TEACHER

The teacher occupies the highest position in society since time immemorial- as a

transmitter of knowledge, wisdom, and values from one generation to the next.

Ancient civilizations considered the teacher as somebody who is associated with

the divine. Full respect and proper reverence and reserved, most of the time, to

the model of truth and transparency. Teachers from the remote past acquired

their knowledge from different human experiences, ordinary and extraordinary

natural phenomena, rise and fall of the empires, philosophies of different ages

through oral tradition and written accounts, and so on. In the east, Confucius is

considered as the great ethical teacher during imperial period. The Sophists in

the Greek culture were highly acclaimed as the teachers who received payments

from instruction. In the Philippines, prior to the establishment of learning

institutions for the teaching profession, the parents and the elders at home acted

as teachers of their children through instruction and examples. Likewise, the

priests and other, words, the teacher is a role model in both words and actions.

The term teach is derived from the Old English taecan, which means " to show".

Apparently, the teacher is someone who imparts information and knowledge or

shows learner how to do something. Teaching, thus, is a systematic presentation

of facts, ideas, skills, and techniques to students by the teacher.

1. THE TEACHING PROFESSION

The teaching profession is an occupation that requires extensive education or

special training to become highly competent in the field of instruction and

learning. There are some points for the teachers to serve as "guides" or "mirror"

kin order that this chosen career would be productive and efficient.

1.1 Awareness of profession

A teacher's awareness of profession implies that his teaching profession compels

thorough preparations, both mind and body, which has no limit as far as learning

is concerned. One should know that the knowledge of the teacher must be
superb to the students and not vice -versa. No student is greater than his

teacher, as the old saying goes. The teaching profession can never be

considered as dead-end career for those who failed and were rejected from non-

teacher education courses. The Parental advise like “Anak, mag education ka

nalang dahil mahina ang ulo mo para sa ibang kurso" ruins reduces to rubble the

dignity and honor of such top most profession, a teaching career requires a lot of

reading, researches, studies, experiments, seminars, and symposia as

preparation before imparting any knowledge and skill. The good quality of

teaching profession entails, moreover, above average intelligence, emotional and

psychological maturity, assiduity in research and study, and morally remunerated

by the school. Fewer budgets that affect the salary of the teachers may shake

the educational preparation of the nation.

1.2 Separation of teaching job from personal life

The teacher must be mature enough to separate his teaching career from his

personal life that consists of domestic matters, financial concerns, and

uncontrollable passion like anger, lust, favouritisms, and vengeance. When the

personal life of the teacher dominates him inside the classroom or school

campus and prevails over his noble teaching career, the transfer of learning

would be affected and the students would gain poor knowledge. Someone who is

engaged in teaching should be strict in observing his domestic and social

schedule. The teacher must treat all his students equally and charitably as far as

learning is concerned even if one of the students is his enemy's child. However,

such separation of teaching career from personal life does not necessarily mean

that what the teacher taught inside the classroom (e.g., values education)

confines not only to his students but to himself as well. The teacher is the model

of his words and doctrines. Instruction is baseless and meaningless if the teacher

fails to practice what he teaches.

1.3 Frustration

Every individual encounters and experiences frustration in life. The teacher may

be frustrated in teaching or dealing with other teachers in one way or another for

several reasons. Frustration occurs when an individual teacher does not meet

what he expects from his students, co-teachers, or school officials. Probably, the

teacher needs extra training and additional to enrich his knowledge and

techniques in teaching, or he has to teach himself to accept the reality that he

belongs to a community of teachers or faculty who possess different views,

philosophies, life patterns, values, judgements, and biases. A matured teacher

must overcome his frustration in order to maintain his personal homeostasis or

self-balance. frustration is associated with poor educational preparation

especially when the teacher is working in the midst of high calibre instructors who

studies from different colleges and universities around the world. but it must end

up to that. One has to take challenge in one way or another to attune himself to

be one of them. Self-pity, destructive rumours, professional jealousy,

uncharitable chitchat have no space for a good teacher who upholds morality. In

order to avoid any frustration in his teaching career, the teacher needs to

evaluate himself to know fully what expertise he has and consequently develop it

at his own innovation and invention. Every teacher possesses a special gift and

expertise that needs discovery and development to make his career more

profound and meaningful.

