This document discusses principles of teaching and learning. It covers several topics: 1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background. 2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. 3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.

1. Principles of teaching

2. The learner
The learner is an embodied spirit. He is a union of
sentient body and a rational soul. His body experiences
sensations and feels pleasure and pain. His soul is the principle
Of spiritual acts, the source of spiritual abstraction, self-
Reflection and rational volition. Body and soul exist in mutual
Dependence .(Kelly 1965)

3. FUNDAMENTAL EQUIPMENT OF THE LEARNER
1.Ability
The students’ native ability dictates the prospects
of success in any purposeful activity. It determines
their capacity to understand and assimilate
information .

4. 2. Aptitude
This refers to the students’ innate talent or gift. It
Indicates the a natural capacity to learn certain skills.
3.Interests
Learners vary in activities that are undertaken
due to strong appeal or attraction.

5. 4. Family and cultural background
Students who come from different economic background
manifest a wide range of behavior due to differences in
upbringing and practices.
5.Attitudes
Students have unique way of thinking and reacting.

6. GARDNER’S MULTIPLE INTELLIGENCE THEORY
1.Verbal –Linguistic Intelligence
sounds,meanings,structures ans styles of language
Sensitivity to:
speaking, writing, listening, reading
Inclination to:
speak effectively(teacher,religious leader,politician)
write effectively-(poet,journalist, novelist)

7. 2.Logical-Mathematical Abilities
patterns, numbers, and numerical data, causes and effects,
objective and quantitative reasoning
Sensitivity to:
finding patterns,making calculations, forming and
testing hypothesis, using scientific method, deductive and
Inductive reasoning.
Inclination to:
Work effectively with numbers

8. 3.Spatial Intelligence
-colors, shapes, visual, puzzles, symmetry, lines , images
Sensitivity to:
representing ideas visually, creating mental images,
noticing visuals details, drawing and sketching
Inclination to:
create visually (artist, photographer, engineer,decorator)
visualized accurately (tour guide,scout ranger)

9. 4.Bodily-Kinesthetic intelligence
touch, movement, physical self, athleticism
Sensitivity to:
activities requiring strength, speed, flexibility, hand-
eye coordination and balance
Inclination to:
use the hands to fix or create(mechanic, surgeon,
sculptor, mason)
use the body expressively (dancer, athelete, actor)

10. 5. Musical Intelligence
tone, beat, tempo. Melody, pitch, sound
Sensitivity to:
listening, singing, playing an instrument
Inclination to:
create music,(song writer composer, musician)
analyze music ( music critic)

11. 6.Interpersonal Intelligence
body language, moods, voice, feelings
Sensitivity to:
noticing and responding to other people’s feelings and
personalities
Inclination to:
work with people (administrators,managers, consultants,teachers)
help people overcome and identify problems (theraphist,
psychologist)

12. 8. Intrapersonal Intelligence
-one’s own strength, weaknesses , goals, and desires
Sensitivity to:
setting goals, assessing personal abilities and liabilities
monitoring one’s own thinking
Inclination to:
meditate, reflect, exhibit self-discipline,maintain composure

13. 8.Naturalist Intelligence
-natural objects, plants, animals, naturally occurring
patterns, ecological issues
Sensitivity to:
identifying and classifying living things and natural
objects
Inclination to:
analyze ecological and natural situations(ecologists )
learn from living things (zoologist,botanist,veterinarian)

14. THE TEACHER
The professional teacher is the “licensed professional
who possesses dignity and reputation with high moral
values as well as technical and professional competence..
She/he adheres to observes, and practices a set of ethical
moral principles, standards and values (Code of Ethics of
Professional Teachers, 1997)

15. Your text here
PERSONAL ATTRIBUTES
1.Passion
Passion in teaching is compelling force that emerges
from one’s inborn love for children.
2.Humor
Humor stands for anything funny , which elicits a smile
laughter or amusing action.

16. 3.Values and attitude
Teachers are models of values.
4.Patience
In teaching, patience refers to a teacher’s
uncomplaining nature, self control and persistence.
5.Enthusiasm
Enthusiasm is synonymous to eagerness and
excitement

17. PRINCIPLES OF LEARNING (Horne and Pine -1990)
1.Learning is an experience which occurs inside the learner
and is activated by the learner.
2.Learning is the discovery of the personal meaning and
relevance of ideas.
3.Learning is a consequence of experience.
4.Learning is a cooperative and collaborative process.

18. 5.Learning is an evolutionary process.
6.Learning is sometimes a painful process.
7.One of the richest resources for learning is the learner
himself.
8.The process of learning is emotional as well as
intellectual.
9.The process of problem solving and learning are
highly unique and individual.

19. GUIDING PRINCIPLES IN DETERMING AND
FORMULATING LEARNING OBJECTIVES:
1.”Begin with the end in mind”.
Begin our lesson with a clearly defined lesson
objective.
2.Share lesson objective with students.
Make your students own the lesson objective.

