Principles of Teaching 1 (ProfEd2)

Types of Teaching Principles

1. Starting Principles. These involve the nature of the child, his psychological and physiological
endowments which make education possible. Our native equipments have been called by
various names. The most common terms used are reflexes, instincts, capacities, impulses,
temperaments, and the like. These heredity endowments are the preliminary concern in all
educational endeavor. In the language of Avent, the childs original nature is absolutely
antecedent and initial to all educational activities and results. It is therefore the function of
education to make the best use of these hereditary tendencies to meet human needs, growth
and development. The primary concern of the teacher is not the subject but the child, not
knowledge of specialty, but knowledge of the laws and principles of child growth and
development, like all other natural processes, involve laws and principles.
2. Guiding Principles. These refer to the procedure, methods of instruction, or agglomerations of
techniques by which the pupil and the teacher may work together the accomplishment of the goals or
objectives of education. The method of teaching involves the activities of the teacher and the pupils. It
is the method of learning and not the method of teaching that constitute the real problems of method.
The method is the means of stimulating, directing, guiding, and encouraging individual or class
activities.
The method of teaching involves the application of many laws and principles. True principles of
teaching, then, must explain teaching process. They must show how subject matters are organized
and taught, how teaching results are achieved and evaluated. Improved methods of teaching are
dependent upon increased knowledge of principles to be applied. Principles serve as guiding
philosophy for the selection and operation of teaching and learning activities.

3. Ending Principles. This refer to the educational aims, goals, objectives, outcomes, purposes, or
results of the whole educational scheme to which teaching and learning are directed. These
educational aims or objectives may used as definite, intelligible principles or guidance by those who
seek to educate effectively. By the aims of education we mean the ends toward which the educative
process is moving. The primary requisite of effective learning is a goal or ending point. In teaching
and in learning one must know his goal or objective.
General educational aims may be either philosophical or psychological aims. They are otherwise
known as the ultimate aims of education outlined in our Constitution or the general aims of education
formulated by the National Board of Education. Psychological aims to refer to the growth and
development of the child in terms of knowledge, may be expressed in behavioral terms. In other
words, psychological aims refer to subject-matter aims. They are known also as immediate aims to
education.
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The Elements of Teaching and Learning

I. The Learner
The Nature of the Learner
The learner is an embodied spirit. He is a union of a sentient body and a rational soul. His body experiences
sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual
abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965)
As teachers then, let us care for the embodied spirit-learner. Let us feed his/her body as well as his/her spirit.
Man does not leave by bread alone.
The Fundamental Equipment of the Learner
The learner is equipped with cognitive as well as appetitive faculties. His/her cognitive faculties include his/her
five senses, instinct, imagination, memory, and intellect.
a. Ability
The students native ability dictates the prospects of success in any purposeful activity. It determines their
capacity to understand and assimilate information for their own use and application. As learners they differ in
the way they observe and interpret happenings in their surroundings. Some are more perceptive and
discerning while others are less inquisitive. With such typical reactions and facility to learn, they may be
classified generally into fast, average and slow achievers. Hence, their proficiency in searching for more
knowledge and the motivation in performance skills are contingent in their endowed potential to learn.
b. Aptitude
Aptitude refers to the students innate talent or gift. It indicates a natural capacity to learn certain skills. Some
may exhibit special inclination for the arts such as painting and designing crafts, propensity for music and flair
for dramatics. Talent for mathematics or literature is likewise noticed among a few.
An early recognition of said natural adeptness among students is indeed compelling so as not to waste such
inborn learning. Provisions of a formative environment will be of great help in enabling them to flourish and
grow.
c. Interests
Learners vary in activities that are undertaken due to a strong appeal or attraction. A physically robust student
would go for athletics, while an artistic and stylish student would pursue hobbies that are fascinating. Girls are
strongly attracted to flowering plants and greeneries and their preoccupations revolve around them. Boys go
for hiking and mountain climbing.
Lessons that give them the chance to express their deep feelings for objects or actions will be more meaningful
and easily absorbed. A classroom set-up could offer centers of interest that make their stay pleasant and
enjoyable. Interest clubs organized by different disciplines serve as outlet of spiritual interests shared by the
members.
d. Family and Cultural Background
Students who come from different socioeconomic background manifest a wide range of behavior due to
differences in upbringing practices. Some families allow heir members to express their preferences regarding
self-discipline while others are left to passively follow home regulations. Their participation in classroom
activities are influenced by their home training and experiences, either they become attuned and confident in
their ways or inactive and apathetic.
e. Attitudes
Students have a unique way of thinking and reacting. Confronted with the same situation in the learning
environment each one would react differently depending on their personal characteristics. Attitude refers to and
individuals perspective and disposition.
Some positive attitudes are:

