Principles and

Methods of Teaching

By:

BEATRICE D. MABITAD, Ed.D.

DO NOT REPRODUCE
 EASTERN VISAYAS STATE UNIVERSITY

VISION

A Leading State University in Technological and Professional

Education.

MISSION

Develop a Strong Technologically and Professionally Competent

Productive Human Resource Imbued with Positive Values Needed
to Propel Sustainable Development.

CORE VALUES

E – EXCELLENCE
V – VALUE-LADEN
S – SERVICE-DRIVEN
U – UNITY IN DIVERSITY
 This module must not be
reproduced in any form without the
permission of the author.

All efforts were made to ensure that this module

complies with the requirements of copyright
clearances and appropriate credits. The author will
incorporate in future printings any corrections that
may arise from further reviews and critiques.

COPYRIGHT 2020
EASTERN VISAYAS STATE UNIVERSITY

SALAZAR ST., DOWNTOWN, TACLOBAN

CITY
6500 LEYTE, PHILIPPINES

and

BEATRICE D. MABITAD, Ed.D

 i

Preface
The module of “ Principles and methods of teaching “ employed a process in teaching that all
the elements is intended for the teachers preparation and guidance in the smooth operation
contributory in students learning , The discussions for each activity emphasize the “ collective
coordination “ in order to ensure the flow of every activity from one step to another .

Part 1 the main objective to underscore the inseparability of methods and teaching. To achieve
a learning objective the teacher presents the lesson in a systematic way or may form a strategy
or technique introducing a subject, In order to ensure the achievement of learning outcomes,
the procedural context needs near adherence.

Part 2 the objective is highlighted at the beginning, the components would facilitate the activity
with interest that makes the learners more comfortable, motivation and techniques make a
difference in any lesson episode.

Part 3 includes the teaching methods and strategies that are effectively implemented, either by
individual participation or by individualized instruction. The students or learners are led to
manage their own way in acquiring knowledge and through collaboration with their peers, thus
promoting cooperation, sharing one’s experience and collaborative decision- making.

Part 4 the teachers update on the use of technology in the form of tools and modern way of
introducing the lesson that shows the importance of technology to the classroom nowadays.
The new normal of teaching much needed the partnership or linkages to our community
especially the local government office for the common good and betterment services towards
our students.
Finally to come up this module is the dedication, tireless and committed of being a teachers to
reach out the students who cannot have the face to face class. This is the fruit of love for
teaching and sincere concern to make the learning possible to all students.
 ii

About the Author

BEATRICE D. MABITAD, Ed.D.

She was a graduate of Liberal of Arts and Science major in Mathematics at

Cebu University, Cebu City. She graduated her Master of Arts in
Education major in Teaching Mathematics Education and Doctor of
Education Major in Educational Management at Cebu Normal University,
Cebu City.

She is Teaching Mathematics subject and Prof-Ed subjects for 23 years in

Eastern Visayas State University. Designated to various offices , 15 years
in the accounting Office as a school Accountant , 7 years as Head in the
Planning and Research Office and 15 years as the Extension
Head .Presently the Head of HRMDO of EVSU Ormoc.
 iii

Acknowledgment

This module is dedicated ……

To our Almighty Father for the wisdom and time in writing,

designing the module, I would like to thank the committee of
reviewers to help improve the final output. To my husband,
Alan spent countless hours for his expertise in computer and
my children Mark ,Hazel and Luke as my inspiration in
formulating a module. The staff in our Bids and Awards
Office, Julito F. Acebron for his undying support who assisted
me in doing some clerical works. The knowledge gain from the
Webinar series regarding module making by our own
professors in EVSU Tacloban Main.
 iv

Contents TABLE OF CONTENTS

Preface - - - i
About the Author - - - ii
Acknowledgement - - - iii

Pre-Test - - 1

Chapter 1: Overview on Teaching Profession

and its Basic Terms - - 3
Teaching Strategy
Teaching Method
Teaching Technique
Devices for Teaching

