Principles of Teaching

Hallmarks of Effective Teaching

1. Teacher/Professional Competencies
◦ Shows a genuine interest and displays self
confidence in his/her professional abilities
◦ The ability to influence not only the thinking and
behavior of the students but also the attitudes of
their societal group.
◦ Maintains and expands his knowledge through
reading, research, clinical practice and continuing
education.
◦ Continuous Training of the teacher in an attempt
to improve instructional approaches, methods of
teaching and curricular offerings.
 Mastery of the Subject matter to be taught.
 The term Mastery implies that the teacher not
only knows what he is teaching, but can organize
and adopt materials in accordance with his
students’ ability and interest level.
 Physical and Health Status
 Delicate health or poor health stamina may
incapacitate a person for the adequate
performance of teaching activities
 Teaching is an energy-consuming job.
 A teachers absence that is caused by ill health
interferes with the continuity of teaching-learning
process.
 Personal Attributes and emotional control/Personal
Characteristics
 It is imperative that teacher is honest, sincere person whose ethical standards are
worthy of imitation.
 Careful grooming
 Pleasing voice
 Good diction
 Habitual use of acceptable grammar.
 Self-confidence
 Personal magnetism
 Enthusiasms
 Self control/patience
 Flexibility
 Willingness to admit errors
 Sense of humor
 Caring attitude
 needs to be emotionally stable in situations such as dealing with uncooperative,
uncontrolled or defiant students behavior.
 Should be objective and firm in requiring students to meet their classroom
obligations.
 Understanding of Human Nature and Development
 Knowledge of the sequential pattern of Human
Development/Developmental Milestones.
 A teacher should understood the casual factors
underlying the many vagaries displayed by students
behavior so that he can provide opportunities for his
students to achieve greater recreational consistency.
 Physical Growth and Development
 Mental/Cognitive Growth and Development
 Emotional/Psychosocial Growth and Development
 Moral Development and Character/Spiritual
Formation

 Knowledge of and ability to apply principles of

Learning
 Sensitivity to and appreciation of cultural, religious
and ethnic differences.
 Regardless of his own ethnic and cultural background
and religious affiliation, the teacher’s attitude towards
his students, fellow teachers, and other school personnel
must be unbiased and objective.
 Should not attempt to influence the thinking of young
people in accordance with his personal views on social
and political issues.
 A teachers responsibility :
 To accept the learner as he is and to help him become
constructive, well-adjusted citizen within the
framework of his social privilege.
 Continued professional and cultural improvement
 Increasing media for professional growth are being
made possible. For example: in-service courses,
professional organizations, and psychological and
educational journals.
 Continuing education
 Participating in research
Teaching Practices
◦ Defined as the mechanics, methods and skills
in classroom and clinical teaching
 Teachers style
 Personality
 Personal Interest in the subject matter
 Use of a variety of teaching strategies.
Interpersonal Relationships with
Students
◦ It is demonstrated by talking a personal interest
in learners, being sensitive to their feelings and
problems, being accessible for conferences,
being fair, permitting learners to express
differing points of view, creating an atmosphere
in which they feel free to ask questions and
conveying sense of warmth.
“A good teacher-student relationship
enhances learning”
How will educators help learners
maintain self-esteem and minimize
anxiety?
◦ Empathetic listening
 This approach requires teachers to respect learners
and care about their concerns and try to understand
the world as learners experience it
◦ Acceptance
◦ Honest communication
 Openness between educator and students creates a
relaxed atmosphere in which students are able to see
the teacher as role model
Evaluation Practices
◦ clearly communicating expectations
Examples: assignments,
attendance etc.
◦ providing timely feedback on student progress
◦ being fair in the evaluation process
◦ giving tests that are pertinent to the subject
matter.
Availability to students:
◦ This may take form of being there in stressful
clinical situations, physically helping students
give nursing care, giving appropriate amounts
of supervision, freely answering questions and
acting as a resource person during clinical
experiences
Teacher Clarity, Time on task, Class Being Used
well
◦ defined as a mosaic behavior that teachers use in order to
make what is to be learned comprehensive and learnable
◦ Clarity in education can be taught by helping teacher
focus on and practice the characteristics of clarity.

