Components of Effective Teaching (Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)

1 Personal and Professional Traits The Teacher Roles Manager, counselor, motivator, leader, model, public relations officer, parent surrogate, facilitator, instructor 2 The child as a biological organism with needs, abilities, and goals; The Learner The social and psychological environment; Cultural forces of which he is a part . 3 Activities are well organized The Classroom Mutual sharing of responsibilities in maintaining a state of order and democratic living Pleasant and hygienic conditions prevail Physical Location, shape, size, construction of the room environment Furniture in the room Instructional supplies or resources for learning Provisions for lighting, heating, ventilating Acoustics of the room Provisions for sanitation, cleanliness, orderliness Intellectual Patterns of behavior Climate Interaction pattern Qualities of interaction Attributes that help learners think clearly, critically, and creatively Social Climate Autocratic – teacher centered

Laissez-faire o Learner operates as an individual o Strives for recognition of his own achievement o Develops little regard for the rights & accomplishments of others

Democratic o Goals are established by group participation o Teamwork is fostered o Teacher as a guide o Leadership is open to all

Emotional Emotional adjustment and mental health of Climate learners

Educ 222 – Principles of Teaching 1 1 Melanie Jeane C. Galvez 4 The blueprint or master plan of selected and organized learning The Curriculum content

Actual implementation of plan through simulated experiences in the classroom Academic Curriculum Formal list of courses offered by a school Extra Curriculum Planned but voluntary activities sponsored by a school (sports, drama, social clubs) Hidden Curriculum Unplanned learning activities that are natural by-product of school life (how to cope with school bureaucracy, boredom, etc.) 5 Various resources available for teachers and learners which help Materials of facilitate instruction and learning Instruction Two-dimensional materials Flat pictures (any visual appearing to Graphics have height and weight) Three-dimensional Model Diorama materials (have depth or Realia Puppets thickness in addition to h- Mock-up w) Audio-recording materials Recordings (experiences of pure Radio listening) Projected materials Still projection (enlarged on a viewing Motion Pictures screen) Educational television 6 The organization, direction, coordination, and control of human and Administration material resources to achieve desired ends. o Seeing that all money is economically expanded and accounted for o Preparing the school budget o Selecting and purchasing school sites o Planning, erecting, and equipping school buildings o Operating the school plant and keeping it in an excellent state of repair o Selecting, training, and supervising teachers o Providing supplies, textbooks o Assisting in curriculum construction o Organizing and instructional program o Keeping the public informed of the aims, accomplishments, and needs of the school o Keeping school records and accounts

Educ 222 – Principles of Teaching 1 2 Melanie Jeane C. Galvez Aspects or Dimensions of Individual Learning Style Biological Developmental-Sociobiological Preference Sound Motivation Light Responsibility Temperature Need for structure Design Perception Intake Chrono-biological highs and lows Mobility needs persistence

Different Learning Disabilities Apraxia (Dyspraxia) The inability to motor plan or to make an appropriate body response Dysgraphia Difficulty writing, both in the mechanical and expressive sense, difficulty with spelling Dyslexia Difficulty with language in its various uses, not just reading Dyssemia Difficulty with social cues and signals Auditory Trouble with perceiving the differences between sounds and the Discrimination sequences of sounds Visual Perception Difficulty with the ability to understand and put meaning to what one sees

Recognizing Learning Disabilities: (National Center for Learning Disabilities, USA) 1. difficulty with reading, wiritng, speech, and mathematics 2. difficulty with perception of time and space 3. concentration and attention problems 4. impulsive behavior 5. difficulty with short-term memory 6. socialization problems 7. difficulty with fine motor coordination 8. low self-esteem 9. difficulty with organization

(Disabilities Association of America) 10. disorganization 20. inability to follow simple 11. easily distracted instructions 12. poor attention span 21. poor emotional control 13. overreacts to noise 22. difficulty remembering or 14. doesn’t enjoy when being read to understanding sequences 15. poor hand-eye coordination 23. chooses younger playmates 16. can’t make sense of what s/he hears or prefers solitary play 17. uses words inappropriately 18. hyperactivity

Educ 222 – Principles of Teaching 1 3 Melanie Jeane C. Galvez 19. limited vocabulary Basic Principles of Successful Teaching at any Academic Level (Olsen, et al as cited in Principles & Strategies of Teaching by Acero, et al)

