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7. PRINCIPLES OF TRUE METHODAny method, to be effective must have the following characteristics:

7.1 The theory must utilize the theory of self-activity.

7.2 The method must utilize the laws of learning.

7.3 The method must aid the learner in defining his own purposes by setting the situation for the

emergence of a desirable purpose.

7.4 The method must start from what already is known to the pupils.

7.5 The method must be based on the accepted well-integrated educational theory and practicewhich is designed to unify the work of teaching and learning.

7.6 The method must provide for individual differences and make use of the procedures that willsuit individual characteristics such as need, interest, mental and physical maturity.

7.7 The method must stimulate the thinking and reasoning powers of the pupils.

7.8 The method must be suited to the progress of the pupils in skills, abilities, habits, knowledge,ideas and attitudes.

7.9 The method must provide the learners with numerous and diverse learning experiences oractivities.

7.10 The method must challenge and encourage the learner to farther activities which involve theprocess of differentiation and integration.

7.11 The method must provide an opportunity for the learner to ask and answer questions.

7.12 The method to be used must be supplemented by other methods.

8. VARIABLES THAT AFFECT TEACHING METHOD8.1 Objectives - these are the educational objectives and aims of the lesson. Objectives are thebases for determining the type of curriculum, methods and strategies to be utilized by the teacher.

8.2 Nature of the student - the student is made the center of all educational programs andactivities. The student determines the nature of teaching. The method of teaching must be broughtinto harmony with the experiences, ability, needs and interest of the students.

8.3 Nature of the Subject Matter - Different types of subjects and lessons call for differentmethods. The nature of the lessons or subject matter must be well considered in selecting themethod of teaching. Subject matter is said to be the substance of teaching.

8.4 The Teacher - Every teacher has his own strengths and weaknesses. The skills and preferencesinfluence the appropriateness of teaching methods to be used. The methods to be used must bewell known to the teacher. He must have a clear understanding of the principles and techniquesinvolved. Effective teacher adapts his teaching methods to his students.

8.5 Technology - This term refers to the techniques and tools of learning. This may also relate tomaterials available in the classroom such as apparatus, equipment, references, textbooks, andinstructional materials.

8.6 School Environment - This includes the school itself such as the buildings and facilities. Thisalso refers to the community and society at large.

8.7 The Teachers Knowledge of Group Dynamics - Every teacher must utilize and understandgroup process to achieve effective learning results.

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9. PLANNING INSTRUCTIONEffective learning experience is one of the skills the teacher has to develop. It ensures more or lessthe direction that his efforts will take. It is very necessary that a teacher understands clearly whathe should do to bring about desirable learning in the students. This is his main role. He should beproficient in the skills necessary to carry out his responsibilities and tasks. One of these skills is

planning, where he applies sound principles of teaching.

9.1 The Teaching Cycle - planning for teaching involves a sequence of steps which are useful tothe teacher in carrying out his work. If these steps are accomplished successfully, the prospectsthat students will master what has been taught are excellent. This cycle is a simple planning devicewhich limits the number of specific tasks of the teachers to only seven:

9.1.1 Determining studentsneeds, interest, and abilities. The teacher tries to discover thestudentsneeds and capabilities that will help them satisfy their needs.

9.1.2 Setting up objectives and selecting content. This involves selecting appropriate learningmaterials suited to the needs and interest of the students. The instructional objectives describewhat students are expected to do at the completion of instructional sequence in order to show theyhave learned.

9.1.3 Preparing the setting for learning and selecting instructional strategies. Once the objectiveshave been established, the teacher has to decide on the technique that will help students achievethe goals.

9.1.4 Preparing instructional units and making lesson plans. This involves organizing informationabout individual students, objectives, materials and techniques into a resource unit that can serveas a reference to the teacher as he does his work from day to day.

9.1.5 Motivating students and guiding learning activities. This involves looking into the ways bywhich students may develop interest and desire to learn, and planning interesting activities toachieve the objectives using the appropriate techniques.

9.1.6 Measuring, evaluating, grading students performance and reporting on students progress.

This involves the development of plans for testing and for making judgment about the performanceof the individual students.

9.1.7 This is the final task which means putting up plans for follow- up lessons on materials thatthe students have not learned well as shown by the results.

10. TYPES OF LESSONS10.1 The Development Lesson. This is a lesson in which something new is presented or developed.It must be something the class did not know before. It may be a fact, principle, skill,generalization, or so, knowledge.

10.2 The Review Lesson. This type of lesson aims to renew study of the same subject matter or torecall what have been taken up in the past and view this again from a different perspective or

point of view. A review means a new view of old facts in a broader setting that will result in newmeanings, associations and ways of acting.

10.3 The Drill Lesson. A development lesson may be followed by a drill instead of a new lesson.The aim of the drill lesson is for automatization of certain facts, habits, or skills to fix associationsfor permanency, or to perfect a skill. It refers to activities that involve memorization. It is moreused in form subject rather than content subject.

10.4 The Application Lesson. An application lesson often follows a development lesson. Afterarriving at a generalization, this will be applied for further verification. The ability to apply the

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generalization correctly is the real test of what students have learned. This lesson gives the studenta chance to express or apply what he has learned.

10.5 The Supervised Study Lesson. This type of lesson teaches students the technique of learningthrough the teachers guidance in various study procedures. The guidance takes place in theclassroom. This type of lesson directs the students in the use and mastery of the best technique ofefficient study.

10.6 The Appreciation Lesson. This lesson is designed to lead the class to understand and enjoysomething. Appreciation belongs to the general field of feeling rather than of knowing.

Appreciation always involves emotional tones, otherwise it could not be enjoyed. An appreciationlesson should be a lesson in values, and since education means change for the better, a goodappreciation lesson should help students weigh values and help them make proper choices.