TEACHING STYLE SELF EVALUATION; ITS EFFECTIVENESS ON THE TEACHING-LEARNING PROCESS OF EL SALVADOR CI

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TEACHING STYLE SELF EVALUATION; ITS EFFECTIVENESS ON THE TEACHING-LEARNING PROCESS OF EL SALVADOR CITY CENTRAL SCHOOL TEACHERS; AN ACTION RESEARCH

BY:

LINA CAPILI BEJIGA,PhD Principal III

EL SALVADOR CITY CENTRAL SCHOOL

An Action Research Presented to the Division of El Salvador City October 19, 2016

TEACHING STYLE SELF EVALUATION; ITS EFFECTIVENESS ON THE TEACHING-LEARNING PROCESS OF EL SALVADOR CITY CENTRAL SCHOOL TEACHERS; AN ACTION RESEARCH

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Introduction

According to Mohanna, Chambers & Wall, 2008, A teaching style is the way in which teaching tasks are chosen and carried out. Some teachers choose to have more teacher-focused activities such as giving lectures and minimizing independent work. Others prefer to draw out information from their students after engaging them in group activities.

Teaching styles determine the effectiveness of teachers in promoting learning, enhancing positive attitudes about learning, and improving selfesteem. They are determined by teachers’ personal characteristics, experiences, and knowledge of the teaching-learning process and teaching philosophies.

There are four

teaching style categories:

formal authority,

demonstrator, facilitator, and delegator. This is based on the work of Stein, Steeves, & Mitsuhashi (2001).

Formal Authority Teachers who have a formal authority teaching style tend to focus on content. This style is generally teacher-centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content.

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One type of statement made by an instructor with this teaching style is “I am the flashlight for my students, I illuminate the content and materials so that my students can see the importance of the material and appreciate the discipline.”Teachers with this teaching style are not so much concerned with building relationships with their students or enabling students to form relationships with other students. This type of teacher doesn’t usually require much student participation in class. This teaching style is often called the “Sage on the stage” model.

Demonstrator or Personal Model Teachers who have a demonstrator or personal model teaching style tend to run teacher-centered classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge; thus, the teacher is called a “Guide on the side.”

A teacher with this type of teaching style might comment: “I show my students how to do a task properly or work through a problem and then I’ll help them master the task or problem solution. It’s important that my students can solve similar problems independently by using and adapting demonstrated methods.”

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Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they don’t understand something.

Facilitator Teachers who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks.

This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students.

Teachers typically design group activities that necessitate active learning, student-to-student collaboration, and problem solving. This type of teacher, who is also a “Guide on the side� like the demonstrator, will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.

Delegator

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Teachers who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students.

This type of teacher, who is also a “Guide on the side,� will often give students a choice in designing and implementing their own complex learning projects and will act in a consultative role.

Students are often asked to work independently or in groups and must be able to maintain motivation and focus for complex projects. Students working in this type of setting learn more than just course specific topics as they also must be able to work effectively in group situations and manage various interpersonal roles.

The all round flexible and adaptable teacher is using two or more teaching styles.

RESEARCH QUESTIONS

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Teaching Style Self-Evaluation [Adapted and used with permission from Jennifer Stein (2001)] This assessment will help you determine your teaching style. Answer the following questions by clicking the checkbox that corresponds to your answer. You are allowed to choose only one answer for each question.

What do you think of your teaching style?

a.

It may lead to an inflexibility for managing the concerns of students.

It may cause students to feel inadequate when they can’t emulate

b.

your example.

c.

It works well for most students but is very time–consuming.

It may leave students feeling anxious about their ability to meet your

d.

expectations.

Which of the following do you like to use when evaluating student-learning?

a.

teacher-made tests

b.

student self-assessment tests

c.

performance-based criteria

d.

problem-solving and critical thinking

What do you think of your teaching style? a.

whole class lessons

b.

role-playing

c.

peer-tutoring

d.

Brainstorming

When you teach, your instructional time predominantly involves -

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a.

Lectures

b.

Demonstrations

c.

films/videos

d.

class discussion/brainstorming

You believe in teaching by a.

being the source of information

b.

personal example and modeling behavior

c.

emphasizing student-teacher interactions

d.

being a resource person as needed by the student

One of your goals is to have your student -

a.

work within the learning plan

b.

observe and emulate what was observed work independently and under his/her own initiative, while you provide as

c.

much support and encouragement as possible. able to work in an autonomous manner while you serve as a resource

d.

person available upon request.

