Principles of Teaching

Jennifer Evangelista- Arceo

Warm-Up Activity
 What might be done to create a favorable
teaching and learning atmosphere in
class?
a. Encourage participation in challenging but achievable
activities
b. Discourage questions and dissenting opinions from
students
c. Insist on quiet and focused attention at all times
d. Allow students to do as they please
Warm-Up Activity
 What might be done to create a favorable
teaching and learning atmosphere in
class?
a. Encourage participation in challenging but
achievable activities
b. Discourage questions and dissenting opinions from
students
c. Insist on quiet and focused attention at all times
d. Allow students to do as they please
Warm-Up Activity
 Checking the attendance of students is one of the
daily tasks of the teachers that requires much
time. In order to maximize her time in the class,
what can the teacher do regarding checking
attendance?
a. Not call the roll everyday
b. Ask a student to check the attendance
c. Prepare a seat plan
d. Request for a log book
Warm-Up Activity
 Checking the attendance of students is one of the
daily tasks of the teachers that requires much
time. In order to maximize her time in the class,
what can the teacher do regarding checking
attendance?
a. Not call the roll everyday
b. Ask a student to check the attendance
c. Prepare a seat plan
d. Request for a log book
Warm-Up Activity
 What should a teacher do if a question is
asked, which she, the teacher cannot
answer?
a. Ignore the question
b. Call another student to answer it
c. Assign the class to look for the answer
d. Admit her lack of knowledge
Warm-Up Activity
 What should a teacher do if a question is
asked, which she, the teacher cannot
answer?
a. Ignore the question
b. Call another student to answer it
c. Assign the class to look for the answer
d. Admit her lack of knowledge
Motivation
 Stands for “impulse”, rationale, or driving
force

 Is simply one’s reason or purpose for

undertaking an activity

 Could originate from the inner self or from

external forces
Kinds of Motivation
1. Intrinsic Motivation
 Also known as internal motivation

 It originates from the student’s inner self

 Examples:
 To be the most popular
 To be the torch bearer
 To be declared the best athlete
 To be a dean’s lister
Kinds of Motivation
2. Extrinsic Motivation
 Originates from the learning environment

 Includes some forms of incentives intended to

arouse and sustain interest in a learning activity

 As a result, the student may work harder or

behave better

 Examples:
 Rewards, recognition, prizes, etc.
High or Positive Motivation
 A highly motivated student is observed to do the
following:
 Asks questions during a discussion
 Facial expression shows intently listening and observing
what is happening in a demonstration
 Smiles and nods to show confirmation
 Curiously goes around the room to look for more materials
 Persists in solving problem until reaching a solution
 Does extra work beyond regular hours
 Reads more references to gain more information
 Actively participates in class discussions
Low or Negative Motivation
 A poorly motivated student is observed to be
any of the following:
 Inattentive with a blank look
 Homework or assignments left undone
 Seems bored or uninterested
 Seldom participates in investigation lessons
 Unable to work by himself
 Not time conscious, hence wastes time
 Depends on classmates for lesson conclusions
 Does not listen, instead distracts others
 Low performance in tests and other assessments
Motivational Strategies
1. Make the students aware of their own
progress
2. Vary teaching strategies
3. Let your sense of humor work in every
lesson. They will look forward to a fun-filled
lesson.
4. Arouse their curiosity.
5. Plan lessons which will need audiovisual
gadgets, tools, and materials
Motivational Strategies
6. Assist students in solving personal
problems or simple physical inabilities by
suggesting creative solutions.
7. Use educational games occasionally to
break the monotony of a straight quiet
learning task.
8. Pick a statement currently being quoted on
television or radio that has bearing on the
topic you are explaining.
Motivational Strategies
9. Vary the activity and the procedures planned for
the day’s lesson.
10. Announce a reward in any form for those who can
complete the learning activity fast enough but with
quality.
11. Role-playing, simulation games and
dramatizations are teaching strategies that cater to
their imagination and ambitions.
12. Write brief praises or words of approval for written
work when you return.
Motivational Strategies
13. Videotape a special presentation, debate, or
a musical piece
14. Once in a while, teach a topic from the
newspapers.
15. Be an enthusiastic teacher and show you
are interested and enjoying what you are
doing.
Techniques of Questioning
 Questions
 Set the mind working

 Refers to eliciting of a verbal response

 Research has shown that for every 40-minute

classroom discussion, about 86% are in the form
of questions asked by both teachers and students
Purposes of Questioning
1. To motivate
 Do you like to know some interesting habits of birds?

