A DIFFERENT OUTLOOK

AND APPROACHES
TOWARDS TEACHING

By: Ronald P. Halos

GOAL

At the end of this seminar,

the participants will gain
new knowledge, skills and
ideas on how to alleviate
teaching methods
TOPICS:
Performance Management System
Building a Team Work Culture
Dynamic Customer Service Approach
Motivational Strategies
Unique Learning Environment
Do’s and Don'ts of a Professional
Instructors
 Performance management (PM)
includes activities which ensure that goals are
consistently being met in an effective and
efficient
manner. Performance management can
focus on the performance of an organization,
a department, employee, or even the processes
to build a product or service, as well as many
other areas.
 PM is also known as a process by which
organizations align their resources, systems
and employees to strategic objectives and
priorities.
To continuously develop the quality
program relevant to the needs of the
industry and community that will
contribute to the
socio-economic transformation of
the city.
 The Caloocan City Manpower Training
Center (CCMTC) envision that its
personnel and trainers’ working hand in
hand with the Technical Education and
Skills Development Authority – National
Capital Region (TESDA-NCR) and other
sectors geared toward the upliftment of the
blue collar occupation through skills training
and livelihood training.
TEAM WORK
 The team understands the goals and is
committed to attaining them. This clear
direction and agreement on mission and
purpose is essential for effective teamwork.

 Theteam creates an environment in which

people are comfortable taking reasonable
risks in communicating, advocating positions,
and taking action. Team members trust each
other. Team members are not punished for
disagreeing.
 Communication is open, honest, and
respectful. People feel free to express their
thoughts, opinions, and potential solutions to
problems. People feel as if they are heard out and
listened to by team members who are attempting to
understand. Team members ask questions for clarity
and spend their thought time listening deeply rather
than forming rebuttals while their coworker is
speaking.

 Team members have a strong sense of

belonging to the group. They experience a deep
commitment to the group’s decisions and actions.
This sense of belonging is enhanced and reinforced
when the team spends the time to develop team
norms or relationship guidelines together.
 Team members are viewed as unique
people with irreplaceable experiences, points
of view, knowledge, and opinions to
contribute. After all, the purpose for forming a
team is to take advantage of the differences.

 Creativity, innovation, and different

viewpoints are expected and encouraged.
Comments such as, "we already tried that and
it didn't work" and "what a dumb idea" are not
allowed or supported.
 The team is able to constantly examine
itself and continuously improve its processes,
practices, and the interaction of team members.
The team openly discusses team norms and
what may be hindering its ability to move
forward and progress in areas of effort, talent,
and strategy.

 The team has agreed upon procedures for

diagnosing, analyzing, and resolving team
work problems and conflicts. The team does
not support member personality conflicts and
clashes nor do team members pick sides in a
disagreement. Rather, members work towards
mutual resolution.
 Participative leadership is practiced in
leading meetings, assigning tasks, recording
decisions and commitments, assessing
progress, holding team members accountable,
and providing direction for the team.

 Members of the team make high quality

decisions together and have the support
and commitment of the group to carry out the
decisions made.
Customer Service
 Good customer service is the lifeblood of any
business.
 Good customer service is all about bringing
customers back
 Don't make promises unless you will keep
them.
 Listen to your customers

 Deal with complaints.

 Be helpful - even if there's no immediate profit

in it
 Train your staff

 Take the extra step

 Throw in something extra

 TEACHING STYLES
 Teacher-Centered Approach
 Direct Instruction
 Formal Authority
 Expert

 Personal Model

 Student-Centered Approach
 Inquiry-Based Learning
 Facilitator
 Personal Model

 Delegator

 Cooperative Learning
 Facilitator
 Delegator
Your teaching style says something about you.
It’s based on your values toward education
and the philosophy you hold about education.
Knowing how your students learn can also
play a key role in your teaching style. If you
can discover your teaching style early on in
your career, both you and your students will
be better off for it. You will know exactly
what your teaching preferences are and know
just how to reach your students’ learning
preferences.