One advantage of your teaching style is that it -

a.

focuses on clear expectations

b.

emphasizes direct observation

c.

allows students personal flexibility

d.

helps students see themselves as independent learners

Assignments given to students are usually based on a.

your personal preferences or on course materials you define as relevant

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and important for students to learn a sequence of steps leading to mastery of accepted method (steps) for b.

performing a task or skill a student portfolio or learning log which has a self–assessment

c.

component

d.

problem-solving based on research of course material

Your teaching style develops a rhythm which contains -

Four steps: content selection, presentation/reception, reflection, a.

application

b.

Three steps: selection, skill development, mastery performance Five steps: creating awareness, collecting data, choosing innovation,

c.

implementing a plan, reviewing results More steps: ranging from posing and reflecting on a problem, skill development exercises to interim evaluation, learner responses, and

d.

development of solutions

DEFINITION OF TERMS TEACHING STYLE-

the way in which teaching tasks are chosen and

carried out TEACHING STYLE SELF EVALUATION- An determining teaching style.

assessment

tool

in

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FORMAL AUTHORITY-

A teaching style that tend to focus on content.

This style is generally teacher-centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content.

DEMONSTRATOR OR PERSONAL MODEL- a teaching style THA tend to run teacher-centered classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge.

FACILITATOR- Teachers who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks.

This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students.

DELEGATOR- a teaching style that tend to place much control and responsibility for learning on individuals or groups of students.

ALL ROUND FLEXIBLE AND ADAPTABLE TEACHERteacher who can adapt to any of the four teaching styles.

an

effective

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ASSESSMENT-

An appraisal or evaluation.

TEACHING-LEARNING PROCESSachieving goals in education.

Are

actions

necessary

in

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REVIEW OF RELATED LITERATURE Helping children understand better in the classrooms is one of the primary concerns of every teacher.Knowing the different teaching style enable them to reflect of their effectiveness as teachers.Mohanna, Chambers and Wall, 2008 stresses that teacher’s teaching philosophies influence their teaching styles. They can be determined by their observable personal characteristics, experiences and the knowledge of the teaching-learning process.

Jennifer Stein, 2001 developed an assessment tool that determines the teacher’s teaching style. There are four teaching style categories and knowing about each one is very important on teaching reflection (Stein, Steeves and Mitsuhashi,2001.

The four teaching styles are the following, Formal Authority Teachers who have a formal authority teaching style tend to focus on content. This style is generally teacher-centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content.

One type of statement made by an instructor with this teaching style is “I am the flashlight for my students, I illuminate the content and materials so

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that my students can see the importance of the material and appreciate the discipline.”Teachers with this teaching style are not so much concerned with building relationships with their students or enabling students to form relationships with other students. This type of teacher doesn’t usually require much student participation in class. This teaching style is often called the “Sage on the stage” model.

Demonstrator or Personal Model Teachers who have a demonstrator or personal model teaching style tend to run teacher-centered classes with an emphasis on demonstration and modelling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge; thus, the teacher is called a “Guide on the side.”

A teacher with this type of teaching style might comment: “I show my students how to do a task properly or work through a problem and then I’ll help them master the task or problem solution. It’s important that my students can solve similar problems independently by using and adapting demonstrated methods.”

Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what

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they need to know and for asking for help when they don’t understand something.

Facilitator Teachers who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks.

This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students.

Teachers typically design group activities that necessitate active learning, student-to-student collaboration, and problem solving. This type of teacher, who is also a “Guide on the side� like the demonstrator, will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.

Delegator Teachers who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students.

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This type of teacher, who is also a “Guide on the side,” will often give students a choice in designing and implementing their own complex learning projects and will act in a consultative role.

Students are often asked to work independently or in groups and must be able to maintain motivation and focus for complex projects. Students working in this type of setting learn more than just course specific topics as they also must be able to work effectively in group situations and manage various interpersonal roles.

The“All-Round

Flexible

and

Adaptable

Teacher”.

Mohanna,

Chambers, & Wall (2008) describe this teacher as one who “can use lots of different skills, can teach both peers and juniors, and is very aware of the whole environment in relation to teaching and the learners.”