Curiosity

Curious students are at all times eager to learn. They are anxious to know more about an object or event by
endlessly questioning until they get the right information. Childrens attitudes could be positive or negative to a
given stimulus, hence, different interpretations and responses. Inquisitive learners will keep searching for
answers or evidences rather than remain inattentive and disinterested in what is happening in the learning
environment. They observe keenly and use their senses intelligently.
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Responsibility

Responsible students pursue assigned task to completion despite personal constraints. They are accountable
for their actions and decisions. They are answerable for their conduct in the classroom. They can be depended
upon for learning tasks, which are accomplished in an orderly and systematic manner. As such, they assume
duties and obligations voluntarily. Responsible students can easily instill the same trustworthy attitude among
themselves.

Creativity

Students with creative minds are capable of generating own ideas of doing things.
Being imaginative, they can think of new ways of arriving at solutions to their problems. They can innovate
procedures and techniques instead of sticking to antiquated and traditional methodologies. Learning is
achieved through their own inventions and novel revisions, thus producing new and improved products.

Persistence

Persistent students sustain interest in a learning activity not mindful of the extra time and effort being spent.
They pursue the task to completion and never give up when confronted with problems. They develop the
attitude of trying alternative procedures until they obtain satisfactory results. They are driven by a never-ending
search for more knowledge and information.
These five elements make learners different from one another. The differences among the learners become
more accentuated with the integration of children with special needs and children from the indigenous people
(IP) group in the classroom.

II The Teacher
The professional teacher is the licensed professional who possesses dignity and reputation with high moral
values as well as technical and professional competence (Code of Ethics of Professional Teachers).
a. Professional Attributes
Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and
art of his teaching practice
Repertoire of best teaching practice and can use these to instruct children in classrooms and to work with
adults in the school setting
Dispositions and skills to approach all aspects of his work in a reflective, collegial, and problem-solving
manner
View of learning to teach as a lifelong process and dispositions and skills for working towards improving his
own teaching as well as improving schools
Sense of service as badge of the professional teacher. Dedication to the job of teaching is the true essence
of professionalism.

b. Personal Attributes
Passion in teaching is a compelling force that emerges from ones inborn love for children. Passionate
teachers exude spontaneity in ministering to the needs of the students especially those experiencing learning
difficulties.
Humor stands for anything funny, which elicits a smile, laughter or amusing reaction. It is an essential quality
of teachers that serves a number of purposes. It should be wholesome and healthy.
Values and Attitude

Teachers are models of values. Whether conscious of them or not, values are exhibited implicitly and explicitly.
At least the following should be manifested in teachers; open-mindedness; fairness and impartiality; sincerity
and honesty; and professionalism.
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Patience in teaching refers to a teachers uncomplaining nature, self-control and persistence. Patient
teachers can forego momentous frustrations and disappointments. While it is natural to feel irritated and upset
at times, meeting-disquieting situations with cool-headedness is indicative of ones moral strength and
fortitude.
Enthusiasm is synonymous to eagerness and excitement. It is a gift and is contagious and can instantly affect
childrens moods and attitudes. It is an irresistible feeling that intensifies the students momentum to reach a
desired goal. It connects teachers to parents.
Commitment is a solemn promise to perform the duties and responsibilities mandated by the laws and code
of ethics of the profession. It is an unwavering pledge to perform all teaching and learning activities with
consistency and selflessness to the best interest of the students under their care. Committed teachers are
ready to carry on no matter the price.

III The Learning Environment

The learning environment consists of the physical, as well as the psychological environment, that surrounds
the learner and that influences his learning. A physical environment that is clean, orderly, wee-ventilated, well-
lighted, spacious that allow movements, and free from unnecessary distractors is conducive to learning.

