Adopted to Dr. Figuerres of Columban College.

1. Prepared by: Leicel Paciente Doble

2. THE TEACHER IN
THE SCHOOL
SETTING

3. Duties and Responsibilities of teachers
TEACHING
2.1.1. Prepares syllabus, lesson plans and assessment
tools.
2.1.2. Conducts classes faithfully, punctuality, effectively
and efficiently in adherence to the vision, mission, goals
of the school
2.1.3. Encourages pupils/ students to set and maintain
high standard of classroom behaviour
2.1.4. Updates continually on current trends and
developments in education and the field of
specialization
2.1.5. Welcome performance evaluation as a basis for
improvement, reinforcement, promotion and awards.

4. Academic
Advising2.2.1. Develops
substantial time a day on
campus for pupil/
student academic
consultation and
advising.
2.2.2. Refers problems of
students, if necessary, to
the appropriate school
authorities.

5. Academic
Requirements
2.3.1. Prepares and submits lesson
plans and other forms at the
designated time.
2.3.2. Prepares test questions
2.3.3. Submits corrected final test
papers, class records, grading sheets
and other required forms.
2.3.4. Prepares instructional
materials/ teaching devices.

6. Activities Related
to Teaching
2.4.1. Attends meeting to update
syllabus, curriculum content and
examination of textbooks.
2.4.2. Proctors examination
2.4.3. Attends faculty and
Committee meetings and all official
functions of the school.
2.4.4. Takes all necessary and
responsible precautions to protect
pupil/ students as well as the
equipments and facilities of the
school.
2.4.5. Establishes and maintains
cooperative professional relations
with others.

7. School Service
2.5.1. Helps in the formation of students by serving as coordinators,
moderators and/or advisers.
2.5.2. Serves in various faculty and school committees organized by the
administration for the purpose of improving academic and school
operations.
2.5.3. Assists during the enrolment period.
2.5.4. Participates in planning school activities.

8. Community Service
2.6.1.
Participates in
and
contributes to
the
community
extension
projects of
the school.
2.6.2. Gets
actively
involved in
any of the
recognized
organizations
and

9. Professional Growth
2.7.1. Attends
seminars, workshops,
conferences,
conventions, and
other related training
programs.
2.7.2. Pursues
graduate studies in
area of specialization
2.7.3. joins
professional
organizations and at
best, exercise
professional
leadership.

10. Conduct
researchers
which may
take any of
the following
forms:
Basic /
Applie
d
Resear
ch Develop
ment of
Instructio
nal
MaterialsTextbook
/ Module
Writing
(either
individual
ly or with
Writes
scholarly
articles to
be
published
in
educational
journals.

11. THE ENDING
PRINCIPLES OF
TEACHING AND
LEARNING

12. Goals and
Objectives
• Goals and objectives are
statements that describe that
describe what you want to
accomplish or the results that you
want to achieve.
GOALS- are high level statements and
general guidelines that explain what
you want to achieve.

13. The Philippine Millennium
Development Goals (1990-
2015)
Goals
• Eradication of extreme poverty and hunger
• Achievement of universal primary
education.
• Promotion of gender equality and women
empowerment.
• Reduction of child mortality
• Improvement of maternal health.
• Combating HIV-AIDS, malaria and other
diseases.

14. Provision of Batas Pambansa 232
(The education Act of 1982)
To provide the basic knowledge and develop the
foundation skills, attitudes and values including
moral and spiritual dimensions.
To provide learning experiences which increase
the child ‘s awareness of responsiveness to the
changes in society.
To promote and intensify the child’s knowledge
of, identification with, and love for the nation
and the people to which he/she belongs.
To promote work experience which develops
and enhances the child’s orientation to the
world of work and creativity.
BEED Objectives

15. BSED Objectives
To continue to promote the objectives of
elementary education, but shifting its
emphasis from the mastery of basic tools of
learning, expression and understanding
To discover and enhance, in addition, the
difference aptitudes and interest of the
individual student so as to equip him/her for
work in the real world and/or for further
formal studies in higher education.

16. To provide a general education program that will
assist each individual to develop his/her potential
as a human being, enhance the quality of citizen
and promote a sense of national identity, cultural
consciousness, moral integrity and spiritual vigour.To train the nation’s manpower in the required
skills for national development and to instill and
foster the appropriate and relevant attitudes,
skills and knowledge
To develop and maintain the integrity of
the profession or disciplines that will
provide leadership for the nation.To advance the frontiers of knowledge
through research work, and apply the
technology gained for improving the
quality of human life

17. TVET (Technical- Vocational
Education and Training)
ObjectivesTo provide relevant, accessible, high quality and
efficient technical education and skills
development in support of the development of
high quality FilipinoTo promote and strengthen the quality of
technical education and skills development
programs to attain international
competitiveness.
To provide a general education program that
will assist each individual to develop his/her
potential as human being, enhance the quality
of citizen participation and promote each
student a sense of national unity, cultural
consciousness, moral integrity and spiritual
vigour.

