PRINCIPLES OF

TEACHING
ATHENA MATIB
 BEGINNING WITH THE
END IN MIND…
• Develop a portfolio of effective classroom
management techniques as a means to transform
every class into an ideal setting for learning
• Apply different instructional techniques to ensure
active and meaningful learning
• Design a learning plan for effective instructional
management
• Analyze how the teacher’s attributes and learner’s
differences contribute to the total effectiveness of the
learning environment
• Generate local and global practices on
evidence-informed teaching principles
 NOT ANYTHING NEW!
Noble ideas
 PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
• PRINCIPLES → principe (old French)
→principium (Latin)
→ princeps (Greek)
 TEACHING PHILOSOPHY +
WELL-ESTABLISHED
PRINCIPLE IN EDUCATION=?
 12 PRINCIPLES OF EFFECTIVE
TEACHING & LEARNING

1. Teacher’s
knowledge of
the subject
matter is
essential to
the
implementati
on of
important
teaching
tasks.
…12 PRINCIPLES
2. Active involvement of the
learner enhances learning.
 …12 PRINCIPLES
3. Interaction between teachers and students is
the most important factor in student motivation
and involvement.
…12 PRINCIPLES
4. Students
benefit from
taking
responsibilit
y for their
learning.
 …12 PRINCIPLES

5. There are many roads to learning.

…12 PRINCIPLES

6. Expect more and you will

achieve more.
…12 PRINCIPLES
7. Learning is enhanced in an
atmosphere of cooperation.
 …12
PRINCIPLES

8.
Material
must be
meaningful
 …12 PRINCIPLES
9. Both teaching and learning are enhanced
by descriptive feedback.
 …12
PRINCIPLES
10. Critical
feedback is
only useful if the
learner has
alternatives to
pursue.
 …12
PRINCIPLES

11. Time plus

energy
equals
learning.
 …12 PRINCIPLES
12. Experience usually improves teaching.
The principal elements that makes teaching and learning
possible are:

teacher learner

learning
environment
 MODEL TEACHER
The Teacher
Treasure
Empathize
Accentuate
Care and credibility
Help
Howard Gardner’s
 DIVERSITY OF LEARNERS
Strands of Desired Teaching Performance
Is familiar with learners’ background
knowledge and experiences
Demonstrates concern for holistic
development of learners
Performance Indicators
*Obtains information on the learning
styles, MI, and needs of learners
*Designs or selects learning experiences
suited to different kinds of learners
*Establishes goals that define appropriate
expectations for all learners
*Paces lessons appropriate to needs
and/or difficulties of learners
Initiates other learning approaches for
learners whose needs have not been met
by usual approaches
*Recognizes multicultural background of
learners when providing learning
opportunities
*Adopts strategies to address needs of
differently-abled students
*Makes appropriate adjustments for
learners of different socio-economic
backgrounds
In the light of the reality of the learners’ diversity, it is a welcome activity
for every teacher to consider the following checklist in question form
in order to readily respond to some particular behavior which may
sometimes be disturbing:

DO YOU HAVE A LEARNER WHO:

Accomplishes what should

have been a 30-minute
activity
in 10 minutes?
 Voices out unwelcome
comments or suggestions
during recitation?
Is vocal with impertinent
answers to the point
of impoliteness?
What do these varied interests, needs, values and intelligences
of learners entail in teaching?

Properly assess the learners and

tailor the teaching-learning
process to such interest, needs,
values and intelligences.
HOMEWORK:

Research about the 21st century teacher.

By means of a graphic organizer, describe
the 21st century teacher by presenting the
21st century skills.
Below the graphic organizer, briefly talk
about how being a 21st century teacher
caters to diverse learners.
1 short bond paper.
Proposed due date: