Principles and Methods of

Teaching 1
Principles of Teaching
• The word principles is derived from the Latin
word “princeps” meaning the beginning or end
of all things.
• It is a comprehensive law or doctrine from which
others are derived or on which others are
founded.
• According to L.T. Hopkins, a principle is a rule
for guiding the ship of education so that it will
reach the point designated by the philosophy of
education: it is a compass by which the path of
education is directed.
 Types of Principles of Teaching
1. Starting Principles- refer to the nature of the child,
his psychological and physiological endowments.
2. Guiding Principles- the methods of instruction, or
the conglomeration of techniques in carrying out the
educative process.
3. Ending Principles- educational aims and objectives.
a. Psychological-growth and development of the child.
b. Philosophical-based on the culture of the people.
The Elements Of Teaching and
Learning
• Teacher
• Learner
• Learning Environment
WHAT IS LEARNING?
• Learning is a process by which behavior is either
modified or wholly changed through experience
or training.
WHAT IS TEACHING?
• The process of engaging students in
activities that will enable them to
acquire knowledge, skills, as well as
worthwhile values and attitudes.
The Learner
• most important element of teaching

“Every child is a
potential genius”
• All learners are equipped with the cognitive and
appetitive faculties.
• They differ however in the degree to which they
are utilized and expressed on account of the
learners’ abilities, aptitudes, interests,
values and attitudes and home
background.
1. ability-skills
• It determines their capacity to understand and
assimilate information for their own use and
application.
• As learners they differ in the way they observe
and interpret happenings in their surroundings.
2. Aptitude

• Aptitude refers to the students’

innate talent or gift.
3. Interest- MOTIVATION /DESIRE
• Learners vary in activities that are
undertaken due to a strong appeal or
attraction.
 4. FAMILY & CULTURAL BACKGROUND
• Students who come from different
socioeconomic background manifest a wide
range of behavior due to differences in
upbringing practices.
5. Attitudes-BEHAVIOR
• Students have a unique way of thinking and
reacting. Confronted with the same situation in
the learning environment each one would react
differently depending on their personal
characteristics.
• Attitudes refer to an individual’s perspective
and disposition.

• Some positive attitudes are:

a. curiosity
• Curious students are all times eager to learn.
They are anxious to know more about an object
or event by endlessly questioning until they get
the right information.
• Inquisitive learners will keep searching for
answers or evidence rather than inattentive and
disinterested in what is happening in the
learning environment.
b. responsibility
• Responsible students pursue assigned task to
completion despite personal constraints.
• They are accountable for their actions and
decisions.
• As such they assume duties, and obligations
voluntarily.
c. creativity
• Students with creative minds are capable of
generating own ideas of doing things.
• Being imaginative they can think of new ways of
arriving at solutions to their problems.
• They can innovate procedures and techniques
instead of sticking to antiquated and traditional
methodologies.
d. persistence
• Persistent students sustain interest in a learning
activity not mindful of the extra time and effort
being spent.
• They pursue the task to completion and never
give up when confronted with problems.
 7 BASIC PSYCHOLOGICAL NEEDS
OF CHILDREN (CARANDANG)

• Personal significance
• Clear and consistent limit
• Sense of competence
• Affection
• Wide range of self-
expression
• Transcendence
• Affiliation
Howard gardner-10 intelligences
• With Howard Gardner’s theory on MI, the
concept of the learner’s intelligence has gone
beyond linguistic and mathematical
intelligence. There are 10 intelligences other
than linguistic and mathematical.
Traditional conceptions on intelligence
• Intelligence is hereditary (Plato)
• Intelligence can be measured through a
test ( F. Galton, J. Catell, A. Binnet, T.
Simon.)
• Individuals were born like blank slates
(John Locke)
• Intelligence is a unitary trait and different
levels (L.Terman)
HOWARD GARDNER’s
10 INTELLIGENCES
Verbal-Linguistic Intelligence-
(“word smart”)
The ability to use language to express spoken
words and written meanings: to read and write.
Ex. teachers, poet, journalist, Editor, copy writer,
religious leaders and politicians.

