Area: PROFESSIONAL EDUCATION

Focus: Principles and Strategies of Teaching incorporating Instructional

Planning
Prepared by: Prof. CELIA M. ILANAN
PART ONE. CONTENT REVIEW
I. Relevant Terms
A. Principle
a general or fundamental law, doctrine or assumption; a primary source or origin;
rule or code of conduct
B. Approach
refers to the teachers 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
E. 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 plus the amount of expertise one has in teaching technology(method),
subject matter, and pedagogical theory
F. Teaching
interacting, tutoring or educating
refers to pedagogy, training, nurturing
involves activities that will enable learners develop holistically (knowledge, values, skills)
II. Functions of Principles
Principles serve as bases of intelligent and profitable practice
Principles should serve not only to stimulate, direct and guide but interpret school practice.
III. Types of Principles
a. Starting Principles involve the nature of the learner and his psychological and physiological endowments
that make education possible
b. Guiding Principles refer to the procedure, methods of instruction, techniques of the teacher
c. Ending Principles - refer to the educational aims, goals, objectives, outcomes, purposes or results of the
whole educational scheme
IV. Principles of Good / Successful Teaching
A. According to John Dewey
1. Teaching is good when the child is made the center of the educative process.
2. Teaching is good when it is well-planned.
3. Teaching is good when the learner is made conscious of the goals or aims to be accomplished.
4. Teaching is good when it provides learning experiences.
5. Teaching is good when there is provision to meet individual differences.
6. Teaching is good when it utilizes the past experiences of the learner.
7. Teaching is good when the learner is stimulated to think and reason.
8. Teaching is good when it is governed by democratic principles.
9. Teaching is good when the method used is supplemented by another method and instructional devices.
10. Teaching is good when evaluation is made an integral part of the teaching process.
11. Teaching is good when drill or review is made an integral part of teaching and learning.
B. According to Edward Olsen
1. Educate the whole child.
2. Keep the program informal, flexible, and democratic.
3. Capitalize upon present pupil interests.
4. Let motivation be intrinsic.
5. Make learning experiences vivid and direct.
6. Stress problem-solving, the basis of functional learning.
7. Provide for the achievement of lasting pupil satisfactions.
8. Let the curriculum mirror the community.
C. According to Humanistic Teaching
1. Emphatic understanding
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2. Respect or non-possessive warmth

3. Genuineness
D. According to James Mursell
1. Context setting materials
Level I Textbook only
Level II Textbook together with supplemental materials
Level III Non-academic and current materials
Level IV Multi-sensory aids
Level V Demonstration and presentation by experts
Level VI Field experiences
2. Focus subject matter
Level I Page assignment
Level II Announced topic together with page or chapter references
Level III Broad concepts
Level IV Specific concepts, problem, skills acquisition
3. Socialization social setting
Level I Submission
Level II Contribution
Level III Cooperation and collaboration
4. Individualization learners purposes, aptitudes, abilities and experimental procedures
Level I Uniform tasks
Level II Homogeneous grouping
Level III Contract plan
Level IV Individual instruction
Level V Large units with optional related activity
Level VI Individual undertakings
5. Sequence ordering of learning tasks
Level I Logical succession of blocks of content
Level II Connecting learning/lesson/course through introductions, reviews
Level III Building learners readiness
Level IV Building from emerging meanings
6. Evaluation appraisal
Level I Direct results through testing
Level II Relate to objectives and processes
Level III Total learning process and results
V. Instructional Planning
A. Nature
Planning is the ability to visualize into the future creating arranging, organizing, and designing events
into the mind that may occur in the classroom.
Planning is the way of managing time and events.
Planning for instruction provides and type of road map or guide that assists you in creating a flow of events
that has and starting and ending point.
Planning for teaching is the ability to make decisions about the how and what of teaching.
Instructional planning is the process of sorting, selecting and balancing and synthesizing information from
many sources in order to design instructional experiences that will assist learners in attaining the goals
and objectives that will meet their needs.
B. Functions
Gives an overview of instruction
Facilitates good management and instruction
Makes learning purposeful
Ties instruction events with community resources
Provides for sequencing and pacing
Economizes time
Provides for a variety of instructional activities
Makes learners success more measurable in terms which assists in re-teaching
Creates an opportunity for a higher-level questioning
Assists in ordering supplies
Guides substitute teachers
C. Phases

BEFORE INSTRUCTIONS
Preplanning
Gives purpose for learning
Provides overview
Active planning
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 Provides sequencing and pacing

Builds teaching repertoire

DURING INSTRUCTIONS
On-going planning
Responds to learner needs
Provides for re-teaching
Facilitates higher-level questions

AFTER INSTRUCTIONS
Post planning
Measures student success
Provides documentation

Signals time to order supplies

D. Planning Sequence

Needs Assessment

School Goals

E. Planning Process
1. Affecting variables
Teachers
Students
Content

Materials and resources

Time
2. Models
LONG-TERM PLANNING

Mapping

Learning context

involving preparation for a year or semester. It serves the

following

purposes:
adapts the curriculum to fit the teachers knowledge and priorities.
helps the teacher to learn the structure and content of the new curricula
develops a practical schedule for instruction.
establishes purposes.

UNIT PLANNING

involves breakdown of the framework

into specific units. It has uses:
bridges the gap between long term and day-to-day lesson planning
ties objectives and activities together in a logical, coherent manner providing structure for
new material

LESSON PLANNING
generates specific plan of action for a specific class period. It deals with the what, why, and
how to teach.
3. Levels
LEVEL
1. Yearly Planning

2. Term Planning

3. Unit Planning

4. Weekly
Planning

5. Daily Planning

GOALS OF
PLANNING
Establishing
general content
Detailing of
content to be
covered in next
three months
Developing a
sequence of
well-organized
learning
experiences
Laying out the
weeks activities
Adjusting
schedule for
interruptions and
special needs
Setting up and
arranging

SOURCES OF
INFORMATION
Students
Direct contact with
students
Time constraints set
by school schedule
Materials, length of
lessons, set up
time,
demand,
format

FORM OF PLAN
General outline
Elaboration of
outline

Lists of sequenced
activities

Scheduled
school interruptions

Names and
frequency of
activities

Assessment of
class disposition at

Schedule for day

written on the

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classroom for the

next day
Preparing students
for days activities

start of day
Continued
interest, involvement
and enthusiasm

chalkboard and
discussed with
students

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VI. MANAGING INSTRUCTION

A. Determining Instructional Objectives
Are specific statements of intermediate learning outcomes necessary for acquiring a terminal (specific
statements describing what the learner is to do at the end of instruction) performance

Aims

Goals

Objectives

1. Aims
Refer to broad statements about the intent of education
Broad guides for translating the needs of society into educational policy
Preparing students for democratic citizenship
2. Goals
Statements that will describe what schools are expected to accomplish
Statements that cut across subjects and grade levels and represent the entire school program
Development of reading skills
3. Objectives
Description of what eventually take place in the classroom
Specific skills, tasks and attitudes stated in behavioral terms, which are observable, measurable and
attainable
Are guidelines to be taught and learned, standard way of judging objectives achieved on a certain
level or not
Guide teachers in making decision on what to cover, to emphasize, what content to select and what
learning experiences to express so that the kind of activities and methods to be used should cope and
jibe in making teaching and learning effective

Taxonomy of Objectives
TAXONOMY / CLASSIFICATION

A. Cognitive - Benjamin Bloom

1. Knowledge recalling
previously learned
material
2. Comprehension restating
previously learned material into
ones own words
3. Application using the
knowledge into a new situation
or problem
4. Analysis breaking the
knowledge into parts and
making relationship among
ideas
5. Synthesis producing wholes
from the parts or producing a
new whole
6. Evaluation judging the value
of knowledge or the material
learned
B. Affective - David Krathwohl
1. Receiving willingness to be
aware and pay attention to
stimulus or phenomenon
2. Responding reacting to an
event through participation
3. Valuing evaluating beliefs in
the form of acceptance,
preference, commitment
4. Organization
organizing the values in
relation to each other

EXAMPLES OF
INFINITIVES

SAMPLE OBJECTIVE

To define, to recall, to
identify

To identify the capital of France

To translate, to interpret, to
estimate, to transform, to
explain, to differentiate
To use, to classify, to
organize

To interpret a table showing the

population density of the world

To categorize, to contrast,
to deduce, to compare

To predict the probable effect of

a change in temperature on a
chemical
To deduce facts from a
hypothesis

To write, to plan, to produce

To produce an original piece of

art

To judge, to assess, to
appraise

To recognize fallacies in an
argument

To choose, to hold, to point

to, to describe

To listen to others with respect.

