RONE RAY M.

PORTACION, MAEEd

Instructor, Crash Program Education

Medina Foundation College
MT I, Sapang Dalaga Central Elem. School
District of Sapang Dalaga
Division of Misamis Occidental

The principal elements that make teaching

and learning possible and attainable are the
teachers, the learners and a conducive learning
environment. Without one there could be no
teaching, nor will be learning of a desired
objective. Only when a positive relationship exists
among them can teaching and learning occur
with precision and predictability.
The teacher serves as the prime mover of
the wheel while the learners are the key
participants in the learning process. The
favorable
environment
provides
essential
features and ingredients that could make a
headway in guiding the processes and
methodologies needed for a smooth linkage
among the three.

THE LEARNER
The learner is an embodied spirit.
He is a union of a sentient body and a
rational soul. His body experiences
sensations and feels pleasure and pain.
His soul is the principle of spiritual acts,
the source of intellectual abstraction,
self-reflection, and free rational volition.
Body and soul exist in mutual
dependence. (Kelly, 1965) as teachers
then, let us care for the embodied spiritlearner. Let us feed his/her body as well
as his/her spirit.

The 20th century has been considered

by various experts as the century of the
child because so much has been learned
from their nature and development that a
lot of children have been greatly improved.
Before the establishment of child-centered
schools of Pestalozzi, Herbart and Froebel,
the child had the right to listen but not to
be heard. However, due to the result of
various studies made regarding the nature
of the child, children are now given the
rights and privileges that they should
enjoy as legitimate members of the
society. Children are known to be

The Fundamental Equipment

of the Learner

Cognitive Faculties the five

senses, instinct, imagination,
memory, and intellect

Appetitive Faculties feelings

and rational will

Five Distinguishing Elements of Learners

1. Ability the capacity to understand and
assimilate information for their own use and
application.
2. Aptitude the students innate talent or gift
3. Interests activities taken due to a strong
appeal or attraction
4. Family and Cultural Background different
socioeconomic background manifest a wide range
of behavior due to differences in upbringing
practices
5. Attitudes unique ways of thinking and
reacting
a. Curiosity

Psychological
Characteristics of the
Child
1.Children are interested to
learn.
2.Children need immediate
goals (short term goals)
3.Children need routine
4.Play plays a vital role in
child development.

Needs of a Child (Abraham Maslows

Hierarchy of Human Basic Needs)
1.Psychological Needs hunger, thirst,
breathing
2.Safety and Security Needs protection
from injury, pain, extremes of heat and
cold.
3.Belonging and Affection Needs giving
and receiving love, warmth and affection
4.Esteem and Self-Respect Needs feeling
adequate, competent, worthy, being
appreciated and respected by others.
5.Self-Actualization Needs self-fulfillment
by using ones talents and potentials.

Understanding Childrens
Behavior
Development of Positive Behavior Jean Jacques
Rousseau believed that by nature men are
basically good what makes man evil are the
influences of his society. To develop positive
behavior in children the following must be
emphasized:
1.Contribution children should be encouraged to
contribute because this is one way of showing to
them they are an important part of the group.
2.Responsibility children should be encouraged
to involve themselves in decision making, and be
made responsible for their own behavior and
actions within the limits of the group.
3.Cooperation children should be encouraged to

Causes of Childrens Misbehavior

The
American
Psychological
Association
concluded that a breakdown of family processes and
relationships contributes to childrens antisocial
behavior. On the other hand, Thoruton and Benning
(1993) suggested that the following family variables
affect the behavior of the child:
1.Parental Supervision and Discipline inadequate,
too lax, too strict or inconsistent and erratic
2.Parents are indifferent or hostile to the child They
disapprove many things about the child and handed
out angry physical punishment.
3.The family operated only partially as a unit, if at all,
and the marital relationship lacked closeness and
equality partnership.
4.Parents found it difficult to discuss concerns
regarding the child and believed that exerted little
influence on the child. They believe that other
children exerted bad influence on their child.
5.The parents have too much expectation about their

THINKING / LEARNING STYLES

. . . . . . . refers to the preferred way

an individual process information

Visual Learners
Tactile/Kinesthetic Learners
Global vs Analytic

Auditory Learners

Left-brain vs Right-brain

Visual Learners
These learners must see their teachers actions
and facial expressions to fully understand the
content of the lesson.
They prefer to sit in front so as no one would
block their view.
They may think in pictures and learn best from
visual aids.
They prefer to take detailed notes to absorb
information.

