Principles of Teaching

2. PRINCIPLES OF TEACHING 1.1
Student Activity # 1
On the Learner “Every child is a potential genius.”
For elaborate learning
 If you were to give a symbol for each intelligence and learning style, what
would you give? Explain each of your symbols
A painting material has become my
symbol for Visual-Spatial Intelligence
because most individuals who possess it can
visualize or imagine vividly, appreciate
colors, good at directions and excels in
remembering pictures.
The best traits of a picture smart
individual are drawing, painting, reading
maps and the use of computer-aided
materials to create graphic designs and
multimedia projects.
Mirrors best suit as an example of
Intrapersonal Intelligence that’s why I
choose it. Such kind of people who are
introvert are comfortable with themselves.
Has sense of their own strengths and
weaknesses, spends time thinking and
reflecting and enjoys analyzing theories and
ideas.
Their learning styles are unique that
they prefer on working alone (independent)
and likes learning about self.

3. PRINCIPLES OF TEACHING 1.1
Student Activity # 2
On the teacher “Teachers open the door. You enter by yourself.”
– Chinese proverb
Describe the professional teacher by means of writing a song or verses.
Think for a moment about your favorite teacher then enumerate what made the
teacher so special that even years after leaving elementary and high school you can
still remember the teacher’s name. Separate the personal attributes and professional
characteristics that you still remember in 2 columns.
PERSONAL ATTRIBUTES PROFESSIONAL ATTRIBUTES
My favorite teacher is:
 Physically healthy and superb personal
hygiene
 She is morally honest and has the
genuine capacity for sympathy and
trust.
 Very supportive and cheerful teacher,
and extremely generous. The best! 
 Has a caring attitude but as an elite,
she knows how to balance it without
crossing the line.
 Excellent communicator.
I idolized her for being a good
speaker. The higher-ups of the school
usually asks her to be the emcee in
most of the very important events at
school.
 Very good sense of humor.
My favorite teacher is:
 Very concerned and committed in her
profession and tasks.
 Uses a variety of media in her lessons
(technological advances).
 Has intense planning and organization
on her work.
 Has the capacity to motivate students
and very enthusiastic with her line of
expertise.
 Shows consistent performance across
all professional areas.
 Systematic, resourceful, determined
and hardworking.
 Confident about her job but not
arrogant.
 Has the sense of worth and
professionalism.

4. PRINCIPLES OF TEACHING 1.1
Student Activity # 3
On the Learning Environment
“To heredity, the child owes his possibilities.
However, to environment, he owes the realizations of these possibilities.”
Draw or sketch the desirable learning environment conducive to effective teaching
and learning. Describe in 1 or 2 paragraphs your above drawing or sketch.
The sketch above shows the desirable learning environment conducive to
effective teaching and learning. A school that is enough to cater learners with all
the necessary equipment and a kind of environment where pupils can freely play
during vacant time. Also, during class hours, teachers with a good personal and
professional characteristics are able to teach the pupils effectively that would help
them gain more knowledge about the subject matter and enhance their creativity.

5. PRINCIPLES OF TEACHING 1.1
Student Activity # 4
On Principles of Learning
“The ability to learn is the most significant activity of man.”
The process of learning is primarily controlled by the learner and not by the teacher.
Choose 2 of the 9 principles of learning and explain in your own words.
Learning is an active process -
As children participate meaningfully in their own learning they engage in a
process in which they can begin from what they already know, explore possibilities,
question, draw conclusions and reflect on outcomes. It is essential that children are
given the opportunity to progress through the various stages of the process in order
that they can make sense of the learning for themselves and make new connections.
Learning by Doing.
Learning is a consequence of experience –
Children learn to transfer the learning to situations they may encounter in
their everyday lives and to the decisions and choices that they make. Active
participation in learning is therefore significant in helping children to acquire health
related messages and to put these into practice in their own lives. Similarly, as they
learn the meaning of responsible citizenship they are encouraged to take steps to
become active participants in their own communities.

