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Effect of Poor Personality in Learning
It cannot be denied that the teachers’ state of mental health influences the
behavior of pupils under his care. Likewise, teachers who are friendly,
enthusiastic, and well adjusted can contribute much to the well-being of students.
On the other hand, the irritable, the depressed, hostile and neurotic teacher can
create tension which are disturbing to pupils, and which permanently alter their
outlook on life. Sometimes stringent demand by the administrators and supervisors
fro strict codes of conduct, low salaries, poor materials and teaching facilities, and
the pressures of handling the emotionally tense activities of students are among the
many conditions which also disturb teachers. Some teachers are able to handle
these pressures, but some succumb and vent their insecurity and emotion upon
children. No teacher is free from some peculiarities and eccentricities. The
successful teacher, however, should strive to maintain as high as level of personal
adjustment as possible. Suggestions for doing this include the development of
appropriate personal and professional goals, and a philosophy of life which gives
direction and meaning to teaching and learning.
The effects of mentally and emotionally imbalanced teachers upon students
is to be found in instability, anxiety, the dislikes, and feeling of inferiority which
are found among students who are unfortunately enough to have a maladjusted
teacher. Since there are many causes of maladjustment among teachers, there are
also many ways in which their personal and emotional difficulties may be
alleviated. The following principles are suggested for consideration to maladjusted
teachers, administrators and supervisors:
1. Children will always behave like children are an accepted fact. The
teacher must try to develop love and understanding for them.
2. Children are by nature aggressive due to their surplus energy.
Aggressiveness can be used as motive to learning. Right conditioning are
necessary.
3. Recognize the principle of individual differences. Students in the same
grade have different interest and needs. Do not aspire ideas beyond their
ability to think. Their needs and interest must be recognized.
4. Express your hostile feeling to your close friends. Repressing them may
lead to emotional tension. Tensions of all kinds will kill individuality and
will lead to unhappiness.
5. Bear in mind that good teachers are not born but made or trained. There
is always room for improvement in personality. Be yourself and try to
develop the necessary traits to make you a good teacher and friend of your
students.
6. Develop love for service and devotion to the teaching profession.
Teaching is the most Christian profession in terms of service to humanity.
Work actively to elevate the teaching profession in this country.
Student’s Rating of Teachers
The writer made a study to find out what Normal and Education students
consider to be good qualities of teachers. The results of this study regarding the
traits of the good teacher are summarized in the list below.
A. Personality:
1. He is neat in appearance and orderly in his teaching habits.
2. He is strict, but kind, and approachable.
3. He is enthusiastic, interesting, simulating, and encouraging.
4. He is tolerant, polite, and mature in his ways.
5. He has a sense of humor.
B. Scholarship:
1. He knows his subject-matter very well
2. He is progressive-always studying and learning.
3. He is interested in his work and in his profession.
C. Handling of the Class
1. He organizes his subject-matter and makes a good lesson plan or
an outline of it.
2. He is always prepared for his class.
3. He is devoted to his work; he does things in an orderly-manner.
4. He uses different methods and techniques of teaching, adjusting
them to the degrees of physical and mental growth of the students,
and to the subject-matter under consideration.
5. He makes review or drill work a part of his daily teaching
procedures.
6. He uses many instructional devices or illustrations to supplement
the method used.
7. He sets up definite aims to be accomplished and holds his class or
students responsible for their accomplishment.
8. His assignments are clear and varied. He states the purpose of the
work and suggests of doing it.
9. He conducts the class in an informal, easy, natural way, giving his
students enough time to think and freedom to express themselves
freely.
10. He analyses error and weaknesses, does remedial work, and
sometimes individualizes his teaching to meet individual differences.
11. He adjusts the activities in the learning capacities, interests, and
comprehension of students.
From this list, one can see clearly the picture of a good teacher. He is a good
scholar; he is serious and efficient in his work; he is orderly and objective; and he
is human and democratic. Because of his mastery of the subject matter, he has
something to teach; because of his seriousness and efficiency, he presents his
lesson well; because of his personality, he is always considerate with his students.
Of course, few teachers are superior in every possible trait, but the best teacher
stands well above the average in all and are outstanding in some.