To comply, to follow, to
practice, to volunteer
To initiate, to invite, to share

To participate in class
discussions.
To show sensitivity towards
individual and cultural
differences.
To create a life plan in harmony
with abilities, interests, and
beliefs.

To alter, to combine, to
organize

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5. Characterization acts in
accordance with the accepted
value and becomes part of the
personality

To act, to display, to
perform, to practice

To cooperate in group activities.

To stretch, to straighten
To crawl, to creep, to walk

To contract a muscle
To run a 100-yard dash
To distinguish distant and close
sounds
To do five sit-ups

5. Skilled movements

To catch, to write, to
balance
To endure, to improve, to
move, to start, to touch
To type, to file, to paint

6. Non-discursive
communication

To gesture, to perform
skillfully, to stand, to sit

C. Psychomotor - Anita Harrow

1. Reflex movements
2. Fundamental
movements
3. Perceptual abilities
4. Physical abilities

To dance the basic steps of

waltz
To act a part in a play

B. Determining Methods
1. Factors to Consider in Choosing a Method
a. Objectives- the aims or expected outcomes of the lesson
b. Subject matter- refers to the substance of teaching
c. Learners- considers ( nature, problems, needs and interests) as the center of the educational process
d. Materials & technology- tools and devices for the lesson
e. Time allotment- refers to the amount of time available for the lesson
f. Teacher- The skills and preferences influence the appropriateness of teaching methods to be used.
S/He must have a clear understanding of the principles and techniques involved. S/He should be
familiar with the lesson. Effective teacher adapts his/her teaching methods to his/her students.
g. School Environment Also refers to the community and society at large
2. Principles for determining method
a. The method must utilize the theory of self-activity.
b. The method must utilize the laws of learning.
c. The method must aid the learner in defining his own purposes by setting the situation for the
emergence of a desirable purpose.
d. The method must start from what is known already to the students.
e. The 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. The method must provide the learners with numerous and diverse learning experiences or activities.
g. The method must challenge and encourage the learner to further activities which involve the process
of differentiation and integration.
h. The method must provide opportunity for the learner to ask and answer questions.
i. The method to be used must be supplemented by other methods.
3. Types of teaching methods / strategies
ELEMENTS
1. Objectives
2. Teacher
3. Curriculum
4. Discipline
5. Methods

TRADITIONAL
Subject-centered
Dominates the activities
Fixed curriculum activities
Enforces strict discipline
Time-tested

PROGRESSIVE
Child-centered
Acts as guidance counselor
Flexible curriculum
Discipline is preventive
Emerging

a. Traditional/Time-tested methods of teaching - These are the methods that have stood the test of
time and still are being used at present.

Inductive method- This would help pupils discover important rules or truth for themselves through
careful observations of specific cases or examples leading to generalizations. The steps are:
preparation, presentation, comparison and abstraction, generalization, and application.

Deductive method- This is the reverse of inductive method. This method begins with a rule that is
applied to specific cases for the purpose of testing the rule. The steps are: statement of the
problem, generalization, inference and verification.

Type Study method- This is closely akin to inductive method except that only one case is studied.
The 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 generalization.

Problem-solving method- This is an application of John Deweys reflective thinking theory. This
makes use of a problem as a nucleus which will make pupils work toward its solution. The steps
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are: recognition and statement of the problem, critical evaluation of suggested solutions,
verification of accepted solutions.

Project method- A purposeful and constructive activity needing both intellectual and physical
solution. The procedure consists of purposing, planning, executing and evaluating.

Laboratory method- This method uses experimentation with apparatus and materials to discover
or verify facts and study specific relationships. It deals with firsthand experiences regarding facts
obtained from investigation and experimentation. Its steps are: introductory steps for orientation
and motivation, work period and culminating activities. It promotes information acquisition through
observation, experimental solutions to problems guided by reflective thinking and acquisition of
skill in manipulation.

Expository method- Exposition means telling, explaining. The steps are: approach(establishing
proper mind set), presentation(explanation by the teacher), and application(in the form of test,
creative work, etc.)

Demonstration or Showing method- In this method, the teacher or a select group of pupils
perform the activity. The class learns by merely observing. The steps are similar to the laboratory
method.

Unit method or Morrison technique- This is the forerunner of the integrative technique. This is
often used in the teaching of geography, history, government, and economics. Its steps are:
exploration, presentation, assimilation, organization, and recitation.

Lecture method- Bossing defines lecture as a teaching procedure for clarifying or explaining a
major idea cast in the form of question or problem. This is very effective when the lecturer has the
information or materials which pupils cannot avail of. The steps are: introduction to the lecture,
presentation of the body of the lecture, and conclusion (closure, completion, culmination). This is
also considered as the most authoritative method of teaching.

b. Progressive methods of teaching - These are the newer and more improved and informal methods
of teaching. These are the modern practices which have replaced the undesirable features of the socalled lesson hearing procedures.

Integrative technique- Integration is something that happens to an individual. This is concerned

with the development of a well-rounded personality --- one which adjust and respond to situations
in a meaningful way. The steps are: initiation, planning of activities, assimilation, culminating
activity and evaluation.

Discovery approach- This method refers to an inductive method in guiding pupils to discuss and
organize ideas and processes by themselves. It means keeping them use ideas already acquired
as a means of discovering new ideas. The steps are: 1)preparation, 2)identification and
exploration and statement of the hypothesis, 3)experimentation and gathering data, 4)solution of a
tentative hypothesis, 5)verification and 6)generalization.

Process approach- This is an approach to Science instruction. The amount of emphasis is placed
on the processes such as measurement, inference, hypothesis, prediction, control of variables,
experimentation and communication. The steps are: motivation, getting acquainted with the
materials on the table, involvement activities, extension activities.

Conceptual approach- In this approach, subject matter is taught to enable pupils to develop
concepts. (A concept is ones mental picture of anything--- an idea, an object or procedure; it will
vary from one person to another, depending on previous experiences. The steps are: initiation,
recognizing, identifying and defining major and minor problems, hypothesizing, grouping,
gathering data; organizing and summarizing: reporting; testing and accepting and rejecting
hypothesis; conceptualizing, and generalizing; and evaluating.

Mastery learning- It is a strategy for optimizing learning which considers the individual capacity
and needs of the learners. Instruction is individualized by means of an on-going feedback--correction process. The procedures may be divided into two phases: the preparatory phase which
includes the selection of subject area lesson, breaking down of the big unit into small learning
tasks, preparation of hierarchy of learning items, and the instructional phase which includes the
construction of formative and summative tests, feedback, and diversified grouping; summative
testing.

c. Repertoire of Teaching Strategies

Team teaching- In team teaching, there are two or more teachers involved who work
cooperatively with the same group of students for some period of time.

