manner with yourself, other people and God 3) Being a virtuous person- you have

acquired good habits and attitudes and you practice them consistently in your daily life
and 4) being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental stage.
(Cosgrave, William, rev. ed.2004, 78-79). In short, you are on the right track when you
strive to develop your potential, you love and care for yourself and make this love flow
to others, you lead a virtuous life, and as you advance in age you also advance in your
emotional, social, intellectual and spiritual life.
The foundational moral principle is “ Do good; avoid evil”. This is contained in
the natural law. The natural law is engraved in the heart of every man and woman. We
have in us the sense to do the good that we ought to do and to avoid the evil that we
ought to avoid. This foundational moral principle of doing good and avoiding evil is
expressed in many other ways by different people. The famous Chinese philosopher,
Kung-fu-tzu taught the same principle when he said: Do not do unto others what you do
not like others do to you.” Immanuel Kant taught the same: Act in such a way that same
moral principle in their Eightfold Path. The Muslims have this foundational moral
principle laid down in their Koran and the Five Pillars. For the Christians, the Bible
shows the way to the good life- the Ten Commandments and the Eight Beatitudes. The
Ten Commandments and the Eight Beatitudes are summarized in the two great
commandments of love for God and love for neighbor.
Our act is moral when it is in accordance with our human nature. Our act is
immoral when it is contrary to our human nature. Our intellect and free will make us
different from and above the beast.
As a teacher, you are expected to be a person of good moral character. You are a
person of good moral character when you are 1. Human 2. Loving 3. Virtuous 4.
Mature.
Page 13
Test your understanding
A.
Directions: Answer the following with a Yes or No. If your answer is No,
explain your answer.
_____1. Is morality for persons and animals?
_____2. Is the natural law known only by the learned?
_____3. Did the primitive people have a sense of the natural law?
_____4. Is an animalistic act of man moral?
_____5. Is it right to judge a dog to be immoral if it defecates right there in your
garden?
_____6. Is the foundational moral principle sensed only by believers?
_____7. Is the foundational moral principle very specific?
_____8. Is the foundational moral the basis of more specific moral principles?
_____9. Is the foundational moral principle so called because it is the basic of all
moral principle?
_____10. Are the Ten Commandments for Christians more specific moral
principles of the foundational moral principle?
_____11. Is the natural law literarily engraved in every human heart?
_____12. Are the Five Pillars of Islam reflective of the natural law?
_____13. Is the Buddhist’s Eightfold Path in accordance with the natural law?
_____14. Is the Golden rule for Christians basically the same with Kung-fu-tsu’s
Reciprocity rule?
B.
Directions: Answer the following in a sentence or two.
1.
To be moral is to be human. What does this mean?
2.
Why is morality only for persons?
3.
What do the following tell you about the natural law?
Ancient philosophers and dramatists 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 license 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 )
C.
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
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, members 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 .”
14
LESSON 4
Values Formation and YOU
Education in values means the cultivation of affectivity, leading the educand through the exposure to an
experience of value and of the valuable. – R. Aquino
Introduction
As mentioned in Lesson 3, to be moral is to be human. Living by the right values humanizes. The
question that may raise at this point is : Is there such a thing as right, unchanging and universal value? Is
a right value for me also a right value for you? Are the values that we, Filipinos , consider as right also
considered by the Japanese, the Americans or the Spaniards as right values? Or are values dependent
on
time, place and culture?
There are two varied answers to this question, 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. There are called transcendent values, transcendent because 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. On the other hand, the relativists claim that there are no universal and unchanging
values. They assert that values are dependent on time and place. The values that our forefathers
believed
in are not necessarily the right values for the present. What the British consider as values are not
necessarily considered values by Filipinos.
In this lesson, our discussion on values formation is based on the premise that there are transcendent
values. Most Filipinos if not all believe in a transcendental being whom we call by different names,
Bathala, Apo Dios, Kabunian, Allah, and the like.
Values are taught not caught
Another essential question we have to tackle is: “Are values caught or taught? Our position is that
values are both taught and caught. If they are not taught because they are merely caught, then there is
even no point in proceeding to write and discuss your values formation as a teacher here. Values are also
caught. We may not be able to hear our father’s advice “ Do not smoke” because what he does (he
himself
smokes) speaks louder that what he says. The living examples of good men and women at home, school
and society have far greater influence on our value formation than those well prepared lectures on values
excellently delivered by experts who may sound like ”empty gongs and clanging cymbals.”
