University of Northeastern Philippines

Iriga City
COLLEGE OF EDUCATION

PRINCIPLES
OF
TEACHING I
Elena C. Praxides, Ed.D.
Dean, College of Education Instructor

VICTOR N. BALAGAT JR.

Student’s Name
MODULE 2
This module will be for 2 weeks
Lesson 2- The Teacher- 1 week
Lesson 3- The Learning Environment - 1 week
Lesson 2: The teacher
“Teachers open the door. You enter by yourself.”
-Chinese Proverb-

Learning Outcomes
● Describe the professional teacher
● List down the attributes that a good teacher should possess.
● Differentiate professional from personal attributes.

Introduction

The Professional Teacher

The professional teacher is the “licensed professional who possesses dignity and reputation
with high moral values as well as technical and professional competence …s/he adheres to observe,
and practice a set of ethical and moral principles, standards and values.” (Code of Ethics of
Professional Teachers, 1997) The professional teacher is 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 for Professional Teachers of the Professional Regulation Commission after fulfilling the
requirements prescribed by law such as passing the Licensure Examination for Teachers (LET). S/he is
registered in the roster of professional teachers at the Professional Regulation Commission and
undergoes continuing professional education.

Activity 1. A Reflection

Recall your experiences with teachers. What in their personalities helped to make you
learn? Which ones did not help you at all? Why? Share your reflections.

Their passion in teaching helps me to learn every lesson in our class. I still can recall the
days where my teachers need to put an extra effort in their lesson with dancing or singing, in
a form of art and other activities just to catch our full attention. Their lovely presence, their
energy and their willingness to share their life journey experiences, mold me to become what
I am today. Despite of the challenges they faced in their own life, they taught me to be positive
and get ready for tomorrow’s journey.
Activity 2
Are good teachers born or made? Defend your side.

Teachers are not born; they are made. A good teacher are not born with given skills
and professional knowledge that are in need for teaching. This knowledge and skills can be
learn over a long period. Teaching is a profession that needs training and proper knowledge
that may acquire over many years and time of learning. Teacher needs to learn the way of
teaching, before he/she can teach.

Professional Attributes
A professional teacher perceives himself/herself as someone who can effect change or
learning, (sense of efficacy) because s/he is an expert in what s/he teaches (subject matter
knowledge), and in how s/he teaches (pedagogical knowledge).

A professional teacher possesses the following attributes:

● Control of the knowledge base of 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, dispositions, and skills for working towards
improving his/her own teaching as well as improving schools (Arends, 1994)

Activity 3
Describe a teacher with a pleasing personality in three sentences.

Teachers should be polite, understanding, approachable, knowledgeable and have a

good moral values and characters so that it creates a favorable atmosphere for the students
at the time of teaching or learning. Teachers should know how to appreciate the differences
of the learners that everyone in the four corner of the room has strengths and weaknesses.
Lastly, a pleasing personality of the teachers creates a happy and peaceful environment to
the learners/students.
Personal Attributes

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

more than any other professional, are momentarily subjected to scrutiny to the minutest
detail and observation by those they associate with. Teachers are judged more strictly than
other professionals. The personality they project determines the impressions they make upon
students and colleagues. Their poise, bearing, manner of dressing and facial expression have
an impact on their interaction with students.
Personalities may be described as authoritarian, weak, dynamic, or “magnetic”.
Teachers’ personality must be natural and genuine, that is, devoid of pretenses and
artificiality. They must be consistent, true and authentic.
Some outstanding personal qualities that never fail to win their flock are worth
mentioning:

(1) Passion
Passion for teaching is a compelling force that emerges from teachers’ love for children.
Passionate teachers exude spontaneity in ministering to the needs of the students especially
those experiencing learning difficulties. It is passion for teaching that drives them to care for
their students corrected with appropriate reformative action. Passion does not die nor
diminish. Their passion for teaching make them feel they “will live and die a teacher.”

(2) Humor
Teachers’ humor connect them with their students like a magnet. They help in merging
two worlds – youth and maturity. When they laugh together, young and old, teachers and
students, they cease to be conscious of their age difference. They enjoy as a group, thus
promote a spirit of togetherness. A clean joke will always elicit rapport in a learning
environment.

