TEACHING – “an aggregate of organized strategic methodologies” aimed to produce a desired

learning outcome.

TEACHING – is commonly understood to mean INSTRUCTING, TUTORING and EDU-

CATING. It could stand for training and pedagogy.

Herewith are some more detailed definitions. Note the focus of each meaning.

A. ON TEACHER ACTIVITIES

Teaching refers to the overall cluster of activities which is associated with a teacher,among which are
explaining, questioning, demonstarting and motivating.

Teaching stands for a “ family of logical and strategic acts” aimed at inducing learning of skills,
knowledge and values. Example of logical acts are defining, deducing and concluding. Strategic acts
are questioning, motivating and evaluating.

B. IN RELATION TO LEARNING

Teaching is a conglomeration of actions that are intended to induce learning.

It is a system of actions whereby all the teacher's instructional tasks enable the students to learn.

To be called teaching, the activity must involve an interpersonal realationship that promotes learning. A
positive personal relationship is the needed ingredient for learning to occur.

C.ON COMPONENTS

Teaching involves a triad of elements – TEACHER, STUDENT and SUBJECT MATTER, and the
triad is dynamic inequality.

In teaching, each element influences and is influenced by the relationship between the other two
elements.

D.IN RELATIONS TO SUBJECT MATTER

Teaching points to interactions that occur between the teachers and the content being taught to
students of varied characteristics.

E. ON GOALS

A teacher aims to achieve the acquisition of knowledge , development of skills and inculcation of
values.

F. AS A CAREER

Teaching refers to a dynamic role of teachers and other qualified adults to awaken and usher student's
ways of thinking and reacting.
 RELATED PRINCIPLES OF TEACHING

1. BEGIN WITH THE END IN MIND – In the field of teaching, this means that we must
start our lesson with a clearly defined objective so that we will have a sense of direction.
With a definite lesson objective in mind , we do not lose sight of what we intend to teach.
No amount of far fetched or comment from our students can derail our planned lesson for
the day.
2. SHARE LESSON OBJECTIVE WITH STUDENTS- This lesson objective when shared
and possessed by our students will become their personal target. When our students set
their own personal targets we are certain that they will become more self- motivated.
3. LESSON OBJECTIVES MUST BE IN THE TWO-THREE DOMAINS- KNOWLWDGE
(COGNITIVE) SKILL, (PSYCHOMOTOR) AND VALUES (AFFECTIVE)-What is most
important according to this principle is that our lesson is wholistic and complete because it
dwells on knowledge and values or on skills and values or on knowledge, skills and values.
4. WORK ON SIGNIFICANT AND RELEVANT LESSON OBJECTIVES – The level of the
student's self-motivation all the more increases when our lesson objective is relevant to
their daily life , hence, significant.
5. LESSON OBJECTIVE MUST BE ALIGNED WITH THE AIMS OF EDUCATION AS
EMBODIED IN THE PHILIPPINE CONSTITUTION AND OTHER LAWS AND ON
THE VISION-MISSION STATEMENTS OF THE SCHOOL OF WHICH YOU ARE A
PART
6. FOR ACCOUNTABILITY OF LEARNING OBJECTIVES MUST BE SMART,- i.e.,
SPECIFIC, MEASURABLE, ATTAINABLE, RESULT ORIENTED AND RELEVANT
TIME BOUND AND TERMINAL- With SMART objectives , there is greater match
between instruction and assessment.There is curriculum alignment
7. AIM AT THE DEVELOPMENT OF CRITICAL AND CREATIVE THINKING- Our
teaching strategies and techniques must be such that they serve as catalyst in the
development of higher order thinking skills. (HOTS) For this reason the whole brain must
be used for balanced learning not just the left for critical thinking but also the right for
creative thinking.

