Area: PROFESSIONAL EDUCATION Focus: Principles and Strategies of Teaching incorporating Instructional Planning Prepared by: Prof. CELIA M. ILANAN
PART ONE. CONTENT REVIE I. Relevant Relevant Terms Terms A. Principle a general or fundamental law, doctrine or assumption; a primary source o r origin; rule or code of conduct B. Approach refers to the teacher’s viewpoint toward the process of teaching C. Method refers to the regular ways or orderly procedures employed by the teachers and the principles needed to accomplish the aims of the learning situations D. Strategy refers to the general design of how the teacher will attack her lesson . Technique refers to the act, style or manner of performance of the teacher in carrying out the procedures or act of teaching a combination of personality personality plus the amount of e!pertise one has in teaching teaching technology"method#, sub$ect matter, and pedagogical theory %. Teaching interacting, tutoring or educating refers to pedagogy, training, training, nurturing involves activities that will enable learners develop holistically "knowledge, values, skills# •
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II. Functions of Principles &rinciples serve as bases of intelligent and profitable practice &rinciples should serve not only to stimulate, direct and guide but interpret school practice. • •
III. Types of Principles a. Starting Principles ' Principles ' involve the nature of the learner and his psychological and physiological endowments that make education possible b. Guiding Principles ' Principles ' refer to the procedure, methods of instruction, techni(ues of the teacher c. Ending Principles ) Principles ) refer to the educational aims, goals, ob$ectives, outcomes, purposes or results of the whole educational scheme
IV. Principles of Good / Successful Teaching A. According to John Dewey *. +eaching +eaching is good when the child is made the center of the educative process. . +eaching +eaching is good when it is well)planned. -. +eachi +eaching ng is good when the learner learner is made conscious conscious of the goals goals or aims to to be accomplished. . +eaching +eaching is good when it provides learning e!periences. /. +eaching +eaching is good when there is provision to meet individual differences. 0. +eaching +eaching is good when it utili1es the past e!periences of the learner. 2. +eaching +eaching is good when the learner is stimulated to think and reason. 3. +eaching +eaching is good when it is governed by democratic principles. 4. +eaching +eaching is good when the method used is supplemented by another method and instructional devices. *5. +eaching +eaching is good when evaluation is made an integral part of the teaching process. **. +eachi +eaching ng is good when drill or review is made an integral part of teaching and learning. B. According to Edward Olsen *. ducate the whole child. . 6eep the program informal, fle!ible, and democratic. -. Capitali1e upon present pupil interests. . 7et motivation be intrinsic. /. 8ake learning e!periences vivid and direct. 0. 9tress problem)solving, the basis of functional learning. 2. &rovide for the achievement of lasting pupil satisfactions. 3. 7et the curriculum mirror the community. . According to !u"anistic Teaching *. mphatic understanding St. Louis Review center, center, Inc-Davao Tel.no. Tel.no. (082) 224-2515 or 222-8!2
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. :espect or non)possessive warmth -. enuineness D. According to Ja"es Mursell materials #. onte$t ' onte$t ' setting materials 7evel < ' +e!tbook only 7evel << ' +e!tbook +e!tbook together with supplemental materials 7evel <<< ' =on)academic and current materials 7evel <> ' 8ulti)sensory aids 7evel > ' Demonstration and presentation by e!perts 7evel >< ' %ield e!periences %. &ocus ' &ocus ' sub$ect matter 7evel < – < – &age assignment 7evel << ' Announced topic together with page or chapter references 7evel <<< ' Broad concepts 7evel <> ' 9pecific concepts, problem, skills ac(uisition '. Sociali(ation Sociali(ation ' social setting 7evel < ' 9ubmission 7evel << ' Contribution 7evel <<< ' Cooperation and collaboration ). *ndi+iduali(ation *ndi+iduali(ation ' ' learner’s purposes, aptitudes, aptitudes, abilities abilities and e!perimental procedures 7evel < ' ?niform tasks 7evel << ' @omogeneous grouping 7evel <<< ' Contract plan 7evel <> ' ' 7arge units with optional related activity 7evel >< ' ' Building from emerging meanings -. E+aluation ' E+aluation ' appraisal 7evel < ' Direct results through testing 7evel << ' :elate to ob$ectives and processes 7evel <<< ' +otal learning process and results
V. Instructional Planning A. ature &lanning is the ability to visuali1e into the future ' creating arranging, organi1ing, and designing events into the mind that may occur in the classroom. &lanning is the way of managing time and events. &lanning for instruction provides provides and type of road map or guide that assists you in creating a flow of events that has and starting and ending point. &lanning for teaching is the ability to make decisions about the how and what of teaching.
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B. &unctio ction ns ives an overview of instruction %acilitates good management and instruction 8akes learning purposeful +ies instruction events with community resources &rovides for se(uencing and pacing conomi1es time &rovides for a variety of instructional activities 8akes learner’s success more measurable in terms which assists in re)teaching Creates an opportunity for a higher)level (uestioning Assists in ordering ordering supplies uides substitute teachers • • • • • • • • • • •
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BE&O/E *ST/0T*OS &replanning ives purpose for learning &rovides overview Active planning St. Louis Review center, center, Inc-Davao Tel.no. Tel.no. (082) 224-2515 or 222-8!2
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&rovides se(uencing and pacing Builds teaching repertoire
D0/*G *ST/0T*OS n)going planning :esponds to learner needs &rovides for re)teaching %acilitates higher)level (uestions A&TE/ *ST/0T*OS &ost planning 8easures student success &rovides documentation 9ignals time to order supplies
D. Planning Sequence
Needs Assessment
School Goals
Mapping
E. Planning Process #. Affecting variales +eachers 9tudents Content • • •
7earning conte!t
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8aterials and resources +ime
%. !odels 1OG2TE/M P1A*G •
involving preparation for a year or semester.
purposes adapts the curriculum to fit the teacher’s knowledge and priorities. helps the teacher to learn the structure and content of the new curricula develops a practical schedule for instruction. establishes purposes. •
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involves breakdown of the framework into specific units.
