Principle and Strategies of Teaching

Components of Effective Teaching

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

1 The Teacher

2 The Learner 3 The Classroom

Personal and Professional Traits Roles Manager, counselor, motivator, leader, model, public relations officer, parent surrogate, facilitator, instructor The child as a biological organism with needs, abilities, and goals; The social and psychological environment; Cultural forces of which he is a part . Activities are well organized 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 Climate

Emotional adjustment and mental health of learners Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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4 The Curriculum

5 Materials of Instruction

6 Administration

The blueprint or master plan of selected and organized learning 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.) Various resources available for teachers and learners which help facilitate instruction and learning 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 hMock-up w) Audio-recording materials Recordings (experiences of pure Radio listening) Projected materials Still projection (enlarged on a viewing Motion Pictures screen) Educational television The organization, direction, coordination, and control of human and 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

Aspects or Dimensions of Individual Learning Style Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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Biological Sound Light Temperature Design Perception Intake Chrono-biological highs and lows Mobility needs persistence

Developmental-Sociobiological Preference Motivation Responsibility Need for structure

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

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Apraxia (Dyspraxia) Dysgraphia Dyslexia Dyssemia Auditory Discrimination Visual Perception

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


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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 11. easily distracted 12. poor attention span 13. overreacts to noise 14. doesn’t enjoy when being read to 15. poor hand-eye coordination 16. can’t make sense of what s/he hears 17. uses words inappropriately 18. hyperactivity 19. limited vocabulary

20. inability to follow simple instructions 21. poor emotional control 22. difficulty remembering or understanding sequences 23. chooses younger playmates or prefers solitary play


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Basic Principles of Successful Teaching at any Academic Level (Olsen, et al as cited in Principles & Strategies of Teaching by Acero, et al)

Principles Principle

Components Components

6. Stress problem 1. Educate the whole solving, the basis of child functional learning

Ability of children to intelligently Aspects of development: physically, attack real problems socially, emotionally, ethically, and intellectually

7. Provide for the 2. Keep the program achievement of lasting informal, flexible, and student satisfaction democratic

Teachers put extra effort to make Confidence in their power of learning situations opportunities achievement for students achieve something

8. Let the curriculum mirror the community

Learning situations reflect students’ community life

Activities Activities

Discover, Challenge emerging define, attack, solve, interests, and abilities interpret personal and social problems  Offer genuine success,  Ask questions  Personal satisfaction freely  Opportunity for  Confer with other intellectual, social, and learners emotional growth  Share in planning Simulations activities  Carry personal responsibility

3. Capitalize upon present student interest

Teachers discover what interests and purposes students have

4. Let motivation be intrinsic

Most moving incentives are those of real life

 Explore the new 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 experiences vivid and direct

Generalizations will be useless and mere verbalisms unless grounded on meaningful personal experiences

Constant opportunities for: Motion pictures Radio programs excursions interviews service projects work experience

Limited versus wide interests

The need to receive more concrete, interesting and meaning experiences

Praiseworthy purposes to promote educational growth


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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 warmth

 Warm and total acceptance for another as a person  Deep interest and concern for the development and welfare of students

3. Genuineness

 Real and not a mythical teacher

Principles of Good Teaching 1.

Active Learning

Basic Principles of Today’s Teaching 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 needs. Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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6. Lesson Planning

Education means improving the quality of learning.

7. The Power of Suggestion 8. Encouragement 9. Remedial Teaching

Learning depends upon the child’s ability.

10. Democratic Environment 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 Other terms for instructional objectives

Performance Learner Behavioral Specific (objectives) Process objectives Enabling objectives

Characteristics of Performance

SMART

emphasis on the student outcomes manifested in behavior

Focus on mental skills: observation, organization, categorization, evaluation, drawing inferences Include task analysis: breaking a complex task into a logical sequence of steps to achieve the intended outcome Specific, Measurable, Attainable, Resultoriented, Reliable, Realistic, and TimeEduc 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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Objectives

bounded, Terminal

Taxonomy of Instructional Objectives Knowledge Comprehension Application Analysis Synthesis

Cognitive Evaluation Receiving Responding Valuing Organization Characterization by Value

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

Affective

Taxonomy of Instructional Objectives

Psychomotor

Reflex Movements Basic Fundamental Movements Perceptual Abilities Physical Abilities Skilled Movements Non-discursive

Occur voluntarily in response to stimuli Has innate movement pattern from from a combination of reflex movements Translate stimulus received through the senses into appropriate desired movements Develop basic movements that are essential to the development of more highly skilled movements Develop more complex movements requiring a certain degree of efficiency Communicate through body movement


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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


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Approach One’s viewpoint toward teaching

Method A series of related and progressive acts performed by a teacher and students to achieve the objectives of the lesson

Strategy Set of decisions to achieve an objective that results in a plan

Technique The personal art and style of the teacher in carrying out the procedure

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


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Developm ent Lesson

Preparation -review facts -recall old experiences related to new lesson -establish objectives Development lead the class to: examine analyze compare contrast generalize observe judge direct something to achieve objectives Application Use what has been learned in a new situation or practice activities