(3) Values and Attitude

Teachers are models of values. Whether conscious of them or not, values are exhibited
implicitly and explicitly. Values connote standards, code of ethics and strong beliefs.
Open-mindedness is basic in promoting respect and trust between teachers and students.
It opens avenues for unrestricted search for information and evidence. Problems and issues
are resolved in a democratic way. Students are encouraged to consider one another’s
findings and explanations. Free exchanges of suggestions develop a respectful attitude
among them.
Fairness and impartiality in treating students eliminate discrimination. Teachers must be
unbiased and objective in judging their work and performance. Avoid preferential
considerations that result to negative response and indifference. Objective evaluations are
easily accepted and gratefully acknowledged. Fairness inculcates self-confidence and trust
among students.
Sincerity and honesty are values exhibited in words and actions. Teachers interact with
students every minute. Their mannerisms, habits and speech are watched and at times
imitated. Therefore teachers must show their real self, devoid of pretenses and half-truths.
Sincerity dictates that they stick to the truth, to the extent of accepting what they do not know
about the lesson. Mistakes and faults are accepted and not "covered up". In the end, students
realize that it is better to tell the truth than feign a falsehood. Sincerity and honesty are taken
as an opener in dealing with others.
Professionalism is highly treasured in the teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled and value-laden. In addition to competence in
teaching, they must have internalized the ethics of the profession, thus exhibit ethical and
moral conduct. Upright and exemplary in behavior they earn respect and high esteem from
students, colleagues. They catch students’ attention and keep them focused on the topic, to
soothe their feelings away from tension and to develop a sense of humor among themselves.

(4) Patience
In teaching, patience refers to a teacher’s uncomplaining nature, selfcontrol and
persistence. Patient teachers can forego momentous frustrations and disappointments.
Instead they calmly endure their students’ limitations and difficulties. Teachers cannot help
but feel impatient with students’ irresponsibility and carelessness in performing classroom
routine. Remembering how their teachers felt when they, as young students committed
similar mistakes, they are able to alleviate such misbehavior with coolness and equanimity.
The inability of students to progress, as they should in learning a concept, can likewise test
the teachers’ composure. The teachers’ capacity to adjust their methodologies could allay the
tension, at the same time save time and effort for appropriate remediation. While it isnatural
to feel irritated and upset at times, meeting disquieting situations with cool-headedness is
indicative of one’s moral strength and fortitude.

(5) Enthusiasm
Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full
of energy and dynamism. Their passion and love for children are easily felt, Everyone
anticipates an interesting and enjoyable learning activity. Unfortunately, not all teachers are
born with an alert and zestful disposition. With enthusiastic teachers, students look forward
to any activity they can participate in with them.
 Nothing will be difficult to undertake since a common feeling of eagerness exists among
the students. It is not a surprise that students identify and describe their teachers by the
enthusiasm and warmth they enjoy with them every minute.
Enthusiasm is a gift. It is contagious and can instantly affect children’s moods and
attitudes. Undoubtedly it is an irresistible feeling that intensifies the students’ momentum to
reach a desired goal. It connects teachers to parents.

(6) Commitment
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. Committed teachers are caring and dedicated. They are ready to
carry on no matter the price.

Dedication to the teaching job is the true essence of professionalism. Today we lament
over the fast disappearing breed of teachers with a missionary spirit.

Activity 4
Reflect on the personal attributes of a professional teacher. Which of these do you
have? Don’t have? Write a personal action for your growth.

My passion in teaching, the sense of humor, my values and attitudes, my short span
patience that needs more attention and development, enthusiasm, and commitment and
dedication may help me to become better educator. This personal attributes that I possessed
needs an extra effort for personal growth; I believed that Educator reflects the good values
and characters; I must be the better version of myself not only for my students but also for
my own development. A good teacher has the ability to shape and mold young minds for
better future. Moreover, as a future educator I believed that the education is not only the key
for success but also will open another chapter to their life.

“They say that teachers is like a candle, it consumes itself to light the way to others.”
Lesson 3: The Learning Environment

“To heredity, the child owes his possibilities.

However, to environment, he owes the realization of these possibilities.”

Learning Outcomes
● Describe a facilitative learning environment.
● Define what consists a learning environment.

Introduction

The learning environment consists of the physical environment as well as the psychological
atmosphere or the socio-emotional climate which is mainly a product of the interaction and
relationship between teacher and students and among the students.

Activity 1
A Reflection
Explain how safety, relationship and teaching-learning affect the psychology and climate in the
classroom?

Creating a safe and peaceful environment in classroom affects the psychological aspect of the
learner, the learning process and the connection or relationship you gain with your students. They
must feel at ease, enjoyment, happiness and excitement in every part of teaching and learning
process. Teachers influence student growth and behavior, and the climate in the classroom creates a
huge impact and has a major role in shaping the quality of knowledge and learning.

Physical Environment
The physical environment includes the physical condition of the classroom, the arrangement of
furniture, seating arrangement, the classroom temperature and lighting.
We enjoy learning in a neat, tidy, orderly, spacious, well-lighted, wellventilated and quiet
classroom. We can’t learn in dirty, topsy-turvy, warm, poorly ventilated and noisy classrooms. How
should the environment be structured for effective teaching and learning?