20. 3.Lesson objectives must be in the two or three
domains- knowledge (cognitive), skill (psychomotor),
and values ( affective).
-Lesson objective must integrate objectives in the
cognitive, psychomotor and affective domains for a
wholistic lesson.

21. 4.Work on significant and relevant lesson objectives.
- Our lesson objective most be connected to our
students’s life objectives.
5.Lesson objective must be aligned with the aims of
education as embodied by the Philippine Constitution
and other laws and on the vision-mission statements
of the educational institutions which you are part.

22. 6.Aim at the development of critical and creative
thinking.
Our lesson objective must flow from the aims of
education enshrined in the Philippine Constitution
and the vision-mission statements of schools.

23. 7.For accountability of learning, lesson objectives must
be SMART (Specific, Measurable,Attainable, Result
Oriented and Relevant Time Bound and Terminal.

24. DOMAINS OF LEARNING:
-Cognitive
-Affective
-Psychomotor

25. BLOOM’S TAXONOMY OF OBJECTIVES:
Knowledge or recall
-knowledge of terminology and conventions,
trends and sequences, classifications and c
categories and criteria and methodology,
principles, theories and structures

26. 2.Comprehension
-relate to translation, interpretation and extrapolation
3.Application
- use of abstraction in particular situation
4.Analysis
-objectives relate to breaking a whole into parts

27. 5.Synthesis
-putting parts together in a new form such as a
unique communication, a plan of operation and
set of abstract relations.
6.Evaluation
-judging in term so internal evidence or logical
consistency and external evidence.

28. GUIDING PRINCIPLES IN THE SELECTION AND USE OF
TEACHING STRATEGIES
1.Learning is an active process.
-we have to actively engage the learners in
learning activities if we want them to learn what
we intend to teach.

29. 2.The more senses that are involved in learning, the more
and the better the learning.
-for more better learning appeal to all the senses of
the learner
3.A non-threatening atmosphere enhances learning.
-create a non-threatening that is conducive to
learning.

30. 4.Emotion has the power to increase retention and
leaning.
-involve the emotion in learning. Cognitive
processing is emotionally charged.
5.Learning is meaningful when it is connected to student’s
everyday life.
-for meaning connect your teaching to your students
everyday life.

31. 6.Good teaching goes beyond recall of information.
7.An integrated teaching approach is far more
effective than teaching isolated bits of information.

32. DIRECT/ EXPOSITIVE INSTRUCTION APPROACH
1.Direct Instruction
- way of teaching which is aimed at helping students
acquire basic skills and procedural knowledge.
2.Deductive Method
The deductive approach is teacher-dominated. It
begins with the abstract rule, generalization, principles
And ends with specific examples and concrete details.

34. 3.INDUCTIVE METHOD
-it begins with specific details, concrete data
examples and ends with abstract generalization rule
or principle.
4.DEMONSTRATION METHOD
-the demonstration method is teacher-dominated.
The teacher shows how to operate, manipulate
an equipement while the class observes.

35. GUIDED/EXPLORATORY APPROACH
1.INQUIRY APPROACH
-the inquiry method is also called discovery or problem
solving method. The teacher guides the students as they
explore and discover.
2.PROJECT METHOD
-project method is a “hands-on, minds-on” method. It
requires students to present in concrete form a learned
concept or principle.

36. THE CONSTRUCTIVIST APPROACH
The constructivist approach demands students to
construct their own meaning out of their own learning
experience.
COOPERATIVE LEARNING APPROACH
Cooperative learning is a group helping each other
learn but keeping each individual member accountable
for her learning,

37. GENERAL PRINCIPLES IN THE USE OF INSTRUCTIONAL
MATERIALS:
1.All instructional materials are aids to instruction.
They do not replace the teacher.
2.Choose the instructional material that best suits your
instructional objectives.
3.Use variety of tools.

38. 4.Check out your instructional material before class
starts to be sure it is working properly.

39. VARIOUS FORMS OF MEDIA
1.Audio recordings
-this includes tapes, records and compact discs.
2.Overhead transparencies and overhead projector
- with an OHP and transparencies pictures,
diagram and studies can be projected on the
screen

40. 3. Bulletin Boards
- A bulletin board is usually stationary on a wall
or it can be movable.
4.Chalkboard
- a chalkboard is never outdated. It is a
convenient for writing and its easily available.
5.Charts
- charts may be in form of maps, graphs and
cut-outs

41. 6.Mock-ups
a mock-up is a replica of an object that may be larger
or smaller in scale.
7.Realia
-stands for the real things that are to be studied like
using real insects and animals.
8.Video tapes/ films

42. 10. Pictures
- his includes flat, opaque and still pictures
11. Books
-textbooks and all kinds of books are also
classified as media.
12.Electronic materials
-a lot of teaching materials are now available
for teaching learning

43. GUIDING PRINCIPLES IN THE ASSESSMENT OF LEANING
1.Assessment of learning is an integral part of the
teaching-learning process.
2.Assessment tool should match with performance
objective.