“A good Teaching is parenting-caring about students,

knowing when to set boundaries, and knowing student’s
potential. A good teacher is concerned with more than just
what the students know; he should be also concerned with
student’s beliefs, values and relationships. Effective
Teachers are committed and creative in their attempts to
stimulate intellectual inquisitiveness in their students”
Essential Teaching Skills
Lesson Planning and Preparation Skills
◦ must be able to formulate goals and objectives
and learning outcomes
 Lesson Plan-achievable and realistic objectives
using S-imple
M-easurable
A-ttainable SMART Principles
R-ealistic
T-ime Bound
 Content, methods and structure are appropriate for a
particular group of students
 The lesson is planned, a continuation of the past and
the future.
 Materials, resources and aids are well-prepared and
double checked before the class begins
 All Planning decisions take into account the
competence level of learners and the course content.
 The lesson is designed to arouse students interests
and elicit active class participation and
involvement.
Lesson Presentation
◦ Ability of the teacher to engage students
successfully in the learning experience process.
 Teacher is confident, relaxed, self assured, purposeful,
and show interest in the lesson
 Teachers instruction and explanation are clear
 Teacher uses simple words in her lecture for better
understanding of the lesson
 Variety of learning activities are used to stimulate
students interest
 Teacher shows respect and encourages student to voice
their opinions, ideas and feelings-contribute much to
students critical thinking skills and development.
Lesson Management
 Class discussion is smooth and sets a positive
mental process
 Students progress during the lesson is carefully
monitored
 Constructive and helpful feedback is given to
students to encourage them to study harder in order
to foster personal progress
 Uses time management techniques
 The pace and flow of the lesson is well-adjusted and
maintained at an appropriate level
Classroom Climate skills
 Establishes and maintains positive attitude and motivation
of students
 Climate is purposeful, task oriented, relaxed, and with
established sense of order
 Students are encouraged to learn with emphasis on high
positive expectations as conveyed by the teacher
 Teacher-student relationships are largely based on mutual
respect and rapport
 Feed back of the teacher contribute to the student self
confidence and self-esteem
 Classroom setup is conducive to teaching and learning
such as adequate space, ventilation, teacher and students
are audibly and visibly connected, with multimedia
facilities and away from public utility distractions
Student Performance evaluation
 Covers both formative and summative responses
 Students should be evaluated in a constructive and
objective manner and returned to students for
review
 Encourage students feedback on assessments
 Keeps records of students progress for future
reference.
Evaluation of Teaching Performance
 Teacher evaluates his or her own teaching practices
for further professional improvement
 Various teaching strategies are used for different
sets of lectures
 Continuously updates lesson
 Continuously improves her ways of teaching
 Manages stress effectively and efficiently
Practices Appropriate authority and
Discipline
 Ability to impose discipline in class
 Able to establish her authority and maintains
classroom order
 Establishes clear rules and expectations in regards
to student behavior
 Monitors student behavior and progress carefully
 Takes appropriate action for misbehaving students
 Confrontations are avoided, skillfully defused
Roles and Function of the Teacher or
Nurse Educator
Instructional Roles
Tasks:
◦ Planning and organizing courses.
 Choice of objectives
 Substantive content
 Teaching and learning for all types of educational
setting
 Correlating this with other courses in the curriculum
◦ Creating and maintaining desirable group
climate
◦ Adapting Teaching and Preparation of Instructional
materials to varying interest, needs and abilities of
the student
◦ Motivating and challenging students to pursue and to
sustain learning activities
◦ Teaching involves a series of complex activities:
 Supplying needed information
 Explaining, clarifying and interpreting the subject matter
 Serving as resource person
 Supervising student performance throughout the setting of
teaching-learning areas
 Evaluating all the planned teaching and learning activities
Faculty Roles
◦ Chairman, Secretary, member
◦ Counselor
◦ Researcher
◦ Resource person
◦ Public relation agent
Individual Roles
Principles of Good Teaching Practice
Encourage student faculty interaction
Promote cooperation among students
◦ Conducive to collaborative learning-study groups, group projects
Promote active Learning
◦ Enable student actively criticize content
Give prompt feedback
◦ Enable students to react and understand aspects of learning
Emphasize the use of time in each talk
◦ Ensure that students know how much time they should spend in
learning a particular activity
Communicate high expectations
◦ Purpose- challenge/Motivate students
Respect diverse talents and ways of learning
Teaching Principles
Hereditary Endowments Principle
◦ Refer to the nature of the child, his psychological
and physiological qualities such as reflexes,
instincts, capabilities, impulses, temperaments,
among others
Teaching Process Principle
◦ Refers to techniques used with the student and the
teacher working together toward the accomplishment
of goals and objectives of education. These includes:
 The teacher and the students
 The means used to stimulate, direct, guide and encourage
individual t actively participate in class activities.
Principles serve as guiding philosophy of
for the selection and implementation of
teaching and learning activities and
techniques.
Outcome process Principle
◦ Refer to the educational aims, goals,
objectives, outcomes, purposes, or results of
the learning process
Other Principles of Teaching

Effective teaching involves acquiring

relevant knowledge about students and
using that knowledge to inform our
course design and classroom teaching.
Effective teaching involves aligning the
three major components of instruction:
learning objectives, assessments, and
instructional activities.
Effective teaching involves articulating
explicit expectations regarding learning
objectives and policies.
Effectiveteaching involves prioritizing
the knowledge and skills we choose to
focus on
Effectiveteaching involves recognizing
and overcoming our expert blind spots.
Effective teaching involves adopting
appropriate teaching roles to support
our learning goals
Effectiveteaching involves
progressively refining our courses
based on reflection and feedback
Approaches to teaching skills
Independent Learning
◦ The teacher initiates an active self-regulated learning
process among her students
◦ This includes the use of skills laboratory
◦ A syllabus is developed with clear instructions on how
learners should proceed with the lesson
◦ Background reading materials are identified and made
available
◦ Hardware and software must be selected and prepared
for use
◦ Supplies must be requested for and be made available
before hand.
Demonstration
◦ It is method by which the teacher makes a direct
display of the skills to be taught
◦ Shows the student what they have to do, why they
have to do it, and how to do it.
Stimulation exercise
◦ It is meant to duplicate the real situation that requires
the use of skills laboratory to give students a realistic
feel of the situation
◦ Students can practice skills using equipment in a
virtual laboratory
◦ Student get a feel of how to use the equipment in a
real situation involving the needed skill.
“Learning results from what the student
does and thinks, and only from what the
student does and thinks. The teacher can
advance learning only by influencing
what the student does to learn.”

-Herbert Simon-
 THE END

-THANK YOU-