INTRODUCTION

A l l e d u c a t o r s s h o u l d f o c u s o n h o w t o b e a n e ff e c t i v e
t e a c h e r i n t h e c l a s s r o o m , s t u d e n t s s i m p l y re s p o n d s b e t t e r a n d
w o r k h a r d e r w h e n t h e y k n o w t h a t t h e i r t e a c h e r a re g e n u i n e l y
c o n c e rn e d a b o u t t h e s u c c e s s o f t h e i r s t u d e n t s a n d t h e q u a l i t y
of their lives.
O u r p a p e r d i s c u s s e s w h a t k i n d o f t e a c h i n g a p p ro a c h i s t h e
b e s t f o r a s t u d e n t t o l e a rn . Tr a d i t i o n a l l y i t h a s b e e n t h e
teacher

re s p o n s i b i l i t y

to

do

most

of

the

planning

for

i n s t r u c t i o n , b u t n e w w a y s o f p l a n n i n g a re e m e rg i n g .
As

we

Educational

continue

we

Ps y c h o l o g y

based

chapter

our
14

introduction
titled

teaching

in

our

every

s t u d e n t . I n o u r s t u d y w e w a n t t o k n o w w h i c h o f t h e t h re e
a re a s o f t e a c h i n g i s t h e b e s t f o r a s t u d e n t t o l e a rn , i s i t
A ff e c t i v e , C o g n i t i v e O r B e h a v i o u r a l a re a s o f t e a c h i n g a l s o
we want to know if Adaptive teaching can be use in College.
I n C o n s t r u c t i v i s t a p p ro a c h e s , w e re p l a n n i n g i s s h a re d a n d
n e g o t i a t e d . T h e t e a c h e r a n d s t u d e n t t o g e t h e r m a ke d e c i s i o n s
a b o u t c o n t e n t a c t i v i t i e s a n d a p p ro a c h e s . Ra t h e r t h a n h a v i n g
s p e c i fi c

student

behaviours

and

skill

us

objectives,

the

t e a c h e r h a s o v e r a rc h i n g g o a l s - b i g i d e a s o r t e a m s t h a t g u i d e
planning. (Borich, 2011).
I n o u r s t u d y , w e re s e a rc h s o m e b a s i c f o r m a t f o r p u t t i n g p l a n s
in to action. The challenge is to match teaching methods to
o b j e c t i v e s . We b e g i n s t r a t e g i e s f o r t e a c h i n g e x p l i c i t f a c t s a n d
concepts.

In this chapter, for many people, teaching means an

i n s t r u c t o r e x p l a i n i n g m a t e r i a l t o s t u d e n t - l e c t u re i s a c l a s s i c
f o r m . T h e re w a s a n e x p l o s i o n o f re s e a rc h i n t h e 1 9 7 0 s a n d
1980s

that

focused

on

these

m o re

traditional

forms

of

t e a c h i n g . T h e re s u l t s o f a l l t h i s w o r k i d e n t i fi e d a m o d e l o f
t e a c h i n g t h a t w a s re l a t e d t o i m p r o v e d s t u d e n t l e a r n i n g . B a r a k
Ro s e n s h i n e

and

Ro b e r t

Stevens

(1986)

call

this

approach

d i re c t i n s t r u c t i o n o r e x p l i c i t t e a c h i n g . To m G o o d . ( 1 9 8 3 ) u s e s
the

t e rm

active

teaching

to

describe

similar

a p p ro a c h .

Te a c h e r s u s i n g d i re c t i n s t r u c t i o n o f t e n b e g i n w i t h a d v a n c e
o rg a n i z e r s . T h i s i s a n i n t ro d u c t o r y s t a t e m e n t b r o a d e n o u g h t o
encompass

all

the

information

that

follows.

Advance

o rg a n i z e r s f a l l i n t o o n e t o t w o c a t e g o r i e s , c o m p a r a t i v e a n d
e x p o s i t o r y.

(Mayer,

1984)

The

conclusion

of

the

limited

re s e a rc h o n s e a t w o r k ( i n d e p e n d e n t r o o m - d e s k w o r k ) i s c l e a r ;
t h i s t e c h n i q u e i s o ft e n o v e r u s e d .
Te a c h e r s p o s e q u e s t i o n , s t u d e n t a n s w e r. T h i s f o r m o f
t e a c h e r , s o m e t i m e s c a l l e d re c i t a t i o n , h a s b e e n w i t h u s f o r
m a n y y e a r s ( We i n s t i e n e t a l . , 2 0 1 1 ) . T h e t e a c h e r s q u e s t i o n s
develop a framework for the subject matter involved. The
pattern from the teachers point of view consists of ignition
(teacher

asks

q u e s t i o n s ) , re s p o n s e ( s t u d e n t a n s w e r s ) , a n d

e v a l u a t i o n / re a c t i o n

(praising,

c o r re c t i n g ,

probing,

or

ex panding) or IRE (Burb ules & Bruce, 2001).

Some Educators have estimated the typical teacher asks
between 30 to 120 questions an hour, or about 1,500,000
q u e s t i o n s o v e r a t e a c h i n g c a re e r ( S a d ke r & S a d ke r , 2 0 0 6 ) . A l l

k i n d s o f q u e s t i o n c a n b e e ff e c t i v e ( B a r d e n , 1 9 9 5 ) . D i ff e re n t
patterns

seem

to

be

better

for

certain

types

of

student,

h o w e v e r. T h e b e s t p a t t e rn f o r y o u n g e r s t u d e n t a n d f o r l o w e rability students for all ages is simple question that allow high
p e rc e n t a g e

of

c o r re c t

answers,

and

praise.

