THE LEARNER

The learner is an EMBODIED SPIRIT.

-He is a union of sentiment 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, and
free rational volition—sensible power of using one’s own well in choosing making decision.
-Body and soul exist in mutual dependence.
“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.
-By his/her senses, the learner is able to see, hear, feel, taste and smell whatever is to be learned.
-By the power of imagination, the learner is able to form representations of material objects
which are not actually present to the senses.
-By his/her power of memory he is able to retain, recall and recognize past mental acts.
-By his/her intellectual she can form concepts or ideas, makes judgment, and reason out.
-His/her appetitive faculties are his/her feelings and emotions and rational will.
-By his/her emotions, she experiences the pleasantness or unpleasantness, the satisfactoriness or
unsatisfactoriness, the pain and the main integrating force in the learner’s character.
-By his/her will, the learner wills what her intellect presents as good and desirable.
Five senses must function normally
ALL LEARNERS ARE EQUIPPED WITH THE COGNITIVE AND APPETITIVE
FACULTIES
5 Distinguishing Elements
1. ABILITY
- 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
2. APTITUDE
-Refers to the student’s innate talent or gift. It indicates a natural capacity to learn certain skills
3.INTERESTS
Learners vary in activities that are undertaken due to a strong appeal or attractions.
Lessons that give them the chance to express their deep feelings for objects or actions will be
more meaningful and easily absorbed.
4. 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 their members to express their preferences regarding the self-discipline
while others are left to passively follow home regulations.
5. ATTITUDES
-Refers to an individual’s perspective and disposition.
Students have a unique thinking and reacting
Positive Attitude
A. Curiosity –anxious to know more about an object or event by endlessly questioning until they
get the right information.
Learners will keep searching for answers or evidence rather than remain inattentive and
disinterested.
B. Responsibility
-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.
C. Creativity
Are capable of generating own ideas of doing things.
They can think of new ways of arriving at solutions to their problems.
Be 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.
D. Persistence
-They pursue the task to completion and never give up when confronted with problems.
They develop attitude of trying alternative procedures until they obtain satisfactory results.
THE PROFESSIONAL TEACHER
• The professional teacher is one who Went through 4-5-year period of rigorous academic
preparation in teaching and one who is given a license to teach by the Board of
Professional Teacher of the Professional Regulation Commission after fulfilling the
requirements prescribed by law such as passing the Licensure Examination for Teachers
(LET). He/she is registered in the roster of professional teachers at the PRC and
undergoes continuing professional education.
Professional Attributes
A professional teacher possesses the following attributes:
• Control of knowledge based on teaching and learning and use of this knowledge to guide
the science and art of his/her teaching practice.
• Repertoire of Best teaching practice and can use these to instruct children in classroom
and to work with adults in the school setting.
• Disposition and skills to approach all aspects of his/her work in a reflective, collegial and
problem- solving manner.
• · View of learning to teach as a lifelong process and disposition and skills for working
towards improving his/her own teaching as well as improving schools. (Arends, 1994
Personality is the sum of one’s personal characteristics. the teachers, more than any other
professional are momentarily subject to scrutiny to the minutest detail and observation by
those they associate with.
1. Passion
Passion in teaching is a compelling force that emerges from one’s inborn love for children.
Passionate teachers exude spontaneity in ministering to the needs of the students especially those
experiencing learning difficulties. Passion, being an overpowering feeling require judgmental
decisions hence teachers can sense differing reactions that must be corrected with appropriate
reformative reaction. Passion does not die nor diminish. They feel they will “Live and die a
teacher”.
2.HUMOR
Humor starts for anything funny, which elicits laughter or amusing reaction.it is essential
quality of teachers that serves a number of purposes. Nothing will be difficult to undertake since
a common feeling of eagerness exists among students.
3. Values and Attitude
Teachers are models of values. Whether conscious of them or not, values are exhibited implicitly
and explicitly. Values connotes standards, code of ethics and strong beliefs. A teacher must
possess the following
A. Open-mindedness
B. Fairness
C. Sincerity
D. Professionalism
4. Patience
In teaching, patience refers to a teacher’s uncomplaining nature, self-control and persistence.
Patient teachers can forego momentous frustrations and disappointments. Instead they calmly
endure their student’s limitations and difficulties. The teachers can likewise test the teacher’s
composure. The teacher’s capacity to adjust their methodologies could allay the tension and at
the same time save time and effort for appropriate remediation. While it is natural to feel irritated
and upset at times, meeting-disquieting situations with cool-headedness is indicative of one’s
moral strength and fortitude
5. Enthusiasm
Enthusiasm is a gift. It is contagious and can instantly affect children’s moods and attitudes.
Undoubtedly it is an irresistible feeling that intensifies the students’ momentum to reach a
desired goal. It connects teachers to parents. They deserve the title “shepherd to their flocks and
staunch protectors of their rights and privileges.

THE LEARNING ENVIRONMENT

The learning environment is the place where teaching and learning can take place in the most
effective and productive manner. It consists of the classroom and all the instructional features
and the non-threatening climate needed in planning and implementing all teaching and learning
activities.
Here are some things to consider in order to achieve a conducive learning environment:
1. Arrangement of furniture
The furniture like the table for demonstrations located in front of the room and the chairs facing
it are neatly arranged with sufficient spaces in between for ease in moving around. Display
shelves for safekeeping of projects, collections and outstanding artworks are located at the sides.
Necessary materials that are used for learning must be always available in the classroom such as
bulletin boards for announcements and updates, teaching devices such as globes, maps and charts
must be kept in nearby cabinets ready for use.
2. Physical condition of the classroom
As soon as students enter they get attracted by a clean and orderly set up. Having an attractive
and clean classroom adds more interests and convenience for every learner as well as the teacher.
Lights must available when needed and windows are opened and cleaned.
3. Classroom proceedings
The clear and enthusiastic voice of the teacher elicits equally eager and keen responses from the
students helps create a conducive and beneficial ambience for learning. The positive mood set by
both could keep the activities lively and flawless. For smooth performances, the supplies and
materials are earlier prepared. There is a system of distribution and retrieval after use. The
methodical way of implementing procedures is the best assurance that the objectives of lessons
will be achieved.
4. Interactions
A diverse situation can occur anytime in the classroom, so teachers must be sensitive to positive
or negative interactions and must immediately undertake appropriate actions or adjustment if
necessary for students have differences in abilities and interest while teachers are likely employ
different strategies. The primary goal is to be able for them to work harmoniously thereafter
inculcate the values of cooperation and congeniality. Their collective driving force and their
eagerness to learn associated with the teachers unending task of preparing a suitable learning
environment makes teaching and learning worthwhile and gratifying despite of differences in
characteristics.
A Facilitative Learning Environment
Pine and Horne (1990) described the learning environment that facilitates learning. It is an
environment:
• which encourages people to be active,
• promotes and facilitates the individual’s discovery of the personal meaning of idea,
• which emphasizes the uniquely personal and subjective nature of learning,
• in which difference is good and desirable.