2Prof Ed7

(Principles and Methods of Teaching)

MODULE 2

Prepared by

Prof. Marites A. Balot

Faculty, FTD
MODULE 2
Teaching:
Principles and Components
How do teachers teach? Do they just teach as they wish? To teach without basis is said to be
dangerous that is why teachers must know the principles of teaching.

Dagiti Tarigagayen nga Pagbanagan Kalpasan ti Leksyon

(Target Learning Outcomes/ Content Intended Learning Outcomes)
Acquire an in-depth knowledge on the principles of teaching

Nasisita nga Saludsod

(Essential Questions)
At the end of the module. You will be able to answer the following questions:

A. What are the different principles underlying instruction? What are the other principles
relevant to teaching?
B. What are the principles in motivating learning?
C. What is the art of questioning?
D. How are instructional objectives formulated?
E. What principles need to be observed in classroom management?

Pannubok Sakbay ti Leksyon

(Pretest)
Direction: Choose the letter of the correct answer.

1. What principle is reflected when a teacher always provides for the development of all essential
knowledge, manipulative skills and attitudes?
A. Principle of needs C. Principle of unity
B. Principle of balance D. Principle of organization
2. Miss Salas is coming up with different behavioral instructional objectives for her lesson.
Which of the following objectives will the teacher NOT use?
A. To spell words with CVC pattern
B. To know the different kinds of animals
C. To observe physical characteristics of solids
D. To identify the parts of a flower
3. Miss Peregrina involves learners directly in the different activities so they will learn effectively.
The principle for this is:
A. Learning is democratic. C. Learning comes through self-activity.
B. Learning must be life-like. D. There are individual differences in learning.
4. How can a teacher enhance her/his questioning technique for an effective teacher-student
interaction?
A. Immediately call another student in case one cannot answer.
B. You may answer your own question if no one can.
C. Allow sufficient “think time”, at least 7-10 seconds.
D. Extend wait time until the student responds.
5. As a teacher, you utilize varied tools and sources of learning experiences from concrete to
abstract. Which principle supports this?
A. Principle of Focus C. Principle of Socialization
B. Principle of Context D. Principle of Individualization
6. There is an observed organization and order in the teaching-learning process thus making
teaching logical and systematic. This is based on the Principle of _________.
A. Socialization C. Context
B. Individualization D. Sequence
7. Learning experiences have themes or centralization, excluding other tasks not within the context.
This based on:
A. Principle of Socialization C. Principle of Focus
B. Principle of Individualization D. Principle of Context
8. Teaching-learning process engages the learners and teacher to interact with one another
meaningfully. This is the idea in the Principle of __________.
A. Individualization C. Focus
B. Context D. Socialization
9. Teacher Beng says “Very good” to every student after an answer. Is this a sound practice in the
classroom?
A. Yes, because students must be made to feel good every time.
B. Yes, because the teacher must be generous with praise.
C. No, because genuine praise must be deserved.
D. No, because the teacher must equally say “Very bad” when necessary.
10. Teacher A tackles about green leafy vegetables then talks about meat products then returns to
green leafy vegetables. This behavior manifests jerkiness. How is this called?
A. Dangle B. Truncation C. Flip-flop D. Stimulus-bounded
Umuna nga Leksyon : The Principles of Teaching
(Lesson 1)
Pannakaiyam-ammo ti Adalen
(Lesson Introduction)

In this lesson, you will come to know the different principles underlying instruction and some
other related principles to teaching. Teaching principles are said to be guiding principles. They are
intended to serve as basis for every action the teacher undertakes in the class especially during
instruction. For teaching effectiveness, better teaching brings about better learning and better learning
should always show better teaching. Hence, to know the principles of teaching is to help yourself
become better in teaching.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa

kadagiti Kapanunutan Maigapu iti Leksyon
(Presentation/Discussion and Learning Activities)
A. Pangrugi nga Aramid (Initial Activity)
Imagine yourself standing before your class to teach a lesson. Without a single knowledge of
principles of teaching, what will likely happen? Do you think you have basis for saying that what you
are doing is right? Or if you will be asked by your principal why you did certain things while teaching,
can you possibly explain your actions in a logical manner? Why do you think that teaching without a
knowledge of principles of teaching is dangerous? You will find out in this lesson.

B. Pannakaiburay ti Adal (Development of the Lesson)

1. Principles Underlying Instruction (Leus, 2005)

There are different principles underlying instruction. These are: Principle of Context,
Principle of Focus, Principle of Socialization, Principle of Individualization, Principle of Sequence
and Principle of Evaluation.

1. Principle of Context: Learning depends on setting materials in which the process goes on.
Context refers to what kind of materials has been explored for actual engagement in learning.
The more varied the materials and the more senses involved in learning, the better.
 Textbook only
 Textbook with supplementary material
 Non-academic and current materials
 Multi-sensory aids
 Field experiences, community immersion

2. Principle of Focus: Instruction must be organized about a focus or direction. We do not

want our teaching to be mixed up and without direction so we need to have central theme or
focus.

Focus is established by:

 Page assignment in textbook;
 Announced topic together with page or chapter references; and
 Broad concept or a problem to be solved, or a skill to be acquired to carry on
understanding.
3. Principle of Socialization: Instruction depends upon the social setting in which it is done.
The class is composed of teacher and learners who interact with one another. The interaction
brings about socialization among members.

Social pattern is characterized by:

 Submission: Paying attention to one person
 Contribution: Sharing ideas during recitations or discussions
 Cooperation: Working together during group work.

