PRINCIPLES AND METHODOLOGIES OF

TEACHING
GROUP 3 AIDS TO EFFECTIVE TEACHING

The Recitation
Presenters: Mam Lanie Gambal
Mam Aida Medina
What is Recitation?
-

The act of reciting from a memory; a

formal reading of verse or other writing
before an audience.

A presentation made by a student to

demonstrate knowledge of a subject or to
provide instructions to others.

An oral response by a pupil to a teacher in

a prepared lesson

Objectives of Recitation
1.

To discuss the importance of the

recitation in teaching- learning situation

2.

To discuss the guidelines of

conducting a recitation

3.

To avoid the pitfalls in conducting

recitations

Types of Recitation
Traditional
- The teacher merely hears the student
Re-cite the material she prepared at
home.
Contemporary
- Student Centered
- Students are involved in planning,
implementing and evaluating the
activities.
- Activities are resolved among the
students.
Rationale of Recitation

Effective means of imparting

knowledge and information, developing
many skills, abilities, attitudes, desirable
habits and ideas.

An opportunity for developing

creative expression, reflective thinking,
favourable attitudes and ideals for
interpersonal relations and social living.

Characteristics of a Good Recitation

It should be.

Well planned
- Planning and organizing of the learning
materials will ensure the smooth unfolding
of various activities during recitation.

Motivated to arouse the

interest of the students

Purposive
Inasmuch as classroom activities
are learning situations, the learners
should realize their significance and value
to their lives. If they know why they are
engaged in particular learning activity,
they will try their best to accomplish the
task to the best of their ability.

Provide opportunities for

active and productive
participation in the learning
situations
The pupils learn by doing. Activities like
dramatization, debates, and free
discussions encourage maximum
participation.

What is Academic Recitation?

-

Learning is most effective when the

pupil/students are motivated by goals
which are intrinsic to the learning activity.

Make use of real life-like situations

The classroom should be transformed
into a laboratory for the pupils to develop
democratic ways of solving their own
problems. Problems in the community,
like cleanliness, health and juvenile
delinquency will certainly interest them.
Provide for individual differences
The recitation should consider the varied
interest, capabilities, and needs of the
pupils. Activities for bright students should
be different from less bright ones. The
teacher should be aware of shy learners
and should be given preferential attention.
Provide for evaluation
Students should be encouraged to give
their suggestions and comments about the
conduct of the recitation. Constructive
criticisms should be allowed as long as
they are given without hurting the feeling
of others and these are for the
improvement of learning.

Factors that influence an Effective

Recitation
1. Good Learning Environment
- Classrooms should be free from any
form of distraction, whether inside or
outside. An ideal setting for a good
recitation conducive to learning is a
quite, well-kept, clean, well-lighted,
well-ventilated and with cool and
pastel colors on the walls of the
classroom.
2. Proper Class Management
- A properly managed class is usually
free from distractions. In some cases,
because the teacher lacks mastery of
the subject matter, contribute to class
distraction.
3. Interest and Enthusiasm are
contagious
- A resourceful and dedicated teacher to
his profession always motivates the
learners by using teaching aids and
devices to arouse and sustain the
interests of the class.

4.

A healthy teacher is always enthusiastic

to give his best every teaching session

A spirit of cooperation and cordial

relations should always prevail in the
classroom
- If the teacher and the pupils maintain a
cordial relationship they will cooperate
with the teacher and look forward to with
interest and anticipation every recitation.
The teacher who has a genuine desire to
help his pupils develop intellectually,
emotionally and socially will adapt the
attitude of a guardian to his children.

Usually triggers the LOTS (Lower

Order of Thinking Skills) in accordance to
Revised Blooms Taxonomy.

R
E
V
I
S
E
D

Donts in Conducting Recitation

1.

The pupils/students should be aware that

they should recite for the class and not for
the teacher alone.

BLOOMS TAXONOMY

2.

The teacher should not do the talking for

the whole period

Example questions under Convergent

Questions

3.

Do not interrupt a student when he/she is

reciting, corrections should be made after
that students have recited

1. Definition type of questions

Ex.
What is the meaning of matter in
science?

The Art of Questioning

What is ART
Comes from the Latin word ARS
Which means skill, method or a
technique.

2. True or False (Alternative Response)

Questions
Ex.
Does a Blue Litmus Paper turn blue
when exposed to acid?
Can a virus reproduce itself?

What is QUESTIONING

Comes from the Latin word

Quaerere/Quaestio

Which means to ask, seek, look.

3. Fill in the Blanks Questions

Ex.
A______ is a substance in which a
solute is dissolved.

The Art of Questioning

Involves the usage of skills and techniques

to ask or seek information.

