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I have always advocated for implementing a lot of team-based assignments. Many kids do not want to work together unless it is with friends, and making them work with new people is good for their social development and teamwork skills. This is especially true at the middle school level where development of skills is far more important than content.

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one of the principles that is important is giving students confidence in themselves. when it comes to expressing their issues or reading out loud. i want the students to believe in themselves.

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One principle that has guided me is to give students the opportunities they need to be able to express themselves. To have a great relationship with students so that they feel comfortable enough to learn. I can do this by giving them a safe space in my classroom, encouraging them to speak their mind, and taking the time to learn about my students.

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I would similarly treat my students the way I want to be treated - Admitting Mistakes Version

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I would similarly treat my students the way I want to be treated - Admitting Mistakes Version

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It can be difficult to do some times, but I think it's extremely important to admit when you make a mistake. When I assume something with students & it turns out I made the wrong assumption, I make sure to apologize, stating what i did wrong & that I will correct myself. This builds better trust between students & myself & models the kind of behavior students need to properly interact with the world.

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Every student has something to contribute. 

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Every student has something to contribute. 

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Regardless of whether they have something that's right, wrong, or only partially related, every student has something to contribute to a classroom. Even their personality and restating what someone else said in new words is an important contribution.

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Instilling trust in students to complete their work and that are capable of getting it don and not "babying" them.  Encourages them to take ownership of their work and work ethic.

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No matter what other teachers say about a student, I want them, in my classroom, to know that it does not effect how I view them. My classroom is a safe space for students, and I am going to build a relationship with them based on who they are and how they act in my room.

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I really want to ask students to share their opinions whenever possible; we must teach them to be free thinkers and allow them the space to express their thoughts and feelings. I would like to make classroom rules with them, do quarterly surveys about what they enjoy/do not enjoy, etc.

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If you want something out of a child, acuse them of it first.

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If you want something out of a child, acuse them of it first.

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If I can get my students to believe that they are capable of producing mastery-level work, then they will be more willing to put forth effort into producing it. Destroy the narrative that students are "good" or "bad" and give every student a fresh start at the beginning of every day.

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Teach students that they are responsible for their own educational journey

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Teach students that they are responsible for their own educational journey

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What I tend to say to my students is "I will give you every opportunity to succeed in the class it is up to you to take it." I have always liked teachers giving me the freedom to be able to improve my grade and advocate for myself. It allowed me to have more control and become more invested in what I was learning.

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I feel very strongly about transparency and communication within the classroom. Sometimes the teacher is making the best decision they can and students do not agree. Having the ability to be transparent and share with your students what has led you to this decision might not change if your students agree but they might be more inclined to follow along and hear you out.

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a principle that I look to is that students look at their teachers as a support system. A lot of the students I will have do not always have the best support systems at home and as a teacher I am not only an educator but I need to be someone they can look to for help or advice when they need it.

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That I will always try to be helpful in what I do

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That I will always try to be helpful in what I do

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As a teacher, and in general, I want to try to help others when I can. I will not just give students answers but I think guiding them to what they need can be critical in their success and in creating a welcoming classroom. I also want to make sure every action I take is beneficial in some way.

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One principle that has guided me is to try to give the students confidence in themselves that I have in them. Some students typically give up easily instead of problem solving and looking for a solution. In addition, I have found that a lot of my students are intelligent in the content but do not believe that they are and their work reflects it.

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I will ensure that I have the same relationship with each student.

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I will ensure that I have the same relationship with each student.

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It is important that I remember that they are my students and not my friends and as much as I want them to like me, they must respect me and view me as their teacher. We must have an understanding of our roles me as teacher, them as students and respect each other's roles.

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Encourage students to be as independent as possible

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Encourage students to be as independent as possible

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If hand over hand is what my students need to participate that is fine, but I want my students to reach their full potential by doing work as independently as possible. This will lead to them being able to do some things on their own when they are adults.

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One principle that has guided me is "competence is the least dangerous assumption you can make." In special education, if you assume a student CAN do something rather than they can NOT do something, you are giving them the opportunity to show what they can do, not what you THINK they can do.

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Tell us about a principle of teaching you would like to guide your practices...

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Tell us about a principle of teaching you would like to guide your practices...

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Depending on the MLL's vocabulary development, teaching the word parts can be helpful.

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Depending on the MLL's vocabulary development, teaching the word parts can be helpful.

