Types of Teaching Principles

Principles of Teaching 1 (ProfEd2)

Types of Teaching Principles 1. Starting Principles . These involve the nature of the child, his psychological and physiological endowments which make education possible. Our native equipments have been called by various names. The most common terms used are reflexes, instincts, capacities, impulses, temperaments, and the like. These heredity endowments are the preliminary concern in all educatio educational nal endeavor endeavor.. In the language language of vent, vent, !the child"s child"s origina originall nature nature is absolute absolutely ly antecedent and initial to all educational activities and results.# It is therefore the function of education to make the best use of these hereditary tendencies to meet human needs, growth and development. The primary concern of the teacher is not the sub$ect but the child, not know knowled ledge ge of speci special alty ty,, but but know knowled ledge ge of the the laws laws and and princ principl iples es of child child growt growth h and and development, like all other natural processes, involve laws and principles. %. Guiding Guiding Principles. Principles. These refer to the procedure, methods of instruction, or agglomerations of techniques by which the pupil and the teacher may work together the accomplishment of the goals or ob$ectives of education. The method of teaching involves the activities of the teacher and the pupils. It is the method of learning and not the method of teaching that constitute the real problems of method. The method is the means of stimulating, directing, guiding, and encouraging individual or class activities. The method of teaching involves the application of many laws and principles. True principles of teaching, teaching, then, must explain teaching process. They must show how sub$ect &matters are organi'ed organi'ed and taught, how teaching results are achieved and evaluated. Improved methods of teaching are depe depend nden entt upon upon incre increase ased d knowl knowledg edge e of princ principl iples es to be appli applied ed.. (rinc (rincip iples les serve serve as guid guiding ing philosophy for the selection and operation of teaching and learning activities.

). Ending Ending Principles Principles.. This refer to the educational aims, goals, ob$ectives, outcomes, purposes, or resu results lts of the the whole whole educ educati ation onal al sche scheme me to which which teach teaching ing and and learn learning ing are direc directe ted. d. Thes These e educational aims or ob$ectives may used as definite, intelligible principles or guidance by those who seek to educate effectively. *y the aims of education we mean the ends toward which the educative process is moving. The primary requisite of effective learning is a goal or ending point. In teaching and in learning one must know his goal or ob$ective. +eneral educational aims may be either philosophical or psychological aims. They are otherwise known as the ultimate aims of education outlined in our onstitution or the general aims of education formu formulat lated ed by the -atio -ationa nall *oard *oard of duca ducatio tion. n. (sych (sycholo ologic gical al aims aims to refer refer to the the grow growth th and and development of the child in terms of knowledge, may be expressed in behavioral terms. In other words, psychological aims refer to sub$ect/matter aims. They are known also as immediate aims to education.


The Elements of Teaching and Learning I. The Learner The -ature of the 0earner The learner is an embodied spirit. e is a union of a sentient body and a rational soul. is body experiences sensations and feels pleasure and pain. is soul is the principle of spiritual acts, the source of intellectual abstraction, self/reflection, and free rational volition. *ody and soul exist in mutual dependence. 23elly, 14567 s teachers then, let us care for the embodied spirit/learner. 0et us feed his8her body as well as his8her spirit. !9an does not leave by bread alone.# The :undamental quipment of the 0earner The learner is equipped with cognitive as well as appetitive faculties. is8her cognitive faculties include his8her five senses, instinct, imagination, memory, and intellect. a. Ability The students" native ability dictates the prospects of success in any purposeful activity. It determines their capacity to understand and assimilate information for their own use and application. s learners they differ in the way they observe and interpret happenings in their surroundings. ;ome are more perceptive and discerning while others are less inquisitive. Curiosity urious students are at all times eager to learn. They are anxious to know more about an ob$ect or event by endlessly questioning until they get the right information. hildren"s attitudes could be positive or negative to a given stimulus, hence, different interpretations and responses. Inquisitive learners will keep searching for answers or evidences rather than remain inattentive and disinterested in what is happening in the learning environment. They observe keenly and use their senses intelligently.