Review Lesson

Drill Lesson

Preparation -define the need review -specify the purpose of review -recall concepts previously learned

Motivation Arousing the need for the skill or activity

Review Proper/Activities Use any or a combination of the following: Problem Solving skill Comparison Scheme Concepts Scheme Activities Scheme Open book exercises Imaginative-Creative Condensing Selected reference Reading

Focalization Focusing learner’s attention on the specific facts, habits, or skills to be drilled on Repetition of Attention Repeating learning materials meaningfully Application Using what has been

Further Application Use new learning in new situations

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

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Expository Strategy Less delivery Utilizes expositive strategies such o Direct

o o

Exploratory Strategy time

as:

teaching Deductive proces Teacher controlled method

Less students involvement: Passive Active

More delivery time Utilizes discovery strategies such as: o Inquiry teaching o Inductive process o Teacher facilitated methods High student involvement Active Interactive

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


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Demonstra tion

Deductive Teaching

What Telling and showing method performed usually by a teacher or a trained student while the rest of the class become observers

Process of teaching that starts with a rule or general statement that is applied to specific cases/examples

(Notes from: COI Workshop – 2003, AdDU) Expository Teaching When to use Steps o When process 1 Preparation, motivation, clarifying objective is significant 2 but apparatus Explaining concept, theory, process, need is limited 3 o When school Demonstration of correct process involved lacks facilities in a theory or performance for every 4 student Discussion/Practice o When Feedback on elements of process equipment is 5 too expensive, Transfer to “real” world sophisticated, dangerous o When lesson requires skill in investigative procedure or technical know how When pupils re 1. Statement of the problem asked to: o State real life cases, situations, o test a rule or problems further develop 2. Statement of a generalization or rule it o Recall two or more generalizations, o answer rule, definitions, or principle questions o Select one which will be the solution o solve problems to the problem by referring to 3. Apply the rule laws, 1. Test the rule to specific cases or principles, and problems theories 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


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(Notes from: COI Workshop – 2003, AdDU)

Inductiv e Teachin g

Discove ry Teachin g

Experiential Methodologies : Exploratory What When to Use ☺ An exploratory ☺ When the 1 method of logic when rule, one arrives at a fact, concept, principle, truth, or truth, generalization principle, ☺ Studying: observing, or generaliz comparing, many ation is instances or cases in importan several instances to t enough discover the common to justify element and form of 2 the time generalization devoted ☺ Formulating to the conclusion, a 3 lesson definition, a rule, a ☺ When the principle or formula pupil has based on knowledge the of examples and 4 ability to details form and state the rule, principle, truth, or generaliz 5 ation by themselv es through comparis on and abstracti on of instances o Thoughts are Deductive discovery: synthesized to Presenting a main idea that can be perceive something that the individual has checked against evidence now known before Finding supporting evidences or o Learner gets directly examples for the main idea involved in learning Learning is a result of the Stating why the evidence is supporting learner’s own internalized

Steps Preparation: o Set an apperceptive basis by reviewing old facts or lessons that can be utilized as background for the new o Motivate by arousing the need to achieve the objective o State the aim which may be in the form of a problem or goal statement Preparation = present specific cases, instances, and examples to the class Comparison and Abstraction = discover and identify the common elements among the specific cases Generalization = state the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or formula Application = use the learned concept, generalization, rule, and principle in new situations.

Inductive Discovery: Presenting the following = specific examples, instances for observation, discussion Identifying attributes of the common elements


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insight, reflection, and experience.

the main idea

Discussing the elements among 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)

ProblemSolving Method

Project Method

Experiential Methodologies : Exploratory What When to Use o Problem is a felt When the goal is: 1 o To sharpen the power to think, difficulty in a 2 situation that needs reason, and create a new idea to be removed o To learn how to act in difficult 3 o Problem solving is situations any purposeful o To improve judgments activity that will 4 remove a recognized difficulty or 5 perplexity in a situation through the 6 process of reasoning

A significant practical unit of an activity of a problematic nature carried on by students in a lifelike manner and natural setting. It may be construction, an employment, a problem, or a learning project

o o o o o

Laboratory Method

Inquiry teaching

A set of first learning activities wherein the individual investigates a problem conducts experiments, observes processes, or applies theories and principles in a simulated setting Learners are confronted with a puzzling situation and are let to enter into investigative work to solve the problem

o o o

o o o o o o

When problems in life situation exist When learners initiate and impose the tasks on them When time and materials are available When there is a decided advantage over the other methods in meeting the needs When training in cooperation, perseverance, open-minded, creativity is need. To cultivate students’ skills in the basic science processes To enhance higher order thinking skills To induct learners to scientific processes

Steps Identification and recognition of the problem Discussion of key elements of the problem Statement of hypothesis/proposal of solution(s) Collection and interpretation of related evidence(s) Critical evaluation of suggested solutions Verification of accepted solution(s): o If acceptable – use the solution to solve the problem o If not, prepare another solution 1 Purposing = determining goals and activities cooperatively 2 Planning = deciding on the activities 3 Executing = carrying out activities 4 Evaluating = judging the finished projects/results against the goals