INSTRUCTIONAL METHODS AND THEIR APPLICATIONS

 DO’S OF TEACHING
 • Always maintain a professional demeanor, even when provoked by an
administrator, parent or child. To remain in self- control is always difficult,
since we all have feelings and an innate urge to react when we are accused. To
remain composed depicts maturity and professionalism.
 • Be objective; avoid inflammatory comments in your notes sent home or to
the principal. Write honest progress reports; don’t bend facts or ignore
problems, regardless of pressure from administrators or a wish to sugarcoat
the truth. Children detest teachers who distort the truth to protect themselves
when they are in error.
 • Have backup plans when a given activity is not working. Teachers are
expected to be flexible with strategies, so if in the midst of a lesson an
approach is not working teachers have the autonomy to simply adapt a better
technique.
 • Plan for different learning styles (i.e., visual, kinesthetic, audio, verbal).
Keep in mind that children learn differently and so every lesson should have a
variety of conditions that would help to promote the concept. For example, the
use of manipulative, documentary, pictures, postcards, newspapers, books,
shapes, etc.
 • It is important for teachers to remember each child has individual
differences. No two students are alike. Never compare students personally.
 • Plan for different learning ability levels. Research implies
that children learn best from their peers so cooperative
learning should be incorporated in lessons whenever
appropriate.
 • Allow children to select projects. Give them a selection to
choose from. In giving choices more effort will be shown. Focus
on the process rather than the product.
 • Let children be risk-takers and make mistakes. Encourage
them to try and try again! We learn from our mistakes to
correct procedures and processes.
 • Use teachable moments to reinforce integration of subjects
and values.
 • Plan instruction considering three phases: before, during
and after reading.
 • Routinely self-reflect and collaborate on instructional
practices and student progress within school. Always ask
yourself, did I use the best approach in teaching the concept?
What could I have done better to reach every child? Did I
adequately plan for the students and were the activities
meaningful?
 • Inspire students with a passion for lifelong learning.
This teacher realizes that the expectations established for
the students greatly affect their achievement; the teacher
knows that students generally give as much or as little as
is expected/allowed from them.
 • Create a sense of community and belonging in the
classroom. The mutual respect in this teacher’s classroom
provides a supportive, collaborative environment.
 • Maintain professionalism in all areas from personal
appearance to organizational skills and preparedness for
each day. The teacher’s communication skills are
exemplary, whether speaking with an administrator, one
of her students or a colleague.
 • Assess student’s performance periodically and give
prompt feedback. Always save samples of students’
corrected work in the event there is a grade audit.
 • Treat every child with human dignity and respect.
This might be hard for some of us depending on the
behavior of the child. Remember, however, that children
show resentment because needs have not been met.
Regardless of the circumstances, children are very
receptive and kind to teachers who show that they
genuinely care.
 • Carry out duties with efficiency, and work without
being constantly supervised.
 • Practice punctuality; the early bird catches the most
worms. The most successful teachers are those who
arrive to school on time and make preparations for the
day. In so doing activities will be carried out and there
will be smooth transition between subjects.
 • Consistently meet deadlines. Ensure that you keep a
copy of all documents turned into your administrators.
 • Be warm, accessible, enthusiastic and caring. This type of
teacher is approachable, not only to students, but to everyone
on the school site. This is the teacher to whom students know
they can go with any problems or concerns or even to share a
funny story. Great teachers possess good listening skills and
take time out of their way-too-busy schedules for anyone who
needs them. If this teacher is having a bad day, no one ever
knows—the teacher leaves personal baggage outside the
school doors.
 • Dress to impress. Many times in life situations a person is
judged upon how well he/she appears. The same holds true for
teachers, whether in the classroom setting, during a job
interview, parent conference or open house. Teachers should
dress for success everyday of the week, unless a stated dress
code policy allows you to dress casually on a given day.
Dressing for success has three main effects for teachers:
Maintain respect, establish credibility and establish yourself
as an authority figure.
 • Create active participants rather than passive observers in
every lesson. The days of teacher-centered lessons are over
and teachers have to think of creative ways to deliver the
lessons via child friendly approaches since some children’s
attention span are limited and they are easily distracted.
 DON’TS OF TEACHING
o• Don't try to teach too much in one day.
o . Don't teach a lesson without a student activity.
o . Don't make tests too hard.
o . Don't allow students to shout out answers
o• Don’t act as though it’s an individual effort. Never
think you can accomplish everything on your own.
Working as a team will be more rewarding.
o• Don’t fail to make corrections/ apply constructive
criticisms that would result in the improvement of
plans and interventions created on behalf of children.
o• Don’t consistently inform parents via text or letter
of the negative behaviors of children.
o• Don’t label a child because of his socioeconomic
status.
 Don’t deny inclusion of a child because he or
she is unkempt.
 • Don’t use sarcasm and ridicule as a quick fix
to discipline children.
 • Don’t victimize students by lowering their
grades or issuing demerits due to previous
negative encounters with parents.
 • Don’t falsify students’ grades without
checking papers.
 • Don’t show a lack of empathy and concern for
students’ wellbeing, especially when they are
faced with sadness, grief or a difficult situation.
 • Don’t insult children and refer to parents’
failures.
 • Don’t throw duster and chalk at students.
 • Don’t accept bribery and gifts from parents to give extra
attention to their children.
 • Don’t use children as pawns to carry to and fro messages,
monies, gifts, food, etc. from female or male counterparts.
 • Don’t be too friendly and send mixed signals that could be
interpreted as flirting and flaunting sexual appeal.
 • Don’t use physical force and aggression to reprimand
children.
 • Don’t cheat children of contact time due to repeated medical
issues and in some cases unexplained absences.
 • Don’t underestimate children’s learning ability and so
inadequately plan.
 • Don’t send children out of class because of disruptive
behaviours.
 • Don’t walk out of a class when students’ behavior becomes too
challenging.
 • Don’t make fraudulent allegations against a teacher and
a student.
 • Don’t reach school every day and leave as the bell rings in
the evenings without bringing proper closure to your work.
 • Don’t send all behavioral problems to the principals.
Teachers who refuse to use their initiative and come up
with alternative forms of discipline tend to lose total respect
from their students and parents. As a matter of fact
behavioral problems usually escalate.
 • Don’t make tests too hard so that almost every child fails.
Tests are basically administered to analyze what children
have learnt, what they did not grasp or what they need
reinforcement in. If every child fails then it means the
teacher fails as well and that the teacher simply has to re-
teach the concepts using another approach.
 • Don’t babble. Try your best to be assertive and even when
nervous remain composed. Show confidence and familiarity
with the topic being taught.
 • Don’t attempt to handle all behavioral problems by yourself.
Sometimes you will need advice from colleagues and
administrators that could offer better insight into the situation
 • Don’t create a coup and encourage children to become anti-
administration.
 • Don’t fail to maintain teaching license. This means that even
though you are in possession of a license whether provisional or
full you are expected to attend professional development
workshops to attain credit hours to sustain the license.
 • Don’t take children on a school trip without getting the proper
authorization and in addition, don’t modify the itinerary of trip
after approval has been granted
 • Don’t participate in criminal misconduct outside of the school
setting.
 • Don’t engage in the use and possession of illegal drugs.
 • Don’t intentionally destroy school property when accused of
wrongdoings.
 • Don’t attend school in a drunken and disorderly state. Don’t
display lawlessness in public places due to intoxication.