ADVANCED PRINCIPLES AND METHODS OF TEACHING

(Module Review)

I. The Teacher and the Teaching Profession

Learning chunk 1
Nature of Teaching and Teaching as a Profession
The Nature of Teaching In its broadest sense, teaching is a process that
facilitates learning. Teaching is the specialized application of knowledge, skills
and attributes designed to provide unique service to meet the educational needs of
the individual and of society. The choice of learning activities whereby the goals of
education are realized in the school is the responsibility of the teaching profession.
In addition to providing students with learning opportunities to meet curriculum
outcomes, teaching emphasizes the development of values and guides students in
their social relationships. Teachers employ practices that develop positive self-
concept in students. Although the work of teachers typically takes place in a
classroom setting, the direct interaction between teacher and student is the single
most important element in teaching. Teaching as a Profession The continued
professionalization of teaching is a long-standing goal of the Alberta Teachers’
Association. The Association continues to work to advance teaching as a
profession. Professionalism is a complex and elusive concept; it is dynamic and
fluid. Six generally accepted criteria are used to define a profession. The teaching
profession in Alberta fulfills those criteria in the following ways:
1. Its members have an organized body of knowledge that separates the
group from all others. Teachers are equipped with such a body of knowledge,
having an extensive background in the world and its culture and a set of teaching
methods experientially derived through continuous research in all parts of the
world.
2. It serves a great social purpose. Teachers carry responsibilities weighted
with social purpose. Through a rigid and self-imposed adherence to the Code of
Professional Conduct, which sets out their duties and responsibilities, teachers pass
on their accumulated culture and assist each student under their care in achieving
self-realization.
3. There is cooperation achieved through a professional organization.
Cooperation plays an important role in the development of the teaching profession
because it represents a banding together to achieve commonly desired purposes.
The teaching profession has won its well-deserved place in the social order through
continuous cooperation in research, professional preparation and strict adherence
to the Code of Professional Conduct, which obligates every teacher to treat each
student within a sacred trust. Teachers have control or influence over their own
governance, socialization into teaching and research connected with their
profession.
4. There is a formal period of preparation and a requirement for continuous
growth and development. Teachers are required to complete a defined teacher
preparation program followed by a period of induction or internship prior to being
granted permanent certification. This period includes support for the formative
growth of teachers and judgments about their competence. Teachers are devoted to
continuous development of their ability to deliver their service.
5. There is a degree of autonomy accorded the professional. Teachers have
opportunities to make decisions about important aspects of their work. Teachers
apply reasoned judgment and professional decision making daily in diagnosing
educational needs, prescribing and implementing instructional programs, and
evaluating the progress of students. Teacher judgment unleashes learning and
creates the basis for experience.
6. The profession has control or influence over education standards,
admissions, licensing, professional development, ethical and performance
standards, and professional discipline. As professionals, teachers are governed in
their professional relationships with other members, school boards, students and
the general public by rules of conduct set out in the Association’s Code of
Professional Conduct. The code stipulates minimum standards of professional
conduct for teachers, but it is not an exhaustive list of such standards. Unless
exempted by legislation, any member of the Association who is alleged to have
violated the standards of the profession, including the provisions of the code, may
be subject to a charge of unprofessional conduct under the Discipline Bylaws of
the Association. The competence of teachers is governed by the Practice Review
Bylaws of the Association. The expectations for the professional practice of
teachers related to interim and permanent certification are found in the Teaching
Quality Standard Applicable to the Provision of Basic Education in Alberta. The
Teaching Quality Standard defines the knowledge, skills and attributes all teachers
are expected to demonstrate as they complete their professional preparation, enter
the profession and progress through their careers. Additionally, the Department of
Education’s Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5)
supports and reinforces the Teaching Quality Standard by setting out basic
expectations for teacher growth, supervision and evaluation. Teachers as
Professionals The certificated teacher is the essential element in the delivery of
instruction to students, regardless of the mode of instruction. A teacher has
professional knowledge and skills gained through formal preparation and
experience. Teachers provide personal, caring service to students by diagnosing
their needs and by planning, selecting and using methods and evaluation
procedures designed to promote learning. The processes of teaching include
understanding and adhering to legal and legislated frameworks and policies;
identifying and responding to student learning needs; providing effective and
responsive instruction; assessing and communicating student learning; developing
and maintaining a safe, respectful environment conducive to student learning;
establishing and maintaining professional relationships; and engaging in reflective
professional practice. These processes must be free of discriminatory practices and
should contribute to the holistic development of students who are actively engaged,
responsible and contributing members of a democratic society. The educational
interests of students are best served by teachers who practice under conditions that
enable them to exercise professional judgment. Teachers have a right to participate
in all decisions that affect them or their work, and have a corresponding
responsibility to provide informed leadership in matters related to their
professional practice. The Association’s Role in the Context of Teacher
Professionalism the Alberta Teachers’ Association is a self-governing body
financed through membership fees established in accordance with the bylaws of
the Association. The legal framework through which the Association functions is
the Teaching Profession Act. The Association, through the democratic interaction
of its members, is the collective voice of Alberta teachers. It is a unilateral
organization that includes as active members certificated individuals employed in
public education as classroom teachers, as well as school- and district-based
administrators. The profession believes that all professional educators should be
members of the Association and strives to accomplish this through an amendment
to the Teaching Profession Act that would include superintendents and deputy
superintendents appointed by school boards. As a professional teachers’
association, the Alberta Teachers’ Association performs a wide range of activities
related to the enhancement of teaching as a profession, the improvement of public
education and the well-being of its members. The Association furthers the
professional status of teaching by policing the conduct and competence of its
members through its Discipline Bylaws and Practice Review Bylaws, ensuring
high levels of practice for students and public assurance in the teaching profession.
The Association also has a responsibility to appraise the expectations of society
and to recommend changes to Alberta’s education system to meet changing needs.
Thus, it maintains an active interest and a position of leadership in all areas of
public education. This includes systematic long-range planning in such matters as
the processes of teaching, working conditions for professional service, organization
and administration of schools, teacher education and certification, curriculum,
educational research and development, early childhood education, and education
finance. Through its committees dealing with these topics, as well as through
representation on many departmental committees and boards, the Association stays
at the forefront of the most recent developments and represents the interests of its
members. To accomplish this, the Association should have adequate representation
on all Department of Education committees, boards and advisory bodies dealing
with matters related to teaching and learning, and all members representing the
profession on government advisory bodies, boards and committees should be
named by the Association. Professional Self-Governance A common criterion for
measuring the degree of public acceptance achieved by a professional organization
is its ability and willingness to exercise rigorous control over membership
standards. This means that the professional body has control over the educational,
certification, practice and competence standards to determine who enters into and
remains in the profession. A long-standing goal of the profession is to have
jurisdiction over teacher certification in Alberta. The Association’s having such
authority would parallel the established practice of other professions. As the
authoritative voice of the teaching profession in the province, the Association must
play a role in making decisions related to teacher preparation, recruitment,
selection, admission, institutional preparation, internship, placement and programs
of support in the early years of practice. It should have direct and formal
representation in the process that accredits institutions that grant degrees in
education. Finally, the Association believes that teachers require one teaching
certificate and that all teachers have the same certificate. As previously mentioned,
the profession, through the Association, should have full responsibility for the
issuance of teaching certificates and the suspension or cancellation of certificates
on grounds of incompetence or unprofessional conduct. Conclusion Alberta is
 recognized for having one of the best public education systems in the world.
Central to the system are caring, highly competent professional teachers who are
supported by a professional association that recognizes as its core responsibilities
stewardship of the profession, services to its members and commitment to public
education. The continued efforts of teachers to strive to improve their professional
practice, supported by the collective through the Alberta Teachers’ Association,
will ensure that Alberta students will continue to receive quality teaching resulting
in enriched educational experiences.

