Theoretical Framework

This study is grounded on the Effetcive Teaching Methods Theory which is a Research

Based Practice made by Gary D. Borich which discusses the “key bahviors” and the

“helpful behaviors” that make teachers effective. As have been noted in the past, earlier

definitions of effective teaching explained that teachers simply need to be “a good

person- a role model who meets the community ideal for a good citizen, good parent,

and good employee” (Borich, p.2)

However, this definition changed and was replaced by a definition set to identify the

psychological characteristics of a good teacher which includes, personality, attitude,

experience, and aptitude/achievement.

These characteristics, however, was found out to be proved difficult to measure and

“too remote from the teacher’s day-to-day work in the classroom to contribute

meaningfully to the definition of an effective teacher” (Borich, p.5)

Hence, researcher came to a general agreement upon how to define effective teaching,

a definition that highlights the importance of teacher behavior in the classroom and the

effect on students.

In the literature review made, Borich states that there are five key behaviors that make a

effective teachers: lesson clarity, instructional variety, task orientation, student success

rate and engagement in learning process.

As an effetcive teacher he/she must be able to discuss ideas clearly to all learners at all

levels. Ideas should be conveyed in a clear step-by-step order and they should be

uncomplicates and with minimal distraction.

Also the teacher must use a variety of teaching tools (technology, materials, activites,

space, and displays) Even variety in voice nad gestures must be done and a variety of

rewards and reinforcements must be met by an effective teacher.

He/She must also be able to maximize the time spent teaching, he/she must make sure

to handle inevitable interruptions quickly, expedite the giving and collecting of materials,

organize lessons well and establish smooth transitions.

He/she must also ensure engagement of students in the learning rpocess and must be

able to constantly monitor any seat work and group work, be able tos et rules for when

students can elave the class without siruption, keep a dailys chedule to mimize

confusion of students ans give independent work that is interesting.

Borich also identified the 5 heplful behaviors which are: using student ideas, structuring,

questioning, probing, and teacher affect.

For structuring he explained that teachers should reinforce the elarned content and

place it in relation to new content. They should give organized lessons of what is to

come and summarize what has been taught.

In using student ideas and contributions, teachers should use mediated dialogues and

be sure to acknowledge, modify, apply, compare, and summarize stduent responses as

mecessary.
Teachers must also use a variety of questions and be sure to include questions that

require more thinking and problem solving.

He also included taht teachers must draw out of students responses by getting students

to wlaborate their ideas(elicit clarification, solicit additional information, and redirecting

the discussion) and help the student discover rather then explicitly told.

In the last of teh helpful behaviors, the teacher must develop the teacher-learner

relationship by use of enthusiasm (inflection in voice, and movement, gesturing and eye

contact.)

Aside from the desired behaviors this research also focuses on the characteristics of the

effective pre-service teachers. According to Harry Wong there are three main

characteristics of an effective teacher. He/She must possess positive expectations for

student success, must excel in classroom management and must be able to design

lessons for mastery.

An effective teacher must learn to trust their stduents that they are capable of

accomplishing their tasks given to them. They must know that students can achieve

their goals through guidance and differentiated instruction. They must also learn to run

their classrooms efficiently and must establish a set of procedure in handling daily

tasks. He/she must be able to find ways to consistently achieve order. They should also

understand that the greatest discipline/management problems stem from lack of

procedures.

Effetcive teachers must also know the content of their subjects and what their students

need to learn. They use this knowledge to design lessons for mastery. Effetcive
teachers are familiar with national and state standards for the content and are able to

examine data to understand the strenghts and weaknesses of their students.

Statement of the Problem

This study entitled, “Exploring the Desired Characteristic and Behaviors Of Practice

Teacher: A Basis For Modality and Improvement” aims to identify/explore the desired

behaviors and characteristics of Pre-service Teachers from western Colleges Inc. More

specifically it aims to answer the following questions:

1. What is the demographic profile of the Pre-Service Teachers in terms of:

1.1. Age

1.2. Sex

1.3. Civil Status

1.4. Highest Educational Attainment

1.5. No. of Hours for Pre-service Teaching

1.6 School Assigned

2. What are the desired behaviors of Pre-service Teachers with reference to the

Effective Teaching Method Theory of Gary D. Borich?

2.1. Lesson Clarity

2.2. Instructional Variety

2.3. Teacher Task Orientation

2.4. Engagement in Learning Process

2.5. Student Success Rate

3. What are the characteristics of the Pre-Service Teachers with reference to Harry

Wong’s three main characteristics of effective Teachers?

Conceptual Framework

INPUT

1. What is the demographic profile of

the Pre-Service Teachers in terms of:
1.1. Age
1.2. Sex
1.3. Civil Status
1.4. Highest Educational Attainment
1.5. No. of Hours for Pre-service PROCESS
Teaching
1.6 School Assigned

2. What are the desired behaviors OUTPUT

of Pre-service Teachers with reference to
the Effective Teaching Method Theory of
Gary D. Borich? SURVEY METHOD
2.1. Lesson Clarity
2.2. Instructional Variety
2.3. Teacher Task Orientation
2.4. Engagement in Learning Process
2.5. Student Success Rate
3. What are the characteristics of
the Pre-Service Teachers with reference to
Harry Wong’s three main characteristics of
effective Teachers?
3.1. Possesses positive expectations
for stduent success
3.2. Excels at classroom management
3.3. Designs lessons for mastery

Figure 1.1 IPO Model

The figure shows the paradigm of the study. It will involve practice teachers from

Western Collges Inc. who will undergo survey method for data collection procedure in

order to obtain results of the study.

Name:________________ School Assignment: _________

A. Demographic Profile

Instruction: Please tick the appropriate bracket you deem true to your profile.

1. What are the demographic characteristics of practice teachers from Western

Colleges Inc. in terms of:?

1.1. Age

____ 20-25 years old

____26-30 years old

____ 31-35 years old

____ 36 years old and above

1.2. Sex

____Male

____Female

1.3. Civil Status

___Single

___Married

___Widow/Widower

1.4. No. of Hours for Pre-service Teaching

_____

_____

_____

B. Desired Characteristics and Behaviors of Pre-Service Teachers

Instruction: Please write the numerical scale you deem best describes your answer for

each item or you believe you put into practice during your pre-service teaching.

Scale Description Interpretation

5 Strongly Agree When the item described by the statement is true

4 Agree When the item described by the statement is

frequently true

3 Neutral When the item described by the statement is

neutral

2 Disagree When the item described by the statement isnot

 true all the time

1 Strongly Disagree When the item described by the statement is rarely

true

2.What are the desired behaviors of Pre-service Teachers with reference to the

Effective Teaching Method Theory of Gary D. Borich?

2.2. Instructional Variety

2.3. Teacher Task Orientation

2.4. Engagement in Learning Process

2.5. Student Success Rate

3. What are the characteristics of the Pre-Service Teachers with reference to Harry

Wong’s three main characteristics of effective Teachers?

3.1. Possesses positive expectations for stduent success

3.2. Excels at classroom management

3.3. Designs lessons for mastery

 Title Page

Exploring the Desired Characteristics and Behaviors of Practice

Teachers of Western Colleges Inc. SY 2017-2018:

A Basis for Modality and Improvement

An Undergraduate Research Paper Presented

to the Faculty of the School of Education,

Western Colleges Inc.

Naic, Cavite

In Partial Fulfilment of the Requirements

For the Degree of Bachelor of Elementary Education

Rieliza Lindo