TEACHING STRATEGY

Related Principles of Teaching and Learning

1. LEARNING IS AN ACTIVE PROCESS – This means that we have to actively engage the
learners in learning activities if we want them to learn what we intend to teach. We have
to give our students opportunities to participate in classroom activities. We have to give
varied activities to our students for “ HANDS-ON-MINDS-ON “ learning. This quote
serves as an apt summary of this principle.

WHAT I HEAR, I FORGET.

WHAT I SEE, I REMEMBER.
WHAT I DO, I UNDERSTAND.
2. THE MORE SENSES THAT ARE INVOLVED IN LEARNING , THE MORE
AND BETTER THE LEARNING – what is seen and heard is learned more than
what is just seen or just heard.
3. A NON-THREATENING ATMOSPHERE ENHANCES LEARNING
4. EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING-
We tend to remember and learn more those that strike our hearts. The more
emotionally involved our students become in our lesson the greater the impact.
5. LEARNING IS MEANINGFUL WHEN IT IS CONNECTED TO STUDENT'S
EVERYDAY LIFE- abstract concepts are made understandable when we give
sufficient examples relating to the student's experiences.
6. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION – good
thinking concerns itself with HOTS to developcreative and critical thinking.Ideally,
teaching should reach the levels of application, analysis, synthesis, and evaluation
to hone our student's thinking skills.
7. GOOD TEACHING CONSIDERS LEARNERS' VARIED LEARNING STYLES
AND LEARNER'S MULTIPLE INTELLIGENCES- there are as many learning
styles as there are students in our classroom. To impose our learning style my
jeopardize learning. For effective teaching it is imperative on our part to possess a
repertoire of teaching and testing techniques to raech a full range of students with
different learning styles and multiple intelligences

PRINCIPLES OF CLASSROOM MANAGEMENT

1. CONSISTENT, PROACTIVE DISCIPLINE IS THE CRUX OF EFFECTIVE

CLASSROOM MANAGEMENT- To be consistent in our classroom management,
we apply at all times established rules and policies to all students regardless of
creed, color, economic status, academic standing in class. In, we do not say this and
do another. That will be a blow to our credibility.
2. ESTABLISH ROUTINES FOR ALL DAILY TASKS AND NEEDS – routinized
collection of assignments, passing of papers, and preparation for experiments saves
as a lot of time and effort.
3. ORCHESTRATE SMOOTH TRANSITIONS AND CONTINUITY OF
MOMENTUM THROUGHOUT THE DAY- smooth transitions and continuity of
momentum throu the day ensure us that every instructional moment is made use of
wisely. No unnecessary lull is created that will breed classroom restlessness,which is
the father of disciplinary problems.
4. STRIKE A BALANCE BETWEEN VARIETY AND CHALLENGE IN
STUDENT'S ACTIVITIES= a variety of student activities will ensure that
student's multiple intelligences and varied learning styles are considered in the
conduct of student activities. Games that require word use, talking,writing will
challenge the linguistically intelligent students but bore the logic and math wizards
and other groups of intelligences. When boredom creeps into the classroom, we
have disciplinary problems in our hands.
5. BE AWARE OF ALL ACTIONS AND ACTIVITIES IN THE CLASSROOM -
6. RESOLVE MINOR INATTENTION AND DISRUPTION BEFORE THEY
BECOME MAJOR DISRUPTIONS- we ought to respond to inappropriate
misdemeanor at once.
7. REINFORCE POSITIVE BEHAVIOR. BE GENEROUS WITH GENUINE
 PRAISE- Other teachers are overgenerous with praise. Their praises overflow so
much that they give praise even when it is not appropriate. For our praise to be
genuine it must be given according to merit, it is our way of recognizing and
appreciaating hard work and good behavior.
8. TREAT MINOR DISTURBANCE CALMLY- “ Do not make a mountain out of a
mole” If a stern look or gesture kills the inappropriate behavior so be it. That's the
end. Let us not make a fuss about it.
9. WORK OUT A PHYSICAL ARRANGEMENT OF CHAIRS THAT
FACILITATESAN INTERACTIVE TEACHING-LEARNING PROCESS-