18. To train nation’s middle level manpower in the
required skills for national development, and to
instill and foster the appropriate and relevant
knowledge, skills and attitudes
To focus technical education and skills
development on meeting the changing
demands for quality middle level manpowerTo advance frontiers of knowledge and skills
through research work, and apply the
technology gained for improving the quality of
human lifeTo recognize and encourage the
complementary roles of public and private
institutions in technical education and skills
development and training systems.To inculcate desirable values through the
development of moral character with
emphasis on work ethics, self discipline, self
reliance and nationalism.

19. ALS (Alternative Learning
Experience) Objectives
To make quality higher education accessible to a
greater number of qualified students who are
otherwise isolated by geographical location,
personal and work commitments, time constraints
and conventional course structures.To establish a mechanism for assessment
and accreditation of prior learning from
non formal and informal education and
trainingTo establish guidelines for the award of
higher education certificates and/ or
degrees to deserving individuals.

20. TYPES OF ALETRNATIVE LEARNING
SYSTEMS
DESCRIPTION
1. Distance Education The teacher and learner are separated in
time and space and instruction is
delivered through specially designed
materials and methods
2. The Expanded Tertiary Equivalency and
Accreditation Program (ETEEAP)
A comprehensive program of identifying,
assessing and assigning equivalent
college level learning for non formal and
informal training and demonstrated.
3. Ladderized Education Refers to all education and training
mechanisms that allow the progression of
students and workers between TVET and
Higher Education
4. E-Learning The delivery of a learning, training or
education program by electronic means.
5. Open Learning A philosophy of learning that is learner
centered and flexible, enabling learners to
learn at all times.
6. Philippine Educational Placement Test
(PEPT)

21. PROGRAM OBJECTIVES
BEED Program: To develop
elementary school teachers
who are either (a) generalists
who can teach across the
different learning areas in
grade school, (b) special
education teachers of (c) pre
school teachers.
BSED Program: to develop
high school teachers who
can teach in one of the
different learning areas in
high school like
Mathematics, Physical, Sci
ences, Biological
Sciences, English, Filipino,
among others.

22. LEVEL EXAMPLE OF APPROPRIATE VERBS
1. KNOWLEDGE (remembering) Define, locate, spell, fill in the blank, match, state,
identify, memorize, define, name, underline, recall,
state, list
2. COMPREHENSION (understanding) Convert, put in order, trace, describe, restate,
translate, explain, retell in your words, interpret,
rewrite, paraphrase, summarize
3. APPLICATION (Applying) Apply, determine, make, use, compute, draw, operate,
conclude, find out, construct, give an example, solve,
demonstrate, illustrate, state a rule or principle
4. ANALYSIS (analyzing) Analyze, debate, differentiate, specify, categorize,
deduct, dissect, classify, determine the factors,
distinguish, compare, diagnose, diagram, infer
5. EVALUATION (evaluating) Appraise, defend, prioritize, value, choose, evaluate,
rank, compare, give your opinion, rate, conclude,
judge, select, decide, justify, support
6. CREATION (creating) Change, design, originate, rearrange, combine, plan,
reconstruct, visualize, reorganize, write, construct,
generate, revise, modify, create, invent, produce.
Suggest. propose
BLOOM’s TAXONOMY of EDUCATIONAL
OBJECTIVES in the Cogniitve Domain

23. AFFECTIVE DOMAIN EXAMPLE
1. RECEIVING To develop an awareness of the
importance of human rights.
2. RESPONDING To engage in voluntary work in the
community extension program of the
school
3. VALUING To increase the desire to speak English
correctly
4. CHARACTERIZATION BY A VALUE OR
VALUE COMPLEX
To internalize a code of behaviour based
on Catholic teachings.
Objectives in the AFFECTIVE DOMAIN

24. LEVEL DESCRIPTION
1. OBSERVING Watches process, pays attention to the
steps or techniques and finished product
or behaviour, may read directions
2. IMITATING Follows direction, carriers out steps with
conscious awareness of efforts, performs
hesitantly
3. PRACTICING Repeats steps until some or all aspects of
process become habitual, requiring little
conscious effort, performs smoothly
4. ADAPTING Makes individual modifications and
adaptations in the process to suit the
worker and/or the situation
TAXONOMY of EDUCATIONAL OBJECTIVES in
the PSYCHOMOTOR DOMAIN

25. SMART Description
S - Specific Make your objective as specific as
possible by saying exactly what you want
to achieve in clear, concise words
M - Measurable Include a unit of measure in your
objective
A - Attainable Be realistic. Make sure your objective is
feasible in terms of the resources
available to you.
R - Stand Focus on the end result you desire
T - Time-Phased Set deadline or time frame
SMART Objectives (PETER DUCKER)

26. APPROACHES TO
CLASSROOM
MANAGEMENT

27. 1. Teachers insist on responsible
behaviour by their students.
2. Teacher takes charge of the
classroom , set the ground rules,
and interacts with students
3. The teacher is expected to
combine clear expectations, active
response to misbehaviour and
consistent follow-through with
warmth and support for all
students.
4. Draws a clear line between what
and how the students are allowed
to do in the classroom.

