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Module 1
Module 1
PRINCIPLES OF TEACHING
LESSON 1
THE OVERVIEW OF TEACHING PROFESSION AND BASIC TERMS USED IN
TEACHING
Learning Objectives: Upon the successful completion of this lesson, students will be able to:
To distinguish the difference between the methods and the strategies in teaching.
To identify the role of these methods and strategies that is used in teaching.
To identify which method is the best choice for a given topic.
Understand the definition of techniques of teaching and the device
Know some of the techniques in teaching and the devices used by the teachers
Develop their own ability in presenting their lessons in the future
“ The eyes contain nearly 70% of the body’s receptors and send millions of signals along the
optic nerves to the visual processing centers of the brain… We take in more information visually
than through any of the other senses.”
(Wolfe,2001)
Lecture -A clarification of information to a large group in a short period of time. In other words,
students expect to learn the information presented to them.
Discussion -A common method for allowing exploration of attitudes. The class discussion is
intended to be a free give and take between the instructor and the students designed to elicit
student interpretations, questions and opinions.
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Case Study-The case study method is primarily aimed at the application of general principles to
specific instances or at the analysis and evaluation of the situation.
Pairs or Small Group Works-These methods are generally used as a part of a larger course
rather than as the only teaching method. In these situations, students work in pairs or small
groups on problems of application and analysis.
1. General Techniques
a. Question andanswer (knowledge)
b. Drill (skill and habits)
c. Appreciation (attitude and appreciation)
o the basis of the ability and training of the teacher who would employ it.
o the time allotted to the subject.
1.4 Device
o Demonstration
o Field trips
o Laboratory experiments.
3. Classification of devices:
a. Material device- has no bearing upon the subject matter presented. Ex: black board,
chalk, book, pencil and paper.
General -for all subjects(Projector or blackboard)
Special-for only one subject.
b. Mental devices- related to form and meanings to subject matter being presented.
Classroom visual aids
Field and excursion visual aids
LESSON 2
The Professional Ethics, the Qualities of Effective Teachers, The Teacher’s Code
and Teacher’s Creed
Learning Objectives: Upon the successful completion of this lesson, students will be able to:
build understanding about professional ethics.
extend the knowledge in proper teaching.
apply the qualities of effective teachers.
- Partly comprised of what a professional should or should not do in the work place. It
also encompasses a much greater part of the professionals’ life.
Section 1.
The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to
the constitution and for all duly constituted authorities, and promote obedience
to the laws of the state.
Section 2.
Every teacher or school official shall actively help carry out the declared policies
of the state, and shall take an oath to this effect.
Section 3.
In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4.
Every teacher shall possess and actualize a full commitment and devotion to
duty.
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Section 5.
A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or
entity for such purposes.
Section 6.
Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7.
A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action.
Section 8.
Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if
the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.
Section 1.
A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.
Section 2.
A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of
them.
Section 3.
Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4.
A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.
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Section 5.
A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6.
A teacher shall base the evaluation of the learners work only in merit and quality
of academic performance.
Section 7.
In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment of the learner.
Section 8.
A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 1.
Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2.
Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his
best at all times and in the practice of his profession.
Section 3.
Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4.
Every teacher shall help, if duly authorized, to seek support from the school, but
shall not make improper misrepresentations through personal advertisements
and other questionable means.
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Section 5.
Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.
Passion – passion for teaching is a compelling force that emerges from one’s
inborn love for children. Passionate teachers exude spontaneity in ministering to
the needs of the students especially those experiencing learning difficulties.
Passion does not die nor diminish. They feel they “will live and die a teacher”.
Humor – humor stands for anything funny, which elicits smile, laughter or
amusing reaction. It is an essential quality of teachers that serves a number of
purposes. Nothing will be difficult to undertake since a common feeling of
eagerness exist among the students.
Control of knowledge base of teaching and learning and use of this knowledge to
guide the science and art of his/her teaching practice.
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Repertoire of best teaching practice and can use this to instruct children in
classrooms and to work with adults in the school setting.
