Module 2: Components of Teaching/Learning

Introduction:

What are the components of effective Teaching? Before one can answer this, it is
important that the term teaching be defined. Many authors view teaching as organized,
purposeful and deliberate efforts designed to bring about certain specifically desirable ends in an
individual. Teachers must know what teaching is, because his concept of teaching guides his
behavior and his own interpretation of teaching becomes essential to his performance as teacher.
It serves as his guide as well as direction in every classroom work, he conducts for his students.
According to Navarro, et al, teaching is an activity that is not really new to the education
of students as they have been exposed to it since they first enrolled. Teaching and learning are
two aspects of the process called Education. Learning is the expected end of teaching in a school
setting. Hence, teaching has always been directed at learning.
Education in health care today, both patient education and health related education is a
topic of utmost interest to health workers in every stetting in which they practice. Teaching is a
major aspect of the health professional role. This chapter clarifies the broad purposes, goals, and
benefits of teaching-learning process.
Aquino (1974) identified six important elements or factors of teaching-learning process:
teacher; learner; classroom; curriculum; materials of instruction and administration.

Objectives:
After the lesson, you are expected to learn the following
1. Identify the components of effective teaching.
2. Enumerate the personal and professional qualities of an effective teacher.
3. Differentiate the components of effective teaching/learning.

LESSON 1: The Teacher

An effective teacher is one who has honed his skills in the art of teaching.
He demonstrates proficiency in the use of language, adopts varied teaching
strategies, recognizes changes, applies innovations, revises techniques for
optimum results, and allow himself to be guided by acknowledged principles and
theories of education.
More than knowledge and skills, an effective teacher is compassionate and
understanding. He gives allowance for personal limitations. He looks at every
learner as a unique individual with peculiar needs and interest. An effective
teacher is one who allows himself to grow professionally. His efficient
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performance is always a result of his educational preparation including attendance
at seminars and workshops.
A teacher can be effective if he has mastery of the subject matter, in which
case, he must be an authority on the subject he is teaching. A teacher can only
speak with authority on anything about which he has acquired familiarity.

Personal Qualities of an Effective Teacher

1. Pleasing personal appearance, manner, courtesy, pleasant voice.
2. Intelligence, emotional stability and self-control
3. Sympathy, kindness, helpfulness, patience
4. Integrity, trustworthiness, honesty, loyalty
5. Flexibility, creativity, resourcefulness
6. Sociability, friendliness, cooperativeness,
7. Fairness, impartiality, tolerance, and
8. Sense of humor, cheerfulness, enthusiasm.

Roles of teachers in the classroom.

1. Manager. As manager, the teacher is responsible for effective management
of his class from start to end of class. The teacher carries throughout the
day systematic activities to develop the learners cognitive, psychomotor,
and affective aspects of the teaching and learning process. The learner’s
eagerness and interest to participate in all the earning activities prepared
and conducted by the teachers in the classroom is a manifestation of an
orderly classroom management by the teacher as manager.
2. Counselor. Every teacher is a guidance counselor. He acts as counselor to
his learner especially when the learners are beset by problems. Teacher
comfort and make the learner feel they have a ready shoulder to cry on.
The teacher religiously keeps tab of all the activities of the learner under his
care, carefully noting important information regarding the learner’s moods,
health, and progress in their studies that will help him assess the overall
performance of the learners.
3. Motivator. Encouraging and motivating learners to study well and behave
properly in and outside the classroom is an enormous task. The teacher
should use effective ways of awaken the drives and motives of learners as
he knows fully well the role played by motivation in the learning of the
learners. Motivation sets the mood for learning. It enlivens the interest of
the learners and gets them more involved in the class activities.
4. Leader. A leader directs, coaches, supports, and delegates depending on
the needs of the situation. A leader is always looked upon as somebody
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dependable and responsible. A teacher always assumes the position of a
leader and he has credible in this regard. The teacher should set the
example to emphasize his role of being the leader. He should also be aware
that to be a good leader, he must first be a good follower.
5. Model. A teacher is an exemplar. He serves as model to his learners. As a
model the teacher must look his best all the time, master his lesson, show
his interest in the learners welfare, show good behavior and inculcate good
work and attitudes, especially during trying moments inside the classroom;
be fair in dealing with learners and exhibit good judgement .
6. Public Relations Specialist. The credibility of the school is attributed most of
the time to the ways the teachers deal with people outside the school, like
the school’s benefactors, parents, church leaders, government employees
and others. He will be able to solicit important donations in cash and in kind
for the development of both the school and learners. The teacher who has
good public relations will always make a name for his school.
7. Parent-surrogate. The teachers are parents of the learners. Parents have a
feeling of security knowing that their children are in good hands. Added to
their main function of developing the learners intellectually, teachers are
also expected to train the learners socialy and emotionally and to looked
after their physical and mental well-being. In school, teachers take over the
role of parents, attending to the needs of the learners, and offering them
the comforts away from home. He guarantees that the individual right of
the learners to education and safety are respected.
8. Facilitator. The teacher is the facilitator of learning. The learners must be
given the chance to discuss things under the close supervision and
monitoring of the teacher. The teacher prepares guidelines which will serve
as the focus of discussion and activities. He allows learners to discuss
spontaneously with only his very minimal affirmation and confirmation.
9. Instructor. The main function of the teacher is instruction. To effectively
carry out this aspect of teaching, the pre-service education of the teachers
must be more than adequate to prepare them for a job involving varied
responsibilities.

