1. A Child’s Plea
A little love that slowly grows and grows
Not one that comes and goes
That’s all I ask of you.
A sunny day to look up to the sky,
A hand to help me by,
That’s all I ask of you
Don’t let me down
Oh, show me that you care
Remember when you give
You also get a share.
Don’t let me down
I have no time to wait
Tomorrow might not come
By then t’ will be too late
2.
3. The Elements of Teaching andThe Elements of Teaching and
LearningLearning
The principal elements that make teachingThe principal elements that make teaching
and learning possible and attainable are theand learning possible and attainable are the
teachers, the learners, and a conducive learningteachers, the learners, and a conducive learning
environment . Without one, there could be noenvironment . Without one, there could be no
teaching, nor will there learning of a desiredteaching, nor will there learning of a desired
objective.objective.
Teacher
Learner
Conducive learning Environment
4. The teacher serves as the primeThe teacher serves as the prime
mover of the educational wheel, whilemover of the educational wheel, while
the learners are the key participants inthe learners are the key participants in
the learning process. The favorablethe learning process. The favorable
environment provides essentialenvironment provides essential
features and ingredients that would befeatures and ingredients that would be
of great help in guiding the learningof great help in guiding the learning
process.process.
5. How does each elementHow does each element
contribute to learning?contribute to learning?
????
??
6.
7. The leaner is an embodiedThe leaner is an embodied
spirit. He is not just a body,spirit. He is not just a body,
neither just a spirit. He is aneither just a spirit. He is a
union of a sentient body and aunion of a sentient body and a
rational soul. His bodyrational soul. His body
experiences sensations andexperiences sensations and
feels pleasure and painfeels pleasure and pain..
8. His soul is the principle of spiritualHis soul is the principle of spiritual
acts, the source of intellectual abstraction,acts, the source of intellectual abstraction,
self-reflection, and free rational volition.self-reflection, and free rational volition.
9. Body and soulBody and soul
exist in mutualexist in mutual
dependence. Whatdependence. What
happens to the bodyhappens to the body
happens also to the spirit.happens also to the spirit.
Likewise what happens toLikewise what happens to
the spirit affects the body.the spirit affects the body.
10. As teachersAs teachers
then, let us take care forthen, let us take care for
the embodied spirit-the embodied spirit-
learner. Let us feedlearner. Let us feed
his/her body as well ashis/her body as well as
his/her spirit.his/her spirit.
““Man does not live by breadMan does not live by bread alonealone.”.”
11. The teachers isThe teachers is
equipped with facultiesequipped with faculties
or powers-or powers-cognitivecognitive andand
affectiveaffective. His/her. His/her
cognitive facultiescognitive faculties
include his/her fiveinclude his/her five
senses, instinct,senses, instinct,
imagination, memory,imagination, memory,
and intellect. By his/herand intellect. By his/her
senses, the learner issenses, the learner is
able to see, hear, feel,able to see, hear, feel,
taste and smelltaste and smell
whatever is to bewhatever is to be
learned.learned.
12. By the power of imagination, theBy the power of imagination, the
learner is able to formlearner is able to form
representations of material objects orrepresentations of material objects or
things which are not actually presentthings which are not actually present
to the senses.to the senses.
13. By his/her power of memory, he isBy his/her power of memory, he is
able to retain, recall, and recognizeable to retain, recall, and recognize
past mental acts. By his/her intellect,past mental acts. By his/her intellect,
he/she can form concepts or ideas,he/she can form concepts or ideas,
make judgment, and reason out.make judgment, and reason out.
What are his/her appetitiveWhat are his/her appetitive
faculties? These are his/her feelings,faculties? These are his/her feelings,
emotions, andemotions, and rational will.rational will.
14. Through his/her feelings and emotions,Through his/her feelings and emotions,
a person experiences the pleasantness ora person experiences the pleasantness or
unpleasantness , the satisfactoriness orunpleasantness , the satisfactoriness or
unsatisfactoriness, the pain or the joy of anunsatisfactoriness, the pain or the joy of an
object or an activity.object or an activity.
His/herHis/her willwill serves as the guiding forceserves as the guiding force
and the main integrating force in theand the main integrating force in the
person’s character. Through his/herperson’s character. Through his/her willwill,,
the learnerthe learner willswills what his/her intellectwhat his/her intellect
presents as good and desirable.presents as good and desirable.
15. For, effective and efficient learning, the fiveFor, effective and efficient learning, the five
senses must function normally. The leanersenses must function normally. The leaner
becomes aware of his/her objective worldbecomes aware of his/her objective world
through his/her senses.through his/her senses.
All learners are equipped with the cognitiveAll learners are equipped with the cognitive
and appetitive faculties. However, the exerciseand appetitive faculties. However, the exercise
of their different abilities, aptitudes, interests,of their different abilities, aptitudes, interests,
home background, attitudes and values.home background, attitudes and values.
16. Let us take a look once moreLet us take a look once more
at the learner from the point ofat the learner from the point of
view of these five distinguishingview of these five distinguishing
elements.elements.
17. AbilityAbility
-- determine thedetermine the
capacity of learners tocapacity of learners to
understand andunderstand and
assimilate information forassimilate information for
their own use andtheir own use and
application. Learners mayapplication. Learners may
be classified generallybe classified generally
into fast, average andinto fast, average and
slow learners.slow learners.
Others are labeledOthers are labeled
high, moderate and slowhigh, moderate and slow
achievers.achievers.
Fast
Aver-
age
Slow
18. As to their mental ability, students can beAs to their mental ability, students can be
categorized into superior, above average, andcategorized into superior, above average, and
below average.below average.
A wide range in their intelligence is a factor toA wide range in their intelligence is a factor to
consider in planning instruction.consider in planning instruction.
Below
Average
Above
Average
Superior
19. AptitudeAptitude
- This refers to the student’s- This refers to the student’s
innate talent or gift. It indicates ainnate talent or gift. It indicates a
natural capacity to learn certainnatural capacity to learn certain
skills. Some may exhibit specialskills. Some may exhibit special
inclination for the arts such asinclination for the arts such as
painting and designing crafts,painting and designing crafts,
propensity for music and flair forpropensity for music and flair for
dramatics. Talent fordramatics. Talent for
Mathematics or literature isMathematics or literature is
likewise noticed among a few.likewise noticed among a few.
20. It is important that these aptitudes beIt is important that these aptitudes be
recognized early among our students sorecognized early among our students so
as not to waste such inborn learning. Asas not to waste such inborn learning. As
teachers, it is imperative that we helpteachers, it is imperative that we help
develop students’ potentials.develop students’ potentials.
21. InterestsInterests
- Learners vary in activities undertaken due to- Learners vary in activities undertaken due to
a strong appeal or attraction, Girls, for example,a strong appeal or attraction, Girls, for example,
are strongly attracted to flowering plants andare strongly attracted to flowering plants and
greeneries. Boys go for hiking and mountaingreeneries. Boys go for hiking and mountain
climbing.climbing.