Chapter 2: The Ethical Standards, the Creed and Code

and the Effective Qualities of a Teacher - - 10
 v

Chapter 3: Teacher as a Corporate Professional - - 14

Chapter 4: The Principles of Teaching - - 22

Post Test - - 28

References - - 30
 1

Pre-test
Direction:
A. Read the statement carefully and select the letter of your best answer.
1. Is a process, or way of doing something, particularly in accordance with a specific
plan?
a. Method c. Demonstration/Performance
b. Lecture d. Discussion
2. Explaining a general principles using specific examples in order to create a model on
how a skill can be enhanced and practiced.
a. Demonstration/Performance c. Lecture
b. Discussion d. Method
3. Classification of information with a specific period of time to a large group?
a. Discussion c. Method
b. Lecture d. Demonstration/Performance
4. Is mainly aimed at applying general concepts to specific instances or analysing or
evaluating the students?
a. Case Study c. Discussion/Performance
b. Method d. Lecture
5. Refers to the customized design of performing specific steps of a method?
a. Case Study c. Lecture
b. Teaching Techniques d. Discussion

B. Please answer by YES or NO at the next column, if the following

statements are devices for teaching or not.

1. Real Objects

2. Simulations using figures

3. Prepared set-ups

4. Representations or replicas

5. Exhibits

6. Publication

7. Artwork

8. Electronic equipment
 2

C. Give some example of classroom gestures.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

D. As a future teacher, what are your principles in teaching?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 3

CHAPTER 1
Overview on Teaching Profession and its Basic terms

Learning Outcomes: After this lesson has been successfully completed, students will be able to:
 Differentiate between the teaching strategies and the teaching methods.
 Identify what teaching method will be used based on the topic given.
 Understand the importance of the device and techniques used.
 Enhance their own skill in the future to present their lessons.

Activity

https://ggie.berkeley.edu/academic-instruction/prosocial-teaching-strategies/

Based on the picture, what would be the strategies used by the teacher to make his
learners active and participative in the class?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
 4

Analysis
Let us think…

How do we contribute to
building a healthy environment
in the classroom?

Abstraction

Let’s start here…

Teaching Strategy
Teaching strategy- is a style of personalizing a specific step in performing a method. It is used to facilitate or
execute the teaching processes and actions.

Different Teaching Strategies:

- Active Process is a Learning Process

This mean that, if we want our students learn from our discussion, we should engage them some
learning tasks and activities.
 5

Source: https://pt.slideshare.net/

Source: http://slideshare.net

A non-threatening environment improves learning

In addition to the physical condition of the classroom, atmosphere of a non-threatening and conducive
classroom, a feature of psychological environment that the classroom prevails.

How do we make a contribution to creating a healthy and safe classroom environment?

-Giving allowances of mistakes and cultivate culture respects

Methods of Teaching

Method

 is a process, or way of doing something, particularly in accordance with a specific plan

Teaching Methods Used

Lecture

 Clarification of information within a specific period of time to a large group. Information provided to
learners are expected to be learned.

Demonstration/Performance

 Explains a general principles using specific example in order to create a model on how a skill can be
enhanced and practiced.

Discussion
 6

 A technique for allowing the exploration of attitudes towards the students. The discussion is
supposed to be a give and take of the teachers and learners and for the learners’ stimulation to
opinions, questions and perspectives.

Case Study

 Is mainly aimed at applying general concepts to specific instances or analysing and evaluating
situations.

Small Group Work or Pairs

 Generally, this technique is used as a broader part of the course rather than the method of sole
teaching. Learners participate in a small group or pairs on application and analysis problems.

