responsive - making teaching meaningful to students’ daily experiences. 5. Research Based- Interesting, updated, convincing, and persuasive 6. Cultured Sensitive - Mindful of the diversity of learners because all\leamers are unique. 7. Contextualized and Global 8. Constructivist- Building upon prior knowledge; leamers constructed new lesson meanings. 9. Inquiry-Based- Student-centered generated questions- core of the learning process. 10. Integrative- lesson was multidisciplinary 44. Inter lary- separate subject brought together. Ex. Math in Ap/and Science 12. Transdisciplinary- real life. 13. Mother Tongue Based- Language of instruction from,K to Grade 3 is mother tongue David Krathwol’s Affective Domain 1. Receiving = The student shows willingness to attend to particular classroom stimuli or phenomenon in the environment — Ex. tollisten attentively to group discussion 2. Responding —_aThe studentlis required active participation based on the stimuli =! Ex. to\contribute to group discussion by asking questions 3. Valuing — ‘The student displays definite involvement or commitment toward some experience. — Ex. to argue over an issue involving health care — To support, to debateetc. 4. Organization — The student has integrated a new value into his general set of values and can give it its proper place in a priority system. — Examples are:to discuss, to theorize, to formulate, to balance, to examine. = _ Ex. To organize a meeting concerning a neighborhood's housing integration 5. Characterization — The student acts consistently according to the value and is firmly committed to the experience. — Ex. To display a professional commitment to ethical practice on a daily basis. Anita Harrow's Psychomotor Domain 1. Reflex movements = Students’ actions can occur involuntarily in response to some stimuli — _ Examples include: flexion, extension, stretch, postural adjustments. 2. Basic fundamental movement — Students have innate movement pattern formed from a combination of reflex movements, = Examples are: walking, running, pushing, twisting, gripping, grasping, manipulating 3. Perceptual abil@ FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING — Students can translate stimulus received through the senses into appropriate desired movements. — Examples include: coordinated movements such as jumping rope, punting, or catching, 4. Physical activities — Students have developed basic movements that are essential to the development of more highly skilled movements — Examples are: all activities which require a) strenuous effort for long periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise movements. 5. Skilled movements = Students have developed more complex movements requiring a certain degree of efficiency. — _ Examples are: all skilled activities obvious in sports, recreation, and dance. 6. Non-discursive communication — Students have the ability to communicate through body movements — Examples include: body postures, gestures, and facial expressions efficiently executed in skilled dance movement and choreographics. Moore's 3 Levels of Learning Psychomotor Domain A student can carry out the rudiments of the skills with instructional support from the teacher. 2, Manipulation Students perform skills independently 3, Precision-highest level Students can perform the skill accurately, efficiently and effortlessly. Automaticity- ability to perform a skill with unconscious effort which then frees the student to concentrate on other activities How to Write Lesson Objectives Objectives + Are outcomes rather than instructional process. + Are measurable outcomes statements + Ifan outcome statement isn't precise enough to measure whether the outcome has been achieved, itisn't amobjective. It is a GOAL. Mager’s Thiee Main C of an Effective Objective: 1. Performance What the student should be able to do ¥) Ex. Identify, compute, etc. 2. Condition ¥ The.conditions under which the perforance will occur 3. Acceptable Performance/Criterion of Success "The criteria by which the performance will be judged Examples 1. Inan hour and given a light microscope, the teacher is able to demonstrate how to focus the microscope under the I,p.0 and the h.p.0. 2. Given a list of universities in the city, identify at least 3 which are government supported. 