Lessons that give them the chance to expressLessons that give them the chance to express
their deep feelings for objects or actions will betheir deep feelings for objects or actions will be
more meaningful and easily absorbed.more meaningful and easily absorbed.
22. A classroom set-up could offer centersA classroom set-up could offer centers
of interest so that students would like toof interest so that students would like to
enjoy staying in the classroom. Interestenjoy staying in the classroom. Interest
clubs could be organized to serve asclubs could be organized to serve as
outlet of special interest shared by theoutlet of special interest shared by the
members.members.
23. Family & CulturalFamily & Cultural
BackgroundBackground
Students coming from differentStudents coming from different
socioeconomic background manifest asocioeconomic background manifest a
wide range of behavior, due towide range of behavior, due to
differences in upbringing practices.differences in upbringing practices.
Their participation in classroomTheir participation in classroom
activities are influenced by their trainingactivities are influenced by their training
at home and experiences, either theyat home and experiences, either they
become active and confident in thierbecome active and confident in thier
ways or inactive and apathetic.ways or inactive and apathetic.
24. AttitudesAttitudes
Students have a unique way ofStudents have a unique way of
thinking and reacting. Facing thethinking and reacting. Facing the
same situation in the learningsame situation in the learning
environment, they would reactenvironment, they would react
differently depending on their personaldifferently depending on their personal
characteristics.characteristics.
AttitudeAttitude refers to an individual’srefers to an individual’s
perspective and disposition.perspective and disposition.
26. These five elements makeThese five elements make
learners different from onelearners different from one
another.another.
The learners’ multiple intelligences andThe learners’ multiple intelligences and
varied earning styles make them evenvaried earning styles make them even
more different from one another. Added tomore different from one another. Added to
these differences is the integration ofthese differences is the integration of
children with special needs as well aschildren with special needs as well as
children of the indigenous people groupschildren of the indigenous people groups
in the classroom.in the classroom.
(Multiple Intelligences Learning Styles)(Multiple Intelligences Learning Styles)
27. What is intelligence?
According to Gardner, intelligence is
“the capacity to solve problems or to
fashion products that are valued in one or
more cultural settings” (Gardner &
Hatch, 1989)
“all societies value different types of
intelligences” (Gardner, 1983)
28. Howard Gardner claims
• we all possess all of these intelligences but in
varying degrees of strength, skill and limitation
• just as we all look different and have unique
personalities and temperaments, we also have
different profiles of intelligences
• no one kind of intelligence is better than another
• each intelligence has its own sphere of expertise
• intelligences are independent of each another.
29. Gardner’s 8 Intelligences are:
• 1. Logical-mathematical
• (associated with scientific thinking)
• 2. Verbal-linguistic
• (the production of language and communication)
• 3. Musical- rhythmic
• (recognition and use of sounds)
• 4. Naturalist
• (ability to work with nature)
30. • 5. Visual-spatial
• (deals with visual arts)
• 6. Inter-relational
• (inter personal skills)
• 7. Intra-relational
• (understanding of self)
• 8. Bodily-kinesthetic
• (associated with body movements)
32. 8 Intelligences – by Dr. Howard Gardner
1. Linguistic
2. Logical/ Mathematical
3. Spatial
4. Bodily/ Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic
33. Can you define intelligence?
Toni Morrison
Linguistic Intelligence
• Skilled with words
• “The Word Player”
34. Can you define intelligence?
Albert Einstein
Logical/ Mathematical
Intelligence
• Skilled with numbers &
reasoning
• “The Questioner”
35. Can you define intelligence?
Milton Caniff
Spatial Intelligence
• Skilled with pictures &
images
• “The Visualizer”
36. Can you define intelligence?
Cy Young
Bodily/ Kinesthetic
Intelligence
• Physical skill
• “The Mover”
37. Can you define intelligence?
Doris Day
Musical Intelligence
• Skilled with melody &
rhythm
• “The Music Lover”
38. Can you define intelligence?
James A. Garfield
Interpersonal Intelligence
• Skills of social
understanding
• “The Socializer”
39. Can you define intelligence?
Helen Keller
Intrapersonal Intelligence
• Skills of self-knowledge
• “The Individual”
40. Can you define intelligence?
Sacagawea
Naturalistic Intelligence
• Skills of making
connection to elements
in nature
• “The Outdoorsman”
41. Multiple Intelligences
• “An intelligence is the ability to solve
problems, or to create products, that are
valued within one or more cultural
settings”
~Howard Gardner
Frames of Mind (1983)
44. Linguistic
If you have strong linguistic intelligence
you might learn better by
• Reading
• Memorizing
• Playing word games (Scrabble, Anagrams, Password)
• Making up rhymes, puns
• Using the internet
45. Linguistic Intelligence
• often called verbal/linguistic intelligence
• having mastery of language
• ability to manipulate language to express
oneself rhetorically or poetically
• use language as a means to remember
information
46. Verbal/Linguistic intelligence
refers to an individual's ability to
understand and manipulate words
and languages. Everyone is
thought to possess this
intelligence at some level. This
includes reading, writing,
speaking, and other forms of
verbal and written
communication.
47. • Teachers can enhance their students'
verbal/linguistic intelligence by having
them keep journals, play word games,
and by encouraging discussion. People
with strong rhetorical and oratory skills
such as poets, authors, and attorneys
exhibit strong Linguistic intelligence.
Some examples are T.S. Elliot, Maya
Angelou, and Martin Luther King Jr.
Traditionally, Linguistic intelligence and
Logical/Mathematical intelligence have
been highly valued in education and
learning environments.
49. are usually good at:
• Reading fiction and non-fiction
• Writing letters, reports, scripts etc.
• Talking
• Debating
• Word puzzles
50. are usually good at:
• Making up and telling jokes
• Storytelling
• Emailing
• Listening to tapes and people
• Poetry
51. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
52. Logical/Mathematical Learner
If you have strong logical-mathematical
intelligence you might learn better by
• Recording information systematically
• Setting up experiments (“What if…?”)
• Playing strategy games (Chess, Checkers)
• Analyzing data
• Asking logical questions
• Using the internet
54. Logical/Mathematical intelligence refers
to an individual's ability to do things
with data: collect, and organize, analyze
and interpret, conclude and predict.
Individuals strong in this intelligence see
patterns and relationships. These
individuals are oriented toward
thinking: inductive and deductive logic,
numeration, and abstract patterns. They
would be a contemplative problem
solver; one who likes to play strategy
games and to solve mathematical
problems.
55. • Being strong in this intelligence often implies
great scientific ability. This is the kind of
intelligence studied and documented by Piaget.
Teachers can strengthen this intelligence by
encouraging the use of computer programming
languages, critical-thinking activities, linear
outlining, Piagetian cognitive stretching
exercises, science-fiction scenarios, logic
puzzles, and through the use of
logical/sequential presentation of subject
matter. Some real life examples people who are
gifted with this intelligence are Albert Einstein,
Niehls Bohr, and John Dewey.