his article is the second in a series of eight, dealing with ‘Teaching Eye Health’.
Almost everybody who is involved in community eye health is also a teacher - but
many have never had any training on how teach effectively. The aim of the series
is to stimulate readers to teach and learn more effectively, and we will be working
through important topics related to teaching and learning in a systematic and
practical way. This article sets the scene by examining some important concepts
related to ‘teaching’ and ‘learning’.

Learning Chunk 2

Teaching and Learning

Words we use to Talk About Teaching and Learning

People use different words when talking about teaching and learning. Sometimes
the same word will mean different things to different people, and sometimes
different words will carry the same meaning. For example, Americans tend to use
the word ‘evaluate’ to describe testing students to see if they have learnt, while the
British often use the word ‘assess’. Here are some other examples of words with
related meanings:

 ‘educator’, ‘teacher’, ‘trainer’, ‘tutor’, ‘lecturer’, ‘facilitator’

 ‘student’, ‘pupil’, ‘learner’, ‘scholar’.
What do these words mean to you? There will never be full agreement about the
‘real’ meaning of each of them. If people appear to misunderstand us, we have to
explain what we intend them to mean.∗

‘Learning’

All of us understand things in the light of our past experience. This is also true of
‘learning’ – we get our ideas of what ‘learning’ means from what happened to us in
the past. So, for example, we may think of ‘learning’ as something which takes
place in a school or college, in a classroom. We may think of it as a person sitting
alone at night, trying to memorise a lot of facts so that s/he can pass an
examination. However, a bit of reflection will show us that ‘learning’ is much
 wider than that. After all, children learn a great deal before they even get to school
- they learn to speak, to walk. Educational psychologists tell us that any activity
which leads to a change in our behaviour is ‘learning’.1

Here are some more ideas about ‘learning’:

 Learning can be formal or informal. We learn informally from what we experience

day by day: things which happen to us make us change the way we think and act.
We may not even be aware that we are learning, which may cause problems - for
example, health workers may learn bad attitudes from the example of others. Of
course, learning may also be formal: we attend a course which is planned in a
structured way, in a school or college.
 We don't just learn knowledge and facts - we also learn skills and attitudes. This is
especially important for health workers, since it is in our practical work that we
have an effect on the health of the people we serve. Interestingly, we learn
knowledge, skills and attitudes in different ways - for example, we may learn a
new idea from a discussion, but we learn skills by practicing them and getting
feedback.
 People learn in different ways. Researchers have identified different ‘learning
styles’.2 Some people are ‘receivers’: they like to memorize what is given to them.
This is a very common style, and it is reinforced by teachers who expect students
to memorize, and reward them for it. Other people are ‘detectives’: they like to
investigate what they are learning themselves, to get to understand it. Yet others
are ‘generators’: they like to decide themselves what they want to learn, and then
look for opportunities to learn those things.
 Learning can be superficial or deep.3 If knowledge is only memorized
(superficial learning) it is soon forgotten, and may never affect the way that person
does her/his work. If the learner is made to use the new knowledge actively, the
learning becomes deep. The learner connects the new knowledge to the concepts
that s/he already has, and understands how it can be used practically. It is,
therefore, much more likely to be remembered and used.
 Motivation is important for learning.4 What is it that makes people want to learn?
Some learn because they want to do a better job - they get satisfaction from the
feeling that they are competent. People are also very strongly motivated by the
hope that they will be rewarded - for instance, by gaining a qualification, leading to
a promotion and better pay. The need to pass exams is therefore a very strong
motivator.
 Learning continues throughout a person's lifetime - at least informally. We all
know that health workers should continue to learn throughout their careers,
because new information about health is constantly becoming available. However,
many workers do not have access to formal in-service training. This means they
themselves have to take the responsibility for staying up-to-date - they have to
become ‘life-long learners.
 ‘Teaching’