Dispositions and skills to approach all aspects of his/her work in a reflective,
collegial, and problem solving manner.
View of learning to teach as a lifelong process and dispositions and skills for
working towards improving his/her own teaching as well as improving schools.
differently and we have to find and utilize different strategies and differentiated
learning to reach every student. What works for one student, will not work for every
student. Teachers have to be willing to be creative and adaptive in their lessons,
thinking outside the box on a continual basis. If you try to teach every concept in the
same manner, there will be students who miss out on key factors because they aren’t
wired to learn that way.
10. An effective teacher understands the content that they teach and knows how to
explain that content in a manner that their students understand.
There are teachers who do not know the content well enough to effectively
teach it. There are teachers who are truly experts on the content, but struggle to
effectively explain it to their students. The highly effective teacher both understands the
content and explains it on level. This can be a difficult skill to accomplish, but the
teachers who can, maximize their effectiveness as a teacher.
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LESSON 3
The Teacher as Corporate Professional
Learning Objectives:
To know the right and proper attire of a Professional Teacher.
To the Ladies
Always keep it classy and not trashy. Looking good is fine, but there is no need to dress
seductively. You are not there to really impress anyone. Keep everything covered and don’t
wear extremely form fitting clothes. You are trying to teach the students and not to distract
them.
If you wear jeans on a casual day, they should be fairly formal looking and in near-
perfect condition. Avoid jeans that are too baggy and skinny styles, and go for a dark wash with
no sandblasting or kitschy details like jewels or embroidery. If you do wear jeans, make sure
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you compensate for the casualness by pairing them with dressier shoes and a more formal
layer, like a blazer over a blouse.
To the Gentlemen
Unfortunately, male teachers often seem to struggle with dress. There are common
issues to address:
Shoes and belt- Your shoes and belts should always be match (brown shoes/brown belt
or black shoes/black belt). Always wear a belt and if not, wear suspenders. Don’t just go
without. Don’t wear tennis shoes either. Dressed shoes should be worn because you are
dressed up. Keep them polished and not all scuffed up.
Ties- Many schools do not require male teachers to wear a tie, but ties can help to gain
respect and show authority. Make sure the knot of your tie is tight and centered, also be
sure the length of the tie is around the buckle of you belt.
Wrinkles- Don’t wear wrinkled dress pants or shirts. Always iron your dress you’re going
to wear. Wrinkled dress looks sloppy and like you don’t care.
Untucked- While moving around teaching all day, it is easy for your shirt to come
untucked. Reaching to write on the board and other actions can cause this. It looks very
sloppy for part of your shirt to be untucked and hanging out. Be sure to check and make
sure your shirt remains tucked in.
Matching- This one may sound obvious but some people it isn’t. Your clothing should
always match. You cannot just pair any color with another. Mixing different patterns can
also cause other disasters.
Personal Attributes
Personality is the sum of one’s personal characteristics. It is one’s identity. The teachers,
more than any other professional, are momentarily subjected to scrutiny to the minutest detail
and observation by those they associate with. Teachers are judged more strictly than other
professionals. The personality they project determines the impressions they make upon
students and colleagues. Their poise, bearing and manner of dressing create a stunning and
attractive appearance. Their facial expression communicates a friendly and amiable disposition.
Teachers’ personality must be natural and genuine, that is, devoid of pretenses and
artificiality. They must be consistent, true and authentic.
Some outstanding personal qualities that never fail to win their flock are worth printing
in gold.
1. Passion
2. Humor
3. Values and Attitudes
4. Patience
5. Enthusiasm
Polished Demeanor- refers to the more refined behavior, manner or appearance of the Teacher
towards the students and other people.
1.3 Frustration
1.4 Constant self-evaluation
B.Preparations of Teachers
Nobody could teach and instruct in any formal school without undergoing
sufficient and painful preparation for a great task – teaching. Any candidate for teacher
education who is languid to read books, lethargic in doing research, and lousy may not
be a good teacher and a model for his students in the future.