Visual-Iconic
Are more interested in visual imagery such as
films, graphic displays or pictures in order to
solidify learning.
Have good visual imagery
Read map better than to read a book

Visual-Symbolic
Are comfortable with abstract symbolism such as
mathematical formulae or the written word
Prefer to read a book than a map and would like
to read about things than hear about them.

Auditory Learners
They learn best through verbal lectures,
discussions, talking things through and listening to
what others have to say.
They can attend aurally to details, translate the
spoken word easily into the written word and are
not distracted in their listening ability.

Listeners
They remember things said to them and make
the information their own.

Talkers
The ones who prefer to talk and discuss

Tactile/Kinesthetic Learners
Persons who benefit much from a hands-on
approach, actively exploring the physical word
around them.
They prefer learning by doing.

Global-Analytic Continuum
Analytic
Linear, step by step processes of learning
See finite elements of patterns rather than the
whole

Global
Non-linear thought and tend to see the whole
pattern rather than particles
Gives attention only to the overall structures
and sometimes ignore details

Left-brain vs Right-brain
Left-brain
Prefers to learn in a step by step sequential
format

Right-brain
Prefers to learn beginning with the general
concept and then going on to specifics

MULTIPLE INTELLIGENCES

Intelligence. . . . . . . An ability or
set of abilities that allows a person to
solve a problem or fashion a product
that is valued in one or more cultures.

Visual/Spatial Intelligence (Picture

Smart)
Learning visually and organizing
spatially. Seeing concepts in action in
order to understand them. The ability
to see things in ones mind in
planning to create a product or solve
a problem.

Verbal/Linguistic (Word Smart)

Learning through the spoken and
written word. This intelligence was
always valued in the traditional
classroom
and
in
traditional
assessment of intelligence and
achievement.

Mathematical/Logical
(Number/Logic Smart)
Learning through reasoning and
problem solving. Also highly valued in
traditional classroom, where students
were asked to adapt to logically
sequenced delivery of instruction.

Bodily/Kinesthetic (Body Smart)

Learning through interaction with
ones environment. This intelligence
is not the domain of overly active
learners. It promotes understanding
through concrete experience.

Musical (Music Smart)

Learning through patterns, rhythms
and music. This include not only
auditory
learning,
but
the
identification of patterns through all
the senses.

Intrapersonal (Self Smart)

Learning through feelings, values and
attitudes. This is decidedly affective
component of learning through which
students place value on what they
learn and take ownership for their
learning.

Interpersonal (People Smart)

Learning through interaction with
others. Not the domain of children
who are simply talkative or overly
social. This intelligence promotes
collaboration
and
working
cooperatively with others.

Naturalist (Nature Smart)

Learning
through
classification,
categories and hierarchies. The
naturalist intelligence picks up on
subtle differences in meaning. It is
not simply the study of nature; it can
be used in all areas of study.

Existential (Spirit Smart)

Learning by seeing the big picture:
Why are we here? What is my role
in the world? Why is my place in my
family, school and community? This
intelligence seeks connections to real
world understanding and application
of new learning.

