GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

e-Mail: [email protected]

LESSON 6 in Principles and Strategies in Teaching Mathematics

ADDITIONAL CONCEPTS OF PRINCIPLES IN TEACHING
MATHEMATICS

GOALS AND OBJECTIVE – RELATED PRINCIPLES OF TEACHING

1. “Begin with the end in mind.” - In the context of teaching it means that we must begin our
lesson with clearly defined lesson objective. With a clear and specific lesson objective, we
will have a sense of direction. With a definite lesson objective in mind, we do not lose sight
of what we intend to teach. With a specific objective, our lesson becomes more focused.
We do not waste nor kill time for we are sure of what to teach, how to teach, and what
materials to use.

2. Share lesson objective with students. Like a seminar that begins with a statement of
purpose, our lesson ought to begin with a statement and clarification of our lesson
objective. Make known to our students our instructional objective and encourage them to
make the lesson objective their own. This lesson objective when shared and possessed by
our students will become their personal target. When our student set their own personal
targets, we are certain that they will become more self-motivated.

3. Lesson objectives must be in two or three domains-knowledge (cognitive), skill

(psychomotor)and values (affective). - The lesson maybe dominantly cognitive,
psychomotor or affective: cognitive if it is meant primarily for knowledge acquisition;
psychomotor if it is intended for the acquisition and honoring of skills; and affective if it is
focused on attitude and value formation. A lesson is worthwhile if it gets connected to
everyday life, how the student is and ought to be concerned with it, and what difference
it makes to a fuller existence. The most important to this principle is the lesson is wholistic
and complete because it dwells on knowledge and values or on skills and values or on
knowledge, skills and values. It is necessary that our lesson gets direction from objectives in
the two or three domains with affective domain always present.

4. Work on significant and relevant lesson objectives. - With the lesson objective becoming
the students’ lesson objective, too, the students will be self-propelled as we teach. The level
of their self-motivation increases when our lesson objective is relevant to their daily life,
hence, significant.

5. Lesson objective must be aligned with the aims of education as embodied in the Philippine
Constitution and other laws and on the vision-mission statements of the educational
institution of which you are a part. - The vision-mission statements of educational institutions
must filter down to the course objectives stated in course syllabi and in lesson objectives
laid down in lesson plans. Aims and goals of education as provided for in our laws filter
down to our lesson objectives. We can contribute very much to the realization of our
school’s vision and mission statements because our lesson objectives are based on our
school’s vision and mission statements.

6. For accountability of learning, lesson objective must be SMART, i.e., Specific, Measurable,
Attainable, Result-oriented and Relevant, and Time-bound and Terminal - When our Lesson
objective is SMART, it is quite easy to find out that the end of our lesson if we attained our
objective or not. It will also be easier on our part to formulate a test that is valid to measure
the attainment of our lesson objective. Moreover, our lesson becomes more focused for
we have a concrete picture of the behavior that our students should be able to
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 demonstrate if we realized our lesson objective. SMART objectives increase our
accountability for the learning of our students. With SMART objectives, we depart from the
unsound practice of teaching that is so spread out that in the end we find ourselves unclear
on what test we are going to give to assess learning. With SMART lesson objectives, there is
greater match between instruction and assessment.

7. Aim at the development of critical and creative thinking. - Most questions asked whether
oral or written are convergent, low-level questions. If we want to contribute to the
development of the citizens who are critical and creative thinkers then we should include
in our scope of high-level, divergent, or open-ended questions. Teaching strategies and
techniques must be such that they serve as catalyst in the development of higher order-
thinking skills (HOTS). The whole brain must be used for balanced learning not just the left
for critical thinking but also the right for creative thinking.

TEACHING STRATEGIES – RELATED PRINCIPLES OF TEACHING

1. Learning is an active process.

a. Every learner must be actively
engaged in the learning process. Ex: If it is my brother who solves my assignment in
algebra then it is my brother not me who will master the skill of solving problems in
algebra.

b. Give the students opportunities to participate in classroom activities.

c. Give varied activities to students for “hands-on-minds-on” learning.

2. The more senses that are involved in learning, the more and the better the learning.

What I hear, I forget. What I see, I remember. What I do, I understand.

Contribution of Senses to Learning

Sight - 75%
Hearing - 13%

Touch - 6%

Taste - 3%

Smell - 3%

The more senses that are involved in learning, the more and the better the learning.
• Humans are intensely visual animals.
• Visual aids are more effective than mere audio aids. Combination of audio and visual
(AV aid) is far more effective.
• Most effective is the combination of three or more senses (multisensory aids).