> Responsibility ?esponsible students pursue assigned task to completion despite personal constraints. They are accountable for their actions and decisions. They are answerable for their conduct in the classroom. They can be depended upon for learning tasks, which are accomplished in an orderly and systematic manner. s such, they assume duties and obligations voluntarily. ?esponsible students can easily instill the same trustworthy attitude among themselves. > Creativity ;tudents with creative minds are capable of generating own ideas of doing things. *eing imaginative, they can think of new ways of arriving at solutions to their problems. They can innovate procedures and techniques instead of sticking to antiquated and traditional methodologies. 0earning is achieved through their own inventions and novel revisions, thus producing new and improved products. > Persistence (ersistent students sustain interest in a learning activity not mindful of the extra time and effort being spent. They pursue the task to completion and never give up when confronted with problems. They develop the attitude of trying alternative procedures until they obtain satisfactory results. They are driven by a never/ending search for more knowledge and information. These five elements make learners different from one another. The differences among the learners become more accentuated with the integration of children with special needs and children from the indigenous people 2I(7 group in the classroom.

II The Teacher The professional teacher is the licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence 2ode of thics of (rofessional Teachers7. a. Professional Attributes > ontrol of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his teaching practice > ?epertoire of best teaching practice and can use these to instruct children in classrooms and to work with adults in the school setting > @ispositions and skills to approach all aspects of his work in a reflective, collegial, and problem/solving manner > Aiew of learning to teach as a lifelong process and dispositions and skills for working towards improving his own teaching as well as improving schools > ;ense of service as badge of the professional teacher. @edication to the $ob of teaching is the true essence of professionalism. b. Personal Attributes > (assion in teaching is a compelling force that emerges from one"s inborn love for children. (assionate teachers exude spontaneity in ministering to the needs of the students especially those experiencing learning difficulties. > umor stands for anything funny, which elicits a smile, laughter or amusing reaction. It is an essential quality of teachers that serves a number of purposes. It should be wholesome and healthy. > Aalues and ttitude Teachers are models of values.

> (atience in teaching refers to a teacher"s uncomplaining nature, self/control and persistence. (atient teachers can forego momentous frustrations and disappointments. nthusiasm is synonymous to eagerness and excitement. It is a gift and is contagious and can instantly affect children"s moods and attitudes. It is an irresistible feeling that intensifies the students" momentum to reach a desired goal. It connects teachers to parents. > ommitment is a solemn promise to perform the duties and responsibilities mandated by the laws and code of ethics of the profession. It is an unwavering pledge to perform all teaching and learning activities with consistency and selflessness to the best interest of the students under their care. ommitted teachers are ready to carry on no matter the price. III The Learning Environment The learning environment consists of the physical, as well as the psychological environment, that surrounds the learner and that influences his learning.  physical environment that is clean, orderly, wee/ventilated, well/ lighted, spacious that allow movements, and free from unnecessary distractors is conducive to learning. ccording to (ine and orne 2144C7, the learning environment that facilitates learning is one which= > ncourages people to be active > (romotes and facilitates the individual"s discovery of the personal meaning of mphasi'es the uniquely personal and sub$ective nature of learning in which difference is good and desirable. > onsistently recogni'es people"s right to make mistakes > Tolerates ambiguity > ncourages openness of self rather than concealment of self > (eople feel they are respected and accepted > (ermits confrontation The learning environment is a product of the physical, psychological as well as social atmosphere created by the interaction between teacher and the learners and among the learners themselves.


THE BASIC PRINCIPLES OF LEARNING Objectives: At the end of the unit, the participants are expected to: 1. explain each basic principle of learning 2. give the implications of these principles of learning to teaching 3. discuss the role of the teacher in directing and guiding learning 4. give the importance of selfactivit!

