AA Lecture

in
Principles of Teaching 1
THE ELEMENTS
OF TEACHING
AND LEARNING
The principal elements that make teaching and learning
possible and attainable are the teachers, the learners, and a
conducive learning environment. The teacher serves as the
prime mover of the educational wheel. The learners are the
key participants in the learning process. The favourable
environment provides essential features and ingredients that
could make headway in guiding the processes and
methodologies needed for a smooth linkage among the
three.
THE LEARNER
 •The Nature of the Learner

The learner is an embodied spirit, a

union of a sentient 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, self
reflection, and free rational volition.
•The Fundamental Equipment of the Learner

COGNITIVE FACULTIES APPETITIVE FACULTIES

Five (5) senses Feelings

Instinct Emotions
Imagination Rational Will
Memory

Intellect
 All learners are equipped with cognitive as well as
appetitive faculties however, they differ in the degree to
which they are utilized and expressed on the account of
the learners’ abilities, aptitudes, interests, values and
attitudes and home background.
1. Ability
 The students’ 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.
2. Aptitude
 It refers to the students’ 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 attraction. Lessons that

give the learners the chance to express themselves
will be more meaningful and easily absorbed.
4. Family & Cultural background
 Students who come from different socioeconomic

background manifest a wide range of behaviour

due to differences in upbringing practices.
5. Attitudes
 Attitude refers to an individual perspective and

disposition.
 Some positive attitudes are curiosity,

responsibility, creativity & persistence.

 Gardner’s Multiple Intelligence Theory

1. Verbal-linguistic Intelligence
2. Logical-mathematical Intelligence
3. Spatial Intelligence
4. Bodily-kinaesthetic Intelligence
5. Musical Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist Intelligence
•Learning Styles

1. Sensing-thinking (Mastery Learner)

2. Intuitive thinking (Understanding
Learner)
3. Intuitive-Feeling (Self-Expressive
Learner)
4. Sensing-Feeling (Interpersonal Learner)
THE TEACHER
•The Professional Teacher
The professional teacher is the “licensed professional who
possesses dignity with high moral values as well as technical
and professional competence...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 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 practice.
 Repertoire of best teaching practice and can use

these to instruct children in classrooms and to

work with adults in the school setting.
•Professional Attributes

A professional teacher possesses the following

attributes:
 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.
 Teachers are judged more strictly than 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 pretences and artificiality. They must be consistent, true
and authentic.
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.
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.
3. Values and Attitudes
Teachers are model of values. Values connote standards, code of ethics
and strong beliefs.
a. Open-mindedness is basic in promoting respect and trust between
teachers and students
b. Fairness and impartiality eliminates discrimination. Teachers must be
unbiased and objective in judging their students work and
performance.
c. Professionalism is highly treasured in the teaching profession.

Teachers are adjudged professional if they are knowledgeable, skilled

and value-laden.
4. Patience
 In teaching, patience refers to a teacher’s
uncomplaining nature, self-control and persistence.
Patient teachers can forego momentous frustrations
and disappointments. They calmly endure their
students’ limitations and difficulties. The teacher’s
capacity to adjust his methodologies could allay the
tension and save time and effort for appropriate
remediation.
5. Enthusiasm
Enthusiasm is synonymous to eagerness and excitement. Enthusiastic
teachers are full of energy and dynamism. With enthusiastic teachers,
students look forward to any activity they can participate in with them.
 Commitment is a “solemn promise” to perform the duties and

responsibilities mandated by the laws and code of ethics of the

profession. It is an unwavering pledge to perform all teaching and
learning activities with consistency and selflessness to the best
interest of the students under their care.
THE LEARNING
ENVIRONMENT
“To heredity, the child owes his
possibilities.
However, to environment, he owes the
realization of these possibilities.”
 Introduction

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
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 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 work are located
at the sides. Attached to the wall is the bulletin board for hanging
posters, announcements and illustrations about the unit being
undertaken. During discussions, the board in front is used for
clarifying step-by-step procedures and making clearer diagrams,
illustrations and figures.
cont.

Teaching devices like globes, maps and charts are kept in nearby
cabinets, together with simple tools and materials. A temporary
table is placed at the right side where supplies, materials and
handled instruments are arranged, ready for the day’s lesson.
 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. Free from noise coming from the
surroundings, students’ concentration and interest are
easily sustained. The doors and windows could be opened
and closed with less difficulty and noise. The light fixtures
are located where needed.
Interactions

A diverse situation may exist in the classroom at any given time.

Students differ in abilities and interests while teachers likely
employ different strategies. Teachers must be sensitive to
positive or negative interactions and must immediately
undertake an instant revision or adjustment in the methodology
when necessary. The primary goal is to be able to motivate
them to work harmoniously, thereafter, inculcate the values of
cooperation and congeniality.
A Facilitative Learning Environment

Pine and Horn (1990) described the learning environment that facilitates
learning. It is an environment:

 Which encourages people to be active;

 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 recognizes people’s right to make mistakes;
 Which tolerates ambiguity;
 In which evaluation is a cooperative process with emphasis on self-
evaluation;
 Which encourages openness of self rather than concealment of self;
 In which people are encouraged to trust in themselves as well as in
external resources;
 In which people feel they are respected;
 In which people feel they are accepted;
 Which permits confrontation.
THANK YOU FOR LISTENING