CHAPTER 5:

PRINCIPLES OF
GOOD TEACHING
PRACTICE
 “
2

"Teaching is not only in the content being

learned but also involves guiding students
in learning how to learn and think about
how to learn.”
-J. L. Murphy
 1.
PRINCIPLES OF
GOOD TEACHING
PRACTICES
 4

Apart from the 1. Facilitates student-teacher interaction to

qualities a good teacher create a closer relationship between nurse
should possess, there are
also ways the teacher
educators and learners.
must practice to make a 2. Encourages cooperation among students to
healthy and dynamic
teaching-learning create an atmosphere conducive to
relationships. A good collaborative learning, such as forming study
teacher performs the
following:
groups, and a variety of group projects.
3. Initiates active learning to enable students
to actively criticize content they are learning
by talking about the material, writing about
it, outlining it, applying it, asking questions
about it and reflecting on it.
 5
4. Gives prompt feedback to enable students
to react and understand what aspects of
learning they need to improve on and make
A good teacher performs needed adjustments in their learning styles.
the following:
5. Emphasizes the use of time in each task to
ensure that students know how much time
they should spend in learning a particular
material and encourage them to study and
practice seriously. Time management is the
key towards efficient and effective study.
 6
6. Communicates high expectations to
challenge students. Learners are motivated
to meet high expectations if they are given
A good teacher performs the support and encouragement they need.
the following:
7. Respects diverse talents and ways of
learning by considering the fact that learners
have different learning styles. Thus, the
teacher has to devise various teaching
strategies and assignments to meet the
students' needs.
 2.
TEACHING
PRINCIPLES
 8

TEACHING Hereditary Teaching

PRINCIPLES Endowments
Principle
Process
Principles

Outcome
Process
Principles
 9
TEACHING
PRINCIPLES
In teaching, 1. Hereditary Endowments Principle
principles may be
classified into ○ These refer to the nature of the child, his
three major psychological and physiological qualities
groups, namely such as reflexes, instincts, capabilities,
(Bastable:2007): impulses, temperaments, among others.
○ Hereditary endowments are the
preliminary concern in all educational
endeavors.
 10
TEACHING 2. Teaching Process Principles
PRINCIPLES
In teaching, ○ These refer to the techniques used with
principles may be the student and the teacher working
classified into together toward the accomplishment of
three major goals or objectives of education. These
groups, namely include the following:
(Bastable:2007):
◦ The teacher and students; and
◦ The means used to stimulate, direct,
guide, and encourage individuals to
actively participate in class activities.
 11
TEACHING
PRINCIPLES 3. Outcome Process Principles
In teaching,
principles may be ○ Outcome process principles refer to
classified into educational aims, goals, objectives,
three major outcomes, purposes, or results of the
groups, namely learning process to which teaching and
(Bastable:2007): learning are directed.
 3.
GUIDELINES IN
THE CHOICE OF
TEACHING AND
LEARNING
METHODS
 13

GUIDELINES IN 1. Methods should be suited to the objectives

THE CHOICE OF and content of the course.
TEACHING AND ○ Note that teaching techniques vary from
LEARNING course to course and among units within a
METHODS course.
○ If the objective of the course is to transfer
knowledge through discussion, it is most
appropriate to conduct the lecture in a
classroom setting.
 14

○ If the objective of the course is to transfer

GUIDELINES IN and enhance students' skills through
THE CHOICE OF experience and self-discovery, the teacher
TEACHING AND may choose to conduct the class in a
LEARNING laboratory or in a Related Learning
METHODS Experience (RLE) setting.
○ If the objective of the course is to involve
students and share clinical experiences, the
teacher may choose to conduct ward
classes and discussions or other related
learning experiences.
 15

GUIDELINES IN ○ What may be valid for one course may not

THE CHOICE OF be valid for another. However, there is no
TEACHING AND one best method. Criteria in the choice
LEARNING method(s) for a course is not so much the
METHODS general category of method but the precise
type of learning inherent in the situation
and the learning outcomes desired.
 16
2. Methods should be adapted to the capability of
students.
GUIDELINES IN ○ Maturity and receptiveness of students must be
THE CHOICE OF considered in the choice of teaching method to
TEACHING AND be used.
LEARNING ○ The teacher must be flexible in planning and
METHODS teaching her courses.
○ Conducting simple activities such as self-
introduction or preparation of class roster will
help create a feeling of student identity, thereby
arousing their learning interest.
○ Teachers must continuously improve her
teaching method.
 3. Methods should be in accordance with 17

sound psychological principles.