Principle Components Activities 1. Educate the whole Aspects of development: physically, Challenge emerging child socially, emotionally, ethically, and interests, and abilities intellectually

2. Keep the program Confidence in their power  Ask questions informal, flexible, and of achievement freely democratic  Confer with other learners  Share in planning activities  Carry personal responsibility 3. Capitalize upon Teachers discover what interests and Praiseworthy purposes present student purposes students have to promote educational interest growth Limited versus wide interests

4. Let motivation be Most moving incentives are those of  Explore the new intrinsic real life and the interesting  Associate actively with other people  Manipulate and construct things  Compare opinions about important matters  Express one’s self artistically

5. Make learning Generalizations will be useless and Constant opportunities experiences vivid and mere verbalisms unless grounded on for: direct meaningful personal experiences Motion pictures Radio programs The need to receive more concrete, excursions interesting and meaning experiences interviews service projects work experience

Principles Components Activities

Educ 222 – Principles of Teaching 1 4 Melanie Jeane C. Galvez 6. Stress problem Ability of children to intelligently Discover, solving, the basis of attack real problems define, attack, solve, functional learning interpret personal and social problems 7. Provide for the Teachers put extra effort to make  Offer genuine success, achievement of lasting learning situations opportunities  Personal satisfaction student satisfaction for students achieve something  Opportunity for intellectual, social, and emotional growth 8. Let the curriculum Learning situations reflect Simulations mirror the community students’ community life

Humanistic Teaching

(…is non-threatening coupled with unconditional love)

Principle Components 1. Emphatic Understanding  Internal frame of reference  Putting oneself in the place of another

2. Respect or non-possessive  Warm and total acceptance for another as a person warmth  Deep interest and concern for the development and welfare of students

3. Genuineness  Real and not a mythical teacher

Educ 222 – Principles of Teaching 1 5 Melanie Jeane C. Galvez Principles of Good Teaching Basic Principles of Today’s Teaching 1. Active Learning Children learn by doing.

2. Many Methods Learning should be gradual and continuous, not discrete.

3. Motivation Motivation should be intrinsic and natural, not artificial.

4. Well-Balanced Curriculum The child can best be educated as a whole, as a unit organism. 5. Individual Difference Instruction should be adopted to individual 6. Lesson Planning needs.

7. The Power of Suggestion Education means improving the quality of learning. 8. Encouragement

9. Remedial Teaching

10. Democratic Environment Learning depends upon the child’s ability.

11. Stimulation Teacher-student and inter-student relationships should be cooperative 12. Integration Learning comes through sense impressions. 13. Life-like Situation

14. Independence Natural social settings should constitute learning situations

Writing Lesson Objectives

Educ 222 – Principles of Teaching 1 6 Melanie Jeane C. Galvez Other terms for Performance emphasis on the student outcomes manifested in instructional objectives Learner behavior Behavioral Specific (objectives) Process Focus on mental skills: observation, objectives organization, categorization, evaluation, drawing inferences Enabling Include task analysis: breaking a complex task objectives into a logical sequence of steps to achieve the intended outcome Characteristics of SMART Specific, Measurable, Attainable, Result-oriented, Performance Objectives Reliable, Realistic, and Time-bounded, Terminal

Taxonomy of Instructional Objectives Knowledge Recall facts, concepts, and generalization Comprehension Check understanding of information learned Application Apply information in performing concrete actions (ex: writing, reading, handling equipment) Analysis Examine factual content in order to solve problems Divide information into component parts Utilize inductive and deductive learning Synthesis Bring to bear information from various sources to create a product, a pattern or structure Cognitive (written, oral, practical) Evaluation Apply a standard in making a judgment on the worth or something (decision-making skills, action, design) Receiving Show willingness to attend to a particular classroom stimuli in the learning environment Responding Require active participation based on the stimuli Valuing Display definite involvement or commitment toward some experience Organization Integrate a new value into their general set of values and give its proper place in a priority system Characterization by Act consistently according to the value and is firmly committed Value to the experience Affective