THE TEACHER
The professional teacher is the licensed
professional who possess dignity and
reputation with high moral values as well as
technical and professional competence . . .
he/she adheres to observe and practice a set
of ethical and moral principle, standards and
values. (Code of Ethics of Professional
Teachers, 1997)

Professional Attributes

1.Control of the knowledge of teaching and

learning and uses this knowledge to guide
the science and art of his/her teaching
practice
2.Repertoire of the best teaching practice
and use these to instruct children in the
classrooms and to work with adults in school
setting.
3.Dispositions and skills to approach all
aspects of his/her work in a reflective,
collegial and problem-solving manner
4.View of learning as a lifelong process and
dispositions and skills for working towards

Personal Attributes

1.Passion
2.Humor
3.Values and Attitudes
Open-mindedness
Fairness
Sincerity and Honesty
Professionalism
4. Patience
5. Enthusiasm

THE
TEACHER
The teacher is someone who
causes others to learn. He is a
person who exerts a considerable
influence in the life of other people
specifically the children under his
care.

The Professional Teacher

The Professional Regulatory Commission (PRC) has
listed teaching as a profession hence, teachers are
professionals. To be a professional, one has to
satisfy the following requisites.
1.
Must
have
passed
the
licensure
examination for the profession. In the case
of teachers, it is the Licensure Examination
for Teachers (LET).
2. Must be a member of an Accredited
Professional
Organization
(APO).
For
teachers, this is the National Organization
of Professional Teachers (NOPT) or earlier
known as the Philippine Association for
Teacher Education (PAFTE).

The Professional Teacher

3. Must continuously grow in the profession
by attending or participating in professional
development
activities
like
seminars,
workshops, conferences and other activities
that will enhance the skills and knowledge
of the professional.
4. Must abide by the code of ethics for the
profession.
In order to be included in the list of professional
teachers, you should comply with all the requirements
stated. To be a professional requires a lot of hard
work, dedication and faithfulness to the ethical values
of the profession. To be called a professional teacher is
a right, a privilege and at the same time a distinction.

Traditional School
Primary source of
knowledge
Viewed as the subjectmatter expert and sees
to it that he gets the
desired results from the
learners
Follows a rigid method
Virtually does not allow
individual differences
among the learners

Progressive School
Assumes a variety of
roles

Child-centered

Plans flexible programs

Provides a stimulating
learning environment for
the various interests and
abilities of the
pupils/students in order
to satisfy their needs

Roles of a Teacher in a Progressive

School
As a Manager. The teacher is responsible for the
effective management of various activities directly
related of the teaching-learning process. The
teacher
provides
direct
instructions,
keeps
pupils/students on task, asks appropriate questions
and emphasizes comprehension monitoring and
learning skills.
As a Motivator. The teacher should set mood of
learning by way of stimulating the interest of the
learners and gets them more involved in the class
activities.

Roles of a Teacher in a Progressive

School
As a Leader. The teacher should act as a leader in
directing, supervising, regulating, controlling and
supporting the class activities to realize optimum
results. The skill in leadership of the teacher as an
agent will enliven the interest and energies of the
learners so that the learning experiences will be
meaningful.
As a Model. The teacher demonstrates the good
traits of a person worthy of emulation as a model to
his pupils/students. He should always maintain his
dignity and self-respect when dealing with
pupils/students.

Roles of a Teacher in a Progressive

School
As a Surrogate-Parent. While in school, the
teachers are parents of the pupils/students. Parents
feel secured when they know that the children are in
good hands. A teacher who is acting a surrogateparent is like a good father who looks ultimately for
the welfare of his children.
As a Social Catalyst. The teacher as an agent of
change should make things easy for the process of
change. A social catalyst creates a group of interrelated
and
interdependent topics
for
the
pupils/students in the classroom. She must always
assist the learners in the process of good love how
to see, how to feel, how to think and how to love.

