Pedagogical principles of teaching
Introduction
Pedagogy can be described simply as the act of teaching. Implementation of such pedagogy can be effectively occurs by understanding pedagogical principles, pedagogical skills, pedagogical approaches, pedagogical strategies or methods. Theories of learning also should be considered in the effective implementation of pedagogy in teaching. Not only the about things, but also understanding of students and their needs, and the background and interest of individual students.
I am writing this post to become resourceful on pedagogical principles of teaching. The purpose of making the pedagogical principles is to guide and inspire students, faculty and administrative staff who are involved in designing, implementing or evaluating teaching and learning activities. The action area for learning will continue to promote activating and engaging teaching and learning methods.With respect for the differences in in disciplines , differences in scope and structure in each study program as well as differences in the individual teacher and student preferences , .no one single pedagogical format can or should be promoted. The various principles can applied to the various programs.
Pedagogy is a process of organizing the environment, knowledge, information, activities and people. The smart board is an important teaching tool that teachers can use to help their students learn. Providing students with active, hands-on learning using interactive smart board technology is one way that teachers organize the learning environment.
Teachers use the smart board to develop structured learning activities that have a purpose. Children are exposed to ideas, concepts and relationships both in and out of the classroom. Teachers have control over the learning environments to enable children to continue the learning process from additional sources of knowledge other than through the classroom teacher.
Pedagogical approaches
Critical pedagogy
Critical pedagogy is both a pedagogical approach and a broader social movement. Critical pedagogy acknowledges that educational practices are contested and shaped by history, schools are not politically neutral spaces and teaching is political. Decisions regarding the curriculum, disciplinary practices, student testing, textbook selection, the language used by the teacher, and more can empower or disempower students. It recognises that educational practices favour some students over others and some practices harm all students. It also recognises that educational practices often favour some voices and perspectives while marginalising or ignoring others. Another aspect examined is the power the teacher holds over students and the implications of this. Its aims include empowering students to become active and engaged citizens, who are able to actively improve their own lives and their communities.
Critical pedagogical practices may include, listening to and including students' knowledge and perspectives in class, making connections between school and the broader community, and posing problems to students that encourage them to question assumed knowledge and understandings. The goal of problem posing to students is to enable them to begin to pose their own problems. Teachers acknowledge their position of authority and exhibit this authority through their actions that support students.
Dialogic learning
Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
Student-centered learning
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students.Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.
In the environment, teachers organize information through the way their students process this information. Prior experience and knowledge are connected by using the interactive smart board as a learning tool. Teachers create a sense of community within the classroom by organizing students into groups around the smart board. This enables students to learn from one while working on group tasks and pursuing learning activities that match each student’s individual style of learning.
Tactile/kinaesthetic learners are able to touch the smart board screen by moving shapes and objects around the board. Individual student learning objectives are achieved when students write important concepts on the smart board. Audio learners benefit by listening to pre-recorded lessons and watching movies to absorb important lessons. Visual learners learn to solve mathematics problems by watching the teacher solve problems using the smart board. Teachers can use writing prompts to explain important language concepts to visual learners.
Teachers can help students to understand their own learning and classroom performance by providing educational opportunities for learning in the classroom environment using the interactive technology of the smart board and through other educational methods. Teachers are challenged to create bridges of understanding between the knowledge expressed through the subject area and the education of student minds.
I propose the following five key principles of good pedagogy:
Teachers and students have the most responsibility for improving education. However improvements will need to be made by college and university. It is a joint venture among all that is possible. When this does faculty and administrators think of themselves as educator’s that have a shared goal. Resources become available for students, faculty and administrators to work together. Some of the principles in pedagogy of teaching are as follows
1 . Encourage contact between students and faculty
Building rapport with students is very important. The contact between students and teachers are vital to the students success. One of the main reasons students leave school is the feeling of isolation that they experience. Good relations between student and teacher can improve learning process. The concern shown will help students get through difficult times and keep working. Faculty have many avenues to follow to open up the lines of communication. Some of the activities adopted by a teacher listed below
• Know your Students by name
• Call students using their name only
• Invite students to visit outside of class
• Help students with problems in their extra curricular activities
• Attend student events
• Personalise feedback on student assignments
• Advise students regarding academic courses and career opportunities
• Seek out students you feel are having a problem with the course or are frequently absent
• Encourage students to present their views and participate in class discussions
• Share personal experiences and values
• Help students to work with other faculty
• Talk to students on a personal level and learn about their educational and career goals
• Use one minute paper at the end of class to get feedback on what the student is learning and how well they are learning it
2 . Develop 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. Some of the strategies are listed below.