According to Pine and Horne (1990), the learning environment that facilitates learning is one which:
Encourages people to be active
Promotes and facilitates the individuals discovery of the personal meaning of

Emphasizes the uniquely personal and subjective nature of learning in which difference is good and desirable.
Consistently recognizes peoples right to make mistakes
Tolerates ambiguity
Encourages openness of self rather than concealment of self
People feel they are respected and accepted
Permits confrontation
The learning environment is a product of the physical, psychological as well as social atmosphere created by
the interaction between teacher and the learners and among the learners themselves.
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THE BASIC PRINCIPLES OF LEARNING

Objectives: At the end of the unit, the participants are expected to:
1. explain each basic principle of learning
2. give the implications of these principles of learning to teaching
3. discuss the role of the teacher in directing and guiding learning
4. give the importance of self-activity
Principles of Learning
The learning of our students is our foremost concern. By knowing some principles on how learning takes place, we
will be guided on how to teach. The concept of new learning may be better understood if explained in terms of
learning principles rather than in a set of laws or fixed methods and procedures. Some of the guiding principles of
learning which are fully well established and quite important in teaching are the following:
1. Learning as an association process. Aristotle considered learning as an association of ideas following the laws of
similarity, contrast, and contiguity. He believed that people learn and remember those things which are alike, which
are striking because of their difference and which occur together in space and time.
2. Learning is an active or dynamic process. The process of learning is primarily controlled by the learner and not by
the teacher. No one directly teaches anyone anything of significance. Learning takes place only through self-activity
according to Froebel. It must be wise to engage the learners especially in an activity that is connected to their life
experiences. It is unwise to impose learning on our students. No amount of imposition can cause student learning. As
a general principle, it can be said that learning is best when it utilizes the theory of self-activity.
3. Learning is a process of integration. Learning is best when integration occurs in the learning process. Integration
is a process which operates in the unifying of separate items into a perceptual whole. Through integration, related
experiences are organized or tied together into bonds of greater meaningfulness. Unless what is being taught has
personal meaning for the individual, he will shut it out from his field of perception. People forget most of the content
taught to them and retain only the content which they use in their work or content which is relevant to them
personally.
4. Learning is a process of growth and not apart from development. This principle is based on the philosophy of John
Dewey, that education is growth, and on Gestalts theory, that learning is a process of development. Learning is one
kind of growth which involves progressive improvement in behavior and which results from experience and
maturation. Growth is a product of the interaction of the organism with its environment. The child grows as a whole,
as a unified organism, as an individual in a world of things, people, and ideas. Education and learning are aspects of
growth in physique, mentally, emotional control, and social personality.
5. Learning is goal-seeking or purposeful. Purpose or goal is essential to all effective learning. Goal-seeking is one
of the dynamic factors in learning. Real learning takes place only when the learning situation fills a need to satisfy a
purpose of the learner and goals that constantly give direction and destination to the learning activity. When the
learner has a knowledge and understanding of the goals to be achieved, he will know how to direct his energies and
attention to realize them. Goals which are clearly stated and defined improve both efficiency and motivation.
Learning to be effective, must be related to wants, needs, interest and desires.
6. Learning is creative. Creativeness is defined as the ability to express oneself through writing, the arts and crafts,
music, or other media of expression. Under this concept all children are endowed with creative ability to some
degree, and this potential is capable of development through learning experiences favorable to creative expression as
a desirable aim of education, and strives to guide children into learning situations which will stimulate creative
thinking and doing. Learning is effective when the child is free to create his own responses to the situation he faces.
This creativeness is a characteristic of all human learning regardless of the inherited capacity of the individual. An