Roles of a Teacher in a Progressive

School
As a Facilitator/Instructor. The most important
task of a teacher is to facilitate learning among his
pupils/students. All other tasks a teacher does are
part of his sworn duties and responsibilities.
As a Guidance Counselor. Every teacher should
act as a guidance counselor. While every school has
a
guidance
counselor
that
should
help
pupils/students acquire insights and understanding,
abilities, attitudes, behavior and appreciation
necessary to act intelligently and effectively in
dealing with problems of everyday life, the teacher
is in constant contact with her pupils/students
almost everyday during school days, and therefore,
she can integrate some guidance pointers to

THE TEN COMMANDMENTS OF TEACHING

1.Thou shall know thyself
2.Thou shall know thy students
3.Thou shall know thy subject-matter well
4.Thou shall respect thy students as persons
5.Thou shall motivate thy students to learn
6.Thou shall communicate effectively
7.Thou shall circulate
8.Thou shall avoid talking too much in the class
9.Thou shall evaluate learning outcomes regularly
10.Thou shall do what you say

THE 8 BE ATTITUDES OF A TEACHER

1.Be Competent
2.Be Concerned
3.Be Creative
4.Be Consistent
5.Be Open
6.Be Patient
7.Be Positive
8.Be Yourself

Professional
Qualities of a
Teacher

1. A professional teacher must have a deep

understanding of the theoretical knowledge
about learning and human behavior.
2. A professional teacher demonstrates
attitudes that foster learning and genuine
human relationship.
3. A professional teacher must have a
mastery of the subject matter.
4. A professional teacher must possess
competencies in the use of teaching skills
that facilitate student learning.
5. Professional teachers must have personal
practical knowledge, too.

Personal
Attributes of
Good
Teachers

Intelligence
Of course everybody has intelligence, be it
high, average or low. Perhaps, teachers must
develop one of Howard Gardners Multiple
Intelligences. Good teachers are those who
possess average to high intelligence. The
better teachers are those with high intelligence
quotient (IQ) and must exhibit one or more of
the multiple intelligences identified by Gardner.

Being intelligent means that one has foresight,

a high level of understanding and mental
capacity and a lot of common sense.

Emotional Stability
Aside from having a high intelligence quotient
(IQ), a person who will make a good teacher
must also have high emotional quotient (EQ).
Are you easily upset by petty things? Do you
worry a lot? Do you find difficulty in adjusting
to new situations? Do you panic when
pressured?

If your answers to the above questions are NO,

then, you must be calm and composed, and
sure of yourself. You must be cheerful and
optimistic, self-controlled, patient and level
headed. You will make a good teacher!

Resourcefulne
ss
A resourceful person is one who is imaginative,
creative and makes original products. He or
she can easily find ways to solve a problem by
making do with what is at hand, and can
stimulate others to make use of available
materials, time and resources. The words
inadequate and lacking are never in this
persons vocabulary. He or she can always be
depended upon in times of difficulty and
hardship and can make big things happen
using limited resources.

Considerateness and
Compassion
A person who is kind, friendly, courteous,
helpful, thoughtful and tolerant is liked by
many. This is the person who looks beyond
oneself and is aware that no one is an island.
This person feels what others feel. He/She is
patient, polite, good-natured and tactful in
his/her dealings.

Buoyancy
A buoyant person survives difficulties, knows
how to balance life amidst adversities and
always looks at the positive side of life. This
person has high interpersonal intelligence and
a good sense of humor; is cheerful and very
popular. Alert, carefree and gregarious, such a
person loves the company of other people.
Indeed, this person makes a good teacher!

Objectiveness
An objective person does not make judgment
unless sufficient evidence is presented. This
person puts aside personal considerations in
the search for truth, constantly looks for
explanations and gives equal chance for all to
be heard.
When confronted with a critical situation, do
you always think that your suggestion is
correct? Do you see other suggestions as
different and inferior to yours? Do you find
yourself giving extra favor to others who are
close to you? If your answer to these questions
is NO, then you are an objective person.

Self-Motivation and
drive
Individuals who succeed in life and in

their
chosen career are those who are self-driven
and self-motivated. They have the physical
vigor to do their job. They never leave any
assigned task unfinished and they perform at
their best. They do their work without being
supervised. They are goal-oriented and they
seek various avenues to accomplish their
goals.
In contrast, some people are laid-back. They
are externally motivated and are easily
discouraged. They are slow in action and lack
endurance. They lack a sense of urgency and
need to be pushed all the time.

