lesson 2 basic principles of teaching

8/16/2019 Lesson 2 Basic Principles of Teaching

1/29

TEACHING PROFESSION

LESSON 2BASIC PRINCIPLES OF TEACHING1. The Teacher and The Teaching Process

2. The Nature of Teaching3. Aspects of the Teaching Career

4. Responsibilities of a Teacher


2/29

TEACHING

• Teaching is an activity that is not really new tothe education student as he has years exposed to

it for a dozen years of his life.• The student will discover eventually that

teaching is an exciting and rewarding activity but just like all other occupations, it is

demanding.• It requires the student to know and understand

clearly what he should do to bring about themost desirable learning in his students.


3/29

TEACHING

• Teaching and Learning are two aspects of theprocess called EDUCATION.

• Learning is the expected end of teaching in aschool setting. Hence, teaching has always beendirected at learning.

• However, it has been observed that not allteaching results in learning, although learningcan take place even without direct teaching.


4/29


5/29

TEACHING- DEFINED• In its narrow sense, is defined by Carter Good

(Good:1973) as the act of instructing in an educational

institution.• Broadly he defines it as management by an instructor ofthe teaching-learning situations including:a. direct interaction between the teacher andthe learner.

b. the preactive decision-making process of planning, designing and preparing thematerials for the teaching-learning conditionsand


6/29

TEACHING- DEFINED

c. postactive redirection (evaluation,redesign and dissemination) ( Good

1973:588).

The definition included the responsibilities thatany one who goes into teaching should

undertake if he is to be true to his calling.


7/29

TEACHING- DEFINED

• Most recently, teaching has been viewed as theprocess of stimulating, organizing, directing,guiding, and managing learning activitiestowards effecting desirable changes in thelearner’s behaviour in a school setting.


8/29

TEACHING- DEFINED

• It implies facilitating learning such that thelearner takes an active role and feels responsiblefor his own learning. He realizes that he needs tolearn if he is to adjust effectively and efficientlyto his environment.


9/29

THE NATURE of TEACHINGTEACHING: An ART or a SCIENCE? As an Art, teaching calls for intuition, inspiration,

talent, and creativity- very little of which can be

learned.Teachers who adhere to this view look at students as

individuals with different abilities and backgrounds.

Their artistry comes in when they consider the

varying mixture of these young people and throughprocesses that are basically intuitive builds upmeaningful programs of study for them.


10/29

THE NATURE of TEACHINGTEACHING: An ART or a SCIENCE?

These teachers believe that

teaching requires an ability tosee through and respond to

individual differences amonglearners.


11/29

THE NATURE of TEACHINGTEACHING: An ART , or a SCIENCE ?

• As a SCIENCE, teaching requires knowledge ofscientific discoveries regarding the teaching-learning process, the objectives of education,subject matter and the nature of learners.

• Teachers who believe in this point of view

consider knowledge and application oftechniques already tested to bring aboutlearning as vital in their success as teachers.


12/29


13/29

THE NATURE of TEACHINGTEACHING: An ART , or a SCIENCE ?

No particular blend is better than another

for much depends upon conditionsobtaining in the teaching-learningsituation.

Besides, a teacher’s excellence may havelittle to do with the extent to which hisinstructional practices derive from art orscience.


14/29

TEACHING AS A SYSTEM

• Teaching as a system requires an understandingof the role of the more mature, experienced

members of society in stimulating, directing,managing and guiding the immature andinexperienced members in their adjustments to

life.


15/29

TEACHING AS A SYSTEM• With the young and immature

students as inputs into the systemthe processing takes place in the

school setting with the teacher ininstructing the unexperienced so thatthey can develop into upright and usefulmembers of society and well-adjustedcitizens with wholesome personalities

imbued with:

• love of country• the duties of citizenship• Moral character• Personal discipline and• Scientific, technological and vocational efficiency


16/29

TEACHING AS A SYSTEM: A ParadigmThe

YoungImmature

Teaching

Stimulating

Directing

Managing

Evaluating

Facilitating

Counselling

Well-adjusted citizens with wholesome

personalities imbued with:

Love of country

The duties of citizenship

Moral character

Personal discipline and

scientific, technologicaland vocational efficiencythrough the

process of

Learningactivities

Develop

into


17/29

TEACHING AS A SYSTEM

• As citizens functioning effectively in thecommunity, the graduates are expected to show

love of country and pride in being Filipinosperforming their duties as citizens withoutreservations. Furthermore, they are expected to

exhibit moral character, personal discipline,technological, scientific, and vocationalefficiency in all their undertakings in life.


