Principles and strategies of Teaching

Basic concepts

 Strategy of teaching – refers to the science of developing a plan to attain

goal and to guard against undesirable results. It means the art of using
psychological plan in order to increase the probabilities and favourable
consequences of success and to lessen the chances of failure.
 Method of teaching – refers to the series of related and progressive acts
performed by a teacher and the students to attain the specific objectives of
the lesson. It is a plan involving sequence of steps to achieve a given goal or
objective.
 Technique of teaching – refers to the personalized style of carrying out a
particular step of a given method. It is a skill employed by the teacher in
carrying on the procedures or act of teaching.
 Device – is a teaching aid or tool to facilitate instruction.

Differences among Approach, Methods/Strategies, and Techniques

 Technique is part of method; method is a component of an approach

Approach
– the broadest of the three
– an enlightened viewpoint of teaching
– provides sound philosophy and orientation to the whole process of teaching in
which the selection of an instructional method is part and parcel of.
– 2 salient points to remember:
 First: All approaches of teaching are viewpoints of teaching, but not all
viewpoints of teaching are considered approaches of teaching.
 Second: The selection of an instructional method is based on a given
approach

Methods/Strategy
Refers to an organized, orderly, systematic, well-planned procedure. It
consists of steps which are logically arranged aimed at achieving the specific aims
of instruction, at enhancing greater teaching and maximizing learning output.

Technique
– is implementational and that which actually takes place in a classroom. It is a
particular trick, or contrivance, used to accomplish an immediate objective.
– it depends on the teacher, his individual artistry, and on the composition of the
class

Approaches to Teaching

A. Integrated Approach

Learning experiences are unified around a certain core or theme for which
the child has a felt need, thus the unit is problem centered. Units – means
organized learning experiences.

Steps involved in developing a unit:

1. initiating the unit

2. point of experiencing (researching, reading, collecting materials,

constructing

simple activities, undertaking field trip, discussion,, etc.)

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 3. culminating activities

4. evaluation

B. Discovery Approach

Refers to an inductive method of guiding pupils to learn by observing and

experiencing the lesson

C. The Process Approach

Is activity oriented or an experiential approach to teaching Science. It

emphasizes the use of processes like observations, descriptions, classification,
measurement, inference, hypotheses, prediction, control of variable, and
experimentation.

D. Conceptual Approach

Aims to facilitate the learners’ development of concepts and generalizations.

Concepts are categorizations of ideas. These concepts are analysed and their
relationships are established. These statements, and explanations of relationships
are now called generalizations.

E. Inquiry Approach

A strategy of teaching where students are habituated to ask questions, to

search for answers , and to solve problems tat challenge their thinking and
resourcefulness.

F. Mastery Learning

A strategy for optimizing learning. It aims to ensure that each learner will
develop to his maximum potential through progressive acquisition of learning tasks.

G. Programmed Instruction (self-pacing method)

A strategy of presenting materials to be learned step by step. Each step is

repeated and practiced so that the learners understand the steps thoroughly before
going to the next step. This procedure helps the student to understand whether he
is right or wrong. The learner always starts with simple ideas or lessons and works
on to more complex ones. Programmed instructional materials are usually self-
instructional or in the form of modules.

H. Traditional Method

1. textbook learning – is the most common instructional material used by

both the teacher and his students.

2. rote learning – a technique that requires students to repeat what the

teacher tells them without understanding. This eventually results in the learners
being able to mouth the words of the teacher, devoid of any understanding. It
involves reciting without necessarily knowing it.

3. directed technique – associated with the well-known practice of spoon-

feeding. The teacher either dictates or let the students copy word for word the
lesson. Since the student’s mind is compared to an empty container, the role of the
teacher is to fill it up.

4. memorization – still acceptable today’s school provided it serves certain

learning purposes and more importantly, if it is done with understanding. Students
memorize because teachers tend to emphasize more on facts rather than on

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insights. Memorization without insights makes learning a meaningless routine and a
big waste on student’s time and efforts.

