154229478 module-1-principle-of-teaching

Principles and Methods of Teaching
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Module 1
PRINCIPLES OF TEACHING
ED 107 Principles and Methods of Teaching
JSED; TFr 9:00-10:30
Group 1
Leader: Ivy T. Enjoc
Secretary: Frelyn F. Santorce
Members: Jestila O. Cordova
Ana Licel B. Sago
Marhana A. Tocao
Rodjelyn B. Taule
Abigail Villa
Irvin Dwight L. Costaños
Mark Harold T. Moralde
Module 1 Principles of Teaching
Lesson 1: The Overview of teaching Profession and Basic Terms used in Teaching
a. Strategy of teaching
b. Method of teaching
c. Technique of teaching
d. Device
Lesson 2: The Professional Ethics, the Qualities of Effective Teachers, The Teacher’s Code and
Teacher’s
Creed
Lesson 3.The Teacher as Corporate Professional
a. Polished Look
b. Polished Demeanor
c. Polished Language
Lesson 4: The Principles of Teaching (According to Various Authors)

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LESSON 1
THE OVERVIEW OF TEACHING PROFESSION AND BASIC TERMS USED IN
TEACHING
1.1 Strategy of Teaching
Strategy of teaching- refers to the personalized style of carrying out a particular step of a given
method. It is a still employed by the teacher in carrying on the procedures or act of teaching.
The Different Strategies in Teaching
Learning is an Active Process
This means that we have to actively engage learners in learning activities if we want them to
learn what we intend to teach.
The More Senses Involved in Learning, The More and the Better the Learning
Sight – 75%
Hearing – 13%
Touch- 6%
Taste- 3%
Smell- 3%
( Tores, PhilipT.)
Learning Objectives: Upon the successful completion of this lesson, students will be able to:
 To distinguish the difference between the methods and the strategies in teaching.
 To identify the role of these methods and strategies that is used in teaching.
 To identify which method is the best choice for a given topic.
 Understand the definition of techniques of teaching and the device
 Know some of the techniques in teaching and the devices used by the teachers
 Develop their own ability in presenting their lessons in the future

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“ The eyes contain nearly 70% of the body’s receptors and send millions of signals along the
optic nerves to the visual processing centers of the brain… We take in more information visually
than through any of the other senses.”
(Wolfe,2001)
A Non-Threatening Atmosphere Enhances Learning
A non-threatening and conducive classroom atmosphere is not only a function of the physical
condition of the classroom but more of a function of the psychological climate that prevails in
the classroom.
How can we contribute to the creation of a positive classroom atmosphere?
-Cultivate a culture of respect &Give allowance to mistakes
The Methods of Teaching
Method is a common usage refers to a procedure that one follows in order to attain an
objective.
1.2 The Different Methods Used in Teaching
Lecture -A clarification of information to a large group in a short period of time. In other words,
students expect to learn the information presented to them.
Demonstration/Performance-A method that illustrates a general principle with a concrete
example to provide a model of a skill which can then practice.
Discussion -A common method for allowing exploration of attitudes. The class discussion is
intended to be a free give and take between the instructor and the students designed to elicit
student interpretations, questions and opinions.

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Case Study-The case study method is primarily aimed at the application of general principles to
specific instances or at the analysis and evaluation of the situation.
Pairs or Small Group Works-These methods are generally used as a part of a larger course
rather than as the only teaching method. In these situations, students work in pairs or small
groups on problems of application and analysis.
1.3 The Techniques of Teaching
 Refers to the personalized style of carrying out a particular step of a given method. It is
a skill employed by the teacher in carrying on the procedures or act of teaching.
 Refers to the quality of the acts executed by the teacher in presenting the subject
matter to pupils.
 Includes the skill of teacher in accomplishing the task of teaching.
 Technical skill or an artistic execution.
 Factor which promotes or effectuates learning through teaching with the aid of devices,
or the skill of the teacher in manipulating the devices so that the psychological
processes of the learner may be stimulated to effective reactions, particularly in dealing
with the subject matter that is to be learned.
1. General Techniques
a. Question andanswer (knowledge)
b. Drill (skill and habits)
c. Appreciation (attitude and appreciation)
2. Standards that govern the selection of technique:
The technique must be selected according to:
o the nature of the subject matter and according on the basis of its direct effect
upon some essential phase of the learners learning performances.
o the nature and maturity of the pupils of the class.

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o the basis of the ability and training of the teacher who would employ it.
o the time allotted to the subject.
3. Rules governing the use of techniques:
o the technique should be as a means to an end
o the technique should be judged by the effect it produces upon each particular
situation.
o the technique should utilize the primary laws of learning such as readiness,
exercise and effect.
1.4 Device
 A teaching aid or tool to facilitate instruction
 is any means, other than the subject matter itself that is employed by the teacher in
presenting the subject matter to the learner.
 is an incentive introduce into the method of teaching for the purpose of stimulating
the pupil and developing understanding through experience.
 with the wise selection and use of a variety of instructional devices or audio-visual
materials, experiences can be provided that will develop understanding.
1. The uses of visual and audio-visual devices:
o To challenge the attention of the pupils.
o To stimulate the imagination and mental imagery of the pupils.
o To facilitate the understanding of the pupils.
o To provide incentive for action.
o To develop the ability to listen.
2. Other forms of visual-aids:

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o Demonstration
o Field trips
o Laboratory experiments.
3. Classification of devices:
a. Material device- has no bearing upon the subject matter presented. Ex: black board,
chalk, book, pencil and paper.
 General -for all subjects(Projector or blackboard)
 Special-for only one subject.
b. Mental devices- related to form and meanings to subject matter being presented.
 Classroom visual aids
 Field and excursion visual aids
4. Criteria covering the selection of devices:
o A device should always be means of helping the students learn the particular subject
matter presented.
o The device should be adapted to meet the individual needs of the pupils.
o The device should not be too numerous.
o The device should be numerous enough to permit selection by both teacher and
learner.
o Devices should be economical and should not be mere attraction
o Devices should be readily usable.
o Devices should be adapted to the goals to be secured through the mastery of the
subject matter.
5. General suggestions for the use of devices:
o The order or system of the use of instructional devices should be well planned by
the teacher.
o The teaching devices should serve some vital purposes well established in advance.