Principles of Learning "he learning of our students is our foremost concern. #! $no%ing some principles on ho% learning ta$es place, %e %ill be guided on ho% to teach. "he concept of ne% learning ma! be better understood if explained in terms of learning principles rather than in a set of la%s or fixed methods and procedures. &ome of the guiding principles of learning %hich are full! %ell established and 'uite important in teaching are the follo%ing: 1. (earning as an association process. Aristotle considered learning as an association of ideas follo%ing the la%s of similarit!, contrast, and contiguit!. )e believed that people learn and remember those things %hich are ali$e, %hich are stri$ing because of their difference and %hich occur together in space and time. 2. (earning is an active or d!namic process. "he process of learning is primaril! controlled b! the learner and not b! the teacher. *o one directl! teaches an!one an!thing of significance. (earning ta$es place onl! through selfactivit! according to +roebel. t must be %ise to engage the learners especiall! in an activit! that is connected to their life experiences. t is un%ise to impose learning on our students. *o amount of imposition can cause student learning. As a general principle, it can be said that learning is best %hen it utili-es the theor! of selfactivit!. 3. (earning is a process of integration. (earning is best %hen integration occurs in the learning process. ntegration is a process %hich operates in the unif!ing of separate items into a perceptual %hole. "hrough integration, related experiences are organi-ed or tied together into bonds of greater meaningfulness. nless %hat is being taught has personal meaning for the individual, he %ill shut it out from his field of perception. /eople forget most of the content taught to them and retain onl! the content %hich the! use in their %or$ or content %hich is relevant to them personall!. 4. (earning is a process of gro%th and not apart from development. "his principle is based on the philosoph! of 0ohn e%e!, that education is gro%th, and on estalts theor!, that learning is a process of development. (earning is one $ind of gro%th %hich involves progressive improvement in behavior and %hich results from experience and maturation. ro%th is a product of the interaction of the organism %ith its environment. "he child gro%s as a %hole, as a unified organism, as an individual in a %orld of things, people, and ideas. ducation and learning are aspects of gro%th in ph!si'ue, mentall!, emotional control, and social personalit!. 5. (earning is goalsee$ing or purposeful. /urpose or goal is essential to all effective learning. oalsee$ing is one of the d!namic factors in learning. 6eal learning ta$es place onl! %hen the learning situation fills a need to satisf! a purpose of the learner and goals that constantl! give direction and destination to the learning activit!. 7hen the learner has a $no%ledge and understanding of the goals to be achieved, he %ill $no% ho% to direct his energies and attention to reali-e them. oals %hich are clearl! stated and defined improve both efficienc! and motivation. (earning to be effective, must be related to %ants, needs, interest and desires. 8. (earning is creative. 9reativeness is defined as the abilit! to express oneself through %riting, the arts and crafts, music, or other media of expression. nder this concept all children are endo%ed %ith creative abilit! to some degree, and this potential is capable of development through learning experiences favorable to creative expression as a desirable aim of education, and strives to guide children into learning situations %hich %ill stimulate creative thin$ing and doing. (earning is effective %hen the child is free to create his o%n responses to the situation he faces. "his creativeness is a characteristic of all human learning regardless of the inherited capacit! of the individual. An individual facing a life situation is the primar! unit in the learning process. 7hen the individual is free to ma$e his o%n originalit!, then and onl! then %ill creativeness be possible. . (earning is a process of discovering and exploring. (earning achieves effective results b! a process of exploration and discover!. t starts %ith the desire to reach a solution to a problem at hand. t proceeds b! an experimental, intelligible, varied attac$ in the endeavor to achieve the %ish for a solution. n other %ords, learning is an affair of discovering and seeing the point that one %ants to discover and see. t must be remembered that learning is not caused b! brute repetition. xperiments have sho%n that the degree of learning achieved has surprisingl! little relationship to the number of repetition. A great deal of repetition of facts learned goes %ithout producing an!


