FIELD STUDY 2

Chapter 1
Principles of Learning
"The ability to learn is the most significant activity of man."

Introduction
The learning of our students is our foremost concern. How T do we define learning? Learning is the
acquisition of a knowledge-base used with fluency to make sense of the world, solve problems and
make decisions.

Let us break the long definition for analysis. The key words are: 1) acquisition of a knowledge-base,
2) fluency, and 3) make sense of the world, 4) solve problems and 5) make decisions. The definition
implies that learning begins with knowledge acquisition. This knowledge learned must be used with
ease or fluency because it has been mastered. This knowledge is applied in problem solving, in
decision-making and in making meaning of this world. Knowledge that is just acquired without being
utilized is what American philosopher North Whitehead referred to as "inert ideas". These are "ideas
that are merely received into the mind without being utilised, or tested, or thrown into fresh
combinations
Principles of Learning
By knowing some principles on how learning takes place, we will be guided on how to teach. Below
are some principles of learning from Horne and Pine (1990):
1. Learning is an experience which occurs inside the learner and is activated by the learner.
The process of learning is primarily controlled by the learner and not by the teacher (group leader)...
Learning is not only a function of what a teacher does to, or says to, or provides for a learner. More
significantly, learning has to do with something which happens in the unique world of the learner. It
flourishes in a situation in which teaching is seen as a facilitating process that assists people to
explore and discover the personal meaning of events for them.
No one directly teaches anyone anything of significance... People learn what they want to learn, they
see what they want to see and hear what they want to hear. When we create an atmosphere in which
people are free to explore ideas in dialogue and through interaction with other people, we educate
them. Very little learning takes place without personal involvement and meaning on the part of the
learner. Unless what is being taught has personal meaning for the individual, he will shut it out from
his field of perception. People forget most of the content "taught" to them and retain only the content
which they use in their work or content which is relevant to them personally. Then it must be wise to
engage the learners in an activity that is connected to their life experiences. It is unwise to impose
learning on our students. No amount of imposition can cause student learning.
2. Learning is the discovery of the personal meaning and relevance of ideas. Students more
readily internalize and implement concepts and ideas which are relevant to their needs and problems.
Learning is a process which requires the exploration of ideas in relation to self and community so that
people can determine what their needs are, what goals they would like to formulate, what issues they
would like to discuss and what content they would like to learn. Within broad programmatic
boundaries, what is relevant and meaningful is decided by the learner, and must be discovered by the
learner.
It is necessary that teacher relates lessons to the needs, interests and problems of the learners.
3. Learning (behavioral change) is a consequence of experience. People become responsible
when they have really assumed responsibility; they become independent when they have
experienced independent behavior; they become able when they have experienced success; they
begin to feel important when they are important to somebody; they feel liked when someone likes
them. People do not change their behavior merely because someone tells them to do so or tells them
how to change. For effective learning, giving information is not enough, e.g., people become
responsible and independent not from having other people tell them that they should be responsible
and independent but from having experienced authentic responsibility and independence.
If experience is the best teacher, then a teacher should make use of experiential learning.
Experiential learning makes use of direct as well as vicarious experiences. We don't have to
experience everything in order to learn. We learn from other people's experiences, too, good as well
as not so good experiences.
4. Learning is a cooperative and collaborative process. Cooperation fosters learning. "Two heads
are better than one." People enjoy functioning independently but they also enjoy functioning
interdependently. The interactive process appears to "scratch and kick" people's curiosity, potential,
and creativity. Many times you are reminded of something because of what you hear from the group.
Cooperative approaches are enabling. Through such approaches people learn to define goals, to plan
to interact and to try group arrangements in problem solving. Paradoxically, people invest themselves
in collaborative group approaches they develop a firmer sense of their own identification. They begin
to realize that they count, that they have something to give and to learn. Problems which are
identified and delineated through cooperative interaction appear to challenge and to stretch people to
produce creative solutions and to become more creative individuals.
Teacher should make use more of cooperative and collaborative approaches. This way, students are
taught to live together and learn interdependently.
5. Learning is an evolutionary process. Behavioral change requires time and patience... Implicit in
all the principles and conditions for learning is an evolutionary model of learning. Learning situations
characterized by free and open communication, confrontation, acceptance, respect, the right to make
mistakes, self-revelation, cooperation and collaboration, ambiguity, shared evaluation, active and
personal involvement, freedom from threat, and trust in the self are evolutionary in nature.
Change takes time. Let us not expect results overnight. Rome was not built in one day. Then as
teachers and learners, let us learn to be patient. Things that are worthwhile in life take time.
6. Learning is sometimes a painful process. Behavioral change often calls for giving up the old
and comfortable ways of believing, thinking, and valuing. It is not easy to discard familiar ways of
doing things and incorporate new behavior. It is often "downright" uncomfortable to share one's self
openly, to put one's ideas under the microscope of a group, and to genuinely confront other people. If
growth is to occur, pain is often necessary. However, the pain of breaking away from the old and the
comfortable is usually followed by appreciation and pleasure in the discovery of an evolving idea of a
changing self.
It may be good to make our students realize that learning is a difficult task. It is accompanied by
sacrifice, inconvenience and discomfort. But it leads to inner joy.
7. One of the richest resources for learning is the learner himself. In a day and age when so
much emphasis is being placed upon instructional media, books and speakers as resources for
learning, we tend to overlook perhaps the richest source of all the learner himself. Each individual has
an accumulation of experiences, ideas, feelings and attitudes which comprise a rich vein of material
for problem solving and learning. All too often this vein is barely tapped. Situations which enable
people to become open to themselves, to draw upon their personal collection of data, and to share
their data in cooperative interaction with others maximize learning.
As a teacher, you must draw these learners' ideas, feelings and experiences. You midwife the birth of
ideas.
8. The process of learning is emotional as well as intellectual. Learning is affected by the total
state of the individual. People are feeling beings as well as thinking beings and when their feelings
and thoughts are in harmony, learning is maximized. To create the optimal come before purpose.
Regardless of the purpose of a group, it cannot be effectively accomplished when other things get in
the way. If the purpose of the group is to design and carry out some tasks, it will not be optimally
achieved if people in the group are fighting and working against each other. If the purpose of the
group is to discuss current issues and problems in a given field with reason and honesty, then it will
not be achieved if people are afraid to communicate openly. Barriers to communication exist in people
and before we conduct "official business," не need to work with the people problems that may exist in
a group. It might be said that in any group, regardless of the people problems which exist, enough
group intellectual capacity remains intact for members of the group to acquire information and skills.
However, to maximize the acquisition and internalization of ideas it seems reasonable that the people
problems would have to be dealt with first.
As teachers, let us appeal to our students' intellect as well as to their emotions.
9. The process of problem solving and learning is highly unique and individual. Each person
has his own unique styles of learning and solving problems. Some personal styles of learning and
problem solving are highly effective, other styles are not as effective, and still others may be
ineffective. We need to assist people to define and to make explicit to themselves the approaches
they ordinarily use so that they can become more effective in problem solving and learning. As people
become more aware of how they learn and solve problems and become exposed to alternative
models used by other people, they can refine and modify their personal styles so that these can be
employed more effectively. (Source: Gerald J. Pine and Peter J. Horne. (1990).
It pays to allow students to learn in accordance with their unique learning styles and multiple
intelligences.
Laws of Learning
It is worth including other principles / laws of learning by Thorndike (1932). Give the teaching
implications of the following laws of Thorndike:
Law of Effect
 Learning is strengthened when accompanied by a pleasant or satisfying feeling.
 Learning is weakened when associated with an unpleasant feeling.
 Learning takes places properly when it results in satisfaction and the learner derives pleasure
out of it.
Law of Exercise
 Things most often repeated are best remembered.
 Students do not learn complex tasks in a single session.
Law of Readiness
Individuals learn best when they are physically, mentally, and emotionally ready to learn, and
they do not learn well if they see no reason for learning.
Additional Laws (Principles)
Law of Primacy
 Things learned first create a strong impression.
 What is taught must be right the first time.
Law of Recency
Things most recently learned are best remembered.
Law of Intensity
The more intense the material taught, the more it is likely learned.
Law of Freedom
 Things freely learned are best learned.
 The greater the freedom enjoyed by the students in the class, the greater is the intellectual and
moral advancement enjoyed by them.