Values have cognitive, affective and behavioral dimensions
Values have a cognitive dimension. We must understand the value that we want to acquire. We
need to know why we have to value such. This is the heart of conversion and values formation. We need
to know how to live by that value. These are the concepts that ought to be taught. Values are in the
affective domain of objectives. In themselves they have an affective dimension. For instance, it is not
enough to know what honesty is or why one should be honest. One has to feel something towards
honesty,
be moved towards honesty as preferable to dishonesty. ( Aquino 1990) Values also have a behavioral
dimension. In fact, living by value is the true acid test if we really value a value like honesty.
15
Value formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teacher will necessarily include the three dimensions. You have to grow
in knowledge and in wisdom and in your “ sensitivity and openness to the variety of value experiences in
life. ( Aquino 1990) you have to be open to and attentive in your value lessons in Ethics and Religious
Education. Take active part in value sessions like fellowships, recollections organized by your church
group or associations. Since values are also caught, help yourself by reading the biographies of heroes,
great teachers and saints ( for the Catholics) and other inspirational books. (it is observed that less and
less teachers read printed materials other than their textbooks). Your lessons in history, religion and
literature are replete with opportunities for inspiring ideals. Associate with model teachers. If possible,
avoid the “yeast” of those who will not exert a very good influence. Take the sound advice from
Desiderata: Avoid loud and aggressive persons; they are vexations to the spirit.” Join community
immersions where you can be exposed to people from various walks of life. These will broaden your
horizon, increase your tolerant level and sensitize you to life values. These will help you to “fly high” and
“see far” to borrow the words of Richard Bach in his book, Jonathan Livingston Seagull.
Value formation is a training of the intellect and will
Your value formation in essence is a training of your intellect and will, your cognitive and rational
appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a right or
wrong value. Your will wills to act on the right values and wills to avoid the wrong value presented by
your intellect. As described St. Thomas Aquinas, “ The intellect proposes and the will disposes.”
It is clear that “nothing is willed unless it is first known. Thought must precede the deliberation of
the will. An object is willed as it is known by the intellect and proposed to the will as desirable and good.
Hence the formal and adequate object of the will is good as apprehended by the intellect. (William Kelly,
1965)These statements underscore the importance
of the training of your intellect.
Your intellect must clearly present a positive value to be a truly a positive value to the will not as one that
is apparently positive but in the final analysis is a negative value. In short, your intellect must be
enlightened by what is true.
It is therefore, necessary that you develop your intellect in its three functions, namely:”formation
of ideas, judgment and reasoning”. (William Kelly, 1965) it is also equally necessary that you develop
your will so you will be strong enough to act on the good and avoid the bad that your intellect presents.
How can your will be trained to desire strongly desirable and act on it? William Kelly explains it
very simply:
Training of the will must be essentially self training. The habit of yielding to impulse results in the
enfeeblement of self-control. The power of inhibiting urgent desire, of concentrating attention on more
remote good, of reinforcing the higher but less urgent motives undergoes a kind of atrophy through
disuse. Habitually yielding to any vice, while it does not lessen man’s responsibility , does diminish his
ability or resist temptation. Likewise , the more frequently man restrains impulse, checks inclination,
persists against temptation and steadily aims at virtuous living, the more does he increase his self control
and therefore his freedom, to have a strong will means to have control of the will, to be able to direct it
despite all contrary impulses.
Virtuous versus vicious life and their effect on the will
In short, a virtuous life strengthens you to live by the right values and life a life of abundance and
joy while a vicious life leads you to perdition and misery. Warning! Then never to give way to a vice!
Instead develop worthwhile hobbies. Cultivate good habits. If you recall, in the fourth chapter, we said a
moral person is one who leads a virtuous life. Panizo claims “ virtue involves a habit, a constant effort to
do things well in spite of obstacles and difficulties. “A virtue is no other than a good habit. You get used
to doing good that you will be stronger to resist evil. So, start and continue doing and being good!
