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The Teaching Process

Objectives
After completing your study of Module 4, you
should be able to do the following:
1. discuss the significant of the teaching process in
basic education;
2. explain how teaching taes place in different
learning en!ironments;
". explain the perspecti!e which consider teaching
both as on art and a science;
4. describe what good teaching is by citing
example;
#. identify and explain the three aspects of teaching;
$. differentiate and discuss the six functions of
teaching as applied to instruction;
%. define teaching style and discuss its significance
in the conduct of classroom acti!ities;
&. compare the categories of teaching styles and
discuss their significance to the learners;
'. distinguish each of the alternati!e teaching
approaches with reference to their application in the
classroom; and
1(. explain the principles that guide teachers in the
teaching)learning process.
An Overview
*he teaching process is the touchstone to effecti!e
instruction particularly in basic education. *eaching
becomes more effecti!e and producti!e when teachers
are e+uipped with nowledge, abilities, and sills in
planning instruction for the learners. ,ith this in
mind, Module 4 explores the concept of teaching and
its impacts on the concomitant learning processes.
*his module further presents that teaching)learning
processes tae place in the learning en!ironments of
the learners)))at home, in school, and in the
community.
Aspects of Teaching
Apparently, teachers in all le!els of instruction-
elementary, secondary and tertiary are expected to
perform three important function, namely, .1/ to
pro!ide leadership to a group of students; .2/ to
pro!ide direct face)to)face instruction to students; and
."/ to wor with colleagues, and others to impro!e
classrooms and schools as learning organi0ations
.Arends 2((4/.
1. 1eadership. 2n many ways, contemporary
teacher3s roles are similar to those of leaders who
wor in other types of organi0ations.
2. 2nstructional. ,hen most people thin about
what teachers do, they thin of the day)to)day
instruction of students.
". 4rgani0ational. *he common !iew of teaching
focuses mostly on classroom interactions between
teachers and students, and as such, it is insufficient
for understanding the reality of teaching in
contemporary schools.
*he foregoing aspects of teaching could ser!e as
guidelines in attaining the ultimate goal of teaching,
that is, to assist students to become independent and
self)regulated learners .Arends, 2((4/
Ultimate Goals of
Teaching
Assist students to become
independent learners
Guide students to become
self-regulated learners
Teaching Functions
5ara 6osenshine .1'&%/ ad!ocates the
direct instruction approach, particularly
explicit teaching. 5ased on his studies in
explicit teaching, he was able to identify
six teaching function as spelled out in
the ladder web on the next page.
1. Dail
review. *he purpose of daily re!iew is
to determine if the students ha!e
obtained the necessary prere+uisite
nowledge or sills for the lesson.
2. Presentin
g new materials. 6esearch indicates
the effecti!e teachers spend more time
presenting new materials and guided
practice than less effecti!e teachers do.
". !onducti
ng guided practice. *he purpose of
guided practice is to super!ise the
student3s initial practice of sill and to
pro!ide the reinforcement necessary to
progress new learning from short)term
into long)term memory.
4. Providin
g feedbac" and corrections. 7uring
guided practice, it is important to gi!e
process feedbac to the students.
#. !onducti
ng independent practice. After
conducting guided practice, it is
important to ha!e student do
independent practice.
$. #ee"l
and monthl review. *eachers need to
conduct fre+uent re!iew and
reinforcement of new material for
students.
Teaching $tle
8!ery teacher has a teaching style of
his9her own. *his is usually reflected in
his9her actions, !erbal interactions, and
e!aluating learning. 4!er the years,
educators !iew of teaching styles in
different ways.
*hree descriptions of teaching styles
ha!e been identified in their study,
namely, authoritarian, permissi!e, and
democratic.
1. Authorit
arian Teachers. *hese teachers tend to
plan furniture arrangements to
maintain order in the classroom and to
plan schedules that seldom !ary.
2. Permissi
ve or %aisse&-faire Teachers. *hese
teachers employ a permissi!e style and
appear tentati!e and powerless.
". Democra
tic Teachers. *o this group belong the
teachers who are firm and reasonably
consistent about their expectations for
academic achie!ement and student
beha!ior.
Teaching Approaches
8ffecti!e teachers use a repertoire of
teaching approaches to mae the
teaching)learning process interesting,
producti!e, creati!e, and effecti!e.
1isted below are the teaching
approaches which teachers can use in the
unfolding of lessons in the classroom.
1. !oncept
Teaching. :ey concepts lie
landforms, water forms, or
en!ironment can be taught effecti!ely
using concept teaching.
2. !onstruc
tive Teaching. ;ean <iaget and 1e!
=ygotsy, two 8uropean psychologists,
expound that learners at any age are
actually in!ol!ed in the process of
ac+uiring information and constructing
their own nowledge.
". Deductiv
e Teaching. 7educti!e teaching is an
instructional approach that starts from
a nown principle and then mo!es into
the unnown.
4. 'nductive
Teaching. 2nducti!e teaching is an
instructional approach that starts with
an unnown principle and then
attention mo!es to a nown.
#. ()posito
r Teaching. ,hen teachers want to
communicate a large amount of
information within a short period of
time, they can employ expository
teaching in the conduct of the class
discussion.
$. ()plicit
Teaching. 2n explicit teaching,
teachers teach the students sills to
enable them to master a body of
nowledge.
%. *eciproc
al Teaching. *his form of teaching is
lie an interacti!e dialogue between
teacher and students.

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