ELEMENTS OF TEACHING AND LEARNING ( GED112)

The principal elements that make teaching and learning possible and attainable are the teachers, the learners, and a
conducive learning environment. The teacher serves as the prime mover of the educational wheel. The learners are
the key participants in the learning process. The favourable environment provides essential features and ingredients
that could make headway in guiding the processes and methodologies needed for a smooth linkage among the three:
learners, teachers and the learning environment.
The Nature of the Learner - The learner is an embodied spirit, a union of a sentient body and a rational soul. His
body experiences sensations, and feels pleasure and pain. His soul is the principle of spiritual acts, the source of
intellectual abstraction, self reflection, and free rational volition.
The Fundamental Equipment of the Learner.
COGNITIVE FACULTIES APPETITIVE FACULTIES
Five (5) senses Feelings
Instinct Emotions
Imagination Rational Will
Memory
Intellect
All learners are equipped with cognitive as well as appetitive faculties however, they differ in the degree to which they
are utilized and expressed on the account of the learners abilities, aptitudes, interests, values and attitudes and home
background.
1. Ability. The students native ability dictates the prospects of success in any purposeful activity. It determines their
capacity to understand and assimilate information for their own use and application.
2. Aptitude. It refers to the students innate talent or gift. It indicates a natural capacity to learn certain skills.
3. Interests. Learners vary in activities that are undertaken due to a strong appeal or attraction. Lessons that give the
learners the chance to express themselves will be more meaningful and easily absorbed.
4. Family & Cultural background. Students who come from different socioeconomic background manifest a wide
range of behaviour due to differences in upbringing practices.
5. Attitudes. Attitude refers to an individual perspective and disposition. Some positive attitudes are curiosity,
responsibility, creativity & persistence.

Learning Styles - The Dunn and Dunn

Learning Styles Model
Learners tend to demonstrate patterns in the
way they prefer to deal with new and difficult
information and ideas. The Dunn and Dunn
Learning Style Model indicates a range of
variables proven to influence the
achievements of individual learners from
kindergarten age to adulthood. Each learner
has his or her own unique combination of
preferences. Some preferences may be
strong, in which case the learner will benefit
significantly if the need is addressed when
he or she is learning challenging content.
Others preferences may be moderate worth addressing if learning isnt progressing smoothly. For some variables,
no preference may be indicated. The learners ability to engage with the work and to achieve success may depend on
extraneous factors or his/her level of interest in the subject - or it may be that that particular variable has no real
bearing on the learners ability to concentrate and study.

Multiple Intelligence
Howard Gardner theorized that there are multiple intelligences, and that we all use one or two for the most effective
learning. Our culture teaches, tests, reinforces and rewards primarily two kinds of intelligence: verbal/linguistic and
logical/mathematical. His theory proposes that there are at least eight other kinds of intelligence that are equally
important. They are languages that most people speak, and that cut through cultural, educational, and ability
differences. The mind is not comprised of a single representation or a single language of representations. Rather, we
harbor numerous internal representations in our minds. Some scholars speak of modules of mind, some of asociety
of mind, and in this case it is multiple intelligences. Gardner's intelligences include :

1. Verbal Linguistic intelligence (sensitive to the meaning and order of words as in a poet): Use activities that
involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading,
documentation, creative writing, spelling, journal, poetry.
2. Logical-mathematical intelligence (able to handle chains of reasoning and recognize patterns and orders as
in a scientist): Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric
sequences, calculation, deciphering codes, problem solving.
3. Musical intelligence (sensitive to pitch, melody, rhythm, and tone as in a composer): Use activities that
involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion
vibrations, rhythmic patterns, music composition, tonal patterns.
4. Spatial intelligence (perceive the world accurately and try to re-create or transform aspects of that world as in
a sculptor or airplane pilot): Use activities that involve art, pictures, sculpture, drawings, doodling, mind
mapping, patterns/designs, color schemes, active imagination, imagery, block building.
5. Bodily Kinesthetic intelligence (able to use the body skillfully and handle objects adroitly, as in an athlete or
dancer): Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports
games, physical exercise, body language, dancing.
6. Interpersonal intelligence (understand people and relationship as in a salesman or teacher) and think by
bouncing ideas off of each other (socializes who are people smart): Use activities that involve group projects,
division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.
7. Intrapersonal intelligence (possess access to one's emotional life as a means to understand oneself and
others exhibited by individuals with accurate views of themselves): Use activities that involve emotional
processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning,
"centering" practices, meta-cognitive techniques.