1.4 Constant Self-Evaluation

A matured teacher has to face fearlessly the status of his profession. He should

know how to pause or stop momentarily to evaluate his teaching career before

going to the finish line. The knowledge acquired by the students would reflect

that of the teacher who imparts it. Poor knowledge gained by the students, most

often than not, shows vividly what the teacher has taught. If the teacher is

exceptional in talking in front of the class, he must be admirable in keeping

solitude fleetingly in the presence of God to reflect how constructive or

destructive and effective (ineffective) his words and actions to his pupils and co-

teachers, who believe in God, because they considered their career as a call

from the Divine Being, always accompany self-evaluation with prayer.

2. Preparations of Teachers

Nobody could teach and instruct in any formal school without undergoing

sufficient and painful preparation for a great task-teaching. Any candidate for

teacher education who is languid to read books, lethargic in doing research, and

lousy may not be a good teacher and model for his students in the future.

21. Physical

Any individual who prefers to be a teacher must Physically fit. Body fitness

implies balance diet, constant physical exercise, endurance to hard work, and

good grooming. The physique of the teacher in front of his students speaks

silently in several ways with various meanings. Several elementary and high

school students, for instance, coined their teacher with another name based on

his physical appearance like kuba, pandak, galis, and other funny identities.

Some teachers may be inspirational or laughing stock to the learners. Good

grooming artistic selection of fabrics, and accessories count.

2.2 Intellectual

The teacher must be knowledgeable enough regarding his field or subject matter.

Students easily admire teacher who is an academic expert, talented, well versed

in various language, and transparent in terms of learning transfer. In, some

classroom settings, there are students who praise their teacher if the latter knows

very well the subject matter and laugh if he "fools around" the learners. Teaching

is not just uttering meaningless words, threatening the learners through endless

random recitations, praying and making sermon for the whole period (especially

when the subject matter has nothing to do with religion, theology or catechism),

persuading the students to buy goods or raffle tickets from the teachers, or telling
stories concerning personal experiences or escapades of the latter. An

intellectual transmitter of knowledge is always preoccupied with research,

innovation and constant preparation for the benefits of his students. He has no

time to entertain and engage in gossip that destroys' others' reputations.

2.3 Emotional

Emotion must be guided by reason all the time especially when an individual is

engaged in teaching profession. Passion cannot be mixed with rationality when it

comes to guiding and disciplining the learner. The tone of voice, facial

expression, and command of the teacher has to be in coherence with one

another in order to avoid confusion, between seriousness and trivialness, on the

part of the learner. Leniency should be applied according to the needs and level

of every learner.

2.4 Moral

Moral preparation for every candidate for teaching profession is a must and

obligatory. The teacher is a model of morality and ethics to his students. The

concepts of good or and right or wrong have to be religiously observed according

to its moral standard. The teacher possesses no rights to deviate good acts, for

his personal interest, into evil deed in front of his students. One should not forget

that the teacher is building moral people that will do the will of God. Truthfulness

and transparency are guiding principles of an individual who professed to be the

transmitter of knowledge. If the observance of moral norms in everyday life failed,

the teaching profession would come to nothing.

2.5 Spiritual

Nobody could deny that Filipino people believe in the Supreme being. It implies

that every individual possesses soul and spirit aside from his earthly body, as the

basic religious doctrines put it. In other words, one has to care for his soul and

spirit through continuous communication and relationship with God through

prayer and worship. Thus, the teacher, being a living example to the learners,
must reserve a special moment(everyday) to keep silent, be absorbed in prayer,

and feel the divine presence. God conveys his message spiritually in silent hours

when an individual enthrals in prayer. An individual who passes a day without

praying is like tree, which receives no water, air, and sunlight. It withers sooner or

later.

3. The Roles and Functions of Teachers

Everyone has specific role to perform in life but the role of the teacher is

extraordinary and full of responsibilities because he shapes and forms the

learner's mind, body, heart, and spirit for him to become the mover and

manipulator of the nation in the near future.

31. Disciplinarian

To discipline implies to ensure that every learner obeys the school rules and

regulation by instructing him to do so and punishing him if he does not.

Classroom guidelines and procedures to be followed by the learners must be

clear and attainable. Punishment to any defiance and naughtiness need to be

explained clearly before implementing it based on the right and dignity of human

person. Corporal punishment such as whipping, long hours in squat position or

kneeling hard tormenting particles, and other punishments are to be avoided.

