Freud’s theory on personality is important due to many reasons and

thoughts. It can be developed by our parents and what they install on us.
And also include our cultural background and knowledge. We learn how
to manage our instincts and transform into socially acceptable behaviors.
Our personality teaches us how to maintain positive relationships and
how to make rational decisions in life. 
Melvin Manzo
Module 1: You, The Teacher, as a Person in Society: Your Philosophical Heritage

LEARNING ACTIVITIES

1. Draw a symbol for each of the 5 philosophies. Explain your symbol.

I chose book as the best representation of

ESSENTIALISM, because of the fact that this is the
most basic yet essential thing in education. Just like
essentialism, where books are heavily used by
teachers that would enable them employ academic
contents. Book is also where learners acquire
knowledge and skills, it is also created to impart or
convey all intellectual lore to learners. Similar to the
philosophy where it emphasizes basic knowledge
and the fundamental r’s ( reading, writing, arithmetic
and right conduct), thus, the learners can merely
cultivate or gain these from a book.
A bulb light. Just like a bulb light where it primarily
symbolizes enlightenment. Just like
PROGRESSIVISM, it highlights the
enlightenment of learners to be a competent citizens
of the society and live their life to the fullest. It
edifies learners to respond to their needs and
recount their personal lives and experiences.

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A man who thinks rationally and intelligently. In
PERENIALLISM, it simply defines man as
rational beings. This philosophy solely develops
learner’s reasoning skills. It teaches primarily
general education, humanities to be exact.
A mirror where we can see and appreciate the
beauty of our imperfections. In
EXISTENTIALISM, its main concern is to
help students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings, and actions, hence, just like a mirror
itself. Also, it provide students with vicarious
experiences that will help unleash their own
creativity and self-expression.

The environment. Behaviors are being developed

through the product of the environment. In
BEHAVIORISM, I chose environment as the best
symbol of the philosophy because behavior is shaped
deliberately by forces in the environment. In other
words, behavior is determined by others, rather than by
our own free will. By carefully shaping desirable
behavior, morality and information is learned. Learners
will acquire and remember responses that lead to
satisfying aftereffects.

2. By means of a Venn diagram give the:

a. Similarities between essentialism and perennialism
o

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ESSENTIALISM Based with these PERENNIALISM
definitions, they
This philosophy are both advocate Schools should
a. Differences between behaviorism and existentialism

EXISTENTIALISM
these two philosophies
The main concern on
existentialism is to support
learners comprehend and
appreciate themselves as
unique individuals who accept
complete responsibility for their
thoughts, feelings, and actions.
Based on the
definitions given, BEHAVIORISM
have two opposite
In Behaviorism, it is concerned
concern and agenda.
Behaviorism focuses with the modification and
on the importance of shaping of students’ behavior by
environment to the providing for a favorable
learners while the environment, since they believe
other concentrates on
that they are a product of their
appreciating oneself
and learning as self- environment. They are after
paced and self- students who exhibit desirable
directed. behavior in society.

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 b. Differences between perennialism and essentialism combined with progressivism

Perennialism and ESSENTIALISM

PERENNIALISM Essentialism, combined
with Progressivism, are
. In Perennialism, it all different in their own
simply defines man as simplest ways. They are
rational beings. It solely all advocate of
develops learner’s intellectual knowledge
reasoning skills. although they have
different platforms or
outcomes.
This philosophy
emphasizes basic
knowledge. Teachers
transmit the traditional
moral values and
intellectual knowledge that
students need to become
model citizens.

3. By the use of a graphic organizer, present at least one weakness of each philosophy.

Philosophy Weaknesses
ESSENTIALISM No emphasis on student’s needs and interests.

PROGRESSIVISM Don’t have enough opportunities to expand

their learning practice and willingness to take
responsibility to oneself
PERENIALLISM A possible lack of interests for the learners
from time to time as it is not that flexible
EXISTENTIALISM Abuse of the freedom and options to choose

BEHAVIORISM Do not account for free will and internal

influences such as moods, thoughts and
feelings.

4. Students will be asked to research further on the following:

 John Dewey and progressivism

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- John Dewey (1859–1952), who would later be remembered as the "father of Progressive
education," was the most eloquent and arguably most influential figure in educational
Progressivism. He was one of the United States’ best-known academics, philosophers and
public intellectuals. From humble beginnings in Vermont, he managed to achieve a PhD in
philosophy and become a professor at the University of Chicago. It is here that he began
experimenting with educational reform, establishing his famous ‘Laboratory School’ in 1896
to develop and test ‘progressive’ methods of teaching. This is where Dewey’s lifelong
concerns with the social outcomes of education began, and particularly his interest in the
ways in which education could enhance democracy. He moved to Columbia University in
1904, where he was a professor of philosophy, regularly lecturing in the University’s
Teachers’ College. He worked at Columbia for the rest of his life, writing a number of books
on education and making a major contribution to the American philosophical school of
‘Pragmatism’. By this, Dewey meant that philosophy had to be grounded in the practical
conditions of everyday human life, and that human knowledge should be linked to practical
social experience. This philosophy underpinned all his educational thinking.