6. PRINCIPLES OF TEACHING 1.1
Student Activity # 5
On Selection and use of Teaching Strategies
Draw the following graphic organizers, and explain each briefly.
A. DESCRIPTIVE PATTERN ORGANIZER B. TIME SEQUENCE PATTERN
ORGANIZER
C. CONCEPT PATTERN ORGANIZER D. CAUSE-EFFECT PATTERN FOR
NEGOTIATION
IDEA
IDEAIDEA
IDEA
MAIN IDEA
[ CAUSE ]
EFFECT
EFFECT
EFFECT
EFFECT
CONCEPT
Characteristics Characteristics
Characteristics
Example Example
Example Example
Example Example
Example
Teach and
introduce new
skill
Improve
accuracy of the
new skill
Practice new
skill
Increase
accuracy of the
new skill
Master new
skill

7. PRINCIPLES OF TEACHING 1.1
Student Activity # 6
On Classroom Management and Discipline
“Classroom management is not teaching; it is a necessary condition to teaching.”
Answer the following:
1. How to prevent disciplinary problems?
There are two main strategies teachers need to maintain order in class. One is
a proactive approach to discipline. These are things you can do before an issue
flares up in your class. The second strategy is reactive. These are appropriate
responses and plans teachers use after a bad behavior has emerged in class. The
key to engaging students I learning from the moment the bell rings is excellent and
comprehensive preparation for the class.
So as a teacher:
 She should over-plan the day and leave no time for distraction
 Start off right and stay on task for the entire class period/school day
 She must help students become effective problem solvers implementing
group-oriented methodologies such as: cooperative learning approach,
team learning, peer tutoring and group projects.
 Patience, compassion, concern and caring attitude, and respect and trust
form others must be embolden to the teachers’ personal attributes. She
mustn’t give empty threats.
 Consistency and fairness are essential. She should teach self-discipline
and avoid showing unusual closeness or favoritism, and biased treatment
for some. She should treat all equally well.
 Classroom rules and the use of assessment tools and evaluation
techniques should be easy to understand and manageable for the
students.
2. What are the ways of dealing with discipline problems?
To deal with discipline problems, a teacher must:
 Begin each class period with a positive attitude and high expectations.
 Watch your students as they come into class.
 Recognize the warning signs of disruption and use nonverbal gestures to
dissuade them from mischiefs.
 Use verbal reinforce that encourage good behavior and discourage bad
tendencies.
 Try to use humor to diffuse situations before things get out of hand.
 Award merits for good behavior and demerits for inconsistences and
lapses.
 Give students the freedom to express or explain agitated feelings and
misgivings rather than censure them right away.

8. PRINCIPLES OF TEACHING 1.1
Student Activity # 7
On Methods of Teaching
Applying the concepts about methods learned; answer the following in your own
understanding.
1. How can you evaluate or assess the method you employ or use?
The self-evaluation is often effective when teamed up with a performance
review. The teacher is asked to judge his own performance. One of the benefits
of a self-evaluation is that a teacher can compare the self-evaluation to the
student's own appraisal and see the areas where there is a discrepancy in an
understanding of teacher performance. A checklist evaluation method is
simplistic but effective. It consists of a series of performance questions that are
traditionally given the option of yes or no.
2. When do you consider yourself “actually teaching” the days lesson?
Prove your answer.
Good teachers share one special quality.
You are “actually teaching” when:
 You will be able to control your class better and gain more respect from
them;
 You are giving a variety of interesting topics and activities that they
would become more motivated and interested during the class
discussion; and
 You have explained exactly what they are expected to learn in a
particular lesson.
3. From your own daily experience, why is well-planned method
important?
The priority is learning. As a teacher, you have to be well-versed and
well-planned for each one of your lessons. You have to be able to over prepare,
meaning that you have enough material to last longer than the designated time
allotment. Sometimes your lessons are real quick and you finish way before
you expected to. Other times, the students have a difficult time with your lesson
so you need to slow it down, review, or even revise your lesson in mid-stream.
There is nothing better than a teacher who wants and loves to teach and looks
forward to going to school each and every single day. There is a problem,
however, if a teacher doesn't love her work or hates going to school.

