FOUNDATION OF

EDUCATION
CPE 06
DR. CHARLITA C. YAP
MODULE B
TWO MAJOR CATEGORIES OF AN
EFFECTIVE TEACHER
1. PROFESSIONAL QUALITIES – refers to the teachers knowledge of the general
subject matter to be taught., his/her understanding of psychological and
educational principles and his understanding and appreciation of the teaching
profession.

2. PERSONAL QUALITIES – are those that stem from the teacher’s personality,
his interest, attitudes and beliefs, his behavior in working relationship with
learners.
PROFESSIONAL QUALITIES

1. MASTERY OF THE SUBJECT/FIELD ONE TEACHER

2. UNDERSTANDING OF THE LEARNERS
3. UNDERSTANDING OF TEACHING PRINCIPLES AND SKILLS IN
THE USE OF TECHNIQUES FOR THEIR IMPLEMENTATION.
4. GENERAL UNDERSTANDING OF OTHER BRANCHES OF
KNOWLEDGE.
MASTERY OF THE SUBJECT/FIELD ONE
TEACHER

• Teacher must have thorough grasp of the subject his/her teaching and master
one’s field is to keep on learning more about it.
• Teacher is to keep up with the newer developments in his/her area, he/she has
to continue to learn.
UNDERSTANDING OF THE LEARNERS

• A teacher must understand of human growth and development.

• If a teacher expects to guide learning effectively, he must know how much
children at various levels of maturity are capable of understanding.
• One very important factors is for the teacher to know the characteristic of of
children
 UNDERSTANDING OF TEACHING PRINCIPLES
AND SKILLS IN THE USE OF TECHNIQUES FOR
THEIR
GENERAL UNDERSTANDING OF OTHER
BRANCHES OF KNOWLEDGE.
• Present day teaching demands that a teacher possess a generalunderstanding of
other branches of knowledge.
• A teacher expects to help children to understand the world they live in, he/she
must understand the interrelation and independence of the various knowledge.
PERSONAL QUALITIES – a teacher are related to
the five aspects of personality: intellectual, social,
physical, emotional, and moral.
1. Pleasing personal appearance, manner, courtesy, pleasant voice.
2. intelligence, emotional stability, and self-control.
3. Sympathy, kindness, helpfulness, patience.
4. Integrity, trustworthiness, honesty, loyalty
5. Flexibility, creativity, resourcefulness
6. Sociability, friendliness, cooperativeness
7. Fairness, impartiality, tolerance
8. Sense of humor, cheerfulness, enthusiasm
 Teacher must also possess the following
instructional and personal/social competencies.

INSTRUCTIONAL COMPETENCIES
1. Teaching Skills
2. Guidance Skills
3. Management Skills
4. Evaluation Skills
 PERSONAL / SOCIAL COMPETENCIES
1. Observe the teacher’s code of ethics
2. Sets examples in moral and ethical behavior
3. Shows honesty and integrity in all his/her activities
4. Accepts and performs leadership roles competently on the school and
community
5. Accepts the followership role whenever the need arises and assumes
this intelligently.
6. Shows evidence of professional and culture growth
7. Gets along well with learners, staff and the community w/out
compromising rules of propriety.
8. Participates actively in professional, cultural, and other community
organization activities.
9. Shows evidence of mental health and stability
 PERSONAL / SOCIAL COMPETENCIES con’t
10. Shows evidence of sound physical health
11. Observes proper grooming and attire at all times.
12. Shows creativity and resourcefulness in his/her performance.
13. Prepares and Submits neat and accurate reports on time.
14. Observe official time and is ready to serve beyond the call of
duty when the nee arises.
15. Uses free time wisely.
THE TEACHERS JOB – knowledge of the duties and
responsibilities of a teacher will help one realize why teaching is a
complex and many sided task demanding a variety of traits and abilities.

• Guiding the learning process.

• Counseling and Guidance.
• Sponsoring extra class activities.
• Working with parents and the community.
• Professional Responsibilities.
GUIDING THE LEARNING PROCESS

• The major task of a teacher is to facilitate learners.