Moreover, the teacher has no right to defame or deprecate the learner in public

due to his misbehaviour. Efficient discipline must observe proper decorum in

which the teacher advises the learner in a face-to-face interaction.

3.2 Guidance Counselor

The teacher guides his students and is always ready to give his advise for the

benefit and good of the learners. Several students perform poorly in academic

subjects for various reasons such as domestic problem, insufficient learning

materials, parental attention and affection, and the like. In this case, the teacher

cannot go on with his lesson for it may end up nothing. The teacher has to touch
the, life of the learner and his parents by mediating both to help solve the

problem in connection with the academic subject.

3.3 Curriculum Planner

In the Philippine educational system, the curriculum comes from the top officials

of the Department of Education, which are handed down to the school

superintendents, supervisors, principals, and teachers for implementation. With

this reality, the teacher must be flexible to adapt the given curriculum to the

needs of the learner in the locality, community, and region. It must be considered

by the teaching personnel that the curriculum made for the urbanized metropolis

may not be applicable to far-flung mountainous region. In curriculum planning,

the teaching personnel must consider that the classroom instruction is not

separated or has nothing to do with the learner experiences and does at home or

in society.

3.4 Curriculum Evaluator

The Teacher should see to it from time to time if the curriculum answers the

needs of the learner and community. The curriculum is said to be effective if the

result of learning is useful for the benefits of the society, otherwise, it has to be

revised and updated. In evaluating the current curriculum, the evaluator needs to

assess, as well, if the course of learning goes along with the predominating

technology and media that influence a lot of students without setting aside the

values from tradition, culture, and religion. School curriculum is designed and

implemented for the needs of the learner.

3.5 Researcher

A good teacher does not rely on one reference book that he purchased years

back or borrowed from the library or friend. effective and efficient research is the

soul and spirit of an excellent teaching in which the learner captivates knowledge
from his teacher, the educator makes his research not only from the written

instructional materials theorized by countless authors, but also from the reality of

human existence in society that continually struggles in order to survive.

3.6 Agent of Social Change

The teacher is the moulder and framer of one's mind, habit, values, and tradition.

The future of the nation is in the hands of the educators and teachers. Change

occurs only if the teacher is good and sound enough to influence the learner,

which entails practicing what he teaches. Action speaks louder than words.

4. CLASSROOM TEACHER

The teacher enjoys full authority over his pupils inside the classroom, however,

such power becomes limited when the human rights and dignity of his students

are at stake. His power is to transmit knowledge, inculcate well-mannered

discipline, open all possibilities to acquire new skills, and develop one's

personality. He cannot force the learner to learn if the latter is not ready yet to

absorb knowledge. It has its own time and phase. Patience and understanding

could help the teacher.

4.1 Planner

The teacher plans daily activities of his class for a week and posts it’s in advance

so that the leaners may know what to do. It is better if, from time to time, the

classroom activities would be presented in different and various manners.

Learning is said to be more vibrant and interesting if the teacher motivates the

learners well according to the level of their fascination.

4.2 Organizer

The teacher organizes the classroom activities in a way that the learners find it

appealing. He may organize educational tour that will give additional knowledge

to the students. Places like Museums, Zoological and botanical gardens,

historical landmarks, and others are excellent sources of knowledge that cannot

be found inside the school premises. Enjoying the rides in several perya and

roaming inside the mall may not be considered as educational but serve as

recreational tour for students coming from gar-flung areas.

4.3 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. It is ridiculous to assign the teacher in a classroom of more than twenty-

five students, as most teachers in both primary and secondary public schools are

experiencing nowadays. Nobody could blame the teacher in an overcrowded

classroom if the students learn very little or nothing.

4.4 Director

The teacher directs all classroom activities throughout the year. He enjoys

classroom freedom as long as it contributes to the welfare of the students. The

teacher should know the direction of his lesson, where to begin and where to

finish, for the students to gain knowledge and additional skills.

4.5 Innovator

An effective classroom teacher is not fearful and afraid of any educational;

changes and alterations. the lessons are to be adopted to the changing world,

which is highly manipulated by rapid technology. The transfer of learning should

be modified in a way that the learner finds it catchy and valuable. As classroom

innovator, the teacher may change the typical arrangement of the learning area

so that the learner may find it more interesting to learn.