Fo r

example

e n c o u r a g e m e n t , h e l p t h e s u c c e s s f u l p a t t e rn i n c l u d e s h a r d e r
q u e s t i o n s a t b o t h h i g h e r a n d l o w e r l e v e l s a n d m o re c r i t i c a l
feedback (Berliner, 1987; Good, 1988).
I n re s p o n d i n g t o s t u d e n t a n s w e r s , t h e m o s t c o m m o n re s p o n s e ,
o c c u rr i n g a b o u t 5 0 % o f t h e t i m e i n t h e m o s t c l a s s r o o m s . I s
s i m p l e a c c e p t a n c e - o k o r u h - h u h ( S a d ke r & S a d ke r , 2 0 0 6 ) .
I f t h e s t u d e n t s w r o n g a n s w e r i s s i l l y o r c a re l e s s , h o w e v e r , i t
i s b e t t e r s i m p l y t o c o r re c t t h e a n s w e r a n d g o o n ( G o o d , 1 9 8 8 ;
Ro s e n s h i n e & S t e v e n s , 1 9 8 6 )
T h e l a s t i s t h e g ro u p d i s c u s s i o n i s i n s o m e w a y s s i m i l a r
to

the

listen

re c i t a t i o n
to

s t r a t e g y.

student

answer,

teacher
re a c t

may

and

pose,

p ro b e

question,
for

m o re

i n f o rm a t i o n , b u t i n t r u e g r o u p d i a l o g u e t h e t e a c h e r d o e s n o t
h a v e a d o m i n a n t ro l e . S t u d e n t a s k s q u e s t i o n s , a n s w e r e a c h
o t h e r s q u e s t i o n , a n d re s p o n d t o e a c h o t h e r s a n s w e r s . ( B e c k ,
M c Ke o w n , Wo r t h y , S a n d o r a , & Ku c a n 1 9 9 6 ; B u r b u l e s & B r u c e ,
2 0 0 1 ; Pa r ke r & H e s s 2 0 0 1 ) .

A N A LY S I S O N S T U D E N T R E S P O N S E S

I n o u r s t u d y , e ff e c t i v e t e a c h i n g a p p r o a c h i n a c l a s s ro o m ,
w h a t i s t h e e ff e c t i v e t e a c h i n g s t y l e f o r s t u d e n t s a n d h o w
the

teacher

teaching.

a s s u re s

that

have

re s p o n d e n t s ,

his/her

students

learn

the

is

fi r s t

on

her

elementary

t e a c h e r f ro m B u l a c a n a n d t h e s e c o n d o n e i s a h i g h s c h o o l
teacher (chemistry) from Caloocan. Both of them has a lot of
ex perience
re s p o n d e n t s .

on
An

teaching.
e ff e c t i v e

p re f e r

teacher

questions

builds

for

re l a t i v i t y

my
that

i d e n t i fi e s h e r p r i m a r y ro l e t o t h e t e a c h e r- l e a rn i n g p r o c e s s .
U s i n g a q u e s t i o n n a i re

and conducting an interview in the

re s p o n d e n t s .

P ro v i d e

little

understanding

on

the

c h a r a c t e r i s t i c o f a n e ff e c t i v e t e a c h e r , b o t h t h e 4 A s ( Ac t i v i t y ,
Abstraction,

Analysis

second

re s p o n d e n t

one

and

Application)
use

two

approach,

teaching

while

technique

the
that

d e p e n d w h e t h e r t h e l e s s o n i s p ro v i d e d w i t h e x p e r i m e n t a t i o n
t h e t e a c h e r t h e P O E a p p r o a c h ( Pre d i c t , O b s e r v e a n d e x p l a i n )
b u t i n t h e c a re o f l e s s o n t h a t n e e d s t h r o u g h d i s c u s s i o n t h e
teacher uses inductive and deductive approach. Both answers
re v e a l a g o o d c h a r a c t e r i s t i c s o f a n e ff e c t i v e t e a c h e r s . E a c h
re s p o n d e n t p r o m o t e c l e a r p re s e n t a t i o n a n d e x p l a n a t i o n t h a t
t e n d t o h a v e s t u d e n t s l e a rn m o re c l a r i f y a n d o rg a n i z a t i o n
p ro v i d e t h e i r s t u d e n t s a c h o i c e u n d e r s t a n d t r u l y t h e l e s s o n .
T h e s e c o n d q u e s t i o n , a i m s t o i d e n t i fy w h e t h e r d i ff e re n t
t e a c h i n g s t y l e h e l p t h e i r s t u d e n t c a t c h e v e r y s h i ft o f t h e
l e s s o n f ro m o n e t o p i c t o a n o t h e r t o p i c . B o t h t e a c h e r s g i v e
a ffi rm a t i o n .

They

both

a g re e

giving

or

p ro v i d i n g

their

s t u d e n t s d i ff e re n t t e a c h i n g t e c h n i q u e s h o w s e n t h u s i a s m t h a t
e ff e c t i v e l y c a p t u re a n d h o l d s t u d e n t a t t e n t i o n a n d i n t e re s t . A
smooth

and

e ff e c t i v e

teaching.

Le a r n

processes

comes

s p o n t a n e o u s l y.
T h e t h i rd q u e s t i o n a s k s t h e m t o t h e y e n c o u n t e re d b e l o w
a v e r a g e o r s t u d e n t w i t h d i ffi c u l t i e s i n l e a rn i n g a n d h o w t h e y
handle

them.

They

answer

yes.