16
Max Scheler’s hierarchy of values
Max Scheler outlined a hierarchy
( ladder)
of values. Our hierarchy of values is shown in our
preferences and decisions. For instance, you may prefer to absent from class because you want to attend
the annual barrio fiesta where you are the “star” because of your ability to sing and dance. Another one
may prefer just the opposite by missing the fiesta (anyway, she can have all the fiestas after studies) and
attends class. Aquino 1990 presents Scheler’s hierarchy of values arranged from the lowest to the
highest
as shown below.
Pleasure values- the pleasure against the unpleasant
-the agreeable against the disagreeable
-sensual feelings
-experiences of pleasure or pain
Vital values – values pertaining to the well being either of the individual or of the community
-health, vitality, values of vital feeling, capability, excellence
Spiritual values- values independent of the whole sphere of the body and of the environment
-grasped in spiritual acts of preferring loving and hate
-aesthetic values :beauty against ugliness
-values of right and wrong
-values of pure knowledge
Values of the Holy-appear only in regard to objects intentionally given as absolute objects
-belief, adoration, bliss
Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to the
Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act and
live well if we stick to Scheler’s hierarchy of values, i.e. give greater preference to the higher
values. We will live miserably if we distort Scheler’s hierarchy of values, like for instance when we
subordinate spiritual values to pleasure values. We act well when we give up the pleasure of
drinking excessive alcohol for the sake of our health. But while we take care of our health,
Christians will say, we bear in mind that we do not live by bread alone, but also by the word that
comes from the mouth of God. (Luke 4:4) life is more than food and the body more that
clothing.”LUKE 12:23 Our concerns must go beyond the caring of our bodily health. As we
learned in Lesson 1, man is an embodied spirit and so we also need to be concerned with matters
of the spirit like appreciation of what is right and what is beautiful. The saints have been raised to
the pedestal and are worthy of the veneration of the faithful because they gave up their life for the
faith in the Holy One. San Lorenzo Ruiz the first Filipino saint spurned offers of liberty and life
for his faith in God. Having done so, he affirmed the absolute superiority of the Holy. We also
know of Albert Schweitzer, the much honored physician, missionary and musician who because of
his deep reverence for life spent many years extending humanitarian assistance by treating
thousands and thousands of sick people during his medical mission in Africa. He also built the
hospital and leper colony for the less unfortunate in Africa. We cannot ignore Blessed Mother
Teresa of Calcutta, India who chose to leave a more comfortable life in the convent in order to
devote her life bathing, consoling and picking up the dying outcasts in the streets of Calcutta out
of genuine love and compassion.
Outside the Catholic Church, we, too can cite several whose lives were focused on matters of the
spirit more than the body. At this point, we cite Mahatma Gandhi the great political and spiritual
leader of India, who passionately fought discrimination with his principles of truth, non violence
and courage. His non violent resistance to the British rule in India led to the independence of
India in 1947. We do not forget Helen Keller who, despite her being blind, traveled to developing
and war ravaged countries to improve the condition of the blind like her for them to live a
meaningful life. Of course, we do not forget
17
Dr. Jose Rizal, our national hero and Benigno Aquino Jr. and all other heroes of our nation who
gave up their lives for the freedom that we now enjoy and many more for you to talk about at the
end of this chapter.
Values Clarification
After introducing transcendent values, let me introduce you to the process of
value clarification. In a pluralistic society, we can’t help but face the value
confusion and value contradictions of our times. When we do not know what we
really value or when we are not clear on what we really value, we end up
lukewarm or uncommitted to a 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 that satisfy the following
criteria:1.freely chosen 2. Chosen from among alternatives 3. Chosen after due
reflection 4. Prized and cherished 5. Publicly affirmed 6. Incorporated into actual
behavior 7 acted upon repeatedly in one’s life.
This means that if you value honesty you have chosen it freely from among
alternatives and after considering its 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 honesty and have made it your habit to act and live honestly.
Test your Understanding
:
1.
Do we have such a thing as unchanging values in these changing times?
2.
What do we mean when we say transcendent values are independent of time,
space, and people?
3.
Should values be taught? Why?
4.
What are the three dimensions of value and value formation? Explain each.
5.
Value formation is training of the intellect and the will. What does the
training consist of?
6.
What is the effect of good habit (virtue) and bad habit (vice) on thee will?
7.
Which is the lowest value in Scheler’s value hierarchy? Highest?
8.