Once again, our understanding of what ‘teaching’ is, is based on our past
experience. Our earliest experience was in school, where the teacher was also a
‘master’ or ‘mistress’, standing in front of the class, telling us what to do and what
to learn. Some of us experienced the same kind of ‘teaching’ at college. Others
may have experienced teaching where the ‘teacher’ is more of an equal, who takes
account of the learner's experience and even learns from the learner. That is why
Abbatt and McMahon say: ‘Teaching is helping other people to learn’.5 They go on
to say that the job of ‘teaching’ health care workers has four elements:

1. The teacher has to decide what students should learn. The students may take part
in this decision, but all are guided by the same principle: it is the job that people
have to do, that determines what they should learn. They have to learn all the
knowledge, skills and attitudes that they need to perform a specific job. They learn
what they ‘must know’ and ‘should know’, not what is ‘nice to know’.
2. The teacher has to help the learners to learn. This does not mean that the teacher
‘spoonfeeds’ the students, as if they were babies. It does mean that the
teacher'sfirst concern should be that the students should learn as well as possible.
Teaching sessions or classes have to be planned carefully, considering the learning
styles, the language, the background of the students. In short, the teachers must
be student centred, not teacher centred.
3. The teacher has to make sure that the students have learnt - s/he has to assess
them. Assessment helps teachers and students to see how well the students are
progressing, so that they can attend to any weaknesses. It sets a standard, so that
society is given people who are competent to practice. Assessment must be
carefully planned so that it supports the learning we want to see- we know that
students learn what they believe they need to pass the exams, and leave out the rest
…
4. The teacher has to look after the welfare of her/ his students. Students who are
stressed and unhappy do not learn well. Good teachers try to ensure that the
general living conditions and environment of their students are adequate. They also
provide opportunities for personal counselling for them. Teachers need to
cultivate an open and trusting relationship with their students.

Learning Chunk 3

Principles and Methods of Teaching and Learning

Teaching & Learning Principles

LEARNING PRINCIPLES

The following principles are drawn from How Learning Works, a compendium of

current, well-supported research on what we know about learning. These principles
 are applicable across all disciplines and learning contexts, and are intended to
illuminate why certain approaches to teaching support student learning.

1. Students’ prior knowledge can help or hinder learning.

2. How students organize knowledge influences how they learn and apply what they
know.
3. Students’ motivation determines, directs, and sustains what they do to learn.
4. To develop mastery, students must acquire component skills, practice integrating
them, and know when to apply what they have learned.
5. Goal-directed practice coupled with targeted feedback enhances the quality of
students’ learning.
6. Students’ current level of development interacts with the social, emotional, and
intellectual climate of the course to impact learning.
7. To become self-directed learners, students must learn to monitor and adjust their
approaches to learning.
For a succinct but more detailed summary of these principles, read more here, or
borrow the book from the DCAL Lending Library.

Citation: Ambrose, S. A. et al. (2010). How learning works: Seven research-based

principles for smart teaching. San Francisco: Jossey-Bass.
TEACHING PRINCIPLES

Compiled by scholars at Carnegie Mellon University’s Eberly Center for Teaching

Excellence & Educational Innovation, the following principles reflect current
research on effective teaching practice.

1. Effective teaching involves acquiring relevant knowledge about students and using
that knowledge to inform our course design and classroom teaching.
2. Effective teaching involves aligning the three major components of instruction:
learning objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding learning
objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we choose to
focus on.
5. Effective teaching involves recognizing and overcoming our expert blind spots.
6. Effective teaching involves adopting appropriate teaching roles to support our
learning goals.
7. Effective teaching involves progressively refining our courses based on reflection
and feedback.

Instructional planning includes not only planning what students will learn, but
how they will learn it.
Planning should include both short-term goals and long-term goals, and for
students with exceptionalities, should address the goals on their Individualized
Education Program (IEP). Instructional plans may include considerations of
academic content, assistive or augmentative technology needs, scaffolded supports,
specific teaching strategies, and adaptations of or modifications to content.

When delivered with fidelity, well-planned instruction is designed to maximize

academic learning time, actively engage learners in meaningful activities, and
emphasize proactive and positive approaches across tiers of instructional intensity.

