Philosophies and Principles of Teaching PDF

**THE LEARNER** *The teacher serves as the prime mover of the* *educational wheel while the learner is the key* *participant in the learning process* **The Learner as an embodied spirit** - The learner has also a spiritual nature. So he/she must nourish not only his body but also his spir...

**THE LEARNER** *The teacher serves as the prime mover of the* *educational wheel while the learner is the key* *participant in the learning process* **The Learner as an embodied spirit** - The learner has also a spiritual nature. So he/she must nourish not only his body but also his spirit. - Fed with sublime thoughts, words of inspiration, spiritual advice - A learner who is hungry, physically exhausted and sleepy cannot be at his/her best in the classroom **FUNDAMENTAL EQUIPMENT OF THE LEARNER** **Cognitive Faculties:** - **Five Senses** \- For effective and efficient learning, it is important that his/her SENSES FUNCTIONS NORMALLY - **Instincts** \- Comes from Latin word "instinctus" meaning IMPULSE -The learner has a natural capacity to respond to environmental stimuli such as danger signs for survival, fight when attacked -For the learner to learn and develop into a human person, the teacher must teach and the learner to put his/her instincts under control - **Imagination** -Ability to form mental image of something that is not perceived through the senses. -The teacher must help the learner develop the power of imagination by encouraging them to "THINK OUTSIDE THE BOX" - **Memory** -Retaining and recalling past experiences. -We do not encourage memorizing without understanding - **Intellect** \- learner can engage in cognitive processes such as forming ideas, reasoning out and making judgment. **Appetitive Faculties:** - **Feelings and Emotions** -POSITIVE - makes the teaching- learning process exciting and joyful -NEGATIVE- makes the teaching- learning process a BURDEN - **Rational Will** -The learner's will serves as guiding force and the main integrating force of character -It is the WILL that makes the learner free to choose or not to choose to do the GOOD as presented by his /her intellect **Factors that contribute to the differences among learners:** 1. *Ability* 2. *Aptitude* 3. *Interests* 4. *Family and cultural background* 5. *Attitudes and Values* **Multiple Intelligences by Howard Gardner:** 1. **Visual-Spatial Intelligence:** Ability to visualize and manipulate objects and spaces in the mind. Common in architects, artists, and engineers. 2. **Linguistic-Verbal Intelligence:** Proficiency in using words effectively, both in writing and speaking. Often seen in writers, lawyers, and teachers. 3. **Logical-Mathematical Intelligence:** Capacity for logical reasoning, problem-solving, and mathematical calculations. Typical in scientists, mathematicians, and computer programmers. 4. **Bodily-Kinaesthetic Intelligence:** Skill in using one's body to express oneself or to solve problems. Found in dancers, athletes, and surgeons. 5. **Musical Intelligence:** Talent for rhythm, melody, and sound. Common in musicians, composers, and conductors. 6. **Interpersonal Intelligence:** Ability to understand and interact effectively with others. Seen in psychologists, counselors, and salespeople. 7. **Intrapersonal Intelligence:** Capacity for self-awareness and self-reflection. Often found in philosophers, writers, and theorists. 8. **Naturalistic Intelligence:** Sensitivity to nature and the ability to nurture and relate information to one's natural surroundings. Common in biologists, conservationists, and farmers. 9. **Existential Intelligence:** Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life. Often seen in philosophers and theologians **Dunn and Dunn Learning Style Model (by Dr. Rita Dunn and Dr. Kenneth Dunn)** - Environmental (Sound and temperature) \- Some people need to study in a cool and quiet room and others cannot focus unless they have music playing and it is warm (sound, light, temperature, design) - Emotional (Persistence element) \- Some people must complete a project before they start a new one, and others work best on multiple tasks at the same time. (motivation, persistence, responsibility, structure) - Sociological (Learning alone or peers element) \- a number people need to work alone when tackling a new and difficult subject, while others learn best when working with colleagues (Self, Peers, Team, Variety) - Physiological (Time-of-day element)- \- many people refer themselves as night owls or early birds because they function best at night or in the morning. (Perceptual, Intake, Time, Mobility) - Psychplogical \- Detail-oriented, Big picture, Reflective, ideas, Facts **THE TEACHER** **The Professional Teacher** \- licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence and adheres to the Code of Ethics of Professional Teachers **Professional Attributes** -Control of the knowledge base on teaching and learning and use of 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 -Dispositions 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 **Varied Roles as Teacher:** **TEACHER AS A MANAGER** -Effective management of class -Learners eagerness and interest to participate in all learning activities prepared and facilitated by the teacher are a manifestation of an orderly classroom Management **TEACHER AS A COUNSELOR** -when learners are beset by problems -make the learners feel they have a ready shoulder to cry on -religiously