Based on Scheler’s hierarchy of values, what is a life well lived?
9.
According to advocates of value clarification, how can you test if a value is
really your value?
18
Lesson 5
Teaching as Your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our
human feelings.” Carl Jung
Etymology of the word “VOCATION”
Vocation comes from the Latin word “vocare” which means a call. Based on the etymology of the
word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is
called. There must also be a response. For Christians, the Caller is God Himself. For our brother and
sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call to have a vertical
dimension. For non- believers, the call is also experienced but this may be viewed solely along a
horizontal dimension. It is like a man calling another man, never a Superior being calling man.
The Christians among you realize that the Bible is full of stories of men and women who who
called by God to do something not for themselves but for other. We know of Abraham, the first one called
by God, to become the father of great nation, the nation of God’s chosen people. We recall Moses who
was
called while in Egypt to lead God’s chosen people out of Egypt in order to free them from slavery. In the
New Testament, we know of Mary who was also called by God to become the mother of the Savior, Jesus
Christ in Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah, to spread
the teaching Allah. All of them responded positively to god’s call. Buddha must have also heard the call to
abandon his royal life in order to sick the answer to the problem on suffering.
Teaching as your vocation
Perhaps you never dreamt to become a teacher! But here you are now preparing to become one!
How did it happen? From the eyes of those who believed, it was God who called you here for you to
teach,
just as God called Abraham, Moses, and Mary, of the Bible. Like you, these biblical figures did not also
understand the events surrounding their call. But in their great faith, they answered YES. Mary said:
“Behold the handmaid of the Lord. Be it done to me according to your word”. (Of course, it is difficult
explaining your call to teach as God’s call for one who, in the first place, denies God’s existence, for this
is
a matter of faith.) The fact that you are now in the Collage of Teacher Education signifies that you
positively responded to the call to teach. Right? May this YES response remain a YES and become even
firmer through the years. Can you believe it? Better believe it!
Etymology of the word “mission”
Teaching is also a mission. The word mission comes from the Latin word “mission”
which means to send. You are called to be a teacher and you are sent into the world to accomplish a
mission , to teach. The Webster’s New Collegiate Dictionary defines mission as a task assigned. You are
sent to accomplish an assigned task.
23
Teaching as your mission
Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned
task then you’ve got to prepare yourself for it. From now on, you cannot take your studies for granted.
Your four years of pre service preparation will equip you with the knowledge, skills and attitude to
become an effective teacher. However, never commit the mistake of culminating your
mission
preparation at the end of the four year pre service education. You have embarked in a mission that calls

Information literacy is the ability to identify what information is needed, identify the best sources
of information for a given need, locate those sources, evaluate the sources critically and share that
information. Information literacy is most essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us
every day. It’s the ability to bring critical thinking skills to bear on all forms of media asking pertinent
questions about what’s there and noticing what’s not there. It is the ability to question what lies behind
media productions-the motives, the money , the values and the ownership and to be aware of how these
factors influence content of media production.
Scientific literacy encompasses written, numerical and digital literacy as they pertain to
understanding science, its methodology, observations and theories. Scientific literacy is the knowledge
and understanding of scientific concepts and processes required for personal decision
making,
participation in civic and cultural affairs and economic productivity.
Economic literacy is the ability to apply basic economic concepts in situations relevant to one’s life.
It is about cultivating a working knowledge of the economic way of thinking-understanding tradeoffs,
recognizing the importance of incentives. It encompasses a familiarity with fundamental economic
concepts such as market forces or how the monetary system works.
What is technological literacy? The US Department of Education (1996) defined technology
literacy as “computer skills” and the ability to use computer and other technology to improve learning,
productivity and performance”. Page 30
Technological literacy is the ability to responsibly use appropriate technology to
-
Communicate
-
Solve problems
-
Access, manage, integrate, evaluate, design and create information to improve learning in all
subject areas
-
Acquire life -long knowledge and skills in the 21
st
century
Another way of grouping the 21
st
century skills is shown below
-Ways of thinking. Creativity, critical thinking, problem solving, decision making and learning
- Ways of working. Communication and collaboration
- Tools for working. Information and communications technology (ICT) and information literacy
- Skills for living in the world. Citizenship, life and career and personal and social responsibility
Relate these 21
st
century skills to the characteristics of the 21
st
century educator presented in the
graphic organizer below
Efective
Communication Skills
Learning and
Innovation Skills
Info, Media and
Technology Skills
Life and Career Skills
21st century
skills
Are all 21
st
century skills reflected by the characteristics of the 21
st
century teacher? If not, feel
free to add to the graphic organizer.
