First Semester: A.Y.

2024-2025
PRINCIPLES OF TEACHING (PRINTEACH)

MOD/LESSON 2
THE LEARNERS AND THE LEARNING ENVIRONMENT

INTRODUCTION
Hello dear preservice teachers and future LPTs! Teachers and learners are the key participants
in the teaching-learning process. Learners are the primary/core subject or the central focus of
teaching and learning whereas teachers are the prime movers of the educative process. Moreover,
teaching is an activity that follows and guides the facilitation of learning in a CONTEXT, typically, in the
school or in the classroom. This module will stir your mind so that some concepts about the learners
and the learning environment will surface and so will inspire you to help nurture your future students
in a conducive learning space. It is hoped that you will be able to confirm, recast or enrich your own
beliefs about your future professional roles as you deal with your clients or learners.

TOPIC OUTLINE
A. Part One: The Learners
1. Learner’s Natural Attributes
2. Learner’s Basic Faculties
3. Learner’s Seven (7) Varying Attributes
4. Howard Gardner’s Nine (9) Multiple Intelligences
5. Fleming and Mill’s VARK Learning Style Model
B. Part Two: The Learning Environment
1. Definition of Learning Environment
2. Physical Learning Environment
3. Psychological Learning Environment
4. A Facilitative Learning Environment

LEARNING OUTCOMES
At the end of three hours of employing your self-directed learning and our joint exploration of
module/lesson 2, you are expected to:

∙ explain the varying attributes and learning styles of the students;

∙ cite classroom situations that apply MIs and VARK models to address learners’ diversity;

∙ discuss the importance of creating a learning environment conducive to learning; and ∙

identify the factors that promote a conducive learning environment.

PRE-DISCUSSION/MOTIVATION/SCHEMA ACTIVATION/STARTER ACTIVITY

Instructions: Answer in one sentence ONLY each of these questions:
Questions Responses

1. In one word or concept, describe yourself as a learner

and in one sentence only, explain why.

2. As a learner, how do you function in the diverse and

multi cultural world?
 3. How do you process facts and information?

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CONTENT/DISCUSSION/LECTURE

I. THE LEARNERS AND THEIR VARYING ATTRIBUTES

After gaining various insights about teaching and the teacher, we will try to know more about
the persons to whom we address our efforts in teaching. Let’s explore the world of the LEARNER. In
the succeeding topics, we will familiarize ourselves with the learner’s natural attributes, basic
faculties, varying attributes, learning styles, and Multiple Intelligences.

A. The Learners as Embodied Spirits/Learners’ Physical (Body) and Spiritual (Soul) Attributes
Students are born with biological attributes, show physical abilities such as strength, agility,
dexterity and express physiological needs like hunger, sleepiness, fatigue, & thirst. Similarly, they are
born with intellectual and reasoning abilities that enable them to exercise freewill. They can learn
great thoughts, rationalize, ask questions & answer, express their feelings, thoughts & preferences.
Read the scenario below as an application of the said learners’ attributes.
The Learners w/ Body and Soul
Case: My children have strong desire to learn. They spend sleepless nights studying their
lessons, doing assignments and passing exams. They are very active in recitation and in group tasks
sharing their thoughts and asking questions. However, I’m worried they might get sick for they miss
regular meals and do not get enough and good rest. As a parent, I give them full support: school
needs, nutritious food, vitamins, advise to relax and take a rest when there is time. I believe there is
more than their dreams-what their souls long to aspire for they are equally physical beings.
B. The Learners’ Basic Faculties
Learners are equipped with cognitive and appetitive faculties. The cognitive faculty includes
the five senses, instincts, imagination, memory, and intellect. The five senses or the learners’ ability
to see, smell, hear, touch and taste allow the learners to have sensory experiences that may be
developed by using varied activities and audio-visual and multi-sensory IMs. The more senses that are
involved in learning, the better the learning becomes. Instinct or the impulse or natural tendency to
respond to stimuli is evident among the learners in the form of any of the following:
1. Curiosity- is the instinct to know the unknown and see the unseen. This can be stimulated
by asking effective questions and using engaging activities.
2. Construction- is the instinct to create something out of anything. This is enhanced by
engaging the learners in activities and tasks that require them to produce, create, or
organize.
3. Acquisition- is the instinct to acquire/possess objects, giving rise to ownership which can be
developed by providing activities and tasks that build on students’ learning.
4. Gregariousness- is the instinct to develop social sense and promote group unity which can
be enhanced by employing collaborative and cooperative activities and tasks such as pair,
small group or whole class.
5. Self-assertion-is the instinct to affirm one’s own superiority and develop self-confidence
such as questioning, debate, argumentation, etc.
6. Combat- is the instinct to fight with others and protect/defend oneself which can be
converted into positive behaviors such as involving them in sports and physical activities.
Moreover, imagination is the learners’ ability to form mental representations of material
objects/ideas which are not present to the senses. Its types include:
 1. Effectuative- which combines information together to form new concepts and ideas.