Student’s Attitude toward Teachers
Since students rate the teacher’s personality and teaching methods and
techniques as the most important factors in their enjoyment of classroom works,
teachers should know that children like and dislike about them. Based on the study
in Siliman University High School, the traits of well-liked teachers and most
dislikes teachers are below:
A. The most-liked traits
1. Cooperative, democratic attitude
2. Patience
3. Kind and considerate for the individual
4. Personal appearance and pleasing manner
5. Fairness and impartiality
6. Stimulate students to think
7. Wide interest
8. Good disposition
9. Sense of humor
10. Proficiency in teaching a subject
11. Flexible standards
12. Use of praise
13. Serious in accomplishing his aims
14. Approachable
15. Interest in student’s problems
16. Shares planning and decision making with the group
17. Encourage group participation
Most disliked traits:
1. Bad temper
2. Always scolding
3. Unfair and inclined to have favoritism
4. Show little interest in the student and to take time to help him
5. Unreasonable demands
6. Gloomy and unfriendly
7. Sarcastic and ridicule
8. Unattractive appearance
9. Impertinent and inflexible
10. Talk excessively
11. Inclined to talk down to students
12. Self-conceited and overbearing
13. No sense of humor
14. Most of the time unprepared
15. Seldom give test
These may not be the chief characteristics of good and bad teachers but
they do represent what the youngsters deem important. The wise teacher might as
well use such a list to partially gauge his own effectiveness in teaching and in
promoting growth of the students.
Besides the qualities suggested by the students, it is worthwhile to mention
the answer given by Horace Mann to the question “Who Should Teach?” His
answer to the question was:
“…a young man or a woman, whose education is sound; whose language is
well selected; whose pronunciation and ones of voice are correct and attractive;
whose manners are gentle and refined; all of whose topics of conversations are
elevating and instructive; whose benignity of heart is constantly manifested in acts
of civility, courtesy and kindness; and who spreads a nameless charm over
whatever circle may be entered.”
Dr. Jose Rizal stated essential requisites for a good teacher in the following
word:
“…the ideal teacher should be professionally trained, should be able to pass
the required examination, should be master of the subject-matter he is going to
teach, should continue to grow and love his profession, should be kind and
sympathetic to his students, and should posses’ initiative resourcefulness.
Furthermore, he should be given some degree of freedom, a certain security in his
tenure, and adequate compensation which shall be increased automatically from
year to year until it reaches the maximum salary.”
Former Governor General Frank Murphy, speaking of the character of the
teacher said:
“If there is a phase of public service which calls for unspotted private and
personal life: for character strong and fine; add for a mode of life that is an open
book to read-it is that a teacher whose every thought and act becomes a signboard
for the budding intelligence of the child. In others we may look to reputation; in
teachers, we search for character.”
Other Rewards of Teachers
When one thinks of the hard work, self-sacrifice, and the consecration
required, one may seriously ask, “Does it pay to be a teacher?” It certainly does
for those who possess the qualifications which the worker has tried to show to be
essential. There are rich and certain rewards which in the end fully compensate for
the investment.
Let us look at these rewards:
1. The salary-It is true that the “laborer worthy of his hire”; it is also true of
the teacher. In general. He is the poorest paid of al vocations requiring
thorough preparation, yet it is so exacting in its demands, so taxing upon
the vitality, so isolating from ordinary opportunities for accumulating an
economic competence. With the teaching profession, service is primary
and pecuniary reward is secondary.
2. Improvements of his students, a reward – it is a great joy to see children
grow, to witness their development in physical, mental or intellectual, and
in moral bounty. It is the keenest delight of the teacher to find that his
students can do today what they could not do yesterday, to see them grow
and expand through his assistance. Thus, in the very life of the school the
teacher is reaping daily rich rewards for his labor and love.
3. Success of his students in life, a reward – One of the greatest satisfactions
that can come to an old teacher is to note the prosperity of his former
students, some far more successful than he, and to be conscious that in
some measure he has contributed to their success. Rich memories of
bygone days, of lives inspired, of encouragement given, of men and
women, are surely a great reward for the teacher when the feeble men of
old age creeps upon him.