1ESSO P1A*G generates specific plan of action for a specific class period.
'. "evels 7>7 *. 3early Planning
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. Ter" Planning
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-. 0nit Planning
. 4ee5ly Planning
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/. Daily Planning
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A79 % &7A==<= stablishing general content Detailing of content to be covered in ne!t three months Developing a se(uence of well)organi1ed learning e!periences 7aying out the week’s activities Ad$usting schedule for interruptions and special needs 9etting up and arranging
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9?:C9 % <=%:8A+<= 9tudents Direct contact with students +ime constraints set by school schedule 8aterials, length of lessons, set up time, demand, format 9cheduled school interruptions
Assessment of class dispositionE at
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eneral outline laboration of outline
7ists of se(uenced activities
=ames and fre(uency of activities
9chedule for day written on the
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classroom for the ne!t day &reparing students for day’s activities
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start of day Continued interest, involvement and enthusiasm
chalkboard and discussed with students
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VI. !A#AGI#G I#STR$%TI A. Deter"ining *nstructional O67ecti+es Are specific statements of intermediate learning outcomes necessary for ac(uiring a terminal "specific statements describing what the learner is to do at the end of instruction# performance •
Aims
Goals
Objectives
*. Ai"s :efer to broad statements about the intent of education Broad guides for translating the needs of society into educational policy “ Preparing students for democratic citizenship” • • •
. Goals 9tatements that will describe what schools are e!pected to accomplish 9tatements that cut across sub$ects and grade levels and represent the entire school program “Development of reading skills” • • •
'. O67ecti+es Description of what eventually take place in the classroom 9pecific skills, tasks and attitudes stated in behavioral terms, which are observable, measurable and attainable Are guidelines to be taught and learned, standard way of $udging ob$ectives achieved on a certain level or not uide teachers in making decision on what to cover, to emphasi1e, what content to select and what learning e!periences to e!press so that the kind of activities and methods to be used should cope and $ibe in making teaching and learning effective • •
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Ta$ono"y o8 O67ecti+es +AF=8G C7A99<%
A. %ognitive ) Ben$amin Bloom *. 9nowledge ' recalling previously learned material . o"prehension ' restating previously learned material into one’s own words -. Application ' using the knowledge into a new situation or problem . Analysis ' breaking the knowledge into parts and making relationship among ideas /. Synthesis ' producing wholes from the parts or producing a new whole 0. E+aluation ' $udging the value of knowledge or the material learned B. Affective ) David 6rathwohl *. /ecei+ing ' willingness to be aware and pay attention to stimulus or phenomenon . /esponding ' reacting to an event through participation -. :aluing ' evaluating beliefs in the form of acceptance, preference, commitment . Organi(ation ' organi1ing the values in relation to each other
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+o define, to recall, to identify
+o identify the capital of %rance
+o translate, to interpret, to estimate, to transform, to e!plain, to differentiate +o use, to classify, to organi1e
+o interpret a table showing the population density of the world
+o categori1e, to contrast, to deduce, to compare
+o predict the probable effect of a change in temperature on a chemical +o deduce facts from a hypothesis
+o write, to plan, to produce
+o produce an original piece of art
+o $udge, to assess, to appraise
+o recogni1e fallacies in an argument
+o choose, to hold, to point to, to describe
+o listen to others with respect.
+o comply, to follow, to practice, to volunteer +o initiate, to invite, to share
+o participate in class discussions. +o show sensitivity towards individual and cultural differences. +o create a life plan in harmony with abilities, interests, and beliefs.
+o alter, to combine, to organi1e
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/. haracteri(ation ' acts in accordance with the accepted value and becomes part of the personality
+o act, to display, to perform, to practice
+o cooperate in group activities.