Both

re s p o n s e s

we

e n c o u n t e re d s u c h k i n d o f s t u d e n t a n d n o t o n l y o n c e b u t a l o t
of times in their teaching life. The art of questioning and rich
s y s t e m o f k n o w l e d g e t h a t c o u l d m a ke t h e i r s t u d e n t s c a t c h t h e
l e s s o n o n t h e i r o w n a c c o rd i s o n e ke y t o s o l v e t h e i r i s s u e . A

d i ff e re n t i a t e d

instruction

may

also

be

used

to

lessen

the

f e e l i n g o f s u c h s t u d e n t t o t h i n k t h a t t h e y d i ff e re n t a n d w e a k .
T h e f o u r t h q u e s t i o n w e a s k t h e m h o w t h e y a s s u re o r
m e a s u re w h e t h e r t h e i r s t u d e n t s l e a rn f r o m t h e i r t e a c h i n g . T h e
re s p o n d s h a s a s a m e t y p e o f a n s w e r , t h e fi r s t o n e s a y s t h a t
s h e i s g i v i n g e v a l u a t i o n t o m e a s u re w h e t h e r h e r s t u d e n t s
learn from her teaching, the second one says she is giving
o r a l o r w r i t t e n e x a m s o t h a t s h e w i l l k n o w i f h e r s t u d e n t l e a rn
f ro m

her

teaching.

Evaluation,

written

and

oral

exam

a re

q u i e t e ff e c t i v e i n m e a s u r i n g w h e t h e r y o u r s t u d e n t s l e a rn f ro m
you.
T h e fi ft h q u e s t i o n i s i n c h o o s i n g t e a c h i n g t e c h n i q u e s , d i d
t h e y a l w a y s c o n s i d e r t h e i r m u l t i p l e i n t e l l i g e n c e s . T h e fi r s t
teacher says that she considers it because, as a teacher she
k n o w t h a t e v e r y s t u d e n t h a s d i ff e re n t k i n d o f i n t e l l i g e n c e .
S o m e a re t a l e n t e d i n a r t s s o m e a re t a l e n t e d i n s i n g i n g a n d
s o m e a re g o o d i n c l a s s r o o m . T h e s e c o n d t e a c h e r a n s w e r s h e
considers

their multiple intelligences

thats why she gave

t h e m v a r i e t y o f l e a rn i n g a c t i v i t i e s . T h e i r a n s w e r s a re b o t h
good

but,

for

me

as

f u t u re

educator

re c o m m e n d

giving

homework to my student to answer so that they can answer

questions at the same time to have student chance to answer
question in their own intelligence.
Base on my analysis teachers

has

own techniques

in

t e a c h i n g b u t , t h o s e t e c h n i q u e s a re n o t t o o d i ff e re n t i n t e rm s
of

l e a rn i n g

their

lesson

c l e a r l y.

It

both

using

social

and

c o g n i t i v e c o n s t r u c t i v i s m t y p e o f l e a rn i n g t h a t s a l l o f t h e i r

s t u d e n t s a re c a p a b l e o f l e a rn i n g . T h e n e x t o n e i s o n t h e
s t u d e n t re s p o n s e s . We a s k t h e m i f t h e y l i ke t h e i r t e a c h e r s
a p p r o a c h . M o s t o f t h e m s a y t h e y l e a rn f ro m t h e i r t e a c h e r
re s p o n s e a n d i t h e l p s t h e m t o l e a rn t h e i r t e a c h e r s l e s s o n .
S o m e s a y s t h a t n o b e c a u s e t h e t e a c h i n g a p p ro a c h o f t h e i r
teacher using is not good to them.
In

our

questioning

we

wanted

to

know

what

kind

of

t e a c h i n g t h e y a re u s i n g . Te a c h e r s h a v e a l o t o f re c o m m e n d e d
t e a c h i n g a p p ro a c h e s b u t w e o n l y a s k t h e m w h a t t h e y u s e d
m o re o n t h e i r e v e r y d a y t e a c h i n g .

Te a c h e r a l s o a d m i t t h a t i t s

d i ffi c u l t t o h a n d l e p o o r s t u d e n t b u t , b y t h e h e l p o f t h e n e w
teaching

style

if

will

become

easy

and

helpful

to

their

students.
A l l e d u c a t o r s s h o u l d f o c u s o n h o w t o b e a n e ff e c t i v e
t e a c h e r i n t h e c l a s s r o o m , s t u d e n t s s i m p l y re s p o n d s b e t t e r a n d
w o r k h a r d e r w h e n t h e y k n o w t h a t t h e i r t e a c h e r a re g e n u i n e l y
c o n c e rn e d a b o u t t h e s u c c e s s o f t h e i r s t u d e n t s a n d t h e q u a l i t y
of their lives.
Our paper discussion what kind of teaching approach is the
b e s t f o r a s t u d e n t t o l e a rn . Tr a d i t i o n a l l y i t h a s b e e n t h e
teacher

re s p o n s i b i l i t y

to

do

most

of

the

planning

for

i n s t r u c t i o n , b u t n e w w a y s o f p l a n n i n g a re e m e rg i n g . A s w e
continue

we

based

our

introduction

in

our

Educational

Ps y c h o l o g y c h a p t e r 1 4 t i t l e d t e a c h i n g e v e r y s t u d e n t . I n o u r
s t u d y w e w a n t t o k n o w w h i c h o f t h e t h re e a re a s o f t e a c h i n g i s
t h e b e s t f o r a s t u d e n t t o l e a rn , i s i t A ff e c t i v e , C o g n i t i v e O r
Behavioural

a re a s

of

teaching

also

we

want

to

know

if

Adaptive teaching can be use in College. In Constructivist

approaches,

w e re

planning

is

s h a re d

and

negotiated.