Programmed instruction- This is based on Pavlovs principle of classical conditioning. It is a

technique of self-instruction. There are two types of programmed instructional materials--teaching machine and programmed textbook. The teaching machine is a mechanical device which
presents the learning material to the pupil, test him on his mastery (feedback) of his wrong
responses. In its simplest form, the teaching machine program contains printed statements in
framer, each of which performs simple instructional functions. In the programmed textbook, the
pupil is required to perform the steps of a learning experience all at the same time: presentation,
response and reinforcements.
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Individually Prescribed Instruction (IPI)- It is highly structured instructional strategy in which the
students demonstrates mastery, approximately 85% level of performance, on carefully sequenced
learning tasks in a prescribed unit base on criterion referenced tests. At specific intervals in the
sequence of instruction, the student completes a curriculum-embedded test (CET), a brief test
measuring the students mastery of the objectives he is working on. The student works at his/her
own paces. Pretests and posttests are given for each unit aside from a series of placement tests
given at the beginning of the school year.

Metacognitive Teaching- Learners are trained to become aware of and to exert control over their
own learning using metacognitive processes. It may be in form of advance organization,
organizational planning, directed attention, selective attention, self-monitoring, self-evaluation,
auditory representation.

Constructivist Approach to Education- Learners use their own experiences to create

understanding that makes sense to them. Meaningful learning occurs within authentic learning
tasks.

Problem-based Instruction / Problem-based Learning- A collection of integrative teaching

strategies that use problems as the focus for direction, teaching problem-solving skills while
developing self-directed learning. Students are actively involved in learning while investigating the
problem, designing strategies, and finding solutions.

Multiple Intelligences (MI) - It was developed by Howard Gardner who proposed different
intelligences namely linguistic intelligence, logical-mathematical intelligence, spatial intelligence,
bodily kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic
intelligence, and existentialist/spiritualist intelligence.

Reflective Teaching Learners learn from own experiences by considering alternative

interpretations of experiences, actions, discussions, beliefs, using introspection and analysis

Role playing- It is a dramatic technique in which people attempt to portray a situation by putting
themselves in the role of the participants. It is known as impromptu or unrehearsed drama. Most of
the time, role playing is the spontaneous acting out of problems or situations.

Panel- It is a fairly, informal setting in which four to six participants with a chairman discuss a topic
among themselves.

Symposium- This is a more formal setting in which the participants present speeches
representing the different positions and then open up for questions from the floor.

Buzz 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 acquires no formal
preparation of lengthy follow-up. It can be held successfully with familiar topics that need group
opinions, evaluations, planning or interaction.

Brainstorming- is a technique for generating ideas and stimulating meaningful discussion and
problem-solving activity. This is a no holds barred or anything goes discussion.

Jury trial technique- combines elements of group work, research study and panel presentation. It
uses simulated court room procedures to discuss an issue or problem.

Simulation- is an enactment of a make believe episode as much like the real thing as possible.

Field trip- The pupils go out of the classroom and gather information from other places such as
theater, museum, garden, rivers, etc

Socratic Instruction- or questioning. Socratic questioning fosters critical thinking, evaluation, and
knowledge application in students and should be used as frequently as possible in assignments
and class discussions.
Dales Cone of Experience

%age of Retention
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and
see
70% of what they say and
write
90% of what they do

Strategies
Read
Hear
View Images / Watch video
Attend exhibits / Watch a
demonstration
Participate in Hands-on
Workshop / Design
Collaborative Lessons
Simulate or Model a Real
Experience / Design or
Perform a Presentation (Do
the Real Thing)

Learning Outcomes
Define
Explain
List
Describe
Demonstrate
Apply
Practice
Analyze
Design
Create
Evaluate

Peer Tutoring - 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
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Distance Learning - is defined as 'any form of teaching and learning in which the teacher and
learner are not in the same place at the same time' (Gilbert, 1995).

Small-Group Instruction- Works best in rooms with movable furniture

Seven logical criteria for grouping
a.ability
b. interest
c. skill
d. viewpoint
e. activity or project
f. integration
g. arbitrary
Cooperative learning is a face-to-face interaction in small groups. Grouping is done
heterogeneously. Collaborative skills are explicitly taught.
a. Jigsaw
b. Group Investigation
c. Numbered Heads Together

C. Determining Learning Activities

Involves classroom action and interaction that happen during the teaching-learning process
1.

Principles in selecting learning activities

Learning activities
a. should contribute to the attainment of the lesson objective/s;
b. must suit learners level, teaching method, subject matter, time and context of the teaching
situation;
c. have to be interactive for holistic learner development;
d. properly sequenced;
e. should consider the laws of learning; and
f. must engage students with direct experience.

2. Types of Learning Activities

a. Introductory activities include gaining students attention, informing them of the lesson
objective/s, and recalling previous lesson
b. Developmental activities are tasks necessary for the attainment of the lesson objective/s 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. Concluding activities - comprise synthesis of the lesson and evaluation
D. Determining Instructional Materials / Technology
1. Purposes
Motivating students
Contributing to understanding
Providing varied learning experiences
Reinforcing learning
Allowing for different interests
Encouraging participation
Providing experiences that might not otherwise be had
Changing attitudes and feelings
2. Types
TYPE
1. Textbook

ADVANTAGES
Provides an outline that the
teacher can use in planning
courses, units and lessons
Summarizes a great deal of
pertinent information
Enables the students to take
home in convenient form most of
the material they need to learn
for the course
Provides a common resource for
all students to follow
Includes teaching aids and
summaries and review questions
Provides the teacher with ideas
Relieves the teacher of
preparing material fit for the

LIMITATIONS
In many classes, it becomes the
only point of view in the course
They are usually written for a
national audience, so they do
not consider local issues or
community problems
Because they are geared for the
greatest number of average
students, they may not meet
the needs and interests of any
particular group of students

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course

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10

2. Workbook

3. Chalkboard / Display
board

4. Audio Materials

5. Visuals (realias,
pictures, graphs,
photographs, etc.)

6. Overhead
Transparencies
and Projectors
7. Slides / Slides
Projector

8. Television

9. Videotape /
Video
cassette
10. Computer
Programs

Exercises are related to abstract

or new learning
Exercises are interesting and
maintain students interest
Exercises exist in proper
quantity
Students can do and perform
majority of the exercises
It allows for spontaneity, speed
and change
It can fit the tempo of any lesson
in any subject
It is particularly valuable for
emphasizing the main points of
a lesson and working out
problems for the whole class to
see
They are easy to prepare
They are portable and easy to
operate
When duplicated, it is easy and
economical
The enhance the learning of
verbal information
They capture real sound
They allow one to record and
listen to his/her own sound
They enable one to repeat
listening as frequently as desired
Permit close-up study at
individuals own pacing
Attract students attention and
concentration
Add variety and interest to the
lesson
Cut down unnecessary teacher
talking time
Can present information in
systematic and developmental
sequences
Results in realistic reproduction
of original subjects
Can be combined with taped
narration for greater
effectiveness
May be adapted to group or
individual use
Magnify visual images
Allow telecommunication or the
ability to observe an event at a
distance
Enable one to see unreachable
places
Playback capability of video
recording permits analysis of the
on-the-spot action
Allow one to learn at his own
pace and can renew the
materials as many times as
needed for understanding
Allow interactive presentation
purposes
Are being used even in the
absence of the teacher
Allow one to commit errors and
be corrected without being

