Principles Finals 1

Principle 12: Feedback of Communication

Communication lies at the heart of effective teaching and learning. It is impossible to talk about the principles of teaching without highlighting the importance of communication and feedback.



 

Principle 11: Helping the Students to Time Management

Assignments, tests, notes, homework, examinations, evaluations, attendance. There are a lot of things that the students have to take care of and not just for one subjects.

Principle 10: Principle of Linking in Real life

Our society is the base of our education. Therefore, every subject taught in the school must be linked to the everyday life of the students.

Principle 9: Principle of Active Participation and Cooperation

Teacher and students must help each other to carry out the task of teaching learning process as they will all share the common interest.

Principle 8: Principle of Flexibility, Adaptability, and Betterment

Teacher has to follow must be flexible. It should change according to the needs of the classroom situation.

Principle 5: Establish a rapport between the students and the teacher

Student must feel at ease and they should feel more comfortable for them to be able to engage in the learning process.

Principle 4: Principle of Motivation and Inspiration

More often than not, students feel demotivated. Teachers must reaffirm their faith and inspire them to do better.

Principle 3: Planning

The success of teaching depends on the planning and execution of the teachers in class.

Principle 2: Creating an Active Learning Environment

A classroom should be a platform for dialogue among students and teachers.

Principle 1: Definite Goal/Objective

A clear set of objectives makes the phases of the teaching and learning process easy to plan and execute the discussion with the learners.

DepEd Memorandum No. 392 2010

Orders teachers to avoid giving assignment to students on Friday, citing parents’ complaints about the heavy weekend student load of their children.

Prelearning

Homework is a preparation for an in-depth discussion of the next lesson by getting an introduction or a background.

Checking for Understanding

Teachers gain insight into student learning.

Practice

Homework is an opportunity for practice of rote skills such as multiplication tables, spelling words, or facts.

Processing

Homework is used when teachers want students to reflect on concepts discussed in class, integrate and apply learned concepts and skills in real life.

Involving as many as possible

Distribute your questions to as many students.

Assessing comprehension

Ask questions to test comprehension

Allowing for sufficient wait time.

\-       Wait time refers to the pause needed by the teacher after asking a question.

Asking open-ended questions.

\-       Asking divergent questions to develop higher-order-thinking skills.

Requiring abstract thinking

\-       Going beyond simple recall questions.

Sequencing logically.

\-       Ask related questions from simple to complex.

Rephrasing.

If question was not understood, simplify it or ask it in another way.

Calling on non-volunteers.

\-       Don’t just call on those who raise their hands.

Asking non-directed questions.

\-       Don’t direct your question to just one student, direct the question to all.

Evaluative

requires judgement concerning the subject of focus.

Convergent

\-       have only one acceptable answer.

Divergent

\-       are open and may have more than one acceptable answers.

Varying types of question.

\-       Ask convergent, divergent, and evaluative questions

Divergent Question

Why are you voting for him?

Divergent Questions

\-       Require respondents to think in “Different Directions”.

Convergent Questions

When does lunar eclipse occur?

Convergent Questions

\-       Require a simple predictable answer.

Convergent Questions

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\-       Defining, stating, interpreting, summarizing

High Level Questions

\-       Why does temperature rise towards noontime?

High Level Questions

\-       Call for a respondent’s ability to analyse, evaluate, and solve problems.

Low level Questions

Define energy.

Low level Questions

\-       Memory questions or those that require simple recall.

For Instructing

What are the steps in performing an experiment?

For Instructing

\-       Asks for useful information.

\-       Directs, guides, and advises on what and how to do an activity.

For Motivating

\-       Did you ever train a pet?

For Motivating

\-       Number of questions about the topic can serve to arouse their interest and focus attention.

For Productive  Thinking

How can we apply the law of Conservation of Energy?

For Productive  Thinking

\-       Cognitive reasoning.

\-       Analyses facts, recognizes patterns or trends, and invokes memory and recall.

For Evaluating

Was your teacher’s slide presentation well done?

For Evaluating

\-       Elicits responses that include judgements, value, and choice.

\-       Asks personal opinions about an event, a policy, or a person.

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For Creative Thinking

\-       How will you present the layers of the earth to your class?

For Creative Thinking

Probes into one’s originality

For Verification

Why is lightning seen before thunder is heard?

For Verification

\-       Determines the exactness or accuracy of the results of an activity or performance.

For Assessing Cognition

Why is sound heard louder when underwater than out of it?

For Assessing Cognition

\-       Determines one’s knowledge in understanding.

\-       Promote high level thinking.

Seatwork and Teacher-led Activities

\-       Student attention during presentations, student participation, talking among students, obtaining help, out-of-seat behaviour

Group Work

\-       Has positive impact on student achievement, interpersonal relationships and attitudes about learning.

