NAZARET, SHIELA MARIE E.
PRINCIPLES 1 – UNIT 1 CHAPTER 3 (The Learning Environment)
1. How safety, relationships, and teaching – learning as cited above affect the
psychology and climate in the classroom?
- In addition to conductive physical environment, the favorable school climates
include these three (3):
SAFETY - When students feel safe, they are better able to focus on learning,
which in turn leads to increased academic achievement; Students who
feel unsafe at school are less engaged in classroom activities and
have higher rates of absenteeism. Conversely, students who feel safe
exhibit fewer depressive symptoms, 10 have fewer conduct problems, and
are more likely to have positive peer interactions.
RELATIONSHIPS - Promote Academic Success with Positive Student-Teacher
Relationships; Avoid Behavior Problems through Healthy Student-Teacher
Relationships; Help Develop Self-Worth and Improved Student Mental
Health.
- Positive student relationships are fundamental to success. When
students feel supported, they're more likely to engage in learning and have
better academic outcomes. Plus, when students have positive interactions
with teachers, they have fewer behavioral problems.
TEACHING – (e.g. social, emotional, ethical and civic learning; support for
learning and professional relationships) It enhances students' critical
thinking skills. Teaching in a classroom gives students the opportunity to
engage in live discussions in which they are forced to use their critical
thinking skills to formulate opinions or arguments.
2. Acts of bullying in the classroom and their effects on teaching – learning.
The three types of bullying students can experience are direct bullying, indirect
bullying, and cyberbullying. Within these categories lie verbal, physical, and social or
relational bullying.
Direct bullying - is a combination of both verbal and physical bullying. Verbal bullying
involves spoken comments or written information that is emotionally
damaging to the targeted student. Physical bullying consists of physically
harming a student or their possessions. An example of direct bullying is
hitting a student while also calling them rude names or using foul language.
Indirect bullying - is mainly verbal and is experienced frequently in schools. An example of
such behavior would be a student spreading false information about another
student with the intent to cause humiliation.
Cyberbullying - The rise of technology has taken bullying to the
internet. Cyberbullying is when students use email or social media
platforms like Facebook to write damaging content. A 2015 Centers for
Disease Control study found that 15.5% of high school students are
cyberbullied, while 24% of middle schoolers are cyberbullied.
A common form of cyberbullying is sharing a student's private
photos or videos without their consent. This form of bullying is more
insidious and often takes place off school grounds, so it is more difficult for
teachers to detect and address.
EFFECTS of BULLYING
Kids who are bullied often suffer academically, too. Bullied kids struggle to
focus on their schoolwork. In fact, slipping grades is one of the first signs that a child is
being bullied. Kids also may be so pre-occupied by bullying that they forget about
assignments or have difficulty paying attention in class.
Additionally, bullied kids may skip school or classes to avoid being bullied. This
practice also can result is falling grades. And when grades begin to drop this adds to the
stress levels the bullied child is already experiencing.
Bullying during formative school years can have long-lasting effects. Students
who are bullied may have poor academic performance as their interest and participation
in school decreases, and unexplained injuries and self-destructive behavior can occur. A
2016 National Center for Educational Statistics survey reveals that 14% of bullied
students struggle academically.
Emotional effects include struggles with low self-esteem, insomnia, depression,
and suicidal thoughts and actions. In addition, students who are bullied are twice as likely
to suffer from health problems, such as stomach issues or headaches.
Bullying does not only impact the students, but also their family and classmates.
Feeling powerless and confused, parents and other family members of bullying
targets may experience depression, anxiety, and stress-related illnesses. Some parents
become overprotective of their children if they feel they "failed" to protect them. Friends
and classmates of the student who is bullied may feel powerless to help, guilt over not
standing up for the target, and fearful of becoming the next target.
GROUP ACTIVITY
1. Compose a song/verse that describe(s) a conductive learning environment.
“The learning environment, a place therefore, where people feel they
are respected and accepted for who they are and for what they say and
do is a conducive atmosphere of learning. “
2. Is a conducive learning environment noise-free? Explain your answer.
- In a way, yes, a conducive learning environment can be considered
noise-free, since as the name suggests, conducive environments are free from
any form of intimidation and frustration, therefore enabling an exchange of ideas
without any obstructions. Since the intimidation and frustration are omitted in such
an environment, the 'noise', which sometimes consists of unnecessary remarks, or
in some cases, derogatory terms which hinders a person's willingness to share
their ideas, is also eliminated.
