8Republic of the Philippines

Department of Education
Region VIII

SAMAR COLLEGES, INC.

Catbalogan City
COLLEGE OF GRADUATE STUDIES

Course : MA- Educational Management

Subject : Foundation of Education
Term : First Semester, S.Y. 2019 2020
Professor : Gina L. Palines
Discussant : Loida Gabrintina
: Carina C. Roque
: Elmer O. Abainza
: Bhea Ventabal
: Ma. Rona P. Labong
: Kerwin L. Cabangbang

Topic :Psychological Foundation of Education

______________________________________________________________________________

CHAPTER 1

THE PSYCHOLOGICAL BASIS OF EDUCATION

THE SYSTEMS OR SCHOOLS OF PSYCHOLOGY

1. STRUCTURALISM

It is a point of view of Wundt and Titchener. They contend that experience or mental states
are made of sensations, images or ideas, and feelings as well as analysis of these elements, their
attributes and their conditions.

2. FUNCTIONALISM

It asserts that the mental processes should be regarded as functions of the organisms in its
adaptation to and modification of the environment. Its approach is distinctly biological, thereby
forming the psychological basis of pragmatism and instrumentalism in philosophy. Led by
Dewey and Carr, functionalist are interested in how an organism makes its adjustment to its
environment; that is, either it changes or makes adaptation to it.

3. BEHAVIORISM

It maintains that psychology can be scientific only if it deals with activities that can be
measured objectively, Founded by Watson, behaviorism considers the Stimulus- response
hypothesis as its basic theory. This theory believes that a stimulus, physical or otherwise, creates
a response. Behavior is considered the result of various responses to stimulation and should be
controlled or directed by modifying either the stimulus or the response without regret to
consciousness or the nervous system.
A particular stimulus calls for a particular response and so education or training is merely a
matter of building up innumerable bonds or connections between stimuli and responses. The
Thorndike laws of learning were formulated by the behaviorists and stressed the law of exercise
as well as the importance of drill and repetition as a mode of learning.

4. GESTALT PSYCHOLOGY

The central thesis of this system or school of psychology is that the conception of
experience at any given moment is determined by the totality of its related phases which
constitute an integrated pattern or configuration.
According to this theory, the whole is more than the sum of all its parts, meaning that the
whole possesses qualities, attributes or functions which the individual component elements do
not possess.
The prevailing emphasis on insights, generalization, and integration, and their related
principles is the result of Gestalt Psychology.

5. OTHER PSYCHOLOGY SCHOOLS

a.) The “Hormic” or purposive psychology of MacDougall which emphasizes the function or
urges or purposes in behavior.

b.) Woodworth’s “dynamic” psychology which regards the human individual as a dynamic
striving organism instead of a passive one.

c.) The “school of psychoanalysis” founded by Freud and developed by Adler and Jung which
furnished explanations for mental and emotional maladjustments.

THE ECLECTIC APPROACH

The desirable contributions of each school or system to the field of education should be
utilized more. The points of common agreement of the different schools or system should be
used to determine the validity or usefulness of an educational practice suited to the particular
purpose on hand.

THE PSYCHOLOGICAL FACTORS THAT CONDITION THE INTELLECTUAL AND

BEHAVIORAL DEVELOPMENT OF AN INDIVIDUAL

1. REFLEXES

These are the inborn automatic responses to simple localized stimulation involving particular
muscles and parts of the body. The automatic withdrawal of a foot upon stepping on alive
charcoal is an example. An individual with quick reflexes learns fast action skills such as
dancing, calisthenics, games of volleyball, basketball and the like.

2. DRIVES, NEEDS, WANTS, URGES

These are inborn and tendencies and wants. Some refer these instincts as drives. Drives
include hunger, thirst, lust or sex, rest, etc. which create tensions in the individual. These
tendencies develop motives which determine the actions and reactions of an individual towards
certain situations. These tendencies also give rise to ambitions which motivate individual to exert
efforts to attain their goals. The greater the urge or desire, the greater the effort exerted and the
possibility of success is greater.

3. CAPACITIES AND SPECIAL APTITUDES

These include all those latent potentialities that an individual possesses which are developed
through the process of education. Besides, general capacity and intelligence, and individual
possess certain special talents or aptitudes such as those for mathematics, art music and the like.
In addition, effort-making capacity is also an important trait of an individual. Taking all other
things equal, one with a greater effort-making capacity can learn and develop faster than one
with a lesser effort-making capacity.

4. TEMPERAMENT OR EMOTION

This refers to certain emotional predisposition of an individual. Some emotional pattern

such as rage, some form of fear and lust are inborn. Emotional stability and emotional maturity
are important assets in the development in ones capabilities.
 CHAPTER II

THE LEARNER

The learner is the most important component in the educative process and so he is the
center of attention in the whole educational system.

THE BIOLOGICAL AND PSYCHOLOGICAL

The biological and psychological stages of the development of man are mainly based
upon chronological age. Ten of these stages are:

1. The prenatal period. This period is from conception to birth. During this parts of the human
body such as the internal organs, skeletal bones, flesh, etc. are formed. The inherited
characteristics from the parents are also imparted to the child during this period.

2. The period of infancy or babyhood. This period is from birth to two (2) years. Basic
physical and physiological behavior pattern begin to develop such as rolling, crawling,
sitting, standing, walking, talking, laughing, taking solid food, controlling the
elimination of wastes, learning sex differences, relating emotionally with parents, kins
and others, and the like. The baby begin to learn the rudiments of right and wrong. This
is also the oral stage when the child enjoys sucking.
His finger and toes and usually puts into his mouth anything he happens to take
hold of. Usually, the child uses tantrums to call attention. Baby teeth are already out at
the end of this period.

