Principle Brief Description Keywords Quotation As a prospective teacher, I will…

Principle 1: Teachers’ Teachers who know their subject matter *Knowledgeabl The one exclusive By attending in various training and
knowledge of the subject thoroughly can be more effective and e sign of thorough seminars will help a teacher to
matter is essential to the efficient at organizing the subject matter, knowledge is the comprehend a number of activities,
implementation of connecting the subject with the students' *Effective power of teaching. knowledge, and skills which they can
important teaching skills. previous knowledge, finding useful teaching -Aristotle use professionally to develop their
analogies and examples, presenting teaching techniques.
current thinking on the subject, and
establishing appropriate emphases.
Principle 2: Active Learning is an active process which *Active Learning is more Use methods that encourage active
involvement of the learner requires that the learner work with and involvement effective when it is learning in the classroom like
enhances learning. apply new material to past knowledge and an active rather than discussion, practice sessions, structured
to everyday life. *Learner’s a passive process. exercises, team projects, and research
participation -Kurt Lewin projects.
Principle 3: Interaction Interaction between students and *Interaction Great teachers focus We need to be sure that some students
between teachers and teachers, particularly informal interaction, not on compliance, do not get special privileges and others
students is the most is one of the most important factors in *Motivation but on connections harsher treatment because of our
important factor in student motivation for learning. The and relationships. feelings toward them. When we have
student motivation and opportunity to know a few in a faculty well -P.J. Caposey tasks or responsibilities to be carried
involvement. often enhances students' intellectual out, be sure to give all students an
commitment and provides valuable role opportunity to participate. This will give
modeling. us one more opportunity to strengthen
our relationship with students by
showing trust in them, as well as
providing us with the opportunity to
thank them for something they have
done.
Principle 4: Students Students are more motivated when they * Responsibility Responsibility for Teacher must do less talking and allow
benefit from taking take control of their own learning. This is learning belongs to the learners to effectively share their
responsibility for their the belief which has stimulated active *Self-directed the student, ideas with each other and communicate
learning. interest in self-directed learning. Learning regardless of age. to all in class. This way, they will be
-Robert Martin more responsible, and they will also feel
that their ideas and interests do matter.
Principle 5: There are Students learn in different ways and vary in * Learning There is no royal Providing a variety of learning activities
many roads to learning their abilities to perform certain tasks. Activities road to learning. for a class enables individual students to
. Understanding that each student has unique -Turkish proverb choose the activity which is the most
strengths and weaknesses related to the effective for them at the moment.
ways in which they approach learning is an
important component of effective
education.
Principle 6: Expect more Simply stated, if an educator conveys to *Expectation The more you As a teacher, you need to let your
and you will achieve more. students that he or she believes in their dream, the more you learners feel that you believe in their
ability to succeed, learning is enhanced. *Belief achieve. talents and capabilities, and they can
-Michael Phelps achieve anything as long as they give
their best to it.
Principle 7: Learning is Learning is enhanced when it is perceived *Cooperation We cannot Teachers can use group work to
enhanced in an as a collaborative and cooperative effort accomplish all that enhance their students’ learning.
atmosphere of between students. The opportunity to *Collaboration we need to do Whether the goal is to increase student
cooperation. share ideas without threat of ridicule and without working understanding of content, to build
the freedom to respond to the ideas of together. particular transferable skills, or some
others increases complexity of thinking combination of the two, educators
and deepens understanding. often turn to small group work to
capitalize on the benefits of peer-to-
peer instruction.
Principle 8: Material must If new material is presented in a pattern or *Learning The content of a Use varied instructional materials that
be meaningful. framework that the learner can perceive, it Materials material is important stimulate the learner to bring in a lot of
is more readily learned and retained. New for meaningful prior knowledge and personal
material will be more easily learned if the learning to happen. experience.
learner is helped to see its relationship to
what s/he already knows.
Principle 9: Both teaching Without feedback neither learner nor * Feedbacking Students can learn A teacher must provide feedback by
and learning are enhanced teacher can improve because they will not without grades, but giving students an explanation of what
by descriptive feedback know what they need to know or to what *Progress they can’t learn they are doing correctly and incorrectly.
extent they are fulfilling their goals. Thus, without timely However, the focus of the feedback
feedback about progress is helpful descriptive feedback. should be based essentially on what the
because learning is facilitated when the -Rick Wormeli students is doing right. It is most
learner is aware that he or she is productive to a student’s learning when
progressing towards the goals they are provided with an explanation
and example as to what is accurate and
inaccurate about their work.
Principle 10: Critical There is no use giving teachers or students *Alternative There has to be a Teachers should be transparent and
feedback is only useful if feedback about their performances unless Course of Action willingness to clear about expectations and standards
the learner has they can do something about it, that is, constantly accept – students should not be left guessing
alternatives to pursue. unless they have some alternative course critical feedback and and feedback should not come as a
of action or behavior. rapidly iterate to surprise to them.
make things better.
-Sam Yagan
Principle 11: Time plus Students must learn how to organize their * Time Time is the most It is important to make some lists and
energy equals learning. time so that they can find time to study. important element deadlines because they make large
 And the curriculum must be organized to *Effort of human existence.
allow students time to study. The successful
person knows how to
put energy into time
and how to draw
success from time.
-Denis Waitley
Principle 12: Experience Experience is associated with increasing *Experience Experience is the
usually improves teaching. teacher effectiveness for some teachers, teacher of all things.
probably for those teachers who obtain *Improvement -Julius Caesar
feedback about their teaching and who are
flexible enough to modify their methods in
response to the feedback.
projects or goals more manageable. This
type of planning can help students finish
school projects or achieve short and
long-term goals. Moreover, it also builds
intrinsic motivation.
Teachers must have that thirst for
learning and improvement. This can be
achieved by pursuing further studies
and seeking teaching advice from
colleagues, superiors, and other experts
on the field.