General Statement Concerning Principles Basic Principles of Successful Teaching Principles of Humanistic Teaching Principles of Good Teaching The

Triad of Teaching

1. General Statements Concerning Principles

y General laws y Doctrines y Rules of actions y Fundamental truth y General statements y Educational concepts y Accepted tenets and the conditions that

affect the teaching-learning process

PRINCIPLES
a. Considered sound when formulated from carefully observed facts or objectively measured. b. Considered valid when they are results of scientific experimentations, expert opinions and classroom observations & experiences. c. Is the bases in stimulating, directing, guiding and encouraging the learners in their learning. d. Principles and techniques do not work effectively by themselves. There is a constant interplay w/c gradually improves their selection and functioning e. It is the criteria to be used by the teachers in the evaluation of their teaching & learning of their learners.

f. They are needed to guide techniques. g. They are based on enduring concepts and values. They are dynamic, not static. * Common Sense - is the right kind of personality in action; it is practical knowledge and tact in behavior. h. They are of great value if they are basically true and applied into the learning process. i. Oftentimes overlap or even at times conflict with each other. j. It means to ends and never ends in themselves.

2. Basic Principles of Successful Teaching

Educate the whole child - Child is not just a mind to be instructed, he/ she is a

physically, socially, emotionally, ethically, & intellectually growing person.

 Keep the program informal, flexible, and

democratic - Children are restless and need confidence in their own power and achievements. - It requires that the entire classroom atmosphere is friendly and democratic as well as informal and

flexible and that children are not held in unfair competition with standards of performance beyond their possible ability to achieve.
 Capitalize upon present pupil interests . - Most important that the teacher first discovers what interests

& purposes his/her students already have and then use these drivers as springboards to further desirable learning.
Let motivation intrinsic. - Most moving incentives are those of real life itself:

a. to explore the new and the interesting b. to associate actively with other people c. to manipulate and construct things

d. to compare opinions about matters which seem important e. to express one s self artistically.
Make learning experiences vivid and direct.

- Generalizations will be mere verbalism unless they are based upon meaningful personal experiences. Children need constant opportunity for motion pictures, radio programs, excursions, interviews, service projects, work experience.
Stress problem solving, the basis of functional learning.

- Real education comes about when children intelligently attack real problems, think them through and then do something to solve them.

Provide for the achievement of lasting pupil

satisfaction. - Students who dislike their work learn little from it and retain that little briefly.

Let the curriculum mirror the community.

- Learning situations must reflect life in the pupil s own community if they are to be most effective.

3.PRINCIPLES OF HUMANISTIC TEACHING

Humanistic Teaching involves three conditions: - Emphatic Understanding - Respect or Non-possessive warmth - Genuineness
Emphatic understanding

- it is meant understanding of another from an internal frame of reference, achieved by putting oneself in the place of another.

 Respect or Non-possessive warmth - It is a respect which provides for a warm acceptance for

another as a person, with all his faults, deficiencies or undesirable/ unacceptable behavior. - Respect also means a deep interests & concern for his development and welfare.
Genuineness

- it is the congruence or integration of the therapist in the relationship. The humanistic teacher is genuine and real.

First, they are nonthreatening. The humanistic teacher reduces the tension, fear, and anxiety which are so prevalent in classroom and which we know inhibit learning. Second, the essence of these conditions is love. It is the love which has been recognized by humanistic teachers as the basic requirement of a good teacher.

4. Principles of Good Teaching

1. Active Learning -

Pupil must be mentally active most of the time and physically active some of the time. Extensive physical and mental activity on the teacher s part will not necessarily guarantee learning on the pupils part.

2. Many Methods - there is no single correct way to teach a class. There are many good ways. A method which fails with one child may be very helpful to another.

3. Motivation - Effective motivation arises from children s interests, needs, problems and expressed purposes. 4. Well-balanced Curriculum - Curriculum should serve two purposes: to provide essential skills for the child to enable him to become a useful member of society and to satisfy the child s personal and immediate needs. 5. Individual Difference - Good teaching recognizes individual differences. Slow learning child, the average child, the bright child.

- They have to be taught in different ways. There are

differences in emotional, social, physical, spiritual, aesthetic & moral development. 6. Lesson Planning - units, lessons, activities & even housekeeping must be well- planned . All planning should be flexible. 7. The Power of Suggestion - Suggestions are more fruitful than dictation. - Suggestions may be given as to which books and materials to use, how to solve problems, & what procedures to follow.

8. Encouragement - praise, given only when earned, makes pupils aware of their successes. Constructive criticism may be needed where persistent errors are being made. 9. Remedial Teaching - Good teaching is both diagnostic and remedial. 10. Democratic Environment - children learn democracy by living it. In return for rights and privileges within the classroom, children should be aware of their responsibilities to the group and of group service.

11. Stimulation - each child can be stimulated within the limits of his abilities to exceed his present efforts.

12. Integration - building upon previous knowledge & experience, new learning & new experiences become meaningful. Learning involves a reorganization of previous experience & an integration of what has been completed into the new learning experience.

13. Life-like Situation - Children should be guided into a realization that their school studies & activities are a part of life.

14. Independence - Child s increasing independence from adults and everincreasing responsibility are signposts of good teaching.

The Triad of Teaching

One concept of teaching recognizes the important role inherent among the elements- teacher, student, & subject matter.

The Teacher - the teacher is critical thread that ties the learner to the lifelong search for knowledge. - She lays the groundwork by initially establishing a conducive learning environment , selects the appropriate subject matter & matches it with a well- designed plan in order to achieve a desired goal. - She possesses the essential teaching skills and is infused with a deep commitment to invest timeless effort in fostering a continued sharpening & maturing of children s mind.

The Students
- Second influential factor in the learning arena. - Their needs, interests & abilities deserve prime consideration

if teaching is to occur smoothly & creatively. - They differ in inherited genes, rearing experiences & academic opportunities.

The Content
- third factor influencing teaching at the base is the content to

be learned. - the choice of an appropriate teaching methodology becomes an important concern. Teachers vary in experiences regarding effectiveness of a strategy. - A particular content may be taught successfully at one time using the strategy which at another time, with a different class, would turn out ineffective.

GROUP 1
Marjorie Givera Maribel Maala Marianne Calibuso BSIT IV-B