4. Reward in the consciousness of having done good – The noblest reward of
all is the sublime consciousness in the teacher’s own soul that he has done
his duty to his country and that he has been a blessing in his fellowmen. It
is the creative work that gives satisfaction to the individual. President
Roosevelt, in his inaugural address, emphasized this fact by saying,
“Happiness lies not in the mere possession of money; it lies in the joy of
achievement, in the thrill of creative effort.”
5. Teaching, a model of learning – Frequently new and young teachers assert
that they never really understood certain branches of study until the time
they had to teach them. There is a great truth in his statement. Teaching
and study react upon each other. The effort to make point clear to others
helps the teacher to see it more clearly himself. It has been said that
knowledge, stored away, spills; shared with other, it increases. Sir William
Hamilton says: “Teaching, like the quality of mercy, is twice blessed,
blessing him that fives and him that takes.” Likewise, a wise Jewish
teacher once declared. “I have learned much from my master, more from
my equals. But most of all from my pupils.” One of the most interesting
features of the teacher’s work is that there is no limit to the improvement
which is possible for him to make; hence, the teacher does not leave the
training school a finished product but most expect to improve with
experience.
The Teacher’s Growth
It is not sufficient to be a graduate of normal school or college, or to stand
high in the profession of teaching. Like the students, the teacher must grow, and
this growth must be along line both professional and general. The teacher must
have knowledge of educational movements and a familiarity with the progress in
educational thought and research. Hence, he should educational literature and new
educational textbooks, and adopt the new ideas that are sound. The zeal with
which the teachers take up and test them is one of the most helpful features of
educational work. The teacher should be an earnest searcher and investigator in his
own professional field. His ability to create effective learning situations should
grow with everyday he speaks on the classroom. He should supplement his
classrooms experience with a regular reading of professional magazine, frequent
attendance in summer schools, and careful evaluation of his own teaching effort.
It cannot be denied that professional growth invariably heightens the teacher’s
sense of security and self-esteem. Otanes1 and Sibayan presented facts that should
be considered in the selection of Native languages as medium of instruction.
1. Adequacy of vocabulary. Many minor languages simply do not have the
vocabulary needed for the curriculum. Even Filipino has to borrow heavily
from English for its intellectualization so that it may be used for teaching.
2. Availability of educational materials. This is one of the greatest stumbling
blocks in the use of the native languages as medium of instruction.
UNESCO observes that the difficulty “is to find competent authors or
translators; to attain supplies and materials in days of general shortage and
above all to find the money”.
1 Otanes, Fe and Sibayan, Bonifacio., “Language Policy Survey of the Philippines, Manila.” Language Study Center, PNC, 1999.
3. Multiplicity of a language in a country. UNESCO insists that the native
language should be used as long as possible before moving on to the second
language.
According to Gonzales2, only .07percent speak English in their homes, 33
percent speak Tagalong and 27 percent speak Cebuano. The Tagalog-based
Pilipino is used by a larger number of household even in 1980. Since then, it must
have grown because of the current mass media use of Pilipino in their broadcasts.
In a recent publication of the United Nation comparing different countries
(Fiji, Philippines, Korea), Tagalog is clearly favored by most of the respondents of
the nationwide survey conducted by the Social Weather Station (SWS).3 Tagalog
is spoken and better understood by a clear majority of the respondents. Tagalog is
clearly the favored language also for reading and writing.
In 1983, the Philippines took part in the Second International Science
Achievements Study along with 23 other nations. The Philippines was third from
the lowest, followed by Israel and Nigeria. The countries that performed well
were: Japan, Finland, Sweden and Hungary. This is argument enough to shift the
medium of instruction in elementary and high school to Filipino.
Esclabanan4 discussed in her article, “Language Teaching, a UP – PES
Scholarship Grantee”, that a competent teacher can help the students in 2 Gonzales, Andrew and Bautista, Lourdes., “Language Survey in the Philippines 1966 – 1984
(Manila: Dela University Press, 1995), p. 86.”3 Felipe, Anbraham., “Introductory Rewards to Science Learning and Teaching: Language in
Faces, 1993”, p. 244 Esclabanan, Corazon C., “Teaching for High School Subjects”. (Manila: Alemar’s Phoenix
Publishing – House Inc., 2005), p. 14.
communicating ideas found in the selection. They can only communicate ideas for
which they have words to convey meaning. It is when then important for teachers
to provide exercise on vocabulary acquisition that will develop competence and
understanding. The teacher should be careful in selecting words and emphasize
only those words which represent concept and guide students in acquiring the
skills needed. Among the skills a teacher should have is the ability to analyze
word meaning and word recognition and help students use tools fro vocabulary
acquisition on better expression.
