Elements of Teaching

-’;p and Learning

Dr. Jenelyn T. Peña

 The principle of elements that make teaching and learning
possible and attainable:
• The Learner
• The Teacher
• The Learning Environment
-’;p • Curriculum
• Materials of Instruction
• Administration
 LEARNERS
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 Nature of Learners
Learner is a union of sentient body and rational soul. His body
experience, sensations and feels pleasure and pain. (Kelly, 1965).

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Fundamental Equipment of the Learner

COGNITIVE
FACUTIES APPETITIVE
FACULTIES
 COGNITIVE APPETITIVE
FACUTIES FACULTIES

1. Five (5) Sense

1.Feelings
-’;p 2. Instinct
2.Emotion
3. Imagination
3.Rational Will
4. Memory
5. Intellect
 FIVE DISTINGUSHING ELEMENTS
OF A LEARNER
1. Ability – determines the learners’ capacity to understand and
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assimilate information for their own use and application
2. Aptitude – learners’ innate talent or gift.
3. Interest – learners vary in activities that are undertaken due to a
strong appeal or attraction.
 FIVE DISTINGUSHING ELEMENTS
OF A LEARNER
4. Family and Cultural Background – students who came from different

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socioeconomic background manifest a wide range of behavior due to
differences in upbringing practices.

5. Attitudes – students had a unique way of thinking and reacting.

 Howard Gardner
Multiple Intelligence Theory

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Howard Earl
Gardner
 Verbal-linguistic intelligence (well-developed verbal skills and sensitivity
to the sounds, meanings and rhythms of words).

Logical-mathematical intelligence (ability to think conceptually and

abstractly, and capacity to discern logical and numerical patterns).

Spatial-visual intelligence (capacity to think in images and pictures, to

-’;p visualize accurately and abstractly).

Bodily-kinesthetic intelligence (ability to control one’s body movements

and to handle objects skillfully).

Musical intelligences (ability to produce and appreciate rhythm, pitch and

timber).
  Interpersonal intelligence (capacity to detect and respond appropriately to
the moods, motivations and desires of others).

Intrapersonal (capacity to be self-aware and in tune with inner feelings,

values, beliefs and thinking processes).

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Naturalist intelligence (ability to recognize and categorize plants, animals

and other objects in nature).

Existential intelligence (sensitivity and capacity to tackle deep questions

about human existence such as, “What is the meaning of life? Why do we
die? How did we get here?”
 DUNN AND DUNN LEARNING STYLE MODEL

1. Environmental Element – refers to lighting,

sound, temperature, and seating arrangement.
2. Emotional Element – includes motivation,
persistence, responsibility, and structure.
3. Sociological Element – related to how
individuals learn in association with other
people.
4. Physiological – includes perceptual (auditory,
visual, tactile, and kinesthetic ), time-of-day
energy levels, intake and mobility.
teachers
 The Professional Teacher

The Professional Teacher is the “licensed professional who possesses dignity

with high moral values as well as technical and professional competence.
Adheres to, observes, practices a set of ethical and moral principles,
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standards, and values.” (Code of Ethics of Professional Teachers, 1997). The
professional teacher is the one who went through four-to-five-year period of
rigorous academic preparation in teaching and one who is given a license to
teach by the Board of Professional Teachers of the Professional Regulation
Commission after fulfilling requirements prescribed by law such as the
Licensure Examination for Teachers (LET).
 Professional Attributes

A professional teacher possesses the following attributes:

• Control of the knowledge base of teaching and learning and use this
knowledge to guide the science and art of his/her teaching practices.
-’;p • Repertoire of best teaching practice and can use these to instruct children
in classrooms 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 dispositions and skills for
working towards improving his/her own teaching as well as improving
schools.
 Personal Attributes

• Personality is the sum of one’s personal characteristics. It is one’s identity.

-’;p • Teacher are judged more strictly that any other professionals. The
personality they project determines they make upon students and colleagues.

• Personalities may be described as authoritative, weak, dynamic, or

“magnetic”. Teachers’ personality must be natural and genuine, devoid of
pretenses and artificiality. They must be consistent, true and authentic.
 1. Passion 2. Humor 3. Enthusiasm

Passion in teaching is a
compelling force that
emerges from one’s
inborn love for children.
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Passionate teachers exude
spontaneity in ministering
to the needs of the
students especially those
experiencing learning
difficulties.
Enthusiasm is
synonymous to
Humor stands for
eagerness and
anything funny,
excitement. Enthusiastic
which elicits a smile,
teachers are full of
laughter, or amusing energy and dynamism.
reactions. It is an With enthusiastic
essential quality of teachers, students look
teachers that serves a forward to any activity
number of purposes. they can participate in
with them.
 4. Values and Attitudes 5. Patience