4. Multiple Choice Questions

Ex.
Which of the ff. is used to make
pencils?
a. Graphite
b. Silicon
c. Charcoal
d. Phosphorus

Presenters: Mam Khrycys Olairez

Types of Questions
Questions have two main types:

Pros and Cons of Convergent Questions

Advantages:
Can be used to obtain/check specific
information
Doesnt require much time to respond
Respondents are more likely to answer about
sensitive topics
Irrelevant answers can be avoided
Disadvantages:

Convergent Questions

only one answer.

May sometimes require

Given/known information is
usually the expected response.

Doesnt allow reflection of ones own feelings

Guessing the answers are more likely to

happen

Divergent Questions

Doesnt require specific

answer but rather exercises ones ability to
think broadly about a certain topic.

Usually triggers the HOTS

(Higher Order of Thinking Skills) in
accordance to Revised Blooms Taxonomy.

Example questions under Convergent

Questions
1.

Essay type of questions

Ex.
Is teaching an art or science?
Which of the two would you prefer,
Facebook or Twitter?

2.

Hypothetical Type of Questions

Ex.
If you saw two students beating each
other, then as a teacher, how would you
approach the situation?

Characteristics of a Good Question

Its should be simple and clear, a

teacher must avoid:
Ambiguity
- Did you see the girl with the telescope?
- Do you use drugs?
- How many rooms are in your house?

Parenthetical remarks in a
question
What can you say about the garment
industry (This is not doing well!) in the
Philippines?

Pros and Cons of Divergent Questions

Permits unlimited number of possible

answers

Answers are in detail

Permits creativity and self - expression

Assess a respondents logic and thinking

processes

Disadvantages:

Answers may have different degrees of

detail

Irrelevance of answers and over inclusion

of details are common

Definite, and avoid:

Double Barreled questions
Do you agree that campus parking is a
problem and that the administration
should be working diligently on a
solution?
The correct response would be;
Is campus parking a problem? (If the
participant responds yes): Should the
administration be responsible for solving
this problem?

Advantages:

Encourage learner evaluation

Challenging and Thought Provoking

Age, Abilities and Interest Appropriate

Requires an extended response

More of divergent questions and less of
convergent not unless its a drill.

Questioning Techniques

For teachers.

Questions should be asked in a natural, well

modulated voice

Time, thought and effort consuming

Apply the wait time (3-5 seconds)

Respondent might be apprehensive

about sensitive questions

Sufficient number of questions should be

asked to stimulate students to activity

Uses of Questions

Stimulate and motivate learners to think

Diagnose pupil difficulties

Discover pupil interests

To help the learners organize, synthesize

and evaluate learning experiences

To help the learners to relate pertinent and

important experiences to the lesson

Show relationships such as cause and

effect

Encourage learners to apply

concepts in meaningful experiences
Provide drill and practice

Refrain from repeating questions

Questions should be evenly distributed

A teacher should avoid resorting to any

mechanical system or fielding such as
alphabetical order, row by row, etc

Questions should be asked in a sequential

manner

Ask questions that are commensurate with

learners abilities

For handling students response.

A teacher should make every effort

to show an appreciative attitude toward
student answer

A teacher should make room for mistakes

and should not make sarcastic remarks to
To develop attitude and establish
wrong answers given by the pupils/students
desirable habits of studying regularly.

Clarity in every point expressed by the

students should be insisted upon by the
teacher

Answering in concert should be

discouraged

Students should be encouraged to

answer in a loud and clear voice

Teacher should refrain from marking the

students in their record book during class
recitation

For handling student questions.

Characteristics of a Good Assignment

Authorities on principles and methods of
teaching and learning agree that there are
requisites of a good assignment to be observed
and to be executed. These are:
A good assignment should be

Clear and Definite.

Relating new learning experiences to the

old.

Student questions should be welcomed

by a teacher

Significant to the learner and relate to

contemporary issues.

A teacher should not answer a student

question right away

Indiscriminate/Insignificant questions
should be avoided but in a non-offending
way

Stimulating the imagination of the learner

by way of thinking and clarifying the learning
task; besides being challenging.

If a teacher is asked a question he cannot

answer as sometimes happen, he should
promptly admit his inability

The Assignment
Presenters: Mam Elizabeth Palmones
Mam Jomarie Quinanahan

What is an Assignment?
-

Part of a lesson assigned as particular

task to the pupils/students what they are
expected to accomplish in the lesson.

Academic duty or job that may be done in

class or at home.

In the form of a project to be

accomplished, a theme to be written, a
literary selection to be memorized,
understood and interpreted, an interview
with government official or a problem to be
solved in mathematics.

Functions of the Assignment

To set the goal or direction of the learning

task.