Learning Chunk 4

Types of Lessons

TYPES OF LESSONS
Objectives:
1. To tell the kinds of development lessons and give examples.2. To differentiate the
drill from the review3. To show the forms that application lessons may
take4. To give the conditions necessary to effective appreciationSome lessons may not
follow a specific method or may use a combination of methods. Such lessons may be classified
into types, depending on the objectives and subject matter. Daily lessons may fall into the
following categories: (1) developmentl esson, (2) review lesson, (3) drill lesson, (4) application
lesson, (5) supervised study lesson, (6) test or examination lesson, and (7) appreciation lesson. It
is also possible fora lesson type to make use of a specific method, as illustrated in the following
pages.

THE DEVELOPMENT LESSON

Nature
The development lesson is one in which something new is presented ordeveloped. It may be a
fact, a principle, a skill, a generalization, or some knowledge. Itmust be something the class did
not know before.
Types
Development lessons are of two types, the formal and the informal. The formal development
lesson uses formal time-tested methods such as the inductive, deductive or problem solving.
The informal development lesson does not make use of a definite method with definite steps. It
may use the question-answer or Socratic Method. It may use the conversational method or what
some authors call “developmental method”where the child is encouraged to see the facts, form
his judgments, discover truths forhimself, and make a conclusion. The developmental method
differs from the tellingmethod because the class is not just told or given the information. As
Thomas M. Risk(1965) says:The developmental procedure is used when the learners go
through thesteps of the learning process in order to attain some understanding,interpretation,
generalization or solution. This is the antithesis of the authoritativemethod, through which the
learner receives the information given by someauthority – generally the teacher or the textbook.
As ordinarily interpreted, theterm “developmental study method” is applied to a direct learning
procedure,under the directions of the teacher, in which students participate step by step.Many
lessons in the primary grades are of the informal development type.The logical thinking
required by the inductive or deductive process is usually notin keeping with children’s mental
development, short attention span, and theshort periods allotted to subjects.

Steps
 An informal development lesson may have the following steps:
1.Preparation.
 The preparation consists of the cognitive and motivationalaspects. The teacher may review
facts or recall old experiencesrelated to the new lesson. It is in the preparation step that the
rightmental set for the lesson is established. The motivation of the lesson istaken care of in the
preparatory step.
2.Presentation or development
.
The teacher directs children’s learning bymeans of questions and teaching aids, leading the
class to examineanalyze, compare, contrast, generalize, observe, judge, or
discoversomething.During the presentation step, the teacher makes the class aware ofwhat is to
be learned through clear perception of the object, specimen,fact or event, and the like.

Teaching Methods

The term teaching method refers to the general principles, pedagogy and

management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational
philosophy, classroom demographic, subject area(s) and school mission statement.

Teaching theories can be organized into four categories based on two major
parameters: a teacher-centered approach versus a student-centered approach, and
high-tech material use versus low-tech material use.
Interested in developing your skills as a teacher? Explore online education short
courses designed to give you an in depth understanding of various skills in
teaching.
Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure in a
teacher-centered instruction model. Students are viewed as “empty
vessels”External link:open_in_new who passively receive knowledge from their
teachers through lectures and direct instruction, with an end goal of positive results
from testing and assessment. In this style, teaching and assessment are viewed as
two separate entities; student learning is measured through objectively scored tests
and assessments.
Learn more about the different teaching styles that use a teacher-centered
approach.

Student-Centered Approach to Learning

While teachers are still an authority figure in a student-centered teaching model,

teachers and students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student learning and overall
comprehension of material, and to measure student learning through both formal
and informal forms of assessment, like group projects, student portfolios, and class
participation. In the student-centered classroom, teaching and assessment are
connected because student learning is continuously measured during teacher
instruction.

Learn more about the different teaching styles that use a student-centered
approach.

High Tech Approach to Learning

Advancements in technology have propelled the education sector in the last few
decades. As the name suggests, the high tech approach to learning utilizes different
technology to aid students in their classroom learning. Many educators use
computers and tablets in the classroom, and others may use the internet to assign
homework. The internet is also beneficial in a classroom setting as it provides
unlimited resources. Teachers may also use the internet in order to connect their
students with people from around the world.

Below are some tech tools used in classrooms today:

 G SuiteExternal link:open_in_new (Gmail, Docs, Sheets, Classroom, Drive, and

Calendar)
 Tablets/laptops
 Gamification software (such as 3DGameLabExternal
link:open_in_new and ClasscraftExternal link:open_in_new)
 Education-focused social media platforms (such as schoologyExternal
link:open_in_new and seesawExternal link:open_in_new)
 Technology accessibilityExternal link:open_in_new for students with
disabilities

Teaching Methods and Strategies: The Complete Guide

Written by Dr. Kris MacDonald, reviewed by EducationCorner.com Team

You’ve completed your coursework. Student teaching has ended. You’ve donned
the cap and gown, crossed the stage, smiled with your diploma and went home to
fill out application after application. Suddenly you are standing in what will be
your classroom for the next year and after the excitement of decorating it wears off
and you begin lesson planning, you start to notice all of your lessons are executed
the same way, just with different material. But that is what you know and what
you’ve been taught, so you go with it. After a while, your students are bored, and
so are you. There must be something wrong because this isn’t what you envisioned
teaching to be like. There is.