Educ 222 – Principles of Teaching 1 7 Melanie Jeane C. Galvez Taxonomy of Instructional Objectives Psychomotor Reflex Movements Occur voluntarily in response to stimuli Basic Fundamental Has innate movement pattern from from a Movements combination of reflex movements Perceptual Abilities Translate stimulus received through the senses into appropriate desired movements Physical Abilities Develop basic movements that are essential to the development of more highly skilled movements Skilled Movements Develop more complex movements requiring a certain degree of efficiency Non-discursive Communicate through body movement

Mager’s Approach in Writing Objectives: Three Elements:

1. Performance / Behavior - refer to what the learner displays

2. Condition – refer to the circumstances under which the learner is able to perform or exhibit the learned behavior

3. Criterion of Success – standard against which the learner’s performance is evaluated for teachers to know whether or not the learner’s objective has been attained

______References 1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93). 2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90).

Methods and Techniques of Teaching

Educ 222 – Principles of Teaching 1 8 Melanie Jeane C. Galvez Approach Method One’s viewpoint A series of related and progressive acts toward teaching performed by a teacher and students to achieve the objectives of the lesson

Technique Strategy The personal art and style of Set of decisions to achieve the teacher in carrying out an objective that results in the procedure a plan

Instructional Tactics Instructional Activities

Delivery Mode Conditions under which instruction is to be offered to the learner

Media Manner through which an instructional message is communicated

Types of Lesson

Educ 222 – Principles of Teaching 1 9 Melanie Jeane C. Galvez Developme Review Drill Lesson nt Lesson Lesson

Preparation Preparation Motivation -review facts -define the need review Arousing the need for the -recall old experiences -specify the purpose of skill or activity related to new lesson review -establish objectives -recall concepts previously learned Focalization Development Focusing learner’s lead the class to: attention on the specific examine Review facts, habits, or skills to analyze Proper/Activities be drilled on compare Use any or a combination contrast of the following: generalize Problem Solving skill Repetition of observe Comparison Scheme Attention judge Concepts Scheme direct Activities Scheme Repeating learning something to achieve Open book exercises materials meaningfully objectives Imaginative-Creative Condensing Selected reference Application Reading Application Use what has been Using what has been learned in a new situation Further Application or practice activities Use new learning in new situations

Educ 222 – Principles of Teaching 1 10 Melanie Jeane C. Galvez EXPOSITORY VS EXPLORATORY STRATEGY (Notes from: COI Workshop – 2003, AdDU)

Expository Strategy Exploratory Strategy

Less delivery time More delivery time

Utilizes expositive Utilizes discovery strategies such as: strategies such as: o Direct o Inquiry teaching teaching o o Inductive Deductive process proces o Teacher facilitated methods o Teacher controlled method

Less students involvement: High student involvement Passive Active Active Interactive

(Notes from: COI Workshop – 2003, AdDU) Expository Teaching What When to use Steps Expository A telling method o When there is an Expository Teaching of Expository Teaching or where facts, immediate need Concepts Principles and Didactic concepts, of a relevant Generalization Method principles, and information to generalization ore make students 1. Teacher presents Teacher states rules, stated, presented, understand a concepts and definition principles and defined, interpreted part in the lesson generalizations by the teacher, and o When followed by the information is not 2. Teacher presents Teacher explains concepts application or available and and links concept with with a principle or testing of these time can be related higher concepts generalization concepts, saved by the principles, and teacher directly 3. Teacher presents Teacher presents positive generalizations in telling it positive and negative and negative examples new examples o When an idea or examples generated by principle can be students. best learned only 4. Students classify Students classify and by explanation examples as either explain examples, either o When the source positive or negative positive or negative material is not accessible to the 5. Students provide Students provide students additional examples additional examples

Educ 222 – Principles of Teaching 1 11 Melanie Jeane C. Galvez (Notes from: COI Workshop – 2003, AdDU) Expository Teaching What When to use Steps Demonstrati Telling and showing o When process is 1 Preparation, motivation, clarifying objective on method performed significant but usually by a apparatus need 2 Explaining concept, theory, process, teacher or a trained is limited student while the o When school 3 Demonstration of correct process involved in a rest of the class lacks facilities for theory or performance become observers every student o When equipment 4 Discussion/Practice is too expensive, Feedback on elements of process sophisticated, dangerous 5 Transfer to “real” world o When lesson requires skill in investigative procedure or technical know how Deductive Process of teaching When pupils re 1. Statement of the problem Teaching that starts with a asked to: o State real life cases, situations, problems rule or general o test a rule or 2. Statement of a generalization or rule statement that is further develop it o Recall two or more generalizations, rule, applied to specific o answer definitions, or principle cases/examples questions o Select one which will be the solution to o solve problems the problem by referring to 3. Apply the rule laws, principles, 1. Test the rule to specific cases or and theories problems 4. Further verification of the rule o Try our the rule using other examples o Determine the validity of the inference by consulting accepted authorities

