INTRODUCTION

All educators should focus on how to be an effective teacher in the classroom, students simply responds better and work harder when they know that their teacher are genuinely concerned about the success of their students and the quality of their lives.Our paper discusses what kind of teaching approach is the best for a student to learn. Traditionally it has been the teacher responsibility to do most of the planning for instruction, but new ways of planning are emerging. As we continue we based our introduction in our Educational Psychology chapter 14 titled teaching every student. In our study we want to know which of the three areas of teaching is the best for a student to learn , is it Affective , Cognitive Or Behavioural areas of teaching also we want to know if Adaptive teaching can be use in College. In Constructivist approaches, were planning is shared and negotiated. The teacher and student together make decisions about content activities and approaches. Rather than having specific student behaviours and skill us objectives, the teacher has overarching goals-big ideas or teams that guide planning. (Borich, 2011).In our study, we research some basic format for putting plans in to action. The challenge is to match teaching methods to objectives. We begin strategies for teaching explicit facts and concepts.In this chapter, for many people, teaching means an instructor explaining material to student- lecture is a classic form. There was an explosion of research in the 1970s and 1980s that focused on these more traditional forms of teaching. The results of all this work identified a model of teaching that was related to improved student learning. Barak Rosenshine and Robert Stevens (1986) call this approach direct instruction or explicit teaching. Tom Good. (1983) uses the term active teaching to describe a similar approach. Teachers using direct instruction often begin with advance organizers. This is an introductory statement broad enough to encompass all the information that follows. Advance organizers fall into one to two categories, comparative and expository. (Mayer, 1984) The conclusion of the limited research on seatwork (independent room-desk work) is clear; this technique is often overused. Teachers pose question, student answer. This form of teacher, sometimes called recitation, has been with us for many years (Weinstien et al., 2011). The teachers questions develop a framework for the subject matter involved. The pattern from the teachers point of view consists of ignition (teacher asks questions), response (student answers), and evaluation/reaction (praising, correcting, probing, or expanding) or IRE (Burbules & Bruce, 2001).Some Educators have estimated the typical teacher asks between 30 to 120 questions an hour, or about 1,500,000 questions over a teaching career (Sadker & Sadker, 2006). All kinds of question can be effective (Barden, 1995). Different patterns seem to be better for certain types of student, however. The best pattern for younger student and for lower-ability students for all ages is simple question that allow high percentage of correct answers, and praise. For example encouragement, help the successful pattern includes harder questions at both higher and lower levels and more critical feedback (Berliner, 1987; Good, 1988).In responding to student answers, the most common response, occurring about 50% of the time in the most classrooms. Is simple acceptance- ok or uh-huh (Sadker & Sadker, 2006). If the students wrong answer is silly or careless, however, it is better simply to correct the answer and go on (Good, 1988; Rosenshine & Stevens, 1986)The last is the group discussion is in some ways similar to the recitation strategy. A teacher may pose, question, listen to student answer, react and probe for more information, but in true group dialogue the teacher does not have a dominant role. Student asks questions, answer each others question, and respond to each others answers. (Beck, McKeown, Worthy, Sandora, & Kucan 1996; Burbules & Bruce, 2001; Parker & Hess 2001).

