ENGLISH FOR ACADEMICS AND

PROFESSIONAL PURPOSES
MASS TRAINING FOR SHS TEACHERS 2017
DepEd Region VIII
 OBJECTIVES
At the end of the session, the participants should:
1. identify the three characteristics of an effective teacher;
2. understand the DepEd system and the K-to-12 curriculum;
3. acquire working knowledge on how to use the EAPP, CG, TG,
LMs;
4. get acquainted with the content of the EAPP
5. observe a lesson model demonstration using the CG,TG, LMs;
6. prepare a lesson plan following model; and
7. demonstrate a lesson based on approved LP.
 RESOURCES

1. EAPP Course Guide, Teacher’s Guide, Learner’s

Material, The Reader, DepED, 2016
2. Wong, H., and Wong, R., How to be An Effective
Teacher: The First Days of School, 2014.
 BUILDING OF EXPECTATIONS

Guide Questions:
1.What issues about EAPP concern you most?
2.What particular teaching skills do you think are required
to address these concerns?
 DIRECTIONS

Group Work. Each group will discuss their responses to

the questions, and then write them down using meta
cards. The meta cards are posted, then presented by the
group’s representative.
 The Four Stages of Teaching
There are four stages to teaching.*
1. Fantasy
2. Survival
3. Mastery
4. Impact
Ryan, Kevin. (1986). The Induction of New Teachers. Bloomington, Ind.: Phi Delta Kappa.
 Stage 1-FANTASY
A naive belief of neophyte teachers is that they are
infallible. They believe that to become a successful
teacher, all they need to do is relate and be a friend to
their students. They also believe that teaching means
doing activities, especially fun activities.
 Stage 2-SURVIVAL
Teachers are in survival when they rely on ineffective
practices just to make it through the day. Teachers in
survival spend much time whinning about work conditions
and making excuses. They find busywork for the students
to do, copy notes from a chalk board or transparency,
show videos. They exhibit no accountability: "I teach the
stuff; if they don't want to learn it, it's not my fault." So
they come each day to put in time and baby-sit.
 Stage 3 - MASTERY
Teachers who know how to achieve student success
employ effective practices. These teachers know how to
manage their classroom, teach for mastery, and have high
expectations for their students. Effective teachers strive
for mastery by reading professionally and going to
professional meetings. They teach to make a difference,
and exhibit accountability: "If the students are not
learning, I need to find another way or discuss the
problem with my peers to see if they have answers."
 Stage 4 IMPACT
Effective teachers are able to affect or make an impact on
their students. A teacher's role is to open the door to
learning. Effective master teachers know how to get their
students to enter for learning. Students learn only when
the teacher has an appreciable effect on a student's life.
You have arrived as teacher when you reach this stage.
 The Teacher
The successful teacher must know and
practice the three characteristics
of an effective teacher.
 THE QUALITIES OF AN EFFECTIVE
TEACHER

An effective teacher…
1. has positive expectations for student success.
2. is an extremely good classroom manager.
3. knows how to design lessons for student mastery.
 Effective Teachers Affect Lives
You affect the attitude of a student, and
you suddenly have a student who is not
EDUCATION
IS NOT tardy, participates in class, does the
teaching people
what they do not homework, and studies for the test.
know.

EDUCATION IS
teaching people
to behave as
they are not
behaving.
First Characteristics - Positive Expectations
Humans Have a Success Instinct
There is absolutely no research correlation between success and family background ,
race, national origin, financial status, or even educational accomplishments.
There is but one correlation with success, and that is ATTITUDE.
 EFFECTIVE TEACHERS HAVE POSITIVE
EXPECTATIONS FOR STUDENT SUCCESS

Positive Expectations refers to the belief that students

can and will achieve
 The Two Kinds of Expectations
• Positive or High Expectations
• Negative Expectations