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o The devices should be used judiciously.
o Should be within the view of all members of the class.
o Teacher should use various types of devices.
o Teacher must not consider devices as a substitute for teaching procedure or
method.
o Teacher should not consider devices as ends of themselves but near to an end.
o Teacher bear in mind that no one device is effective for all types of learning in all
situations.
o The teacher should not use devices as mere tricks.
6. The Teaching devices:
a. Representations or replicas -globes, maps, models, miniature of objects
b. Prepared set-ups -aquarium, terrarium, home, veranda, mini weather station,
launch pad
c. Simulations using figures -historical events and places
d. Real objects -articles, chemicals garden tools, living organisms
e. Exhibits -life cycle, original investigations, preserve specimen.
f. Collections of -shells, poems, letters, essay, ceramics, musical instruments
g. Publication and other printed materials -book, magazines, autobiography,
bulletins, clippings
h. Art work -painting, sculpture, busks, fashion pieces
i. Laboratory equipment -microscope, dissecting set, glass wares, calculator
j. Electronic equipment and devices -computers, laptop, I pad, projector,
tapes,films, discs
k. Internet -Social Networking Sites, Google, YouTube

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LESSON 2
The Professional Ethics, the Qualities of Effective Teachers, The Teacher’s Code
and Teacher’s Creed
2.1 Professional Ethics
- Partly comprised of what a professional should or should not do in the work place. It
also encompasses a much greater part of the professionals’ life.
A. The Teacher and the Sate
Section 1.
The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to
the constitution and for all duly constituted authorities, and promote obedience
to the laws of the state.
Section 2.
Every teacher or school official shall actively help carry out the declared policies
of the state, and shall take an oath to this effect.
Section 3.
In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4.
Every teacher shall possess and actualize a full commitment and devotion to
duty.
Learning Objectives: Upon the successful completion of this lesson, students will be able to:
 build understanding about professional ethics.
 extend the knowledge in proper teaching.
 apply the qualities of effective teachers.

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Section 5.
A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or
entity for such purposes.
Section 6.
Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7.
A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action.
Section 8.
Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if
the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.
B. The Teachers and the Learners
Section 1.
A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.
Section 2.
A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of
them.
Section 3.
Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4.
A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.

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Section 5.
A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6.
A teacher shall base the evaluation of the learners work only in merit and quality
of academic performance.
Section 7.
In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment of the learner.
Section 8.
A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
C. A teacher and the Profession
Section 1.
Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2.
Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his
best at all times and in the practice of his profession.
Section 3.
Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4.
Every teacher shall help, if duly authorized, to seek support from the school, but
shall not make improper misrepresentations through personal advertisements
and other questionable means.

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Section 5.
Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.
2.2 The Qualities of Effective Teachers
A. Personal Attributes of a Teacher
 Passion – passion for teaching is a compelling force that emerges from one’s
inborn love for children. Passionate teachers exude spontaneity in ministering to
the needs of the students especially those experiencing learning difficulties.
Passion does not die nor diminish. They feel they “will live and die a teacher”.
 Humor – humor stands for anything funny, which elicits smile, laughter or
amusing reaction. It is an essential quality of teachers that serves a number of
purposes. Nothing will be difficult to undertake since a common feeling of
eagerness exist among the students.
 Values and Attitudes – teachers are models of values. Whether conscious of
them or not, values are exhibited implicitly and explicitly. Values connote
standards, code of ethics and strong beliefs.
 Patience – in teaching, patience refers to a teacher’s uncomplaining nature, self
control and persistence. Patient teachers can forego momentous frustrations
and disappointments. Instead they calmly endure their students’ limitations and
difficulties.
 Enthusiasm- enthusiasm is synonymous to eagerness and excitement.
Enthusiastic teachers are full of energy and dynamism. Their passion and love for
children are easily felt and not long after their lively presence in the classroom.
B. Professional Attributes of a Teacher
 Control of knowledge base of teaching and learning and use of this knowledge to
guide the science and art of his/her teaching practice.

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 Repertoire of best teaching practice and can use this to instruct children in
classrooms and to work with adults in the school setting.
 Dispositions and skills to approach all aspects of his/her work in a reflective,
collegial, and problem solving manner.
 View of learning to teach as a lifelong process and dispositions and skills for
working towards improving his/her own teaching as well as improving schools.
C. Top 10 Qualities of Effective Teacher
1. An effective teacher loves to teach.
The single most important quality that every teacher should possess is a love and
passion for teaching young people. Unfortunately there are teachers who do not love
what they do. This single factor can destroy a teacher’s effectiveness quicker than
anything else. Teachers who do not enjoy their job cannot possibly be effective day in
and day out. There are too many discouraging factors associated with teaching that is
difficult enough on a teacher who absolutely loves what they do, much less on one who
doesn’t have the drive, passion, or enthusiasm for it. On top of that, kids are smarter
than what we give them credit for.
2. An effective teacher demonstrates a caring attitude.
Even teachers who love their job can struggle in this area, not because they
don’t care, but because they get caught up so much in the day to day routine of
teaching that they can forget that their students have lives outside of school. Taking the
time to get to know a student on a personal level takes a lot of time and dedication.
There is also a line that no teacher wants to cross where their relationship becomes too
personal. Elite teachers know how to balance this without crossing that line and once a
student believes the teacher truly cares for them, then there is no limit to what that
student can achieve.
3. An effective teacher can relate to their students.
The best teachers go out of their way to find ways to relate to each of their
students. Common interest can be hard to find, but good teachers will find a way to
connect with their students even if they have to fake it. For instance, you may have a
student who is a Lego fanatic. You can relate to that student if you do something as
simple as ordering a Lego catalog and then going through it and discussing it with that
student. Even if you have no actual interest in Lego’s, the student will think you do and
thus naturally create a connection.
4. An effective teacher is willing to think outside the box.
There is no one set cookie cutter way to teach. If there was, teachers and
students would both be bored. What makes teaching so exciting is that kids learn

