Principle and Strategies of Teaching
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Transcript of Principle and Strategies of Teaching
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Components of Eective Teaching(Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)
1
The Teacher
Personal and Professional Traits
Roles Manager co!nselor "oti#ator leader "odel
p!blic relations officer parent s!rrogate
facilitator instr!ctor
2
The Learner
The child as a biological organis" $ith needs abilities and goals%
The social and psychological en#iron"ent%
&!lt!ral forces of $hich he is a part .
3
The Classroom
Acti#ities are $ell organi'ed
M!t!al sharing of responsibilities in "aintaining a state of order
and de"ocratic li#ing
Pleasant and hygienic conditions pre#ail
Physical
environment
ocation shape si'e constr!ction of the roo"
!rnit!re in the roo"
*nstr!ctional s!pplies or reso!rces for learning
Pro#isions for lighting heating #entilating
Aco!stics of the roo"
Pro#isions for sanitation cleanliness
orderliness
Intellectual
Climate
Patterns of beha#ior
*nteraction pattern
+!alities of interaction
Attrib!tes that help learners thin, clearly
critically and creati#ely
Social Climate Autocratic teacher centered
Laissez-faire
o earner operates as an indi#id!al
o Stri#es for recognition of his o$n
achie#e"ent
o e#elops little regard for the rights /
acco"plish"ents of others
Democratic
o 0oals are established by gro!p
participation
o
Tea"$or, is fosteredo Teacher as a g!ide
o eadership is open to all
Emotional
Climate
"otional ad2!st"ent and "ental health of
learners
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The Curriculum
The bl!eprint or "aster plan of selected and organi'ed learning
content
Act!al i"ple"entation of plan thro!gh si"!lated e3periences in the
classroo"Aca!emic Curriculum or"al list of co!rses offered by a school
E"tra Curriculum Planned b!t #ol!ntary acti#ities sponsored
by a school (sports dra"a social cl!bs)
#i!!en Curriculum nplanned learning acti#ities that are
nat!ral by-prod!ct of school life (ho$ to
cope $ith school b!rea!cracy boredo"
etc.)
$
%aterials of
Instruction
5ario!s reso!rces a#ailable for teachers and learners $hich help
facilitate instr!ction and learning
T$o-di"ensional "aterials
(any #is!al appearing toha#e height and $eight)
lat pict!res
0raphics
Three-di"ensional
"aterials (ha#e depth or
thic,ness in addition to h-
$)
Model iora"a
Realia P!ppets
Moc,-!p
A!dio-recording "aterials
(e3periences of p!re
listening)
Recordings
Radio
Pro2ected "aterials
(enlarged on a #ie$ing
screen)
Still pro2ection
Motion Pict!res
d!cational tele#ision&
A!ministration
The organi'ation direction coordination and control of h!"an and
"aterial reso!rces to achie#e desired ends.
o Seeing that all "oney is econo"ically e3panded and acco!nted for
o Preparing the school b!dget
o Selecting and p!rchasing school sites
o Planning erecting and e6!ipping school b!ildings
o 7perating the school plant and ,eeping it in an e3cellent state of
repair
o Selecting training and s!per#ising teachers
o Pro#iding s!pplies te3tboo,s
o Assisting in c!rric!l!" constr!ction
o 7rgani'ing and instr!ctional progra"
o 8eeping the p!blic infor"ed of the ai"s acco"plish"ents and
needs of the school
o 8eeping school records and acco!nts
!spects or "imensions of #ndividual $earning %t&le
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'iological "evelopmental(%ocio)iologicalPreference
So!nd
ight
Te"perat!re
esign
Perception
*nta,e
&hrono-biological highs and lo$s
Mobility needs
persistence
Moti#ation
Responsibility
9eed for str!ct!re
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"ierent $earning "isa)ilities
A'ra"ia (Dys'ra"ia) The inability to "otor plan or to "a,e an appropriate body response