individual facing a life situation is the primary unit in the learning process. When the individual is free to make his
own originality, then and only then will creativeness be possible.
7. Learning is a process of discovering and exploring. Learning achieves effective results by a process of exploration
and discovery. It starts with the desire to reach a solution to a problem at hand. It proceeds by an experimental,
intelligible, varied attack in the endeavor to achieve the wish for a solution. In other words, learning is an affair of
discovering and seeing the point that one wants to discover and see. It must be remembered that learning is not
caused by brute repetition. Experiments have shown that the degree of learning achieved has surprisingly little
relationship to the number of repetition. A great deal of repetition of facts learned goes without producing any
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learning at all. The best learning anyone ever does is accomplished by exploration and discovery under the urge of
strong desire or will to learn. Learning depends on will. Halfhearted learning, or learning without push, can never
yield authentic results. It has been shown experimentally that aroused will to learn has a transforming effect on
learning.
8. Learning is understanding. The goal of effective purposeful and functional learning is well aided by meaning and
understanding derived from experience. To experience is to attach meaning. All effective learning culminates in
some kind of insight or understanding. The meaning attached to any situation comes from experience related to it.
This principle calls for the use of pupils past, experience or background in learning. All earning should go on in
meaningful situations and should point toward results in terms of understanding and clarification of meaning. The
business of effective teaching is to organize learning situations and classroom activities in which learning will be as
meaningful as possible.
9. Learning is a social process, integrating self with environment. Learning is best when it is made a social process,
integrating self with environment. The true principle of learning can be evolved from an analysis of the meaningful
relation of the learner and the materials of learning to the situation in which learning usually occurs. Effective
learning requires a rich environment, replete with experiences. The child needs play, constructive manual activities,
aesthetic activities and social activities, including the study of social life in all its aspects. Effective education
furnishes the controlled environment for favorable growth and development. Environment influences the extent to
which potential is realized.
10. Learning is transferable. Good learning transfers. Transfer depends on identical elements that are comprehended;
that is, upon meaning. The deeper and more comprehensive the meaning is, greater also is the transfer of learning.
Rich meaningful learning transfers by its own momentum. Teaching for transfer must be concerned with the kind of
responses desired and the areas of living in which their use is anticipated. This principle states that the teaching
effectiveness is improved by selecting learning experiences similar to life situation in which learning takes place.
The rules of transferability apply to making learning functional in life as well as making it functional in the out-of-
school life. The nearer school life is to real life the more surely will the good reaction transfer to life. Transfer is
always the hope and invention of learning.
11. Learning depends on context. The effectiveness of learning depends largely on it context. The context of learning
is the setting of learning materials in which it goes on. The right setting of materials is of vital importance for good
learning. A good context for learning must be one with which the learner dynamically and strongly interacts. It must
engage his interest, his will, and his active purpose. Studies have shown that an aroused will to learn has a
transforming effect on learning. In other words, learning depends on will. The acquisition of a concept requires a
context of actual concrete experience. The real point of concrete experience is when it gives the learner something to
work and experience with, something that can command his will and energy, and still keep his processes under
control.
12. Learning is a cooperative process. An individual learns best when he can share cooperatively in the selection,
organization, and management of the learning experiences with his classmates under the guidance of the teacher.
Children of all ages welcome the opportunity to share in the selection, organization, and management of their own
learning, or living. Pupils in the elementary grades and students in secondary schools take keen delight in planning
with the teacher what they will do from day to day. All schools which are sensitive to the needs of their pupils or
students promote to the fullest this condition of good learning. The ability to manage ones affairs intelligently is
