GEE-PMT Module 4

Week 6-7

The Principles of Teaching (According to Various Authors)

Learning Objectives: Upon completion of this module, the students should be able to:
1. Demonstrate understanding on the principles of teaching.
2. Explain how principles of teaching are derived.
3. Illustrate different teaching principles thru a pictograph
4. Apply the principles of teaching postulated by various authors as their guide
in the practice of their profession.

Preliminary Activity: React to the statement below:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom.
It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a
tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my
response that decides whether a crisis will be escalated or de-escalated and a child humanized or
dehumanized.”
- Haim Ginott

I. Introduction
What is the meaning of the term principle?

Principle is…
❖ a rule or standard, especially of good behavior.
❖ a comprehensive law or doctrine from which an accepted or professed rule of action or
conduct is derived. It has been adopted from Latin word princeps which means the
beginning or the end of all facts, circumstances or state of affairs. This is also used to
express the origin of things and their fundamental laws and to bring out the ultimate
objectives (Zulueta,2006)

As applied in teaching, principle means..

❖ rule for guiding the ship of education so that it will reach the port designated by the
philosophy of education
• Is a compass by w/c the path of education is directed
• Means any general truth or guiding norm by which a process is carried on
• Chief guide to make teaching and learning effective and productive

II. Discussion

Activity 2:

On our chat box, share your insight about these principles. A two-liner statement will do:

PRINCIPLES OF GOOD TEACHING BASED ON THE EDUCATIONAL PHILOSOPHY OF JOHN DEWEY

• Teaching is good when it is based on the psychology of learning. This is based on the
concept that the child is made the center of the educative process.
• Teaching is good when it is well-planned.
• Teaching is good when the learner is made conscious of the goals or aims to be
accomplished. This concept calls for proper motivation.
 Principles and Methods of Teaching 2

• Leaning is good when it provides learning experiences or situations that will ensure
understanding.
• Teaching is good when there is provision to meet the individual differences
• Teaching is good when it utilizes the past experiences of the learners (based on Principle of
Apperception).
• Teaching is good when the learner is stimulated to think and to reason (best teaching
method is that which liberates and encourage thinking).
• Teaching is good when it is governed by democratic principles (for teaching to be effective,
it must be governed by love and understanding).
• Teaching is good when the method used is supplemented by another method and
instructional devices (based on principles that the best learning takes place when a greater
number of senses are stimulated and utilized in the process.
• Evaluation is made an integral part of the teaching process (Evaluation measures the
effectiveness of teaching and learning and completes the function which is essential in
teaching).
• Teaching is good when drill or review is made integral part of teaching and learning
(Teacher must bear in mind that drill and review have different meanings and functions)

CARNEGIES MELLON’S Teaching Principles

▪ Effective teaching involves aligning of the three major components of instructions: learning
objectives, assessments, and activities.

Leaning
objectives

Assessment

Instructional Activities

Teaching becomes effective and student learning is enhanced when:

a) instructors articulate a clear set of learning objectives (the knowledge and skills
where students are expected to demonstrate by the end of the course,

b) the instructional activities (case activities, laboratories, discussions, readings),

c) the assessment (tests, paper, problem sets, performances) which provide

opportunities for learners to demonstrate and practice the knowledge and skills
articulated in the objectives, and for instructors to offer targeted feedback that can
guide further learning.

PRINCIPLES OF TEACHING BASED ON THE PRINCIPLES OF LEARNING (Horne and Pine1990)

1. Learning is an experience which occurs inside the learner and is activated by the learner.
The process of learning is primarily controlled by the learner and not by the teacher.
No one directly teaches anyone anything of significance. If teaching is defined as a process
of directly communicating an experience of a fragment of knowledge, then it is clear that
 Principles and Methods of Teaching 3

little learning occurs as a result of this process and the learning that does take place is
usually inconsequential. People learn what they want to learn, they see what they want to
see and hear what they want to hear. When he creates an atmosphere in which people are
free to explore ideas in dialogue and through interaction with other people, we educate
them.

2. It is a discovery of the personal meaning and relevance of ideas. Students more readily
internalize and implement concepts and ideas which are relevant to their needs and
problems.
Student more readily internalize and implement concepts and ideas which are relevant to
their needs and problems. Learning is a process which requires exploration of ideas in
relation to self and community so that people can determine what their needs are, what
goals they would like to formulate, what issues they would like to discuss and what content
they would like to learn

3. Learning (Behavioral Change) is a consequence of experience. If experience is the best

teacher, then teacher should make use of experiential learning.
People become responsible when they have really assumed responsibility, they become
independent when they have experienced independent behavior, they become able when
they have experienced success, they begin to feel important when they are important to
somebody, they feel like when someone likes them. People do not merely change their
behavior merely because someone tells them to do so or tells them how to change.

4. Learning is a cooperative and collaborative process. “Two heads are better than one” and
cooperation fosters learning.
Two heads are better than one. People enjoy functioning independently but they also enjoy
functioning independently. The interactive process appears to scratch and kick peoples’
curiosity, potential and creativity. Cooperative approaches are enabling

5. Learning is an evolutionary process. Behavioral change requires time and patience. Things
that are worthwhile in life take time.
Learning is not a revolutionary process. When quick changes in behavior are demanded, we
often resort to highly structured procedure thru which we attempt to impose learning.
Learning situations is characterized by free and open communication, confrontation,
acceptance, respect, the right to make mistakes, self-revelation, cooperation and
collaboration, ambiguity, shared evaluation, active and personal involvement, freedom
from threat and trust in the self are evolutionary in nature

6. One of the richest resources for learning is the learner himself. As a teacher, you must
draw these learners’ ideas, feelings and experiences, you midwife the birth of ideas.

7. The process of learning is emotional as well as intellectual. People are feeling beings as well
as thinking beings and when their feelings and thoughts are in harmony learning is
maximized.

8. The process of problem solving and learning are highly unique and individual. As people
become more aware of how they learn and solve problems and become exposed to
alternative models used by other people.

Three fundamental principles of teaching (Gregorio (1976)

1. Starting principles - involve the nature of the child, his psychological and physiological
endowments which make education possible.
2. Guiding principles - refer to the procedure, methods of instruction, or agglomerations of
techniques by which the pupil and the teacher may work together toward the
accomplishment of the goals and objectives of education.
 Principles and Methods of Teaching 4

3. Ending principles - are the educational aims, goals, objectives, outcomes, purposes, or
results of the whole educational scheme to which teaching and learning are directed.

IV. Assessment:

Group yourselves into five.

Each group will illustrate at least 3 principles of teaching with a pictograph.

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References:

https://pdfcoffee.com/module-1-principle-of-teaching-pdf-free.html

https://dokumen.tips/documents/educ-107-module-1-lesson-3-principles-of-teaching.html