Gibson5 also devised a learning procedure called Strip Story. Gibson
considered this interesting because the story of a person about the situation, events
from the beginning and ending is type-written. The copy is cut up and stripped
into one or two or three sentences for each strip. The strips are distributed to
students to memorize the contents after which the strips are destroyed. The
students then are tasks to restructure the story from their memory. Each member
then is forced to speak out and share his part of the story. This is found effective
and interesting.
Castillo6 made his actual observation in 1986, on the use of language in
Metro Manila. She found out that mix language of English and Spanish were used
fro number words and counting while the market both Filipino and Spanish are
5 Gibson, Robert E., “Attitude of Student Languages”, (A Brochure), 19946 Castillo, “Language Policy” (A Brochure), 1997.
more used. English was reservedly used in banks, bookstore, department store and
drug stores.
Considering the school factors, there were older teachers using Spanish
while the younger ones used more English especially in mentioning time, and in
the areas of finance like percentage rates and interest.
Sibayan - Segovia7 both stressed that in the area of writing technical
reports, English was used which was quite universal but they also considered and
reported the use of code switching variety of English and Filipino for informal –
inter – office memos and communication. All of their findings found that
vernacular8 was used in the market transaction and Filipino was still predominant.
Gonzales9 noted that majority of teacher – respondents preferred English
for radio listening while household head – respondents generally preferred Filipino
and vernacular.
Espiritu10 clarifies that some none – Tagalogs object to the imposition of
Filipino as the second official language of the Philippines. If we assumed that we
discard Filipino as official language and instead use or adopt one of the major
dialects such as Visaya, Ilocano or Bicol, then we start from another zero point.
But if non – Tagalog accept Filipino, there is no such difficulty because we have a
working knowledge of the language already.7 Sibayan – Segovia, “Brochure on the Language Policy”. 1982.8 Ibid., p. 15 9 Gonzales, Andrew, FSC, and Bautista, Ma. Lourdes. Language Surveys in the Philippines.
(Manila: BLSI Press Research Center, De La Salle University, Adrian Printing Co., 1996), p. 16.10 Espiritu, et. al., “Sociology in the Philippines Setting” (Phoenix Publishing House, Inc., 1987),
p. 297.
Salvosa11 affirmed strongly the push to popularize our national language
and encountered by our regional language with the persistence of foreign language
of educational business and governmental development. Along this line, the
knowledge of English is extensive that it is possible to describe Philippines as the
third largest speaking English language in the world.
Related Studies
Calonia12 revealed that teacher’s teaching performance is affected by many
reasons. These are revealed in the study. The problems encountered by the
teachers and students of College English were lack of time to prepare teaching
aids, insufficient guides and supplies, inadequate facilities/building, attendance to
Seminars is not distributed among English teachers and lack of time to take up
advance course in language teaching through seminars, workshops and refreshers
course.
Enriquez13 conducted a study to appraise English Instruction under the New
Secondary Education Development Program of Public and Private Schools in the
Division of Misamis Occidental during the school year 1992.
His conclusions were the following:
1. In terms of educational competencies, a large number of teachers are
qualified and competent to teach English. They have attended in -11 Salvosa, op. cit., p. 280.12 Calonia, Loida C. “College English Teaching at the Cagayan State University,” (Unpublished
Masteral Thesis, CSU, 1998), p. 51.13 Enriquez, Lone B. “English Instructions under the New Secondary Education Development
Program of Public and Private Schools in the Division of Misamis Occidental”, (Unpublished Masteral Thesis, UST, 1992), pp. 70 – 75.
service training program in the national level, regional level, division
level, district level, and on school level to help remedy the problems
met in teaching English in the secondary schools.