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2.
Intellectual or Constructive- is utilized when developing hypotheses from different pieces of
information or issues
3. Imaginative Fantasy- is used in creating stories, pictures, poems, stage-plays, etc. 4.
Empathy- helps a person know emotionally what others are experiencing from their frame
and reference.
The learners’ memory is their ability to retain, recall and recognize past mental acts. It may be
improved by:
1. Visualization- or the creation of a mental image to represent an idea, that is what is thought
of when presented a heart, a cross, a home, etc.
2. Rehearsal and elaboration- the repeated/recurrent encounter with a learning material such
as reviewing, relearning, overlearning and elaborating/extending the sense of the material
such as explaining, relating it to other topics, discipline, or to one’s life.
3. Mnemonic devices- such as acronyms like MDAS in math, acronyms in science, etc. 4. Multi-
coding-using textual, visual, auditory, or kinaesthetic dimension of a learning material such as
video and dramatization.
5. Thinking aloud- the vocalization of a thought or idea such as when orally explaining a
procedure or when reviewing aloud.
6. Acting out- the use of movements to express a thought or an idea such as vocabulary
words.
The learners’ intellect is their ability to engage in cognitive processes such as forming ideas, concepts
and principles, reasoning out and making judgement. As learners mature, they experience vast
concept formations and they modify and enrich early concepts learned. For instance, a plus sign in
Math may be interpreted by a Kinder pupil as a symbol of faith or Papa Jesus, a high school student
may figure it out as an algebraic symbol, while a student in business may interpret it as an increase in
profit or sales. Likewise, trees may be interpreted by business persons as capital for investments
whereas environmentalists may figure them out as potent sources of life survival and must be taken
care of.
In addition, learners have appetitive faculty that is evident in their feelings and emotions and
rational will. From learning activities and materials, students develop emotions (happiness, sadness,
surprise, fear, anger, disgust, etc.) and express feelings (joy, pain, bored, excited, hungry, sleepy, etc.)
indicated through their behavior and affect.
Teachers must consider students’ appetite or needs to serve the appetitive faculty. They must also
give students the chance to exercise their freewill and be guided in making choices.
C. Learners’ Seven (7) Varying Attributes
The learners vary in seven attributes namely:
1. Physical attributes- refer to the outward attributes or nature of the learners including height,
weight, physique, poise, personal appearance, etc. These are considered in designing seat
plan, preparing students’ physical profile, assigning physical activities, and others.
2. Personality- refers to the student’s personal character as indicated by habits, attitudes, and
values such as being introvert, extrovert or outgoing, straightforward, simple, etc. This may be
improved by conducting school and homeroom activities, offering Personality Development
subject, and by integrating values in different activities, subjects and lessons.
3. Ability- is the learners’ capacity to understand, interpret, assimilate, and apply information.
Learners’ low ability may be addressed by conducting remedial classes, holding summer
remedial/bridging classes, employing peer/partner learning between tutor- one with higher
academic ability and tutee-one needing learning support, talking to the parents about the
student’s performance, or requiring the student to repeat, by referring the learner to
 specialists of learners with special need.
4. Aptitude- refers to the student’s innate talent or gift or a natural capacity to learn certain skills
such as singing, dancing, writing, drawing, sewing, etc. This is developed by designing varied
developmental and assessment activities, organizing various school clubs, and others.

