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An Exercise to Determine Your Educational Philosophy

Find out to which philosophy you adhere. To what extent does such statement apply to you?
Rate yourself 4 if you agree whit the statement always, 3 if you agree but not always,
2 if you agree sometimes, and 1 if you dont agree at all.

Statement 1 2 3 4

1. There is no substitute for concrete


experience In learning. ______ ______ ______ ______

2. The focus of education should be the


ideas that are as relevant today as
when they where first conceived. ______ ______ ______ ______

3. Teacher must not force their students


to learn the Subject matter if it does not
interest them. ______ ______ ______ ______

4. Schools must develope student s capacity to


reason by stressing on the humanities. ______ ______ ______ ______

5. In the classroom, students must be


encouraged to interact with one another
to develop social virtues such as
cooperation and respect. ______ ______ ______ ______

6. Students should read and analyze the


Great Books, the creative works of
historys finest thinkers and writers. ______ ______ ______ ______

7. Teachers must helps student expand their


knowledge by helping them apply their previous
experience in solving new problems. ______ ______ _______ ______

8.Our course of study should be general,


not specialize; Liberal, not vocational;
humanistics, not technical. ______ ______ ______ ______

9. There is no universal, inborn human


nature. We are born in exist and the
we ourselves freely determine are
essence. ______ ______ _______ ______

10. Human beings are shape by their


environment. ______ ______ ______ ______

11. Schools should stress on the teaching of


basic skills. ______ ______ _______ ______

12. Change of environment can change a


person. ______ ______ _______ ______
13. Curriculum should emphasize on the
traditional disciplines such as math, natural
science, history grammar, literature. ______ ______ _______ ______

14. teacher cannot impose meaning; students


make meaning of what they are taught. ______ ______ _______ ______

15. Schools should help individuals


accept themselves as unique individuals
and accept responsibility for their
thoughts, feeling and actions. ______ ______ _______ ______

16. Learners produce knowledge


based their experiences. ______ ______ _______ ______

17. for the learner to acquire the


basic skills, s/he must go throught the
rigor and discipline of serious study. ______ ______ _______ ______

18. The teacher and the school head


must prescribe what is most important
for the students to learn. ______ ______ _______ ______

19. The truth shines in an atmosphere


genuine dialogue. ______ ______ _______ ______

20. A learner must be allowed to


learn at his/her own Pace. ______ ______ _______ ______

21. The learner is not a blank slate but


brings past experiences and cultural factors
to the learning situation. ______ ______ _______ ______

22. The classroom is not a place where


teacher pour knowledge into empty
minds of students. ______ ______ _______ ______

23. The learner must taught how to


communicate his ideas and feelings. ______ ______ _______ ______

24. To understand the message from


his/her students, the teacher must
listen not only to what his/her
students are saying but also to what
they are not saying. ______ ______ _______ ______

25. An individual is what he/she chooses


to become not dictated by his/her
environment. ______ ______ _______ ______
Test your Understanding of philosophies

I. Answer each with a Yes or No. If your answer is NO,


explain your answer in a sentence.

*Essentialism
______1.Do essentialist aim to teach students to reconstruct
society?

______2.Is the model citizen of the essentialist the citizen who


contributes to the re-building of society?

______3.Do the essentialist teachers give up teaching the basics


if the students are not Interested?

______4.Do the essentialist teachers frown on long academic


calendar and core requirements?

*Progressivism
______1.Do the progressivist teachers look at education as a
preparation for adult life?

______2.Are the students interests and need considered in a


progressivist curriculum?

______3.Does the progressivist curriculum focus mainly on


facts and concepts?

______4.Do the progressivist teachers strive to simulate


in the classroom life in the outside world?

*Perrennialism
______1.Are the perennialist teachers concerned with
the students mastery of the fundamental skills?

______2.Do the perennialist teachers se the wisdom


an ancient, medieval and modern times?

______3.Is the perennialist curriculum geared towards specialization?

______4.Do the perennialist teachers sacrifice subject matter


for the sake of the students interest?
*Existentialsm
______1.Is the existentialist teacher after student becoming
specialist in order to contribute to the society?

______2.Is the existentialist concerned with the education


of the whole person?

______3.Is the course of study imposed on the students


in the existentialist classroom?

______4.Does the existentialist teacher make heavy


use of the individual approach?

*Behaviorism

______1.Are behaviorists concerned with the


modification of students behavior?

______2.Do behaviorist teachers spend their time teaching


their students on how to respond Favorably to
various environmental stimuli?

______3.Do behaviorist teachers believe they have control


over some variables that affect learning?

______4.Do behaviorist teachers believe that students


are the product of their environment?

*Linguistic Philosophy

______1.Do linguistic philosophers promote the study of language?

______2.Is the communication that linguistic philosophers


encourage limited verbal language only?

______3.Do linguistic philosophers prefer the teacher who


dominates discussion to save time to the teacher
who encourage dialogue?

______4.Is the curriculum of the linguistic philosopher


open to the learning of as my languages, like Mother
Tongue, as possible?
*Constructivism

______1.Does the constructivist agree to the teaching methodology of telling?

______2.Do constructivists believe that students construct knowledge?

______3.Do constructivists approve of teaching learners the skill learn?

______4.Do constructivists believe that meaning can be imposed?

II. Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO
GAIN MASTERY. the first exercise in this lesson (An Exercise to Determine Your Life Philosophy)
may help.

To which philosophy does each theory of man belong?

A person:

______________1. is a product of his environment.

______________2. has no universal nature.

______________3. has rational and moral powers

______________4. has no choice; he is determined by his environment.

______________5. can choose what he can become.

______________6. is a complex combination of matter that responds to


physical stimuli

______________7. has no free will.

______________8. has the sam essential nature with others.

______________9.is a rational animal

______________10. first exists then defines him/herself

______________11. Is a social animal who learns well through an active


interplay with others

______________12. is a communicating being.

______________13. Is a maker of meaning

______________14. A constructor of knowledge


III. Synapse Strengtheners
A. We are interested in what is true. Our teaching methodologies are based on our quest for truth.
Likewise, our teaching- learning goals are based on what we value or what we cherish as good. Identify
what each philosophy considers as good and valuable and true. Complete the table given below.
The first one is done for you.
Methodology to arrive Theory of What is Goal of teaching
Philosophy Theory of Truth at the truth valuable/ good learning

We must relate to the Values differ from To help develop


universe and interact place to place, from students who can
Progressivism The universe is real with others time to time, from adjust to a
and is in constant intelligently, person to person; what changing world
scientifically and is considered good for and live with
experientially. The one may not be good others in
curriculum stresses on for another. harmony.
science and
experiential learning
such as hands on-
minds-on-hearts-on
learning.

Linguistic
Philosophy

Constructivism
Essentialism

Existentialism

Perennialsm

Behaviorism
B. With which philosophy do you associate the following quotations?

1. Education is life not a preparation for life.- Dewey


2. Man is nothing else but what he makes of himself... Sartre
3. Gripping and enduring interest frequently grow out
of initial learning efforts that are not appealing or attractive.
4. Give me a dozen healthy infants, well informed, and my ow
specified world to bring them up in and Ill guarantee to take anyone
at random and train him become any type of specialist I might
select doctor, lawyer, artist, merchant-chief; and yes, even
beggar-man and thief, regardless of his talents, penchants, tendencies,
abilities, vocations, and race of his ancestors.Watson
5.Existence precedes essence. Sartre
6. Life is what you make it. William Thackeray
7. Listening in dialogue is listening more to meaning than
to words.. In true listening, we reach behind the words, see through
them, to find the person who is being revealed. Listening is a search
to find the treasure of the true person as revealed verbally
and nonverbally. John Powell
8. When a relationship is working, the act of communicating seems
to flow relatively effortlessly ...- Chip Rose-

ANSWERS:

1. PROGRESSIVISM

2. ESSENTIALISM

3. ESSENTIALISM

4. BEHAVIORISM

5. EXISTENTIALISM

6. EXISTELIALISM

7. LINGUISTIC PHILOSOPHY

8. LINGUISTIC PHILOSOPHY
C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement


2. Conduct of National Achievements Test to test acquisition of elementary/secondary learning
competencies
3. Use of the great Books
4. Use of rewards and incentives
5. Use of simulation and problem-solving method
6. Learners learning at their own pace
7. Mastery of the 3rs reading, writing and rithmetic
8. The traditional approach to education
9. Subject matter-centered teaching
10. Student-centered teaching
11. Authorization approach to teaching
12. Non-authoritarian approach to teaching

ANSWERS:

1. ESSENTIALISM

2. ESSENTIALISM

3. PERENNIALISM

4. BEHAVIORISM

5. PROGRESSIVISM

6. EXISTENTIALISM

7. ESSENTIALISM

8. PERENNIALISM

9. ESSENTIALISM AND PROGRESSIVISM

10. PROGRESSIVISM

11. PERENNIALISM

12. EXISTENTIALISM
D. Draw a symbol for each of the 7 philosophies. Explain your symbol.

PHILOSOPHIES SYMBOLS

To control students We have our own decision Innovation in our country


behavior to follow

BEHAVIORISM EXISTENTIALISM PROGRESSIVISM

Communicating by our co-individual

LINGUISTIC PHILOSOPHY

The essence of woman is Generates education Being creative and to see


to bear a child little by little the output

ESSENTIALISM PERENNIALISM CONSTRUCTIVISM


E. By means of a Venn diagram give the:

1. Similarities between essentialism and perennialism

ESSENTIALISM *Educational PERENNIALISM


concepts applying
Focuses on teaching to society as a whole Focuses on the universal
the essential elements *Believe that there truth that have withstood
of academic and moral are certain aspects the test of time; believe
values of the culture that the most important
topics to develop a person

2. Differences between behaviorism and existentialism

EXISTENTIALISM BEHAVIORISM

*Derive from a powerful belief in *Behavior is shaped deliberately


Human free will, and the need by force in the environment and
For individuals to shape their that the type of person and actions
own future. desired can be the product of design.