3. Early Childhood. This is from two years to six years. This is the preschool age although some
parents are already taking their children to kindergarten. This is the exploratory and
inquisitive period. The child wants to explore any place or anything he can reach and
asks too many questions. The child begin to learn some social relationships and mixes
and plays and children of his age group. He also learn some physical and manual skills.
The child also enjoys playing with his sex organ. He continues to learn what is right
and what is wrong. At about the end of the period, the child can walk and run with
steadiness talk understandably, follow simple directions, and take a bath and dress
himself alone.

4. Late childhood. This is from six or seven years to eleven or twelve years. This is the
elementary school period. The child learns some manual skills taught at home and in
school. He learns things taught in school such as reading, writing, arithmetic and
language and social studies. He joins peer groups. He further learns what is right and
wrong and how to relate himself to and with others. But he also becomes critical to
others. He begins to be interested in opposite sex.

5. Puberty stage. This period starts about twelve or thirteen years to fourteen years. This is the
stage when the urge of sex begins to assert itself very rapidly. Physical and
physiological changes in both sexes take place very fast. Both boys and girls begin to
grow hair in their arms and legs. The growth in height and weights is also rapid. The
girls start having their monthly period. Some girls even start earlier. This is the early
high school period.

6. Early adolescence. This is the period from puberty to about seventeen years. This is late high
school period. Rapid sex maturation occurs. Voice, feeling and thinking continue
changing. The youth continue their studies and now develop their life ambitions and
aspirations.
7. Late adolescent. This is from eighteen to twenty one years. The process of development
continues. The youth in college is now preparing for their professional or vocational
career and those out of schools are entering or finding job in preparation for an
independent life.

8. Early adulthood. This is from twenty-one to forty years. New life adjustment. Occurs such as
courtship and marriage, parenthood, employment, recreational hobby, religious
affiliation which may occur earlier, joining clubs, and years to achievement. Higher
studies maybe pursued. This is the start of the productive years.

9. Middle age. This period which is from forty to sixty-five years is also a part of adulthood. At
this stage, a man or woman must have achieved most of his or her aspirations in life
such as well-established home and family, stable and lucrative employment or business,
creative, achievements, even political achievement. Some physical or physiological
functioning begins to decrease or deteriorate.

10. Old age. This period start at age sixty-five. Some claim old age starts at sixty but at this age,
men and women are generally still strong, energetic and mentally alert. Some physical
and physiological and mental functioning continue to decline more rapidly although
there are men and women who, at the stage of eighty or even ninety, are still physical
and mentally alert. Some ailments that are characteristics of old age occur, such as
deafness, falling eyesight, forgetfulness, baldness.

DEVELOPMENTALISM

It is sometimes called Paestalozzianism is a system of educational doctrines and

practices developed by the Swiss educator, Johann Heinrich Peztalozzi by the followers. They
conceived of education as a continuous development of the mind through the exercises graded
from sense impressions from object lessons to the apprehension and application of abstract ideas,
development being attended by the progressive, harmonious functioning of the mind in all its
capacities of action and expression.
In short, this system subjects the individual to developmental tasks arranged from easy to
difficult.

Developmental tasks. Is an offshoot of developmentalism. Developmental or learning

tasks are lessons arranged sequentially according to difficulty by maturation of the learner and by
the culture of the group to which he belongs. The tasks or lesson are to be performed step by
step. Before a tasks is to be performed, the task prerequisite to it must be first learned and
mastered. For instance, before a child can crawl, he must first learn how to roll over, after which
he learns how to sit, then how to stand and finally how to walk. These sequential learning or
developmental tasks are imposed by maturation. They are universal or common to all.

TWO (2) BASIC FACTS ABOUT DEVELOPMENT

1. Development is sequential. It is very clear that development follows strictly a definite

sequence of steps of progression. The steps or stages of development are observable
and measurable. After a series of stages, the child who learns to roll over eventually
walks. The same is true with the learner who has to start from Grade I and pass through
a series of grades before reaching Grade VI.

2. The rate of development is not the same for all individuals. Some persons develop and
learn faster than others. Sometimes the gap is wide. This uneven rate of growth and
learning is caused by two major factors: heredity and environment.

a. Heredity. We inherit almost all things we need for growth and development: mental ability,
physical physiological structure, emotional stability and other traits. Some even inherit
 criminal tendencies. Of course, those who have inherited superior capacities learn and
grow faster than those who have inherited inferior capacities.

b. Environment. It modifies to a certain extent the effects of heredity. A person endowed with
intelligence but bereft of education cannot fully develop into a community achiever, on
the other hand, a person who combines intelligence and formal education can fully
develop himself into an achieving citizen.
Environments provides the direction of the growth and development of an
individual.

INDIVIDUAL DIFFERENCES

Heredity and Environment affects the factors that cause the uneven rate of growth and
development among individuals. These factors are called individual differences. What are this
individual differences? They are as follows:

A. Heredity

1. Age

 It is a big factor in making one different from another. Maturation and readiness are
important in learning. Mature learner has a greater capacity to receive instruction.

2. Sex

 It determines certain roles. Males are expected to be aggressive, fearless and capable of
doing heavier work. Females are expected to be passive, demure, prim and the like. As to
choice of profession, males usually prefer farming and agriculture, engineering, military ,
law, medicine, forestry and science while females flock to teaching, nursing, nutrition,
home economics, social work and pharmacy. Hence to a large extent, sex determine the
direction of the growth and development of individuals. Nowadays, however, some men
take courses for women.

3. Physical condition

 It has been observed that some people are born bigger, healthier and stronger than others.
Naturally, normal people develop faster and better and are able to attain higher status
than the handicapped people.