57. are usually good at:
• Mazes and puzzles
• Graphing
• Mathematics and numbers
• Problem solving
• Timelines
58. are usually good at:
• Strategic games and codes
• Spreadsheets and databases
• Computer games
• Patterning and sequencing
• Fact finding and collecting
59. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
60. Spatial Learner
If you have strong spatial intelligence you
might learn better by
• Studying pictures
• Watching videos
• Using visual, tangible aids
• Doing mazes, puzzles
• Making predictions
• Using the internet
61. Visual / Spatial Intelligence
• gives one the ability to manipulate and
create mental images in order to solve
problems
• this intelligence is not limited to visual
domains
• Gardner notes that spatial intelligence is
also formed in blind children.
62. • Visual/Spatial intelligence refers to the
ability to form and manipulate a mental
model. Individuals with strength in this
area depend on visual thinking and are
very imaginative. People with this kind of
intelligence tend to learn most readily
from visual presentations such as movies,
pictures, videos, and demonstrations
using models and props. They like to
draw, paint, or sculpt their ideas and
often express their feelings and moods
through art. These individuals often
daydream, imagine and pretend
63. • They are good at reading diagrams and
maps and enjoy solving mazes and jigsaw
puzzles. Teachers can foster this
intelligence by utilizing charts, graphs,
diagrams, graphic organizers, videotapes,
color, art activities, doodling,
microscopes and computer graphics
software. It could be characterized as
right-brain activity. Pablo Picasso, Bobby
Fischer, and Georgia O'Keefe are some
examples of people gifted with this
intelligence.
65. are usually good at:
• Drawing and painting
• Cartooning and doodling
• Reading and making maps
• Sketching and illustrating
• Making murals, charts, posters,
• collages, statues and mobiles
66. are usually good at:
• Photography
• Creating and understanding films
• Making constructions and models
67. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
68. Musical Learner
If you have strong musical intelligence you
might learn better by
• Listening to recordings
• Talking to yourself
• Making up songs
• Mentally repeating information
• Reading aloud
• Changing tempo
69. Musical Intelligence
• encompasses the capability to recognize
and compose musical pitches, tones, and
rhythms
• auditory functions are required for a
person to develop this intelligence in
relation to pitch and tone, but it is not
needed for the knowledge of rhythm
70. • Musical intelligence refers to the ability to
understand, create, and interpret musical
pitches, timbre, rhythm, and tones and the
capability to compose music. Teachers can
integrate activities into their lessons that
encourage students' musical intelligence by
playing music for the class and assigning tasks
that involve students creating lyrics about the
material being taught. Composers and
instrumentalists are individuals with strength
in this area. Wolfgang Amadeus Mozart and
Louis Armstrong are examples.
72. are usually good at:
• Singing
• Playing a musical instrument
• Remembering songs
• Making up song lyrics
• Tapping and clapping
73. are usually good at:
• Writing jingles
• Composing music
• Performing music for a group
• Listening to music
• Understanding music
74. Howard Gardner’s Multiple Intelligences
• Linguistic intelligence
• Logical/Mathematical intelligence
• Visual/Spatial intelligence
• Musical intelligence
• Bodily-Kinesthetic intelligence
75. Bodily/Kinesthetic Learner
If you have strong bodily-kinesthetic
intelligence you might learn better by
• Doing role plays
• Constructing physical examples
• Exercising while reviewing
• Visiting museums, institutions, parks
• Asking logical questions
• Using the internet
76. Bodily/Kinesthetic Intelligence
• ability of one’s one mental abilities to
coordinate one’s own bodily movements
• this intelligence challenges the popular
belief that mental and physical activity
are unrelated
77. • Bodily/Kinesthetic intelligence refers to
people who process information through
the sensations they feel in their bodies.
These people like to move around, touch
the people they are talking to and act
things out. They are good at small and
large muscle skills; they enjoy all types of
sports and physical activities. They often
express themselves through dance.
78. • Teachers may encourage growth in this
area of intelligence through the use of
touching, feeling, movement,
improvisation, "hands-on" activities,
permission to squirm and wiggle, facial
expressions and physical relaxation
exercises. Some examples of people who
are gifted with this intelligence are
Michael Jordan, Martina Navratilova,
and Jim Carrey.
83. Interpersonal Learner
If you have strong interpersonal
intelligence you might learn better by
• Studying in groups
• Comparing information with others
• Interviewing experts
• Relating personal experiences
• Being a teamplayer
• Doing cooperative projects
85. • Although Gardner classifies interpersonal
and intrapersonal intelligences
separately, there is a lot of interplay
between the two and they are often
grouped together. Interpersonal
intelligence is the ability to interpret and
respond to the moods, emotions,
motivations, and actions of others.
Interpersonal intelligence also requires
good communication and interaction
skills, and the ability show empathy
towards the feelings of other individuals.
86. • Teachers can encourage the growth of
Interpersonal Intelligences by designing
lessons that include group work and by
planning cooperative learning activities.
Counselors and social workers are
professions that require strength in this
area. Some examples of people with this
intelligence include Gandhi, Ronald
Reagan, and Bill Clinton.
91. Intrapersonal Learner
If you have strong intrapersonal
intelligence you might learn better by
• Avoiding distractions
• Establishing personal goals
• Playing solitary games
• Setting own pace
• Working alone
• Relating personal experiences
92. Intrapersonal Intelligence
• ability to understand one’s own feelings
and motivations
• ability to use that information to regulate
one’s own life
93. • Intrapersonal Intelligence, simply put, is
the ability to know oneself. It is an
internalized version of Interpersonal
Intelligence. To exhibit strength in
Intrapersonal Intelligence, an individual
must be able to understand their own
emotions, motivations, and be aware of
their own strengths and weaknesses.
Teachers can assign reflective activities,
such as journaling to awaken students'
Intrapersonal Intelligence
94. • . Its important to note that this
intelligence involves the use of all others.
An individual should tap into their other
intelligences to completely express their
Intrapersonal Intelligence. Authors of
classic autobiographies such as Jean Paul
Satre and Frederick Douglas are
examples of individuals who exhibited
strong Interpersonal Intelligence in their
lifetimes.
99. Naturalistic Learner
If you have strong naturalistic intelligence
you might learn better by
• Studying outside
• Learning in the presence of plants & pets
• Relating environmental issues to topics
• Smelling, seeing touching, tasting,
• Observing natural phenomenon
101. • Naturalistic intelligence is seen in
someone who recognizes and classifies
plants, animals, and minerals including a
mastery of taxonomies. They are holistic
thinkers who recognize specimens and
value the unusual. They are aware of
species such as the flora and fauna
around them. They notice natural and
artificial taxonomies such as dinosaurs to
algae and cars to clothes.
102. • Teachers can best foster this intelligence
by using relationships among systems of
species, and classification activities.