learning at all. "he best learning an!one ever does is accomplished b! exploration and discover! under the urge of strong desire or %ill to learn. (earning depends on %ill. )alfhearted learning, or learning %ithout push, can never !ield authentic results. t has been sho%n experimentall! that aroused %ill to learn has a transforming effect on learning. ;. (earning is understanding. "he goal of effective purposeful and functional learning is %ell aided b! meaning and understanding derived from experience. "o experience is to attach meaning. All effective learning culminates in some $ind of insight or understanding. "he meaning attached to an! situation comes from experience related to it. "his principle calls for the use of pupils past, experience or bac$ground in learning. All earning should go on in meaningful situations and should point to%ard results in terms of understanding and clarification of meaning. "he business of effective teaching is to organi-e learning situations and classroom activities in %hich learning %ill be as meaningful as possible. <. (earning is a social process, integrating self %ith environment. (earning is best %hen it is made a social process, integrating self %ith environment. "he true principle of learning can be evolved from an anal!sis of the meaningful relation of the learner and the materials of learning to the situation in %hich learning usuall! occurs. ffective learning re'uires a rich environment, replete %ith experiences. "he child needs pla!, constructive manual activities, aesthetic activities and social activities, including the stud! of social life in all its aspects. ffective education furnishes the controlled environment for favorable gro%th and development. nvironment influences the extent to %hich potential is reali-ed. 1=. (earning is transferable. ood learning transfers. "ransfer depends on identical elements that are comprehended> that is, upon meaning. "he deeper and more comprehensive the meaning is, greater also is the transfer of learning. 6ich meaningful learning transfers b! its o%n momentum. "eaching for transfer must be concerned %ith the $ind of responses desired and the areas of living in %hich their use is anticipated. "his principle states that the teaching effectiveness is improved b! selecting learning experiences similar to life situation in %hich learning ta$es place. "he rules of transferabilit! appl! to ma$ing learning functional in life as %ell as ma$ing it functional in the outof school life. "he nearer school life is to real life the more surel! %ill the good reaction transfer to life. "ransfer is al%a!s the hope and invention of learning. 11. (earning depends on context. "he effectiveness of learning depends largel! on it context. "he context of learning is the setting of learning materials in %hich it goes on. "he right setting of materials is of vital importance for good learning. A good context for learning must be one %ith %hich the learner d!namicall! and strongl! interacts. t must engage his interest, his %ill, and his active purpose. &tudies have sho%n that an aroused %ill to learn has a transforming effect on learning. n other %ords, learning depends on %ill. "he ac'uisition of a concept re'uires a context of actual concrete experience. "he real point of concrete experience is %hen it gives the learner something to %or$ and experience %ith, something that can command his %ill and energ!, and still $eep his processes under control. 12. (earning is a cooperative process. An individual learns best %hen he can share cooperativel! in the selection, organi-ation, and management of the learning experiences %ith his classmates under the guidance of the teacher. 9hildren of all ages %elcome the opportunit! to share in the selection, organi-ation, and management of their o%n learning, or living. /upils in the elementar! grades and students in secondar! schools ta$e $een delight in planning %ith the teacher %hat the! %ill do from da! to da!. All schools %hich are sensitive to the needs of their pupils or students promote to the fullest this condition of good learning. "he abilit! to manage ones affairs intelligentl! is important for ever!one, !oung or old. t is a condition of good learning that pupils or students be given more opportunit! in planning and organi-ing their o%n school programs under the direction and guidance of the teacher. n this %a! the! %ill learn the meaning and values of cooperative interaction bet%een groups. 13. (earning is conditioned b! the personalit! of the teacher. An individual learns best %ith the s!mpathetic teacher %ho $no%s and understands him as a gro%ing personalit!. /upils or students li$e to be %ith the teacher %ho helps them. "he! are ill at ease %ith a teacher %ho is harsh, critical, overbearing, unfair, and inconsiderate of their point of vie% or desires. "his desire for s!mpathetic love and understanding is one of the most outstanding characteristics of all children. #arel! can this be satisfied in a school %here the teacher expects the pupils to adjust to her and her needs. t is usuall! found in a school %here the teachers are %illing to adjust their behavior cooperativel! to the interests and needs of the children. "his lessens the tensions and repressions %hich produce the socalled problem children.


14. (earning is a /rocess of change. (earning is the heart of the educational enterprise. (earning is more important than attractive school buildings, administrative, policies, integrated curricula, or even a happ! teaching staff. "he school ma! provide the facilities but after all, it is the pupils %ho %ill do the learning. nless the! learn, the plant, program and personnel of the educational s!stem have failed, and amount onl! to sounding brass, or a tin$ling c!mbal. "he essential purpose of the school is to promote learning. ranting that learning is central to the educative process, it is nonetheless difficult to sa! just %hat teaching is. "here is remar$able agreement upon the definition of learning as being reflected in a change in behavior as the result of experience. #ut %e do need to $no% the conditions under %hich learning occurs, and the best means of maximi-ing desirable learning. +inall! the principles of learning herein described appl! to all individuals at all age levels, infants, !ouths, and adults. "he principles and processes are the same for ever!one. "he amount and 'ualit! varies among individuals at an!time and %ith an individual at certain periods of his development due to man! circumstances.