Classification of Teaching Methods

 Traditional: old fashion way of teaching

 Time-tested: methods that stood the test of time and are still being used at
present
 Progressive: these are newer and more improved methods of teaching

Characteristics of a Good Method

 It makes use of the principles of learning

 It utilizes the principles of “ learning by doing”
 It provides for growth and development
 It liberates the learners
 It stimulates thinking and reasoning

Variables that Affect Teaching Method or Determines what

Method to be Used
 Objectives or aims of education
 Nature of students
 Nature of subject matter
 The teacher factors
 Technology
 School environment
 Teacher’s knowledge of group dynamics=

Traditional vs. Progressive Method

AREA TRADITIONAL PROGRESSIVE

Subject-centered; the main Child-centered; it principally
Objectives concern is to get pupils to aims the total growth and
master the subject matter development of the child
Dominates the activities of the Plays a variety of roles with
Teacher lesson; they are subject matter emphasis on “facilitator”
experts function
Curriculum Fixed curriculum Flexible curriculum
Discipline Rigid control, militaristic, Discipline is preventive;
coercion democratic
Methods Highly traditional methods Employs varied teaching
techniques; mostly new and
modern ones

I. Traditional Method

 In the traditional method, students are asked to recall the past lessons by
enumerating points by points all about it by memory
1. Textbook technique
2. Rote learning technique
3. Directed Technique
4. Memorization Technique

II. Time-Tested/Classroom-Tested Methods

A. Inductive Method
- simple to complex
B. Deductive Method
- general to specific
C. Lecture Method – predominantly teacher-directed aimed at providing the
needed information
1. Outlining technique

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 2. Component technique
3. Sequential technique
4. Relevance technique
5. Transitional technique
D. Discussion Method – it is a face-to-face encounter between the teacher
and the students and/or the students and students under the guidance of the
teacher
1. Small group discussion technique
2. Socialized classroom discussion
3. Panel discussion
4. Direct instruction
5. Recitation
6. Interview
E. Reporting Method – aims to provide students with information in a direct
and uninterrupted manner
1. Unit or Morrison
2. Individual or Group reporting
3. Reading or Storytelling
4. Schematic technique
5. Symposium
F. Demonstration Method – relies heavily upon showing the learners a
model performance
1. Teacher-directed
2. Student-directed
3. Teacher-student-directed
4. Resource speaker-directed
G. Activity Method – classroom encounter whereby students are actively
engaged in first-hand direct experience
1. Project technique 5. Dramatization
2. Field Trip 6. Role Playing
3. Brainstorming 7. Simulation Game
4. Debate
H. Integrated Method – practice of combining different elements and
presenting them as one unified whole
1. Lecture-Discussion
2. Demo-Lecture
3. Film showing-Discussion
4. Reporting-Discussion
5. Inductive-Deductive
I. Investigatory Method – De-emphasizes teacher’s authoritative role in the
classroom
1. Laboratory technique 4. Field Study
2. Problem Solving 5. Experimenting
3. Research

III. More Progressive Methods (Emerging Methods)

 Self Pacing Method – focusing on individual pace

A. Programmed Instruction Technique
1. Module
2. Self Learning Kits
3. Correspondence Course

V. Managing Instruction

A. Determining Instructional Objectives

1. Aims

 Refer to broad statements about the intent of education

 Broad guides for translating the needs of society into educational
policy
 “To prepare students for democratic citizenship”

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 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
 “To develop reading skills”

3. Objectives

 Description of what eventually take place in the classroom

 Specific skills, tasks, and attitudes stated in behavioural terms, which
are measurable and attainable
 Are guidelines to be taught and learned, standard way of judging
objectives achieved on a certain level or not
 “To explain the nature of reading”

B. How do you write a Learning Objective?

 focus on student performance not teacher performance

 focus on product – not process
 focus on terminal behavior – not subject matter
 include only one general learning outcome in each objective

C. Taxonomy of Objectives

 Cognitive Learning Domain – generally the primary concern in

higher education; learning of information and the processes of dealing
with that information
 Affective – learning of beliefs, attitudes, and values
 Psychomotor – learning of physical movements such as ballet steps,
how to pitch a curve ball, etc.