+o stretch, to straighten +o crawl, to creep, to walk
+o contract a muscle +o run a *55)yard dash +o distinguish distant and close sounds +o do five sit)ups
/. S5illed "o+e"ents
+o catch, to write, to balance +o endure, to improve, to move, to start, to touch +o type, to file, to paint
0. on2discursi+e co""unication
+o gesture, to perform skillfully, to stand, to sit
C. Psychomotor ) Anita @arrow *. /e8le$ "o+e"ents . &unda"ental "o+e"ents -. Perceptual a6ilities . Physical a6ilities
+o dance the basic steps of walt1 +o act a part in a play
B. Deter"ining Methods 1. &actors to onsider in hoosing a Method a. O67ecti+es) the aims or e!pected outcomes of the lesson b. Su67ect "atter ) refers to the substance of teaching c. 1earners) considers " nature, problems, needs and interests# as the center of the educational process d. Materials ; technology) tools and devices for the lesson e. Ti"e allot"ent) refers to the amount of time available for the lesson f. Teacher ) +he skills and preferences influence the appropriateness of teaching methods to be used. 9@e must have a clear understanding of the principles and techni(ues involved. 9@e should be familiar with the lesson. ffective teacher adapts hisher teaching methods to hisher students. g. School En+iron"ent ' Also refers to the community and society at large 2. Principles 8or deter"ining "ethod a. +he method must utili1e the theory of self)activity. b. +he method must utili1e the laws of learning. c. +he method must aid the learner in defining his own purposes by setting the situation for the emergence of a desirable purpose. d. +he method must start from what is known already to the students. e. +he method must be based on the accepted, well)integrated educational theory and practice which is designed to unify the work of teaching and learning. f. +he method must provide the learners with numerous and diverse learning e!periences or activities. g. +he method must challenge and encourage the learner to further activities which involve the process of differentiation and integration. h. +he method must provide opportunity for the learner to ask and answer (uestions. i. +he method to be used must be supplemented by other methods. -. Types o8 teaching "ethods < strategies 78=+9 *. b$ectives . +eacher -. Curriculum . Discipline /. 8ethods
+:AD<+<=A7 9ub$ect)centered Dominates the activities %i!ed curriculum activities nforces strict discipline +ime)tested
&::99<> Child)centered Acts as guidance counselor %le!ible curriculum Discipline is preventive merging
a. Traditional
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*nducti+e "ethod) +his would help pupils discover important rules or truth for themselves through careful observations of specific cases or e!amples leading to generali1ations. +he steps are preparation, presentation, comparison and abstraction, generali1ation, and application. Deducti+e "ethod) +his is the reverse of inductive method. +his method begins with a rule that is applied to specific cases for the purpose of testing the rule. +he steps are statement of the problem, generali1ation, inference and verification. Type Study "ethod) +his is closely akin to inductive method e!cept that only one case is studied. +he steps are selection of topic as a type to be studied, appreciation and motivation, statement of the typical case or the model that will serve as basis for comparison, study of details, and comparison of details with the model, and generali1ation. Pro6le"2sol+ing "ethod) +his is an application of Hohn Dewey’s reflective thinking theory. +his makes use of a problem as a nucleus which will make pupils work toward its solution. +he steps
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are recognition and statement of the problem, critical evaluation of suggested solutions, verification of accepted solutions. •
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Pro7ect "ethod) A purposeful and constructive activity needing both intellectual and physical solution. +he procedure consists of purposing, planning, e!ecuting and evaluating. 1a6oratory "ethod) +his method uses e!perimentation with apparatus and materials to discover or verify facts and study specific relationships.
b. Progressi+e "ethods o8 teaching 2 +hese are the newer and more improved and informal methods of teaching. +hese are the modern practices which have replaced the undesirable features of the so) called lesson hearingE procedures. •
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*ntegrati+e technique) "ntegration is something that happens to an individual. +his is concerned with the development of a well)rounded personality ))) one which ad$ust and respond to situations in a meaningful way. +he steps are initiation, planning of activities, assimilation, culminating activity and evaluation. Disco+ery approach) +his method refers to an inductive method in guiding pupils to discuss and organi1e ideas and processes by themselves.
c. /epertoire o8 Teaching Strategies •
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Tea" teaching)
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*ndi+idually Prescri6ed *nstruction =*P*>)
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Metacogniti+e Teaching) 7earners are trained to become aware of and to e!ert control over their own learning using metacognitive processes.
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onstructi+ist Approach to Education) 7earners use their own e!periences to create understanding that makes sense to them. 8eaningful learning occurs within authentic learning tasks.
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Pro6le"26ased *nstruction < Pro6le"26ased 1earning ) A collection of integrative teaching strategies that use problems as the focus for direction, teaching problem)solving skills while developing self)directed learning. 9tudents are actively involved in learning while investigating the problem, designing strategies, and finding solutions.
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Multiple *ntelligences =M*> 2
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/e8lecti+e Teaching ? 7earners learn from own e!periences by considering alternative interpretations of e!periences, actions, discussions, beliefs, using introspection and analysis
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/ole playing)
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Panel)
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Sy"posiu") +his is a more formal setting in which the participants present speeches representing the different positions and then open up for (uestions from the floor.
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Bu(( session) is an opportunity for students to meet together briefly in small group of four to seven to share with such other opinions, viewpoints and reactions and ac(uires no formal preparation of lengthy follow)up.
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Brainstor"ing) is a techni(ue for generating ideas and stimulating meaningful discussion and problem)solving activity. +his is a no holds barredE or anything goes discussion. Jury trial technique) combines elements of group work, research study and panel presentation.
Si"ulation) is an enactment of a make believe episode as much like the real thing as possible. &ield trip) +he pupils go out of the classroom and gather information from other places such as theater, museum, garden, rivers, etc Socratic *nstruction) or (uestioning. 9ocratic (uestioning fosters critical thinking, evaluation, and knowledge application in students and should be used as fre(uently as possible in assignments and class discussions. Dale@s one o8 E$perience age o8 /etention *5I of what they read 5I of what they hear -5I of what they see /5I of what they hear and see 25I of what they say and write 45I of what they do
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Strategies :ead @ear >iew
1earning Outco"es Define !plain 7ist Describe Demonstrate Apply &ractice Analy1e Design Create valuate
Peer Tutoring 2 Also called pairing students; the assignment of students to help one another on a one)to)one basis or in small groups in a variety of situations St. Louis Review center, Inc-Davao Tel.no. (082) 224-2515 or 222-8!2
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Distance 1earning 2 is defined as Kany form of teaching and learning in which the teacher and learner are not in the same place at the same timeK "ilbert, *44/#. S"all2Group *nstruction2 Jorks best in rooms with movable furniture $even logical criteria for grouping a.ability b. interest c. skill d. viewpoint e. activity or pro$ect f. integration g. arbitrary ooperati+e learning ? is a face)to)face interaction in small groups. rouping is done heterogeneously. Collaborative skills are e!plicitly taught. a. Higsaw b. roup
. Deter"ining 1earning Acti+ities
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Principles in selecting learning acti+ities 7earning activities ' a. should contribute to the attainment of the lesson ob$ectives; b. must suit learner’s level, teaching method, sub$ect matter, time and conte!t of the teaching situation; c. have to be interactive for holistic learner development; d. properly se(uenced; e. should consider the laws of learning; and f. must engage students with direct e!perience.
