There is also a list of features of effective teaching and ineffective teaching. With all these lists flying around, I thought I’d write my own set of principles. Here’s what I came up with. Not written in stone.perhaps just in dry-wipe pen on a mini-whiteboard, pending some actual research. 12 Principles for Effective Teaching 1.
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20th December 2017
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What are the 7 main principles of teaching?
There are seven principles of teaching that aim to improve standards, teaching and learning. Think of them as your seven commandments, they’re relevant in every learning situation.
Teaching Principle one: Encourage contact between students and faculty
Now it might seem obvious but building relationships and rapport with students is important, it’s one of the main factors in ensuring students succeed. There are many ways to open up the communication channels and build relationships between students and yourself, including learning your students’ names, personalising feedback on students work, sharing personal experiences (within reason!) and talking to your students on a personal level.
Teaching Principle two: Develop reciprocity and cooperation among students
When you encourage team collaboration and learning, learning is enhanced. Group work improves thinking, collaboration skills as well as social skills. Ways to introduce this into your classroom are cooperative learning groups, encouraging students with different socioeconomic backgrounds to participate in classes and introduce the idea of peer tutoring every now and again.
Teaching Principle three: Encourage active learning
It’s quite widely believed that students can only learn so much when they sit in a class and listen to a teacher, students need to make learning a part of their life. Simple ways to introduce active learning in your classroom could be asking students to present their work to the class, using ‘what-if’ situations to make students think about something different and giving students problem-solving tasks to complete.
Teaching Principle four: Give prompt feedback
The best time to summarise lessons and give feedback on work is when a subject or lesson is still fresh in your students’ minds. Feedback enhances learning as it helps your students identify what they successfully learned, and what they need to look at again. Great ways to help students reflect and learn on lessons is to follow up lessons with a summary of what should have been learned, Q&A style sessions and returning grades/marking within one week.
Teaching Principle five: Emphasise time on task
As we all know, we’re always rushed for time. Lessons range from 40-55 minutes, which means you need to introduce a subject, explore it, set some work around it and summarize it in a short amount of time. Learning should be efficient. Simple ways to ensure tasks are completed efficiently are having realistic expectations, teaching time management skills and helping students set their own goals and timelines for learning and submitting work.
Teaching Principle six: Communicate high expectations
Students with little motivation, children unwilling to try and children that exceed all need to be set high expectations. Ways to set high standards are encouraging students to work hard in class, giving positive reinforcement throughout your lessons and working one on one with students that might be struggling to learn something. Encouraging students to focus on doing their best, instead of worrying about grades is a really important way to boost confidence and ensure high standards are set, too.
Teaching Principle seven: Respect diverse talents and ways of learning
It’s commonly understood that everyone has different learning styles, no two people learn something the same way. The best practice to ensure every student is covered in your lessons is to offer a range of activities that cover and complement learning styles. Encouraging students to speak up when they don’t understand is a good way to ensure no students are left behind.
These principles not only help you be the best teacher you can be not only for yourself but for your students.
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Dr. Richards is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students.
Table of Contents
- 0.2 Brown’s 12 Principles of Language Learning and Teaching
- What are Language Teaching Principles?
- Where do Language Teaching Principle come from?
- What’s teaching grammar as a communicative resource?
- What’s a restricted corpus of words?
- How do we acquire new vocabulary?
- What should teachers do?
- What’s communicative language teaching?
- What should the goal of the class be?
- How do we help students develop communicative competence?
- What’s the aim of a learner centered lessons?
- What’s Task-Based teaching?
- What are the advantages and disadvantages of Task-Based Teaching?
- What are some interesting points that Jack C. Richards makes in regards to lesson plans?
Brown’s 12 Principles of Language Learning and Teaching
H. Douglas Brown (born 1941) is a professor emeritus of English as a Second Language at San Francisco State University. He was the president of International TESOL from 1980 to 1981, and in 2001 he received TESOL’s James E. Alatis Award for Distinguished Service.
12 Principles of Language Learning and Teaching
1. Native Language Effect: A learner’s native language creates both facilitating and interfering effects on learning.
2. Communicative Competence: Fluency and use are just as important as accuracy and usage. Instruction must aim at organizational, pragmatic and strategic competence as well as pronunciation, intonation and stress.
3. Anticipation of Rewards: Learners are driven to perform by the promise of positive reinforcement, tangible or intangible; long or short-term.
4. Language-Culture Connection: Learning a language also involves learning about cultural values and ways of thinking, feeling or acting.
5. Language Ego: Learning a new language involves developing a second identity with a new mode of thinking. This new identity can be fragile and defensive.
6. Meaningful Learning: Providing a realistic context to use language is thought to lead to better long term retention, as opposed to rote learning.
7. Interlanguage: Second language learners generally follow a systematic process, during which they need feedback (teacher, peer and self) to eliminate logic errors and achieve competence.
8. Automaticity: Subconscious processing of language for fluency can only be achieved without overanalyzing or too much attention to language forms.
9. Self-Confidence: Success in learning a language requires that the learners believe that they can learn it.
Principles Of Teaching 1 By Brenda Corpuz
10. Strategic Investment: Success in learning is dependent on the time and effort learners spend in mastering the language learning process according to their ability.
11. Risk-Taking: Taking a gamble and experimenting with language slightly “beyond” what is certain or known promotes language development and growth.
12. Intrinsic Motivation: The most potent learning “rewards” to enhance performance are those that come from the needs, wants and desires within the learner.
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