2. To instruct
 How does a volcano develop its steep slope?

3. To evaluate
 Summing up, what factors are responsible for the upward
movement of water in stems?
Kinds of Questions
1. Soliciting – asking for information
Example: How many guests were there?

2. Directing – proposing course of action to

take, guiding, or redirecting thinking,
suggesting alternative
Example: Why don’t you combine red and
blue to make it colorful?
Kinds of Questions
3. Responding – doing something called for
Example: Shall I put out the light at the first
whistle?

4. Evaluating – agreeing or not, expressing

satisfaction, assessing
Example: Did you enjoy listening to her
song?
Kinds of Questions
5. Analytic questions – ask for definition of
terms, translations, or meanings of phrases
or statements
Example: What is a guitar? What is the
squareroot of 16?

6. Empirical questions – elicit responses that

are empirical statements
Example: If we raise the temperature to
100°c, what will happen?
Kinds of Questions
7. Valuative questions – elicit responses that are
value statements
Example: Who is your favorite teacher and why?

8. Cognitive-Memory questions – elicit responses

needing simple productions of facts, formula, or
other items that are remembered through
recognition, rote memory, and selective recall
Example: Who was the Fourth President of the
Philippines?
Kinds of Questions
9. Convergent questions – elicit responses
which involve the merging of diverse data;
ask for a comparison, a contrast, or the
drawing of a conclusion, a summary, a
generalization based on a prior data, or an
explanation.
Example: Compare Teacher A and Teacher
B.
Kinds of Questions
10. Divergent questions – elicit responses wherein
the individual is free to generate independently his
own idea.
Example: What comes to mind when you think of
Internet?

11. Evaluating questions – deal with “matters of

judgment, value and choice, and is characterized by
its judgmental quality.
Example: What do you think of Andres Bonifacio as
a hero?
Questioning Techniques
1. The teacher must be clear about the
purpose of the questions she asks.
2. Vary the type of questions asked during an
entire session.
3. Allow for sufficient wait-time to give them
time to think, especially for high level
questions.
4. Practice the students to answer divergent
questions.
Questioning Techniques
5. Ask questions at the right time.
6. Inject clues to assist weak or shy students.
7. Consider individual abilities when selecting
the student who should respond.
8. Be aware of your own style of questioning.
Teaching Approach
 A procedure that employs a variety of
strategies to access better understanding and
effective learning.

 A vehicle for the teacher to achieve long-

ranged lesson objectives
Process Approach
 May be defined as teaching in which
knowledge is used as a means to develop
students’ learning skills

 students are actively engaged in the activities

so the competencies needed in the subject
could eventually be acquired by them.
The Processes
 Basic Skills:

 Observing using the five senses

 Classifying, ordering, and organizing

 Measuring and estimating

The Processes
 Higher skills:
 Inferring
 Predicting
 Controlling variables
 Formulating hypothesis
 Analyzing and interpreting data
 Drawing conclusion and generalization
Sample Lessons
1. Observing size, shape, color, and texture of
objects: listening, touching, tasting, and
smelling objects
2. Describing variation in shape of leaves,
color of flowers; comparing similarities and
differences of objects
3. Interpreting data recorded in graph,
tabulation diagrams, and illustrations
Inquiry Approach
 Assist children in finding answers to their own
questions, gathering data and other
evidences, and formulating own conclusions.

 It is implemented through a step-by-step

procedure using the inquiry processes
Recommended Activities
1. Assign a group to visit a natural pond
nearby. Study anything in it that interests
you. Upon their return, let them narrate
freely.
2. Write an essay on what they love to ask
their parents and why.
3. Do experiments