GUIDELINES IN ○ Select appropriate teaching methods to
THE CHOICE OF adapt to individual differences and to make
TEACHING AND learning more interesting and motivating to
LEARNING students.
METHODS
○ Use audio-visual aids to provide students
with perceptual experiences which will help
concretize students' learning and help them
develop concepts.
○ Select and use methods that help students
unify and integrate their learning
experiences.
 18
4. Methods should suit the teacher's
personality and capitalize on her special
GUIDELINES IN assets.
THE CHOICE OF
TEACHING AND ○ There are individual differences among
LEARNING teachers just as there are among students.
METHODS ○ Teachers have different personality traits,
some are serious, and some have a sense of
humor. Some are expressive, and others are
analytical.
○ Teachers express common values such as
ideals, integrity, kindness, love of learning,
and respect for students
 19
○ There is no one best personality for
successful teaching.
GUIDELINES IN
THE CHOICE OF ○ Teachers are unique and different from one
TEACHING AND another. They should not aspire for the
LEARNING impossible.
METHODS ○ Each teacher should develop her own style
of teaching, adapting it to herself and
circumstances. However, this style of
teaching must consider individual
differences and learning styles of the
learners.
○ The teacher should choose a method in
which she can teach best.
 20
5. Methods should be used creatively.
GUIDELINES IN ○ Every teacher should create her own
THE CHOICE OF teaching method and use various available
TEACHING AND techniques that suits her personality, style,
LEARNING and course objectives.
METHODS ○ The teaching method used by a teacher
should represent a composite style or
quality of teaching, a characteristic
behavior which would reflect the teacher's
values and educational philosophy.
 4.
APPROACHES TO
TEACHING
SKILLS
 22

APPROACHES
TO TEACHING Independent
Demonstration
Learning
SKILLS

Simulations or
Exercises
 1. Independent Learning 23
○ The teacher initiates an active self-regulated learning
process among her students. This provides the student
with all the necessary instructional materials and
APPROACHES equipment for practicing and learning the skill by
TO TEACHING himself or herself.
SKILLS ○ This includes the use of skills laboratory which the
teacher should be prepared for.
○ 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
beforehand.
 24

2. Demonstration
APPROACHES ○ It is a method by which the teacher makes
TO TEACHING a direct display of the skills to be taught.
SKILLS
○ Shows the student what they have to do,
why they have to do it, and how to do it.
 25

3. Simulations or Exercises
○ It is meant to duplicate the real situation that
APPROACHES
requires the use of skills laboratory to give
TO TEACHING students a realistic feel of the situation
SKILLS without subjecting them to risks that might
be involved.
○ Students can practice skills using equipment
in a virtual laboratory or situations derived
from related learning experiences.
○ Students get a feel of how to use the
equipment in a real situation involving the
needed skill.
 5.
ELEMENTS OF
EFFECTIVE SKILL
DEMONSTRATIONS
 27

1. Assemble all equipment ahead of time.

2. Make sure all equipment are in working
Elements of order.
Effective Skill 3. Do a “dry run” of the procedure and time
Demonstrations of the demonstration
4. Arrange the environment to be as
realistic as possible.
5. Perform the procedure in an orderly
sequence.
6. When appropriate, give the rationale for
your actions.
 28
7. Refer to the handouts or textbooks to
show fine points that may not be visible
to the audience.
Elements of
8. Be sure to adhere to all relevant
Effective Skill
principles of good nursing care. For
Demonstrations
example, aseptic technique, body
mechanics, and patient privacy should be
followed so learners see how to
incorporate them.
9. Consider performing the skill a second
time or having a learner perform a
demonstration without any explanation,
to show the flow of the skill.
MEMORY AID
 30

1. Seven Principles of Good and Effective Teaching Practices

a. Encourage student-faculty contact.

b. Encourage cooperation among students.
c. Encourage active learning.
d. Give prompt feedback.
e. Emphasize task time.
f. Communicate high expectations.
g. Respect diverse talents and ways of learning.
 31
2. Types of Teaching Principles.
a. Hereditary Endowments Principles - Refer to the nature of
the child, his or her psychological and physiological
qualities such as reflexes, instincts, capacities, impulses,
and temperament, among others.
b. Teaching Process Principles - Refer to techniques used
through which student and teacher may work together
toward the accomplishment of goals or objectives of
education.
c. Outcome Process Principles - Refer to the educational
aims, goals, objectives, outcomes, purposes, or results of
the educational scheme to which teaching and learning are
directed.
 32
3. Guidelines in the Choice of Teaching and
Learning Methods

a. Suited to the objectives and the content of the

course.
b. Adapted to the capability of the student.
c. In accordance with sound psychological
principles.
d. Used creatively.
e. Suit the teacher's personality and capitalize on
his or her special assets.
 33

THE NURSE AS HEALTH

EDUCATOR:
CONCEPTS, PRINCIPLES
AND STRATEGIES IN
TEACHING
pg. 85 – 91

CRESTITA B. TAN, RN,

RM, MAN, PhD
2ND EDITION
 34

Thanks!
Any questions?