The all-round flexible and adaptable teacher is an effective teacher who can adapt to any of the four teaching styles depending on the subject matter and other variables. This implies that as an instructional leader, you need to help your teachers learn and appreciate the different teaching styles and adopt two or more for their teaching repertoire. But before you can do this, you will need to assist them in finding out their own teaching styles.

Furthermore, researchers have begun to identify also some aspects of the teaching styles that help enhance motivation in learning. Lucas

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(1990), Weinert and Kluwe (1987) shows that several teaching styles could be employed by the teachers in encouraging children to learn more and be self motivated.It is important and necessary for teachers to work in discovering children’s strengths and weaknesses and finding out their expectations. Therefore,identifying teaching styles need to be discovered, given emphasis and reflected for achieving successful teaching-learning process.

HYPOTHESIS There is no significant difference of the teacher’s effectiveness in teaching in terms of their different teaching styles.

Formal Demonstrator or personal Model Facilitator Delegator Purpose of the Research Study The researcher of this action research believes that knowing and identifying the teachers’ different teaching style can be of big help to their effectiveness as teachers on the teaching and learning process.

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Research design or Methods of Collecting Data This research study adopted the descriptive evaluative method of research. The descriptive method emphasized the present condition of the phenomena under study, describes the current situation determining the nature of the prevailing practice, and made accurate description of activities, objects, person and processes. In short, this method would described and interpreted “What is�. This design too would provide descriptive

information

of

the

demographic

nature

of

the

population/respondents considered in this study. This study also included a description, recording, analysis and interpretation of the data gathered.

Research Setting This study was conducted in El Salvador City Central School, Division, El Salvador City, Misamis Oriental. The said school has 39 teachers and four teacher aides. El Salvador City Central School is the biggest school in El Salvador Division.

Table A Distribution of the Samples by grade level School

Population

Sample

Percentage

SPED

3

3

6.98%

Kindergarten

3

3

6.98%

Grade 1

6

6

13.95%

Grade 2

5

5

11.63%

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Grade 3

5

5

11.63%

Grade 4

7

7

16.28%

Grade 5

8

8

18.61%

Grade 6

6

6

13.95%

Total

43

43

100%

Sample and Sampling Procedure The respondents of this study were the teachers of El Salvador City Central School, Division, El Salvador City, Misamis Oriental during the school year 2016-2017. All them were tested on the assessment tool.

Research Instruments To gather the necessary data, this study adopted and employed Teaching Style Self Evaluation adapted and used with permission from Jennifer Stein (2001) Data Gathering Procedure The researcher personally administer the assessment tool to the teachers during the weekly LAC session.

Analysis of the Teaching Styles

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Formal authority

Facilitator

Demonstrator

All-round flexible and adaptable teacher

Delegator

Statistical Treatment This study employed the following statistical treatment of data.

Different teaching styles of El Salvador City Central School Teachers,on the assessment tool

was analyzed by the use of simple descriptive

measures such as percentage, mean,

and t-test for the significant

difference.

Presentation, Analysis and Interpretation of Data

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This chapter presents, analyzes and interprets the data gathered out of the instruments used in the study.

1. What is the profile distribution of respondents in terms of grade level.

Table 1 Distribution of the Samples by grade level and Gender Grade

Population

M

F

Sample

M

F

%

%

%

M

SPED

3

3

3

3

6.98%

F 6.98%

Kindergart

3

3

3

3

6.98%

6.98%

Grade 1

6

6

6

6

13.95%

13.95%

Grade 2

5

5

5

5

11.63%

11.63%

Grade 3

5

5

5

5

11.63%

11.63%

Grade 4

7

5

7

5

16.28%

en

2

2

4.65

11.63%

% Grade 5

8

1

7

8

1

7

18.61%

2.33

16.28%

% Grade 6

6

1

5

6

1

5

13.95%

2.33

11.63%

% Total

43

4

39

43

4

39

100%

9.30 %

90.70%

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Table A shows the respondents distribution by grade level and Gender. The biggest figure is grade 5 which has 8 respondents while the lowest were SPED and Kindergarten, they have 3 respondents each.

Grade 4 has 7 respondents, Grade 1 has 6 and grade 2 and three has 5 teachers each. 100% percent of the teachers were being tested on the tool.