Dominance and self

Do you believe in yourself and what you can do? Can
confidence
you work alone by yourself without asking the help of

others? Are you determined to accomplish what you set

out to do? Are you decisive or do you waver in your
decisions? Do you believe in the saying no guts, no
glory?
A yes to these questions reveals that you have selfconfidence and will make a good teacher. Some of the
characteristics of a dominant and self-confident person
include
courage,
decisiveness,
determination,
assertiveness, and self-reliance. Dominance may
connote a negative meaning but some form of control
tempered with compassion and consideration are
necessary qualities of teachers in order for them to
succeed. A self-confident person is intelligent,
emotionally stable, resourceful, fair, enthusiastic and
tolerant. He/She knows what he/she is doing.

Attractiveness &
Pleasantness
Is your physical appearance important to you? Do you
attract attention in a crowd or doesnt anybody notice
you? Attractiveness is very important because a teacher
serves as the most important visual aid in the
classroom. The person has to be neat, clean, charming
and well-poised. The person has to carry himself/herself
well and must be appropriately dressed from head to
toe.
Some persons are attractive but not pleasant. When a
teacher is attractive and pleasant, he or she gains the
respect not only by students, peers, superiors, parents
and the whole community.

Refinement
Good taste and social graces bespeak of a refined
person. Refinement is not inborn but is cultivated and
influenced by the people and the environment where
one lives. It is greatly influenced by nurture rather than
by nature. Refinement is manifested in your demeanor,
actions, body language and words. The choice of
clothes, words to use, actions to take are dictated by the
upbringing and breeding of a person.
People come from varied home backgrounds yet, there
are standard behaviors acceptable in society which are
usually learned at home and in school. Good deportment
is one example.

Cooperativenes
Unity in diversity is a paradox. We are different from
seach other, yet we have to work together for the welfare
of the learners. To be a good teacher, one has to be
cooperative, friendly, generous, adaptive, flexible, and
responsive, trustful and charitable. These are qualities of
individuals who possess the innate value of cooperation.
Cooperation does not make others dependent but rather
empower others to become independent.
Cooperation is democracy in action. If you are
cooperative, you are willing to share responsibilities as
well as privileges.
Your success is everybodys success. There is more
giving than receiving. There is no me nor you, but
we. If you have a sense of cooperation, you are a
charitable and generous person, responsive to the needs
of others.

Reliability and
Dependability
Are you a person others can lean on for
support? Are you honest and sincere in words
and in action? Are you consistent in your
actions and your responses? These are also
positive characteristics which teachers should
have. We need reliable and dependable
teachers in our schools.

THE LERNING
ENVIRONMENT

The learning environment is the

place where teaching and learning takes
place in most effective and productive
manner. It consists of the classroom and
all instructional features and the nonthreatening classroom climate needed in
planning and implementing all teaching
and learning activities.

Includes the following:

1.Arrangement of furniture
2.Physical condition of the classroom
3.Classroom proceedings
4.Interactions

A Facilitative Learning Environment

Pine and Horne described the learning

environment that facilitates learning. It is an environment:

1.Which encourages people to be active

2.Which promotes and facilitates the individuals
discovery of the personal meaningful idea
3.Which emphasizes the uniquely personal and subjective
nature of learning
4.In which difference is good and desirable
5.Which consistently recognizes peoples right to make
mistakes
6.Which tolerates ambiguity
7.In which evaluation is a cooperative process with
emphasis on self-evaluation
8.Which encourages openness of self rather than
concealment of self
9.In which people are encouraged to trust in themselves as
well as in external sources
10.In which people feel they are respected
11.In which people feel they are accepted

PRINCIPLES OF
LEARNING

Ways of Learning
L Listen. The learners need to listen to those with whom
they can extend their knowledge. They must also listen to
their inner voice and feel how such voice echoes deep
within.
E Evolve. Learning must change the learners from one
form to the other. It means that the need to follow the ladder
of knowledge. They do not just confine themselves to
acquiring mere facts. Rather, they create their own personal
ladder of knowledge and start their journey from ignorance
to wisdom.
A Adapt. The learners change their cognitive structures in
order to accommodate new bits of information. They
monitor, regulate and modify their own thoughts and create
new avenues for transformation.
R- Reciprocate. The learners are able to recognize their
personal worth and contribute to the welfare of the majority.
It means that they are able to transcend what they have
learned and use it for the benefit of all.