Sometimes used as a form of

busywork, even worse as a
substitute for teaching
It sometimes overemphasize
factual and low-level
information

Sometimes it is overused
Many teachers rely too heavily
on it to the exclusion of other
visual aids

They involve auditory organ

only
They have a tendency for
overuse
They are sensitive to noise and
other unnecessary sounds

Bring ambiguous ideas when

not labeled
Not adaptable for large classes
Require photographic skills and
equipment

Cause bulb to blow after longer

use
Can get out of sequence and be
projected incorrectly if slides
are handled individually

Impose unpredictable
scheduling constraints

Must fit technical requirements

of television video
Script writing is difficult and
time-consuming
Difficulty in trouble shooting
technical problems
Require computer literacy

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11

humiliated in front of the class

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11. Internet

Allows students to converse and

discuss curriculum-based
projects with other students
beyond the local community
Acquire wide-range of on-line
information as well as on-line
publications

Difficulty in acquiring open

communication line
Installation and equipment fees
and equipment are expensive

3. Principles in the Selection and Utilization of Educational/Instructional Technology

a. General
Materials should be relevant to the instruction.
It should provide for a systematic and cumulative review of what has been taught.

It should reflect the important aspects of what is being taught.

Form should be readily accessible.

The vocabulary and concept level of materials should relate to that of the rest of the
subject.

Language used must be consistent with the lesson / textbook.

Instructions should be clear and easy to follow.

Layout of pages should be attractive and useful.

It should contain enough content.

It should contain a sufficient number of tasks that provide practice.

Content of materials must be accurate and precise.

Tasks should be fun.

The instructional design of individual tasks and of task sequences should be carefully planned.
It should have a limit on the number of different materials (to avoid confusion and
overloading).
b. Specific
1. Using Textbooks
Do not become so hypnotized by the textbook that you follow it rigidly.
Adapt the textbook to the needs of the students and the objectives of the lesson.
Organize guide sheets for each chapter.
Do not assign work in a textbook without referring to and assigning follow-up activities at
the end of the chapter.
Teach students how to interpret and use aids in the text.
2. Using Workbooks
Objective
Readability
Utility
Cognition
Content coverage
Audio-visuals
Learning theory
Pedagogical aids
Physical characteristics
Teacher training
3. Using Journals, Magazines, and Newspapers
Be sure that journal, magazine, and newspaper articles are within the students reading
and comprehension range.
Select those materials that are readily available and affordable.
The journal, magazine, or newspaper articles should be compatible with the teaching
goals.
Train students in reading and evaluating these materials.
Train students to use the materials in independent study and research.
Journal, magazine, and newspaper articles are excellent sources for student reports.
These materials are also excellent sources for thinking about ideas, selecting and using
information for assignments, and identifying and solving problems independently or in a
group.
Keep a file of these pertinent materials to supplement the text and incorporate into the unit
or lesson plan.
4. Using the Chalkboard
Write legibly and large enough for all to see.
Use the chalkboard as if you were writing on paper.
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While writing, stand to one side of the board as much as possible so you can maintain eye
contact with the students.
When referring to work already on the chalkboard, stand to the side so you dont block the
students view.
Dont talk toward the chalkboard while writing on it.
If the chalkboard space is limited, draw a line down the middle of the board.
Organize your chalkboard work ahead of time.
Dont clutter the board.
If you must abbreviate, use standard forms.
Utilize colored chalk, rulers, string, stencils, and other materials to make your illustrations
more effective.
Dont get embarrassed or show resentment if you make a mistake and a student corrects
you.
5. Using Films, Filmstrips, Filmslides and Overhead Projectors
Keep the film lists up to date.
Preview the film to make sure it is appropriate to the students interests and maturity level
and to familiarize yourself with the content.
Arrange to have the projector and screen or video equipment in the
classroom and set up on the day scheduled for showing the film.
Be sure all the students can see the screen.
Prepare the students for the presentation.
Note-taking is difficult in a darkened room and should not be expected or encouraged
while the projector is running.
Use the equipment properly. Handle it with care.
Label materials properly for filing and reshowing.
Be sure the materials are appropriate for the students interests and maturity level and
they fulfill your instructional objective.
Focus the materials properly.
Arrange the materials in sequence with the lesson.
View the film without interruption, if possible.
If commentary is needed during the movie, either stop the projector or
reduce the volume, but do this as little as possible.
Allow time for discussion after the film.
Be sure to put the film back properly into its container.
Disconnect all wires.
6. Using Television
Select the programs to coincide with the learners level of interest and maturity and with
instructional objectives.
Make sure the classroom or media center is suitable for viewing the program.
The classroom television set should have at least a 21-inch screen.
Lights should be left on if students are to take notes.
There 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 expect.
Avoid using the program as a lecturing device or a substitute for instruction.
Ask the students to save their questions and comments until the end of the program.
After the program, hold a discussion to analyze the main points.
The ideal program lasts no longer than two-thirds of the subject period.
By using videotapes, programs can fit into the daily class schedule.
When assigning programs for homework, make sure all students have access to a
television set.
7. Using Computers and Computer Software
The use of computer in the classroom should correspond with the schools goals.
If only one computer is available for class use, you will have to devise large-group
instruction or divide the class into smaller groups that take turns at the computer.
A group of teachers or curriculum specialists should preview software before it is
purchased by the school.
Decide on what you want to do with the computer.
Establish criteria for use based on the objectives of your subject and the abilities and
needs of your students.
The software should be suitable for your instructional grouping.
The software should be easy to use.
The software should be sound in terms of instructional and learning theory.
The software should be capable of being integrated with other software and with
traditional materials into a comprehensive curriculum and instructional package.
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You should know how to use both floppy and hard disks.
Software should provide user feedback on the display about what part of the process is
taking place and whether it is proceeding normally.
Periodically, review and evaluate the software for quality and variety on a team basis.

4. Factors Affecting the Selection of Media for Instruction

a. Human factors
1. Learner factor
individual differences
attention span
number of learners
physical disabilities of learners
2. Teacher factor
skills
habits
attitudes
b. Instructional method
c. Practical constraints
objectives
availability
time
resources
5. Factors Affecting Resistance to Change in Media Utilization in the Classroom
Technophobia- refers to ones fear in the use of technology due to limited
exposure to new ideas and new equipment
Inhibition of human contact- between teachers and pupils
Economic
Reliability- when faced with technical problems
Lack of production ability- unavailability of commercialized programs that really fit in the
local curriculum
No standardization- refers to the incompatibility among different brands of microcomputer
operating systems.
Lack of integration in the classroom- should be done right at the planning stage and not
as an after thought
E. Determining Evaluation Instrument
Aims to determine student mastery of what has been taught

Evaluation type
1. Prior to Instruction
Determines learners entry behavior (knowledge/ skills/ attitudes)
Makes use of aptitude test, pretest, etc
2. During Instruction
Provides on-going feedback (needed changes in subsequent learning experiences and correcting
specific learning errors)
Makes use of paper and pencil tests and observational methods
3. After Instruction
Provides information on how well students have attained objectives, what rating they deserve to
get, etc
Makes use of achievement tests, rating scales, etc.

