Introduction to the Concept of Teaching

1. EDUARDO B. ARDALES, Ed. D

2. • Tribute to the Filipino Teachers
Tribute to the Filipino Teachers
“And Like the Saviour, Unswayed by
Misgivings, Unawed by Opinion,
Unseduced by Flattery, Undismayed by
Disaster, The Filipino Teacher Leads a Full
Life of Love, Courage, Faith and Hope.”
Jose P. Laurel

3. “No matter how good you are,
you can always do better”
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By the end of this session you will be able to:
• define teaching according to different
context, and
• construct your own definition of teaching

4. Let’s Think….
How has our world changed?

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9. … and some inconsistencies
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12. Purpose of School has
Changed
from to
Ranking/sorting Learning for all
Goal: Independent, self-directed learners

13. The Curvey
x0
Mean
Ranking and Sorting

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15. Moving the Mountain
Higher Learning for All

16. Today’s Learners Are
Different
Marc Prensky, Digital Natives,
Digital Immigrants 2001
They think and process
information
fundamentally differently
from their predecessors.

17. Being Literate Today Means…
• Finding the information
• Processing different media
• Decoding the information
• Analyzing the information
• Critically evaluating the information
• Organizing it into personal digital libraries
• Creating information in a variety of media
• Teaching the information to find the user
• Filtering the information gleaned

18. “The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn.”
- Alvin Toffler

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Learning Theories and Beliefs
 Our theories and beliefs about learning
influence:
 how we learn
 how we teach
 how we plan the curriculum
 how we think knowledge is constructed
 how we think learning is effectively received
 Learning ≠ memorize
 Knowledge ≠ factual information

20. Dylan Wiliam (2008)
Learning oriented students are
described as:
• owning their learning
• learning resources for one
another
• assessors of their own and peers’
work
• being able to assess their own
understanding and make
improvements

21. The Teacher's Most Basic
Responsibility Is . . .
“. . . to design instruction that facilitates
learning and encourages autonomy and
independent thinking in students, to treat
students with respect and dignity, and to
avoid actions that detract unjustifiably from
student development.”
Ethical Principles in University Teaching. STLHE (1996)
http://www.stlhe.ca

22. What is Teaching?
• Many authors view teaching as:
– Organized
– Purposeful, and
– Deliberate efforts
designed to bring about certain desirable
ends in an individual.

23. TEACHING
• Teaching is something that takes
place only when learning does.
Anonymous
•Teaching is the act of providing
activities that facilitates learning.
• To teach is to cause to learn.
Jacetot

24. It makes no difference
how perfectly you are
teaching if students are
not responding in their
learning.
Cross and Steadman: Classroom Research

25. TEACHING
To Howes (1970),
The teacher is NOT a dispenser of knowledge
nor a person “in charge” of the “educating”
that goes on in the classroom.
Rather, the teacher’s role is one of
• producing the climate,
• providing the resources,
• stimulating the students to explore,
investigate, and seek answers.

26. The teachers are, “… the
anonymous heroes of each
nation.
They are not the heroes of
war.
Their only weapons are
tremendous love for children
and tenacious desire to
contribute to a better world.
They are the heroes of peace”
(Pigozzi, 2006).

27. Imagine the conversation
Classrooms where teachers
carefully explained to
students what and how they
were going to teach and
told students exactly what
they wanted students to be
able to do as a result of
their teaching-learning
interactions.

28. Imagine the sense of sharing
The feeling that you were
going to be part of
something bigger than
you.
The sense of excitement of
learning something new -
- that you could almost
taste it.

29. Schools as places that
students longed to attend
Imagine

30. Quality education be structured
for:
• learning,
• innovation, and constant
change, and
• for the systematic
abandonment
of whatever is:
 established,
 customary,
 familiar, and
 comfortable.
TEACHERS
have to Insure
that

31. The landscape for education
Teachers need to open for
children a new frontier in their
exploration
 of search for knowledge,
 in developing skills, and
 in gaining attitudes and
behavior

32. To chart that landscape fully, three important
paths must be taken
–
--
and none can be ignored.
intellectual,
emotional
Spiritual

33. Intellect, Emotion, and Spirit depend on
each other for wholeness
Reduce learning to intellect and it becomes a
cold abstraction;
Reduce it to emotions and it becomes selfish;
Reduce it to the spiritual and it loses its anchor
to the world.

34. • Education should NOT be considered as
mere transmission and acquiring
knowledge,
what is more important is to use education in
creating and generating knowledge.
True knowledge is the beginning
of wisdom, knowledge generates
love, and love inspires service.

35. • Is teaching an art or a
science?

36. The Art and Science of Teaching
• Teaching is an art
 Skills depend greatly upon personality
variables which are too subjective to
measure
- Enthusiasm, caring, helpful
• Teaching is a science
 Methods of teaching and the learning
environment can be organized on a
scientific or objective basis
- Good plans, good tests, organized
presentations

37. A vision and a reality
• Teaching is the most difficult of all arts and the
profoundest of all sciences.”
– Horace Mann
• Education is an admirable thing, but it is well to
remember from time to time that nothing that is
worth knowing can be taught.
– Oscar Wilde
• What does education often do? It makes a
straight-cut ditch of a free, meandering brook.
– Henry David Thoreau

38. Is Teaching a
Profession?

39. Four Characteristics of
a Profession
• Defined body of knowledge beyond
the grasp of the public
• Control over licensing, certification,
and entry requirements
• Autonomy in making decisions
• High prestige and economic status.

40. BEFORE I END ….

41. A List of Don’ts
• Don’t come to teach a lesson unprepared.
• Don’t ramble (talk constantly and aimlessly).
• Don’t make up the lesson as you go.
• Don’t read from the text with your nose in the
book. Know your material well.
• Don’t talk about the materials; use them.
• Don’t say “open your books and start writing.”
• Don’t shout, scream, or cry.

42. A List of Don’ts
• Don’t speak very rapidly.
• Don’t ask “Maria, what is the answer?”
• Don’t ask the whole class to answer in chorus.
• Don’t say, “Children must be seen and not
heard.”
• Don’t ignore a child who seems confused.
• Don’t come late from the teacher’s room.
• Don’t act one way one day, and another way the
next.

43. “The mediocre teacher tells;
the good teacher explains;
the superior teacher
demonstrates;
the great teacher inspires.”

44. FINALLY

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May you all touch the lives of your
students in very special ways.
May you find the joy in teaching that
I have found all these years.
May you find a tiny bit of wisdom in
my words.
May you start off better prepared
than I ever was.
May you grow and bloom and make this
world a better place for being a
teacher.
May you all find joy in teaching.

46. References:
• Victorina C. de Ocampo-Acero, Evelyn J. Sanches-Javier amd
Hermini C. Ocampo-Castro, Principles of Teaching 1, Rex Book
Store, 2015
• Aquino, Gaudencio V. Effective Teaching (3rd Ed.)
Mandaluyong City: National Book Store, 2003
• Salandanan, Gloria G. Teaching and the Teacher. Quezon
City: LORIMAR Publishing Co. Inc. 2005
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47. Thank You
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