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THE TEACHER AS CURRICULARIST

The role of the teacher in the school is very complex. Teachers do a series of
interrelated actions about curriculum, instruction, assessment, evaluation, teaching
and learning. A classroom teacher is involved with curriculum continuously all day.
But very seldom has a teacher been described as curricularist. (Bilbao, et. Al, 2014)
The curricularist teachers do initiates in order to improve the learning
process. They are the teachers who are exciting, facilitate students learning
effectively and always having a plan how to create a conjucive learning environment.
In order to identify if teachers are curricularist, the reseacher conducted a
survey with a twenty five (25) high school teachers as a respondents in different
schools that will correspond to their self-assessment.

Presentation of Table
As a school teacher, Yes No Mean
1. I master the subject matter that I have to teach. 23 2
2. I implement what I have planned in my teaching. 24 1
3. I monitor and assess if my students are learning. 25 0
4. I modify my activity to suit my learners in my classroom. 25 0
5. I lead in the implementation of a new curriculum in my 17 6
school.
6. I write instructional materials based on the recommended 22 3
school curriculum.
7. I look for other ways of doing to improve teaching and 25 0
learning in my classroom.
Interpretation of the data
Through the survey being conducted, it was being found out that most of the
teachers were doing their best how to improve the learning process of the learners.
Out of twenty-five teachers, two only answered that they did not mastered their
subject matter, and these two teachers are beginners. Only one teacher answered
that he did not implement of what he have planned for his teaching.
It was being found out also in the survey that all respondents’ teachers were
monitored and assessed if their students are learning and they also modified their
activity to suit their learners in their classrooms.
Six teachers admit that they did not lead in the implementation of a new
curriculum in their school and seventen teachers answered yes, that they lead in the
implementation of curriculum in their school.
Out of twenty-five teachers, three only answered that they did not write
instructional materials based on the recomended school curriculum and twenty-two
teachers answered that they write instructional materials.
All the teachers in the survey look for other ways of doing to improve teaching
and learning in their school.

Analysis/ Learning Insights


To be a teacher is to be a curricularist even is a teacher may not equal the likes
of John Dewy, Ralph Tyler, Hilda Taba, or Franklin Bobbit. But as a curricularist a
teacher will be knowing, writing, implementing, innovating, initiating and evaluating
the curriculum in the school and classrooms just like the role models and advocates
in curriculum and curriculum development who have shown the way. (Bilbao, et. Al,
2014)
In the presentation of data, it was being observed that mostly of the teachers
are curricularist. They mastered their subject matter, they initiates to writes the
curriculum in order to implement what they have planned. The teachers also trying
their best how to get the attention of the learners by modifying their activities in
order to suit the interests of their learners. The teachers also engage themselves
how to improve the curriculum in their school and write instructional materials
based in the reccomended school curriculum. And the most important is the teachers
were monitored if their learners were learning and look for others ways how to
improve teaching and learning in their classroom.
Number of years of teaching is also vary in the expertise of the teacher, they
can plan well how to improve the curriculum because of their experiences.
Curricularist teachers are also called as a trasformational leader because
according to Baylongo, et. Al, on their Special Topics in Education textbook that
transformational leaders have a clear vision that they are able to articulate to
followers. These leaders are also able to help followers experience the same passion
and motivation to fullfill these goals. They also encourage creativity among followers,
encourage followers to explore new ways of doing things and new opportunities to
learn.
Passion and enthusiasm is the teachers heart of teaching because if they are
not being motivated to teach then it is very hard for them to look for alternatives how
to improve learning process of the learners and create a conjucive learning
environment and memorable and meaningful learning opportunities. The learners are
the center of the learning process because they come to school to learn something
that is why it is very important for the teachers to exert more effort in order to met
the goals and objectives. Though students/pupils are the center of the learning
process but the teachers also learn from their learners at the same time because
learners are unique, they might have ideas and knowledge that the teacher might
don’t have. And this is the teachers guide how to plan and implement a curriculum.
A teacher may be “challenge” to handle a class with students so diverse. There
may be students having different cultural background, differenr language abilities,
different attitues and aptitudes and behaviors. Some teachers might see this
diversity as a difficult predicament, really a hassle! Yet a more reflective teacher
may see a diverse classroom as an exciting place to learn not just for her students,
but for herself, as well. (Lucas & Corpuz, 2014)
A curricularist teacher always challenge herself and always aim for her
learners for the best learning experiences.

References:
Bilbao, Filomena D. And Brenda C. (2014) Curriculum Development. Lorimar
Publishing Inc.

Baylongo, Joselita H. Et. At. Special Topics in Education. Lorimar Publishing Inc.

M.R Lucas & Brenda Corpuz. (2014). Facilitating Learning: A Metacognitive Process.
4rth ed. Lorimar Publishing Inc.

Sample surveys
The Teacher as a Curricularist Survey Tool

[Purita P. Bilbao, Filomena T. Dayagbil, Brenda Corpuz]

Name of Teacher: Merlina B. Mitos

School: Sacred Heart of Jesus Montessori

Grade Level Assignment: Grd. 7- 4rth year

No of YearsTeaching: 20 years

-Degree Graduated: BSED – SOCIAL STUDIES

Please check YES or NO that will correspond to your self-assessment.


As a school teacher, YES NO
1. I master the subject matter that I have to teach. /
2. I implement what I have planned for my teaching. /
3. I monitor and assess if my students are learning. /
4. I modify my activity to suit my learners in my classroom. /
5. I lead in the implementation of a new curriculum in my school. /
6. I write instructional materials based on the recommended school /
curriculum.
7. I look for other ways of doing to improve teaching and learning in my /
classroom.
The Teacher as a Curricularist Survey Tool

[Purita P. Bilbao, Filomena T. Dayagbil, Brenda Corpuz]

Name of Teacher: (NAME NOT MENTIONED)

School: Sacred Heart of Jesus Montessori

Grade Level Assignment: THIRD YEAR

No of YearsTeaching: 1 YEAR

-Degree Graduated: AB - PHILOSOPHY

Please check YES or NO that will correspond to your self-assessment.


As a school teacher, YES NO
1. I master the subject matter that I have to teach. /
2. I implement what I have planned for my teaching. /
3. I monitor and assess if my students are learning. /
4. I modify my activity to suit my learners in my classroom. /
5. I lead in the implementation of a new curriculum in my school. /
6. I write instructional materials based on the recommended school /
curriculum.
7. I look for other ways of doing to improve teaching and learning in my /
classroom.