18/29

TEACHING AS A PROFESSION

•Characteristics of a

profession :( The National Education Association of theUnited States- Gugget and Stinnet 1960:9):

1. A profession invloves activities essentiallyintellectual

2. A profession commands a body of specializedknowledge


19/29

TEACHING AS A PROFESSION1. A profession requires extended professional ( as

contrasted with solely general) preparation.

2. A profession demands continuous in-servicegrowth.

3. A profession affords a life career andpermanent membership.

4. A profession sets up its own standards.5. A profession exalts service above personal gain.6. A profession has a strong, closely knit,

professional organization.


20/29

TEACHING AS A PROFESSION

• Though teaching may not show or meet all theaforementioned characteristics of a profession.

• However, teaching has been considered aprofession legally and formally in thePhilippines only with the promulgation of

Presidential Decree 1006 effective January 16,1977, although its practitioners have alwaysconsidered themselves as professionals.


21/29

Decree Professionalizing Teaching

• According to this decree, no person can beextended a teaching appointment nor act as a

teacher at the elementary and secondary levels, whether on full-time or part-time basis, in thepublic or private schools unless he meets thefollowing conditions:

1. He must be a Filipino citizen

2. That he possesses the following minimumeducational qualifications:


22/29

Decree Professionalizing Teaching

a. For teachers in kindergarten

and elementary grades,Bachelor’s degree in ElementaryEducation (BSEEd) or its

equivalent;


23/29

Decree Professionalizing Teaching b. For teachers of the secondary schools, Bachelor’sdegree in Education ( BSE) or its equivalent with a

major and a minor, or a Bachelor’s degree in Artsand Sciences ( A.B.) with at least eighteen units inprofessional educational; and

c. For teachers of secondary vocational and two-

year technical courses, Bachelor’s degree in thefield of specialization ( B.S.E.E) or its equivalent with at least 18 units in professional education.


24/29

Decree Professionalizing Teaching3. That he passes the Professional Board

Examination for Teachers;

4. That he is of good moral characters;5. That he is free from physical and / or mental

defect which will incapacitate him to renderefficient service, and

6. That he must have reached his 18th birthday onthe day he takes the Board Examination unlesshe is already employed in a public or privateschool.


25/29

EXEMPTION FROM BOARD EXAMINATION

1. Those who have passed the examination given bythe Civil Service Commission or the examination

given jointly by the Civil Service Commission andthe Department of Education.

2. Teachers who have permanent appointments underthe Magna Carta for Public School Teachers.

3. Honor graduates of collegiate courses requiring atleast 4 years, who have been granted civil serviceeligibility under P.D. 907 as amended by P.D. 993.


26/29

ASPECTS OF THE TEACHING CAREER-NEGATIVE ASPECTS-1. Need to perform routine and clerical work-

responsibilities beyond classroom.

2. Lack of concrete and tangible results- oftendifficult to see the results of his work in theconcrete.

3. Low salaries-very modest salary in comparison with the other professionals in the community.

4. Comparatively low status among theprofessional groups.


27/29

ASPECTS OF THE TEACHING CAREER-POSITIVE ASPECTS-1. Freedom in the performance of the job

2. Recognition from peers, parents, and thecommunity

3. Establishment of warm, happy relationships with students

4. Increasing concern by the government


28/29

ASPECTS OF THE TEACHING CAREER-POSITIVE ASPECTS-5. An opportunity for social service

6. An opportunity for self-actualization-sometimes called self-fulfillment, the desire tomake the best of oneself not in respect to whatothers are but in respect for what he himself

wants to be.7. An opportunity to bridge the gaps, the presentand the future.


29/29

RESPONSIBILITIES OF A TEACHER

1. As Manager

2. As Counsellor

3. As Motivator

4. As Leader

5. As a Model

6. As a Public Relations Specialist7. As Parent Surrogate

8. As Instructor

lesson 2 basic principles of teaching

Documents