Preparation = motivation, goal setting, orientation o Supervised work = working on the problem o Culmination = organizing findings o Reporting findings = communicating results Step 1 = presentation of a problem/puzzling situation (by a teacher, class, learners themselves) Step 2 = defining the problem (list questions) Step 3 = Gathering and appraising information Step 4 = Gathering information (answer questions) Step 5 = Drawing conclusions Step 6 = Evaluating (conclusions, answers to questions, thinking processes used0 o


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

Concrete Experience

Observation & Analysis

Active Experimentation

Abstraction Reconceptualization

Reflective Teaching

Stages 1. Concrete Experience 2. Observation & Analysis

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 Instructional Activities Identify problematic situation ☺

Observation: o Gather information about the experiences, beliefs, values, intentions, attitudes, feelings, and actions o Describe the experience in a multidimensional and comprehensive way Analysis:


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3. Abstraction Reconceptualizaiton

o o o o o o

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

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

Strategy

Developing Metacogniti ve

A teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes Through the Planning= deciding what my goals are and what strategies to use use of the to get there following Deciding = what further knowledge or resources I need metacognitive Monitoring progress along the way = am I going in the right processes direction? Evaluating = when I have arrived; and Terminating = when the goals have been met Heuristic or Before = when you are ☺ What in my prior knowledge will Selfdeveloping the plan of help me with this particular task? questioning action, ask yourself: ☺ In what direction do I want my thinking 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 ☺ Am I on the right track? plan 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 ☺ Did my particular course of action, ask yourself: thinking 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? Knowing when ☺ Guide student in the use of reading, writing, and you know reasoning process ☺ Repeat successful experience with the process Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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Awareness

Knowing what you know Knowing what you need to know

☺ ☺ ☺ ☺ ☺

What is known when you know Awareness of acquired knowledge and understanding Subjects/concepts can be studied at multiple levels of sophistication 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) 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 Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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3 4 5 6 7

Within each team, one student is responsible for mastering a section The teams split into specialist group, student responsible for section materials meets with corresponding students from other groups. Each member of the specialist group helps one another in the same materials referred to as task specializations Each student in the specialist group returns to his home team and teaches other members of the teams Following home teams’ discussions are quizzes given individually

DISCUSSION TECHNIQUES (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 Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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☺ 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

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)


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Approaches to Classroom Management BusinessAcademic

Assertive Approach

Group-Managerial

BehaviorModification

Acceptance

Group-Guidance Success

Social Climate Elements of Classroom Management

Emotional Climate

Environment

Aspects of CM Setting

Instruction

Management Techniques Techniques ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

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

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☺ Conduct

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

Routine Climate

Relationshi p

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

for classroom incidents Ensure satisfaction and sense of progress and mastery through adjusting tasks and requirement to student’s capability level 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 Employ low-profile classroom controls Identify daily activities that can be routinized to save time and effort Inform students why routines are established 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 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 Content words, usually stressed Function words usually unstressed

are

EXAMPLE Nouns, verbs, adjectives, adverbs, Demonstrations: this, that, these, those Interrogatives: who, when, why, where, how Articles: a, an, the 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. Educ 222 – Principles of Teaching 1 Melanie Jeane C. Galvez

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Most words with two syllables are stressed on the 1st syllable Intensive- reflexive pronouns receive a stronger stress on the 2nd syllable Phrases which end in a noun generally have the phrase stress on the noun Phrases which end in noun compounds, the phrase stress is on the 1st part of the compound. Phrases which end with an adjective usually have the phrase stress on the adjective

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. Dancer, river, person, holy, etc. Yourself, myself, itself, herself, himself, ourselves I sent her a gift. His companion is Rico. You owe me a peso. The boys are playing basketball. Miss Almazan is our English Professor. Please go to the post office. My brother is a truck driver. We have a kitchen table. The test is difficult. All the children got scared. The rooms on the floor are dirty. Nora’s performance is excellent. Mr. Garcia owns the new house. Your friend is a personable, young man. I found a gold ring on the table

In phrases where there are two items with primary stress, one of them, usually the 1st, is reduced to 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 (^’) English teacher (a teacher from England)

Constructs (‘^) English Teacher (a teacher of English

hair brush (a brush made of hair)

hair brush (a brush of for the hair)

blue stocking (a stocking that is blue)

Bluestocking (an intellectual woman)

grand father (a wonderful father)

grandfather (the father of one’s father or mother


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Pointers for Verse Recitation 1. 2. 3. 4. 5. 6. 7.

Be clear. Speak so that every word is heard. Vary the speed. Some parts should be faster than others. Vary the tone of voice. Some parts should be matter-of-fact, some angry, some mock-serious, some tender, etc. Vary the volume. Some parts should be louder or softer than others. Recite intelligently. Do not recite mechanically at the end of lines regardless of the sense. Decide what emphatic words are emphasize them. 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: 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


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Principle and Strategies of Teaching

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