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differently and we have to find and utilize different strategies and differentiated
learning to reach every student. What works for one student, will not work for every
student. Teachers have to be willing to be creative and adaptive in their lessons,
thinking outside the box on a continual basis. If you try to teach every concept in the
same manner, there will be students who miss out on key factors because they aren’t
wired to learn that way.
5. An effective teacher is a good communicator.
To be the best possible teacher you must be an effective communicator.
However, in this area you are not just limited to being a good communicator to your
students although that is a must. You must also be a great communicator with parents
of your students as well as your faculty/staff team within in your building. If you have a
difficulty communicating with any of these three groups, then you limit your overall
effectiveness as a teacher.
6. An effective teacher is proactive rather than reactive.
This can be one of most difficult aspects for a teacher to conquer. Intense
planning and organization can ultimately make your job all the more less difficult.
Teachers who plan ahead, looking for aspects that they might have issues with, and
proactively looking for solutions to solve those problems will have less stress on them,
then those teachers who wait until a problem arises and then tries to address it. Being
proactive does not replace being adaptive. No matter how well you plan, there will be
surprises. However, being proactive can cut down on these surprises tremendously, thus
making you more effective overall.
7. An effective teacher works to be better.
A teacher who has grown complacent in what they do is the most ineffective
kind of teacher. Any teacher who is not looking for new and better teaching strategies
isn’t being an effective teacher. No matter how long you have taught, you should always
want to grow as a teacher. Every year there is new research, new technology, and new
educational tools that could make you a better teacher. Seek out professional
development opportunities and try to apply something new to your class every year.
8. An effective teacher uses a variety of media in their lessons.
Like it or not we are in the 21st century and this generation of students was born
in the digital age. These students have been bombarded by technological
advances unlike any other generation. They have embraced it and if we as teachers do
not, then we are falling behind. This is not to say that we should eliminate textbooks
and worksheets completely, but effective teachers are not afraid to implement other
forms of media within their lessons.

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9. An effective teacher challenges their students.
The most effective teachers are often the ones that many students consider to
be their most difficult. This is because they challenge their students and push them
harder than the average teacher does. These are the teachers who are often students’
least favorite teachers at the time, but then later on in life they are the ones that we all
remember and want to thank, because of how well they prepared us for life after our
time with them. Being an effective teacher does not mean you are easy. It means that
you challenge every one of your students and maximize your time with them so that
they learn more than they ever thought possible.
10. An effective teacher understands the content that they teach and knows how to
explain that content in a manner that their students understand.
There are teachers who do not know the content well enough to effectively
teach it. There are teachers who are truly experts on the content, but struggle to
effectively explain it to their students. The highly effective teacher both understands the
content and explains it on level. This can be a difficult skill to accomplish, but the
teachers who can, maximize their effectiveness as a teacher.

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LESSON 3
The Teacher as Corporate Professional
3.1 Polish Look
A teacher should be aware of his/her look especially to the dress he’s/she’s wearing. It is
because dressing appropriately is very important for their profession. Their clothing choice is
part of their career, and it plays a major part.
Whether you are a construction worker with your boots and carhartts or a business
professional in a three-piece suit. Your attire or your appearance is your first impressions and a
reflection of who you are. It may sound shallow but you will be judged on this immediately.
To the Ladies
Always keep it classy and not trashy. Looking good is fine, but there is no need to dress
seductively. You are not there to really impress anyone. Keep everything covered and don’t
wear extremely form fitting clothes. You are trying to teach the students and not to distract
them.
If you wear jeans on a casual day, they should be fairly formal looking and in near-
perfect condition. Avoid jeans that are too baggy and skinny styles, and go for a dark wash with
no sandblasting or kitschy details like jewels or embroidery. If you do wear jeans, make sure
Learning Objectives:
 To knowthe right andproperattire of a Professional Teacher.
 To know the proper way as to how to act properly as a professional
 To know the best way in approaching the students through their outside look, their behavior
and their language.
 Knowthe importance of polishedlanguage inteaching.
 Applythose behaviorsinteachingprofession.

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you compensate for the casualness by pairing them with dressier shoes and a more formal
layer, like a blazer over a blouse.
To the Gentlemen
Unfortunately, male teachers often seem to struggle with dress. There are common
issues to address:
 Shoes and belt- Your shoes and belts should always be match (brown shoes/brown belt
or black shoes/black belt). Always wear a belt and if not, wear suspenders. Don’t just go
without. Don’t wear tennis shoes either. Dressed shoes should be worn because you are
dressed up. Keep them polished and not all scuffed up.
 Ties- Many schools do not require male teachers to wear a tie, but ties can help to gain
respect and show authority. Make sure the knot of your tie is tight and centered, also be
sure the length of the tie is around the buckle of you belt.
 Wrinkles- Don’t wear wrinkled dress pants or shirts. Always iron your dress you’re going
to wear. Wrinkled dress looks sloppy and like you don’t care.
 Untucked- While moving around teaching all day, it is easy for your shirt to come
untucked. Reaching to write on the board and other actions can cause this. It looks very
sloppy for part of your shirt to be untucked and hanging out. Be sure to check and make
sure your shirt remains tucked in.
 Matching- This one may sound obvious but some people it isn’t. Your clothing should
always match. You cannot just pair any color with another. Mixing different patterns can
also cause other disasters.
3.2 Polished Demeanor
The Professional Teacher
The professional teacher is the “the licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional competence…. s/he
adheres to observe, and practices a set of ethical and moral principles, standards and values”

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Personal Attributes
Personality is the sum of one’s personal characteristics. It is one’s identity. The teachers,
more than any other professional, are momentarily subjected to scrutiny to the minutest detail
and observation by those they associate with. Teachers are judged more strictly than other
professionals. The personality they project determines the impressions they make upon
students and colleagues. Their poise, bearing and manner of dressing create a stunning and
attractive appearance. Their facial expression communicates a friendly and amiable disposition.
Teachers’ personality must be natural and genuine, that is, devoid of pretenses and
artificiality. They must be consistent, true and authentic.
Some outstanding personal qualities that never fail to win their flock are worth printing
in gold.
1. Passion
2. Humor
3. Values and Attitudes
4. Patience
5. Enthusiasm
Polished Demeanor- refers to the more refined behavior, manner or appearance of the Teacher
towards the students and other people.
A. The Teaching Profession
The teaching profession is an occupation that requires extensive education or
specialized training to become highly competent in the field of instruction and learning.
There are some points for the teachers to serve as “guides” or “mirror” in order that his
chosen career would be productive and efficient.
1.1 Awareness of profession
1.2 Separation of teaching job from personal life