Educ 222 – Principles of Teaching 1 12 Melanie Jeane C. Galvez (Notes from: COI Workshop – 2003, AdDU)

Experiential Methodologies : Exploratory What When to Use Steps Inductive ☺ An exploratory method of ☺ When the 1 Preparation: Teaching logic when one arrives at rule, o Set an apperceptive basis by a fact, principle, truth, or concept, reviewing old facts or lessons generalization truth, that can be utilized as ☺ Studying: observing, principle, background for the new comparing, many or o Motivate by arousing the need instances or cases in generaliza to achieve the objective several instances to tion is o State the aim which may be in discover the common important the form of a problem or goal element and form of enough to statement generalization justify the ☺ Formulating conclusion, time 2 Preparation = present specific a definition, a rule, a devoted to cases, instances, and examples to principle or formula the lesson the class based on knowledge of ☺ When the 3 examples and details pupil has Comparison and Abstraction = the ability discover and identify the common to form elements among the specific cases and state 4 the rule, Generalization = state the common principle, element deduced from the specific truth, or instances/examples as a concept, a generaliza generalization, a rule, a definition, a tion by principle, or formula themselve 5 s through Application = use the learned compariso concept, generalization, rule, and n and principle in new situations. abstractio n of instances Discover o Thoughts are Deductive discovery: Inductive Discovery: y synthesized to perceive Teaching something that the Presenting a main idea that can be checked Presenting the following = specific individual has now against evidence examples, instances for known before observation, discussion o Learner gets directly Finding supporting evidences or examples for involved in learning the main idea Identifying attributes of the common Learning is a result of the elements learner’s own internalized Stating why the evidence is supporting the insight, reflection, and main idea Discussing the elements among experience. given examples Finding other evidence or “proof” of the main idea Stating the main idea based on the common elements

Checking the main idea against new examples

(Notes from: COI Workshop – 2003, AdDU)

Educ 222 – Principles of Teaching 1 13 Melanie Jeane C. Galvez Experiential Methodologies : Exploratory What When to Use Steps Problem- o Problem is a felt When the goal is: 1 Identification and recognition of the Solving difficulty in a situation o To sharpen the power to think, problem Method that needs to be reason, and create a new idea 2 Discussion of key elements of the removed o To learn how to act in difficult problem o Problem solving is any situations 3 Statement of hypothesis/proposal purposeful activity that o To improve judgments of solution(s) will remove a 4 Collection and interpretation of recognized difficulty or related evidence(s) perplexity in a situation 5 Critical evaluation of suggested through the process of solutions reasoning 6 Verification of accepted solution(s): o If acceptable – use the solution to solve the problem o If not, prepare another solution Project Method A significant practical unit of o When problems in life situation 1 Purposing = determining goals and an activity of a problematic exist activities cooperatively nature carried on by o When learners initiate and impose 2 Planning = deciding on the activities students in a lifelike manner the tasks on them 3 Executing = carrying out activities and natural setting. It may o When time and materials are 4 Evaluating = judging the finished be construction, an available projects/results against the goals employment, a problem, o When there is a decided or a learning project advantage over the other methods in meeting the needs o When training in cooperation, perseverance, open-minded, creativity is need. Laboratory A set of first learning o To cultivate students’ skills in the o Preparation = motivation, goal Method activities wherein the basic science processes setting, orientation individual investigates a o To enhance higher order thinking o Supervised work = working on the problem conducts skills problem experiments, observes o To induct learners to scientific o Culmination = organizing findings processes, or applies processes o Reporting findings = theories and principles in a communicating results simulated setting Inquiry Learners are confronted o Step 1 = presentation of a problem/puzzling situation (by a teacher, class, teaching with a puzzling situation and learners themselves) are let to enter into o Step 2 = defining the problem (list questions) investigative work to solve o Step 3 = Gathering and appraising information the problem o Step 4 = Gathering information (answer questions) o Step 5 = Drawing conclusions o Step 6 = Evaluating (conclusions, answers to questions, thinking processes used0