Teaching Techniques
 Refers to the customized design of performing specific steps of a method. It is a technique used in
the implementation of teaching procedures or actions by the instructor.
 The consistency of actions performed in explaining the subject matter to students by the teacher.
 It involves the teacher's ability to execute the teaching task. An artistic execution or technical skills.
 Carries-out or promotes the learning with the help and assistance of devices through teaching and or
the teacher's ability to manipulate the devices so that the learner’s psychological processes will be a
successful reactions through stimulation, especially the learning of the subject matter.

a. General Techniques:

- Skill & habit (Drill)

- Attitude (Apreciation)
- question & answer (knowledge)

b. Standards that govern in selecting techniques

The section of techniques are according to the:

 Essence of the subject matter and its impact to some important stages of the learners’
learning output.
 Pupils’ maturity and nature in the class.
 Quality of the teacher's skill and preparation to execute it.
 Allocated time of the subject.

c. Rules that governs the use of techniques

 The means of the method should be up to an end.
 The technique should be evaluated on the basis of the impact on the particular situation
created.
 Main learning laws such as readiness, exercise and effect should be used by the technique.
 7

Devices
• An aid teaching aid or instrument for facilitating students’ learning process.
• Another way, used by instructors to introduce their subject matter to their students.
• In order to stimulate the student and improve comprehension through practice, it is an
opportunity to implement the teaching process.
• Experiences may be created that will build understanding through the wise collection and the
use of different kind of educational devices.

Visual and audio-visual device uses:

 Stimulate the pupils' knowledge and understanding.
 Seek the students’ attention
 Enhance the pupils' creativity and concepts of imagery.
 Offer action of motivation
 Enhance the listening ability

Other forms of visual-aids:

 Demonstration
 Experiments
 Field Trip

Classification of devices:
- Material device

• General devices For all subjects

• Special devices For only one subject

- Mental devices

▪ Field & excursion visual aids

▪ Visual devices/Aids

Criteria for selecting devices:

 Device should be a way always to assist students in studying the presented specific subject
matter.
 Device are incorporated to fulfil the learners' individual needs.
 Devices should be sufficiently several enough to allow the teachers and learners to select.
 Devices must be cost-effective and not merely desirable.
 Devices must be available always.
 Devices must be adapted by the mastery of the subject matter to the objectives to be
secured.

Suggestions for the general use of devices:

 Instructor should design the method in the use of the devices for instruction well.
 8

 Teaching devices must serve certain essential functions that are well known in advance.
 • The devices should be used carefully.
 Teachers should facilitate and use different kinds of devices.
 The instructor should well plan the order or method of using instructional devices.
 Some basic functions that are well understood in advance should be fulfilled by teaching
devices.
 Tools should be carefully used.
 Various kinds of devices can be used by students.

Devices for Teaching

Real objects

Simulations using figures

Prepared set-ups

Representations or replicas

Exhibits

Publication and other printed materials

Art work

Laboratory equipment

Electronic equipment and devices

Internet

Application
What are devices used by the teachers to facilitate instructions to the learners. Write
also their purposes.

Name of Device Purpose

 9

Reflection

How important the visual-aids to teachers?

_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_____
 10

Chapter 2
The Ethical Standards, the Creed and Code and the Effective Qualities of a
Teacher

Learning Outcomes: After this lesson has been successfully completed, students will be able to:

 Understand some ethical standards of a professional teacher.

 Acquire knowledge on how to teach properly.
 Apply the qualities of an effective teacher.

Activity

https://youtu.be/dz-jCBx5iD0

Watch a video presentation by following the link above.

Based on the video, what are the teacher’s attitudes towards her
students?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 11

Analysis

Let us think…

Based on the video presented,

what would happen to the students
if the teacher does not have any
professional ethics and qualities to
teach effectively?

Abstraction

Let’s start here…

Ethics for Professional Teacher

https://youtu.be/J3-RQ7kiHH4

By following the link above, watch a video presentation for further knowledge on the
Ethics for Professional Teachers.
 12

Qualities of an Effective Teacher

https://youtu.be/J3-RQ7kiHH4

By following the link above, watch a video presentation for further knowledge on the
qualities of effective teacher.

Application
What are the qualities to become an effective teacher? Cite some situations that these
qualities may arise.

Qualities of an Effective Teacher Situation in which this quality arise

 13

Reflection:

How will you internalize all the qualities to become an

effective teacher?

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
 14

CHAPTER 3

At the end of this lesson, you will be able to:

 Identify the proper attire for a Professional Teacher.

