Rhovic Jane O.

Garboso BSN4D

The Principles and Methods of Effective Teaching

The key factor to the teaching-learning process is the teacher. Attempts to describe what the true meaning of a good teacher is have been in constant argument. But there are traits raised to determine a good teacher. They grouped into professional and personal traits. Professional qualities of a good teacher include proficiency in the field of teaching, mastery of the student, mastery in the teaching principles, techniques and skills used in teaching, understanding the different branches of knowledge, and love of the teaching profession. Personal traits on the other hands include the teachers personality, interests, attitudes, beliefs, and relationship with pupils and the community. Principle 1: Clear communication with students Practices: Intended outcomes, including generic graduate attributes, and expectations are communicated effectively and discussed with students Effective and sympathetic guidance and advice is provided to students Communication between students and teaching faculty is encouraged Opportunities for one-to-one discussion (student/lecturer) is provided Alternative communication arrangements for students studying either internally, externally by distance education or online is provided. Principle 2: Stimulating learning environment Practices: Innovative methods of design and delivery of content and course material is undertaken Curiosity in the subject area is encouraged Independent learning by students is encouraged Critical thinking skills in students are developed Variety of teaching strategies and learning activities are provided. Principle 3: In-depth knowledge of the subject area Practices: Recent developments in the field of study are incorporated Scholarship/research within the subject area is undertaken Opportunities for students to relate their learning experience to the workplace/community is provided where appropriate Content and teaching strategies are reviewed regularly. Principle 4: Provision of effective assessment and feedback Practices: Assessment is linked to unit outcomes Expectations in relation to workload are realistic Explicit criteria for assessment are discussed with students Appropriate and varied assessment activities are provided Consistent, constructive and helpful feedback on assessment is given Continuous assessment, both summative and formative, is carried out over the teaching semester. Principle 5: Evaluates, monitors and improves teaching practices Practices: Regular feedback from students is sought Feedback from peers to enhance teaching is encouraged Reflection on teaching practice occurs regularly Professional development activities in relation to teaching and subject area(s) are undertaken.