PRINCIPL

ES OF
TEACHIN
G &
LEARNIN
G

Teaching as a
process

1.Planning phase
2.Implementation phase
3.Evaluation phase

Planning phase includes decisions
like:
Needs of the learners
Achievable goals and objectives to meet
the needs
Selection of the content to be taught
Motivation to carry out the goal
Strategies most fit to carry out the goals
Evaluation process to measure learning
outcome

Implementation phase:
Based on the objectives, implementation
means to put into action the different activities
in order to achieve the objectives through the
subject matter
Interaction of the teacher and learner is
important in the accomplishment of the plan
Use of different teaching style and strategy

Evaluation phase:
A match of the objective with the learning
outcome will be made
Answer the question if the plans and
implementation have been successfully
achieved
A continuous process of feedback and
reflection is made in this three phases of
teaching

Feedback
Reflection
Teaching as
involving more of
the learner than a
teacher

Active involvement of the learner enhances
learning

Learning is an active process which requires
that the learner work with and apply new
material to past knowledge and to everyday
life. Some of the methods that encourage
active learning in the classroom are:
discussion, practice sessions, structured
exercises, team projects, and research
projects.
Teaching without an accompanying
experience is like filling a lamp with
water. Something has been poured
in, but the result is not illuminating.
Teaching as a
system of
actions and
interaction
Interaction between students and faculty,
particularly informal interaction, is one of
the most important factors in student
motivation for learning. The opportunity
to know a few faculties well often
enhances students' intellectual
commitment and provides valuable role
modelling.

Learning is enhanced in an atmosphere
of cooperation
Learning is enhanced when it is
perceived as a collaborative and
cooperative effort between students. The
opportunity to share ideas without threat
of ridicule and the freedom to respond to
the ideas of others increases complexity
of thinking and deepens understanding.
Teaching as
basically an
adjustment act
Such adjustment act requires the teacher
to make the most out of a given situation.
At times he may be assuming a dominant
role; at some other time he may be
having a very minimal interference on his
students learning or possibly no
interference at all as the situation may
warrant.
Good vs. Best
A good teacher can tell his students a lot of
questions; but the best teacher can play
dumb while helping his students think out the
answer for themselves.
A good teacher is an eager and enthusiastic
talker; but the best teacher knows how to be
quiet and patient while his students struggle
to formulate their own thoughts in their own
words.

A good teacher is humble; he naturally feels
that the accumulated wisdom of his subject is
far more important than himself. But the best
teacher is even humbler for he respects the
feeling of young people that they are naturally
far more important than a silly old subject.
A good teacher strives to keep his class
under control; but the best teacher knows that
he must first able to control himself.
A good teacher earns his salary many times
over; but the best teacher also earns a deep
and secret satisfaction which would be ruined
if he tried to talk about it in public or convert it
into cash.

The students of a good teacher pass their
courses, graduate, and settle down with good
jobs; but the best teachers students go on
receiving rewards everyday of their lives, for
they have discovered that the life of the
inquiring mind is exciting.
Teaching as
providing the
learner with basic
tools of learning
One uniqueness of the teaching profession
lies on the nature of activities given to
students. These activities are unmistakably
inherent in the profession and not in any of
the other fields of human endeavor.
Teaching is to develop further skills of
students through thinking, speaking, and
writing tasks and through the ideas and
concepts in reading and listening selections.

Teaching as
inherently a
humane activity.
Teaching involves emotions, which cannot be
systematically appraised and employed, and
human values, which are quite outside the
grasp of science.
A pupil is never regarded as a robot
subjected to mechanical, routinely activities.
He should not be expected to react and
behave in a predetermined mold. Instead, he
should be treated with utmost care replete
with human compassion and consideration.

Teaching as
structuring the
learning
environment
A key component of being an effective
teacher begins with providing structure in the
classroom. Providing structure maximizes
student learning opportunities, minimizes
distractions and generally makes the overall
atmosphere of the classroom more pleasant. Most
students will respond positively to structure
especially those who do not have any structure or
stability in their home life. A structured classroom
also translates to a safe classroom. Students enjoy
being in a safe learning environment.

Teaching as an
inquiry process

It involves three key parts: the focusing inquiry,
teaching inquiry, and the learning inquiry.
It can be used during a lesson or take more in-
depth forms over longer periods of time.
Teaching as inquiry is when teachers inquire
into: what is most important; what strategies or
approaches are most likely to work; and the impact
of teaching on students.
Inquiry learning is just one approach teachers
might use (but dont have to) in which students
learn about learning, investigation and research as
they explore topics of interest.

Teaching as a
complex
process

Learning and effective teaching are both
highly complex acts. Leinhardt and
Greeno wrote that, the task of teaching
occurs in a relatively ill-structured,
dynamic environment. Classroom
conditions change in unpredictable ways,
and information arises during the act of
teaching that by necessity must inform
performance as it occurs

This is evident in widely held beliefs such as:
1) command of subject matter is sufficient for
effective teaching;
2) effective pedagogical practices develop
naturally through teaching experience;
3) teaching is simply a matter of personal
style;
4) teaching is essentially the passing of
information from teacher to students.
These beliefs manifest themselves in
shallow traditional and alternative
teacher licensure programs, back-to-
basics fads, high stakes testing that
reflects trivial knowledge, and simplistic
business-model approaches to
education.
Teaching as a
science and as an
art
Two aspects of environment:
1.Physical
2.Organizational
Four Educational Principles from David Elkind:
1. Fluency Precedes Accuracy
2. Children Process Information Differently at Each
Stage of Development
Ages 02: Sensorimotor
Ages 26: Pre-Operational
Ages 612: Concrete Operations
3. Horizontal Elaboration Precedes Vertical
Integration
4. Documentation is the Best Method of Assessing
Childrens Progress
QUIZ
yellow sheet
1 -3 Phases of Teaching as a process

4 -5 Components of your answer in #3

6 Good characteristic
7. Best characteristic

8 ID: It is to develop further skills
of students through thinking,
speaking, and writing tasks and
through the ideas and concepts
in reading and listening
selections

9. T or F: Teaching as learning is
just one approach teachers
might use (but dont have to) in
which students learn about
learning, investigation and
research as they explore topics
of interest.

10 12 Key parts in inquiry
process

13 14 Aspects of
environment according to
Jean Piaget

15 Who is the proponent of
the four educational
principles?


16 Sensorimotor a. 2-6
17 Pre-operational b. 0-2
18 Concrete c. 6-12

19 T or F: Teaching involves
emotions, which cannot be
systematically appraised and
employed, and human values,
which are quite outside the
grasp of science.

20. T or F: A key component
of being an effective
teacher begins with providing
structure in the classroom.