Subject: Principles of Teaching CHAPTER 1 Guided Questions

Subject: Principles of Teaching CHAPTER 1 Guided Questions 1. Describe the teaching behavior of a teacher without a specific lesson objective upon entering the class. Answer: A teacher without a specific lesson obje ...

Subject: Principles of Teaching CHAPTER 1 Guided Questions 1. Describe the teaching behavior of a teacher without a specific lesson objective upon entering the class. Answer: A teacher without a specific lesson objective may be out of direction while teaching a lesson inside the classroom, he/she doesn’t know what to teach, what are the appropriate materials to be used in his/her lesson. He may find difficulty to start a lesson, discuss and explain the lesson which could affect the learning process of the students, they may find difficulties to understand what the lesson is all about, and lastly the teacher could not asses the learning outcome of the student if he/she didn’t know his/her specific learning objective. 2. Why it is important that students make the teacher‘s lesson objective their own? Answer: Student’s making the teacher’s lesson objective their own is important because it serve as their personal target in the learning process, it serve as their motivation in that way student is focusing on the lesson to achieve their own lesson objective as their goal at the end of the lesson, it can help them to evaluate their self if they really acquired the lesson objectives. 3. Will it make a difference in your teaching if your lesson objective is only on the cognitive or psychomotor domain? Answer: NO, it will not affect my teaching ability because I believe that as an Educator we need to be aware on what we are teaching, before we go in the classroom of course we should make sure that our lesson is planned and organized, so if our lesson objective is only on the cognitive or psychomotor domain we should deliver our lesson in the same manner as we are teaching a lesson with a complete lesson objective domain such as coginitive, psychomotor, and Affective. This study source was downloaded by 100000793680026 from CourseHero.com on 05-15-2021 13:53:01 GMT -05:00 https://www.coursehero.com/file/84555628/Guided-Questions-Chapter-1-4docx/ This study resource was shared via CourseHero.com4. What happens when you, as teacher, disregard educational goals (as stated in the phil. Constitution) and vison, mission statement of your institution? Answer: There will be an disorganized learning on an specific classroom or students that he/she will teach compare to the teacher who follows the educational goals, because he/she uses different style , he/she disregard the educational goals although they will still learn but in different ways. 5. What pedagogical benefits can you derive from formulating SMART objectives? Answer: Having an SMART Lesson objective can help as to determine that our objective is align to our curriculum, when our lesson objective is SMART it will be easy for us to facilitate the learning process inside the classroom because we know what to teach, we know where to start and end in short we are sure in our teaching process, and we can assess the learning outcomes of our students if they met our lesson objectives. It can help us to determine the effectivity of our teaching strategy as well. 6. For wholistic learning what parts of the brain must be use? Answer: It should be the whole brain must be use in wholistic learning, learning critical thinking and creative thinking is needing the whole brain to accommodate CHAPTER 2 Guided Questions 1. “Hands-on-minds-on” learning is in line with the principle that learning is an active process. What is meant by “hands-on-minds-on” learning? 2. “There is nothing in the mind that has not been in some way through the senses.” What does this imply about the use of the five senses in teachinglearning process? Answer: It imply that using different senses in the teaching-learning process can make the student learning more effective. Research said that “humans are visual animals”, we can learn better when we see, but we tend to learns best in combination of out other senses not only of sight. Using combination of three or more senses in the teaching-learning process is most effective than using only one sense. 3. With learning in mind, can an excellent physical condition of the classroom compensate for a hostile psychological climate? Answer: No, Physical classroom condition helps students to learn, but psychological climate may be more powerful in its influence on teaching learning process. The harmony that teachers create with students and among students themselves is more important in the classroom setting. Physical classroom condition is nothing if understanding, peace and order, respect and good attitude of the teachers and students is not observed in the classroom. Teachers should cultivate a culture of respect in our classroom, to our students for them to realize their worth.