It was clear that there were more female teachers than Male teachers in the school. Only grades 4,5 and 6 has male teachers, Grade 4 has 2 which was 4.65% of the total population, Grade 5 has only 1 teacher which was 2.33% and grade 6 also has only 1 male teacher which was 2.33% percent also of the total population. All in all there were about 9.30% percent male teachers or 4 against 39 female or 90.70% .

According to the study conducted by Corney (2013) at the Indiana University, the issue has something to do with low salaries. His research found out that education reformer’s often advocates for teaching as better suited to women. He also concluded that it is appropriate to conclude that teaching is more suited to women than men.

2. What are the teaching styles of El Salvador City Central School teachers?

Table 2 Teaching Styles of Teachers in El Salvador City Central School

Formal authority

5

11.63% Facilitator

11

25.59%

21

Demonstrator Delegator

4

9.30%

All-round flexible and adaptable

2

4.65%

21

46.67%

teacher

Table 2 shows the distribution of the teacher’s teaching styles in El Salvador City Central School. Most of them are All round flexible and adaptable teachers, its 21 or 46.67%, it was followed by facilitator category which is around 25.59%,or 11, then a a formal authority teacher which was around 11.63% or 5, There were 4 demonstrator teachers which was around 11.63% and the lowest was the delegator teachers which was only 2 or 4.65%.

With the present varied learning styles of the new generation learners, teachers need to adopt and be with the trend in meeting up the needs and demands of the new generation learners. They need to use two or more teaching styles. Such a teacher is called the “all round flexible and adaptable teachers”. Mohanna, Chamber and wall (2008) describe this teacher as one who can “use lots of different skills, can teach both peers and juniors, and is very aware of the whole environment in relation to teaching and the learners”.

The all round flexible and adoptable teacher is an effective teacher who can adapt to any of the four teaching styles depending on the subject matter and other variables.

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3. What are the teaching styles of El Salvador City Central School in terms of Grade level

Table 3 Teaching Styles of Teachers in El Salvador City Central School in terms of Grade Level Grade

Formal

Demonstrat

Facilitator

Delegator

or

All

Round

Flexible Teacher

No

%

1

2.33%

2

4.65%

1

1

2.33%

2

4.65%

2

4.65%

3

6.98%

1

Grade 5

1

2.33%

1

Grade 6

2

4.65%

11

25.58%

SPED Kinder Grade 1 Grade 2 Grade 3 Grade 4

No

%

3

6.98%

2

4.65%

No

%

No

%

No

%

3

6.98%

2

4.65%

3

6.98%

2.33

3

6.98%

% 2.33

6

13.95

4

% 9.30%

21

48.84%

% TOTAL

5

11.63%

4

9.30%

2

4.65 %

Table 3 shows the teaching styles of El Salvador City Central School by grade level. The result reveled that there were more all round flexible teachers compared to facilitator, demonstrator, delegator and formal; Its about 21 or 48.84% of the total population. Most of them belongs to the Grade 5 and 6 teachers, grade 1,3 and 4 has 3 teachers each and grade 2 has 2 teachers. It was followed by teacher facilitators, there were 11 or 25.58 percent; The highest number were coming from grade 4, it has 3 or

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6.98%, then grade 2, 3 and 5 has equal no. 2 teachers each which is 4.65% each also. Grade 5 has only 1 facilitator teacher or 2.33%.

Most teachers in the higher grades (grade4-6) were all round flexible teachers. This is due to the fact that learners at this level were quite mature and can independently do the learning task.They are also a combination of the different learning styles, visual, auditory, kinesthetic and tactile, they are the learners of the 21 st century, thus teachers nowadays need to meet their learning demands. They need to use different teaching styles in motivating them to learn.

4. What are the teaching styles of El Salvador City Central School Teachers in terms of gender

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Table 4 The Teaching Styles of El Salvador City central School Teachers in terms of Gender ALL RPOND FLEXIBLE DEMONSTRATOR

FORMAL

Grade M

% F

% T

% M

SPED

3

6.9

3

6.9

Kinder

2

8% 4.6

2

8% 4.6

% F

% T

FACILITATOR

% M

% F

DELEGATOR

% T

% M

% F

% T

TEACHERS

% M

% F

% T

%

1

2.3

GRADE 1

2

3% 4.6

2

4.6

1

2.3

1

2.3

3

6.9

3

6.9

GRADE 2

1

5% 2.3

1

5% 2.3

2

3% 4.6

2

3% 4.6

2

8% 4.6

2

8% 4.6

GRADE 3

2

5% 4.6

2

5% 4.6

3

5% 6.9

3

5% 6.9

GRADE 4

3

5%

5%

3%

3%

5% 6.9

5% 3

8% 1

GRADE 5

2.3

TOTAL

0

0

5

11.