TABLE OF PROCESS ORIENTED LEARNER BEHAVIORS

KNOWLEDGE
Recall, identify, recognize, acquire, distinguish

COMPREHENSION
Translate, extrapolate, convert, interpret, transform

APPLICATION
Apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair,
explain

ANALYSIS
Analyse, estimate, compare, observe detect, classify, discover, discriminate,
explore, identify, distinguish, catalog, investigate, breakdown, order, recognize,
determine

SYNTHESIS
Write, plan, integrate, formulate, propose, specify, produce, organize, theorize,
design, build, systematize

EVALUATION
Evaluate, verify, assess, test, judge, rank, measure, appraise, select, check

Levels of Cognitive Domain (Benjamin Bloom):

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 1. Basic Knowledge: to recall and memorize
2. Comprehension: to translate from one form to another
3. Application : to apply or use information in a new situation
4. Analysis : to examine a concept and break it down into its parts
5. Synthesis : to put information together in a unique or novel way to solve
a
problem

6. Evaluation : to make quantitative or qualitative judgments using

standards
of appraisal

note: Generally, the first category – knowledge, is “information-oriented” as it

stresses the to recall existing knowledge. The other five (5) categories can be
termed “process-oriented” as they entail more sophisticated learner behaviours and
competencies that require increasing degrees of understanding.

Levels of Affective Objectives (David Krathwohl)

Krathwohl’s affective domain taxonomy is perhaps the best known of any of

the affective taxonomies. The taxonomy is ordered according to the principle of
internalization. Internalization refers to the process whereby a person’s affect
toward an object passes from a general awareness level to a point where the affect
is ‘internalized’ and consistently guides or controls the person’s behavior.

1. Receiving – is being aware of or sensitive to the existence of certain

ideas, material, or phenomena and being willing to tolerate them. Examples: to
differentiate, to accept, to listen (for), to respond to
2. Responding – is committed in some small measure to the ideas,
materials, or phenomena involved by actively responding to them. Examples: to
comply with, to follow, to commend, to volunteer, to spend leisure time in, to
acclaim
3. Valuing – is willing to be perceived by others as valuing certain ideas,
materials, and phenomena. Examples: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate.
4. Organization – is to relate the value to those already held and bring it
into a harmonious and internally consistent philosophy. Examples: to discuss, to
theorize, to formulate, to balance, to examine
5. Characterization by value or value set – is to act consistently in
accordance with the values he or she internalized. Examples: to revise, to require,
to be rated high in the value, to avoid, to resist, to manage, to resolve.

Levels of Psychomotor Objectives (Anita Harrow)

1. Observing – active mental attending of a physical event. Examples: The

learner observes a more experienced person in his/her performance of the skill.
2. Imitating – attempted copying of a physical behavior. Example: The
learner follows directions and sequences under close supervision.
3. Practicing – trying a specific physical activity over and over. Example:
The entire sequence is performed repeatedly.
4. Adapting – fine tuning. Making minor adjustment in the physical activity
in order to perfect it. Example: Minor adjustments are made that influence the total
performance.

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Note: Psychomotor domain refers to the use of basic motor skills, coordination, and
physical movement. Bloom’s research group did not develop in-depth categories of
this domain, claiming lack of experience in teaching these skills.

D. Determining Methods

1. Factors to Consider in Choosing a Method

a. Objectives – the 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
a. Educational Technology – includes programmed texts, TV programs,
computer software, audio-visual media, interactive – multimedia, and
entire courses of instruction tools and devices for the lesson
b. Time Allotment – refers to the amount of time available for the lesson
c. 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.
d. 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 and 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 Approaches

a. Traditional/Direct Approach – is a teacher-centered/controlled; teacher

transmits information directly to the student
 Deductive Method general to specific
 Demonstration Method – relies heavily upon showing the learners a
model performance
 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)