observes all the activities of the learners under his care **TEACHER AS A MOTIVATOR** \- when learners are beset by problems make the learners feel they have a ready shoulder to cry on religiously observes all the activities of the learners under his care **TEACHER AS A LEADER** -directs, coaches, supports and delegates depending on the needs of the situation -dependable and responsible -Teacher should set example **TEACHER AS A MODEL** -learners believe teachers the things that they say teacher should look his best all the -time, masters his lesson, show interest in the learner's welfare, show good behavior and inculcate good work and attitudes. **TEACHER AS A PUBLIC RELATIONS SPECIALIST** -credibility of the school is attributed most of the time to the ways the teachers deal with people outside school -a teacher who has good public relations will always make a name forthe school **TEACHER AS A PARENT-SURROGATE** -In school, the teacher is the parent of the learners -expected to train learners socially and emotionally and to look after their physical and mental well-being **TEACHER AS A FACILITATOR** \- The learners must be given the chance to discuss things under the close supervision and monitoring of the teacher -Teacher prepares guidelines which will serve as the focus of discussion -Allows learners to discuss spontaneously with minimal affirmation and confirmation **TEACHER AS AN INSTRUCTOR** \- know how to employ effective teaching & learning strategies **PROFESSIONAL ATTRIBUTES OF A TEACHER:** **Criteria 1: Physical Characteristics** 1. HEALTH AND WELLNESS- has the physical and mental characteristics, sufficient motor coordination and energy, adequate visual and auditory acuity and good health 2. APPEARANCE- well-groomed and presents himself in a professional manner. **Criteria 2: Personality Characteristecs** 1. Cooperation- works cooperatively with peers and co-workers, makes constructive suggestions 2. Tactfulness- Modest in the use of words & actions upon others. 3. Flexibility and Patience- willingness and ability to adapt to changes in events, conditions, activities, innovations and tasks. 4. Organization- monitors and controls time, materials, and product expectations; is good at classroom and time management 5. Enthusiasm- displays energy and enthusiasm & responds appropriately to humor 6. Creativity- synthesizes theory and practice into new personalized adaptations and applications 7. Initiative and Risk-taking- displays independence and motivation and is not resistant to undertake new activities and assignments **Criteria 3: Responsibility Characteristics** 1. Responsibility- completes assigned tasks; has good moral ethics 2. Attendance and Punctuality- present and punctual for class and appointments 3. Maturity- displays poise in task completion and personal interactions, acknowledges his own responsibility and culpability. **Criteria 4: Communication Skill** 1. Old Communication- reflects appropriate voice and speech delivery; clarity, fluency, and grammatical correctness 2. Written Communication- demonstrates organization and compositions that effectively communicate ideas and other teaching-related written output **Criteria 5: Professional Relationship Skills** 1. Demeanor- demonstrate positive attitudes in interactions with other professionals 2. Rapport- providing leadership or direction while involving others and listening to their concerns 3. Awareness of Individual Differences- demonstrate sensitivity to social expectations in varied environments Criteria 6: Commitment to the Teaching Profession 1. Professional- Demonstartes passion for teaching 2. Wittiness- exhibits simultaneous awareness of all aspects of the learning environment 3. Reflectivity- reflects and evaluates professional experiences with constructive criticism Personal Attributes of a Teacher \- Passion \- Humor \- Values and Attitude \- Patience \- Enthusiasm \- Commitment THE LEARNING ENVIRONMENT Characteristics of a Learning Environment: -Welcoming to children -Provides sufficient materials for all the learners -Allows children to finds, use and return materials independently -Encourages different types of play -Allows learners to see and move easily through all the areas of the classroom -Flexible so that learners are free to continue their play and bring materials from one area to another -Provides materials that reflect the diversity of the learner's family anf their living environment Examples of Learning: House area, art area, Toy area, Reading and writing area sand and water area, woodworking area, movement and music area, Math and Science area, computer area, Outdoor area THE PHYSICAL ENVIRONMENT \- Physical condition of the classroom \- arrangement of the furniture \- seating arrangement \- classroom temperature and lighting PSYCHOLOGICAL CLIMATE \- Safety \- Relationships \- Teaching and Learning HOME AS LEARNING ENVIRONMENT \- Provides an instructional process that includes acquisition of behavioral patterns, acceptance of standard norms, and development of necessary traits. \- most important locational factor that sets the course for children's development. COMMUNITY AS LEARNING ENVIRONMENT \- Community refers to the social context of learners and their surroundings. \- learning environment that allows opportunities for interaction among its members \- Learning institutions use community meetings to address critical school issues to teach values and to share information, among other things.