*Sees the world as ones personal *Behavior is determined by others,


subjectivity where truth and reality rather than by our own free will.
are individually defined.
3. Differences between the perennialism and essentialism combined and progressivism.

PERENNIALISM/ PROGRESSIVISM
ESSENTIALISM

*Educational concepts applying to society *Based largely on the belief that lessons
as a whole must be released on the students in order
for them to learn
*Believes that there are certain aspects of *The curriculum is built around the
the culture that must be learned by all personal experiences, interests, and need
included it of the students
*They are not concerned about the students *believes that the education must be based
interests and experiences on principle that humans and social
*The curriculum is universal and is based on animal also learn best in real life
their view that all human being possessed activities with other people
by the same essential nature

4. Similarities between linguistic philosophy and constructivism

LINGUISTIC CONSTRUCTIVISM
PHILOSOPHY

*To facilitate dialogue among learners *Promote exchange *Constructing knowledge and
*Understanding message through of ideas making meaning
verbal means to be able to *Constructed in *Learners are the builder and
communicate social processes creators of knowledge
*Provide experiential learning to *Let the learner show what they
learn language have learned in different ways
F. You will be grouped into the seven philosophies. Explain how you will react to the given situation.
What advice will you give?

For the essentialist group. Students are not interested in the lesson.

For the perennialist group. Students want to become skilled in certain fields of specialization

For the progressivist group. Parents question students community immersion for it poses certain risks

For the existentialist group. A colleague asks you decide for her for fear that she may make the wrong
decision.

For the linguistic philosophy group. A teacher insists on his reasoning and does not give a chance to an
erring student to explain his/her side.

For the constructivist. Teacher claims, he will be able to teach more if he goes straight to his lecture.
G. Students will be asked to research further on the following:

1. John Dewey and progressivism


John Dewey and progressive education became very popular during the time the American
society was searching through and discarding turn of the country. An ethical twist on concern
for the individual associated Dewey with humanism. Humanism, as the value of each person
in the human race, was somewhat different from the Human Relations movement in business
that determined individual motivation could be an intervening variable in raising
productivity. Dewey and the progressive Education Association would be closer to the
Maslow theory of development toward self actualization or McGregors Theory Y and the
intrinsic motivation of individuals engaged in work. John Dewey described the intellectual
and ethical underpinnings of what the educated worker might look like. Progressivism was
also identified with liberalism old style liberalism of believing in social justice and
mandates for advocacy. During the Great Depression this translating progressive education
and liberalism as a communist plot fuzzyheaded and a dangerous doctrine. The irony of
taking the idea of the individual and critical inquiry as one and the same with the mass
society model of inevitable determinism was lost on the conservative detractors. Besides, in
the cold war climate of absolute goods and bads, who cared to mince around with nuances
and historical context? Certainly, John Dewey philosophy and progressive education have
major implications for the meaning of schooling organization and educational management.
With the individual at the center of focus, the teaching organization and governing
arrangement becomes the embedding features. Some would argue the compact for learning
mandate carried a deweyian tone between 1991 and 1993.

2. John Watson and behaviorism


Watsonian behaviorism appealed to many younger psychologist who felt that Watson was
cleansing the muddled atmosphere of psychology by castling off the long-standing mysteries
and uncertainties carried over from philosophy. The rapid acceptance of his position was
evidenced by his election to the presidency of the American Psychological Association in
1915 just 2 years after his paper appeared. He was then 37 years of age.

3. William Bagley and essentialism


Founder of the Essentialist Education Society and Author of Education and Emergent Man
( 1934), Bagley was critical of progressive education, which he believed damaged the
intellectual and moral standards of students. This article reflects the essentialist belief that our
culture has a core of common knowledge that should be transmitted to students in a
systematic, disciplined manner. Though similar to perennialism, essentialism stresses the
essential knowledge and skills that productive citizens should have, rather than a set of
external truths.

4. Jean Paul Sartre and existentialism


Sartres ontology is explained in his philosophical masterpiece, Being and Nothingness,
where he defines two types of reality which lie beyond our conscious experience: the being of
the object of consciousness and that consciousness itself. The object of consciousness exist as
in-itself that is, in an independent and non-relational way. However, consciousness is
always consciousness of something so it is defined in a relation to something else, and it is
not possible to grasp it within a conscious experience: it exist as for-itself. An essential
feature of consciousness is its negative power, by which we can experience nothingness.
This power is also at work within the self, where it creates an intrinsic lack of self-identity.
So the unity of the self is understood as a task for the for-itself rather than as a given.
5. Robert Hutchins and perennialism

Robert Maynard Hutchins (also Maynard Hutchins) (January 17, 1899 May 17, 1977), was
an educational philosopher , dean of Yale Law School (1927- 1929 ), and president (1929
1945) and chancellor (1945 1951 ) of the University of Chicago. He was the husband of
novelist Maude Hutchins. Although his father and grandmother were both Presbyterian
ministers, Hutchins became one of the most influential members of the school of secular
perennialism while he was president of the University of Chicago, Hutchins implemented
wide-ranging and controversial reforms of the University, including the elimination of varsity
football. The most far-reaching reforms involved the undergraduate College of the University
of Chicago, which was retooled into a novel pedagogical system built on Great Books,
Socratic dialogue, comprehensive examinations and early entrance to college. Although the
substance of this Hutchins Plan was abandoned by the University shortly after Hutchins
resigned in 1951, an adapted version of the program survives at Shimer College in
Chicago.Throughout his career , Hutchins was a fierce proponent of using those select books,
which have gained the reputation of being great books, as an educational tool. In this
interview in 1970 titled, Dont Just Do Something, Hutchins explained , . . . the Great
Books [are] the most promising avenue to liberal education if only because they are teacher
proof.

6. Jurgen Habermas, Hans George Gadamer and linguistic philosophy

Jurgen Habermas ( June 18, 1929 ) is a German sociologist and philosopher in the tradition of
critical theory and pragmatism. He is perhaps best known for his theories on communicative
rationality and the public sphere. Global polls consistently find that Habermas is widely
recognized as one of the worlds leading intellectuals.
Associated with the Frankfurt School, Habermass work focuses on the foundations of social
theory and epistemology, the analysis of advanced capitalistic societies and democracy, the
rule of law in a critical social evolutionary context, and theoretical system is devoted to
revealing the possibility of reason, emancipation, and rational-critical communication latent
in modern institutions and in the human capacity to deliberate and pursue rational interests.
Habermas is known for his work on the concept of modernity, particularly with respect to the
discussion or rationalization originally set forth by Max Weber. He has been influenced by
American pragmatism, action theory, and even post structuralism. Jurgen Habermas
considers his majors contribution to be the development of the concept and theiry of
communicative reason or communicative rationality, and distinguishes itself from the
rationalist tradition, by locating rationality in structures of interpersonal linguistic
communication rather than in the structure of the cosmos. The social theory advances the
goals of human emancipation, while maintaining an inclusive universalist moral framework.
Hans Georg Gadamer ( February 11, 1900)In 1918 he studied with Richard Hoenigswald at
Breslau,and in 1919 he studied with Nicolai Hartmann and the neo-Kantian philosopher Paul
Natorp at Marburg. In 1922 ha graduated with a thesis on The Essence of Pleasure and
Dialogue in Plato. In 1923 he met Husserl and Heidegger at Frieberg. He wrote a second
doctoral dissertation under Heidegger, and became a Privatdozent at the University of
Marburg. Gadamer once stated that he owned everything to Heidegger, his greatest
influence. Heideggers hermeneutical approach and his idea that philosophy is inseperable
from histiric and artistic culture would form the basis of Gadamers philosophy.
In 1937 Gadamer was elected to be a professor of philosophy in Marburg, and in 1939 he
moved to a professorship at the University of Leipzig. He took a politically neutral position in
the eyes of the occupying Soviet Army, and under the new communist state of East Germany
in 1945 became the Rector of Leipzig. In 1947 he moved West to accept a position at the
University of Frankfurt-am-Main. In 1949 he succeeded Karl Jaspers as Professor of
Philosophy in Heidelberg, and became Professor Emeritus in 1968, continuing to teach there
for over 50 years.
They will pretend to be John Dewey, John Watson, etc. in class and the class will interview them on their
philosophies. The key informants (John Dewey, etc.) will answer question using the first person I.
H. Research work-Research on the following philosophies. Those marked with asterick(*) are a must.
Give the gist of each philosophy. Cite those thoughts with which you agree and also those with which
you disagree.

*1. CHRISTIAN PHILOSOPHY embraces the meaningful, purposeful life a life in which you shape your
beliefs according to a coherent, reasonable, truthful worldview. As a Christian with such a worldview, you
will not be tossed to and fro by every secularist doctrine.