%. Types o8 1earning Acti+ities a. *ntroductory acti+ities ? include gaining students attention, informing them of the lesson ob$ectives, and recalling previous lesson 6. De+elop"ental acti+ities ' are tasks necessary for the attainment of the lesson ob$ectives which take into consideration methods of teaching used, logical presentation of the lesson content, relevant activities, interaction between teacher and student and among students themselves, and independent practice c. oncluding acti+ities ) comprise synthesis of the lesson and evaluation D. Deter"ining *nstructional Materials < Technology 1. Purposes 8otivating students Contributing to understanding &roviding varied learning e!periences :einforcing learning Allowing for different interests ncouraging participation &roviding e!periences that might not otherwise be had Changing attitudes and feelings • • • • • • • •
%. Types +G& *. Te$t6oo5
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AD>A=+A9 &rovides an outline that the teacher can use in planning courses, units and lessons 9ummari1es a great deal of pertinent information nables the students to take home in convenient form most of the material they need to learn for the course &rovides a common resource for all students to follow
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course
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-. hal56oard < Display 6oard
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. Audio Materials
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/. :isuals =realias pictures graphs photographs etc.>
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0. O+erhead Transparencies and Pro7ectors 2. Slides < Slides Pro7ector
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3. Tele+ision
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4. :ideotape < :ideo cassette *5. o"puter Progra"s
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!ercises are related to abstract or new learning !ercises are interesting and maintain students’ interest !ercises e!ist in proper (uantity 9tudents can do and perform ma$ority of the e!ercises
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9ometimes used as a form of busyworkE, even worse as a substitute for teaching
9ometimes it is overused 8any teachers rely too heavily on it to the e!clusion of other visual aids
+hey involve auditory organ only +hey have a tendency for overuse +hey are sensitive to noise and other unnecessary sounds
Bring ambiguous ideas when not labeled =ot adaptable for large classes :e(uire photographic skills and e(uipment
Cause bulb to blow after longer use Can get out of se(uence and be pro$ected incorrectly if slides are handled individually
8ust fit technical re(uirements of television video 9cript writing is difficult and time)consuming Difficulty in trouble shooting technical problems :e(uire computer literacy
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humiliated in front of the class
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**. *nternet
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Allows students to converse and discuss curriculum)based pro$ects with other students beyond the local community Ac(uire wide)range of on)line information as well as on)line publications
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Difficulty in ac(uiring open communication line
'. Principles in the Selection and 0tili(ation o8 Educational<*nstructional Technology a. General 8aterials should be relevant to the instruction.
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6. Speci8ic *. 0sing Te$t6oo5s Do not become so hypnoti1ed by the te!tbook that you follow it rigidly. Adapt the te!tbook to the needs of the students and the ob$ectives of the lesson. rgani1e guide sheets for each chapter. Do not assign work in a te!tbook without referring to and a ssigning follow)up activities at the end of the chapter. +each students how to interpret and use aids in the te!t. • • • •
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. 0sing 4or56oo5s b$ective :eadability ?tility Cognition Content coverage Audio)visuals 7earning theory &edagogical aids &hysical characteristics +eacher training • • • • • • • • • •
-. 0sing Journals Maga(ines and ewspapers Be sure that $ournal, maga1ine, and newspaper articles are within the students’ reading and comprehension range. 9elect those materials that are readily available and a ffordable. +he $ournal, maga1ine, or newspaper articles should be compatible with the teaching goals. +rain students in reading and evaluating these materials. +rain students to use the materials in independent study and research. Hournal, maga1ine, and newspaper articles are e!cellent sources for student reports. +hese materials are also e!cellent sources for thinking about ideas, selecting and using information for assignments, and identifying and solving problems independently or in a group. 6eep a file of these pertinent materials to supplement the te!t and incorporate into the unit or lesson plan. •
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. 0sing the hal56oard Jrite legibly and large enough for all to see. ?se the chalkboard as if you were writing on paper. • •
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Jhile writing, stand to one side of the board as much as possible so you can maintain eye contact with the students. Jhen referring to work already on the chalkboard, stand to the side so you don’t block the students’ view. Don’t talk toward the chalkboard while writing on it.
/. 0sing &il"s &il"strips &il"slides and O+erhead Pro7ectors 6eep the film lists up to date. &review the film to make sure it is appropriate to the students’ interests and maturity level and to familiari1e yourself with the content. Arrange to have the pro$ector and screen or video e(uipment in the classroom and set up on the day scheduled for showing the film. Be sure all the students can see the screen. &repare the students for the presentation. =ote)taking is difficult in a darkened room and should not be e!pected or encouraged while the pro$ector is running. ?se the e(uipment properly. @andle it with care. 7abel materials properly for filing and reshowing. Be sure the materials are appropriate for the students’ interests and maturity level and they fulfill your instructional ob$ective. %ocus the materials properly. Arrange the materials in se(uence with the lesson. >iew the film without interruption, if possible.