4. Principle of Individualization: Instruction must progress in terms of the learner’s own

purposes, aptitudes, abilities and experimental procedures. If individual differences and
learning styles are to be considered in teaching, then the teacher must really use different ways
of giving tasks or even groupings for instruction.

Individualization can be done through:

 Differential performance in uniform tasks
 Homogenous grouping
 Control plan
 Individual instruction
 Large units with optional related activity
 Individual undertakings, stemming from and contributing to the joint undertaking
of the group of learners

5. Principle of Sequence: Instruction depends on effective ordering of a series of learning

tasks. If teaching is systematic and logical then there should really be an order or sequence to
follow when we teach.

 Sequence is a movement
 From meaningless to emergence of meaning
 From immediate to remote
 From concrete to symbolic
 From crude to discriminating
 From simple to complex.

 Sequence of application is through

 Logical succession of blocks of content (lesson/courses)
 Knitting learning/lesson/course together by introductions, previews, pretests, reviews
 Organized in terms of readiness
 Organized in terms of lines of emerging meaning

To make the principle clearer, when we teach, we usually have preparatory activities
before we tackle the main lesson. Then in the end we usually have activities where learners put
into practice what they have learned. The sequence can be explained by certain psychological
laws of learning such as law of readiness, law of exercise and law of effect.

6. Principle of Evaluation: Learning is heightened by a valid and discriminating appraisal

of all its aspects. Evaluation or assessment intends to find out if learning is taking place or not
or to find out the strengths and weaknesses of teaching and learning as well as the difficulties
encountered by the learner while teaching-learning processes are going on.

 Scales of application
 Evaluation of direct results only
 Evaluation related to objectives and process
 Evaluation on total learning process and results
2. Principles of Good Teaching

Aside from the principles underlying instruction, there are also other principles of good
teaching. Aquino (1988) mentioned the principles of good teaching to include the following:
1. Active learning: The more participative or engaged a learner is, the better. If
learners have hands on activities or actual performance in class, they become
‘active’ learners.
2. Many methods: Since subject matters differ in their nature, this requires that
teachers should have a repertoire of different methods to use. Some lessons call for
discovery while some others require direct instruction. Some lessons call for
metacognition while some others call for appreciation. In the 21 st century, learners
need to become more independent problem solvers thus the teacher acts as
facilitator or learning designer.
3. Motivation: Whether intrinsic or extrinsic, motivation significantly affects
learning. Teachers who show interest in what they are teaching are highly
motivating. Extrinsic motivation works well for younger learners while intrinsic
motivation is better in older learners.
4. Well-balanced curriculum: Learning activities that develop the cognitive,
affective and psychomotor aspects of the learners make learning well-rounded.
Teachers, therefore, should make sure that in their lesson planning and execution
of the lesson, there are activities that develop the head (cognitive), the heart
(affective) and the whole self (psychomotor) so that there will be balance in
teaching-learning.
5. Individual differences: Teachers consider the learning styles of the learners and
address these in their teaching.
6. Lesson planning: If engineers use plans in building houses, the teachers use the
lesson plans to guide them in their teaching. Through careful planning of the lesson,
no learning content is missed, no learner’s need is not addressed. It can be quite
rigorous at first but through practice, lesson planning renders the teacher to be both
efficient and effective
7. The power of suggestion: Suggestion is better that prescription. Teachers suggest
activities, references or even ways of obtaining accurate information.
8. Encouragement: Teaching involves enabling learners to become. Through
constant encouragement, learners become active in the learning process.
9. Remedial Teaching: Not all learners are able to learn the topic for the day. This
calls for remediation. Remediation involves helping the learners cope up with the
demand of learning and is usually done on one-on-one basis.
10. Democratic environment: Learners thrive in an environment where their ideas are
heard and they are allowed to ask questions. A democratic environment helps
learners know their duties as well as responsibilities.
11. Stimulation: Stimulating learners can be done when everything in the classroom
can be made conducive for learning. The materials we use, the voice we possess,
our sense of humor and the classroom structure itself contribute to stimulation of
learners’ interests.
12. Integration: Topics being taught can be made more relevant when they are
incorporated in the day-to-day life of learners. We usually do not teach students
that English cannot be used in Math or Science or vice versa. There is English in
Math and there is Science in English, for example.
13. Life-like situations: Teaching with relevance involves engaging learners to actual
experiences in solving problems. The teachers provide these through problem-
based lessons or activity-based lessons.
14. Independence: Teaching is enabling learners to do things on their own. At the
start, the teacher may be around to guide or mentor them but eventually learners
will do things independently.
Other authors listed also the basic principles of successful teaching across levels
(Ohlsen, et al. as cited by Aquino, 1988). They are as follows:
1. Educate the whole child.
2. Keep the program informal, flexible and democratic.
3. Capitalize upon present pupil interests.
4. Let motivation be intrinsic.
5. Make learning experiences vivid and direct.
6. Stress problem-solving, the basis of functional learning.
7. Provide for the achievement of lasting pupil satisfactions.

3. The Seven Principles of Teaching

1. Encourage contact between students and faculty.
2. Develop reciprocity and cooperation among students.
3. Encourage active learning.
4. Give prompt feedback.
5. Emphasize time on task.
6. Communicate high expectations.
7. Respect diverse talents and ways of learning.
(Source: https://www.utc.edu>7-principles)

C. Panangpennek (Verification)

Activity 1. Guide Me, Please

A. Analyze the situations. Which principle underlying instruction is the basis for the
following practices?
1. Ms. Cruz provides experiences for learners starting by giving actual and real examples then
moving on to using pictures then finally just words or concepts.

