U1C1: The Learner
“Every child is a potential genius.”
Pauline Andrea P. Austria, RMT, MLS (ASCPi)CM
The Learner as an Embodied Spirit
• He is neither body or spirit alone.
• He has the power to see, hear, touch, smell and taste, perceive, imagine,
retain, recall, recognize past mental acts, conceive ideas, make judgment,
reason out, feel and choose.
The Fundamental Equipment of the Learner
• Cognitive Faculties
• Appetitive Faculties
Cognitive Faculties
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Five senses
Instincts
Imagination
Memory
Intellect
Appetitive Faculties
• Feelings and emotions
• Will
Factors
Contributing
to Learners’
Differences
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Ability
Aptitude
Interests
Family and Cultural Background
Attitudes and Values
Gardner’s Multiple
Intelligence Theory
• Howard Gardner
• Learner’s intelligence has gone beyond
linguistics and mathematical
intelligences.
Psychological Processing
• Hemispheric
• Impulsive or Reflective
• Global or Analytic
U1C2: The Teacher
“Teacher opens the door. You enter by yourself.”
Pauline Andrea P. Austria, RMT, MLS (ASCPi)CM
The Professional Teacher
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License
Dignity and Reputation
High Moral Values
Technical and Professional Competence
Ethical and Moral Principles, Standards and Values
(Code of Ethics for Professional Teachers, 1997)
Professional Attributes
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Control of the knowledge
Repertoire of best teaching practice.
Good problem-solving skills.
Views teaching as a lifelong process. (Arends, 1994)
“Once a teacher, forever a student.”
Personal Attributes
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Passion
Humor
Values and Attitude
Patience
Enthusiasm
Commitment
U1C3: The Learning
Environment
“To heredity, the child owes his possibilities. However, to
environment, he owes the realization of these possibilities.”
Pauline Andrea P. Austria, RMT, MLS (ASCPi)CM
Physical Environment
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Classroom
Arrangement of Furniture
Seating Arrangement
Temperature
Lighting
Psychological Climate
• Safety
• Relationships
• Teaching and Learning
Facilitative Learning Environment
(Pine and Horne; 1990)
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Encourages people to be active.
Promotes and facilitates the individual’s discovery of personal meaning of idea.
Emphasizes the uniquely personal and subjective nature of learning
Where 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.
• Where people are encouraged to trust in themselves as well as in external
sources.
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Where people feel they are respected.
Where people feel they are accepted.
Permits confrontation.
A conducive learning environment is necessary in development of the
cognitive and appetitive faculties of the learner.