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0. 0sing Tele+ision 9elect the programs to coincide with the learners’ level of interest and maturity and with instructional ob$ectives. 8ake sure the classroom or media center is suitable for viewing the program. +he classroom television set should have at least a *)inch screen. 7ights should be left on if students are to take notes. +here should be no glare or reflected light on the screen. Before s program is viewed, give students any necessary background data and tell them what to e!pect. Avoid using the program as a lecturing device or a substitute for instruction. Ask the students to save their (uestions and comments until the end of the program. After the program, hold a discussion to analy1e the main points. +he ideal program lasts no longer than two)thirds of the sub$ect period. By using videotapes, programs can fit into the daily class schedule. Jhen assigning programs for homework, make sure all students have access to a television set. •
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2. 0sing o"puters and o"puter So8tware +he use of computer in the classroom should correspond with the school’s goals.
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Gou should know how to use both floppy and hard disks. 9oftware should provide user feedback on the display about what part of the process is taking place and whether it is proceeding normally. &eriodically, review and evaluate the software for (uality and variety on a team basis.
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&actors A88ecting the Selection o8 Media 8or *nstruction a. 'uman factors *. 7earner factor individual differences attention span number of learners physical disabilities of learners . +eacher factor skills habits attitudes • • • •
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. Instructional method c. Practical constraints ob$ectives availability time resources • • • •
,. &actors A88ecting /esistance to hange in Media 0tili(ation in the lassroo" Technophoia) refers to one’s fear in the use of technology due to limited e!posure to new ideas and new e(uipment Inhiition of human contact ) between teachers and pupils (conomic Reliaility ) when faced with technical problems "ac) of production aility ) unavailability of commerciali1ed programs that really fit in the local curriculum #o standardi*ation) refers to the incompatibility among different brands of microcomputer operating systems. "ac) of integration in the classroom ) should be done right at the planning stage and not as an after thought •
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E. Deter"ining E+aluation *nstru"ent Aims to determine student mastery of what has been taught •
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E+aluation type #. Prior to *nstruction Determines learner’s entry behavior "knowledge skills attitudes# 8akes use of aptitude test, pretest, etc • •
%. During *nstruction &rovides on)going feedback "needed changes in subse(uent learning e!periences and correcting specific learning errors# 8akes use of paper and pencil tests and observational methods •
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'. A8ter *nstruction &rovides information on how well students have attained ob$ectives, what rating they deserve to get, etc 8akes use of achievement tests, rating scales, etc. •
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VII. "esson Plan 9ets forth the proposed program or instructional activities for each day A daily plan A step)by)step approach to learning • • •
Components
a. O67ecti+es 8ay be phrased as statements or (uestions •
6. Su67ect Matter +opicconcept :eferences 8aterials • • •
c. 1earning Acti+ities :eview Drill 8otivation • •
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&resentation of the lesson enerali1ation Application "dramati1ation, storytelling, oral reading, construction and drawing, written compositions, singingpoems, tests, creative work, solution of problems#
d. E+aluation &ose several thought)provoking (uestions that summari1e previous learning Ask for a comparison of what has already been learned with what is being learned Assign review (uestions Administer a short (ui1 • • • •
e. Assign"ent 9hould be interesting 9hould be directed to definite concepts &rovision should be made for individual differences 9hould be e!plained or e!amples should be given if necessary 9hould be monitored for completion or a ccuracy • • • • •
PART TO. ANAL!"IN# TEST ITEMS *. 8rs. 8iranda makes a systematic outline of what she is going to do in her new lesson in nglish. )8atulungin the chance to perform the e!periment. @owever, the chemicals are not sufficient. Jhat method should she useL A. &ro$ect B. 7aboratory C. 7ecture D. Demonstration . 8r. 9antos teaches conomics in high school. Because of many disruptions in the lessons in the past days, he had to take up so many topics on the last recitation day of the week. Jhat method should he useL A. &ro$ect method C. 7ecture method B. Discovery approach D. Demonstration method /. 8s. 8analansan wishes to make her pupils familiar with the parts and uses of a microscope. Jhat teaching method will she useL A. Discovery C. Demonstration B. !perimentation D. &rocess approach 0. Jhich is the best way to present +om’s analysis on the present population of the different cities and municipalities of 8etro 8anilaL A. By means of a table C. By means of a graph B. By looking for a pattern D. By guessing and checking 2. 8r. >illanueva makes use of the problem)solving method of teaching in his 9ocial 9tudies lesson. Jhich teaching strategy is parallel to thisL A. elasco would like to make his lesson in 9cience interesting and functional, so he gives opportunity to his students to develop and apply the skills in observing, predicting, inferring, classifying, measuring, and communicating. Jhat method is he usingL A. &rocess approach C. 8astery learning B. Discovery approach D. Cooperative learning *5. ?sing devices like pictures or models about a lesson will motivate pupils to learn and get them to work. Jhich will describe these activitiesL A.
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B. Attractiveness of these devices C. b$ectives to be achieved in the teaching)learning process D. Degree of interest that could be aroused in the students *-.