 Explain the importance of the teaching polished language.
 Apply professional teachers’ behaviours.

https://allabout-japan.com/en/article/6920/
Based on the picture, what can you say about the attire of the teachers?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
 15

Let us think…

Based on the picture shown,

how is it important to wear
proper attire in the classroom?

Let’s start here…

 16

Especially in the dress he / she wears, a teacher should be conscious of his / her look. That is because
dressing professionally is very necessary for their career. Their choice of clothing is part of their profession,
and it plays a significant role.

Keep it classy at all times and not trashy. It is okay to look nice, there’s no need to dress seductively. You're
not there to please anyone really. Keep all hidden and don't wear clothes that suit exceptionally well. You are
going to teach and not to distract the learners.

Male teachers, however, also seem to struggle with clothes. There are some common problems to tackle:

 You should always fit your belts and shoes, if you wear brown shoes you can use brown belt or if
your shoes are black then use black belt. Use a belt at all times and, if not, use suspenders. Never go
without it. Either, don’t wear shoes for tennis. Dressed shoes need to be worn because you are
dressed up. Keep it shiny and not all of it scuffed.

 Some schools do not mandate the wearing of a tie by male teachers, but ties may help gain respect
and display authority. Be sure your tie's knot is focused and tight, and make sure the tie’s length is
around the buckle of your belt.

 Do not even wear shirts or dress pants with wrinkles. Often iron the dress you are about to wear. The
wrinkled dress looks messy and doesn't matter to you.

 It's convenient for your shirt to go untucked when going around teaching whole day. This could be
caused by writing on the board and some other behavior. For part of your shirt to be untucked and
sticking out seems very messy. Be sure to look your shirt and ensure it is still tucked in.
 17

 This one could sound easy, but it's not for all people. Your clothes need to always fit. You can't just
pair every color with a different one. Many disasters may also be triggered by combining various
patterns.

 It is the professional licensed with strong moral standards and technical and professional
integrity who has dignity and credibility. He or she adheres to and follows a collection of
personal characteristics of ethical and moral principles, norms and values.

 The sum of one's personal attributes. It is the identity of one. Rather than any other
specialist, teachers are briefly subject to criticism by those they associate with the minutest
information and observation. More narrowly than other professionals, teachers are judged.
The impact they make on learners and peers is decided by the character they project. A
beautiful and attractive appearance is created by their bearing, poise and way of dressing. A
polite and amiable nature conveys their facial expression.
 The character of teachers must be genuine and natural, such that, without pretenses and
artificiality. They've got to be reliable, real and consistent.

Some excellent personal qualities:

 Enthusiasm
 Patience
 Humor
 Passion
 Attitudes and Values

 This refers to the teacher's more polished conduct, behavior or presence towards the learners as
well as other individuals.

 It is a career in which rigorous schooling or advanced training is needed to become highly qualified in
the field of learning and teaching. . In order for his chosen profession to be fruitful and successful,
there are some aspects for the teachers to act as mirror or guide.
 18

 Profession Awareness
 Separation of work in teaching towards personal and professional life
 Constant evaluation to self
 Frustration

 In any classroom setting, no one could instruct and teach without enduring adequate and painful
training for a good job-teaching. Any teacher education candidate who is languorous in reading
books, lethargic in doing research, and lousy will not in the future be a great teacher and an example
for his learners.

 Physical
 Emotional
 Intellectual
 Spiritual
 Moral

 Within classroom, the attitude of the teacher has to correlate with his everyday life. In the world he
embraced to lead, his positive and admirable life must widely radiate to other individuals.

 Citizen Model
 Politics non-partisan

 Usually focus on language polishing, reading, speaking, translating and, writing. Course content also
covers polish culture and literature studies.

 We speak for all, from instructors, nursery nurses and teachers to head educators and
school support personnel, as well as assistant teachers, administrators and technicians, and
students, are the union for professional educators.
 19

 The movements of the body that communicates or illustrates a concept, attitude or

emotion.
 Teaching movements are distinct from daily communicative movements.
 20

To look as a teacher with profession, what are the things we need to be polished?

