Nine Principles of Teaching
According to Richard White, the nine principles of teaching are: "theprinciple of vocabulary, principle of innovation, principle of matching, principleof minimum expenditure of energy, principle of variation, principle of balance, principleof maximum opportunity, and the principle of support." (Oser and Patry,1997, 51-60) These principles are controversial, but they are based on the evidenceand the studies conducted by Baird, Bakopanos, Fensham, Gunstone, Mitchel, Slattery,and White. These nine principles are philosophical concepts that are important aspectsin creating an effective form or structure of teaching for an instructor. These principlesare conceptual ways to create and monitor a teacherâs personal teaching process.
The principle of vocabulary states that "the knowledge of terms for processesof learning improves a studentâs rate of acquisition of learning strategies."This means that in order for students to become better learners both they and theirteacher have to realize that it means more than just working or concentrating harder.This principles means that there is recognition of what the problem is that plaguesthe student. A teacher needs to have a working knowledge of the different types ofmemory, linkage, metacognition, concepts, processing, learning strategies, and learningstyles. When students are more aware of the terms associated with the developmentof their learning, then can then work with the teacher to adapt and work on becominga better student.
The principle of innovation states that although a teacher might be content and believethat their style is effective, they must also be willing to try new methods, learnmore about teaching, and experiment with different strategies in their classroom.The two parts of this principle are:
"If methods and styles match exactly then there is no problem; there is thenstagnation in the development of strategies of learning. The students may continueto acquire subject matter, but they will not become better learners. Therefore, inorder for new strategies of learning to develop, teaching style and learning styledonât have to always match." (Oser and Patry, 1997, 54)
These principles look to create a balance between them that will best maintain aneffective classroom. This principle not only seeks to achieve a balance, but alsolooks to find that point at which initial losses are over taken by the gains.
The principle of minimum expenditure of energy in a broad sense is that for bothstudents and teachers to minimize the amount of energy they expend, in economic termsit is maximizing utility and minimizing input. Contained within this principle isthe concept of repeating actions until they become automatic. This can be accomplishedby matching a teaching style to a classroomâs learning style, utilizing the strategiesand available means to create the most efficient classroom. For public schools thisis an important principle to master. With large classrooms, budget constraints, andlegal obligations, teachers need to maximize each students potential, with out short-changingthe other students time and progress.
The principle of variation counteracts the stagnation that can occur with the principleof minimum expenditure of energy. If you continue to do something over and over againit will reach a point in which there is no innovation, and learning has become boringand stagnant. Variation in presentation, activity, and material is essential to maintainteacher and student interest. This in turn maintains good learning, through the usageof high energy.
The principle of balance tries to maintain the classroom variation, and repetition.Teachers need to know their studentsâ limits. How many new procedures can they learn?How often can a task or activity be repeated before students lose interest? Whatis the optimum balance in the classroom? White states this principle as follows:"the principle of balance: the optimum resolution of issues in education issome balance point between extremes- or extreme positions in education are unworkable."(Oser and Patry, 1997, 58) White recommends that in order to find a balance, we mayhave to teach fewer topics. The purpose of teaching is to help students learn. Timeis a constraint and a preoccupation with experimentation hinders a childâs developmentof basic skills and knowledge.
The principle of maximizing opportunity "refers to the conduct of lessons: thepace and style of each lesson must be chosen to give students the maximum opportunityto learn. Carroll (1963) recognized this in his equation that the amount of learningis a function of the ratio between time needed to learn and time available to learn."(Oser and Patry, 1997, 59) It is important for teachers to realize the dynamics ofstudents as a class and as individuals: making sure the material being presentedis not too cumbersome, long, or complex, and that the material is of interest tothe students.
The principle of divergence is using interventions that are effective in increasingthe range of differences in effective learning. The object of intervention is togive the weaker students the same advantages and level of achievement as the strongerstudents. "The principle of divergence is a conclusion that, despite the inequalitiesof birth and fortune that education may be able to counter, education will produceinequalities of its own⦠As soon as you start to teach, some students will learnmore than others, and when they develop learning strategies, they will do so at differentrates, and so some will learn even more." (Oser and Patry, 1997, 60)
The principle of support is based on the concept of the classroom as a macro-society.The teacher becomes the authority, and source of validation. It is crucial that teachersreward not only effort but also achievement. Criticism is damaging to a studentâsdevelopment, and comfort level. Consist support is essential to maintaining a students,interest and level of participation high.
Clickhere for graphic display of educational principles.