• He/She has to guide the learning of children by PLANNING and ORGANIZING
meaningful learning experiences by creating
• Desirable learning environment.
• Using variety of instructional materials
• Providing for individual differences and appraising learner’s growth and
development.
PROFESSIONAL RESPONSIBILITIES

• Teacher has to improve himself by maintaining high standards of personal

and professional conduct and by continuing to grow professionally.
 LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
(LCP)
• The world of instructions revolves around the leaner
• You are introduced to the teaching-learning process through these 14 learner-
centered psychological principles to serve as guide in determining
appropriate pedagogy for learners
a. Cognitive and metacognitive Factor (6 principle)
b. Motivational and Affective Factors (3 principle)
c. Development and Social Factors (2 principle)
d. Individual Differences Factors (3 Principle)
 COGNITIVE AND METACOGNITIVE FACTOR
(6 PRINCIPLE)

1. Nature of the Learning Process

2. Goals of the Learning Process
3. Construction of Knowledge
4. Strategic Thinking
5. Thinking about thinking.
6. Context of Learning
NATURE OF THE LEARNING PROCESS
• The learning of complex subject matter is most effective when it is an
intentional process of constructing meaning from information and
experience.
GOALS OF THE LEARNING PROCESS
• The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.

CONSTRUCTION OF KNOWLEDGE
• The successful learner can link new information with existing knowledge in
meaningful ways.
STRATEGIC THINKING
• The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

THINKING ABOUT THINKING.

• Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

CONTEXT OF LEARNING
• Learning is influence by environmental factors, including culture, technology
and instructional practice.
 MOTIVATIONAL AND AFFECTIVE FACTORS
(3 PRINCIPLE)

1. Motivational and Emotional influences on learning

2. Intrinsic Motivation to learn
3. Effects on motivation on effort
MOTIVATIONAL AND EMOTIONAL INFLUENCES
ON LEARNING
• What and how much is learned is influenced by the learner’s motivation.

• Motivation to learn, in turn, is influenced by individual’s emotional states, beliefs, interests and goals,
and habit of thinking.

INTRINSIC MOTIVATION TO LEARN.

• The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn,
intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interest
and providing for personal choice and control.

EFFECTS ON MOTIVATION ON EFFORT

• Acquisition of complex knowledge and skills extended learners effort and guided
practice
• W/out learners motivation to learn, the willingness to exert this effort is unlikely
w/out coercion.
 DEVELOPMENT AND SOCIAL FACTORS
(2 PRINCIPLE)

1. Developmental influences on learning

2. Social influences on learning
 DEVELOPMENTAL INFLUENCES ON
LEARNING
• As individual develop, there are different opportunities and constraints for
learning.
• Learning is most effective when differentiated development within and across
physical, intellectual, emotional and social domains is taken in account.

SOCIAL INFLUENCES ON LEARNING

• Learning is influenced by social interactions, interpersonal relations and
communication with others
 INDIVIDUAL DIFFERENCES FACTORS
(3 PRINCIPLE)

• Individual Differences in learning

• Learning and Diversity
• Standards and assessment
INDIVIDUAL DIFFERENCES IN LEARNING
• Learners have different strategies, approaches, and capabilities for learning
that are a function of prior experience and heredity.

LEARNING AND DIVERSITY

• Learning is most effective when differences in learner’s linguistic, cultural
and social backgrounds are taken into account.

STANDARDS AND ASSESSMENT

• Setting appropriate high and challenging standards and assessing the learners
as well as learning progress – including diagnostic, process and outcome
assessment – are integral parts of the learning process.
 ALEXANDER AND MURPHY’S
summary of 14 principles and distilled them into 5 areas

1. The Knowledge Base

2. Strategic Processing and Control
3. Motivation and Effect.
4. Development and Individual Differences
5. Situation or context.
THE KNOWLEDGE BASE
• One’s existing knowledge serve as the foundation of all future learning.
• The learner’s previous knowledge will influence new learning specially on
how he represent information, make associations and filters new experience.

STRATEGIC PROCESSING AND CONTROL

• Learners can develop skills to reflect and regular their learn thoughts and
behavior in order to learn more effectively (Metacognition)
MOTIVATION AND EFFECT
• Factors such as intrinsic motivation(from within), reasons for wanting to
learn, personal goals and enjoyment of learning tasks all have crucial role in
the learning process.
DEVELOPMENT AND INDIVIDUAL
DIFFERENCES
• Learning is unique journey for each person because each learner has his own
unique combination of genetic and environmental factors that influence him/her

SITUATION OR CONTEXT
• Learning happen in a context of a society as well as within individual.
THAT’S ALL FOLKS