3. “Using the six descriptions of the elements of a good short story, identify in writing the ‘six elements in the short story by ‘O. HENRY, with complete accuracy.” Selection & Orgar n of Content Y Our leaders in the basic education level came up with Philippine Elementary Learning Competencies (PELCs) and Philippine Secondary Learning Competencies (PSLCs) - this is where standards and competencies are laid down. © This means that we are not entirely free in the selection of our content.FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Gu ing Principles in the Selection & Organization of Content 1, Observe the following qualities: Y Validity- means teaching the content that we ought to teach according to the national standards in the Basic Education Curriculum Y Significance — the content we teach should respond to the needs and interest of the leamers. ¥ Balance ~ content includes not only facts but also concepts and values (The three level approach in teaching — facts — cognitive, concepts — psychomotor, values — affective domain) ¥ Self - sufficiency - Content should cover the essentials of the lesson and not “a mile — wide and an inch - deep" Y Interest — the teacher considers the interest of the leamers, their developmental stages, and cultural and ethnic background. Y Utility — refers to the usefulness/application of the content to the life of the learner after it has been leamed by the leamer. v Feasibility - the content can be covered in the amount of timejavailable for instruction. 2. Atthe base of the structure of cognitive subject matter content is facts. ¥ Provide opportunities for experimentation ¥ Let students present the ideas of others ¥ Emphasize conceptual understanding 3. Subject matter content is an integration of cognitive, skill and affective elements. Structure of Subject Matter Content 1. Cognitive ¥ Facts, concepts, principles, hypotheses) theories 2. Skills ¥ Manipulative skills, thinking skills, metaphoric thi thinking 3. Attitudes and values ing, critical thinking, creative Cognitive Facts- is an idea or action that can be verified; basic unit of cognitive subject matter content. Concept= categorization of events) places, people, ideas, Principle- relationship between and among facts and concepts Hypotheses- educated guesses about relationships Theories- refer to sets of facts, concepts, and principles that describe possible underlying unobservable mechanisms that regulate human learning, development and behavior. Cognitive hierarchy of discipline eseNs Skills 1. Manipulative skills ‘~ This includes courses that are dominantly skill-oriented like Home Economics, PE, and the like. The learning here begins with naive manipulation and ends up in expert and precise manipulation 2. Thinking skills ¥ Divergent thinking * Includes fluent thinking, flexible thinking, original thinking & elaborative thinking + Fluent thinking- characterized by generation of lots of ideas. * Flexible thinking- characterized by a variety of thoughts in the kinds of ideas generated + Elaborative thinking — uses prior knowledge to expand and add upon things and ideas ¥ Convergent thinking- have one single best thought ¥ Problem solving- * Algorithm. uses step-by-step instruction + Heuristic- uses general problem solving strategy 10FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 3. Metaphoric thinking — uses analogic thinking, figure of speech where a word is used in a manner different from its ordinary designation to suggest parallelism or similarity. 4. Critical tt worth. ing — involves evaluating information or arguments in terms of their accuracy and 5. Creative thinking- involves producing something that is both original and worthwhile What creative thinking behaviors should be developed? > Awareness > Curiosity > Imagination- ability to speculate about things that are not necessarily based on reality > Fluency- ability to produce a large quantity of ideas. > Elaboration- ability to add on to an idea; build groups of related ideas or expand ideas > Perseverance > originality DIFFERENT APPROACHES AND METHODS, © An approach gives rise to a strategy which may use more than one method of teaching. © One teaching method may be employed differently by two different teachers whose teaching style may lead to the use of different techniques. © Teaching technique has something to do with teacher's personal style of teaching. Examples of Teaching Approaches 1. Teacher-Centered Approach + The teacher is perceived to be the only reliable source of information in contrast to the learner- centered approach which is premised on the belief that the leamer is also an important resource because he/she knows something + Teaching consists in teacher telling and prescribing what leamers should do Learner is a passive recipient of instruction. 2. Subject Matter Centered Approach ‘Subject matter gains primacy over that of the leamer. by all means, teachers finish teaching subject matter as scheduled even if learners have not learned it. Sticking to course syllabi is priority of the said teachers. 3. Teacher-Dominated Approach The teacher does what heishe planned without necessarily considering the learner's interests, concerns, and situations. In contrast to leamer centered classroom, the teacher makes adjustments in his/her lesson plans to accommodate learner's interests and concerns. 