Dys*ra'hia iffic!lty $riting both in the "echanical and e3pressi#e sense
diffic!lty $ith spelling
Dysle"ia iffic!lty $ith lang!age in its #ario!s !ses not 2!st reading
Dyssemia iffic!lty $ith social c!es and signals
Au!itory
Discrimination
Tro!ble $ith percei#ing the differences bet$een so!nds and the
se6!ences of so!nds
+isual Perce'tion iffic!lty $ith the ability to !nderstand and p!t "eaning to $hat
one sees
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*ecogniing $earning "isa)ilities+
(9ational &enter for earning isabilities SA)
1. diffic!lty $ith reading $iritng speech and "athe"atics
. diffic!lty $ith perception of ti"e and space
;. concentration and attention proble"s
4. i"p!lsi#e beha#ior
. diffic!lty $ith fine "otor coordination
?. lo$ self-estee"
@. diffic!lty $ith organi'ation
(isabilities Association of A"erica)
1. disorgani'ation . inability to follo$ si"ple
11. easily distracted instr!ctions
1. poor attention span 1. poor e"otional control
1;. o#erreacts to noise . diffic!lty re"e"bering or
14. doesnBt en2oy $hen being read to !nderstanding se6!ences
1. !ses $ords inappropriately
1?. hyperacti#ity
1@. li"ited #ocab!lary
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'asic Principles of %uccessful Teaching at an& !cademic $evel,-lsen et al as cited in Principles / %trategies of Teaching )& !cero et al0
Princi'les Com'onents Activities
=. Stress proble"
sol#ing the basis off!nctional learning
Ability of children to intelligently
attac, real proble"s
isco#er
define attac, sol#einterpret personal and
social proble"s
>. Pro#ide for the
achie#e"ent of lasting
st!dent satisfaction
Teachers p!t e3tra effort to "a,e
learning sit!ations opport!nities
for st!dents achie#e so"ething
7ffer gen!ine s!ccess
Personal satisfaction
7pport!nity for
intellect!al social and
e"otional gro$th
?. et the c!rric!l!"
"irror the co""!nity
earning sit!ations reflect
st!dentsB co""!nity life
Si"!lations
Educ 222 – Principles of Teaching 1Melanie Jeane C. Galve
Princi'le Com'onents Activities
1. d!cate the $holechild
Aspects of de#elop"ent: physicallysocially e"otionally ethically and
intellect!ally
&hallenge e"erginginterests and abilities
. 8eep the progra"
infor"al fle3ible and
de"ocratic
&onfidence in their po$er of
achie#e"ent As, 6!estions
freely
&onfer $ith other
learners
Share in planning
acti#ities
&arry personal
responsibility
;. &apitali'e !pon
present st!dent
interest
Teachers disco#er $hat interests and
p!rposes st!dents ha#e
i"ited #ers!s $ide interests
Praise$orthy p!rposes
to pro"ote ed!cational
gro$th
4. et "oti#ation be
intrinsic
Most "o#ing incenti#es are those of
real life
3plore the ne$
and the interesting
Associate acti#ely$ith other people
Manip!late and
constr!ct things
&o"pare opinions
abo!t i"portant
"atters
3press oneBs self
artistically
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umanistic Teaching
,is non(threatening coupled 3ith unconditional love0
Princi'le Com'onents
1. "phatic nderstanding *nternal fra"e of reference
P!tting oneself in the place of another
. Respect or non-possessi#e
$ar"th Dar" and total acceptance for another as a person
eep interest and concern for the de#elop"ent and
$elfare of st!dents
;. 0en!ineness Real and not a "ythical teacher
Principles of 0ood Teaching Easic Principles of TodayBs Teaching1. Acti#e earning
. Many Methods
;. Moti#ation
4. Dell-Ealanced &!rric!l!"
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=. esson Planning
>. The Po$er of S!ggestion
?. nco!rage"ent
@. Re"edial Teaching
1. e"ocratic n#iron"ent
11. Sti"!lation
1. *ntegration
1;. ife-li,e Sit!ation
14. *ndependence
d!cation "eans i"pro#ing the 6!ality of
learning.
earning depends !pon the childBs ability.
Teacher-st!dent and inter-st!dent relationships sho!ld
be cooperati#e
earning co"es thro!gh sense i"pressions.