Encourage the study of relationships
such as patterns and order, and compare-
and-contrast sets of groups or look at
connections to real life and science
issues. Charles Darwin and John Muir
are examples of people gifted in this way.
107. Existential Intelligence
• sensitivity and capacity to tackle deep
questions about human existence (i.e.,
the meaning of life? why do we die? how
did we get here?)
108. • The ninth intelligence that has yet to
experience full acceptance by educators
in the classroom. This is Existential
intelligence, which encompasses the
ability to pose and ponder questions
regarding the existence -- including life
and death. This would be in the domain
of philosophers and religious leaders.
109. ““Teachers open the door.Teachers open the door.
You enter by yourself”You enter by yourself”
Chinese proverbChinese proverb
110. Focus Questions:Focus Questions:
1.1. Who isWho is
thethe
professio-professio-
nalnal
teacher?teacher?
2. To facilitate2. To facilitate
learning, whatlearning, what
attributes areattributes are
expected of aexpected of a
professionalprofessional
teacher?teacher?
112. The professional teacher is the “The professional teacher is the “
licensed professional who possesseslicensed professional who possesses
dignity and reputation with high moraldignity and reputation with high moral
values as well as technical andvalues as well as technical and
professional competence… he/sheprofessional competence… he/she
adheres to observe and practice a set ofadheres to observe and practice a set of
ethical and moral standards and values.ethical and moral standards and values.
113. (Code of Ethics of Professional Teachers)(Code of Ethics of Professional Teachers)
The professional teacher is one who wentThe professional teacher is one who went
through four to five year, period of rigorousthrough four to five year, period of rigorous
academic preparation 9in teaching and oneacademic preparation 9in teaching and one
who is given a license to teach by the Boardwho is given a license to teach by the Board
for Professional Teachers of the Professionalfor Professional Teachers of the Professional
Regulation Commission after fulfillingRegulation Commission after fulfilling
requirements prescribed by law such asrequirements prescribed by law such as
passing the Licensure Examination forpassing the Licensure Examination for
Teacher (LET) . He/she is registered in theTeacher (LET) . He/she is registered in the
roster of professional teachers at theroster of professional teachers at the
Professional Regulation Commission, andProfessional Regulation Commission, and
undergoes continuing professional education.undergoes continuing professional education.
115. A professional teacherA professional teacher
possess the followingpossess the following
attributes:attributes:
control of the knowledge base of teachingcontrol of the knowledge base of teaching
and learning and use of this knowledge toand learning and use of this knowledge to
guide the science and art of his/herguide the science and art of his/her
teaching practice.teaching practice.
116. repertoire of bestrepertoire of best
teaching practices andteaching practices and
can use these to instructcan use these to instruct
children in classrooms andchildren in classrooms and
to work with adults in theto work with adults in the
school setting.school setting.
117. Dispositions and skills to approach allDispositions and skills to approach all
aspects of his/her work in a reflective,aspects of his/her work in a reflective,
collegial, and problem-solving manner,collegial, and problem-solving manner,
View of teaching as a lifelong process andView of teaching as a lifelong process and
dispositions and skills for working towardsdispositions and skills for working towards
improving his/her own teaching as well asimproving his/her own teaching as well as
improving schools.improving schools.
119. Personality is the sum of one’sPersonality is the sum of one’s
personal characteristics. It is one’spersonal characteristics. It is one’s
identity. The teachers, more than anyidentity. The teachers, more than any
other professional, are subjected toother professional, are subjected to
scrutiny to the minutest detail andscrutiny to the minutest detail and
observation by those they associate with.observation by those they associate with.
Teachers are judged more strictly thanTeachers are judged more strictly than
other professional.other professional.
120. Personalities many be describe asPersonalities many be describe as
authoritative, weak, dynamic, orauthoritative, weak, dynamic, or
“magnetic”. Teachers’ personality must be“magnetic”. Teachers’ personality must be
natural and genuine, that is, devoid ofnatural and genuine, that is, devoid of
pretenses and artificiality. They must bepretenses and artificiality. They must be
consistent, true, and authentic.consistent, true, and authentic.
121. Some outstanding personalSome outstanding personal
qualities that are worthqualities that are worth
mentioning are:mentioning are:
122. PassionPassion
Passion in teaching is a compellingPassion in teaching is a compelling
force that emerges because of one’sforce that emerges because of one’s
inborn love for children. Passion does notinborn love for children. Passion does not
die nor diminish. Teachers with passiondie nor diminish. Teachers with passion
feel they “ will live and die a teacher”feel they “ will live and die a teacher”
123. HumorHumor
Humor stands for anything funny,Humor stands for anything funny,
which elicits a smile, laugher or amusingwhich elicits a smile, laugher or amusing
reaction. It is an essential quality ofreaction. It is an essential quality of
teachers serves a number of purposes.teachers serves a number of purposes.
124. Values of AttitudeValues of Attitude
Teachers are models of values. WhetherTeachers are models of values. Whether
conscious of them or not, values areconscious of them or not, values are
exhibited implicitly and explicitly . Valuesexhibited implicitly and explicitly . Values
connote standards, code of ethics andconnote standards, code of ethics and
strong beliefs . To mention a few of thesestrong beliefs . To mention a few of these
values , we have:values , we have:
125. a)a) Open-Mindedness – is basic inOpen-Mindedness – is basic in
promoting respect and trust betweenpromoting respect and trust between
teachers and students.teachers and students.
b)b) fairness and impartiality –inculcates self-fairness and impartiality –inculcates self-
confidence and trust among studentsconfidence and trust among students..
126. c)c) sincerity and honesty – These values aresincerity and honesty – These values are
exhibited in words and actions. Teachers mustexhibited in words and actions. Teachers must
show their real self, devoid of pretenses.show their real self, devoid of pretenses.
professionalism – this is highly treasured inprofessionalism – this is highly treasured in
the teaching profession. Teachers arethe teaching profession. Teachers are
adjudged professional if they areadjudged professional if they are
knowledgeable , skilled and value-laden.knowledgeable , skilled and value-laden.
127. PatiencePatience
In teaching patience refers to aIn teaching patience refers to a
teacher’s uncomplaining nature, self-teacher’s uncomplaining nature, self-
control, and persistence.control, and persistence.
128. EnthusiasmEnthusiasm
- is- is synonymoussynonymous to eagerness andto eagerness and
excitement. Enthusiastic teachers are fullexcitement. Enthusiastic teachers are full
of energy and dynamism. Their passionof energy and dynamism. Their passion
and love for children are easily felt.and love for children are easily felt.
Everyone anticipates an interesting andEveryone anticipates an interesting and
enjoyable learning activity.enjoyable learning activity.
129. CommitmentCommitment
- is a solemn promise to perform the duties- is a solemn promise to perform the duties
and responsibilities mandated by the lawsand responsibilities mandated by the laws
and code of ethics of the –profession.and code of ethics of the –profession.