4. Banking Approach Teacher deposits knowledge into the “empty minds of students for students to commit to memory. The students are perceived to be empty receptacles waiting to be filled. These facts that are deposited are withdrawn gradually every time quizzes/tests are given until at the end of the term everything is withdrawn in the final exam thus students’ minds are once more empty ready to be filled in the next school year. Direct/Expositive Instruction Approach 1. Direct instruction 2. Deductive method 3. Demonstration method Guided/Exploratory Approach 1, Inductive method 2. Inquiry nFALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 3. Problem solving 4. Project 5, Metacognitive 6. Constructivist 7. Reflective teaching 8. Cooperative learning 9. Peer teaching/tutoring 40. Partner leaming Direct Instruction/Lecture Method v v Aimed at helping students acquire procedural knowledge which is knowledge exercised in the performance of some task Ex. Focusing the microscope, doing powerpoint presentation, playing basketball, sewing jeans. Instructional Characteristics of Direct Method Teacher directed Emphasis is on the teaching of skills Taught in a step-by-step fashion A form of learning through imitation, sometimes termed as “behavioral modelling” Used to teach facts, principles, and laws. Used if there is a large amount of information that needs tolbe studied Used if the materials studied is very difficult or if there is not enough resource materials. Soe ooes Demonstration Method v v Here, the teacher or an assigned studént or group shows how a process is done while the students become observers. Is used when materials are not eflough Deductive Method- from general to specific. Hefe the teachers starts discussing a rule then ends with giving examples. Il. Indirect instruction is best used when the learning process is inguiry-based, the result is discovery and the learning context is a problem. 1 2. Inductive Method v v v % Is also referred to as indirect instruction It begins from specific to general It begins with questions, problems, and details and end up with answers, generalizations, conelusions. In this method)jinstead of the teacher giving the rule in adding similar fractions, s/he will give them at leastfive examples of added similar fractions at one time. Ask the pupils how s/he arrived at the sums. From there, s/he will ask the pupils to state the rule in adding frctions. Advantages of Inductive Method v v v Learners are morevengaged in the teaching-learning process Learning becomes more interesting at the outset because of it begins with the experiences of the learners Develops HOTS Inquiry Method Is sometimes termed as “discovery”, “heuristic” and “problem solving” Defined as a teaching method which is modelled after the investigative processes of scientists. STEPS IN THE INQUIRY METHOD 1. Define the topiclintroduce the question 2. Guide the students plan where and how to gather data, information. 3. Students present findings through graphs, carts, power point presentation, models and writing. Investigative processes such as inferring, hypothesizing, measuring, predicting, etc are employed. 2@ FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/f Sauthuncion Bung, Malengke Quino, Comer Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number 0977 =219-~2737 OF: PRINCIPLES OF TEACHING The procedure in gathering information is not prescribed by the teachers. Y Children are highly motivated to search v The answers arrived are genuine products of their own effeorts. 3. Problem Solving Method - strategy that employs scientific method in searching for information. The five basic steps of the scientific method or investigatory process are: Sensing and defining the problem Formulating hypothesis Testing the likely hypothesis Analysis, interpretation, and evaluation of evidence Formulating conclusion @ReNs 4, Project Method + Isa teaching method that requires the students to present imonerete’form the results of information gathered about a concept, principle or innovation. + Sometimes referred to as “self-directed study” + Learners solve a practical problem over a period of several days or weeks. + The projects may be suggested by the teacher, but they are planned and executed as far as possible by the student 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, nd social responsibility. 