ANALYSIS ON STUDENT RESPONSES

In our study, effective teaching approach in a classroom, what is the effective teaching style for students and how the teacher assures that his/her students learn on her teaching. i have 2 respondents, the first is elementary teacher from Bulacan and the second one is a high school teacher (chemistry) from Caloocan. Both of them has a lot of experience on teaching. I prefer 5 questions for my respondents. An effective teacher builds a relativity that identifies her primary role to the teacher-learning process. Using a questionnaire and conducting an interview in the respondents. Provide little understanding on the characteristic of an effective teacher, both the 4As (Activity, Abstraction, Analysis and Application) approach, while the second one respondent use two teaching technique that depend whether the lesson is provided with experimentation the teacher the POE approach (Predict, Observe and explain) but in the care of lesson that needs through discussion the teacher uses inductive and deductive approach. Both answers reveal a good characteristics of an effective teachers. Each respondent promote clear presentation and explanation that tend to have students learn more clarify and organization provide their students a choice understand truly the lesson. The second question, aims to identify whether different teaching style help their student catch every shift of the lesson from one topic to another topic. Both teachers give affirmation. They both agree giving or providing their students different teaching technique shows enthusiasm that effectively capture and hold student attention and interest. A smooth and effective teaching. Learn processes comes spontaneously. The third question asks them to they encountered below average or student with difficulties in learning and how they handle them. They answer yes. Both responses we encountered such kind of student and not only once but a lot of times in their teaching life. The art of questioning and rich system of knowledge that could make their students catch the lesson on their own accord is one key to solve their issue. A differentiated instruction may also be used to lessen the feeling of such student to think that they different and weak. The fourth question we ask them how they assure or measure whether their students learn from their teaching. The responds has a same type of answer, the first one says that she is giving evaluation to measure whether her students learn from her teaching, the second one says she is giving oral or written exam so that she will know if her student learn from her teaching. Evaluation, written and oral exam are quiet effective in measuring whether your students learn from you. The fifth question is in choosing teaching techniques, did they always consider their multiple intelligences. The first teacher says that she considers it because, as a teacher she know that every student has different kind of intelligence. Some are talented in arts some are talented in singing and some are good in classroom. The second teacher answer she considers their multiple intelligences thats why she gave them variety of learning activities. Their answers are both good but, for me as future educator I recommend giving homework to my student to answer so that they can answer questions at the same time to have student chance to answer question in their own intelligence. Base on my analysis teachers has own techniques in teaching but, those techniques are not too different in terms of learning their lesson clearly. It both using social and cognitive constructivism type of learning thats all of their students are capable of learning. The next one is on the student responses. We ask them if they like their teachers approach. Most of them say they learn from their teacher response and it helps them to learn their teachers lesson. Some says that no because the teaching approach of their teacher using is not good to them.In our questioning we wanted to know what kind of teaching they are using. Teachers have a lot of recommended teaching approaches but we only ask them what they used more on their everyday teaching. Teacher also admit that its difficult to handle poor student but, by the help of the new teaching style if will become easy and helpful to their students.All educators should focus on how to be an effective teacher in the classroom, students simply responds better and work harder when they know that their teacher are genuinely concerned about the success of their students and the quality of their lives.Our paper discussion what kind of teaching approach is the best for a student to learn. Traditionally it has been the teacher responsibility to do most of the planning for instruction, but new ways of planning are emerging. As we continue we based our introduction in our Educational Psychology chapter 14 titled teaching every student. In our study we want to know which of the three areas of teaching is the best for a student to learn , is it Affective , Cognitive Or Behavioural areas of teaching also we want to know if Adaptive teaching can be use in College. In Constructivist approaches, were planning is shared and negotiated. The teacher and student together make decisions about content activities and approaches. Rather than having specific student behaviours and skill us objectives, the teacher has overarching goals-big ideas or teams that guide planning. (Borich, 2011).In our study, we research some basic format for putting plans in to action. The challenge is to match teaching methods to objectives. We begin strategies for teaching explicit facts and concepts.In the chapter 14 titled Teaching Every Student, for many people, teaching means an instructor explaining material to student- lecture is a classic form. There was an explosion of research in the 1970s and 1980s that focused on these more traditional forms of teaching. The results of all this work identified a model of teaching that was related to improved student learning. Barak Rosenshine and Robert Stevens (1986) call this approach direct instruction or explicit teaching. Tom Good. (1983) uses the term active teaching to describe a similar approach. Teachers using direct instruction often begin with advance organizers. This is an introductory statement broad enough to encompass all the information that follows. Advance organizers fall into one to two categories, comparative and expository. (Mayer, 1984) The conclusion of the limited research on seatwork (independent room-desk work) is clear; this technique is often overused. Teachers pose question, student answer. This form of teacher, sometimes called recitation, has been with us for many years (Weinstien et al., 2011). The teachers questions develop a framework for the subject matter involved. The pattern from the teachers point of view consists of ignition (teacher asks questions), response (student answers), and evaluation/reaction (praising, correcting, probing, or expanding) or IRE (Burbules & Bruce, 2001)Some Educators have estimated the typical teacher asks between 30 to 120 question an hour, or about 1,500,000 questions over a teaching career (Sadker & Sadker, 2006). All kinds of question can be effective (Barden, 1995). Different patterns seem to be better for certain types of student, however. The best pattern for younger student and for lower-ability students for all ages is simple question that allow high percentage of correct answers, and praise. For example encouragement, help the successful pattern includes harder questions at both higher and lower levels and more critical feedback (Berliner, 1987; Good, 1988).In responding to student answers, the most common response, occurring about 50% of the time in the most classrooms. Is simple acceptance- ok or uh-huh (Sadker & Sadker, 2006). If the students wrong answer is silly or careless, however, it is better simply to correct the answer and go on (Good, 1988; Rosenshine & Stevens, 1986)The last is the group discussion is in some ways similar to the recitation strategy. A teacher may pose, question, listen to student answer, react and probe for more information, but in true group dialogue the teacher does not have a dominant role. Student ask questions, answer each others question, and respond to each others answers. (Beck, McKeown, Worthy, Sandora, & Kucan 1996; Burbules & Bruce, 2001; Parker & Hess 2001).The importance of this research is to know what kind of teaching approach is good for students for them to learn and what kind of teaching approach will help the teachers to know whether their students are learned from them or not.

