FIVE (5) BASIC PRINCIPLES OF TEACHING AND LEARNING

While there a great many “principles of education” we will limit ourselves to the
most basic of these. It is easier for us as teachers to become proficient in the use of a few
principles, rather than be burdened by trying to remember numerous principles. These
five (5) principles are:

A. PERCEIVED PURPOSE

The learner must see why he/she should study something. Perceived Purpose is used to
motivate learners.

B. GRADUATED SEQUENCE

The learner must proceed step-by-step and each step must be in some way more difficult
than the last. Graduated Sequence is used to simplify the subject.

C. INDIVIDUAL DIFFERENTIATION

Each learner should be given the opportunity to learn in the best way suited to him/her.
Individual Differentiation helps develop learners according to their own styles and
abilities.

D. APPROPRIATE PRACTICE

All learners must practice doing the action in the desired knowledge or skill. Appropriate
practice ensures learning reinforcement and mastery of learning targets.

E. KNOWLEDGE OF RESULTS

As the learners practice, he/she must know whether he/she is performing correctly or not.
Knowledge of Results tells how well the learner is performing to make the process more
effective.

Definition of Terms:

LEARNING – CHANGE in behavior.

TEACHING – CAUSE to learn.
TRAINING – EQUIPPING with attitude, skills, and knowledge to do a job more
excellently.

ADULT LEARNING PRINCIPLES

• Learning is an experience activated by and occuring within the learner.

• Learning is the discovery of personal meaning and relevance.
• Learning is sometimes a painful process.
 • Learning results from experience.
• Learning is highly unique and individual.
• Learning has its richest resource in the learner’s self.
• Learning is both an emotional and intellectual process.
• Learning is a cooperative and collaborative process.

THE TEACHER’S JOB

1. Guiding the learning process.

2. Counseling and guidance.
3. Sponsoring extra class activities.
4. Working with parents and the community.
5. Professional responsibilities.

In short, a teacher’s job is not only transmission of knowledge and information but
also a teacher’s influence to promote the learners development of basic skills of
understanding, work habits, desirable attitudes, values, judgment, and personal
adjustment.

A teacher must effect a change (from what is to what ought to be) on his/her
students.

CONDITIONS FOR ADULT LEARNING

1. An environment of active people. People learn when they feel that they are
involved in the learning process.
2. A climate for respect. High value is placed on individuality, and a sense of caring
prevails.
3. A climate of acceptance. Accepting a person means that he can be himself, hold
his beliefs.
4. An atmosphere of trust. People feel trust in themselves and in others.
5. A climate of self-discovery. Learners are helped to meet their own needs rather
than having their needs dictated to them.
6. A non-threatening psychological climate. Person can confront persons, and ideas
confront ideas without fear.
7. A climate of openness. Personal concerns, feelings, ideas, and beliefs can be
expressed and examined openly.
8. An emphasis on uniquely personal nature of learning. Each individual knows that
his values, beliefs, feelings, and views are important and significant.
9. A climate in which difference is determined to be good and desirable. Differences
in people are considered as acceptable as differences in ideas.
10. A climate which recognizes the right of individuals to make mistakes. Error is
accepted as a natural part of the learning process.
11. An atmosphere that tolerated ambiguity. Alternative solutions can be explored
without the pressures of immediate answers.
 12. An emphasis on cooperative evaluation and self-evaluation. People can see
themselves as they really are, with the help of their peers.

WORKING WITH ADULT LEARNERS

Children and adults differ in a way they learn. Basically, children are dependent on their
teachers to acquire knowledge and skills. Adults, on other hand, come to school with
their own experiences and values. They are more independent learners. A comparison of
these differences will help us plan our sessions/lessons more effectively, especially since
all our learners are adults.

ADULT LEARNING CHILD LEARNING

ASPECT
(Andragogy) (Pedagogy)
Autonomous; makes own Dependent; guided by
Self- Concept of Learning decision; teacher facilitates adults; teacher more
directive
Adults have varied Children have limited
Role of Learner’s
experience which are rich experiences; teachers act as
Experience
resources for learning primary source for learning
Know what they want to Curriculum is set by the
learn. Facilitators help teacher (what to learn and
Readiness to Learn
diagnose learning needs. how learning will take
place)
Adults want to apply Children for the future;
Perspective and
learning to life/work; subject-centered
Orientation
problem-centered
Internal motivators like External motivators like
Motivation to Learn recognition, self-esteem are grades, praise, etc. work
potent motivators best.
 TWO STYLES OF INSTRUCTION
Teacher-Centered
1. Stated Objectives To cover all points to get a
lot of information across; to
adhere to the lesson plan
2. Underlying To met instructor’s need for
Objective recognition as the expert
3. Role of Instructor Imparter of information;
expert; lecturer
4. Method Talk; show and tell;
instructor does 95 percent of
the talking
5. Typical Questions Do you have any questions?
Do you understand?
6. Learner’s Role Passive – a sponge who
absorbs information and
periodically repeats it to give
the instructor feedback
7. Purpose of To see if the learner
Feedback (or Test) understands the information;
to test the learner’s retention;
to see if information should
be repeated.
8. How Teacher Gets By asking if learner
Feedback understand the information;
to test the learner’s retention;
to see if information should
be repeated.
9. How teacher Reward and punishment
Controls Learner (sanctions and
embarrassment)
10. Teacher’s The expert who knows more
Qualification about the procedure, system,
rules, etc. than anyone else.
11. Teacher’s Basic “There’s so much our
Philosophy learners have got to know
before they’ll ever be able to
do the job correctly (i.e.
before they’ll ever know
what I know). Much
repetition is necessary.”
Learner-Centered
To change behavior (improve
the performance) of the
learner
To meet learner’s needs; to
improve performance
Arranger of experiences and
activities; moderator
Socratic instructor asks
questions and does no more
than 50 percent of the talking
Why do we do it this way?
What would you do if….?
Active-learning by doing.
Learner’s correct their own
behavior because they are
experiencing the results of
their own actions.
To see if learners can apply
what was just acquired; to
see if the learners need more
practice; to provide
additional (remedial)
instruction.
By giving learners tasks or
situations in which they must
practice and apply their
newly acquired skills,
concepts, procedures, rules,
etc.
Positive and negative
reinforcement (praise and
constructive criticism).
The non-directive counselor
type; the moderator and
coach who acts as catalyst.
“We learn, not by being told,
but by experiencing the
consequences of our own
actions. Learning is an
experiential process; we
learn by doing.”
 PROFESSIONAL QUALITIES OF TEACHERS

• Mastery of the subject one teaches.

• Understanding of the learner.
• Understanding of teaching principles and skills in the use of techniques for their
implementation.
• General understanding of other branches of knowledge.
• Understanding and appreciation of the teaching profession.

PERSONAL QUALITIES OF A TEACHER

These personal characteristics are related to the five (5) aspects of personality:
1. Intellectual
2. Social
3. Physical
4. Emotional
5. Moral

Among those highly rated are:

• Pleasing personal appearance, manner, courtesy, and pleasant voice.
• Intelligence, emotional stability, and self-control.
• Sympathy, kindness, helpfulness, patience.
• Integrity, trustworthiness, honesty.
• Flexibility, creativity, resourcefulness.
• Sociability, friendliness, cooperativeness.
• Fairness, impartiality, tolerance.
• Sense of humor, cheerfulness, enthusiasm.