2. RATIONALISM is any view appealing to intellectual and deductive reason ( as opposed to sensory
experience or any religious teachings) as the source of knowledge or justification. Thus, it holds that some
propositions are knowable by us by intuition alone, while others are knowable by being deductive through
valid arguments from intuited propositions. It relies on the idea that reality has a rational structure in that all
aspects of it can be grasped through mathematical and logical principles, and not simply through sensory
experience.

3. EMPIRICISM is the philosophical stance according to which the senses are the ultimate source of human
knowledge. It rivals rationalism according to which reason is the ultimate source of knowledge. In a form or
another, empiricism is a chapter of most philosophical tradition. In Western philosophy, empiricism boasts a
long and distinguished list of followers in all ages; probably the most fertile moment for this trend happened
during the early modernity, with the so-called British empiricists, whose rank includes authors of the caliber
of John Locke and David Hume.

4. PRAGMATISM is a philosophical movement that includes those who claim that an ideology or
preposition is true if it is works satisfactory, that the meaning of a preposition is to be found in the practical
consequences of accepting it, and that unpractical ideas are to be rejected.

5. RECONSTRUCTIONISM is a philosophical movement that conceptualizes education as an institution for


social engineering. A primary objective for reconstructionists is to develop innovative curricula and
pedagogical strategies to construct a new consciousness of collective international social cooperation. Thus,
global education is an area of intense interest to reconstructionist.

*6. CONFUCIANISM also known as Ruism, is a system of philosophical and ethical sociopolitical
teachings sometimes described as a religion. With particular emphasis on the importance of the family and
social harmony, rather than on an otherworldly soteriology, the core Confucianism is humanistic. Regards
the ordinary activities of human life-and especially in human relationships as manifestation of the sacred,
because they are the expression of our moral nature (xing), which has a transcendent anchorage in heaven
( tian ) and a proper respect of the gods ( shen).

7. HINDU PHILOSOPHY not only includes the philosophical doctrines present in Hindu texts of primary
and secondary religious importance, but also the systematic philosophies of the Hindu schools. In total,
Hindu philosophy has made a sizable contribution to the history of Indian philosophy and its role has been
far from static: Hindu philosophy was influenced by Buddhist and Jain philosophies, and in turn Hindu
philosophy influenced Buddhist philosophy in India in its later stages. In recent times, Hindu philosophy
evolved into what some scholars call Neo-Hinduism which can be understood as an Indian response to the
perceived sectarianism and scientism of the west. Hindu philosophy thus has a long history, stretching back
from the second millennia B.C.E to the present.

8. BUDDHIST PHILOSOPHY is the elaboration and explanation of the delivered teaching of the Buddha
as found in the Tripitaka and Agama. Its main concern is with explicating the dharmas constituting reality. A
recurrent theme is the reification of concepts, and the subsequent return to the Buddhist Middle way.
*9. PAOLO FREIRES PHILOSOPHY is not a simple method but rather an organic political
consciousness. The domination of some by others must be overcome, in his view, so that the humanization
of all can take place. Authoritarian forms of education, in serving to reinforce the oppressors view of the
world, and their material privilege in it, constitute an obstacle to the liberation of human beings. The means
of this liberation is a praxis, or process of action and reflection, which simultaneously names reality and acts
to change it. Freire criticized views that emphasized either the objective or subjective aspect social
transformation, and insisted that revolutionary change takes place precisely through the consistency of a
critical commitment in both word and deed. This dialectical unity is expressed in his formulation, to speak
a true word is to transform the world.

10. SOCRATESS PHILOSOPHY moral excellence was more a matter of divine bequest than parental
nurture.

*11. ROUSSEAUS PHILOSOPHY in the natural state, humans have uncorrupted morals; not in the
sense of a developed morality, but in the negative sense of a primitive morality that is not yet corrupted by
society. It is a state prior to any socialization. In this state, human beings are free, self-sufficient, and
because of this they are still peaceful; they are capable of experiencing compassion, and they live in small
biologically determined groups.

13. STOIC PHILOSOPHY

14. EPICUREANISM

15. PHILOSOPHICAL ANALYSIS

16. PHENOMENOLOGY

17. LOGICAL POSITIVISM

18. ANY OTHER PHILOSOPHY OF YOUR INTEREST OR ASSIGNED BY YOUR TEACHER


I. One of you will volunteer/ be assigned to obtain the vision and mission statement of the Department
of Education and present the same in class. Which philosophies of education are reflected in the
DepEd vision mission statement?

The DepEd Vision


We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation

As a learner centered public institution


the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Mission


To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.


Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing
life-long learners.

THE PHILOSOPHIES REFLECTED:


1. Essentialism
2. Existentialism
3. Progressivism
4. Constructivism
J. The K to 12 Basic Education Curriculum envisions a Grade 12 graduate who is:

Holistically developed

With 21st century skills

Ready for:

- Employment

- Entrepreneurship

- Middle level skills development


On what philosophies of education is the K to 12 Basic Education Curriculum anchored? Explain
your answer/s.

The K to 12 Basic Education Curriculum is anchored in the following Philosophies:

1. Constructivism- by which the learner is given the utmost free-will to explore and express himself
on what he learned. He is allowed to apply his knowledge through his skill and
ability.

2. Essentialism- the teachers are the models of the learner. They are the concrete structure of what their
learner will become in the future.

3. Existentialism- the learner will be able to define his essence; he will become independent and self-reliant.
LESSON 2

Activity 1
Analyze the given example in your small groups, the answer the following questions:

1. Which of philosophies studied in lesson 1 are reflected in the given


philosophy?_____________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________________

2. What are the teachers concept/s of the learner?____________________________________


_______________________________________________________________________________________
_____________________________________________________________________

3. Who, according to the Grade school teachers philosophy, is the good and educated person?
_______________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________________

4. What is the teachers concept on values?___________________________________________


_______________________________________________________________________________________
_____________________________________________________________________

5.What does the teacher believe to be her primary task?_________________________________


_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________

6. Do his/hr concepts of the learner and the educated person match with how he/she will go about his/her
task of facilitating every childs full development?_______________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________________

7. You notice that teachers thought on the learner, values and method of teaching begin with the phrase I
believe. Will it make a difference if the Grade school teacher writes his/her philosophy of education in
paragraph form using the third person pronoun?_________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________

8. Why is ones philosophy of education said to be ones window to the world or compass in
life?___________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
Activity 2
1. Formulate your personal philosophy of education. Do it well for this will form part of your teaching
portfolio which you will bring along with you when you apply for a teaching job. Write it down here.

2. Share your philosophy of education with the class.


Activity 3
A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:


*how will you treat your student?

*what will you teach?

*how will you teach?

2. From which philosophies that you have studied and researched did you draw inspiration as
you formulated your own philosophy of education?

3. Does this education philosophy of yours make a difference in your life?

4. What if you do not have a formulated philosophy of education at all?

5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?

6. Do you think your philosophy will change as you grow in knowledge?

B. Print your philosophy of education and include it in your teaching portfolio.

Test your Understanding


A. Directions: Answer the following with YES or NO. If your answer is NO,
explain your answer in a sentence.

_______1. Is morality for persons and animals?


It is only for persons because only persons have intellect and will.

_______2.Is the natural law known only by learned?


Even the unschooled have a sense to do well and avoid evil.

_______3. Did the primitive people have a sense of natural law?

_______4. Is an animalistic act of man moral?


To be moral is to be human

_______5. Is it right to judge the dog to be immoral if it


defecates right on your garden?
Morality applies only to persons and not to animals because
animals have no choice.

_______6. Is the foundational moral principle sensed only by believers?


Even unbelievers have a sensed to do good.

_______7. Is the foundational moral principle very specific?


Foundational moral principle is a general statement.

_______8. Is the foundational moral principle the basis of moral specific principle?

_______9. Is the foundational moral principle so called because it is the basis of all moral
principles?

_______10. Are the Ten Commandments for Christians more specific moral principles of the
foundational moral principle?

_______11. Is the natural law literally engraved in every human heart?


Not literally, but it is written or engraved in every human heart in a
sense that every human or man has a sense of principle.

_______12. Are The Five Pillars of Islam reflective of the natural law?

_______13. Is the Buddhists Eightfold Path in accordance with the natural law?

_______14. Are the Golden rule for Christians basically the same with Kung-fu-tsus
Reciprocity rule?

A. Direction: Answer the following in a sentence or two.


1. To be moral is to be human. What does this mean?
This mean that any act that is moral makes man/woman become
more of the kind of human being that he/she intended to be.

2. Why is morality only for persons?


It is because only person have intellect and will. They can think,
reason out and analyze.

3. What do the following tell you about the natural law?


The natural law is written in the heart of every man. This is true to
all men and women. One need not be schooled to have a sense
of the natural law.
Ancient philosophers and dramatist had already mentioned the natural law. Sophocles, for instance , in the
drama Antigone, spoke of the unwritten statutes of heaven which are not of today or yesterday but from all
time and no man knows when they were first put forth.
Cicero wrote: True law is right reason in agreement with nature; it is of universal application , unchanging
and everlasting..
Lawless lecense or promiscuity is not common among primitive peoples. According to Fr. Vanoverberg, a
Belgian anthropologist of the CICM congregation, the Negritos of northern Luzon have excellent moral
standards especially with regard to honesty and sexual matters although their power of abstraction is so low
that they can hardly count beyond 5. (Panizo, 1964)

B. Journal Entry

1. Do good; avoid evil is the foundational moral principle. List at least 5 good things that you have to do
as a teacher and 5 evil things you have to avoid doing.

