For Education

1. PRINCIPLES OF TEACHING: THE
ELEMENTS OF TEACHING AND
LEARNING
By:
JOHN ROBBY L. ARROGANTE
AB – Philosophy
Bachelor of Secondary Education

2.  LEARNER is an
EMBODIED SPIRIT
 Learner is union of
sentient body and
rational soul.
 Learner has body
experiences sensations
and feels pleasure and
pain.

3.  Soul is the principle of
spiritual acts
 Source of intellectual
abstraction and self
reflection and free will
volition.
 Body and soul exist in
mutual dependence
 Teachers must taking
care and feed the
embodied spirit of
his/her students.

4.  School cannot ignore
the learner’s physical
needs.
 It is very important to
every school that there
must be: FEEDING
PROGRAM
 Teachers is helped by a
team of health
personnel.
 They visits every school
to check on the health
condition of the
students.

5.  Teachers inserts
energizer in the
classroom.
 Action Songs
 Warm up exercise
 Song
 Dance
 Humor

6.  The learner has
Spiritual Nature
 They must nourish not
only his body but also
his spirit.
 As the GreatTeacher
said: “Man does not live
by bread alone but by
every word that comes
from the mouth of God”

7.  Learners needs
inspirational words
 When the teachers
nourished all of his/her
pupils both physical
and spiritual they can
complete his/her very
nature.

8.  The learner is equipped with cognitive
faculties as well as appetitive faculties.
 COGNITIVE FACULTIES includes:
 FIVE SENSES: Instinct, Imagination, Memory,
Intellect

9.  APPETITIVE FACULTIES includes:
 Feeling and Emotion
 Will
 FACTORSTHAT CONTRIBUTETOTHE
DIFFERENCES AMONG LEARNERS
includes:
 Ability, Aptitude, Interests, Family and cultural
background, Attitudes and values.

10.  1.) INSTINCTS
 Derived from the Latin word instinctus
 Which means Impulse.
 It means that the learner has a natural or
inherent capacity or tendency to respond to
environmental stimuli such as
 Danger signs for survival or self preservation.

11.  2.) IMAGINATION
 Another cognitive faculty
 It is the ability to form a mental image of
something that is not perceived through the
senses.
 It is the ability of the mind to build mental
scenes, objects, events that do not exists.
 Teachers must help the learner to develop his
power of imagination to be creative, to form
new ideas, and explore old ideas.

12.  3.) MEMORY
 It is the cognitive faculty of retaining
 Recalling past experience
 Memory work is the basic in learning but we
do not encourage memorizing without
understanding.
 The learning must therefore, be helped to
commit things to memory.
 How?

13.  “Repititio mater studiorum est”
 Repetition is the mother of all learning!
 It is one of the secret in successful studies in
life.

14.  4.) INTELLECT
 It is another cognitive faculty of the learner.
 The learner can engage in cognitive process
such as forming ideas or concepts, reasoning
and making judgement.
 For example:
 All men are rational. Paul is a man.Therefore,
Pedro is rational.

15.  It is characterized by a natural desire to
satisfy bodily needs.
 1.) FEELINGS and EMOTION
 It is an affective state of consciousness in
which joy, sorrow, fear, hate, or like is
experienced.
 Positive feelings make the teaching – learning
process as an exciting and joyful, fruitful
learning.

16.  Negative feelings and emotion make the
same process a burden.
 Negative emotions affect the cognitive
processes of recalling, imagining, analyzing,
reasoning, judging, evaluating and
synthesizing.
 Facing with frustration, despair, worry,
sadness, or shame, learners lose access to
their own memory, reasoning and capacity to
make connections.

18.  Many of today’s
classrooms, we see
learners whose
intellectual energies
and capacities are
drained by negative
emotional states.

19.  2. LEARNER’S WILL
 It serves as guiding force
 Main integrating force in
his/her character.
 It is makes the learner
free to choose or not to
choose to do the good as
presented by his
intellect.
 It is this free will that will
not allow the learner to
be totally determined by
his/her environment.
 This means that the
degree to which the
learner is influenced by
the environment
depends ultimately on
the strength of his/her
will.

20.  If the learners will is
weak he/she will easily
succumb to the bad
influence of his/her peer
group.
 If the will is strong,
he/she can resist the
temptation.
 Therefore, the focus of
Values Education should
be the strengthening of
theWill.
 Teacher’s must remind
their students to have a
goals in life.
 Have a FIRM DECISION!
 Value their life and
dignity!

23.  It dictates the
prospects of success in
any purposeful activity.
 It determines the
learners capacity to
understand and
assimilate information.
 Others are labeled
high, moderate, and
slow achievers.
 They can be
categorized into:
Superior, Above
average, average, and
below average.

24.  It refers to the learners
innate talent or gift.
 It indicates a natural
capacity to learn
certain skills.

26.  Learners interest in
learning makes no
longer a task.
 But a PLEASURE!
 The learner’s cognitive
faculties of sensorial
experience, memory,
imagination, concept,
formation, reasoning
 And judgement are the
height
 When learners
interests are also peak.
 Learners have varied
interests.
 Interests are not
inherited.They are
developed!

27.  Students who come
from different
socioeconomic
background manifest a
wide range of
behavior.
 Due to differences in
upbringing practices.
 Some families allow
their members to
express their:
 Preferences
 Self discipline
 Home regulations
 Their participation in
classroom activities are
influenced by their home
training and experiences.

35.  Is the way a person:
 Processes
 Internalizes
 Studies new
 Challenging material
 Dunn and Dunn
present different
learning style
according five groups
of stimuli (Dunn, 2000)