Principles of teaching

A Child’s Plea A little love that slowly grows and growsNot one that comes and goesThat’s all I ask of you.

A sunny day to look up to the sky,A hand to help me by,That’s all I ask of you

Don’t let me downOh, show me that you careRemember when you giveYou also get a share.

Don’t let me down I have no time to waitTomorrow might not comeBy then t’ will be too late

The Elements of Teaching and The Elements of Teaching and LearningLearning

The principal elements that make teaching and The principal elements that make teaching and learning possible and attainable are the teachers, the learning possible and attainable are the teachers, the learners, and a conducive learning environment . learners, and a conducive learning environment . Without one, there could be no teaching, nor will Without one, there could be no teaching, nor will there learning of a desired objective.there learning of a desired objective.

Teacher

Learner

Conducive learning Environment

The teacher serves as the prime The teacher serves as the prime mover of the educational wheel, while mover of the educational wheel, while the learners are the key participants in the learners are the key participants in the learning process. The favorable the learning process. The favorable environment provides essential environment provides essential features and ingredients that would be features and ingredients that would be of great help in guiding the learning of great help in guiding the learning process.process.

How does each How does each element element

contribute to contribute to learning?learning?????

The leaner is an embodied The leaner is an embodied spirit. He is not just a body, spirit. He is not just a body, neither just a spirit. He is a union neither just a spirit. He is a union of a sentient body and a rational of a sentient body and a rational soul. His body experiences soul. His body experiences sensations and feels pleasure sensations and feels pleasure

and painand pain. .

His soul is the principle of spiritual His soul is the principle of spiritual acts, the source of intellectual abstraction, acts, the source of intellectual abstraction, self-reflection, and free rational volition. self-reflection, and free rational volition.

Body and soul Body and soul exist in mutual exist in mutual dependence. What dependence. What happens to the body happens to the body happens also to the spirit. happens also to the spirit. Likewise what happens to Likewise what happens to the spirit affects the body. the spirit affects the body.

As teachers As teachers then, let us take care for then, let us take care for the embodied spirit-the embodied spirit-learner. Let us feed learner. Let us feed his/her body as well as his/her body as well as his/her spirit. his/her spirit.

““Man does not live by bread Man does not live by bread alonealone.”.”

The teachers is The teachers is equipped with faculties equipped with faculties or powers-or powers-cognitivecognitive and and affectiveaffective. His/her . His/her cognitive faculties cognitive faculties include his/her five include his/her five senses, instinct, senses, instinct, imagination, memory, imagination, memory, and intellect. By his/her and intellect. By his/her senses, the learner is senses, the learner is able to see, hear, feel, able to see, hear, feel, taste and smell whatever taste and smell whatever is to be learned.is to be learned.

By the power of imagination, the By the power of imagination, the learner is able to form learner is able to form representations of material objects or representations of material objects or things which are not actually present things which are not actually present to the senses.to the senses.

By his/her power of memory, he is By his/her power of memory, he is able to retain, recall, and recognize able to retain, recall, and recognize past mental acts. By his/her intellect, past mental acts. By his/her intellect, he/she can form concepts or ideas, he/she can form concepts or ideas, make judgment, and reason out. make judgment, and reason out.

What are his/her appetitive What are his/her appetitive faculties? These are his/her feelings, faculties? These are his/her feelings, emotions, and emotions, and rational will.rational will.

Through his/her feelings and Through his/her feelings and emotions, a person experiences the emotions, a person experiences the pleasantness or unpleasantness , the pleasantness or unpleasantness , the satisfactoriness or unsatisfactoriness, the satisfactoriness or unsatisfactoriness, the pain or the joy of an object or an activity. pain or the joy of an object or an activity.

His/her His/her willwill serves as the guiding serves as the guiding force and the main integrating force in the force and the main integrating force in the person’s character. Through his/her person’s character. Through his/her willwill, , the learner the learner willswills what his/her intellect what his/her intellect presents as good and desirable. presents as good and desirable.

For, effective and efficient learning, the For, effective and efficient learning, the five senses must function normally. The leaner five senses must function normally. The leaner becomes aware of his/her objective world becomes aware of his/her objective world through his/her senses.through his/her senses.

All learners are equipped with the All learners are equipped with the cognitive and appetitive faculties. However, the cognitive and appetitive faculties. However, the exercise of their different abilities, aptitudes, exercise of their different abilities, aptitudes, interests, home background, attitudes and interests, home background, attitudes and values.values.

Let us take a look once Let us take a look once more at the learner from the more at the learner from the point of view of these five point of view of these five distinguishing elements.distinguishing elements.

AbilityAbility- - determine the determine the

capacity of learners to capacity of learners to understand and assimilate understand and assimilate information for their own information for their own use and application. use and application. Learners may be classified Learners may be classified generally into fast, average generally into fast, average and slow learners.and slow learners.