Summary
We teach effectively when we consider how learning takes place as stated in the following principles
of learning.
Only the learner can learn for himself. It is wise to make him/her do the learning activity
himself/herself.
Learning is discovering the meaning and relevance of ideas. Let's relate what we teach to the life
experiences and needs of the learners.
Learning (behavioral change) comes as result of experience. Let us make learners go through the
experience of learning, if feasible. If not, learning from other people's experiences as recorded in
history will suffice.
Cooperative and collaborative learning are enabling. Let us use more collaborative and cooperative
approaches in the classroom.
Learning does not take place overnight. Like the process of evolution, it is gradual. Let us be patient.
Learning takes time.
Learning poses inconvenience, discomfort, giving up our old ways of thinking and doing things
because something new is far better.
Very much forgotten is the fact that the learner is one of the richest resources of learning. Consult
him/her.
Learning is not only a cerebral process. It is not only thinking but also feeling. It involves the heart. In
fact, learning takes place best when our hearts are stricken.
No two individuals learn in the same way. Each person has a unique way of learning. Let us not
impose our way of learning on others. Let us give considerations to multiple intelligence and varied
learning styles.
Thorndike's laws/ principles of learning are still relevant. The primary laws include 1) the law of
exercise, 2) the law of effect and 3) the law of readiness. Other laws are the: 1) law of primacy, 2) law
of recency, 3) law of intensity and the 4) law of freedom.

CHAPTER 2
The Teacher
"Teachers open the door. You enter by yourself."
-Chinese proverb
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...he/she 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 a 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). He/She 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 he/she is an expert in what he/she teaches (subject matter knowledge),
and in how he/she 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 practices 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)
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 expressions 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 makes
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 dictates that they
stick to the truth, to the extent of accepting what they do not know about the lesson. Mistakes and
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 and colleagues. They catch
students' attention and keep them focused on the topic, to soothe their feelings 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 tolerate such
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.