Figuring out the best ways you can deliver information to students can sometimes
be even harder than what students go through in discovering how they learn best.
The reason is because every single teacher needs a variety of different teaching
methods in their theoretical teaching bag to pull from depending on the lesson, the
students, and things as seemingly minute as the time the class is and the subject.
Using these different teaching methods, which are rooted in theory of different
teaching styles, will not only help teachers reach their full potential, but more
importantly engage, motivate and reach the students in their classes, whether in
person or online.

eaching Methods
Teaching methods, or methodology, is a narrower topic because it’s founded in
theories and educational psychology. If you have a degree in teaching, you most
likely have heard of names like Skinner, Vygotsky, Gardner, Piaget, and Bloom. If
their names don’t ring a bell, you should definitely recognize their theories that
have become teaching methods. The following are the most common teaching
theories.

Behaviorism

Behaviorism is the theory that every learner is essentially a “clean slate” to start off
and shaped by emotions. People react to stimuli, reactions as well as positive and
negative reinforcement, the site states. Learning Theories names the most popular
theorists who ascribed to this theory were Ivan Pavlov, who many people may
know with his experiments with dogs. He performed an experiment with dogs that
when he rang a bell, the dogs responded to the stimuli; then he applied the idea to
humans. Other popular educational theorists who were part of behaviorism was
B.F. Skinner and Albert Bandura.

Social Cognitive Theory

Social Cognitive Theory is typically spoken about at the early childhood level
because it has to do with critical thinking with the biggest concept being the idea of
play, according to Edwin Peel writing for Encyclopedia Britannica. Though
Bandura and Lev Vygotsky also contributed to cognitive theory, according to Dr.
Norman Herr with California State University, the most popular and first theorist
of cognitivism is Piaget.

There are four stages to Piaget’s Theory of Cognitive Development that he created

in 1918. Each stage correlates with a child’s development from infancy to their
teenage years.

The first stage is called the Sensorimotor Stage which occurs from birth to 18
months. The reason this is considered cognitive development is because the brain
is literally growing through exploration, like squeaking horns, discovering
themselves in mirrors or spinning things that click on their floor mats or walkers;
creating habits like sleeping with a certain blanket; having reflexes like rubbing
their eyes when tired or thumb sucking; and beginning to decipher vocal tones.

The second stage, or the Preoperational Stage, occurs from ages 2 to 7 when
toddlers begin to understand and correlate symbols around them, ask a lot of
questions, and start forming sentences and conversations, but they haven’t
developed perspective yet so empathy does not quite exist yet, the website states.
This is the stage when children tend to blurt out honest statements, usually
embarrassing their parents, because they don’t understand censoring themselves
either.

From ages 7 to 11, children are beginning to problem solve, can have
conversations about things they are interested in, are more aware of logic and
develop empathy during the Concrete Operational Stage.

The final stage, called the Formal Operational Stage, though by definition ends at
age 16, can continue beyond. It involves deeper thinking and abstract thoughts as
well as questioning not only what things are but why the way they are is popular,
the site states. Many times people entering new stages of their lives like high
school, college, or even marriage go through elements of Piaget’s theory, which is
why the strategies that come from this method are applicable across all levels of
education.

The Multiple Intelligences Theory

The Multiple Intelligences Theory states that people don’t need to be smart in every
single discipline to be considered intelligent on paper tests, but that people excel in
various disciplines, making them exceptional. Created in 1983, the former
principal in the Scranton School District in Scranton, PA, created eight different
intelligences, though since then two others have been debated of whether to be
added but have not yet officially, according to the site. The original eight are
musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal
and naturalistic and most people have a predominant intelligence followed by
others. For those who are musically-inclined either via instruments, vocals, has
perfect pitch, can read sheet music or can easily create music has Musical
Intelligence. Being able to see something and rearrange it or imagine it differently
is Spatial Intelligence, while being talented with language, writing or avid readers
have Linguistic Intelligence. Kinesthetic Intelligence refers to understanding how
the body works either anatomically or athletically and Naturalistic Intelligence is
having an understanding of nature and elements of the ecosystem.

The final intelligences have to do with personal interactions. Intrapersonal

Intelligence is a matter of knowing oneself, one’s limits, and their inner selves
while Interpersonal Intelligence is knowing how to handle a variety of other people
without conflict or knowing how to resolve it, the site states. There is still an
elementary school in Scranton, PA named after their once-principal.

Constructivism

Constructivism is another theory created by Piaget which is used as a foundation

for many other educational theories and strategies because constructivism is
focused on how people learn. Piaget states in this theory that people learn from
their experiences. They learn best through active learning, connect it to their prior
knowledge and then digest this information their own way. This theory has created
the ideas of student-centered learning in education versus teacher-centered
learning.

Universal Design for Learning

The final method is the Universal Design for Learning which has redefined the
educational community since its inception in the mid-1980s by David H. Rose.
This theory focuses on how teachers need to design their curriculum for their
students. This theory really gained traction in the United States in 2004 when it
was presented at an international conference and he explained that this theory is
based on neuroscience and how the brain processes information, perform tasks and
get excited about education. The theory, known as UDL, advocates for presenting
information in multiple ways to enable a variety of learners to understand the
information; presenting multiple assessments for students to show what they have
learned; and learn and utilize a student’s own interests to motivate them to learn,
the site states. This theory also discussed incorporating technology in the
classroom and ways to educate students in the digital age.

Teaching Styles
From each of the educational theories, teachers extract and develop a plethora of
different teaching styles, or strategies. Instructors must have a large and varied
arsenal of strategies to use weekly and even daily in order to build rapport, keep
students engaged and even keep instructors from getting bored with their own
material. These can be applicable to all teaching levels, but adaptations must be
made based on the student’s age and level of development.

