Teaching as an act is construed

What is Teaching? to mean as the most essential act

without which there is no need for
Many authors view teaching as
activities that teachers engage in
organized, purposeful, and
outside of classroom work like
deliberate efforts designed to
attending seminars, meetings and
bring about certain specifically
conferring with parents
desirable ends in an individual
4. Teaching is a process or set of
The word teaching may be
actions to induce learning and
understood from different
eventually to succeed in learning.
contexts. In daily conversation,
This definition stresses the need
teaching has different levels of
for planning for teaching, the
meaning such as: process of teaching and the
1. Teaching is an occupation. When achievement aspect which means
we say, for example that Dr. teaching is a deliberate process, it
Daniels teaches English, teaching does not just happen.
becomes an occupation One gets It is to be noted that successful
to know what Dr. Daniels does for teaching per se due to an
a living. She is a teacher by achievement in learning can only
profession. be had when teaching is done in a
2 Teaching may also mean the manner that affords respect to
myriad of activities associated to the student's intellectual integrity
teaching. When one explains, asks, and capacity for independent
reviews, demonstrates, submits judgment.
requirements, attends official
meetings, advises students, and B. Elements of Teaching and
checks on attendance.
Learning
3. Teaching as an act itself. It
There are six identified elements
involves the common activities in
or factors of teaching and
the classroom and the teaching
strategies and techniques, but it learning such as: learner,
focuses on the intent to make teacher, learning environment,
teaching work to the full curriculum, materials of
advantage of the learners by instruction, and the administration
effective interaction of teacher of the school.
and students in the understanding 1. The Learner. The learner is the
of a particular subject matter. core of the teaching learning
process. It is from him that
revolves all activities related to
classroom activities. He is the and interest, therefore, to
person who receives instruction participate in all the learning
from the teacher. A learner is activities prepared and conducted
either a pupil or a student by the teacher in the classroom is
depending upon the level of a manifestation of an orderly
education being pursued. A pupil is classroom management by the
the learner in the elementary teacher-manager.
level and a student is the learner
who attends an institution beyond b. counselor. Every teacher is a
the elementary level. guidance teacher. He acts as
counselor to the learners
To understand the child, the especially when the learners are
teacher must know that: beset by problems.

