PRINCIPLE

S OF GOOD
TEACHING

SHARINA B. ERRO, LPT

ACTIVE LEARNING
The learner must be mentally active most of the time and physically
active some of the time. Extensive physical and mental activity on
the teacher's part will not necessarily guarantee learning on the
leraner’s part. In numerous learning situations, the child learns
better if he is engaged in' some physical and mental activities while
concentrating upon a mental task. For example, in an arithmetic
lesson, a learner who is able to put a group of three objects with
another group of two objects will learn more quickly that 2 + 3 = 5
than if he were merely told the number fact.
MANY METHODS
There is no single correct
way to teach a class. There
are many good ways. A
method which fails with
one child may be very
helpful to another.
MOTIVATION
Effective motivation arises from
children's interests, needs, problems,
and expressed purposes. Although
we humans learn only what we want
to learn, it is nevertheless true that
interest in the unfamiliar can be
developed by relating the unknown
to the known interests.
WELL-BALANCED CURRICULUM

The curriculum should serve two purposes: to provide

essential skills for the child to enable him to become a
useful member of society; and to satisfy the child's
personal and immediate needs. There should be a blend and
balance of the two throughout the day's curriculum.
INDIVIDUAL Good teaching recognizes individual
DIFFERENCE differences. The slow- learning child, the
average child, and the bright child, the
three commonest categories, have to be
taught in different ways. In addition to
children's intellectual differences, there are
differences in emotional, social, physical,
spiritual, aesthetic, and moral
development. Good teaching will adapt
methods, activities, assignments, and
advice to each pupil based on an
understanding of his unique
characteristics.
LESSON PLANNING
Units, lessons, activities,
and even housekeeping
must be well- planned.
Daily planning should be
detailed and classroom
management should be
made routine. All planning
should be flexible.
 THE POWER OF SUGGESTION

Suggestions are more fruitful than

dictation. Through the power of positive
suggestions, children are willing to
undertake tasks and procedure which
they may have felt inadequate to tackle
before. Suggestions may be given as to
which books and materials to use, how
to solve problems, and what procedures
to follow.
ENCOURAGEMENT

Praise, given only when

earned, makes learners
aware of their successes.
Constructive criticism
may be needed where
persistent errors are being
made.
REMEDIAL TEACHING

Good teaching is
both diagnostic
and remedial.
DEMOCRATIC
ENVIRONMENT
Children learn democracy by
living it. In return for rights and
privileges within the classroom,
children should be aware of
their responsibilities to the
group and of group service.
STIMULATION
Each child can be stimulated
within the limits of his abilities
to exceed his present efforts.
Challenge can be provided
through the teacher's expression
of confidence in her own pupils'
aptitudes and skills, through
provoking curiosity, and
through encouraging creative
endeavor.
INTEGRATION
By building upon previous
knowledge and experience,
new learning and new
experiences become more
meaningful. Learning
involves a reorganization of
previous experience and an
integration of what has been
completed into the new
learning experience.
LIFE-LIKE SITUATION

Children should be guided into a realization

that their school studies and activities are a part
of life.
INDEPENDENCE
A child's increasing independence from adults and
ever-increasing responsibility are signposts of good
teaching. The degrees of independence gained at any
given time should measure up with the maturity
level of the child.
 PRINCIPLES OF
HUMANISTIC TEACHING
PRINCIPLES OF
HUMANISTIC TEACHING
Humanistic teaching involves three conditions. These are
emphatic understanding, respect or non-possessive
warmth, and genuineness which are necessary for the
development of self-actualizing persons. They are
necessary for self-initiated, meaningful, experiential
learning. They permit the child to actualize his
potentialities.
EMPHATIC UNDERSTANDING

By emphatic understanding is
meant understanding of another
from an internal frame of
reference, achieved by putting
oneself in the place of another,
so that one sees him and the
world as closely as possible, as
he does.
RESPECT OR NON-POSSESSIVE
WARMTH
It is respect which provides for a warm acceptance
for another as a person, with all his faults,
deficiencies, or undesirable/unacceptable behavior.
Respect also means a deep interest and concern for
his development and welfare. It involves acceptance
of each child as he is, for what he is.
GENUINENESS

It is the congruence or integration of the

therapist in the relationship. The humanistic
teacher is genuine and real. She is not putting
an act nor trying to play the role of the mythical
teacher.
THE First, they are nonthreatening. The
humanistic teacher reduces the
TOTALITY tension, fear, and anxiety which
OF THESE are so prevalent in classrooms and
which we know inhibit learning.
CONDITIONS
CAN BE Second, the essence of these
SUMMARIZE conditions is love. It is the love
which has been recognized by
D IN TWO humanistic teachers as the basic
WAYS: requirement of a good teacher.