2. Mr. Aquino gives general tasks for learners at the start of class. After which, he groups students
by 2’s then by 4’s and so on. He considers randomness in the groupings. After which, he asks them
to organize again as a whole for class discussion and further exchange of ideas.

3. Ms. Felicity finds out learners’ interests and aptitudes and provides activities in accordance with
the learners’ identified needs and abilities. Students can choose activities to do and decide how to
do them.

4. A topic is the center of discussion for the day. Every part of the lesson is designed emphasizing
the topic from objective, content, activity and even assessment.

5. Ms. Juan applies the law of apperception by associating the past lesson with the new lesson. She
arranges topics in such a way that the basic ones are presented first before the complex ones.
Likewise, she uses transitional words like first, second…, last as she presents and discusses topics.

6. At the end of discussion, Mr. Lopez asks learners of what they have understood about the topic.
Through question-and-answer techniques, he gauges what students think and feel about their
activities. He likewise provides performance assessment or paper-and-pencil test towards the end
of the lesson.
7. Ms. Ramos uses a variety of means to facilitate learning, such as allowing learners to read from
textbook accompanied by workbooks and letting them observe in the field and conduct interviews.
These are done to ensure that theories are seen in practice.

B. Read the following situations and analyze whether the practice observes a principle of teaching
or not. Justify your analysis.
1. Ms. D started the lesson by showing Ppt Presentations of the topic for the day. She provided
sufficient actual examples but she was not able to make learners synthesize or generalize about the
lesson.
2. Before presenting the lesson, Mr. B would start by asking learners what they know already about
the topic. He listed them down on the board. He then proceeded with the lesson discussing only the
parts unknown to learners.
3. Ms. F varies the tone of her voice as she presents a topic. She looks at her students as she talks
and makes sure everyone is participating in the tasks.
4. Mr. Q gave a test at the start of the lesson then proceeded to the next activity without processing
the results of the test.
5. Ms. E provides down-to-earth examples to explain an abstract idea. She keeps explaining to the
point that learners become too saturated.
6. Ms. Z always comments on learners’ performance, even the minutest act she gives a comment
on it.
7. Ms. N allows learners to work on an activity collaboratively and makes sure that everyone
contributes.
8. Every time Mr. G observes disagreements on ideas of students, he will find ways to lead them
toward a common idea.
9. When Ms. A notices that learners are already bored or inattentive, she gives a 5-item quiz.
10. Mr. D asks a variety of questions from the low-level to the high-level ones. He follows up by
asking clarifying or verifying questions.
11. Ms. R makes clear at the start of the lesson that learners will discuss a topic assigned to them
for 10 minutes. She sets guidelines and expectations ahead before proceeding.
12. Ms. L keeps repeating her questions and echoing learners’ responses, restating in a verbatim
manner what the learners say.

D.Pangserra nga Aramid (Concluding Activity)

What are the principles underlying instruction? Complete the map below.

PRINCIPLES
Maikadua nga Leksyon : Motivating Learning
(Lesson 2)
Panangipakaammo ti Leksyon
(Lesson Introduction)
After learning the different principles of teaching, you are to study about one preparatory
activity which is motivating learning. How do we motivate learners to learn? Is it a good practice to
always have motivation in class? If it is, what are the different ways of motivating? You will find these
out in our lesson.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti

Kapanunutan Maigapu iti Leksyon
(Discussion and Learning Activities)
A. Pangrugi nga Aramid (Initial Activity)
Try to jazz chant these lines:
Motivation! Motivation!
Stimulating me to action!
Motivation! Motivation!
Important in my education!

B. Pannakaiburay ti Adal ( Lesson Development)

Motivation is said to be an important factor in learning. It can be intrinsic or extrinsic.
It is done throughout the lesson (Evans1967; Gage & Berliner, 1988 in Ornstein 1990).
1. INTRINSIC MOTIVATION involves sustaining interest which is already present in
the learner and is embedded in the topic or activity. Activities which enhance intrinsic
motivation are as follow:
a. Challenging statements
b. Pictures and cartoons
c. Personal experiences
d. Problems
e. Exploratory and creative activities
f. Charts, tables, maps and other graphic organizers
g. Anecdotes and stories
h. Contests and games
i. Videos and clips
2. EXTRINSIC MOTIVATION focuses on cognitive strategies. There is a difference in
the provision of extrinsic motivation between high-achieving and low-achieving learners.
The former can easily sustain interest in learning while the latter need more incentives
for learning.
To enhance extrinsic motivation among learners, the following principles are observed:
a. Clear directions and expectations: Learners should know what they are expected
to do and how they will be assessed
b. Time on task: Allocated time for each task varies with consideration to the nature
of tasks.
c. Cognitive match: When tasks are appropriate to the levels of learners, their
motivation level is also high. When they are too difficult, learners tend to give up.
d. Prompt feedback: The promptness on giving feedback is encouraged. Any delay
between behavior and results lessens the relationship between them.
e. Relate past learning with the present learning: The law on apperception is
applied when there is a connection between the past lessons to the present lesson.
f. Frequent rewards: Small, frequent and meaningful rewards are more effective
than large infrequent ones.
g. Praise: Verbal praises such as “Very good”, Great work” and non-verbal ones like
nodding the head and smiling greatly motivate learners to perform well in class.
h. High expectations: When learners are expected to learn well, they are usually
highly motivated. But when they are not expected to learn well, they tend to be less
motivated to learn.
i. Value of rewards: Any reward we give the learners must have value for them.