 John Watson and behaviorism

- John Broadus Watson, who lived from 1879 to 1958, was an American psychologist who is
considered the father of the psychological school of behaviorism. Behaviorism, according to
Watson, was the science of observable behavior. Only behavior that could be observed,
recorded and measured was of any real value for the study of humans or animals. Watson's
thinking was significantly influenced by the earlier classical conditioning experiments of
Russian psychologist Ivan Pavlov and his now infamous dogs. Watson is best known for
taking his theory of behaviorism and applying it to child development. He believed strongly
that a child's environment is the factor that shapes behaviors over their genetic makeup or
natural temperament. Watson is famous for saying that he could take a 'dozen healthy
infants... and train any one of them to become any type of specialist he might select - doctor,
lawyer, artist, merchant-chief and, yes, even beggar-man and thief.' In other words, he
believed that you can expose the child to certain environmental forces and, over time,
condition that child to become any type of person you want. As you might imagine, this was
radical thinking and a type of behavioral control that many people were not comfortable with
at that time.

 William Bagley and essentialism

- William Bagley (1874–1946) was an important historical essentialist. William C. Bagley
completed his undergraduate degree at Michigan Agricultural College in 1895. It wasn’t until
after finishing his undergraduate studies that he truly wanted to be a teacher. Bagley did his
Graduate studies at the University of Chicago and at Cornell University. He acquired his
Ph.D. in 1900, after which he took his first school job as a Principal in a St. Louis, Missouri
Elementary School. Bagley’s devotion increased during his work at Montana State Normal
School in Dillon, Montana. It was here where he decided to dedicate his time to the education
of teachers and where he published The Educative Process, launching his name across the
nation. Throughout his career Bagley argued against the conservative position that teachers
were not in need of special training for their work.[6] He believed that liberal arts material
was important in teacher education. Bagley also believed the dominant theories of education
of the time were weak and lacking. In April 1938, he published the Essentialist's Platform, in

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 which he outlined three major points of essentialism. He described the right of students to a
well-educated and culturally knowledgeable teacher. Secondly, he discussed the importance
of teaching the ideals of community to each group of students. Lastly, Bagley wrote of the
importance of accuracy, thoroughness and effort on the part of the student in the classroom.

 Jean Paul Sartre and existentialism

- The philosophical career of Jean Paul Sartre (1905-1980) focuses, in its first phase, upon the
construction of a philosophy of existence known as existentialism. Sartre's early works are
characterized by a development of classic phenomenology, but his reflection diverges from
Husserl’s on methodology, the conception of the self, and an interest in ethics. These points
of divergence are the cornerstones of Sartre’s existential phenomenology, whose purpose is
to understand human existence rather than the world as such. Adopting and adapting the
methods of phenomenology, Sartre sets out to develop an ontological account of what it is to
be human. The main features of this ontology are the groundlessness and radical freedom
which characterize the human condition. These are contrasted with the unproblematic being
of the world of things. Sartre’s substantial literary output adds dramatic expression to the
always unstable co-existence of facts and freedom in an indifferent world. Sartre’s 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 of consciousness itself. The object of consciousness exists as "in-
itself," that is, in an independent and non-relational way. However, consciousness is always
consciousness “of something,” so it is defined in relation to something else, and it is not
possible to grasp it within a conscious experience: it exists 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. In order to
ground itself, the self needs projects, which can be viewed as aspects of an individual’s
fundamental project and motivated by a desire for "being" lying within the individual's
consciousness. The source of this project is a spontaneous original choice that depends on the
individual's freedom. However, self’s choice may lead to a project of self-deception such as
bad faith, where one’s own real nature as for-itself is discarded to adopt that of the in-itself.
Our only way to escape self-deception is authenticity, that is, choosing in a way which
reveals the existence of the for-itself as both factual and transcendent. For Sartre, my proper
exercise of freedom creates values that any other human being placed in my situation could
experience, therefore each authentic project expresses a universal dimension in the
singularity of a human life.
-
 Robert Hutchins and perennialism
- Robert Hutchins played a great role in philosophy of education. His educational reform
helped to define perennialism. For it was Hutchins, the ultimate perennialist and idealist,
who said, Education implies teaching. Teaching implies knowledge as truth. The truth is
everywhere the same. Hence, education should be everywhere the same. Throughout his
career, Hutchins was a fierce proponent of using those select books that have gained a
reputation of being great books as an educational tool. In his interview in 1970 titled, "Don't
Just Do Something", Hutchins explained, "...the Great Books [are] the most promising
avenue to liberal education if only because they are teacher-proof." Illustrating his dedication

