Unit 1 Chapter 3 THE LEARNING ENVIRONMENT to heredity, the child owes his possibilities. However, to environment, he owes the realization of this possibilities. Introduction The learning environment consists of the physical, as well as the psychological environment, that surrounds the learner and that influences his/her learning. • a physical environment that is clen, orderly, well vintilated, well lighted, spacious that allow movements and free from unneccesary distractors is conducive to learning. • a non threatening classroom atmosphere where people feel they are respected and accepted for who they are and for what they say and do is a conducive atmosphere for learning. UNIT Summary: The learner is an embodied spirit. He/she is not a body nor spirit alone. Ehat happens to the body happens also to the spirit. Likewise what happens to the spirit affects the body. The learner is equipped with faculties or powers-cognitive and affective. His/her cognitive powers include the external five senses, the internal senses of imagination and memory and the spiritual/mental power of the intellect. The acts of his/her intellect are conception, judgement and reasoning. His/her appetitive faculties are feeling, emotions, and will. The exercise of these cognitive and appetitive powers with which every learner is fundamentally equipped varies from learner to learner on account of his/her ability, aptitude, interests, home background, and attitudes. In other words the cognitive and appetitive powers are common to all learners. They differ however, in the quality of tje demonstration of these powers as a result of their different abilitoes, aptitudes, interests, he background values and attitudes. The learners multiple inttelligences and varied learning styles make them even more different from one another. This is not to mention the differences added by the integration of children with special needs and children of the indigenous peoples groups in the classroom. The competent and committed teacher facilitates learning. s/he opens the door. The learners enter by himself/herself. s/he is a liscensed professional teacher who possesses dignity and reputation with high moral values as well as technical and professional competences. her/his passion for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make her/his a true facilitator of learning. The learning environment is a product of the physical, psychological as well as social atmosphere created by the interaction between teacher and the learners and among the learners themselves. The physical features of the classroom which includes space, location, lighting, ventilation, order, tideness and noise level exert influence on the teaching learning process. How much learning will take place depends ultimately on the learner. Whether or not she/he develops his potentials as a genius to the fullest is ultimately up on him/her. It his/her free choice.Unit 1 Chapter 3 THE LEARNING ENVIRONMENT to heredity, the child owes his possibilities. However, to environment, he owes the realization of this possibilities. Introduction The learning environment consists of the physical, as well as the psychological environment, that surrounds the learner and that influences his/her learning. • a physical environment that is clen, orderly, well vintilated, well lighted, spacious that allow movements and free from unneccesary distractors is conducive to learning. • a non threatening classroom atmosphere where people feel they are respected and accepted for who they are and for what they say and do is a conducive atmosphere for learning. UNIT Summary: The learner is an embodied spirit. He/she is not a body nor spirit alone. Ehat happens to the body happens also to the spirit. Likewise what happens to the spirit affects the body. The learner is equipped with faculties or powers-cognitive and affective. His/her cognitive powers include the external five senses, the internal senses of imagination and memory and the spiritual/mental power of the intellect. The acts of his/her intellect are conception, judgement and reasoning. His/her appetitive faculties are feeling, emotions, and will. The exercise of these cognitive and appetitive powers with which every learner is fundamentally equipped varies from learner to learner on account of his/her ability, aptitude, interests, home background, and attitudes. In other words the cognitive and appetitive powers are common to all learners. They differ however, in the quality of tje demonstration of these powers as a result of their different abilitoes, aptitudes, interests, he background values and attitudes. The learners multiple inttelligences and varied learning styles make them even more different from one another. This is not to mention the differences added by the integration of children with special needs and children of the indigenous peoples groups in the classroom. The competent and committed teacher facilitates learning. s/he opens the door. The learners enter by himself/herself. s/he is a liscensed professional teacher who possesses dignity and reputation with high moral values as well as technical and professional competences. her/his passion for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make her/his a true facilitator of learning. The learning environment is a product of the physical, psychological as well as social atmosphere created by the interaction between teacher and the learners and among the learners themselves. The physical features of the classroom which includes space, location, lighting, ventilation, order, tideness and noise level exert influence on the teaching learning process. How much learning will take place depends ultimately on the learner. Whether or not she/he develops his potentials as a genius to the fullest is ultimately up on him/her. It his/her free choice.
Posted on: Mon, 08 Dec 2014 09:36:25 +0000
Trending Topics
Recently Viewed Topics
© 2015