The

t e a c h e r a n d s t u d e n t t o g e t h e r m a ke d e c i s i o n s a b o u t c o n t e n t
a c t i v i t i e s a n d a p p r o a c h e s . Ra t h e r t h a n h a v i n g s p e c i fi c s t u d e n t
behaviours

and

skill

us

objectives,

the

teacher

has

o v e r a rc h i n g g o a l s - b i g i d e a s o r t e a m s t h a t g u i d e p l a n n i n g .
(Borich, 2011).
I n o u r s t u d y , w e re s e a rc h s o m e b a s i c f o r m a t f o r p u t t i n g p l a n s
in to action. The challenge is to match teaching methods to
o b j e c t i v e s . We b e g i n s t r a t e g i e s f o r t e a c h i n g e x p l i c i t f a c t s a n d
concepts.
I n t h e c h a p t e r 1 4 t i t l e d Te a c h i n g E v e r y S t u d e n t , f o r m a n y
peop le, teachin g means an instructor explain ing material to
s t u d e n t - l e c t u re i s a c l a s s i c f o r m . T h e re w a s a n e x p l o s i o n o f
re s e a rc h i n t h e 1 9 7 0 s a n d 1 9 8 0 s t h a t f o c u s e d o n t h e s e m o re
t r a d i t i o n a l f o r m s o f t e a c h i n g . T h e re s u l t s o f a l l t h i s w o r k
i d e n t i fi e d a m o d e l o f t e a c h i n g t h a t w a s re l a t e d t o i m p r o v e d
s t u d e n t l e a rn i n g . B a r a k Ro s e n s h i n e a n d Ro b e r t S t e v e n s ( 1 9 8 6 )
c a l l t h i s a p p ro a c h d i re c t i n s t r u c t i o n o r e x p l i c i t t e a c h i n g . To m
Good. (1983) uses the term active teaching to describe a
similar
begin

a p p ro a c h .
with

Te a c h e r s

advance

using

o rg a n i z e r s .

d i re c t
This

instruction

is

an

often

introductory

statement broad enough to encompass all the information

that

follows.

Ad v a n c e

organizers

fall

into

one

to

two

c a t e g o r i e s , c o m p a r a t i v e a n d e x p o s i t o r y. ( M a y e r , 1 9 8 4 ) T h e
c o n c l u s i o n o f t h e l i m i t e d re s e a rc h o n s e a t w o r k ( i n d e p e n d e n t
r o o m - d e s k w o r k ) i s c l e a r ; t h i s t e c h n i q u e i s o ft e n o v e r u s e d .

Te a c h e r s p o s e q u e s t i o n , s t u d e n t a n s w e r. T h i s f o r m o f
t e a c h e r , s o m e t i m e s c a l l e d re c i t a t i o n , h a s b e e n w i t h u s f o r
m a n y y e a r s ( We i n s t i e n e t a l . , 2 0 1 1 ) . T h e t e a c h e r s q u e s t i o n s
develop a framework for the subject matter involved. The
pattern from the teachers point of view consists of ignition
(teacher

asks

q u e s t i o n s ) , re s p o n s e ( s t u d e n t a n s w e r s ) , a n d

e v a l u a t i o n / re a c t i o n

(praising,

c o r re c t i n g ,

probing,

or

ex panding) or IRE (Burb ules & Bruce, 2001)

Some Educators have estimated the typical teacher asks
between 30 to 120 question an hour, or about 1,500,000
q u e s t i o n s o v e r a t e a c h i n g c a re e r ( S a d ke r & S a d ke r , 2 0 0 6 ) . A l l
k i n d s o f q u e s t i o n c a n b e e ff e c t i v e ( B a r d e n , 1 9 9 5 ) . D i ff e re n t
patterns

seem

to

be

better

for

certain

types

of

student,

h o w e v e r. T h e b e s t p a t t e rn f o r y o u n g e r s t u d e n t a n d f o r l o w e rability students for all ages is simple question that allow high
p e rc e n t a g e

of

c o r re c t

answers,

and

praise.

Fo r

example

e n c o u r a g e m e n t , h e l p t h e s u c c e s s f u l p a t t e rn i n c l u d e s h a r d e r
q u e s t i o n s a t b o t h h i g h e r a n d l o w e r l e v e l s a n d m o re c r i t i c a l
feedback (Berliner, 1987; Good, 1988).
I n re s p o n d i n g t o s t u d e n t a n s w e r s , t h e m o s t c o m m o n re s p o n s e ,
o c c u rr i n g a b o u t 5 0 % o f t h e t i m e i n t h e m o s t c l a s s r o o m s . I s
s i m p l e a c c e p t a n c e - o k o r u h - h u h ( S a d ke r & S a d ke r , 2 0 0 6 ) .
I f t h e s t u d e n t s w r o n g a n s w e r i s s i l l y o r c a re l e s s , h o w e v e r , i t
i s b e t t e r s i m p l y t o c o r re c t t h e a n s w e r a n d g o o n ( G o o d , 1 9 8 8 ;
Ro s e n s h i n e & S t e v e n s , 1 9 8 6 )
T h e l a s t i s t h e g ro u p d i s c u s s i o n i s i n s o m e w a y s s i m i l a r
to

the

re c i t a t i o n

s t r a t e g y.

teacher

may

pose,

question,

listen

to

student

answer,

re a c t

and

p ro b e

for

m o re

i n f o rm a t i o n , b u t i n t r u e g r o u p d i a l o g u e t h e t e a c h e r d o e s n o t
h a v e a d o m i n a n t ro l e . S t u d e n t a s k q u e s t i o n s , a n s w e r e a c h
o t h e r s q u e s t i o n , a n d re s p o n d t o e a c h o t h e r s a n s w e r s . ( B e c k ,
M c Ke o w n , Wo r t h y , S a n d o r a , & Ku c a n 1 9 9 6 ; B u r b u l e s & B r u c e ,
2 0 0 1 ; Pa r ke r & H e s s 2 0 0 1 ) .
T h e i m p o r t a n c e o f t h i s re s e a rc h i s t o k n o w w h a t k i n d o f
t e a c h i n g a p p ro a c h i s g o o d f o r s t u d e n t s f o r t h e m t o l e a r n a n d
w h a t k i n d o f t e a c h i n g a p p ro a c h w i l l h e l p t h e t e a c h e r s t o k n o w
w h e t h e r t h e i r s t u d e n t s a re l e a rn e d f ro m t h e m o r n o t .