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5.
Interest- refers to attraction or strong appeal for something. Lessons that give them the chance to
express their deep feelings for objects or actions will be more meaningful and easily absorbed.
6. Attitudes – students’ unique way of thinking and reacting. Positive attitudes developed among
learners include:
a. Curiosity- students are at all times eager to learn.
b. Responsibility- they pursue assigned task to completion despite personal constraints.
They are accountable to their actions and decisions.
c. Creativity- being imaginative that they can think of new ways of arriving at solutions to
their problems. They can innovate procedures and techniques.
d. Persistence- students sustain interest in a learning activity not mindful of the extra time
and effort being spent.
7. Family and Cultural Background- students who come from different socioeconomic
background/status manifest a wide range of behaviour due to differences in upbringing
practices. Socioeconomic status is a person or group’s social standing or class measured as a
combination of education, income and occupation. There are those who come from low,
middle/average or high social class which may serve as basis in the provision of scholarship
grants or any other support such as feeding program, health, etc.
Family and cultural background also refers to home environment concerns such as: 1.
Communication about the school-parents’ interest and communication about their children is
evident in:
a. Frequent discussion with children regarding schoolwork
b. Giving encouragement to children regarding schoolwork
c. Providing resources to help children do schoolwork
2. Supervision- extent of monitoring and control of children’s behavior to optimize academic
achievement is evident in:
a. Supervising homework time
b. Monitoring children’s departure to and arrival from school
c. Monitoring what children do after school
d. Monitoring the group children go with in and outside school
e. Monitoring hours spent in watching television and using gadgets
3. Parenting style- or the way of parenthood or guardianship how families rear their children
a. Authoritarian parents- show low warmth but high control.
b. Authoritative parents- show high warmth and high control.
c. Permissive parents- show high warmth but low control.
d. Rejecting/Neglecting parents- show low warmth and low control.
4. In terms of family and cultural background, teachers should not set expectations for the
student’s family because of the many types of families nowadays. Instead, they should
avoid the phrases “your parents” or “your mother and father” but should use instead “your
family” when talking to students. In order to know more about and understand the
students’ family and cultural background, teachers may establish a stronger connection
with the learners’ family by:
a. holding parent-teacher assemblies, meetings, and conferences
b. having personal casual conversation with parents
c. conducting home visitation
d. using social media platforms: gc, fb, e-mail, etc.
e. sending formal letters
f. using communication notebooks, etc.
Overall, the seven varying attributes are:
 1. Physical attributes- height, weight, physique, appearance, etc.
2. Personality- introvert, extrovert, outgoing, straightforward, simple, etc.
3. Ability-understand, interpret, assimilate, and apply information.

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4. Aptitude- singing, dancing, writing, drawing, sewing, etc.

5. Interest- deep feelings for objects or actions will be more meaningful and easily absorbed.
6. Attitudes – curiosity, responsibility, creativity, persistence
7. Family and Cultural Background- family’s strong, weak, or no support at all for education

Filipino learners’ diversity is evident in these factors:

1. Learners’ needs as to gender, strengths, interests and experiences
2. Learners’ cultural backgrounds: linguistic, traditions, & religious
3. Learners’ family and socio-economic background
4. Learners with special needs: disabilities, giftedness and talents
5. Learners from indigenous group
6. Learners in difficult circumstances are the ones who:
a. are in places of geographic isolation such as far-flung/remote areas in mountainous or
coastal areas
b. with chronic illness such as cancer and other disabling diseases
c. displaced due to armed conflict and urban resettlement or disasters
d. victims of child abuse and child labor practices