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1.3 Frustration
1.4 Constant self-evaluation
B.Preparations of Teachers
Nobody could teach and instruct in any formal school without undergoing
sufficient and painful preparation for a great task – teaching. Any candidate for teacher
education who is languid to read books, lethargic in doing research, and lousy may not
be a good teacher and a model for his students in the future.
2.1 Physical
2.2 Intellectual
2.3 Emotional
2.4 Moral
2.5 Spiritual
C. The Teacher outside the Classroom
The teacher’s morale in the classroom has to correspond with his daily social life.
His good and exemplary life must radiate extensively to other people in the society that
he embraced to serve.
C.1 Model Citizen
Non-partisan in Politics
The teacher as an individual personality is an important element in the learning
environment or in the failures and success of the learner. The way in which his
personality interacts with the personalities of the pupils being taught helps to
determine the kind of behavior which emerges from the learning situation.
3.2 Polished Language
 Typically focus on speaking, reading, writing and translating the Polish
language. Coursework also includes studies of Polish literature and culture.

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Both undergraduate and graduate degree programs are available in the
Polish language.
1. Voice
 is the union for education professionals, and we speak up for everyone, from
teachers, lecturers and nursery nurses, to head teachers and school support
staff, including teaching assistants, technicians and administrators and students.
 The primary tool of trade, your main mode of communication in the classroom
and one of your most powerful assets.
 The teacher and parents can determine what the best actions are to help
enhance the learning process for a particular child. Many teachers can offset a
child's negative surroundings outside of the classroom. The skills that students
learn in school may help them get through any problems that they may have in
dealing with their loved ones. Teachers can also help to reinforce the rules and
skills that parents have already placed into their children.
 Teachers should avoid raising their voice in the sense of shouting or using a
higher pitch that may have an even more disturbing effect on the group or class.
 No naughtiness or disobedience instead learning and positive activity is no
longer possible.
 Bad behavior can result from the lack of knowledge teachers have about the
effect of their voice on their pupils.
 A good teacher should give an encouragement words to their students.
 Don’t say any words that may hurt them.
2. Gestures
 A body movement that express or emphasizes an idea, sentiment or
attitude.
 Teaching gestures is different from everyday communicative gesture.
A. 3 main roles of teaching gestures:
 Management of the class ( to start / end an activity, question
students, request silence)
 Evaluation (to show a mistake, correct, congratulate, etc.)
 Explanation (gives indication on syntax, underline specific
prosody, explain new vocabulary, etc.)
B. Various shapes of Gestures:
 Hand gestures

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 Facial expressions
 Pantomime
 Body movements, etc.
C. How to teach using gestures and mime
 Giving directions
 Vocabulary
 Practice
 Production
 Cultural

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LESSON 4
The Principles of Teaching (According to Various Authors)
4.1 Principles of teaching
Principle is:
 A basic truth, law, or assumption
 A rule or standard, especially of good behavior.
 The collectivity of moral or ethical standards or judgments.
 A fixed or predetermined policy or mode of action.
 A basic or essential quality or element determining intrinsic nature or characteristic
behavior
 A rule or law concerning the functioning of natural phenomena or mechanical
processes.
PRINCIPLE is a comprehensive law or doctrine from which an accepted or professed rule of
action or conduct is derived. It has been adopted from latin word princeps which means the
beginning or the end of all facts, circumstances or state of affairs. This is also used to express
the origin of things and their fundamental laws and to bring out the ultimate objectives
(Zulueta,2006)
Principles of teaching
The basic principles of teaching relate to effective communication and should be visible
within a lesson plan. By communication is meant the whole environment of effective teaching
as well as simply verbal speaking and listening (each by student and teacher)
1. Share intellectual control with students.
Building a sense of shared ownership is an effective way of achieving high levels of
student interest and engagement. It can be achieved in many ways; many of these
involve some form of formal or informal negotiation about parts or all of the content,
Learning Objectives: After the report, students should be able to:
 Show how principles of teaching are derived.
 Cite principles of teaching.
 have more knowledge of what are the Principles of teaching.
 understand the importance of the Principles of teaching.
 apply the different principles of teaching

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tasks or assessment. Another complementary approach is to ensure that students'
questions, comments and suggestions regularly influence, initiate (or terminate) what is
to be done.
2. Look for occasions when students can work out part (or all) of the content or
instructions.
Learning is almost always better if students work something out for themselves, rather
than reading it or hearing it. This is not always feasible of course, but often it is.
3. Provide opportunities for choice and independent decision-making.
Students respond very positively to the freedom to make some decisions about what or
how they will work. To be effective, the choices need to be genuine, not situations
where there is really only one possibility. These may include choices about which area of
content to explore, the level of demand (do more routine tasks or fewer more
demanding ones), the form of presentation (poster, powerpoint presentation, role play,
model etc.),and how to manage their time during a day or lesson.
4. Provide diverse range of ways of experiencing success.
Raising intellectual self-esteem is perhaps the most important aspect of working with
low and moderately achieving students. Success via interactive discussion, question-
asking, role-plays and tasks allowing high levels of creativity often results in greater
confidence and hence persistence in tackling other written tasks. Publicly recognising
and praising good learning behaviours is useful here.
5. Promote talk which is exploratory, tentative and hypothetical.
This sort of talk fosters link-making and, as our research shows, commonly reflects high
levels of intellectual engagement. Teaching approaches such as delayed judgement,
increased wait-time, promotion of 'What If' questions. The classroom becomes more
fluid and interactive.
6. Encourage students to learn from other students' questions and comments.
The student conception that they can learn from other students’ ideas, comments and
questions develops more slowly than the conception that discussion is real and useful
work. The classroom dynamics can reach new, very high levels when ideas and debate
bounce around from student to student, rather than student to teacher.