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B. e!perimentation D. problems(uestions -5. Jhich of the following strategies gives the learner the opportunity to do what he thinks is best for him to do about the lessonL A. roup learning C. &eer mediated learning B. Cooperative learning D. ariety B. >alidity C. :elevance D. Appropriateness -0. Jhat principle does the teacher use in selecting a strategy suited to the children’s level of learning, needs and problemsL A. 9cope B. >alidity C. >ariety D. Appropriateness -2. After a long discussion of the lesson, 8s. >illaruis asked her students to give a synthesis of the whole thing. J hat part of the lesson is thisL A. 8otivation B. Application C. valuation D. enerali1ation -3. 8s. 9unglao, an Arts teacher always encourages her students to draw without models. 9he tells her students to paint any sub$ect they wanted where they can e!press themselves freely. Jhat strategy is behind thisL A. 8astery learning C. 7iberated learning B. learning C. >ideo tape viewing B. Computer programming D. Computer assisted learning *. Jhich statement e!plains hierarchy in the selection of ob$ectives in the classroomL A. ach level is built upon and assumes ac(uisition of skills from the previous level. B. +hey are broad and value)laden statements that lead to the philosophy of education. C. Be idealistic and ambitious to begin with grandiose scheme for using ta!onomy in all levels. D. +hese are guidelines to be taught and learned where teachers and students evaluate learning. .
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D. veryone brings coins with different denominations and ask (uestions that will involve the total amount or change. 3. Jhat shall a teacher find in a course of studyL A. 9kills B. Concepts C. Content D. A, B, C 4. Jhich of the following psychomotor ob$ective is correctly writtenL A. +o play the piano in the key of C chords B. +o improve playing the piano in the key of C. C. +o interpret properly the chords of 6ey of C in the piano D. +o e!hibit e!cellent playing of piano in the key of C /5. Jhat should be the teacher’s main concern to make herhis topic understandable and meaningful to herhis studentsL A. 8aterials to be utili1ed C. rgani1ation of the lesson B. +echnicality of the lesson D. Age, ability, needs M interest of the student /*. Jhich must be primarily considered in the choice of instructional aidL A. 8ust be new and skillfully made B. 8ust be suited to the lesson ob$ective C. 8ust stimulate and maintain student interest D. 8ust be updated and relevant to %ilipino setting /. Jhat is the brain of the computerL A. 8ouse B. 8onitor C. C&? D. 6eyboard /-. olcano mounted on a cartolina. Jhich one will she useL A. 9lide B. %ilmstrip C. pa(ue pro$ector D. verhead pro$ector /0. Jhy is it necessary to study the learners before selecting and using instructional materialsL A. +o understand what the teacher wants best B. +o get to know their needs and interest better C. +o choose the best medium to meet the ob$ectives D. +o provide them with many instructional aids as possible /2. Jhy should teachers state the instructional ob$ectives before using the instructional mediaL A. +o know which media to use best B. +o now how to operate the e(uipment C. +o know which instructional medium is available D. +o know how to prepare the instructional materials /3. Jhich of the following is the best thing for 8rs. Cru1 to do if the available materials do =+ match with the ob$ectives or are =+ suitable for the audienceL A. +o teach even without instructional materials B. +o look for ready)made materials in the bookstores C. +o change the ob$ectives so that they match the available materials D. +o modify the available materials so that they would suit the ob$ectives /4. +here are certain reasons why teachers preview materials before the actual presentation. Jhich one is =+L A. +o encourage viewers to be more focused B. +o avoid potential problems that might occur upon their use C. +o be able to use the media and materials to their full potential D. +o determine if they are appropriate for the audience and the ob$ectives 05. 8rs. &aterno is handling a group of advanced students in her 7iterature class. Jhich material would be more interesting to themL A. %lipcharts C. 9ound recordings B. >ideo and film materials D. verhead transparencies 0*. +o make his discussion on &hilippine minority groups more interesting to students, 8r. :ui1 decided to show his students a documentary film. J hich of the following factors is 7A9+ helpful in selecting appropriate documentary filmL A. 9tudents’ developmental level C. 9tudents’ attitudes toward minority groups B. 9tudents’ physical characteristics D. 9tudents’ knowledge about minority groups 0. Jhich is the common reason why many teachers do =+ use the modern technology in their teachingL A. +he limited e!posure of teachers to new e(uipment B. +he evident integration of technology in the curriculum C. +he e!cessive availability of local technology in the community D. +he presence of standardi1ation among brands of computers used 0-. Jhich of the following is =+ an effective techni(ue in the presentation of visualsL A. rase any writing on the chalkboardwhiteboard when you no longer need it B. @ave as many visuals as you present simultaneously to hold the learner’s interest C. 9how or demonstrate an ob$ect by revealing it when needed and covering it when it is no longer in use D. 9hut off the overhead pro$ector when e!plaining lengthily and when there is no need for the audience to see the transparency 0. 8s. ng gave a test before discussing the lesson to find out her students’ strength and weaknesses about the topic. Jhat test was givenL A. diagnostic C. formative B. summative D. standardi1ed St. Louis Review center, Inc-Davao Tel.no. (082) 224-2515 or 222-8!2
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0/. Jhich best describes teachingL A. management of learning activities and materials B. process of imparting knowledge and understanding C. indoctrination of individuals for contribution to society’s needs D. process of facilitating desirable changes in the individual 00. Jhen an instructional material meets the needs and demands of the society, it is said to be A. useful B. responsive C. authentic D. appropriate 02. Jhich of the following (uestions should you ask when p lanningL A. Jhat materials will < needL C. Jhat do < want to accomplishL B. @ow will < get things startedL D. Any of the above 03. Jhich of the following should =+ be considered by 8r. >alde1 in using an instructional materialL A. valuate students’ reactions to the instructional material being used. B. ?se one instructional material to develop and maintain students’ interest. C. Determine how to use the instructional material and how to make the best use of it. D. Ask yourself what you are trying to accomplish and why this instructional material is important. 04. 8rs. :ama, A rade >< teacher prefers to use te!tbook than other instructional materials. Jhat could be her reason for using itL A. +e!tbooks can easily be duplicated. B. +e!tbooks (uickly become updated. C. +e!tbooks are the only source of knowledge. D. +e!tbooks enable the students to take home in convenient form most of the materials they need to learn the course. 25. 8s. 9antiago displayed some pictures on the bulletin board to make the pupils aware of the environmental problems. Jhat is the best thing to do to convey the message of the picturesL A. &ut captions on each picture B. 7et the pupils interpret on their own the message conveyed by the pictures. C. !plain to the pupils the message of these pictures every time they look at them. D. :ecord your e!planations about these pictures and play it near the bulletin board.
