The document discusses the meaning and importance of principles of teaching. It defines principles of teaching as the psychological laws of learning, educational concepts, and rules that guide educational procedures. Principles are derived from expert opinions, comparative studies of teachers, and experimental teaching studies. They serve as a basis for intelligent practice and guide instruction to students' capabilities. The document then discusses starting, guiding, and ending principles of teaching and learning as well as techniques, functions, and types of principles. It emphasizes that principles should be based on facts and guide teaching while considering students' nature.

1. THE MEANING AND
IMPORTANCE OF
PRINCIPLES OF
TEACHING

2. Meaning of Principle
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Latin: ‘princeps”, which means the beginning
or the end of all things
Early Greeks: fundamental laws
Principle of Teaching refers to the
psychological laws of learning, educational
concepts, and the rules of practice upon which
all educational procedures are formed.

3. Key Idea
Principles are the chief guides to make
teaching and learning effective and
productive.

4. How Principles of Teaching are
Derived

Principles of teaching are formulated from
carefully observe facts or objectively
measured results which are common to a
series of similar experiences.
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1. through the pooling of the opinions of
experts
2. Through comparative studies of the
teaching performance of capable or inferior
teachers
T3. hrough experimental studies of teaching &
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5. Function & Scope of Principles
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Basis of intelligent and profitable practice
Serve not only to stimulate, direct, and
guide, but also to interpret school practice
In order to better adopt the instruction to the
children’s individual capabilities.

6. Types of Teaching Principles

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1. Starting Principles: these involve the nature of
the child, his psychological and physiological
endowments which make education possible.
2. Guiding Principles: these refer to the
procedure, methods of instruction, or
agglomerations of techniques by which the student
and the teacher may work together toward the
accomplishment of the goals or objectives of
education.
Ending Principles: these refer to the educational
aims; goals, objectives, outcomes, purposes, or
results of the whole educational scheme to which
teaching and learning are directed.

7. Techniques and Principles

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Both techniques and principles are
necessary, but principles are more
fundamental.
The teacher should be free to use techniques
by the intelligent use of educational principles.

8. General Statements Concerning
Principles


1. refer to general laws, doctrines, rules of
actions, fundamental truths, general
statement, educational concepts, accepted
tenets, and the conditions that affect the
teaching and learning processes.
2. considered sound when they are formulated
from carefully observed facts or objectively
measured results which are common to a
series of similar experiences

9. General Statements Concerning
Principles

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
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3. serve important ways to guide the
individual’s reflective thinking and his choice of
activities.
4. principles or techniques effectively by
themselves
5. criteria for evaluation of the teacher’s
teaching and student’s learning
6. Guide techniques in teaching
7. Dynamic due to the discovery of new
facts, with new educational philosophy, & with
changes in social and moral values

10. General Statements Concerning
Principles



8. principles are workable only under normal
conditions.
9. Principles are of great value if they are
basically true and applied into the learning
situations.
10. Principles oftentimes overlap or even at
times conflict with each other.

11. THE STARTING
PRINCIPLES OF
TEACHING AND
LEARNING

12. The Nature of the Child
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If teaching is to be interpreted as a process of
stimulating, directing and guiding the learner, the
teacher must have an intensive knowledge and
understanding of the physical, mental, social, and
emotional potentialities of those educational
activities he hopes to direct and guide.
Rousseau believed that the process of education
should gravitate around the child. The nature of
the child rather than the logical order of the
subject-matter should determine the nature of
teaching.

13. The Nature of the Child
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
Pestalozzi: importance of the nature of the child
and propounded that in the educative process, the
child must bethought of in relation to the subjectmatter.
Dewey (John): education should center on the
individual child.

14. Inborn Tendencies – the Basis of
Teaching & Learning
The innate tendencies of the child become
available as a drive to teaching or stimulus
to learning.

15. Innate Tendencies that are Useful
in Education
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Intelligence and its use in teaching and learning
Emotions and their uses in teaching and in learning
Imitation and its uses in teaching and in learning
Curiosity, interest and attention and their uses in
teaching and learning.
Gregariousness and its uses in teaching and in
learning
Play its uses in teaching and in learning
Collecting and hoarding and their uses in teaching
and learning
Competition and rivalry and their uses in teaching and
learning
Manipulation and its uses in teaching and learning

16. Personality Traits of Filipinos that
Condition Teaching and Learning
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1. Shyness or bashfulness- mental set or partial
inhibition of social responses
2. Sensitiveness- sensation of such a nature as to
be easily impressed, affected or hurt
3. Lack of perseverance – lack of persistence in
an activity for a long time due to
difficulty, disappointment or interference
4. Lack of resourcefulness- lack of ability to meet
new situations
5. lack of industry-lack of steady attention or
diligence in any pursuit

17. The Task of the Teacher in
developing the Nature of the Child
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1.
2.
3.
To make teaching effective and learning
productive, the teacher must know the nature
of the child to be motivated, directed, guided
and evaluated. To understand the child the
teacher must:
Know him as a biological organisms with
needs, abilities and goals
Know the social and the psychological
environment
Know the cultural forces

18. Guiding Principles Concerning the
Nature of the Learner
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Learner is not passive but rather an active that
needs to be stimulated
Make the nature of the learner the basis of the
science teaching ad principles of learning
The growth and development of the child is
orderly and unified
Keep in mind the mental growth and development
do not follow a similar pattern for all learners.
Understand the distinctive growth patterns and
developmental characteristics of each learner and
their effect upon his behavior.

19. Guiding Principles Concerning the
Nature of the Learner

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There is a close relationship between mental
and physical growth as measured on the basis
of chronological age.
The learner as a member of the group.
Utilize the innate tendencies as drives or
powers for schoolwork and as stimuli to
learning
Utilize and direct the useful innate tendencies
in such a way that they will produce activities
that will lead to further activities

20. Guiding Principles Concerning the
Nature of the Learner
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Utilize the natural tendencies of the learner in
developing new habits
Consider the nature of the students in the
formulation of ultimate and immediate aims of
education
Bear I mind that the nature of the learner rather
that the nature of subject matter should determine
the nature of teaching
Consider that students differ greatly within himself
in his potentiality to learn
The learner is endowed with the tendency to
create ; hence capable of creativeness in his
expression