Others are labeled Others are labeled high, moderate and slow high, moderate and slow achievers.achievers.

Aver-age

As to their mental ability, students can be As to their mental ability, students can be categorized into superior, above average, and categorized into superior, above average, and below average.below average.

A wide range in their intelligence is a factor A wide range in their intelligence is a factor

to consider in planning instruction.to consider in planning instruction.

Below Average

Above Average

Superior

AptitudeAptitude- This refers to the student’s - This refers to the student’s

innate talent or gift. It indicates a innate talent or gift. It indicates a natural capacity to learn certain natural capacity to learn certain skills. Some may exhibit special skills. Some may exhibit special inclination for the arts such as inclination for the arts such as painting and designing crafts, painting and designing crafts, propensity for music and flair for propensity for music and flair for dramatics. Talent for Mathematics dramatics. Talent for Mathematics or literature is likewise noticed or literature is likewise noticed among a few.among a few.

It is important that these aptitudes be It is important that these aptitudes be recognized early among our students so recognized early among our students so as not to waste such inborn learning. As as not to waste such inborn learning. As teachers, it is imperative that we help teachers, it is imperative that we help develop students’ potentials.develop students’ potentials.

InterestInterestss

- Learners vary in activities undertaken due to a - Learners vary in activities undertaken due to a strong appeal or attraction, Girls, for example, are strong appeal or attraction, Girls, for example, are strongly attracted to flowering plants and greeneries. Boys strongly attracted to flowering plants and greeneries. Boys go for hiking and mountain climbing.go for hiking and mountain climbing.

Lessons that give them the chance to express their Lessons that give them the chance to express their deep feelings for objects or actions will be more deep feelings for objects or actions will be more meaningful and easily absorbed. meaningful and easily absorbed.

A classroom set-up could offer A classroom set-up could offer centers of interest so that students would centers of interest so that students would like to enjoy staying in the classroom. like to enjoy staying in the classroom. Interest clubs could be organized to serve Interest clubs could be organized to serve as outlet of special interest shared by the as outlet of special interest shared by the members.members.

Family & Family & Cultural Cultural

BackgroundBackground

Students coming from different Students coming from different socioeconomic background manifest a socioeconomic background manifest a wide range of behavior, due to wide range of behavior, due to differences in upbringing practices. differences in upbringing practices. Their participation in classroom Their participation in classroom activities are influenced by their training activities are influenced by their training at home and experiences, either they at home and experiences, either they become active and confident in thier become active and confident in thier ways or inactive and apathetic. ways or inactive and apathetic.

AttitudesAttitudes

Students have a unique way of Students have a unique way of thinking and reacting. Facing the thinking and reacting. Facing the same situation in the learning same situation in the learning environment, they would react environment, they would react differently depending on their personal differently depending on their personal characteristics. characteristics.

AttitudeAttitude refers to an individual’s refers to an individual’s perspective and disposition.perspective and disposition.

Some positive Some positive attitudes areattitudes are: :

• CuriosityCuriosity

• ResponsibilityResponsibility

• CreativityCreativity

• Persistence Persistence

These five elements These five elements make learners different make learners different

from one another.from one another.The learners’ multiple intelligences The learners’ multiple intelligences

and varied earning styles make them and varied earning styles make them even more different from one another. even more different from one another. Added to these differences is the Added to these differences is the integration of children with special needs integration of children with special needs as well as children of the indigenous as well as children of the indigenous people groups in the classroom.people groups in the classroom.

(Multiple Intelligences Learning (Multiple Intelligences Learning Styles)Styles)

What is intelligence?

According to Gardner, intelligence is

“the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989)

“all societies value different types of intelligences” (Gardner, 1983)

Howard Gardner claims

• we all possess all of these intelligences but in varying degrees of strength, skill and limitation

• just as we all look different and have unique personalities and temperaments, we also have different profiles of intelligences

• no one kind of intelligence is better than another

• each intelligence has its own sphere of expertise

• intelligences are independent of each another.

Gardner’s 8 Intelligences are:

• 1. Logical-mathematical

• (associated with scientific thinking)

• 2. Verbal-linguistic

• (the production of language and communication)

• 3. Musical- rhythmic

• (recognition and use of sounds)

• 4. Naturalist

• (ability to work with nature)

• 5. Visual-spatial

• (deals with visual arts)

• 6. Inter-relational

• (inter personal skills)

• 7. Intra-relational

• (understanding of self)

• 8. Bodily-kinesthetic

• (associated with body movements)

Who is intelligent?

8 Intelligences – by Dr. Howard Gardner

1. Linguistic

2. Logical/ Mathematical

3. Spatial

4. Bodily/ Kinesthetic

5. Musical

6. Interpersonal

7. Intrapersonal

8. Naturalistic

Can you define intelligence?

