St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : September 2020

Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

DEVELOPED BY: JESS M. ARCEO 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

THE ELEMENTS OF TEACHING AND LEARNING

(THE TEACHER)

I. INTRODUCTION
The term "teacher" is no stranger to you. You always see them in flesh and blood inside and
outside your classroom. You have many ideas of who and what a teacher is. To elucidate on how
important teachers are, just imagine a scenario of a school aspiring to be a quality one but lacks quality
teachers.
This school may have all the best facilities and resources, but without good teachers, it may not
possibly sustain itself. Good schools, heavily depend on conscientious and committed teachers more
than anyone or anything else. For quality education to carry out its mission, needs good teachers to
guide students who will be independent and interdependent enough to be future leaders of our country.
II. LEARNING OUTCOMES

1. Describe the professional teacher, his/her personal and professional attributes

2. Analyze how the teacher’s attributes contribute to the total effectiveness of the learning process

III. COURSE CONTENT

Lesson 2
THE ELEMENTS OF TEACHING AND LEARNING
THE TEACHER

IV. LEARNING EXPERIENCE/S

The Professional Teacher

The professional teacher is the "licensed professional who possesses dignity and reputation
with high moral values as well as technical and professional competence ...s/he adheres to, observes
and practices a set of ethical and moral principles, standards and values." (Code of Ethics of
Professional Teachers, 1997) The professional teacher is one who went through four to five-year
period of rigorous academic preparation in teaching and one who is given a license. to teach by the
Board for Professional Teachers of the Professional Regulation Commission after fulfilling
requirements prescribed by law such as passing the Licensure Examination for Teachers (LET). S/he
is registered in the roster of professional teachers at the Professional Regulation Commission and
undergoes continuing professional education.

Professional Attributes
A professional teacher perceives himself/herself as someone who can effect change or learning,
(sense of efficacy) because s/ he is an expert in what s/he teaches (subject matter knowledge), and in
how s/he teaches (pedagogical knowledge).
A professional teacher possesses the following attributes:
 Control of the knowledge base of teaching and learning and use of this knowledge to guide
the science and art of his/her teaching practice
 Repertoire of best teaching practice and can use these to instruct children in classrooms and
to work with adults in the school setting
 Dispositions and skills to approach all aspects of his/ her work in a reflective, collegial, and
problem-solving manner
 View of learning to teach as a lifelong process and dispositions and skills for working
towards improving his/ her own teaching as well as improving schools (Arends, 1994)

DEVELOPED BY: JESS M. ARCEO 2

 The last attribute cited by Arends highlights continuing professional development (CPD) or
continuing professional education (CPE). As the quotation goes, "once a teacher, forever a
student."