3. PRINCIPLES OF MOTIVATION
1. In an effective learning environment, learners are working at purposes that are real
to them.
2. Learning is most effective when the learners are motivated by goals which are
intrinsic to the learning activity.
3. The learners overcome frustrations, obstacles and difficulties when they the goal
as worthwhile.
4. Successful experiences are important motivators.
5. Reward than punishment is a better motivation for learning.
6. The learners’ interest is important in classroom learning.
7. Meaningful instructional devices and materials as well as wholesome tasks serve
as good motivators.
8. Success generally increases the level of aspiration and achievement of learners.
9. Feedback as a tool about the learner’s progress can be effective motivation.
10. The learners who recognize the need for acquiring new skill and experience can be
effective motivation.
11. A pleasant learning environment can be an effective motivator.
12. Learning is most effective when the situation has meaning for the learners.
13. Intrinsic motivation is better than extrinsic motivation.

C. Panangpaneknek (Verification)

Motivation, Motivation
Try to categorize the following as INTRINSIC or EXTRINSIC motivation. Why do you think so?
1. Sharing personal experiences
2. Praises from the teacher or classmates
3. Videos or clips
4. Games or contests
5. Prompt feedback
6. Pictures and cartoons
7. Rewards and prizes
8. Graphic organizers
9. Challenging statements
10. Given tokens

D. Kabuklan ti Inadal (Summary)

You have learned in this lesson that motivation can either be intrinsic (motivation coming
from within the person) or extrinsic (motivation coming from external sources). Motivation is
undertaken to keep the learners’ interest throughout the lesson. Although in the lesson plans,
motivation is given only as a preparatory activity, the real thing is that it is maintained throughout the
lesson.
Maikatlo nga Leksyon : Questioning : The artful way
(Lesson 3)
Panangipakaammo ti Leksyon
(Lesson Introduction)
This lesson tackles the topic on the art of questioning. One of the skills teachers should develop
is how to ask questions effectively specially in developing understanding among learners. Let us explore
the content of this lesson.
Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti
Kapanunutan Maigapu iti Leksyon
(Discussion and Learning Activities)
A. Pangrugian nga Aramid (Initial Activity)

Observe the following questions:

What is the length around a circle called?
When is a singular verb used?
How do we compute the area of a rectangle?
Why does a rainbow appear?

Do you think these questions are formulated effectively? Why do you say so?Which question
calls for simple recall? For a process? For cause-effect relationship? You will find out in the
succeeding discussions.

B. Pannakaiburay ti Adal ( Lesson Development)

1. Questioning and Its Purposes

Good Questioning is an important key technique in teaching. It is both a methodology and

an art. It is used for a variety of purposes such as:
o Stimulating thinking
o Arousing interest and curiosity
o Reviewing learned content
o Eliciting learners to ask questions
o Promoting thought and understanding of ideas
o Changing the mood/tempo, direction of discussion
o Encouraging reflection and self-evaluation
o Expressing feelings

2. Types of Questions

There are different types of questions:

 According to thinking process

a) Low-level questions –
 Factual +memory questions
 Require only one correct answer
Example:
o Who is the father of modern education?
o How many islands are there in the Philippines?
b) High-level questions –
 Go beyond memory and factual information.
 Require varied points of view/opinions/abstraction answers.
 Challenging and stimulating questions.
Example:
o Why do Filipinos want to work abroad?
o In what different ways can we show respect for human rights?

 According to answers requested

 Convergent Questions: have only one correct answer, usually

beginning with What, When, etc.

 Divergent Questions: Associated with high-level thinking questions,

have many answers

3. The Dos in Asking Questions (Harris & Swick, 1985 in Ornstein, 1990)
@Ask questions that are stimulating and not merely memory testing or dull.
@Ask questions that commensurate with student’s abilities.
@Ask questions that are relevant to students.
@Ask questions that are sequential.
@Vary the length and difficulty of questions.
@Ask questions that are clear and simple.
@Encourage students to ask questions of each other and to make comments.
@Allow sufficient time for deliberation.
@Follow up incorrect answers.
@Follow up correct answers.
@Call on non-volunteers and volunteers.
@Call on disruptive students.
@Prepare five to six pivotal questions.
@Write the objective and summary of the lesson as a question or problem.
@Change your position and move around the room.

4. Guidelines in Asking Questions

a. Wait-Time. It is the interval between asking the question and the student response.
Average wait-time is 1 second. Increasing wait-time is beneficial for learners such
that they are given more time to respond and that they are more confident to answer.
b. Directing. The usual way is to ask the question then call a student to answer. The
student can be a volunteer or non-volunteer.
c. Redirecting and Probing. When a student is not able to give the correct answer, the
teacher does not provide the answer but rather redirect the question to another student
or probe for a better answer from the same student.
d. Commenting and Praising. Honest praise increases achievement. A smile, a nod of
approval or brief comment such as Good, Correct, Exactly, That’s right are helpful.
On the other hand, too much of these can be detrimental. Comments should lead
students to improving their performance. Examples: “Your response seems
incomplete. Let’s see how we can make it more complete.” “Lino, please be quiet.
Your classmates cannot hear what is being discussed. Besides, you know better.”
C. Panangpaneknek (Verification)

Activity 1. Ask Me
Direction: Raise your flag if the practice is good, red if not. Explain why.
1. Ask questions in a natural and conversational tone of voice.
2. Repeat questions so students can answer.
3. Call on a student right after you have asked the question.
4. Start with low-level questions before moving to high-level ones.
5. Allow learners to answer your questions in chorus.
6. Follow up both correct and incorrect answers of learners.
7. Avoid asking questions answerable by Yes or No.
8. Call on students randomly.
9. Observe mobility when asking questions.
10. Reword your questions instead of repeating them in a verbatim manner.