9at!ral social settings sho!ldconstit!te learning sit!ations
4riting $esson -)5ectives
-ther terms forinstructional o)5ectives
PerformanceLearnerBehavioralSpecic
,o)5ectives0
emphasis on the student outcomesmanifested in )ehavior
Processo)5ectives
6ocus on mental s7ills+ o)servationorganiation categoriation evaluationdra3ing inferences
Enablingo)5ectives
#nclude tas7 anal&sis+ )rea7ing a comple8tas7 into a logical se9uence of steps toachieve the intended outcome
Characteristics ofPerformance
SMART Speci:c Measura)le Attaina)le Result(oriented Relia)le Realistic and Time(
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-)5ectives )ounded Terminal
Ta8onom& of #nstructional -)5ectives
Cognitive
Knowledge *ecall facts concepts and generaliation
Comprehension Chec7 understanding of information learned
Applicaion !ppl& information in performing concrete actions ,e8+3riting reading handling e9uipment0
Anal!sis E8amine factual content in order to solve pro)lems"ivide information into component parts;tilie inductive and deductive learning
S!nhesis 'ring to )ear information from various sources tocreate a product a pattern or structure,3ritten oral practical0
Eval"aion !ppl& a standard in ma7ing a 5udgment on the 3orthor something ,decision(ma7ing s7ills action design0
!ective
Receiving %ho3 3illingness to attend to a particular classroomstimuli in the learning environment
Responding *e9uire active participation )ased on the stimuli#al"ing "ispla& de:nite involvement or commitment to3ard
some e8perience$rgani%aion #ntegrate a ne3 value into their general set of values
and give its proper place in a priorit& s&stemCharaceri%aionb! #al"e
!ct consistentl& according to the value and is :rml&committed to the e8perience
Ta8onom& of #nstructional -)5ectives
Ps&chomotor *e
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Mager?s !pproach in 4riting -)5ectives+ Three Elements+
1. Performance & Behavior ( refer to 3hat the learner displa&s
2. Condiion – refer to the circumstances under 3hich the learner is a)le to
perform or e8hi)it the learned )ehavior
@. Crierion of S"ccess – standard against 3hich the learner?s performance isevaluated for teachers to 7no3 3hether or not the learner?s o)5ective has)een attained
_______________References
1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).2. orp!" # Salandanan. $rinciples and Strategies of Teaching (pp8%-9&).
Mehods and Techni'"es of Teaching
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Educ 222 – Principles of Teaching 1Melanie Jeane C. Galve
Mehod! series of related and progressiveacts performed )& a teacher and
students to achieve the o)5ectivesof the lesson
Approach-ne?s vie3pointto3ard teaching
Techni'"e The personal art andst&le of the teacher in
carr&ing out theprocedure
Sraeg!%et of decisions to
achieve an o)5ectivethat results in a plan
(nsr"cional Tacics#nstructional !ctivities
)eliver! ModeConditions under 3hich
instruction is to )e oeredto the learner
MediaManner through 3hich aninstructional message is
communicated
11
T!pes of Lesson
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E*P$S(T$R+ #S E*PL$RAT$R+ STRATE,+ (Notes from: COI Workshop – 2003, A!"#
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Preparaion (revie3 facts (recall olde8periences
related to ne3lesson (esta)lish o)5ectives
)evelopmenlead the class to+
e8amineanal&ecomparecontrastgeneralieo)serve 5udgedirect
something to achieveo)5ectives
Applicaion;se 3hat has )eenlearned in a ne3situation or practiceactivities
)evelopmen Lesson
Preparaion (de:ne the needrevie3 (specif& the purposeof
revie3 (recall concepts
previousl& learned
ReviewProper&Aciviies
;se an& or acom)ination of thefollo3ing+ Pro)lem %olving s7ill Comparison %cheme Concepts %cheme !ctivities %cheme -pen )oo7 e8ercises #maginative(Creative
Condensing %elected reference *eading
-"rher Applicaion;se ne3 learning in
Moivaion!rousing the need forthe s7ill or activit&
-ocali%aion6ocusing learner?sattention on thespeci:c facts ha)itsor s7ills to )e drilled
on
Repeiion of Aenion
*epeating learningmaterials meaningfull&
Applicaion
)rill LessonReviewLesson
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E.posior! Sraeg! E.ploraor! Sraeg!