Toni Morrison

Linguistic Intelligence• Skilled with words• “The Word Player”

Albert Einstein

Logical/ Mathematical Intelligence

• Skilled with numbers & reasoning• “The Questioner”

Milton Caniff

Spatial Intelligence• Skilled with pictures & images• “The Visualizer”

Cy Young

Bodily/ Kinesthetic Intelligence

• Physical skill• “The Mover”

Doris Day

Musical Intelligence• Skilled with melody & rhythm• “The Music Lover”

James A. Garfield

Interpersonal Intelligence• Skills of social understanding• “The Socializer”

Helen Keller

Intrapersonal Intelligence• Skills of self-knowledge• “The Individual”

Sacagawea

Naturalistic Intelligence• Skills of making connection to elements in nature• “The Outdoorsman”

Multiple Intelligences

• “An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings”

~Howard Gardner

Frames of Mind (1983)

OHT 3:4:4

Linguistic intelligence

Logical mathematical intelligence

Visual spatial

intelligence

Bodily kinaesthetic intelligence

Musical intelligence

Intrapersonal intelligence

Interpersonal intelligence

Emotional intelligence

Multiple intelligence

Naturalistic intelligence

Sara Shaw and Trevor Hawes

Session 4 – Learning Styles and Multiple Intelligences

Howard Gardner’s Multiple Intelligences

• Linguistic intelligence

Linguistic

If you have strong linguistic intelligence you might learn better by

• Reading• Memorizing• Playing word games (Scrabble, Anagrams, Password)• Making up rhymes, puns• Using the internet

Linguistic Intelligence

• often called verbal/linguistic intelligence

• having mastery of language

• ability to manipulate language to express oneself rhetorically or poetically

• use language as a means to remember information

Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication.

• Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.

Word Smarts

are usually good at:• Reading fiction and non-fiction

• Writing letters, reports, scripts etc.

• Talking

• Debating

• Word puzzles

are usually good at:

• Making up and telling jokes

• Storytelling

• Emailing

• Listening to tapes and people

• Poetry

• Logical/Mathematical intelligence

Logical/Mathematical LearnerIf you have strong logical-

mathematical intelligence you might learn better by• Recording information systematically• Setting up experiments (“What if…?”)

• Playing strategy games (Chess, Checkers)

• Analyzing data • Asking logical questions• Using the internet

Logical/Mathematical Intelligence

• ability to detect patterns, reason deductively and think logically

• often associated with scientific and mathematical thinking

Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems.

• Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.

Math/ Logic Smarts

are usually good at:• Mazes and puzzles

• Graphing

• Mathematics and numbers

• Problem solving

• Timelines

are usually good at:• Strategic games and codes

• Spreadsheets and databases

• Computer games

• Patterning and sequencing

• Fact finding and collecting

• Visual/Spatial intelligence

Spatial Learner

If you have strong spatial intelligence you might learn better by

• Studying pictures• Watching videos• Using visual, tangible aids• Doing mazes, puzzles • Making predictions• Using the internet

Visual / Spatial Intelligence

• gives one the ability to manipulate and create mental images in order to solve problems

• this intelligence is not limited to visual domains

• Gardner notes that spatial intelligence is also formed in blind children.

• Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend

• They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.

Picture Smarts

are usually good at:• Drawing and painting

• Cartooning and doodling

• Reading and making maps

• Sketching and illustrating

• Making murals, charts, posters,

• collages, statues and mobiles

are usually good at:• Photography

• Creating and understanding films

• Making constructions and models

• Musical intelligence

Musical Learner

If you have strong musical intelligence you might learn better by• Listening to recordings• Talking to yourself• Making up songs • Mentally repeating information • Reading aloud• Changing tempo

Musical Intelligence

• encompasses the capability to recognize and compose musical pitches, tones, and rhythms

• auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm

• Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.

Music Smarts

are usually good at:• Singing

• Playing a musical instrument

• Remembering songs

• Making up song lyrics

• Tapping and clapping

are usually good at:• Writing jingles

• Composing music

• Performing music for a group

• Listening to music

• Understanding music

• Bodily-Kinesthetic intelligence

Bodily/Kinesthetic LearnerIf you have strong bodily-kinesthetic

intelligence you might learn better by• Doing role plays• Constructing physical examples• Exercising while reviewing• Visiting museums, institutions, parks • Asking logical questions• Using the internet

Bodily/Kinesthetic Intelligence

• ability of one’s one mental abilities to coordinate one’s own bodily movements

• this intelligence challenges the popular belief that mental and physical activity are unrelated

• Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance.

• Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and Jim Carrey.

Body Smarts

are usually good at:• Dancing

• Sports and athletics

• Throwing, catching, jumping etc.