3. A non-threatening atmosphere enhances learning.

a. A non-threatening and conducive classroom atmosphere is not only a function of
the physical condition of the classroom but more a function of the psychological
climate that prevails in the classroom.
b. Physical classroom condition includes proper lighting, ventilation, order, tidiness,
painting of the room.
c. Psychological climate is an offshoot of the personality of a teacher, rapport between
teacher and students, the relationship between teacher and students.
d. Creation of positive classroom atmosphere: cultivate a culture of respect.
e. Believe in students’ capacity.
f. Make our students feel they belong to a community of learners with a shared goal
or purpose.
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 g. Competitive classroom spirit is certainly damaging in our attempt to produce
favorable classroom atmosphere.
h. Give allowance for mistakes.

4. Emotion has the power to increase retention and learning.

a. Add an emotional touch to
learning.
b. “Our own experience validates that we remember for a longer time events that elicit
emotion in us.” (Wolfe, 2001)

5. Learning is meaningful when it is connected to students’ everyday life.

a. Abstract concepts are made understandable when we give sufficient examples
relating to students’ experiences.
b. Meaningfulness and relevance of what we teach is reduced by our practice of
teaching simply for testing.
c. Banking system of education

6. Good teaching goes beyond recall of information.

a. Good thinking concerns itself with higher-order-thinking skills to develop creative and
critical thinking.

7. Good teaching considers learners’ varied learning styles and learners’ multiple
intelligences.

a. For effective teaching, it is

imperative on teacher’s part to possess a repertoire of teaching and testing strategies
and techniques to reach a full range of students with varied learning styles and multiple
intelligences.

PRINCIPLES OF CLASSROOM MANAGEMENT

One characteristic trait of an effective teacher is the ability to manage resources to

facilitate learning.

1. Consistent, proactive discipline is the crux of effective classroom management.

a. Principle I
- If teachers are proactive in the approach to discipline, they prevent
unnecessary disciplinary problems from cropping up.
- Teachers apply at all times established rules and policies to all students.

2. Establish routines for all daily tasks and needs.

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 a. Principle 2
- Routinized collection of assignments, passing of papers, and preparation for
experiments or activities saves as a lot of time and effort.
- Routine procedures give rise to orderly learning environment and maximum
and optimum use of time.

3. Orchestrate smooth transitions and continuity of momentum throughout the day.

a. Principle 3
- Smooth transitions and continuity of momentum throughout the day ensure
us that every instructional moment is made use of wisely.
- No unnecessary lull is created that will breed classroom restlessness, which is
the father of disciplinary problems.

4. Strike a balance between variety and challenge in students’ activities.

a. Principle 4
- A variety of student activities will ensure that students’ multiple intelligences
and varied learning styles are considered.
- An extremely easy learning task does not challenge our students. Neither
does an extremely difficult one.

5. Classroom manager, be aware of all actions and activities in the classroom.

a. Principle 5
- Our heightened awareness of everything that is happening in our classroom
puts our students on their toes all the times.
- “Effective classroom management skills include the use of space and
proximity or movement around the classroom for nearness to trouble spots
and to encourage attention.”

6. Resolve minor inattention and disruption before they become major.

a. Principle 6
- Teacher do not have to wait until the class is out of control.
- Misdemeanor has a
“ripple effect” if not checked early.

7. Reinforce positive behavior. Be generous with genuine praise.

a. Principle 7
- Some teachers are quite stingy with praise. Other teachers are overgenerous
with their praise.
- For our praise to be genuine, it must be given according to merit.

8. Treat minor disturbances calmly.

a. Principle 8
- “Do not make a mountain out of a mole.”
- If a stern look or gesture kills the inappropriate behavior so be it.

9. Workout a physical arrangement of chairs that facilitates an interactive teaching-learning

process.

a. Principle 9
- The most common

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 arrangement of tables and chair in the classroom is one where the teachers’
table and chairs are in front and the student’s desk or chairs are arranged in
rows facing the teacher.

- Work for a flexible seating arrangement where we can re-arrange seats or desk to
suit the learning needs and conditions.

ACTIVITY NO.6
Reflective Paper on Principles and Strategies in Teaching Mathematics

Direction: In 500 words, summarize and synthesize the major concepts that you learned from
the course. Include the following in your paper:
Explain how the course concepts learned in this course relevant to the
characteristics of a professional Math teacher.
Determine how the course concepts have influenced your own idea and
philosophy of teaching.

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