GEE PMT Module 3

GEE-PMT Module 3
Week 4
The Principles of Teaching (According to Various Authors)
I. Learning Objectives: Upon completion of this module, you should be able to:
1. Demonstrate understanding on the principles of teaching.
2. Articulate the principles of teaching as proposed by the different authors
3. Explain how principles of teaching are derived.
4. Apply the principles of teaching postulated by various authors as your guide
in the practice of the profession.
5. Illustrate different teaching principles thru a pictograph
II. Preliminary Activity

❖ Read and React:
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can humiliate 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
dehumanized.”
- Haim Ginott
Processing:
React on the following statements, and decide if what you believe is in agreement with the
statement; then justify your answer by explaining how and why.
1. As the teacher, it is me who creates the climate inside the classroom.

2. As the teacher, I can be an instrument of inspiration.
3. As the teacher, I choose to heal rather than humiliate.
4. As the teacher, I am the decisive element in the classroom.
III. Discussion
What is the meaning of principle?
PRINCIPLE is a comprehensive law or doctrine from which an accepted or professed rule of action or
conduct is derived. It has been adopted from Latin word princeps which means the beginning or the end of
all facts, circumstances or state of affairs. This is also used to express the origin of things and their
fundamental laws and to bring out the ultimate objectives (Zulueta,2006)
PRINCIPLES OF TEACHING
❖ rule for guiding the ship of education so that it will reach the port designated by the philosophy
of education
• are important for the governing actions and to operation of techniques in education
GEE-PMT Module 3/Page 1 of 4
• Is a compass by w/c the path of education is directed
• Mean any general truth or guiding norm by which a process is carried on
• Chief guide to make teaching and learning effective and productive
A. JOHN DEWEY’S Educational Philosophy on Principles of Teaching

▪ Teaching is good when it is based on the psychology of learning. This is based on the concept that
the child is made the center of educative process.
▪ Teaching is good when it is well planned such that the activities and experiences of the learner are
continuously related and interrelated into larger, more meaningful, more inclusive, relation
patterns.
▪ Teaching is good when the learner is made conscious of the goals or aims to be accomplished.
▪ Teaching is good when it provides learning experiences or situations that ensure understanding.
Good teaching requires a rich environment of instructional materials and devices.
▪ Teaching is good when there is provision to meet individual differences.
▪ Teaching is good when it utilizes the past experiences of the learner. Learning is easier when the
teachers start from what the students already know.
▪ Teaching is good when the learner is stimulated to think and to reason.
▪ Teaching is good when it is governed by democratic principles.
▪ Teaching is good when the method used is supplemented by another method and instructional
devices.
▪ Teaching is good when evaluation is made an integral part of the teaching process.
▪ Teaching is good when drill or review is made an integral part of teaching and learning.
B. CARNEGIES MELLON University Teaching Principles

▪ Effective teaching involves aligning of the three major components of instructions: learning
objectives, assessments, and activities.
Leaning
objectives
Assessment
Instructional Activities
Teaching becomes effective and student learning is enhanced when: a. instructors articulate a clear
set of learning objectives ( the knowledge and skills where students are expected to demonstrate by the
end of the course , b. the instructional activities (case activities, laboratories, discussions, readings) , and c.)
the assessment (tests, paper, problem sets, performances) which provide opportunities for learners to
demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer
targeted feedback that can guide further learning.
C. PRINCIPLES OF TEACHING BASED ON THE PRINCIPLES OF LEARNING (Horne and Pine1990)