5

11.

63

63

%

%

0

0

4

9.3 0%

4

9.3 0%

8% 2

8% 1

3%

GRADE 6

6.9

2.3

4.6 5%

1

3%

1

3%

2.3

1

2.3

2

4.6

2

4.6

2

3% 4.6

9

3% 20.

11

5% 25.

5

5% 11.

93

58

63

%

%

%

4.6

3

5%

2.3

1

5%

2

0

2

% 2.3

4.6 5%

8% 3

8% 6

3%

0

6.9

13.

8% 6

95

6

13.

6.9

13.

95

4

% 9.3

4

% 9.3

21

0% 48.

21

0% 48.

95

84

84

%

%

%

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Table 4 tells the teaching style categories of teachers in terms of gender. Based on the result of this research, most of the female teachers were all round flexible especially those who were assigned in the higher grade level, there were some who were also facilitator and formal None of the male teachers were all round flexible.

Male teachers were usually assigned in the higher grades (grade 4-6) and majority of them were subject teachers.

There were two male teachers in grade 5 level, one is a facilitator and the other one is a delegator. Both of them covered 2.33% of the whole population of teachers.. In grade 4 the two teachers were all delegators or 4.65%.

The result implied that male teachers tend to use a specified teaching style and seldom opt to combine the different teaching style category. All around flexible teachers need to be very adjustable and very patient in teaching a specific subject or task. It is the male’s ego to teach directly to a specific topic without giving ample time to shift to another teaching style. Jennifer Stein, 2006.

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Summary, Conclusion and Recommendation

This research was designed to know the effectiveness of the teachinglearning process of

teachers in El Salvador City Central School after

knowing the result of the self teaching style evaluation.

It also aimed to determine the teacher’s teaching style in terms of grade level and gender. The researcher believes that teaching performance depends on the different teaching styles used and the kind of learners being handled.

The following were the salient findings of this research study; A. There were more female teachers than Male teachers in the school. Only grades 4,5 and 6 has male teachers, Grade 4 has 2 which was 4.65% of the total population, Grade 5 has only 1 teacher which was 2.33% and grade 6 also has only 1 male teacher which was 2.33% percent also of the total population. All in all there were about 9.30% percent male teachers or 4 against 39 female or 90.70% .

B. Most teachers are All round flexible and adaptable teachers, its 21 or 46.67%, it was followed by facilitator category which is around 25.59%,or 11, then a formal authority teacher which was around 11.63% or 5, There were 4 demonstrator teachers which was around 11.63% and the lowest was the delegator teachers which was only 2 or 4.65%.

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C. The result revealed also that there were more all round flexible teachers compared to facilitator, demonstrator, delegator and formal; Its about 21 or 48.84% of the total population. Most of them belongs to the Grade 5 and 6 teachers, grade 1,3 and 4 has 3 teachers each and grade 2 has 2 teachers. It was followed by teacher facilitators, there were 11 or 25.58 percent; The highest number were coming from grade 4, it has 3 or 6.98%, then grade 2, 3 and 5 has equal no. 2 teachers each which is 4.65% each also. Grade 5 has only 1 facilitator teacher or 2.33%.

D. With the teaching styles based on gender, most of the female teachers were all round flexible especially those who were assigned in the higher grade level, there were some who were also facilitator and formal None of the male teachers were all round flexible.

Male teachers were usually assigned in the higher grades (grade 4-6) and majority of them were subject teachers. There were two male teachers in grade 5 level, one is a facilitator and the other one is a delegator. Both of them covered 2.33% of the whole population of teachers.. In grade 4 the two teachers were all delegators or 4.65%. The lone teacher in grade 6 belongs to the facilitator category (2.33%).

Conclusions: The facts derived from the analysis of data provided the basic ground for the conclusion and implication of the study.Thus, the finding of this

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research on the analysis of the teaching style self evaluation; its effectiveness on the teaching-learning process of El Salvador City Central School teachers; an action research resulted to the following conclusions; 1. Since there were more female teachers than male teachers in this school and male were found out that they did not choose to be all round flexible and adaptable teachers, as an instructional leader, We need to help our male teachers learn and appreciate the different teaching styles and adopt two or more for their teaching repertoire.