LESSON 2: The Learner

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The Learner is the subject of the teaching/learning 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 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.
To make teaching effective and learning productive, the teacher must know
the nature of the child to be motivated, directed, guided, and evaluated.
To understand the child, the teacher must know:
a. The child as biological organism with needs, abilities, and
goals.
b. The social and psychological environment
c. The cultural forces of which he is part.
The learners differ from one another physically, intellectually, socially, and
emotionally. Every learner is a unique personality, separate and distinct
from rest. The teacher takes into account the learners varied interests,
intellectual preparedness, emotional stability, and task readiness along with
his levels of aptitude and degree of maturity.

LESSON 3: 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 learners are interacting. The important things are that, it
is a place that can offer wholesome venue for learning activities which can be
realized only in an atmosphere conducive to both teaching and learning process.
A good classroom is conducive to the teaching-learning process because:
a. Its activities are well-organized.
b. There is mutual sharing of responsibility in establishing and maintaining
a state of order and democratic living; and
c. Pleasant and hygienic conditions prevail.
A good classroom has a stimulating climate- one that results not only from
desirable physical surroundings and healthful conditions but also from
social relationship and emotional attitudes.
Classroom Environment encompasses Four factors

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1. Physical Environment. This includes the location, size, shape, construction
of the room itself; the furniture in the room; instructional supplies or
resources for learning; provisions for lighting, heating and ventilating;
acoustics of the room; provision of sanitation, cleanliness, and orderliness.
2. Intellectual Climate. This refers to patterns of behavior, the interaction
pattern, qualities of interaction, and attributes that help the learners think
clearly, critically and creatively. The general atmosphere should be
characterized by intellectual activities and pursuits for excellence.

The teacher should understand that problem-solving develops

through several stages , which include; recognizing problems;
collecting all the facts that bear on the problem; and forming
tentative solutions and trying out the tentative solutions to see
whether they work .

The teacher is creating an intellectual environment in which the

learners are free to work out under guidance the solutions to their
own problems and thus, grow in the ability to be intelligent, self-
directing citizens.

3. Social Climate. There are three types of social climate existing in the
classroom:
a. Autocratic climate, the teacher makes all the important decisions,
directs all the activities and evaluates learners progress in terms of
arbitrary standards. There is very little communication between the
teacher and the learners hence, learners find little opportunity in tis
type of climate for initiative, participation in group planning or self-
evaluation.
b. Laissez-faire climate, each learner operates as an individual, strives
for recognition of his own achievement, and develops little regard
for the rights and accomplishments of others. In this climate, the
human relationships are in terms of co-action rather than
interaction, there is little emphasis in group living.
c. Democratic climate, the goals are established by group participation
and plans are made on the basis of cooperative teamwork resulting
from a wide circle of communication. The role of the teacher in this
kind of climate is neither that of dictator nor of an interested
spectator but that of a mature person responsible for guiding the
performance of the children as they work out goals, plan activities,
and evaluate achievements.
4. Emotional Climate. This pertains to the emotional adjustment and mental
health of the learners. To foster the right kind of emotional climate, the
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teacher must see that the personality needs of the learner are met in the
classroom. The learner needs to feel secure in his group. He must have
opportunities to make decision and become increasingly self-directing. It is
only the effective teacher who can provide these opportunities.

LESSON 4: 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.”
The academic curriculum refers to the formal list of courses offered by a
school.
The extra curriculum refers to those planned but voluntary activities that
are sponsored by a school, such as sports, drama, or social clubs.
The hidden curriculum refers to those unplanned learning activities that are
a natural by-product of school life. (rules, regulations, and routines, to which the
school must adapt).

Curriculum, therefore, can be viewed as having two mutually inclusive

components, namely;
a. The blueprint or master plan of selected and organized learning content
which can be referred to as “curriculum” per se and
b. The actual implementation of this plan through contrived experiences in
the classroom which is called instruction (Palma, 1992)

LESSON 5: The 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.
The effective use also of non-book materials in the teaching-learning
process will capture the students interest and develop good attitude towards the
topic being discussed.

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The non-book materials refer to the other members of the instructional
media family that should be a part of the library collections but somehow are
housed in another place called the instructional learning center.
Types of the audio-visual aids commonly used include the following:
1. Two-dimensional Materials. Any visual appearing to have height and
width.
a. Flat picture
b. Graphics
2. Three-dimensional Materials. Visual materials appearing to have depth
or thickness in addition to height and width. Examples are the following:
a. Model
b. Realia
c. Mock-up
d. Diorama
e. Puppets
3. Audio-recording Materials. These auditory materials are used to provide
learning experiences of specific type – experiences of pure listening.
a. Recordings
b. Radio
4. Projected Materials. These are materials which use a machine for
throwing images on the screen as form a transparent slides or motion
picture film.
a. Still projection
b. Motion projection.
c. LCD projection
d. Education Television.

LESSON 6: The Administration

Administration is defined as the organization, direction, coordination and

control of human and material resources to achieve desired 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.
The principal function of the administration is to provide optimum
educational opportunities for all learners in school. Among these are the school
plant, equipment and supplies, finance, curriculum, faculty, and other support
personnel.
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Functions of administrator:
1. Seeing that all school money is economically expanded and accounted
for,
2. Preparing the school budget;
3. Selecting and purchasing school sites,
4. Planning, erecting and equipping the school buildings
5. Operating the school plant and keeping it in an excellent state of repair,
6. Selecting, training and supervising teachers;
7. Providing supplies;
8. Providing textbooks;
9. Assisting in curriculum construction;
10. Organizing an instructional program;
11. Keeping the public informed of the aims, accomplishments and needs of
the schools, and
12. Keeping school records and accounts.