Committed teachers are ready to carry onCommitted teachers are ready to carry on
no matter the price.no matter the price.
130. ““ To heredity, the child owes hisTo heredity, the child owes his
possibilities. However, topossibilities. However, to
environmentenvironment, he owes the realization, he owes the realization
of these possibilities.”of these possibilities.”
132. The learning environment is a product of theThe learning environment is a product of the
physical psychological as well as socialphysical psychological as well as social
atmosphere created by the interaction betweenatmosphere created by the interaction between
the teacher and the learners and among thethe teacher and the learners and among the
learners themselves.learners themselves.
The physical features of the classroom whichThe physical features of the classroom which
include space, location, lighting, ventilation,include space, location, lighting, ventilation,
order, tidiness , and noise level exert influenceorder, tidiness , and noise level exert influence
on the teaching –learning process.on the teaching –learning process.
133. Pine and Horn (1990)Pine and Horn (1990)
described the learningdescribed the learning
environment thatenvironment that
facilitates learning.facilitates learning.
134. it is an environment :it is an environment :
which encourages people to be active.which encourages people to be active.
which promotes and facilitates the individual’swhich promotes and facilitates the individual’s
discovery of the personal meaning of ideas.discovery of the personal meaning of ideas.
in which difference is good and desirablein which difference is good and desirable
which consistently recognizes people’s right towhich consistently recognizes people’s right to
make mistakes.make mistakes.
135. which tolerates ambiguitywhich tolerates ambiguity
in which evaluation is a cooperativein which evaluation is a cooperative
process with emphasis on self-evaluation.process with emphasis on self-evaluation.
which encourages openness of self ratherwhich encourages openness of self rather
than concealment of self.than concealment of self.
in which people are encouraged to trust inin which people are encouraged to trust in
themselves as well as in external sources.themselves as well as in external sources.
136. in which people feel they are respectedin which people feel they are respected
in which people feel they are acceptedin which people feel they are accepted
which permits confrontation.which permits confrontation.
137. How much learning will take placeHow much learning will take place
depends ultimately on the learner.depends ultimately on the learner.
Whether he/she develops his potentials asWhether he/she develops his potentials as
a genius to the fullest is ultimately up toa genius to the fullest is ultimately up to
him/her. It is his/her free choicehim/her. It is his/her free choice..
138. Principles of TeachingPrinciples of Teaching
and Learningand Learning
A.A. Principles DefinedPrinciples Defined
The term principle has been adopted from theThe term principle has been adopted from the
Latin wordLatin word princepsprinceps which means the beginningwhich means the beginning
or the end of all things. The early Greeks usedor the end of all things. The early Greeks used
the termthe term principlesprinciples not only to express the originnot only to express the origin
of things but also to express their fundamentalof things but also to express their fundamental
laws and to brig out the ultimate objectives.laws and to brig out the ultimate objectives.
139. According to Webster , a guide to makeAccording to Webster , a guide to make
teaching and learning productive. They areteaching and learning productive. They are
the fundamentals through which we proceedthe fundamentals through which we proceed
form one situation to another.form one situation to another.
Principles are important for the governingPrinciples are important for the governing
of actions and the operation of techniques inof actions and the operation of techniques in
any field of education.any field of education.
For the individual, a principle, whenFor the individual, a principle, when
understood and accepted, serves inunderstood and accepted, serves in
important ways to guide his reflectiveimportant ways to guide his reflective
thinking and his choice of activities orthinking and his choice of activities or
actions.actions.
140. In the filed of education, an acceptedIn the filed of education, an accepted
principle becomes part of one’s philosophyprinciple becomes part of one’s philosophy
which serves to determine and evaluate hiswhich serves to determine and evaluate his
educational aims, activities, practices, andeducational aims, activities, practices, and
outcomes,outcomes,
141. a. through the pooling of opinions of experts;a. through the pooling of opinions of experts;
b. through comparative studies of the teachingb. through comparative studies of the teaching
performance of capable and incapable teachers;performance of capable and incapable teachers;
c. through experimental studies of teaching andc. through experimental studies of teaching and
learning in the classroomlearning in the classroom
d. from the results of experimentsd. from the results of experiments
e. from critically analyzed experience or frome. from critically analyzed experience or from
systematic investigations.systematic investigations.
B. How Principles o Teaching Derived
142. C. Types of Teaching PrinciplesC. Types of Teaching Principles
1.1. Starting PrinciplesStarting Principles -These involve the nature-These involve the nature
of the learner and his psychological andof the learner and his psychological and
physiological endowments which makephysiological endowments which make
education possible.education possible.
2.2. Guiding PrinciplesGuiding Principles -These refer to the-These refer to the
procedure methods of instruction orprocedure methods of instruction or
agglomeration of techniques by which theagglomeration of techniques by which the
learner and the teacher may work togetherlearner and the teacher may work together
towards the accomplishment of the goals ortowards the accomplishment of the goals or
objectives of education.objectives of education.
143. 3.3. Ending PrincipleEnding Principle -These refers to the-These refers to the
educational aims, objectives, outcomes,educational aims, objectives, outcomes,
purposes, or results of the wholepurposes, or results of the whole
educational scheme to which teaching andeducational scheme to which teaching and
learning are directed.learning are directed.
145. PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING
1. The Learner must
clearly perceive the goal.
Learners readily
understand and
internalize concepts and
ideas which are relevant
to their own needs and
problems.
146. 2. The learner must be
psychologically and
physiologically ready.
This principle is in consonance
with Thorndike’s law of readiness and
law of effect. The law of readiness
states that when a person is prepared to
respond or act, giving the response is
satisfying and being prevented from
doing so is annoying.
The law of effect states that
learning is strengthened when it results
in satisfaction but is weakened if it
leads to annoyance
147. 3. The learner must be
motivated to learn.
That the learner must be
motivated to learn is a
basic principle in the
teaching-learning
process. Every learner
in the classroom
however, is a unique
individual. The learner’s
experiential background
varies from learner to
learner.
148. Types of Motivation
Extrinsic Motivation Intrinsic Motivation
It comes in the form of
reward and punishment.
Means creating a desire to
learn a subject because it is
worth knowing.
149. Some principles on motivating learnersSome principles on motivating learners
which are significant for teachers arewhich are significant for teachers are
enumerated below.enumerated below.
a. Intrinsic motivation is better than extrinsic
motivation.
b. Goal setting is an important motivational
aspect of learning.
c. Successful experiences are important
motivators.
d. Feedback about one’s progress can be an
effective motivation.
150. e. Considering learner’s interest is important
in classroom learning.
f. Reward rather than punishment is a better
motivation for learning.
g. Meaningful materials and tasks serve as
good motivators.
h. Success generally increases the level of
aspiration and achievement of the learner.
i. Teacher’s expectations of the learner’s
performance influence the latter’s
achievement.