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7. Build a classroom environment that supports risk-taking.
We underestimated the very high levels of perceived risk that accompanies many
aspects of quality learning for most students, even in classes where such learning is
widespread. It is much safer, for example, to wait for the teacher's answer to appear
than to suggest one yourself. Building trusts in the teacher and other students and
training students to disagree without personal put-downs are essential to widespread
display of good learning behaviours.
8. Use a wide variety of intellectually challenging teaching procedures.
There are at least two reasons for this, one is that teaching procedures that counter
passive learning and promote quality learning require student energy and effort. Hence
they need to be varied frequently to retain their freshness. The other is that variety is
another source of student interest.
9. Use teaching procedures that are designed to promote specific aspects of quality
learning.
Students could be taught how to learn, in part by devising a range of teaching
procedures to variously tackle each of a list of poor learning tendencies, for example
failing to link school work to relevant out-of-school experiences. The variety in (8) is not
random and one basis for selecting a particular teaching procedure is to promote a
particular aspect of quality learning.
10. Develop students' awareness of the big picture: how the various activities fit together
and link to the big ideas.
Many, if not most students, do not perceive schooling to be related to learning key ideas
and skills. Rather, they see their role as completing tasks and so they focus on what to
do not why they are doing it. Much teacher talk, particularly in skills based areas such as
Mathematics, Grammar and Technology reinforces this perception. For these reasons,
students (including primary students) commonly do not link activities and do not make
links to unifying, 'big ideas'.
11. Regularly raise students' awareness of the nature of different aspects of quality
learning.
This is a key aspect of learning how to learn. Students typically have no vocabulary to
discuss learning. it is very helpful to build a shared vocabulary and shared
understandings by regular, short debriefing about some aspect of the learning that has
just occurred. Having a rotating student monitor of a short list of good learning
behaviours can be very helpful.

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12. Promote assessment as part of the learning process.
Students and sometimes teachers typically see assessments as purely summative:
something that teachers do to students at the end of a topic. Building the perception
that most assessment tasks are part of the learning process includes encouraging
students learning from what they did and did not do well as well as having students
taking some ownership of and responsibility for aspects of assessment.
4.2 How Principles of Teaching Are Derived
It can be said that principles of teaching are derived;
a) Through the pooling of the opinions of experts,
b) Through comparative studies of the teaching performance of capable and
oincapable teachers;
c) Through experimental studies of teaching and learning in the classroom;
d) From the results of experiments which are the universal methods of deducing
principles; and
e) From critically analyzed experience or from systematic investigations.
Principles of Teaching and Learning Language
1. Begin with the end in mind. With the clear focus “no amount of far-fetched
question or comment from our students, no amount of unnecessary interruption
or disruption can derail our intended lesson for the day. If you want people to
achieve result, clarify what you want your students to achieve.
2. Encourage your student to personalize the learning goals identified for them.
Your student must own the lesson objectives. When they make the lesson
objectives their own then they take care that they realize them. When student
set their own personal targets they will become more self-motivated.
3. Motivation is essential for learning. It is motivation that makes students
explore, choose, remain interested, participate actively and build self-
confidence.
4. Learning is a social activity. We learn from others when we interact with them in
the same way that they learn from us.

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5. Teaching language is more effective and learning, more meaningful when it is
integrative. When you do integrative teaching you will:
 Incorporate the four language arts – listening, speaking, reading and
writing
 Consider varied strategies for all multiple intelligence and learning styles
 Apply interdisciplinary and multidisciplinary teaching
 Teach language structure and from in authentic contexts rather through
contrived drills and in language workbooks
 Connect your lessons to the life experiences of your students
 Incorporate effective, research-based instructional strategies for teaching
 Integrate values in your lessons
6. A conducive classroom atmosphere. Build comfort into learning. People
function best in a favourable atmosphere. Gerald J. Pine and Peter J. Horne
describe a facilitative learning atmosphere as one that:
 Encourage people to be active
 Promotes and facilities the individual’s discovery of the learning meaning
of ideas
 Emphasizes the uniquely personal and subjective nature of learning
 Sees difference as good and desirable
 Consistently recognizes people’s right to make mistakes
 Tolerate ambiguity
 Looks at evaluation as a cooperative process and emphasizes on self-
evaluation
 Encourages openness of self rather than concealment of self
 Encourages people to trust in themselves as well as in external sources
 Gives respect to people
 Accepts people for who they are
 Permits confrontation with self and ideas
7. Learning is an active process in which the learner uses sensory input and
constructs meaning out of it. Learning is not the passive acceptance of
knowledge which exists ‘out there’ but that learning involves the learner’s
engaging with the world.
8. Learning is reflective. We need to provide activities which engage the mind as
well as the hands.
9. Emphasize on self-evaluation. Feedback should be criterion-referenced. Practice
using rubrics. It is against this personal target that they will evaluate themselves
at the end of the lesson.

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10. Make use of an integrated performance assessment that makes the
connections between learning styles, intelligence, and the real world explicit in
a way that is useful to both students and teachers.
11. Emphasize on real world application that favours realistic performance over
out-of-context drill items. Such assessments require students to generate-rather
than choose- a response, and to actively accomplish complex tasks while
bringing to bear prior knowledge new learning, and relevant skills.

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LET REVIEWER QUESTIONS AND ANSWERS (PAGES 317-346)
1. Ms. Ortiz ranked No. 1 in March 2012 LET Exam. Upon learning this by the school where
she had her internship, she was offered immediately of a position for the school year
2012-2013. She gladly accepted this job offering. She submitted all the documents
required by the school and just waited for the results of her medical exam. A week
before the orientation for the newly hired teachers, the result of her medical exam was
released. She learned that she has tuberculosis. Which of the following do you think
must Ms. Ortiz do?
a. Hide her sickness from the principal and proceed to teach in the SY 2012-2013
b. Ask the examining doctor to give her medical clearance so that she can teach and
assure the doctor she will continue her medication.
c. Tell the principal that she has changed her mind and opted not to teach anymore.
d. Discuss her medical condition to the principal and defer to teach until she gets well.
2. Mrs. Banaticla is a high school teacher who is known for her integrity and credibility. In
her community, she was regarded as one of the leaders. All thru out her career as a
teacher, she is also a part of the board of canvassers every time there is an election. One
time, she was asked by her nephew to campaign for him in the forthcoming election for
he will run as a Congressman. Should Mrs. Banaticla campaign for her nephew?
a. Yes, there I no reason why she can’t do this since blood is thicker than water.
b. Yes, she will be campaigning for her nephew and will do it discreetly.
c. No, she hates her nephew and it’s time to get even.
d. No, she knows that it’s against her principle as a teacher and this might put her
credibility as a teacher at risk.
3. Jonathan San Diego, son of the Principal of Mapagpala Elementary School is running as a
mayor in their town. Is it ethical for Principal San Diego to vote for his son during the election?
a. Yes, it is a constitutional right of Principal San Diego to vote.
b. Yes, his vote is an additional point for his son
c. No, out of delicadeza, he should refrain from voting since his son is a candidate
d. No, he has no right to vote
3. Mrs. Conception is a public school teacher for 35 years. Every time she was asked by her
principal to attend a seminar, she refused and requested that the new teacher be the
one to take the slot. Is this correct?
a. Yes, Mrs. Concepcion had enough of these seminars
b. Yes, Mrs. Concepcion is about to retire and these seminars will have no longer use for
her