9. PRINCIPLES OF TEACHING 1.1
Student Activity # 8
On Motivation
“One of the greatest challenges the teachers face today is
how to motivate students to learn.”
1. Briefly show how you motivate the students in your class:
a. Before starting the lesson
First, spread excitement like a virus before starting your lesson. A catchy
trivia that relates to what you are going to teach will do before explaining the
concept to the students.
b. At the start of the presentation of the lesson
By using a variety of teaching methods that cater to all types of learners,
you must show enthusiasm with your subject matter, help students grasp it
(ex. Volunteer information) and make your lesson presentation
unconventionally yet fun.
c. During the lesson proper
Anything is important. During the lesson proper, make an effort to gain
their trust and do anything to motivate them so that they will willingly decide
you’re worth listening to. Make sure you are teaching to all the learning styles
in your classrooms. With this, students will likely to engage in learning when
they see value in what they are learning.
d. At the completion of the lesson
Competition is a great way to motivate students. Take actions on what
you have just discussed. Assess if they have learned what you were
teaching by providing the students examples, a group activity or even a short
quiz. Lastly, don’t forget to praise students in ways big or small.
2. Why motivation is an integral part of teaching method?
The thing about students is that they are exposed to so many different
people acting as 'teachers' in their lives. Motivation is an integral part of
teaching method in order to devise daily lesson plans, as well as course-
wide objectives, that encourage students to think critically whatever activity
is going on in the classroom.

10. PRINCIPLES OF TEACHING 1.1
Student Activity # 9
On the Techniques of Questioning
1. Interview an elementary grade teacher. Ask what kind of questions
he/she ask more often and why. State the subject and grade level.
Subject: English
Grade Level: K4
The kind of questions that the teacher usually asks are question that
increases attainment, enhances retention and encourages participation to the
students. The use of appropriate verbs from the Bloom’s taxonomy of the
cognitive domain are also used using a mix of different types of questions
whether open or closed questions, and “yes” or “no” questions with an
additional question. Sometimes, she also asks “leading questions” which help
students follow the course goals.
2. Write 10 divergent questions. Was it easy to prepare?
A divergent question is a question with no specific answer, but rather
exercises one's ability to think broadly about a certain topic.
Example of divergent questions are:
1. Can you imagine the world without happiness, what would it feels like?
2. Suppose you are an astronaut, would also walk to moon like what
Armstrong did?
3. What predictions can you make regarding the pork barrel issue today?
4. Would the Pyramid of Giza exist if the Pharaoh has not died?
5. How might the life in the year 2050 differ from today?
6. If Dinosaurs exist today, would you play with them?
7. If your friends steal money from your classmate, would you also do it?
8. Would you believe that Albert Einstein is the smartest scientist of all
time? Why?
9. Are you in favor of the independence to be granted to the MNLF?
Explain your view.
10. Do you believe that your ancestors are monkeys according to Charles
Darwin?
3. Why should we allow a 1-minute wait-time for the learners to
answer questions?
Before questioning a student, the teacher must pose the question first
before identifying someone to respond so that they will be prepared to answer
every question.
It is important to allow plenty of “think time” before expecting students
to respond so that students will not find it uncomfortable or hard to answer the
question. An extended wait time help students to use the time to write down or
to think thoroughly the answers they have composed.

11. PRINCIPLES OF TEACHING 1.1
Student Activity # 10
On Individualized Teaching Methods
1. Distinguish Writing Journals from Narratives
Journal refers to a daily record of happenings, as a diary, while
narratives are an orderly account of a series of events presented to a
reader or listener in a sequence of written or spoken words, or in a
sequence of (moving) pictures.
2. Briefly explain why independent study is already part of the K to 12
Enriched Basic Education Curriculum Program?
Many children simply cannot get the individually focused and
flexible learning they need in a traditional classroom. Parents and
educators who choose K¹² understand the great potential of an
individualized education. This Individualized Learning Plan is designed
for each child to ensure a customized program that fits each child’s
unique strengths, weaknesses, learning styles and aptitudes. It enables
individualized learning to happen anytime, anywhere. The school itself
provides daily lesson plans that automatically update as the child
progresses, as well as delivering announcements, online school
discussions, and communication and support tools to tie the experience
together.
3. Suggest at least 5 topics for a Specialist to talk in your class.
1. Symposium on Drug Abuse and Alcohol Consumption
2. Health and Nutrition
3. National Career Development
4. Disaster Preparedness Symposium and Earthquake Drill
5. Student Engagement in Community Service