2. The Golden Rule for Christians is: Do to others what you would like others to do to you. Give a
concrete application of the Golden Rule as you relate to a learner, to a fellow teacher, to a parent or any
member of the community and to your superiors.

e.g Speak well of your fellow teacher just as you want your fellow teacher to speak well of you.

C. Research on the following:

1. What do the following statements imply about the role of religion in the moral formation of man?

If God did not exist, then everything would be permitted. Dostoyevsky

There is no doubt that man can organize the world without God, but in the final analysis he can only
organize it against man. Pope Paul VI

3. How does conscience relate to the morality?


4. Are man-made laws part of the natural law? What about the Code of Ethics for Professional Teachers?

5. Do laws limit your freedom?

6. What is meant by the statement The Sabbath is made for man and not man for the Sabbath.

D. By means of a song, poem or an acrostic (on the word MORALITY), show the importance of morality

Test your Understanding


1. Do we have such a thing as unchanging values in these changing times?
Depending on the camp where you belong. If you belong to the idealist group, there are unchanging
and universal values. The values of love, care and concern for our fellowmen are values for all
people regardless of time and space. They remain unchanged amidst changing times.

2. What do we mean when we say transcendent values are independent of time, space, and
people?
They are beyond changing times, beyond space and people. They remain to be a value even if no one
values them. They are accepted as value everywhere.

3. Should values be taught? Why?


It doesnt matter, because if you living by the values is the true acid test if we really value.

4. What are the three dimensions of value and value formation? Explain each.
Cognitive dimension it means that we must to understand the value that we want to acquire.
Affective domain of objectives in themselves they have an affective dimension.
Behavioral dimension in fact living by the value is the true acid test if we really value.

5. Value formation training of the intellect and the will. What does this training consist of?
Training of intellect must clearly present a positive value to be a truly positive. Intellect has three
functions namely: Formation of ideas, judgment and reasoning. And Training of the will must be
essentially self training.

6. What is the effect of good habit (virtue) and bad habit (vice) on the will?
Virtuous life strengthens you to live by the right values and live of abundance and joy while a
vicious life leads you to perdition and misery.

7. Which is the lowest value in Schelers value hierarchy? highest?


The lowest values are those that pertain to the sensual pleasures, while the highest values are those
that directly pertain to the supreme being.

8. Based on Schelers hierarchy of values, what is a life well lived?


We act and live well, give greater preference to the higher values.

9. According to advocates of value clarification, how can you test if a value is really your value?
The advocates of value clarification assert that we must clarify what we really value. The term value
is reserved for those individual beliefs, attitudes and activities. This means that if you value honestly
you have chosen it freely from among alternatives and after considering it consequences. You prize it
and you are proud of it and so you are not ashamed for others to know that you value it. You practice
and live by honestly and have made it your habit to act and live honestly.
Synapse Strengtheners
1. Present Schelers hierarchy of values by means of an appropriate graphic organizer. Each level
of values must be explained and must be given an example.

2. Interview a former alcoholic who was rehabilitated. Ask how his alcoholism affected himself,
his job, and his relationship with his family and community. Ask him to give his advice to the
class.

3. In the modern parable The Little Prince written by Antoine Exupery, the Little Prince in his
visit to one planet, met an alcoholic. The following was their conversation:

Little Prince: What are you doing?


The alcoholic: I am drinking
Little Prince: Why are you drinking?
Alcoholic: To forget!
Little Prince: To forget what?
Alcoholic: That I am a drunkard!
Based on the above conversation, is the alcoholic (or any alcoholic for that matter) happy for being one?
What lessons can you learn from the life of an alcoholic or of a gambler?

4. In his book Morality and You, James finley wrote:look at modern advertisement.
commercials for deodorants, mouthwashes, skin blemish removers and other cosmetics have a
basic assumption that man is a creature who must be physically attractive to have much worth
in the eyes of his fellowman. They try to sell the following concept of a person: to have a
good breath and white teeth is to be a good person; to have bad breath is to be socially
undesirable. Reflect if this thought on man as sold by the media in a very subtle manner has in
a way influenced your value orientation.
For Research
Which Filipino values pose obstacles to your value formation? How do they block your value
formation?
The Filipino values that pose obstacles to the value formation are being Hiya because of this
sometimes we are shy expressing ideas, talents and many more, we sometimes let the chance or
opportunity fly away. Some of us are afraid to shoe their true self because of the fear of rejection and
others because they cant just take constructive criticism.

Are there times when the will refuses to act on what the intellect presents as good? How does a
person feel?
I believe that there is a point of confusion in the question itself. The will cannot refuse to act. The
very idea of having will goes hand-in-hand when human beings set their will to act against things
they know in their hand to be good or right. However a person will can never be said to act without a
want in the equation.

The atheist denies Gods existence. Will he lack the values of the Holy, the highest level of value
according to scheler? How will this affect his/her way of life?

Because to us, theists don't make a compelling case for God in the slightest. They provide no
tangible evidence, no compelling philosophy, and the rapidly growing mountains of evidence to the
contrary indicate a world and a universe that doesn't need any outside help. To be honest, it becomes
a game after a while. To my astonishment, even among the most intelligent, educated, and wise
theists I know, theists' arguments for God are so shallow and vacuous that it's actually kind of fun to
deny them after a while. The option on that one is to wallow in sadness over the gullibility of
people.
For Exhibit

Make an exhibit on the lives of men and women whose lives where oriented towards the values
of the spirit and/ or the values of the Holy. The objectives of the exhibit is for you to prove to
every viewer that those who live beyond pleasure values and vital values are those who great in
the eyes of their fellow men and of god ( for those who believe).

Journal Entry

1. Read the following and in the context of value formation write down your response/action plan to each as
a proof that you accept continuing personal value formation.

Take care of your thoughts, they become your actions; take care of your actions, they become
your habit; take care of your habits, they become your character; take care of your character, it
becomes your destiny!

What does it profit a man if he gains the whole world but loses his soul?

store up treasures in heaven neither moth nor decay destroys, nor thieves break in and steal.
For where your treasure is, there also will your heart be. (Mattew 7:20)

Try not to become a man of success but rather try to become a man of value. Albert Einstein
It is only with the heart that one can see rightly; what is essential is invisible to the eye. The
Little Prince by Antoine Exupery

Di baleng mahirap, bastat may dangal.

2. It is observed that beginning teachers somewhat lack emotional stability. What are some of its causes?
What should you do to counteract it? Write your answers here.

LESSON 5

Synapse Strengtheners
A. An Exercise on Metaphor/Simile- Compare teaching as avocation/mission/profession to something by
completing this statement; TEACHING IS LIKE.

B. For Small Group Discussion

1. Does it make a difference if teaching is simply regarded as a profession, not a vocation


and a mission?
2. Within the 5 qualities of a professional in mind, cite other Filipino traits that work
against the making of a true Filipino professional. Propose some remedial measures.

3. Of the 5 qualities of a professional, which to you is the most important? Why?

4. Once more, read the letter to the teacher given above, then state the mission of the
profession teacher.

C. Research on:

The other elements of a profession. Does the teaching profession fulfill all the elements?

The meaning of Eichmann as used in the Letter to Teacher found in this lesson

The logos of professional teachers, the Philippine Association for Teacher Education, the
Department of Education, Commission on Higher Education. Display them in class. Give their
symbolism. Is there anything common among the logos?

D. Panel discussion:
Invite the Administrative Officer of the nearest Division office, the head of the Legal
Department of Civil Service Commission, a member of the Board for professional
Teachers /Hearing Officer of PRC regional office to talk on cases against teachers filed at
their offices. Draw your conclusions from their talks.

E. Video Presentation

Interview model teachers in your community identified by schools


principals/superintendents/PTCAs. Give a video presentation of their work and life as
model teachers.

F. Journal Entry

Conrado de Quiros of the Philippine Daily Inquirer once wrote: Being world-class does not mean
going internationally and showing our best out there. Being world-class is passion and commitment to our
profession; being world-class is giving our best to teaching. Being world-class starts right inside the
classroom. Write what you resolve to START doing and STOP doing NOW as you embrace teaching as
your vocation, mission and profession.

START DOING

1.

2.

3.

STOP DOING

1.
2.

3.

G. Keep interested in your own career, however humble; it is a real possession in the changing fortunes of
time, says Desiderata. How can you keep your interest in your own career? Write your reflections here!

Synapse Strengtheners
A. Form 8 groups. Each of the 7 groups will focus on one assigned domain of the NCBTS. The 8th group
will work on the graphic organizer for the Code of Ethics for professional teachers.
B. For the 7 groups. Prove that the NCBTS Framework and code of Ethics for Professional Teachers
reinforce each other. Show that the Articles in the Code of Professional Teachers also state basically the
same things that are found in the NCBTS Framework by accomplishing the Table given below:

Code of Ethics for Professional Teachers Which


NCBTS Domain # 1/ Strand Article and Sections in the Code of Ethics for
Professional Teachers state basically the same
thing as stated in the NCBTS?

Domain 1- Social Regard for Learning Article XI- The Teacher as a person

Strand 1. Acts as a positive role model for students Section 1. A teacher shall live with dignity in all
places at all times

Section 3. A teacher shall maintain at all times a


dignified personality which could serve as model
worthy of emulation by learners, peers and others.

Article III-The Teacher and the Community

Section 3. Every teacher shall merit reasonable


social recognition for which purpose he shall
behave with honor and dignity at all times and
refrain from such activities as gambling, smoking,
drunkenness and other excesses.