Types of activities
Debates, poetry, jokes, speeches, reading, story
telling, reports.
2. Logical-mathematical-
intelligence(“number/ reasoning smart)

The ability to think conceptually to reason in an

orderly manner.
Ex. Accountant, statistician, economist, engineer,
scientist, computer programmer.

TYPES OF ACTIVITIES
Puzzles, patterns, outlines, equations,
formulas, computations, logic.
3. SPATIAL INTELLIEGNCE
(“PICTURE SMART”)
Good visual memory: The ability to recognize a
shape when it appears in a new context.
Ex. architect, artist, photographer, tour guide.

TYPES OF ACTIVITIES
Mosaics, paintings, drawings, maps,
symbols, photographs, posters.
4. Bodily – kinesthetic intelligence
(“ body smart)

The ability to use fine and gross motor skills in

sports and performing arts in crafts production.
Ex. P. E. teachers, dancer, athlete, mechanic,,
surgeon, carpenter, sculptor, mason.

TYPES OF ACTIVITIES
Role playing, dramatization, games, sports,
Body language.
5. MUSICAL INTELLIGENCE
(“ MUSIC SMART”)

The ability to enjoy, perform, or compose a musical

piece..
EX. Singer, composers, musician, conductor.

TYPES OF ACTIVITIES
Songs, beats, instruments, compositions,
melodies, raps, jingle, choir.
6. Interpersonal intelligence
(“ people smart”)

The ability to understand and get along with

others.
Ex. Administrators, managers, consultants,
therapist, psychologists.

TYPES OF ACTIVITIES
Group projects, group games, social
interaction, dialogs, group tasks,
communications
7. Intrapersonal intelligence
(“self-smart”)

The ability to understand one’s inner feelings,

goals, dreams and ideas.
Ex. Directors, to process their own feelings.

TYPES OF ACTIVITIES
Reflections, insights, self-assessment
8. naturalist/physical world intelligence
(“nature smart”)

The ability to immerse oneself in nature and be

attuned to the sounds and seasons of life.
Ex. Scientist, ecologist, botanist, veterinarian
9. EXISTENTIALIST/SPIRITUAL
INTELLIGENCE

The ability to tackle deep questions about human

existence, such as the meaning of life.

TYPES OF ACTIVITIES
Discussion on life and religion, reading
about philosophers and philosophies.
10. Moral intelligence

Relating to issues of right and wrong and to how

individual people should behave.
Learning Styles
Visual learners
1. Learn best through seeing
2. These learners need to see the teacher’s body
language and facial expressions to fully
understand the content of the lesson.
3. They tend to prefer sitting at the front of the
classroom to avoid visual obstructions(e.g.,
people’s heads).
Auditory learners
1. Learn best through listening
2. They learn best through verbal lectures,
discussions, talking things through and
listening to what others have to say.
3. These learners often benefit from reading text
aloud and using tape recorder
Tactile/Kinesthetic Learners
1. Learn best through moving, doing, and
touching..
2. Tactile/Kinesthetic persons learn best through a
hands-on approach, actively exploring the
physical world around them.
3. They may find it hard to sit still for long periods
and may become distracted by their need for
activity and exploration. Oftentimes they are the
most neglected learners in traditional classroom
teaching.
The Triadic Element of Teaching

Teacher

Learner Environment
The Teacher
Who is a professional teacher?
• The professional teacher is the “licensed
professional who possesses dignity and
reputation and with high moral values as well as
technical and professional competence...she/he
adheres to, observes, and practices a set of
ethical and moral principles, standards and
values.”
Professional Attributes
of a Teacher
1. A professional teacher must have a deep understanding of
the theoretical knowledge about learning and human behavior.