D. The Learners’ Multiple Intelligences (MIs)

Alfred Binet is a French psychologist who introduced the concept of Intelligence
Quotient (IQ) model. The IQ was regarded as the 1) primary measure of a person’s learning
capacity; 2) the basis for categorizing individuals. This model limited the study of human
intelligence into linguistic and logical-mathematical dimensions only. That is why in 1983, Dr.
Howard Gardner, an educational psychologist at Harvard University presented the new
concept of intelligence as the ability to solve problems encountered in real life applying
different abilities, also known as the Multiple Intelligences (MIs) model which consists of the
following dimensions as shown on the table below:
Intelligence Descriptions Suggested Activities

1. Verbal-linguistic
∙ use and learn spoken and written ∙ word puzzle, listening,
or word smart
words effectively speaking and writing
activities
∙ have highly developed auditory
skills and often think in words
∙ like reading, playing word games,
making up poetry or stories
∙ can be taught by encouraging
them to say and see words, read
books together
∙ tools include computers, games,
multimedia, books, tape
recorders, and lecture
 2. Interpersonal or
∙ understand and learn best by ∙ pair, small or whole class
people/street
smart interacting with others; have activities
many friends, empathy for
others, street smarts
∙ can be taught through group
activities, seminars, dialogues
∙ promote collaboration and
cooperation
∙ tools include the telephone, audio
conferencing, time and attention
from the instructor, video

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conferencing, writing, computer

conferencing, E-mail

3. Logical
∙ learn by reasoning and problem ∙ number problems,
mathematical or
number smart solving playing chess, puzzles
∙ good in reasoning, calculating ∙
think conceptually, abstractly and
are able to see and explore patterns
and relationships
∙ like to experiment, solve puzzles,
ask cosmic questions; can be
taught through logic games,
investigations, mysteries
∙ need to learn and form concepts
before they can deal with details

4. Bodily-
∙ learn by interacting with the ∙ interpretative dance,
kinesthetic or
body smart environment dramatization, role
play, tableau,
∙ use the body effectively, like a
gymnastics
dancer or a surgeon; have a keen
sense of body awareness
∙ like movement, making things,
touching
∙ communicate well through body
language and can be taught
through physical activity, hands-
on learning, acting out, role
playing
∙ tools include equipment and real
objects
 5. Intrapersonal or
∙ learn through feelings, values and ∙ reflection, meditation,
self-smart
attitudes making judgment
∙ understanding one's own
interests, goals
∙ affective component of learning
by placing value on what is
learned and taking ownership of
it
∙ in tune with their inner feelings;
have wisdom, intuition and
motivation, as well as a strong
will, confidence and opinions
∙ can be taught through
independent study, reflection,
and introspection; tools include
books, creative materials,
diaries, privacy and time

6. Natural or nature
∙ Learn through classification, ∙ collecting realia or real
smart
categories, and hierarchies objects, making scrap
applied in all areas of study books of realia,
gardening, field trip,
∙ show natural concern,
nature observation
appreciation and fondness of
nature and its distinctions and
the outdoors
∙ can be taught through analysis,
description, introspection

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∙ tools include real objects, realia,

natural objects, and other
natural phenomena

7. Existentialist or
∙ learn by seeing the big picture ∙ ∙ leadership or role
role smart
see humankind in relation to the orientation, group
big picture of all existence dynamics
∙ seek connection to real world an
understanding and application
of new learning
find answers to the following:
∙ Why are we here?

∙ What is my role in the world?

 ∙ What is my place in my family,
school, and community?