Article X-The Teacher and Business

Section 2. A teacher shall maintain a good


reputation with respect to financial matters such as
in the settlement of his debt, loans and other
financial affairs.

NCBTS Domain # 2/ Strand Code of Ethics for professional Teachers

2.1 Creates an environment that promotes Article VIII- The teacher and learners
fairness
Section 1. A teacher has the right and duty to
determine the academic marks and the promotion of
learners in the subjects they handle. Such
determination shall be in accordance with generally
accepted producers of evaluation and measurement. In
case of any complaint teachers concerned shall
immediately take appropriate actions, observing the
process.
NCBTS Domain/Strand Code of Ethics for professional Teachers

2.1 Creates an environment that promotes fairness Article VIII- The teacher and learners

Section 2. Every teacher shall recognize that the


interest and welfare of learners are his first and
foremost concern: and shall handle each learner
justly and impartially.

Section 3. Under no circumstances shall a teacher be


prejudiced nor discriminatory against any learner.

Section 4. A teacher shall not accept favor or gift


from learners, their parents or others in their behalf
in exchange or requested concessions especially if
underserved.

NCBTS Domain / Strand Code of Ethics for professional Teachers

2.1 Creates an environment that promotes fairness Article VII-The teacher and learners

Section 6. A teacher shall base the evaluation of the


learners a work on merit and quality of academic
performance.

Section 7. In a situation where mutual attraction and


subsequent love develop between teacher and
learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip, and
preferential treatment of the learner.

NCBTS Domain / Strand Code of Ethics for professional Teachers

2.1 Creates an environment that promotes fairness Article VIII- The teacher and learners

Section 8. A teacher shall not inflict corporal


punishment on offending learners nor make
deductions from their scholastic ratings as a
punishment for acts which are clearly not
manifestations of poor scholarship.
2.2 Make the physical environment safe and Article III. The teacher and the community
conductive to learning
Section 1. A teacher is a facilitator of learning and
of the development of the youth, he shall therefore,
render the best services by providing an
environment conductive to such learning and
growth.

NCBTS Domain /strand Code of Ethics for professional Teachers

2.3 Communicates higher learning Article III-The teacher and the community
expectations to each learner
Section 4. Every Teacher shall help the school keep the people in
the community, and shall, therefore, study and understand local
customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.

Section 6. Every teacher is an intellectual leader in the


community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend,
counseling services, as appropriate and to actively be involved in
matters affecting the welfare of the people.

2.3 Communicates higher learning Article III-The teacher and learners


expectations to each learner
Section 9. A teacher shall insure that conditions contribute to the
maximum development of learners are adequate, and shall extend
needed assistance in preventing or solving learners problems and
difficulties.
2.4 Establishes and maintains consistent Article VI- The teacher and Higher Authorities in the Philippines
standards of learners behavior
Section 1. A teacher shall make it his duty to make an honest
effort to understand and support the legitimate policies of the
school and the administration regardless of professional feeling or
private opinion and shall faithfully carry them out.

2.4 Establishes and maintains consistent Article IX-The teacher and parents
standards of learners behavior
Section 2. A teacher shall inform parents, through proper
authorities, of the progress or deficiencies of learners under him,
exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parents cooperation for the proper
guidance and improvement of learners.
By means of four (4) separate graphic organizers, show the different groups with whom the teacher relates
and write down the key word/s that describe/s how the teacher should relate to each other group. See the
graphic organizer below.

State

*Promotes obedience to the laws


of the state

*committed and devoted to duty

Higher authorities in Community leader


the Phils.
Professional *behaves with honor and
*Understands and supports Teacher dignity at all time
the legitimate policies of the
school and the
administration

Teaching community

*Understands and respect


the values and traditions of
the diverse cultures
represented in the
community and in his or
her classroom
Fellow teachers
And other
personnel

Parents School officials


Professional
Teachers

Learner
Each group is expected to present group output to the whole class.
3. For Groups 1-7 ( Maintain the same groupings in # 1): Your teacher education curriculum consist of
three(3) parts, namely: General Education, Professional Education and specialization. Examine if the teacher
education curriculum you are presently undergoing adequately prepares you for competencies contained in
the NCBTSs. Pay specific attention to the Professional Education component of the curriculum. To do this, a
Table like one below can be of help. An example is given for you.

NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum


Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization

1. Acts as a positive role model for students 1. Teaching


profession

Subjects in the Teacher Education Curriculum

NCBTS Domain # 1 / Strand


Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization
NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum
NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum
Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization

NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum


Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization

NCBTS Domain # 1 / Strand Su


Ed
Domain 1. Social Regard for Learning Ge
Ed

NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum

Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization


NCBTS Domain # 1 / Strand Subjects in the Teacher Education Curriculum

Domain 1. Social Regard for Learning Gen Ed Prof Ed specialization

4. For Group # 8: Study the following criteria *used by DepEd in evaluating applicants for teaching
position in the public schools. Then explain if your pre- service education in the College of Education or
teacher education institution is relevant and increases your chance to be hired as a teacher in the public
school. Write your comment on the space provided.

Criteria Points
A. Education ( Applicants academic achievement indicated by General 20
Weighted Average)**

B. Teaching Experience 15

C. LET/PBET Rating 15

D. Specialized Training and Skills 10

E. Interview 10

F. Demonstration Teaching 15

G. Communication Skills 15

Total 100

*For the complete details of the hiring guidelines for Teacher 1 positions, refer to DepEd Order No.
7,s.2015. You may visit www.deped.gov.ph

**applications with non-Education degrees shall be rated by using their General Weighted Average in their
baccalaureate degrees and the 18 professional units in education.
4. Tell something about the teacher in the classroom and in the community by completing this acronym.

T- rustworthy
E- xemplary character
A- ctive in the community
C- aring to his students
H- umorous
E- nergetic and excellent
R- esponsible
5. Reflect on the teacher as she goes about her task in the classroom and in the community. In what way is
she/he

a piece of iron?
To a mind of flint, the teacher must be iron, and strike sparks

a well?
The empty pitcher, the teacher becomes a well

a planter?
To the fallow mind, a planter of seeds
a gardener?
To the cluttered mind, a gardener to weed, shape and clear space for growing

a door?
As a teacher, you can open the minds of your students/learners. You can bring/open an
opportunity for them to learn new things.

a wake up call?
To the sleepers, the teacher is the wakeup call of birds at sunrise

a potter
To clay, the teacher is potter, sculptor and trainer in self shaping

a mirror
To all the teacher is a mirror that shows not only the self but the paths and its choices, task
and its demands.

an assessor
A teacher cannot just teach a lesson and then more on. Teachers must assess each students
growth and mastering of the lesson objectives.

a nurse
As a nurse, teacher helps students to learn about their health, medications, treatments and
procedures as well as to deal with the challenges they may face during and after their illness.

8. Read this poem You Are Teacher then answers the following questions on page 84:
YOU ARE A TEACHER

If I speak Interestingly, effectively, and well,


But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials of techniques
instead of how they can help my students,
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good,
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful,
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear anything,
Hope anything,
Endure anything.
This kind of love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised.
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us,
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways,
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understood.
So faith, hope and love endure.
These are the great three
But the greatest of them is love.

Which line of the poem do you like most? Why?


Love is very patient, very kind;
If you are a teacher you must to be very patient and very kind, you must to love your students even
though she/he is lazy, patient in a sense that you understand your student, and also you understand
the needs of your students.
What mental portrait of the teacher in the classroom and the teacher in the community is painted
by the poem, You are aTeacher?

9. Read your name through the poem like this: Brenda, You are a teacher.

If Brenda speaks interestingly, effectively and well


But does not understand her students
Brenda is a noisy gong or a clanging cymbal.

Call on other students to read their names through the other lines of the poem.

Reflection question:
How did you feel when you read your name through the lines of the poem? Describe and explain
why.

10. Give the poem You Are a Teacher a tune then sing it. Choreograph it.
11. Conduct a meta-analysis of researches on the qualities of a good teacher. Between the professional
qualities and personal qualities of a teacher, which ones are perceived to be more important?
Synapse Strengtheners:
1. By means of a graphic organizer, describe the 21st century teacher by completely presenting the 21st
century skills.

Innovative and lifelong


learning

Highly collaborations communication skills

21st
Critically analyze and learning and innovation
evaluate information Century skills
Teacher

Use technology for learning Life and career skills

Collaborates and interrelates


with others from all walks of life.

2. Develop a questionnaire that makes use of a Like the scale to determine the extent to which a teacher
possesses the 21st century skills. The first is done for you.

answer.
Legend: 1. Never
2. rarely
3. sometimes
4. often
5.always

21st Century Skill 1 2 3 4


1. Use the computer with ease when I lecture
2. Learning through teaching
3. More on application
4. Parent as primary educators
5. Allow student to make mistake
6. Focus for children
7. Use Digital tools
8. Help students construct their vision
9. sustainability learning

3. Use the questionnaire for you to determine the extent to which you possess the 21st century skills.

Synapse Strengtheners
1. Name some problems originating from the community experienced by teachers in the school,
regarding:

traffic and transportation

availability of water and lighting system

security measures for children

In what way can the community help?

2. Describe how school and community officials work together in each of the following events:

socio-cultural activities

peace and order situation


-in peace
-outside the school

projects
What are some learning resources existing in the community that school children and
personnel can visit for mutual assistance and enjoyment.

