1. The document outlines characteristics of Filipino elementary and high school learners. Elementary students range from ages 5-10 years old. 2. High school learners desire to understand the purpose of instruction, are both internally and externally motivated, and may lack self-confidence due to past academic failures. They want to establish goals and take responsibility for their learning. 3. The document provides 15 guiding principles for teachers concerning the nature of learners. It emphasizes regarding learners as active thinkers rather than passive recipients, understanding individual growth patterns, utilizing innate tendencies, and encouraging creativity. The learner's nature should be the starting point for education.

1. The Filipino Child:
The Learner

2. General
Characteristics of the
Elementary school
pupils

3. Kindergarten
-5 years old

4. First Grade
-6 years old

5. Second Grade
-7 years old

6. Third Grade
-8 years old

7. Fourth Grade
-9 years old

8. Fifth Grade
-10 years old

9. General
Characteristics of
Highs dchool
Learners

10. High School
Cognitive
Development

11. 1. Need to understand the
purpose and relevance of
instructional activities

12. 2. Are both internally and
externally motivated

13. 3. Have self-imposed
cognitive barriers due to
years of academic failure
and lack self-confidence

14. 4. May have “shut
down” in certain cognitive
areas and will need to
learn how to learn and
overcome these barriers
to learning

15. 5. Want to establish
immediate and long-term
personal goals

16. 6. Want to assume
individual responsibility
for learning and progress
toward goals

17. High school Social
Development

18. 1. Interested in co-
educational activities

19. 2. Desire adult leadership
roles and autonomy in
planning

20. 3. Want adults to assume
a chiefly support role in
their education

21. 4. Developing a
community
consciousness

22. 5. Need opportunities
for self-expression

23. Guiding Principles
Concerning the
Nature of the Learner

24. 1. The teacher must regard the learner not as
passive recipient of the wisdom do the ages but
as an active, thinking, feeling human being who
needs to be stimulated, directed, and guided
toward the realization of all his inherent
potentialities thereby becoming a worthy
member of a democratic society. Educational
aims and techniques must be geared to the
ability, needs, and interests of the learner.

25. 2. The must make the nature of the learner
the basis of the science of teaching and the
principles of learning. The learner's original
nature must be made the starting point in his
education. Teaching is effective when it
based on the psychology of learning, making
the learner as the center of educative
process.

26. 3. The teacher must consider that the growth
and development of the child is orderly and
unified. He must work with the whole child, not
just on his mental or emotional development
alone. Growth is intellectual in nature as well as
physical and emotional. Rather than mastery of
subject-matter, emphasis must be made on child
growth and development.

27. 4. The teacher must keep in mind that mental
growth and development do not follow a
similar pattern for all learners or students. The
classroom teachers, supervisors, and
administrators must keep this fact in mind as
they plan the courses of study; devise
methods and techniques of instruction, and
other instructional materials and devices.

28. 5. The teacher needs to understand the
distinctive growth patterns and
developmental characteristics of each learner
and their effect upon his behavior.

29. 6. The teacher should be conscious of the
fact that each pupil is the product of his own
peculiar heredity and environment, and he
must realize that pupils frequently respond
in different ways to the same stimulus. Each
learner must thus be provided for in special
ways, not only as to single, immediate
needs, but as to total future needs.

30. 7. The teacher must know the learner as an
individual and as a member of the group. This
understanding helps the teachers,
supervisors, and administrators in planning
nag implementing growth programs, and in
evaluating the outcomes. Some pupils can be
stimulated to move along at a more rapid rate
than others, since there are variations in all-
around maturity from pupil to pupil.

31. 8. The teacher must utilize the innate
tendencies as drives or powers for
schoolwork and as stimuli to learning. Some
innate tendencies can also be utilized to
stimulate group activities and to establish a
sound spirit of true sportsmanship and fair
play.

32. 9. The teacher must utilize and direct the
useful innate tendencies in such a way that
they will produce activities that will lead to
further activities. The teacher, likewise, must
redirect or modify all tendencies to action
which would result in undesirable activities.

33. 10. The teacher must select and organize
the subject-matter, methods or procedures,
stages of education, and means of guidance
to anticipate the natural growth and
development of the inborn tendencies of the
learner so that he may progress along
desirable lines.

34. 11. The teacher must utilize the natural
tendencies of the learner in developing or
building new habits. Habit makes the process
more effective in its results and thus it same
time. Habit is the basis of progress and a
source of great economy in life.

35. 12. The teacher must consider the nature of
the pupils in the formulation of ultimate and
immediate aims of education. If the aim of
education is to let the learner grow in terms
of knowledge, abilities, habits, skills, and
attitudes, his original nature should be the
starting point in the endeavor to accomplish
his growth.

36. 13. The teacher must bear in mind that the
nature of the learner rather than the nature of
subject matter should determine the nature
of teaching. Likewise, the type of teaching to
be used is also determined box the type of
learning involved. Different types of learning
call for different methods of teaching.

37. 14. The teacher must consider that each pupil
each differs greatly within himself in his
potentiality to learn. This psychological
concept is based on the principle of trait
differences. The teacher should not expect
the learner to achieve equally in all school
subjects and activities. Ability group as
practiced in some schools is a violation of the
principle of trait differences, unless such
grouping is done separately for each subject.

38. 15. The teacher must keep in mind that the
learner is endowed with the tendency to create;
hence, capable of creativeness in his
expression. All pupils possess creative ability,
but to different degrees. Creativeness can be
developed among the pupils if freedom is
present in the classroom. Pupils can be creative
if they are free from preconceived standards or
criteria. The school curriculum must be so
organized to encourage creativeness.