Twelve Principles of Effective Teaching and Learning
I had to think carefully about what it means to be a good teacher after reading the Twelve Principles of Effective Teaching and Learning. I used to believe that teaching was only about having good explanation skills, but this experience made me realize that it's about developing relationships with kids, getting to know them, and making thoughtful decisions in the classroom. The thing that most struck me was how minor gestures, such as providing clear directions or genuinely respecting students' perspectives, may have a significant impact on how they feel and learn in the classroom.
I began to realize how these ideas would influence how I approach my upcoming lessons. Promoting active learning, for instance, helped me see how important it is to engage kids rather than merely lecture them. The concept of providing prompt and targeted feedback also resonated with me since it brought back memories of instances in which a teacher's supportive remark transformed my perception of myself as a learner. These ideas are useful, not only theoretical, and I have personally witnessed them in action during my educational experiences.
One significant insight I gained was that excellent teaching
requires a tremendous amount of planning, preparation, and heart. Additionally,
I've come to understand that establishing a respected and safe learning
environment is essential; it serves as the cornerstone for all other
initiatives. I've had classes as a student when I didn't feel heard or
understood, and it made studying more difficult. I aspire to be the type of
educator who ensures each student feels heard and encouraged. I am now more
self-aware as a learner and as a prospective teacher thanks to this experience.
In retrospect, I believe I've improved greatly, not only in
my comprehension of the tenets but also in my capacity for introspection and
receptivity to criticism. I asked questions, tried to relate the subjects to
actual circumstances, and interacted with the material honestly. Although I
won't claim to have everything worked out just yet, I feel more prepared and
inspired to keep getting better. Applying these ideas more confidently in real
teaching situations is something I'd still like to improve on. Although I'm
pleased with my development, I understand that this is only the start of a
lifetime of learning.
I discovered that teaching is more intricate and human than I had previously believed after learning about the Twelve Principles of Effective Teaching and Learning. Knowing your subject and creating a good lesson plan are not enough; you also need to get to know your students, build relationships with them, and be adaptable enough to suit their needs. My main conclusion is that when children feel valued, encouraged, and involved, they learn the most. This forced me to reevaluate my teaching style and make more important decisions about how I want to present myself in the classroom.
I have identified both my areas of strength and improvement
as a result of this training. I've come to the realization that, despite my
innate empathy and strong desire to support others' education, I occasionally
play it safe. To a certain degree, my tendency to overplan and concentrate on
structure is beneficial, but I also need to be more receptive to spontaneity
and innovation in the classroom. I'm discovering that teaching requires more
than just sticking to what's comfortable; it also requires being willing to
take chances and adapt.
Previously, I believed that maintaining control over time, keeping pupils calm, and completing the syllabus were the most crucial aspects of teaching. However, I now realize that some of those attitudes were motivated by fear: fear of not being "perfect," fear of failing, and fear of losing authority. These beliefs were questioned in this course. Active learning, student voice, and even mistakes—mine and theirs—have all gained significance in my eyes. I've also realized that I don't have to know everything. Being present, being open to learning, and establishing an environment where students feel comfortable doing the same are what count.
I was able to change my perspective of teaching from one in which I "deliver" to one in which I co-create with my students thanks to this training. It has altered my perspective on school and on myself as a student. I've improved my ability to reflect, ask more questions, and investigate the reasons behind the success (or failure) of particular tactics. I used to be more concerned with doing things "right," but these days I'm more concerned with doing things that are authentic, pertinent, and sensitive to the needs of the students. I feel more prepared because I now understand how crucial it is to continue studying, not because I know everything.
I want to be more deliberate in my teaching going forward. I
want to create classes that accommodate all learning styles, give students more
voice, and make links to real-world situations. Additionally, I'll try to
develop closer bonds with my pupils by viewing them as individuals with their
own stories and challenges, rather than just as students. I intend to routinely
evaluate my teaching methods and ask for input from both mentors and students.
Above all, I want to continue developing. I'm determined to become a teacher
who listens, learns, and leads with purpose, even though I know I won't always
do it right.
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