Do The Following As Directed

This document discusses several factors that affect the teaching-learning process: 1. Academic qualifications and teaching experience positively impact teacher effectiveness and student achievement. Experience and teaching in a supportive environment leads to greater learning gains. 2. Characteristics of learners must be considered to design tailored instruction that meets their personal, academic, social, and cognitive needs. 3. Additional teacher variables discussed include interests in teaching, patience, emotional intelligence, age, motivation, and cultural values in the community regarding learning practices. Gender differences become less important when teacher behaviors and attitudes are taken into account.

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Do The Following As Directed

Uploaded by

eddie semblante

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Eddie Semblante MAT-FIL

Rizal Memorial Colleges

Graduate School
Educ. 106 (Seminar in Teacher-Learner Relation)
Learning Task 4

Do the following as directed.

1. Define learning.

For me and many students, learning typically involves reading

textbooks, attending lectures, or doing research in the library or online.
While seeing information and then writing it down is important, actually
putting new knowledge and skills into practice can be one of the best ways
to improve learning.

2. Why are characteristics of the learners important in managing teaching-

learning process?

Learner characteristics are important for instructional designers as

they allow them to design and create tailored instructions for a target
group learner characteristics can be personal, academic, social, emotional,
and/or cognitive in nature.

3. Discuss the following teacher-variables that affect the teaching-learning

process.

3.1. Academic Qualification of Teachers:

The two most important qualifications to be a teacher are a bachelor's degree and
an additional teaching certification. Certification is a requirement for those seeking to
teach K-12 students in a public school.

3.2. Experience:

Teaching experience is positively associated with student achievement gains

throughout a teacher’s career. Gains in teacher effectiveness associated with experience
are steepest in teachers’ initial years, but continue to be significant as teachers reach the
second, and often third, decades of their careers. As teachers gain experience, their
students not only learn more, as measured by standardized tests, they are also more
likely to do better on other measures of success, such as school attendance. Teachers’
effectiveness increases at a greater rate when they teach in a supportive and collegial
working environment, and when they accumulate experience in the same grade level,
subject, or district. More-experienced teachers support greater student learning for their
colleagues and their school, as well as for their own students.

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3.3. Interests:

They like to communicate with others: to teach, give advice, help, or otherwise be
of service to others. Have artistic interests. They like work activities that deal with artistic
forms, designs, and patterns. They prefer work which allows for self-expression.

3.4. Patience:

Patience is a virtue. The most important quality that a teacher should have is
patience. A great teacher is very patient with their students and their parents to deal with
the same questions and problems over and over again. You never give up on your
students and would try out new ways to help them succeed in school.

3.5. Intelligence & Aptitude:

Highly emotional intelligent teachers tend to motivate their students better and

understand their students' behavioral and psychological wellbeing. They can also be more
sensitive towards their students 'disruptive behaviors, academic performance and
relationship management. And having the enthusiastic characteristic more basically
develop the aptitude and greatness of a teacher.

3.6. Gender:

The effect of teacher gender becomes insignificant once teacher behaviors and

attitudes are taken into account. Teacher beliefs about male and female ability in all
subjects and social, as well as how teachers treat boys and girls in the classroom, matter
more than teacher's own gender.

3.7. Age:

The maturated-age group presents a promising source of potential teachers. An

empirical study in the U.S. shows that older novice teachers, who were older than the age
of 25, were less likely to leave low-income schools compared to their younger
counterparts and age-appropriate learning is all about adapting to a child's level of
understanding, identifying the readiness of a child to learn, and then following the best-
suited method of teaching. ... This social and emotional foundation sets the stage for more
complex learning when kids are older, not vice versa.

3.8. Motivation:

Motivation is not only important in its own right; it is also an important predictor of
learning and achievement. Students who are more motivated to learn persist longer,
produce higher quality effort, learn more deeply, and perform better in classes and on
standardized test.

4. Conduct interview on cultural values in your own community that affect

learning.
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Example: MAG STUDY NGA I-HUMOL ANG TIIL SA PLANGGANA NGA NAAY TUBIG
This practice was believed by many students to be of help to them
specially when they memorize their lesson.