Differentiated instruction is one of the most popular teaching strategies, which

means that teachers adjust the curriculum for a lesson, unit or even entire term in a
way that engages all learners in various ways, according to Chapter 2 of the
book Instructional Process and Concepts in Theory and Practice by Celal
Akdeniz. This means changing one’s teaching styles constantly to fit not only the
material but more importantly, the students based on their learning styles.

Learning styles are the ways in which students learn best. The most popular types
are visual, audio, kinesthetic and read/write, though others include global as
another type of learner, according to Akdeniz. For some, they may seem self-
explanatory. Visual learners learn best by watching the instruction or a
demonstration; audio learners need to hear a lesson; kinesthetic learners learn by
doing, or are hands-on learners; read/write learners to best by reading textbooks
and writing notes; and global learners need material to be applied to their real lives,
according to The Library of Congress. There are many activities available to
instructors that enable their students to find out what kind of learner they are.
Typically students have a main style with a close runner-up, which enables them to
learn best a certain way but they can also learn material in an additional way.
When an instructor knows their students and what types of learners are in their
classroom, instructors are able to then differentiate their instruction and
assignments to those learning types, according to Akdeniz and The Library of
Congress.

Learn more about different learning styles.

When teaching new material to any type of learner, is it important to utilize a

strategy called scaffolding. Scaffolding is based on a student’s prior knowledge
and building a lesson, unit or course from the most foundational pieces and with
each step make the information more complicated, according to an article by Jerry
Webster. To scaffold well, a teacher must take a personal interest in their students
to learn not only what their prior knowledge is but their strengths as well. This will
enable an instructor to base new information around their strengths and use
positive reinforcement when mistakes are made with the new material.
There is an unfortunate concept in teaching called “teach to the middle” where
instructors target their lessons to the average ability of the students in their
classroom, leaving slower students frustrated and confused, and above average
students frustrated and bored. This often results in the lower- and higher-level
students scoring poorly and a teacher with no idea why. The remedy for this is a
strategy called blended learning where differentiated instruction is occurring
simultaneously in the classroom to target all learners, according to author and
educator Juliana Finegan. In order to be successful at blended learning, teachers
once again need to know their students, how they learn and their strengths and
weaknesses, according to Finegan. Blended learning can include combining several
learning styles into one lesson like lecturing from a PowerPoint – not reading the
information on the slides -- that includes cartoons and music associations while the
students have the print-outs. The lecture can include real-life examples and stories
of what the instructor encountered and what the students may encounter. That
example incorporates four learning styles and misses kinesthetic, but the activity
afterwards can be solely kinesthetic.

A huge component of blended learning is technology. Technology enables students

to set their own pace and access the resources they want and need based on their
level of understanding, according to The Library of Congress. It can be used three
different ways in education which include face-to-face, synchronously or
asynchronously. Technology used with the student in the classroom where the
teacher can answer questions while being in the student’s physical presence is
known as face-to-face. Synchronous learning is when students are learning
information online and have a teacher live with them online at the same time, but
through a live chat or video conferencing program, like Skype, or Zoom, according
to The Library of Congress. Finally, asynchronous learning is when students take a
course or element of a course online, like a test or assignment, as it fits into their
own schedule, but a teacher is not online with them at the time they are completing
or submitting the work. Teachers are still accessible through asynchronous learning
but typically via email or a scheduled chat meeting, states the Library of Congress.

The final strategy to be discussed actually incorporates a few teaching strategies,

so it’s almost like blended teaching. It starts with a concept that has numerous
labels such as student-centered learning, learner-centered pedagogy, and teacher-
as-tutor but all mean that an instructor revolves lessons around the students and
ensures that students take a participatory role in the learning process, known as
active learning, according to the Learning Portal. In this model, a teacher is just a
facilitator, meaning that they have created the lesson as well as the structure for
learning, but the students themselves become the teachers or create their own
knowledge, the Learning Portal says. As this is occurring, the instructor is
circulating the room working as a one-on-one resource, tutor or guide, according
to author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. For
this to work well and instructors be successful one-on-one and planning these
lessons, it’s essential that they have taken the time to know their students’ history
and prior knowledge, otherwise it can end up to be an exercise in futility, Alonso
said. Some activities teachers can use are by putting students in groups and
assigning each student a role within the group, creating reading buddies or
literature circles, making games out of the material with individual white boards,
create different stations within the classroom for different skill levels or interest in
a lesson or find ways to get students to get up out of their seats and moving,
offers Fortheteachers.org.

There are so many different methodologies and strategies that go into becoming an
effective instructor. A consistent theme throughout all of these is for a teacher to
take the time to know their students because they care, not because they have to.
When an instructor knows the stories behind the students, they are able to design
lessons that are more fun, more meaningful, and more effective because they were
designed with the students’ best interests in mind. There are plenty of pre-made
lessons, activities and tests available online and from textbook publishers that any
teacher could use. But you need to decide if you want to be the original teacher
who makes a significant impact on your students, or a pre-made teacher a student
needs to get through.

aper airplanes fly across the room. Students race between desks. You can’t get a
word in, as they yell over you.

Disruptive behavior doesn’t have to be this dramatic, like a movie scene you’d watch
in a media literacy lesson, but poor classroom management will almost assuredly
elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of

professional development support in improving classroom management. Despite this
unideal situation, there are straightforward and effective classroom management
approaches you can implement by yourself. These approaches can enhance prosocial
student behavior and academic engagement, establishing an orderly learning
environment.

