Principles of effective teaching - An essay project <joy>
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This document discusses principles of effective teaching. It begins by explaining that teaching can be considered a profession, mission, or vocation. As a profession, teaching requires long preparation and commitment to excellence. As a mission, it is a task one is assigned to prepare for. As a vocation, it means committing oneself to a lifetime of transforming learners. The document then discusses principles like clear communication, interaction, recognizing diversity, using appropriate teaching techniques, and allowing breaks. It emphasizes presenting material at students' levels and relating it to their goals and real-world situations. Motivation comes from intrinsic love of learning or extrinsic goals like grades. Intrinsically motivated students tend to perform better. Teachers must make classrooms safe,
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Principles of effective teaching - An essay project <joy>
- 1. PRINCIPLES OF TEACHING ESSAY Submitted By: Joy Anne S. Sueno Submitted To: Agnes B.Soliveres Instructor Principles of Effective Teaching Essay Some teachers are teachers by choice, chance, force and accident. Teaching profession can be regarded in three ways: teaching as a profession, teaching as a mission and teaching as a vocation. Teaching as a Profession “Teaching is a noble profession”. The word “profession” is synonymous to: Occupation, job, career, work, and line of work. The word “professional” means long & arduous years of preparation, a striving for excellence, a dedication to public interest and commitment to moral & ethical values.
- 2. If you consider teaching as a profession then:You must be willing to go through a long period of preparation. You must be willing to go through continuing education (continuous development of potentials).You must strive for excellence ( not “pwede na” mentality )And lastly you must commit yourself to moral, ethical and religious values & dedicate yourself to service. Teaching as a mission “Once a teacher, forever a student”. The word mission is derived from the Latin word “misio” which means “to send”. The Webster’s Dictionary defines “mission” as “task assigned”. If teaching is your mission then it means:It is the “task” entrusted to you in this world.It is your assigned task thus you’ve got to prepare for it!It calls for a continuing professional education. Teaching as a vocation “Teaching may not guarantee financial security but love of teaching has served as a motivating factor to many teachers through the years”. Teaching has remained inspiring & fulfilling. The word “vocation” comes from the Latin word “vocare” which means “to call” thus vocation is a “call”. If teaching is your vocation then it means: You said YES to your call to teach! You commit yourself in the total transformation of the learner. You consider teaching as a lifetime commitment thus aim through the years towards quality teaching. In my research I learned that there is no simple definition for principles of effective teaching. As we all know learning is a challenge and change in each individual. In an effort to summarize principles of learning a handful of ideas come to mind. Communication, Interaction, Diversity Recognition, Program Knowledge, Teaching Techniques, Student Exercises, and Appropriate Breaks. Learning is more likely to occur if there is a realistic and attainable learning goal. Teaching principles also are effective when information is presented at the appropriate level for the students. Students must be capable of learning the information with respect to the material presented and the program objective. Learning most definitely occurs more easily when the material matches the wants, needs, or aspirations of the organization. When delivering the material via a clear communication method, we must relate the material taught and how it affects the trainees of the organization or how it will help the organization accomplish its goal. Trainees must see the relevance of the information being delivered and how they will apply it in their current roles. In essence when communicating in the training setting learning occurs best when practice is as close as possible to real-world phases, situations and resolutions. Interactions in training programs are essential for not only the trainers benefit but the trainee. Simulations are excellent learning techniques, but cannot replace day to day experiences. Trainees appreciate feedback on their performance as soon as possible. It gives them a sense of accomplishment and boosts their learning horizons. Interesting how trainees learn more efficiently if they are required to “look up” the information rather than being given
- 3. the answer. If learning materials are too easy, trainees will not perceive the activity seriously. If learning materials are too complex, trainees will give up before trying the activity. Personally as a future teacher, I will formulate my own principles of teaching based the great motivation and respect of the 21st Century Teacher’s. They are the one who is adequately equipped with communication skills, learning and innovations, information, media and technology skills and life and career skills. He/she collaborates and interrelates with others from all walks of life. He/she is innovative and embarks on lifelong learning. He/she uses technology to the maximum and to the optimum to improve his/her learning and productivity. He/she critically analyzes and eveluates information derived from various sources and is able to read message from media whether direct given or given in subtle manner. They are those teacher who are highly colaborative, a lifelong learner, is accountable for results and is information, media and technology literate.“If we teach today as we taught yesterday we rob our children of tommorow” – Jhon Dewey Talking about Motiviation, what motivates students to learn? If there is one question paramount in teaching, that surely must be it. Motivation makes the difference: students can learn by rote or by sheer repetitious drudgery, but those who are motivated learn much more quickly, and enjoy the experience. Students are motivated either by intrinsic or extrinsic actors. If the student is intrinsically motivated, he or she learns simply because they love to learn. An extrinsically motivated student learns because doing so will bring some desired result: good grades, or the teacher’s approval, for example. (Lumsden, 1994, PG). According to Lumsden, there are some interesting differences between students with different types of motivation. Students who are motivated by the love of learning seem to “employ strategies that demand more effort and that enable them to process information more deeply.” (1994, PG). In addition, students with an intrinsic orientation tended to prefer more challenging tasks than students who were extrinsically motivated. This would seem to indicate that intrinsically motivated students will ultimately do better in school, and perhaps in life, than those with only extrinsic motivations. The challenge then becomes how to provide motivation to the students in the classroom setting. First, the students must feel that the classroom is a safe place. It has to be supportive and caring, a place where everyone feels that they belong. When students feel that they fit in, they will participate more fully in the discussions and that, in turn, will enhance their overall learning experience. (Lumsden, 1994, PG). Students should also be given problems and tasks that are challenging enough to keep them interested, but no so difficult that they cannot be solved. These tasks should also be relevant to real world situations, though tasks that involve a “certain amount of incongruity” are helpful, because “they stimulate students’ curiosity, an intrinsic motivator.” (Lumsden, 1994, PG).