important for everyone, young or old. It is a condition of good learning that pupils or students be given more
opportunity in planning and organizing their own school programs under the direction and guidance of the teacher.
In this way they will learn the meaning and values of cooperative interaction between groups.
13. Learning is conditioned by the personality of the teacher. An individual learns best with the sympathetic teacher
who knows and understands him as a growing personality. Pupils or students like to be with the teacher who helps
them. They are ill at ease with a teacher who is harsh, critical, overbearing, unfair, and inconsiderate of their point of
view or desires. This desire for sympathetic love and understanding is one of the most outstanding characteristics of
all children. Barely can this be satisfied in a school where the teacher expects the pupils to adjust to her and her
needs. It is usually found in a school where the teachers are willing to adjust their behavior cooperatively to the
interests and needs of the children. This lessens the tensions and repressions which produce the so-called problem
children.
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14. Learning is a Process of change. Learning is the heart of the educational enterprise. Learning is more important
than attractive school buildings, administrative, policies, integrated curricula, or even a happy teaching staff. The
school may provide the facilities but after all, it is the pupils who will do the learning. Unless they learn, the plant,
program and personnel of the educational system have failed, and amount only to sounding brass, or a tinkling
cymbal. The essential purpose of the school is to promote learning. Granting that learning is central to the educative
process, it is nonetheless difficult to say just what teaching is. There is remarkable agreement upon the definition of
learning as being reflected in a change in behavior as the result of experience. But we do need to know the
conditions under which learning occurs, and the best means of maximizing desirable learning.
Finally the principles of learning herein described apply to all individuals at all age levels, infants, youths, and
adults. The principles and processes are the same for everyone. The amount and quality varies among individuals at
anytime and with an individual at certain periods of his development due to many circumstances.
Self-Activity, the Basis of All Learning
When we say that the pupil should be active in the learning process, we mean that there should be a large degree of
involvement of the childs total personality. Greater pupil activity may be accomplished by pupil participation in
planning the curriculum or the unit to be learned. Discussion and conversational methods are means of implementing
pupil activity. The experience unit is increasingly being used to all meaningfulness and activity to learning. Whether
the teacher adopts the unit-approach or subject-matter approach, he can expand pupil activity through field trips,
excursions, and visit to courts or business and industries. Projects which involve construction have been formed to
make pupils more active.
Learning at its best is the process of discovering by ones self. It is an active and a continuous process. Learning
proceeds rapidly in direct proportion to active participation. The teacher plays an important part in the educative
process by furnishing the conditions that stimulate the desired physical, mental and social and emotional
experiences. His problem is to determine the different activities essential to the attainment of the goals or objectives
of the classroom experiences and then to supply the conditions best adapted to bringing about the desired self-
activity on the part of the pupils. It is important that such learning situations should provide for individual
differences and the teacher should also take into consideration the associate and concomitant outcomes likely to
result also from the classroom activities.
Self-activity, in the sense of ability to educate oneself, should be one objective of all teaching. Self-activity must be
made a definite objective, and the pupil, under proper guidance, must be given experience in using the means that
make self-education possible. In order to develop independent ability to learn, self-intellectual interests which make
further enrichment of intellectual life a dynamic want. Extreme coercion is antagonistic to the development of
interest as well as independent ability. Independent ability is only realized when it is made a special objective, when
pupils are gradually thrown upon their own responsibility and guided in their efforts to utilize fruitful technique. In
every method, then, provision should be made for giving as full play to the pupils self-activity as his ability and
attitude will justify. Self-activity is not a particular method and it should be a definite objective of all teaching
methods.