5. Cooperative Learning v Makes use of classroom organization where students Workin groups or teams to help each other learn. ‘Students work in teams to tackle academic tasks. Reward systems are group-oriented rather than individually-oriented Teams are made up of mixed abilities- high, average, and low achievers Each individual leamer is accountable for his/her learning a 6. Peer Tutoring/Peer Teaching The best way to learn somethings to teach it. Y Peer tutoring is commonly employed when the teacher requests the older, brighter and more cooperative member of the class to'tutor other classmates. Tutoring Arrangement may be done: ‘instructional tutoring- older students help younger ones on a one-to-one basis or one-to-a-group basis. 2. Same age tutoring- this works well with children who can act as interactive pairs, i.e. More able ones to assist the less able. 3. Monitorial tutoring- the class may be divided into groups and monitors are assigned to lead each group. 4. Structured tutoring- a definite procedure is followed highly structured tutoring is administered by trained tutors. 5. Semi-structured tutoring- combination of unstructured and structured where the tutor guides his/her tutee through carefully planned learning guide. 7. Partner Learning ¥_ Is learning with a partner; having a study buddy Y Study buddies become responsible for each other's learning. However, each student is held accountable for his/her own learning. 8. Reflective Teaching ¥ Students/teachers learn through an analysis and evaluation of past experiences. Without analysis, no new learning and ideas can be constructed, Strategies of Reflective Teaching ¥ Self analysis ¥ Writing journals ¥ Keeping a portfolio 2FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 9. Metac v KK SN < -ognitive Approach From the prefix “meta” means beyond, Is an approach that goes beyond cognition. Thinking about thinking Has something to do with our students monitoring their thought processes while they are thinking. Itis allowing our students to think aloud. Research indicates that “effective problem solvers” subvocalize; that is they talk to themselves frequently, 10. Constructivist Approach v v v v v View leaming as an active process that results from self-constructed meanings. A meaningful connection is established between prior knowledge and the present learning activity. ‘Students here continue reflecting and evaluating accumulated knowledge with an end in view of constructing new meanings. Teachers role is to facilitate learning environment Lessons are activity-centered in order for them to expefience or gain personal knowledge through active involvement. 14. Integrated Approach |s intradisciplinary, interdisiplinary and transdisciplinary Intradisciplinary- when teachers integrate the subdisciplines within @ Subject area. Ex. Integrating listening, speaking, reading and writing in language arts Interdisciplinary- or Content-Based Instruction- is done when two different subjects such as Aral Pan and Science are integrated. Transdisciplinary- teachers organize the curriculum around students questions and concems. Teaches using real-life context. CLASSROOM MANAGEMENT, The process of organizing/and conducting the business of the classroom relatively free of behavior problems. It is often perceived as related to the preservation)of order and the maintenance of control. Principles of Classroom Management KAKS g& Consistefityproactive discipline is the crux of effective classroom management. Establish routines for all daily tasks and needs Strike a balance between variety and challenge in students’ activities AS classroom,manager, be awate of alllactions and activities in the classroom (with-it-ness rinciple) Resalve minor atiention and disruption before they become major disruption Make good use of every instructional moment. Minimize discipline time to maximize instructional time. APPROACHES TO CLASSROOM MANAGEMENT 1. Assertive approach Expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly Teachers expect them to behave in a certain way in class (Duke and Mechel) 2. Behavior modification approach Strives to increase the occurrence of appropriate behavior through a system of rewards and reduce likelihood of inappropriate behavior through punishments. 3. Business academic approach Developed by Evertson and Emmer Emphasizes the organization and management of students as they engage in academic work. Ex. Clear communication of assignments and work requirements, monitoring student work, and feedback to students. “FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Y Based on Jacob Kounin’s research. Emphasizes the importance of responding immediately to group student behavior that might be inappropriate or undesirable in order to prevent problems rather than having to deal with them after they emerge. + Ripple effect Y occurs when a teacher corrects a misbehavior in one student and this positively influences the behaviour of nearby students. With-it-ness ¥_ is the skill o know what is going on in all parts of the classroom at all times; nothing is missed. Y "Withit’ teachers note and