VII. Lesson Plan

Sets forth the proposed program or instructional activities for each day
A daily plan
A step-by-step approach to learning
Components
a. Objectives
May be phrased as statements or questions
b. Subject Matter
Topic/concept
References
Materials
c. Learning Activities
Review / Drill
Motivation
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 Presentation of the lesson

Generalization
Application (dramatization, storytelling, oral reading, construction and drawing, written compositions,
singing/poems, tests, creative work, solution of problems)
d. Evaluation

Pose several thought-provoking questions that summarize previous learning

Ask for a comparison of what has already been learned with what is being learned
Assign review questions
Administer a short quiz
e. Assignment

Should be interesting

Should be directed to definite concepts

Provision should be made for individual differences

Should be explained or examples should be given if necessary

Should be monitored for completion or accuracy

PART TWO. ANALYZING TEST ITEMS

1. Mrs. Miranda makes a systematic outline of what she is going to do in her new lesson in English. In making the
outline, she listed the steps she will undertake together with those of her students during the whole period. This
refers to
A. teaching style
C. teaching strategy
B. method of teaching
D. technique of teaching
2. Which factor is LEAST considered by the teacher when choosing a teaching method?
A. Setting
B. Materials
C. Learners
D. Objectives
3. Ms. Santiago, the Science teacher thought of giving all the groups of V-Matulungin the chance to perform the
experiment. However, the chemicals are not sufficient. What method should she use?
A. Project
B. Laboratory
C. Lecture
D. Demonstration
4. Mr. Santos teaches Economics 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. What method should he use?
A. Project method
C. Lecture method
B. Discovery approach
D. Demonstration method
5. Ms. Manalansan wishes to make her pupils familiar with the parts and uses of a microscope. What teaching method
will she use?
A. Discovery
C. Demonstration
B. Experimentation
D. Process approach
6. Which is the best way to present Toms analysis on the present population of the different cities and municipalities of
Metro Manila?
A. By means of a table
C. By means of a graph
B. By looking for a pattern
D. By guessing and checking
7. Mr. Villanueva makes use of the problem-solving method of teaching in his Social Studies lesson. Which teaching
strategy is parallel to this?
A. Inquiry learning
C. Cooperative learning
B. Experiential learning
D. Participatory learning
8. There are several reasons why problem-solving is taught in Math. Which is the LEAST important?
A. It is the main goal for the study of Math.
B. It provides the content in which concepts and skills are learned and applied.
C. It provides an opportunity to develop critical and analytical thinking.
D. It provides pupils an opportunity to relate Math with the real world.
9. Mr. Velasco would like to make his lesson in Science interesting and functional, so he gives opportunity to his
students to develop and apply the skills in observing, predicting, inferring, classifying, measuring, and communicating.
What method is he using?
A. Process approach
C. Mastery learning
B. Discovery approach
D. Cooperative learning
10. Using devices like pictures or models about a lesson will motivate pupils to learn and get them to work. Which will
describe these activities?
A. Initiating activities
C. Evaluation activities
B. Culminating activities
D. Developmental activities
11. Mrs. Belarde is a teacher in a barrio high school where newspapers are delivered irregularly. Knowing the
importance of keeping the students aware of current affairs, what is probably the best way of getting useful current
information?
A. Gather back issues of newspapers and let pupils compile them
B. Urge the pupils to listen to stories circulating in the community
C. Encourage the pupils to listen to daily broadcast from a transistor radio
D. The teacher should try all available means to get the newspaper delivered to the school
12. Mrs. Trinidad is preparing a lecture on the ways of conserving and preserving marine life in their barangay. She
would like to make her lecture more understandable and meaningful by using some devices. What is the most
important thing she should consider in the selection and utilization of teaching aids and devices?
A. Availability of these devices
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B. Attractiveness of these devices