FOR REASEARCH
1. Research on the characteristics of a child-friendly school. Report your findings to
the class.
- A rights-based, child-friendly school has two basic characteristics: it is
child-seeking and child-centered. Teachers are the single most important
factor in creating an effective and inclusive classroom. Child-friendly
schools aim to develop a learning environment in which children are
motivated and able to learn. Staff members are friendly and welcoming to
children and attend to all their health and safety needs. Teacher training is
a central part of encouraging a child friendly and inclusive school
environment.
- Almost all primary schools are far from being ready to serve the needs of
children with disabilities and, until recently, teacher training institutions were
not providing courses in special needs education. There is also a need to
encourage established teachers to reconsider their perceptions of children
coming from rural and remote communities. The more teachers believe
they can implement inclusive practices on a concrete and pragmatic level,
the more positive their attitudes towards inclusion are.
- A supportive educational and community environment that is inclusive,
healthy, friendly, protective and rights based.
- The school has a safe, civil, healthy, and intellectually stimulating
learning environment. Students feel respected and connected with the
staff and are engaged in learning. Instruction is personalized and small
learning environments increase student contact with teachers.
- A clear and shared focus.
- High standards and expectations for all students.
- Effective school leadership.
- High levels of collaboration and communication.
- Curriculum, instruction, and assessments aligned with state standards.
- Frequent monitoring of learning and teaching.
2. Research on socio-emotional learning (SEL). How does this relate to conducive
learning environment?
- Social emotional learning (SEL) is a methodology that helps students of all
ages to better comprehend their emotions, to feel those emotions fully, and
demonstrate empathy for others.
- By providing a kind environment, it helps to encourage optimal brain
development as well as social connection and collaboration. In other words,
SEL affects learning by shaping children's developing neural circuitry,
particularly the executive functions.
- Social-emotional learning has practical benefits for the classroom by
teaching students to regulate their emotions, pay attention, and work well
with their peers. But it does a lot more than that: SEL has been shown to
boost students’ test scores and grades, promote on-time graduation and
college enrollment, increase students’ financial earnings as adults, and
support their mental and physical well-being.
- It is a gradual, integrative method via which youngsters accumulate the
capability to understand, experience, express, and control feelings and to
broaden significant relationships with others.
- Positive social and emotional development is important. This development
influences a child's self-confidence, empathy, the ability to develop
meaningful and lasting friendships and partnerships, and a sense of
importance and value to those around him/her.
FOR ELLABORATIVE LEARNING
1. 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.
- I would say NO. It is true that the learning environment affects the students
to an extent, but it is not a thing that can impact a student who is determined to learn
and is dedicated towards their studies. Being surrounded by bullies, does not mean
that you will also end up being a bully, it might turn you into a better person when you
see them harassing others and you might even find the courage to stand up to them
for someone whom you really respect or consider to be a good friend. Your learning
environment will condition you, but you cannot blame being a bully on those around
you, otherwise you might as well give in to peer pressure too. If you are surrounded by
bullies in class, they aren't your friends. However, being surrounded by them could
make you become somewhat like them because we are influenced heavily by the
people around us. BUT YOU ARE IN CONTROL OF YOURSELF whether or not you
will follow and be like other students who bullies your other classmates. If you don’t
want to become a bully, be polite when you interact with them but not too friendly.
Keep them at a distance but be careful not to give off a negative vibe. One should
watch his/her body language and try not to appear judgmental. Make a very conscious
effort to not be influenced by those bully type of students around you.
Don't let yourself get played by society. In other word's define YOU. You have an
obligation to live how your heart, conscience, & mind tell you to. Unless you are
completely out of control of your senses then you know right from wrong.
2. By means of a pictograph, visualize the conditions of a learning atmosphere
that is conducive to learning. (For sample of a pictograph, refer to, p. 105
written by Corpuz, et al.