• Building and manipulating

are usually good at:• Performing, role-playing and drama

• Shaping and sculpting

• Keyboarding

• Experimenting

• Obstacle Courses

• Interpersonal intelligence

Interpersonal Learner

If you have strong interpersonal intelligence you might learn better by• Studying in groups• Comparing information with others• Interviewing experts• Relating personal experiences • Being a teamplayer• Doing cooperative projects

Interpersonal Intelligence

• ability to recognize feelings, intentions and motivations of others

• Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals.

• Teachers can encourage the growth of Interpersonal Intelligences by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.

Group Smarts

are usually good at:• Working with others in a group

• Communicating with others

• Group games and challenges

• Leading a group

are usually good at:• Debating

• Sharing with others

• Caring about other people

• Questioning and surveying

Howard Gardner’s Multiple Intelligences• Linguistic intelligence

• Intrapersonal intelligence

Intrapersonal Learner

If you have strong intrapersonal intelligence you might learn better by• Avoiding distractions• Establishing personal goals • Playing solitary games • Setting own pace • Working alone• Relating personal experiences

Intrapersonal Intelligence

• ability to understand one’s own feelings and motivations

• ability to use that information to regulate one’s own life

• Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students' Intrapersonal Intelligence

• . Its important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence. Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who exhibited strong Interpersonal Intelligence in their lifetimes.

Self Smarts

are usually good at:• Working independently

• Writing diaries and journals

• Poetry

• Writing autobiographies

are usually good at:• Setting goals

• Creative writing

• Imagining

• Planning and organising

• Thinking

• Naturalist intelligence

Naturalistic Learner

If you have strong naturalistic intelligence you might learn better by• Studying outside• Learning in the presence of plants & pets• Relating environmental issues to topics• Smelling, seeing touching, tasting,• Observing natural phenomenon

Naturalist Intelligence

• ability to recognize and categorize plants, animals and other objects in nature

• Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes.

• Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin and John Muir are examples of people gifted in this way.

Nature Smarts

are usually good at:• Looking after a pet

• Exploring the natural environment

• Hiking

• Touching

• Reusing, reducing and Recycling

are usually good at:• Gardening

• Fishing

• Star gazing

• Photography

• Camping

• Naturalist intelligence

• Existential intelligence

Existential Intelligence

• sensitivity and capacity to tackle deep questions about human existence (i.e., the meaning of life? why do we die? how did we get here?)

• The ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This would be in the domain of philosophers and religious leaders.

““Teachers open the door. Teachers open the door. You enter by yourself”You enter by yourself”

Chinese proverbChinese proverb

Focus Questions:Focus Questions:1.1. Who is Who is

the the professio-professio-

nal nal teacher?teacher?

2. To facilitate 2. To facilitate learning, what learning, what attributes are attributes are expected of a expected of a professional professional teacher?teacher?

The The Professional Professional

TeacherTeacher

The professional teacher is the “ The professional teacher is the “ licensed professional who possesses licensed professional who possesses dignity and reputation with high moral dignity and reputation with high moral values as well as technical and values as well as technical and professional competence… he/she professional competence… he/she adheres to observe and practice a set of adheres to observe and practice a set of ethical and moral standards and values.ethical and moral standards and values.

(Code of Ethics of Professional (Code of Ethics of Professional Teachers)Teachers)

The professional teacher is one who went The professional teacher is one who went through four to five year, period of rigorous through four to five year, period of rigorous academic preparation 9in teaching and one academic preparation 9in teaching and one who is given a license to teach by the Board who is given a license to teach by the Board for Professional Teachers of the Professional for Professional Teachers of the Professional Regulation Commission after fulfilling Regulation Commission after fulfilling requirements prescribed by law such as requirements prescribed by law such as passing the Licensure Examination for passing the Licensure Examination for Teacher (LET) . He/she is registered in the Teacher (LET) . He/she is registered in the roster of professional teachers at the roster of professional teachers at the Professional Regulation Commission, and Professional Regulation Commission, and undergoes continuing professional education.undergoes continuing professional education.

Professional Professional AttributesAttributes

A professional teacher A professional teacher possess the following possess the following

attributes:attributes:

control of the knowledge base of teaching control of the knowledge base of teaching and learning and use of this knowledge to and learning and use of this knowledge to guide the science and art of his/her guide the science and art of his/her teaching practice.teaching practice.

repertoire of best repertoire of best teaching practices and teaching practices and can use these to instruct can use these to instruct children in classrooms and children in classrooms and to work with adults in the to work with adults in the school setting.school setting.

Dispositions and skills to approach all Dispositions and skills to approach all aspects of his/her work in a reflective, aspects of his/her work in a reflective, collegial, and problem-solving manner, collegial, and problem-solving manner,

View of teaching as a lifelong process and View of teaching as a lifelong process and dispositions and skills for working towards dispositions and skills for working towards improving his/her own teaching as well as improving his/her own teaching as well as improving schools.improving schools.