REFLECTIVE TEACHING as Experiential Learning Cycle (Notes from: COI Workshop – 2003, AdDU)

Educ 222 – Principles of Teaching 1 14 Melanie Jeane C. Galvez Concrete Experience

Observation Active & Experimentation Analysis

Abstraction Re- conceptualization

Reflective Teaching ☺ An on-going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and evaluating goals, and examining experiences in the light of alternative goals and hypothesis ☺ A teaching approach that brings the individuals to continually learn form their experiences through thoughtful analysis of their own experiences, actions, decisions, beliefs in the light of alternative goals and hypothesis ☺ The act of teaching that focuses thought on certain phenomenon through inspection, introspection, and analysis Stages Instructional Activities 1. Concrete Experience Identify problematic situation 2. Observation & Observation: Analysis o Gather information about the experiences, beliefs, values, intentions, attitudes, feelings, and actions o Describe the experience in a multidimensional and comprehensive way

Analysis: o Reflective analysis of the experience by individual and group o Examine both actions/outcomes 3. Abstraction Re- o Active and self-directed search for new ideas and new strategies conceptualizaiton o Reshape theories o Engage in creative self-definitional approach o Test assumption and new conceptualizations

METACOGNITIVE TEACHING APPROACHES (Notes from: COI Workshop – 2003, AdDU)

What A teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes How Through the use Planning= deciding what my goals are and what strategies to use to get of the following there metacognitive Deciding = what further knowledge or resources I need

Educ 222 – Principles of Teaching 1 15 Melanie Jeane C. Galvez processes Monitoring progress along the way = am I going in the right direction? Evaluating = when I have arrived; and Terminating = when the goals have been met Strategy Heuristic or Before = when you are ☺ What in my prior knowledge will help Self- developing the plan of action, me with this particular task? ask yourself: ☺ In what direction do I want my thinking questioning to take me? ☺ What should I do first? ☺ How am I reading this selection? How much time do I have to complete this task? During = when you are ☺ How am I doing? maintaining/monitoring the plan ☺ Am I on the right track? of action, ask yourself: ☺ How should I proceed? ☺ What information is important to remember? ☺ Should I move in a different direction? ☺ Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand? After = when you are ☺ How well did I do? evaluating the plan of action, ☺ Did my particular course of thinking ask yourself: produce more or less than I had expected? ☺ What could I have done differently? ☺ How might I apply this line of thinking to other problems? Do I need to go back through the task to fill in any “blanks” in my understanding? Developing Knowing when ☺ Guide student in the use of reading, writing, and reasoning you know Metacogniti process ☺ Repeat successful experience with the process ve Knowing what ☺ What is known when you know Awareness you know ☺ Awareness of acquired knowledge and understanding Knowing what ☺ Subjects/concepts can be studied at multiple levels of you need to sophistication know ☺ Push boundaries of knowledge as far as one can ☺ Learning processes (reading, writing, reasoning) grow as the learner grows: o Becoming more selective as information becomes more dense o Becoming more creative in the blend of resources o Becoming more elaborative in the synthesis of ideas

COOPERATIVE LEARNING STRATEGY (Notes from: COI Workshop – 2003, AdDU)

Educ 222 – Principles of Teaching 1 16 Melanie Jeane C. Galvez A type of group work in which two or more students interact with the common goal or mastering specific academic materials.

Two Essential Components: ☺ Cooperative Tasks ☺ Cooperative Incentive structure: o Students are encouraged and motivated to help one another to learn rather than compete against each other. o They are dependent upon the efforts of one another to achieve success. o They are rewarded on the basis of learning of all team members

Sample Approaches:

☺ STAD – Student Teams Achievement Approach (Slavin) 1 Academic information are presented each week through verbal text. 2 Students are divided into learning teams or four members (heterogenous) 3 Team members help one another to master the academic materials using worksheets, tutoring, quizzing one another, and team discussion 4 Quizzes are administered weekly/biweekly and scored and each student is given improvement score. 5 Improvement scores exceed the student’s past averages 6 Individual improvement scores are added to give a team score 7 Team success is acknowledged through short newsletter containing the learning outcomes