A N A LY S I S T E AC H E R R E S P O N S E S

O u r t o p i c i s a b o u t e ff e c t i v e t e a c h i n g a p p ro a c h i n a
classroom, how teachers interact with students or how
students interact with their teachers. So we conduct an
i n t e r v i e w i n o u r re s p o n d e n t s v i a q u e s t i o n a n d a n s w e r
p a p e r.

Fi r s t w e a s ke d t h e m i f t h e y l i ke h o w t h e i r t e a c h e r
t e a c h o r a p p ro a c h e s t h e m , m o s t o f o u r re s p o n d e n t s s a i d
y e s t h e y a re s a t i s fi e d h o w t h e i r t e a c h e r t e a c h , a n d t h e y
learn

f ro m

it

because

most

of

them

said

that

their

t e a c h e r e n g a g e s s t u d e n t s i n t h e l e a r n i n g p ro c e s s a n d
helps

them

develop

critical

ideas,

some

of

our

re s p o n d e n t s t h e y s a i d y e s b u t b e c a u s e o f p re s s u re . I t s
q u i t e i n t e re s t i n g t h a t b e c a u s e o f p re s s u re t h e y n e e d t o
f o rc e t h e m s e l v e s t o s t u d y b e c a u s e t h e y a re a f r a i d o f
failing in their subject.
I n o u r 2 n d q u e s t i o n w e a s ke d t h e m , w h i c h d o y o u
think

is

better

student

c e n t e re d

a p p ro a c h

or

teacher

c e n t e re d a p p r o a c h , b u t b e f o re t h e y a n s w e r i t , o f c o u r s e
w e d i s c u s s e d t o t h e m w h a t s t u d e n t c e n t e re d a p p r o a c h i s
a n d t e a c h e r c e n t e re d a p p r o a c h . A s a re s u l t m o s t o f t h e m
c h o o s e s t u d e n t c e n t e re d a p p r o a c h w h e re t e a c h e r s a n d
students
p ro c e s s

play
but

an

some

equally
of

our

active

ro l e

re s p o n d e n t s

in

the

choose

learning
teacher

s t u d e n t a p p r o a c h b e c a u s e t h e y a re t r u l y l e a rn i n g u n d e r
t e a c h e r s t u d e n t a p p r o a c h w h e re t h e m a i n a u t h o r i t y i s o n
t h e t e a c h e r w h e re d i re c t i n s t r u c t i o n m e t h o d a re u s i n g b y
their teachers.

I n o u r 3 r d q u e s t i o n w e a s ke d t h e i r o p i n i o n a b o u t
w h i c h d o t h e y p re f e r b e t t e r w h e n a t e a c h e r i s g i v i n g
a c t i v i t i e s , g r o u p a c t i v i t i e s o r d o t h e y p re f e r i n d i v i d u a l ?
A s w e re a d o u r re s p o n d e n t s a n s w e r s i t s 7 o u t o f t e n ,
s e v e n o f o u r re s p o n d e n t s p re f e r g ro u p d i s c u s s i o n s o w e

c o n c l u d e t h a t t h e y a re c o m f o r t a b l e a n d l e a rn i n g i f t h e re
a re h e l p f r o m o t h e r s , a n d t h e re m a i n i n g t h re e s t u d e n t s
w h o p re f e r i n d i v i d u a l t h e y s a i d t h a t t h e y l e a r n m o re i f
they do it by themselves, they just need to listen and
w r i t e t o l e a rn a n d a l s o t h e y j u s t n e e d i n s t r u c t i o n s t o
fi n i s h a n a c t i v i t y o r p ro j e c t .
4th

Our

question

is

this;

does

their

teacher

e x p e c t a t i o n i n t h e c l a s s a ff e c t y o u I n t h e re s p o n s e t h a t
w e g e t i n a l l o u r re s p o n d e n t s a l l o f t h e m s a i d y e s t h a t
t e a c h e r s e x p e c t a t i o n s i n t h e c l a s s a ff e c t t h e m , t h e i r
re a s o n i s t h e re a re t e a c h e r s w h o a re s t r i c t a n d h a s a
high

expectation

f ro m

each

of

their

students

so

the

t e n d e n c y t h e s t u d e n t i s b e i n g p re s s u re d t o d o w e l l t o
re a c h t h e e x p e c t a t i o n s o f t h e i r t e a c h e r b e c a u s e t h e i r
a f r a i d o f f a i l i n g t h e s u b j e c t . T h e re a re s t u d e n t s w h o s a i d
that

failing

an

exam

l o w e re d

the

expectations

of

t e a c h e r.
T h e re s

an

expectation

ex pectations

e ff e c t

sustained

at

re c o g n i z e

improvements

e ff e c t

w h e re

certain

called

student

level

p e r f o rm a n c e

because

( ku k l i n s k i &

sustaining

teachers

We i n s t e i n ,

is

dont
2001).