$ess deliver& time
;tiliese8positivestrategies such as+
o "irect
teachingo "eductive proces
o Teacher controlled method
$ess students involvement+ Passive !ctive
More deliver& time
;tilies discover&strategies such as+
o #n9uir&
teachingo #nductive
processo Teacher facilitated methods
igh student involvement !ctive #nteractive
(Notes from: COI Workshop – 2003, A!"#
E.posior! Teaching
/ha /hen o "se SepsE.posior!or)idacicMehod
! telling method3here factsconceptsprinciples andgeneraliationore statedpresentedde:ned
interpreted )&the teacher andfollo3ed )& theapplication ortesting of theseconceptsprinciples andgeneraliations inne3 e8amplesgenerated )&students.
o 4hen there is
an immediateneed of arelevantinformation toma7e studentsunderstand apart in the
lessono 4hen
information isnot availa)leand time can)e saved )&the teacherdirectl& tellingit
o 4hen an idea
or principle can)e )estlearned onl& )&
e8planationo 4hen the
sourcematerial is notaccessi)le tothe students
E8positor& Teachingof Concepts
1. Teacher presentsconcepts andde:nition
2. Teacher presentsand lin7s concept3ith related higherconcepts
@. Teacher presentspositive and negativee8amples
A. %tudents classif&e8amples as eitherpositive or negative
B. %tudents provideadditional e8amples
E8positor& TeachingPrinciples andGeneraliation
Teacher states rulesprinciples andgeneraliations
Teacher e8plainsconcepts 3ith aprinciple orgeneraliation
Teacher presentspositive and negativee8amples
%tudents classif& ande8plain e8ampleseither positive or
negative
%tudents provideadditional e8amples
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(Notes from: COI Workshop – 2003, A!"#
E.posior! Teaching
/ha /hen o "se Seps
)emonsraion
Telling andsho3ing methodperformedusuall& )& ateacher or atrained student3hile the rest ofthe class )ecomeo)servers
o 4hen processis signi:cant)ut apparatusneed is limited
o 4hen school
lac7s facilitiesfor ever&student
o 4hen
e9uipment istoo e8pensivesophisticateddangerous
o 4hen lessonre9uires s7ill ininvestigativeprocedure ortechnical 7no3ho3
1
2
@
A
B
Preparation motivation clarif&ingo)5ective
E8plaining concept theor& process
"emonstration of correct process involvedin a theor& or performance
"iscussionPractice6eed)ac7 on elements of process
Transfer to Dreal 3orld
)ed"civeTeaching
Process ofteaching thatstarts 3ith a ruleor generalstatement that isapplied tospeci:c
casese8amples
4hen pupils reas7ed to+o test a rule or
further developit
o ans3er
9uestionso solve pro)lems
)& referring tola3sprinciples andtheories
1. %tatement of the pro)lemo %tate real life cases situations
pro)lems2. %tatement of a generaliation or rule
o *ecall t3o or more generaliations
rule de:nitions or principleo %elect one 3hich 3ill )e the solution
to the pro)lem@. !ppl& the rule
1$ Test the rule to speci:c cases orpro)lems
A. 6urther veri:cation of the ruleo Tr& our the rule using other
e8ampleso "etermine the validit& of the
inference )& consulting acceptedauthorities
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(Notes from: COI Workshop – 2003, A!"#
E.perienial Mehodologies 0 E.ploraor!4hat 4hen to ;se %teps
(nd"civeTeaching
☺ !n e8plorator&method of logic 3henone arrives at a factprinciple truth or
generaliation☺ %tud&ing+ o)serving
comparing man&instances or cases inseveral instances todiscover the commonelement and form ofgeneraliation
☺ 6ormulatingconclusion ade:nition a rule aprinciple or formula)ased on 7no3ledgeof e8amples and
details
☺ 4hen theruleconcepttruth
principleorgeneraliation isimportant enoughto 5ustif&the timedevotedto thelesson
☺ 4hen the
pupil hasthe
a)ilit& toform andstate theruleprincipletruth orgeneraliation )&themselvesthroughcomparison anda)straction of
instances
1
2
@
A
B
Preparation+o %et an apperceptive )asis
)& revie3ing old facts orlessons that can )e utilied
as )ac7ground for the ne3o Motivate )& arousing the
need to achieve theo)5ective
o %tate the aim 3hich ma& )ein the form of a pro)lem orgoal statement
Preparation F present speci:ccases instances and e8amplesto the class
Comparison and !)straction Fdiscover and identif& the
common elements among thespeci:c cases
Generaliation F state thecommon element deduced fromthe speci:c instancese8amplesas a concept a generaliationa rule a de:nition a principleor formula
!pplication F use the learnedconcept generaliation ruleand principle in ne3 situations.
