The elements of teaching

This presentation talks about the three elements of teaching: Learner, Teacher, and Learning Environment.

1. The Elements of Teaching and Learning

2. The Teacher “Teachers open the door. You enter by yourself” - Chinese proverb

3. The Professional Teacher Licensed professional, possesses dignity and reputation, possesses technical and professional competencies Went through for to five years of academic preparation Registered in the roster of professional teachers Undergoes continuing professional education

4. Professional Attributes Effect change in learning (sense of efficacy) 2. Expert in what he teaches ( subject matter knowledge) 3. How he teaches (pedagogical knowledge)

5. Qualities of a Good Teacher As a Person 1. Innate Qualities a. Aptitude b. Mental ability 2. Personal Qualities a. Physical Characteristics b. Personality 3. Social and emotional Qualities - relates well with people - not prone to anger and irrational argument

6. Passion 2. Humor 3. Values and Attitudes Open – mindedness Fairness and impartiality Sincerity and Honesty Professionalism 4. Patience 5. Enthusiasm

7. Activities Ass. Essay Describe the professional teacher by means of verses Which trait of a teacher is more important – competence or commitment ?

8. Leadership Power of a Teacher Referent power -ability of a teacher to cultivate a respect and administration of his students in such a way that they wish to be like him. Expert Power - students perceive teacher as an expert, competent and knowledge about certain topics

9. Reward Power - leadership based on reward or benefits: grades, privileges, approval. Students tend to desire some type of rewards. Legitimate Power - leadership based on teacher’s specific role Coercive Power - leadership based on punishment and coercion; the use of threats is punishment to influence students

10. Reading assignment: The nature of the learner

11. The Learner He is an embodied spirit (body, soul, spirit)

12. Fundamental Equipment of the Learner Cognitive Faculties a. Senses b. Instincts c. Imagination d. Memory e. Intellect

13. B. Appetitive Faculties a. Feelings and emotion b. Rational will Fundamental Equipment of the Learner

14. Factors Contributing to Differences among Learners Ability - capacity to understand and assimilate information - classified as fast, average, slow learner -high, moderate, slow achiever 2. Aptitude - learners innate talent or gift - natural capacity to learn certain skills

15. Factors Contributing to Differences among Learners 3. Interest - strong appeal or attraction to something 4. Family and cultural background - Upbringing practices 5. Attitudes - a way of thinking and reacting based on personal characterises

16. Gardner’s Multiple Intelligences Verbal – Linguistic Intelligence Logical – Mathematical Intelligence Spatial intelligence Bodily – Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence Existential Intelligence

17. Positive Attitudes: Curiosity Responsibility Creativity Persistence

18. Multiple Intelligence (Howard Gardner)

19. Four Lobs of the Brain Frontal Lobe - involve in any voluntary movement of particular part of the body Parietal Lobe - produces sensory experiences ( Pressure, pain ) Temporal Lobe - responsible for processing sounds/ speech/ audition Occipital Lobe - responsible for processing visual images

20. Logical / Mathematical Intelligence (The Number Smart) Description: Ability to perform numerical calculations; good reasoning and argumentation; and organizing. Occupational Inclination Engineers, statistician, mathematicians, economics, computer programmer

21. Verbal/ Linguistic Intelligence (The Word Smart) Description: Ability to understand ideas in terms of words. Ability to write and talk easily. Occupational Inclination Speaker, lawyers, teachers, spoke-persons, preachers, reporters, poets, song writers, book authors, broadcasters, journalists, etc.

22. Musical and Rhythmic Intelligence (The Music Smart) Description: Ability to create, appreciate and analyze music Occupational Inclination Singers, composers, musicians, conductor, music critic

23. Visual/ Spatial Intelligence (The Picture Smart) Description: Ability to think things in picture; deal with space. Ability to draw, sketch and imagine. Occupational Inclination Lay-out editor, cartoonists, artists, architects, painters, designers. Photographers, decorators

24. Bodily/ Kinaesthetic Intelligence (The Body Smart) Description: Ability to use the hands to fix or create. Use the body expressively. Ability to move which facility. To be participants rather than spectators. Occupational Inclination Mechanic, surgeon, carpenter, sculptor, athletes, dancers, sport players, PE Instructors, Boxers, Action Stars, Stuntmen

25. Natural/Physical Intelligence (The Nature Smart) Description: Ability to recognize species of plants and animals; adopt and survive in one’s environment. Curiosity for plants and animal life and love of pets. Occupational Inclination Biologists, zoologists, agriculturists, ecologist, herbalists, botanist, veterinarians, fishermen, gardeners, hunters

26. Intrapersonal Intelligence (The Self Smart) Description: Ability to get along with, motivate and tune in to one’s feelings and to use such knowledge in directing one’s life. Occupational Inclination Psychologists, preachers, teachers, philosophers

27. Interpersonal Intelligence (The People Smart) Description: Ability to work with people and help them overcome their problem. Ability to get well with others. Listen to people. Attend gatherings and reunions. Love to be with people Occupational Inclination Managers, administrators, consultants, politicians, psychologists, teachers

28. According to Howard Gardner: People have a unique blend of intelligences. These intelligence are amoral – to put in constructive or destructive use. “If the students cannot learn the way we teach them, then we must teach them the way they learn ” - Dr, Rita Dunn

29. 3 Kinds of Learning Style

30. Dunn & Dunn’s Learning Style Model Environmental. The environmental strand refers to these elements: lighting, sound, temperature, and seating arrangement. Emotional. This strand includes the following elements: motivation, persistence, responsibility, and structure. Sociological. The sociological strand represents elements related to how individuals learn in association with other people: (a) alone or with peers, (b) an authoritative adult or with a collegial colleague, and (c) learning in a variety of ways or in routine patterns.

31. Physiological. The elements in this strand are: perceptual (auditory, visual, tactile, and kinesthetic ), time-of-day energy levels, intake (eating or not while studying) and mobility (sitting still or moving around). Psychological. The elements in this strand correspond to the following types of psychological processing: hemispheric, impulsive or reflective, and global versus analytic.

32. Activity: In your own words define what is a conducive learning environment, physically and psychosocially?

33. The Learning Environment Physical Environment - physical condition of the classroom (noise level, lighting facilities, ventilation, classroom organizations) 2. Psychological Climate a. Safety b. Relationships

34. Activity: Reflect on the acts of bullying in the classroom and their effects on teaching - learning

35. Facilitative learning environment for learning (Pine and Horne, 1990) Encourages people to be active. Promotes and facilities the individual’s discovery of the personal meaning of idea. Emphasizes the uniquely personal and subjective nature of learning. Difference is good and desirable. Recognizes people’s right to make mistakes. Tolerates ambiguity.

36. 7. Evaluation in a cooperative process with emphasis on self-valuation. 8. Encourages openness of self rather than concealment of self. 9. People are encouraged to trust in themselves as well as external sources. 10. People feel they are respected.

37. 11. People feel they are accepted. 12. Permits confrontation 13. Necessary in the full development of the cognitive, and appetitive faculties of the learner. Activity: In a 1/8 sheet of illustration board, illustrate a conducive learning environment.