ANALYSIS TEACHER RESPONSES

Our topic is about effective teaching approach in a classroom, how teachers interact with students or how students interact with their teachers. So we conduct an interview in our respondents via question and answer paper.First we asked them if they like how their teacher teach or approaches them, most of our respondents said yes they are satisfied how their teacher teach, and they learn from it because most of them said that their teacher engages students in the learning process and helps them develop critical ideas, some of our respondents they said yes but because of pressure. Its quite interesting that because of pressure they need to force themselves to study because they are afraid of failing in their subject. In our 2nd question we asked them, which do you think is better student centered approach or teacher centered approach, but before they answer it, of course we discussed to them what student centered approach is and teacher centered approach. As a result most of them choose student centered approach where teachers and students play an equally active role in the learning process but some of our respondents choose teacher student approach because they are truly learning under teacher student approach where the main authority is on the teacher where direct instruction method are using by their teachers.

In our 3rd question we asked their opinion about which do they prefer better when a teacher is giving activities, group activities or do they prefer individual? As we read our respondents answers its 7 out of ten, seven of our respondents prefer group discussion so we conclude that they are comfortable and learning if there are help from others, and the remaining three students who prefer individual they said that they learn more if they do it by themselves, they just need to listen and write to learn and also they just need instructions to finish an activity or project.Our 4th question is this; does their teacher expectation in the class affect you In the response that we get in all our respondents all of them said yes that teachers expectations in the class affect them, their reason is there are teachers who are strict and has a high expectation from each of their students so the tendency the student is being pressured to do well to reach the expectations of their teacher because their afraid of failing the subject. There are students who said that failing an exam lowered the expectations of a teacher. Theres an expectation effect called sustaining expectations effect where student performance is sustained at a certain level because teachers dont recognize improvements (kuklinski& Weinstein, 2001). But there some students whos doing exceptional in the class thats already expected by the teacher this is a kind of expectations effects called Self-fulfilling prophecy this is the groundless expectations that is confirmed because it has been expected, there are also some students that because of high expectations of the teacher in their students they are doing

Exceptional in the class, this kind of effect in the students is called Pygmalion effect where the exceptional progress by a students as a result of the high expectations of the teacher for that student.In our last question we asked them what kind of teaching approach is using by your teacher. As I see in our respondents answers I will just enumerate it 1st teachers giving quizzes every meeting in different forms graded seatworks homeworks, individual activities, recitation, reporting d also return demo and group discussions to sum up, this kind of approach is teacher centered approach and also most of our respondents is under the Cognitive area of teaching where activities and discussions promote higher-order thinking skills and cognition also the quality of feedback is consistency in providing specific, process-oriented feedback and back and forth exchanges to extend student learning (2005,2008; Crosnow et al., 2010; Jerome, Harme, &Pianta, 2009;Luckner &Pianta 2011).