5. TEACHER OUTSIDE THE CLASSROOM

The teacher's morale in the classroom has to correspond with his daily social life.

His good and exemplary life must radiate extensively to other people in the

society that he embraced to serve.

5.1 Model Citizen

The teacher is always a teacher wherever he goes. His life outside the classroom

will reflect the kind of educator he is. As a model, the teacher leads a society

from ignorance to knowledge through counselling services especially in rural

areas where the facilitates for learning are inadequate.

5.2 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, and shall not, directly, or indirectly, solicit, require, collect, or receive

money, service, other valuable material from any person or entity and

responsibilities (Art. II, Sec. 5)

THE LEARNER

The learner, in general is highly considered as pag-asa ng bayan sa kinabukasan

(hope of the nation's future), bearer of truth, defender of democracy, preserver of

Filipino Christian or Islamic values, protector of ecosystem, and trendsetter of a

just and humane society.

Such noble aims for young learners require a lot of preparations over time from

his parents and elders at home, school teachers and instructors, and religious

ministers and leaders of his respective religion, sect, denomination, or cult. The

influence of media strongly manipulates and persuades the mind and emotions of

the television viewers, radio listeners, and newspaper readers that result, most

often than not, to mystification and misperception of social issues and standard.

The fundamental responsibility of parents (at home), pastors (in churches),

media practitioners (in society), and teachers (in schools) toward the learner,

student, or apprentice is to establish strong connections of learning transfer and

process in order to have coherent principles, knowledge, values, and ethics. It

implies that parents, teachers, and pastors must have a constant inter-dialogue,

curriculum planning-implementation-and evaluation, and changes among them.

The domestic instructions of parents, classroom lessons of the teachers, and the

sermons of pastors in the pulpit should be in harmony with one another to form

abolistic knowledge, value, and culture to the young learner. Conflicts of

doctrines, principles, and knowledge, as far as a young apprentice is concerned,

need to be explained through an open-mind away from any prejudices.

Human formation should focus not only on a person's character and intellectual

aspects but it has to touch the totality of an individual as human, cultural,

spiritual, moral, and intellectual being.

1. HUMAN DIMENSION

The human dignity of an individual learner has to be considered as far as

learning is concerned.

1.1 Genetic

Developmental psychologists and biologists postulated and conducted several

scientific studies and researches concerning the origin and gradual formation of
an individual from conception to death. Complex characters and traits from both

male and female parent are genetically inherited by the offspring during the

formative weeks from zygote to fetus. Classroom teachers should be matured

and equipped enough to deal with different behaviours of learners that most often

than not challenge the patience of instructors. Besides, the readiness to learn of

every student differs since each of them received dissimilar preschool instruction

at home.

1.2 Ego or Self

Every human individual is considered as a subject, not an object. He is a rational

animal that is always subjected to the laws of nature. Many view the human mind

at the early life as some sort of empty (tabula rasa) or undeveloped entity into

which experience and knowledge is poured or recorded. A person is a learning,

experiencing, adapting, and adopting organism in the environment for the

continually participate in the life cycle process. Being a subject, an individual is

free and responsible for he enjoys the prerogative and right to choose any action

that suits his capability. Human beings attach meaning to everything. the teacher

must help and guide the student to discover the uniqueness of self so that the

latter can gradually build strong principles and values.

Let the students create their own way and build their own principles and

philosophies in life in the light of ethical standard that respects God's creation.

1.3 Others

A human person lives with others in society. This "others' look, think, behave,

and live like him, as far as humanity is concerned. He is neither greater nor

lesser compared to "self." In some instances, "levelling," "grading,", or

"classifying" individuals occur due to economic, education, religious, and social

status. The fundamental rights of human like life, liberty, and property are similar

for every individual and inviolable throughout the ages. The teacher has to

remind the learner that he is not living alone in the environment, for there are

others, too. Thus, the student must know how to respect others' rights, principles,

and values so that all creatures may live harmoniously.

2. CULTURAL DIMENSION

The culture of an individual is learned and acquired from his parents and peers in

society through interaction.