)iscover!Teaching
o Thoughts are
s&nthesied toperceive somethingthat the individual hasno3 7no3n )efore
o $earner gets directl&involved in learning
$earning is a result of thelearner?s o3n internalied
"eductive discover&+
Presenting a main idea that can )echec7ed against evidence
6inding supporting evidences ore8amples for the main idea
%tating 3h& the evidence is supporting
#nductive "iscover&+
Presenting the follo3ing Fspeci:c e8amples instances foro)servation discussion
#dentif&ing attri)utes of thecommon elements
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insight re
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o *e#T#E TE!C#>G !PP*-!CE%(Notes from: COI Workshop – 2003, A!"#
/ha ! teaching approach 3here learners are trained to )ecome a3are of and e8ertcontrol over their o3n learning )& using metacognitive processes
3ow Through theuse of thefollo3ingmetacognitiveprocesses
PlanningF deciding 3hat m& goals are and 3hat strategies to useto get there)eciding F 3hat further 7no3ledge or resources # need
Monioring progress along the 3a& F am # going in the rightdirectionEval"aing F 3hen # have arrivedK and
Terminaing F 3hen the goals have )een metSraeg! 3e"risic or
Self1'"esioning
Before F 3hen &ou aredeveloping the plan ofaction as7 &ourself+
☺ 4hat in m& prior 7no3ledge 3ill
help me 3ith this particular tas7☺ #n 3hat direction do # 3ant m&
thin7ing to ta7e me☺ 4hat should # do :rst
☺ o3 am # reading this selection
o3 much time do # have to completethis tas7
)"ring F 3hen &ou aremaintainingmonitoring theplan of action as7 &ourself+
☺ o3 am # doing
☺ !m # on the right trac7
☺ o3 should # proceed
☺
4hat information is important toremem)er☺ %hould # move in a dierent
direction☺ %hould # ad5ust the pace
depending on the di=cult&4hat do # need to do if # do notunderstand
Afer F 3hen &ou areevaluating the plan ofaction as7 &ourself+
☺ o3 3ell did # do
☺ "id m& particular course of
thin7ing produce more or lessthan # had e8pected
☺ 4hat could # have done
dierentl&☺ o3 might # appl& this line of
thin7ing to other pro)lems"o # need to go )ac7 through the tas7to :ll in an& D)lan7s in m&understanding
)evelopingMeacogniive
Lno3ing 3hen&ou 7no3
☺ Guide student in the use of reading 3riting and
reasoning process☺ *epeat successful e8perience 3ith the process
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Awareness Lno3ing 3hat&ou 7no3
☺ 4hat is 7no3n 3hen &ou 7no3
☺ !3areness of ac9uired 7no3ledge and understanding
Lno3ing 3hat&ou need to7no3
☺ %u)5ectsconcepts can )e studied at multiple levels of
sophistication☺ Push )oundaries of 7no3ledge as far as one can
☺ $earning processes ,reading 3riting reasoning0 gro3 as
the learner gro3s+o 'ecoming more selective as information )ecomes
more denseo 'ecoming more creative in the )lend of resources
o 'ecoming more ela)orative in the s&nthesis of ideas
C$$PERAT(#E LEAR4(4, STRATE,+ (Notes from: COI Workshop – 2003, A!"#
! t&pe of group 3or7 in 3hich t3o or more students interact 3ith the common goalor mastering speci:c academic materials.
T3o Essential Components+☺ Cooperative Tas7s
☺ Cooperative #ncentive structure+
o %tudents are encouraged and motivated to help one another to learn
rather than compete against each other.o The& are dependent upon the eorts of one another to achieve
success.o The& are re3arded on the )asis of learning of all team mem)ers
%ample !pproaches+
☺ STA) – %tudent Teams !chievement !pproach ,%lavin0
1 !cademic information are presented each 3ee7 through ver)al te8t.2 %tudents are divided into learning teams or four mem)ers
,heterogenous03 Team mem)ers help one another to master the academic materials
using 3or7sheets tutoring 9uiing one another and team discussion4 uies are administered 3ee7l&)i3ee7l& and scored and each
student is given improvement score.5 #mprovement scores e8ceed the student?s past averages6 #ndividual improvement scores are added to give a team score7 Team success is ac7no3ledged through short ne3sletter containing the
learning outcomes
☺ 6igsaw ( ,"ronson etal0
1 %tudent is assigned to heterogenous stud& home teams2 !cademic material divided into clearl& de:ned sections is presented to
the students in te8t form
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3 4ithin each team one student is responsi)le for mastering a section4 The teams split into specialist group student responsi)le for section
materials meets 3ith corresponding students from other groups.5 Each mem)er of the specialist group helps one another in the same
materials referred to as tas7 specialiations6 Each student in the specialist group returns to his home team and
teaches other mem)ers of the teams7 6ollo3ing home teams? discussions are 9uies given individuall&
)(SC7SS($4 TEC34(87ES(Notes from: COI Workshop – 2003, A!"#
☺ Panel – informal discussion of a topic )& a group of four to si8 students led
)& a chairman. Each student gives a 7e& opening statement a)out thetopic.