Adapted to the learner's ability.

Comprehensive and should have a wide
range of interesting learning activities.
Related to real-life situations.

Pointers to Consider when giving

Assignment
-

To arouse interest and enthusiasm when

giving assignments, it is important that the
learners realize the value of doing the
learning task.

The learners should know the aims

of the assignment.

All instructions regarding

directions, steps and procedures,
availability of reference materials,
problems and difficulty that may arise,
and the time frame should be made
clear to the learners.

The criteria to be used during the

evaluation should be made clear to the
learners.

Assignments should not be given

as a form or punishment.

Teacher should refrain from giving

tedious and long assignments.

Assignments should be within the

learning ability to the learners.

Assignments should be varied,

interesting, and challenging.

Assignments must make use of the

past learning experiences of the
learners.

To stimulate logical and creative thinking.

To recall previous lessons in preparation

for a long test.

To motivate the learners and prepare

them for the learning task to be done.

To determine and plan out learning

activities to be undertaken.

To provide directions and other

requirements for the learning activity.

Assignments must be corrected

A good sense of humor never fails
within a reasonable period and be to elicit positive reaction as long as it is not
returned to the pupils/students.
overdone.
A pleasing personality always wins
positive interaction a warm and sincere
teacher can easily motivate students to
follow instructions.

Uses of Motivation/Motivating Students

Presenters: Mam Melanie Perolina
Mam Josephine Panong

Plan lesson that will arouse

curiosity.

Lessons that will require manipulation of

tools and operation equipment will keep
everyone moving to get a chance the wheel.

Introduce an educational game that is

related to the lesson.

What is Motivation?
-

Makes the learner get interested in

learning and keeps the learner engage in
learning.

Types of Motivation

Intrinsic motivation
Originates from the students inner selves
or from factors inherent in task being
performed.

Motivating Students

Types of Intrinsic Motivation

a. Physiological or Physical Motive
- This is the desire to preserve life,
keep the body healthy, free from pain.
This prompts individuals to eat good
and health giving foods, exercise
properly and regularly and avoid
foods and activities that are
deleterious to the body.
b. Psychological Motive
- This is a desire for recognition, love,
esteem, prestige and excellence. This
motive prompts individuals to work
hard to enhance their social to
educational attainment to merit
recognition or esteem from others or
to win the love of one whose love is
desired.
c. Habit Motive
- It is the habit itself that prompts one
to act or to move. If it is the habit of
an individual to brush his teeth after
eating, then he always brushes his
teeth after eating, even without any
prodding from anybody.

Extrinsic motivation
Originates from the students learning
environment or from factors external to
the students and unrelated to the task.

Employ a variety of teaching

strategies. If one technique does not keep
them awake try another.

Narrate a short story or recite a

poem which is related to the lesson.

From experience teacher could

vividly remember the kind of motivation that
would work for every group of students.

Reward
Students who dont have any intrinsic
motivator could be influenced by extrinsic
motivator in a form of reward. Rather
than criticizing unwanted behavior or
answers; reward correct behavior and
answers because everyone likes the
feeling of accomplishment and being
recognized.

Care
Students respond with interest and
motivation to teachers who appear to be
human and caring. A teacher who shares
something about their selves makes the
student see that they are approachable.

Student Participation
Active participation must be observed at
all times. When giving activities or
exercises, group dynamics would be
better because it will not only elicit
cooperation but they could figure out
better solutions to the task at hand.

Teach Inductively
A teacher could start the lesson by
giving specific examples then let the
students draw conclusions about it to
stimulate their interest and curiosity.

Satisfy Students Needs

As teachers, we should be alert and
attentive to the needs of our students, in
this way they would feel that they are
important and we value them.

Learning Through the Use of Visual Aids

To provide better learning among the
students, we could attach images or

Motivational Strategies

Explain
Research shows that many students
perform poorly on assignments or in
participations, because they do not
understand what to do, and why they
should do it. Teachers should spend time
to explain why they are doing the specific
activity or approach. In this manner the
student would know its importance and
they would eventually become interested.

make diagrams and graphs to develop

their mental framework and to help them
remember the lesson in a meaningful
way.

Use of Positive Emotions/Regards to

Enhance Learning and Motivation
When students accompanied learning
with emotions, there is a better chance
that they could learn better because they
relate themselves to the lesson.

Remember that Energy Sells

Being energetic in your teaching is a
motivating factor, adding energy to idea
you want to convey will further enhance
learning and commitment to the ideas.

Group 3 Presenters:

Melanie Gambal
Aida Medina
Khrycys Olairez
Elizabeth Palmones
Josephine Panong
Melanie Perolina
Jomarie Quinanahan