Use of Materials and Equipment

\-       Clear your rules and procedures on the distribution and collection of materials.

Unanticipated Transitions

\-       Prepare yourself and your classes for such eventualities.

\-       Explain your expectations for dealing with unanticipated interruptions.

Solving Post-lesson Transitions

\-       Allow you time to shift to the next activity.

Solving Transitions during the Lesson

\-       Supplementary exercises

\-       Tutor students in need of help

Solving Pre-lesson Transitions

\-       Attendance, announcements, material distribution, and homework.

\-       Use the first and last few minutes to encourage creative thinking.

Transitions

\-       Management of most instructional interruptions is fully within the teacher’s control.

Student’s desks grouped so students face each other.

\-       This format is wonderful if you have desks because you can arrange them from traditional rows into groups and back again.

Students at tables face front of room.

\-       Situate chairs around tables so that students do not have their backs facing you.



\-       Ideal for cooperative learning activities in groups invites dialogue.

Students face center of classroom

\-       Students face the center where you are facilitating classroom discussions.

\-       Outer area is ideal for skills, role playing, and student demonstration.

Students in rows face front of classroom

\-       Traditional rows in columns are ideal for establishing classroom management.

This arrangement allows students to focus on you when you are lecturing

Semi-permanent Arrangement

is one where they are arranged in four rows with six to eight in a row.

 



Seating Arrangement

\-       Deserved foremost consideration since the students stay in each at the longest during the day.

Furniture Arrangement

\-       Physical features in the classroom must be located in areas where the contents could be viewed well and be made available for use.

Redirection

\-       Teacher finds something else for the child to channel their energies into or involve them in another activity.

Removal of Seductive objects

\-       Teacher removes any object that distracts students’ attention.

Signal Interference

\-       Teacher uses nonverbal technique to interfere with students’ unacceptable behaviour.

Planned Ignoring

\-       Teacher simply ignore the disruptive behaviour in order not to feed the student’s desire for attention.

Proximity Control

\-       Teacher goes near students who are misbehaving or about to misbehave.

Home Contingency

\-       Making parents aware of the positive and negative behaviors of their children by the way of a note, a phone call, or a visit.

Group Contingency

\-       Group of students meets the behavioural criterion to earn credit.

Direct Cost

Involves those interventions that involve a direct and concrete consequences for misbehaviour

Tangible Recognition

  Includes those strategies in which students are provided with some symbols or token for appropriate behaviour.

Teacher Reaction

\-       Includes verbal and physical behaviors of teachers that indicate to students that their behaviour is appropriate or inappropriate.

Assertive Discipline

\-       Structured, systematic approach designed to assist teachers in managing an organized, teacher-in-charge classroom environment.

Assertive

Discipline is both a responsibility of the teacher and the students.

Authoritarian

teacher has total control of discipline.

Laissez Faire

Teachers’ control is no more as students are allowed to “Let do”.

Discipline/Classroom Control

\-       Begin with teacher’s total control of students becoming less with increasing students’ participation until teachers’ control is no more.

Students’ Varied Background

\-       Students bring to the classroom a surprising record of individual attitudes, interests, and abilities

Teachers’ Poor Management Skills

\-       Teachers’ lack of adequate knowledge and skills in handling occurrences of misbehaviour likewise contributes to a trouble-prone setting.

Unfavorable Learning Conditions

\-       Impinge on the learners’ abilities, needs, and interests.

·         Apply/Transfer

\-       Application of concepts, skills, and attitudes learned in real life.

·         Deepen

\-       Deepen the student thinking by surveying the class, ask for summaries, etc.

Firm Up

\-       Affirm the correct concepts or skills that they know

Explore

\-       Find out what your students know and not know about the lesson

Self-Knowledge

Be aware of, realize, recognize, reflect, self-assess

Empathy

Assume the role of, be like, consider, imagine, role-play

Perspective

Analyze, argue, criticize, infer, contrast.

Application

Adapt, propose, invent, solve, produce, design.

Interpretation

Create analogies, critique, document, evaluate, illustrate, judge.

Explanation

Demonstrate, describe, design, exhibit, instruct.

\-       Curriculum Objectives

Expressed in terms of specific knowledge, skills, and values which are expected to be taught and learned.

\-       Essential Questions

Open-ended, provocative questions that spark thinking and inquiry into the essential meanings and understandings.

\-       Essential Understanding

Big and enduring ideas at the heart of the discipline which we want children to remember even long after they leave school.

Performance Standards

level of proficiency with which a student can demonstrate what he/she knows and what he/she can do.

Content Standards

what students should know and be able to do.

Reflective

\-       Make students reflect on what they have learned and how they have learned.