This document outlines various instructional aids and devices that can be used to support teaching and learning. It discusses printed materials like textbooks, workbooks, and reference books. It also covers audio aids like radio, phonographs, and tape recorders. Visual aids described include chalkboards, pictures, maps, charts, exhibits, models, and real-life objects. Other aids mentioned are motion pictures, television, videotapes, demonstrations, field trips, and programmed instruction. Guidelines are provided for selecting, preparing students for, and following up on the use of these aids. Effective classroom techniques like recitation, assignment-giving, questioning, and management are also summarized.

1. Instructional Aids and
Devices

2. Kinds of Instructional Materials
I. Printed
Materials:
A. Textbook
B. Supplemental
Materials
1. workbooks
2. duplicated
outlines
3. teacher-
prepared study
guide
4. reference
books
5. pamphlets
6. magazine
articles
7. newspapers

3. Kinds
II. Audio
Aids:
a. Radio
b.
Phonograph
c. Tape
recorders

4. III. Visual Aids:
a. Chalkboard

5. b. Still Pictures
 1. nonprojected
 1.1 Photographs 1.2 illustrations

6. 2. Projected Pictures
2.1 slides
2.2.
filmstrips
2.3.
opaque
projections
2.4
overhead
projections

7. C. Graphic Materials
1.Charts
2.Graphs
3.Maps
and
globes
4.posters

8. D. Exhibits
1.school-
made
displays
2. bulletin
boards
3.museums

9. Flannel board and felt board
- It allows hands-on interaction

10. F. Objects
1. specimen
2. realias
3. models

11. IV. Audiovisual Aids
A. Motion pictures
B. Television
C. videotapes

12. V. Demonstrations

13. VI. Community Resources
A. Field trips
B. Resource persons

14. VII. Language laboratory
VIII. Programmed Instruction- It consists of self-teaching
with the aid of a textbook or teaching machine that presents
material structured in a logical sequence.

15. Basic Guidelines in the use of the AV
Aids
Audiovisual aids cannot teach by themselves , they need
skillful teaching to make them effective
1.Selecting the materials
- appropriateness and effectiveness
- regency
- availability
- appeal
- technical quality
- cost
Try it before using

16. Guidelines
2. Preparing the class for the audiovisual experience
Motivation
Spend time discussing the purpose
Suggesting points that will direct attention to key ideas
during the activity
In working order

17. Guidelines
3. Guiding the pupils through the audiovisual experiences
- Ear stops at a certain points during the presentation to ask
questions or to explain to the pupils what they are
experiencing

18. 4. Following-up the audiovisual experiences after its
completion
Helps clear out people misunderstanding of certain portions
of the experience
Evaluates worth of the material
Basis for improving

19. Aids To Effective Teaching

20. 1. Recitation:
> permanent fixture of the classroom situation
>visible manifestation of the teaching-learning situation
Rationale:
1.Occasion for developing reflective thinking, creative
expressions, favorable attitudes and ideas of social living
2.Matrix for inculcating democratic ideals such as respect for
the human personality, cooperative effort, general welfare,
grp resp. and the use of one’s intelligence.

21. recitation
Purpose:
1. To develop wholesome attitudes
essential to effective social living
2. To provide practice in
democratic ideals and processes
3. To provide problem solving
activities that will train pupils in
reflective thinking and critical
evaluation
4. to encourage freedom of
expression and respect for the
opinion of others
How to conduct:
1. Planning and organizing-ensure
smooth unfolding of activities
2. Recitation should be
progressive-clear goal
3. Should provide for active pupil
participation and self-activity-
learn by doing
4. Should utilize lifelike situations
5. Should provide for individual
differences
6. Should provide for evaluation

22. 2. Assignment
Integral part of any lesson
What they are to do and what they are to accomplish in the
lesson
Chiefly means of stimulating and directing learning
Means of developing good study habits and independent
work
Purposive, meaningful and significant to students

23. How to conduct:
1. set the goal or direction of the learning activity
2. Review past lessons in the preparation for a tests or
organization of ideas and concepts
3. Motivate the pupil and prepare the job to be done
4. Setting up definite learning activities to carried out
5. Providing directions for learning activity
6. Establishing of habit of studying regularly

