Group 1 principles of teaching
- 1. Kim Lemuel Borlongan Lournie Lopez Liberty Kelle Aquino Dayanara Agustin
- 3. Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly.
- 4. When we teach, we do not just teach the content, we teach students the content. A variety of student characteristics can affect learning.
- 5. Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when.
- 6. (a) We, as instructors, articulate a clear set of learning objectives (b) The instructional activities (c) the assessments
- 7. There is amazing variation in what is expected of students and even within a given discipline.
- 8. Coverage is the enemy Don’t try to do too much in a single course.
- 9. We are not our students!
- 10. Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in guiding students’ thinking and behavior.
- 11. Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate
- 13. Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life.
- 14. Students naturally make connections between pieces of knowledge.
- 15. As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage.
- 16. Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn.
- 17. Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria.
- 18. Students are not only intellectual but also social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of classroom climate in developmentally appropriate ways.
- 19. Learners may engage in a variety of metacognitive processes to monitor and control their learning—assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working.
- 22. According to public administration, not every form of activity is work even if it brings remuneration to the person engaged in it. It is work only when it produces something value to others. The business of teaches is to help students to achieve higher standards of knowledge, ability, skills and moral character.
- 24. A major if not the major problems of the nation’s educational system as a whole is the dilution of the teaching profession by untrained men and women.
- 26. Teaching is a very professional career where an individual is held accountable through a series of tests, assessments and tools to gauge the achievement of students and their learning. Teaching is a partnership between schools, community, and parents to help children succeed in their academic careers.
- 27. Each time a teacher has exposure to a student they have the opportunity to provide building blocks for student to take with them to new studies. Teaching is such a rewarding and challenging career, as teacher reach outside the box, and then out-side their range of knowledge to help students overcome academic, social and emotional challenge to ensure success.