2.1 Habit

The word habit is derived from Latin habitus, which means " How you are", that

later developed along the lines of both outward condition or appearance (such as

apparel and body accessories) and inner condition or quality, nature, and

character (later came to mean 'usual way of behaving'). Thus, habit is something

that is done on such a regular basis that it becomes normal to act in this way and

can be difficult to stop. In various classroom situations the teacher may notice

different attitudes of students such as thumb-sucking, bullying others, wearing

colorful attire that do not match with each tone, writing or scraping on any surface

like desk or armchair, unreasonable screaming, and other exasperating conducts

that challenge the wholesomeness of the instructor.

2.2 Tradition

The term tradition is taken from the Latin trans+dare, which means, across or

over+ to give. Literally, transdare means to give over. Tradition, therefore, is a

body of long-established customs and beliefs viewed as a set of precedents that

was handed down from generation to generation, which are valued by a

particular culture. In some remote provinces and barrios, when one of the
student's relatives die, the teacher allows the classmates of the bereaved student

to participate during the funeral wake and rites. Hence, classes are suspended

temporarily. Moreover, tradition blocks or adjusts the school calendar in several

ways like pistang bayan, pista ng patron, pasasalamat, and the like. Such

traditions are deeply rooted in religion, which most Filipinos are fond of, and

cannot be altered easily by the new generation.

2.3 Culture

Culture, in this sense, is shared belief, customs, practices, and social behavior of

certain community or people acquired through education and exposure to

different people. An individual learner inside the classroom vividly exhibits the

culture of his particular family. The teacher may notice the accent of his pupil

when he speaks, his way of dealing with his classmates, and the manner he

behaves during class discussion. The teacher has the duty and responsibility to

enrich and uphold a particular culture of his pupils. In some instances, the

instructor may not easily understand and accept the culture of the learner who

came from the remote place where the way of life of the people is extremely

different and far from the sophisticated urbanized lifestyle.

3. Spiritual Dimension

Religious leaders taught their community that man is a composition of body, soul,

and spirit that cannot be separated as far as existence is concerned. The

Christianized Filipinos embraced the belief that the spiritual dimension of man is

more important than his body that would die sooner or later.

3.1 Infused Belief

Religious, baptism among Filipinos is very significant in which the child is

regularly introduced into faith of the family (Christian, Islam, Buddhism, or

Animism) by instructing him concerning the fundamental elements of theology

like gods, demons, heaven, hell, prayer, good and bad actions, religious

ministries, love offerings(or donasyon), anitos, diwata, and so on. The religious

education at home occurs at the first crucial years of a child in which his

knowledge depends on his parents and kasambahay. The wrong concept of

beliefs and faith would affect the personality of an individual.

3.2 Acquired Faith

When the child reaches his full maturity, he continuous living with his infused

faith, but others surf and choose other religious beliefs by sharing with friends,

attending bible study, or joining charismatic movements. Then, an individual

selects, definitively, if not temporarily, his own religious group embracing its

doctrines and principles through baptism (of his own choice). The teacher should

exhibit fair treatment of students under the banner of education and not beneath

the placard of religious affiliation that in several instances divides people. The

malicious intent of a teacher concerning the insertion, during classroom

instruction, of bible study in a non-sectarian learning centres to and fundamental

rights recruit new members (using his power and influence inside the classroom)

for their religious group is considered an unfair practice of religion in the light of

justice, charity, respect, and fundamental rights of an individual to be free in

choosing his belief.

3.3 Eclectic Approach to the Divine

There are individuals who behave much different from the existing religious

beliefs and biases perceiving that such doctrines are unattainable and far from

the real human life here and now (hic et nunc). Instead of observing and applying

those prevailing dogmas, some Filipino theists structured and created their own

set of belief and morality which were originally adapted from the existing tends

with a little bit of addition and subtraction to fit their needs. The gods that they

established was abot-kamay and not from a distance that every member could
easily approach anytime they need and required no donasyon, ritual fees, and

minister's 'sacred schedule' or hours when he could not be disturbed when

somebody needs his services.

4. MORAL DIMENSION

The moral standard at home must go hand-in-hand with the ethical standard in

school for a harmonious way of doing of an individual learner.