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 to the Great Books, Hutchins served as Editor in Chief of Great Books of the Western World
and Gateway to the Great Books. Additionally, he served as coeditor of The Great Ideas
Today, Chairman of the Board of Editors of Encyclopedia Britannica from 1943 to 1974, and
also published extensively under his own name. According to Hutchins in The University of
Utopia, "The object of the educational system, taken as a whole, is not to produce hands for
industry or to teach the young how to make a living. It is to produce responsible citizens". In
the University of Utopia, Hutchins describes a country that has evolved to become the perfect
society, Utopia, as well as their educational system, which has the well-defined purpose of
"promoting] the intellectual development of the people". Hutchins also explores some of the
improper directions educational institutions have taken in the United States. He argues that
education is becoming nothing more than a trade school, and a poor trade school at that.
Hutchins discusses the relationship between a foundry and the local college in a particular
town in California. This college offers courses on doing foundry work, which instruct
students to become workers at the foundry. In this way, the college is satisfying the need of
the community for foundry workers rather than the intellectual needs of the individual.
Further, Hutchins asserts that the foundry students actually receive poor training since
educators do not have the practical experience of working in the foundry. Hutchins believes
the students would receive a much more efficient and thorough education on working in a
foundry by actually working in that foundry. He claims Universities should instead teach
intellectual content, specifically the intellectual content related to the occupation, but that the
occupation itself should take responsibility for training its employees. Hutchins also warns
that education has shifted its focus from being educational to custodial. He charges that many
schools have become no more than baby-sitting services for adolescents, protecting them
from the tumultuous world of youth. He cites courses in home economics and driver's
education as focusing on meeting a societal need rather than an educational goal. Hutchins
also berates education for the path it has taken regarding specialization. According to
Hutchins in his essay, "The Idea of a College," the specialization of American education has
robbed students of the ability to communicate with other students outside of their field. He
argues that a student of biology cannot converse meaningfully with a student of mathematics
because they share no common educational experience.

 Christian philosophy
- It places a high value upon knowledge, both of God and of His works. It describes the moral
and spiritual fruits of this knowledge and defines its ultimate purpose. From the moment a
child is born, certain forces are at work influencing his development. As his inherited powers
and tendencies surface and interact with his environment and his will, he takes on the
characteristics of his adulthood. Human growth, however, does not end with physical
maturity. Some faculties of the personality are capable of expansion and refinement into old
age. Education, whether of child or adult, is the directing of this total ongoing process of
development toward specific objectives.

 Paolo Freire’s philosophy

- Paulo Reglus Neves Freire was a Brazilian educator whose revolutionary pedagogical theory
influenced educational and social movements throughout the world and whose philosophical
writings influenced academic disciplines that include theology, sociology, anthropology,
applied linguistics, pedagogy, and cultural studies. He was born to a middle-class family in

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 Recife, in the state of Pernambuco in the northeast of Brazil. His early work in adult literacy–
the most famous being his literacy experiments in the town of Angicos in Rio Grande do
Norte–was terminated after the military coup in 1964. That year he went into exile, during
which time he lived in Bolivia; then Chile where he worked for the United Nations
Educational, Scientific and Cultural Organization (UNESCO) and the Chilean Institute for
Agrarian Reform, and where he wrote his most important work, Pedagogy of the Oppressed
(1970); Mexico; the United States where he held a brief appointment at Harvard University's
Center for Studies in Development and Social Change; and Switzerland where he worked for
the World Council of Churches as the director of their education program. He also served as
an adviser for various governments, most notably the government of Guinea-Bissau. In 1980
he returned to Brazil to teach and later to serve as secretary of education for Sāo Paulo. He
worked as a consultant for revolutionary governments such as the New Jewel Movement in
Grenada, the Sandinista government in Nicaragua, and the government of Julius K. Nyerere
in Tanzania. From 1985 until his death in 1997, Freire served as the honorary president of the
International Council for Adult Education. Freire's conception of education as a deeply
political project oriented toward the transformation of society has been crucial to the
education of revolutionary societies and societies undergoing civil war, as well as established
Western democracies. Freire's work has exercised considerable influence among progressive
educators in the West, especially in the context of emerging traditions of critical pedagogy,
bilingual education, and multicultural education.

 Logical positivism
- Logical Positivism (later also known as Logical Empiricism) is a theory in Epistemology and
Logic that developed out of Positivism and the early Analytic Philosophy movement, and
which campaigned for a systematic reduction of all human knowledge to logical and
scientific foundations. Thus, a statement is meaningful only if it is either purely formal
(essentially, mathematics and logic) or capable of empirical verification.

5. One of you will research on the mission and vision of the DepEd and identify what
philosophies of education are reflected in the mission-vision statement of the DepEd.

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.

1. Essentialism This philosophy contends that teachers teach for learners to acquire basic
knowledge, skills and values. Teachers teach “not to radically reshape society” but rather “to
transmit the traditional moral values and intellectual knowledge that students need to become
model citizens.”

- We prepare the child to live life by attainment of fullest natural growth leading to balanced,
harmonious and useful life. We want to develop learners who are true citizens and patriots,
who have a strong desire to serve their country and work for its development. We need to do
two things: inculcate the values deemed necessary and desirable and train students to make
sure they have the necessary competencies.

