GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _01-18-16__
Cooperating School _JH Cerilles State College______________________________________

My Performance (How I Will Be Rated)

Field Study 2 Episode 4 - Guiding Principles in The Selection and Use of Teaching
Strategies
Focused on: The application of some guiding principles in the selection and use of teaching
strategies
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1

My Portfolio 4 3 2 1

Submission 4 3 2 1

Sub Totals
{

Rating: (Based on
Over-all Score
transmutation)

_______________________ _______________________
Signature of FS Teacher Date
above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
 My Tools

OBSERVATION SHEET

Name of the Resource Teachers Observed: Mary Juliet Doño

School Address: Caridad, Dumingag, Zamboanga del Sur Date: January 18, 2016

Grade/Year Level: Grade 9 Subject Area: Mathematics

Guiding Principles in the selection and Teaching Behavior of the Resource

Use of Strategies Teacher that Applies the Principle

1. Learning is an active process. Learning does not take place without

2. The more senses that are involved, the
more and the better the learning.
actually engaging in the actual learning
process. This principle was greatly shown in
the class that I observed. As the class starts,
the teacher shows a picture of some shapes.
She then let the students describe it. Prior to
that, she opened the discussion with the topic
“Parallelogram”. During the discussion, she
called students to read the properties of
parallelogram and let them illustrate it base
on their own understanding. She even gave
them examples which proves the properties.
It is also evident that in the end of the
discussion, the teacher called students to
enumerate the properties they had discussed
to ensure retention of learning.
My subject, Principles of Teaching 1,
taught me that sight contributes 75% of
learning, hearing (13%), touch (6%), taste
(3%) and smell (3%). Based on my
observation, two senses are used during the
discussion. First is sight. The teacher used
visual aids where theorems, illustrations and
examples are written in order to make the
discussion clear. Also, sense of hearing is
used because as she discussed, students
listened to catch the new information from
the teacher. There are only two senses
involved yet it is far better than involving
only one senses. With these, better learning
is achieved.
3. A non-threatening atmosphere enhances Learning atmosphere/context not
learning. only includes the physical but also the social
well-being of the learners. Threats to it
include noise, bullying, discrimination, etc.
but the teacher had minimized or even
eliminate those threats through giving rules
before starting the class. These rules
maintained the peace and order of the class,
thus creating a non-threatening atmosphere.
Furthermore, the teacher portrayed the
necessary attitude towards her students
which ensures better understanding and
learning.
4. Emotion has the power to increase A good classroom emotion can lead
retention and learning. to better understanding of students. It is not
only shown when the mentor reprimanded
the students for their mistakes. It is also being
happy throughout the class. A smile that
never fades from the teacher will surely
motivate students to participate in the
discussion. Also, giving praises like “very
good” will surely touch the hearts of the
students.
5. Good teaching goes beyond recall of This principle is best illustrated when
information. the teacher called a student to answer a
particular problem in connection with their
topic. The boy answered based on his
analysis on the theorem as he applied it to the
problem. After that, the teacher asked the
learners whether their classmate’s answer
was correct, thus evaluating his work. All of
this process involves application, analys is
and evaluation which is beyond recall of
information.
6. Learning is meaningful when it is During the discussion, the teacher
connected to students’ everyday life. relates their topic to real life situations which
are Math-related. She said that through their
topic, it would be easier for the students to
build objects in parallelogram shape because
they examined every properties of a
parallelogram.
7. An integrated teaching approach is far Considering the multiple intellige nce
more effective than teaching isolated and varied learning styles of her students, the
bits of information. teacher employed an integrated teaching
method. She did not only demonstrate but
also gave examples and activities to
supplement learning. She did not only focus
on logical- mathematical intelligent students
but also to verbal linguistic, interpersonal and
intra-personal intelligent students.
My Analysis

Are these principles in accordance with brain-based teaching and learning?

Yes, all these principles are in accordance with the brain-based teaching and

learning. There are many brain-based teaching/strategies and one of them is to involve

students in real-life/authentic problem solving. In fact, this pertains to the first

principle which is “learning is an active process”. Another is through the use of

simulations and role-plays as meaning-makers. This is connected to the principle that

“learning should be connected to learners’ life” since role-plays are based from real-

life situations. Not only that, the use of visual processing like graphic organizer is

another brain-based teaching. Yet, it is also an application to the principle about using

the senses in learning. as I’ve said, all the principles are in accordance with the brain-

based teaching and learning.

My Reflections

What is the best method of teaching? Is there such a thing?

For me, there is no such “one best method of teaching”, but the best method is

anything that would give us a favorable and productive result. This method would vary

among us because we have different learning and teaching styles. Perhaps, the best for

you would not for me and vice versa. But to be clear, I would boldly say that the best

method is an integrated instructional approach. It is a method where the teacher aims

to cater various needs of students. This method does not only focus on knowledge but

also to skills and values. This also considers the multiple intelligences of learners as

well as their varied learning styles. If only this method would be followed, best result

would surely be produced.

My Portfolio

Illustrate your reflection on the best method of teaching creatively on this page.

The Best Method

(Poetry)

There is no such thing as best

Since everyone differs from the rest

We should consider various learning style

We should rest, pause and think for a while

That every child has his own ways

To grasp the topic with ease

We should vary our ways of teaching

So that everyone receives fair learning.

We aim for a better education

It was imparted in our vision and mission

To teach beyond cognition

And to use the best method of instruction

This method is anything that works

The one that gives us productive results

The best is an integrated one

That would cater the needs of everyone.