UNIT 1

LEARNER, TEACHER, AND CONDUCIVE LEARNING ENVIRONMENT

LEARNER
– embodied spirit, union of sentient body and rational soul; body and soul exist in mutual
dependence
COGNITIVE FACULTIES
– Instinct; ability to respond to environmental stimuli
– Five senses; feel, see, taste, hear, smell
– Imagination; ability to draw mental images
– Memory; recall and retain past experiences
– Intellect; ability to understand
APPETITIVE FACULTIES
– Feelings and emotions
– Rational will
FACTORS THAT CONTRIBUTE TO DIFFERENCES AMONG LEARNERS
– Family and cultural background
– Interests
– Aptitude
– Ability
– Attitudes and values
HOWARD GARDNER’S MULTIPLE INTELLIGENCE THEORY
– Verbal-linguistic Intelligence
– Logical-mathematical Intelligence
– Spatial Intelligence
– Bodily-kinesthetics Intelligence
– Musical Intelligence
– Interpersonal Intelligence
– Intrapersonal Intelligence
– Naturalist Intelligence
– Existential Intelligence

TEACHER
– Professional teacher, licensed professional, LET
PROFESSIONAL ATTRIBUTES
– Control of knowledge
 – Repertoire of best teaching practice
– Dispositions and skills
– View of learning to teach as a lifelong process; to improve own teaching as well as improving
schools
– Continuing professional development (cpd; Arends)
PERSONAL ATTRIBUTES
– Passion; desire, fondness, enthusiasm
– Humor; amusing and comic
– Values and attitude; standards, code of ethics and strong beliefs, behaviour and actions
– Patience; uncomplaining nature, self-control and persistence
– Enthusiasm; eagerness and excitement
– Commitment; solemn promise to perform the duties and responsibilities

CONDUCIVE LEARNING ENVIRONMENT

– Physical environment as well as psychological atmosphere or the socio-emotional climate
PHYSICAL ENVIRONMENT
– Physical condition of the classroom, neat, tidy, orderly, spacious, well-lighted and quiet
classroom
PSYCHOLOGICAL CLIMATE
– Safety; rules and norms, physical safety, socio-emotional safety
– Relationships; respect for diversity, school connectedness, engagement, support, leadership
– Teaching and learning; social, emotional, ethical and civic learning
PINE AND HORNE’S FACILITATIVE LEARNING ENVIRONMENT
– Encourages people to be active
– Promotes and facilitates the individual’s discovery of the personal meaning of idea
– Emphasises the uniquely personal and subjective nature of learning
– Difference is good and desirable
– Consistently recognizes people’s right to make mistakes
– Tolerates ambiguity
– Evaluation is a cooperative process with emphasis on self-evaluation
– Encourages openness of self rather than concealment of self
– People are encouraged to trust in themselves as well as in external sources
– People feel they are respected
– People feel they are accepted
– Permits confrontation
– Necessary in full development of the cognitive and appetitive faculties of the learner