2.1 Physical
2.2 Intellectual
2.3 Emotional
2.4 Moral
2.5 Spiritual
C. The Teacher outside the Classroom
The teacher’s morale in the classroom has to correspond with his daily social life.
His good and exemplary life must radiate extensively to other people in the society that
he embraced to serve.
1. Voice
is the union for education professionals, and we speak up for everyone, from
teachers, lecturers and nursery nurses, to head teachers and school support
staff, including teaching assistants, technicians and administrators and students.
The primary tool of trade, your main mode of communication in the classroom
and one of your most powerful assets.
The teacher and parents can determine what the best actions are to help
enhance the learning process for a particular child. Many teachers can offset a
child's negative surroundings outside of the classroom. The skills that students
learn in school may help them get through any problems that they may have in
dealing with their loved ones. Teachers can also help to reinforce the rules and
skills that parents have already placed into their children.
Teachers should avoid raising their voice in the sense of shouting or using a
higher pitch that may have an even more disturbing effect on the group or class.
No naughtiness or disobedience instead learning and positive activity is no
longer possible.
Bad behavior can result from the lack of knowledge teachers have about the
effect of their voice on their pupils.
A good teacher should give an encouragement words to their students.
Don’t say any words that may hurt them.
2. Gestures
A body movement that express or emphasizes an idea, sentiment or
attitude.
Teaching gestures is different from everyday communicative gesture.
A. 3 main roles of teaching gestures:
Management of the class ( to start / end an activity, question
students, request silence)
Evaluation (to show a mistake, correct, congratulate, etc.)
Explanation (gives indication on syntax, underline specific
prosody, explain new vocabulary, etc.)
B. Various shapes of Gestures:
Hand gestures
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Facial expressions
Pantomime
Body movements, etc.
C. How to teach using gestures and mime
Giving directions
Vocabulary
Practice
Production
Cultural
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LESSON 4
The Principles of Teaching (According to Various Authors)
Principle is:
A basic truth, law, or assumption
A rule or standard, especially of good behavior.
The collectivity of moral or ethical standards or judgments.
A fixed or predetermined policy or mode of action.
A basic or essential quality or element determining intrinsic nature or characteristic
behavior
A rule or law concerning the functioning of natural phenomena or mechanical
processes.
Principles of teaching
The basic principles of teaching relate to effective communication and should be visible
within a lesson plan. By communication is meant the whole environment of effective teaching
as well as simply verbal speaking and listening (each by student and teacher)
2. Look for occasions when students can work out part (or all) of the content or
instructions.
Learning is almost always better if students work something out for themselves, rather
than reading it or hearing it. This is not always feasible of course, but often it is.
Students respond very positively to the freedom to make some decisions about what or
how they will work. To be effective, the choices need to be genuine, not situations
where there is really only one possibility. These may include choices about which area of
content to explore, the level of demand (do more routine tasks or fewer more
demanding ones), the form of presentation (poster, powerpoint presentation, role play,
model etc.),and how to manage their time during a day or lesson.
Raising intellectual self-esteem is perhaps the most important aspect of working with
low and moderately achieving students. Success via interactive discussion, question-
asking, role-plays and tasks allowing high levels of creativity often results in greater
confidence and hence persistence in tackling other written tasks. Publicly recognising
and praising good learning behaviours is useful here.
This sort of talk fosters link-making and, as our research shows, commonly reflects high
levels of intellectual engagement. Teaching approaches such as delayed judgement,
increased wait-time, promotion of 'What If' questions. The classroom becomes more
fluid and interactive.
The student conception that they can learn from other students’ ideas, comments and
questions develops more slowly than the conception that discussion is real and useful
work. The classroom dynamics can reach new, very high levels when ideas and debate
bounce around from student to student, rather than student to teacher.
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We underestimated the very high levels of perceived risk that accompanies many
aspects of quality learning for most students, even in classes where such learning is
widespread. It is much safer, for example, to wait for the teacher's answer to appear
than to suggest one yourself. Building trusts in the teacher and other students and
training students to disagree without personal put-downs are essential to widespread
display of good learning behaviours.