☺ Jigsaw I (Dronson, etal) 1 Student is assigned to heterogenous study home teams 2 Academic material divided into clearly defined sections is presented to the students in text form 3 Within each team, one student is responsible for mastering a section 4 The teams split into specialist group, student responsible for section materials meets with corresponding students from other groups. 5 Each member of the specialist group helps one another in the same materials referred to as task specializations 6 Each student in the specialist group returns to his home team and teaches other members of the teams 7 Following home teams’ discussions are quizzes given individually

DISCUSSION TECHNIQUES

Educ 222 – Principles of Teaching 1 17 Melanie Jeane C. Galvez (Notes from: COI Workshop – 2003, AdDU)

☺ Panel – informal discussion of a topic by a group of four to six students led by a chairman. Each student gives a key opening statement about the topic.

☺ Symposium – more formal setting than a panel discussion points representing views of different people.

☺ Forum – similar to panel in which a group of five to six students take turns in discussion with the class topics on hand

☺ Round Table – five to six students seated around a table discuss a topic/problem among themselves and with the other class members

☺ Buzz session – four to seven students meet together to share each other’s opinions, viewpoints, and reactions without formal preparations

☺ Brainstorming – class members are tasked to share ideas regarding an issue, plan, or project. All suggestions are recorded. Decisions are made later by the whole class . ☺ Debate – formal “speeches” and rebuttal by sets of members of two opposing teams

Simulation Discussion Techniques (Notes from: COI Workshop – 2003, AdDU)

☺ Role playing – class members are assigned or adapt certain roles simulating a situation

☺ Socio-drama – portrayal of special scenes from history or literature

☺ Jury trial technique – a simulation of court room procedure which engaged the students in research and a panel in the discussion of an issue

Educ 222 – Principles of Teaching 1 18 Melanie Jeane C. Galvez CLASSROOM MANAGEMENT

Definition:

☺ Administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils. (CV Good’s Dictionary of Education)

☺ Includes operation and control of activities (seating, attendance, use of instructional materials, classroom courtesies); requires planning and foresight. (Lardizabal, 1991)

Approaches to Classroom Management

Business-Academic Assertive Approach

Group-Managerial Behavior-Modification

Acceptance Group-Guidance

Success

Educ 222 – Principles of Teaching 1 19 Melanie Jeane C. Galvez Social Climate

Elements of Classroom Emotional Climate Management

Environment

Management Techniques Aspects of Techniques CM Setting ☺ Clear all identified traffic routes ☺ Frequently used materials should be kept in readily accessible place ☺ Establish rules for every learning station in the room ☺ Arrange of pieces of furniture that facilitate easy movement, overall monitoring, visibility and accessibility ☺ Make explicit all procedures for getting, using and returning materials Instruction ☺ Maintain effective flow of pacing, momentum, and transition from one topic to another ☺ Observe effective techniques of questioning to maintain group alertness ☺ Promote cooperation and cohesiveness by holding students accountable for classroom incidents ☺ Ensure satisfaction and sense of progress and mastery through adjusting tasks and requirement to student’s capability level Conduct ☺ Prepare a “wish list” of desired behavior ☺ State rules as desired behaviors ☺ Limit rules to six ☺ Model and teach the rules ☺ Display rules publicly ☺ Apply disciplinary procedures consistently to all pupils ☺ Link disciplinary procedures to student’s inappropriate behavior ☺ Deal immediately with all appropriate and inappropriate behaviors ☺ Rewards fro appropriate behavior should be appealing to students ☺ Explicitly state and consistently apply punishments ☺ Check the deterrent values of penalties ☺ Provide parents copies of school rules and their consequences for violations ☺ Enlist participation of the principal and colleagues in the formulation and administration of school rules and in determining their positive and negative consequences ☺ Establish a conduct code

Educ 222 – Principles of Teaching 1 20 Melanie Jeane C. Galvez ☺ Employ low-profile classroom controls Routine ☺ Identify daily activities that can be routinized to save time and effort ☺ Inform students why routines are established Climate ☺ Respect and value students as human beings ☺ Enforce freedom within reasonable limits ☺ Stress group cooperation and cohesiveness over competition ☺ Maintain an atmosphere of “freeing” rather than control Relationship ☺ Make every student in the class feel free s/he is valued ☺ Be direct and honest with students and encourage them to do the same ☺ Develop a sense of interdependence ☺ Be personally involved rather than alienated ☺ Sustain positive and constructive conversations with and among students ☺ Employ corrective measures without sarcasm and ridicule ☺ Employ communication that safeguard self-esteem, and convey respect ☺ Assist every student in building confidence