Psychological Climate
Let us not forget that equally important, if not more important, is the psychological atmosphere
or climate that reigns in the classroom. Researchers agree that in addition to conducive physical
environment, the favorable school climate includes:
 1) Safety (e.g. rules and norms; physical safety; social-emotional safety); 2) Relationships
(e.g. respect for diversity; school connectedness/ engagement; social support- adults; social support-
students; leadership); and
3) Teaching and learning (e.g. social, emotional, ethical and civic learning; support for learning;
professional relationships)

Pine and Horne (1990) described a facilitative learning environment for learning. It is one:
1) Which encourages people to be active- A psychological classroom environment which is supportive
of learning engages the learners in the learning process. 2) Which promotes and facilitates the
individual’s discovery of the personal meaning of idea- Meaning is not imposed by teacher. This is
personally arrived at by the learners considering the uniqueness of their experiences.
3) Which emphasizes the uniquely personal and subjective nature of learningEvery learner is
unique.
4) In which difference is good and desirable- There is respect for diversity. To be different does
not mean to be deficient.
5) Which consistently recognizes people’s right to make mistakes- Learners feel at ease and
learn best when mistakes are welcome because they are recognized as part and parcel of the learning
process.
6) Which tolerates ambiguity- This leads to openness to ideas and prevents teacher and learners
alike to be judgmental.
7) In which evaluation is a cooperative process with emphasis on selfevaluation- This makes
evaluation less threatening. The learner is not alone when he evaluates learning, he is with a group.
His/her progress is seen against his/her targets not against the performance of his/her classmates.
8) Which encourages openness of self rather than concealment of self- People feel at ease and
so aren’t afraid to be transparent.
9) In which people are encouraged to trust in themselves as well as in external sources- There
is a strong social support and it is not difficult to trust others. 10) In which people feel they are
respected- Everyone is convinced of the inner worth/dignity of each individual and so it is easy to
respect everyone.
11) In which people feel they are accepted- There is a sense of belongingness. 12) Which permits
confrontation- Since learners feel at ease and feel they are accepted, they are not afraid to confront
themselves.
13) A conducive learning environment is necessary in the full development of the cognitive and
appetitive faculties of the learner- His senses, instincts, imagination, memory, feelings, emotions and
will.
Activity 2
Compose a verse that describes a conducive learning environment.

“If the learner feel safe, they can take risks, ask question, make mistakes, learn to trust, share their
thoughts and feelings, and lastly they will grow.”

“A safe environment creates safe world.”

SUMMARY

The competent and committed teacher facilitates learning. “S/he opens the door. The
learner enters by himself/herself.” S/he is a “licensed professional teacher who possesses dignity and
reputation with high moral values as well as technical and professional competence”. Her/his passion
for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make
him/her a true facilitator of learning.
Her/his competence enables him/her to manage the learning environment to create an
atmosphere conducive for learning.
The learning environment is a product of the physical, psychological as well as social
atmosphere created by the interaction between teacher and the learners and among the learners
themselves. The physical features of the classroom which include space, location, lighting, ventilation,
order, tidiness and noise level exert influence on the teaching-learning process.
How much learning will take place depends ultimately on the learner. Whether or not s/he
develops his potentials as a genius to the fullest is ultimately up to him/her. It is his/her free choice.
A conducive learning environment is necessary in the full development of the cognitive and
appetitive faculties of the learner -- his senses, instincts, imagination, memory, feelings, emotions and
will.

End of Module Assessment

Briefly answer the following:

1. Which is more important, the professional or personal attributes of a teacher?

Why?

Both of the professional or personal attributes of a teacher is important. It is because Learning

starts with them, on how they will interact, assess and facilitate each learners with their core values
and professionalism. Teachers are the ultimate role models for students, a good teacher always
understand and appreciate, positive and will help learners to reach for the stars.

2. Explain briefly the quotation "Once a teacher, forever a student."

Learning never stops. A teacher must not afraid of new learning; because it helps, educators
incorporate new knowledge, tools and strategies into the learning process to boost their students’
learning development. They said that once a teacher, forever a student because despite of the
learning they had, teachers are still in a process of acquiring new knowledge and learning in this new
era.

3. Describe a conducive learning environment and its importance.

A conductive learning environment is a setting, which allow for a free exchange of ideas,
thoughts and skills among the teachers and learners to achieve the expected educational goals by
considering the physical, psychological, social and cultural needs of all the learners. A positive
classroom helps to improve attention, reduce anxiety, and supports emotional and behavioral
regulation of students.
 For completing Module 2. It is expected that the learning
Activities contributed to your understanding of the Teacher and the Learning
Environment. Keep safe. God Bless!

Looking Ahead
The next module will be about the Principles of Learning, Objective-related Principles
of Teaching; and Selection and Organization of Content. Please read about those topics.

References
Acero, V.E. Javier., & H. Castro, (2007). Principles of Teaching
Corpuz, Brenda B. & Gloria G. Salandanan, (2003). Principles and Strategies of Teaching
Salandanan, G. (2007). Teaching Approaches and Strategies

Instructor's Information

Elena C. Praxides
CP # 09076554712
Facebook - Ellen Praxides
Messenger- Ellen Praxides
Gmail Account: ellenpraxides@gmail.com