C. Objectives to be achieved in the teaching-learning process
D. Degree of interest that could be aroused in the students
13. In which phase of the lesson does the learner identify and analyze events, ideas or objects to state similarities and
differences that exist among them?
A. Preparation
B. Generalization
C. Application
D. Comparison & abstraction
14. Which part of the lesson is involved in the giving of situation or activities based on the concepts learned?
A. Preparation
C. Application
B. Generalization
D. Comparison & abstraction
15. Which method is suited if the objective is to describe the effect of heat on matter?
A. Project method
C. Problem method
B. Laboratory method
D. Expository method
16. Mr. Castro presented plane figures classified as circle, square, triangle and rectangle. Later, he asked the pupils to
define each of the classification. What method did he use?
A. Inductive
C. Deductive
B. Laboratory
D. Expository
17. Which method is suited for teaching a folk dance in PE?
A. Inductive
C. Demonstration
B. Expository
D. Laboratory
18. The newer and broader concept of method gives emphasis on the why rather than the how. This is relevant to the
suggested response in teaching methodology. It implies that
A. there is best method
B. a typical one will be good for any subject
C. these methods should be standardized for different subjects
D. teaching strategies should favor inquiry and problem solving
19. The teachers role in problem solving method is
A. to set up the problem
B. to test the conclusion
C. to propose ways of obtaining the needed data
D. to help the learners define what is it to be solved
20. Ms. Enriquez knows that concepts are learned easily by students when they are meaningful. Meaningfulness
depends on
A. the amount of practice
C. the teachers act of questioning
B. the variety of learning activities
D. the attractiveness of the devices used
21. Which is a sign of a well-motivated lesson?
A. The class is quiet.
B. The children have something to do.
C. The teacher can leave the pupils to attend to some activities.
D. There are varied procedures and activities undertaken by the pupils.
22. What is the most appropriate reason for providing the pupils with situations wherein there is a lot of personal
contact with teachers and classmates?
A. It offers real and vital educative opportunities for indirect moral instruction.
B. It provides for actual practice of the different character traits taken up in class.
C. It is a very good evaluation instrument for pupils behavior outside the classroom.
D. It makes the pupils realize the necessity of conducting oneself in the right and acceptable way.
23. Individuals should be developed in the cognitive, psychomotor as well as in the affective aspect. Why is there a
need to give importance to the affective development of the individuals?
A. It helps them develop a sound value system.
B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
D. Their awareness of the consequences of their discussion is sharpened.
24. Which will be the best way of giving deeper meaning to concepts?
A. Select only the topics familiar to students.
B. Link the new ideas to students prior knowledge.
C. Make pupils memorize definitions of concepts.
D. Suggest to pupils to consult the dictionary to explain the meaning of concepts.
25. Which is an indicator that a pupil has NOT learned the concept?
A. The pupil can give attributes of the concept.
B. The pupil can summarize the ideas shared about the concept
C. The pupil can distinguish examples from non-examples of the concept.
D. The pupil gets a failing grade in the test given after the concept has been discussed.
26. Which should be the focus of attention whenever the teacher prepares objectives of the lesson?
A. Curriculum
C. Teachers ability
B. Methodology
D. Learners ability
27. The most recent and effective strategy of teaching which modern teacher accepts is
A. Discovery learning
C. Experiential learning
B. Development learning
D. Experimental learning
28. When the strategy employed by a teacher calls for a passive participation of the learners, then such teacher
belongs to the group of
A. modern teachers
C. up-to-date teachers
B. progressive teachers
D. conventional teachers
29. Inquiry learning as a teaching strategy requires a lot of
A. readings
C. writings
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B. experimentation
D. problems/questions
30. Which of the following strategies gives the learner the opportunity to do what he thinks is best for him to do about
the lesson?
A. Group learning
C. Peer mediated learning
B. Cooperative learning
D. Individualized learning
31. The strategy of teaching which makes use of the old concept of each-one-teach-one of the sixtys is similar to
A. peer learning
C. partner learning
B. independent learning
D. cooperative learning
32. Ms. Naval gives her students all the opportunities to participate actively during the development of the lesson. She
can be labeled as a
A. outmoded teacher
C. traditional teacher
B. progressive teacher
D. conventional teacher
33. When few of the students are utilized by the teacher to help him teach some of the desired skills of the lesson, this
is
A. group learning
C. cooperative learning
B. independent learning
D. peer-mediated learning
34. What do you call the strategy of teaching which is based on the mental ability of the children coupled with repeated
testing of materials?
A. Part learning
C. Group learning
B. Mastery learning
D. Whole class learning
35. What principle is behind the use of true-to-life situation strategies in order to make the lesson realistic?
A. Variety
B. Validity
C. Relevance
D. Appropriateness
36. What principle does the teacher use in selecting a strategy suited to the childrens level of learning, needs and
problems?
A. Scope
B. Validity
C. Variety
D. Appropriateness
37. After a long discussion of the lesson, Ms. Villaruis asked her students to give a synthesis of the whole thing. What
part of the lesson is this?
A. Motivation
B. Application
C. Evaluation
D. Generalization
38. Ms. Sunglao, an Arts teacher always encourages her students to draw without models. She tells her students to
paint any subject they wanted where they can express themselves freely. What strategy is behind this?
A. Mastery learning
C. Liberated learning
B. Independent learning
D. Individualized learning
39. A lesson which employs different strategies is observing the principle of
A. scope
B. validity
C. variety
D. appropriateness
40. Albert, a senior student viewed a video taped lesson about Science. Although he was alone, he learned plenty of
information from the tape. The next day he shared his experience with his classmates. What strategy is this?
A. TV learning
C. Video tape viewing
B. Computer programming
D. Computer assisted learning
41. Which statement explains hierarchy in the selection of objectives in the classroom?
A. Each level is built upon and assumes acquisition of skills from the previous level.
B. They 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 taxonomy in all levels.
D. These are guidelines to be taught and learned where teachers and students evaluate learning.
42. In the taxonomy of educational objectives, the domains are stated from simple to complex level. Among these
objectives, which belongs to the simple structure?
A. To identify places mentioned in the story.
B. To differentiate low from high level of degrees.
C. To give the available resources that could be recycled to useful things.
D. To explain the procedure in changing improper fraction to mixed number.
43. Which of these is NOT correct?
A. Lesson plan should be a constant state of revision.
B. A good daily lesson plan ensures a better discussion.
C. Students should never see a teacher using a lesson plan.
D. All teachers regardless of their experience should have daily lesson plan.
44. When you observed the teacher reviewing the plan with the class and assign students to check off the activities on
the days agenda as they are completed, what form of a plan is shown?
A. daily
B. yearly
C. weekly
D. quarterly
45. Mr. Albertos pupils became restless because he lets her class wait for a long time before he begins the lesson.
What do you think should he consider in planning her lesson?
A. Development of materials
B. Sequence the content of the curriculum
C. Transmission of information from the textbook to the pupil
D. Provision for a smooth flow of instructional events and activities during and between lessons
46. Mr. Basa is applying for a new teaching job. As part of the training, he was asked to prepare a demonstration
teaching. Which of the following should be considered first in writing a lesson plan?
A. the instructional activity
C. the instructional materials
B. the childrens grade level
D. the objectives in the three domains of the lesson
47. Problem solving lessons are very evident in Math. How would you teach the concept of money using first hand
experience in this activity?
A. Let them buy in the canteen to experience the actual use of money.
B. Establish a sari-sari store where anyone plays as saleslady and costumer.
C. Have many activities involving mastery learning like doing seat work exercises in the book.
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D. Everyone brings coins with different denominations and ask questions that will involve the total amount or
change.
48. What shall a teacher find in a course of study?
A. Skills
B. Concepts
C. Content
D. A, B, C
49. Which of the following psychomotor objective is correctly written?
A. To play the piano in the key of C chords
B. To improve playing the piano in the key of C.
C. To interpret properly the chords of Key of C in the piano
D. To exhibit excellent playing of piano in the key of C
50. What should be the teachers main concern to make her/his topic understandable and meaningful to her/his
students?
A. Materials to be utilized
C. Organization of the lesson
B. Technicality of the lesson
D. Age, ability, needs & interest of the student
51. Which must be primarily considered in the choice of instructional aid?
A. Must be new and skillfully made
B. Must be suited to the lesson objective
C. Must stimulate and maintain student interest
D. Must be updated and relevant to Filipino setting
52. What is the brain of the computer?
A. Mouse
B. Monitor
C. CPU
D. Keyboard
53. In what way can instructional aids enhance learning?
A. Entertain students
C. Take the place of the teacher
B. Reinforce learning
D. Hold students in the classroom
54. Which of the following may result to optimal use of multi-media resources and computers?
A. Speed learning B. Interactive learning
C. Increased learning D. Broader learning
55. Miss Myla wants to show the class a magnified picture of the Taal Volcano mounted on a cartolina. Which one will
she use?
A. Slide
B. Filmstrip
C. Opaque projector
D. Overhead projector
56. Why is it necessary to study the learners before selecting and using instructional materials?
A. To understand what the teacher wants best
B. To get to know their needs and interest better
C. To choose the best medium to meet the objectives
D. To provide them with many instructional aids as possible
57. Why should teachers state the instructional objectives before using the instructional media?
A. To know which media to use best
B. To now how to operate the equipment
C. To know which instructional medium is available
D. To know how to prepare the instructional materials
58. Which of the following is the best thing for Mrs. Cruz to do if the available materials do NOT match with the
objectives or are NOT suitable for the audience?
A. To teach even without instructional materials
B. To look for ready-made materials in the bookstores
C. To change the objectives so that they match the available materials
D. To modify the available materials so that they would suit the objectives
59. There are certain reasons why teachers preview materials before the actual presentation. Which one is NOT?
A. To encourage viewers to be more focused
B. To avoid potential problems that might occur upon their use
C. To be able to use the media and materials to their full potential
D. To determine if they are appropriate for the audience and the objectives
60. Mrs. Paterno is handling a group of advanced students in her Literature class. Which material would be more
interesting to them?
A. Flipcharts
C. Sound recordings
B. Video and film materials
D. Overhead transparencies
61.
To make his discussion on Philippine minority groups more interesting to students, Mr. Ruiz decided to show
his students a documentary film. Which of the following factors is LEAST helpful in selecting appropriate
documentary film?
A. Students developmental level
C. Students attitudes toward minority groups
B. Students physical characteristics
D. Students knowledge about minority groups
62. Which is the common reason why many teachers do NOT use the modern technology in their teaching?
A. The limited exposure of teachers to new equipment
B. The evident integration of technology in the curriculum
C. The excessive availability of local technology in the community
D. The presence of standardization among brands of computers used
63. Which of the following is NOT an effective technique in the presentation of visuals?
A. Erase any writing on the chalkboard/whiteboard when you no longer need it
B. Have as many visuals as you present simultaneously to hold the learners interest
C. Show or demonstrate an object by revealing it when needed and covering it when it is no longer in use
D. Shut off the overhead projector when explaining lengthily and when there is no need for the audience to see
the transparency
64. Ms. Ong gave a test before discussing the lesson to find out her students strength and weaknesses about the
topic. What test was given?
A. diagnostic
C. formative
B. summative
D. standardized
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65. Which best describes teaching?