Ways of Learning
N Network. The learners do not limit themselves to the
confines of the classroom. Rather, they go out and explore
new horizons and acquire novel experiences as they share
their learning to others.
I Integrate. The learners have the ability to organize their
knowledge around the existing schemata which they use to
aid understanding.
N Navigate. The learners are willing to explore new things
and follow the right path to learning. They find meanings as
well as enjoyment while they are on their journey to
learning.
G Grow. The learners do not just accept things as they are.
Rather, they quibble about how and why things are done.
They grow from their own mistakes and use such mistakes
as building blocks to learning.

How does Learning Occur?

Learners learn only what
they are ready to learn.
Learners construct their
own understanding.

Ways to Promote Learning

Giving productive feedbacks. Useful
and immediate feedback to the learners
can help them practice their cognitive task.
Providing concreteness, activity and
familiarity. Teachers should make the
lessons concrete, activity-based, familiar
and simple-to-complex-based.

Ways to Promote Learning

Explaining examples. The teachers need
to explain the step-by-step procedures in
academic tasks.
Guiding cognitive processing during
learning. Teachers are on task to monitor
or supervise the learners while learning
occurs.

Ways to Promote Learning

Fostering learning strategies. Teachers
should provide instruction for learning a
new material.
Fostering problem-solving strategies.
Teachers should provide the necessary
instruction and ways in order to solve
problems.

Ways to Promote Learning

Creating cognitive apprenticeship.
Teachers should encourage the learners to
actively participate in group tasks.
Priming students motivation to learn.
Teacher should build on students desire to
learn.

LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLE
Cognitive and
Metacognitive
Factors
Principle 1.

Nature of Learning

The learning of complex subject

matter is most effective when it is
intentional
process
of
constructing
meaning
from
information
and
experience.

Cognitive and Metacognitive

Factors
Principle 2.
Process

Goals of the Learning

The successful learner, over time and

with support and instructional guidance, can
create meaningful, coherent representations
of knowledge.

Cognitive and Metacognitive

Factors
Principle 3.
Knowledge

Construction of

The successful learner can link

new information with existing knowledge in
meaningful ways.

Cognitive and Metacognitive

Factors
Principle 4.

Strategic Thinking

The successful learner can create

and use a repertoire of thinking and
reasoning strategies to achieve complex
learning goals.

Cognitive and Metacognitive

Factors
Principle 5.

Thinking About Thinking

Higher
order
thinking
strategies for selecting and monitoring
mental operations facilitate creative and
critical thinking.

Cognitive and Metacognitive

Factors
Principle 6.

Context of Learning

Learning is influenced by
environmental factors including culture,
technology and instructional practices.

Motivational and Affective Factors

Principle 7. Motivational and
Emotional Influences on Learning
What and how much is learned is
influenced by the learners motivation.
Motivation to learn, in turn, is influenced by
individual states, beliefs, interests, goals and
habits of thinking.

Motivational and Affective Factors

Principle 8.
Learn

Intrinsic Motivation to

The learners creativity, higherorder thinking and natural curiosity all

contribute to motivation to learn. Intrinsic
motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal
interests and providing for personal choice
and control.

Motivational and Affective Factors

Principle 9. Effects of Motivation on
Efforts
Acquisition of complex knowledge
and skills requires extended learner effort
and guided practice. Without learners
motivation to learn, the willingness to exert
this effort is unlikely without coercion.