a) the child as a unique individual c.Motivator. Encouraging and

have traits peculiar to himself; motivating learners to study well
and behave properly in and
b) the child is a product of the outside the classroom is an
cultural environment where he enormous task. Despite the
assumes membership; and constraints, however, the teacher
should use effective ways to
c.) the child is influenced by social awaken the drives and motives of
and psychological forces from children as he knows fully well
the environment. the role played by motivation in
2. The Teacher. The teacher plays the learning of the learners.
varied roles in the classroom, he Motivation sets the mood for
is the manager, counselor, learning. It enlivens the interest
motivator, leader, model, public of the learners and gets them
relations specialist, parent- more involved in the class
surrogate, facilitator, and activities. A dynamic teacher is
instructor. always good at motivating
learners to listen, participate, and
a. Manager. As a manager, the eventually get the message
teacher is responsible for the
effective management of her d. Leader. A leader directs,
class from the start to the finish. coaches, supports, and delegates
The teacher carries throughout depending on the needs of the
the day systematic activities to situation. A leader is always
develop the learners' cognitive, looked upon as somebody
psychomotor, and affective dependable and responsible. A
aspects of the teaching-learning teacher always assumes the
process. The learners' eagerness position of a leader and he has to
be credible in this regard. He
e. Model. A teacher is an effectively carry out this aspect
exemplar. He serves as model to of teaching, the pre-service
his learners. Learners idolize education of teachers must be
teachers, they believe the things more than adequate to prepare
the teacher says, especially if the them for a job involving varied
teacher is kind, approachable, and responsibilities.
sympathetic to their needs. As a
model 3.The Learning Environment. It is a
venue for social interaction that
f. Public Relations Specialist. The includes ways of doing things,
credibility of the school is solving problems, and acquiring
attributed most of the time to the information. It provides an
ways the teachers deal with instructional process involving
people outside the school, like the the teacher, the learner, and the
schools' benefactors, parents of subject matter. It is from this
the learners, church leaders, learning environment that
government employees, and learners engage themselves in a
others. set of common practice
embodying certain beliefs,
g. Parent-surrogate. In school, prejudices, traits, and behavior to
the teacher is the parent of the be acquired. The classroom, the
learners. Parents have a feeling home, and community are
of security knowing that their considered as learning
children are in good hands. Added environment.
to the main function of developing
the learners intellectually, the Classroom. It is a place where the
teacher is also expected to train teacher interacts with the
the learners socially and learners. Formal instruction is
emotionally and to look after usually done in a classroom. As a
their physical and mental in learning environment, it provides
school, for classroom learning activities
and affords the transfer of
h. Facilitator. The teacher is the learning from classroom to
facilitator of learning. The practice
learners must be given the chance
to discuss things under the close Home. While it does not provide
supervision and monitoring of the the standards of formal
teacher. instruction in the classroom, it
provides as well an instructional
I. Instructor. The main function process that includes acquisition
of the teacher is instruction. All of behavioral patterns,
the other roles aforementioned acceptance of standard norms,
are corollary to teaching. To and development of necessary
traits. It is from the home that a to be acquired through
child gets instruction on the intellectual exchanges.
specific ways of doing things.
b. In an intellectual environment,
Community. It brings about a teacher affords the learner with
learning environment that allows his guidance to work out solutions
opportunities for interaction to existing problems and
among members in the process, eventually become independent
they are able participants in and self-directed individuals.
community activities, understand
power relations, acquire values c. Social Climate. There are three
and norms and even the culture types of social climate existing in
of the community. In this kind of the classroom: autocratic, laissez
environment, the community faire, and democratic.
provides the interaction while the In the autocratic climate, teacher
participation provides the meaning
directs, decides as to what
of the experience. activities are to be done.
Evaluation of learners’ progress
Classroom Environment is based on arbitrary standards.
Encompasses Four Factors In this kind of climate, interaction
and communication between
a. Physical Environment. It is the teacher and learners are limited
totality of the outside elements thereby giving very little chance
or the physical make-up that
influences the learner. This The social climate of the
includes the room, its size, classroom is authoritarian or
location, ventilation, lighting, teacher-oriented.
instructional materials, chair In the laissez faire climate there
arrangement, room acoustics, and is little emphasis in group
provisions for orderliness, participation. The individual acts
cleanliness, and sanitation. on his own, working for the
b. Intellectual Climate. Refers to recognition of his
a learning atmosphere accomplishments. This climate is
characterized by activities not characterized by interaction.
designed to challenge the In the democratic climate there is
intellect. It includes providing high regard for group
opportunities for development of participation and cooperative
thinking skills both creative and work. Teacher becomes a
critical, problem-solving, and facilitator and guides the
diagnosing patterns of behavior learners in the accomplishment of
a common set of objectives.
d. Emotional Climate. This refers
to the mental health and
emotional adjustment of all Curriculum, therefore, can be
learners. viewed as having two mutually
inclusive components, namely:
4.The Curriculum. The term is
derived from the Latin word a) the blueprint or master plan of
currere which means to run. It is selected and organized learning
also commonly referred to as content which can be referred to
course of study or program of as "curriculum" per se; and
study.
b) the actual implementation of
The academic curriculum pertains this plan through contrived
to the formal list of courses or experiences in the classroom
subject offerings of the school. which is called instruction.
The extra curriculum refers to 5. Materials of Instruction
the voluntary but planned
activities sponsored by the Materials of Instruction refer to
school which include drama, the various resources available
sports, theatre and arts, music, to the teachers and learners
and others, where students which help facilitate instruction
participate to a large degree. and learning. These materials
They are included in the co- represent elements found in the
curricular activities of the environment and which are meant
school. to help students understand and
explain reality,
The implicit or hidden curriculum
emerges incidentally from the 6. The Administration.
interaction between the students Administration involves the orga
and the physical, social, and inter- nization, direction, coordination,
personal environment of the and control of all resources of
the school whether material or
school (Sadker & Sadker, 1991). human to meet the intended
Palma (1992) defines curriculum objectives.
as the sum total of all learning
content, experiences, and C. Principles Underlying
resources that are properly
selected, organized, and Teaching.
implemented by the school in 1. Principle of Context
pursuit of its peculiar mandate as
a distinct institution of learning Educational management has been
and human development. considered as one interesting
subject particularly by the Level 3-Focus established by
educators who are aware of the broad concepts to be
need for knowledge management. comprehended or problem to be
solved
According to Leus (2005), the
principle of context are Level 4- Focus established as a
categorized Into six levels. concept or a problem to be
solved, a skill to be acquired to
Level 1-Context consists of the carry an undertaking
textbook only
3. Principle of Socialization
Level 2 - Context consists of
textbook together with a Classroom learning offers a
collateral/supplemental socio-cultural phenomenon - a
materials social process that encompasses
the ways of thinking, interacting,
Level 3-Context consists of non- and problem-solving.
academic and current materials
(magazine articles, newspaper Level 1 -Social pattern
clippings) characterized by submission