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  Lecture Method – a teaching procedure for clarifying or explaining a
major idea cast in the form of question or problem. Predominantly
teacher-directed aimed at providing the needed information

b. Progressive/Indirect Approach – is learner-controlled; students search

for
information
 Inductive Method – help pupils discover important rules or truth for
themselves through careful observations of specific cases or examples
leading to generalizations.
 Discovery Method - refers to an inductive method of guiding pupils
to learn by observing and experiencing the lesson
 Problem-solving Method – this is an application of John Dewey’s
reflective thinking theory. This makes use of a problem as a nucleus
which will make pupils work toward its solution
 Project Method – a purposeful and constructive activity needing both
intellectual and physical solution.
 Conceptual Method – subject matter is taught to enable pupils to
develop concepts

c. Other Models/Teaching Strategies

 Metacognitive Teaching – learners are trained to become aware of
and exert control over their own learning using metacognitive
processes. (e.g. self-evaluation, self-monitoring)
 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 - students
are actively involved in learning while investigating the problem,
designing strategies, and finding solutions
 Multiple Intelligences
 Reflective Teaching – learners learn from own experiences by
considering alternative interpretations o experiences, actions,
discussions, beliefs
 Role Playing
 Panel
 Symposium
 Brainstorming
 Simulation
 Field trip
 Peer tutoring
 Distance Learning
 Cooperative Learning

E. Art of Questioning
 Uses
1. To stimulate pupils to think
2. To motivate pupils
3. To diagnose pupil’s difficulties
4. To discover pupil’s interest
5. To help pupils organize and evaluate
6. To aid pupils to relate pertinent experiences to the lesson
7. To focus pupils’ attention on the key points of the lesson
8. To develop new appreciations and attitudes
9. To provide drill or practice

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 10. To show relationships, such as cause and effect
11. To encourage the application of concepts
12. To encourage pupil evaluation

 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

 Specific aspect of effective questioning

1. Questioning Frequency
Effective teachers ask more questions which result in high levels of
student involvement, which in turn increases motivation and
achievement.

2. Equitable distribution
There are fewer discipline problems and higher achievement when
students
are called on equally.

3. Sequencing
Ask questions first before identifying a student to answer.

4. Choral responding
Choral responses are effective for practicing skills, terms and facts that
are available for immediate recall.

5. Open-ended questions
These questions help develop student’s thinking skills and participation

6. Prompting
Having clear lesson goals in mind help teachers to give cue on the correct
answers.

7. Wait-time
Teachers give opportunity to their pupils to think when they pause and
give time for pupils to reflect on the question.

8. Student Questions
Giving students opportunity to raise questions in a non-threatening
environment encourages involvement and meaningful learning

 Types of Questions

1. According to thinking process involved

a. Low-level questions/knowledge – emphasize memory and recall
of
information

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 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 answer; starts
with what, who, when, and where questions
b. Divergent questions – are often open-ended and usually have
many
appropriate , different answers. Usually starts with how and why
questions

 Other types of questions

a. Exploratory questions probe facts and basic knowledge
“What research evidence supports the theory of a cancer-prone
personality?”

b. Challenge questions examine assumptions, conclusions and

interpretations.
“How else might we account for the findings of this
experiment?”

c. Relational questions ask for comparisons of themes, ideas or

issues.
“What strong evidence against Flor Contemplation did the
Singaporean court used in deciding her guilt?”

d. Diagnostic questions probe motive or causes.

“Why did Peewee change his feelings at the end of the story?

e. Action questions call for a conclusion or action

“In response to Gancayco findings and recommendations, what
should President Ramos do?”

f. Cause and effect questions ask for causal relationship between

ideas,actions or events.
“If the government stopped farm subsidies, what would happen to
the price of rice?”

g. Extension questions expand the discussion

“How does this relate to what we have previously said?”

h. Hypothetical questions pose a change in the facts or issue.

“Suppose Roland had been rich instead of poor, would the
outcome have been the same?”

i. Priority questions seek to identify the most important issue.