2. Of the 12 instructional materials in English, 9 were considered as
“adequate” by a majority of the respondents’ textbook, reference
books, charts, flash cards, pictures and cut-outs.
3. The methods and techniques “always” used are drill, appreciation
and inductive “often” deductive, mastery and TESL, “sometimes”
discovery development, lecture demonstration projects.
4. The means of evaluation which are “always” used are giving of
quizzes and checking of themes, “often” giving of assignments,
seatwork, departmental tests, requiring students to solve exercises on
the board and participate in daily activities.
5. The problems encountered by the teachers in teaching English in the
secondary schools is considered as very serious are teachers assigned
to handle English subject who do not have adequate academic
preparation, overloading of English teaching assignments, and lack
of adequate instructional materials, such as teaching guides, course-
outlines and reading materials for English.
6. There is a significant relationship between the respondents’
educational qualification, number of years of teaching experience,
number of units earned toward the Master of Arts in Education
degree, and levels of in-service training program and their
performance ratings in teaching.
7. English. These variables greatly affect teachers’ effectiveness in
teaching English.
Enriquez recommended the following:
1. Teachers should acquire ability to tell or write something in an
interesting style and develop the power to collect and organize
materials for oral and written work.
2. They should develop the power of the students to speak and write
concisely and forcefully so that they could communicate effectively.
3. In order that the students could understand and assimilate their
explanation in instructions, teachers should use simple English
words suited to the ability of the students.
4. They should provide a variety of activities and teaching aids to
arouse and hold class interest especially since the attention span of
the students is limited.
5. School administrators should provide adequate instructional books;
charts, in order that quality education could be achieved.
6. School administrators should encourage their teachers to provide
remedial instruction to students who have inadequate background
and poor foundation in grammar.
7. They should encourage their English teachers to attend in-service
training program necessary for the improvement of English
instructions.
8. They should assign teachers with adequate academic preparation
major or minor in English to teach English.
9. Administration should encourage heir English teachers to tale up
graduate course in English. This will be greatly update their
knowledge of the subject matter and maximize their expertise and
perspicuity in the teaching of English.
Tibangay14 stressed that the teachers must possess the necessary
competencies, attitudes, preparations and expertise in all problems the teacher’s
field offers. In other words, she must have the concomitant attitude towards her
profession, her work, her administrators, the parents, the community, the society,
and finally the learners and their dreams and ambitions. The teacher must have
that skill in which he can use whatever present materials to come with a sound
performance.
14 Tibangay, Martina “Proposed Instructional Materials in English I for DEMPHS, Tabuk, Kalinga, Apayao,” (unpublished Masterals Thesis, Saint Louis College, Tuguegarao, 1990), p. 93.
The following findings in regard to the significant relationship between the
profile of English teachers and their teaching profession competencies came from
the study of Fernando.15
a. Only gender has an effect on communication skills. Female teachers
communicate better that their male counterparts.
b. Age, civil status, and attendance to related trainings affect the
competencies of teachers in using appropriate teaching methods.
c. Age, teaching experience in the subject, overall teaching experience
and civil status affect the professional status of teachers.
In the study conducted by Phoonchusri,16 the characteristics of outstanding
teachers as viewed by their students are: (a) personality and character, (b) ability
to teach; (c) executive ability like the maintenance of good discipline which
include “does not play favorites” and teachers patiently and the like.
The teacher behaviors that were considered and emphasized through
instructional functions were:
a. Causing the learners’ awareness of goal
b. Evoking learning performance including completion of learning task
and provision of learning
c. Assessing learning outcomes
15 Fernando, Lily Ann. “The Teaching Competencies of English Secondary School Teachers in Tabuk: This Implications to the Students’ Profile,” (Unpublished Masteral Thesis, SPU, 1996), p. 73.
16 Phoonchusri, A “Characteristicsof Outstanding Teachers in the Division of Quezon City as Perceived by the Students, Teachers and Administrators,” (A Special Program, University of the Philippines, 2009), p. 52.
The experimental involved teachers who received no training and teachers
who received special training in the use of seven teacher behavior. The two main
implications of this study are:
1. When learning environment is controlled in terms of subject matter
content and materials and preparation of time devoted to independent
versus group learning, the group learning situations produce superior
outcome.