B u t t h e re s o m e s t u d e n t s w h o s d o i n g e x c e p t i o n a l i n t h e
c l a s s t h a t s a l re a d y e x p e c t e d b y t h e t e a c h e r t h i s i s a
k i n d o f e x p e c t a t i o n s e ff e c t s c a l l e d S e l f- f u l fi l l i n g p ro p h e c y
this

is

the

because
students

it

groundless
has

that

been

expectations
ex pected,

because

of

high

that

t h e re

is

a re

c o n fi rm e d
also

expectations

t e a c h e r i n t h e i r s t u d e n t s t h e y a re d o i n g

some
of

the

Excep tional

in

the

class,

this

kind

of

e ff e c t

in

the

s t u d e n t s i s c a l l e d P y g m a l i o n e ff e c t w h e re t h e e xc e p t i o n a l
p ro g re s s

by

students

as

re s u l t

of

the

high

ex pectations of the teacher for that student.

I n o u r l a s t q u e s t i o n w e a s ke d t h e m w h a t k i n d o f t e a c h i n g
approach

is

using

by

your

t e a c h e r.

As

see

in

our

re s p o n d e n t s a n s w e r s I w i l l j u s t e n u m e r a t e i t 1 s t t e a c h e r s
g i v i n g q u i z z e s e v e r y m e e t i n g i n d i ff e re n t f o r m s g r a d e d
s e a t w o r k s h o m e w o r k s , i n d i v i d u a l a c t i v i t i e s , re c i t a t i o n ,
re p o r t i n g d a l s o re t u r n d e m o a n d g ro u p d i s c u s s i o n s t o
sum

up,

this

kind

of

a p p ro a c h

is

teacher

c e n t e re d

a p p r o a c h a n d a l s o m o s t o f o u r re s p o n d e n t s i s u n d e r t h e
Cognitive
discussions

a re a

of

p ro m o t e

teaching

w h e re

h i g h e r- o rd e r

activities

thinking

skills

and
and

cognition also the quality of feedback is consistency in

p ro v i d i n g s p e c i fi c , p ro c e s s - o r i e n t e d f e e d b a c k a n d b a c k
and

forth

(2005,2008;

exchanges
C ro s n o w

to
et

extend
al.,

2010;

& Pi a n t a , 2 0 0 9 ; Lu c k n e r & Pi a n t a 2 0 1 1 ) .

student
Jerome,

l e a rn i n g
H a rm e ,

R E F L E C T I O N PA P E R

A s I re a d t h e o u t c o m e o f o u r s t u d y o f w h a t t e a c h i n g
a p p r o a c h i s t h e b e s t f o r a s t u d e n t t o l e a rn I w o u l d s a y t h a t I
l e a r n e d a l o t f r o m i t , f ro m t h e t e a c h e r a n d s t u d e n t re s p o n d e n t
who

answer

ex perience

a re

while

re s p o n d e n t s

questions
I

most

analysing
students

seriously,
the

a re

based

re s p o n s e

l e a rn i n g

of

from
the

under

my

student

the

d i re c t

i n s t r u c t i o n m e t h o d u n d e r t e a c h e r c a n t e re d a p p ro a c h . I n t h e
q u e s t i o n t h a t d i d t h e y l i ke t h e t e a c h i n g a p p ro a c h o f t h e i r
teacher most of them said yes. Why? Because they said that
t h e y l e a rn f ro m i t , b u t n o t a l l t e a c h e r s h a s t h e q u a l i t y o f
b e i n g a n e ff e c t i v e t e a c h e r , b a s e d f ro m m y o w n e x p e r i e n c e
t h e re

a re

some

teachers

who

cant

catch

the

student

a t t e n t i o n t h a t s w h y t h e re a re s o m e s t u d e n t s w h o d o n o t
t a k i n g s e r i o u s l y t h e s u b j e c t b u t t h e re a re a l s o t e a c h e r s w h o
a re e n t h u s i a s t i c w h o c a n h a n d l e d i ff e re n t s t u d e n t s b y s h o w i n g
h a r d p e r s o n a l i t y w h e re s t u d e n t s w i l l t a ke s e r i o u s l y.
Based

on

my

prior

knowledge

about

the

chapter

14

t e a c h i n g E v e r y S t u d e n t , Le e S h u l m a n ( 1 9 8 7 ) h a s s t u d i e d h i s
q u e s t i o n , a n d h e h a s i d e n t i fi e d s e v e n a re a s o f p ro f e s s i o n a l
k n o w l e d g e . P ro f e s s i o n a l t e a c h e r s s h o u l d k n o w t h e a c a d e m i c
subject

that

they

teach-their

knowledge

is

deep

and

i n t e rc o n n e c t e d g e n e r a l t e a c h i n g s t r a t e g i e s t h a t a p p l y i n a l l
s u b j e c t s , t h e c u rr i c u l u m m a t e r i a l s a n d p ro g r a m s a p p ro p r i a t e

f o r t h e i r s u b j e c t a n d g r a d e l e v e l , s u b j e c t - s p e c i fi c k n o w l e d g e
f o r t e a c h i n g , t h e c h a r a c t e r i s t i c s a n d c u l t u r a l b a c k g ro u n d s o f
l e a r n e r s , t h e s e t t i n g s i n w h i c h t h e s t u d e n t s l e a rn - p a i r s , s m a l l
g ro u p s , t e a m s , c l a s s e s , s c h o o l s , a n d t h e c o m m u n i t y a n d t h e
last one is the goals and purposes of teaching.
Fo r Le e S h u l m a n a n e ff e c t i v e t e a c h e r s h o u l d p o s s e s s
t h e s e s e v e n a re a s t o b e a n e ff e c t i v e t e a c h e r b u t h e s a i d
t h a t e v e n y o u h a v e t h e s e s e v e n a re a s i t w o n t m a ke y o u
a n e x p e r t i t t a ke s t i m e a n d e x p e r i e n c e .
Fo r m e t h e b e s t t e a c h i n g a p p r o a c h f o r m e i s a
teacher

