4. - In teaching reading, the
developmental stage at which the
child is in should be considered.
5. 2. A motivated learner acquires what he learns more readily than one
who is not motivated. Learning proceeds most effectively and tends to
be most permanent when the learner is motivated, that is, when he
has a stake, as it were, in the activity being undertaken.
- this is why there is a need for the teacher
to motivate the children before every
lesson is undertaken.
6. 3. Motivation that is too intense (especially pain, fear, anxiety) may
be accompanied by distracting emotional states , so that excessive
motivation may be less effective than moderate motivation for
learning some kinds of tasks, especially those involving difficult
discriminations.
- the kind of motivation to be used will be those
which will be pleasurable to the learners to prod
them to undertake whatever activities may be
done later.
7. 4. Learning under the control of reward is usually preferable to
learning under the control of punishment. Correspondingly, learning
motivated by success is preferable to learning motivated by failure.
- This implies that in teaching reading, the
students should be in tension-free atmosphere
and motivated by praise , not threat.
8. 5. Learning under intrinsic motivation is preferable to
learning under extrinsic motivation.
- Interest to learn should come from
within the child.
9. 6. Tolerance for failure is best taught through
providing a backlog of success that compensates
for experienced failure.
- There should be more instances of
success that the child should experience
so that future failures will not have a
negative impact on him.
10. 7. Individuals need practice in setting realistic goals for
themselves, goals neither so low as to elicit little effort nor
high as to foreordain failure.
- The teacher oftentimes should involve the pupils in
deciding what they prefer to do and how much they can
do so that they can determine what they can
successfully do in the long run.
11. 8. The personal history of the
individual , for example, his
reaction to authority, may
hamper or enhance his ability
to learn from a given teacher.
- A pupil who in the past, has had a sad
experience with a certain teacher will have a
hampered learning than one who has never
encountered such an experience.
12. 9. Active participation by a learner is preferable to
passive reception when learning, for example, from
a lecture or motion picture.
- The pupil should be personally involved in his
own learning.
13. 10. Meaningful materials and meaningful tasks are learned
more readily than nonsense materials and more readily
than tasks not understood by the learner.
- Materials that are within the level of the pupil’s
ability are more appealing and more meaningful
to them than difficult and unfamiliar ones.
14. 11. There is no substitute for repetitive practice in the over
learning skills.
- Drill and practice are necessary
for more permanent learning.
15. 12. Information about the nature of a good
performance , knowledge of his own mistakes, and
knowledge of successful results, aid learning.
- Letting the pupils know their reading
performance will be good motivation to improve
more.
16. 13. Transfer to new tasks will be better, if, in learning the
learner can discover relationships for himself, and if he has
experience during learning of applying the principles within
a variety of tasks.
- When the pupil truly learns a reading skill, he
will have no difficulty applying or using that skill in
other learning contexts.
17. 14. Spaced or distributed recalls are advantageous in fixing
material that is to be long retained.
- Before a new lesson is started, the teacher
conducts a review of the past lesson to make
connections and associations with the new
lesson.
18. 15. Learning is encouraged when it takes
place under conditions that enhance the
personality adjustment of the learner.
- Conducting learning activities that
cater to the different personalities of
the learners will prove more fruitful
and encouraging to them.