It was found out also that lower grades prefer to have formal teaching style category (sped,kinder).As a school head we need to emphasize them that “A competent teacher assumes a combination of the four different teaching styles.”This teacher is called the “All- Round Flexible and Adaptable Teacher”. He/She is able to adapt the most appropriate teaching approach to individual students’ learning needs. A combination is necessary so that the teacher can be responsive to the unique needs of each learner. For example, a teacher can apply a formal authority teaching style with students who prefer it because of the difficulty they are encountering as a result of personal limitations. At the same time, the teacher can apply the delegator teaching style with students who he/she knows prefer to take responsibility for their own learning as a result of their past successful experiences in various learning tasks.

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Recommendation; From the findings revealed in this study and in consideration of its limitation on the scope of topics and respondents, the following are recommended: The result revealed in this study along with the similar findings in other researches, should perhaps be given consideration by the school heads.

1. The school heads can, A. Have a weekly LAC session for three hours and a short term team workshops and discussions on the different teaching styles versus the different larning styles.

B. Brainstorming on the different strategies and motivation in achieving a very effective teaching-learning process.

C. Enrolling some master teachers on the GURO21 of the SEAMEO INNOTECH for them to share what are the new trend and styles of the modern teachers in uplifting the learning demands of the present generation.

D. Can help your teachers meet their students’ needs and deliver effective instruction by sharing with them teaching techniques that can benefit all learners. The teachers should be encouraged to include as many techniques as are doable in their situation and continue adapting more until they are able to apply all the techniques. These teaching techniques include:

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1. Motivate learning by relating the material being presented to what has come before and what is still to come in the same class subject, to material in other subjects, and particularly to the students’ personal experience.

2. Provide a balance of concrete information (facts, data, real

experiments, and their results) and abstract concepts (principles, theories, and mathematical models).

3. Balance problem-solving methods with simple knowledge-level methods.

4. Use pictures, schematics, graphs, and simple sketches liberally

before, during, and after the presentation of verbal material. If possible, show films or provide demonstrations and hands-on activities.

5. Use technology-assisted instruction, if possible.

6. Do not fill every minute of class time lecturing and writing on the

board. Provide intervals - however brief - for students to think about what they have been told.

7. Provide opportunities for students to do something active

besides writing notes. Small-group brainstorming activities that take no more than five minutes are extremely effective for this purpose.

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8. Assign some drill exercises but do not overdo them. Also provide some open-ended problems and exercises that call for analysis and synthesis.

9. Give

students the option of cooperating on homework

assignments to the greatest possible extent.

10. Applaud creative solutions, even incorrect ones.

11. Talk to students about learning styles to reassure them that

their academic difficulties may not all be due to personal inadequacies. Explaining to learners how they learn most efficiently may be an important step in helping them reshape their learning experiences so that they can be successful.

BIBLIOGRAPHY Carney, Chuck (2013). The Status of Male Teachers in Public Education Today. Indiana University.

Mohanna, Chambers and Walls (2008). The different Teaching Style Categories. Journal of Effective Teaching and Learning. Malaysian Times.

Nyagura, LM.(2009) Multilevel Investigation of the Effects of School Classrooms and Students Characteristics on Academic Achievements in Primary Schools in Zimbabwe.Washington D.C. The world Bank.

Southeast Asian Ministers of Education Organization/ Innotech 2015 TEACHEXCELS AND GURO21.Nodule 1-8

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Appendix A.

Teaching Style Self-Evaluation

[Adapted and used with permission from Jennifer Stein (2001)] This assessment will help you determine your teaching style. Answer the following questions by clicking the checkbox that corresponds to your answer. You are allowed to choose only one answer for each question.

What do you think of your teaching style? a.

It may lead to an inflexibility for managing the concerns of students.

b.

It may cause students to feel inadequate when they can’t emulate your example.

c.

It works well for most students but is very time–consuming.

d.

It may leave students feeling anxious about their ability to meet your expectations.