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POST TEST
A. You may need to research further in order to gain mastery. The pretest may help.
To which philosophy /ies do/es each theory of man belongs?
A person:
__________1. Is a product of his environment. - BEHAVIORISM
__________2. Has no universal nature. - EXISTENTIALISM
__________3. Has rational and moral powers. - PERENNIALISM
__________4. Has no choice, he is determined by his environment. - BEHAVIORISM
__________5. Can choose what he can become. - EXISTENTIALISM
__________6. Is a complex combination of matter that responds to physical stimuli. -
BEHAVIORISM
__________7. Has no free will. - BEHAVIORISM
__________8. Has the same essential nature with others. – PERENNIALISM
__________9. Is a rational animal. - PERENNIALISM
__________10. Firsts exist then defines him/herself – EXISTENTIALISM
__________11. Is a social animal who learns well through an active interplay with others.
- PROGRESSIVISM

B. Upon which philosophy /ies is each program anchored?

__________1. Back-to-Basics movement -ESSENTIALISM
__________2. Conduct of National Achievement Test to test acquisition of elementary
/secondary learning competencies -
__________3. Use of the Great Books - PERENNIALISM
__________4. Use of rewards and incentives - BEHAVIORISM
__________5. Use of simulation and problem-solving method - PROGRESSIVISM
__________6. Learners learning at their own pace – EXISTENTIALISM
__________7. mastery of the 3r’s –reading, writing and ‘rithmetic – ESSENTIALISM
__________8. the traditional approach to education – ESSENTIALISM
__________9. Subject matter-centered teaching – PERENNIALISM
__________10. Student-centered teaching – EXISTENTIALISM
__________11. Authoritarian approach to teaching – ESSENTIALISM
__________12. Non-authoritarian approach to teaching – PROGRESSIVISM

C. With which philosophy do you associate the following quotations?

__________1. “Education is life not a preparation for life.” – Dewey - PERENNIALISM
__________2. “Man is nothing else but what he makes of himself…” Sartre -
BEHAVIORISM
__________3. “Gripping and enduring interests frequently grow out of initial learning
efforts that are not appealing or attractive.” - ESSENTIALISM
__________4. “Give me a dozen healthy infants, well informed, and my own specified
world to bring them up in and I’ll guarantee to take anyone at random and train
him to become any type of specialist I might select --- doctor, lawyer, artist,
merchant-chief; and yes, even beggar-man and thief, regardless of his talents,

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 penchants, tendencies, abilities, vocations, and race of his ancestors.” – Watson
– PROGRESSIVISM
__________5. “Existence precedes essence.” Sartre - EXISTENTIALISM

Module 2: You, The Teacher, as a Person in Society: Formulating Your Philosophy of

Education

LEARNING ACTIVITY

Activity 1
Group work: Analyze the given example in your small groups, then answer the following
questions:
1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy?

- Based on the philosophy given, the philosophy reflected is ESSENTIALISM. Basically, it

primarily talks about what to teach to students, that teachers teach for learners to acquire
basic knowledge, skills and values which are preparation in their future.

2. What are the teacher’s concept/s of the learner?

Teachers help students learn facts—that is, verifiable pieces of specific information.
Teachers also want students to learn skills Engaging students in an active exchange in
which students aren’t passively listening and taking notes during lectures but are
actively contributing their thoughts and ideas to a relevant collaborative discussion or
activity often guided by the instructor. Ever learner,
 Has a natural interest in learning and is capable of learning

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  Is an embodied spirit
 Can be influenced but not totally by his/her environment
 Is unique and so comparing a child to other children has no basis

3. Who, according to the Grade School teacher’s philosophy is the good and educated
person?
A good and educated person is consistently practicing the values to serve as model for
every child. He or She strengthens the value formation of every child through “hands-
on-minds-on” experiences inside and outside the classroom

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

The primary task of a teacher is to facilitate the development of every child to the
optimum and to the maximum.

5. Do her concepts of the learner and the educated person match with how she will go
about her task of facilitating every child’s full development?
Yes. Because he/she is consistent on how he/she will go about his/her task of facilitating
every child’s full development in accordance with his/her belief or concepts about a
learner.
6. You notice that the teacher’s thought on the learner, values and method of teaching
begins with the phrase “I believe”. Will it make a difference if the Grade school teacher
wrote her philosophy of education in paragraph form using third person pronoun?
Yes. It much convincing and credible in nature if it starts with “I” rather than its third
pronoun. The “I” itself represents conviction and principle. It connotes belief and
certainty.

7. Why is one’s philosophy of education said to be one’s “window” to the world or

“compass” in life?
Well, to follow these metaphors, a window allows you to see through the walls that
confine you. It allows you to understand what is outside your immediate area. A
compass tells you which way leads in which direction. It doesn't tell you which way to
go, but it gives you some orientation, some sense of what will happen when you choose
a certain course of action. Your philosophy gives you analogous guides in your life.
When you say "philosophy of education" I assume you mean your own education or
your own understanding of how you learn things. Of course, this guides your approach
to learning. We know for a fact that education provides knowledge acquired through
systematic and harmonious cultivation of one's natural talent, and gives one the ability to
adjust himself satisfactorily to physical and intellectual environment. It is then the
window to the realities of the world and a compass to reach your goals.