“From all we have talked about, what is the most important
cause of the decline of the Philippine economy?”

j. Summary questions elicit synthesis

“What lesson has emerged from today’s class?”

F. Determining Educational Technologies

Selection and Use of Instructional Materials

“We learn by example and by direct experience because there are limits to the adequacy of
verbal instruction” – Malcolm Gladwell

Principles

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1. All instructional materials are aids to instruction. They do not replace the teacher.

2. Choose the instructional material that best suits your instructional objectives.

3. If possible, use a variety of tools.

4. Check out your instructional material before class starts to be sure it is working
properly.

5. For results, abide by the general utilization guide on the use of media given
below.

 Learn how to use the instructional material. Before using it, make sure you
know how to manipulate it to obtain the desired product.
 Prepare introductory remarks, questions or initial comments you may need.
 Provide a conducive environment. Provide sufficient lighting and ventilation.
 Explain the objectives of the lesson.
 Stress what is to be watched or listened to carefully.
 There is a need to summarize or review the experience.

Principles in the Selection and Utilization of Educational Technologies

1. meaningfulness
2. purpose
3. Appropriateness
4. breadth
5. usefulness/utility
6. communication effectiveness
7. authenticity
8. responsiveness
9. interest
10. cost effectiveness
11. presentation
12. portability
13, correctness
14. simplicity
15. assessment

 Purposes
1. motivating students
2. contributing to understanding
3. providing varied learning experiences
4. reinforcing learning
5. allowing for different interests
6. encouraging participation
7. providing experiences that might not otherwise be had
8. changing students and feelings

 Types
1. Text/Print
2. Still visuals
- printed visuals (pictures, graphics)
- displayed visuals (chalk board, bulletin board)
- projected visuals (OHP, DLP, LCD)
3. Real objects and models
4. Audio Technologies
5. Audio Visuals/Motion Pictures Media

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 6. Multimedia (CD ROM, Video discs) Computer and Internet

Various Forms of Media

1. Audio Recordings
2. Overhead Transparencies and Overhead Projector (OHP)
3. Bulletin Boards
4. Chalkboard
5. Charts
6. Mock-ups
7. Realia
8. Video Tapes/Films
9. Models
10. Pictures
11. Books
12. Electronic materials

VI. Lesson Plan

Sets forth the proposed program or instructional activities for each day
A daily plan
A step-by-step approach to learning
Components/Elements:
A. Objectives – SMART
B. Subject Matter
 Topic/concept
 References
 Materials
C. Learning Activities
 Preparatory activities (drill/review, motivation)
 Developmental activities (presentation of the lesson, discussion)
 Concluding activities (generalization, application)
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 define 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

VII. 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

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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 the 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:
 Insure economy of time and effort
 Prevents confusion
 Promotes learning activity

5. Discipline
 Proper conduct of pupil in the classroom

D. 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 supplemented verbal
messages.
 Place demands on students and enforced them.
 Be calm and consistent.
 Follow through regularly.
 Establish position expectations for student behavior, eliminate
negative expectations about student.

2. Business-Academic Approach- emphasis the organization and

management of students as they engage n 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 students work
a. Monitoring group and individual works
b. Monitoring completion of work

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 c. Monitoring 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 though a system of rewards and
reduce the likelihood of inappropriate behavior though punishments
Basic principles:
 Behavior is strengthened by immediate reinforcers (positive or
negative).
 Students respond better to positive reinforcers than they do not
punishment.
 When a student is not rewarded for appropriate or adaptive behavior,
inappropriate or maladapted 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 merge
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 the democratic model of teaching which

allows the students to participate in decisions and to make choices
Four mistaken goals:
 Attention getting
 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.

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  Accept no excuses.
 Utilize value judgments.
 Suggest suitable alternatives.
 Enforce reasonable consequences.
 Be persistent.
 Continually review.

DISCIPLINE

Discipline is controlled behaviour. No matter how well-managed a learning

environment is, students will occasionally misbehave.

