G IN N AR le ty s LE e

ed a tM i s er st u l tit b

N IO AT TU SI

k lic C

to

2 /1 3 /1 4

Key Factor in Classroom LEARNING Situation

The TEACHER: (Accdg. to Alicia S. Bustos, Ed. D. and Soccorro C. Espiritu, Ph. D.)
1.

The Teacher as Model The Teacher as Manager of the Classroom The Teacher as Facilitator of Student Learning The Teacher as Evaluator of Student Learning

2.

3.

4.

(Accdg. To Angel S. Recto) In the Classroom 5. Disciplinarian Outside the Classroom 1. Model Citizen 2. Non-partisan in politics

6. Guidance Counselor 7. Curriculum Planner 8. Curriculum Evaluator 9. Researcher . 12 3/ 1 10. Agent of Social Change 4/

13. Supervisor

1.

The Teacher as Model Equipped of desirable patterns of KSAs. The Teacher as Manager of the Classroom As manager of the classroom situation, s/he determines the kind of psycho-social climate that will prevail in the classroom. The Teacher as Facilitator of Student Learning As facilitator of student learning, he utilizes appropriate and effective teaching methods depending on the learning situation that he encounters. The Teacher as Evaluator of Student Learning As evaluator of student learning, S/he utilizes results of evaluation as basis for further learning of the students.

2.

3.

4.

2 /1 3 /1 4

Role of Teacher In the Classroom 5. Disciplinarian - To discipline implies that to ensure that every learner obeys the school rules and regulation by instructing him/her to do so and punishing him/her if s/he does not. 6. Guidance Counselor The teacher guides his students and is always ready to give his advise for the benefit and good of the learners. 7. Curriculum Planner The teacher must be flexible to adapt the given curriculum to the needs of the learner in the locality, community and region. 8. Curriculum Evaluator The teacher should see to it from time to time if the curriculum answers the needs of the learner and the community. 9. Researcher Effective and efficient research is the soul and spirit of an excellent teaching in which the learner captivates the knowledge from his teacher. 10. Agent of Social Change The teacher is the molder and 2 framer of ones mind, habit, values, and tradition. 1

3/ 1 4/

teacher in the classroom

11. Planner The teacher plans the daily activities of his class for a week and posts it in advance so that the learners may know what to do. 12. Organizer The teacher has to organize classroom activities in a way that the learners find it appealing. 13. Supervisor The teacher has the responsibility to supervise the learners aptitude and their activities. He has to treat them individually in order to monitor the needs of every student. 14. Director The teacher directs all classroom activities throughout the year. (S/he enjoys classroom freedom as long as it contributes to the welfare of the students.) 15. Innovator An effective classroom teacher is not fearful and afraid of any educational changes and alterations.
2 /1 3 /1 4

role of THE Teacher Outside the Classroom

11. Model Citizen The teacher is always a teacher wherever he goes. (His life outside the classroom will reflect the kind of educator he is). (Art. II Sec. 3)

12. Non-partisan in politics The Code of Ethics for Professional Teachers defines clearly that the teacher shall not engage in the promotion of any political religious or other partisan interest. (Art. II Sec. 5)

2 /1 3 /1 4

Nature of Motivation and its Relation to Learning

A. THEORIES OF MOTIVATION
1.

Instinct Theory Instincts are inborn and unlearned inclinations that determine behavior. Drive-reduction theory When the instinct theory became pass to explain motivation, two new concepts were developed by some motivation, namely, need and drive. Incentive Theory Incentive refers to some environmental factors either material or non-material . Cognitive Theory Cognitive theory explains the difference between extrinsic and intrinsic motivation.
v.

2.

3.

4.

ExpectancyValue Theory This theory refers to the expectation or prospect an individual has and the value of goal, which he strives for. Intention to succeed and to avoid failures are two stable motives of expectancy-value theory.

2 /1 3 /1 4

Attribution Theory It refers to how an individual makes judgment about his own or others behavior. (When an individual succeeds in his task, he attributes his success to his ability and skillfulness so it might be repeated in the future).
v

Cognitive Dissonance This theory insinuated that people attempt to maintain consistency in their beliefs, behaviors, and attitudes. (In other words, cognitive dissonance, is considered to be an unfavorable state that causes mechanisms to bring cognitions back into a consistent relationship with one another). Self-perception Theory This theory offers that an individual analyzes his own behavior and reflects or assesses why he is motivated to do what he does. (e.g. every individual has to look in to or reflect oneself before doing anything).

5. Arousal Theory
v

James-Lange Theory This theory suggests that an individual perception of emotion depends upon bodily responses a person makes to a specific arousing situation. Cannon-Bard Theory This theory suggests another arousal speculation that when a brain receives information from the senses, it interprets an event as emotional while preparing the body to deal with the new situation.

2 /1 3 /1 4

Schacter-Singer Theory This theory speculates that when an individual experiences anger due to any unpleasant emotional condition, his feeling overpowers him up to the points that he acts unreasonably.

