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    Final Exam, Ibo, Herbert B.

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    Herbert Ibo
    1. The document outlines 10 principles of classroom management including consistent discipline, establishing routines, smooth transitions, balancing variety and challenge in activities, and resolving minor issues before they become major disruptions. 2. It also lists 10 time management techniques for teachers such as smooth classroom transitions, remaining involved during class, using fillers if lessons are completed early, and preparing materials in advance. 3. Finally, the document explains 10 guiding principles for assessing learning, including integrating assessment into the teaching process, using various assessment tools that match learning objectives, providing feedback to learners, emphasizing self-assessment, and using multiple sources to ensure reliability of results.

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    Final Exam, Ibo, Herbert B.

    Uploaded by

    Herbert Ibo
    39 views5 pages
    1. The document outlines 10 principles of classroom management including consistent discipline, establishing routines, smooth transitions, balancing variety and challenge in activities, and resolving minor issues before they become major disruptions. 2. It also lists 10 time management techniques for teachers such as smooth classroom transitions, remaining involved during class, using fillers if lessons are completed early, and preparing materials in advance. 3. Finally, the document explains 10 guiding principles for assessing learning, including integrating assessment into the teaching process, using various assessment tools that match learning objectives, providing feedback to learners, emphasizing self-assessment, and using multiple sources to ensure reliability of results.

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    1. The document outlines 10 principles of classroom management including consistent discipline, establishing routines, smooth transitions, balancing variety and challenge in activities, and resolving minor issues before they become major disruptions. 2. It also lists 10 time management techniques for teachers such as smooth classroom transitions, remaining involved during class, using fillers if lessons are completed early, and preparing materials in advance. 3. Finally, the document explains 10 guiding principles for assessing learning, including integrating assessment into the teaching process, using various assessment tools that match learning objectives, providing feedback to learners, emphasizing self-assessment, and using multiple sources to ensure reliability of results.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views5 pages

    Final Exam, Ibo, Herbert B.

    Uploaded by

    Herbert Ibo
    1. The document outlines 10 principles of classroom management including consistent discipline, establishing routines, smooth transitions, balancing variety and challenge in activities, and resolving minor issues before they become major disruptions. 2. It also lists 10 time management techniques for teachers such as smooth classroom transitions, remaining involved during class, using fillers if lessons are completed early, and preparing materials in advance. 3. Finally, the document explains 10 guiding principles for assessing learning, including integrating assessment into the teaching process, using various assessment tools that match learning objectives, providing feedback to learners, emphasizing self-assessment, and using multiple sources to ensure reliability of results.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Herbert B.

    Ibo
    Methods of Teaching

    Test 1

    Explain the 10 Principles behind Classroom Management

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


    management.
    To prevent unnecessary disciplinary problems from cropping up. We have not to
    wait for disciplinary problems to erupt for us to take a move. Apply at all times
    established rules and policies to all pupils/students regardless of creed, color,
    economic status, academic standing in class.
    2. Establish routines for all daily tasks and needs.
    To avoid turmoil inside the classroom, the teacher must ascertain routines from
    the start of the class, up to the class dismissal. This could also help a lot in
    saving much time and effort because their work is already in routine.
    3. Orchestrate smooth transitions and continuity of momentum throughout
    the day.
    As much as possible, the teacher must avoid dull moments inside the classroom
    to motivate the students to always pay attention to the speaker.
    4. Strike a balance between variety and challenge in students’ activities.
    There should be a variation of activities inside the classroom to avoid the
    students and even the teacher from being bored.
    5. As classroom manager, be aware of all actions and activities in the
    classroom.
    Even if the teacher is not around, s/he is still responsible for the students. That is
    why s/he must know the things that are happening inside the classroom and what
    her/his students are up to.
    6. Resolve minor inattention and disruption before they become major
    disruptions.
    Disruptions seem to be part in every classroom an in every lesson. We have not
    to wait until our class is out of control. We ought to respond to inappropriate
    behavior promptly.
    7. Reinforce positive behavior.
    Be generous with genuine praise. For our praise to be genuine it must be given
    according to merit. It is our way of appreciating and recognizing hard work and
    good.
    8. Treat minor disturbance calmly.
    If a simple rising of the voice could control the simple problem, then do it. There’s
    no need for you to be hysterical and over-react on something that’s just under
    control.
    9. Work out a physical arrangement of chairs that facilitates an interactive
    teaching-learning process.
    Some teachers change seating arrangement quarterly. This is to enhance
    interactions between the teachers and students.
    10. Make good use of every instructional moment. Minimize discipline time to
    maximize instructional time.
    This means that assessment must be more reliable and not focus on single
    source. It must be done with multiple sources like written test, performance test,
    portfolio and observation.

