This document discusses the key elements of teaching and learning from a philosophical perspective. It describes the learner as having both a body and a soul, and that teachers must nourish both the physical and spiritual needs of students. It outlines several of the learner's cognitive and appetitive faculties, including the five senses, imagination, memory, intellect, feelings, emotion, and will. It also discusses factors that contribute to differences among learners such as ability, aptitude, interests, family background, attitudes, and values. The document emphasizes the importance of developing all aspects of the learner.

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)