act quickly and accurately in curbing class disturbances. They prevent minor disruptions from becoming major, and know who the instigator is in a problem situation. Y one has eyes in the back of one's head Pygmalion Effect/Rosenthal Effect is the phenomenon whereby the greater the expectation placed |pon people, the better they perform. The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he had carved Hawthorne Effect ¥ (Also referred to as the observer effect) is a type of reactivity in. which individuals modify or improve an aspect of their behavior in response to their awareness of being observed. + John Henry Effect ¥ is the opposite of the Hawthorne effect: it is when a supposedly control group that gets no intervention, compares themselves to the experimental group and through extra effort gets the same effects or results: + Placebo Effect YA remarkable phenomenon in which a placebo —a fake treatment, an inactive substance like sugar, distilled water, or Saliné solution = can sometimes improve a patient's condition simply because the person has the expectation that it willbe helpful Ex. The teacher conditioned the children to behave because Santa Claus is coming with a lot of gifts and if they want to be given some they have to behave well until such time Santa will have to finally come. + Halo effect Y is a cognitive bias in which an observer's overall impression of a person, company, brand, or product influences the observer's feelingsiand thoughts about that entity's character or properties Y _Itwas named by psychologist Edward Thorndike in reference to a person being perceived as having a halo. Thus, by seeing that somebody was painted with a halo, the observer can tell that this must havelbeen a good and worthy person % Ex. Participants gave significantly better writing evaluations for the more attractive author. Group Guidance Approach by Fritz Redl 3 Causes of Misbehavior 1. Individual Case history 2. Group condition 3. Mixture of individual and group cases Group elements to be considered to maintain good discipline: 1. Dissatisfaction with classroom work-. ¥ The work is too easy or too difficult. ¥ The work load is too light or too heavy. Assignments are poorly planned or poorly explained. ¥ Assignments are considered unfair by students because they have not been prepared for them, Learning experiences emphasize verbalization, omitting motor skills, and manipulative activities, ¥ Work is badly scheduled, badly sequenced or confusing 2. Poor interpersonal relations ¥ Problems are caused by friendships or tensions among individuals, cliques, or subgroups; by badly filed group roles, and by student-teacher friction 5FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 3. Disturbances in group climate Y The climate is punitive, tinged with partiality (certain children can do no wrongs, others are accused for almost anything), too competitive (leading to hostile or defeatist attitudes), too exclusive (the group rejects individuals who don''t ft). 4. Poor group organization ¥ The group is characterized by too much autocratic pressure or too little supervision and security. Standards for group behaviour are too high or too low. ¥ The group is too highly organized (too many rules) or too unstructured. The group organization is out of focus with the age, developmental maturity, social background needs, abilities of the group members. 5. Sudden change and group emotions. The group is experiencing highevel of anxiety (just before exam period). Contemporary events lead to unusual depressionsfear or excitement. ‘Student Problem Types Based on Teacher Descriptions 1. Distractible ¥. These children have short attention spans. ¥ They seem unable to sustain attention and concentration and are highly distractible. Signs Has difficulty adjusting to changes + Rarely completes a task + Easily distracted by sights, sounds or speech 2. Underachiever These do the “minimum to get by. Y They do not value school work: Signs: ¥ Indifferent to schoolwork- Minimum work output - Not challlenged by school work - Poorly motivated 3. Low Achiever ¥ These children have difficulty even though they may be willing to work ¥ Their problem is low potential, of lack of readiness, rather than poor motivation. Signs: © Difficultyfollowing directions © Difficulty completing work © Poor retention co Progresses slowly 4. Withdrawn ¥ These children avoid personal interaction but are rejected, ignored, or excluded. Signs: + Quiet and sober + Does not initiate or volunteer + Does not call attention to self 5. Defiant ¥- These children resist authority and carry ona power struggle with the teacher. ¥ They want to have their own way and not to be told what to do. Sign: + Resists verbally with statements, “You can’t make me” + Derogatory statements