2. Measurement of specific set of teacher behavior that defines only a
limited segment of the total teaching act does aid in the prediction of
variance in pupil learning outcomes.
Aranda17 conducted a similar study and she found out that the some
parallelism existed in the subject of conversation among the pupils in two different
communities. The pupils who come in contact with English find the elements
similar to Tagalog easy, but elements which differ from Tagalog are difficult and a
burden to them. This, unless, they know what they can substitute in one language
to another, they continue to base their substitution from what they know in their
native language.
17 Aranda, Lourdes “A Comparative Study of the Structure of Children’s Oral Speech in English,” (Unpublished Masteral Thesis, National University, Manila, 2003), p. 96.
Gamposilao18 in his study of the Communication Instructional Materials for
College Freshman Communication Arts Students of Binalbogan Catholic College
came out with the following conclusions:
1. There is really an urgent need to prepare socially – relevant and
communicatively-oriented materials to provide freshmen college
students with enough practice in speaking, writing, listening and
reading.
2. The results of needs analysis show that students lack training in the
practice of language function which they have learned during their
elementary to secondary years.
Gamposilao gave the following recommendations:
1. Instructional materials should be revised every three years to update
their relevance.
2. Enough communicative practice like games and the like-game activities
should be infused in the materials to provide intensive drill in reading,
writing, listening and speaking.
3. Teachers should attend in – service trainings, conferences and seminar
workshops.
4. Materials should be tried and evaluated to determine their relevance and
validity; the evaluation can also serve as basis fro revision.
18 Gamposilao, Gerardo B. “Communication Instructional Materials for College Freshman Communication Arts Students of Binalbogan Catholic College,” (Unpublished Masteral Thesis, La Salle University, 1998), pp. 74 – 75.
5. English teachers should be given the proper incentives and motivation.
6. School Administrators should try to encourage and support teachers
who seek to obtain appropriate materials for the adoption of
communicative English program.
In the study conducted by Cudal,19 she concluded that the elementary
teachers of Titay District are inadequate in language proficiency and their
capability to produce proficient pupils and enhance learning towards competency
is therefore questionable. Teachers need further study in English language
especially in reading, lecture and writing areas where they are found to be weak.
Cudal recommended the following:
1. Administrators must require their teachers to enroll in the graduate
program or must provide a retraining program of refresher course to all
elementary teachers since they are dealing with the young learners who
are in the foundation stage.
2. Elementary teachers must subscribe and read professional magazines in
order to grow professionally.
3. A district level seminar workshop in reading and writing should be
conducted.
4. Majority of the English teachers have attended trainings and seminars
which help them improve their teaching competencies.
19 Cudal, Rebecca E. “The English Language Proficiency of the Elementary Teachers of Titay District,” (Unpublished Masteral Thesis, Zamboanga del Sur, 1994), p. 40.
5. The English teachers have the mastery of the subject matters.
6. The English teachers are competent English communicators and possess
the teaching skills to teach English.
7. The English teachers use suitable instructional materials to facilitate
teaching-learning process.
8. The English teachers use variety methods, techniques and strategies.
9. All students-respondents have developed the desired learning skills
namely: listening, reading, speaking, and writing.
10. Among the variables correlated with communication skills, only sex
was found to be significantly related to communication skills.
11. Age, civil, status and attendance to trainings are found to be
significantly related with teaching methods.
To further uplift English teachers’ competency and students’ proficiency,
she gave the following recommendations:
A. Administrators
1. Administrators should come up with a staff development program to
further enhance the professional growth and competence of the
English teachers.
2. Administrators should encourage the English teachers to finish their
masteral courses and possibly go on their doctorate degree by giving
them incentives like study leaves, promotion in rank and salaries.
B. English Teachers
1. The English Teachers should maintain or continue using
instructional materials.
2. The English Teachers should continue to assess their performance as
English instruction.
3. The English Teachers should continue to attend seminars and
workshops on English instructions.
4. The English Teachers should continue to improve their level of
mastery of the subject matter.
5. The school and the English teachers should plan and initiate more
activities to enhance skills development and proficiency of English
among students.