24. 3. The Art of Questioning
Uses of questions:
1.To stimulate pupils to think
2.To motivate pupils
3.To diagnose pupil’s difficulties
4.To discover pupils’ interests
5.To help pupils organize and evaluate
6.To aid pupils to relate pertinent experiences to the lesson
7.To focus pupils attention on the key points od the lesson
8.To develop new appreciations and attitudes
9.To provide drill or practice
10.To show relationships, such as cause and effect

25. Characteristics of a Good Question
A good question
1. Simple and clear
2. definite
3. challenging and thought provoking
4. adapted to the age, abilities and interests of the students
5. requires an extended response

26. Techniques of Questioning:
1. Questions should be asked in a natural and well- modulated
voice
2.A teacher should ask the question first and then wait for the
class to think about it before calling on a student to answer the
questions
3. A sufficient number of questions should be asked to
stimulate students to activity
4. A teacher should refrain from repeating the questions
5. Questions should be evenly distributed so that the majority
of the pupils can take part in the discussion
6. A teacher avoid resorting to any mechanical system of
fielding questions to the class
7. A teacher should ask questions that are really interesting

27. Techniques in handling student
responses to the teachers
1. A teacher should make every effort to show an appreciative
attitude toward students answers
2. A teacher should never allow wrong answers to slip by
3. Correct answers of students should be followed with
encouraging remarks by the teacher
4. Clarity in every point expressed by the students should be
insisted upon by the teacher
5. Answering in concert should be discouraged
6. A teacher should encourage students to answer in a loud
and clear voice.
7. Students should be encouraged to answer in complete
thought units and grammatically correct statements
8. A teacher should refrain from marking the students in his

28. Techniques in Handling Student
Questions
1. Students questions should be welcomed by a teacher
2. A teacher should not answer a student question right away
3. Indiscriminate students questions should not be allowed
4. A teacher should require students to frame grammatically
correct questions
5. If a teacher is asked questions he cannot answer, as
sometimes happens, he should promptly admit his inability

29. Classroom Management
Meaning and Importance of Management:
 > CarterV. Good's Dictionary of Education (1973) defines
classroom management as “ the administration or direction of
activities with reference to such problems as discipline,
democratic techniques, use and care of supplies and reference
materials, the physical features of the classroom, general
housekeeping and social relationship of the pupils”.

30. Classroom management includes control of its physical
conditions as well as of the materials of instruction.
Classroom management includes operation and control of
activities.
A well-managed class is conducive to mental growth and
development.
Pleasant surroundings induce good thoughts and inspire both
teacher and the pupils to do their best.
Good classroom management establishes an atmosphere which
permits activities to be carried on efficiently and economically.

31. Aspects of Classroom Management:
1. Physical preparation - lighting (avoid Glares)
- physical appearance of room
The physical appearance of the room can stimulate pleasant
feelings, attitudes, ideas, and appreciations essential to
learning.

32. 2. Care of Routine
Advantages:
1. Economy in time and
effort
2. Prevent confusion
3. Promote learning activity
Disadvantages:
1. If over mechanized, no
room for initiative is left to
the pupils.
2. Students may behave like
automatons, creativity is
destroyed.

33. 3. Directing and controlling Learning
Democratic teachings produce better learning results than
those who dominate, control or manipulate learning situation.
Two-way communication

34. 4. Discipline
The process or result of directing or subordinating immediate
wishes, impulses, desires, or interests for the sake of an ideal,
or for the purpose of gaining more effective, dependable
action.
- The ultimate function of discipline is to help the child
develop good moral character.
- It must help attain right behavior.
- Discipline should provide opportunities for training the
intellect, the emotions, and the will.
- Discipline should help the child develop desirable habits
leading to self-discipline.

35. Principles of Effective and
Constructive Discipline:
1. the teacher should be responsible for his own class
discipline.
2. The teacher should provide a wholesome atmosphere which
results from orderly and adequate classroom conditions.
3. Effective discipline aims for self-direction.
4. Discipline, to be effective, should be vital meaningful,
sympathetic, and humane.
5. Pupils right should be respected.
6. Effective discipline should be based in the tenets of
democracy.*Restraint without freedom is tyranny;
freedom without restraint is anarchy.