There are at least two reasons for this, one is that teaching procedures that counter
passive learning and promote quality learning require student energy and effort. Hence
they need to be varied frequently to retain their freshness. The other is that variety is
another source of student interest.
9. Use teaching procedures that are designed to promote specific aspects of quality
learning.
10. Develop students' awareness of the big picture: how the various activities fit together
and link to the big ideas.
Many, if not most students, do not perceive schooling to be related to learning key ideas
and skills. Rather, they see their role as completing tasks and so they focus on what to
do not why they are doing it. Much teacher talk, particularly in skills based areas such as
Mathematics, Grammar and Technology reinforces this perception. For these reasons,
students (including primary students) commonly do not link activities and do not make
links to unifying, 'big ideas'.
11. Regularly raise students' awareness of the nature of different aspects of quality
learning.
This is a key aspect of learning how to learn. Students typically have no vocabulary to
discuss learning. it is very helpful to build a shared vocabulary and shared
understandings by regular, short debriefing about some aspect of the learning that has
just occurred. Having a rotating student monitor of a short list of good learning
behaviours can be very helpful.
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1. Begin with the end in mind. With the clear focus “no amount of far-fetched
question or comment from our students, no amount of unnecessary interruption
or disruption can derail our intended lesson for the day. If you want people to
achieve result, clarify what you want your students to achieve.
2. Encourage your student to personalize the learning goals identified for them.
Your student must own the lesson objectives. When they make the lesson
objectives their own then they take care that they realize them. When student
set their own personal targets they will become more self-motivated.
4. Learning is a social activity. We learn from others when we interact with them in
the same way that they learn from us.
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7. Learning is an active process in which the learner uses sensory input and
constructs meaning out of it. Learning is not the passive acceptance of
knowledge which exists ‘out there’ but that learning involves the learner’s
engaging with the world.
11. Emphasize on real world application that favours realistic performance over
out-of-context drill items. Such assessments require students to generate-rather
than choose- a response, and to actively accomplish complex tasks while
bringing to bear prior knowledge new learning, and relevant skills.
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1. Ms. Ortiz ranked No. 1 in March 2012 LET Exam. Upon learning this by the school where
she had her internship, she was offered immediately of a position for the school year
2012-2013. She gladly accepted this job offering. She submitted all the documents
required by the school and just waited for the results of her medical exam. A week
before the orientation for the newly hired teachers, the result of her medical exam was
released. She learned that she has tuberculosis. Which of the following do you think
must Ms. Ortiz do?
a. Hide her sickness from the principal and proceed to teach in the SY 2012-2013
b. Ask the examining doctor to give her medical clearance so that she can teach and
assure the doctor she will continue her medication.
c. Tell the principal that she has changed her mind and opted not to teach anymore.
d. Discuss her medical condition to the principal and defer to teach until she gets well.
2. Mrs. Banaticla is a high school teacher who is known for her integrity and credibility. In
her community, she was regarded as one of the leaders. All thru out her career as a
teacher, she is also a part of the board of canvassers every time there is an election. One
time, she was asked by her nephew to campaign for him in the forthcoming election for
he will run as a Congressman. Should Mrs. Banaticla campaign for her nephew?
a. Yes, there I no reason why she can’t do this since blood is thicker than water.
b. Yes, she will be campaigning for her nephew and will do it discreetly.
c. No, she hates her nephew and it’s time to get even.
d. No, she knows that it’s against her principle as a teacher and this might put her
credibility as a teacher at risk.
3. Jonathan San Diego, son of the Principal of Mapagpala Elementary School is running as a
mayor in their town. Is it ethical for Principal San Diego to vote for his son during the election?
a. Yes, it is a constitutional right of Principal San Diego to vote.
b. Yes, his vote is an additional point for his son
c. No, out of delicadeza, he should refrain from voting since his son is a candidate
d. No, he has no right to vote
3. Mrs. Conception is a public school teacher for 35 years. Every time she was asked by her
principal to attend a seminar, she refused and requested that the new teacher be the
one to take the slot. Is this correct?