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c. No, Mrs. Concepcion should take every opportunity to attend a seminar for her own
professional growth
d. No, Mrs. Concepcion has the prerogative to what seminar she will attend
4. Teacher Allyce doesn’t like Maria, her student who is expected to graduate as class
Valedictorian. In this regard, she is so impartial to her; she also gives her low marks in
recitation and project. Is this correct?
a. Yes, this is the right of the teacher to determine the mark of the student
b. Yes, it is human nature to feel disgust to an individual
c. No, it is a mortal sin to hate anyone
d. No, it is a must that every teacher be impartial to each student
5. Mrs. Quinay was asked by the parents of Michael (her favorite student) to help them to
get the concession of the school canteen. Mrs. Quinay, effortless made this possible for
Michael’s parents. In return, Michael’s parents gave her a brand new refrigerator as a
gift. How should Mrs. Quinay react on this?
a. Accept the gift since she made a favor for Michael’s parents
b. Accept the gift and asked Michael’s parents to be discrete about this
c. Accept the gift and politely explain that it is against the principle of a teacher to
adhere in such practice
d. Accept not the gift and tell to Michael’s parents that she prefers cash over the
refrigerator
7. The Code of Ethics for Professional Teachers cover(s)
a. All private school teachers in all educational institutions at the pre-school,
primary,
elementary, secondary, and tertiary levels whether academic, vocational,
special, technical or non-formal
b. All public school teachers in all educational institutions at the pre-school,
primary, elementary, secondary, and tertiary levels whether academic,
vocational, special, technical or non-formal
c. All private and private school teachers in all educational institutions at the
preschool,
primary, elementary, secondary and tertiary levels whether academic,
vocational, special, technical, or non-formal
d. All private and private school teachers in all educational institutions at the
preschool, primary, elementary and secondary levels whether academic,
vocational, special, technical, or non- formal

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8. Which of the following is the mark of a good teacher?
a. Has the control of the class
b. Has the mastery of the lesson
c. Has the capability to implement corporal punishment
d. Has the habit of preparing for visual aids
11. Mr. de Guzman is regarded as the best teacher in their school. He is known not only
because he teaches well but also because of his integrity and credibility. In addition, he is also
an adviser in their barangay. Without the knowledge of everyone he is consistently attending
the cockfight in his adjacent town every other day. He is also known for betting a big amount of
money in every game. Can he continue doing this considering his profession as a teacher?
a. Yes, this activity is not affecting his work as a teacher
b. Yes, this activity is being funded by his own money
c. No, this activity will not merit him reasonable social recognition
d. No, this activity may lead him to financial loss and problem
12. What do you think would be the action of the teacher who found out and has proven that
his principal is involved in the malversation of funds of their school?
a. Malign him through an anonymous letter
b. Circulate the issue and let it become a gossip
c. Present the charge to a competent authority
d. Ignore what the teacher has discovered about this action of the principal
14. Teacher Reian is a new teacher. She realizes that handling her student’s misbehavior is a
very demanding aspect of classroom management. In this regard, she thought of giving up
teaching. What advice can you give her?
a. Agree with the class on what rules to follow
b. Report every student’s misbehavior to the principal
c. Set the ground rules for the whole class
d. None of the above
15. If the teacher is an advocate of “banking concept in education”, he or she viewed student
as?
a. Clear account to be filled up by the teacher
b. Dormant account to be activated by the teacher
c. Wobble account to be balanced by the teacher
d. All of the above

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17. Teacher Carol is a neophyte teacher. One time a mother of one of her students confronted
and maligned her in front of her colleagues. How should Teacher Carol react on this kind of
situation?
a. Walk away and ignore the mother
b. Answer back the mother and malign her too
c. Allow the mother to keep on maligning her until it’s her turn to do the same
d. Wait until the emotion of the mother subsides and invite her to discuss the concern
with principal or guidance councilor
18. During the distribution of the report card, which of the following must be the foremost
concern of a teacher?
a. Discuss the projects of the school
b. Discuss the progress as well as the deficiencies of the student
c. Discuss the unsettled bill of the student
d. Discuss the complaints of other teachers and classmates of the students
24. Which of the following is NOT correct under the Code of Ethics for Teachers regarding
Teacher and Businesses?
a. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in
the purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal; provided they shall be in
accordance with the existing regulations; provided, further, that members of duly recognized
teachers cooperatives may participate in the distribution and sale of such commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation
c. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private affairs
25. Teacher Mely, a neophyte in the field, experienced for the first time a complaint from the
mother of one of her students during the distribution of the report card. Which of the following
do you think must be the attitude of teacher Mely?
a. Bring the mother to the Guidance Councilor
b. Ignore the complaint of the mother
c. Listen to the complaint of the mother with sympathy
27. Teacher Leor and student Joy are mutually attracted the first time they see each other. This
mutual attraction developed into love. Eventually, the teacher-student became a boyfriend-
girlfriend relationship. Can they continue this kind of relationship?