    Test 2

    Explain the 10 Techniques on Time Management

    1. Orchestrate smooth classroom transitions.


    Orchestrate smooth transitions and continuity of momentum throughout the day
    As much as possible, the teacher must avoid dull moments inside the classroom
    to motivate the students to always pay attention to the speaker. The teacher
    must scheme smooth transitions of activities inside and outside the classroom
    throughout the day.
    2. Remain involved with the students during the entire class period allowing
    for no idle time.
    Teacher and students interaction is very important in the process of learning
    because if the teacher allows the students to be involved in the class period there
    are no idle time or time wasted.
    3. Use fillers, in case you finish the lesson ahead of time.
    Reciting a short poem that is connected with the lesson is good filler that the
    teacher can use to maximize the time in teaching. Another thing, the teacher can
    make a short activity to make the learning more intact to the students.
    4. Use planning or pacing material such as a copy of the scope and sequence
    of the subject or a calendar for long-term, weekly, and daily planning.
    These serve as a visual reminder for both the teacher and students on what
    comes next.
    These serve as a visual reminder for both the teacher and students on what
    comes next.
    5. Use a common place to keep materials such as scissors, school supplies.
    This saves time. You don’t need to look for them when you need them.
    Everything must be in the proper place, things must be in their suppose position
    to avoid spending time looking for it.
    6. Follow a consistent schedule and maintain the procedures and routines
    established at the beginning of the year.
    Consistency in the daily activity will make it smooth and simple. Inconsistently in
    the procedure will bring confusion and thus spend time unproductively.
    7. Handle administrative tasks quickly and efficiently.
    Managing time well leads to more opportunities and less time wasted on trivial
    activities. Good time management skills are key qualities that employers look for.
    The ability to prioritize and schedule work is extremely desirable for any
    organization.
    8. Prepare materials in advance.
    Avoid cramming; look for things to use on the day of the activity will consume
    time unnecessarily. Better prepare it ahead of time. Lull moments will consume
    time unwisely and unproductively.
    9. Make clear and smooth transitions.
    Avoid lull and idle moments. Just maintain the momentum all throughout the
    process.
    10. Limit disruptions and interruptions through appropriate behavioral
    management technique.
    Avoid as much as possible interruption or disruptions in the process of learning.
    To avoid this, establish appropriate behavioral management technique.

    Test 3

    Explain 10 out of the 12 Guiding Principles in the Assessment of Learning

    1. Assessment of learning is an integral part of the teaching – learning


    process.
    Assessment for learning is a joint process between student and teacher where
    both are engaged in an on-going process of student progress and development.
    The assessment to use will depend on the subject. Although all teachers should
    use some initial assessment to identify needs of the learner and to see if they
    have any previous experience in the subject.
    2. Assessment tool should match performance objective.
    An assessment plan usually begins with a clearly articulated set of learning
    goals. Once goals are clear, the teacher must decide on what evidence will best
    reveal whether students are meeting the goals.
    3. The results of assessment must be fed back to the learners.
    The quality of feedback on students work must be maintained in situations of
    self-assessment, students are usually in a position to learn more than from
    situations. They learn from their engagement in assessing and frequently from
    oral, in addition to written feedback.
    4. In assessing learning, teachers must consider learners’, learning styles
    and multiple intelligences and so must come up with a variety of ways of
    assessing learning.
    Assessment procedures should always involve use of well-defined, publicly-
    available assessment criteria while this is true of all assessment, it is particularly
    true where relatively inexperienced assessors or the students are involved. The
    assessment criteria may be developed by the teacher, but greater value is
    gained from the procedure if students are involved in developing the criteria
    themselves.

    5. Emphasize on self-assessment.
    Student self-assessment promotes metacognitive thinking and asks students to
    reflect on their learning process.
    6. If we believe that our task as a teacher is to teach all pupils/students, and
    that it is possible that all students, even those from limited backgrounds,
    will have access to opportunities and therefore can achieve, then the bell
    curve mentality must be abandoned.
    It simply means the all learners can achieve something; therefore it is not normal
    the student fail.
    7. Assessment of learning should never be used as punishment or a
    disciplinary measure.
    This means that assessment to be valid must be done for the purpose of
    measuring the learning of the student not to used assessment as a tool to punish
    misbehaving students.
    8. Results of learning assessment must be communicated regularly and
    clearly to parents.
    This means that, because parents are also one of the stakeholders and partner
    in curriculum development, they should be informed in a regular manner of the
    status of assessment. This will make the aware of the progress of their students’
    learning and may take action if necessary to push their students to do move.
    9. To ensure learning, do formative assessment.
    The formative assessment process can strengthen students’ abilities to assess
    their own progress, to set and evaluate their own learning goals, and to make
    adjustments accordingly. Formative assessment includes all manner of
    coursework with feedback, discussions between instructors and students, and
    end-of-unit examinations that provide an opportunity for students to identify
    important areas for necessary growth and development for themselves.
    10. To ensure reliability of assessment results, make use of multiple sources.
    Maximize the time in teaching and maximize the resources, ask the students if
    they have questions or clarifications. Give them individual or group activities to
    measure their understanding of the topic. This technique will at least help the
    teachers to get a reliable assessment results.

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