Activity 2. Try formulating a low-level question and a high-level question for the following
situations or statements.

1. It is good to drink lukewarm water before eating breakfast.

LLQ__________________________________________________?
HLQ__________________________________________________?

2. Most inventions of men make life more comfortable.

LLQ__________________________________________________?
HLQ__________________________________________________?

3. Instructional planning makes learning purposeful.

LLQ__________________________________________________?
HLQ__________________________________________________?
*Additional exercises were added in the worksheet.

D. Kabuklan ti Inadal (Summary)

In this lesson, you have just learned the art of questioning. Questioning is a skill that teachers
must develop to accomplish the goals of teaching. Questions are of different types: low-level and
high-level questions, convergent and divergent questions. There are Dos in asking questions as well
as guidelines to consider.
Maika-uppat nga Leksyon : Formulating behavioral objectives
(Lesson 4)
Panangipakaammo ti Leksyon
(Lesson Introduction)

In this lesson, you will learn concepts about formulating behavioral objectives.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti

Kapanunutan Maigapu iti Leksyon
(Discussion and Learning Activities)
A. Pangrugian nga Aramid (Initial Activity)

Objectives of instruction provide direction on what is to be achieved. One of the

instructional skills of teachers is to formulate behavioral objectives. Behavioral objectives are
used in daily lesson planning. These objectives are Specific, Measurable, Attainable or
Achievable, Realistic and Time-bound (SMART).

B. Pannakaiburay ti Adal ( Lesson Development)

Taxonomy of Educational Objectives

With educational taxonomy, learning objectives are classified into three domains, namely:

Cognitive Psychomotor Affective

(involves mental process) (involves manipulation of (involves
materials through motor feelings/attitudes/values)
control)
 Knowledge or recall  Reflex movements  Receiving
 Comprehension  Fundamental movements  Responding
 Application  Perceptual abilities  Valuing
 Analysis  Physical abilities  Organization
 Synthesis  Skilled movements  Characterization
 Evaluation  Non-Discussive
Communication

REVISED
Others: Imitation,
*Remember Manipulation, Precision,
Articulation, Naturalization
*Understand

*Analyze

*Evaluate

*Create
Formulating Behavioral Objectives

Objectives refer to statements of purpose intended to be achieved at the end of instruction thus
they are terminal in nature. Objectives used for instruction are characterized by being SMART-
Specific, Measurable, Attainable/Achievable, Realistic and Time-bounded. From the broad
objectives, behavioral objectives are drawn.

Examples: BROAD: To learn mathematical operations

SPECIFIC: To add two-digit numeral with another two-digit numeral
BROAD: To know the history of gymnastics
SPECIFIC: To discuss the history of gymnastics
To trace the beginnings of gymnastics

C. Panangpaneknek (Verification)

Activity 1: Is It SMART enough?

1. Read the given objectives and tell whether they are good to be used for the day’s lesson.
Explain why.
2. To retell a story using a semantic web
3. To develop honesty as a value
4. To examine the difference between plant cell and animal cell
5. To pronounce words with /th/ and /dh/ sounds
6. To learn the folkdance Cariñosa
7. To interpret bar graphs and pictographs
8. To understand the nature of language
9. To arrange decimal numbers from greatest to least
10. To use a graphic organizer in summarizing the topic learned

Activity 2. Formulate two (2) SMART objectives for the following broad objectives.

1. To know about the solar system

Objective 1________________________________________________________

Objective 2________________________________________________________

2. To acquire in-depth knowledge about plants

Objective 1________________________________________________________

Objective 2 _______________________________________________________

3. To appreciate Filipino virtues

Objective 1________________________________________________________

Objective 2________________________________________________________

4. To learn to pronounce difficult words

Objective 1________________________________________________________

Objective 2________________________________________________________
5. To study about the solar system

Objective 1_________________________________________________________

Objective 2_________________________________________________________

D. Kabuklan ti Inadal (Summary)

To sum up the lesson, give five (5) important words/terms you remember most about the
lesson that you have just explored.
1. ____________________________ 4. ____________________________
2. ____________________________ 5. ____________________________
3. ____________________________
Maikalima nga Leksyon : Classroom management
(Lesson 5)
Panangipakaammo ti Leksyon
(Lesson Introduction)

Strategic act of teaching requires teachers to be good classroom managers. Even if they know
a lot about their topics if they cannot maintain order in the classroom, teaching is affected and so is
learning. In this lesson, you will learn about the different aspects of classroom management.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti

Kapanunutan Maigapu iti Leksyon
(Discussion and Learning Activities)
A. Pangrugian nga Aramid (Initial Activity)

In the Language class of Ms. Burgos, learners do not pay attention to the teacher. Some of them
are sleeping. The chairs are disarranged and there are litters on the floor. The teacher continues to
present her topic for the day. Do you think the teacher can effect quality teaching and learning in this
situation?