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a. Continue the relationship but Teacher Leor must exercise utmost professional
discretion so as to protect the interest of one another
b. Stop the relationship because teacher Leor is not allowed to have a romantic
relationship with any of his students
c. Defer the relationship and wait for the right time
30. Student Dianne hits her classmate. What do you think should her teacher do so that she can
learn from the consequence of her action?
a. Ask Dianne’s classmate to hit her too
b. Request Dianne to stand for the entire period
c. Give Dianne a failing mark on the subject
31. Principal Lourdes asks the assistance of teacher Elvie to prepare the report to be presented
to the District Supervisor. After the presentation, the District Supervisor commended her for
the excellent report. She even asks her to print the materials for the distribution to other
principals. In the printed work, principal Lourdes does not even acknowledge teacher Elvie. Is
this morally correct?
a. Yes, the principal has all the right to decide who will be acknowledged.
b. Yes, the principal knows that teacher Elvie is afraid of her and will not complain
c. Yes, the principal must impress her district supervisor and hide the truth that it is not
her alone who prepared the report
d. None of the choices s correct
32. During the class reunion of teacher Eloisa, she learned that most of her classmates are
successful in their fields. Also, she found out that most of them are wealthy because they have
chosen a lucrative profession. Confronted with this situation, how should teacher Eloisa react?
a. Hide those who asked her real profession
b. Leave the event so as to avoid being asked about her profession
c. Tell with pride that she is a teacher by profession
d. Answer not their question concerning her profession
45. Teacher Angelita is not only a competent teacher but also a community leader in their
place. Which of the following should teacher Angelita NOT do as a teacher?
a. Consistently proposes projects that will benefit the community
b. Actively participate in the activities of the community

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c. Always make herself unapproachable to every member of the community so that her
decisions will have no effect of community politics
d. Constantly help in raising funds for community projects
46. Teacher Helen knows of the illicit affair of her colleague has with a married man. However,
she chooses to be silent about this for the fear of getting involved in this situation. Which of the
following principle of morality does teacher Helen fail to comply?
a. The end does not justify the mean
b. Do what is good
c. Choose the lesser evil
d. All of the above
48. Which of the following is NOT in accordance to the provision under the Code of Ethics for
Teachers?
a. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions
b. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training
programs.
c. School officials, teachers and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system
at all levels.
d. No officials can be stopped from dismissing or from recommending the dismissal of a
teacher or other subordinates even without a cause.
49. Which of the following is incorrect?
a. Teaching profession is a dignified mean of earning to have a decent living
b. Teaching profession is the noblest profession
c. Teaching profession can be used in soliciting funds for personal gain
50. Teachers being trustee of the cultural and educational heritage of the nation is under
obligation to
a. transmit to learners such heritage and elevate national morality
b. promote national pride, cultivate love of country and instill allegiance to the
constitution authorities

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c. promote obedience to the laws of the state
d. all of the above
52. Principal Thea is vewy much interested in a quality professional development program of
her teachers. Which of the following should she consider to realize this?
a. Prescribed by top educational leaders
b. Dependent on the availability of funds
c. Required for the renewal of professional license
d. Responsive to identified teacher’s needs
53. Mrs. San Rafael is the principal of Matimbo Elementary School. For her to ensure high
standards of teachers’ personal and professional development, which of the following
measures should she implement?
I. Plans the professional development of her teachers
II. Allows each of her teacher to formulate their own professional development
III. Monitors her teachers as they implement what they learned in training
a. I only
b. I and II
c. II and III
d. II only
54. Aside from being a teacher, Mr. Sandoval is also a community leader. Which of the
following should Mr. Sandoval NOT do as a teacher?
a. Support effort of the community to improve his status in life
b. Make himself aloof to ensure that his decisions will not be influenced by community
politics
c. Solicit donation for philanthropists in the community
d. Play an active part in the activities of the community
55. A teacher is said to be a “a trustee of the cultural and educational heritage of the nation and
is under obligation to transmit to learners such heritage”. What practice makes the teacher
fulfill such obligation?
A. Use interactive teaching strategies.
b. Use the latest educational technology.
c. Observe continuing professional education.
d. As a class, study the life of Filipino heroes.
61. Cris is a sophomore student who complains to his teacher about his falling grade. When his
teacher recomputed his grade, the teacher found out that he committed an error. The teacher

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decided not to accept the enormous computation before Cris and so leave the failing grade for
the fear that he may lose credibility. Is this morally right?
a. No, the reason for not accepting the error before Cris is a sign of weakness
b. No, the end does not justify the mean
c. Yes, the end justifies the mean
d. Yes, as a teacher you must maintain your credibility
62. Teacher Wendell knows of the illegal activities of Mr. Cordero, his neighbor but keeps quiet
in order not to be involved in any investigation. Which foundational principle of morality does
Teacher Wendell fail to apply?
a. The end does not justify the mean
b. The end justifies the mean
c. Always do what is right
d. Between two evils, do the lesser evil
63. Which of the following action of Teacher Ford is an INAPPROPRIATE way to manage off-tack
behavior?
a. Redirect a child’s attention to task and check his progress to make sure he is
continuing to work.
b. Make eye contact to communicate what you wish to communicate.
c. Move closer to the child to make him feel your presence
d. Stop your class activity to correct a child who is no longer on task
64. Mrs. Cristobal is admired for being an effective classroom manager. She is not only friendly
but at the same time be _____.
a. Confident c. Analytical
b. businesslike d. buddy-buddy
67. Mrs. Paguiligan wants to help in ending Ms. Sandoval’s act of immorality but doesn’t have
the courage to confront her. What she did was to write and secretly distribute copies of
anonymous letter to her colleagues. What should have been done instead?
a. Ask a third party to write the anonymous letter to prevent her from being involved
b. Talk to the married man with whom Ms. Sandoval is having an illicit affair
c. If the charge is valid; present such charge under oath before school head.
d. Secretly give anonymous letter to the people concerned
68. Principal Jon asked his good teachers to write modular lesson in Filipino, then he had them
published with his name printed as the author. Which is unethical in this case?

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a. He was the exclusive beneficiary of the royalty from the modules.
b. He had the modular lessons published when they worth publishing.
c. He got the merit which was due for his teacher-writers.
d. He burdened the teachers with work not related to teaching.
77. Teacher Divine, a teacher for thirty-two years, refuses to attend seminars. She claims that
her thirty-two years of teaching is more than all the seminars she is asked to attend. Are her
actuation and thinking in accordance with the Code of Ethics for Professional Teachers?
a. No, non-attendance to seminars would mean no increase in salary
b. No, a professional teacher, regardless of teaching experience, ought to go through
continuing process of education
c. Yes, because she taught for thirty-two years and may have mastered the traded.
d. Yes, provided she has an excellent performance rating.
81. Which of the following would be the most fitting action of a teacher who is having a
relationship with his/her student?
a. Deny the relationship
b. Enjoy the relationship while it lasts
c. Defer the relationship until they are ready to admit
d. Continue the relationship and exercise utmost professional discretion about this
83. Ms. Lopez is a sickly teacher. She gets to school even late and not feeling well. What
provision in RA 7836 does she violate?
a. Teachers must be devoted, honest and punctual in performing their duty
b. Teachers should be physically, mentally and morally fit to teach.
c. Teachers should manifest genuine enthusiasm and pride in teaching as a noble
profession
d. All of the above
87. In the National Election, the Chairman of Precinct 34 asked Teacher Emily to change the
entries in the election returns in exchange for special favors. It would be best for Teacher Emily
to _______
a. Change some discreetly
b. Follow what the chairman has instructed
c. Say yes to the Chairman but don’t do it
d. Say no to the Chairman and be firmed about it
88. Which of the following would best manifest the Teacher-Student Relationship?

