Principles and methods of effective teaching

Embed Size (px)



Text of Principles and methods of effective teaching

  • 1. Principles and Methods of Effective Teaching
  • 3. A. The Teacher Teachers, like leaves, everywhere abound. Effective teachers, like fruits, are rarely found. An effective teacher is one who has honed his skills in the art of teaching. He demonstrate proficiency in the use of language, adopts varied teaching strategies, recognizes change, applies innovations, revises techniques for optimum results, and allows himself to be guided by acknowledged principles and theories.
  • 4. B. The learner The learner is the subject of the schooling process. Without him, the educational system will not exist. The learner is a person who is receiving instruction or lessons from a particular teacher. There are two classifications of the learners, namely: pupil and student. The term pupil is applied to a child in the elementary level and the term student is applied to one attending an educational institution above the elementary level.
  • 5. C. The Classroom The classroom is a place where formal learning occurs. This could be a standard classroom with a standard measurement or an outdoor space where both the teacher and the pupils/students are interacting. The important thing is that, it is a place that can offer a wholesome venue for learning activities which can be realized only in an atmosphere conducive to both teaching and learning process.
  • 6. D. The Curriculum The term comes from the Latin root currere which means to run. In educational usage, the course of the race, became course of study.
  • 7. E. Materials of Instruction Materials of instruction refer to the various resources available to the teachers and learners which help facilitate instruction and learning. These materials represent elements found in the environment and which are meant to help students understand and explain reality.
  • 8. F. Administration Administration is defined as the organization, direction, coordination and control of human and material resources to achieve desire ends. According to Moehlman, administration is exercised in a series of closely related and complementary specializations or activities. He calls this phase of administration the executive activity which he defines as all the acts or processes required to make policies and procedures effective.
  • 9. Roles of a teacher: 1. Manager - He is responsible for the effective management of his course from the start to the finish. The teacher carries throughout the day systematic activities to develop pupils cognitive, psychomotor and effective aspects of the teaching-learning process.
  • 10. 2. Counselor - Every teacher is a guidance teacher. He acts as guidance counselor where the pupils beset by problems teacher comfort and make pupils feel they have a ready shoulder to cry on.
  • 11. 3. Motivator - encourage and motivate pupils to study well and behave properly in and outside the classroom.
  • 12. 4. Leader - A leader directs, coaches, supports and delegates depending on the need of the situation. Teacher should also be aware that to be a good leader he must first be a good follower.
  • 13. 5. Model - A teacher is an example. He serves a s model to his pupils. Pupils idolize teacher. The teacher must look his best all the time. Master his lessons share his interest in the childrens welfare.
  • 14. 6. Public Relations Specialist - The credibility of the school is attributed most of the time to the ways the teacher deal with people outside the school. Like the schools benefactors, parents of the pupils, church leaders, government employees.
  • 15. 7. Parent - surrogate (loco-parentes) in the school.
  • 16. The Powerful Teacher Ive come to a frightening Conclusion that I am the decisive element in the classroom. Its my personal approach that creates the climate. Its my daily mood that makes the weather. As a teacher, I possess a tremendous power to make childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized. Haim Ginott
  • 17. Teaching Is Both a Science and an Art Teaching involves imparting a body of systematized knowledge. It affords the development of a level of consciousness of everything about the world and the totality of facts about life. But more than knowledge about realities, teaching also taps the performance skills of the learners to make them physically, intellectually, and socially equipped despite varied interventions.
  • 18. More than science, teaching is also an art. It must provide avenues for achieving pleasure and delight in learning. Every learning experience, therefore, must find its way to the learners heart. Anything that is readily appreciated because it meets the needs and interests of the individual learners. As an art, teaching is a continuous process responding to the demands of the time and the changes in the learners perspective. It is never static, it adheres to novelty.
  • 19. Garcia (1989) quoted Eisher (1983) when he pointed out a couple of distinguishing marks between these two facts of teaching. Science Art 1. Teaching as a science is primarily directed to inform the head. Therefore, teaching as a science emphasizes the cognitive and psychomotor aspects of learning or simply the subject matter that must be put across into the learners level of awareness as well as the skillful performance that they should be able to develop in and by themselves. The knowledge and skill they will acquire are indispensable to their everyday living especially in decision-making and in solving crucial problems. 1. Teaching as an art is more suited to satisfy the soul. Therefore, teaching as an art presupposes the need for the learner to appreciate and improve on whatever knowledge he has gained and skills he has acquired. Hence, this facet tends to give more credence to the effective aspects of learning.
  • 20. Which of the two is more important? Both are equally important as far as the total personality development of the learner is concerned. It follows then that the learner must know something before he can appreciate it. He can never appreciate something that he does not know of or something that does not exist in him. Something is derived form something, nothing can be taken from nothing.
  • 21. 2. The second difference presents a more in-depth perspective. Teaching as a science views the teacher as an academician as well as a craftsmen. As an academician, he is pictured to be disciplined, organized, systematic in his teaching. As such he is expected to: a) have a mastery of the subject matter and, b) organize it well in a form that is comprehensible to is learners. As a craftsman, he has a repertoire of teaching methods and is quite skillful in their use. Teaching as an art goes beyond the prescribed level of instruction. This f