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Is this content inappropriate? Report this Document. Description: The Elements of Teaching and Learning. Flag for Inappropriate Content. Download Now. For Later. Related titles. Carousel Previous Carousel Next. Jump to Page. Search inside document. What are the implications of these thoughts on the learner, "the teacher, and learning environment to teaching-learning?
Introduction he principal elements that make teaching and learning possible and attainable are the teacher, the learner, and a The jgamer and conducive learning environment.
Only when a positive the teacher are the relationship exists among them can teaching and learning occur gay payers ina with precision and predictability. The favorable environment provides essential features and ingredients that could make a headway in guiding the teaching learning processes and methodologies needed for a smooth linkage among the three. What role does each play in the teaching-learning process?
How does leaning environment contribute to leaming? Bel The Learner The leamer Js an embodied spirit. He is nether body nor sit aloe. Body and soul exist in mutual dependence. Kelly, As teachers then, let us care for the embodied spirit-learner. We hear or read about feeding programs in schools. The teacher is helped by a team of health personnel that visits every school to check on the health condition of leamers. There is period for recess, for brushing teeth, for necessity.
By the power of imagination, the leaner is able to form representations of material objects which are not actually present to the senses. Five senses. Which of the senses contribute most to learning? What is the contribution of each of the senses to learning? See Figure 4 in Unit 11, Chapter 3 for the answer Instincts. The learner is also equipped with instincts. The word instinct comes from the Latin word instinctus which means impulse.
This means that the learner has a natural or inherent capacity or tendency to respond to environmental stimuli such as danger signs for survival or self-preservation.
This is another cognitive faculty of the leamer. It is the ability to form a mental image of something that is not perceived through the senses. It is the ability of the mind to build mental scenes, objects or events that do not exist, are not present or have happened in the past. The teaching-learning process will be bare and dry without the use of imagination.
The learner's creative powers cannot be unleashed without the use of imagination. This is the cognitive faculty of retaining and recalling past experience. Memory work is basic in learning but, of course, we do not encourage memorizing without understanding.
Ihe leamer must, therefore, be helped to commit things to memory. This is another cognitive faculty of the learner. It has four legs, two eyes, black, covered with hair. Early concepts get modified and expanded as the child grows and develops. There is so much concept formation that takes in every teaching-leaming process. The use of syllogism in logic illustrates the 3 cognitive: processes of conception or concept formation, reasoning and judging.
Here is an example: All men are rational. Pedro is a man, Therefore, Pedro is rational. Judging is evaluating. Other cognitive processes are classifying, inferring, drawing generalizations, synthesizing. Feelings and emotions. Positive feelings and emotions make the teaching-leaming, process an exciting and a joyful, fruitful affair, Negative feelings and emotions make the same process a burden.
The lessons that we learn and remember most are those that have struck us in one way or another. Let Us take look once more at the feamer fom the point of view ofthese five distinguishing elements Pte Teaching 1 Hc Ae et Pak elo Be Selena Eros Negative emotions adversely affect the cognitive processes of recalling, imagining, analyzing, reasoning, judging, evaluating synthesizing. Faced with frustration, despair, worry, sadness, oF shame, learners lose access to their own memory, reasoning, and the capacity to make connections.
Tho mere thought of being asked to read aloud in class is enough to freeze some learners. The sight of a math word problem knocks down some learners. Anxiety is the enemy of memory. But the leamer with a strong will shall resist the temptation to be influenced by bad peer group. Therefore, the focus of values education should be the strengthening of the will.
Factors that contribute to the differences among learners. All learners are equipped with the cognitive and appetitive faculties. As learners they differ in the way they observe and interpret happenings in their surroundings.
Some are more perceptive and discerning while others are less inquisitive. With such typical reactions and facility to learn, they may be classified generally into fast, average and slow leamers. Others are labeled high, moderate and slow achievers. A wide range in their intelligence is a factor to consider in planning instruction. It indicates a natural capacity to leam certain skills.
Likewise, the same cognitive powers are at their peak for mathematics for those with aptitude in math. Provisions of a formative environment will be of great help in enabling them to flourish and grow. Learners have varied interests A physically robust student would go for athletics, while an artistic and stylish student would pursue hobbies that are fascinating.
Girls are strongly attracted to flowering plants and gre xecies and their preoccupations revolve around them. Boys go for hiking and mountain chmbing. Ot course, there will always be exceptions. Interests are not inherited. They are developed. Interest clubs organized by different disciplines may serve as outlet of special interests shared by the members. Pines of Teaching Family and cultural background Students who come from different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices.
Some families allow their members to express their preferences regarding self-discipline while others are left to passively follow hame regulations Their participation in classroom activities are influenced by their home training and experiences, either they become attuned and confident in their ways or inactive and apathetic.
Today, we speak of multi-cultural, diverse, pluralistic classrooms. Beneficial relationships of learners with their mentors and with one another affirm the kind of bond they enjoy at home. Cooperation, coupled with a willingness to share, is instilled and is carried over to all associations they join. The tendency to readily affiliate with a group is most weleomed in a classroom setting where teamwork achieves desired lesson objectives.
A negative attitude towards learning robs them of many opportunities for learning. Learners with a positive attitude will demonstrate the value of persistence in their studies. Persistent students sustain interest in a learning activity not mindful of the extra time and effort being spent.
They pursue the task to completion and never give up when confronted with problems. They develop the attitude of trying alternative procedures until they obtain satisfactory results. We will always find time for things we consider to be of value. If we value learning, we will give it a priority. When we have positive learning beliefs and attitudes, we can relax, remember, focus and absorb information as we learn.
Put a check mark beside the statements that are TRUE of you:. There will always be something new to learn for as long Seeulations. I'm not afraid to commit mistakes as long as I lear from become ok spatheti. T take charge of my own learning, eon.
Principles of Teaching
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Principles of teaching 1 / Brenda B. Corpuz, Gloria G. Salandanan
Principles of Teaching 1 (Corpuz, Salandanan; 3rd Ed) - Unit 1 Chapter 1
Updated: Mar 8. Principles of Teaching 1. Control the knowledge and learning and use of. Brenda B. Corpuz, Gloria G. Principles of trauma therapy: a guide to symptoms,..