THE LEARNING SITUATIONS

" Foundations of Education"

1. T H E L E A R N I N G S I T U A T I O N S KENYA L. LAMPREA PRESENTER

2. THE TEACHER: KEY FACTOR IN CLASSROOM LEARNING SITUATIONS

3. SIGNIFICANT ROLES OF TEACHER IN THE CLASSROOM 1. AS A MODEL 2.AS A CLASSROOM MANAGER 3. AS A FACILITATOR 4. AS EVALUATOR OF STUDENTS’ LEARNING

4. TEACHER AS A MODEL M – Motivator O - Optimistic D - Diligent E - Enthusiastic L – Lovable

5. TEACHER AS MANAGER OF THE CLASSROOM The teacher plays an important role in determining the kind of psycho-social climate that will prevail in the classroom. Studies have shown that the climate prevailing in the classroom has considerable effect on students’ learning.

6. As manager of the classroom, the teacher is responsible for setting up the physical environment most conducive to learning.

7. Three Broad Types of Relationship between the Teacher and Students 1. Authoritarian 2. Laissez-faire 3. Democratic

8. AUTHORITARIAN The teacher directs the action of students, plans them, sets the limit of their behaviour and considers them as passive receivers of instruction and information.

9. Laissez - faire Is the opposite of authoritarian relationship. The teacher does not interfere with students’ choices and actions. The students are allowed to decide what they want to do and how they will do it.

10. democratic The teachers leads the students in the learning process. There is an interchange of ideas between the teacher and students

11. What kind of Teacher am I??..

12. Teacher as facilitator of students learning T he main role of teacher to facilitate learning. “There is no single perfect approach to teaching which will help every students to learn everything in everyway”

13. Psychological Principles that Facilitates Classroom learning 1. The learner must clearly perceive the goal. 2. The learner must be pshychologically and physiogically ready.

14. 3. The learner must be motivated to learn. 4. The learner must be active, not passive for maximum learning. 5. The learner must focus his attention on the learning task.

15. 6. The learner must put together the part of the task and perceive it as a meaningful whole. 7. The learner must be prepared to respond. 8. The learners must see the significance, meanings, implications and applications that will make given experience understandable.

16. 9. The learner must repeat or practice what he has learned in order to remember. 10. The learner must interpret and reorganize his behaviour when he is thwarted or does not attain his goals.

17. The teacher as evaluator of students learning Evaluating the achievement of students is the integral part of the teaching-learning process. It is important that the teacher utilize results of evaluation as the basis for further learning goals of his students.

18. The teaching-learning process exemplified

19. Use of motivation in the teaching-learning process

20. Two types of motivation 1. Extrinsic Motivation 2. Intrinsic Motivation

21. Extrinsic Motivation - Are forces that arise from outside the individual such as honors , monetary rewards, medals and the like.

22. Intrinsic Motivation - Arise from the individual’s genuine desire to learn because he realizes the benefits he will derive from what he will learn.

23. Principles of motivation Learning under intrinsic motivation is better than learning under extrinsic motivation.

24. Goal-setting is an important motivational aspect of learning. Successful experiences are important motivations for all students. Feedback about the progress being made by the student can be effective motivator. Using learner interest as a motive is important in classroom learning.

25. Learning under control of reward is better than learning under the control of punishment. Meaningful materials and tasks are more successful motivators than tasks the learner does not understand. Successful generally increases the level of aspiration and achievement of the learner, whereas failure tends to lower the level of aspiration.

26. The teacher’s expectations o f the learner’s performance influence the latter’s achievement. Group competition, cooperation, and support are more effective motivators than individual competition.