Personal AttributesPersonal Attributes

Personality is the sum of one’s Personality is the sum of one’s personal characteristics. It is one’s personal characteristics. It is one’s identity. The teachers, more than any identity. The teachers, more than any other professional, are subjected to other professional, are subjected to scrutiny to the minutest detail and scrutiny to the minutest detail and observation by those they associate with. observation by those they associate with. Teachers are judged more strictly than Teachers are judged more strictly than other professional. other professional.

Personalities many be describe as Personalities many be describe as authoritative, weak, dynamic, or authoritative, weak, dynamic, or “magnetic”. Teachers’ personality must be “magnetic”. Teachers’ personality must be natural and genuine, that is, devoid of natural and genuine, that is, devoid of pretenses and artificiality. They must be pretenses and artificiality. They must be consistent, true, and authentic.consistent, true, and authentic.

Some outstanding personal Some outstanding personal qualities that are worth qualities that are worth

mentioning are:mentioning are:

PassionPassion

Passion in teaching is a compelling Passion in teaching is a compelling force that emerges because of one’s force that emerges because of one’s inborn love for children. Passion does not inborn love for children. Passion does not die nor diminish. Teachers with passion die nor diminish. Teachers with passion feel they “ will live and die a teacher”feel they “ will live and die a teacher”

HumorHumor

Humor stands for anything funny, which elicits a Humor stands for anything funny, which elicits a smile, laugher or amusing reaction. It is an essential smile, laugher or amusing reaction. It is an essential quality of teachers serves a number of purposes.quality of teachers serves a number of purposes.

Values of AttitudeValues of Attitude

Teachers are models of values. Whether Teachers are models of values. Whether conscious of them or not, values are conscious of them or not, values are exhibited implicitly and explicitly . Values exhibited implicitly and explicitly . Values connote standards, code of ethics and connote standards, code of ethics and strong beliefs . To mention a few of these strong beliefs . To mention a few of these values , we have: values , we have:

a)a) Open-Mindedness – is basic in Open-Mindedness – is basic in promoting respect and trust between promoting respect and trust between teachers and students. teachers and students.

b)b) fairness and impartiality –inculcates self-fairness and impartiality –inculcates self-confidence and trust among studentsconfidence and trust among students. .

c)c) sincerity and honesty – These values are sincerity and honesty – These values are exhibited in words and actions. Teachers must exhibited in words and actions. Teachers must show their real self, devoid of pretenses. show their real self, devoid of pretenses.

professionalism – this is highly treasured in professionalism – this is highly treasured in the teaching profession. Teachers are the teaching profession. Teachers are adjudged professional if they are adjudged professional if they are knowledgeable , skilled and value-laden.knowledgeable , skilled and value-laden.

PatiencePatience

In teaching patience refers to a In teaching patience refers to a teacher’s uncomplaining nature, self-teacher’s uncomplaining nature, self-control, and persistence. control, and persistence.

Enthusiasm Enthusiasm

- is - is synonymoussynonymous to eagerness and to eagerness and excitement. Enthusiastic teachers are full excitement. Enthusiastic teachers are full of energy and dynamism. Their passion of energy and dynamism. Their passion and love for children are easily felt. and love for children are easily felt. Everyone anticipates an interesting and Everyone anticipates an interesting and enjoyable learning activity.enjoyable learning activity.

CommitmentCommitment

- is a solemn promise to perform the duties - is a solemn promise to perform the duties and responsibilities mandated by the laws and responsibilities mandated by the laws and code of ethics of the –profession. and code of ethics of the –profession. Committed teachers are ready to carry on Committed teachers are ready to carry on no matter the price. no matter the price.

“ “ To heredity, the child owes his To heredity, the child owes his possibilities. However, to possibilities. However, to environmentenvironment, he owes the realization , he owes the realization of these possibilities.”of these possibilities.”

The Learning The Learning EnvironmentEnvironment

The learning environment is a product of The learning environment is a product of the physical psychological as well as social the physical psychological as well as social atmosphere created by the interaction between atmosphere created by the interaction between the teacher and the learners and among the the teacher and the learners and among the learners themselves. learners themselves.

The physical features of the classroom The physical features of the classroom which include space, location, lighting, which include space, location, lighting, ventilation, order, tidiness , and noise level exert ventilation, order, tidiness , and noise level exert influence on the teaching –learning process. influence on the teaching –learning process.

