The learner is an embodied spirit. She or he is not just a body, neither just a spirit. What happens to the body also to the spirit. Likewise what happens to the spirit affects the body.
The learners’ multiple intelligences 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 classrooms
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 in the spiritual/mental power of the intellect. The acts of his/her intellect are conception, judgment and reasoning. His/her appetitive faculties and feelings, 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, interest, home background, and attitude. In other words, the cognitive and appetitive powers are common to all learners. They differ, however, in the quality of the demonstration of these powers as a result of their different abilities, aptitudes, interests, home background and attitudes and values.
The competent and committed teacher facilitates learning. She/he opens the door. The learner enters by himself/herself. She/he is a licensed professional teacher who possesses dignity and reputation with high moral values as wellas technical and professional competence.
The learning environment is the product of the physical, psychological as well asocial atmosphere created by the interaction between teacher and the learners among the learners themselves.
How much learning will take place depends ultimately on the learner. Whether or not she/he develops his potentials as genius to the fullest is ultimately up to him or her. It his/her freechoice.
By: Melinda C. Raposa | Teacher III | Limay Elementary School | Limay, Bataan