4. Intelligence (mental ability)

 Children do not have the same level of mental ability. Some are more intelligent than
others. And those who are more intelligence progress and grow faster than those who are
less intelligent. The former finish professional courses which make them leaders in
certain endeavors in their respective communities while the latter chooses careers that do
not demand too much work of the mind thus doing the less honorable work in the
community.

5. Aptitude and Special talent.

 Children are gifted with special aptitudes and talents in music, painting, acting, science
mathematics and the like. These children given the chance, often show excellence of
performance and leadership in their respective fields of specializations far above the
ordinary individuals.

6. Temperament(emotional maturity and stability)

  There are individuals who are easily irritated and tense even with trivial things
symptomatic and emotional immaturity and instability. Generally, children who are
emotionally mature and stable are more patient in studying their lessons hence, learn
faster than those who are more temperament. Even in actual work performance, people
who are emotionally mature and stable perform better and are easier to deal with than
people who are emotionally immature and unstable.

7. Extroversion, introversion, dominance-submissiveness.

 Extroverts are usually gregarious and like the dominants. Enjoy interacting with people.
Introvert and submissiveness prefer jobs that can be performed in peace, quiet, and with
less contacts with other people. These traits determine the direction of the growth and
development of the individuals.

8. Effort-making capacity.

 An important trait, one with much effort-making capacity studies and work harder,
concentrates more, and exhibits steadiness in his work. One cannot hope to succeed
without making an effort-making capacity and surely, effort-making capacity is a great
determinant of success. Those who have more of this trait usually forge ahead faster than
those who have less.

9. Criminal tendency.

 Children who have this tendency are usually bullies, trouble makers and commit any anti-
social acts, in or out of school. Usually, individual with this tendency end up in early
death, or in prison, or in perpetual hiding from the agent of the law unless the criminal
tendency is redirected or softened by environment.

B. Environment

1. Family background

Children come from poor families with very meager incomes have stunted growth
especially if they have not pursued higher education or none at all. Family background that
includes level of education and value orientation of parents is another determinant. If the parents
suffer from ignorance and wrong values, the children likewise suffer the adverse consequences
because such parents cannot pay much attention to the proper upbringing of their children. On
the other hand coming from affluent families and educated parents with the right values can
grow and develop more progressively than children coming from poor families. Besides, rich
homes are usually provided with more learning materials and tools which the children can avail
of their learning activities. Naturally, children of affluent families can pursue higher education
which is usually denied to children of poor families.

2. Community background

Children coming from squatter or slum area and from crime-infested areas have a
very slim chance of growing progressively because of the bad influence of their neighborhood.
The BARKADA influence is especially strong in their places. While it is true that a minority
can reach optimum development in such areas, surely, the majority cannot.
On the other hand, those children coming from affluent areas, and from the average
social class have all the opportunities offered by society for them to attain optimum growth and
development.
Other groups of children with contrasting community backgrounds are those coming
from the urban and rural areas. The city children are more exposed to modern conveniences
such as the telephone, televisions, light rail transit, museums, libraries, big commercial
establishments, and the like. These conditions give the city children an edge over the rural
children in the field of informal learning.
It can be observed that children or individuals coming from these different types of
communities differ markedly in their values, manners, actions and thinking.

3. School

School is very important factor in learning and development. Good schools can develop
pupils better than the poor ones. Three components make the difference between good and poor
schools. First, the teachers. If the teachers are efficient the true sense of the word, the pupils
learn remarkably well than when the teachers are inefficient, in which case the pupils suffer a
setback. Second, the facilities, if the facilities are adequate and serviceable the pupils learn well
and progress rapidly, otherwise the pupils will be retarded in their learning. Third, the location.
Children studying in s school located in a very quite place find learning conducive. They learn
much more than the children exposed to very noisy surroundings like a busy street or a market
place.
Thus, the school is an important factor in the wide variation of the levels of
development of individuals.
 CHAPTER III

TEMPERAMENT

Temperament is another characteristic of a learner which refers to a certain emotional

disposition of an individual. Experiences affect our emotion to varying degrees thereby rendering
our emotional state pleasant or unpleasant.

EMOTION AS IT AFFECTS THE LEARNER

Emotion is stirred up state or disorganized behavior caused by a situation which the

individual cannot cope with.

THEORIES OF EMOTION

The different theories of emotions are:

1. Evolutionary theory- Emotions is the primitive matrix from which all later mental powers are
developed.

2. James-Lange theory- According to this theory, bodily changes are antecedents of the mental
state.

3. Cannon-Dano theory- According to this theory emotion is the result of the action and
reaction of the cerebral cortex and the diencephalon (part of the brain),
bodily changes are not antecedents nor consequence of conscious
mental states.

4. Emergency or conflict theory- This theory states that emotion is a mechanism that enables an
individual to meet conflicts of emergence.

IMPORTANCE OF EMOTION

1. Emotion shapes up the personality of the person.

2. Emotion either makes us strong to do action or prevents us from doing any action during
emergencies.

3. Emotions enable us to cope with conflicts and emergencies.

4. Emotions dominates our lives.

METHODS OF ERADICATING UNDESIRABLE EMOTIONAL BEHAVIOR

1. Disuse- avoid that which causes the undesirable behavior. If one is afraid of the dark, do not
give him a chance to be in the dark. Eventually, the fear disappears.

2. Frequent application of the stimulus- if a child is afraid of the dark, bring him often to the
dark, eventually the fear disappears.

3. Ridicule or Scorn- if a male child is fearful of the dark, bring him often to the dark, call him a
“coward”, etc. His pride will dare him to go into the dark.

