The article "Teaching and Learning" by A S Locket emphasizes the importance of effective teaching practices, particularly in emergency medicine, where educators often play a significant role in both undergraduate and postgraduate education. It highlights that while emergency physicians are traditionally involved in teaching, they should not be assumed to be natural teachers, as proper training in teaching methods is often lacking. The article introduces three activities designed to help readers reflect on their teaching practices and understand the principles of effective teaching. Activity 1 asks readers to consider the objectives of a recent teaching session and the learning approach used (surface or deep). Activity 2 encourages readers to evaluate their recent teaching experiences and identify the learning approach they fostered. Activity 3 prompts readers to map out changes to their teaching sessions to facilitate deep learning. Key principles for good teaching include: 1. **Relating New to Known**: Teaching should build upon existing knowledge. 2. **Encouraging Free Thought**: Promote problem-solving and critical thinking. 3. **Applicability and Relevance**: Ensure the content is relevant to the students. 4. **Good Relationship**: Maintain a supportive and accessible teaching style. 5. **Deep Approach to Learning**: Encourage understanding over memorization. 6. **Encouraging Use of Content**: Help students apply what they learn. 7. **Autonomy and Ownership**: Give students control over their learning. 8. **Real World Context**: Teach in a practical, real-world context. 9. **Addressing Individual Needs**: Tailor teaching to different learning styles. The article concludes by emphasizing the importance of thorough preparation to ensure effective learning, noting that "prior preparation prevents poor performance."The article "Teaching and Learning" by A S Locket emphasizes the importance of effective teaching practices, particularly in emergency medicine, where educators often play a significant role in both undergraduate and postgraduate education. It highlights that while emergency physicians are traditionally involved in teaching, they should not be assumed to be natural teachers, as proper training in teaching methods is often lacking. The article introduces three activities designed to help readers reflect on their teaching practices and understand the principles of effective teaching. Activity 1 asks readers to consider the objectives of a recent teaching session and the learning approach used (surface or deep). Activity 2 encourages readers to evaluate their recent teaching experiences and identify the learning approach they fostered. Activity 3 prompts readers to map out changes to their teaching sessions to facilitate deep learning. Key principles for good teaching include: 1. **Relating New to Known**: Teaching should build upon existing knowledge. 2. **Encouraging Free Thought**: Promote problem-solving and critical thinking. 3. **Applicability and Relevance**: Ensure the content is relevant to the students. 4. **Good Relationship**: Maintain a supportive and accessible teaching style. 5. **Deep Approach to Learning**: Encourage understanding over memorization. 6. **Encouraging Use of Content**: Help students apply what they learn. 7. **Autonomy and Ownership**: Give students control over their learning. 8. **Real World Context**: Teach in a practical, real-world context. 9. **Addressing Individual Needs**: Tailor teaching to different learning styles. The article concludes by emphasizing the importance of thorough preparation to ensure effective learning, noting that "prior preparation prevents poor performance."