Principles of

Teaching
Educ 121
 The learner

•“Every Child
is a potential
Genius”
 The Learner as an embodied
spirit

He is a union of a
sentient body and a
rational soul
The fundamental equipment
of the Learner

•1. Cognitive faculties

•2. Appetitive faculties
•1. Five Senses
•2. instinct
•3. imagination
•4. memory
•5. intellect
 Appetitive
Faculties
•1. Feelings and
emotions
•2. Will
•Individual
differences
Factors that contribute to the
differences among Learners
• 1. Abilty
•2. Aptitude
•3. Interests
•4. Family and cultural
background
•5. Attitude and values
Gardner’s multiple Intelligence Theory
• Instructions: Read each statement
carefully. Choose one of the five
buttons for each statement indicating
how well that statement describes you.
• 1 = Statement does not describe you at
all
2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty
well
5 = Statement describes you exactly
5 4 3 2 1
Interpretation
Linguistic 1 9 17 25 33 41 49
Mathematical 2 10 18 26 34 42 50
Musical 3 11 19 27 35 43 51
Spatial 4 12 20 28 36 44 52
Kinesthetic 5 13 21 29 37 45 53
Interpersonal 6 14 22 30 38 46 54
Intrapersonal 7 15 23 31 39 47 55
Naturalist 8 16 24 32 40 48 56
existentialist 57 58 59 60 61 62 63
Learning
Styles
A factor that makes a student
different from another ; it is
the way a person processes,
internalize and studies new
and challenging material.
The Teacher
 “ The teacher
opens the door.
You enter by
yourself”
The Professional
Teacher
- Is a licensed Professional
who possesses dignity and
reputation with high moral
values as well as technical
and professional
competence he/she
adheres to,
- observes and practices a
set of ethical and moral
principles, standards
and values” ( Code of
Ethics of Professional
Teachers, 1997)
Professional Attributes

Sense of Subject
efficacy matter
Pedagogical
Knowledge
A professional teacher possesses
the following attributes:

 Control of the knowledge based

of teaching & learning and use
of this knowledge to guide the
science and art of his/her
teaching practice.
 Repertoire of best
teaching practices & can
use these to instruct
children in classrooms &
to work with adults in the
school setting
 Dispositions and skills to
approach all aspect 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.
Personal
Attribute
 Patienc
Passion
e
Humor Enthusiasm

Values & Commitment

Attitude
 As a future
teacher,
Do you think you
have these
qualities?
For Reflection:

Think for a moment about your

favorite teacher. Make a list of what
made that teacher so special that
even years after leaving elementary,
high school or college, you can still
remember the teacher’s name. now
compare your mental list to what you
have read in this section of chapter
I.
Time to
Ponder!
Are good teachers
Born or Made?
“Like all good teachers, you
have a touch of the actor, a
doctor and Nurse in you.”
Unit I
Chapter 3

The Learning
Environment
“ To Heredity, the
child owes his
possibilities.
However, to
environment, he
What makes a conducive
Classroom Environment?

Physical
Environment
Psychological
Climate
 Arrangement
Furniture
Arrangement
Furniture

Seating
Arrangement
Seating
Arrangement
ofof

Physical
Environment

Lighting
Lighting
Temperature
Temperature
Classroom
Classroom
 Furniture
arrangement
 The physical features in the
classroom must be located in areas
where the content could be viewed
well and be made available for use.
 Well-arranged, they make the room
look spacious and orderly.
 Furniture such as chairs and tables
for demonstration or display must
be positioned appropriately.
 Exhibits shelves are either
permanently pinned to the wall or
made to stand at the sides.
 White board for writing and
clarifying lesson discussion,
together with the bulletin boards
are available for posting important
messages and outstanding pieces of
student work, art and illustration.
Seating arrangement
• Seating arrangement deserves
foremost consideration since the
students stay in each at the longest
time during the day.
• Match the seating arrangement
with the format and the activities of
your lesson plan
Traditional Rows &
Columns
Traditional rows and
columns are ideal for
establishing classroom
management. This
arrangement allows
students to focus on
you when you are
lecturing or teaching
routines and
procedures. It is great
for direct instruction.
Runway Style
 Position student desk so that
they face the center when you are
facilitating classroom discussions.
The outer area is ideal for skits,
role playing, and student
demonstrations. It creates a
friendlier atmosphere and can be
used in lieu of traditional rows.
Cluster
Psychological Climate
 Psychological Climate

1.SAFETY
-e.g. Rules & norms ; Physical
safety; social-emotional safety)
2. RELATIONSHIP
-e.g. respect for diversity;
school connectedness; social-
support- adults; social
support-students; leadership
3. TEACHING AND
LEARNING
-e.g. social, emotional,
ethical and civic learning;
support for learning;
professional relationships
 Pines & Horne (1990) describe a
facilitative learning environment
for learning. It is one :

1. Which encourages people to

active
2. Which promotes and facilitates
the individual’s discovery of the
personal meaning of idea.
3. Which emphasizes the uniquely
personal & Subjective nature of
learning
4. In which difference is good &
desirable
5. Which consistently recognizes
people’s right to make mistake
6. Which tolerates ambiguity
7. In which evaluation is a
cooperative process with emphasis
on self-evaluation
8. Which encourages openness on
self rather concealment of self
9. In which people are encouraged
to trust in themselves as well as in
external sources.
10. In which people feel they are
respected.
11. In which people feel they are
accepted
12. Which permits confrontation
13. Provides conducive learning
environment necessary in the full
development of the cognitive and
appetitive faculties of the
learner.
Principles of Learning
1. Begin with an end
in mind
 2. Share lesson
objective with student
 Level Performance

Imitation Models skills

Manipulation Performs skills

independently

precision Exhibits skills

effortlessly &
Automatically
 Unit 3 Chapter 2

Selection &
Organization
of content
Are we free in the
selection of our
content?
K to 12 curriculum is
the boss!
But still, how they
are organized and
presented greatly
depends on us,
teachers.
Guidelines & Principles
in the selection &
organization of the
content
1. One guiding principle
related to subject matter
content is to observe the
following qualities in the
selection & organization
of content:
 Validity
-This means teaching content
that we ought to teach according
to National standards explicit in
the K to 12 basic education
curriculum.
 Significance
-responds to the needs &
interests of the learners ,
hence meaningful & relevant
 Balance
-content includesnot only facts
but also concepts & values. It
must contain the 3 domain &
must not be too easy nor too
difficult.
 Self- sufficiency
-Content covers the essentials,
the essentials are sufficiently
covered & are treated in-dept.
 Interest
-Teachers should consider the
interest of the students,
developmental stages & cultural
& ethnic background
 Utility
-the content should be useful to
the students and should not
only to be memorized for tests &
grade purposes
 Feasibility
-Content can be covered in the
amount of time.
2. Go beyond facts!
Construct an increasingly
richer & most
sophisticated & by
working out a process of
conceptual understanding
3. Subject matter
content is an integration
of cognitive, skill &
affective elements.
Cognitive = facts, concept ,
principles, hypotheses,
theories & Law

The structure of the

Subject matter content.
Fact- an idea or action that can be
verified
 Concept- categorization of
events, place, people, & ideas
 Principle- the relationship among
facts & Concepts
Hypotheses- educate guesses
about relationships ( Principles )
 Theories- set of facts, concepts
and principles that describe
possible underlying unobservable
mechanisms that regulate human
learning
 Law- firmly established ,
thoroughly tested principle or
theoryb
Skill = Thinking &
Manipulative Skills

The structure of the

Subject matter content.
affective= values & attitudes

The structure of the

Subject matter content.