Available as a downloadable list to keep at your desk, below are 20 research-backed

classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

Universal classroom management strategies for educators

These 20 classroom management techniques have shown to improve classroom

behavior, build relationships for a better classroom community, and foster a positive
classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a
happier, more effective teacher.
1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that
modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation

with an administrator, other teacher or student helper in front of the class. Talking
about a test or other relatable topic, be sure to:

 Use polite language

 Maintain eye contact
 Keep phones in your pockets
 Let one another speak uninterrupted
 Raise concerns about one another’s statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you
exemplified.

2. Let students help establish guidelines

Encourage all students to help you build classroom expectations and rules, as you’ll
generate more buy-in than just telling them what they’re not allowed to do.

This is especially essential for new teachers. Near the start of the school year or
during the first day of a semester, start a discussion by asking students what they
believe should and shouldn’t fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels
during lessons?

This may seem like you’re setting yourself up for failure, but -- depending on the
makeup of your class -- you may be shocked at the strictness of some proposed rules.
Regardless, having a discussion should lead to mutually-understood and -respected
expectations for your classroom culture.
3. Document rules

Don’t let your mutually-respected guidelines go forgotten.

Similar to handing out a syllabus, print and distribute the list of rules that the class
discussion generated. Then, go through the list with your students. Doing this
emphasizes the fact that you respect their ideas and intend to adhere to them. And
when a student breaks a rule, it’ll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom — if you haven't already
— for occasional reference. If you’re feeling creative, you can include the rule list in
a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire

class, as the latter can hurt your relationships with students who are on-task and
thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

 “Do you have a question?”, not “Stop talking and disrupting other students”
 “Do you need help focusing?”, not “Pay attention and stop fooling around while
I’m talking”

This basic approach will allow you to keep a friendly disposition, while immediately
acknowledging inappropriate behavior.

5. Encourage initiative

Promote growth mindset, and inject variety into your lessons, by allowing students
to work ahead and deliver short presentations to share take-away points. Almost
inevitably, you’ll have some eager learners in your classroom. You can simply ask
them if they’d like to get ahead from time-to-time.
For example, if you’re reading a specific chapter in a textbook, propose that they read
the following one too. When they deliver their subsequent presentations to preview
the next chapter on your behalf, you may find that other students want a bit more
work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral
performance, according to a recent research review and study.

When it is sincere and references specific examples of effort or accomplishment,

praise can:

 Inspire the class

 Improve a student’s self-esteem
 Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let’s

say a student exemplifies advanced problem-solving skills when tackling a math
word problem. Praising his or her use of specific tactics should go a long way in
ensuring he or she continues to use these tactics. Not to mention, you’ll motivate
other students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content

delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these

communication methods. For example, running learning stations -- divided sections
of your classroom through which students rotate -- allows you to deliver a range of
non-spoken content types. These include videos, infographics and physical objects
such as counting coins. 
8. Hold parties

Throw an occasional classroom party to acknowledge students’ hard

work, motivating them to keep it up.

Even if it’s just for 20 or 30 minutes, they should be happy with snacks and a
selection of group games to play. Clarify that you’re holding the party to reward
them and they can earn future parties by demonstrating ideal behavior, collectively
scoring high on assessments and more.

9. Give tangible rewards

Reward specific students at the end of each lesson, in front of the class, as
another motivational and behavior-reinforcement technique.

Let’s say a few students are actively listening throughout the entire lesson, answering
questions and asking their own. Before the class ends, walk over to their desks to
give them raffle tickets. So others can learn, state aloud what each student did to earn
the tickets. On Friday, they can submit their tickets for a shot at a prize that changes
each week -- from candy to being able to choose a game for the next class party.
10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their

parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting
parents know has a trickle-down effect. They’ll generally congratulate their kids;
their kids will likely come to class eager to earn more positive feedback. This can
also entice parents to grow more invested in a child’s learning, opening the door to
at-home lessons. Such lessons are a mainstay element of culturally-responsive
teaching.

11. Build excitement for content and lesson plans

This one works well no matter the grade level: elementary school, middle school or
high school. Start lessons by previewing particularly-exciting parts, hooking student
interest from the get-go.

As the bell rings and students settle, go through an agenda of the day’s highlights for
the whole class. These could include group tasks, engaging bits of content and
anything else to pique curiosity. For example, “Throughout the day, you’ll learn
about:”

 How to talk like you’re a teacher (sentence structure)

 Why you don’t know anyone who’s won the lottery (probability)
 What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students

in your agenda and thereby dissuade misbehavior.

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12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who
struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities.
In separate sections, consider:

 Providing audiobooks, which can play material relevant to your lessons

 Maintaining a designated quiet space for students to take notes and complete work
 Creating a station for challenging group games that teach or reinforce standards-
aligned skills
 Allowing students to work in groups while taking notes and completing work,
away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse
learners. This should contribute to overall classroom engagement.

13. Write group contracts

Help student group work run smoothly and effectively by writing contracts that
contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other,
and you have for them. You can gather the class’s thoughts by holding a discussion
about what the ideal group member does, and how he or she acts. Once you’ve
written the contract, encourage students to come up with consequences for violating
expectations.