UNIT II – CHAPTER 1 (PRINCIPLES of LEARNING)
FOR ELABORATIVE LEARNING – GROUP ACTIVITY
1. Round robin. Prepare the nine principles of learning for six or seven groups
(depending on the size of the class). Each group must be given the nine principles
on rolled paper put in a small box from which to draw during the group activity. Let
each student draw a paper from the box, read and explain the principle to the small
group. This will go on simultaneously for all small groups. The students in the
small group help one another explain the principles to ensure learning.
THE NINE (9) PRINCIPLES of LEARNING:
1. Learning is an experience which occurs inside the learner and is activated by the
learner
- This means that learning will not take place unless the learner her/himself
allows it to happen in his/her mind. It is not primarily controlled by the
teacher, rather on the learners' wants, interests and motivation to learn. In
real classroom setting, the teacher must engage learners in activities that
are connected to their lives.
- The process of learning is primarily controlled by the learner and not by the
teacher. Learning is not only a function of what a teacher does 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.
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.
3. Learning (behavioral change) is a consequence of experience.
- This principle states one of the saying that says “experience is the best
teacher”. Because of the experienced of the individual, a learning or
behavioral change occurs. This showcases the role of experience of the
learning process of an individual.
- 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
- We don’t have to experience everything 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.
- Learners will learn more if they are given chances to work together and
share ideas; cooperative approaches are enabling. Through such
approaches people learn to define goals, to plan to interact and to try group
arrangements in problem solving.
- Teacher should make use more of cooperative and collaborative
approaches. This way, students are taught to live together and learn
independently.
5. Learning is an evolutionary process
- This principle states that behavioral change or learning requires time and
patience. In here, learning is associated in a step-by-step process that
happened in a span of time. It is like an evolution, a certain development
that happens through time.
- Change takes time, 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
- This principle states that an individual could learn by undergoing a painful
process; hence “no pain, no gain”. There are some parts of learning that
requires painful experiences; but one could learn through these
experiences. An example for this is changing the way of an individual’s
lifestyle to a new one, such as quitting to smoke. This could be painful to an
individual allowing him/herself to forget something and learn to do the new
one
- Behavioral change often calls for giving up the old and comfortable ways of
believing, thinking, and valuing. If growth is to occur, pain is often
necessary. However, the pain of breaking away from the old and
comfortable is usually followed by appreciation and pleasure in the
discovery of an evolving idea of changing self.
7. One of the richest resources for learning is the learner himself.
- This principle states that the first element for the learning to be successful
is the learner himself. The success of the learning is dependent upon the
interest of the learner as well as in his/her capability to learn.
- In a day and age when so much emphasis is being places 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.
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.
8. The process of learning is emotional as well as intellectual
- This principle states that learning undergoes emotional as well as
intellectual processes. As learning is affected by the total sate of the
individual, one’s emotional attributes take parts on the learning
development. Learning is an intellectual process as what had been learned
is stored in one’s mind or intellect.
- 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 conditions in a
group for learning to occur, people must come before purpose.
9. The process of problem solving, and learning is highly unique and individual.
- This principle states that learning processes are highly engaged in problem
solving wherein what was learned can eventually be used in order to solve
problems. Upon problem-solving processes, the tendency to learn more is
also possible.
- 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 learning.
2. Illustrate each principle with a pictograph.
3. Present Thorndike’s law of learning by way of a graphic organizer.
THORNDIKE’S LAW OF
LEARNING
(1932)
Learning takes place properly 1. LAW OF
Learning is strengthened
when it results in satisfaction and EFFECT
when accompanied by a
the learner derives pleasure out pleasant or satisfying feeling
of it
Learning is weakened when
associated with an
unpleasant feeling
2. LAW OF
EXERCISE
Things most often repeated
are best remembered Students do not learn
complex tasks in a single
session
3. LAW OF
READINESS Individuals learn best when they are
physically, mentally, & emotionally
ready to learn, and they do not learn
well if they see no reason for learning.
