Laws of Learning by Thorndike (E.L.

Thorndike)

1. Readiness implies a degree of concentration and eagerness. (Individuals learn best

when they are physically, mentally, and emotionally ready to learn) and do not learn
well if they see no reason for learning. Getting students ready to learn, creating interest
by showing the value of the subject matter, and providing continuous mental or
physical challenge, is usually the instructor’s responsibility. If students have a strong
purpose, a clear objective, and a definite reason for learning something, they make
more progress than if they lack motivation. In other words, when students are ready to
learn, they meet the instructor at least halfway, simplifying the instructor’s job.
Since learning is an active process, students must have adequate rest, health, and
physical ability. Basic needs of students must be satisfied before they are ready or
capable of learning. Students who are exhausted or in ill health cannot learn much. If
they are distracted by outside responsibilities, interests, or worries, have
overcrowded schedules, or other unresolved issues, students may have little interest in
learning. For example, we may identify the situation of an academic examination of a
school, in which the cause of securing good marks in various subjects leads to mentally
and emotionally readiness of students to do more hard labour in acquiring knowledge.

2. The principle of exercise states that those things most often repeated are best
remembered. It is the basis of drill and practice. It has been proven that students learn
best and retain information longer when they have meaningful practice and repetition.
The key here is that the practice must be meaningful. It is clear that practice leads to
improvement only when it is followed by positive feedback.
The human memory is fallible. The mind can rarely retain, evaluate, and apply new
concepts or practices after a single exposure. Students do not learn complex tasks in a
single session. They learn by applying what they have been told and shown. Every time
practice occurs, learning continues. These include student recall, review and summary,
and manual drill and physical applications. All of these serve to create learning habits.
The instructor must repeat important items of subject matter at reasonable intervals,
and provide opportunities for students to practice while making sure that this process is
directed toward a goal. But in some or many cases, there is no need for regular practice
if the skill is acquired once. For instance if we have learnt cycling once, we will not
forget the knowledge or skill even if we aren't exercising it for a long time.
3. The principle of effect is based on the emotional reaction of the student. It has a
direct relationship to motivation. The principle of effect is that learning is strengthened
when accompanied by a pleasant or satisfying feeling, and that learning is weakened
when associated with an unpleasant feeling. The student will strive to continue doing
what provides a pleasant effect to continue learning. Positive reinforcement is more apt
to lead to success and motivate the learner, so the instructor should recognize and
commend improvement. Whatever the learning situation, it should contain elements
that affect the students positively and give them a feeling of satisfaction. Therefore,
instructors should be cautious about using punishment in the classroom.
One of the important obligations of the instructor is to set up the learning situation in
such a manner that each trainee will be able to see evidence of progress and achieve
some degree of success. Experiences that produce feelings of defeat, frustration, anger,
confusion, or futility are unpleasant for the student. If, for example, an instructor
attempts to teach advanced concepts on the initial engagement, the student is likely to
feel inferior and be frustrated. Impressing upon students the difficulty of a task to be
learned can make the teaching task difficult. Usually it is better to tell students that a
problem or task, although difficult, is within their capability to understand or perform.
Every learning experience does not have to be entirely successful, nor does the student
have to master each lesson completely. However, every learning experience should
contain elements that leave the student with some good feelings. A student’s chance of
success is definitely increased if the learning experience is a pleasant one.

Mother-tongue Based Multilingual Education

DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene

MTB-MLE Provisions of RA 10533

Secretary Armin Luistro’s Department of Education, through his directives and the RA
10533 Implementing Rules and Regulations (IRR) issued on September 4, 2013, are
bent on subverting the intent of the Enhanced Basic Education Act of 2013.

Sec. 4 of RA 10533, otherwise known as “AN ACT ENHANCING THE PHILIPPINE

BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES“, provides that:

“Basic education shall be delivered in languages understood by the learners as the

language plays a strategic role in shaping the formative years of learners.

“For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the
learners. The Department of Education (DepED) shall formulate a mother language
transition program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.”

