Management of Instruction

 Instructional management is an activity to plan teaching and

learning programs implement teaching and learning process, and
assess the process and learning outcomes, and the develop of
classroom management (Danarwati, 2016).
Principles of Teaching
 Effective teaching involves acquiring relevant knowledge about
students and using that knowledge to inform our course design
and classroom teaching. (https://dcal.dartmouth.edu.com)
1. Encourage contact between students and faculty.
Building rapport with students is very important.
The contact between students and teachers are vital to the student
success.
The concern shown will help students get through difficult times
and keep working. (https://www.utc.edu.com)
2. Develop reciprocity and cooperation among students.
When students are encouraged to work as a team, more learning
takes place.
Characteristics of good learning are collaborative and social, not
competitive, and isolated.
Working together improves thinking and understanding.
(https://www.utc.edu.com)
3. Encourage active Learning.
Learning is an active process. They must be able to talk about
what they are learning, write about it, relate it to past experiences,
and apply it to their daily lives.
Students need to make learning a part of themselves.
https://www.utc.edu.com)
4. Give prompt feedback.
For students to benefit from courses, they need appropriate
feedback on their performance.
Within the classroom, students need frequent opportunities to
perform and receive suggestions for improvement.
Students need chances to reflect on what they have learned, what
they need to know, and how to assess themselves.
(https://www.utc.edu.com)
5. Emphasize time on task.
Learning needs time and energy. Efficient time management skills
are critical for students, by allowing realistic amounts of time.
(https://www.utc.edu.com)
6. Communicate high expectations.
Expecting students to perform well becomes a self-fulfilling
prophecy when teachers and institutions hold high standards and
make extra efforts. (https://www.utc.edu.com)
7. Respect diverse talents and ways of learning.
Students bring talents and learning styles in the classroom.
Students need the opportunity to show their talents and learn in
ways that work in them. (https://www.utc.edu.com)
Principles of Learning (Home and Pine, 1990)
 The principles of learning provide additional insight into what
makes people learn most effectively. The principles have been
discovered, tested, and used in practical situations. From Home
and Pine (1990).
1. Learning is an experience which occurs inside the learner and is
activated by the learner.
2. Learning is the discovery of the personal meaning and relevance of
ideas.
3. Learning is a consequence of experience when they have really
assumed responsibility.
4. Learning is cooperative and collaborative process.
5. Learning is evolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for learning is the learner themselves.
8. The process of learning is emotional as well as intellectual.
9. The process of problem solving and learning is highly unique and
individual.

 To give students a clear understanding of where they are headed,

well- written learning objectives should be Specific, Measurable,
Achievable, Result- oriented, and Time- bound (SMART).
https://www.teresources.bc.edu.com
 Specific- Good learning objectives break down a broad topic
into manageable components, and they are explicit about the
desired outcomes related these components.
 Measurable- As guidelines for evaluation, learning objectives
should help instructors decide how well students achieve the
desired learning.
 Achievable- Given the resources, timeframe, background,
and readiness of the students, objectives should be
achievable. The cognitive level of learning objectives should
be appropriate to the course level and student level.
 Result-oriented- Objectives should focus on the results,
rather than the process or activities that students are going
to complete.
 Time- bound- Clearly state the timeline if applicable.
This can help you decide how well the learners should perform
to be considered competent.