1. for ladies:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________

2. for gentlemen:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________

Reflection

How do you apply those behaviors in teaching profession?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
 21

As a future teacher, how will you prepare yourself to become an effective teacher?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
 22

CHAPTER 4

At the end of this lesson, you will be able to:

 Understand how the teaching principles derived.

 Acquire knowledge about the teaching principles

What are your principles to achieve your goals in life?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
 23

Let us think…

Based on the picture shown,

how is it important to wear
proper attire in the classroom?

Let’s start here…

 fundamental fact, statute, or premise

 24

 Rule or norm, especially for good behaviour.

 Collective moral or ethical norms or decisions.
 Strategy or mode of operation, set or predetermined.
 fundamental or vital quality or part that determines the intrinsic nature or
characteristics behaviour
 Policy or regulation relating to the application of natural events or mechanical
processes.

 An efficient means of achieving high levels of learner participation and involvement is to create a
sense of mutual ownership. In several ways, it can be accomplished; some include the types of
informal or formal discussion about tasks, content or evaluation. Another similar technique is to
ensure that the questions, feedback and suggestions of learners frequently affect, initiate or
terminate what to do.

 Instead of hearing or reading it, learning is almost always best if learners figure out something for
themselves. Of course, it is not always possible, but sometimes it is.
 25

 Students positively react the freedom to certain decision-making as to what they are going to work.
To be successful, it needs to be real, not circumstances where only one option really happens. This
may include choices about the area of content to be discussed, the level of demand (doing more
repetitive or less challenging tasks), the type of presentation (poster, presentation of powerpoints,
model, role play and others), and how to handle their time during a day or lecture.

 Perhaps the most significant aspect of working with low and moderately achieving students is rising
academic self-esteem. Performance through interactive conversation, question-asking, role-plays
and tasks that allow high levels of imagination also leads to greater trust and therefore persistence in
addressing other written tasks. It is useful here to publicly identify and praise positive learning
behaviors.

 Some of this talk promotes connection-making and usually reflects high levels of cognitive
engagement, as our research shows. Teaching techniques such as delayed decision, increased wait-
time,' What If' questions are encouraged. The classroom is becoming more dynamic and fluid.

 The conception of students which they can learn from the thoughts, feedback and questions of other
students evolves more slowly than the belief that conversation is actual and valuable work.

 For most students, we have underestimated the very high perceived risk levels that accompany many
aspects of the quality learning, including in classes where such learning is common. For starters,
waiting for the teacher's response to appear is much safer than proposing one yourself.

 There's at least two reasons for this, one being that teaching method that address passive learning
and encourage quality learning require energy and commitment from students. Therefore, to
maintain their freshness, they also need to be varied. Another is that some other source of student
interest is variety.

It can be assumed that there are derived teaching principles;

 By the pooling of expert opinions

 Experiment outcomes that are the deduction methods universal values
 Analysed critically or from systematic research experience
 26

 Start with goal in mind. The far-fetched question or suggestion from learners can derail our planned
lesson for the day with the obvious emphasis, no amount of needless interference or disturbance. If
you want people to get results, explain what you need your learners to accomplish.

 Motivate the learner to optimize the learning objectives they have identified. Your student has to
own the goals of the lesson. They take sure that they understand them as they make the lesson goals
their own. They will become more self-motivated as students set their own personal goals.

 For learning, encouragement is fundamental. It is motivation that encourages learners to explore,

select, stay involved, actively participate and develop self-confidence.

 Learning is an activity that is interactive. When we communicate with them in same way that they
learn from us, we learn from others.

 Language teaching is much more effective, and if it is integrative, learning is more meaningful.

To do language:

 Integrate the 4 arts of language: speaking, listening, writing and reading.