In teaching, patience
refers to a teacher’s
Teachers are model of values. Values connote
uncomplaining nature, self-
standards, code of ethics and strong beliefs. control and persistence.
a) Open-mindedness is basic in promoting respect Patient teachers can forego
-’;p and trust between teachers and students. momentous frustrations and
b) Fairness and impartiality eliminate discrimination. disappointments. They calmly
Teachers must be unbiased and objective in judging endure their students’
their students work and performance. limitations and difficulties.
The teacher’s capacity to
c) Professionalism is highly treasured in the teaching
adjust his methodologies
profession. Teachers are adjudged professional if could allay the tension and
they are knowledgeable, skilled and value-laden. save time and effort for
appropriate remediation.
 LEARNING
EnVIRONMENT
 The learning environment is the place
where teaching and learning can take place in
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the most effective and productive manner. It
consists of the classroom and all the
instructional features and the non-threatening
classroom climate needed in planning and
implementing all teaching and learning
activities.
 Arrangement of Furniture
The furniture, like the table for
demonstration located in front of the room
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and the chairs facing it are neatly arranged
with sufficient spaces in between for ease in
moving around. Display shelves for safe
keeping of projects, collections, and
outstanding work are located at the sides.
 Physical Condition of the Classroom

As soon as the students enter, they are attracted

by a clean and orderly set-up. Natural light and
flowing fresh air add to their comfort and ease.
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Seating Arrangement

Chairs and tables are well arranged depending

on learners’ ability and needs.
 A Facilitative Learning Environment
Pine and Horne (1990)
Pine and Horn (1990) described the learning environment that facilitates
learning. It is and environment:

 Which encourages people to be active;

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 Which 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;
 Which consistently recognize people’s right to make mistakes;
 Which tolerates ambiguity;
 A Facilitative Learning Environment

 Which evaluation is cooperative process with emphasis on self-

evaluation;
 Which encourages openness of self rather than concealment of self;
-’;p  In which people are encouraged to trust in themselves as well as in
external sources.
 Which people feel they are respected;
 In which people feel they are accepted;
 Which permits confrontation.
 A conducive learning environment is necessary in the full
development of the cognitive and appetitive faculties of the learner.
Curriculum
 Curriculum - is generally thought to be “a course of study,” or what we
teach. It is much more than this, however. The term is derived from the
Latin word currere which means to run.
Palma (1992) defines curriculum as the sum total of all learning
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content, experiences, and resources that are properly selected, organized,
and implemented by the school in pursuit of its peculiar mandate as a
distinct institution of learning and human development.
 The academic curriculum pertains to the formal list of courses or
subject offerings of the school.

The extra curriculum refers to the voluntary but planned

activities sponsored by the school which includes drama, sports,
-’;p theatre and arts, music, and others.

The implicit or hidden curriculum emerges incidentally from the

interaction between the students and the physical, social, and
inter-personal environment of the school.
 The hidden curriculum implies part of what is supposed to be
informal in the sense that it is not expressly seen. This part of
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the curriculum points to the three Rs – rules, regulations, and
routines adapted by the school.
Materials of
instruction
Instructional materials are the content or information conveyed within a
course. These include the lectures, readings, textbooks, multimedia
components, and other resources in a course. These materials can be
used in both face-to-face and online classrooms; however, some must be
modified or redesigned to be effective for the online environment. The
best instructional materials are aligned with all other elements in the
course, including the learning objectives, assessments, and activities.
Instructional materials enhance the teaching/learning process by
exhibiting information necessary to acquire knowledge and skills. The
role of instructional materials in the teaching/learning process cannot be
overemphasized. They facilitate and encourage self-study or
independent study in students.
Instructional materials provide the core information that students will
experience, learn, and apply during a course. They hold the power to
either engage or demotivate students. This is especially true for online
courses, which rely on a thoughtful and complete collection of
instructional materials that students will access, explore, absorb, and
reference as they proceed in a course.
administration
 Administration is regarded as the process of integrating the
appropriate human and material resources that are made available
and made effective for achieving the purposes of a programmed of
an educational institution.
The term “Administration” doesn’t refer to any single process or
-’;p act. It is like a broad umbrella encompassing a number of processes
such as: planning, organizing, directing, coordinating, controlling
and evaluating the performance. The same situation occurs in the
field of educational administration. The concept of educational
administration is applicable in case of an educational organization
which has certain purposes or goals to fulfill.
 Involves the organization, direction, coordination,
and control of all resources of the school whether
material or human to meet the intended objectives. It
calls for a series of activities and specialization that
-’;p complement one another. The executive activity is one
phase of administration that includes strategic
planning for specific processes that can ensure
formulation of effective policies and procedures.
 Administration is concerned with providing
opportunities for education that may bring about
optimum results in particular in the realization of
-’;p instructional objectives through the key results areas
such as faculty, support personnel, curriculum,
finance, supplies, equipment, and school plant
 School is charged with the following functions:

a) Preparation for school budget;

b) provision of measure for accounting of school money;

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c) Purchase of suitable school sites;

d) Establishment of school building and equipment;

e) maintenance of school plant;

 f) supervision of instructions;

g) provision of opportunities for teachers' professional growth;

-’;p h) provision of supplies in the form of textbooks and other

instructional materials;

i) preparation of an instruction program including curriculum

construction and revision;
 “Teaching kids to count is fine, but teaching them
what counts is the best.” – Bob Talbert
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