28. APPLYING ASSERTIVE APPROACH
Clearly identify expectations
Take positions firmly e.g. “I like that”
Use firm tone of Voice
Say no without guilt feelings
Place demands on students and enforce
them.
Indicate consequences of behaviour and
why specific action is necessary
Be calm and consistent, avoid emotions or
threats
Persist, enforce rules, do not give up
Gain confidence and skills in working with
chronic behaviour problems in the
classroom.
5. Asserts his/her
authority as
he/she explicitly
expresses the
specific rules to
follow in the
conduct of
behaviour of the
students
6. The teacher is
the authority in

29. 1. Emphasizes the organization
and management of the
students
2. Task oriented that focuses on
the business like and orderly
accomplishments of academic
work
3. Is that when the students are
working on their tasks, there is
still opportunity for discipline
problems to arise.Three Categories of Organizing and
managing student work Business -
ACADEMIC APPROACH
Give clear instructions as to specific work
assignment and work experience
Monitoring students work help the teacher
to detect those who are having difficulty and
encourage the students to keep working
Give feedback to students in order to
enhance academic monitoring
BUSINESS ACADEMIC
APPROACH

30. BEHAVIOUR- MODIFICATION
APPROACH ]
This approach
focuses on
motivating students
to develop and
manifest
appropriate
behaviour a reward
system.
Models are
effective in
modifying
behaviour to the
degree that they
capture attention,
hold attention and
are limited.
Effective role model

31. GROUP MANAGERIAL
APPROACH (Jacob Kounin)
Emphasizes the need for an
immediate response to an
inappropriate behaviour
manifested by the group in
order to stop the likely problem
to exist rather than wait for the
problem to come.
This is based on a premise
that a misbehaviour that remain
unnoticed and which is not
checked tends to affect the
group and will be assimilated by
the members.CLASSROOM activities for management purposes are divided into
categories of learner’s behaviour and teacher’s management
behaviour.

32. Categories of Learner’s Behavior Description
Work Involvement It is the time spent by student on a
specific task to be accomplished.
Deviancy Students may exhibit mild
misbehaviour, serious misbehaviour
or no misbehaviour at all (e.g.
Whispering, laughing, teasing,
someone writing notes and passing
them on to someone or making
faces.
Teacher Management Behaviour Description
Desist Techniques Actions taken by the teachers to stop
misbehaviour.
Movement Management Refers to the organization of teacher’s
behaviour depending on the kind of task
in progress. It may be smooth or jerky.

33. This approach is anchored on the principle that every person needs to be accepted.
As a social being, he needs to belong and relate to members of the group.
ACCEPTANCE APPROACH
ATTENTION GETTING Students wants other students or the
teacher to pay attention to them. Act as
class clown.
POWER SEEKING Students expresses their defiance in
contradicting or teasing.
REVENGE SEEKING The student’s mistaken goal is to hurt
others to make up for being hurt or
feeling rejected and unloved.
WITHDRAWAL If the student feels helpless and
rejected, the goal of their behaviour
may become withdrawal from the
school.

34. SUCCESS APPROACH
This approach focuses on psychological and social conditions as determinants
of appropriate behaviour.
The teacher’s job is to help the students make good choices.

35. GROUP GUIDANCE
APPROACH
This approach is based on changing
behaviour of students on a group
basis.

36. RULES AND
ROUTINES

37. ACTIVITIES GUIDELINES
Seating Arrangement Assign define seats to students
Taking class attendance Attendance should be checked every day
Entering and leaving the room Establish a routine of movement in
entering and leaving the classroom to
avoid congestion and loss of time
Distributing Materials Establish a routine for distributing
instructional materials.
Using tools and Equipments Establish routine for using tools and
equipments.
Using the Chalkboard It is called a chalkboard because there
are many colors used as boards for
writing on. It can be used as drawing
diagrams, and linings to make creative.

38. HIGHER
ORDER
THINKING
SKILLS

39. Classification of HOTS
1. Formulating Inferences
2. Observing Relationships
3. Drawing Conclusions and
Generalizations

40. CRITICAL THINKING
1. ANALYSIS- is
continuously examining
and judging people,
events, situations and
conditions.
2. EVALUATE- act of
collecting and sorting
out observations.

41. CREATIVE THINKING
1. SYNTHESIS- means putting
together parts to make it
whole, , works well on
combining simple ideas
and inventors possess this
high level thinking skills
2. FLEXIBILITY- ability to
generate many alternatives, ready
to adopt new ways , considers a
number of choices and open to
other ideas.

42. COMBINATION OF THINKING SKILLS
1. PROBLEM SOLVING- a
problem originates from a
situation that needs an
answer or a solution
2. DECISION MAKING-
thorough analysis and
evaluation of recorded
observation and data

43. THANK YOU
FOR
LISTENING