Page 31
Lesson 3
School and Community Relations
It takes a village to raise a child – African proverb
The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school. Likewise when dealing with members of the community.
Parents from the community are ready to offer much- needed assistance in terms of resources
while teachers are equally committed to spend time, effort and expertise in serving the school
children. Ensuring strong alliance is guaranteed to foster sound academic practices in the school,
civic mindedness and public accountability in the community. A positive affiliation is an
overwhelming bond that all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.
A.
The Teachers, Parents and the Community
Parents are the first teachers in the home. They are responsible for the development
of values, attitudes and habits that will be needed as their children associate with the
classmates in school. Such inculcations are likewise beneficial when they work and play
with neighbors and the community at large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the
end, the contrived attention and efforts of both “ custodians “ are accorded
acknowledgement and recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units , the non-government agencies, civic organizations and all the
residents. They are highly motivated to participate in the school activities and projects
that will likewise redound to the uplifting of the moral and quality of life in their own
locality.
1.
Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a.
Ability to accomplish assignments
b.
Irregular attendance
c.
Study habits in school
d.
Negative attitudes
e.
Problem with self discipline
2.
Solutions
The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may
pay a visit to their home.
Page 32
a.
A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in
both quarters.
b.
Positive attitudes of kindheartedness and patience are developed through
modeling
c.
Regularity in attendance and doing daily assignments need strong motivation
and encouragement from both sides.
d.
Letters and praises to parents for outstanding performances build confidence
and strengthen determination to continue the good work.
e.
Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them
f.
Extremes of behavior need detailed consideration of past experiences in school
and at home
3.
Values developed
Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are
a.
Respect for elders and for the rights of others
b.
Cooperation
c.
Willingness to share
d.
Deep sense of responsibility and
e.
Persistence
Students exhibiting exemplary traits must be given due recognition. Awards
conferred upon responsible and well-behaved students set examples that are
emulated
4.
Interests
Special interest and innate talents noticed at a young age such as heightened
prosperity for music and drama, athletics and the arts must be attended to by
sensitive mentors and guardians in order to provide them with continued
opportunities to attain full realization of their natural gifts.
B.
School and Community
The school is usually located at the center of the town or city. As such, it is subjected to
daily scrutiny by the members of their community. Seeing their students at play or
work, personnel busy with everyday tasks and teachers with the usual eyeful watch,
everyone passing by witnessing such would feel proud of their school. The community
would in turn show their gratitude and appreciation by keeping their school’s
surroundings clean and comfortable for their children and by sharing resources
whenever needed.
1.
Collaborative relationships
a.
The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b.
The municipal/city officials are likewise ready to provide help not only in
improving the physical facilities of the school but also paying the salaries of
teachers who for the moment do not have teacher items. There are a number of
school-board-paid teachers in the country. Page 33
During historic celebrations in both places, participation by each is easily elicited
with such positive and civic consciousness activities enjoyed by the school and
the community, a strong feeling of togetherness becomes evident.
2.
Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as
Parents Teachers and Community Associations ) with the officers coming from both
their members. They undertake projects and activities aimed at promoting a
harmonious and enjoyable relationship among themselves. Regular meetings are
conducted to discuss activities that are intended to improve /assist conditions
prevailing in both. A strong spirit of cooperation is exhibited as well as sharing of
expertise and material resources. Representations during town or school affairs
create strong ties among the members, thus helping hands are volunteered in times
of needs.
The Brigada Eskwela is another example of collaboration among school, parents
and community. Brigada Eskwela conducted at the beginning of the school year is
now institutionalized at the Department of Education and has resulted to strong
partnership of the school with the community. This is DepEd’s National School’s
Maintenance Week meant to help schools prepare for the opening of classes with the
assistance of education stakeholder by repairing and cleaning public schools
nationwide. Brigada Eskwela aims to revive the bayanihan spirit among Filipinos by
engaging the participation of education stakeholders in the community.