4. Social imitation- if the child is afraid of puppies, show him that the other persons are not
afraid of puppies and that he can handle them without getting harmed.
5. Verbal appeal- give us many plausible reasons as possible against an undesirable emotional
attitude.

6. Reconditioning- if the child does not like to take medicine because it is better, make the
medicine sweet.

MEANS OF INDIRECT ADJUSTMENT TO FRUSTRATION

1. Sublimation or substitution

Sublimation is an indirect but socially acceptable expression of emotion or drive. On the

other hand, Substitution is replacing an activity for another in which the individual fails to
excel.

2. Compensation and overcompensation

Compensation is a socially acceptable means of adjustment to make up for deficiency or

inferiority, physical or otherwise. While as overcompensation is an extreme form of
compensation less rational and often anti-social.

3. Fantasy or introversion

Act of imaging success and satisfaction that are not attained. This consists of two types.

a. The conquering hero type- one who imagines himself to be the victorious hero.

b. The suffering hero or martyr type- one who believes that the world is sympathetic to his
cause.

4. Rationalization

It is an act of giving some socially acceptable reasons for one’s frustrations. There are
three (3) methods involved in this way of adjusting to frustrations.

a. Sour grapes mechanism- one finds fault in a motive which he fails to attain.

b. Sweet lemon mechanism- one finds satisfaction on his failure because it is a blessing in
disguise.

c. Projection- an act of blaming somebody or something for one failure.

5. Simulation of physical ailments

It is composed of two types:

a.) Hysteria- simulation of localized ailments. Usually, it is the combination of screaming and
crying.

b.) Neurasthenia- simulation of generalized bodily ailments. A nervous breakdown is evident.

6. Nomadism- Act of wandering aimlessly.

7. Regression- Act of submerging into the subconscious state or forgetting.

8. Delusions- These are strong beliefs in things opposite to reality.

9. Repression- Act of seeking infantile expression of motives. A grown up person acts like a
child.

10. Escape through alcohol and drugs. Act of excessive drinking of liquor and taking of
prohibited drugs to forget or ease up frustration.
 CHAPTER IV

PERSONALITY

Personality is the sum total of the traits and characteristics and patterns of adjustments of an
individuals that sets him apart or makes him different from other individuals. This connotes
individual differences.

FACTORS IN IMPROVING OR DEVELOPING ONES PERSONLITY

1. Biological Factor
2. Psychological factor
3. Cultural factor
4. The family factor

COMPONENTS OF PERSONALITY

Personality is made up of the following traits and characteristics.

1. Physical or biological traits and characteristics

 This includes general physical appearance, size of the body, height, weight,
color of the hair, manner of walking, health.
2. Capacities
 Mental ability or intelligence, special abilities and talents in art, music, science,
etc. education, expertise, noted achievements etc.
3. Psychosocial traits
 These refers to good manners, gregariousness, extroversion-introversion,
dominance-submissiveness, affluence, generosity, lifestyle, patterns of
adjustments, etc.
4. Spiritual and moral values
 These are piety, honesty, sincerity, keeping of promises, punctuality,
responsibility, devotion to duty, absence of anti-social tendencies etc.
5. Temperament
 This is emotional maturity and stability. The ability to keep ones cool when
under stress and strain, the ability to control irritability and irascibility.

THEORIES OF PERSONALITY

A. TYPE THOERIES

1. PHYSIQUE: body types (bodily constitution, health and vigor associated with temperament.)

a.) Kretschemer’s classification (not confirmed)

1. Aesthenic – tall, thin body associated with schizophrenia or schizothyme

temperament, mental disorder characterized by splitting of personality,
disassociation, emotional deterioration and out of ideational content.

2. Pyknic – short, fat body and cyclothymic temperament, a mild manic depressive
psychosis involving recurring cycles of exhilaration.

3. Dysplastic – bodily defective and handicapped.

4. Normal – have only mild forms of asthenic and pyknic characteristics and have bodies
and temperaments that are appropriate and accepted as normal by the
majority.
 b.) Sheldon’s classification

1. ENDOMORPHIC – prominence of the intestine and other visceral organs, round in

body but weak muscle and bones.
2. MESOMORPHIC – athletic type with strong and rippling muscles, broad shouldered
and narrow hipped.
3. ECTOMORPHIC – tall, thin, stoop shouldered with delicate skin, fine hair and
sensitive nervous system.

2. TEMPERAMENT: types: ( Physiologic: types based on body chemistry and endocrine

balance)
a.) Sheldon’s temperaments types are:

1. VISCEROTONIC – predominantly endomorphic, loves to eat , seeks bodily comfort,

sociable, relaxed in posture and movement , and slow in
reactions.

2. SOMATOTONIC – predominantly mesomorphic, energetic likes exercise, direct in

his manners, and loves competitive aggressiveness.

3. CEREBROTONIC - predominantly ectomorphic, sensitive and emotional, worries

much, does not like groups and love solitude.

b.) Greek classification usually attributed to Hippocrates. Temperament is dependent

upon the predominant body fluid.

1. Sanguine – warm-hearted, pleasant, quick to react, balanced emotional excitement.

 Predominant body fluid is blood.

2. Melancholic – suffers from depression and sadness, unpleasant, calm emotion.

 Predominant body fluid is black bile.

3. Choleric – early angered and quick to react, easily excited emotionally.

 Predominant body fluid is yellow bile.

4. Phlegmatic – listless, slow, apathetic, calm emotion, weak.

 Predominant body fluid is phlegm.