Please check:

Parks ________ factories _____


Museums ______ industries_____
Library ________ shopping mall_____
concert halls _______ conference mall_____
movie house sport and recreational hall_______
art gallery______
others, specify______

4. How is the community assisted by the school in return? Please check

as resources person in town assemblies_______

participants in town celebrations________

modeling desirable values____________

helping in community projects_______

Others, specify______

One World, One Classroom, One Global Teacher?


Lesson 1- Self- check questions:

Instruction: Answer agree or disagree with the statements that follow.

__________1.A teacher has to earn prestigious award to be labeled as a global teacher.

__________2.To become a global teacher, on should be fluent in English and other languages.

__________3.A Filipino teacher cannot qualify to teach in other countries because in differences
in curriculum.

__________4.To be globally competitive, teachers should develop competencies in the use


technology.

__________5.Global education provides the same standards for quality education worldwide.

__________6.Teachers who embrace global education, must have a good understanding of the
different cultures of the learners.

__________7.For Filipino teachers, the NCBTS is a national standard that meets global
competencies.

__________8.Teachers in far flung schools cannot be considered global teachers.


__________9.Your curriculum in teacher education prepares you to be global teachers.

__________10. A global teacher has wider view of what education is all about.

Lesson 1-take Action


1. As a group, go to school and ask the principal or school head for the Outstanding School
Teacher. Request for an interview with the teacher. Among others, your interview protocol should
include the characteristics or qualities mentioned in your text. Write a report and share this with
your classmates.

Lesson 1-Make a reflection


1. Can an outstanding teacher in the neighborhood school whom you have interviewed be classified as a
global teacher? Why? Why not?

2. Can one be a global teacher, without teaching abroad? Write your insights.
3. Reflect on the statement: As a global teacher, act locally but think globally. Add this reflection in
your portfolio.
Lesson 1: Take Action!
So you have traveled to some places of the world. You surveyed examples of educational systems
that have educated millions of citizens in one big classroom: the world. As future GLOBAL teacher, it is
best that you become familiar with some of these educational systems. Let us now find out how much have
you learned:

1. Make a matrix using the example below

Title: Educational System of Selected Countries of the World

Name of Country Levels of Education Description of Each Level

Primary school Runs for seven years, starting at kindergarten/Preparatory through to year 6-7.

Runs for three or four years, from years 7 to 10 or 8 to 10


1. Australia Secondary school
Runs for two years, years 11 and 12
Senior secondary school Includes both higher education ( including universities) and vocational educational
Tertiary education and training (VET)

Primary Primary education lasts 6years and it is intended for children aged 6-12

Junior secondary Students can choose to enter either general (academic)

Senior secondary Vocational senior secondary programs last 3 to 4 years.

2. China Undergraduate level- Awarded upon completion of programs requiring 4 to 5 years of study, depending
Bachelors Degree on the field of study.

Graduate Level-Masters Awarded upon completion of programs requiring 2 to 3 years of education,


Degree depending on the major field of study. Candidates may not be older than 35 years of
age.
Graduate level-Doctorate The completion of a masters degree is required for admission to a doctoral
Degree program. Doctoral programs take 3 to 5 years to complete.

Pre- school Hoiku-en look after children from two months of age; yochi-en accept children
from three years of age. Children start learning hiragana, one of the two Japanese
syllabic scripts, as early as in yochi-en.

Elementary school Compulsory schooling begins as soon as child reaches his or her sixth year, at
which point the child will normally attend the local public elementary school.
Elementary school last six years. The proportion of private elementary schools is
less than one percent.
Junior-High school Junior-high school lasts for three years. To enter a highly-regarded junior-high
3. Japan school, it is necessary to sit an entrance examination. Junior high school finishes at
the end of the ninth grade, when the child has reached the end of his or her fifteenth
year, and at this point official compulsory schooling is completed.

Completion of high school is a formal requirement for university entrance, but there
High School is no high school completion examination. Apart from the high schools, which
provide general education , there are also technical high schools which offer
specific technical education rather than preparation for university.

There are basically two types of university: those offering a four-year course ,which
concludes with a Bachelors degree and which then can then lead to a masters or a
University doctorate course of study; and those offering a short course, which lasts just two
years and provides quicker entry onto a career path.
Foundation phase Preschools are for children from age four up to seven years of age. They are
normally split into two grades:
Grade R ( year 0 or reception year), for children of four years of age who will return
five before June 30th
Grade 1 for children of five years of age who will turn six before June 30 th

Intermediate phase Children attend primary school from their reception year to grade 6. The reception
4. South year is optional, and children begin formal schooling in grade one. Junior primary
school usually lasts three where children are taught basic subjects such as reading
and writing, mathematics, and usually a second language is introduced.
Africa
Senior phase Secondary education is also divided into junior and senior phases. Students may
study two or three languages in secondary school. Senior secondary school offers
the chance for students to broaden and deepen their knowledge in various academic
subjects to help them with further study or prepare them for their choice of career.

Further Education and Education is compulsory up to the end of grade 9. Certificates are awarded on
Training ( FET) completion of grade 10 and 11, but the National Senior certificate or NSC ( the
equivalent of a High School diploma) is awarded on completion of grade 12.

Higher Education (HE) The NSC acts as a high school leaving certificate and is also referred to as the
matriculation or matric certificate.

Pre-school and Nursery Pre-school settings which include pre-school groups, playgroups, day nurseries,
Education nursery centres and nursery schools.

Primary education begins in the UK at age 5 and continues until age 11, comprising
Primary Education key stages one and two under the UK educational system.

From age 11 to 16, students will enter secondary school for key stages three and
5. England Secondary Education four and to start their move towards taking the GCSEs- learn more about secondary
education in the UK and what it will involve. Primary and secondary education is
mandatory in the UK; after age 16, education is optional.

Higher education institution (universities) and other higher education institutions.


Higher Education
Further education institutions (such as further education colleges, tertiary colleges,
Further Education specialist colleges, and adult education centres).

Primary Education Elementary school begins with kindergarten and extends through primary school
which last for between 3 to 7 years. Curricula vary according to decisions at school
district level too, although the emphasis remains on reading, writing, and
mathematics.

Middle Education A period of middle schooling follows that fills the years between primary school
and secondary school. Again, the duration varies from state to state. Some subjects
become elective around a core curriculum that remains academically focused.

Secondary Education Senior school runs to 12th grade. The subject spread remains wide with general
emphasis. Most schools provide education in sciences ( biology, chemistry and
6. United physics), mathematics ( including algebra, geometry, pre-calculus and statistics),
English language, social sciences and physical education.
States Vocational Education Vocational education varies between states too, although the majority of post-
of secondary vocational and technical training takes place in private career schools.
Approximately 30% is also provided by community colleges. These present 2-year
programs, and courses transferable to 4-year university degree programs as well.
America
Tertiary education First level: Undergraduate A student, who is attending a college or university and
has not earned a bachelors degree, is studying at the undergraduate level. It
typically takes about four years to earn a bachelors degree.
Second level: Graduate in pursuit of a Masters Degree A graduate program is
usually a division of a university or college. To gain admission, you will need to
take the GRE (graduate record examination). Certain masters programs require
specific tests, such as the LSAT for law school, the GRE or GMAT for business
school, and the MCAT for medical school. Graduate programs in pursuit of a
masters degree typically take one to two years to complete.
Third level: Doctorate Degree- Many graduate schools consider the attainment of a
masters degree the first step towards earning a PhD (doctorate). But at other
schools, students may prepare directly for a doctorate without also earning a
masters degree. It may take three years or more to earn a PhD degree. For
international students, it may take as long as five or six years.

Primary School From ages 6 to 12, a child attends primary school. Most primary schools have 23 to
29 students per teacher, sometimes less if it is a private or state-integrated school.
Primary schools may include preschool, but there are also preschools that work on
their own. Preschool is not required.

Secondary School Referred to as high school or College, secondary school has one teacher per
17 to 23 students; sometimes it is as low as 10 if it is a private or state integrated
school. Each secondary school uses as practical curriculum to help students get
prepared for either the work world or higher education, and the curriculum is
7. New regulated by the Governments Education Review Office. Some secondary schools
will allow their senior students to take the Cambridge International exam or the
Zealand International baccalaureate, which grant them credits and recognition in higher
education programs worldwide.

Higher education Higher education is incredibly important, and we will explore it more in our
sections that focus on the higher education systems. There are eight universities
throughout the country, along with 18 technology institutions and over 600 training
schools which help with specialized skills.

Primary Education The educational content of the primary school system varies from one grade and
one cycle to the next. As youll recall, the primary school system is divided into two
cycles:
Primary cycle. Four years Grades 1-4, age 6-11
Intermediate Cycle-Grades 5 and 6, age 11-13

Secondary Education At the secondary school level there are two main types of schools: the general
8. Philippines secondary schools, which enroll approximately 90 percent of all high school
students, and the vocational secondary school.

Higher Education The higher education act also had an impact on post-secondary vocational
education. In 1995, legislation was enacted that provided for the transfer of
supervision of all non-degree technical and vocational education programs from the
Bureau of Vocational Education, also under the control of the Department of
Education, to a new and independent agency now known as the Technical
Education and skills Development authority ( TESDA).
2. Enrichment activity. Through the internet, search at least two other countries and take note their
educational system both in basic education and higher education. Compare with the list included in this
lesson.