B. Pannakaiburay ti Adal ( Lesson Development)

Classroom management is one of the most challenging tasks the teacher has to do every day.
Classroom management includes operation and control of activities involving details as seating
arrangement, attendance, utilization of instructional materials, classroom courtesies and discipline
which require foresight and planning (Zulueta, 2007). The very purpose of classroom management is
to achieve quality in learning rather than just lessening misbehaviors among learners.

Sweetland (nd) mentions that Classroom Management goals and objectives are as follows: 1)
Create and maintain positive learning environments for individuals and community of learners; 2) Use
effective communication and interactions to establish, monitor, and revise procedures to facilitate
learning and create positive attitudes for learning; 3) Model and communicates how to protect dignity
and equality for all that respects cultural, social and racial diversity; 4) Model and develop socially
acceptable behaviors and cooperative relationships with and among learners, parents and stake holders
to promote appropriate behavior; 5) Manage time to help learners achieve appropriate life goals; 6)
Facilitate learning to achieve lifelong learning through goal setting, self-monitoring, encouragement
and strategies to establish responsible developmentally appropriate behavior that creates self-efficacy
in learners; 7) Proactively reduce unconventional behavior; 8) Develop leadership styles that create
appropriate learning climates; 9) Base decisions on recognized theories; 10) Provide powerful content
and instructional methods for students to learn based on their developmental needs to be successful
citizens; 11) Plan, implement, assess, and adjust curriculum (content & instruction - teaching &
learning) to facilitate learning, develop positive attitudes toward learning, demonstrate a caring
attitude that protects the dignity of others, and develop self-efficacy for lifelong learners; and 12)
Prepare reports and interpret information to learners, parents, and/or guardians, and stake holders.

Classroom Management Concept

1. Aspects of Classroom Management

a. Physical Environment: management of the area, materials found therein, arrangement, etc.
b. Time Management: transitions, beginning of class activities, pacing, providing assistance

c. Instructional Management: movement management (smoothness), momentum, group focus,

avoidance of satiation impediments

Movement is characterized by being smooth or jerky. There is smoothness when there is an even
and calm flow of activities. To prevent jerkiness, the following should be avoided:

@ Stimulus-bounded. The teacher immerses herself in a small group of students that she ignores
other students or misses potential disruptive activity.

@Thrust. This happens when a teacher bursts into activities without assessing the readiness of
students or gives directions, statements or questions that confuse students.

@Dangle. When the teacher ends an activity or drops a topic before it is completed, then there is
dangling of activity.

@Truncation. The teacher here ends an activity abruptly.

@Flip-flop. The teacher ends an activity, goes to another and returns to the first terminated
activity. The sequence is unclear.

Momentum is keeping activities at an appropriate pace. Overdwelling and fragmentation

can slow down momentum. Overdwelling involves giving explanations beyond what is necessary while
fragmentation is giving too much detail, breaking down things into many steps, duplicating or repeating
activities.

d. Routines and Procedures: checking attendance, collecting/ returning materials, etc. The
establishment of routine is done daily but is set up right at the very beginning of the school
year.

e. Discipline: Basic principles

 Respect pupil dignity – comments and responses to misbehavior are directed towards
a specific behavior and never to the general character or worth of a child.
 Private correction is preferable to public correction – dealing with the problems as
quietly as possible
 Identify and address causes of misbehavior more than the misbehavior itself
 Distinguish between trivial and serious problems
 The responses to misbehavior must be consistent fair
 Students must be helped to recognize that their misbehavior

2. Approaches to Classroom Management

There are seven (7) approaches to classroom management: 1) Assertive Approach, 2)
Business-Academic Approach, 3) The Behavior Modification Approach, 4) Group Managerial
Approach, 5) Group Guidance Approach, 6) Acceptance Approach and 7) Success Approach.

Assertive Approach. This approach expects the teacher to specify rules of behavior and the
consequences for disobeying them. Rules are to be communicated clearly by the teacher who uses
firm tone of voice to get things done.

Business-Academic Approach. Developed by Evertson and Emmer, the emphasis of this

approach is on the organization and management of students as they engage in academic work.
Three major categories of organizing and managing student work such as establishments and
communication of work assignments, standards and procedures, monitoring of student work and
feedback to students.

Behavior Modification Approach. Rooted on Watson and Skinner’s work, this approach
involves varied techniques and methods from giving simple rewards to elaborate reinforcement
training. Teachers strive to increase learners’ involvement by systematic giving of rewards and of
reducing the possibility of inappropriate behavior through punishment.

Group Managerial Approach. Jacob Kounin is the proponent of this approach. He emphasized
the importance of responding immediately to student/group behavior that may be undesirable in
order to prevent problems rather than having to deal with them after they come up. Teaching
behaviors are 1) Desist techniques, such as with-it-ness and overlapping behavior and 2)
Movement management (achievement of smoothness).

Group Guidance Approach. This involves transforming the overt behavior of students on a group
basis. Discipline and classroom control are achieved through the group atmosphere and rapport.

Acceptance Approach. Learners have an innate desire to be accepted or to belong. Based on the
democratic model, the teacher provides leadership by establishing rules and consequences and at
the same time allows students to actively engage in making decisions and to make choices.

Success Approach. Rooted in humanistic psychology and democratic model of teaching, the
teacher’s role is to help students make good choices. When students see the results of their choices
as desirable, they develop a feeling of positive self-worth and eventually experience success.
Students are helped to be responsible of their own behavior. Rules are established as agreed upon
and consequences are enforced reasonably. Glasser, the proponent of reality therapy, pointed out
that teachers must be supportive and assist students who exhibit difficulty right at the very
beginning.