Self-Activity, the Basis of All Learning 7hen %e sa! that the pupil should be active in the learning process, %e mean that there should be a large degree of involvement of the childs total personalit!. reater pupil activit! ma! be accomplished b! pupil participation in planning the curriculum or the unit to be learned. iscussion and conversational methods are means of implementing pupil activit!. "he experience unit is increasingl! being used to all meaningfulness and activit! to learning. 7hether the teacher adopts the unitapproach or subjectmatter approach, he can expand pupil activit! through field trips, excursions, and visit to courts or business and industries. /rojects %hich involve construction have been formed to ma$e pupils more active. (earning at its best is the process of discovering b! ones self. t is an active and a continuous process. (earning proceeds rapidl! in direct proportion to active participation. "he teacher pla!s an important part in the educative process b! furnishing the conditions that stimulate the desired ph!sical, mental and social and emotional experiences. )is problem is to determine the different activities essential to the attainment of the goals or objectives of the classroom experiences and then to suppl! the conditions best adapted to bringing about the desired self activit! on the part of the pupils. t is important that such learning situations should provide for individual differences and the teacher should also ta$e into consideration the associate and concomitant outcomes li$el! to result also from the classroom activities. &elfactivit!, in the sense of abilit! to educate oneself, should be one objective of all teaching. &elfactivit! must be made a definite objective, and the pupil, under proper guidance, must be given experience in using the means that ma$e selfeducation possible. n order to develop independent abilit! to learn, selfintellectual interests %hich ma$e further enrichment of intellectual life a d!namic %ant. xtreme coercion is antagonistic to the development of interest as %ell as independent abilit!. ndependent abilit! is onl! reali-ed %hen it is made a special objective, %hen pupils are graduall! thro%n upon their o%n responsibilit! and guided in their efforts to utili-e fruitful techni'ue. n ever! method, then, provision should be made for giving as full pla! to the pupils selfactivit! as his abilit! and attitude %ill justif!. &elfactivit! is not a particular method and it should be a definite objective of all teaching methods.

The ole of the Teacher in !irecting and "#iding Learning n directing and guiding learning, the follo%ing suggestions should be ta$en into consideration: 1. The teacher can direct and guide learning by determining the kind of experiences which pupils are to have. 7hat experiences teachers should provide for pupils cannot be determined %ithout considering the pupils needs and the endproduct, the nature of the pupil at the time as %ell as the educational objectives to be attained. #ut the onl! control the teacher has over product is through experience. "he teacher can never impose the product directl!. t is the pupil, not the teacher, %ho is the active learner. 2. The teacher can direct and guide learning, and consequently improve it by encouraging pupils to develop a method of attack in learning situations and to develop skills and attitudes that are often first steps in the attainment of certain end-products. "he arithmetic teacher leads the pupils in a process of discovering number relations %hich become tools in ne% learning. "he science teacher must lead his pupils to develop the abilit! to reach science materials. "he shop teacher stresses s$ill in reading blueprints. All of these illustrations emphasi-e the point that the


