- Please skim through chapter 5 once more after you’ve read it and consider/discuss: Which of the described pedagogical principles are known to you from your own training, which ones are rather new to you?
- Which of the described principles appear easy to implement, which ones are you already applying in the classroom, and how do you do it?
- What appears complicated and problematic among the described principles and their implementation in the classroom; why? What possible solutions do you foresee?
- In what sense have you already been confronted with the fact that your students are used to different pedagogical or didactic concepts from their regular classroom instruction – something that you may not have learned that way in your own training? How did you approach such situations, adjust to a different understanding of the roles of teachers and students, and the importance of independent learning, etc.)?
- Please find, write down and discuss at least three concrete examples from your own practical experience in which one or more of the following principles was applied well: teacher orientation, promotional orientation, competence orientation, new understanding of roles, strengthening of independence, individualization, relevance to everyday life, age appropriateness.
- Which educational style and leadership style do you represent? A rather authoritarian with strict leadership, or a more integrative, democratic style? Specifically, how do you implement and carry out this educational style in your classroom management?
- What are the strengths in your leadership and role behavior that you would like to retain; which competences and strategies in this domain would you like to newly develop?
- Comment on the three articles in the Practice part (5 B): How do the statements and instructional implementations in this section relate to your own experiences?