3. Goals of Behavior
Dreikurs (1988) identifies four mistaken goals of behavior:
a. Attention getting. When students do not get the recognition they desire, they resort to attention-
getting behavior (clowning, delaying tasks, being tardy, etc.)
b. Power seeking. Student express their desire for recognition by defying adults to achieve what
they perceive as power. Learners do this by arguing, contradicting, teasing or temper tantrums.
c. Revenge seeking. If learners do not achieve recognition through power seeking, they seek power
through revenge. Mistaken goal is to hurt others for being hurt or rejected. Students tend to be
cruel, hostile or violent towards others.
d. Withdrawal. If students feel helpless and rejected, their goal will be to withdraw from the social
situation if not helped, the students become isolated.

To handle the mistaken goals of behavior, the teacher needs to ignore attention seeking
and avoid punishing, communicate, keep learners busy and praise learners.

* Other Information on Student Control

1. Hawthorne effect: knowing that learners are observed makes them perform better
2. Pygmalion effect (Rosenthal effect): teacher’s expectation makes learners perform better
3. Placebo effect: individual’s expectation improves his performance
4. Halo effect: individual’s perception affects performance
5. Ripple effect: behavior of students affects the behavior of other students
4. Twelve Techniques to Preventive Discipline

@proximity control @direct appeal

@removing seductive objects @physical restraint
@antiseptic bouncing @ restructuring program
@planned ignoring @signal interference
@interest boosting @humor
@ hurdle lessons @routine

C. Panangpaneknek (Verification)
Going back to the situation given at the start of the lesson, can teaching-learning be
maximized without classroom management? Why do you say so? What will you do to make your
classroom well managed?

D. Kabuklan ti Inadal (Summary)

Congratulations! You have finished another lesson successfully. In this lesson you have learned
what classroom management is, the different aspects of classroom management, the different
approaches to classroom management, the goals of behavior and the different techniques to
preventive discipline.
Panangasa ti Utek
(Assessment)
Am I on the Right Track? (Test Yourself)

Direction: Consider the principles, concept and theories we have discussed in the class and those
you have read. Read and analyze the statements. Draw a star for the good practice and a
triangle for those needing improvement.
Example: ____ Calling on a learner before throwing the question
____1. Ask questions in a natural and conversational tone of voice.
____2. Call on students to recite alphabetically.
____3. Prolong the motivation when you see students enjoying it.
____4. Ignore students when they are talking while you are explaining.
____5. Ignore student’s queries or questions when you are busy discussing.
____6. Give additional tasks when there is still time left.
____7. Explain thoroughly and repetitively the lesson to reach saturation point.
____8. Provide review activities prior to the presentation of new lesson.
____9. Call on bright learners first before you call on the average and slow ones.
____10. Use the verbs know, understand and learn in your daily lesson plan.
____11. Wrap up lessons before giving a quiz.
____12. Pay attention to all your learners as you discuss the lesson.
____13. Note down trivial behaviors and verify them by talking to the concerned learners.
____14. Call the names of students not paying attention to you and label them “Maiingay”.
____15. Give a surprise quiz when students are not participating in the discussion.
____16. Allow yourself to cool down before talking to an erring student.
____17. Threaten students that they will be sent out of the room when they are not listening.
____18. Assign special tasks like keeping the key or monitoring cleanliness to redirect learners’ energy
to more positive pursuits.
____19. Use wait time of 1 second for factual question and 3 seconds or more for higher level questions.
____20. Begin lesson on time without wasting energy.
____21. Give feedbacks appropriate to students’ performances.
____22. Pity learners who are not participating by not involving them in any activity.
____23. Come to class well prepared and on time.
____24. Use sarcasm and criticism to learners who are not performing well.
____25. Repeat questions in a verbatim manner so learners can finally answer you.
____26. Repeat learners’ responses yourself for emphasis.
____27. When using flash cards, show them at chest level, flashing from back to front.
____28. When you are done using your devices, remove them right away from the board.
____29. Mimic students’ actions when you want to correct them.
____30. State in a clear manner the procedure of activities.
____31. Allow students to ask questions about the lesson.
____32. Point out things you want to be done in a suggestive manner.
____33. When students start to become unruly, vary the task.
____34. End lesson smoothly by asking your learners to sum up the lesson.
____35. Answer the question of your students right away to show that you know better.
____36. Establish eye contact when talking with learners.
____37. Ask a series of questions in a logical manner.
____38. Comments that we give our students are those that will improve their performance.
____39. Proceed to the next topic even if you see that they have not mastered the present topic. You
have to finish topics on time.
____40. Keep a record of students’ performance, quizzes and exams and allow them to see these
including their classmates’ performance.
____41. To avoid waste of time and for accuracy of performance, you must demonstrate first how things
are done.
____42. Hold grudges towards students who constantly cause you headache.
____43. Use a variety of techniques for your lesson. Vary groupings of learners based on the task.
____44. Maximize student participation by using individualized, small group and whole group
techniques.
____45. When a bright learner tends to monopolize the lesson, give him the floor and let him be the
one to teach his classmates.
____46. It is best to start correcting misbehavior at the very start rather than when it worsens.
____47. Lay down your class rules at the beginning of the school year and consistently implement them.
____48. If you do not know the answer to your student’s question, tell them that it will be their
assignment.
____49. You still have 15 minutes left and you are done with your lesson. It is wise for you to send
your students home already.
____50. When passing test paper, learners are asked to come to you one by one.
____51. Both correct and incorrect responses are followed up.
____52. Discipline is achieved when personal goal becomes secondary only to group goal.
____53. Routines are established only when needed.