Things learned first create a 4. LAW OF What is taught must be right the first
strong impression PRIMACY time
Things more recently
5. LAW OF
learned are best
RECENCY
remembered
The more intense the material
6. LAW OF
taught, the more it is likely
INTENSITY
learfned
7. LAW OF
FREDOOM
The greater the freedom Things freely learned are best
enjoyed by the students in the learned
class, the greater is the
intellectual & moral
advancement enjoyed by them
FOR INDIVIDUAL WORK
Based on the nine (9) principles of learning, do metaphorical thinking by completing this
statement:
“Learning is like making new friends.”
(Share your metaphorical statement with the class.)
- Learning is like making new friends, they provide advice, input, and humor
in our lives. When we learn new things, we get some similar benefits. We get
advice from books and movies we learn from; and when we learn new things,
we can get that same excitement that we can get from new friends.
TAKING IT TO THE NET
There are other principles of learning. Research on them.
Some of the most important principles of learning are as follows:
1. Learning is considered as the acquisition of knowledge, habits, skills, abilities, and
attitudes through the interaction of the whole individual and his total environment.
Responses are considered an integral part of the unified self in meeting life’s
demands.
2. Learning is meaningful if it is organized in such a way as to emphasize and call for
understanding, insight, initiative, and cooperation. When the learner can gain
insight or understanding into the learning situation, then and only then will learning
take place. Understanding is an organizing, synthesizing process that integrates
experiences into larger meaningful units.
3. Learning is facilitated by motives or drives. Needs, interests, and goals are
fundamental to the learning process. If the individual has to learn, he must have
some goal to be accomplished. Learning is best when the learner knows and
understands his motive in learning.
4. Learning is facilitated by the law of readiness or mindset. Learning does not occur
unless the learner is ready to act or to learn. When a person is ready to learn, he
learns more effectively and with greater satisfaction than when unprepared. When
a person feels ready to act and is prevented from doing so, he feels annoyed.
Mental set is conductive to effective learning.
5. Learning is facilitated by the law of exercise. Practice and exercise are so
common that they are universally accepted as an active means of learning. Lack
of practice or exercise causes memory of learned materials weaken; and in
general, the longer the period of disuse, the greater the loss. We learn and retain
by exercise and forget through disuse.
6. Learning is facilitated by the law of effect. The law of effect pertains to the
influence of satisfying or unsatisfying feeling tones that accompany a response
and either strengthen or weaken that response. When the learner finds the correct
answer to a question, he feels pleased about his achievement and the connection
is consequently strengthened. A feeling of satisfaction fixes a response, whereas
a feeling of annoyance tends to destroy it.
7. Learning is facilitated by the law of belongingness. When the learner perceives
the relationship of facts presented, the speed of learning is greatly increased. In
other that learning, in the classroom will be more meaningful to the learner, it must
be related in some way to his previous knowledge. It must belong to the context of
learning the learner has already achieved.
8. Learning is facilitated when the teacher provides the learner with the proper
stimuli and guides and uses the principle of conditioning or associating those
learning functions that need to be made automatic for most effective learning.
Automatic responses are of prime importance in the formation of new habits or
skills for they increase power and lessen fatigue. They serve as time-and-energy-
saving habits.
9. Learning “is conditioned by the attitude of the learner, the environmental
conditions conducive to learning, and the attitude and skill of the teacher in setting
the stage for learning, which includes teaching skill itself. Learning is most
effective in an atmosphere of security and belonging.
10. Learning difficulty is due to many factors within the learner himself. The most
common factors which affect the learning process are the intellectual, physical,
emotional, and social factors. All these factors may be found in the individual himself.
11. Learning is effective when more senses are utilized by the learner. The
combination of seeing and hearing with touch, taste, and smell will facilitate the
learning and understanding of the ‘learning situation. The use of different senses will
also add electiveness in causing learning to be meaningful and functional.
12. Learning is effective when it is made functional and aided by understanding
derived from experience. The experiences of the pupil when utilized by the teacher
will add to the understanding of the learning situation. Experiences and other
material devices are often used in teaching to give meaning and understanding to the
learner. The maturity and intelligence of the learner will determine the need for
supplemental experience and other instructional devices.