c. No, Mrs. Concepcion should take every opportunity to attend a seminar for her own
professional growth
d. No, Mrs. Concepcion has the prerogative to what seminar she will attend
4. Teacher Allyce doesn’t like Maria, her student who is expected to graduate as class
Valedictorian. In this regard, she is so impartial to her; she also gives her low marks in
recitation and project. Is this correct?
a. Yes, this is the right of the teacher to determine the mark of the student
b. Yes, it is human nature to feel disgust to an individual
c. No, it is a mortal sin to hate anyone
d. No, it is a must that every teacher be impartial to each student
5. Mrs. Quinay was asked by the parents of Michael (her favorite student) to help them to
get the concession of the school canteen. Mrs. Quinay, effortless made this possible for
Michael’s parents. In return, Michael’s parents gave her a brand new refrigerator as a
gift. How should Mrs. Quinay react on this?
a. Accept the gift since she made a favor for Michael’s parents
b. Accept the gift and asked Michael’s parents to be discrete about this
c. Accept the gift and politely explain that it is against the principle of a teacher to
adhere in such practice
d. Accept not the gift and tell to Michael’s parents that she prefers cash over the
refrigerator
11. Mr. de Guzman is regarded as the best teacher in their school. He is known not only
because he teaches well but also because of his integrity and credibility. In addition, he is also
an adviser in their barangay. Without the knowledge of everyone he is consistently attending
the cockfight in his adjacent town every other day. He is also known for betting a big amount of
money in every game. Can he continue doing this considering his profession as a teacher?
12. What do you think would be the action of the teacher who found out and has proven that
his principal is involved in the malversation of funds of their school?
14. Teacher Reian is a new teacher. She realizes that handling her student’s misbehavior is a
very demanding aspect of classroom management. In this regard, she thought of giving up
teaching. What advice can you give her?
15. If the teacher is an advocate of “banking concept in education”, he or she viewed student
as?
17. Teacher Carol is a neophyte teacher. One time a mother of one of her students confronted
and maligned her in front of her colleagues. How should Teacher Carol react on this kind of
situation?
18. During the distribution of the report card, which of the following must be the foremost
concern of a teacher?
24. Which of the following is NOT correct under the Code of Ethics for Teachers regarding
Teacher and Businesses?
a. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in
the purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal; provided they shall be in
accordance with the existing regulations; provided, further, that members of duly recognized
teachers cooperatives may participate in the distribution and sale of such commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation
c. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private affairs
d. None of the above
25. Teacher Mely, a neophyte in the field, experienced for the first time a complaint from the
mother of one of her students during the distribution of the report card. Which of the following
do you think must be the attitude of teacher Mely?
27. Teacher Leor and student Joy are mutually attracted the first time they see each other. This
mutual attraction developed into love. Eventually, the teacher-student became a boyfriend-
girlfriend relationship. Can they continue this kind of relationship?
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a. Continue the relationship but Teacher Leor must exercise utmost professional
discretion so as to protect the interest of one another
b. Stop the relationship because teacher Leor is not allowed to have a romantic
relationship with any of his students
c. Defer the relationship and wait for the right time
d. None of the above
30. Student Dianne hits her classmate. What do you think should her teacher do so that she can
learn from the consequence of her action?
31. Principal Lourdes asks the assistance of teacher Elvie to prepare the report to be presented
to the District Supervisor. After the presentation, the District Supervisor commended her for
the excellent report. She even asks her to print the materials for the distribution to other
principals. In the printed work, principal Lourdes does not even acknowledge teacher Elvie. Is
this morally correct?
a. Yes, the principal has all the right to decide who will be acknowledged.
b. Yes, the principal knows that teacher Elvie is afraid of her and will not complain
c. Yes, the principal must impress her district supervisor and hide the truth that it is not
her alone who prepared the report
d. None of the choices s correct
32. During the class reunion of teacher Eloisa, she learned that most of her classmates are
successful in their fields. Also, she found out that most of them are wealthy because they have
chosen a lucrative profession. Confronted with this situation, how should teacher Eloisa react?