3. BEHAVIOR: Psychological types: ( Jung’s Theories)

a. Introvert- prefers to be alone, shy, withdrawn but maybe a leader in a discussion. If his level
of intelligence is high.

b. Extrovert- tends or prefer to be amidst people, very sociable, conventional, orthodox, well-
dressed, outgoing chooses an occupation that deals with people like sales or
promotional work.

c. Ambivert- the normal who is in between the two extremes of introversion and extroversion.

B. TRAIT THEORIES
1. Allport’s Personal Dispositions. These are the traits that are unique for a person called by
Allport as a personal dispositions and hence cannot be used in an exact way in comparing one
person with another. These traits are organized in some kind of hierarchy as follows.

a.) Secondary traits – when the traits are so many that they merely express isolated interests or
modes of responding and are better characterized as attributes than traits
such as likes and dislikes, positive or negative attitude toward something.

b.) Central traits – when the traits are too few to describe a person.

c.) Cardinal traits – when a person is dominated by a single outstanding trait that makes him
stand out and he becomes a reference personality whose characteristic we
expect others to know.

2. Catell’s Theory of Surface and source traits

a. Surface traits- these traits are found by cluster analysis. They are mostly learned or acquired
values that make man acceptable or not socially such as honest or dishonest,
truthful or untruthful, sociable or shy, affectionate or cold.

b. Source traits- these are traits that are found by factor analysis. They are more innate or inborn
such as mental ability, dominance-submissiveness, emotional stability and
introversion-extrovertion.

C. DEVELOPMENTAL THEORIES

1. Psychoanalytic theory of Development

 The theory holds that we undergo a maturational scheme or psychosexual stages
and each stage, psychosocial crisis occur which if successfully meet lead to
maturity of psychological development: if unsuccessfully meet, leaves a neurotic
residue.

Two (2) forms of personality under this theory

1. Compulsive personality- characterized by excessive cleanliness, orderliness, obstinacy,

stinginess and punctuality.

2. Authoritarian personality- characterized by “highly conventional behavior, superstition,

destructiveness, and cynicism, desire of power, concern over sex”

2. Learning theories
 According to this theory, personality is the result of learning through reward and
punishment.

3. Role theories
 describe personality according to the manner in which the individual meets the
various demand that society makes upon in his role as a child, parent, man
woman and citizen.

Five (5) role position:

1. Age-sex positions- a child should act like a child, a man act like a man, and a woman as a
woman.
2. Occupational positions- a farmer develops a farmer personality. A doctor a doctor
personality, a lawyer a lawyer personality etc.

3. Prestige positions- a slave has a slave personality, a millionaire has a millionaire personality,
a president has a president personality etc.

4. Family clan household- a father has a breadwinner personality, a child is subservient to the
parents.

5. Position in association groups based on congeniality or common interest

 an orchestra member must act as such, member of the Lion’s club acts as a
Lion’s club member

D. THEORIES OF PERSONALITY DYNAMICS

1. Freud’s Psychoanalytic Theory

* this theory covers the following:

a. The ID- This consists if instinctual drives of sexual and aggressive in nature in which seeks
immediate gratification of primitive, irrational pleasure seeking drives such as sex,
hunger, thirst etc.

b. The Ego- This is a personality responsible for controlling behavior in socially approved ways:
there is rational thinking.

c. The Super Ego- This is conscience, the sense of right and wrong, that works according to the
ideals.

2. Lewin’s Field Theory- The individual is embedded in a field called his life space, which is
actually his environment, in which conflicts arise and the alternatives open to the individual
resolve the conflicts.

E. OVERCOMPENSATION THEORY
 This is the theory of Alfred Adler. This is trying to excel in something to
compensate a weakness or deficiency.

F. NEED THEORIES OF PERSONALITY

1. Karen Horney’s theory of personality- according to Horney, a child may resolve conflicts in
a harsh environment in a three ways:

a.) Moving toward people- to satisfy the need for love, affection and approval of other
people.

b.) Moving against people- satisfy the need for power, dominance, prestige,
admiration, financial and sexual success.

c.) Moving away from people- to satisfy the need for independence and self
sufficiency.
2. Eric Fromm’s Isolation Theory- man has been isolated from nature and from other men has
given rise to five basic needs:

a.) Relatedness- man has lost his nearness to nature so he has to relate himself to others
based on love and affection.

b.) Transcendence- man has to submerge his animal nature of greed so that he
becomes cooperative and productive.

c.) Rootedness- man has to satisfy his need of belongingness to a group by brotherly
love and affection and so he associates himself with other people.

d.) Identity- man needs to feel that he is different from others and so he tries hard to do
or create something that would give an identity to him or to identity
himself with another who is greater or better known than he.

e.) Frame of orientation- man needs an environment that is stable and with consistent
events to be able to understand it.

3. Maslow’s Self-actualization Theory- man is innately good and self-actualization of

achievement is his goal.

a. Biological needs- needs to comfort his body such as foods, clothing, shelter etc.

b. Psychological needs- needs for love, affection, belongingness, safety,

companionship etc.

c. Self-actualization needs- needs for exceptional and ideal achievement and

creativity.
 CHAPTER V

THE NATURE AND THE TYPE OF LEARNING PROCESS

The learning process- learning is a mental activity by means of which knowledge, skills, habits,
attitudes and ideals are acquired, retained and utilized, resulting in the progressive adaptation and
modification of conduct and behavior. (Bulgeiski, 1956).

Two principal types of learning theories to explain how individuals learn according to
educational psychologist:

1. The Behavioral Learning Theories

 It emphasize observable behavior such as new skills, knowledge or attitudes
which can be demonstrated these forms of behavior are observable and
measurable, the behavioral learning theories where those of Ivan Pavlov’s
Classical Theory, Edward Thorndike’s laws of learning and B.F. Skinner’s
Operant Conditioning. The outgrowth of behavioral learning is Albert Bandura’s
modeling or observational learning.