Developmental and Social Factors

Principle 10. Developmental Influences
on Learning
As individuals develop, there are
different opportunities and constraints for
learning. Learning is most effective when
differential development within and across
physical, intellectual, emotional and social
domains is taken into account.

Developmental and Social Factors

Principle 11.
Learning

Social Influences on

Learning is influenced by social

interactions, interpersonal relations and
communication with others.

Individual Difference Factor

Principle 12. Individual Differences in
Learning
Learners have different strategies,
approaches and capabilities for learning that
are a function of prior experience and
heredity.

Individual Difference Factor

Principle 13. Learning and Diversity
Learning is most effective when
differences in learners linguistic, cultural
and social backgrounds are taken into
account.

Individual Difference Factor

Principle 14. Standards and
Assessment
Setting appropriately high and
challenging standards and assessing the
learners as well as their learning progress
including diagnostic, process and outcome
assessment are integral part of the learning
process.

MANAGEMENT OF
INSTRUCTION

GUIDING PRINCIPLES IN DETERMINING AND

FORMULATING LEARNING OBJECTIVES

1.Begin with an end in end in mind.

2.Share lesson objectives with students.
3.Lesson objectives must be in the two or three
domains knowledge (cognitive), skill (psychomotor)
and values (affective).
4.Work on significant and relevant lessons objectives.
5.Lesson objectives must be aligned with the aims of
education as embodied in the Philippine Constitution
and other laws and on the mission-vision statements
of the educational institution of which you are a part.
6.Aim at the development of critical and creative
thinking.
7.For accountability of learning, lesson objectives
must be SMART, specific, measurable, attainable,
results-oriented and relevant, and time-bounded and
terminal.

GUIDING PRINCIPLES IN THE SELECTION AND

ORGANIZATION OF CONTENT
1.Observe the following qualities in the selection
and organization of content:
Validity
Significance
Balance
Self-sufficiency
Interest
Utility
feasibility
2. At the base of structure of content is fact. We
cant do away with facts but be sure to go beyond
facts by constructing an increasingly richer and
more sophisticated knowledge base and by working
out a process of conceptual understanding.
3. Subject matter content is an integration of
cognitive, skill and affective elements.

GUIDING PRINCIPLES IN THE SELECTION

AND USE OF TEACHING STRATEGIES

1.Learning is an active process.

2.The more senses that are involved in
learning, the more and better the learning.
3.A non-threatening atmosphere enhances
learning.
4.Emotion has the power to increase retention
and learning.
5.Learning is meaningful when it is connected
to students everyday life.
6.Good teaching goes beyond recall of
information.
7.An integrated teaching approach is far more
effective than teaching isolated bits of

GUIDING PRINCIPLES IN THE USE

AND SELECTION OF INSTRUCTIONAL
MATERIALS

1.All instructional materials are aids to

instruction. They do not replace the teacher.
2.Choose the instructional materials that
best suit your instructional objectives.
3.If possible, use a variety of tools.
4.Check out your instructional material
before class starts to be sure its working
properly.
5.For results, abide by the general utilization
guide on the use of media.

Various Forms of Media

Audio

Recordings

Overhead
Bulletin

Transparencies and Overhead Projectors

Boards

Models

Chalkboard

Pictures

Charts

Books

Mock-ups

Electronic

Realia
Video

Tapes/Films

Materials

GUIDING PRINCIPLES IN THE

ASSESSEMENT OF LEARNING
1.Assessment of learning is an integral part of the teaching learning
process.
2.Assessment tool should match with performance objective.
3.The results of assessment must be fed back to the learners.
4.In assessing learning, teacher must consider learners, learning styles
and multiple intelligences and so must come up with a variety of ways of
assessing learning.
5.To contribute to the building of the culture of success in the school, it is
pedagogically sound that in our assessment techniques we give some
positive feedback along with not so good ones.
6.Emphasizes on self-assessment.
7.If we believe that our task as teacher is to teach all pupils/students,
and that it is possible that all students, even those from limited
backgrounds, will have access to opportunities and therefore can
achieve, then the bell curve mentality must be abandoned.
8.Assessment of learning should never be used as punishment or as a
disciplinary measure.
9.Results of learning assessment must be communicated regularly and
clearly to parents.
10.Emphasizes on real world application that favors realistic
performances over out-of-context drill items

The Lesson
Plan

LESSON PLAN a statement of

achievements to be realized and
the specific means by which
these are to be attained as a
result of the activities engaged
in day by day under the guidance
of a teacher (Nelson Bossing).