45. Teacher Angelita is not only a competent teacher but also a community leader in their
place. Which of the following should teacher Angelita NOT do as a teacher?
c. Always make herself unapproachable to every member of the community so that her
decisions will have no effect of community politics
d. Constantly help in raising funds for community projects
46. Teacher Helen knows of the illicit affair of her colleague has with a married man. However,
she chooses to be silent about this for the fear of getting involved in this situation. Which of the
following principle of morality does teacher Helen fail to comply?
48. Which of the following is NOT in accordance to the provision under the Code of Ethics for
Teachers?
a. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions
b. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training
programs.
c. School officials, teachers and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system
at all levels.
d. No officials can be stopped from dismissing or from recommending the dismissal of a
teacher or other subordinates even without a cause.
50. Teachers being trustee of the cultural and educational heritage of the nation is under
obligation to
52. Principal Thea is vewy much interested in a quality professional development program of
her teachers. Which of the following should she consider to realize this?
53. Mrs. San Rafael is the principal of Matimbo Elementary School. For her to ensure high
standards of teachers’ personal and professional development, which of the following
measures should she implement?
I. Plans the professional development of her teachers
II. Allows each of her teacher to formulate their own professional development
III. Monitors her teachers as they implement what they learned in training
a. I only
b. I and II
c. II and III
d. II only
54. Aside from being a teacher, Mr. Sandoval is also a community leader. Which of the
following should Mr. Sandoval NOT do as a teacher?
55. A teacher is said to be a “a trustee of the cultural and educational heritage of the nation and
is under obligation to transmit to learners such heritage”. What practice makes the teacher
fulfill such obligation?
61. Cris is a sophomore student who complains to his teacher about his falling grade. When his
teacher recomputed his grade, the teacher found out that he committed an error. The teacher
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decided not to accept the enormous computation before Cris and so leave the failing grade for
the fear that he may lose credibility. Is this morally right?
a. No, the reason for not accepting the error before Cris is a sign of weakness
b. No, the end does not justify the mean
c. Yes, the end justifies the mean
d. Yes, as a teacher you must maintain your credibility
62. Teacher Wendell knows of the illegal activities of Mr. Cordero, his neighbor but keeps quiet
in order not to be involved in any investigation. Which foundational principle of morality does
Teacher Wendell fail to apply?
63. Which of the following action of Teacher Ford is an INAPPROPRIATE way to manage off-tack
behavior?
a. Redirect a child’s attention to task and check his progress to make sure he is
continuing to work.
b. Make eye contact to communicate what you wish to communicate.
c. Move closer to the child to make him feel your presence
d. Stop your class activity to correct a child who is no longer on task
64. Mrs. Cristobal is admired for being an effective classroom manager. She is not only friendly
but at the same time be _____.
a. Confident c. Analytical
b. businesslike d. buddy-buddy
67. Mrs. Paguiligan wants to help in ending Ms. Sandoval’s act of immorality but doesn’t have
the courage to confront her. What she did was to write and secretly distribute copies of
anonymous letter to her colleagues. What should have been done instead?
a. Ask a third party to write the anonymous letter to prevent her from being involved
b. Talk to the married man with whom Ms. Sandoval is having an illicit affair
c. If the charge is valid; present such charge under oath before school head.
d. Secretly give anonymous letter to the people concerned
68. Principal Jon asked his good teachers to write modular lesson in Filipino, then he had them
published with his name printed as the author. Which is unethical in this case?
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77. Teacher Divine, a teacher for thirty-two years, refuses to attend seminars. She claims that
her thirty-two years of teaching is more than all the seminars she is asked to attend. Are her
actuation and thinking in accordance with the Code of Ethics for Professional Teachers?
81. Which of the following would be the most fitting action of a teacher who is having a
relationship with his/her student?
83. Ms. Lopez is a sickly teacher. She gets to school even late and not feeling well. What
provision in RA 7836 does she violate?