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Area: PROFESSIONAL EDUCATION Focus: Principles and Strategies of Teaching e$phasi%ing Classroo$ Manage$ent and Art of &uestioning Prepared by' Prof. CELIA M. ILANAN PA/T OE. OTET /E:*E4 I.
%"ASSR&&! !A#AG(!(#T A. ature the administration or direction of activities with special reference to such problems as discipline, democratic techni(ues, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils includes operation and control of activities B. Purposes +o minimi1e the occurrences of discipline problems +o increase the proportion of classroom time devoted to constructive and productive activity C. Aspects 1. 'ighting %actors that influence provisions for good lighting facilities si1e of the room artificial light available color of the walls, shades, location, and manipulation of blinds location and si1e of windows 2. (eat and ventilation ). *aterials of "nstruction +. ,are of routine 9ample activities :oll call 9eating @andling materials and devices Classroom courtesies :esponses to bell signals Advantages
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-. Discipline &roper conduct of pupil in the classroom •
Approaches
*. Asserti+e Approach ' e!pects teachers to specify rules of behavior and conse(uences for disobeying them and to communicate these rules and conse(uences clearly 9uggestions for teachers +ake positions. ?se a firm tone of voice. ?se eye contact, gestures and touches to supplement verbal messages. &lace demands on students and enforce them. Be calm and consistent. %ollow through regularly. stablish positive e!pectations for student behavior, eliminate negative e!pectations about students. • • •
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. Business2Acade"ic Approach ' emphasi1es the organi1ation and management of students as they engage in academic work Categories Clear communication of assignments and work re(uirements a.
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-. Beha+ioral Modi8ication Approach ' teachers strive to increase the occurrence of appropriate behavior through a system of rewards and reduce the likelihood of inappropriate behavior through punishments Basic principles Behavior is strengthened by immediate reinforcers "positive or negative#. 9tudents respond better to positive reinforcers than they do to punishment. Jhen a student is not rewarded for appropriate or adaptive behavior, inappropriate or maladaptive behavior may become increasingly dominant and ill be utili1ed to obtain reinforcement. Constant reinforcement
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. Group Managerial Approach ' emphasi1es the importance of responding immediately to group student behavior that might be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge Categories Desist techni(ues a. Jith)it)nessE b. verlapping 8ovement management a. 9moothness)Herkiness b. 8omentum roup focus a. Alerting b. Accountability •
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/. Group Guidance Approach ' is based on changing the surface behavior of the students on a group basis roup elements to be con sidered Dissatisfaction with classroom work &oor interpersonal relations Disturbances in group climate &oor group organi1ation 9udden changes and group emotions • • • • •
0. Acceptance Approach ' based on the democratic model of teaching which allows the students to participate in decisions and to make choices %our mistaken goals Attention getting •
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&ower seeking :evenge seeking Jithdrawal
2. Success Approach ' insists on the need to change the e!isting negative classroom conditions and to improve conditions so they lead to student success 9uggestions 9tress students’ responsibility for their own behavior continually. stablish rules. Accept no e!cuses. ?tili1e value $udgments. 9uggest suitable alternatives. nforce reasonable conse(uences. Be persistent. Continually review. • • • • • • • •
Student Pro6le" Types *. %ailure . &erfectionist -. ?nderachiever . 7ow Achiever /. @ostile Aggressive 0. &assive Aggressive 2. Defiant 3. @yperactive 4. Distractible *5.
Strategies 8or Managing Pro6le" Students Accept students as they are. Be yourself. Be confident. &rovide structure. !plain your rules and routines for better understanding. Communicate positive e!pectations. :ely on motivation. Be a firm friend. 6eep yourself and your students calm. 9i1e up the situation. Anticipate behavior. !pect, but don’t accept, misbehavior. • • • • • • • • • • • •
De+eloping and Maintaining a Positi+e Approach to lassroo" Manage"ent Be positive ?se praise +rust !press interest Be fair and consistent 9how respect; avoid sarcasm stablish classroom rules Discuss conse(uences stablish routines Confront misbehavior uide Avoid overcontrolling :educe failure, promote success 9et a good e!ample Be willing to make ad$ustments • • • • • • • • • • • • • • •
II. ART &F +$(STII#G 9killful (uestioning can arouse the students’ curiosity, stimulate their imagination, and motivate them to search out new knowledge.E A. 0ses *. +o stimulate pupils to think. . +o motivate pupils. St. Louis Review center, Inc-Davao Tel.no. (082) 224-2515 or 222-8!2
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-. . /. 0. 2. 3. 4. *5. **. *.