1. Learning is an experience which occurs inside the learner and is activated by the learner.
The process of learning is primarily controlled by the learner and not by the teacher.
No one directly teaches anyone anything of significance. If teaching is defined as a process
of directly communicating an experience of a fragment of knowledge, then it is clear that
little learning occurs as a result of this process and the learning that does take place is
usually inconsequential. People learn what they want to learn, they see what they want to
see and hear what they want to hear. When he creates an atmosphere in which people are
free to explore ideas in dialogue and through interaction with other people, we educate
them.
2. It is a discovery of the personal meaning and relevance of ideas. Students more readily
internalize and implement concepts and ideas which are relevant to their needs and
problems.
Student more readily internalize and implement concepts and ideas which are relevant to
their needs and problems. Learning is a process which requires exploration of ideas in
relation to self and community so that people can determine what their needs are, what
goals they would like to formulate, what issues they would like to discuss and what content
they would like to learn
3. Learning (Behavioral Change) is a consequence of experience. If experience is the best

teacher, then teacher should make use of experiential learning.
People become responsible when they have really assumed responsibility, they become
independent when they have experienced independent behavior, they become able when
they have experienced success, they begin to feel important when they are important to
somebody, they feel like when someone likes them. People do not merely change their
behavior merely because someone tells them to do so or tells them how to change.
4. Learning is a cooperative and collaborative process. “Two heads are better than one” and
cooperation fosters learning.
Two heads are better than one. People enjoy functioning independently but they also enjoy
functioning independently. The interactive process appears to scratch and kick peoples’
curiosity, potential and creativity. Cooperative approaches are enabling
5. Learning is an evolutionary process. Behavioral change requires time and patience. Things
that are worthwhile in life take time.
Learning is not a revolutionary process. When quick changes in behavior are demanded, we
often resort to highly structured procedure thru which we attempt to impose learning.
Learning situations is characterized by free and open communication, confrontation,
acceptance, respect, the right to make mistakes, self-revelation, cooperation and
collaboration, ambiguity, shared evaluation, active and personal involvement, freedom
from threat and trust in the self are evolutionary in nature
6. One of the richest resources for learning is the learner himself. As a teacher, you must
draw these learners’ ideas, feelings and experiences, you midwife the birth of ideas.
7. The process of learning is emotional as well as intellectual. People are feeling beings as well
as thinking beings and when their feelings and thoughts are in harmony learning is
maximized.
8. The process of problem solving and learning are highly unique and individual. As people
become more aware of how they learn and solve problems and become exposed to
alternative models used by other people.
D. PRINCIPLES OF TEACHING BASED FROM THE PRINCIPLES OF LEARNING (THORNDIKE)

1. Readiness
▪ Individuals learn best when they are physically, mentally, and emotionally ready to
learn, and they do not learn well if they see no reason for learning. Students must
have adequate rest, health, and physical ability prior active learning.
2. Exercise
▪ Things that are most often repeated are best remembered. Students learn best
and retain information longer when they have meaningful practice and repetition.
3. Effect
▪ Learning is strengthened when accompanied by a pleasant or satisfying feeling.
and that learning is weakened when associated with an unpleasant feeling.
4. Primacy
▪ Learning things the first time must be right. Things that are learned first create a
strong impression in the mind that is difficult to erase.
5. Recency
▪ Information acquired last generally is remembered best; frequent review and
summarization help fix in the mind the material covered.
6. Intensity
▪ The more intense the material taught, the more likely it will be retained. A student
learns more from the real thing than from a substitute.
Concluding Activity: Group yourselves in five. Each group will illustrate at least 5 principles of
teaching with a pictograph.
IV. Assessment: Pen and paper test
_________________________________________________________________________________
References:
1. https://pdfcoffee.com/module-1-principle-of-teaching-pdf-free.html
2. https://dokumen.tips/documents/educ-107-module-1-lesson-3-principles-of-teaching.html

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GEE-PMT Module 3

The Principles of Teaching (According to Various Authors)

II. Preliminary Activity

1. As the teacher, it is me who creates the climate inside the classroom.

A. JOHN DEWEY’S Educational Philosophy on Principles of Teaching

B. CARNEGIES MELLON University Teaching Principles

C. PRINCIPLES OF TEACHING BASED ON THE PRINCIPLES OF LEARNING (Horne and Pine1990)

3. Learning (Behavioral Change) is a consequence of experience. If experience is the best

D. PRINCIPLES OF TEACHING BASED FROM THE PRINCIPLES OF LEARNING (THORNDIKE)

IV. Assessment: Pen and paper test

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