8. Spatial-visual or
∙ learn visually and organize ideas ∙ sketching, drawing,
picture smart
spatially designing
∙ think in terms of physical space,
as do architects and sailors; very
aware of their environments
∙ like to draw, do jigsaw puzzles,
read maps, daydream; can be
taught through drawings, verbal
and physical imagery
∙ tools include models, graphics,
charts, photographs, drawings,
3- D modeling, video,
videoconferencing, television,
multimedia, texts with
pictures/charts/graphs

9. Musical or music
∙ learn through patterns, rhythms, ∙ singing, naming tunes,
smart
and music converting lesson
concepts into melodies
∙ show sensitivity to rhythm and
sound
∙ love music, and are also sensitive

to sounds in their environments ∙

may study better with music in the
background
∙ can be taught by turning lessons
into lyrics, speaking
rhythmically, tapping out time
∙ tools include musical
instruments, music, radio,
stereo, CD-ROM, multimedia

E. Learning Styles/VARK Model

These are the ways to best learn something. Each of us have different learning styles. Each learning
style has varied strategies. A set of learning styles popularized by Neil D. Fleming & Coleen E. Mills
(1992) is the model known as VARK: V-isual, A-uditory, R-eading/Writing, and K-inaesthetic.
1. Visual Learning Style- Learners with this learning style tend to:

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a.
Watch other people do the things that they need to know and how to do them. They
visualize their actions later on.
 b. As they read, they imagine or visualize what it would look like if it were happening in
real life or on TV.
c. Take note of the shape and color of the things that they want to remember.
d. Visualize telephone numbers and words in their mind.
e. Use charts, graphs, pictures
f. May be asked: “Would you mind giving me a diagram of how this works?”
2. Auditory Learning Style- Learners with this learning style tend to:
a. Read aloud information that they need to study or do.
b. Ask people to explain things to them that they don’t understand.
c. Call people on the phone instead of chatting to them.
d. Choose and enjoy a task where listening plays an important role.
e. Ask questions when they don’t understand something or need clarification. f.
Study with other people so that they can talk to them about the new information. g.
Repeat things right after they hear them in order to better remember them. h.
Choose a task/job that requires a lot of talking.
i. May be asked, “Could you explain to me how this works?” and “Let’s talk through this
together.”
3. Reading/Writing Learning Style- Learners with this learning style tend to:
a. Take good notes and read them later on.
b. Read instructions instead of having someone tell or show them how to do
something. c. Have people write down instructions for them to read.
d. Underline and take notes as they read along.
e. Get information through the written word.
f. Choose a task/job that requires reading.
g. Take notes when listening to instructions.
h. Write down the things that they need to do. Make lists. Keep a written schedule.
i. Get a task/job that involves writing.
j. May be asked: “Would you mind giving me written instructions of how this works?” and
“Please write down what they are saying about how this works.”
4. Kinesthetic Learning Style- Learners with this learning style tend to:
a. If given a choice, show to others that they know how to do something by showing them
how they do it.
b. Go on visits to places to see how things are actually done.
c. When they have to learn how to do something new, watch someone who is actually
doing it and ask him/her to coach them while they do it.
d. Choose a job that lets them work with their hands and move around.
e. May be asked: “I wonder if you could show me how this works?”

II. THE LEARNING ENVIRONMENT

A. NATURE OF THE LEARNING ENVIRONMENT
The Philippine educational system emphasizes the importance of the learning environment.
Schools aim “to protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where students learn in an environment which is CHILD-FRIENDLY
(learning space is a friend or can be trusted by all stakeholders), GENDER-SENSITIVE (respects male,
female and other sexual orientations), SAFE (accident-and danger-free whether physical or
psychological), and MOTIVATING (students will keep coming back, with less or no tardiness,
absenteeism, or dropout).” Conceptually, the learning environment refers to the diverse physical
locations, contexts, and cultures in which students learn. It is often used as a more accurate or
preferred alternative to classroom, which has more limited and traditional connotations—a room with
rows of desks and a chalkboard.
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Th
e learning environment being the diverse physical locations of schools may be remote or far flung
areas, congested urban areas, or the typical locations where classes are held such as typical
classroom, laboratory, audio-visual room, library; outdoor environments such as gymnasium, multi
purpose hall, corridors, hallways, playground; and outside of school such as itinerary during field trips,
excursions, schools of immersion program, OJT or internship, etc.
The learning environment also encompasses the diverse contexts or situations such as having
peace or terrorism, adequacy or lack of educational resources and support, and being public or
private educational system. It is also concerned with the culture of a school or class—its ethos and
characteristics, how individuals interact with and treat one another and the ways in which teachers
may organize an educational setting to facilitate learning.

