3. A. The Teacher
“ Teachers, like leaves, everywhere abound.
Effective teachers, like fruits, are rarely found.”
An effective teacher is one who has honed his
skills in the art of teaching. He demonstrate
proficiency in the use of language, adopts varied
teaching strategies, recognizes change, applies
innovations, revises techniques for optimum
results, and allows himself to be guided by
acknowledged principles and theories.
4. B. The learner
The learner is the subject of the schooling
process. Without him, the educational system will
not exist. The learner is a person who is receiving
instruction or lessons from a particular teacher.
There are two classifications of the
learners, namely: pupil and student. The term
pupil is applied to a child in the elementary level
and the term student is applied to one attending
an educational institution above the elementary
level.
5. C. The Classroom
The classroom is a place where formal
learning occurs. This could be a standard
classroom with a standard measurement or an
outdoor space where both the teacher and the
pupils/students are interacting. The important
thing is that, it is a place that can offer a
wholesome venue for learning activities which
can be realized only in an atmosphere
conducive to both teaching and learning
process.
6. D. The Curriculum
The term comes from the Latin root
currere which means “to run”. In educational
usage, the “course of the race”, became
“course of study”.
7. E. Materials of Instruction
Materials of instruction refer to the various
resources available to the teachers and learners
which help facilitate instruction and learning.
These materials represent elements found in the
environment and which are meant to help
students understand and explain reality.
8. F. Administration
Administration is defined as the organization,
direction, coordination and control of human
and material resources to achieve desire ends.
According to Moehlman, administration is
exercised in a series of closely related and
complementary specializations or activities. He
calls this phase of administration the executive
activity which he defines as all the acts or
processes required to make policies and
procedures effective.
9. Roles of a teacher:
1. Manager - He is responsible for the effective
management of his course from the start
to the finish.
The teacher carries throughout the day
systematic activities to develop pupils
cognitive, psychomotor and effective
aspects of the teaching-learning process.
10. 2. Counselor
- Every teacher is a guidance
teacher.
He acts as guidance counselor
where the pupils beset by
problems teacher comfort and
make pupils feel they have a
ready shoulder to cry on.
11. 3. Motivator
- encourage and motivate
pupils to study well and
behave properly in and
outside the classroom.
12. 4. Leader
- A leader directs, coaches, supports
and delegates depending on the
need of the situation.
Teacher should also be aware that to
be a good leader he must first be a
good follower.
13. 5. Model
- A teacher is an example.
He serves a s model to his pupils.
Pupils idolize teacher.
The teacher must look his best all the
time. Master his lessons share his
interest in the children’s welfare.
14. 6. Public Relations Specialist
- The credibility
of the school is attributed most of
the time to the ways the teacher
deal with people outside the school.
Like the schools benefactors,
parents of the pupils, church leaders,
government employees.
16. The Powerful Teacher
“I’ve come to a frightening
Conclusion that I am the decisive
element in the classroom. Its my
personal approach that creates the
climate. It’s my daily mood that makes
the weather. As a teacher, I possess a
tremendous power to make child’s life
miserable or joyous. I can be a tool of
torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that
decides whether a crisis will be escalated
or de-escalated and a child humanized
or de-humanized.
Haim Ginott
17. Teaching Is Both a Science and an
Art
Teaching involves imparting a body of
systematized knowledge. It affords the
development of a level of consciousness of
everything about the world and the totality of
facts about life. But more than knowledge about
realities, teaching also taps the performance
skills of the learners to make them physically,
intellectually, and socially equipped despite
varied interventions.
18. More than science, teaching is also an art. It must
provide avenues for achieving pleasure and delight
in
learning.
Every
learning
experience, therefore, must find its way to the
learner’s heart. Anything that is readily appreciated
because it meets the needs and interests of the
individual learners. As an art, teaching is a
continuous process responding to the demands of
the time and the changes in the learners’
perspective. It is never static, it adheres to novelty.
19. Garcia (1989) quoted Eisher (1983) when he pointed out a
couple of distinguishing marks between these two facts of
teaching.
Science
Art
1. Teaching as a science is primarily
directed to inform the head.
Therefore, teaching as a
science emphasizes the cognitive
and psychomotor aspects of
learning or simply the subject
matter that must be put across into
the learners’ level of awareness as
well as the skillful performance that
they should be able to develop in
and by themselves.
The knowledge and skill
they will acquire are indispensable
to their everyday living especially in
decision-making and in solving
crucial problems.
1. Teaching as an art is more suited
to satisfy the soul.
Therefore, teaching as an art
presupposes the need for the
learner to appreciate and improve
on whatever knowledge he has
gained and skills he has acquired.
Hence, this facet tends to give
more credence to the effective
aspects of learning.
20. Which
of the two is more important?
Both are equally important as far as the total
personality development of the learner is
concerned. It follows then that the learner must
know something before he can appreciate it.
He can never appreciate something that he
does not know of or something that does not
exist in him. Something is derived form
something, nothing can be taken from nothing.
21. 2. The second difference presents a more in-depth
perspective.
Teaching as a science views
the teacher as an academician as
well as a craftsmen.
As an academician, he is
pictured to be disciplined,
organized, systematic in his
teaching. As such he is expected
to:
a) have a mastery of
the
subject matter and,
b) organize it well in a
form that is comprehensible to
is learners.
As a craftsman, he has
a
repertoire
of
teaching
methods and is quite skillful in
their use.
Teaching as an art goes
beyond the prescribed level of
instruction. This facet views the
teacher as an novator, one who
is willing to modify and to create
new forms of teaching.
The teachers’ artistry comes
in when they consider the
varying mixture of these young
people and through processes
that are basically intuitive build
up meaningful programs of
study for them. These teachers
belive teaching reqiures an
ability to see through and
respond to individual differences
among the learners.
22. Teaching as a science
Teaching as an art looks at
regards teaching as mechanical teaching as a dynamic and
and routinized in order to imaginative process.
make it more systematic and
more efficient
Teaching as an art makes
Teaching as a science teaching more relevant and
calls for skillful teaching.
responsive to the learner’s
needs, interests, and abilities.
Teaching an art is
Teaching as a science destined to come out with
aims at optimum efficiency something novel or innovative.
devoid of creating something
new.
23. Test
Essay:
1.Why teaching considered a noble profession?
2. Why do you want to be a teacher?
3. Why teaching considered both science and an
art?
4. Explain the essence of the poem, “The Powerful
Teacher’’
5. Explain:
a. “Education is life not a preparation for life”
b. When I hear, I forget
When I see, I remember
When I do, I understand
Mrs. Soledad Celestial