Pine and Horn (1990) Pine and Horn (1990) described the learning described the learning environment that environment that facilitates learning.facilitates learning.

it is an environment :it is an environment : which encourages people to be active.which encourages people to be active.

which promotes and facilitates the individual’s which promotes and facilitates the individual’s discovery of the personal meaning of ideas.discovery of the personal meaning of ideas.

in which difference is good and desirable in which difference is good and desirable

which consistently recognizes people’s right to which consistently recognizes people’s right to make mistakes. make mistakes.

which tolerates ambiguity which tolerates ambiguity

in which evaluation is a cooperative in which evaluation is a cooperative process with emphasis on self-evaluation.process with emphasis on self-evaluation.

which encourages openness of self rather which encourages openness of self rather than concealment of self.than concealment of self.

in which people are encouraged to trust in in which people are encouraged to trust in themselves as well as in external sources. themselves as well as in external sources.

in which people feel they are respectedin which people feel they are respected

in which people feel they are accepted in which people feel they are accepted

which permits confrontation. which permits confrontation.

How much learning will take place How much learning will take place depends ultimately on the learner. depends ultimately on the learner. Whether he/she develops his potentials as Whether he/she develops his potentials as a genius to the fullest is ultimately up to a genius to the fullest is ultimately up to him/her. It is his/her free choicehim/her. It is his/her free choice. .

Principles of Teaching Principles of Teaching and Learningand Learning

A.A. Principles DefinedPrinciples Defined

The term principle has been adopted from The term principle has been adopted from the Latin word the Latin word princepsprinceps which means the which means the beginning or the end of all things. The early beginning or the end of all things. The early Greeks used the term Greeks used the term principlesprinciples not only to not only to express the origin of things but also to express express the origin of things but also to express their fundamental laws and to brig out the their fundamental laws and to brig out the ultimate objectives. ultimate objectives.

According to Webster , a guide to make According to Webster , a guide to make teaching and learning productive. They are teaching and learning productive. They are the fundamentals through which we proceed the fundamentals through which we proceed form one situation to another.form one situation to another.

Principles are important for the Principles are important for the governing of actions and the operation of governing of actions and the operation of techniques in any field of education.techniques in any field of education.

For the individual, a principle, when For the individual, a principle, when understood and accepted, serves in understood and accepted, serves in important ways to guide his reflective important ways to guide his reflective thinking and his choice of activities or thinking and his choice of activities or actions.actions.

In the filed of education, an accepted In the filed of education, an accepted principle becomes part of one’s philosophy principle becomes part of one’s philosophy which serves to determine and evaluate his which serves to determine and evaluate his educational aims, activities, practices, and educational aims, activities, practices, and outcomes, outcomes,

a. through the pooling of opinions of experts;a. through the pooling of opinions of experts;b. through comparative studies of the teaching b. through comparative studies of the teaching performance of capable and incapable teachers; performance of capable and incapable teachers; c. through experimental studies of teaching and c. through experimental studies of teaching and learning in the classroomlearning in the classroomd. from the results of experimentsd. from the results of experimentse. from critically analyzed experience or from e. from critically analyzed experience or from

systematic investigations.systematic investigations.

B. How Principles o Teaching Derived

C. Types of Teaching PrinciplesC. Types of Teaching Principles

1.1. Starting PrinciplesStarting Principles -These involve the nature -These involve the nature of the learner and his psychological and of the learner and his psychological and physiological endowments which make physiological endowments which make education possible.education possible.

2.2. Guiding PrinciplesGuiding Principles -These refer to the -These refer to the procedure methods of instruction or procedure methods of instruction or agglomeration of techniques by which the agglomeration of techniques by which the learner and the teacher may work together learner and the teacher may work together towards the accomplishment of the goals or towards the accomplishment of the goals or objectives of education. objectives of education.

3. 3. Ending PrincipleEnding Principle -These refers to the -These refers to the educational aims, objectives, outcomes, educational aims, objectives, outcomes, purposes, or results of the whole purposes, or results of the whole educational scheme to which teaching and educational scheme to which teaching and learning are directed.learning are directed.

PRINCIPLES OFPRINCIPLES OFLEARNINGLEARNING

MRS. ELENA N. MENDOZA

PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING

1. The Learner must clearly perceive the goal.

Learners readily understand and internalize concepts and ideas which are relevant to their own needs and problems.

2. The learner must be psychologically and physiologically ready.

This principle is in consonance with Thorndike’s law of readiness and law of effect. The law of readiness states that when a person is prepared to respond or act, giving the response is satisfying and being prevented from doing so is annoying.

The law of effect states that learning is strengthened when it results in satisfaction but is weakened if it leads to annoyance

3. The learner must be motivated to learn.

That the learner must be motivated to learn is a basic principle in the teaching-learning process. Every learner in the classroom however, is a unique individual. The learner’s experiential background varies from learner to learner.

Types of Motivation

Extrinsic Motivation Intrinsic Motivation

It comes in the form of reward and punishment.

Means creating a desire to learn a subject because it is

worth knowing.