Activity 2
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.
Share your philosophy of education with the class.

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 A skillful educator builds good relationships with his students based on mutual
respect and trust and sets the tone for a classroom community. A community that hears
opinions, shares ideas and learn as one community with the determination to persevere.

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?
- When I think about my role as a teacher, the one thing that I constantly have focused on is
the relationships that I will establish with my students. I will be having conversations with
them on subjects and issues that are important to them, and learn how they are feeling about
and experiencing the world and the material that we will be studying in class.
 What will you teach?
- I will be teaching them the value of education. I want them to realize that education is a
ticket for brighter future. I will be teaching all the knowledge I gained from my education. I
want them to learn a lot from me and can use this as a tool in their everyday living or in
appropriate situations.
 How will you teach?
- Soon, I want my own classroom to be less of a class and more of a community, where we are
all sharing ideas and communicating and learning from one another at the same time. This is
one of the reasons why I focused on teaching middle and high school students or senior high
school; the maturity level of these students gives them the ability to clearly articulate their
own thoughts and feelings. I have a very firm belief that young people have the ability to
make great changes in the world if they are given the right information and tools, and I want
to help them reach their goals in life by giving them the tools to better communicate with
other citizens of their country and world.

2. From which philosophies that you have studied and researched did you draw inspirations
for your formulated philosophy of education?
- It came from the philosophy of my mother who is also a proud teacher. She is a woman of
ideas. A woman who is not afraid to get wrong but rather a woman who wants opinions and
ideas from the learners, in which the learners are not only learning from her but also she is
learning from them.

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

- Yes. Of course. By respect and trust with others stand or opinion, you can learn something. It
is in you that you will realize that there is something more about life.

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

- Then, you will not have any guidance or inspiration to teach. Your philosophy dictates your
teaching life. You must live by it wholeheartedly.

5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
- It will be applied and carried out throughout my teaching endeavor. This is not only a word
but rather will be put into action.
-

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 6. Do you think your philosophy will change as you grow in knowledge?
No. It will be my source of inspiration and encouragement. My philosophy will not
change but it will expand and develop as time passes by.

POST TEST
Does your philosophy of education contain all what it should include?

Yes. It merely talks about my attitude or approach towards my learners. It talks about how will I
teach, what will I teach and how will I treat the learners. A skillful educator builds good
relationships with his students based on mutual respect and trust and sets the tone for a classroom
community. A community that hears opinions, shares ideas and learn as one community with the
determination to persevere. In order to effectively assess students’ wants and needs, I must first
understand students and where they’re coming from. I must be the first to open the doors of good
communication, as not all students and parents will show that initiative. I must also be willing to
communicate own expectations to the class; having a sincere attitude toward students and
showing a concern for both their classwork and their lives is important when doing this. When
both the teacher and students understand each other’s goals and points of view, the building
blocks of mutual respect are developed. Both teachers and students seek and deserve respect as
human beings and individuals; teachers also seek respect in the professional sense, but must be
careful how they go about it.

Module 3: You, The Teacher, as a Person in Society: Society and You

Activity 1 (individual and group activity)

The respondents of the study cut across various institutions in society – the home,
represented by the parent respondents, the school represented by the principals, assistant
principals and superintendents and the rest of society represented by the respondents from the
NGOs, business and industry sectors. The respondents gave you an idea on how social
institutions like the family and the school regard the teacher. ANSWER THE FOLLOWING
QUESTIONS THEN SHARE YOUR ANSWERS IN YOUR SMALL GROUP.

1. Which research finding is most interesting to you? Why?

With the research findings given, I am interested with Community Perception on the
Role of Teachers in the community,
Teachers are perceived to be:
1. Very important in a community.
2. Respected in a community.
3. Help in the community to some extent.
It is because it can be gleaned from the findings how noble teachers are. Every one of
us, including our nation’s Presidents are the product of teaching. The teacher is the
one who molds a child into what he will be on the future. He is being taught how to
read and how to write, how to deal with others and how to deal with himself. The

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 knowledge of the teacher is being shared or transferred to the child from science,
technology, arts and values. And when the child is ready to pursue for a higher degree
of education and specialization, it is still the teacher who is guiding the child for him
to attain his dreams and expectations.

2. With which finding(s) do you agree? Disagree? Elaborate on your answer (s).
I agree with the finding that teachers are assets to the community. The days are full
on. Commitments are never ending. Demands are high. Teachers all intend to make
a difference in their students’ lives. They are the instruments for change in the
community. They are heroes.

3. Based on the research findings given in the above, what roles are expected of you, the
teacher, in society?
I should be an instrument in boosting a child’s self-confidence. I will aim to provide a
stimulating learning environment that encourages students to trust their own opinions
while fostering confidence in order for students to realize their full potential. I feel
confident and qualified to take on the challenges that teaching offers. I am eager to
demonstrate my talent and teaching skills within the school that is committed to high
standards of education.

