This document discusses effective teaching methodologies. It recommends incorporating 3-5 minutes of relaxation between subjects to reduce student stress and anxiety. During this time, teachers can give recognition, updates, announcements, and friendly conversation to engage students. It also advocates starting new lessons with a "motive question" to trigger student thinking, and using exploration and discussion to keep students actively involved in learning. Lessons should include enrichment to convince students of real-world applications and build appreciation. Evaluation should assess higher-order thinking rather than just recall, and allow student self-pacing to enhance cognitive engagement.

1. THE WAY OF TEACHING- REFLECTIONS ON TEACHING METHODOLOGIES
BY: BOYET B. ALUAN
WHY IT IS NECESSARY TO HAVE TIME FOR RELAXATION?
Relaxation is differing from motivation. In the Philippines, subjects are scheduled,
handed with different instructors, and are transitioned. Timely teachers go in and out the same
with the subject they had being taught. Human minds are like computers, they needed to relax
and to refresh both need to rest, resting for a moment of time. Most of the teachers come inside
the classroom with their prepared lesson plan overnight and of course ready to execute,
eventually some teachers starts their lesson neither presenting it to the very start nor with a
surprise test; written or orally, a catastrophic events students horror. Imagine if you have ten
subjects attended everyday in that manner. Whoa it’s nightmare.
Our concern encourages three to five minutes period of relaxation for every subject
interval or whenever subject transit. From there on teachers as well as their students have
opportunity to relax, to re-touch and to refresh both mind and body. It will help them to reduce
tensions; stress and anxiety develop from previously experience time on their subject and
lesson after shock, and reasonably feel comfortable to performs and participate in whatever
classroom discussions and activities.
Authors recommend the use of the followings:
a. Giving recognition-recognize those who performs well during your last sessions, quiz,
exam, those who won games inside and outside the school etc.
b. Updates- maintain your students updated and always on the go on certain changes in
school policies, rules, and procedures.
c. Announcements-well knowledgeable students known what will happen inside and out
side their school such events and activities being prepared or ready to get underway
d. Town news- to build community linkages.
e. Friendly talks and chikkas- a good teachers who cares, knows something about their
pupils.
So teachers be creative and humorous, as soon as possible engages your students in the
discussion and do not just dominates this time. Our aim is to make them well relaxed and
relieve from tension and fear particularly boredoms in English speaking subjects and dull time.
THE NEEDS OF RECALLING PAST LESSON:
Actually it was optional and accords to the topic to be taught. Some teachers used this
term to check if learners learned the topic from previous lesson. Yes this is sounds good if they
asked the poor performers and seldom bright students. We should remember the rules in this
phase, recall is used when the need arise to present new lesson. Thus from this activity

2. students can be able to generate ideas on what will happen next otherwise it is not therefore
needed.
This design features the following in presenting new lesson (motive question, exploration,
enrichment, application and evaluation).
HOW CAN WE START A LESSON USING A MOTIVE QUESTION?
Motive question usually utilized in teaching English ―pangganyak na tanong ‖ in Filipino.
Teacher either post question/s and/or generate questions from students that will trigger their
mind about the selection to be presented. Students then are allow guessing the answer/s and
are corrected after the discussions. Motive question will be a part of this method allowing
students to think –a cognitive intuitive process. It depends upon the teacher on how well s/he
prepares materials to motivate and trigger the minds of his/her students and keeps them
motivated. We should not forget to contemplate our students when giving their ideas.
EXPLORATION ALTERNATE DISCUSSION
Exploration and discussion are of twin brothers. We discussed while they explore, they
explored while we discuss students feel and got bored if they only using auditory in learning
more so if they will getting to learn only by viewing in an uncomfortable seat, and seating
arrangement while their teacher speaks in front. With this method writer believes that students
can learn best by exploration rather by direct instructions
In this process they will be given problems to solve and to look for pattern to search and
to construct concepts and ideas or maybe they can read a related topics supplied by the
teacher. Followed by answering motive question and follow-up discussion to build generalization
and discovering and or getting the big ideas.
IDEAS WITHOUT PROPER ENRICHMENT DIDN’T LAST FOR LONG
Remember that our main purpose for teaching is to facilitate learners to gain a life long
learning. This statement was anchored with Thorndike’s third laws of learning—the law of
exercise. We also added the idea of giving importance to those pioneer who began those
concepts being studied, its origin and of another references.
In this phase, teacher, can give extra-ordinary exercises: for slow performers, average
performers, and superior performers. This is also a special time to discuss how the concept is
being used in business, science economics, etc., when it was discovered and who discovered
the concept. From then on we can develop students’ appreciation and aspiration.

3. THE CALL FOR APPLICATION TO CONVINCE EVEN THE MOST SKEPTIC STUDENT THAT
MATHEMATICS IS REALLY USEFUL:
Teaching a subject particular o mathematics, teachers emphasizes computational skills,
ideas and problem solving. It was presented and usually discussed to make the general
concepts clear and understandable. Evidenced are tested and are enriched in phase 3c in order
to convince our students the usefulness of the lesson for every subject. It is then a requirements
to show real world problems for which lesson can be apply for. Teacher should see to it that
most of the application are simple enough but covers the essence and accuracy of the lesson
plus a most challenging problem to diminish behavioral problems. Topics can be derived from
books, professional journals and magazines as well as news papers.
EVALUATION TELLS FEEDBACK
Learning outcomes that are congruent to the instruction gives sound results. The point is
we have to remember that brains can recall ideas easily if it happens just a time around.
Similarly short time learners cannot easily recall facts, principles and information if there is
relatively long time interval. To remedy this problem teacher must design an
authentic/performance based assessment rather that traditional facts of recalling types of
evaluation. Constructive and reflective essay is the most preference in this regards. Students at
the same time can also practice English sentence construction and are allowed to create new
ideas from the content taught. Using rubrics design by teacher and student is advisable rather
than letting the teacher to score alone.
TO DO’S; STUDENT MUST WORK AT THEIR OWN PACE
Teacher offer lesson parallel and extend the development of the concepts studied during
class hour. It is an assignment at home that well enabled students to enhance cognitively in
using, performing and actualizing concepts/big ideas or skills being learned from the lesson.
This must provides an opportunity for concepts and facts analysis, extend investigation and
exploration to seek another way to solve the problems. The goal of this phase is to let students
engage in the lesson so students will have fun while they are learning by doing intuitively.
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