BUHALI, KATHERINE

CRISPORO, JOANNA I

1. INTEREST

Examples of learning preferences according to the interests of students ’learning styles

One student may learn more effectively from listening to the instructor,

While another prefers to take notes.

Another learns more effectively from reading the textbook, while another student benefits
most from charts, graphs, and images the instructor presents during a lecture.

Some students are willing to listen to the teacher's explanation for the particular topics or
discussion. And some students are favor to paying attention in discussion when the
teachers shown pictures or images that can caught the attention of the students. Some
students really learn a lot when they have groupings and they can interact to each other and
some are learn by themselves called the Interpersonal learners who preferred to work
alone.

Different people have different learning preferences. There are many models which are
used to describe these preferences. Learning styles is one that accounts for learner
differences, which can be useful in understanding the different ways we learn. It can also be
useful to know your strengths and use them to enhance learning.

Style refers to a student’s specific learning preferences and actions. It’s important to note
that people don’t necessarily have a single style. Students can use different styles in
different situations, but they often tend toward specific preferences.

2. MOTIVATION
Students are more likely to listen and learn if they have a reason to motivate themselves to
socialize or participate in activities that take place within the classroom. And this are the role
of the teachers to give motivation before starting his/her class. If the students are motivated
there are high tendency that they increase to learn and do such activities that the teacher
has assigned.

When we mention motivation, we mean a force that energizes, directs, and sustains human
activity from within or beyond the body. Needs, personal values, and ambitions are
examples of things that happen inside the body, but an incentive is something that happens
outside the body. Motivation is derived from the Latin root movere, which means "to move."
It originates as a result of a person's desire to meet unmet needs or settle conflicting beliefs
that cause uneasiness (an unpleasant experience).

3. EMOTIONAL DEVELOPMENT

It pertains in the Emotional Quotient (EQ of the students) where there are some students
who have the power to control their emotions whether they are angry/ sad or not satisfied on
what they see it cannot see it by the expressions of their face or the gestures. While some
students have low emotional development, they are unable to control how they feel or they
could not regulate their expressions. The example are those students are crying,
misbehaving this are some external expressions of low emotional development.

Emotion has a substantial influence on the cognitive processes in humans, including

perception, attention, learning, memory, reasoning, and problem solving. Emotion has a
particularly strong influence on attention, especially modulating the selectivity of attention as
well as motivating action and behavior

4. ATTITUDE
a. Predisposition to respond favorably or unfavorably to specified situations,
concepts, objects, institutions or persons
 Attitudes are one of the challenges teachers have to wrestle within the classroom.
This post will provide a more in-depth understanding of what an attitude is and the
traits of attitudes.

A student’s attitude is their tendency to respond a certain way towards something.

Naturally, the student’s response can be on a continuum of positive to negative or
good to bad. When a teacher says that a student has a bad attitude, they mean that
the student did not respond positively to something they were asked to do. The
opposite is also true; a student with a good attitude is likely someone who has a
cooperative spirit in terms of complying with what they are asked to do by the
teacher.
It is essential to mention that attitude is considered a psychological construct. This
means you can see the consequences of the attitude but not the attitude itself. In
other words, the behavior is observed to determine the attitude.

Scene: I have a classmate that always obeying rules even though he knows that its
for his own good ge refuses to follow order everytime

5. PREFERENCE
a. Desire or propensity to select one object over another.
Scene:
This happened on my senior high school year when we are planning for an
outdoor activities we need to choose the location and the date for that activity, I am
one of the officer that time. We immediately settle the date for the activity, we just
need to come up with the location, so this happened majority of my classmates
approved the location that our president provide but one of my classmate is always
arguing and want their decision to be followed even though it is not good for
everyone because the place that the want was far from the school and will cost much
money. But they did not stop complaining to choose the other place even though she
is the only one to go there. She kept saying that its better there, and we can enjoy
better. At the end of the meeting. She don’t really approved and still keep pushing us
to go that place.