Personal Attributes
Personality is the sum of one's personal characteristics. It is one's identity. Teachers, more than
any other professional, are momentarily subjected to scrutiny to the minutest detail and observation
by those they associate with. Teachers are judged more strictly than other professionals. The
personality they project determines the impressions they make upon students and colleagues. Their
poise, bearing, manner of dressing and facial expression have an impact on their interaction with
students.
Personalities may be described as authoritarian, weak, dynamic, or "magnetic". Teachers'
personality must be natural and genuine, that is, devoid of pretenses and artificiality. They must be
consistent, true and authentic.
Some outstanding personal qualities that never fail to win their flock are worth mentioning:
(1) Passion
Passion for teaching is a compelling force that emerges from teachers' love for. children.
Passionate teachers exude spontaneity in ministering to the needs
of the students especially those experiencing learning difficulties. It is passion for teaching that drives
them to care for their students corrected with appropriate reformative action. Passion does not die nor
diminish. Their passion for teaching make them feel they "will live and die a teacher."
(2) Humor
Teachers' humor connects them with their students like a magnet. They help in merging two
worlds - youth and maturity. When they laugh together, young and old, teachers and students, they
cease to be conscious of their age difference. They enjoy as a group, thus promote a spirit of
togetherness. A clean joke will always elicit rapport in a learning environment.
(3) Values and Attitude
Teachers are models of values. Whether conscious of them or not, values are exhibited
implicitly and explicitly. Values connote standards, code of ethics and strong beliefs.
Open-mindedness is basic in promoting respect and trust between teachers and students. It
opens avenues for unrestricted search for information and evidence. Problems and issues are resolved
in a democratic way. Students are encouraged to consider one another's findings and explanations.
Free exchanges of suggestions develop a respectful attitude among them.
Fairness and impartiality in treating students eliminate discrimination. Teachers must be
unbiased and objective in judging their work and performance. Avoid preferential considerations that
result to negative response and indifference. Objective evaluations are easily accepted and gratefully
acknowledged. Fairness inculcates self-confidence and trust among students.
Sincerity and honesty are values exhibited in words and actions. Teachers interact with students
every minute. Their mannerisms, habits and speech are watched and at times imitated. Therefore,
teachers must show their real self, devoid of pretenses and half-truths. Sincerity. dictat es that they stick
to the truth, to the extent of accepting what they do not know about the lesson. Mistakes a nd faults are
accepted and not "covered up". In the end' students realize that it is better to tell the truth than feign
a falsehood. Sincerity and honesty are taken as openness in dealing with others.
Professionalism is highly treasured in the teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled and value-laden. In addition to competence in
teaching, they must have internalized the edicts of the profession, thus exhibit ethical and moral
conduct. Upright and exemplary in behavior they earn respect and high esteem from students,
colleagues. They catch students' attention and keep them focused on the topic, to soothe their feelings
away from tension and to develop a sense of humor among themselves.
(4) Patience
In teaching, patience refers to a teacher's uncomplaining nature, self-control and persistence.
Patient teachers can forego momentous frustrations and disappointments. Instead they calmly endure
their students' limitations and difficulties. Teachers cannot help but feel impatient with students'
irresponsibility and carelessness in performing classroom routine. Remembering how their teachers
felt when they, as young students committed similar mistakes, they are able to alleviate such

DEVELOPED BY: JESS M. ARCEO 3

 misbehavior with coolness and equanimity. The inability of students to progress, as they should in
learning a concept, can likewise test the teachers' composure. The teachers' capacity to adjust their
methodologies could allay the tension, at the same time save time and effort for appropriate
remediation. While it is natural to feel irritated and upset at times, meeting disquieting situations with
cool-headedness is indicative of one's moral strength and fortitude.
(5) Enthusiasm
Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full of energy
and dynamism. Their passion and love for children are easily felt. Everyone anticipates an interesting
and enjoyable learning activity. Unfortunately, not all teachers are born with an alert and zestful
disposition. With enthusiastic teachers, students look forward to any activity they can participate in
with them.
Nothing will be difficult to undertake since a common feeling of eagerness exists among the
students. It is not a
surprise that students identify and describe their teachers by the enthusiasm and warmth they enjoy
with them every minute.
Enthusiasm is a gift. It is contagious and can instantly affect children's moods and attitudes.
Undoubtedly, it is an irresistible feeling that intensifies the students' momentum to reach a desired
goal. It connects teachers to parents.
(6) Commitment
Commitment is a "solemn promise" to perform the duties and responsibilities mandated by the
laws and code of ethics of the profession. It is an unwavering pledge to perform all teaching and
learning activities with consistency and selflessness to the best interest of the students under their
care. Committed teachers are caring and dedicated. They are ready to carry on no matter the price.
Dedication to the teaching job is the true essence of professionalism. Today we lament over the
fast disappearing breed of teachers with a missionary spirit.

Here are some research findings on effective teachers compiled by Stronge (2012). Discuss
their implications to teacher pre-service education:
1. Teachers with a major or minor in content area are associated with higher student achievement
especially in the area of science and mathematics.
2. Caring teachers who know their students create relationships that enhance the learning process.
3. Effective teachers practice gender, racial and ethnic fairness.
4. Effective teachers consistently behave in a friendly and personal manner while maintaining
appropriate teacher student role structure.
5. High levels of motivation in teachers relate to high levels of achievement in students.
6. Effective teachers exude positive attitudes about life and teaching.
7. Teachers whose students have high achievement rates continually mention reflection on their work
as an important part of improving their teaching.