2. The Cognitive Learning Theories

 Are concerned with human learning in which unobservable mental process are
used to learn and remember new information or acquire skills. The discovery
learning of Jerome Bruner (1966), Reception learning of David Ausubel (1968),
Event of learning of Robert Gagne.

TYPES OF LEARNING

1. Cognitive Learning
 This is the acquisition of knowledge , facts and information, principles, ideas,
concepts, understanding, reasoning etc.

Types of cognitive learning

a. Associative learning
Establishing relationship between words or ideas and their meaning between word and
ideas and the things they refer to between principles and the situations and conditions they are
applied to. This involve an accurate understanding of the relationship of things or situation.

b. Problem-solving learning
The process of overcoming difficulties that hinder the attainment of a goal by using
knowledge and skills gained from associative learning and other types of learning.

2. Attitudinal or Affective Learning

 This type of learning is the formation of good and acceptable attitudes,
judgement, appreciation and values.

a. Aesthetic learning- appreciation of what is good an abhorrence of bad.

b. Intellectual learning- reading good and classical literary pieces.

3. Psychomotor Learning
 This involves the use of muscles in bodily movement especially the reflexes.

Types of Psychomotor learning

a. Bodily movement coordination

  The harmonious functioning of the different parts of the body to attain the
desired performance of the activity.
b. Manipulative dexterity
 The skillful use of the hands and feet. Precision and accuracy are necessary.

THE TEST OF LEARNING

1. Greater speed.
2. Greater precision and accuracy
3. Reduced effort
4. Less expense, hence more savings
5. Greater knowledge, information and ideas
6. Greater understanding
7. Greater facility of communications
8. More logical reasoning
9. Greater innovativeness and creativity
10. Greater chance of employment

OTHER KINDS OF LEARNING

1.
a. Direct Learning – like learning to ride a bike
b. Indirect Learning – reading books and other reading materials, listening to radio, viewing
movies.

2. Burnham’s classification
a. Congenital - reflex action
b. Temporary – learning a portion of a poem or lines in a play and forgetting it.
c. Permanent – knowledge used in lifetime.

3. Cattel’s theory of surface and source traits;

a. Surface traits – learned or acquired values
b. Source traits – innate or inborn

DEVELOPMENTAL THEORIES

1. Psychoanalytical theory of development

 The theory holds that we undergo a maturation scheme of psychosexual stages
and at each stage psycho social crisis occur which if successfully met lead to
maturity of psychological development; If unsuccessfully met they leave a
neurotic residue.

a. Compulsive personality – characterized by excessive cleanliness, orderliness, obstinacy,

stinginess and punctuality.

b. Authoritarian – characterized by highly conventional behavior, superstation, destructiveness

and cynism, desire for power, concern over sex.

2. Learning Theories
 Personality is the result of learning through reward and punishments.

3. Role theories
 Describe personality according to the manner in which the individual meets the
various demands that society makes upon in his role.

Five role positions:

 Age-sex position
 Occupational position
 Prestige position
 Family clan, household
 Position in association groups based on congeniality or common interest
 CHAPTER VI

MOTIVATION

MOTIVATION
 The arousal of interest that directs the learner towards a goal.
 Is the process of arousing and sustaining interest in an activity in order to
achieve a goal.
 Is also the creation of a desire on the learner to perform a activity to satisfy a
need.

IMPORTANCE OF MOTIVATION

1. Directs activities towards the achievement of a goal.

2. Controls and directs human behavior.
3. Inculcates spiritual and moral values in the minds of the young.
4. Gives satisfaction and happiness to the individual.

MOTIVATION AS DIFFERENTIATED FROM MOTIVE AND INCENTIVE

Motivation is a process but motive is a disposition, tendency, desire, or aspiration. It is

also a drive or impulse, an attitude that arouses interest and sustains and regulates behavior.
Motive which is within the individual has a definite goal to achieve.
Incentive, on the other hand, is an external benefit or reward of some kind derived from
an activity. Incentives may come in the form of social approval as praise, good grades, honors,
scholarships, medals and the likes.

CLASSES OF MOTIVATION

1. Intrinsic motivation- is an internal stimulus that arouses one to action. It is based on motive,
which is always intrinsic. A motive arouses one to do something.

2. Extrinsic motivation- this type of motivation is based on incentive. The motivation comes
from outside the individual, that is, from the external environment.

CLASSIFICATION OF MOTIVES

1. Biological and physiological drives.

 This are innate or inborn stimuli such as the desire for food, water, shelter, and
other comforts of the body in the hierarchy of motives, biological drives are the
lowest but the most important.

2. Sociological drives.


3. Creativity or self-actualization drives.

 These are general or unconscious drives or motives. The desire to do something
not out of necessity but simply the urge to achieve something exceptional for the
good of humanity is self-actualization. The drive is very strong, almost
compulsive , and for some, even risking their lives. To this class belong the
inventors, explorers, authors, scientists, composers, artists, performers, heroes
and the like. In the hierarchy of motives, this is the highest class or level.

MOTIVATIONAL CYCLE

Motivation goes through a cycle.

FIRST STAGE- start with a need which turns into a motives. Then tensions or stress arises.

SECOND STAGE- is action. The motive spurs the individual into action and the activity
continues until the motive has been satisfied and the goal achieved.

THIRD STAGE- satisfaction of the individual. Tensions vanishes and stability and equilibrium
takes it place. This is called homeostasis, which is absence of tension and
satisfaction, stability and equilibrium characterized the individual. If there is
another need or motive arising, the motivational cycles starts all over again.

