- Academically authoritative
- Current in fields of academic expertise
- Hold high expectations of students
- Set high standards for all students
- Student time on task is no less than 50% of class time
- One minute of test prep per 2 minutes of test time
- View test prep as integral to teaching
- Grading includes subjectivity and psychological reinforcement principles
- Classroom behavior control is both fair and humane
- Classroom behavior control approach is consistent, rigorous, and based on individual equity
- Endeavor to be professionally/emotionally involved with students outside of class
- Display interest in students' outside of class lives
- Teaching approach includes providing responsibility and adult type roles
- Goals and standards for student performance is taught in a planned progression
- Treat students as individuals within common frames of reference
- Lead student awareness beyond self and toward the community
- Recognize and reinforce excellence privately and publicly
- Recognize and reinforce notable effort
- Understand psychological reinforcement principles in depth
- Implementation of psychological reinforcement principles is regular component to teaching (p. 147-150).
Given this look back, can we say that any of these principles are dated? Are there any carry-overs that should be carried over or have changes in the educational landscape made any of these principles obsolete?
We look to the future, but a reflection on the past can provide an interesting insight into the challenges we face and the opportunities we may be overlooking.
What would be our list today?