The document discusses key aspects of teaching and learning, including: 1) It defines the professional teacher as a licensed professional who has undergone years of academic preparation. Professional teachers possess technical and professional competencies. 2) It outlines important qualities of a good teacher, including passion, humor, values like open-mindedness and fairness, and traits like patience and enthusiasm. 3) It also discusses Howard Gardner's theory of multiple intelligences and different learning styles, explaining that people have unique blends of intelligences and learn in different ways based on environmental, emotional, sociological, and physiological factors.

1. The Elements of
Teaching
and
Learning

2. The Teacher
“Teachers open the door. You enter
by yourself”
- Chinese proverb

3. The Professional Teacher
• Licensed professional, possesses dignity and
reputation, possesses technical and
professional competencies
• Went through for to five years of academic
preparation
• Registered in the roster of professional
teachers
• Undergoes continuing professional education

4. Professional Attributes
1. Effect change in learning
(sense of efficacy)
2. Expert in what he teaches
( subject matter knowledge)
3. How he teaches
(pedagogical knowledge)

5. Qualities of a Good Teacher
As a Person
1. Innate Qualities
a. Aptitude
b. Mental ability
2. Personal Qualities
a. Physical Characteristics
b. Personality
3. Social and emotional Qualities
- relates well with people
- not prone to anger and irrational argument

6. 1. Passion
2. Humor
3. Values and Attitudes
• Open – mindedness
• Fairness and impartiality
• Sincerity and Honesty
• Professionalism
4. Patience
5. Enthusiasm

7. Activities
Ass. Essay
1. Describe the professional teacher by means
of verses
2. Which trait of a teacher is more important –
competence or commitment?

8. Leadership Power of a Teacher
Referent power
-ability of a teacher to cultivate a respect and
administration of his students in such a way
that they wish to be like him.
Expert Power
- students perceive teacher as an expert,
competent and knowledge about certain
topics

9. Reward Power
- leadership based on reward or benefits:
grades, privileges, approval. Students tend to
desire some type of rewards.
Legitimate Power
- leadership based on teacher’s specific role
Coercive Power
- leadership based on punishment and
coercion; the use of threats is punishment to
influence students

10. Reading assignment:
The nature of the learner

11. The Learner
• He is an embodied spirit
(body, soul, spirit)

12. Fundamental Equipment of the
Learner
A. Cognitive Faculties
a. Senses
b. Instincts
c. Imagination
d. Memory
e. Intellect

13. B. Appetitive Faculties
a. Feelings and emotion
b. Rational will
Fundamental Equipment of the
Learner

14. Factors Contributing to Differences
among Learners
1. Ability
- capacity to understand and assimilate
information
- classified as fast, average, slow learner
-high, moderate, slow achiever
2. Aptitude
- learners innate talent or gift
- natural capacity to learn certain skills

15. Factors Contributing to Differences
among Learners
3. Interest
- strong appeal or attraction to something
4. Family and cultural background
- Upbringing practices
5. Attitudes
- a way of thinking and reacting based on
personal characterises

16. Gardner’s Multiple Intelligences
1. Verbal – Linguistic Intelligence
2. Logical – Mathematical Intelligence
3. Spatial intelligence
4. Bodily – Kinesthetic Intelligence
5. Musical Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist Intelligence
9. Existential Intelligence

17. Positive Attitudes:
• Curiosity
• Responsibility
• Creativity
• Persistence

18. Multiple
Intelligence
(Howard Gardner)

19. Four Lobs of the Brain
• Frontal Lobe
- involve in any voluntary movement of
particular part of the body
• Parietal Lobe
- produces sensory experiences (Pressure, pain)
• Temporal Lobe
- responsible for processing sounds/ speech/
audition
• Occipital Lobe
- responsible for processing visual images

21. Logical / Mathematical Intelligence
(The Number Smart)
Description:
Ability to perform numerical calculations;
good reasoning and argumentation; and
organizing.
Occupational Inclination
Engineers, statistician, mathematicians,
economics, computer programmer

22. Verbal/ Linguistic Intelligence
(The Word Smart)
Description:
Ability to understand ideas in terms of words.
Ability to write and talk easily.
Occupational Inclination
Speaker, lawyers, teachers, spoke-persons,
preachers, reporters, poets, song writers,
book authors, broadcasters, journalists, etc.