DepEd Order No. 31 s. 2013 issued on July 16, 2013 right after RA 10533 became law
clarifies DepEd Order No. 31 s. 2012, thus:

a. Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1 and 2 for
teaching Mathematics, Araling Panlipunan (AP), Music, Arts, Physical Education and
Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP);

b. Mother Tongue is taught as a separate Learning Area in Grades 1 and 2;

c. Filipino, as a Learning Area, is first introduced in Grade 1 during the second quarter
(2nd Q)/grading period;
d. English, as a Learning Area, is first introduced in Grade 1 during the third quarter (3rd
Q)/grading period…

DepEd Order No. 31 s. 2012, which is clarified by DepEd Order no. 31 s. 2013, has the
following chart on the Medium of Instruction:

It is clear from the above DepEd Order No. 31 s. 2013, that the “Mother Tongue is used
as a Medium of Instruction (MOI) for Grades 1 and 2 for teaching Mathematics, Araling
Panlipunan (AP), Music, Arts, Physical Education and Health (MAPEH) and Edukasyon sa
Pagpapakatao (EsP), BUT NOT in Filipino, as a Learning Area, first introduced in Grade
1 during the second quarter (2nd Q)/grading period, AND NOT in English, as a Learning
Area, first introduced in Grade 1 during the third quarter (3rd Q)/grading period.

It is clear that the Medium of Instruction chart above from DepEd Order 31 s. 2012,
referenced by DepEd Order 31 s. 2013, specifies (a) that Filipino is the Medium of
Instruction for Filipino from Grade 1 to Grade 3; it also specifies (b) that English is the
Medium of Instruction for English from Grade 1 to Grade 3. Both contravene RA 10533’s
provision that (a) Basic education shall be delivered in languages understood by the
learners as the language plays a strategic role in shaping the formative years of learners,
and (b) For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or native
language of the learners.

Dr. Ricardo Nolasco of the UP Dept of Linguistics, in his comments in the immediately
preceding post, “RA 10533 and DepEd’s Misinterpretations thru DO 31 s. 2013 & the
IRRs“, points out some sinister implications of the Implementing Rules and Regulations
for RA 10533, especially as they relate to the Mother Tongue-Based Multilingual
Education provisions of the Enhanced Basic Education Act of 2013.

What happened to the RA 10533 proviso that DepEd shall see to it that the “curriculum
shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they
already knew proceeding from the known to the unknown” if non-Tagalog-speaking
students will be taught Filipino starting in Grade 1 and using Filipino as MOI — a
language they are not familiar with? What about non-English-speaking students being
taught English starting in Grade 1 and using English as MOI — a language they, too, are
not familiar with? Why the hurry to teach Filipino and English as language areas so early
in Grade 1 when the students are still trying to build a language foundation in their L1?
Is it because DepEd feels a need to succumb to some parental pressure instead of
adhering to sound, research-based pedagogical sequencing of L1, l2, L3 learning?

Important major skills of supervisor

1. Communication

”86% of employees and executives cite lack of collaboration or ineffective

communication for workplace failures,” according to ClearCompany.

Supervisors with developed communication skills are able to use listening

techniques and nonverbal strategies to improve conversations.

It is essential for a supervisor to be able to balance time constraints and a

heavy workload while managing other employees and projects.

Having excellent communication skills allows supervisors to

speak with impact, whether it be off-the-cuff dialogue or brief
updates to their team. It is essential to keep thoughts organized
and to the point.
Giving and receiving feedback is another area that can be improved with
developed communication skills. When using the right techniques, feedback
can be used to reinforce or change behavior.

2. Conflict Resolution
Conflict is when change happens and stances differ. When a supervisor has
the ability to manage conflict well, issues come to resolutions and successful
relationships are developed.

A supervisor’s ability to define and identify conflict styles, causes, and methods
for handling conflict can improve the department’s or organization’s
productivity.

According to CPP’s Global Human Capital Report, “where

training does exist, it adds value: over 95% of people receiving
 training as part of leadership development or on formal external
courses say that it helped them in some way. A quarter (27%) say
it made them more comfortable and confident in managing
disputes and 58% of those who have been trained say they now
look for win–win outcomes from conflict.”