Assessment/ Posttest
Direction: Choose the letter of the correct answer.

1. What principle is reflected when a teacher always provides for the development of all essential
knowledge, manipulative skills and attitudes?
A. Principle of needs C. Principle of unity
B. Principle of balance D. Principle of organization
2. Miss Salas is coming up with different behavioral instructional objectives for her lesson. Which
of the following objectives will the teacher NOT use?
A. To spell words with CVC pattern
B. To know the different kinds of animals
C. To observe physical characteristics of solids
D. To identify the parts of a flower
3.Miss Peregrina involves learners directly in the different activities so they will learn effectively.
The principle for this is:
A. Learning is democratic. C. Learning comes through self-activity.
B. Learning must be life-like. D. There are individual differences in learning.
4. How can a teacher enhance her/his questioning technique for an effective teacher-student
interaction?
A. Immediately call another student in case one cannot answer.
B. You may answer your own question if no one can.
C. Allow sufficient “think time”, at least 7-10 seconds.
D. Extend wait time until the student responds.
5. As a teacher, you utilize varied tools and sources of learning experiences from concrete to
abstract. Which principle supports this?
A. Principle of Focus C. Principle of Socialization
B. Principle of Context D. Principle of Individualization
6. There is an observed organization and order in the teaching-learning process thus making
teaching logical and systematic. This is based on the Principle of _________.
A. Socialization C. Context
B. Individualization D. Sequence
7. Learning experiences have themes or centralization, excluding other tasks not within the context.
This based on:
A. Principle of Socialization C. Principle of Focus
B. Principle of Individualization D. Principle of Context
8. Teaching-learning process engages the learners and teacher to interact with one another
meaningfully. This is the idea in the Principle of __________.
A. Individualization C. Focus
B. Context D. Socialization
9. Teacher Beng says “Very good” to every student after an answer. Is this a sound practice in the
classroom?
A. Yes, because students must be made to feel good every time.
B. Yes, because the teacher must be generous with praise.
C. No, because genuine praise must be deserved.
D. No, because the teacher must equally say “Very bad” when necessary.
10. Teacher A tackles about green leafy vegetables then talks about meat products then returns to
green leafy vegetables. This behavior manifests jerkiness. How is this called?
A. Dangle B. Truncation C. Flip-flop D. Stimulus-bounded

Key: 1. B 2.B 3.C 4.C 5.B 6.D 7.C 8.D 9.C 10.C

Related Readings/Videos for Viewing

1. Ginsburg, D. Classroom management. Retrieved from
https://blogs.edweek.org/teachers/coach_gs_teaching_tips/2011/04/behavior_management_cl
assroom_management.html
2. Guido, M. (April 10, 2018). 20 Classroom Management Strategies and Techniques. Retrieved
from https://www.prodigygame.com/blog/classroom-management-strategies/
3. https://youtu.be/z_XR6dy69f4 (Video on Classroom Management)
4. https://youtu.be/FFobX7D_x8g (10 Everyday Classroom Management Tips for Teachers)
5. https://youtu.be/vEZ-_VqaBgM (Questioning Skills and Strategies)
Reflection
Complete the following statements with the first thoughts that come into your minds. (Do it in your
notebook.):
The three most important things I learned from the lessons are:
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
I realize that ____________________________________________________________

As a future teacher, I feel that I ____________________________________________

References

Books

Aquino, G. V. (1988). Principles and methods of effective teaching. Metro Manila: National Book Store.
Garcia, M. (1999). Focus on teaching. Quezon City: Rex Printing Co.
Good, T. L. & Brophy, J. E. (1988). Looking in Classrooms. New York: Harper & Row.
Lardizabal, A. S., et al. (1997). Principles and methods of teaching. Quezon City: Phoenix Publishing
House, Inc.
Lucas (2020). Facilitating learner-centered teaching. Lorimar Publishing Company.
Ornstein, A. C. (1990). Strategies for effective teaching. New York: Harper Collins Publishers.
PNU (2013). A reviewer for the Licensure Examination for Teachers (Professional Education). Manila,
Philippines: PNU Press.
Salandanan, G. G. (2012). Methods of teaching. Metro Manila: Lorimar Publishing, Inc.
Salandanan, G. G. (2005). Teaching and the teacher. Quezon City: Lorimar Publishing Company
Zulueta, F. M. (2006). Principles and methods of teaching. Manila: National Book Store, Inc.
From Online Sources
Sweetland, R. (nd). Goals and Objectives of Classroom Management
Tabbada-Rungduin, T. (2021). Facilitating learner-centered teaching. Rex Book Store.

Online Sources
Retrieved from http://www.homeofbob.com/cman/class406/goals.html
Effective pedagogy: Principles of learning and teaching.
Retrieved from https://www.eduweb.vic.gov.au/edulibrary/.../teachlearn/.../poltleadchangepedagogy
Principles and methods of teaching
Retrieved from https://archive.org/details/principlesmethod00boye
Principles and methods of teaching.
Retrieved from https://archive.org/details/principlesmethod00weltuoft
Principles and strategies of teaching.
Retrieved from https://www.scribd.com/doc/.../PRINCIPLES-AND-STRATEGIES-OF-TEACHING-
1-.