teacher should anticipate the learning of one $ind of product at a later fate b! providing earlier, an appropriate process. 3. The teacher can direct and guide learning by providing opportunity for self-activity. t is generall! accepted that learning ta$es place onl! through selfactivit!. n other %ords, a child learns to do a thing b! doing that thing, or he learns %hat he experiences. A child cannot learn to read b! listening or %atching others read. )e has to read in order to learn. "his principle demands not activit! along but in allsided activit! of the %hole self. (earning activit! can be made more effective if the teacher %ould trust the individual as an intelligent, purposing organism b! insight gained through selfactivit!. 4. The teacher can direct and guide learning by using motivation . "his involves both managing the initial %ant or need or other conditions of learning %hich prompt the learner to become active in manipulating the goals, incentives, and objects %hich he desires to attain in order to satisf! the initial %ant or need. A student is motivated to learn if he is satisf!ing a need through the learning process or if he sees a connection bet%een his needs and the learning tas$. &ince learning is an active process, it needs to be motivated and guided to%ard desirable ends. (earning must be directed b! goals since the development of goals is one of the important aspects of the direction of learning. t is important for the teacher to get the learner into a state of readiness, for it increases vigor and %holeheartedness in learning. "heoreticall!, it is 'uite clear the leaning %ill not occur in the absence of a motive or purpose. 5. The teacher can direct and guide learning by being skillful in creating classroom experiences which provide optimum opportunity for practice. "he pupils should be provided %ith abundant opportunit! to use s$ills, habits, and abilities the! have developed. ?uch that is learned is soon forgotten if it is not practiced or used. ?an! learning outcomes are achieved as a result of practice, drills, revie%, or reexperiencing. "hrough correct and intelligent repetition, associations become habitual, ne% insights are gained, or different meanings emerge. 8. The teacher can direct and guide learning by managing the amount, kind, and distribution of practice. /ractice is an essential condition of effective learning. )o%ever, practice alone does not produce learning, but pupils do not learn %ithout practice. Our present $no%ledge of ho% pupils learn tell us to use practice as a method of fixing and ma$ing precise or efficient those things %hich other learning procedures have led us to understand. +or example, there is a place for drill in arithmetic and in reading, but is follo%s and should not precede the development of understanding of the processes to be learned. "he teacher can control learning b! presenting practice materials %hich are important in developing the s$ills, habits, and abilities %hich pupils should be learning. "he practice material should be distributed so that these s$ills, habits and abilities are maintained. . "he teacher can direct and guide learning b! providing for continuit! of learning. xperience is continuous in nature. "he individual meets and interprets ne% situations in terms of previous learning. ;. "he teacher can direct and guide learning b! providing suitable educational environment. (earning experience has been defined as the process of interaction of the learner %ith an environment. "he $ind of learning experiences the learner %ill have depends on his previous learning , on his abilities, and on the $ind of environment %hich the school provides for him. <. "he teacher can direct and guide learning b! finding %hat lies bac$ of the learners difficult! so that he can help the child into a better ps!chological climate for learning. "he teacher of the children in their formative !ears of schooling has a most strategic position %ith regard to the subse'uent attitudes of bo! and girl to%ard school and all that goes %ith it. 7hether a child of an! age li$es or hates school, either attitude has much to do %ith his success in learning all along the line. 1=. "he teacher can direct and guide learning b! developing %holesome relationship bet%een himself and pupils. ood relationship bet%een the teacher and the pupils %ill promote a happ! state of mind. (earning comes best %hen the teacher and learner are both in a happ!, satisfied state of mind. 11. "he teacher can direct and guide learning b! providing the opportunit! for transfer of learning. "o teach for transfer, the teacher must identif! and explain the factors %hich are common to different learning situations. "ransfer %ill be facilitated if the subjects are studied concurrentl! %ith one another. "o be able to promote transfer, meanings, relationships, and recurrent factors should be emphasi-ed in teaching and learning. 12. "he teacher can direct and guide learning b! ma$ing the teaching in the classroom ps!chological rather than logical. "his is based on the accepted educational concept that the learner, rather than the subject matter must be made the center of educative process. "his means that onl! $no%ledge, s$ills, habits, abilities, and attitudes that are useful and ver! valuable to the learner must be taught and developed.


13. "he teacher can direct and guide learning b! using %hole, rather than partmethod in memori-ing. (earning b! %hole method derives its greater efficienc! over part method through the learners insight of essential interrelationship of parts. estalt ps!cholog! states that the %hole is more important than the sum of its parts. 14. "he teacher can direct and guide learning b! recogni-ing individual differences %ith respect to social characteristics of the pupils. An! class or grade is a social group and each individual must be treated as a personalit!. "he teacher should bear in mind the fact that the pupils come from homes %hich var! %idel! in environmental influence. "eacher should $no% the social characteristics of each pupil in his class. 15. "he teacher can direct and guide learning b! recogni-ing the problem of individual differences %ith respect to native abilit! in general. All pupils are not mentall! e'ual and should not be expected to accomplish e'ual amounts of %or$. "he individual pupil is not to be lost sight of in the group. 18. "he teacher can direct and guide learning b! selecting activities %hich the pupils believe %orth%hile to them. f the child learns %hat he lives and lives %hat he learns, the school should become a place of rich, allaround living for pupils and teachers. "he aim of the teacher should be to ma$e the living as successful, as efficient, as moral, as integrating, and as intelligent as possible. 1. "he teacher can direct and guide learning b! providing the learner %ith some criteria for indicating specificall! %hat progress he is ma$ing. ?an! pupils are interested in evaluating their success or failure in attaining desired objectives and are motivated b! a $no%ledge of the degree of satisfactor! progress being made.

Types of Teaching Principles

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