In your personal aspirations, why not go beyond being a model teacher? A model teacher is exemplified
in the acronym TEACH where T - stands for treasure; E - empathize; A - accentuate; C - care and
credible and H - help.
Treasure
Despite the students' misbehavior and negative attitudes which may sometimes run us counter to a
teacher's expectations, the students must still be valued as individuals of unique behavior and
differences as every learner matters. An unknown author once said, "a learner is worth the universe"!
We know of teachers who teach conscientiously beyond their facial time without counting the cost.
They give 100% of their time and attention to their students.
Empathize
Teachers often need to be extra sensitive to what is happening to their students. This is not an easy
thing to do. Teachers who went to the extent of dipping their hands into the private life of their students
just so to relate with them can expect some discomfort and anxiety. There may be a latent resentment on
the parents' part especially when teachers' go on home visitation. But this should be ignored. If at times
the students did fail in a particular test or went to the extreme of cheating in order to pass, empathize or
put yourself in their shoes so you will not condemn them at once, but instead understand them. Find out
the rationale behind their misbehavior. The heart of education, is education with a heart!

DEVELOPED BY: JESS M. ARCEO 4

Accentuate
Why not try to see the best in your students in order to win their hearts? It is easier to challenge
them to aim for higher marks and exemplary performance if the students know that you are supporting
them. Sarcasm drives away students to go beyond their limits. You will reap the impact of sowing
positive remarks to your students when you see the transformation of very quiet and shy students to an
active and cooperative student.

Care and Credibility

"Cura" is the Latin version of care. The Jesuit rule for a good teacher, which is "cura personalis"
evokes wisdom and challenge for every teacher to personally care for their students. If education is
bordering merely on the mastery of the subject matter without the genuine concern for the students, they
may become as "mechanical beings sans humane behavior."
Credibility and trust are the essential elements in winning the heart of pupils that frame the
teachers' mission. So basic are these elements that losing them is tantamount to the loss of the students'
belief in their teacher. Once the credibility of a teacher is tarnished, it will be very difficult for him/her
to discipline the students. Hence, every teacher should be on guard to keep his/her credibility intact. It
must be handled with care and honesty, since destroying it will have the potential to create negative
ripple effect for his/her students.

Help
Have you in one way or another been involved in helping others in any way that you can? The
feeling is indescribable, isn't it? More so with a student whom you have assisted to come out of his/her
"shell" in order to be counted in class! Nowadays, because of the emergence of science and technology,
interacting with timid and unassuming students is often neglected by teachers. Much as they want to
help students, they often fail to do so because of the demands of their classroom work
EXPLORE
A POEM FOR MY FAVORITE TEACHER
Remembering your favorite teacher will, in a way reveal some qualities you admire in him/her.
Accomplishing the activity in this part unleashes some excitement in you and brings back in
nostalgia the teacher who once cared for you.
Memories of my Favorite Teacher
Compose a rhyming poem for your favorite teacher. Mention at least 10 specific traits that you
like about him/her. Have your work read by at least five of your classmates and ask for feedback
regarding the content of your work. (Poem Structure: three Stanzas with four-lines)
*Note: Send your work through messenger to get the feedback of your classmates. Screenshot the
feedback as your proof of the said activity.
Follow this format:
My Favorite Teacher
(3 stanzas – 4 lines)
Reader’s Feedback
Reader 1 Screenshot

DEVELOPED BY: JESS M. ARCEO 5

V. ASSESSMENT
A. View this movie: “Like Stars on Earth.” Make a reaction paper.
(Link for the movie: https://www.youtube.com/watch?v=n4udX8-ZG3Q)