2 /1 3 /1 4

Hierarchy of human needs

2 /1 3 /1 4

1.

Physiological This need is the starting point of other needs for no individual can proceed to other higher needs without satisfying the vital one that includes air, water, food, sleep, and shelter. (Survival is what man needs in this level so that he can proceed to another). Safety The moment an individual satisfied his thirst, hunger, lack of sleep, and necessity for air he yearns for another needs safety, security, and protection. Social: Love and Belongingness This third stage expresses how an individual wishes to marry, have a family, or be a member of any religious or nonsectarian group but it does not mean that when an individual reaches the third level of needs he may no longer retreat from the first or second level. Esteem Maslow has two accounts of esteem needs: lower and higher needs. The lower esteem needs include the need for the respect of others, need for status, fame, glory, recognition, attention, reputation, appreciation, and dignity. Higher esteem needs comprise the need for self-respect that involves selfconfidence, achievement, mastery, independence, and freedom. Self-Actualization This is the highest level of human needs, which involves attaining ones goal.

2.

3.

4.

5.

2 /1 3 /1 4

Communication: A Basic Tool in Learning

A basic tool in learning is communication. Psychologists and teachers are agreed on the fact that students who cannot communicate cannot learn. Therefore, an essential of education, is to develop the communication skills of students; namely, speaking, writing, listening, and reading. The task of developing the communication skills in the classroom is largely the teachers responsibility. Effective communication does not take a one-way channel, but rather a two-way communicative relationship between students and teachers in ascending order of their effectiveness.

2 /1 3 /1 4

Lindgren four patterns of classroom interaction

1. Least Effective The teacher attempts to maintain one-way communication with students in the class.

Teacher

Stud ent

Stud ent

Stud ent

Stud ent

2 /1 3 /1 4

2. More Effective The teacher attempts to develop two-way communication with students in the class.

Teacher

Stud ent

Stud ent

Stud ent

Stud ent

2 /1 3 /1 4

3.

Even more Effective The teacher maintains two-way communication with students and also permits some communication among students on a rather formal basis.

Teacher

Stud ent

Stud ent

Stud ent

Stud ent

2 /1 3 /1 4

4. Most Effective - The teacher becomes a co-participant in the group and encourages two-way communication among all members of the group.

Teacher

Stud ent

Stud ent Stud ent Stud ent

2 /1 3 /1 4

Models of teaching
1.

Expository Method Reporting Panel Discussion Demonstration Micro-Teaching Role Playing, Modeling, Dramatization Simulation, Games Group Work, Discussion

2.

3.

4.

5.

6.

7.

8.

2 /1 3 /1 4

HERBERT THELEN COMMON VIEWS OF TEACHERS ROLES

MODEL 1 (SOCRATES) The teacher sees himself, or behaves much like, the wise old tutor of antiquity, with a reputation based on love of argument, debate, and deliberately provocative statements. The style is highly individualistic and unsystematic. MODEL 2 (THE TOWN-MEETING MANAGER) This teacher is always seeking consensus and cooperation among members of the class. Educators who speak of the importance of the community fall into this category, viewing their classes as communities of independent and equal human beings. He is more of a moderator than an expert. The style is direct participatory democracy.
2 /1 3 /1 4

MODEL 3 (THE MASTER/APPRENTICE) The teacher perceives himself as genuine model for students. The teacher is like an old-fashion preceptor, and the pupil is the apprentice. He is concerned with how the students learn to live. MODEL 4 (THE GENERAL) The teacher lays the law and the expertise and demands obedience. There is no room for any sort of ambiguity, and the teacher has the power to reward or punish. The pupil must do exactly what he is told. MODEL 5 (THE BUSINESS EXECUTIVE) This teacher functions as business executive, operating a company (the classroom) and working out business deals with the employees (the students). An air of efficiency and crispness goes along with this image. Detailed production charts may live the walls of the classroom, and the chief executive can be normally identified by a very tidy desk. This corporate image has become official in the newest classrooms, where thick wall carpeting is now standard equipment. 2 /1 3 /1 4

MODEL 6 (THE COACH) The teacher views his roles as inspirational desire, dedication, and devotion are the hallmarks, the coach is totally devoted to the task . Pupils are like members of the team; each one is insignificant as an individual, but as a group the students can move mountains. The only measure of effectiveness is the outcome, the final score. To the coach winning isnt everything, its the only thing. MODEL 7 (THE TOUR GUIDE) This teacher bears an unmistakable resemblance to a professional guide. He clearly knows the way around, all the facts, all the time - indeed, the teacher seems to be the walking encyclopedia. He also tends to be somewhat reserved, disinterested, and laconic.

2 /1 3 /1 4

Teaching styles
TRADITIONAL STYLE FACILITATING STYLE

2 /1 3 /1 4

LEARNING is a treasure that will follow its owner everywhere.

Chinese Proverb

2 /1 3 /1 4