REFLECTION PAPER

As I read the outcome of our study of what teaching approach is the best for a student to learn I would say that I learned a lot from it, from the teacher and student respondent who answer are questions seriously, based from my experience while I analysing the response of the student respondents most students are learning under the direct instruction method under teacher cantered approach. In the question that did they like the teaching approach of their teacher most of them said yes. Why? Because they said that they learn from it, but not all teachers has the quality of being an effective teacher, based from my own experience there are some teachers who cant catch the student attention thats why there are some students who do not taking seriously the subject but there are also teachers who are enthusiastic who can handle different students by showing hard personality where students will take seriously.Based on my prior knowledge about the chapter 14 teaching Every Student, Lee Shulman (1987) has studied his question, and he has identified seven areas of professional knowledge. Professional teachers should know the academic subject that they teach-their knowledge is deep and interconnected general teaching strategies that apply in all subjects, the curriculum materials and programs appropriate for their subject and grade level, subject-specific knowledge for teaching, the characteristics and cultural backgrounds of learners, the settings in which the students learn-pairs, small groups, teams, classes, schools, and the community and the last one is the goals and purposes of teaching.For Lee Shulman an effective teacher should possess these seven areas to be an effective teacher but he said that even you have these seven areas it wont make you an expert it takes time and experience. For me the best teaching approach for me is a teacher who is affective that belongs in the area of teaching, a teacher with warmth, mutual respect, positive emotional connections between teachers and students, in activities the teacher encourage student autonomy, and emphasize student interests motivations and points of view (2005, 2008; Crosnow et al., 2010; Jerome, Harme, & Pianta, 2009; Luckner & Pianta 2011).Teachers should know what kind of teaching approach they have to use to their students because every student is different, teachers should monitor misbehavior of a student to prevent misunderstanding and a positive a feedback is also a good help for a student to do better next time if they fail.When a teacher is giving activities most of our respondents choose group discussion because they can brainstorm and finish activities or project faster while some of our respondents choose to be alone because they can learn it or finish it by their own through studying and listening to the teacher, as I read our study group or individual discussion have both disadvantage and advantages so the teacher should know which of the two is using in activities, they have to think on which of the two is the best for the students can finish the activity faster.

In my opinion giving quizzes every meeting is a good thing because It will force you to study if I dont want to fail, and also recitation every meeting like we do these days, because of these we will surely read our books because if we dont want to be humiliated in front of the class we have to study, but quizzes and recitation every meeting is seriously stressful because these days all of our subject are giving and recitation every meeting.I also learned that in my experience when a teacher is funny or easy going to the students they dont seriously pay attention, but when a teacher is strict and has the full authority in the classroom the students become quiet and when that kind of teacher is in the room they immediately pay attention.Teachers has different method of teaching to their students and we agree to it because if they are really a teacher they should know if their student is truly learning, its their responsibility to teach every student in his/her class.Based on my prior knowledge I think adaptive teaching is best for foreigner students because their having a hard time in the class so teachers should help and guide them until they can adapt and manage on their own.Teachers expectations in the class actually affect the student, because in my experience when I dont meet the expectation of the teacher I feel shame for myself. In our study most of all of our respondents is affected by the teachers expectations in the class because they think they will be withdrawn if they fail and its embarrassing.

As for my conclusion about our study teachers and students should have a good relationship with each other in order for the students to learn more, a teacher should be affectionate , cheerful and enthusiastic but if the students are crossing the boundary of teacher and student relationship a teacher should explain their limit of being a student.

PERSONAL REFLECTION

In the beginning, I was hesitant and confused if I could do the task (research work) I feel like a blank sheet of paper, not even a single letter come across my mind. I convince myself and believe that this is just another challenge in my student life that need to overcome. First thing I do is to ask the help of my sibling to formulate a questionnaire base on the given topic. After that I conduct interview and request one of the teacher in the neighbourhood to answer my questionnaire. And spare me of their available time to conduct an interview. Another teacher I ask favour is a dear friend of my mother. At every beginning of my interview to them I find a little awkward to deliver questions. I dont want to offend them if they disclosed how they are as teacher. But as the interview gets along all comes naturally. Question are spilling over me we have time to laugh, crack jokes and get some anecdote of their students. Honestly it was such a relief in my part. Time quickly past by I learn a lot of them. And maybe if I spend hours talking to them I might learn some more. Base on my research on what king of teaching is good for students to learn, I learned different kind of approach like the 4as approach (Activity, Abstraction, Analysis and Application) in this approach the teacher needs to be versatile and creative. The teacher give activity first (prayer, updates, Brainstorming, PowerPoint) and next is abstraction which is lecturing the content. Next one is analysis, asking question. (Teacher or students) the last one is application which is giving activity, test and reaction of the students. The next approach I learn is the POE (Predict, Observe, Explain) in this kind of approach students learn things base on their experience they be able to explain things base on their own understanding. The teacher will only act as facilitator. 4as approach and POE approach are same Social-Cognitive constructivism, because the two approaches are using self-determination and in the help of the teacher and classmates to learn the lesson clearly. Students are has a lot of opinion in their teachers teaching approach and styles.