Additional intelligences:

8. Naturalist :Use activities that involve bringing the outdoors into the class, relating to the natural world,
charting, mapping changes, observing wildlife, keeping journals or logs.
9. Existential: also considered calling this 'moral' intelligence, and has not developed this type very extensively;
it receives little mention or attention in other articles on Gardner's theory of multiple intelligences. It is about
asking 'deep' questions, etc.,why are we here, why do we die, spirituality, soul, etc.
 According to multiple intelligences theory, not only do all individuals possess numerous mental representations
and intellectual languages, but individuals also differ from one another in the forms of these representations, their
relative strengths, and the ways in which (and ease with which) these representations can be changed.

The Teacher
The Professional Teacher
The professional teacher is the licensed professional who possesses dignity with high moral values as well as
technical and professional competence...he adheres to, observes, and practices a set of ethical and moral principles,
standards, and values. (Code of Ethics of Professional Teachers, 1997). The professional teacher is the 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 of Professional Teachers of the Professional Regulation Commission after fulfilling requirements
prescribed by law such as the Licensure Examination for Teachers (LET).

Professional Attribute
A professional teacher possesses the following attributes:

Control of the knowledge base of teaching and learning and use 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.
Disposition 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.

Personal Attributes
Personality is the sum of ones personal characteristics. It is ones identity.
Teachers are judged more strictly than any other professionals. The personality they project determines they make
upon students and colleagues.
Personalities may be described as authoritative, weak, dynamic, or magnetic. Teachers personality must be
natural and genuine, devoid of pretences and artificiality. They must be consistent, true and authentic.
1. Passion in teaching is a compelling force that emerges from ones inborn love for children. Passionate teachers
exude spontaneity in ministering to the needs of the students especially those experiencing learning difficulties.
2. Humor stands for anything funny, which elicits a smile, laughter or amusing reaction. It is an essential quality of
teachers that serves a number of purposes.
3. Values and Attitudes- Teachers are model of values. Values connote standards, code of ethics and strong beliefs.
a. Open-mindedness is basic in promoting respect and trust between teachers and students
b. Fairness and impartiality eliminates discrimination. Teachers must be unbiased and objective in judging their
students work and performance.
c. Professionalism is highly treasured in the teaching profession. Teachers are adjudged professional if they are
knowledgeable, skilled and value-laden.
4. Patience In teaching, patience refers to a teachers uncomplaining nature, self-control and persistence. Patient
teachers can forego momentous frustrations and disappointments. They calmly endure their students limitations and
difficulties. The teachers capacity to adjust his methodologies could allay the tension and save time and effort for
appropriate remediation.
5. Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full of energy and dynamism.
With enthusiastic teachers, students look forward to any activity they can participate in with them.
6. 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.

The Learning Environment

The learning environment is the place where teaching and learning can take place in the most effective and productive
manner. It consists of the classroom and all the instructional features and the non-threatening classroom climate
needed in planning and implementing all teaching and learning activities.

Arrangement of Furniture
The furniture, like the table for demonstration located in front of the room and the chairs facing it are neatly arranged
with sufficient spaces in between for ease in moving around. Display shelves for safekeeping of projects, collections
and outstanding work are located at the sides. Attached to the wall is the bulletin board for hanging posters,
announcements and illustrations about the unit being undertaken. During discussions, the board in front is used for
clarifying step-by-step procedures and making clearer diagrams, illustrations and figures.

Physical Condition of the Classroom

As soon as the students enter they are attracted by a clean and orderly set-up. Natural light and flowing fresh air add
to their comfort and ease. Free from noise coming from the surroundings, students concentration and interest are
easily sustained. The doors and windows could be opened and closed with less difficulty and noise. The light fixtures
are located where needed.

Interactions- Relationship
A diverse situation may exist in the classroom at any given time. Students differ in abilities and interests while
teachers likely employ different strategies. Teachers must be sensitive to positive or negative interactions and must
immediately undertake an instant revision or adjustment in the methodology when necessary. The primary goal is to
be able to motivate them to work harmoniously, thereafter, inculcate the values of
cooperation and congeniality.

Facilitative Learning Environment

Pine and Horn (1990) described the learning environment that facilitates learning. It is an environment:
Which encourages people to be active
Which promotes and facilitates the individuals discovery of the personal meaning of idea;
Which emphasizes the uniquely personal and subjective nature of learning in which difference is good and
desirable;
Which consistently recognizes peoples right to make mistakes;
Which tolerates ambiguity;
In which evaluation is a cooperative process with emphasis on self evaluation;
Which encourages openness of self rather than concealment of self;
In which people are encouraged to trust in themselves as well as in external resources;
In which people feel they are respected;
In which people feel they are accepted;
Which permits confrontation