B. Search about the K to 12 basic Education Curriculum of the Philippines.

Lesson 2-Make a Reflection!


1. Based on your matrix of the various educational systems of the others countries, how would you
compare our Philippines educational system? In what aspects are we similar with other countries? Is our
educational system globally competitive? How do you see yourself in the K to 12 Curriculum as a teacher?

2. If given an opportunity to experience teaching in another country listed above, where would you
like to teach? Why?
Lesson 2- Self check Questions
All the items refer to Lesson 2. Choose the correct answer from the choices given.

1. For the majority of sample countries given in this lesson, at what level is free-compulsory education
provided?

a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post secondary level only

2. From what educational system does Australia pattern its own?

a. England
b. United State of America
c. Japan
d. United Nations

3. Based on the curriculum requirement provided by the selected countries, the language which is
seemingly universal is____________.

a. Spanish
b. English
c. Chinese
d. French

4. Higher education in all countries presented can be described as___________.

a. selective and not compulsory


b. compulsory but selective
c. voluntary and very affordable
d. accessible and democratic for all

5. All of the example countries have basic education for_______________.

a. six years
b. ten years
c .twelve years
d. fourteen years
6. The unique feature of the current K to 12 is that the Filipino learner will become__________.

a. monolingual
b. multilingual
c. English speaking only
d. Tagalog speaking only
7. Philippine education now has become comparable to other countries, by

a. using English as a medium of instruction


b. adding two more years in basic education
c. using a spiral curriculum
d. returning back to the basic
Lesson 3-Take Action!

By groups or cluster, choose only one of two actions

1. Let us make observations if the concepts we learned are present in our classrooms. Secure the necessary
permit to observe in a classroom. Based on your observations, answer the following questions:

1.1 How do the children differ from each other in one class?
1.2 Identify in what aspect do they differ? Describe the differences.
Culture
Ethnic origin
Religion
Gender
Economic status
1.3 What behaviors of the children in the classroom indicate the diversity in the backgrounds?
1.4 What did the teacher do to respond to this diversity?

2. Using the worldwide web, identify at least two three learners (elementary or high school) from other parts
of the world. Example: 1 from Asia, 1 from America and 1 from Europe. Identify their characteristics as an
individual and as a learner. What are the similarities? What are the differences? Share your observations
with the class.

LESSON 3 Make a Reflection


Situation 1:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulo. The
marriage necessitated her to transfer teaching in the place of her husband who is also a teacher. Coming
from a different family background in terms of religion, ethnic origin, and social background, Mrs. Rose has
to adjust to her present relocated residence. She was accepted to teach in one of the elementary schools in
the area where a mixture of different ethnic groups are enrolled. Reflect on the situation given.

Reflection:
1. What teaching challenges will Mrs. Rosa Encounter with her diverse students?
2. How would she address these challenges as a multicultural teacher?
3. What personal dilemmas will she encounter? If you were in her place, what would you
do?

Situation 2.
You are to teach in an international school in Indonesia. You graduated from one of the teacher
education institutions in the Philippines. The school curriculum is American-based, but your students come
from different countries but majority are Indonesian nationals.
1. What challenges are seen in your classroom?
2. How would you prepare to meet these challenges?

Lesson 3-Self-check Question


1. Name at least five characteristics of a multi-cultural classroom.
2. What are some guidelines for a teacher who handles children with diverse background?
3. List some cultural stereotypes that must be avoided.

Take Action!
1. Download from the internet more information about the teacher exchange program.
This program, spanning one month to one semester, provides pre-school through high school level
teachers and educators from around world the opportunity to learn about the American educational
system, such as teaching methods and materials, as well as daily living while sharing their own culture
and knowledge with American host family members, students, school colleagues and local community.

International teachers are assigned a host school according to their interest and teacher background.
They participate in classroom, administrative activities, school extracurricular activities, school clubs, as
well as teach American students and teacher aspects of their own culture. International teachers live with
host families, allowing them the unique opportunity to learn more about American ways of life by being
part of an American family.

All school in which an international teacher is place fully accredited, desired to increase the cross
culture learning for their students, faculty and staff by welcoming a international teacher to their school.
These schools have or have previously had ACES exchange students. International teachers are expected
to become as asset to the school by serving as a resource for cross cultural learning and participate in
school activities both as a way to broaden their own experiences in the united states as well as to become
an integrated part of the school community thereby allowing for more cross cultural interaction with
American students, educators and others. Placement location is determined by teachers interest and
background, as well as host family and school availability.

2. Write the Philippine-American Educational Foundation to inquire about the Fulbright Teacher
Exchange Program. Secure as much information as possible. Share your findings with your classmates.

Hubert H. Humphrey Fellowship Program Established in honour of the late U.S Vice President
Hubert H. Humphrey, the fellowship program sends outstanding mid-career Filipino professionals in
public service from both the public and private sectors to the United States for a year of University
study and work related practical experience. The program develops leaders who will have multiplier
effect on their society.

The fellowship provides tuition and fees, a monthly maintenance allowance, book and supplies, and
round-trip international travel to the fellows English language center ( when applicable), to the host
institution, and to Washington D.C for a workshop. Supplementary funds are available for professional
activities such as field trips or attendance at conferences.
Humphrey Fellowships are not renewable.

The Fulbright Distinguished Awards in teaching program sends U.S teachers abroad and brings
international teachers to the United states for a semester to pursue individual projects, conduct research,
and lead master classes or seminars. The program is open to teachers from the United states and
selected countries in multiple world regions.
3. Interview a member of your faculty or other teacher who has participated in any faculty exchange
programs or scholarship programs abroad. Make a brief report of your interview.

Lesson 4- Make a Reflection

Using that data that you gathered from item number 3 above, make a reflection. Focus your reflection
on the following items.

1. Personal gains or benefits derived from the exchange or scholarship program abroad

2. Professional development achieved from the experiences

3. Challenges met and solutions made

4. Transfer of professional gains to current teaching assignment


Self- Check questions
1. What are the purposes of the Teacher Exchange Programs?
Allowing teachers to interact with other student educations.

2. As a prospective Filipino teacher, what benefits will you derive from these programs?
Provide opportunity to learn about the other countys educational system, like teaching methods,
materials as well as daily living.

3. How will the teacher exchange programs develop you as a global teacher?
To be a global teacher, we must immerse ourselves with other culture, country, race, activities and
experienced as well are one way of teacher exchange program.
Lesson 5- Take Action!

This activity focuses on what a school is doing with technology. Try not to focus too much on the
technology itself (how many computers) but on what is happening with the computers. Write a short
narrative of your visit that includes your views on what is happening in the school and some ideas that
you would want to implement if you were teaching in that environment. To help you write your
narrative, use the observation sheet for your visit.

OBSERVATION WORKSHEET
Technology Use in the Classroom

Directions: Do not use actual names of schools, teacher, administrators or students when using
this worksheet.
Observers Name:__________________________________________
Date:____________________________________________________
Grade level:_______________________________________________
Subject:__________________________________________________
Class size:________________________________________________
Technology in the classroom:_________________________________
Location and Placement in the room___________________________

Background Information: Give a brief general description of the school. ( Social, economic, school
population: teachers and students) Include the schools goal for use of technology.

Observation:
During your observation, notice how many students use technology and how technology is being
used. Observation can be recorded in narrative form. You may include the information gathered
from the questions raised below?

1. How familiar are the students with the technology?

2. What kinds of software are the students using?

3. Are the students really engaged in their activities?


4. How does the teacher interact with the students with the use of technology?

5. What are the other materials used by the students along with computers?

Teacher Question:

Try to arrange for an interview with the teacher for a few minutes about her/his use of
technology. Ask questions such as the following:

1. What kinds of thing do you use technology for?

2. Do you think technology has been useful for your students?

3. What kinds of technologies would you like to have in your class?

4. How good is the support that you get at a school, district or division level for working with
technology?

5. What innovations have you introduced with the use of technology?

Students Questions
Ask permission from the teacher to interview one students from the class.
Ask questions such as the following:

1. Do you like using technology?

2. What do you like to most with the help of technology?

3. What kinds of technology would you like to have in the class that you do not have
now?

4. Does the technology make you learn? In what ways?

Make a record of the answer to the questions in your notebook as a basis of your narrative report.
Lesson 5-Make a Reflection!

Based on your observations and interviews make a reflection on the following:

1. The level of technology used in the classroom

2. The learning outcomes derived from the technology use


3. Your suggestions if you are the one teaching with the use of technology

4. Your overall reflection on the technology and innovative teaching

Lesson 5- Self check Questions

Identify the following concept that you have learned in this lesson.

1. Outputs of discoveries and inventions which are utilized to improve teaching and learning such as
computers and all its software are referred to as___________________.

2. Simulations or exploratory environments which allow actions and investigates right inside the
classroom through computer software are called________________________.

3. The entire National Geographic is now kept in a data base called_________________.

4. A very popular hypertext system labeled as www is referred to as_________________.

5. Which term is used when students participants are brought to a field trip without
physically bringing them to the site?___________________________.

Read and make a decision based on your experiences and information.


Write Agree or Disagree

1.___________The introduction of technology is the classroom leads to teaching


innovations.

2.___________It is imperative for a teacher to learn and use technology in teaching.

3.___________Only those who have access to the internet can use technology.

4.___________Even with use of technology, the diversity of learners should be


considered.

5.___________Technology in the classroom should support learning, rather than hinder


it.

