Studies conducted on the various stages of human development have shown that there are no two

individuals exactly alike resulting development and adjustments such differences become more
notable and observable during the school age years. As explained by the various developmental
theories unique characteristics and traits children pass from one stage to another.

In view of this individual differences,. the problem of meeting adequately all the needs of a learner
in education becomes the task of the teacher. For this task to be effectively accomplished the
teacher has to be aware of the nature and effect of school learners differences, how they affect
teaching and learning and the factor which account for such wide-spread differences among them.
The teacher has to discover the various strengths and weaknesses each individual learner. He has
to adopt learning materials teaching and techniques that will help the learner attain the maximum
success in any learning situation the limits of potentialities.

Specific factors influencing differences among learners

Aside from a number of factors that cause variation among individuals, the following specific
factors are considering significant in school learning age , sex and family and community
backgrounds.

Age differences personal adjustment

As explained in the various developmental theories represent the learners level of maturity and
hence his possible educability. It is should be a factor of difference. Even though 4 year old may
be mentally superior, on account of his level of maturation, he cannot be expected to tackle
learning activities suitable only to 15 year olds. However, as the learner matures and he is exposed
to more complex environmental forces, his patterns of behavior will change. One child at 5 years
and another at 15 years are more likely to be different than alike in their biological make-up and
social and emotional behavior, not only because of their differences in heredity and environment
also because of their age differences.

Sex differences. Certain biological factors like anatomical, physical, and physiological differences
between boys and girls may lead to psychological differences.

Beginning in early life, culture creates roles which are believed appropriate for each sex. These
roles are reflected in the kind. These roles are reflected in the kind of toys and games which are
provided to children, and in the kind of behavior which is expected.s the children develop self
concepts in accordance with their roles, certain differences in their patterns of behavior become
apparent . The girl soon learns,for example, that affection, neatness, primness, and a sense of
humor are rewarded by adults and the other member of her peer group. On the other hand, boys
find a rewarding traits like greater aggressiveness, display of fearlessness, and vigorous activity.
These differences are not due to any innate factor but come about because the children find the
rewards, approval , status in adapting the role which is defined for them . Hence , by the time they
enter the school , they have already developed certain personality traits and value systems
different from those of the opposite sex.
Family and community background.
Studies in psychology that there exists wide variations among members of different families. That
successive generations of some families due exhibit varying specific abilities is widely accepted.

Individual variations can also be attributedIndividual variations can also be attributed to

environmental influences. Poor home background, lack of nutrition, low economic status, and low
cultural level affect the readiness of an individual to learn the experiences which an individual
acquires in his contact with his physical and social environment at home and in the community
cause him to be different in his attitude toward learning and in his demonstrated achievement . for
instance, the poor speech training of a child will influence his level of speech development and
will affect his readiness school work.

The learning experiences in which a child engages or has engaged in his home or in the
neighborhood environment influence his interest, his attitude toward school,is his habits of
cooperation or non-cooperation, his willingness to concentrate and participate in any learning
situation, and his acquired a study habits- all of which contribute factors of difference among
learners .

Aspects of personality which learners show wide variation

Whatever the cause of differences, any and selected group of learners of any chronological age
always show wide variations in four aspects: (1) physical condition; (2) emotional responses and
attitudes; (3) mental ability and special aptitudes; and (4) social adjustment.

Physical conditions . Not only are there wide variations among individuals in health as a whole,
but also in particular aspects. A child , for instance, may be considered healthier than another child
and yet have poorer vision or hearing than the other.

Number of children suffer from various physical defects such as diseased tonsils, adenoids,
lameness, speech defects (stuttering, stammering, lisping, etc.), and other physical handicaps.
These varying degrees and kinds of physical ailments present a challenge to the teacher. A
handicapped child is an ineffectual learner. Such a child is of average or superior mental ability,
his physical defect are likely to interfere with his learning progress unless all available means are
utilized to correct such a defect.

Emotional response and attitudes. Learners vary in their emotional patterns or temperament.
School children bring to their school life varying kinds and degrees of attitudes and emotional
tendencies. Some children are markedly gloomy while others are distinctly cheerful. No two
learners are alike in their degree and kind of emotional response to people and things about them.
These emotional responses , according to developmental psychologist, contribute to the learner's
happiness and success to some degree.

Teachers need to recognize the importance the the learner of the effects of his own emotional
nature upon his learning success . They, likewise, need to recognize that it is important four every
learner to develop desirable emotional control. Since emotional responses are determined largely
by the fulfillment or denial of wants and needs of the learner and by the emotional behavior of
people around him , teachers can help direct and guide the learner to achieve emotional stability.

Mental abilities and specific aptitudes. Individual differences in mental ability and attitude are
apparent in the classroom. Some children are able to learnin faster than others. In an ordinary
classroom, some children will be able to read from two to five times as much as others in a given
period. Some will be able to solve two to five times as many problems in arithmetic, and some can
master their work in very much less time than other students. These differences between the best
and the poorest pupils in a class are considerable. Because of the fact that differences affect
method of instruction, psychologist have grouped learners into:(1) genius or mentally gifted; (2)
superior or bright; (3) average; (4) dull or borderline; (5) mentally retarded.

Each group progresses at its own rate. The superior child find the ordinary tasks at school easy to
perform. He made display impatient he may display impatience at the slow learning and lack of
insight of his less able classmates. The child with low intelligence, on the other hand, finds most
of the school work too difficult. He becomes discouraged and may develop feelings of inferiority
as a result of his constant failure in school.

Social adjustment. As the individual emerges from the sheltered life within the home toward an
expanded social and physical environment, new problems arise and additional needs and wants
appear. Boys and girls differ widely in their social adjustments because of the varying
circumstances and conditions in their environment such as physical factors in the environment,
social conditions, economic conditions, personal defects or limitations, incompatible needs
producing internal conflicts, and conflicts between ideals and certain needs.

Social adjustment is desirable and necessary. For some children, adjustments for social growth
may be made by assigning them to activities that will correct deficiencies in the home training or
in their social background, such as training in cleanliness, neatness, respect for others, and
etiquette. For some, assignment to activities in the classroom, such as a special duties or
monitorial service, may help to develop social traits. For others, it may be necessary to transfer
them to a new environment in the same school or in another school. Whatever means may be good
for children, it is an important function of a teacher to give every school child as much guidance
and help as possible toward achievement of good social adjustment.