A. management of learning activities and materials
B. process of imparting knowledge and understanding
C. indoctrination of individuals for contribution to societys needs
D. process of facilitating desirable changes in the individual
66. When an instructional material meets the needs and demands of the society, it is said to be
A. useful
B. responsive
C. authentic
D. appropriate
67. Which of the following questions should you ask when planning?
A. What materials will I need?
C. What do I want to accomplish?
B. How will I get things started?
D. Any of the above
68. Which of the following should NOT be considered by Mr. Valdez in using an instructional material?
A. Evaluate students reactions to the instructional material being used.
B. Use 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.
69. Mrs. Rama, A Grade VI teacher prefers to use textbook than other instructional materials. What could be her
reason for using it?
A. Textbooks can easily be duplicated.
B. Textbooks quickly become updated.
C. Textbooks are the only source of knowledge.
D. Textbooks enable the students to take home in convenient form most of the materials they need to learn
the course.
70. Ms. Santiago displayed some pictures on the bulletin board to make the pupils aware of the environmental
problems. What is the best thing to do to convey the message of the pictures?
A. Put captions on each picture
B. Let the pupils interpret on their own the message conveyed by the pictures.
C. Explain to the pupils the message of these pictures every time they look at them.
D. Record your explanations about these pictures and play it near the bulletin board.

for

Area: PROFESSIONAL EDUCATION

Focus: Principles and Strategies of Teaching emphasizing Classroom
Management
and Art of Questioning
Prepared by: Prof. CELIA M. ILANAN

PART ONE. CONTENT REVIEW

I.

CLASSROOM MANAGEMENT
A. Nature
the administration or direction of activities with special reference to such problems 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
includes operation and control of activities
B. Purposes
To minimize the occurrences of discipline problems
To increase the proportion of classroom time devoted to constructive and productive activity
C. Aspects
1. Lighting
Factors that influence provisions for good lighting facilities:
size of the room
artificial light available
color of the walls, shades, location, and manipulation of blinds
location and size of windows
2. Heat and ventilation
3. Materials of Instruction
4. Care of routine
Sample activities:
Roll call
Seating
Handling materials and devices
Classroom courtesies

Responses to bell signals

Advantages:
Insures economy of time and effort
Prevents confusion
Promotes learning activity
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5. Discipline
Proper conduct of pupil in the classroom

Approaches

1. Assertive Approach expects teachers to specify rules of behavior and consequences for
disobeying them and to communicate these rules and consequences clearly
Suggestions for teachers:
Take positions.
Use a firm tone of voice.
Use eye contact, gestures and touches to supplement verbal
messages.
Place demands on students and enforce them.
Be calm and consistent.
Follow through regularly.
Establish positive expectations for student behavior, eliminate negative expectations about
students.
2. Business-Academic Approach emphasizes the organization and management of students as they
engage in academic work
Categories:
Clear communication of assignments and work requirements
a. Instruction for assignments
b. Standards for form, neatness, and due dates
c. Procedures for absent students
Monitoring student work
a. Monitoring group and individual works
b. Monitoring completion of work
c. Maintaining records of student work
Feedback to students
a. Attention to problems and good work
3. Behavioral Modification 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).
Students respond better to positive reinforcers than they do to punishment.
When a student is not rewarded for appropriate or adaptive behavior, inappropriate or
maladaptive behavior may become increasingly dominant and ill be utilized to obtain
reinforcement.
Constant reinforcement
Intermittent reinforcement
Rules are established and enforced.
4. Group Managerial Approach emphasizes 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 techniques
a. With-it-ness
b. Overlapping
Movement management
a. Smoothness-Jerkiness
b. Momentum
Group focus
a. Alerting
b. Accountability
5. Group Guidance Approach is based on changing the surface behavior of the students on a group
basis
Group elements to be considered:
Dissatisfaction with classroom work
Poor interpersonal relations
Disturbances in group climate
Poor group organization
Sudden changes and group emotions
6. Acceptance Approach based on the democratic model of teaching which allows the students to
participate in decisions and to make choices
Four mistaken goals:
Attention getting
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Power seeking
Revenge seeking
Withdrawal

7. Success Approach insists on the need to change the existing negative classroom conditions and to
improve conditions so they lead to student success
Suggestions:
Stress students responsibility for their own behavior continually.
Establish rules.
Accept no excuses.
Utilize value judgments.
Suggest suitable alternatives.
Enforce reasonable consequences.
Be persistent.
Continually review.

Student Problem Types

1. Failure
2. Perfectionist
3. Underachiever
4. Low Achiever
5. Hostile Aggressive
6. Passive Aggressive
7. Defiant
8. Hyperactive
9. Distractible
10. Immature
11. Rejected by Peers
12. Withdrawn

Strategies for Managing Problem Students

Accept students as they are.
Be yourself.
Be confident.
Provide structure.
Explain your rules and routines for better understanding.
Communicate positive expectations.
Rely on motivation.
Be a firm friend.
Keep yourself and your students calm.
Size up the situation.
Anticipate behavior.
Expect, but dont accept, misbehavior.

Developing and Maintaining a Positive Approach to Classroom Management

Be positive

Use praise

Trust

Express interest

Be fair and consistent

Show respect; avoid sarcasm

Establish classroom rules

Discuss consequences

Establish routines

Confront misbehavior

Guide

Avoid overcontrolling

Reduce failure, promote success

Set a good example

Be willing to make adjustments

II. ART OF QUESTIONING

Skillful questioning can arouse the students curiosity, stimulate their imagination, and motivate them to search
out new knowledge.
A. Uses
1. To stimulate pupils to think.
2. To motivate pupils.
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

To diagnose pupils difficulties.

To discover pupils interest.
To help pupils organize and evaluate.
To aid pupils to relate pertinent experiences to the lesson.
To focus pupils attention on the key points of the lesson.
To develop new appreciations and attitudes.
To provide drill or practice.
To show relationships, such as cause and effect.
To encourage the application of concepts.
To encourage pupil evaluation.

B. Characteristics of a Good Question

1. A good question is simple and clear.
2. A good question is definite.
3. A good question is challenging and thought-provoking.
4. A good question is adapted to the age, abilities, and interests of the students.
5. A good question requires an extended response.
C. Types of Questions
1. According to thinking process involved
a. Low-level questions / knowledge emphasize memory and recall of information
b. High-level questions / comprehension, application, analysis, synthesis,
evaluation go beyond memory and factual information and deal with complex and abstract thinking
2. According to the type of answer required
a. Convergent questions tend to have one correct or best answer; starts with what, who, when and
where questions
e.g. Who was the first American astronaut to travel in space?
b. Divergent questions are often open ended and usually have many
appropriate, different answers; usually starts with how and why questions
e.g. What planet, other than Earth, would you prefer to visit, if you were an astronaut? Why?
3. According to the degree of personal exploration, or valuing
e.g. What good is it? What purpose does it serve? Why is it important to you?
4. Other Types
a. Exploratory questions probe facts and basic knowledge
e.g. What research evidence supports the theory of a cancer-prone personality?
b. Challenge questions examine assumptions, conclusions and interpretations
e.g. How else might we account for the findings of this experiment?
c. Relational questions ask for comparisons of themes, ideas, or issues
e.g. What strong evidence againsts Leo Echagaray did the government use in deciding his guilt?
d. Diagnostic questions probe motive or cause
e.g. Why did Joe change his feelings at the end of the story?
e. Action questions call for a conclusion or action
e.g. In response to Melo findings and recommendations, what should Pres. Arroyo do?
f. Cause and Effect questions ask for causal relationship between ideas, actions, or events
e.g. If the government stopped farm subsidies, what would happen to the
price of rice?
g. Extension questions expand the discussion
e.g. How does this relate to what we have previously said?
h. Priority questions seek to identify the most important issue
e.g. From the data presented, what is the most important cause of the decline of the Philippine economy?
D. Guidelines in Asking Questions
1. Wait-time the interval between asking a question and the student response
2. Directing ask a question and then call a students name
3. Redirecting and probing Once the response to the question is incorrect or inadequate, and teacher is
advised not to provide the answer but to redirect the question to another student or to probe for a better
answer from the same student
4. Commenting and praising
E. Techniques of Questioning
1. Questions should be asked in a natural and well-modulated voice.
2. A sufficient number of questions should be asked to stimulate students to activity.
3. Questions should be evenly distributed so that the majority of the pupils can take part in the discussion.
4. A teacher should avoid resorting to any mechanical system of fielding questions to the class.
5. A teacher should never allow wrong answers to slip by; otherwise the students will learn wrong facts and
concepts.
6. Answering in concert should be discouraged.
7. A teacher should refrain from marking the students in his record book during the class recitation.
F. Techniques in Handling Student Questions
1. Students questions should be welcomed by a teacher.
2. Indiscriminate student questions should not be allowed.
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3. If a teacher is asked questions he cannot answer, as sometimes happen, he should promptly admit his
inability.