Level 4-Context consists of Level 2-Social pattern

multi-sensory aids characterized by contribution

Level 5- Context consists of Level 3-Social pattern

demonstration and presentation characterized by cooperation
by the experts
4. Principle of Individualization
Level 6-Field experiences: The effectiveness of instruction
personal, social, community must progress in terms of the
understanding learner's own purposes, aptitudes,
2. Principle of Focus abilities, and experimental
procedures.
Instruction can be effective if
there is a definite area of Scales of application:
concentration.
1. Individualization through
Level 1-Focus established by page different performance in uniform
assignment in textbook tasks. In this setting, teacher
sets the lesson format as part of
Level 2-Focus established by his classroom structuring and
announced topic together with sees to it that while the task is
page or chapter references the same to all,
2 Individualization through immediate toward remote, from
homogeneous grouping. Learners concrete toward symbolic, from
vary in age, ability, and sex, and the crude to the discriminating
classrooms tend to lean toward Hence, sequence is a process of
homogeneity. transformation.
3. Individualization through 6. Principle of Evaluation
contract plan. One of the guiding
principles of individualization Evaluation is a component of
asserts that the individual must be effective instruction. It is
the focus in the planning and necessary to determine whether
delivery of services and support. objectives of instruction have
been carried out and learning or
4. Individualization through understanding of lesson has
individual instruction. This kind of taken place.
instruction calls for a person-
centered planning for learning Types of Evaluation
tasks normally adapted to the 1. Diagnostic Evaluation. This is
level of capability of the learner. the evaluation done at the
5. Individualization through large beginning of the unit or course to
units with optional-related determine the different levels to
activity. This is the kind of where the students can be
instruction where large topics or grouped whether slow, average,
big blocks are divided into smaller or fast.
units which could be completed 2 Formative Evaluation. Intended
within a specified time frame. to improve the delivery of
6. Indidualization through instruction in the classroom.
individual undertakings, stemming 3. Summative Evaluation. From the
from and contributing to the joint word itself, this phase of
undertaking of the group of
evaluation calls for "summing up"
learners Instruction is to ensure all pertinent data related to the
cooperative learning while the performance of the individual
group works on a specific learners.
learning activity.
5. Principle of Sequence
Successful instructions depend on
the effective ordering of a series
of learning tasks. Sequence is a
movement from meaningless to
emergence of meaning, from
COGNITIVE-ORIENTED METHOD STEPS IN METACOGNITIVE