The Role of the Teacher in Directing and Guiding Learning

In directing and guiding learning, the following suggestions should be taken into consideration:
1. The teacher can direct and guide learning by determining the kind of experiences which pupils are to have. What
experiences teachers should provide for pupils cannot be determined without considering the pupils needs and the
end-product, the nature of the pupil at the time as well as the educational objectives to be attained. But the only
control the teacher has over product is through experience. The teacher can never impose the product directly. It is
the pupil, not the teacher, who is the active learner.
2. The teacher can direct and guide learning, and consequently improve it by encouraging pupils to develop a
method of attack in learning situations and to develop skills and attitudes that are often first steps in the attainment
of certain end-products. The arithmetic teacher leads the pupils in a process of discovering number relations which
become tools in new learning. The science teacher must lead his pupils to develop the ability to reach science
materials. The shop teacher stresses skill in reading blue-prints. All of these illustrations emphasize the point that the
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teacher should anticipate the learning of one kind of product at a later fate by providing earlier, an appropriate
process.
3. The teacher can direct and guide learning by providing opportunity for self-activity. It is generally accepted that
learning takes place only through self-activity. In other words, a child learns to do a thing by doing that thing, or he
learns what he experiences. A child cannot learn to read by listening or watching others read. He has to read in order
to learn. This principle demands not activity along but in all-sided activity of the whole self. Learning activity can be
made more effective if the teacher would trust the individual as an intelligent, purposing organism by insight gained
through self-activity.
4. The teacher can direct and guide learning by using motivation. This involves both managing the initial want or
need or other conditions of learning which prompt the learner to become active in manipulating the goals, incentives,
and objects which he desires to attain in order to satisfy the initial want or need. A student is motivated to learn if he
is satisfying a need through the learning process or if he sees a connection between his needs and the learning task.
Since learning is an active process, it needs to be motivated and guided toward desirable ends. Learning must be
directed by goals since the development of goals is one of the important aspects of the direction of learning. It is
important for the teacher to get the learner into a state of readiness, for it increases vigor and wholeheartedness in
learning. Theoretically, it is quite clear the leaning will not occur in the absence of a motive or purpose.
5. The teacher can direct and guide learning by being skillful in creating classroom experiences which provide
optimum opportunity for practice. The pupils should be provided with abundant opportunity to use skills, habits, and
abilities they have developed. Much that is learned is soon forgotten if it is not practiced or used. Many learning
outcomes are achieved as a result of practice, drills, review, or re-experiencing. Through correct and intelligent
repetition, associations become habitual, new insights are gained, or different meanings emerge.
6. The teacher can direct and guide learning by managing the amount, kind, and distribution of practice. Practice is
an essential condition of effective learning. However, practice alone does not produce learning, but pupils do not
learn without practice. Our present knowledge of how pupils learn tell us to use practice as a method of fixing and
making precise or efficient those things which other learning procedures have led us to understand. For example,
there is a place for drill in arithmetic and in reading, but is follows and should not precede the development of
understanding of the processes to be learned. The teacher can control learning by presenting practice materials which
are important in developing the skills, habits, and abilities which pupils should be learning. The practice material
should be distributed so that these skills, habits and abilities are maintained.
7. The teacher can direct and guide learning by providing for continuity of learning. Experience is continuous in
nature. The individual meets and interprets new situations in terms of previous learning.
8. The teacher can direct and guide learning by providing suitable educational environment. Learning experience has
been defined as the process of interaction of the learner with an environment. The kind of learning experiences the
learner will have depends on his previous learning , on his abilities, and on the kind of environment which the school
provides for him.
9. The teacher can direct and guide learning by finding what lies back of the learners difficulty so that he can help
the child into a better psychological climate for learning. The teacher of the children in their formative years of
schooling has a most strategic position with regard to the subsequent attitudes of boy and girl toward school and all
that goes with it. Whether a child of any age likes or hates school, either attitude has much to do with his success in
learning all along the line.
10. The teacher can direct and guide learning by developing wholesome relationship between himself and pupils.
Good relationship between the teacher and the pupils will promote a happy state of mind. Learning comes best when
the teacher and learner are both in a happy, satisfied state of mind.
11. The teacher can direct and guide learning by providing the opportunity for transfer of learning. To teach for
transfer, the teacher must identify and explain the factors which are common to different learning situations. Transfer
will be facilitated if the subjects are studied concurrently with one another. To be able to promote transfer, meanings,
relationships, and recurrent factors should be emphasized in teaching and learning.
12. The teacher can direct and guide learning by making the teaching in the classroom psychological rather than
logical. This is based on the accepted educational concept that the learner, rather than the subject matter must be
made the center of educative process. This means that only knowledge, skills, habits, abilities, and attitudes that are
useful and very valuable to the learner must be taught and developed.
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13. The teacher can direct and guide learning by using whole, rather than part-method in memorizing. Learning by
whole method derives its greater efficiency over part method through the learners insight of essential
interrelationship of parts. Gestalt psychology states that the whole is more important than the sum of its parts.
14. The teacher can direct and guide learning by recognizing individual differences with respect to social
characteristics of the pupils. Any class or grade is a social group and each individual must be treated as a personality.
The teacher should bear in mind the fact that the pupils come from homes which vary widely in environmental
influence. Teacher should know the social characteristics of each pupil in his class.
15. The teacher can direct and guide learning by recognizing the problem of individual differences with respect to
native ability in general. All pupils are not mentally equal and should not be expected to accomplish equal amounts
of work. The individual pupil is not to be lost sight of in the group.
16. The teacher can direct and guide learning by selecting activities which the pupils believe worthwhile to them. If
the child learns what he lives and lives what he learns, the school should become a place of rich, all-around living for
pupils and teachers. The aim of the teacher should be to make the living as successful, as efficient, as moral, as
integrating, and as intelligent as possible.
17. The teacher can direct and guide learning by providing the learner with some criteria for indicating specifically
what progress he is making. Many pupils are interested in evaluating their success or failure in attaining desired
objectives and are motivated by a knowledge of the degree of satisfactory progress being made.