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, Ye No Mean
s
1. I master the subject matter that I 23 2
have to teach.
2. I implement what I have planned 24 1
 in my teaching.
3. I monitor and assess if my 25 0
students are learning.
4. I modify my activity to suit my 25 0
learners in my classroom.
5. I lead in the implementation of a 17 6
new curriculum in my school.
6. I write instructional materials 22 3
based on the recommended school
curriculum.
7. I look for other ways of doing to 25 0
improve teaching and 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, YE NO
S
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, YE NO
S
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.