4. So much is expected of the individual teacher. Does this give you any message on
how you are going to spend your period of pre-service education?
Of course, I will be spending my pre-service with all my sincere heart and laudable
mind. I have come to realize how vital education is in the preparation of young people
to achieve success in all endeavors set before them. I hope to instill a love of learning
and a desire for constant knowledge within each student.

5. The findings reveal that teachers are perceived to be respected in the community. Is
this respect demanded of others or something earned by you? Explain your answer.

They say, respect is earned. If you want to be respected, earn it. With such, I can say
that individuals will be able to respect me based on the things I do. I should be act in
a professional way and be at model to the community. In this way, I can gain the
respect of others.

6. The research was conducted in June 1994. Has the picture changed after twelve (12)
years? Any hypothesis? On what observation/s is your hypothesis based?

I think No, this is still happening in our community. Teachers are still to be respected
and they are important individuals in the society building minds and molding
learners. Also, teachers still do more than teach, and their impact extends far beyond
the classroom. They are more than just an educator: they are a mentor, a confidant
and a friend. One of the most common reasons to become a teacher is to make a
difference in the lives of as many students as you can.

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 7. If you have questions to raise regarding the research findings, raise them and as a
group, answer the question (s). If you are not satisfied with the group answer, raise it
with the class and with your teacher.

I think none. I agree and settle on the results.

Activity 3
Research on the:
1. Salary of teachers and the salaries of other professionals to determine if up to this
time the teacher is still the lowest paid professional.

2. Reasons why non-teacher education students did not consider teaching as a

course.
In most cases, because they had other interests. Some may have looked at
teaching and rejected it, but most found themselves attracted to a particular field,
like medicine, or engineering, and pursued that. In some cases, a student may feel
that rather than focusing on teaching, they wanted to focus on the area they would
end up teaching, and so they majored in science or music or English, wanting to
gain that expertise and realizing that they could pick up the teaching skills later
on.

In still other cases, what they knew of teaching didn't match the parameters of the
career they wanted. Someone who wanted a lavish lifestyle realized that teaching
is not very lucrative. Someone who wanted a more competitive career, or one
which would allow them opportunities to travel, for example, might realize that
other careers would better suit them. Some people don't much like working with
kids, or at least with kids who are not their own.

Activity 4
Journal Entry
 Any realizations about teaching? Write them down.
Teaching isn’t an easy job. It requires our full dedication, love and compassion on
the profession and learners. Dedicated in a sense that, teachers have the ability to
inspire us students through their approaches, actions, and even through the lessons
or activities they engage us in. Although all teachers possess this potential, only
there are some teachers who stand out in our minds as truly great and dedicated
teachers. These are the teachers whom I find very inspiring. There are many
qualities of a great and dedicated teacher; however, there is one common quality
which all great teachers possess—an unshakable passion for their work. A
teacher who has the necessary command over the subject matter he or she teaches.
This way he or she can be comfortable while explaining things. Teachers with a
full understanding of subject matter are able to help students understand, by
explaining concepts thoroughly and being able to answer all questions accurately.
Teachers cannot teach what they do not know. And in teaching, things that should
be taught must be good, true, and correct. Teachers set a positive example for us
students, and encourage us to explore new areas of knowledge. They motivate us

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 in enhancing our skills. They tend to create a positive environment in which
students feel comfortable when learning. They truly believe in the students’
capacity to succeed. And they are dedicated to help us, students in achieving this
success.

 What is your decision? Pursue the teaching profession or not? Explain the basis of
your decision.

Yes. I want to be like my father and mother. I am now inspired and ready to take
this challenge. I want to reach out and inspire students. I want them to realize
their full potential. I just want to share what I know. I will aim to provide a
stimulating learning environment that encourages students to trust their own
opinions while fostering confidence in order for students to realize their full
potential. I feel confident and qualified to take on the challenges that teaching
offers.

POST TEST
Having seen your various roles in society, what competencies do you need to acquire
now in order to perform your future roles effectively.

I need to learn how to manage my time and setting my priorities. It includes self-
discipline, controlling interruptions by molding the behavior of others who have varying
priorities, and being time-effective and time-efficient. I will be responsible in every
action I take for I should act as a model to the learners, in this way respect will be earned.

Module 4: You, The Teacher, as a Person in Society: The Foundational Principles of

Morality and You
LEARNING ACTIVITY

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.

GOOD
1. Being a good model to students
2. Respecting my fellow teachers
3.Treating every students fairly
4. Inculcating values of respect, love and care, honesty to students
5.Helping every students in their lessons

EVIL
1. Being unfair to students
2. Gossiping with other teachers
3. Sitting for the whole period in class without teaching

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 4. Tolerating the bad habits of students
5. Frequemtly absenting in class

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 to a learner, to a fellow teacher, to a
parent or any member of the community and to your superiors, member of the community
and to your superiors.