3. Leadership
Supervisors with leadership skills help bring accountability to their teams by
creating a supportive and motivating work environment.

Leaders are able to delegate and manage a wide variety of skillsets. It is

important for supervisors to lead their teams in the most effective way by
recognizing where the strengths are, where improvement is needed, and how
to properly use the skillsets of each team member.

4. Critical Thinking
Critical thinking is a crucial skill in understanding how to methodically,
strategically, and collaboratively make decisions, solve problems, and foster
innovation.

A study by Pearson notes that “the higher up the ladder a position

is, the more essential critical thinking becomes.”
A supervisor with critical thinking skills has the ability to develop a step-by-step
process from targeting the problem to developing a solution.

Critical thinking also helps in situations in which groups have different thinking
styles and need a collaborative environment created to successfully work
through issues.

5. Interpersonal Skills
Different from communication skills, interpersonal skills are important for a
supervisor to identify and build a purposeful teamculture within an organization.

Interpersonal skills enable an individual to develop highly effective teams that

are built upon consensus, effective meetings, social style understanding and
relationships.
6. Time and Priority
Management
Supervisors with time and priority management skills can boost productivity
and efficiency.

Being able to balance a heavy workload and time constraints while managing
and delegating other employees and projects is an essential skill.

It is ideal for supervisors to understand what is urgent and what is important.

The University of Georgia conducted a study that found people

who practice good management techniques often find that they
are more productive, feel less stressed, get more things done,
have more energy, and feel better about themselves.
Supervisors with time and priority management skills are able to understand
the differences in employee’s time and priority management and adjust
projects and workloads to ensure success.

7. Diversity and Generational

Differences in the Workplace
The University of Florida studied workplace diversity and found that “respecting
individual differences will benefit the workplace by creating a competitive edge
and increasing work productivity. Diversity management benefits associates by
creating a fair and safe environment where everyone has access to
opportunities and challenges.”

It is crucial for supervisors to have the ability to be aware

of workplace diversity and understand the gaps and differences
that exist as well as their impact.
Being aware of diversity issues helps supervisors appreciate the different
experiences and places value on the impact it has on the workplace.

8. Problem Solving
Good problem solving skills are fundamentally important within the workplace.
AchieveGlobal reports that “successful problem solving translates into
enhanced productivity and increased profit.”

A valuable supervisor is someone who not only knows how to take an issue
and find the root of the real problem but also has a process for solving the
problem in a structured manner. Supervisors with excellent problem solving
skills can greatly benefit any organization.

HRM Interventions

RM and interventions can be defined as the role of organisations and the

employer (human resource management incl.
... HRM and interventions covers initiatives and measures introduced by the
employer (or HR-personnel) to strengthen the choice of work over early
retirement ("stay" factors) or to counteract "push" factors.

1. Goal Setting

2. Performance Appraisal

3. Reward Systems

4. Career Planning and Development

5. Managing Work Force Diversity

6. Employee Stress and Wellness

Work specialization

What Is Job Specialization?

Job specialization is the process of getting your people to master a

skill in one specific job area so they can focus solely on that area and
complete all assignments with the minimum of supervision. Also
called the division of labor, job specialization may be a desirable goal
for your business as it grows. Imagine if you could have seasoned
experts in each field at the forefront of your organization. Your
customers would love it, and productivity gets a boost as everyone
works faster and better in a familiar job function. That's what job
specialization provides.

What Are the Advantages of Job Specialization?

When jobs roles are specialized, it leads to higher productivity.

Workers produce more when they occupy one specialized role. The
marked improvement in efficiency is due to employees becoming
adept at one specific job as they perform it day after day. Another
time-saver is the ability of the worker to focus on completing one job
instead of having to switch mental gears and change workstations to
do another job. Developing your own in-house specialists leads to
industry recognition and research breakthroughs. It contributes to
employee status, attracts high-caliber employees and much more.