Knowing what you can or cannot achieve is called

EXPECTATION. An expectation is what you believe will
or will not happen.
 POSITIVE EXPECTATIONS
An optimistic belief that whoever you teach or whatever
you will do will result in success or achievement.
Example:
"We are going to win the league championship."
"I believe that every child can learn and will achieve to his
or her fullest potentials."
 Results of Positive Expectations
The odds are greater that what you want to happen will
happen because you will be expending energy to see that
this will be so.
 NEGATIVE EXPECTATIONS
A pessimistic belief that whoever you teach or whatever
you do will not work out or will fail. If you expect to fail,
you are constantly looking for justification, proof, and
demonstration of why you have failed.
 Results of Negative Expectations
The odds are that what you expect to happen will not
happen because you will not be expending energy to see
that nothing happens.
 Positive Expectations
Students tend to learn as little or as much as their
teachers expect. Teachers who set and communicate
high expectations to all their students obtain greater
academic performance from these students than do
teachers who set low expectations.
______________________
U.S. Department of Education. (1986). What Works: Research About Teaching and Learning.
Washington, D.C.
 How to Invite Students to Learn
All of us need to convey to our students and our
colleagues every day that "you are important to me as a
person."
The Four Levels of Invitational Education
1. Intentionally Disinviting. This is the bottom level at
which a few curmudgeonly teachers operate. They
deliberately demean, discourage, defeat, and dissuade
students.
"You never do your homework"
"Why do you bother to come to school?"
"I failed 12 students last term."
The Four Levels of Invitational Education
2. Unintentionally Disinviting. Some teachers are
oblivious of the fact that they are negative people. They
feel they are well-meaning but are seen by others as
chauvinistic, condescending, racist, sexist, patronizing, or
thoughtless.
"I teach only students who want to learn."
"If you don't want to learn, that's your problem. "
"These people just don't have the capacity to do any
better."
The Four Levels of Invitational Education
3. Unintentionally Inviting. This is the level of the
"natural-born teacher." These teachers are generally well
liked and effective but are unaware of why they are
effective; they don't have a consistent philosophy of
education. When something does not work in the
classroom, they are unable to analyze what went wrong.
They are usually affable - a characteristic that may reveal
their students not learning to their fullest potential.
The Four Levels of Invitational Education
4. Intentionally Inviting. Intentionally inviting teachers
have a professional attitude, work diligently and
consistently, and strive to be more effective teachers.
"Good morning. Have a great day."
"Let me show you how to improve."
"Please tell me about it."
 AN EFFECTIVE TEACHER
MANAGES THE CLASSROOM
A well-managed classroom is characterized by the following:
1.Students are deeply engage in work, especially with academic
teacher-led instruction.
2.Students know what are expected of them and are generally
successful.
3.There is relatively little wasted time, confusion, or disruption.
4.The climate of the classroom is work-oriented, but relaxed and
pleasant.
 CLASSROOM MANAGEMENT
Concept: A well-managed classroom is
a task-oriented classroom.
How will you describe this photo?
 The Sucessful Restaurant Is Ready
• The Table Is Ready. The table is set and waiting.

• The Dining Room Is Ready. The ambiance is conducive.

• The Staff is Ready. The staff expects you to enjoy

your dinner.
 A Successful Teacher Is Ready
• The Work Is Ready. The desks, books, papers, assignments,
and materials are ready when the bell rings.

• The Room Is Ready. The classroom has positive climate that is

work-oriented.

• The Teacher Is Ready. The teacher has a warm, positive attitude

and has positive expectations that all
students will succeed.
 The Effective Classroom Manager
Your reputation preceds you.

1. Communicate
2. Seating Assignment
3. Post your Assignments
4. Maintain an Effective Record
System
5. Discipline Plan
 An effective teacher knows how to design
lessons to help students reach mastery

Lessons are designed in such a way that they…

 achieve the objectives set by DepEd.
 allow students to succeed.
 The Students Must Learn
If the student cannot demonstrate learning or
achievement, the student has not failed - WE have failed
the student.
 Key Idea

To increase student learning and achievement, increase

the amount of time the student is working.
 The Learner Must Work at Learning
There is only one way for a student to learn anything.
The student must work to learn.

How?
 The Four Kinds of Time at School
• Allocated Time - 100%
• Instructional Time - 90%
• Engaged Time - 75%
• Academic Learning Time - 35%
 Allocated Time
• is the amount of time given to a student for learning.
 Instructional Time
• is the time you can observe the teacher instructing.
 Engaged Time
• is the time you can observe a student engaged in a task.
 Academic Learning Time
• is the amount of time students spend demonstrating
comprehension of a skill or content.
 You Can Increase Student Learning
Increase the amount of time
the student is working, and
you increase learning.
 To increase the amount of time
the student works to learn:
• Have an assignment posted daily upon entering the room.
• Teach procedures and routines to minimize interruptions
and maximize uninterrupted time.
• Constantly monitor students so as to keep them on task.
Steps to Creating an Effective Assignment
• Think what you want students to accomplish.
• Write each step as a single sentence.
• Write in simple language.
 How to Get Your Students to
Do Their Assignments
If students know what they are to learn, you increase the
chances that they WILL learn.
 Assignments Must Be Clear and Precise
• Structure The assignment must have a
consistent format, and must be
posted in the same location.
• Preciseness The assignment must state clearly
and simply what the students are to
accomplish.
 The most Important Words to Use in an Assignment

• is called objectives or learning criteria.

