PRINCIPLES OF TEAC

HING
MA. GINA C. BUNDA
Learning to teach is a
life-long process.
What I hear, I forget
What I see, I remember
What I do, I understand
The more senses that are involv
ed in learning, the more and the
better the learning
A non – threatening atmos
phere enhances learning
Emotions has the power to increase retention le
arning
Wolfe, 2001 “Our own experience validates tha
t we remember for events that elicit emotions i
n us”
Learning is meaningful when it is con
nected to student’s everyday life
Good teaching goes beyond recall of
information
Good teaching considers learners’ va
ried learning styles and learners’ mult
iple intelligence
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

TEACHER
TASK Makes classroom instruction
ORIENTATI parallel to the instructional goals
and curriculum that guide the
ON construction of assessment of
students progress
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

ENGAGEM
ENT Refers to the amount of time
IN LEARNIN students devote to learning an
academic subject
G PROCESS
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

ENGAGEM considered as the amount of time

spent by the students in actively
ENT learning the material a.k.a. the
engagement rate (the percentage of
IN LEARNIN time devoted to learning when the
G PROCESS student is actually on task, engaged
with instructional materials and
benefiting from the activities being
presented)
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

STUDENT S
UCCESS Refers to the rate at which students
understand and correctly complete
RATE exercises and activities
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

STUDENT S Consists of teacher’s task orientation

UCCESS and student engagement as they are
closely related to student success
RATE rate
 FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING

Involves organization and planning

STUDENT S of instruction that yields moderate-
UCCESS to-high success rates but then
challenges the learner to go beyond
RATE the information given
 PRINCIPLES OF GOOD /
SUCCESSFUL TEACHING
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

The child is made the center of the

JOHN educative process

It is well-planned
DEWEY The learner is made conscious of the
goals or aims to be accomplished
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

It provides learning experiences

JOHN There is provision to meet individual

differences
DEWEY It utilizes the past experiences of the
learner
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

The learners is stimulated to think

and reason

JOHN It is governed by democratic

principles
DEWEY The method used is supplemented by
another method and instructional
devices
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

JOHN Evaluation is made an integral part

of the teaching

DEWEY Drill or review is made an integral

part of teaching and learning
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

JAMES Principle of Context – setting and

use of appropriate materials
MURSEL Principle of Focus – subject

L matter/lesson

Principle of Socialization – social

setting in the classroom
 PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

JAMES Principle of Individualization –

learner’s purposes, aptitudes,

MURSEL abilities and experimental

procedures

L Principle of sequence –
order/arrangement of learning tasks

Principle of Evaluation - appraisal