+o diagnose pupils’ difficulties. +o discover pupils’ interest. +o help pupils organi1e and evaluate. +o aid pupils to relate pertinent e!periences to the lesson. +o focus pupils’ attention on the key points of the lesson. +o develop new appreciations and attitudes. +o provide drill or practice. +o show relationships, such as cause and effect. +o encourage the application of concepts. +o encourage pupil evaluation.
B. haracteristics o8 a Good Cuestion *. A good (uestion is simple a nd clear. . A good (uestion is definite. -. A good (uestion is challenging and thought)provoking. . A good (uestion is adapted to the age, abilities, and interests of the students. /. A good (uestion re(uires an e!tended response. C. Types o8 Cuestions #. According to thin)ing process involved a. 1ow2le+el questions < 5nowledge ' emphasi1e memory and recall of information b. !igh2le+el questions < co"prehension application analysis synthesis e+aluation ' go beyond memory and factual information and deal with comple! and abstract thinking %. According to the type of ans,er re-uired a. on+ergent questions ' tend to have one correct or best answer; starts with what, who, when and where (uestions e.g. Jho was the first American astronaut to travel in spaceL b. Di+ergent questions ' are often open ended and usually have many appropriate, different answers; usually starts with how and why (uestions e.g. Jhat planet, other than arth, would you prefer to visit, if you were an astronautL JhyL '. According to the degree of personal eploration or valuing e.g. Jhat good is itL Jhat purpose does it serveL Jhy is it important to youL . ther /&pes a. E$ploratory questions ' probe facts and basic knowledge e.g. Jhat research evidence supports the theory of a cancer)prone personalityL b. hallenge questions ' e!amine assumptions, conclusions and interpretations e.g. @ow else might we account for the findings of this e!perimentL c. /elational questions ' ask for comparisons of themes, ideas, or issues e.g. Jhat strong evidence againsts 7eo chagaray did the government use in deciding his guiltL d. Diagnostic questions ' probe motive or cause e.g. Jhy did Hoe change his feelings at the end of the storyL e. Action questions ' call for a conclusion or action e.g.
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PART T&O' ANAL()IN* TEST ITE+S *. An effective classroom manager is someone who is friendly yet A. rigid B. demanding C. business)like D. buddy)buddy . Jhich best indicates the effectiveness of classroom activitiesL A. +he laughter and en$oyment of students B. +he variety of instructional materials used C. +he application of concept learning in daily life D. +he utili1ation of various techni(ues and approaches -. iving praise becomes effective when it A. describes students present accomplishments B. shows spontaneity, variety and other signs of credibility C. focuses students attention on their own task relevant behavior D. provides information to students about their competence and the value of their accomplishments . Jhich type of test measures higher order thinking skillsL A. Analogy B. Completion C. 8atching D. numeration /. Jhich is a divergent (uestionL A. @ow is water purifiedL B. Jhat are the two elements of waterL C. Jhat are the three products from ArgentinaL D. Jhat is the shortest distance between two pointsL 0. A comprehension skill of higher level which may be inferred or implied from reading is A. drawing conclusion C. following directions B. picking out the main idea D. noting specific details 2. Jhy should learning activities be carefully plannedL A. +his is re(uired of a teacher. B. +his is e!pected by pupils. C. +he ability of the teacher is tested. D. +he accomplishment of the ob$ectives is dependent on the plan. 3. Jhich type of (uestion would be more useful for starting a class discussionL A. =arrow (uestion B. Convergent (uestion C. 8emory (uestion D. Divergent (uestion 4. Jhat is the best indicator of a well)managed classL A. +he learners are controlled by the teacher B. +he learners blindly obey teachers’ instructions C. +he learners pursue their task without inhibition D. +he learners are engaged in an activity that leads them to reali1e the set goal *5. Jhich of the following may =+ enhance the development of higher order thinking skillsL A. +eaching for meaning C. ncouraging creativity B. Asking convergent (uestions D. 8aking the students aware of their mental processes **. %or effective classroom management, when should a teacher undertake the task of setting up routine activitiesL A. very homeroom period C. n the very first day of school B. veryday at the start of the session D. As soon as the students have ad$usted to their schedule *. Jhich of the following contributes to the establishment of a conducive environmentL A. !cessive praise C. 7ong assignments B. . B. <, <<<, <<, <> C. <, <<, <>, <<< D. <>, <<<, <<, < */.
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C. ?se probing (uestions to follow up incomplete answers D. 9e(uence (uestions so that higher level (uestions build on the answers to lower level (uestions *3. Jhich remark aim for a redirectionL A. < don’t think you know the answer. B. Could you read the (uestion againL C. Are you sure about your answerL D. Jhat do you think of the answer of your classmateL *4. Jhich of the following is the goal of classroom managementL A.
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D. admission test does not measure all factors important for success -. :ussell thinks that some amount of constraints and discipline is indispensable to education. +herefore, it is necessary for the teacher to A. @elp the child see the importance of these constraints. B. Apologi1e before parents for the necessary constraints. C. Allow the child to react in any manner to these constraints. D. Convince the child that she has no choice but to sub$ect herselfhimself to these constraints. -/. Jhich of the following is the best procedure for a teacher to follow in controlling the behavior of an aggressive pupil in the classL A.
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