To teach for learning, use words,

especially verbs, that show
that learning has taken place.
Bloom's Taxonomy of Educational Objectives
1. Knowledge All the verbs in the group indicate a
kind of thinking skill needed to
2. Comprehension complete an assignment.
3. Application
4. Analysis The level of thinking you want from a
5. Synthesis student is based
on the level from which you select
6. Evaluation the verb you use.
 Writing an Objective or Criteria
Step I Pick a verb.
Step 2 Complete the sentence.

Examples:
List four collective nouns.
Create a different system to catalog CDs in a library.
 Applying Bloom's Taxonomy to the Studies of Antartica

Knowledge: Who was the first person to reach

the South Pole?
Comprehension: Describe the difference between the
Artic and Antartic regions.
Application: Give an example of one piece
of modern technology that, had it been
available to the explorers, would have
made a difference in the trip.
Applying Bloom's Taxonomy to the Studies of Antartica

Analysis: Compare the weather at the south Pole

on December 1 and June 1 in any
given year.
Synthesis Pretend that you made the journey.
Write an entry in your diary describing
your emotions on the day you reached
the South Pole.
Evaluation Should Antartica remain a continent
free of development and left with its
natural habitat? Justify your position.
How to Use the Study Guidelines to Help Students Achieve

Step 1. Explain why they are called "study guidelines"

Step 2. Use the analogy of a map, program agenda, or
shopping list to explain the use of a study
guidelines.
Step 3. Tell students that the best way to use it is to place
it next to their textbook, worksheets, or notes.
Step 4. Tell them that the central concept is between
the two horizontal lines at the top. This is
the key idea.
 EXAMPLE
The Digestive System
The digestive system breaks down food into usable forms for the cells.
Just as a map is used to guide you to a destination, use these sentences to guide you in your study of this unit.
STUDY GUIDELINES:
1. Define all the vocabulary words.
2. State the functions of the digestive system.
3. Give examples of the different types of nutrients.
4. Differentiate and give examples of nutritious and nonnutritious foods.
5. Compare mechanical and chemical digestion.
6. Draw the digestive system and state the functions of each part.
7. Explain how nutrients get into the blood.
8. Devise a healthy diet for a weeklong trek into the mountains.
9. Assess the effectiveness of different weigtloss programs.
 Example
YOUR STUDY GUIDE FOR: MAGNETISM
Nature of the Magnet
Lesson Objectives:
1. Explain how magnets are similar to objects with electric charges.
2. Use examples of the action of magnets to explain what magnetic
poles are.
3. Explain how you can locate a magnetic field.
4. Use two magnets to demostrate the effect of magnetic poles on
each other.
 What do these words mean to you?

 lesson plan
 IPCRF
 CGs
 IMs
 LMs
 content standard
 performance standards
 LESSON PLAN
Parts of a Lesson Plan:

I. OBJECTIVE

A. CONTENT STANDARDS
The learner understands the literary conventions that govern the different genres. (e.g., narrative
convention of fiction, etc.)

B. PERFORMANCE STANDARDS
The learner clearly and coherently uses a chosen element conventionally identified with a genre for a
written output.

C. LEARNING COMPETENCY
1. Identify dominant literary conventions of a particular genre
(HUMSS_CNF11/12-Ia-1)
 LESSON PLAN
II. CONTENT

A. Introduction to Literary Genres

1. Understanding Conventions of Traditional Genres
a. Fiction
b. Poetry
c. Drama
d. Other forms
 LESSON PLAN
III. LEARNING RESOURCES
A. REFERENCES
Haley, R. Viewpoints in Literature.
Bacchus Publishing House. New York. 1998.

B. MATERIALS
 LESSON PLAN
IV. PROCEDURES

A. Presenting New Lesson

Teacher gives a review of lessons learned in Creative Writing, and
Literature, while highlighting the elements of literary variety.

B. Establishing a Purpose for the Lesson

The teacher explains that the elements of literature serve as
guide post in creating stories.
 LESSON PLAN
C. Presenting Examples/Instances of the New Lesson

The teacher uses the examples of how the elements are observed in short stories, poetry, and still art.

D. Discussing New Concepts and Practicing New Skills

In a minute, students list down names of people who made an impact in their lives since childhood.
They are to pick one name and tell a story about this person taking into mind the elements involved in writing literature.

E. Finding Practical Applications of learned Concepts

How did you develop the story? What made it easy to write it? What were some difficulties encountered?
How did you apply the elements in your story?
Did this make your story more interesting?

F. Making Generalizations of Concepts

What generalizations can be made about the use of elements in shaping a story?
 LESSON PLAN
G. Evaluating Learning

Using the same character, students write a full-blown

story taking into consideration the elements of fiction.
 LESSON PLAN
V. REMARKS

VI. REFLECTION
 END

Thank you.