Theoretical knowledge about human learning and

human behavior is a strong foundation which
should serve to guide your actions as a teacher.
2. A professional teacher demonstrates attitudes that foster
learning and genuine human relationship.

The major categories of attitudes that affect

teacher behavior are
(a) teacher’s attitudes towards himself/herself
(b) teacher’s attitudes towards children;
(c) teacher’s attitudes towards peers, superiors and
parents; and
(d) teacher’s attitudes toward the subject.
3. A professional teacher must have a mastery
of the subject matter.

A professional teacher must have a good command

of subject matter.

4. A professional teacher must possess

competencies in the use of teaching skills
that facilitate student learning.

Aside from the mastery of the subject matter, a

professional teacher must have possess the
repertoire of teaching skills.
5. Professional teacher must have personal
practical knowledge, too.

In recent years, educational researchers have noted

the usefulness of personal practical knowledge
in solving problems, resolving tensions and
simplifying work in the classrooms.
Personal growth & professional
development
• The domain of Personal Growth and
Development emphasizes the ideal that teachers
value having a high personal regard for the
teaching profession, concern for professional
development, and continuous improvement as
teachers.
Personal Qualities
of a Teacher
Intelligence
Perhaps, teachers must develop one of Howard
Gardner’s Multiple Intelligence.
Good teachers are those who possess average to
high intelligence.
Emotional stability
Aside from having a high intelligence quotient (IQ), a
person who will make a good teacher must also have
high emotional quotient (EQ).
Resourcefulness
A resourceful person is one who is imaginative,
creative and makes original products.
Considerateness and Cooperation
A person who is kind, friendly, courteous, helpful,
thoughtful and tolerant is liked by many.
This person who looks beyond oneself and is aware
that no one is an island.
Buoyancy
A buoyant person survives difficulties, knows how
to balance life amidst adversities and always
looks at the positive side of life.
Objectiveness
An objective person does not make judgment
unless sufficient evidence is presented. This
person puts aside personal considerations in the
search for truth, constantly looks for
explanations and gives equal chance for all to be
heard.
Self-motivation and drive
Individuals who succeed in life and in their chosen
career are those who are self-driven and self-
motivated. They have the physical vigor to do
their job. They never leave any assigned task
unfinished and they perform at their best.
They do their work without being supervised. They
are goal-oriented and they seek various avenues
to accomplish their goals.
Self confidence
Do you believe in yourself and what you can do?
Can you work alone by yourself without asking
the help of others? Are you determined to
accomplish what you set to do? Are you decisive
or do you waver in your decisions? Do you
believe in the saying” no guts no glory?”
Attractiveness and Pleasantness
Do you attract attention in a crowd or doesn’t
anybody notice you?
Attractiveness is very important because a teacher
serves as the most important visual aid in the
classroom.
The person has to be neat, clean, charming and
well-poised.
Refinement
Refinement is not inborn but is cultivated and
influenced by the people and the environment
where one lives.
It is greatly influenced by nurture rather than by
nature. Refinement is manifested in your
demeanor, actions, body language and words.
Cooperativeness
“ Unity in diversity” is a paradox. We are different
from each other, yet we have to work for the
welfare of the learners. To be a good teacher,
one has to be cooperative, friendly, generous,
adaptive, flexible, and responsive, trustful and
charitable.
 Reliability and Dependability
Are you a person others can learn on for support?
Are you honest and sincere in words and in action?
Are you consistent in your actions and your
responses?
Passion
Passion in teaching is a compelling force that
emerges from one’s inborn love for children.
They feel they “will live and die a teacher.”
Humor
Humor stands for anything funny, which elicits
a smile, laughter or amusing reaction.
Values and Attitude
Teachers are models of values.
Teachers are adjudged professional if they are
knowledgeable, skilled and value-laden.
Patience
• In teaching, patience refers to a teacher’s
uncomplaining nature, self-control and
persistence.
• Patient teachers can forego momentous
frustrations and disappointments.
• Instead they calmly endure their students’
limitations and difficulties.
 “As a child, the way of life is to
learn. As an adult the way of life
is to teach. And as a teacher the
way of life is to make the student
better than you.”
The Triadic Element of Teaching