Synapse Strengtheners
1. Is teaching your first choice as a career? Why?
No ,my first choice is to become an agriculturist but I am sadly to say that its hard for me to find a
job related to my course because I dont have yet license, so I decided to enroll in Diploma in
Teaching (DIT) so teaching is my 2nd choice.

2. What do you profess when you become a teacher?


I want to learn about who I am becoming as a teacher, and how much I grown as an individual. I
want also to form special bonds with the students and fellow peers. And I want to be able to develop
my professional identity within a classroom setting which is very closely linked to my personal
identity.

3. What are expected of a teacher as a professional?


Teacher is not an easy job but if you love what are you doing its become easy. And theres a lot of
problems that youve encounter not only in four corners of your classroom but in every aspect of
your life.

For Research

1. Research on the operational definitions of:

Profession
Is something is a little than a job, it is a career for someone that wants to be part of society, who
become competent in their chosen sector through training

Professional
Is a member of a profession or any person who earns their living from specified professional activity.
The term describe the standards of education and training that prepare members of profession with
the particular knowledge and skills necessary to perform their specific role within that profession.

Professionalism
In a job is a combination of skill and high standards.
Synapse Strengtheners
1. Compare PD 1006 and RA 7836 along the following items then give your own observations.

Item PD 1006 RA 7836 Observation

1. Definition of
Teacher

2. Teachers
Examination

2.1 Scope of
Examination

2.2 Qualification
Requirements for
Examinees

2.3 Rating

2.4 Report of
Results

3. National Board for


Teachers

4. The Board for


Professional Teachers

5. Causes of
revocation of
certificate/ license
Synapse Strengtheners
1. What amendments to RA 7836 were made by RA 9293 on the following:

Number of units in professional educational required of non-educational graduates

Registration of those engaged in teaching without examination

Required rating for para-teachers

2. Other than para-teachers who else are entitled to a special permit?

3. What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their profession for
the past five years?

4. Who can be issued a license without examination?

Journal Entry
Do PD 1006, RA 7836 and RA 9293 help you become a professional teacher? Write your reflections
here.
Synapse Strengtheners
Group work

1. From eleven (11) groups for the 11 articles of the Code of Ethics for Professional Teachers.

Present the characteristics of the professional teacher given in the article assigned to your group by a
skit, song, symbol, poem.

Based on your observations, list down two teacher behaviors that are not in keeping with the
provision given you.

2. Research on the NCBTS-TSNA and IPPD Toolkit of the Department of Education, then share your
readings on: Teacher Strengtheners and Needs Assessment (TSNA) and Individual Plan for Professional
Development (IIPD). Write your reflection on the tool kit.

Journal Entry
What do you resolve to do for your continuing professional education anchored on TSNA and IPPD?
Write your Continuing Professional Education ( CPE) plan.

Synapse Strengtheners
1. Read carefully the provisions in section 3(2) of Article XIV on education. Explain the mandate that the
state shall establish, maintain, and support a complete, adequate and integrated system of education.

2. Based on your observation as a would be teacher, what are the educational institutions doing to prepare
teachers who will help attain the goals stated in section 3?

3.Read and comment on section 5 (4) and (5).

4. Is the use of the Mother Tongue as a medium of instruction from K to Grade 3 in the K to 12 Curriculum
in accordance with Section 7?
5. What educational practices and programs are aligned to sec.10 ,Sec.14, Sec. 17, Sec.18 and Sec.19

Synapse Strengtheners
FOR SMALL GROUP DISCUSSION:
With your small answer the following:

1. Who are referred to as teacher in R.A 4670? Who are not included although they are school
personnel/employees?

2. Discuss the safeguards in the disciplinary procedures in resolving cases of teachers.

3. Explain the meaning of exigencies of the service referred to in section 6 of the Magna Carta as regards
transfer of a teacher from one station to another.

4. Are the provisions in Section 22 and 23 teachers rights or privileges? Brainstorm with your group.

5. What can be some reasons behind Section 11 of RA 4670?

6. Actual classroom teaching a day should not exceed six hours. What can be some reasons behind this limit
on teaching hours?

Research on:
1. The latest DepEd policy on the recruitment and deployment of public school teachers.
What provisions in the Magna Carta are bases of the DepEd poloicy?

2. The policy/provisions for the recruitment and deployment of private school teachers?

3. The meaning of academic freedom cited in Sec.12 of the Magna Carta.

4. The present salaries of teachers paid by the city/municipal/provincial government to


determine if they are in accordance with Sec.17 of the Magna Carta.

C. Symposium
Invite speakers to talk on:
Career path of teacher
Other social and economic benefits like cost of living allowance, special hardship allowance,
medical examination and treatment.

For Journal Entry


What are your realizations about the teaching profession after a study of the MagnaCarta?
Do these realizations help you decide to pursue the teaching career?

Synapse Strengtheners
1. List your rights and the corresponding duties and obligations as teacher.

Rights Obligations

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

2. Reflect in your rights vis--vis your obligations.,

3. Study the objectives of elementary,secondary, tertiary and non-formal education (alternative


learning system): You are accorded the opportunity to choose alternative career path in school
administration, in classroom teaching, or others, for job enrichment and advancement. In which
level would you choose to teach ( elementary, secondary, alternative learning system) Why?

Synapse Strengtheners
1. Read carefully Section 5 on the principles of Shared Governance. Comment on:
responsibility inherent in the office

accountability and transparency in the performance of functions and responsibility.

2. Based on the authority, accountability and responsibility of the school head/ principal, list down your
experience as a future teacher.

Synapse Strengtheners
The governance of Basic Education ( RA 9155) declared the policy of the state to protect and
promote the right of all citizen to quality basic education and to make such education accessible to all.

1. Write your reflection on the policy that the school shall be the heart of the formal education system.

2. Explain the principles of shared governance.

3. Study the organizational structures of the division and school levels. Locate yourself in the organizational
chart. What thoughts cross your mind as you see yourself in the future in the relation to others in the
educational system beginning with the school, the division, and the region. How do you feel? Refer to the
2000 DECS Service Manual for further readings. Share your thoughts with your small group.

4. What the significant relations do you see between the teachers education institution and the Department of
Education as far as pre-service education is concerned?

Synapse strengtheners:
1. Explain the meaning of special parental authority and responsibility over the minor child in Article
218.
2. Cite violations of article 233.

3. Is there any provision that strikes you? If yes, explain why?

4. Research on decided cases of teachers violating the provision on special parental authority. Share your
findings with the class.

Synapse strengtheners:
1. Explain the meaning of special parental authority and responsibility over the minor child in article 218.

2. Cite violations of Article 233.

3. Is there any provision that strikes you? If yes, explain why?

4. Research on decided cases of teachers violating the provisions on special parental authority. Share your
findings with the class.

Synapse strengtheners:
1. What are acts and conditions prejudicial to the childs development?

2. Discuss actions that constitute child abuse at home and in school.

3. Invite a social worker in your community to talk on child abuse.


4. Write your reflections on the duties and responsibilities of teachers in the DECS Service Manual as they
relate to parental authority.

Synapse Strengtheners:
1. You have read many cases of sexual harassment field against teachers, and other employees. Explain the
provision that sexual harassment is committed when the act is against one who is under the care, custody
or supervision of the offender

2. Cite other circumstances of sexual harassment in the education and training environment.

3. When is sexual harassment committed in a work-related environment?

4. Research on two decided cases of sexual harassment against teachers and one case committed by teachers.
Who is the disciplining authority if he/she is a public school teacher? A private school teacher?

Synapse Strengtheners:
1. Which to you is the most important objective of the ECCD Act?
2. Visit a day-care center and pre-school class for three days. Write a journal of your day to day observation
on the social and physical interaction and participation of the children in the activities. Comment on the
learning environment and the instructional materials used.

3. What further education and training do you need to become a pre-school teacher?

Synapse Strengtheners
1. What is meant by the institutionalization of kindergarten?

2. What is the policy of CHED on the pre-service education and training of pre-school/kindergarten
teachers?

3. Which language is the medium of instruction in kindergarten?

4. Discuss the mandates in the law as regards:

Teaching Strategies

Learning Materials

Synapse Strengtheners
As a group:
1. Relate the four (4) pillars of learning to the 3 domains of teaching-learning.

2. By means of a graphic organizer, present the characteristics of a Child-Friendly School.

Synapse Strengtheners
Group Discussion

1. Which provision(s) are most significant to you? Share and Discuss.

2. Which articles make provisions on children of indigenous groups? Explain the


significance of the provisions.

3. Read articles 1, 2, and 13. What Filipino traits run counter to the childs right to
expression of his/her views?

4. What teachers do to promote childrens health?

For Research

1. Research on ways by which the Philippine Government abide by Article 28.


Synapse Strengtheners:
1. Research on the Thomasites. What qualities did they possess as teachers?

2. Present the development of the Philippines educational system from pre Spanish era to the
Japanese era by means of a time line. The first era was done for you.

Pre-Spanish Era Spanish Era American Regime Japanese Era

Informal,
unstructured, focus on
vocational training
parents and tribal
tutor served as
teachers
Synapse Strengtheners

1. What are the basic curricular reforms in:

Year Elementary Education Secondary Education

1946-1956

1957-1972

1973-1988
1989-2001

2002-2011

2. Research on the following:

10-point Agenda on Education of President Aquinos administration

K to 12 Basic Education Curriculum Framework

Policies and Guidelines on the Implementation of the Universal Kindergarten Program

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