4.1 Domestic Ethics

Every student in the classroom belongs to their own family, which is guided by

some sort of ethical principles and moral practices inherited by his parents from

both lineages over time. Dos and don’ts steer the whole family affairs every day

through parental injunction. In this case, the teacher may possibly notice among

his students that some of them behave differently from one another. Even the

behaviour of the teacher differs from one another. Even the behaviour of the

teacher differs from his students as well. The concept of students concerning

"right" and wrong or "good" and bad" is deeply rooted in the values of his family.

some learners were born outside the wedlock, others are abandoned by their

parents, many of them belong to caring and loving family, but majority comes

from the poorest families who have no financial security, thus affecting the

children's education and economic life. Such economic and affective conditions

shape and modify the morality at home.

4.2 Societal Moral

The society, where different ethnic groups interact with one another, is the

melting pot of moral actions, right conduct, and good demeanour. The morality in

which an individual may acquire from his social interaction have emerged from

various ethical behaviours (good or bad examples) of peers, parents, educational

authorities, government officials, stage and screen performers, media people,

religious ministers, private entrepreneurs, and the like. Social ethical standard,

more often than not, is very much influential and domineering than from what the

learner acquired from his parents and teacher. The media practitioners can do a

lot of things by persuading the young to live an ethical life.

4.3 Prevailing Morality

Through social interaction of the leaner at home and in school, he gradually

structures his own personal morality to suit his necessity at the moment.

Personal morality implies adaption of attitudes and behaviour from the screen

idols or other models in terms of lust-relationship toward the same or opposite

sex, heroic acts to please peers, and deceiving one's parent or guardian in order

to ask more money for "other/personal" fancies. The kind of morality that prevails

among the majority of young learners and adults are subjective and relative that

answers only their own wants and pleasure.

5. INTELLECTUAL DIMENSION

The intellectual capability of an individual is very important for the progress and

development of a particular country or nation. Intelligent people shape intelligent

government to form a rational nation.

5.1 From Pre-schooler to Grade-Schooler

The Child develops his physical, intellectual, social, and emotional aspects that

occur from birth to adolescence. during this stage, a dependent, susceptible

infant grows into a capable young person who has mastered language, is self-

aware, can think and rationalize, has a distinctive personality, socializes with

others.

Several educational psychologists believe that the mind of a child is a blank

sheet or tabula rasa that can be provided with new knowledge, skills, and

experiences from different sources. Young learners need to be instructed and

educated in a systematic manner by someone (usually parent or tutor) who is

knowledgeable about child's mental growth and development. The first five years

of a child’s existence is crucial for whatever he acquires during these formative

years will serve as his foundation for adulthood. The parents are the fundamental

springboard of knowledge through which the child acquires and learns, while the

teacher in school is only an alter ego of parents in terms of educational

formation. It is impressive and laudable on the part of the parents if a child knows

a little bit of reading, writing, and arithmetic at the beginning of his first grade.

The parents must be knowledgeable of the subject matters of their child so that

they can assist the learner in doing his assignments or homework.

The intellectual ability of a child develops rapidly during infancy. After few

months’ infants can recognize and categorize objects in terms of shape, color,

size, or texture. Several studies revealed that infants could retrieve memories

when given appropriate cues like sounds or objects that were present during the

first event. By the end of the first year, infants differentiate between male and

female faces and classify animals. cognitive development among infants is

noticeable when they want to reach unreachable object by pushing or pulling

another object (let's say box or stool) to use for climbing. When a tenth month old

infant asked, for instance, where his mother is, his eyes usually look in her

direction.

The intellectual capabilities of early childhood are remarkable but still limited

because there are some previous events that they can recall incoherently but fail

to remember the crucial parts. The reason for forgetting past events by the pre-

schoolers is that they are attracted wo another event or experience in which their

mind swiftly shifted. Pre-schoolers throw a lot of questions to their parents

concerning things they see around. Whatever answer is given by the parents to

the pre-schoolers begets another question. Proper use of numbers comes a little

by little because most children found it difficult to follow the fundamental rules of
numbers. Pre-schoolers acquire new words daily and start to form their own

sentences.

Age six or seven is the beginning of formal education of children in which their

intellectual skills are ready. A grade-schooler is capable of systematic reasoning

(like the movement of nature), flexible in thinking, can understand the

fundamental of science and math, and could easily memorize a spelling list or

recall past occurrence. effective classroom instruction strengthens children’s

capacity for logical, objective reasoning through well-designed activities that

promote active learning. Parental guidance and assistance to the grade-schooler

is necessary to attain its goals.