SOURCES THEORIES OF MOTIVATION

1. Need-drive-incentive Theory
- Need is probably the greatest source of motivation and the desire to satisfy the need is
the strongest motive. In fact, all the other theories have the element of need.

2. Cue-stimulus (non-drive) Theory

- According to this theory, the stimulus to activity does not come from within the
individual but from outside. Given the necessary incentives, the individual performs an act
repetitively until the acts becomes a habit and a motivating factor.

3. Affective arousal Theory

- This theory is an application of the law of effect (Thorndike). Pleasant experiences tend
to be repeated and unpleasant experiences tend to be avoided. Since feelings and emotions are
very strong determinants of behavior, the teacher should try his best to make the classroom
activities as pleasant as possible to maintain a high level of motivation among students.

4. Cognitive Theory
- According to this theory, an individual takes an action that is most favorable to his
perception and rational thinking. This is on the level of decision making or making a choice.

5. Psychoanalytical Theory
- Sigmund Freud, the proponent of this theory, claims that the libido of psychic energy is
sexual in origin and is the primary driving force of behavior. A person chooses an activity that
best expresses his psychic energy. An intelligent person chooses a vocation that heavily involves
mental activity whereas an athletic person chooses a vocation that needs extensive physical
energy.
 CHAPTER VII

DISCIPLINE AND GUIDANCE

Discipline is another important factor in learning. Discipline is training the learners to

act in such a manner that will create classroom conditions conductive to the attainment of
instructional objective.

OBJECTIVES OF DISCIPLINE

The objective of discipline are:

1. To create favorable attitude toward classroom conditions that will facilitate the attainment of
instructional objectives.

2. To create favorable attitudes the development of self-control and cooperation as personal

assets.

3. To create favorable attitudes towards authority.

APPROACHES TO DISCIPLINE

The two most common approaches to discipline are:

1. Training approach- This is also referred to as training model. This is in accordance with the
biblical passage which says “train the child in the way he should go and when she gets old he
will not deport from it.” It calls for a frequent repetition of good acts until they become habits.

2. Behavior modification approach- This is also called the behavior modification model. Good
behavior is reinforced and misbehavior discouraged.

DEVELOPMENT STAGES IN DISCIPLINE

A. Stage 1- Pupils show unruliness, noise, inattention, disobedience and other forms of
disciplinary problems that hamper successful completion of a lesson.

B. Stage 2- With proper guidance , the pupils listen to admonition and abide by the rules of
discipline gradually, they form favorable attitudes towards classroom conditions
conducive to learning.

C. Stage 3- The pupils, realizing the importance of a well-disciplined life, embibe and assimilate
good disciplinary principles.

D. Stage 4- Pupils develop competence in self-control and initiate in problem solving becoming
self-directed individuals.

MEANING OF GUIDANCE AND COUNSELING

 Guidance and Counseling is helping the individual to make a wise choice from
among the many alternatives that are open to him in meeting life’s conflicting
situations.

OBJECTIVES OF GUIDANCE AND COUNSELING

Objectives of guidance and counseling are to help the individual to:

1. Become independent and self-directed

2. Gain emotional maturity and stability

3. Recognize his importance to society, his contributions to its stability and progress, and his
readiness and willingness to adjust himself to the standards of society.

4. Be an organizer, initiator and creator of situations that will rebound to the benefit not only of
himself but of society as well.

5. Gain knowledge of himself: his own intellectual and physical capacities, his interest, his social
and inborn traits, and requirements and possibilities of certain actions, all to help
choose the right alternatives when confronted with conflicting situations.

CHOOSING A VOCATION OR PROFESSION

In the choice of a lifelong vocation or profession the following should be considered:

1. Intellectual capacity and aptitude

An individual choose one the best fits his level of intellectual ability.

2. Interest
It is the intentness of an individual about something. One should choose a vocation or
profession that is within his range of interests.

3. Education
The level of education that is required of the career aspired for should also be
considered.

4. Temperament
Temperamental people who easily get rattled should choose job that requite , peaceful
and without much conflict. They should avoid jobs that tax much.

5. Physical strength and health

One should choose a career that suits his physical health and strength.

6. Opportunities for employment and advancement

Chances of employment are high where work force is not saturated and vice versa. This
should guide the student in his choice of career.

7. Remuneration
Is the salary satisfactory? If not, choose one that gives the most satisfactory
remuneration under the circumstances.

8. Hazards
Some occupations relatively more hazardous than others such as aviation, army, police,
or marine work. One most likely chooses the least hazardous.

9. Place of work.
Is the work confined within a room or in the open air? Does it involve too much
travel? Does the work necessitate being too far away from home and family?
Introverts prefer quiet surroundings whereas extroverts prefer interactions with the
people and travel.
 CHAPTER VIII

THE TEACHER AND THE POLICY MAKER

The Teacher and the Policy maker is the factor in the educative process. Without
them can be no formal education. Therefore, a study of their function is important.

The Teachers

The teacher is a key person in the teaching-learning situation. Hence, he must be a

model to all his pupils in all aspects of life. Children are good imitators and they usually make
their teachers role models.
The teacher is the manager of the teaching-learning situations, the facilitator of
learning, and the evaluator of the pupil achievements. Hence, they must possess the following:

The teacher must possess the following:

1. Mastery of the subject matter

 This is based upon the principle that one cannot give what he does not have.

2. Mastery of the methods and tools of teaching

 The teacher is like a carpenter who clumsily uses old, rusty and unsharpened
tools cannot fine furniture.

3. Mastery of the psychology of learning or educational psychology

 The teacher must be able to apply with a certain degree of expertise, principles,
motivation, individual differences, and discipline, and reinforce the laws of
learning.

4. Mastery of medium of instruction and the art of communication

 The teacher must possess oral proficiency in the medium of instruction used.