B. CATEGORIES OF LEARNING ENVIRONMENT: PHYSICAL AND PSYCHOLOGICAL

1. PHYSICAL LEARNING ENVIRONMENT

The learning environment may be physical or psychological. The physical learning environment
is the physical condition of the school and the classroom that helps provide for the students’ safety,
comfort, and motivation in learning, whereas the psychological learning environment encompasses
the emotional and social conditions that enable the learners to feel accepted, respected and
supported.
The physical learning environment maintains facilities that address the students’ physical,
social, emotional, and psychological needs. The picture below shows the different school and
classroom facilities (#1-16) and each of their contributions (A-F) for the students’ learning and
development. The provision of these facilities must be adequate and complete.

As

mentioned earlier, the physical condition of the classroom helps provide for the students’ safety, comfort,
and motivation in learning. Its factors include temperature, lighting, and ventilation; cleanliness and
orderliness; arrangement of the furniture; and physical lay-out/seating arrangement.

∙ Temperature, Lighting & Ventilation

o Well-ventilated, spacious and adequately lighted classrooms help provide for students’
comfort, safety and ease to learn. These can be achieved through the provision and
non-blocking of natural and commercial sources of ventilation and lightings such as
doors and windows and fluorescent bulbs, electric fans and air-condition units.

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o
Classrooms must be noise-free from the surroundings; adjacent classroom must have
partition up to the ceiling and be double-walled.
 o Doors and windows must be opened /closed easily & be free from noise.
∙ Cleanliness and Orderliness
o Classrooms must be orderly and clean. The 5Ss model may be used:

▪ Sort- weeding or taking in and out of useful and not useful items

▪ Systematize- arranging needed items in proper places in the classroom

▪ Shine-cleaning or making the place neat, orderly and shine

▪ Standardize- labeling of materials and posting of rules, etc.

▪ Sustain- proactively maintaining the cleanliness, neatness and orderliness of the

room

∙ Arrangement of Furniture
o Table for demonstrations must be located in front of the room.
o Students’ chairs and tables are neatly arranged with enough spaces in- between for
ease in moving around.
o Display shelves for safekeeping of projects & collections are at the sides and must
not cover/block air and light sources.
o White/Black/Green boards in front used for teaching and illustrations are always
cleared. o Bulletin or Display Boards at the back/sides must be regularly updated to
serve their varied purposes such as:
▪ Instructional-decorated with subjects (English, Science, Math, etc.) and
regularly updated according to the current lessons.
▪ Informational-decorated and posted with important dates and events,
reminders, etc.
▪ Motivational-decorated and posted with students’ best works, achievements,
ranking, words/expressions/quotes of encouragements, etc.
▪ Decorative-posted with borders, colorful designs like pictures, mottoes,
birthdays, etc.

∙ Seating Arrangements
o Shall be flexible and allows for possible re-arrangement as the need arises or
depending upon the needs of the activities of the class and the methods used by the
teacher
PRINTEACH MOD/LESSON 2 Page 10 of 16

o
The picture below shows different seating arrangements ranging from the traditional to
the most highly interactive ones.

Overall, a conducive physical learning environment is well-ventilated, spacious, and

adequately lighted; is safe, clean and orderly; with properly-arranged furniture; and with flexible
seating arrangements. Having these qualities achieved will provide for:

∙ Maximum interaction between teachers and students and among students

∙ Students ease of movement throughout the classroom without unnecessary

distraction ∙ Teachers actively engaging students in learning

∙ Teachers chance to survey the whole class enabling them TO SEE and BE SEEN by all students.