151. 4.4. The learner must be active notThe learner must be active not
passive for maximum learning.passive for maximum learning.
This principle is adroitlyThis principle is adroitly
expressed in the Chinese adage:expressed in the Chinese adage:
I hear and I f orget ,
I see and I remember,
I do and I underst and.
152. 5. The learner must repeat or practice what he
has learned in order to remember.
Thorndike law of exercise states that
constant repetition of a response strengthens
its connection with the stimulus and disuse
of a response weakens it. Educational
practices such as drill, review and
examination exemplify this principle
153. 6. The learner must put together the parts of a
task and perceive it as a meaningful whole.
This is an extension of the principle
formulated by the Gestalt school of
psychology. The principle places emphasis
upon the concept that learning is a process
of discovering and understanding
relationships, and of organizing and finding
significance in the sensory experiences
aroused by the external situation.
154. 7. The learner must see the significance,
meanings, implications, and applications that
will make a given experience understandable.
(Apperception)
8. The learner must be prepared to respond.
A teacher sometimes may encounter situations where
learners learn automatically and spontaneously, or
learners who are able to perform skills and activities
without much apparent effort. These situations can be
credited to readiness on the part of the learner. Readiness
varies with the different learning tasks and among
individuals. Without readiness, much effort, is exerted by
the teacher and the learner and this effort may result in
little or no learning at all on the part of the learner.
155. 9. The process of problem solving and
learning are highly unique and specific.
Each individual has his own unique style of
learning and solving problems. As individuals
become more aware of how they learn and solve
problems and become exposed to alternative
models used by other individuals, they can
modify their personal learning style so that this
can be employed more effectively.
156. CONDITIONS WHICH FACILITATECONDITIONS WHICH FACILITATE
LEARNINGLEARNING
1. Learning is facilitated in an atmosphere which
encourages learners to be active.
2. Learning is facilitated in an atmosphere which
promotes and facilitates the individual’s
discovery of the personal meaning of ideas.
3. Learning is facilitated in an atmosphere in which
different ideas can be discussed but not
necessarily accepted.
157. 4. Learning is facilitated in an atmosphere in
which consistently recognizes the
individual’s right to make mistakes.
5. Learning is facilitated in an atmosphere in
which evaluation is a cooperative process.
6. Learning is facilitated in an atmosphere
were individuals feel they are respected
and accepted.
159. 1.1. What areWhat are
thethe
principlesprinciples
ofof
learning?learning?
2. What are the2. What are the
implications ofimplications of
these principlesthese principles
of learning toof learning to
teaching?teaching?
Focus Questions:Focus Questions:
160. 1.Learning is an experience which
occurs inside the learner and is
activated by the learner.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
161. 3.
3. Learning (behavioral change) is
a consequence of experience
4. Learning is a cooperative and
collaborative process.
162. 5. Learning is an evolutionary
process.
6. Learning is sometimes a painful
process
7. One of the richest resources for
learning is the learner himself.
163. 8. The process of learning is
emotional as well as intellectual.
9. The process of problem solving
and learning are highly unique
and individual.
166. PREFERS TO LEARN BY:
seeing tangible results
practicing what he has learned
following directions one step at a time
being active rather than passive
knowing exactly what is expected of her, how
well the task must be done and why
LEARN BEST FROM:
drill
demonstration
practice
hands-on experience
168. PREFERS TO LEARN BY:
LEARN BEST FROM:
studying about ideas and how things are related
planning and carrying out a project of his own
making and interest
arguing or debating a point based on logical
analysis
problem solving that requires collecting,
organizing, and evaluating data
lectures
reading
logical discussions and debates
170. PREFERS TO LEARN BY:
LEARN BEST FROM:
studying about things that directly affect people’s lives
rather than impersonal facts or theories
receiving personal attention and encouragement from his
teachers
being part of a team – collaborating with other students
activities that help her learn and about herself and how
she feels about things
group experiences and projects
loving attention
Personal expression and personal encounters
role playing
172. PREFERS TO LEARN BY:
LEARN BEST FROM:
being creative and using his imagination
planning and organizing her work in her own creative
ways
working on a number of things at one time
searching for alternative solutions to problems beyond
those normally considered
discussing real problems and looking for real solutions
creative and artistic activities
open-ended discussions of personal and social
values
activities than enlighten and enhance – myths,
human achievement, dramas, etc.
174. 1. Begin with the end in mind.
In the context of teaching, this means
that we must begin our lesson with a
clearly defined lesson objective, with a
clear and specific lesson objective, we
will have a sense of direction.
175. 2. Share lesson objective with
student.
Make known to our students our
instructional objective and encourage
them to make the lesson objective
their own. This lesson objective when
share and possessed by our students
will become their personal target.
176. 3. Lesson objectives must be in the two
or three domains knowledge (cognitive)
skills (psychomotor) , and values
(affective)
A cognitive or skill lesson must always
include the affective dimension for wholistic
learning.
What is most important in this principle is
that our lesson is wholistic and complete
because it dwells on knowledge and values
or on skills and values.
177. 4. Work on significant and
relevant lesson objectives.
The level of students’ self-
motivation all the more increases
when our lesson objective is
relevant to their daily life.
178. 5. Lesson objective must be aligned with
the aims of education as embodied in the
Philippine Constitution and other laws and
on the vision-mission statements of the
educational institution of which you are a
part.
This means that the aims and goals of education as
provided for in our laws filter down to our lesson
objectives. We have something to do with the attainment
of our broad aims of education. We can also contribute to
the realization of our school’s vision-mission statements
because our lesson objectives are based on our school’s
vision-mission statements.
179. 6. For accountability of learning,
lesson objectives must be SMART,
i,e., Specific, Measurable, Attainable,
Result-oriented and Relevant, Time
bound and Terminal
When our lesson objective is SMART,
it is quite easy to find out at the end of
our lesson if we attained our objective or
not.
180. 7. Aim at the development of
critical and creative thinking.
If we want to contribute to the development
of critical and creative thinkers, the type of
citizens needed to make democracy, then we
should include in our scope of questions, high-
level, divergent, or open-ended questions.
182. 1. Learning is an active process
This means that we have to actively
engage the learners in learning activities if
we want them to learn to teach. We have
to give our students opportunities to
participate in classroom activities.
(Learning by doing)
What I hear, I forget
What I see, I remember
What I do, I understand
183. 2. The more senses that are involved in
learning, the more and the better the
learning.
The Contribution of the Senses to Learning
This implies that visual aids are more effective than
audio aids. But a combination of audio and visual aids is
far more effective. Most effective of course is the use of
a combination of three or more senses, thus the term
“multi-sensory aids.
Sight --75%
Hearing --13%
Touch --6%
Taste --3%
Smell --3%
184. 3. A non-threatening
atmosphere enhances
learning.
This conducive atmosphere refers
not only to the physical condition of
the classroom but more so to the
psychological climate that prevails in
the classroom.