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a. Teacher to inflict corporal punishment to offending student upon the approval of
parents
b. Teacher to inflict corporal punishment on offending student secretly
c. Teacher to inflict corporal punishment to offending students at all times.
d. Teacher to inflict no corporal punishment on offending students at all times.
90. Teacher Veena is a newly appointed teacher. The Principal told her to avoid any conducts
that will discredit the teaching profession. Which of the following do you think will not in any
manner discredit the teaching profession?
a. Revealing confidential information of the school
b. Writing anonymous letter maligning colleagues
c. Joining social drinking
d. Practicing entrepreneurship with the students as clients
94. Which of the following situations violate the principle of respect?
a. Teacher Helen tells her student that what Teacher Joann taught is wrong
b. Teacher Joann, upon learning what teacher Helen did, asked the students not to
attend her class
c. Teacher Janis is giving special favor to students to please them so that she can get
remarkable result in the evaluation
d. All of the above
97. Teacher Jon knows of the illegal gambling that his neighbor is operating. However, he
chooses to be quiet about it for fear of getting involved in any investigation that may lead to
this. Which among the following principle of morality does Teacher Jon fail to comply?
a. Choose the good and avoid the evil
b. Choose the lesser evil
c. The end justifies the mean
d. The end does not justify the mean
107. The Preamble of the Code of Ethics of Professional Teachers, which is NOT said among
teachers?
a. LET Passers
b. Possess dignity and reputation
c. Duly licensed professionals
d. High moral values with competencies
115. Ms. Gabrielle is the most admired pre-school teacher in her school. Which among the
following can best explain her being a good teacher?

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a. She adheres to the want of the parents for their children
b. She manages to instill control to her students
c. She endorses all the projects of the school for her students
d. She gives easy exams to her students
Answer Key
1. D
2. D
3. A
4. C
5. D
6. C
7. D
8. A
11. C
12. C
14. C
15. A
17. D
18. B
24. B
25. C
27. A
30. D
31. D
32. C
45. C
46. B
48. D
49. C
50. D
52. D
53. B
54. B
55. D
61. A
62. C
63. D
64. B
67. C
68. C
77. B
81. D
83. B
87. D
88. D
90. C
91. D
94. D
97. A
107. A
115. B

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BIBLIOGRAPHY
Books:
Salandanan, Gloria Ph. D. Elements of Good Teaching. Chapter 4 -- ISBN 971-685-679-8 Lorimar
Publishing
Corpus, Brenda B. and Salandanan, Gloria (2006).Principles and method of Teaching. Lorimar
Publishing
Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T., Salandanan, Gloria G..The Teaching
Profession. ISBN 971-685-673-6 Lorimar Publishing
Corpus, Brenda B., Ph.D, Salandanan, Gloria G., Ph.D, & Rigor, Dalisay V., Ph.D. Principles of
Teaching 2.Lorimar Publishing Inc.
Acero, Victorina O., Ph.D, Javier, Evelyn S.,M.A., & Castro, Herminia O., M.A. Principles and
Strategies of Teaching. Rex Bookstore.
Corpuz, Brenda B., Ph.D, &Salandanan, Gloria G., Ph.D. Principles and Strategies of
Teaching.Lorimar Publishing.
Gregorio, Hernan C. (1976) Principles and Methods of Teaching. Revised Edition.
Garotech Publishing.
Salandanan, Gloria S. (2005). Teaching and the Teacher. LominarPublishingCo.Inc.
Zulueta, Francisco M. &Guimbatan, Kathleen L. (2002). Teaching Strategies and
Educational Alternatives. Volume I. Academic Publishing Corporation
Concepcion, B. et al. Esmane, M. (2011). Licensure Examination for Teachers. 2010
Edition. MET Reviewer Center
Recto, Angel S., (2005) Foundations of Education (Anthropological, Psychological, Sociological
and Moral) Vol. 1, REX Bookstore
Faking good breeding.blogspot.com/…headeroozydrops.blogspot.com/2009/12/towards-
demeanor-of-good-teacher..html
Gregorio, Herman C., (1976) Principles and Methods of Teaching, R. P. Garcia Publishing Company
Corpuz, Brenda B. Ph. D. and Salandanan, Gloria G. Ph. D., Principles of Teaching I, Lolimar
Publishing, Inc.
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www.freedictionary.com/polished+look
www.wikihow.com
http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/02/teacher_and_st
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http://suite101.com/article/the-characteristics-of-a-great-teacher-a236483
http://www.online-distance-learning-education.com/effective-teacher.html
http://teaching.about.com/od/pd/a/Qualities-Of-An-Effective-Teacher.htm
http://it.toolbox.com/wiki/index.php/Professional_Ethics
www.pinoyalert.com
http://voices.yahoo.com/the-advantages-teacher-221177.html?cat=4
www.write-out-loud.com
http://www.teachingexpertise.com/articles/your-voice-your-job-669
http://gesture-lyon2005.ens-lyon.fr/article.php3?id_article=253
http://www.peelweb.org/index.cfm?resource=pip_principles_of_teachingThis document is
copyright © 2009 Peel Publications, Australia.
http://www.change.freeuk.com/learning/howteach/brief2.html
http://www.thefreedictionary.com/principle
Enhancing Education. http://www.cmu.edu/teaching/Eberly: (412) 268-2896 | OTE: (412) 268-
5503 | Blackboard: (412) 268-9090

154229478 module-1-principle-of-teaching

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