who

teaching,
positive

is

a ff e c t i v e

teacher

emotional

students,

in

that

with

belongs

w a rm t h ,

connections

activities

the

in

a re a

mutual

between

teacher

the

of

re s p e c t ,

teachers

encourage

and

student

a u t o n o m y , a n d e m p h a s i z e s t u d e n t i n t e re s t s m o t i v a t i o n s
a n d p o i n t s o f v i e w ( 2 0 0 5 , 2 0 0 8 ; C ro s n o w e t a l . , 2 0 1 0 ;
J e ro m e , H a rm e , & P i a n t a , 2 0 0 9 ; Lu c k n e r & P i a n t a 2 0 1 1 ) .
Te a c h e r s

should

know

what

kind

of

teaching

approach they have to use to their students because

every

student

is

d i ff e re n t ,

teachers

should

monitor

m i s b e h a v i o r o f a s t u d e n t t o p re v e n t m i s u n d e r s t a n d i n g
and a positive a feedback is also a good help for a
student to do better nex t time if they fail.
When

teacher

is

giving

activities

most

of

our

re s p o n d e n t s c h o o s e g ro u p d i s c u s s i o n b e c a u s e t h e y c a n
b r a i n s t o rm a n d fi n i s h a c t i v i t i e s o r p ro j e c t f a s t e r w h i l e
s o m e o f o u r re s p o n d e n t s c h o o s e t o b e a l o n e b e c a u s e
they

can

learn

it

or

fi n i s h

it

by

their

own

through

s t u d y i n g a n d l i s t e n i n g t o t h e t e a c h e r , a s I re a d o u r s t u d y

g ro u p o r i n d i v i d u a l d i s c u s s i o n h a v e b o t h d i s a d v a n t a g e
and advantages so the teacher should know which of the
two is using in activities, they have to think on which of
the two is the best for

t h e s t u d e n t s c a n fi n i s h t h e

a c t i v i t y f a s t e r.

In my opinion giving quizzes every meeting is a good

t h i n g b e c a u s e I t w i l l f o rc e y o u t o s t u d y i f I d o n t w a n t t o f a i l ,
a n d a l s o re c i t a t i o n e v e r y m e e t i n g l i ke w e d o t h e s e d a y s ,
b e c a u s e o f t h e s e w e w i l l s u re l y re a d o u r b o o k s b e c a u s e i f w e
d o n t w a n t t o b e h u m i l i a t e d i n f ro n t o f t h e c l a s s w e h a v e t o
s t u d y , b u t q u i z z e s a n d re c i t a t i o n e v e r y m e e t i n g i s s e r i o u s l y
s t re s s f u l b e c a u s e t h e s e d a y s a l l o f o u r s u b j e c t a re g i v i n g a n d
re c i t a t i o n e v e r y m e e t i n g .
I a l s o l e a rn e d t h a t i n m y e x p e r i e n c e w h e n a t e a c h e r i s
funny or easy going to the students they dont seriously pay
attention,

but

when

teacher

is

strict

and

has

the

full

a u t h o r i t y i n t h e c l a s s ro o m t h e s t u d e n t s b e c o m e q u i e t a n d
when that kind of teacher is in the room they immediately pay
attention.
Te a c h e r s

has

d i ff e re n t

method

of

teaching

to

their

s t u d e n t s a n d w e a g re e t o i t b e c a u s e i f t h e y a re re a l l y a

t e a c h e r t h e y s h o u l d k n o w i f t h e i r s t u d e n t i s t r u l y l e a rn i n g , i t s
t h e i r re s p o n s i b i l i t y t o t e a c h e v e r y s t u d e n t i n h i s / h e r c l a s s .
Based on my prior knowledge I think adaptive teaching is
b e s t f o r f o re i g n e r s t u d e n t s b e c a u s e t h e i r h a v i n g a h a rd t i m e
in the class so teachers should help and guide them until they
can adapt and manage on their own.
Te a c h e r s e x p e c t a t i o n s i n t h e c l a s s a c t u a l l y a ff e c t t h e
student, because in my ex perience when I dont meet the
e x p e c t a t i o n o f t h e t e a c h e r I f e e l s h a m e f o r m y s e l f. I n o u r
study

most

of

all

of

our

re s p o n d e n t s

is

a ff e c t e d

by

the

teachers ex pectations in the class because they think they

will be withdrawn if they fail and its embarrassing.

As for my conclusion about our study teachers and students

s h o u l d h a v e a g o o d re l a t i o n s h i p w i t h e a c h o t h e r i n o r d e r f o r
t h e s t u d e n t s t o l e a rn m o re , a t e a c h e r s h o u l d b e a ff e c t i o n a t e ,
c h e e r f u l a n d e n t h u s i a s t i c b u t i f t h e s t u d e n t s a re c ro s s i n g t h e
b o u n d a r y o f t e a c h e r a n d s t u d e n t re l a t i o n s h i p a t e a c h e r s h o u l d
ex plain their limit of being a student.

PERSONAL REFLECTION

In the beginning, I was hesitant and confused if I could do the task

(research work) I feel like a blank sheet of paper, not even a single letter
come across my mind. I convince myself and believe that this is just another
challenge in my student life that need to overcome. First thing I do is to ask
the help of my sibling to formulate a questionnaire base on the given topic.
After that I conduct interview and request one of the teacher in the
neighbourhood to answer my questionnaire. And spare me of their available
time to conduct an interview. Another teacher I ask favour is a dear friend of
my mother
. At every beginning of my interview to them I find a little awkward to
deliver questions. I dont want to offend them if they disclosed how they are
as teacher. But as the interview gets along all comes naturally. Question are

spilling over me we have time to laugh, crack jokes and get some anecdote
of their students. Honestly it was such a relief in my part. Time quickly past
by I learn a lot of them. And maybe if I spend hours talking to them I might
learn some more. Base on my research on what king of teaching is good for
students to learn, I learned different kind of approach like the 4as approach
(Activity, Abstraction, Analysis and Application) in this approach the teacher
needs to be versatile and creative. The teacher give activity first (prayer,
updates, Brainstorming, PowerPoint) and next is abstraction which is
lecturing the content.
Next one is analysis, asking question. (Teacher or students) the last
one is application which is giving activity, test and reaction of the students.
The next approach I learn is the POE (Predict, Observe, Explain) in this kind
of approach students learn things base on their experience they be able to
explain things base on their own understanding. The teacher will only act as
facilitator. 4as approach and POE approach are same Social-Cognitive
constructivism, because the two approaches are using self-determination
and in the help of the teacher and classmates to learn the lesson clearly.
Students are has a lot of opinion in their teachers teaching approach and
styles.