Some principles on motivating learners Some principles on motivating learners which are significant for teachers are which are significant for teachers are

enumerated below.enumerated below.

a. Intrinsic motivation is better than extrinsic motivation.

b. Goal setting is an important motivational aspect of learning.

c. Successful experiences are important motivators.

d. Feedback about one’s progress can be an effective motivation.

e. Considering learner’s interest is important in classroom learning.

f. Reward rather than punishment is a better motivation for learning.

g. Meaningful materials and tasks serve as good motivators.

h. Success generally increases the level of aspiration and achievement of the learner.

i. Teacher’s expectations of the learner’s performance influence the latter’s achievement.

4.4. The learner must be active not The learner must be active not passive for maximum learning. passive for maximum learning. This principle is adroitly This principle is adroitly expressed in the Chinese adage:expressed in the Chinese adage:

I hear and I forget,I see and I remember,I do and I understand.

5. The learner must repeat or practice what he has learned in order to remember. Thorndike law of exercise states that constant repetition of a response strengthens its connection with the stimulus and disuse of a response weakens it. Educational practices such as drill, review and examination exemplify this principle

6. The learner must put together the parts of a task and perceive it as a meaningful whole. This is an extension of the principle formulated by the Gestalt school of psychology. The principle places emphasis upon the concept that learning is a process of discovering and understanding relationships, and of organizing and finding significance in the sensory experiences aroused by the external situation.

7. The learner must see the significance, meanings, implications, and applications that will make a given experience understandable. (Apperception)

8. The learner must be prepared to respond.A teacher sometimes may encounter situations where learners learn automatically and spontaneously, or learners who are able to perform skills and activities without much apparent effort. These situations can be credited to readiness on the part of the learner. Readiness varies with the different learning tasks and among individuals. Without readiness, much effort, is exerted by the teacher and the learner and this effort may result in little or no learning at all on the part of the learner.

9. The process of problem solving and learning are highly unique and specific.

Each individual has his own unique style of learning and solving problems. As individuals become more aware of how they learn and solve problems and become exposed to alternative models used by other individuals, they can modify their personal learning style so that this can be employed more effectively.

CONDITIONS WHICH FACILITATE CONDITIONS WHICH FACILITATE LEARNINGLEARNING

1. Learning is facilitated in an atmosphere which encourages learners to be active.

2. Learning is facilitated in an atmosphere which promotes and facilitates the individual’s discovery of the personal meaning of ideas.

3. Learning is facilitated in an atmosphere in which different ideas can be discussed but not necessarily accepted.

4. Learning is facilitated in an atmosphere in which consistently recognizes the individual’s right to make mistakes.

5. Learning is facilitated in an atmosphere in which evaluation is a cooperative process.

6. Learning is facilitated in an atmosphere were individuals feel they are respected and accepted.

Principles of Learning

Pine and Horn (1990)

1.1. What are What are the the principles principles of of learning?learning?

2. What are the 2. What are the implications of implications of these principles these principles of learning to of learning to teaching?teaching?

Focus Questions:Focus Questions:

1.Learning is an experience which occurs inside the learner and is activated by the learner.

2. Learning is the discovery of the personal meaning and relevance of ideas.

3. 3. Learning (behavioral change) is a consequence of experience

4. Learning is a cooperative and collaborative process.

5. Learning is an evolutionary process.

6. Learning is sometimes a painful process

7. One of the richest resources for learning is the learner himself.

8. The process of learning is emotional as well as intellectual.

9. The process of problem solving and learning are highly unique and individual.

Learning

Styles

The Sensing-Thinking (ST) or Mastery Learner

PREFERS TO LEARN BY: seeing tangible results

practicing what he has learned

following directions one step at a time

being active rather than passive

knowing exactly what is expected of her, how well the task must be done and why

LEARN BEST FROM: drill

demonstration

practice

hands-on experience

The Intuitive-thinking (NT) or understanding

Learner

PREFERS TO LEARN BY:

LEARN BEST FROM:

studying about ideas and how things are related

planning and carrying out a project of his own making and interest

arguing or debating a point based on logical analysis

problem solving that requires collecting, organizing, and evaluating data

lectures

reading

logical discussions and debates

The Sensing-feeling (SF) or

interpersonal Learner

LEARN BEST FROM:

studying about things that directly affect people’s lives rather than impersonal facts or theories

receiving personal attention and encouragement from his teachers

being part of a team – collaborating with other students

activities that help her learn and about herself and how she feels about things

group experiences and projects

loving attention

Personal expression and personal encounters

role playing

The intuitive-feeling (NF) or Self-

Expressive Learner

LEARN BEST FROM:

being creative and using his imagination

planning and organizing her work in her own creative ways

working on a number of things at one time

searching for alternative solutions to problems beyond those normally considered

discussing real problems and looking for real solutions

creative and artistic activities

open-ended discussions of personal and social values

activities than enlighten and enhance – myths, human achievement, dramas, etc.