Rubrics in Making your Reaction Paper

Content & Poor Fair Good Excellent

Development
25 pts - Content is - Content is - Content is - Content is
incomplete. not accurate and comprehensive,
- Major points are not comprehensive persuasive. accurate, and
clear and /or and /or - Major points persuasive.
persuasive. persuasive. are stated. - Major points
Questions were not - Major points - Responses are are stated
adequately are addressed, adequate and clearly and are
answered. but not well address well supported.
supported. assignment. - Responses are
- Responses - Content and excellent,
are inadequate purpose of the timely and
or do not writing are address
address clear. assignment
assignment. including course
- Content is concepts.
inconsistent - Content and
with regard to purpose of the
purpose and writing are
clarity of clear.
thought.

Organization Poor Fair Good Excellent

& Structure
5 pts - Organization and - Structure of - Structure is -Structure of
structure detract the paper is mostly clear and the paper is
from the message of not easy to easy to follow. clear and easy
the writer. follow. - Paragraph to follow.
- Paragraphs are - Paragraph transitions are - Paragraph
disjointed and lack transitions present. transitions are
transition of need - Conclusion is logical and
thoughts. improvement. logical. maintain the
- Conclusion is flow of thought
missing, or if throughout the
provided, does paper.
not flow from - Conclusion is
the body of the logical and
paper. flows from the
body of the
paper.

Format Poor Fair Good Excellent

5 pts
- Paper lacks many - Paper follows - Paper follows - Paper follows
elements of correct most designated all designated
formatting. guidelines. guidelines. guidelines.
- Paper is - Paper is - Paper is the - Paper is the
inadequate/excessive over/ under appropriate appropriate
in length. word length. length as length as
-Paper is not double described for the described for
spaced assignment. the assignment.
-Format is good. -Format
enhances
readability of
paper.

Grammar, Poor Fair Good Excellent

Punctuation
- Paper contains - Paper - Rules of - Rules of
& Spelling numerous contains few grammar, grammar,

DEVELOPED BY: JESS M. ARCEO 6

 5 pts grammatical, grammatical, usage, and usage, and
punctuation, and punctuation punctuation are punctuation are
spelling errors. and spelling followed with followed;
- Language uses errors. minor errors. spelling is
jargon or - Language Spelling is correct.
conversational tone. lacks clarity or correct. - Language is
includes the clear and
use of some precise;
jargon or sentences
conversational display
tone. consistently
strong, varied
structure.

B. Reflect on the personal attributes of a professional teacher. Which of these do you have?
Don’t have? Any personal plan of action for your growth?

Taking It To The Net

A. Surf the internet for at least 5 inspirational quotes on teachers. Reflect on them.
Personal Reflection
Inspirational Quotes

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.

THE ELEMENTS OF TEACHING AND LEARNING

(THE LEARNING ENVIRONMENT)

I. INTRODUCTION
The learning environment consists of the physical environment as well as the psychological
atmosphere or the socio-emotional climate which is mainly a product of the interaction and
relationship between teacher and students and among the students.

II. LEARNING OUTCOMES

 Describe a facilitative learning environment by means of a narrative report

III. COURSE CONTENT

Lesson 3
THE ELEMENTS OF TEACHING AND LEARNING
The Learning Environment

IV. LEARNING EXPERIENCE/S

Learning Environment consist of Physical, Psychological and Socio Environment where teaching
and learning takes place in most effective and productive manner.

