教师的共同教学目标是大纲和应试。在以和平为导向的教育学中，关注的焦点不只是概念的保留，文本的记忆，或是实现个人目标和卓越，而是要学会相互反思、分享、关心和合作。每一个主题/课程都有和平隐藏的成分，需要从积极和人文的角度与有目的的计划进行沟通。教学方法应是创造性的，以儿童为中心，主要是经验和参与性。在各个学科领域的学生采用和平解决分歧和冲突，避免暴力手段的重要性的教学大纲提供了充足的空间；教师要充分利用这一优势。教学应激发积极的情感，培养积极的经验，有助于达到自我认识，鼓励开放的查询提出问题，探索和发现和建构价值观的理解，并提供了一个机会，运用知识价值观的学生已经学会了。诸如提问、故事、趣闻、游戏、实验、讨论、对话、价值澄清、例子、类比、隐喻、角色扮演和模拟等策略有助于促进教学的和平。在所有这一切中，最突出的是教师在促进和平文化的教育中扮演的关键角色。学习必须以学生为本这一事实并不矛盾。只有教师促进学习，学生才能成为学生。对于教育的和平，很大程度上取决于教师的和平动机，特别是在综合的方法。教师要警惕和平机会和挪用他们在课程方面作为一个整体创意。
新西兰人权学代写论文:教学目标
The common pedagogic goal for teachers is syllabus and examination oriented. In peace-oriented pedagogy, the focus is not merely on retention of concepts, memorization of texts, or achieving individual goals and excellence but on learning to reflect, share, care, and collaborate with each other. Every topic/lesson has peace- hidden components, which need to be communicated with purposeful planning from a positive and humanistic perspective. The methods of teaching should be creative, child-centered, mostly experiential, and participatory. There is ample scope in the syllabi of various subject areas for teaching students the importance of adopting peaceful means of resolving disagreements and conflicts and avoiding violence; and teachers need to take full advantage of this.Teaching should stimulate positive feelings and foster positive experiences, help in arriving at an understanding of the self, encourage openness to inquiry by raising questions, exploring, and discovering and constructing an understanding of values, and provide an opportunity for applying the knowledge of values the student has learnt. Strategies like questions, stories, anecdotes, games, experiments, discussions, dialogues, value clarification, examples, analogies, metaphors, role-play, and simulation are helpful in promoting peace through teaching-learning. In all of this, what stands out is the crucial role that the teacher plays in an approach to education that promotes a culture of peace. The fact that learning has to necessarily be pupil-oriented does not contradict this. Learning can be pupil-oriented only if the teacher facilitates it. For education for peace, a great deal depends on the peace-motivation of teachers, especially in the integrated approach. The teacher has to be alert to peace opportunities and creative in appropriating them in respect of the curriculum as a whole.