For me as future educator, I will have an experimentation on my student to know what kind of teaching approach I will apply to them to learn my lesson clearly. And second one is I get the proper approach to them and I will improve it, so that my students will easily understand my lesson. Furthermore, I have a lot of things learn in this research. Teaching approaches, how to handle a class, approach to a poor students and many more. As a student, we students should know about of the approaches so that we can adjust ourselves if we couldnt handle or learn the lesson clearly. Some teachers says that the age may affect the teaching of a teacher. Some students get bored in older teachers because they generalizing them as no energy, not laughing and has no time in delivering some jokes, so that the lesson become boring as it goes. But in the other side. Young teachers is active, energetic, laughing and has time to crack some jokes in classroom so that it wont become boring. I admit me to is thinking like that in my elementary and high school days, but for me it wont affect the teaching of an educator. As long as the teacher teaching his/her lecture write and clearly, it wont become bored.I wish the teachers we question has time to talk to us, because teachers are so knowledgeable when it comes on teaching approaches, they using it every day in every classrooms they teaching. Teachers years of teaching is one of the criteria if the teacher is good in teaching. Years of experience is one of the major thing to enhance teacher ability in teaching. Experience is the best teacher thats why years of teaching experience is one of a good educator example of good teaching. In student life, studying is not teacher responsibility it also student responsibility to study by himself/herself or with peers. Its one of the way that a student learn. By studying the lessons or reviewing.

All kinds of question can be effective (barden, 1995) Challenging students by questioning them hard to use their ability if they understand the lesson or not. This type of teaching called recitation has been used for many years (weinstein et al. 2011) it may also enhance the critical thinking of a students, and it helps them to master the lesson.A good reaction on students answers may affect his/her performance, it may boost up the self-steam of a student in just simply saying ok. What do you do after the student answers? Most common response, occurring 50% of the time in most classrooms, is simple acceptance-ok or uh-huh (sadker &sadker 2006)Some teachers gives a difficult seatwork to challenge his/her students learnings. But they didnt know it may be have negative effect to their students. 2 summary research from 1975 to 2000 found that students with learning disabilities, who often have trouble improving without teacher guidance, were spending about 40% of their time on individual seatwork. (Vaughn,Levy,coleman, & Bos, 2002)must be a universal approach in every school levels (elementary, high school, and college) that all students learn even poor student may, so that teacher easily teaches their lessons and the students got it quickly and clearly. It will be easier for the students to cope up and understand the lesson. It will extremely minimize the number of students who are always left behind.This study is not easy as they see. For me as a not too intelligent student, but in this research I have an idea in my future in what style or approach I use. What I learn in this research is useful to my career. I use what I learn not only in teaching but also in my everyday life. I will share what I learn to other future educators and to my future students to so that they will able to learn it too.

The approaches are useful. It must be continuously improve by the professionals as time goes by. It may help also the economy to rise up. Young men is the soul of the next generation, students as a young men is the hope and future of every nation.

SUGGESTIONS

STUDENTSAs a student like them we suggest being more understanding to their teachers and respecting them and know the limit of being a student.

TEACHERSFor teachers we suggest activity based for teaching also if there are poor students (below average students) a teacher should help them individually they also suggest quizzes every meeting or recitation to force the student to study because not all students are not paying attention in their studies so a teacher should force them to study because no teacher want to fail their student.

Educational PsychologistWe suggest having more activities that is graded and recitation than quizzes because oral quizzes enhance and build up students self-esteem.

REFERENCESTeaching Methods. (n.d.). Retrieved March 16, 2015, from http://teach.com/what/teachers-teach/teaching-methods

Woodfolk, A. (2013). Chapter 14 Teaching Every Student. InEducational Psychology(12th edition ed., p. 587). Ohio state: Pearson Education.