44. 3.The result of the assessment must be feedback to
the learners.
4.In assessing learning, teacher must consider
learners’ learning styles and multiple
intelligences.

45. 5.To contribute to the building of the culture of success in
the school, it is pedagogically sound that in our
assessment techniques we give positive feedback along
with not so good ones.
6.Emphasize on self-assessment.
7.If we believe that our task as teachers is to teachers is to
to teach all pupils/students, and that it is possible that
all students, even those from limited backgrounds, will
have access to opportunities and therefore we can
achieve.

46. 8.Assessment of learning should never be used as
punishment or as a disciplinary measure.
9.Results of learning assessment must be communicated
regularly and clearly to parents.
10.Emphasize puon real world application that favors
realistic performances over out-of-context drill items.

47. PRINCIPLES IN CLASSROOM MANAGEMENT
1.Consistent, proactive discipline is the crux of effective classroom
management.
2.Establish routines for all daily tasks and needs.
3.Orchestrate smooth transitions and continuity of momemtum
throughout the day.
4.Strike a balance between variety and challenge in students’
activities.

48. 5.As classroom manager, be aware of all actions and
activities in the classroom.
6.Resolve minor inattention and disruption before
they become major disruptions.
7.Reinforce positive behavior.
8.Treat minor disturbance calmly
9.Work out a physical arrangement of chairs that
facilitates an interactive teaching-learning process.

49. APPROACHES TO CLASSROOM MANAGEMENT
1.The Self-discipline Approach
2.The Instructional approach
3.The Desist Approach

50. PRACTICAL CLASSROOM MANAGEMENT STRATEGIES
a. Connectedness
b. Meeting the students’ needs
c. Organizing the classroom
d. Resolving conflicts

51. BUILDING POSITIVE TEACHER-STUDENT RELATIONSHIP
1. Use human relation skill
2. Enable success
3. Be Invitational
4. Use effective communication skills
5. Establish a safe, nonthreatening environment
6. Be fair and consistent

52. 7. Show respect and affection to students
8. Communicate basic attitutes and expectations
to students and model them in your behavior.
9. Create an open dialogue with students.

53. GENERAL MANAGEMENT PRINCIPLES
(Thomas L. Good and Jere E Brophy,2000)
1.Plan rules and procedures in advance.
2.Establish clear rules and procedures where needed.
3.Students assume responsibility.
4.Minimize disruptions and delay.
5.Plan independent activities as well as organized
lessons.

54. GUIDELINES FOR CLASSROOM MANAGEMENT
(Arthur Ellis, 1986)
1.Involve your students in management.
2.See behavior problems and management problems
as content for problem solving.
3.Do not humiliate students.
4.Do not punish the whole group for difficulties caused
by one or a few persons.

55. 5.Discuss goals individually.
6.Distinguish between behavior problems and learning
problems.
7.Create climate of interdependence.
8.Schedule some free time.
9. Be a democratic leader.

56. MAINTAINING A GOOD ENVIRONMENT FOR LEARNING:
Caring Relationships
Pupils are more likely to engage in learning than in off-task
activity if the teacher:
- high expectations and makes them clear
- applies rules, rotines, sanctions, and rewards consistently
and fairly
- uses the language of mutual respect

57. Caring Relationship..
-avoids over-reaction and confrontation
-deploys a range of techniques and strategies
-adopts a positive approach to problem solving

58. TEACHER’s LEADERSHIP STYLE
1. Authoritative
Teachers…
-self-reliant, delay gratification
-get along well with peers, show high steem
-engage in considerable verbal give and
take, with caring attitude
-declare limits when necessary
-clarify rules, establish standars with inputs
from the students.

59. 2. Authoritarian
Teachers are restrictive and
punitive…..
-focus on giving order in classroom
-place limits and controls on students
-have little verbal exchange with the
students
Students tend to be passive
learners…fail to initiate, express
anxiety about comparison and poor
communication skills

60. 3.Permissive
Teachers…
-offers students considerable authonomy but
provides little support for developing learning
skills or managing their behaviour.
Students…
-have inadequate academic skills
-low self-esteem

61. MAINTAINING GOOD ENVIRONMENT FOR
LEARNING
Cooperation through COMMUNICATION..
-verbalize descriptions of behaviors and never value
judgements about individuals
-verbalize feelings but remain in control
-do not use sarcasm
-do not place labels

62. More tips: MAINTAINING A GOOD
ENVIRONMENT FOR LEARNING
- reward positive behaviour
- send positive notes to parents
- make learning fun and interesting
-encourage high aspirations
-involve students in learning
-be interesting

63. MAINTAINING A GOOD ENVIRONMENT FOR
LEARNING:
-eye contact, facial expressions, gestures, physical
proximity to students, and the way you carry yourself
will communicate that you are in calm control of the
class and mean to be taken seriously.
-avoid turning back to class

64. MAINTAINING A GOOD ENVIRONMENT
FOR LEARNING
Use of PRAISE effectively..
personal
genuine
appropriate
specific
consistent
used regularly