With the implementation of School-Based Management (SBM) the School
Governing Council ( SGC) per school has been organized. The School Governing
Council ( SGC) is more than the PTA in the sense that the SGC shares in the task of
policy making in the school with the school head leading.
3.
Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification of
the community through tree planting in every household and cleanliness through
proper waste disposal are voluntarily undertaken by both, thus creating a
disciplined and wholesome community.
4.
Values exhibited
Outstanding school personnel as well as barangay officials are honored. This serves
as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for
authority and self- discipline are modeled for the young to follow.
5.
Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls offer enjoyable
entertainment for all. The parks and beaches become relaxation areas for school
children together with the teachers and families. Professionals and practitioners
from the community can be invited as resource speakers during the observance of
significant school rites. Page 34
Lesson 4
Linkages and Networking with Organizations
“ We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and
along these sympathetic threads and along these sympathetic fibers, our actions run as causes and
return to us as results.”
Introduction
The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the students
and members of the community they are committed to serve. Various groups from both are very
willing to join forces in pursuing mutually beneficial and productive programs and projects for
the good interest of all. All that is needed are well-defined plans and creative efforts aimed at
establishing close affiliations between and among them. Such interrelationships will be
characterized by reciprocity and genuine sharing of responsibilities, thus ensuring valuable gains
and attainment of educational objectives. Harnessing the tremendous influence and expertise both
of groups will be able to extend is definitely a laudable step towards promoting the desired
proficiency of the teaching force in the school as well as the efficiency in the services of some
associated organizations.
The school can enjoy linkages and networking activities with international, national and local
organizations in the community for mutual benefits and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to undertake
including the much -needed assistance in terms of human and material resources then determine
the institutions and organizations with parallel objectives and services. A joint scheme could be
worked out with higher education institutions offering degrees along the same line such as teacher
education.
DepEd schools and laboratories for Field Study courses and practice teaching hence the exposure
of future teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of services
and expertise from both or among the group. The schools could also benefit immensely from
agencies whose mission includes corporate social responsibility. With the help of said
organizations, the school can fully realize its objective of delivering quality educational services
for the country’s youth. As the networking plan progresses, the enormous contribution of all the
willing partners deserve the community’s commendation and patronage. Linkages also termed
interconnections with institution functioning along the same mission are intended to serve
members of both sides according to their respective needs, interest and objectives. They create
bonds together to solicit support and assistance for purposeful activities which could be facilitated
faster and better considering the doubling of energy and resources. Following are some working
linkages between schools nationwide and associations/centers with local offices manned by a
complete set of officials and active members.
A.
LINKAGES
1.
International Linkages
a.
Pi Lambda Theta
Pi Lambda Theta is an international honor society ad professional association of women educators.
Based in its main office in Michigan, chapters are located in different universities nationwide. The
only chapter outside the US is the Philippine Area chapter. Established in the country more than 3
decades ago, its main project is ETP ( Excellence in Teaching Project) started in 1997 in coordination
with Metrobank Foundation. It supports 15 third year BSE/BEE students until they graduate. It also
honors outstanding student teachers from Colleges of Education. The president and some members of
the association attend a biennium hosted by chapters abroad during their term. Page 35
The 3 day convention tackles current issues , advances and trends in teacher education
which are discussed among the local members upon their return. The local chapter
hosted twice ( 1997 and 1999) a study tour and an initiation rites with members from
abroad in attendance.
b.
INNOTECH is the center for training educational leaders from Southeast region under
the SEAMEO organization. It conducts training programs to upgrade the competencies
of teachers from the region in all disciplines. One of its projects is to update teachers’
knowledge and skills in implementing alternative learning systems. It has prepared a
comprehensive framework on peace and multi-cultural diversity.
c.
World Council for Curriculum and Instruction (WCCI) has a local chapter which
recently hosted a 3 –day international congress with the international President,
officials and members from the main office together with the members from different
countries in attendance. The council holds conferences in different member countries
annually which is participated in by members of the local chapter.
d.
Association for Supervision and Curriculum Development (ASCD) is a membership
organization that develops programs, products and services essential to the way
educators learn, teach and lead. Founded in 1943, ASCD ( formerly the Association for
Supervision and Curriculum Development) is an educational leadership organization
dedicated to advancing best practices and policies for the success of each learner. It has
150,000 members in more than 145 countries who are professional educators from all
levels and subject areas-superintendents, supervisors, principals, teachers, professors of
education and school board members. It is a nonprofit, non partisan membership
organization that provides expert and innovative solutions in professional development,
capacity building and educational leadership essential to the way educators learn, teach
and lead. Should you wish to apply for membership, visit
www.ascd.org
2.
