The document discusses the key roles of a teacher in a classroom learning situation. It identifies the teacher as a model, classroom manager, facilitator of learning, and evaluator of student learning. As a model, the teacher should be motivational, optimistic, diligent, enthusiastic, and lovable. As a manager, the teacher determines the classroom climate and environment. They can have authoritarian, laissez-faire, or democratic relationships with students. As a facilitator, the teacher leads the learning process using principles like goal-setting, motivation, feedback and adapting to students. As an evaluator, the teacher assesses student achievement to guide further learning goals. Both intrinsic and extrinsic motivation are discussed.

1. THE LEARNING
SITUATIONS
KENYA L. LAMPREA
PRESENTER

2. THE TEACHER: KEY FACTOR IN
CLASSROOMLEARNING SITUATIONS

3. SIGNIFICANT ROLES OF TEACHER IN THE
CLASSROOM
1. AS A MODEL
2.AS A CLASSROOM MANAGER
3. AS A FACILITATOR
4. AS EVALUATOR OF STUDENTS’ LEARNING

4. TEACHER AS A MODEL
M – Motivator
O - Optimistic
D - Diligent
E - Enthusiastic
L – Lovable

5. TEACHER AS MANAGER OF THE CLASSROOM
• The teacher plays an important role in
determining the kind of psycho-social
climate that will prevail in the
classroom.
• Studies have shown that the
climate prevailing in the
classroom has considerable
effect on students’ learning.

6. As manager of the
classroom, the teacher is
responsible for setting up
the physical environment
most conducive to
learning.

7. Three BroadTypes of Relationship between the Teacher
andStudents
1. Authoritarian
2. Laissez-faire
3. Democratic

8. AUTHORITARIAN
• The teacher directs the action of
students, plans them, sets the
limit of their behaviour and
considers them as passive
receivers of instruction and
information.

10. Laissez - faire
• Is the opposite of authoritarian
relationship.
• The teacher does not interfere
with students’ choices and
actions.
• The students are allowed to
decide what they want to do
and how they will do it.

11. democratic
• The teachers leads the
students in the learning
process.
• There is an interchange
of ideas between the
teacher and students

14. What kind of Teacher am
I??..

15. Teacher as facilitator of students learning
• The main role of teacher to
facilitate learning.
“There is no single perfect
approach to teaching which will
help every students to learn
everything in everyway”

16. Psychological Principles that Facilitates Classroom
learning
1. The learner must clearly
perceive the goal.
2. The learner must be
pshychologically and
physiogically ready.

17. 3. The learner must be
motivated to learn.
4. The learner must be active,
not passive for maximum
learning.
5. The learner must focus
his attention on the
learning task.

18. 6. The learner must put together
the part of the task and perceive it
as a meaningful whole.
7. The learner must be
prepared to respond.
8. The learners must see the
significance, meanings,
implications and applications that
will make given experience
understandable.

19. 9. The learner must repeat
or practice what he has
learned in order to
remember.
10. The learner must
interpret and reorganize
his behaviour when he is
thwarted or does not attain
his goals.

20. The teacher as evaluator of students learning
Evaluating the achievement of
students is the integral part of the
teaching-learning process.
 It is important that the
teacher utilize results of
evaluation as the basis for
further learning goals of his
students.

21. The teaching-learning process exemplified

22. Use of motivation in the teaching-
learning process

23. Two types of motivation
1. Extrinsic Motivation
2. Intrinsic Motivation

24. Extrinsic Motivation
- Are forces
that arise
from outside
the individual
such as
honors,
monetary
rewards,
medals and
the like.

25. Intrinsic Motivation
- Arise from the
individual’s
genuine desire
to learn because
he realizes the
benefits he will
derive from
what he will
learn.

26. Principles of motivation
 Learning under intrinsic
motivation is better than
learning under extrinsic
motivation.

27. Goal-setting is an important
motivational aspect of learning.
 Successful experiences are
important motivations for all
students.
 Feedback about the progress being
made by the student can be
effective motivator.
 Using learner interest as a motive is
important in classroom learning.

28.  Learning under control of reward
is better than learning under the
control of punishment.
 Meaningful materials and tasks are
more successful motivators than
tasks the learner does not
understand.
 Successful generally increases the
level of aspiration and achievement of
the learner, whereas failure tends to
lower the level of aspiration.

29.  The teacher’s expectations of the
learner’s performance influence
the latter’s achievement.
Group competition, cooperation,
and support are more effective
motivators than individual
competition.