The National Competency-Based Teacher Standards

The National Competency-Based Teacher Standards (NCBTS) that you discussed in one of your
courses, The Teaching Profession, sums up the professional and personal traits of a professional
teacher. You may want to refer to them again.
 Chapter 3
The Learning Environment
"To heredity, the child owes his possibilities. However, to environment, he owes the realization of
these possibilities.
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.
Physical Environment
The physical environment includes the physical condition of the classroom, the arrangement of
furniture, seating arrangement, the classroom temperature and lighting.
We enjoy learning in a neat, tidy, orderly, spacious, well-lighted, well-ventilated and quiet classroom.
We can't learn in dirty, topsy-turvy, warm, poorly ventilated and noisy classrooms. How should the
environment be structured for effective teaching and learning? (One Chapter is devoted to managing
the physical environment in Unit IV).
Psychological Climate
Let us not forget that equally important, if not more important, is the psychological atmosphere or
climate that reigns in the classroom. Researchers agree that in addition to conducive physical
environment, the favorable school climate includes:
1. Safety (e.g. rules and norms; physical safety; social-emotional safety)
2. Relationships (e.g. respect for diversity; school connectedness/engagement; social support- adults;
social support students; leadership); and
3. Teaching and learning (e.g. social, emotional, ethical and civic learning;

Pine and Horne (1990) described a facilitative learning environment for learning. It is one:
1. which encourages people to be active. A psychological classroom environment which is
supportive of learning engages the learners in the learning process.
2. which promotes and facilitates the individual's discovery of the personal meaning of idea.
Meaning is not imposed by teacher. This is personally arrived at by the learners considering the
uniqueness of their experiences.
3. which emphasizes the uniquely personal and subjective nature of learning. Every learner is
unique.
4. in which difference is good and desirable. There is respect for diversity. To be different does not
mean to be deficient.
5. which consistently recognizes people's right to make mistakes. Learners feel at ease and
learn best when mistakes are welcome because they are recognized as part and parcel of the
learning process.
6. which tolerates ambiguity. This leads to openness to ideas and prevents teacher and learners
alike to be judgmental.
7. in which evaluation is a cooperative process with emphasis on self-evaluation. This makes
evaluation less threatening. The learner is not alone when he evaluates learning; he is with a group.
His/her progress is seen against his/her targets not against the performance of his/her classmates.
8. which encourages openness of self rather than concealment of self. People feel at ease and
so aren't afraid to be transparent.
9. in which people are encouraged to trust in themselves as well as in external sources. There
is a strong social support and it is not difficult to trust others.
10. in which people feel they are respected. Everyone is convinced of the inner worth/dignity of
each individual and so it is easy to respect everyone.
11. in which people feel they are accepted. There is a sense of belongingness.
12. which permits confrontation. Since learners feel at ease and feel they are accepted, they are
not afraid to confront themselves.
13. provides conducive learning environment necessary in the full development of the
cognitive and appetitive faculties of the learner. These include his/her senses, instincts,
imagination, memory, feelings, emotions and will.

Unit Summary
The learner is an embodied spirit. He/She is not just a body, neither just a spirit. What happens to the
body happens also to the spirit, Likewise, what happens to the spirit affects the body.
The learner is equipped with faculties or powers-cognitive and affective. His/Her cognitive powers
include the external five senses, the internal senses of imagination and memory and the
spiritual/mental power of the intellect. The acts of his/her intellect are conception, judgment and
reasoning. His/Her appetitive faculties are feelings, emotions and will.
The exercise of these cognitive and appetitive powers with which every leaner is fundamentally
equipped varies from learner to learner on account of his/her ability, aptitude, interest, home
background, and attitude. In other words, the cognitive and appetitive powers are common to all
learners. They differ, however, in the quality of the demonstration of these powers as a result of their
different abilities, aptitudes, interests, home background and attitudes and values.
The learners' multiple intelligences and varied learning styles make them even more different from
one another. This is not to mention the differences added by the integration of children with special
needs and children of the indigenous peoples' groups in the classroom.
The competent and committed teacher facilitates learning.
"He/She opens the door. The learner enters by himself/herself." He/She is a "licensed professional
teacher who possesses dignity and reputation with high moral values as well as technical and
professional competence". His/Her passion for teaching, sense of humor, patience and enthusiasm
and other positive personal attributes make him/her a true facilitator of learning.
His/Her competence enables him/her to manage the learning environment to create an atmosphere
conducive for learning.
The learning environment is a product of the physical, psychological as well as social atmosphere
created by the interaction between teacher and the learners and among the learners themselves. The
physical features of the classroom which include space, location, lighting, ventilation, order, tidiness
and noise level exert influence on the teaching-learning process.
How much learning will take place depends ultimately on the learner. Whether or not he/she develops
his potentials as a genius to the fullest is ultimately up to him/her. It is his/her free choice.
A conducive learning environment is necessary in the full development of the cognitive and appetitive
faculties of the learner-his/her senses, instincts, imagination, memory, feelings, emotions and will.