FINAL EXAMINATION- PRINCIPLES OF TEACHING
(STRATEGIES AND APPROACH IN TEACHING)
1. Student need a chance to process information, Studies have shown that on average a student is
given 1-3 second of thinking time before being required to answer a question. It helps the student
to process the question, absorb the new information and think about how it relates to what they
know or are learning, and then come up with an appropriate response.
By giving a ‘wait time’ or ‘think time’ to the students its helps better quality and/or an increase
in the length of responses as students have the time to think of their answer before raising their
hands. Student-to-student interactions may also increase as they become better able to formulate
their answers.
2. Students are encouraged to ask question which is meaningful to them. The teacher’s job in an
inquiry learning environment is not to provide knowledge, but instead to help the students along
the process of discovering knowledge themselves.
Effective questioning sessions in classroom require advance preparation. Decide on your goal or
purpose for asking questions. Your goal should help you determine what levels of questions you
will ask. Ask questions that require an extended response or at least a "content" answer. Avoid
questions that can be answered "yes" or "no" unless you are going to follow with more questions
to explore reasoning
3. Classroom management mistakes afflict new and veteran teachers alike. They are not signs of
a “bad” teacher. Most often, they are signs that a teacher is overwhelmed or lacking support and
training. Most importantly, they are fixable.
The following are some of the most common classroom management mistakes
a. Not Communicating Expectations Clearly. Teachers should convey their expectations for
students on the first day of school. This means sharing and reviewing rules and
procedures for the classroom, including consequences for infractions.
b. You Haven’t Given Enough Thought to Routines. Another common classroom
management mistake is failing to devote enough attention to routines. Routines allow
your classroom to function smoothly.
c. You’ve Applied Rules, Consequences, or Behavior Management Tips Inconsistently
Students might not always treat others fairly. Yet they’re experts at detecting unfair
behavior when it’s directed at them. They’re also quite skilled at noticing when adults
favor-or target-certain students.
Be sure to apply whatever rules and consequences we establish fairly. This means setting
aside any personal preferences. It also means establishing a simple set of rules that are
easy to remember and enforce.
4. Models of Discipline
a. The Kounin Model: Behaviorist- Stimulus Response Model
Kounin argues that learners will adopt good behavior and eliminate bad behavior to gain
a reward and/or avoid punishment. Behavior followed by a desirable reward, such as
praise, is likely to be repeated. If behavior is followed by undesirable incident, such as
pain or fear, the behavior is less likely to be repeated.
b. The Neo-Skinnerian Model: Behavior Modification Model
The Skinnerian model emphasizes that behavior that is rewarded tends to be repeated,
while behavior that receives no reward tends to be abolished. In order to control
discipline, Skinner's model rewards good behavior and punishes bad behavior. Skinner
focused his approach on reinforcement
c. The Glasser Model: Theories of Educational Transformation
Glasser’s model focuses on students acknowledging their behaviors as responsible or
irresponsible. Glasser asserts that such behavior will help the student make logical and
productive decisions in the classroom.
d. The Dreikur’s’ Model: Mistaken Goal Model
Dreikur’s’ believes that behavior is reasoned and goal directed. The underlying belief of
this model is that learners want to belong, to be accepted, and that they are able to choose
right from wrong behavior.
e. The Canter Model: Assertive Behavioral Model-
Canter and Canter developed an approach which is known as “assertive discipline”.
Assertive discipline centers around the fact that students have rights: they need a caring
educator who will provide warmth attention and support. Educators also have rights: they
must teach in an appropriate learning environment and welcome support from parents,
administrators, and learners. Educators must be assertive: firm, consistent, and provide
positive encouragement and motivate good behavior. Learners have the right to learning
that calmly and consistently enforces rules.
‘Self-imposed discipline’ as the term suggests comes from within. Whereas externally imposed
discipline is either forced or made obligatory. Self-imposed discipline on the other hand comes
with a lot of freedom and space. The child is allowed to make mistakes and learn from them
instead. This allows the child to have a broader aspect on living life well and growing up as a
responsible individual. Therefore, it is rightly said that self-imposed discipline is more effective
than externally imposed discipline.
Classroom management can be a very challenging part of teaching. Discipline is defined as the
practice of teaching others to obey rules or norms by using punishment to correct unwanted
behaviors. In a classroom, a teacher uses discipline to ensure routine is maintained, school rules
are enforced, and the students are in a safe learning environment. While the word discipline
seems negative, the goal of using discipline is to teach students boundaries and limits to help
students achieve personal and academic life goals.
Without discipline, learning cannot be accomplished. If students constantly disrupt the teacher,
the others in class are affected. If a student does not follow the rules and does not complete
classwork or homework, that student is missing out on valuable learning opportunities. The goal
of discipline is to ensure each student receives the most from their education.
Punishment should be used in the classroom to decrease undesirable behaviors. Punishment in
the classroom needs to be implemented with care, and should never be used to single students
out or to punish behaviors that are due to a specific disability. If a particular student has
challenging behaviors as a result of a disability, it is important to seek additional assistance so a
behavior plan tailored to that child can be developed.
Generally, reinforcement should be the primary strategy utilized in the classroom, but if
punishment is necessary, it should be the least restrictive type of punishment.
I believe that the best discipline model that fits in my beliefs is Canter and Canter’s model of
assertive discipline. We all know that teachers want their students to be aware of the rules and
procedures that they are expected to follow in the classroom. It will come up with a list of rules,
and on the first day of school read them out loud, clearly to students, so that they understand
what is and what is not appropriate in the classroom setting.