about teachers and others + Resist non-verbally with frowns and grimaces + Looking away when spoken to + Mimics postures of teachers + Deliberately does what teacher says not to do. 6. Rejected by Peers v These children seek peer interaction but are rejected, ignored or excluded. Signs: + Forced to work and play alone + Lacks social skills + Often picked on or teased 7. Hostile Aggressive 16FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Y These children express hostility through direct, intense behavior. ¥_ They are not easily controlled Signs: ©. Intimidates and threatens © Hits and pushes © Damages property © Hostile o Easily angered 8. Passive Aggressive ¥. These children express opposition and resistance to the teacher, but INDIRECTLY. Y Itis often hard to tell whether they are resisting, deliberately or not. Signs + Subtly oppositional and stubborn + Tries to control + Borderline compliance + Drags feet 9. Hyperactive ¥” These children show excessive and almost constant movement even when sitting Y Often their movements appear to be without purposes Signs + Blurts out answers and comments + Often out of seat + Bothers children with noises + Energetic but poorly directed + Excessively touches people or objéets 10. Failure Syndrome ¥- These children are convinced tat they cannot. do their work. ¥ They expect to fail even after succeeding, Signs: + Easily frustrated + Easily gives up + says.,"Ican't doit” 14, Perfectionist ¥ These children areunduly anxious about making mistakes Y Their self-imposed standards are unrealistically high so that they are never satisfied with their work Signs: © Often anxious © Fearful, frustrated © Holds back from class participation unless sure of self /e Structures by Charles Lettteri Cogn List of seven comprehension or thinking skills that students can develop to enhance the way they process information: 1. Analysis (field dependenée independence) ¥ the ability to break down information into component parts for the purpose of identification and categorization. ‘* Field Independent - able to observe parts and details from a whole ‘+ Field Dependent — able to observe the whole picture and general ideas 2. Focusing (scanning/concentration) Y the ability to select relevant or important information without being distracted or confused by itrelevant secondary information. 3. Comparative analysis (reflective-impulsivity) ¥ the ability to select a correct item from among several alternatives and to compare information and make proper choices. ‘+ Reflective - tends to make a slower, more calculated decision ‘+ Impulsive - tends to make a quick or gambling guess at an answer to a problem 4. Narrowing (breadth of categorization) ¥ the ability to identify and place new information into categories through its attributes (physical characteristics, principies, or functions) 5. Complex cognitive (complexity-simplicity) vFALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Y the ability t ing cognitive structures (long-term memory) 6. Sharpening (sharpening-leveling) ¥ the ability to maintain distinctions between cognitive structures (including old and new information) and to avoid confusion or overlap. ‘+ Sharpeners - select fewer memories when processing new knowledge - tend to have more accurate identifications of new knowledge and can relate recently acquired material to old material with more speci ‘+ Levelers - tend to select many memories from the past in an attempt to clarify and categorize newly acquired information - inaccurately blend features of memories together and then oversimplify the new material or miscategorize it altogether; cam miss distinguishing features among , yet not identical, objects. 7. Tolerance (tolerant-intolerant) ¥ the ability to monitor and modify thinking, the ability to deal with ambiguous or unclear information without getting frustrated itegrate complex information into exi Cognitive Framework by Weintein and Mayer 1. Basic Rehearsal Strategies ¥- The ability to remember names or words and the order of things: 2. Complex Rehearsal Strategies Y Making appropriate choices or selections (suchyas|knowing what to copy when the teacher explains something or what to underline or outline while reading), 3. Basic elaboration strategies ¥ Such as relating two or more items (such as nouns and verbs) 4. Complex elaboration strategies ¥ Analyzing or synthesizing new information with)old information 5. Basic Organizational strategies ¥ Categorizing, grouping, or ordering ew information 6. Comprehension monitoring ¥_ Checking progress, recognizing when one is on the right track or confused, right or wrong 7. Affective strate Y Being relaxed, yet alert and attentive during a test situation and when studying, 8. Six Components of Direct Instruction | Modeling, I