DEVELOPED BY: JESS M. ARCEO 7

 The Physical Environment consists of physical condition of the classroom, arrangement of the
furniture, seating arrangement, and the classroom temperature and lightning. As it is well explained that
students loved to learn especially when the environment during the lesson will already clean, lighted,
ventilated, quite classroom, and spacious enough to move.
The Psychological Climate includes the safety of the students in the hand of the school and the
teacher. On how they respect for diversity, the engagement between student and the school, the social
support of the adults and the social support of the parents to their students through leadership with other
learners. And lastly, the Teaching and learning.
In facilitating the learners, teachers must know how students comfortable with the environment
and how students act and interact with other people inside the learning environment. It is the environment
who can help learners and teachers more comfortable and have a good ambiance for them to learn to each
other.
According to Pine and Horne (1990) described the learning environment that facilitates learning. It
is an environment:
 Which encourages people to be active
A psychological classroom which supportive learnings engages in the learning process. Such as
the activities from the classroom who made by the learners through their learning progress.
 Which promotes and facilities the individual’s discovery of the personal meaning of idea
It means that it is not imposed by the teacher rather than by the learners through their experiences
considering the uniqueness of individuals.
 Which emphasizes the uniquely personal and subjective nature of learning
Every learner is unique. Whereas, learners have the different ability and skills might not the same
as others therefore, find something that can be relate to the common uniqueness of the learners.
 In which difference is good and desirable
there is respect for diversity. To be different does not mean to be deficient. Where, as a teacher,
you are able to know and adapt the environment you have and think of what will be the
advantages and disadvantages for them to make more creative more than they expect.
 Which consistently recognizes people’s right to make mistakes
Learners feel at ease and learn beast when mistake are welcome because they recognize as part of
the learning process. As it is very well said that, there is nobody’s perfect in this world but let you
be perfect for it will build self-confidence.
 Which tolerates ambiguity
this leads to openness to ideas and prevents teachers and learners alike to be judgmental.
 In which evaluation is a cooperative process with emphasis on self-evaluation
the makes evaluation less threatening. The learners are not alone when he evaluates learning. He
is with a group. His or her progress is seen against his or her targets not against the performance
of his or her classmates.
 Which encourages openness of self rather than concealment of self
People feel at ease and so aren’t be afraid to be transparent.
 In which people feel they are respected
Everyone is convinced of the inner or dignity of each individual and so it is easy to respect
everyone.
 In which people feel they are accepted
There is a sense of self belongingness.
 Which permits confrontation
Since learners feel at ease and feel they are accepted, they are not afraid to confront themselves.
 A conducive learning environment is necessary in the full development of the cognitive and
appetitive faculties of the learner.
His senses, instincts, imagination, memory feelings, emotions and will.

FOR ELABORATIVE LEARNING

A. Does the learning environment totally condition the learner? If I am surrounded by bullies in
class, does that mean that automatically I will be a bully, too? Explain your answer.

DEVELOPED BY: JESS M. ARCEO 8

 B. By means of a pictograph, visualize conditions of a learning atmosphere that is conducive for
learning. (For a sample of a pictograph, refer to Principles and Strategies of Teaching 2, p. 105
written by Corpuz, et al.

C. Comparison and Contrast of the Learning Environment

A conducive learning environment does not happen by any chance. In whatever level it is intended to, it
must be tailored to the specific needs of the learners. This is the bottom line of this activity – to stimulate
your desire to make the learning environment as conducive as it can be.
Compare and contrast the learning environment specially designed for (1) Pre-School (2) High
School and (3) College. Present your work through a data matrix chart.
Physical Environment

Preschool High School College

Regular Classroom

Comfort Room

Bulletin Board

Playgrounds

Library

V. ASSESSMENT

A Narrative Report of the Survey

Wanting to make your classroom a dream one is not impossible. It is within your power. This
activity will challenge you to make it so.
Make a survey of your school building (near you) to find out the extent to which the facilities and
its structure cater to the enhancement of the students’ engagement. Then reflect on how your
contribution may be counted in. Record your survey in a narrative form.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 You can submit the soft copy of your requirement in my email [email protected]
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty
Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
 Copied answer in the internet will not be recorded.
 Submit your requirements/activities on or before September 21, 2020.

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.
Internet
https://www.researchgate.net/publication/305119918_A_Facilitative_Learning_Environment/link/5
7830e0e08ae01f736e8f456/download

DEVELOPED BY: JESS M. ARCEO 9