PART TWO. ANALYZING TEST ITEMS

1. An effective classroom manager is someone who is friendly yet
A. rigid
B. demanding
C. business-like
D. buddy-buddy
2. Which best indicates the effectiveness of classroom activities?
A. The laughter and enjoyment of students
B. The variety of instructional materials used
C. The application of concept learning in daily life
D. The utilization of various techniques and approaches
3. Giving 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
4. Which type of test measures higher order thinking skills?
A. Analogy
B. Completion
C. Matching
D. Enumeration
5. Which is a divergent question?
A. How is water purified?
B. What are the two elements of water?
C. What are the three products from Argentina?
D. What is the shortest distance between two points?
6. 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
7. Why should learning activities be carefully planned?
A. This is required of a teacher.
B. This is expected by pupils.
C. The ability of the teacher is tested.
D. The accomplishment of the objectives is dependent on the plan.
8. Which type of question would be more useful for starting a class discussion?
A. Narrow question
B. Convergent question
C. Memory question
D. Divergent question
9. What is the best indicator of a well-managed class?
A. The learners are controlled by the teacher
B. The learners blindly obey teachers instructions
C. The learners pursue their task without inhibition
D. The learners are engaged in an activity that leads them to realize the set goal
10. Which of the following may NOT enhance the development of higher order thinking skills?
A. Teaching for meaning
C. Encouraging creativity
B. Asking convergent questions
D. Making the students aware of their mental processes
11. For effective classroom management, when should a teacher undertake the task of setting up routine
activities?
A. Every homeroom period
C. On the very first day of school
B. Everyday at the start of the session
D. As soon as the students have adjusted to their schedule
12. Which of the following contributes to the establishment of a conducive environment?
A. Excessive praise
C. Long assignments
B. Individual competition
D. Cooperative learning
13. Which may help the student develop critical thinking?
A. Asking low-level questions
B. Asking convergent questions
C. Blind obedience to authority
D. Willingness to suspend judgment until sufficient evidence is presented
14. Mr. Isagani wants to develop the comprehension skills of his pupils. In what sequence should this be done?
I. literal
II. Interpretation
III. Critical
IV. Integration
A. I, II, III, IV
B. I, III, II, IV
C. I, II, IV, III
D. IV, III, II, I
15. If the teacher is concerned with the development of the students higher order thinking skills, his lesson
objective must go beyond
A. Recall
B. Application
C. Analysis
D. Comprehension
16. Which practice negates the teachers role as facilitator of learning?
A. Does more talk than learners
B. Does less talk compared to learners
C. Makes use of interactive teaching strategies
D. Caters to multiple intelligences in the classroom
17. Which of the following practices is NOT recommended in questioning?
A. Avoid cognitive memory questions
B. Call on pupils before asking the questions
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C. Use probing questions to follow up incomplete answers

D. Sequence questions so that higher level questions build on the answers to lower level questions
18. Which remark aim for a redirection?
A. I dont think you know the answer.
B. Could you read the question again?
C. Are you sure about your answer?
D. What do you think of the answer of your classmate?
19. Which of the following is the goal of classroom management?
A. Increase problems in the classroom
B. Minimize the class noise in the room
C. Increase the occurrence of discipline problems
D. Maximize the proportion of classroom time to productive activity
20. Which of the following exhibits cooperation?
A. Doing all the work alone
B. Sharing in the responsibilities of the group
C. Letting others copy from you
D. Allowing others to dominate in the decision-making
21. Which of the following does NOT contribute in building good discipline?
A. Practice
B. Attention
C. Modeling
D. Punishment
22. When a teacher asks a series of questions to a student, which technique in questioning does s/he violate?
A. Wait time
B. Prompting questions
C. Redirection
D. Probing questions
23. Mr. Rusticos concern is to give his students the opportunity to think critically. Which of the following can best
achieve his goal?
A. Provide questions with clues
B. Give questions that require analysis
C. Give questions that deviate from the main topic
D. Allow the children to ask questions during class discussion
24. Miss Perez wants to develop reflective thought and critical thinking among her learners. Which guideline in
asking questions does she need to use more?
A. Probing
B. Prompting
C. Redirection
D. Wait time
25. Which is an effective way of starting a lesson?
A. Checking the attendance
B. Evaluating the work done the previous day
C. Scolding someone who was late
D. Reminding the pupils of standards of listening
26. What routinary activities would be the best way to start the class?
A. Ringing the bell
C. Making the children line up
B. Greeting each other
D. Asking the children to clean the room
27. While the class is going on and a pupil asks a permission to go to the comfort room, how can disruption be
avoided?
A. Just nod and continue the lesson
B. Scold the child and let him sit down
C. Stop the lesson and allow the child the go
D. Stop the lesson and let the class go to the comfort room
28. What is the best way to distribute papers/materials in the class?
A. Give them papers one by one.
B. Let pupils come to you one by one.
C. Ask a leader pupil to distribute them.
D. Give them to each pupil in the rows with the instruction to get one and pass.
29. What is the best way to maintain discipline inside the classroom?
A. Scold every time mistakes occur.
B. Frown every time they do something inappropriate.
C. Be democratic in your approach.
D. Be consistent in the rules and regulations agreed upon.
30. Which of the following characterizes a good schedule?
A. Plan sequence of events that occur daily.
B. Plan activities in random.
C. Wait for the need to arise, then, make a schedule.
D. Copy the schedule from your companions anyway the activities are the same.
31. In your class, you notice that three boys failed to follow the norm of cleaning up before the end of the period.
What will you do?
A. Scold them in front of the class
B. Whip the boys so that they will not do it again
C. Put them back yourself anyway they are just children
D. Remind the boys they forgot something and make them realize what they ought to do
32. How is convergent question different from divergent question?
A. Has only one correct answer
C. Useful in Math and Science
B. Begins with what question
D. Reasoning is supplied with sample or evidence
33. Some students who are high in scholastic aptitude test have failed in college. Some who are below the standards
set for admission, but who, for various reasons, were admitted, attained satisfactory standings. This proves that
A. aptitude test can be perfectly relied
B. human beings are certainly predictable
C. admission test is not accurate, hence should not be used
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D. admission test does not measure all factors important for success
34. Russell thinks that some amount of constraints and discipline is indispensable to education. Therefore, it is
necessary for the teacher to
A. Help the child see the importance of these constraints.
B. Apologize before parents for the necessary constraints.
C. Allow the child to react in any manner to these constraints.
D. Convince the child that s/he has no choice but to subject herself/himself to these constraints.
35. Which of the following is the best procedure for a teacher to follow in controlling the behavior of an aggressive
pupil in the class?
A. Isolate him from the rest of his classmates
B. Send him to the guidance counselor for disciplinary action.
C. Assign him to take charge of some classroom activities.
D. Give him activities which would be difficult for him to do.

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