Reference: COI workshop Notes, 2003

Rules to Remember (Reference: Tchng Strat 1 by Alcantary et.al)

RULE EXAMPLE Content words, usually stressed Nouns, verbs, adjectives, adverbs, Demonstrations: this, that, these, those Interrogatives: who, when, why, where, how Function words are usually Articles: a, an, the unstressed Prepositions: to,of,in,from,by,etc. Personal Pronouns: I,me,she,he,it,etc. Possessive adjectives: my,your,his,our,etc. Relative pronouns: who,that,which,what, etc. Common conjuctions: and, but, as, if, etc. Noun substitutes Verbs used as auxiliaries or helping verbs: be, have, do, will, shall, would, should, can, could, may, might, must. Note: These verbs are usually unstressed, even when they are used as principal verbs. However, when they come at the end of a sentence or when they are used in reiterative formulas, they are stressed.

Most words with two syllables are Dancer, river, person, holy, etc. stressed on the 1st syllable Intensive- reflexive pronouns Yourself, myself, itself, herself, himself, ourselves receive a stronger stress on the 2nd syllable Phrases which end in a noun I sent her a gift. generally have the phrase stress on His companion is Rico. the noun You owe me a peso. The boys are playing basketball.

Educ 222 – Principles of Teaching 1 21 Melanie Jeane C. Galvez Phrases which end in noun Miss Almazan is our English Professor. compounds, the phrase stress is on Please go to the post office. the 1st part of the compound. My brother is a truck driver. We have a kitchen table. Phrases which end with an adjective The test is difficult. usually have the phrase stress on All the children got scared. the adjective The rooms on the floor are dirty. Nora’s performance is excellent. In phrases where there are two Mr. Garcia owns the new house. items with primary stress, one of Your friend is a personable, young man. them, usually the 1st, is reduced to I found a gold ring on the table secondary stress. The adjective is given the secondary stress, while the noun gets the primary stress This pattern (^’)should be learned in contrast with another pattern, a sequence of primary-tertiary (‘^)found in “noun constructs” or compound noun. In “noun constructs”, both items may be nouns as bus stop, milk shake or a combination of an adjective and a noun greenhouse, freeway, shortstop.

Phrases (^’) Constructs (‘^) English teacher English Teacher (a teacher from England) (a teacher of English

hair brush hair brush (a brush made of hair) (a brush of for the hair)

blue stocking Bluestocking (a stocking that is blue) (an intellectual woman)

grand father grandfather (a wonderful father) (the father of one’s father or mother

Pointers for Verse Recitation

1. Be clear. Speak so that every word is heard. 2. Vary the speed. Some parts should be faster than others. 3. Vary the tone of voice. Some parts should be matter-of-fact, some angry, some mock-serious, some tender, etc. 4. Vary the volume. Some parts should be louder or softer than others. 5. Recite intelligently. Do not recite mechanically at the end of lines regardless of the sense. 6. Decide what emphatic words are emphasize them. 7. Pause in appropriate places. Do not be afraid to keep the audience waiting. Give them time to ponder what has been said to speculate about what is to come. Pause before emphatic words, before and after direct speech, before any kind of climax

Suggested activities to test the students’ proficiency in speaking:

Educ 222 – Principles of Teaching 1 22 Melanie Jeane C. Galvez 1. Reading aloud to test pronunciation, stress, and intonation. 2. Short talks (with preparation) on topics chosen from a list or based on a picture. 3. Conducting an interview. 4. Role simulation (giving instructions, advice, etc.) 5. Role-playing with examiner and student each taking part. 6. Role-playing in typical situations. 7. Vocational exposition and demonstration (projects). 8. Giving appropriate responses in a series of situations. 9. Re-telling of a story read aloud by the examiner. 10. Giving appropriate instructions in a series of situations.

Reference: Tchng Strat 1 by Alcantary et.al

Educ 222 – Principles of Teaching 1 23 Melanie Jeane C. Galvez