National and Local Linkages
a.
Linkages could be established between universities and colleges offering identical
degrees. Cross –enrolment for subjects needed for graduation is allowed.
b.
Joint researches could be conducted by two or three universities depending on their
respective expertise. The dissemination of findings for other universities in the area is a
big help.
B.
Networking
1.
Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can work
together to attain common objectives, undertake innovative practices and update
members regarding breakthrough in different disciplines. Such network composed of
several colleges of different universities bind themselves for a common goal.
Some examples could serve as models
a.
Consortium among Universities and Colleges
1.
Taft Consortium- The universities that make up the consortium are St. Paul
University(Manila) St.Scholastica College, Philippine Normal University,
Philippine Christian University and De La Salle University. The Science teachers
from each college met regularly for discussions on “best practices”. At one time,
they wrote a book which was used by their respective students. The registrars
may undergo training sessions together. The interest clubs convene members for
a presentation where the participants are from the five institutions. Each
university serves as a host during important celebrations wherein the faculty
and students enjoy academic as well as recreational activities.
2.
The Mediola Consortium -It is composed of San Beda College, Centro Escolar
University , San Sebastian Collge and Holy Spirit College.
Page 36
Chapter III
On Becoming A Global Teacher
-Purita P. Bilbao, Ed.D
Being world-class does not mean going internationally and showing our best out there. Being world –
class
is a passion and commitment to our profession; being world class is giving our best to teaching. Being
world class starts right inside the classroom. --- Condrado de Quiros
Introduction
Our world has been called a “ global village”. Satellite communications make possible television,
telephone and documents transmitted through fax and electronic mails across thousands of miles in
thousands of seconds. Our students can view global warfare in the Middle East, famine in Africa,
industrial pollution in Europe or industrial breakthrough in Korea or Japan through a world wide web of
the information highway.
Global education poses variety of goals ranging from increased knowledge about the peoples of the
world to resolutions of global problems, from increased fluency in foreign languages to the development
of more tolerant attitudes towards other cultures and peoples. Global education embraces today’s
challenges as national borders are opened. It paves the way for borderless education to respond to the
needs of educating children of the world they are entering. It offers new curricular dimensions and
possibilities, current scientific and technological breakthroughs for completely new frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased use of
technology in the classroom, the incorporation of the changing realities of our world’s society and the
ease of mobility of peoples of the world have become a challenge to your preparation as prospective
teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To become
global teacher you should be equipped with a wider range of knowledge of the various educational
systems outside the country; master skills and competencies which can address global demands and
possess attitudes and values that are acceptable to multicultural communities. When you are able to
satisfy these benchmark requirements then you can safely say you have prepared well to be a great
teacher of the world.
As future teachers, think globally, but act locally. You can be a global teacher by being the best
teacher in your school.
Objectives of the Chapter:
1.
Gain clear understanding of what a global teacher is in context of global education
2.
Enrich your insights on global education by analyzing and comparing the education of selected
countries of the world
3.
Describe multicultural diversity as an element of global education and the role of the teacher in
addressing diversity among learners
4.
Identify opportunities in teacher exchange programs for the development of world class
teachers
5.
Describe global application of technology in the classroom
Page 37
Lesson 1
Global Education and the Global Teacher
“Benchmarking is learning the best from the best practices of the world’s best
educational systems.”
Lesson 1 will introduce the general concept of global education and define the global
teacher. This introductory lesson will give you a clear perspective of how you would become
that global teacher. After understanding the two concepts, you will be able to prepare
yourself for the succeeding lessons.
How do you prepare yourself as teachers for a challenging task of making learners
of today live meaningful lives tomorrow? As you prepare your children for their future,
teachers need to explore what the future holds. Teachers have to envision creative,
innovative ways to prepare diverse learners in their own cultural context without forgetting
that they live in a global village.