Importance of Lesson Planning:

Helps the teachers to be systematic and
orderly
Delimits the field to be taught for certain
class period
Prevents waste and unnecessary repetitions
of lessons already taken up
Forces consideration of objectives, selection
of subject matter, selection of procedures,
planning of activities and preparation of tests
serves as an inventory of what the children
have already learned.

Components of a Lesson Plan:

OBJECTIVES states the aims which the lesson
seeks to achieve. It must be specific, measurable,
attainable, results-oriented or realistic and timebounded.
SUBJECT MATTER states the topics or the title of
selection, books used and the page numbers
concerned. We also indicate the materials and the
value infused.
LEARNING ACTIVITIES these are the different
activities to be undertaken to realize the
objectives

Components of a Lesson Plan:

EVALUATION the test usually given to determine
whether the students have mastered the lessons
ASSIGNMENT the teacher provides topics for
discussion in next meeting or the additional
activities to reinforce student learning

PREQUESITES OF A GOOD LESSON PLAN

Adequate knowledge of the subject

matter

Knowing the nature of the pupils

Familiarity of varied teaching

strategies and different methods

Materials and teaching aids and

devices that will facilitate the
teaching-learning process

Thorough
understanding
of
the
objectives that relate to thrusts of
Philippine Education

TAXONOMY OF EDUCATIONAL OBJECTIVES

Cognitive Domain emphasizes intellectual
learning and problem-solving activities.
Affective Domain involves behavior and
educational objectives that have some
emotional overtones that deal with attitudes,
values, interests, beliefs and appreciation.
Psychomotor
Domain

deals
manipulation and motor skills.

with

GUIDELINES FOR IMPLEMENTING LESSON

PLANS

1.Learner Differences
2.Length of Period
3.Flexibility
4.Learner Participation
5.Learner Understanding
6.Evaluation

Preparation of Good Lesson Plans

OBJECTIVES
Is my objective definite? Is it clearly
expressed in the best English possible? Is it
expressed in term of specific knowledge, habit,
skill or attitude?

Preparation of Good Lesson Plans

SUBJECT MATTER
1.Is my subject matter suitable to the needs and
different abilities of my pupils/students?
2.Is my subject matter definite? Is it within the
scope of the requirement in the course of study for
my grade?

Preparation of Good Lesson Plans

PROCEDURE
Devices:
1.Do I have devices to make my teaching clear, concrete and more
comprehensive to my pupils/students?
2.Are my devices properly prepared to help me for many years?

Methods:
1.Is my method practical?
2.Are my steps clear and arranged for the pupils to see what I aim
to teach?
3.Is the lesson a dull lesson? Review? Development?
4.If my method deals mainly with the teaching of new fact does it
follow at least this steps:
Teaching new facts or principle
Impressing the new fact or principle, by examples, illustrations,
comparisons and contrast.
Generalization of forming the rule for the new fact or principle
taught.
Testing the pupils/students on the new fact or principle.

Preparation of Good Lesson Plans

ASSIGNMENT
1.Do I prepare and give my assignment with care
according to educational principle or merely follow
the path of resistance?
2.Do my assignment consider the following salient
points:
Clear the difficulties of the next lesson.
Help the pupils/students how to study.
Arouse the pupils/students interest to dig and
find out.
In brief, does it embrace the What, How and Why
of the next lesson?
3. Do I write assignment on the blackboards most
of the time or take the shortest cut by giving it
orally?

Have Fun and

Enjoy on
Becoming a
Teacher!