Which of the following do you like to use when evaluating student-learning?

a.

teacher-made tests

b.

student self-assessment tests

c.

performance-based criteria

d.

problem-solving and critical thinking

What do you think of your teaching style?

a.

whole class lessons

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b.

role-playing

c.

peer-tutoring

d.

brainstorming

When you teach, your instructional time predominantly involves -

a.

lectures

b.

demonstrations

c.

films/videos

d.

class discussion/brainstorming

You believe in teaching by -

a.

being the source of information

b.

personal example and modelling behavior

c.

emphasizing student-teacher interactions

d.

being a resource person as needed by the student

One of your goals is to have your student a.

work within the learning plan

b.

observe and emulate what was observed

c.

work independently and under his/her own initiative, while you provide as much support and encouragement as possible.

d.

able to work in an autonomous manner while you serve as a resource person available upon request.

One advantage of your teaching style is that it -

a.

focuses on clear expectations

b.

emphasizes direct observation

c.

allows students personal flexibility

d.

helps students see themselves as independent learners

Assignments given to students are usually based on -

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a.

your personal preferences or on course materials you define as relevant and important for students to learn

b.

a sequence of steps leading to mastery of accepted method (steps) for performing a task or skill

c.

a student portfolio or learning log which has a self–assessment component

d.

problem-solving based on research of course material

Your teaching style develops a rhythm which contains -

a.

Four steps: content selection, presentation/reception, reflection, application

b.

Three steps: selection, skill development, mastery performance

c.

Five steps: creating awareness, collecting data, choosing innovation, implementing a plan, reviewing results

d.

More steps: ranging from posing and reflecting on a problem, skill development exercises to interim evaluation, learner responses, and development of solutions

What is your dominant teaching style?

Count the number of times you checked each letter. Click on the drop-down menu and select the frequency count. Each letter corresponds to a teaching style. A is for the formal authority teaching style, B is for the demonstrator or personal model teaching style, C for facilitator teaching style, and D for the delegator teaching style.

Teaching Style

A (Formal Authority)

Number of Check Marks

35

B (Demonstrator or Personal Model)

C (Facilitator)

D (Delegator)

CURRICULUM VITAE

Personal Background

Name

: Lina Capili-Bejiga

Birthdate

: July 20, 1968

Place of Birth

: Bolisong, El Salvador City

Address

: Bolisong, El Salvador City Misamis Oriental

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Civil Status

: Married

Spouse

: Lolito Dangcal-Bejiga

Educational Background Graduate Studies

: Master of Arts in Elementary Administration : Cagayan De Oro College March, 1999 : Doctor of Philosophy in Educational Administration and Supervision March, 2014

Tertiary

: Bachelor Of Science in Agriculture (Entomology) Central Mindanao University Musuan, Bukidnon March, 1990 : Certificate in Teaching Elementary Central Mindanao University

Secondary

: Alubijid National Comprehensive High School Alubijid, Misamis Oriental March, 1985

Elementary

: Cogon Elementary School Cogon, El Salvador City March, 1981

Work Experience Principal II

: El Salvador City Central School Poblacion, El Salvador City July 2015 to date

Principal 1

: Amoros Elementary School Amoros, El Salvador City 2012-to June 2015

Principal 1

: Kalabaylabay Elementary School Kalabaylabay, El Salvador City 2011

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Principal 1

Principal 1

: Cluster Principal of: Bolisong Elementary School Bolisong, El Salvador City Kalabaylabay Elementary School Kalabaylabay El Salvador City 2010-2011 : Cluster Principal of : Burnay Elementary school Burnay, Gitagum Mis,. Or. Pangayawan Elementary School Pangayawan, Gitagum Mis. Or. CP Garcia Elementary School CP Garcia, Gitagum Misamis Oriental 2008-2010

Head Teacher 2

:Burnay Elementary School Burnay, Gitagum Misamis Oriental Division of Misamis Oriental 2005-2007

Head Teacher 2

: Bolisong Elementary School Bolisong, El Salvador City 2004

Head Teacher 1 ;Hinigdaan Elementary School Hinigdaan, El Salvador City 2003-2004 Elementary Grade Teacher 3 :Bolisong Elementary School Bolisong, El Salvador City Misamis Oriental 2002-2003 Elementary Grade Teacher 2 :Kalabaylabay Elementary School Kalabaylabay, El Salvador City Misamis Oriental 1998-2001 Elementary Grade Teacher 1 :San Francisco de Asis Elementary School San Francisco De Asis El Salvador City 1994-1999 Job Order Teacher. Bolisong Elementary School

38

Bolisong, El Salvador Miamis oriental 1992-1994