12. PRINCIPLES OF TEACHING 1.1
Student Activity # 11
On Group-Based Teaching Methods
1. What is Cooperative Learning? Give its Instructional Characteristics.
Cooperative learning refers to a set of instructional strategies which include
cooperative student-student interaction over subject matter as an integral part of the
process. It provides the opportunity for students to learn academic skills and care
about the feelings and needs of others in their groups.
The five key elements which define characteristics of cooperative learning:
1. Team formation –students of different abilities, mixed ethnicity and gender.
2. Positive interdependence – the gain of one student is associated with gains
for other students; team has same goal; positive interdependence can take
several different forms.
3. Individual accountability – contributes to academic gains; contribution of
each individual is made known to the team; can take several forms: reward
accountability (i.e. team grade based on individual test scores), task
accountability (i.e. each student accountable to group for her portion of the
project).
4. Social skills – are developed and practice based on the structures used;
students can learn how to listen to each other, resolve conflicts, set and revise
agendas, keep on task, and encourage each other; time devoted to review
group process which can be done individually and as a team, i.e. did we help
each other? Did we ask for help if we needed it? Did we all participate?
5. Structuring and structure – a critical component; task structures are created
when no one individual can complete the learning task alone (e.g. think-pair-
share, jigsaw, round robin paraphrasing, group products); reward structures
are created by making grades dependent on each other (e.g. team scores are
a sum of the improvement scores of individuals).
2. Define Field Studies as a Teaching Methodology; enumerate its
Instructional Characteristics and limitation.
It is one of the outdoor education methods which, according to Watts, are
rooted in fields such as philosophy, epistemology and naturalism focusing on the
environment as a learning field.
5 HISTORICAL SITES
5 LEARNING
CENTERS
5 NATURE VISITS
1. Monuments
2. Museums
3. Antique Stores
4. Old Buildings
5. Preserved Heritage
Sites
1. Library
2. Computer laboratory
3. Science laboratory
4. School parks
5. Audio-visual Rooms
1. Zoos
2. Seaside
3. Wetlands
4. Wildlife Areas
5. National Parks

13. PRINCIPLES OF TEACHING 1.1
Student Activity # 12
On Instructional Devices
DESCRIBE WHAT ARE TECHNOLOGY-AIDED STRATEGIES?
Technology-aided strategies are aimed at providing valuable experiences
through instructional devices that can be viewed and heard. The use of
‘Technology in Education’ to improve the teaching efficacy. There is a growing
awareness amongst the teacher community about the effective use of technology
as a pedagogical tool to enhance classroom instruction and student engagement.
TYPES OF AUDIO-VISUAL MEDIA
A. Print materials such as:
 Instructional Materials
 Library Books
 Reference Books
B. Models, miniatures and mock-
ups such as:
 3D replica of objects
 Real objects
 Graphs, chart and maps
 Miniatures
C. Bulletin Boards and
Chalkboards
D. Projected still pictures
 Slides and filmstrips
 Overhead Transparencies
 Opaque Projections
E. Audio-video Media
 Radio and DVD’s
 Tape Recorders
F. Television Set
G. Computers
H. Laboratory Apparatus
ENUMERATE ALL THE
TECHNOLOGICAL DEVICES
AVAILABLE IN YOUR SCHOOL.
Projectors
Desktop Computers
Cameras
Television Set
Microscopes and other laboratory
paraphernalia
ARE THEY MAXIMALLY USED?
HOW ARE THEY PROTECTED?
They are rarely used to the college
students and it depends on the teachers
if they would use these technological
devices.