☺ S!mposi"m – more formal setting than a panel discussion points
representing vie3s of dierent people.
☺ -or"m – similar to panel in 3hich a group of :ve to si8 students ta7e turns
in discussion 3ith the class topics on hand
☺ Ro"nd Table – :ve to si8 students seated around a ta)le discuss a
topicpro)lem among themselves and 3ith the other class mem)ers
☺ B"%% session – four to seven students meet together to share each
other?s opinions vie3points and reactions 3ithout formal preparations
☺ Brainsorming – class mem)ers are tas7ed to share ideas regarding an
issue plan or pro5ect. !ll suggestions are recorded. "ecisions are madelater )& the 3hole class
.☺ )ebae – formal Dspeeches and re)uttal )& sets of mem)ers of t3o
opposing teams
Sim"laion )isc"ssion Techni'"es(Notes from: COI Workshop – 2003, A!"#
☺ Role pla!ing – class mem)ers are assigned or adapt certain roles
simulating a situation
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☺ Socio1drama – portra&al of special scenes from histor& or literature
☺ 6"r! rial echni'"e – a simulation of court room procedure 3hich
engaged the students in research and a panel in the discussion of anissue
CLASSR$$M MA4A,EME4T
"e:nition+
☺ !dministration or direction of activities 3ith special reference to suchpro)lem as discipline democratic techni9ues use and care of suppliesand reference materials the ph&sical features of the classroom generalhouse7eeping and the social relationships of pupils. ,C Good?s "ictionar& of Education0
☺ #ncludes operation and control of activities ,seating attendance use ofinstructional materials classroom courtesies0K re9uires planning andforesight. ,$ardia)al 1NN10
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Managemen Techni'"esAspecs of
CMTechni'"es
Seing ☺ Clear all identi:ed tra=c routes
☺ 6re9uentl& used materials should )e 7ept in readil& accessi)le place☺ Esta)lish rules for ever& learning station in the room
☺ !rrange of pieces of furniture that facilitate eas& movement overall
monitoring visi)ilit& and accessi)ilit&☺ Ma7e e8plicit all procedures for getting using and returning materials
(nsr"cion ☺ Maintain eective
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for classroom incidents☺ Ensure satisfaction and sense of progress and master& through ad5usting
tas7s and re9uirement to student?s capa)ilit& level
Cond"c ☺ Prepare a D3ish list of desired )ehavior
☺ %tate rules as desired )ehaviors
☺ $imit rules to si8
☺ Model and teach the rules☺ "ispla& rules pu)licl&
☺ !ppl& disciplinar& procedures consistentl& to all pupils
☺ $in7 disciplinar& procedures to student?s inappropriate )ehavior
☺ "eal immediatel& 3ith all appropriate and inappropriate )ehaviors
☺ *e3ards fro appropriate )ehavior should )e appealing to students
☺ E8plicitl& state and consistentl& appl& punishments
☺ Chec7 the deterrent values of penalties
☺ Provide parents copies of school rules and their conse9uences for
violations☺ Enlist participation of the principal and colleagues in the formulation and
administration of school rules and in determining their positive and
negative conse9uences☺ Esta)lish a conduct code
☺ Emplo& lo3(pro:le classroom controls
Ro"ine ☺ #dentif& dail& activities that can )e routinied to save time and eort
☺ #nform students 3h& routines are esta)lished
Climae ☺ *espect and value students as human )eings
☺ Enforce freedom 3ithin reasona)le limits
☺ %tress group cooperation and cohesiveness over competition
☺ Maintain an atmosphere of Dfreeing rather than control
Relaionship
☺ Ma7e ever& student in the class feel free she is valued
☺ 'e direct and honest 3ith students and encourage them to do the same
☺ "evelop a sense of interdependence
☺ 'e personall& involved rather than alienated
☺ %ustain positive and constructive conversations 3ith and among students
☺ Emplo& corrective measures 3ithout sarcasm and ridicule
☺ Emplo& communication that safeguard self(esteem and conve& respect
☺ !ssist ever& student in )uilding con:dence
*eference+ C-# 3or7shop >otes 2II@
Rules to Remember
,*eference+ Tchng %trat 1 )& !lcantar& et.al0
RULE EXAMPLE
Content words, usually stressed Nouns, verbs, adjectives, adverbs,Demonstrations: this, that, these, thoseInterrogatives: who, when, why, where, how
Function words areusuallyunstressed
Articles: a, an, thePrepositions: to,o,in,rom,by,etc!Personal Pronouns: I,me,she,he,it,etc!Possessive adjectives: my,your,his,our,etc!"elative pronouns: who,that,which,what, etc!