Some causes of Disciplinary problems

1. Unfavourable learning conditions.
 Overcrowded with more than the regular number of students to a class. This
results the immobility or discomfort in moving around.
 With poor lighting facilities and inadequate ventilation
 With furniture and storage cabinets disorderly positioned, making the
collection and retrieval of tools less efficient.
 With inappropriate seating arrangement such that distractions can easily
occur.
 Near sources of noise which obstruct understanding of the lesson.

2. Teacher’s poor management skills.

 Teachers’ lack of adequate knowledge and skills in handling occurrences of
misbehaviour likewise contribute to a trouble-prone setting.

3. Student’s varied background

How to Prevent Discipline Problems

1. Depending on the students abilities and interests, teachers can implement group-
oriented methodologies such as: cooperative learning approach, team
learning, peer tutoring, group projects.

2. Teachers who are sensitive to possible misdirection of efforts and interactions are
fast to switch from one technique to another as the need arises.

3. Of prime importance are the teachers’ personal attributes such as: patience,
compassion, concern and caring attitude, respect and trust for others. A
calm and composed reaction in the midst of untoward behaviour can ensure an
acceptable solution for all.

4. The teacher’s personalities are their surest “arms” that can either win or fail
amidst a controllable learning situation.
 A warm respectable relationship with students through sincere and
straightforward communications can demonstrate trust and credibility.
 Unpretentious gestures and genuine modes of receiving student’s
explanations bring about much-needed peace of mind.
 Facial expressions can show all kinds of emotions
 Kind words of praise, greetings, encouragement, and friendly conversations
about work accomplished.
 A caring attitude can be modelled and students will feel confident,, secure
and upright in return.

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  Avoid showing unusual closeness or favouritism, and biased treatment for
some. Treat them equally well.

Are you a good disciplinarian?

Tips:
1. Be prepared to face a class with multi-behavior tendencies. Each individual acts
in a unique manner. Not one will react in the same way as the other.

2. Know your students well – their names, family composition, and socio-economic
status. In cases of misbehaviour, you will understand them easily and an
appropriate assistance will come in time.

3. Show your sincere concern for their welfare. Knowing that you care will develop
among them self-control and self-discipline.

4. Commendable behaviour is reciprocal.

5. Be calm, poised and tactful in solving discipline problems. Refrain from unkind
words and harsh punishments.

6. At all times be firm and consistent in following classroom “do’s” and “don’ts”.
Students will likely test your patience and try how far they can go.

7. Be enthusiastic and the students will match your enthusiasm instead of being
drawn to trouble.

8. Let out your good sense of humor. Laugh with your students and sometimes at
yourself. It will reduce tension from all.

9. Speak with good voice volume, not too loud and or become noise nor too soft to
be heard.

10. Be humble in words and in actions. It could produce a magnetizing effect.

Ways of dealing with Discipline Problems.

Acceptable and effective:

1. Use verbal reinforcers that encourage good behaviour and discourage bad
tendencies.

2. Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs.

3. Dialogues can help in discovering problems and agreeing on mutually beneficial

solutions.

4. Focus attention on one who is unruly and is about to disturb the neighbours. Lead
him/her to a secluded area and nicely convince him/her to be quiet.

5. Award merits for good behaviour and demerits for inconsistencies and lapses.

6. A private one-on-one brief conference can lead to a better understanding of

mistakes that need to be remedied or improved.

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7. Give students the freedom to express or explain agitated feelings and misgivings
rather than censure them right away.

Unacceptable and ineffective:

1. Scolding and harsh words as a reprimand will have a negative effect on the
entire class.

2. Nagging and faultfinding, together with long “sermons” are repugnant and nasty.

3. Keeping a student in a “detention area” during or after classes as a penalty for

misbehaviour is a waste of time and occasion for learning. The shameful experience
is not easy to forget.

4. Denying a student some privileges due to unnecessary hyperactivity can all the
more encourage repetitions.

5. Assignment of additional homework compared to the rest can make them dislike
the subject.

6. Use of ridicule or sarcasm could humiliate and embarrass a formentor.

7. Grades for academic achievement should not be affected due to misdemeanour.

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

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