Principles of TeachingJennifer Evangelista- Arceo

Kinds of MotivationIntrinsic MotivationAlso known as internal motivation

It originates from the students inner self

Examples:To be the most popularTo be the torch bearerTo be declared the best athleteTo be a deans lister

Kinds of Motivation2. Extrinsic MotivationOriginates from the learning environment

Includes some forms of incentives intended to arouse and sustain interest in a learning activity

As a result, the student may work harder or behave better

Examples:Rewards, recognition, prizes, etc.

High or Positive MotivationA highly motivated student is observed to do the following:Asks questions during a discussionFacial expression shows intently listening and observing what is happening in a demonstrationSmiles and nods to show confirmationCuriously goes around the room to look for more materialsPersists in solving problem until reaching a solutionDoes extra work beyond regular hoursReads more references to gain more informationActively participates in class discussions

Low or Negative MotivationA poorly motivated student is observed to be any of the following:Inattentive with a blank lookHomework or assignments left undoneSeems bored or uninterestedSeldom participates in investigation lessonsUnable to work by himselfNot time conscious, hence wastes timeDepends on classmates for lesson conclusionsDoes not listen, instead distracts othersLow performance in tests and other assessments

Motivational StrategiesMake the students aware of their own progressVary teaching strategiesLet your sense of humor work in every lesson. They will look forward to a fun-filled lesson.Arouse their curiosity.Plan lessons which will need audiovisual gadgets, tools, and materials

Motivational StrategiesAssist students in solving personal problems or simple physical inabilities by suggesting creative solutions.Use educational games occasionally to break the monotony of a straight quiet learning task.Pick a statement currently being quoted on television or radio that has bearing on the topic you are explaining.

Motivational StrategiesVary the activity and the procedures planned for the days lesson.Announce a reward in any form for those who can complete the learning activity fast enough but with quality.Role-playing, simulation games and dramatizations are teaching strategies that cater to their imagination and ambitions.Write brief praises or words of approval for written work when you return.

Motivational StrategiesVideotape a special presentation, debate, or a musical pieceOnce in a while, teach a topic from the newspapers.Be an enthusiastic teacher and show you are interested and enjoying what you are doing.

Techniques of QuestioningQuestionsSet the mind working

Refers to eliciting of a verbal response

Research has shown that for every 40-minute classroom discussion, about 86% are in the form of questions asked by both teachers and students

Purposes of QuestioningTo motivateDo you like to know some interesting habits of birds?

To instructHow does a volcano develop its steep slope?

To evaluate Summing up, what factors are responsible for the upward movement of water in stems?

Kinds of Questions1. Soliciting asking for informationExample: How many guests were there?

2. Directing proposing course of action to take, guiding, or redirecting thinking, suggesting alternativeExample: Why dont you combine red and blue to make it colorful?

Kinds of Questions3. Responding doing something called forExample: Shall I put out the light at the first whistle?

4. Evaluating agreeing or not, expressing satisfaction, assessing Example: Did you enjoy listening to her song?

Kinds of Questions5. Analytic questions ask for definition of terms, translations, or meanings of phrases or statementsExample: What is a guitar? What is the squareroot of 16?

6. Empirical questions elicit responses that are empirical statementsExample: If we raise the temperature to 100c, what will happen?

Kinds of Questions7. Valuative questions elicit responses that are value statementsExample: Who is your favorite teacher and why?

8. Cognitive-Memory questions elicit responses needing simple productions of facts, formula, or other items that are remembered through recognition, rote memory, and selective recallExample: Who was the Fourth President of the Philippines?

Kinds of Questions9. Convergent questions elicit responses which involve the merging of diverse data; ask for a comparison, a contrast, or the drawing of a conclusion, a summary, a generalization based on a prior data, or an explanation.Example: Compare Teacher A and Teacher B.

Kinds of Questions10. Divergent questions elicit responses wherein the individual is free to generate independently his own idea.Example: What comes to mind when you think of Internet?

11. Evaluating questions deal with matters of judgment, value and choice, and is characterized by its judgmental quality.Example: What do you think of Andres Bonifacio as a hero?

Questioning TechniquesThe teacher must be clear about the purpose of the questions she asks.Vary the type of questions asked during an entire session.Allow for sufficient wait-time to give them time to think, especially for high level questions.Practice the students to answer divergent questions.

Questioning TechniquesAsk questions at the right time.Inject clues to assist weak or shy students.Consider individual abilities when selecting the student who should respond.Be aware of your own style of questioning.

Teaching ApproachA procedure that employs a variety of strategies to access better understanding and effective learning.

A vehicle for the teacher to achieve long-ranged lesson objectives

Process ApproachMay be defined as teaching in which knowledge is used as a means to develop students learning skills

students are actively engaged in the activities so the competencies needed in the subject could eventually be acquired by them.

The ProcessesBasic Skills:

Observing using the five senses

Classifying, ordering, and organizing

Measuring and estimating

The ProcessesHigher skills:InferringPredictingControlling variablesFormulating hypothesisAnalyzing and interpreting dataDrawing conclusion and generalization

Sample LessonsObserving size, shape, color, and texture of objects: listening, touching, tasting, and smelling objectsDescribing variation in shape of leaves, color of flowers; comparing similarities and differences of objectsInterpreting data recorded in graph, tabulation diagrams, and illustrations

Inquiry ApproachAssist children in finding answers to their own questions, gathering data and other evidences, and formulating own conclusions.

It is implemented through a step-by-step procedure using the inquiry processes

Recommended ActivitiesAssign a group to visit a natural pond nearby. Study anything in it that interests you. Upon their return, let them narrate freely.Write an essay on what they love to ask their parents and why.Do experiments