Teacher

Learner Environment
The Learning Environment
The learning environment is the place where teaching and
learning can take place in the most effective and productive
manner.
1. Arrangement of furniture
2. Physical condition of the classroom
3. Classroom Proceedings
4. Interactions
…
 Principles of Learning
“ The ability to learn is the most significant
activity of man.”
Learning is an experience which occurs inside
the learner and is activated by the learner.

The process of learning is primarily controlled

by the learner and not by the teacher.
Learners are not “taught”. They seek knowledge.
skills, and behaviors
 Learning is the discovery of the personal
meaning and relevance of ideas.
Students more readily internalize and implement
concepts and ideas which are relevant to their
needs and problems.
It is necessary that teachers relates lessons to the
needs, interest, and problems of the learners.
 Learning (behavioral change) is a
consequence of experience.

We learn from other people’s experiences, too,

good as well as not so good experiences.
 Learning is a cooperative and
collaborative process.

People enjoy functioning independently but they

also enjoy functioning interdependently.
 Learning is an evolutionary process.

Behavioral change requires time and patience.

Change takes time.
Learning is sometimes a painful process

Behavioral change often calls for giving up the old

and comfortable ways of believing, thinking,
and valuing.
It is not easy to discard familiar ways of doing
things and incorporate new behavior.
 One richest resources for learning is the
learner himself.

As a teacher, you must draw these learner’s ideas,

feelings and experiences.
The learner’s background of experience provides a
wealthy resource for problem solving and
learning.
 The process of learning is emotional as
well as intellectual.
People are feeling beings as well as thinking beings
and when their feelings and thoughts are in
harmony learning is maximized.
 The process of problem solving and
learning are highly unique and individuals.

Each person has his own unique styles of learning

and solving problems.
Different Approaches and
Methods
“A thousand teacher, a thousand
methods”
• 2Different Approaches to teaching.pptx
Guided/Exploratory Approach

• 1. Inquiry Approach – also called

“discovery”, “heuristic “or “problem solving”
method. The teacher guides the student as they
explore and discover
Problem Solving Method –

• a strategy that employs the scientific

method in searching for information.
Project Method –

• a “hands-on, minds-on” method. It

requires students to present in concrete
form the results of learned concept or
principle or innovation. – Self-directed
study
Constructivist Approach –

• demands students to construct their own

meaning out of their own learning
experience. A meaningful connection is
established between prior knowledge and
present learning activity.
Reflective Teaching –

• is anchored on the ability of the teacher to

guide students to reflect on their own
experiences in order to arrive at a new
understandings and meanings.
Cooperative Learning Approach –

• a group helping each other learn but

keeping each individual member
accountable for his/her learning.
• Peer tutoring/ Peer teaching – learning with
the help of a classmate tutor who belongs more
or less to the same age group.
Selection and use of teaching
strategies
“Different folks, different strokes”
Guiding Principles in the Selection and Use of Teaching
Strategies

• 1. Learning is an active process.

• 2. The more senses that are involved in
learning, the more and the better the
learning
• Learning is meaningful when it is
connected to everyday life.
• Good teaching goes beyond recall of
information.
• A non- threatening atmosphere
enhances learning.
• Emotion has the power to increase
retention and learning.
Lesson Planning
a. Objectives B. Developmental Activities
1. Cognitive 1. Presentation
2. Affective 2. Discussion
3. Psychomotor 3. Application
b. Subject Matter 4. Generalization
1. Topic/Concepts d. Evaluation
2. Values Integrated e. Assignment
3. References
4. Materials
c. Learning Activities
A. Preparatory Activities
1. Drill
2. Review
3. Motivation