To compete globally would mean to prepare teachers who are capable of changing
lifelong education needs. How do you prepare for these needs? What are the emerging
technologies that will shape the future? How can we use our technologies for best learning
advantage? What will be the jobs of the future and how should curricula be shaped to
prepare students for their future?
You will be teaching in the “Flat World” or One Planet Schoolhouse”. These two
terms imply global education as a result of shrinking world due to access in technology. The
internet globalizes communication by allowing users from around the world to connect to
one another.
Global Education
Global education has been best described by two definitions:
UNESCO defines global education as a goal to become aware of the educational conditions
or lack of it, in developing countries worldwide and aim to educate all peoples to a certain
world standards.
Another definition is that global education is a curriculum that is international in
scope which prepares today’s youth around the world to function in one world environment
under teachers who are intellectually, professionally and humanistically prepared.
The United Nations entered into an agreement to pursue six (6) goals to achieve
some standards of education in place by 2015 worldwide. To achieve global education, the
UN sets the following goals
1.
Expand early childhood care education
2.
Provide free and compulsory primary education for all
3.
Promote learning and life skills for young and adult
4.
Increase adult literacy by 50%
5.
Achieve gender parity by 2005 , gender equality by 2015 and
6.
Improve quality of education
In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World
Education Forum in Dakar
James Becker (1982) defined global education as an effort to help individual learners to see
the world as a single and global system and to see themselves as a participant in that
system. It is a school curriculum that has a worldwide standard of teaching and learning.
This curriculum prepares learners in an international marketplace with a world view of
international understanding. In his article “Goals of Global Education”, Becker
emphasized that global education incorporated into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation of the
world.
Page 38
Likewise students are encouraged to see the world as a whole, learn various cultures to
make them better relate and function effectively within various cultural groups.
Thus to meet the various global challenges of the future, the 21
st
Century Learning Goals
have been established as bases of various curricula worldwide. These learning goals
include:
●21st century content emerging content areas such as global awareness financial, economic,
business and entrepreneurship literacy, civic literacy, health and awareness
●learning and thinking skills, critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy
●ICT literacy, using technology in the context of learning so students know how to learn
●life skills, leadership, ethics , accountability , personal responsibility , self direction and
others
●21st century assessment, authentic assessment that measure the areas of learning
Global education is all about diversity, understanding the differences and teaching the
different cultural groups in order to achieve the goals of global education as presented by
the United Nations. It is educating all peoples in the world from the remote and rugged
rural villages in developing countries to the slum areas of urbanized countries to the highly
influential and economically stable societies of the world. Global education addresses the
need of the smallest schools to the largest classrooms in the world. It responds to borderless
education that defies distance and geographical location.
Thus global education provides equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in the global community
Are our pre service teachers prepared to provide global education in their respective future
school assignments? Are you preparing yourselves to become a global teacher?
Global teacher
Looking back at the concept of global education how do we define now a global teacher? Is
this teacher somebody who teaches abroad? Is this person teaching anywhere in the world
and is able to teach the 21
st
century learning goals? These are some of the fundamental
questions which should be answered in order to understand who a global teacher is.
A global teacher is a competent teacher who is armed with enough skills, appropriate
attitude and universal values to teach students with both time tested as well as modern
technologies in education in any place in the world. He or she is someone who thinks and
acts both locally and globally with worldwide perspectives right in the communities where
he or she is situated.
More specifically, a global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills and values
●understands how this world is interconnected
●recognizes that the world has rich variety of ways of life
●has a vision of the future sees what the future would be for him and the students
●must be creative and innovative
●must understand, respect and be tolerant of the diversity of cultures
●must believe and take action for education that will sustain the future
●must be able to facilitate digitally –mediated learning
●must have depth of knowledge
●must possess good communication (for Filipino teachers to be multi lingual)
And lastly but most importantly
●must possess the competencies of a professional teacher as embodied in the National
Competency -Based Standards for Teachers (NCBTS)
Page 39
The need for global teachers is on the rise in several countries worldwide. Even developed
countries are in dire need of competent teachers who will man the countries rural and
urban classrooms. This is true with our neighboring countries like Singapore, Cambodia
and Thailand. The regional data of the United Nations show the numbers of teaching posts
needed by 2015.
The table shows the teaching posts needed by 2015, which you may avail of, if you are
qualified
Regions of the World
Number of New Teaching Positions needed by 2015
by the th