23. Musical and Rhythmic Intelligence
(The Music Smart)
Description:
Ability to create, appreciate and analyze music
Occupational Inclination
Singers, composers, musicians, conductor,
music critic

24. Visual/ Spatial Intelligence
(The Picture Smart)
Description:
Ability to think things in picture; deal with
space. Ability to draw, sketch and imagine.
Occupational Inclination
Lay-out editor, cartoonists, artists, architects,
painters, designers. Photographers, decorators

25. Bodily/ Kinaesthetic Intelligence
(The Body Smart)
Description:
Ability to use the hands to fix or create. Use
the body expressively. Ability to move which
facility. To be participants rather than
spectators.
Occupational Inclination
Mechanic, surgeon, carpenter, sculptor,
athletes, dancers, sport players, PE
Instructors, Boxers, Action Stars, Stuntmen

26. Natural/Physical Intelligence
(The Nature Smart)
Description:
Ability to recognize species of plants and
animals; adopt and survive in one’s
environment. Curiosity for plants and animal
life and love of pets.
Occupational Inclination
Biologists, zoologists, agriculturists, ecologist,
herbalists, botanist, veterinarians, fishermen,
gardeners, hunters

27. Intrapersonal Intelligence
(The Self Smart)
Description:
Ability to get along with, motivate and tune in
to one’s feelings and to use such knowledge in
directing one’s life.
Occupational Inclination
Psychologists, preachers, teachers,
philosophers

28. Interpersonal Intelligence
(The People Smart)
Description:
Ability to work with people and help them
overcome their problem. Ability to get well
with others. Listen to people. Attend
gatherings and reunions. Love to be with
people
Occupational Inclination
Managers, administrators, consultants,
politicians, psychologists, teachers

29. According to Howard Gardner:
People have a unique blend of intelligences.
These intelligence are amoral – to put in
constructive or destructive use.
“If the students cannot learn the way we teach
them, then we must teach them the way they
learn ”
- Dr, Rita Dunn

31. 3 Kinds of Learning Style

32. Dunn & Dunn’s Learning Style Model
Environmental. The environmental strand refers
to these elements: lighting, sound,
temperature, and seating arrangement.
Emotional. This strand includes the following
elements: motivation, persistence,
responsibility, and structure.
Sociological. The sociological strand represents
elements related to how individuals learn in
association with other people: (a) alone or
with peers, (b) an authoritative adult or with a
collegial colleague, and (c) learning in a variety
of ways or in routine patterns.

33. Physiological. The elements in this strand are:
perceptual (auditory, visual, tactile, and
kinesthetic), time-of-day energy levels, intake
(eating or not while studying) and mobility
(sitting still or moving around).
Psychological. The elements in this strand
correspond to the following types of
psychological processing: hemispheric,
impulsive or reflective, and global versus
analytic.

34. Activity:
In your own words define what is a conducive
learning environment, physically and
psychosocially?

35. The Learning Environment
1. Physical Environment
- physical condition of the classroom
(noise level, lighting facilities, ventilation,
classroom organizations)
2. Psychological Climate
a. Safety
b. Relationships

36. Activity:
Reflect on the acts of bullying
in the classroom and their
effects on teaching - learning

37. Facilitative learning environment for
learning (Pine and Horne, 1990)
1. Encourages people to be active.
2. Promotes and facilities the individual’s
discovery of the personal meaning of idea.
3. Emphasizes the uniquely personal and
subjective nature of learning.
4. Difference is good and desirable.
5. Recognizes people’s right to make mistakes.
6. Tolerates ambiguity.

38. 7. Evaluation in a cooperative process with
emphasis on self-valuation.
8. Encourages openness of self rather than
concealment of self.
9. People are encouraged to trust in themselves
as well as external sources.
10. People feel they are respected.

39. 11. People feel they are accepted.
12. Permits confrontation
13. Necessary in the full development of the
cognitive, and appetitive faculties of the
learner.
Activity:
In a 1/8 sheet of illustration board, illustrate a
conducive learning environment.