The Golden Rule goes beyond just treating others the way you would want to be treated. It's a
journey into the way you think of, feel about and speak to others, as well.
1. Do unto others as you would have them do unto you.
2. Speak to and of others how you would like to be spoken to, and about.
3. Feel about others how you would have them feel about you.
4. Think of others the way you would like to be thought of.
5. Make an effort to respect even the unrespectable.
This saying goes far beyond simply being kind to people, or going out of our way to be available
or helpful to those in need. Yes, we would want others to assist us or be pleasant even in an
unfavorable circumstance. But there are many ways to create equality in our world that may go
completely unnoticed by others. It's really just about adjusting our views and attitudes.
To apply the golden rule adequately, we need knowledge and imagination. We need to know
what effect our actions have on the lives of others. And we need to be able to imagine ourselves,
vividly and accurately, in the other person's place on the receiving end of the action. With
knowledge, imagination, and the golden rule, we can progress far in our moral thinking.

3. Research on the following:

 How does conscience relate to morality?
Your conscience is your inborn, natural ability to detect what is right and wrong. It is
literally, how we become "conscious" of the morality of our actions. We feel bad when
we do something wrong. Now the problem is, it is possible to ignore and eventually kill
your conscience, so that this natural sense is no longer functional. So, your conscience
doesn't make things good or bad, but merely detects when we've chosen evil. ( Little,
2010)

 Are man-made laws parts of the natural law? What about your Professional code of
Ethics?
Man-made laws are sometimes an outgrowth of natural or physical laws. Think about just
about any traffic law. These laws are governed by the laws of Physics. Why should a car
slow down for a curve? The laws of Physics tell you why.

My Professional Code of Ethics are not laws in the same sense, but I abide by them 1)
because they show me the correct way to treat those who are my "clients" and 2) because
I do not want to be banned from my profession.

Laws do limit our freedoms, but that will always be necessary until there is only one
person left on earth. There is a saying that goes "Your freedom ends where my nose
begins." In other words, until you interfere with my rights and freedoms. (Aquino, 2007)

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  Do laws limit our freedom?
Freedom stands for something greater than just the right to act however I choose—it also
stands for securing to everyone an equal opportunity for life, liberty, and the pursuit of
happiness (Mike Treder). On the other hand, Laws, rule of being or of conduct,
established by an authority able to enforce its will; a controlling regulation; the mode or
order according to which an agent or a power acts (Wikipedia). Both are giving
opportunities to a good life. The latter is somewhat our aim to let our struggles within be
heard and freed and have the feeling of being happy, while the former is the external
control in which we are to abide to be able to enjoy harmonious living. (Lahayhay, 2012)

 What is meant by the statement “the Sabbath is made for man and not man for the
Sabbath”?

The Sabbath is made for man not man for the Sabbath means that things that might not be
usually be acceptable may be so under certain circumstances. The saying originated when
Jesus' disciples were rolling ripe grain stalks between their fingers to get the wheat out
and eat it because they were hungry. They were not breaking a law, but the Pharisees
were upset about it because to them the disciples were "working" on the Sabbath. Jesus
answered with this saying and reminded them that if some of their livestock fell in a hole,
the Pharisees would get them out even if it was the Sabbath and even if they were having
to "work" to do so. (Shine, 2017)

POST TEST
Direction: Answer the following in a sentence or two.
1. To be moral is to be human. What does this mean?
Being moral means to be mindful about the choices in life that have good or evil
consequences.
2. Why is morality only for persons?
It is because only humans make moral judgements and moral choices.
3. What do the following tell you about the natural law?
Natural Law is a moral theory of jurisprudence, which maintains that law should be
based on morality and ethics. Natural Law holds that the law is based on what’s
“correct.” Natural Law is “discovered” by humans through the use of reason and
choosing between good and evil.

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Module 5: Values Formation and You

LEARNING ACTIVITY
1. Present Scheler’s hierarchy of values by means of an appropriate graphic organizer. Each
level of values must be explained and must be given an example.

Pleasant against the unpleasant

Pleasurable values - the agreeable against the disagreeable

- values pertaining to the well being either individual or the community.

Vital Values * health , vitality

values independent of the whole sphere of the body and environment.

Spiritual Values - grasped in spiritual acts of preferringloving and hating.

appear only in regard to objects individually given as " absolute objects "
Values of the holy * belief , adoration

2. Interview 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:

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 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 a gambler?]

Learn from the past, live in the present

You should have stopped mourning what should have been, consciously sought to forgive
and be forgiven, and learned that whatever happened before can only be accepted not changed.
No longer have to allow the past to define present, you may simply learn from it. More
importantly, you came to understand that the present moment is the most powerful. Without the
interference of alcohol I appreciate each day in a way that I was never previously able. Recover
and stop it.

3. In his book “Morality and You”, James Finley wrote:…”Look at modern advertisements.
Commercials for deodorants, mouthwashes, skin blemish removers and other cosmetics
have a basis assumption that man is a creature who must be physically attractive to have
much worth in the eyes of his fellowmen. They try to sell …the following concept of a
person: to have a ggod breath and white teeth is to be a good person; to have a bad breath
is to be socially undesirable.” Has this thought on man as sold by media in a subtle
manner influenced your value orientation?