∙ Personal space for teacher and student (not more than 7 meters away from the teacher
standing in front)
∙ Students being able to see presentations and materials posted in the

classroom. ∙ Other considerations:

o Seating students in rows facilitates on-task behavior and academic learning; whereas more
open arrangements, such as clusters, facilitate social exchanges among them
o Strategically arranging the classroom to limit student contact in high traffic areas o The
traffic pattern in the classroom allows the teacher to be in close physical proximity to high
maintenance students or students with special needs or behavior problems must be NEAR the
teacher’s desk for monitoring and to facilitate teacher delivery of positive statements when
compliant or otherwise appropriate behaviors are exhibited.

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 2. PSYCHOLOGICAL LEARNING ENVIRONMENT
The psychological learning environment encompasses the emotional and social atmosphere or
climate that ensures students’ sense of well-being, belonging, and personal safety in the hand of the
school and of the teacher. It promotes inclusivity where the principle of acceptance is practiced so
that students will feel accepted, respected and supported. The picture below (Maslow’ HLN) shows
the focus of learners’ attention according to their unmet varied needs. This condition may be caused
and may contribute to the quality of atmosphere/climate that may prevail in school and in the
classroom.

Educator

s, teachers and professors alike may do so much in creating a conducive psychological learning
environment that radiates a positive school or classroom climate. These are some principles to
consider:
1. Teachers should develop and reinforce classroom rules and norms in order to: a. Create
predictable (pag may rules, alam na kung anong climate/atmosphere sa school or classroom
kase alam ng mga students kung ano and expected at not expected na behaviour na dapat
nilang ipakita), safe and friendly learning environment for all students. b. Give students CLEAR
boundaries (DON’Ts-unexpected or undesirable behaviors) and OPPORTUNITIES (DO’s-
expected or desirable behaviors) to practice self-regulation and make good choices to focus
better on learning.
c. Classroom rules to develop must be:
1) KISS-kept short and simple that students may easily understand and follow
a) Example: Respect everyone and everything.
2) Expressed positively; not negatively.
a) Example: No ID, no entry. (This sounds harsh, state it in the positive as: Thank you
for wearing your ID at all times.
3) Class rules must be consistent with the school rules.
d. Classroom rules may be reinforced by:
1) Orienting and familiarizing the class about the rules.
2) Rehearsing/practicing the class of the rules.

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 3) Posting the rules in strategic places in school and in the classroom.
4) Reminding the class regularly of the school and class rules.
5) Providing students of the copy of documents/records where school and class rules are
written.
2. Teachers must promote positive peer relationships by:
a. Reinforcing casual positive interactions between students on a daily basis.
1) Example: Fe, is it okay for you to help Jen in going to the clinic?
b. Planning relationship-building activities and games that encourage positive interactions in
order for students to get to know each other better.
c. Pay attention to the class social dynamics by knowing the following:
a) Do some students have trouble making friends? Do some students have trouble
getting along with others? Who has a lot of friends? Who has few friends?
b) Interviewing students one-on-one can help teachers identify students that have
stronger or weaker social connections. It can inform seating arrangement plan,
guide grouping & pairing decisions, & help students form new networks of friends.
d. Have class meetings or Homeroom Guidance in order to provide a safe environment in
which students can discuss topics that are important to them. Teacher and students can
get to know each other better and build relationships through open discussions on
subjects like: Following Rules, How to Get Help, Including Others at Free time, Addressing
Class Conflicts, etc. This helps create a positive classroom climate built on trust and
respect.
3. Teachers must nurture positive relationships WITH ALL students by:
a. Greeting/Addressing all students by name; that is, full or nick name for students in kinder,
elementary or high school, last name in high school or college, and Mr. or Ms. in college.
Never ever call students by name based on their physical or any negative attributes, such
as cutipie, sexy, kuba, unano, bulol, bobo, bopol, tiktak utak, etc.
b. Using warm, inclusive behaviors using open body language including the face, eyes, and
body, and positive words each day. Shed Duchenne smile!
c. Asking students personal questions that will help get to know them and what’s happening in
their lives outside of school. This is not to be privy or play “Maritess syndrome” about
students’ lives but to provide support and intervention based on the students’ negative
experiences. As the saying goes, “It is the little conversations that build the relationships
and make an impact on each student’s life.”
d. Noticing changes in students’ physical and emotional behaviors. Changes may indicate a
student is in need of additional emotional support. Provide or find support for that student
as needed.
e. Spending and keeping track of individual time with each one of the students like dismissal,
before class time, cleaners’ time, free time during extra-curricular activities, etc. as ideal
and precious moments to know more about the students.