For me as future educator, I will have an experimentation on my

student to know what kind of teaching approach I will apply to them to learn
my lesson clearly. And second one is I get the proper approach to them and I
will improve it, so that my students will easily understand my lesson.
Furthermore, I have a lot of things learn in this research. Teaching
approaches, how to handle a class, approach to a poor students and many
more. As a student, we students should know about of the approaches so
that we can adjust ourselves if we couldnt handle or learn the lesson clearly.

Some teachers says that the age may affect the teaching of a teacher.
Some students get bored in older teachers because they generalizing them
as no energy, not laughing and has no time in delivering some jokes, so that
the lesson become boring as it goes. But in the other side. Young teachers is
active, energetic, laughing and has time to crack some jokes in classroom so
that it wont become boring. I admit me to is thinking like that in my
elementary and high school days, but for me it wont affect the teaching of
an educator. As long as the teacher teaching his/her lecture write and
clearly, it wont become bored.
I wish the teachers we question has time to talk to us, because
teachers are so knowledgeable when it comes on teaching approaches, they
using it every day in every classrooms they teaching.
Teachers years of teaching is one of the criteria if the teacher is good
in teaching. Years of experience is one of the major thing to enhance teacher
ability in teaching. Experience is the best teacher thats why years of
teaching experience is one of a good educator example of good teaching.
In student life, studying is not teacher responsibility it also student
responsibility to study by himself/herself or with peers. Its one of the way
that a student learn. By studying the lessons or reviewing.

All kinds of question can be effective (barden, 1995) Challenging

students by questioning them hard to use their ability if they understand the
lesson or not. This type of teaching called recitation has been used for many
years (weinstein et al. 2011) it may also enhance the critical thinking of a
students, and it helps them to master the lesson.

A good reaction on students answers may affect his/her performance,

it may boost up the self-steam of a student in just simply saying ok. What do
you do after the student answers? Most common response, occurring 50% of
the time in most classrooms, is simple acceptance-ok or uh-huh (sadker
&sadker 2006)
Some teachers gives a difficult seatwork to challenge his/her students
learnings. But they didnt know it may be have negative effect to their
students. 2 summary research from 1975 to 2000 found that students with
learning disabilities, who often have trouble improving without teacher
guidance, were spending about 40% of their time on individual seatwork.
(Vaughn,Levy,coleman, & Bos, 2002)
must be a universal approach in every school levels (elementary, high
school, and college) that all students learn even poor student may, so that
teacher easily teaches their lessons and the students got it quickly and
clearly. It will be easier for the students to cope up and understand the
lesson. It will extremely minimize the number of students who are always left
behind.
This study is not easy as they see. For me as a not too intelligent
student, but in this research I have an idea in my future in what style or
approach I use. What I learn in this research is useful to my career. I use
what I learn not only in teaching but also in my everyday life. I will share
what I learn to other future educators and to my future students to so that
they will able to learn it too.

The approaches are useful. It must be continuously improve by the

professionals as time goes by. It may help also the economy to rise up. Young
men is the soul of the next generation, students as a young men is the hope
and future of every nation.

SUGGESTIONS

STUDENTS

As

student

l i ke

them

we

suggest

being

m o re

u n d e r s t a n d i n g t o t h e i r t e a c h e r s a n d re s p e c t i n g t h e m a n d
know the limit of being a student.

TEACHERS
Fo r t e a c h e r s w e s u g g e s t a c t i v i t y b a s e d f o r t e a c h i n g
a l s o i f t h e re a re p o o r s t u d e n t s ( b e l o w a v e r a g e s t u d e n t s )
a

teacher

should

help

them

individually

they

also

s u g g e s t q u i z z e s e v e r y m e e t i n g o r re c i t a t i o n t o f o rc e t h e
s t u d e n t t o s t u d y b e c a u s e n o t a l l s t u d e n t s a re n o t p a y i n g
a t t e n t i o n i n t h e i r s t u d i e s s o a t e a c h e r s h o u l d f o rc e t h e m
to study because no teacher want to fail their student.

Educational Psychologist
We s u g g e s t h a v i n g m o re a c t i v i t i e s t h a t i s g r a d e d
a n d re c i t a t i o n t h a n q u i z z e s b e c a u s e o r a l q u i z z e s e n h a n c e
a n d b u i l d u p s t u d e n t s s e l f- e s t e e m .

REFERENCES
Te a c h i n g M e t h o d s . ( n . d . ) . Re t r i e v e d M a rc h 1 6 , 2 0 1 5 ,
http://teach.com/what/teachers-teach/teaching-methods

from

Wo o d f o l k , A . ( 2 0 1 3 ) . C h a p t e r 1 4 Te a c h i n g E v e r y S t u d e n t .
I n E d u c a t i o n a l Ps y c h o l o g y ( 1 2 t h e d i t i o n e d . , p . 5 8 7 ) . O h i o
s t a t e : Pe a r s o n E d u c a t i o n .