Guided practice Ill. _sonsolidation IV. Independent practice V. Application. VI Review 1. Modeling (called Introduction) v" The teacher identifies the skill required and shows how it is used. ¥ The teachenshares a cognitive secret” of how to execute a strategy 2. Guided Practice V Teachers and students work together on a skill or task and figure out how to apply strategy. The teacher stays in the background, but guides students by asking such questions as why they have rejected or accepted some information 3. Consolidation (extension) ¥ The teacher helps students to consider a skill in relation to several examples and to determine whether the skills should or should not be used. 4, Independent Practice Y The students’ complete assignments by themselves, first in class with the teacher present to provide aid if necessary and then at home or on their own WITHOUT the assistance of the teacher 5. Application The teacher asks students to apply the skill in a new problem. 6. Review The periodically reviews the when, why, and how of the skill ¥ tis incorporated into classroom and homework assignments over an extended period. 18FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING 4 MISTAKEN GOALS OF MISBEHAVIORS BY ADLER 1. Goal is to get attention 2. Goal is to seek power 3. Goal is to get revenge 4. Goal is to isolate oneself 1, Goalis to Seek Attention (to keep others busy or to get special service) Child's Characteristic + disrupt the classroom. + ask for favors. + tattle on one another. + refuse to work or are slow to finish assignments. + request help when it is not required. + Stops misbehavior temporarily, but later resumes same on@nother disturbing behavior Child's belief + I count (belong) only when I'm being noticed or getting special service + I'monly important when I'm keeping you busy with me. What the child needs and what adults can do to encourage + Notice Me-Involve Me. + Redirect by involving child in a usefulltask. + "Hove you and_." (Example: | care about you and will spend time with you later.) + Touch without words. + Set up nonverbal signals + ignore the misbehavior while encouraging appropriate behavior. Try to catch the student being good. 2, Goalis to Seek Power (to be boss) Child's Characteristics + argue. contradict. have temper tantrums. attempt to upset the teacher Success brings more striving for power. + _Alntensifies behavior «| Feels he/she's won when parents/teachers are upset Belief belong only when I'm boss or in control, or proving no one can boss me. + "You can't make me." + Goals to Seek Power (to be boss) What the Child's Needs and What adults can do to encourage + Let Me Help--Give Me Choices. + Get help from child to set reasonable and few limits. + Acknowledge that you can't make him/her, and ask for his/her help. + What the Child's Needs and What adults can do to encourage Redirect to positive power. Offer a limited choice. Withdraw from conflict and calm down. Be firm and kind Act, don't talk. 3. Goal is to Isolate Oneself (assumed inadequacy- to give up and be left along) Child's Characteristics withdraw from situations where they assume their inadequacy will be obvious, Y_ need to convince the teacher of their disability, so they will be left alone. Y_ Retreats further 194 FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING ¥ No improvement ¥ No response Child's Belief ¥ Idor't believe | can so, I'll convince others not to expect anything of me. ¥ lam helpless and unable; it's no use trying because | won't do it right. Y Goal is to Isolate Oneself (assumed inadequacy- to give up and be left alone) What the Child's Needs + Have Faith in Me-Don't Give Up On Me. Take time for training. Take small steps Make the task easier until the child experiences success. ‘Show faith. What the Child's Needs and What adults can do to encotirage + Encourage any positive attempt, no matter how small. + Don't give up. + Enjoy the child. + Build on his/her interests. + Encourage, encourage, encourage. + Use family/class meetings. Goal is to Seek Revenge (to get even) Child's Characteristics may act in cruel, violent, and vicious ways. are paranoid and need to retaliate. ‘when punished, feel justified in their original actions. Damages property Gets even Escalates thé same behavior or chooses anothiéh weapon KAR KKK Characteristics don't think T belong, so I'l hurt others as I feel hurt. can't be liked or loved. Whatthe Child Needs and what adults can do to encourage + Help Me-I'm Hurting + Apologize. + Avoid punishment and retaliation + Show you care + What the Child's Needs and What adults can do to encourage + Encourage strengths. + Use family/class meetings + Dealwith the hurt feelings. "Your behavior tells me you must feel hurt. Can we talk about that?" + Use reflective listening, + Don'ttake behavior personally. + Share your feelings. Good Classroom Techniques: 1 2 iS With-it-ness- is the skill to know what is going on in all parts of the classroom at all times Overlapping - means handling two or more activities or groups at the same time. Essentially, itis the ability to monitor the whole class at all times. It involves keeping a small group on task, for example, while also helping other students with their seatwork Smoothness is the ability to make smooth lesson transitions, keep an appropriate pace, and involve all students ina lesson. Smoothness should be present to prevent jerkiness (the disorderly flow of activities.) 