3. A FACILITATIVE LEARNING ENVIRONMENT (Pine & Horne, 1990)

In facilitating the learning and learners, teachers must know how students act and interact
with other people inside the learning environment. It is the environment that can help learners and
teachers more comfortable and have a good ambiance for them to learn and know one another.
According to Pine and Horne (1990), a learning environment that facilitates learning is an
environment that:

∙ Encourages students to be active

o a psychological classroom which is supportive of learning engages students in the
learning process.
∙ Promotes and facilitates the individual’s discovery of the personal meaning of idea. o

Considers the uniqueness of individuals and how the lesson may be related to their life ∙
 Emphasizes the uniquely personal and subjective nature of learning.
o Every learner is unique and has each own learning pace and style.

PRINTEACH MOD/LESSON 2 Page 13 of 16

o Find something that can be related to the common uniqueness of the learners. ∙
Recognizes that difference is good and desirable
o There is respect for diversity
∙ Recognizes people’s right to make mistakes
o Learners feel at ease and learn best when mistakes are welcome because they
recognize it as part of the learning process
∙ Tolerates ambiguity
o Leads to openness to ideas
o Prevents teachers and learners alike to be judgmental
∙ Evaluation is a cooperative process with emphasis on self-evaluation.
o Makes evaluation less threatening and not a punishment.
∙ Encourages openness of self rather than concealment of self
o Not afraid to be transparent
∙ Students feel they are respected
o Considers the dignity of each individual
∙ Students feel they are accepted

There is a sense of self belongingness

DISCUSSION
1. Based on the same video demo lesson, how does the teacher address learners’
diversity at the beginning, lesson proper and assessment part of the lesson
development? (Video link: https://youtu.be/fbv28mOl4FE?si=7bbQi82Z4-I7vmg1)
____________________________________________________________________
____________________________________________________________________
2. What are the factors that contribute in building a conducive learning environment
and why?
_______________________________________________________________________
_______________________________________________________________________

ASSIGNMENT/ASSESSMENT

A. PERFORMANCE: Activity: Making an Infographic

Instructions: Create an Infographic highlighting a conducive learning environment with emphasis

on both the physical & psychological aspects.

“An infographic is a collection of imagery, charts, and minimal text that gives an easy-to-
understand overview of a topic. As in the given example, infographics use striking, engaging
visuals to communicate information quickly and clearly.”
PRINTEACH MOD/LESSON 2 Page 14 of 16

B.
TRADITIONAL/OBJECTIVE ASSESSMENT
∙ Be ready for a short quiz.

PRINTEACH MOD/LESSON 2 Page 15 of 16

REFERENCES/RESOURCES

∙ Corpuz, B.B. & Salandanan, G. (2014) Principles and Strategies of Teaching. Quezon City:
Lorimar Publishing.
∙ Serrano, E.D. & Paez, ARM. (2015). Principles of Teaching 1. Quezo City: ADRIANA PUBLISHING
CO., INC.

Prepared by:

Faculty, ProfEd Department

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