The Professional Teacher

PREPARED BY:
MICHAEL DAVE M. NALAGON, LPT
Professor
The Professional Teacher
• “ a licensed professional to , who possesses the 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;
• Went through four-to-five years of rigorous academic preparation in
teaching and one who is given the license to teach by the PRC.
• He/she is registered in the roster of professional teachers at the PRC
and undergoes continuing professioneducation
Personal Attribute Of The Teacher

•Someone who can effect change or

learning, (sense of efficacy);
•An expert in what he/ she teaches
•Have in- depth knowledge in the content
and pedagogy of the lesson.
A professional teacher possess the following:
• Control of knowledge base of teaching and learning and use his
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
• Obtain continuing professional education
Personal Attributes of the teacher
1. Passion- a compelling force that emerges from teacher’s love for
children
2. Humor-connects teacher with their students like a magnet.
3. Values and Attributes- exhibited implicitly or explicitly. It connotes
standards, code of ethics, and strong beliefs.
open-mindedness;
fairness and Impartiality;
Sincerity and honesty
Professionalism
Personal Attributes of the teacher

5.Patience- refers to the teacher’s

uncomplaining nature
6.Enthusiasm – eagerness and excitement
7.Commitment- “ solemn promise”
performing duties and responsibilities
mandated by law.
Findings and Effective teachers complied by
Stonge( 2012)
• Teachers with a major or minor in content area are associated with
higher student achievement especially in the area of science and
mathematics;
• Caring teachers who know their students to create relationships that
enhance the learning process;
• Effective teachers practice gender, racial, and ethnic fairness.
• Effective teachers consistently behave in a friendly and personal
manner while maintaining appropriate teacher- student role structure
• High level of motivation in teachers relate to high levels of achievement
in students.
Findings and Effective teachers complied by
Stonge( 2012)
• Effective teachers exude positive attitudes about life and teaching
• Teachers whose students have high achievement rates continually
mention reflection on their work as an important part of improving
their teaching.
The learning Environment
• Learning Environment- consists of physical environment as well as the
psychological atmosphere or the socio-emotional climate which is
mainly a product of the interaction and relationship between the
teacher and students and among the students.

• Physical Environment- includes the physical condition of the

classroom, arrangement of furniture, seating arrangement, the
classroom temperature and lighting.
Psychological Climate
• Key Concepts:
• Safety (e.g. rules and norms; physical safety; social- emotional safety)
• Relationships(e.g. respect for diversity; school connectedness/ engagemen;
social support – adults; social support-students; leadership); and
• Teaching and Learning (e.g. social, emotional, ethical, and civic learning;
support for learning; professional relationship.
Pine and Home described a facilitative
learning environment for learning;
It is one:
• Which encourages people to be active;
• Which promotes and facilitates the individual’s discovery of the personal
meaning of idea.
• Which emphasize the uniquely personal and subjective nature of learning
• Which difference is good and desirable
• Which consistently recognizes people’s right to make mistakes
• Which tolerates ambiguity
• In which evaluation is a cooperative process with emphasis on self-
evaluation.
Pine and Home described a facilitative
learning environment for learning;
• Which encourages openness of self rather that concealment of self
• In which people are encouraged to trust in themselves as well as in
external sources.
• In which people feel they are respected
• In which people feel they are accepted
• Which permits confrontation
• Provides conducive learning environment necessary in the full
development of the cognitive and adaptive faculties of the learner.
The Learning Environment
Objectives:
• Describe a facilitative learning environment:
What is learning environment?
• Learning environment- consist of physical environment as well as the
psychological atmosphere or the socio-emotional climate which is
mainly a product of the interaction and relationship between the
teacher and students and among the students.
• Physical environment- includes the physical condition of the
classroom, the arrangement of furniture;, seating arrangement, the
classroom temperature and lighting.
• Psychological climate- this refers to the safe climate that reign in the
classroom that is free from external disturbances.
Favorable school climate:
• Safety- e.g rules, and norms,: physical safety; social emotional safety
• Relationship- (e.g. respect for diversity, school connectedness or
engagement; social support-adults; social support-students;
leadership; and;
• Teaching and learning ( e.g. social, emotional, ethical and civic
learning, support for learning, professional relationships.
Pine and Horne (1990) defined learning
environment for learning as follows:
• Which encourages people to be active;
• Which promotes and facilitates individuals discovery of the personal
meaning of idea.
• Which emphasize the uniquely personal and subjective nature of learning
• In which difference is good and desirable
• Which consistently recognizes people’s right to make mistakes
• Which tolerates ambiguity
• In which evaluations is cooperative process within emphasis on self
evaluation
Pine and Horne (1990) defined learning
environment for learning as follows:
• Which encourages openness of self rather than concealment of self.
• In which people are encouraged to trust in themselves as well as in
external source
• In which people feel they are respected
• Which permits confrontation
• Provides conducive learning environment necessary in the full
development of the cognitive and appetitive faculties of the learner.
Principles of learning
• Horne and Pine (1990) formulated the principles of learning:
1. Learning is an experience which occurs inside the learner and is activated by the
learner;
2. Learning id the discovery of the personal meaning and relevance of ideas.
3. Learning ( behavioral, change) is a consequence of experience
4. Learning is a cooperative and collaborative process
5. Learning is a evolutionary process
6. Learning is sometimes a painful process
7. One of the richest resources for learning is the learner himself
8. The process of learning is emotional as well as intellectual
9. The process of problem solving and learning is highly unique individual.
Based on his experiments on animal learning, Edward L.
Thorndike “laws of learning”.
• Thorndike's laws are also called S-R learning.
• Laws (principles) of learning are:
• Readiness
• Exercise
• Effect
• Primacy
• Intensity
• Recency
• Freedom
PRIMARY LAWS
• Three primary laws of learning are:
• Law of effect
• Law of exercise
• Law of readiness
PRIMARY LAWS
• LAW OF READINESS
• This principle states that motivation is needed to develop an
association or display changed behavior.
•  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.
PRIMARY LAWS
• THE LAW OF EXERCISE
• This principle states that the S-R connection is strengthened by
use and weakened with disuse.
• It has two parts: law of use and law of disuse.
• Things most often repeated are best remembered.
• Students do not learn complex tasks in a single session.
• The instructor must repeat important items of subject matter
at reasonable intervals.
PRIMARY LAWS
• 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.
• The class room experiences should be satisfactory and pleasant. The teacher
must enjoy his teaching work.
• Learning experiences and other activities must be meaningful and
understandable in terms of the personal life of the learners.
• School activities should be organized in increasing difficulty order so that the
students may progress without any failure..
ADDITIONAL LAWS (PRINCIPLES)

• LAW OF PRIMACY
• Things learned first create a strong impression.
• What is taught must be right the first time.
• “Unteaching” wrong first impressions is harder than teaching
them right the first time.
•  What the student learns must be procedurally correct and
applied the very first time.
• LAW OF RECENCY
• things most recently learned are best remembered.
• frequent review and summarization help fix in the mind the
material covered.
• this principle often determines the sequence of lectures within a
course of instruction.
• LAW OF INTENSITY
• the more intense the material taught, the more likely it will be
retained.
• a student will learn more from the real thing than from a
substitute. 
• In the class room, demonstrations, skits, and role playing
increase the learning experience of students.
• LAW (PRINCIPLE) OF FREEDOM
•  things freely learned are best learned.
• the greater the freedom enjoyed by the students in the class, the
greater the intellectual and moral advancement enjoyed by them.