1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning. 2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs. 3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.

1. Management of Instruction
Typical behavior is associated with the desire to meet the student’s needs which may be personal, social and
academic. When such needs are not satisfied or even recognized, teaching is hampered and the opportunity for learning is
reduced significantly. While it is accepted that teachers if at all have little control over changes that occur in the environment
like home and school, the teacher however has full control over her instructional competence. The chances of controlling the
effects of misbehavior and all others deter learning are great.
The following are the underlying principles:
1. Instructional competence lessens the effect of negative forces from the environment.
2. Recurring misbehavior results from poor instruction.
3. The use of positive approaches/techniques in teaching arising from complete awareness of the underlying causes of
misbehavior brings about better learning results.
4. Understanding by the teacher of the basic human needs such as food, security, belonging and recognition eliminates
behavior problems in the classroom.
5. Teachers must be willing to recognize the student’s needs for instruction to be more fulfilling.
6. Teacher behavior facilitates student’s achievements.
7. Effective teaching enhances the teacher’s instructional competence and helps prevent classroom management problems.
INTRODUCTION:
Planning for effective learning experiences is one of the skills the teacher has to develop. Planning insures more or less
the direction that his efforts will take. It helps create whole-some discipline, a pleasant classroom atmosphere, and purposeful
teaching-learning activities that are free from waste in terms of time and effort.
Careful planning can give the teacher a sense of confidence in overcoming nervousness and preventing wastage and
confusion especially during the first days of teaching.
Planning for Purposeful Instructional
Planning for teaching involves sequences of steps. It calls for decisions with respect to each of the tasks involved. If all
these tasks are accomplished successfully, the prospects that students will master what has been taught are excellent.
The interrelationships among these tasks are presented as a cycle.
The first tasks, diagnosing student’s needs and abilities, imparts to the teacher the necessity of discovering the needs, interest
, and capabilities of his capabilities of his students.
Systematic techniques are available to the teacher which he can use in gathering information about the student’s
needs and abilities (Armstrong & Savage, 1938: 114-24): work samples; conferences; anectodal records; checklist; interest
inventory; teacher test; and cloze test.
The second task, setting up of objectives and selecting content, involves selecting appropriate learning materials
suited to the needs and interest of the students. The instructional objectives describes what the students are expected to do at
the completion of the instructional sequence to show they have learned.
The third task is preparing the setting for learning and selecting instructional strategies. Once the objectives have
been established, the teacher has to decide on the technique that will help the students achieve the goals.

2. To provide for an intellectual settings and an emotional atmosphere conductive to learning, it will help the teacher to
keep in mind that an orderly, well-disciplined class is essential for successful teaching and learning. Good classroom
management is a perquisite to the maintenance of discipline and control in a class. Many teachers usually find discipline and
control of classes very difficult.
The fourth tasks is formalizing units and making lesson plans. This involves organizing information about individual
students, objectives, materials and techniques into a resource unit that can serve as reference to the teacher as he does his
work from day to day.
An instructional unit is planned sequence of learning activities or lessons covering a period of several weeks and
centered around some major concepts, mainly content-oriented lessons or semi-individualized, laboratory-oriented,
experience-oriented unit assignments, or any of a variety of combinations. Some units may be shorter than two weeks but
others maybe longer than six weeks in length (Clark and Starr, 1981:144).
Instructional units provide the teacher with opportunities to use his creativity as he plans instructional sequences
systematically for students. In planning the units, the teacher has to take into account the needs and the varying levels of the
students. He has to consider individual differences among students and has to be selective, taking care, taking care that
relevant topics are not omitted.
Units are generally designed to be taught over a number of days. After they have been developed, the teacher has to
prepare more specific plans for a given period. These are called lesson plan, consisting of very specific outline describing in
detail what the teacher and the students will do on a day to implement the unit’s objectives. Lesson plans give a sense of
direction and organization to both teacher and students.
1. Content or Subject Matter and Materials. The teacher indicates the subject matter that he believes will help attain his
objectives. This may be indicated as generalizations in outline form. Sometimes, it can be a part of the procedure or it can be
written on a separate sheet of paper if the teacher wants more details in the outline.
The teacher should also consider the materials and equipment that he may need. Illustrations and posters may be
prepared to help students concretize what are to be emphasized.
2. Procedure or Strategy
a)
The teacher should write down in the order of occurrence the activities that
he and his students are going to do during the period.
b) He should avoid skimping the planning of the teaching procedure. He should not just indicate “lecture on the principle of
capillary for 15 minutes”
1) what he will says and the questions he will asks;
2) the main points he will bring out; and
3) the experiments he may asks students to under- take. It is not enough that he indicates some problems that will be done on
the board.
The teacher should plan which problems he should work out the answer to beforehand. If he plans to ask questions, he
should decide what questions to asks and the answer to the most important ones. Students teachers and new teachers are
usually required to indicate “Teacher Activity” and “Student Activity”. The elements under procedure may vary according to the
subject matter and grade level of students.

3. The Teaching Cycle
Diagnosing
needs,
interest, and
abilities
Following
through
Setting up
objectives and
selecting
content
Measuring
,evaluating,
grading students
performance, and
reporting on
student progress
Preparing the
setting for and
learning and
selecting
appropriate
instructional
strategies
Motivating
students and
guiding
learning
activities
Preparing
instructional
units and
making lesson
plans