• Use cooperative learning groups
• How students participate in activities that encourage them to get to know one another
• Encourage students to join at least one Organisation on campus
• Assign group projects and presentations
• Utilise Peer tutoring
• Encourage students to participate in groups when preparing for exams and working on assignments
• Distribute performance criteria to students is that each persons grade is independent of those achieved by others.
• Encourage students from different races and cultures to share their view points on topics shared in class
3. Encourage active learning
Learning is an active process. Students are not able to learn much only by sitting possibly in classroom by listening to teacher. They must be able to talk about what they are learning , write about it, relate to it past experiences and apply it to their daily life. Students need to make learning a part of themselves. Active learning take place by
• Ask students to relate what they are learning to something in real life
• Give concrete situations to analyse
• Encouraged to read new articles, journals
• Practice role modelling and use web based case studies to develop thinking skills
• Encourage students to challenge ideas, idea of other students foreign course materials
• Setup problem solving activities in small groups and discuss it with class
• Conduct brainstorming, debate, seminar etc.. to acquire student participation
4. Give appropriate feedback
By knowing what you know and do not know give say focus to learning. In order for students to benefit from courses they need appropriate feedback on the performance. When starting out students need help in evaluating their current Knowledge and capabilities. Within the classroom students need frequent opportunities for improvement. Students need chances to reflect on what they have learned, what they still need to know and how to assess themselves. Certain tips adopted are
• Follow up presentations with a 5 minute period for students to write down what they can improve
• Provide informative comments to correct errors and give suggestions to improve
• Discuss the results of class assignments and exams
• Different assessment techniques adopted
• Have question and answer sessions
5. Emphasize time on task
Learning needs time and energy. Efficient time management skills are critical for students. By allowing realistic amount of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectation for students, faculty, administrators and other staff can create the basis for high performance from everyone.
• Instill students to complete their assignment properly
• Clearly communicate to your students the minimum amount of time they should spend preparing for class and working on assignments
• Encourage students to prepare in advance for oral presentations
• Explain students the consequences of non attendance
• Be careful that time on task is real learning not busy work
• Teach time management
6. Communicate high expectations
Expect more and you will get it. The poorly prepared, those unwilling to accept themselves and the bright, and motivated all need high expectations. Expecting students to perform well becomes a self fulfilling Prophecy when teachers and Institutions hold high standards and make extra efforts. Some activities are listed below.
• Encourage students to excel at the work they do
• Give students positive reinforcement for doing outstanding work
• Instill students to work hard in class
• Publicly acknowledge excellent student performance
• Revise courses when needed for students remain challenged
• Help students set challenging goals for own learning
7. Respect diverse talents and ways of learning
Students bring different talents and learning styles to the classroom. Students that excel in seminar maybe all thumbs in the lab for studio. Students need opportunity to show their talents and learn in ways that work for them. They can be guided into new ways of learning that are not as easy for them.
• Use diverse teaching activities and techniques to address broad range of students
• Select readings and design activities related to background of students.
• Provide extra material or activities for students who lack essential background knowledge or skills
• Encourage students from different races and culture
• Consider field trips
• Familiar with Howard gardner’s research on multiple intelligence
Conclusion
Understanding the nature of pedagogy is a necessary prerequisite to understanding what role it will have in supporting education and also to the selection of terms that we should use to describe and classify the teaching. Pedagogy includes teaching styles teaching theories feedback and assessment when people talk about the pedagogy of teaching there will be referring to the way teachers deliver the content of Curriculum to a class but a pedagogy and content helps to make class effective and lively.Pedagogy is the art or science of the teaching profession. It is also the principles, practice and work of a teacher. Education is the process that formulates an influence upon the mind, character or physical ability of a person. Formative means that education will have a long lasting impact on the minds of children after they become adults. In school, children acquire language and mathematical skills that they can use later on in life.