What is Cognitive-Oriented 1. Planning

Method? 2. Monitoring
3. Evaluation
• Cognitive-oriented method is 2. Constructivism
also referred to as "thinking
operations". The thinking skills This method regards the learner
that should be taught directly as the core of the learning
process. Exponents of
are: interpreting, comparing,
constructivism aver that
criticizing, classifying, analyzing,
knowledge cannot be passed on
summarizing, and creating. This
from one person to another, like
method is about learning how to
learn. teacher to learner.
In this method, teachers give an
This method involves mental
opportunity for learners to
activity, and a way of learning
construct their own ideas and
that helps students use their
brains more effectively. explore ideas on their own

1. Metacognitive STEPS IN CONSTRUCTIVISM:

A method that requires students 1. Elicit prior knowledge

not only to acquire thinking skills 2. Create knowledge dissonance
but monitor, control their
commitment and attitude during 3. Apply knowledge and feedback
the learning process.
4. Reflect on learning
- This method empower students
to think about their own thinking Example:
and enhance their control over Group of students to teach each
their own learning. other. Learners pose their own
Example: questions and seek answers to
their questions via research and
For example, if you can explain direct observation.
what your strengths are in
academic writing, or exam taking, 1.reading books
or other types of academic tasks, 2.listening to podcast
then you are metacognitively
aware. 3.reflective learning
Steps of reflective Teaching
 a. Topic can receive rewards or
b. Identify recognition. It is a cooperative
c. Gather information learning structure where students
d. Create plan depend on one another and work
e. Design lesson together to achieve the shared
f. Review goals. To meet the desired
g. Revise objectives in cooperative learning
h. Teach groups should be small,
i. Assess heterogeneous and limited to
about two to six members. A
Structure-Oriented circular
Methodologies formation is encouraged to
facilitate an easy face to face
There is a need to provide Interaction. This method is
productive learning environments characterized by positive
and which involves motivating interdependence among group
learners to participate in and members with shared goal shared
persist with academic tasks. division of labor, and shared
For that matter, teachers set materials,
conditions for allocating time. 2.Peer-mediated. A method wherein
managing classroom groups, an older, brighter, and more
applying varied teaching responsible member of the class
strategies like cooperative is requested to tutor, coach,
learning, peer group, partner instruct teach other classmates
learning, and inductive learning. Peer tutoring may one in the
Such learning strategies will
following arrangements:
influence plans and resource
allocation decisions. a. instructional peer tutoring.
There is an age difference
Other facets of structured
between the tutor and the tutee.
learning include allocating time
The older helping the younger on
for individuals and groups of
a one to one encounter or on one
students, comparing student
to a group basis
groupings organizing daily, weekly
and term schedules, and executing b. Same age tutoring. Children are
learning activities and events. supposed to be interactive,
working in pairs with the more
1.Cooperative Learning. In
equipped awisting the less abled.
classrooms using cooperative
learning, students work on c. monitoring tutoring. Monitor
activities in small heterogeneous acts as leader for the class
groups and based on performance
divided into groups. Monitor
assists the teacher in supervising
the work of the groups
d. Structural peer tutoring. There
is a definite procedure to follow,
materials are structured as well
and administered by trained
tutors.
e. Semi-structured peer tutoring.
A combination of structure and
unstructured where tutor teaches
according to an established
learning guidelines Possibility of
revision or modification of the
learning guide is allowed.
3. Partner Learning. These are
students who do not feel
comfortable speaking out before
a big audience or even before his
classmates. In this method,
students are usually with whom
they are familiar with and made
share their views/ opinions about
a particular issue e paired lesson
at hand. They are allowed to write
their opinions and share it with the
partner, after which, volunteers
are called to state orally their
answers to the class
4. Inductive Learning A kind of
learning method that allows
learning to arrive to a
generalization after starting
from the specifics.