185. 4. Emotion has the power to
increase retention and learning
We tend to remember
and learn more those
that strike our hearts.
186. 5. Learning is meaningful when it is
connected to students’ everyday
life.
For meaning, connect your
teaching to your students’ everyday
life.
187. 6. Good teaching goes
beyond recall of
information.
Most teachings are confined to
recall of information and
comprehension. Ideally, our
teaching should reach the levels of
application, analysis, synthesis,
and evaluation.
188. 7. An integrated teaching
approach is far more effective
then teaching isolated bits of
information.
For effective teaching, it is imperative
on our part as teachers to possess a
repertoire of teaching and testing
strategies and techniques to reach a full
range of students with varied learning
styles and multiple intelligences.
189. 8. There is no such thing
as best teaching method.
The best method is the
one that works, the one
that yields results.
191. ““There are dull teachers, dullThere are dull teachers, dull
textbooks, dull films, but no dulltextbooks, dull films, but no dull
subjects.”subjects.”
193. 1. One guiding principle related to subject
matter content is to observe the following
qualities in the selection and organization
of content:
a)Validity – the content is aligned with
the goals and objectives of the BEC
b) Significance – what we teach
should respond to the needs and
interests of the learners, hence
meaningful and significant.
194. c) Balance – Content includes not only
facts but also concepts and values.
This includes cognitive, psychomotor and effective
elements.
d) Self-sufficiency – content fully
covers the essentials. Learning is not “mile-
wide- and-inch-deep”. The essentials are
sufficiently covered and are treated in
depth.
e) Interests – the teacher considers the
interest of the learners, their developmental
stages and cultural and ethnic
background.
195. f) Utility – will this content be of use
to the learners? It is meant not only to be
memorized for test and grade purposes.
What is learned has a function even after
examination are over.
g) Feasibility – The content is
feasible in the sense that it can be
covered within the school year. That is
why teachers tend to rush towards the end
of the school year, do superficial teaching
and contribute to non-mastery of content.
196. 2. At the base of the structure of cognitive
subject matter content is facts
We can’t do away with facts but
be sure to go beyond facts by
constructing an increasingly richer
and more sophisticated knowledge
base and by working out a process of
conceptual understanding
197. 3. Subject matter content is an integration
of cognitive, skill and affective elements.
When we teach facts, concepts principles
theories and laws, it necessitates the skill of seeing the
relationships among these in order to see meaning.
Likewise when our subject matter is focused on the
thinking and manipulative skills, out lesson content
also has cognitive content. More so with the teaching of
values, for values have definitely a cognitive basis. The
cognitive lesson may be used as a vehicle in the
teaching of skills and values.
Editor's Notes
1993 Nobel Laureate in Literature who in novels characterized by visionary force and poetic import, gives life to an essential aspect of American reality. Background Born: 1931, Lorain, OH, U.S.A Residence: U.S.A the Pulitzer Prize in 1988. Novels The Bluest Eye . New York: Holt, Rinehart & Winston 1970 Sula . New York: Knopf 1973 Song of Solomon . New York: Knopf 1977 Tar Baby . New York: Knopf 1981 Beloved . New York: Knopf 1987 Jazz . New York: Knopf 1992 Plays Dreaming Emmet (performed 1986, but unpublished) Essays Playing in the Dark-Whiteness and the Literary Imagination . Cambridge, Massachusetts, London, England: Harvard University Press 1992. Racing Justice, Engendering Power: Essays on Anita Hill, Clarence Thomas and the Others on the Constructing of Social Reality . Ed. and introduction Toni Morrison, Chatto and Windus 1992.
TIME magazine’s most important person of the century. “…Only recently Canadian researchers, probing those pickled remains, found that he had an unusually large inferior parietal lobe--a center of mathematical thought and spatial imagery--and shorter connections between the frontal and temporal lobes…”
Born February 28, 1907 this Hillsboro, the Ohio native graduated from Ohio State University in 1930. Moving to New York City in 1932 he secured a job with the Associated Press Syndicate and created his first strip, "The Gay Thirties", a single panel strip. In 1933 he created his first popular character in "Dickie Dare", an adventure strip featuring a small boy. The following year, when Captain Joseph Patterson was looking for an artist/writer to create a new adventure strip fro the Daily News, he tapped Caniff, who in turn created "Terry & the Pirates", and the rest is history. Terry was an immediate smash hit when it debuted on October 22, 1934 (as a daily strip, the Sunday page first appeared in December), and it's success propelled Caniff forever into the eyes of the American public. v
FULL NAME : Denton True Young BORN : March 29, 1867 Gilmore, Ohio DIED : November 4, 1955 Newcomerstown, Ohio SUMMARY Height: 6'2" Weight: 210 Threw: Right Position: Pitcher Got the nickname "Cy" because of his cyclone-like fastball. Made his major league debut at the age of 23 for Cleveland against Chicago. In that debut, he pitched a three-hitter and won the game 8-1. He pitched for 22 years and won 511 games which is still a record today. He also holds the record for most losses in a career with 313. He holds the major league record for complete games with 751. He holds the major league record for innings pitched with 7,356. He is fourth on the all time list for shutouts with 76. He won 20 or more games in sixteen seasons. He won 30 or more games in five seasons. He started 40 or more games eleven times in his career.
Born Doris Mary Ann von Kappelhoff in Cincinatti, Ohio on April 3, 1924, she had originally hoped to be a ballet dancer, but that dream died when she was seriously injured in an automobile accident and was hospitalized for a year at the age of 14, just after winning a talent contest as a dancer. But she didn't let that stop her. She took singing lessons, and got jobs singing with bands in the 1940s, including Bob Crosby and Les Brown. She later appeared with Frank Sinatra and Artie Shaw on "Saturday Night Hit Parade." She first appeared on film in 1948, in "Romance on the High Seas," when Betty Hutton was unable to do the part. She lent her talents to a string of Warner Brothers light musical comedies from 1949 to 1955, including "It's a Great Feeling," "My Dream Is Yours," "Tea for Two," "The West Point Story," "Lullaby of Broadway," "On Moonlight Bay," "April in Paris," "I'll See You in My Dreams," "By the Light of the Silvery Moon," "Lucky Me," and "Young at Heart." Her most memorable films during this period were probably "Calamity Jane" (1953), Alfred Hitchcock's remake of "The Man Who Knew Too Much" (1956), in which she appeared with Jimmy Stewart and sang what was to become her trademark song, "Que, Sera, Sera," and 1957's "The Pajama Game," the Broadway hit that featured brilliant choreography by Bob Fosse.
He was born in Cuyahoga County, Ohio, in 1831. Fatherless at two, he later drove canal boat teams, somehow earning enough money for an education. He was graduated from Williams College in Massachusetts in 1856, and he returned to the Western Reserve Eclectic Institute (later Hiram College) in Ohio as a classics professor. Within a year he was made its president. At the 1880 Republican Convention, Garfield failed to win the Presidential nomination for his friend John Sherman. Finally, on the 36th ballot, Garfield himself became the "dark horse" nominee. By a margin of only 10,000 popular votes, Garfield defeated the Democratic nominee, Gen. Winfield Scott Hancock.