87. In the National Election, the Chairman of Precinct 34 asked Teacher Emily to change the
entries in the election returns in exchange for special favors. It would be best for Teacher Emily
to _______
88. Which of the following would best manifest the Teacher-Student Relationship?
Principles and Methods of Teaching 36
Module 1
90. Teacher Veena is a newly appointed teacher. The Principal told her to avoid any conducts
that will discredit the teaching profession. Which of the following do you think will not in any
manner discredit the teaching profession?
a. Teacher Helen tells her student that what Teacher Joann taught is wrong
b. Teacher Joann, upon learning what teacher Helen did, asked the students not to
attend her class
c. Teacher Janis is giving special favor to students to please them so that she can get
remarkable result in the evaluation
d. All of the above
97. Teacher Jon knows of the illegal gambling that his neighbor is operating. However, he
chooses to be quiet about it for fear of getting involved in any investigation that may lead to
this. Which among the following principle of morality does Teacher Jon fail to comply?
107. The Preamble of the Code of Ethics of Professional Teachers, which is NOT said among
teachers?
a. LET Passers
b. Possess dignity and reputation
c. Duly licensed professionals
d. High moral values with competencies
115. Ms. Gabrielle is the most admired pre-school teacher in her school. Which among the
following can best explain her being a good teacher?
Principles and Methods of Teaching 37
Module 1
Answer Key
1. D 62. C
2. D 63. D
3. A 64. B
4. C 67. C
5. D 68. C
6. C 77. B
7. D 81. D
8. A 83. B
11. C 87. D
12. C 88. D
14. C 90. C
15. A 91. D
17. D 94. D
18. B 97. A
24. B 107. A
25. C 115. B
27. A
30. D
31. D
32. C
45. C
46. B
48. D
49. C
50. D
52. D
53. B
54. B
55. D
61. A
Principles and Methods of Teaching 35
Module 1
BIBLIOGRAPHY
Books:
Salandanan, Gloria Ph. D. Elements of Good Teaching. Chapter 4 -- ISBN 971-685-679-8 Lorimar
Publishing
Corpus, Brenda B. and Salandanan, Gloria (2006).Principles and method of Teaching. Lorimar
Publishing
Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T., Salandanan, Gloria G..The Teaching
Profession. ISBN 971-685-673-6 Lorimar Publishing
Corpus, Brenda B., Ph.D, Salandanan, Gloria G., Ph.D, & Rigor, Dalisay V., Ph.D. Principles of
Teaching 2.Lorimar Publishing Inc.
Acero, Victorina O., Ph.D, Javier, Evelyn S.,M.A., & Castro, Herminia O., M.A. Principles and
Strategies of Teaching. Rex Bookstore.
Corpuz, Brenda B., Ph.D, &Salandanan, Gloria G., Ph.D. Principles and Strategies of
Teaching.Lorimar Publishing.
Gregorio, Hernan C. (1976) Principles and Methods of Teaching. Revised Edition.
Garotech Publishing.
Salandanan, Gloria S. (2005). Teaching and the Teacher. LominarPublishingCo.Inc.
Zulueta, Francisco M. &Guimbatan, Kathleen L. (2002). Teaching Strategies and
Educational Alternatives. Volume I. Academic Publishing Corporation
Concepcion, B. et al. Esmane, M. (2011). Licensure Examination for Teachers. 2010
Edition. MET Reviewer Center
Recto, Angel S., (2005) Foundations of Education (Anthropological, Psychological, Sociological
and Moral) Vol. 1, REX Bookstore
Faking good breeding.blogspot.com/…headeroozydrops.blogspot.com/2009/12/towards-
demeanor-of-good-teacher..html
Gregorio, Herman C., (1976) Principles and Methods of Teaching, R. P. Garcia Publishing Company
Corpuz, Brenda B. Ph. D. and Salandanan, Gloria G. Ph. D., Principles of Teaching I, Lolimar
Publishing, Inc.
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www.write-out-loud.com
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http://gesture-lyon2005.ens-lyon.fr/article.php3?id_article=253
http://www.peelweb.org/index.cfm?resource=pip_principles_of_teachingThis document is
copyright © 2009 Peel Publications, Australia.
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