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Practices:

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Pre-instruction of vocabulary words is particularly helpful for MLL's

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Pre-instruction of vocabulary words is particularly helpful for MLL's

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Practices:

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One principle of effective vocabulary learning is to provide multiple exposures (seeing/using/viewing/applying the word MULTIPLE TIMES) to a word’s meaning - not just multiple representations

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One principle of effective vocabulary learning is to provide multiple exposures (seeing/using/viewing/applying the word MULTIPLE TIMES) to a word’s meaning - not just multiple representations

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Practices:

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Students learn new words better when their language, culture, and experiences are honored and linked to what they are learning.

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Students learn new words better when their language, culture, and experiences are honored and linked to what they are learning.

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Practices:

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Helping MLL's (depending on their home language) see cognates helps them understand the words.

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Helping MLL's (depending on their home language) see cognates helps them understand the words.

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Practices:

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Academic language needs to be explicitly taught. MLL's need to have every day use of certain words distinguished from academic use of the words.

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Academic language needs to be explicitly taught. MLL's need to have every day use of certain words distinguished from academic use of the words.

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Practices:

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Students need to know the purpose for a learning activity in words and representations that are meaningful to them.

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Students need to know the purpose for a learning activity in words and representations that are meaningful to them.

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Practices:

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Knowing where your students are in vocabulary development helps you determine what words to focus on...

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Knowing where your students are in vocabulary development helps you determine what words to focus on...

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Practices:

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MLL's benefit from multiple modalities of instruction and expression.

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MLL's benefit from multiple modalities of instruction and expression.

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Practices

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Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning.

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Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning.

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Practices:

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Introduce new words without relying on the definition. The definition is only helpful if students have some familiarity with the word.

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Introduce new words without relying on the definition. The definition is only helpful if students have some familiarity with the word.

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Practices:

1. Comparison (it is like____, but different because______)

2. Real-life examples

3. Graphic version (drawings, pictures, representations)

4. Acting it out

5. Synonyms for the word

6. Antonyms (if there are any)

7. Classification (what semantic group does it belong to, like tools or ways of talking)

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John Dewey’s Four Principles of Education

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John Dewey’s Four Principles of Education

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American Psychological Association - 20 principles of teaching and learning

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American Psychological Association - 20 principles of teaching and learning

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Principles from psychology to enhance pre-K to 12 teaching and learning.

Psychological science has much to contribute to enhancing teaching and learning in the everyday classroom by providing key insights on:

Effective instruction.

Classroom environments that promote learning.

Appropriate use of assessment-including data, tests, measurement, and research methods that inform practice.

We present here the most important principles from psychology-the Top 20-that would be of greatest use in the context of pre-K to 12 classroom teaching and learning. We encourage consideration and practice of the Top 20 throughout all teacher preparation programs to ensure a solid foundation of psychological knowledge in pre-K to 12 instruction.

Download the Full Report

The Top 20 are categorized into five areas of psychological functioning:

1. Thinking and learning: How do students think and learn?

2. Motivation: What motivates students?

3. Social-emotional learning: Why are social context, interpersonal relations, and emotional well-being important to student learning?

4. Classroom management: How can classroom behavior best be managed?

5. Assessment: How can teachers effectively assess student progress?

Contact Education

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Top 20 Principles for Pre-K to 12 Education

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Key insights from psychology on effective instruction; classroom environments that promote learning; and appropriate use of assessment - including data, tests, measurement and research methods that inform practice.

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Design Principle: Less is more versus Less is Bore? 

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Design Principle: Less is more versus Less is Bore? 

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Depends on the designer!

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Companies establish guiding principles to shape the culture of their work environment and ensure that their employees understand what moral behavior they expect.

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Companies establish guiding principles to shape the culture of their work environment and ensure that their employees understand what moral behavior they expect.

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EXAMPLE: Emphasize quality

https://www.indeed.com/career-advice/career-development/guiding-principles-examples

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My Example: I will treat my students in the same why I would want to be treated. 

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My Example: I will treat my students in the same why I would want to be treated. 

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I learned the opposite by examples of others. Though yelling at students and being sarcastic with students worked for some, it really was not effective with me. I had to learn what PRACTICES would support my above PRINCIPLE.

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Also, though we aren't going in this direction: 

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Also, though we aren't going in this direction: 

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A general scientific theorem or law that has numerous special applications across a wide field

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OFFICIAL DEFINITION: a rule or belief governing one's personal behavior

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OFFICIAL DEFINITION: a rule or belief governing one's personal behavior