In an effective teaching-learning situation, the teacher must apply the famous dictum that children are different in all sorts of way, in other words “all children are unique, “and this adage is applicable to every classroom situation.

When a teacher gets a group of students together and asks them to do a particular activity, some will be better than others, it is easy to observe that some people are taller than others, others are smaller in height than others, it is noticeable that others are smarter and active than other classmates, less easy to say that in arrays of abilities that relate to success in learning any student in class will show range of differences.

With this context, the teacher must try to draw out the full capacities of everyone. It is the part of teachers’ responsibilities to uncover talent wherever it can be found and developed. The classroom teacher is a tester and developer of talent for doing things which a student must do well to keep our society working. The teacher must be sympathetic and supportive of a student, because emotional tension decreases efficiency in learning. Before the skills and facts of teaching come friendliness, security acceptance and belief in success. Without these, tensions are produced. Constant, monotonous attention to anyone thing is also a producer of tension. The teacher must also give attention to students who have physical defects, for instance, a student who is limping, a student who has an eye defect or a student with physical deformity. He/she must remember that physical defects lower efficiency in learning, so the teacher must be flexible and supportive for these students. The teacher must put in mind that student learns by his own activity. He learns what he does. He gains insights as he learn to organize what he does. As a teacher be observant. Look for students individual differences.

Reference:

Corpus, Brenda and Salandanan, G. Principles of Teaching 2006.

By: Jackielou B. Guinto | Teacher III | Samal National High School | Samal, Bataan