LESSON 1: THE LEARNER AND THE TEACHER

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 feel pleasure and pain. His soul is the principle of spiritual acts, the sour of
intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual
dependence. (Kelly, 1965) As teacher 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. 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
intellect, s/he can form concepts or ideas, makes judgment, and reason out. His/her appetitive faculties
are his/her feelings and emotions and rational wil1. By his/her feelings and emotions, s/he experiences
the pleasantness o unpleasantness, the satisfactoriness or unsatisfactoriness, the pain and the joy of an
object or an activity. His/her will serves as guiding for and the main integrating force in the learner's
character. By his/ne will, the learner wills what his/her intellect presents as good a desirable.

For effective and efficient learning, the five senses must function normally. The learner becomes
aware of his/ her objective world through his/her senses. What is the contribution of the senses to
learning?

All learners are equipped with the cognitive and appetitive faculties. They differ however in the
degree to which they are utilized and expressed on account of the learner’s abilities, aptitudes,
interests, values and attitudes and home background. Let us take a look once more at the learner from
the point of view of these five distinguishing elements.

1. Ability
The student’s 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 learners. Others are labeled high, moderate and slow achievers. Hence, their
proficiency in searching for more knowledge and the motivation in performance skills are
contingent on their endowed potential to learn.
As to their mental ability, students can be categorized into superior, above average and
below average. A wide range in n4o their intelligence is a factor to consider in planning
instruction.

2. Aptitude
Aptitude refers to the student’s 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 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.

3. Interests
 Learners vary in activities that are undertaken due to. 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 special interests shared by the members.

4. Family & Cultural Background

Students who come from different socioeconomic back ground manifest a wide range of
behavior due to differences in upbringing practices. Some families allow their 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.
Beneficial relationships of learners with their mentors and with one another affirm the kind of
bond they enjoy at home Cooperation, coupled with a willingness to share, is instilled and is
carried over to all associations they join. The tendency to readily affiliate with a group is most
welcomed in classroom setting where teamwork achieves desired lesson objectives.

5. 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 an individual's perspective and disposition. Some
positive attitudes are:

a. 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.
Children's attitudes could be positive or negative to a given stimulus, hence, different
interpretations and responses. Inquisitive learners will keep searching for answers or
evidence rather than remain inattentive and disinterested in what is happening in the
learning environment. They observe keenly and use their senses intelligently

b. 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.

C. 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.

d. 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 learners become more accentuated with the
integration of children with special needs and children from the indigenous peoples (IP)
group in the classroom.

Gardner’s Multiple Intelligence Theory

The Professional Teacher

The professional teacher is the "licensed professional who possesses dignity and reputation with
high moral values as well as technical and professional competence s/he adheres to observes, and
practices a set of ethical and moral principles, standards and values. (Code of Ethics of Professional
Teachers, 1997) The professional teacher is one who went through four or five years of rigorous
academic preparation in teaching and one who is given a license to teach by the Board for Professional
Teachers of the Professional Regulation Commission after fulfilling requirements prescribed by law such
as passing the Licensure Examination for Teachers (LET). S/he is registered in the roster of professional
teachers at the Professional Regulation Commission and undergoes continuing professional education.

Professional Attributes

A professional teacher perceives himself/herself as someone who can effect change or learning,
(sense of efficacy) because s/he is an expert in what s/he teaches (subject matter knowledge), and in
how s/he teaches (pedagogical knowledge).

A professional teacher possesses the following attributes:

 Control of the knowledge base of 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 classrooms and to
work with adults in the school setting.
 Dispositions 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 proce55 and dispositions and skills for working towards
improving his/ her own teaching as well as improving schools (Arends, 1994)

The last attribute cited by Arends highlights sense of service as badge of the professional
teacher. Dedication to the job of teaching 1S the true essence of professionalism. Today we lament over
the fast disappearing breed of teachers with a missionary spirit.

Personal Attributes

Personality is the sum of one's personal characteristics. It is one's identity. The teachers, more
than any other professional, are momentarily subjected to scrutiny to the minutest detail and
observation by those they associate with. Teachers are judged more strictly than other professionals.
The personality they project determines the impressions they make upon students and colleagues. Their
poise, bearing and manner of dressing create a stunning and attractive appearance. Their facial
expression communicates a friendly and amiable disposition.

Personalities may be described as authoritative, weak, dynamic, or magnetic", Teachers

personality must De natural and genuine, that is. devoid of pretenses and artificiality. They must be
consistent, true and authentic.

Some outstanding personal qualities that never fail to win their flock are worth printing in gold.

(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
requires judgmental decisions, hence teachers can sense differing reactions that must be
corrected with appropriate reformative action. Passion does not die nor diminish. They feel they
"will live and die a teacher."

(2) Humor
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. Nothing will be difficult to
undertake since a common feeling ot eagerness exists among the students. It is not a surprise
that students identify and describe their teachers by the enthusiasm and warmth they enjoy
with them every minute.

(3) Values and Attitude

Teachers are models of values. Whether conscious of them or not, values are exhibited
implicitly and explicitly. Values connote standards, code of ethics and strong beliefs.
Open-mindedness is basic in promoting respect and trust between teachers and
students. It opens avenues for unrestricted search for information and evidence. Problems and
issues are resolved in a democratic way. Students are encouraged to consider one another's
findings and explanations. Free exchanges of suggestions develop a respectful attitude among
them.
Fairness and impartiality in treating students eliminate discrimination. Teachers must be
unbiased and objective in judging their work and performance. Avoid preferential
considerations that result to negative response and indifference. Objective evaluations are easily
accepted and gratefully acknowledged. Fairness inculcates self-confidence and trust among
students.
Sincerity and honesty are values exhibited in words and actions. Teachers interact with
students every minute. Their mannerisms, habits and speech are watched and at times imitated.
Therefore, teachers must show their real self, devoid of pretenses and half-truths. Sincerity
dictates that they stick to the truth, to the extent of confessing what they do not know about
 the lesson. Mistakes and faults are accepted and not "covered up. In the end, students realize
that it is better to tell the truth than feign a falsehood. Sincerity and honesty are taken as
openness in dealing with others.
Professionalism is highly treasured in the teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled and value-laden. In addition to competence in
teaching, they must have internalized the edicts of the profession, thus exhibit ethical and moral

conduct. Upright and exemplary in behavior they earn respect and high esteem from students,
colleagues. They catch students' attention and keep them focused on the topic, to soothe their
feelings away from tension and to develop a sense of humor among themselves. Teachers'
humor connects them with their students like a magnet. They help in merging two worlds youth
and maturity. When they laugh together, young and old teachers and students, they cease to be
conscious of their age difference. They enjoy as a group, thus promote a spirit or togetherness.
A clean joke will always elicit rapport in a learning environment.

(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. Teachers cannot help but feel
impatient with students' irresponsibility and carelessness in performing classroom routine.
Remembering how their teachers felt when they, as young students committed similar mistakes,
they are able to alleviate such misbehavior with coolness and equanimity. The inability of
students to progress, as they should in learning a concept, can likewise test the teacher’s
composure. The teacher’s capacity to adjust their methodologies could allay the tension, 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 1s indicative of one's
moral strength and fortitude.

(5) Enthusiasm
Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full
of energy and dynamism Their passion and love for children are easily felt and not long after
their lively presence in the classroom. Everyone anticipates an interesting and enjoyable
learning activity Unfortunately, not all teachers are born with an alert and zestful disposition.
With enthusiastic teachers, students look forward to any activity they can participate in with
them.
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.
Commitment is a "solemn promise" to perform the duties and responsibilities mandated
by the laws and code of ethics of the profession.