20FALCULAN TWINS’ REVIEW CENTER (Formerly Brainspeed LET Review Center) 2/F Southjunction Buling, Mallegke Quirino, Corner Pichon Ex, Bankerohan, 6000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING Jerkiness can be avoided by not observing any of the flowing: a. Stimulus-bounded The teacher is so immersed in a small group of students or activities that he or she ignores other students or misses an event that is potentially disruptive. b. Thrust The teacher bursts into activities without assessing student readiness and gives orders, statements or questions that only confuse students. ©. Dangle The teacher ends an activity or drops a topic before it is completed. 4. Truncation The teacher ends an activity ABRUPTLY. e. FLIP-FLOP The teacher terminates one activity, goes to another, and then retums to the previously terminated activity. The teacher lacks clear direction and sequence of activities, 4, Momentum refers to the force and flow of a lesson. An effective lesson pulls the student along. Effective teachers move through the lessons at a brisk pace and appear to have very few slowdowns in.the flow of activities. 5. Group Focus is the process where the whole class is involved with the use of the teacher's alerting techniques. © Antiseptic Bouncing is asking a student to leave the room if he or she is uncontrollably giggling or misbehaving that affects the majority of the class. © Program Restructuring is recognizing a poor lesson or activity and trying to replace it for something else in order to restore a desired behaviour © Humor Effect makes use of joke to release tension in a tensed situation © Proximity and Touch Controliis placing the feacher’s presence close to the misbehaving student ©. Interest Boosting is'a response directed to a studehit that seems to be losing interest ina lesson, pay some additional attention to other students and their work © Signal interference refers to non-verbal response to stop students’ misbehaviour like for instance: Clear your throat, stare at the offender. Stop what you're saying in the mid-sentence. © Plannediignoring refers to ignoring an action that the student may be doing for attention. © Direct/Appeal is responding when appropriate, pointing out the connection between the conduct or misconduct and its consequences. ‘Types of Classroom Manager 1, Authoritative/Democratic Teachers who clearly and fairly communicates standards for discipline and performance to student. + The democratic teacher is kind, caring, and warm, but also firm. + Here, the teacher'tries to provide stimulation from within through a sharing of responsibility and encouragement, rather than demands, Self-esteem is developed by a sharing of responsibility, and students are encouraged when they make mistakes. 2. Authoritarian ‘+ Places firm limits and controls on the student ‘+ is characterized by power, domination, pressure, and criticism ‘+ The authoritarian teacher assumes the sole responsibility for making all decisions for the class and uses pressure, a sharp voice, and fear in forcing ‘+ Students in this type of atmosphere often develop a fear of failure, low self-esteem, and a defeatist attitude. Consequently, students tend to give up when they encounter a new or difficult task. ‘+ Students in this class are likely reluctant to initiate activities since they feel powerless 3, Permissive/Laissez Faire ‘+ Places few demands or controls on the students. + The teacher accepts the students’ impulses and actions and is less likely to monitor their behavior * Is more concerned with the students’ emotional well-being than he is with classroom control. a(Formerly Brainspeed LET Review Center) 2 Seuthjuncion Bling, Mallengke Quiino, Corner Pichon Ext, Bankerohan, 8000 Davao Cty Phone Number: 0977 = 2192737 PROF ED: PRINCIPLES OF TEACHING @ FALCULAN TWINS’ REVIEW CENTER. ‘+ Here, anything goes, which generally leads to chaos. The classroom is often disorganized, which causes student frustration, a high level of stress, and a feeling of being totally overwhelmed and lost. 4, Uninvolved ‘+ Teachers who are indifferent and undemanding of student involvement 2