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Common conjuctions: and, but, as, i, etc!Noun substitutes
#erbs used as au$iliaries or helping verbs: be, have, do, will,shall, would, should, can, could, may, might, must!Note:%hese verbs are usually unstressed, even when they are used as
principal verbs! &owever, when they come at the end o asentence or when they are used in reiterative ormulas, they arestressed!
'ost words with two syllables arestressed on the 1st syllable
Dancer, river, person, holy, etc!
Intensive( rele$ive pronounsreceive a stronger stress on the 2nd syllable
)oursel, mysel, itsel, hersel, himsel, ourselves
Phrases which end in a noungenerally have the phrase stress onthe noun
I sent her a git!&is companion is "ico!)ou owe me a peso!%he boys are playing bas*etball!
Phrases which end in nouncompounds, the phrase stress is onthe 1st part o the compound!
'iss Alma+an is our nglish Proessor!Please go to the post oice!'y brother is a truc* driver!-e have a *itchen table!
Phrases which end with an adjectiveusually have the phrase stress onthe adjective
%he test is diicult! All the children got scared!%he rooms on the loor are dirty!Nora.s perormance is e$cellent!
In phrases where there are twoitems with primary stress, one othem, usually the /st, is reduced tosecondary stress!%he adjective is given thesecondary stress, while the noun gets the primary stress
'r! 0arcia owns the new house!)our riend is a personable, young man!I ound a gold ring on the table
%his pattern 1^’2should be learned in contrast with another pattern, a se3uence o primary(tertiary1‘^2ound in 4noun constructs5 or compound noun! In 4noun constructs5, both items may be nouns as busstop, milk sake or a combination o an adjective and a noun !"eenouse, #"ee$a%, so"tstop!
Phrases (^’) Constructs (‘^)
En!lis teace" &a teace" #"om En!land'
ai" b"us&a b"us made o# ai"'
blue stockin!&a stockin! tat is blue'
!"and #ate"&a $onde"#ul #ate"'
nglish %eacher 1a teacher o nglish
hair brush1a brush o or the hair2
6luestoc*ing1an intellectual woman2
grandather 1the ather o one.s ather or mother
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Pointe"s #o" (e"se Recitation
/! )e clea" ! 7pea* so that every word is heard!8! (a"% te speed! 7ome parts should be aster than others!9! (a"% te tone o# voice! 7ome parts should be matter(o(act,
some angry, some moc*(serious, some tender, etc!
! (a"% te volume! 7ome parts should be louder or soter thanothers!
;! Recite intelli!entl%! Do not recite mechanically at the end o lines regardlesso the sense!
0ive them time to ponder what has been said to speculate about what is tocome! Pause beore emphatic words, beore and ater direct speech, beore
any *ind o clima$
,u!!ested activities to test the students. proiciency in spea*ing:
/! "eading aloud to test pronunciation, stress, and intonation!8! 7hort tal*s 1with preparation2 on topics chosen rom a list or based on a picture!9! Conducting an interview!! "ole simulation 1giving instructions, advice, etc!2;! "ole(playing with e$aminer and student each ta*ing part!
*eference+ Tchng %trat 1 )& !lcantar& et.al