Assignment

Due: Oct 20
ACTIVITY 10
10 BASIC TEACHING PRINCIPLES (Melgar, 2018) - Set 1
Directions: Research through the internet. Discuss. Explain. Provide examples for each basic teaching
principles collated (Melgar, 2018).

T1. Develop an endless continuing patience. (10pts)

 Teaching takes an incredible amount of patience; not only that which you show your students, their
families and your colleagues, but most importantly patience with yourself. Be kind to yourself as you
reflect on where you were, where you want to be. Be patient with yourself as you plan and prepare
for the days, weeks and months ahead. Patience is a virtue and that, as a passionate educator,
your work will always include fostering patience.
Example in a diversity of learners in the classroom with a different cultures and attitudes. As their
teacher you need a lot of strategies to keep them behave , show them that you care and make them
feel that you are willing to help them to achieve their goals. Show them that you care and motivate
them to be responsible. Love and care to your students is what keeps you develop your endless
patience.

T2. Foster communicative and collaborative effort. (10pts)

 Parents and teachers alike would be well served to seek out opportunities for communication with
one another on a regular basis to ensure that all students have their physical, emotional and
intellectual needs met. Because the best educational outcomes occur when each of these needs
are met.

 Fostering communication among students is important because it allows you to reproduce any
collaboration you build into your course, and maintains a sense of community that can help keep
students motivated to participate and learn. It helps if you already had some sort of student-to-
student online activity (for example, Canvas Discussions) since students will be used to both the
process and the tool.

Consider these suggestions when planning activities:

 Use asynchronous tools when possible: Use asynchronous tools like Canvas Discussions or CN
Post to allow students to participate on their own schedules. In addition, bandwidth requirements
for discussion boards are far lower than for live video tools.
 Link to clear goals and outcomes: Make sure there are clear purposes and outcomes for any
student-to-student interaction. How does this activity help them meet course outcomes or prepare
for other assignments?
 Build in simple accountability: Find ways to make sure students are accountable for the work they
do in any online discussions or collaborations. Assigning points for online discussion posts can be
tedious, so some instructors ask for reflective statements where students detail their contributions
and reflect on what they learned from the conversation.
 Balance newness and need: As with any changed activities, you will need to balance the needs and
benefits of online collaboration with the additional effort such collaboration will require on everyone
else's part. Learning new technologies and procedures might be counterproductive, particularly in
the short term, unless there is clear benefit.

T3. Encourage and engage student in learning. (10pts)

 To be engaged, students need to feel that they are in an environment where they are accepted and
affirmed. Ensure the classroom is warm and inviting to all. Enhance students' self-belief. Research
shows that students engage when they act as their own learning agents working to achieve goals
important to them.

 Encourage students to develop their own intrinsic motivation to learn.

Teaching strategies to ensure student engagement

 Begin the lesson with an interesting fact

 Offers some introductory fun facts that are already formatted into usable templates.
 Exude enthusiasm and engagement
 Enthusiasm is contagious and, at the very least, entertaining to watch. If you’re excited and
engaged with the topic you’re teaching, your students will at least
3. Encourage connections that are meaningful and relevant
 While having your own enthusiasm for a topic is a good start, it isn’t enough to keep the students
engaged in the long term. Instead, you need a way to bring them into that enthusiasm. One way
to do this is to make it relevant and meaningful to them.
 Ask the students questions: Have you ever …? How would you feel if …?
 Incorporate areas of student interests into the lessons. With writing, grammar, spelling, and
reading, you can create sentences and other content around things they like.
 As an example, you could have your students try to find all the nouns in sentences like this:
Spider-Man shot out his web and pinned the bad guy against the wall.
4. Plan for short attention spans
 Students, especially younger ones, have a relatively short attention span. Studies suggest that:
 Kindergarteners (ages five and six) are able to focus on an interesting task for 10–30 minutes.
 First-grade students (ages six and seven) can focus for 12–35 minutes.
 Second-grade students (ages seven and eight) can focus for 14–40 minutes.

And so on. With teaching, it’s better to keep the lower number in mind when planning and
executing your lessons. To keep the students engaged, plan several short activities that will aid
you in teaching and reinforcing the lesson and will keep the minds of the students moving. Read
on for some activity examples.

5. Address different learning styles and multiple intelligences

 Every student has their own way of learning and their own set of strengths and weaknesses. It’s
impossible to give each student what they most need at every moment. However, if you include a
variety of activities from some of the categories below, you can ensure that you’re giving everyone
at least one thing that works for them.

T4. Give prompt and honest feedback. (10pts)

 Assessing the students through an honest feedback in a good way is helping the student grow to
learn more and understands more. Example in giving an essay test, you can write an honest
feedback in the essay test paper in a positive way, so that the student realize where the part of the
test is needed to improve.
 As we show our students that they can trust us to care about what is important to them and to work
in their best interests, they will gradually learn the value of learning for their own sakes. They will
find it is much more fulfilling to drive themselves than to have others drive them.
T5. Be firm with your rules yet gentle. (10pts)

If you consider yourself an easy going teacher, you may be wondering how you can be both “easy-
going” and “firm” at the same time. First, it’s important to remember that being firm isn’t a personality
trait, but a skill employed to effectively manage a classroom. Being firm when the time calls for it will
you allow you to create an environment where your easy-going nature fully supports your students. For
teachers looking to cultivate a firm approach to classroom management while staying true to their laid-
back nature, Teacher Pop recommends these three tips for learning and student success.

1. Set high expectations.

Just because you’re an easy-going teacher doesn’t mean you don’t have high expectations of your
students. The expectations you set for your students—and yourself as a teacher—are critical to their
success, and they’re also key to creating a classroom environment where your laid-back personality
can truly shine. When you set clear expectations for your class and adhere to them each day, your
students will quickly follow suit, and the actions and behaviours you hope your students will display will
become second nature to them. But don’t forget to model those high expectations yourself and have
the confidence to be firm if your students happen to deviate slightly off course. Often, all it takes is a
firm nudge for your students to get back on track.

2. Make sure classroom rules are well-defined.

As an easy-going teacher, you may choose to manage your classroom with a simple set of rules and
guidelines for behaviour. And while the number of rules may vary, it’s important to make sure that the
rules you do set for your classroom are clear, concise, and easily understood. Determining when to be
firm can be a challenge, but with rules and expectations that are well-defined and boundaries that are
clearly outlined, knowing when to be firm won’t be an issue.

3. be consistent.
Consistency may be the most important component of successful classroom management. After setting
high expectations and defining classroom rules, you’ll have to enforce them consistently. This may
force easy-going teachers out of their comfort zones, but consistency is key to creating a learning
environment that fosters academic success. Also, the more consistent you are with enforcing rules,
often the less firm you will ultimately have to be.

TOTAL: 50 pts.