This document outlines the guiding principles for teaching. It discusses that teaching should equip students with knowledge and skills to self-examine problems and find solutions. It also notes that students learn in different ways, such as visually, auditorily, or through hands-on learning. The teacher's objectives, strategies, and assessments should incorporate these different learning styles. The document emphasizes the importance of higher-order thinking skills like critical thinking to help students succeed not just as employees but also entrepreneurs. It supports a constructivist approach where students discover new ideas and the teacher engages them through questioning. Cooperative learning strategies and hands-on activities are recommended. The teacher aims to foster positive relationships with students and an individualized lab environment to promote interest

1. Guiding Principle
Teaching is equipping the learners with the knowledge and skills that, when faced with a range
of situations, will enable them to holistically self examine, diagnose their problems, and
prescribe the appropriate action to alleviate or eradicate those problems.
Students’ learn in a myriad of ways and possess different levels of intelligences. The visual
learner learns by seeing, the auditory learner by hearing, the kinaesthetic learner by touching,
and the read-write learner by reading and writing. Coupled with this is Howard Gardener’s
theory of multiple intelligences: visual-spatial, bodily kinaesthetic, musical, interpersonal,
intrapersonal, linguistic, and logical mathematical. His theory speaks to the reality of how
students differ in their learning abilities and provisions must be made when planning for
instruction.
Having knowledge of their learning abilities, I can facilitate the learning process by teaching to
the way they learn. In planning, my objectives must be specifically tailored to incorporate the
different learners, and the strategies and resources used to enhance teaching and learning must
aid in achieving these objectives. In addition, my assessment must be reflective of the different
learners I am teaching and the expected learning outcome. It is my role to provide the necessary
scaffolding required to propel my students to autonomy.
I expect my students to acquire knowledge of accounting, adhere to the principles that govern its
use, recognize the need for a code of ethics as a professional, become proficient in preparing the
final accounts of a business, and be strategic thinkers when performing any task. I also expect
them to be self-driven, develop an attitude of perseverance and strong will, to be successful in
every aspect of their lives.

2. In developing students to become proficient and strategic learners, I must ensure that I
emphasize higher order thinking. In developing students’ ability to think critically, problem
solve, analyse, and be innovators I would have raised the bar for them to not only be contributors
to industry as employees, but also as providers of employment through entrepreneurship. I am
fully cognizant that my teaching approach is pivotal to my students’ success.
My approach to teaching and learning are in harmony with Bruner and Piaget’s theories of
constructivism. I believe that I must activate students’ prior knowledge to construct new ideas or
concepts. I must allow my students to discover principles by themselves, and engage in dialogue
through Socratic questioning that will allow them to think beyond what is required. I also firmly
believe that my lessons should flow logically so that students are able to build upon what they
have already learnt emphasizing Bruner’s three modes of representation. To achieve this,
cooperative learning strategies – jigsaw, think-pair-share, group investigations to name a few;
role plays, guided discovery, simulations, graphic organizers, manipulative, and the use of games
are required to make teaching and learning in my classroom meaningful (see Appendix A for
supporting evidence).
I am aware that positive student-teacher relationships can have long-lasting important
implications for students’ academic and social development. I foster an environment where my
students are given assistance when needed, rewarded for good work, frequently communicate on
matters that affect them academically, socially, emotionally, physically, and spiritually, showing
appreciation for participation and good behaviour.

3. Ideally, my classroom design would be that of an individualized lab equipped with the resources
that provide for a hands-on approach to teaching and learning. This structure would promote and
develop an interest in learning as it seeks to prepare students’ for the world of work.
It is my conviction that continuous education is paramount to not only my future, but also the
future of my students. I believe that as an educator given the mandate to mould and shape young
minds, I must be fully equipped with the resources and tools needed to guide my learners to the
finish line. In achieving these goals I must continuously reflect, research, apply best practices,
and stay focused, remembering that I have a responsibility to God, my students, myself, society
and by extension the global village who will interact with the being I would have created.