 Consider different techniques for all different styles of learning and intelligence.
 Apply multidisciplinary and interdisciplinary teaching
 Teaching the structure of language and from authentic contexts rather by built
exercises and language workbooks
 Connecting your lessons to your students' experiences in life

 A conducive climate in the classroom. Build convenience into learning. In a favourable environment,
people work best. A facilitative learning environment is described by Gerald J. Pine and Peter J.
Horne as one that:
 Encouraging individuals to be involved
 Stresses the extremely subjective and personal essence of education
 Seems to see differentiation as outstanding and attractive
 Consistent acceptance of the right of people to make errors
 Accept misunderstanding
 Gives the people respect
 Accepting persons for who and what they are
 Permits self-confrontation and suggestions

 Learning is a dynamic approach wherein the students make use of visual stimulation and creates
sense out of it. Learning is not really the passive recognition of 'out there' knowledge, but learning
requires the interaction of the student with the world.

 It's reflective to learn. We need to have experiences that involve both the hands and mind.

 Highlight self-assessment. Feedback must be referenced as a criterion. Rubrics are used and
practice. At the end of the class, this is against this personal goal that they can test themselves.
 27

 Highlight the application in the real world that favors practical performance over none of the context
items drilling. Such tests require learners to produce an answer instead of select, and also to actively
execute difficult tasks while bringing in new learning and related skills to previous knowledge.

How principles of teaching are derived?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________

Reflection

Why is it necessary to consider the "learning language" in principles of teaching?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________

As a future teacher, what are your principles to become an effective and efficient
teacher to your students?
As a future teacher, my principles to become an effective and efficient teacher to my
students include:
1. Establishing a positive and inclusive classroom environment
2. Adapting my teaching methods to meet the diverse needs of my students
3. Setting high expectations and providing meaningful and engaging learning
experiences
4. Building strong relationships with students, parents, and colleagues
 28

Direction:
C. Read the statement carefully and select the letter of your best answer.
6. Is a process, or way of doing something, particularly in accordance with a specific
plan?
c. Method c. Demonstration/Performance
d. Lecture d. Discussion
7. Explaining a general principles using specific examples in order to create a model on
how a skill can be enhanced and practiced.
c. Demonstration/Performance c. Lecture
d. Discussion d. Method
8. Classification of information with a specific period of time to a large group?
c. Discussion c. Method
d. Lecture d. Demonstration/Performance
9. Is mainly aimed at applying general concepts to specific instances or analysing or
evaluating the students?
c. Case Study c. Discussion/Performance
d. Method d. Lecture
10. Refers to the customized design of performing specific steps of a method?
c. Case Study c. Lecture
d. Teaching Techniques d. Discussion

D. Please answer by YES or NO at the next column, if the following

statements are devices for teaching or not.

11. Real Objects

12. Simulations using figures

13. Prepared set-ups

14. Representations or replicas

15. Exhibits

16. Publication

17. Artwork
 29

C. Give some example of classroom gestures.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

D. As a future teacher, what are your principles in teaching?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

.
 30

References

Salandanan, Gloria Ph. D. Elements of Good Teaching. Chapter 4 -- ISBN 971-685-679-8 Lorimar Publishing

Corpus, Brenda B. and Salandanan, Gloria (2006).Principles and method of Teaching. Lorimar Publishing

Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T., Salandanan, Gloria G..The Teaching Profession. ISBN
971-685-673-6 Lorimar Publishing

Corpus, Brenda B., Ph.D, Salandanan, Gloria G., Ph.D, & Rigor, Dalisay V., Ph.D. Principles of Teaching
2.Lorimar Publishing Inc.

Acero, Victorina O., Ph.D, Javier, Evelyn S.,M.A., & Castro, Herminia O., M.A. Principles and Strategies of
Teaching. Rex Bookstore.

Corpuz, Brenda B., Ph.D, &Salandanan, Gloria G., Ph.D. Principles and Strategies of Teaching. Lorimar
Publishing.

Gregorio, Hernan C. (1976) Principles and Methods of Teaching. Revised Edition. Garotech Publishing.

Salandanan, Gloria S. (2005). Teaching and the Teacher. Lominar Publishing Co. nc.

Salandanan, Gloria Ph. D. Elements of Good Teaching. Chapter 4 -- ISBN 971-685-679-8 Lorimar Publishing

www.freedictionary.com/polished+look
https://allabout-japan.com/en/article/6920/