I. Goal and Objective Related to Teaching

1. Begin with the end in mind.

In the context of teaching, this means that we must begin our lesson with a clearly defined lesson objective, with a clear and specific lesson objective, we will have a sense of direction.

2. Share lesson objective with student.

Make known to our students our instructional objective and encourage them to make the lesson objective their own. This lesson objective when share and possessed by our students will become their personal target.

3. Lesson objectives must be in the two or three domains knowledge (cognitive) skills (psychomotor) , and values (affective)

A cognitive or skill lesson must always include the affective dimension for wholistic learning.

What is most important in this principle is that our lesson is wholistic and complete because it dwells on knowledge and values or on skills and values.

4. Work on significant and relevant lesson objectives.

The level of students’ self-motivation all the more increases when our lesson objective is relevant to their daily life.

5. Lesson objective must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution of which you are a

part. This means that the aims and goals of education as

provided for in our laws filter down to our lesson objectives. We have something to do with the attainment of our broad aims of education. We can also contribute to the realization of our school’s vision-mission statements because our lesson objectives are based on our school’s vision-mission statements.

6. For accountability of learning, lesson objectives must be SMART, i,e., Specific, Measurable, Attainable, Result-oriented and Relevant, Time bound and Terminal

When our lesson objective is SMART, it is quite easy to find out at the end of our lesson if we attained our objective or not.

7. Aim at the development of critical and creative thinking.

If we want to contribute to the development of critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions, high-level, divergent, or open-ended questions.

II. Teaching Strategy-Related Principles of Teaching and Learning

1. Learning is an active process

This means that we have to actively engage the learners in learning activities if we want them to learn to teach. We have to give our students opportunities to participate in classroom activities. (Learning by doing)

What I hear, I forget

What I see, I remember

What I do, I understand

2. The more senses that are involved in learning, the more and the better the learning.

The Contribution of the Senses to Learning

This implies that visual aids are more effective than audio aids. But a combination of audio and visual aids is far more effective. Most effective of course is the use of a combination of three or more senses, thus the term “multi-sensory aids.

Sight --75%Hearing --13%Touch --6%Taste --3%Smell --3%

3. A non-threatening atmosphere enhances

learning.

This conducive atmosphere refers not only to the physical condition of the classroom but more so to the psychological climate that prevails in the classroom.

4. Emotion has the power to increase retention and learning

We tend to remember

and learn more those

that strike our hearts.

5. Learning is meaningful when it is connected to students’ everyday

For meaning, connect your teaching to your students’ everyday

6. Good teaching goes beyond recall of

information.

Most teachings are confined to recall of information and comprehension. Ideally, our teaching should reach the levels of application, analysis, synthesis, and evaluation.

7. An integrated teaching approach is far more effective then teaching isolated bits of information.

For effective teaching, it is imperative on our part as teachers to possess a repertoire of teaching and testing strategies and techniques to reach a full range of students with varied learning styles and multiple intelligences.

8. There is no such thing as best teaching method. The best method is the one that works, the one that yields results.

Selection and Organization of

Content

““There are dull teachers, There are dull teachers, dull textbooks, dull films, dull textbooks, dull films, but no dull subjects.”but no dull subjects.”

Guiding Principles in the Selection

and Organization of Content

1. One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content:

a)Validity – the content is aligned with the goals and objectives of the BEC

b) Significance – what we teach should respond to the needs and interests of the learners, hence meaningful and significant.

c) Balance – Content includes not only facts but also concepts and

values. This includes cognitive, psychomotor and effective elements.

d) Self-sufficiency – content fully covers the essentials. Learning is not

“mile-wide- and-inch-deep”. The essentials are sufficiently covered and are treated in

depth.

e) Interests – the teacher considers the interest of the learners, their

developmental stages and cultural and ethnic background.

f) Utility – will this content be of use to the learners? It is meant not only to be memorized for test and grade purposes. What is learned has a function even after examination are over.

g) Feasibility – The content is feasible in the sense that it can be covered within the school year. That is why teachers tend to rush towards the end of the school year, do superficial teaching and contribute to non-mastery of content.

2. At the base of the structure of cognitive subject matter content is facts

We can’t do away with facts but be sure to go beyond facts by constructing an increasingly richer and more sophisticated knowledge base and by working out a process of conceptual understanding

3. Subject matter content is an integration of cognitive, skill and affective elements.

When we teach facts, concepts principles theories and laws, it necessitates the skill of seeing the relationships among these in order to see meaning. Likewise when our subject matter is focused on the thinking and manipulative skills, out lesson content also has cognitive content. More so with the teaching of values, for values have definitely a cognitive basis. The cognitive lesson may be used as a vehicle in the teaching of skills and values.

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