By having them sign a fresh version of the contract before each group task and
project, you’re empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don’t demand a

specific product -- to allow them to demonstrate knowledge in ways that
inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to
choose one. Be sure to provide a rubric for each project that clearly defines
expectations. By both enticing and challenging students, you should notice they’ll:

 Work and learn at their own paces

 Engage actively with appropriate content
 Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

Recall a time you saw a big “F” in red ink on your work. You were probably too
upset to review mistakes and feedback, and so are your students when they see the
same.

So, consider avoiding standard marks on informal and formative assessments.

Instead, just state if a student did or did not meet expectations. Then, provide
struggling students with a clear path to improve. For example, pair classmates who
didn’t meet expectations with those who did, giving them a review and practice
activity. When strugglers are confident they understand key concepts, encourage
them to tell you. Provide a new assessment, allowing them to prove their
competency.

Classroom management strategies for individual students

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational

technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a
given student’s skill deficits, serving them content to help overcome them.
For example, Prodigy Math adjusts its content to help students in grades 1 to 8
address their trouble spots. It also offers feedback to help them solve specific
mistakes, as they answer questions that use words, charts, pictures and numbers.

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17. Interview students

Interview students who aren’t academically engaged or displaying prosocial behavior

to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a
few minutes. Ask about:

 What helps them focus

 Who they work well with
 Their favorite types of lessons
 Their favorite in-class activities
 Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them,
thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

Avoid hesitation when you must address inappropriate or off-task
behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between
students or you and a student -- won’t fester. Failure to act can result in more poor
behavior, leading to needlessly-difficult conversations.

But keep in mind: It’s usually best to talk to the student in

private. Research shows that punishing students in front of peers has “limited
value.”

19. Consider peer teaching

Use peer teaching as a classroom management strategy if you feel your top

performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can
be especially beneficial for students who suffer from low confidence and poor
interpersonal skills.

Authoritative research states tutors improve self-esteem and interpersonal skills by

giving feedback. Tutees realize benefits because they can ask questions and receive
immediate clarification. A later study of at-risk students echoes these advantages.
Although you should spend time teaching peer tutors how to properly communicate
with tutees, you’ll likely find the benefits are worth the work.

20. Gamify personal learning plans

Motivate students on personal learning plans by gamifying those plans, as studies —

such as recent research from South Korea — indicate this will continuously engage
and incentivize them.

Consider gamification strategies such as:

 Adjusting your scoring system -- Give experience points (XP) -- along with
traditional scores -- on tests and assignments, setting a goal for the student to reach
a certain amount of XP per unit. For example, if a student scores 60% on a quiz,
give him or her 6,000 XP. You can also award XP for completing extra
assignments, participating in class or anything else that shows effort to learn.
 Using stages -- Refer to topics and units as stages. The former terms have clear
connotations for you, but students may not see how they fit together. If they’re
gamers, they’ll understand that reaching the next stage requires overcoming
 precursory challenges. Emphasize this by framing certain tasks as prerequisites to
reach the next learning stage.

If these strategies work especially well for individual students, you should see similar
success by using them as class-wide student management techniques.

Downloadable list of classroom management strategies for teachers

Click here to download a simplified list of the above classroom management

strategies and techniques to print and keep at your desk.

Classroom management strategies infographic

Below is an infographic based on this article, helping you deploy these classroom
management strategies at your own school!

Click to expand! Created by Venngage Infographics that recently launched its

own banner maker.
Classroom management FAQs

What is the best classroom management style?

According to Diana Baumrind's work, a clinical psychologist known for her research
on parenting styles, some educators believe an authoritative classroom management
style may the best one. This type of high control, high involvement classroom
management style is characterized by strong expectations of appropriate behavior,
clear understandings of why certain behaviors are acceptable and others not
acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective.
So you may wish to review The Classroom Management Book by Harry K. Wong
and Rosemary T. Wong which includes a variety of solutions that can be easily
implemented. Every group of students has varying needs and will likely need a
unique approach to help every student bring his or her best self to the classroom and
be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will
set you and your students up for success all year long. They are:

 Classroom design — be intentional about how you set up your desk, your
students' desks, bulletin board displays, devices and other aspects of your
classroom. Thoughtful classroom design can help create a safe and welcoming
learning environment.
 Rules/discipline — to create a safe and caring school community, develop
classroom rules your students understand and — hopefully — respect. While it
may not be fun, be sure to communicate that breaking classroom rules will have
concrete yet fair consequences.
 Scheduling/organization — being on time, keeping on task and staying
organized will help set up your lessons (and your students' learning) up for
success.
 Instructional technique — while you may not have the flexibility you'd like
when it comes to content and curriculum, you should have the freedom to
 choose how you teach. For example, 8th grade students may prefer a lecture-style
lesson with small group discussions while 3rd grade students may prefer learning
math with a digital game-based learning platform. Observe how your students
learn best and use the classroom management strategies and techniques to teach
your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons.
It:

1. Creates and sustains an orderly learning environment in the classroom

2. Improves meaningful academic learning and fosters social-emotional growth
3. Increases students' academic engagement and lowers negative classroom behavior

Final thoughts about these classroom management strategies

These class-wide and one-on-one approaches to classroom management largely

work across subjects and grade levels. Implementable without admin and parent
support, they should empower you to establish an orderly — yet friendly and
engaging — environment.

Look forward to better teacher-to-student and student-to-student interactions as a

result.

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