5. Mastery of lesson planning and subject matter organization

 Contributory to the success of learning session is a good lesson plan and well
organized units or parts of the lesson:

6. Master of National Philosophy, Goals and Objectives as well as instructional goals and
objectives.
 The teacher should the national philosophy of education, its goals and objectives
so that he can include these as implied goals and objectives in his instructional
objectives.

7. Mastery of classroom management

 The teacher is the manager and director of the classroom activities. He should
see to it that the learning sessions are conducted smoothly and effectively.

8. Mastery of measurement and evaluation of achievements

 The teacher should know how to construct more or less valid, reliable and useful
measuring instrument in the form of tests and examinations and then evaluate or
transmits the resulting scores into school marks.

9. Mastery of spiritual and moral values.

 The teacher may not be a paragon of virtue but he must at least possess the
values essential in teaching.
10. Mastery of good human relations
 The teacher must maintain good human and professional relations with his
learners, with his peers and superiors, the parents and the people of the
community for these people will help him achieve his goals.

11. Mastery of grooming techniques

 Since teachers are role models, they should observe good grooming and
maintaining neatness, good taste and decency.

12. Mastery of leadership techniques

 The teacher is both a leader in a classroom and in the community- a democratic
seller of ideas.

13. Health
 The teacher must be healthy, physically, mentally so that he can carry on his
work.

14. Missionary spirit

 Teaching is a mission replete with sacrifices. The noble teacher therefore finds
joy and fulfillment in serving his students despite his meager income.

15. Basic knowledge of guidance and counseling

 Since a teacher guides his pupils in their daily activities and counsels them in
their problems.

16. Punctuality and enthusiasm

 The effective teacher is always punctual and enthusiastic in his teaching. He
teaches with diligence, not wasting any time. He covers as much subjects matter
as possible.

17. Loyalty and commitment

 A teacher cannot teach with effectiveness and enthusiasm without loyalty and
commitment to the institutions he serves.

18. Respect for authority

 A good teacher must have respect for authority and obedience to legitimate
instructions, rules, policies and regulations.

19. Ability to evoke analytical and critical thinking

 Students not be reduced to robots parroting what the teacher says. They must be
made to think, criticize, analyze, ask questions etc. the teacher should ask
thought-provoking questions that require reflective thinking.

20. Clean sense of humor

A teacher must have a wholesome sense of humor to keep his students alert especially
when the students are sleepy. The teacher may relate a funny tale that is relevant to the lesson.
Humor is often a means of maintaining the interest of students.

TIPS FOR AN EFFECTIVE TEACHING-LEARNING SITUATIONS

1. The learner must see his goal clearly.

 A goal-oriented activity elicits interest an meaning to the student than one which
has none.

2. The learner must be ready to learn psychologically and physiologically.

  That is, the level of difficulty of the lesson must be brought down to the level of
understanding of the learner. The lesson must be presented and explained simply
and clearly.

3. The learner must be motivated and guided either intrinsically and extrinsically.
 Generally, intrinsic motivation is preferred.

4. The learner must learn by doing

 He must be an active participant in the learning situation. Active learning is
better and more lasting than passive learning.

5. The learner must concentrate on the learning task

 A learner cannot learn if he cannot or does not concentrate.

6. The learner must integrate the related parts of the learning tasks into a whole to make
the tasks more meaningful and understandable.

7. The strategy of teaching must suit the learning situation.

 Not all method is good for all learning situations. And the strategy used for all
learning situations and the strategy used for a particular situation must fit the
situation.

8. The learner must be able to see the significance, meanings, implications, and applications
of the learning task so that it becomes more important, meaningful and understandable to
him.

9. The learner must be able to see the law of exercise to enable him to remember and retain
what he has learned.
 “Correct practice makes perfect” so the saying goes. Regular review is
imperative.

10. If at first the learner fails to attain his goal, he must use his insights and understanding
to discover the right solution to his problem.
 He must be persistent in finding ways and means to attain his goal, the solution
of the problem.

THE POLICY MAKER

The educational policy maker is a very important component

1. The government.
 The government, acting through its proper agencies, is the chief policy maker.
The law making body, Congress, enacts educational bills and possess them to the Chief
Executive, The President, to be signed into laws.

2. The administrations of private and state schools.

 The administrations of private schools like the University of Santo Thomas and of
state schools like the University of the Philippines also make educational policies through
their respective Board of Trustees, Board of Directors or Board Regents.

3. The people.
 The people also have a hand in the formulation of educational policies.

THE SCOPE OF EDUCATIONAL LAWS OF POLICIES

1. Framework for the educational system.
 The law making body lays down the framework of the whole educational system
of the country.

2. Goals and objectives.

 There are the purposes that the educational system aims to achieve.

3. School personnel.
 This concern the requirement, qualifications, development, promotion and
advancement, rights and obligations, duties and function, remuneration and other
benefits of school officials and teachers.

4. Students.
 This concern the admission, rights and obligations, duties, honors, financial
assistance, promotion and retention, graduation of pupil and students guidance
and counseling and discipline.

5. Curriculum and curricular years.

 This concerns the selection of subjects, time frame for each course.

6. Facilities.
 Facilities include campuses, building, instructional facilities such as textbooks,
references, laboratory equipment, audio-visual aids, or educational media.

7. Organization of private and state schools.

 These are laws and policies concerning the organization of private and state
schools especially regarding facilities, administrations, qualifications of
personnel, capitalization, profit taxation, tuition and other fees, quality of
instructions, etc.

8. Promotional standards.
 Policies on promotion are very important.

9. Parents.
 This are also policies concerning the rights and obligations, duties, and functions
of parents.