principle and strategies of teaching

8/18/2019 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

Educ 222 – Principles of Teaching 1Melanie Jeane C. Galve

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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


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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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

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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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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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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

principle and strategies of teaching

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