Meet Helen Keller, a woman from the small farm town of Tuscumbia, Alabama who taught the world to respect people who are blind and deaf. Her mission came from her own life; when she was 1 1/2, she was extremely ill, and she lost both her vision and hearing. It was like entering a different world, with completely new rules, and she got very frustrated. By the time she was 7, her parents knew they needed help, so they hired a tutor named Anne Sullivan.
Sacajawea was born about 1790 in what is now the state of Idaho. She was one of the "Snake People," otherwise known as the Shoshone. Her name in Hidatsa was Tsi-ki-ka-wi-as, "Bird Woman. In Shoshone, her name means "Boat Pusher." She was stolen during a raid by a Hidatsa tribe when she was a young girl and taken to their village near what is now Bismark, N. Dakota. Some time afterward the French-Canadian trapper and fur trader, Charbonneau bought Sacajawea and her companion, Otter Woman, as wives. When her husband joined the expedition at Fort Mandan in the Dakotas, Sacajawea was about 16 years old and pregnant. The expedition spent the winter at Fort Mandan and Sacajawea's baby, Jean Baptiste Charbonneau, was born on Feb. 11 or 12, 1805. He was also given the Shoshone name, Pomp, meaning First Born. The expedition resumed the westward trek on April 7, 1805. Their route was along the Missouri River, west to the mountains. On May 14, 1805 an incident occurred which was typical of the calmness and self-possession Sacajawea was to display throughout the journey. The incident was recorded in the diaries because of it's significance to the success of the expedition. On that day, the boat Sacajawea was in was hit by a sudden storm squall. It keeled over on it's side and nearly capsized. As the other members of the crew worked desperately to right the boat, Sacajawea, with her baby strapped to her back, busied herself with retrieving the valuable books and instruments that floated out of the boat. They had been wrapped in waterproof packages for protection and, thanks to Sacajawea's courage and quick actions, suffered no damage. Contrary to popular opinion, Sacajawea did not serve as a guide for the party. She only influenced the direction taken by the expedition one time, after reaching the area where her people hunted she indicated they should take a tributary of the Beaverhead River to get to the mountains where her people lived and where Lewis and Clark hoped to buy horses. On August 15, 1805 Sacajawea was re-united with her tribe, only to learn that all her family had died, with the exception of two brothers and the son of her oldest sister, whom she adopted. One of her brothers, Cameahwait, was head chief of the Shoshone. The Shoshone chief agreed to sell the party the horses they needed for the trek through the mountains. He also sketched a map of the country to the west and provided a guide, Old Toby, who took them through the mountains and safely to the Nez Perce country. where they resumed river travel. Throughout the expedition, Sacajawea maintained a helpful, uncomplaining attitude of cheefulness in the face of hardship. This was so remarkable that it was commented on by all the men who kept diaries. There is one record of her complaining, however. While wintering on the Columbia River before starting their journey back to the east, nearby Indians reported that a whale had washed up on the beach about 35 miles from the fort. Sacajawea said that she had traveled a long way to see the great waters and, now that a monstrous fish was also to be seen, she thought it "very hard" that she could not be permitted to see it, and the ocean too. Captain Clark took a party of two canoes, including Sacajawea and her husband, to find the whale and possibly obtain some blubber. By the time they arrived there was nothing left but the skeleton, but they were able to buy about 35 pounds of blubber. After the expedition was over in the summer of 1806, Sacajawea, her husband and son remained at Fort Mandan where Lewis and Clark had found them. In August 1806, Captain Clark wrote to Charbonneau and invited him to come to St. Louis and bring his family, or to send Jean Baptiste to Clark for schooling. Charbonneau and Sacajawea accepted the offer and lived near St. Louis for a time. In March 1811, however, Charbonneau sold his land back to Clark and returned to the Dakotas with Sacajawea. Their son remained in St. Louis in the care of Cpt. Clark, who was the Indian Agent of the Louisiana Purchase at that time. What became of Sacajawea after leaving St. Louis? There are two widely varying stories, with no proof of either. The first is that she died on Dec. 20, 1812. This information came from the records of John C. Luttig, the clerk at Ft. Manuel, SD who wrote: "This evening the wife of Charbonneau, a Snake squaw, died of a putrid fever. She was a good and the best woman in the fort, aged about 25 years. She left a fine infant girl." It is a fact that, in March 1813, John Luttig returned to St. Louis with a baby whom he called "Sacajawea's Lizette." In August 1813, he applied to be her guardian, as well as that of a boy called "Toussaint," but the court record shows his name crossed out and Cpt. William Clark's written in. Jean Baptiste Charbonneau was often called Toussaint. John Luttig died in 1815. Shoshone oral tradition says that Sacajawea did not die in 1813, but instead, wandered the west for a few years and eventually returned to her tribe on the Wind River Reservation. Tradition says she died there on April 9, 1884, a venerated and influential member of the tribe, and is buried between her son, Jean Baptiste, and her sister's son, Bazil, whom she adopted. There is a monument over the grave on the Wind River Reservation, of the woman called Sacajawea. Many people who were living at the time wrote and told that it was she who traveled with Lewis and Clark to the great water and that the woman who died at Fort Manuel was another wife of Toussaint Charbonneau. There is no record of what became of Lizette. There is a baptismal record in Westport, MO for Victoire, daughter of Joseph Vertifeuille and Elizabeth Carboneau. It is not known if this was Lizette Charbonneau, Sacajawea's daughter or not. Jean Baptiste Charbonneau lived at least until 1866. His life can be traced through various records of explorers and fur traders up until that time. He was said to be a remarkable man; superior as a guide and trapper, but also well-educated and conversant in French, German and Spanish as well as his native Shoshone. He was with Prince Paul of Wurttemberg on his travels of the American West in 1823, and returned with him to Germany where he stayed for several years, returning in 1829. He was with Jim Bridger in 1832, with Kit Carson in 1839 and in charge of a fur-trading party in 1842 when they met Charles Fremont. He was included in George Frederick Ruxton's book, "Life in the Far West" as one of the important fur traders of that time. He was with Lt. Abert on an exploration down the Canadian River and with Col. Philip Cooke and his troops from New Mexico to California. In 1866 he started for the gold fields in Montana and Idaho, but is said to have died on Cow Creek near the present town of Danner, Oregon in 1866. Shoshone oral traditions, however, say that he returned to his tribe during that time and was re-united with his mother, Sacajawea where he lived until his death in 1885. Related Web Sites Lewis & Clark The PBS companion web site to the film by Ken Burns Lewis & Clark Trail sponsored by Heritage Trail, Inc. Roster of Lewis & Clark Expedition List of the men who accompanied Lewis & Clark. For comments or questions please e-mail Tawodi . 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