Without doubt media is a powerful influence in delivering messages that impact a large
scale global audience. Media has an obligation to teach society that it can act independently, that
it can become better informed & that it can empower a great many to do the same.

POST TEST
1. Which Filipino values pose obstacles to your value formation? How do they block your
value formation?
The value of “pakikisama” sometimes becomes a hindrance to my value formation
especially when caught up in a situation where you are asked to do something that you do
not usually do but because others asked you to do it, you just do it. For example, when I
was in high school, my parents always tell me to go straight home after school, but when
my friends force me to come with them like in a birthday party after school, I join them
instead of going home right away. Once I get home I will tell a lie to my parents and tell
them that we had a practice in school that is why I went home late.
2. Are there times when the will refuses to act on what the intellect presents as good? How
does a person feel?
Three of the values that were practiced before which I can consider as obstacles to our progress
and development today are the values of “pakikisama”, “pagsunod sa gusto ng magulang” and
“pagsunod sa tradisyon”. Pakikisama especially to those with bad influence may halt once
development like the “tambays”. “Pagsunod sa gusto ng magulang” may also hinder

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development because parents might force their child to take a course or do something that the
child does not like and prevent them from pursuing something that the child is passionate about.
“Pagsunod sa tradisyon” closes the mind of some people to change which is necessary for
development.

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 thought, they become your actions; take care of your actions, they
become your habits, they become your character; take care of your character, it
becomes your destiny!
- What we think often comes out of our mouth and into someone else’s ears. Our words impact
how we feel about our selves and they can impact how others think and feel. Words are
symbols that communicate what’s going on inside our heads to our selves and others. We
share our fears, our sorrow, our joy, our love and our dreams with our words.
 …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.” (Matthew 7:20)
- “Treasures in heaven” is not a vaporous reference to kindly thoughts in God’s heart or some
such platitude. God’s kingdom will ultimately rule on earth. “Treasures in heaven” are things
of worth in God’s coming kingdom, such as justice, opportunity for everyone to be
productive, provision for everyone’s needs, and respect for the dignity of every person. The
implication is that we would do better to invest our money in activities that transform the
world, than in securities that protect our accumulated surplus.
 “Try not to become a man of success but rather try to become a man of value.”-Albert
Einstein
- In the longer version of the quote, the balance between giving and taking is mentioned, as
well as a direction for the giving (that what you make and give not to be a curse for
mankind). The definition of value, from the longer version of this quote, is to give more than
you receive, and that your gifts do as little harm as possible. The implication is that the
standard definition of success does not do that.
 “It is only with the heart that one can see rightly what is essential is invisible to the
eye.”
- Don’t judge anyone today based on appearances; instead look for the deeper meaning in all
people and things.
2. It is observed that beginning teachers somewhat lack emotional stability. What are some
of its causes? What should you do to counteract it?
Beginning teachers are often assigned the most difficult classes to teach, poorly
developed emotional stability, social skills and/or responsibilities. The beginning teacher
need to determine which problems can be handled in the classroom, which require
consultation with a school official and which require involvement of community agencies
beyond those available in the school district.

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Module 6: Teaching as Your Vocation, Mission and Profession
LEARNING ACTIVITY
A. Compare teaching as a vocation/mission/ profession to something by completing this
statement: TEACHING IS LIKE…

Teaching is like gardening. When you are planting a garden, you have to take time to think about
what will thrive in the environment in which you are creating for the seeds you are planting. The
environment includes, the climate, the amount of sunlight, the daily temperature differences, how
much water you need for your garden to grow and many other complex factors. There are so
many different places to grow a garden and there are so many ways to teach. Gardens can be
grown in a greenhouse, in a raised bed, on a farm, or in a small strip of fertile land in your yard.
As Ayers, says, “You can teach everything from anything”.

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As in a teaching, there is diversity in a garden. You can grow vegetables, fruits, herbs, flowers,
fruit trees, even cacti. I see so many similarities in teaching. Students are diverse because they
come to my classroom with different life experiences. It will be my job as a teacher to
understand their strengths, and celebrate their differences, and create an environment which will
allow each of them to thrive, just like in a garden.
Students also bloom and flower at different times, just like in a garden. For some, maybe
Science will be the most exciting subject, for others it may be Art or even recess. It will be my
job as a teacher to closely tend to my students as I do to a garden. To treat them with kindness,
understanding and respect, and to teach them what they need to learn to grow into beautiful
intelligent amazing people. I will take the time to understand my students and treat them as
individuals and realize that every student is diverse in learning and in school. My job is to find
the passion and the interest in each student and help them realize their full potential. Teaching is
like gardening. Every day I must water my garden, pull some weeds and at the end of the day
watch my garden grow with pride knowing that I worked very hard to cultivate the natural
beauty of the world.
Journal Entry
Conrado de Quiros of 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.

Teaching is more than a noble profession. It is a vocation, a calling. The teacher is the most
important person in any civilization, as on him/ her depends the molding of the nation. There are
not many born teachers, but there are those whole teaching, and there are those who enter it as an
occupation. The major qualification of being a teacher is his/ her passion and love for children.
good teacher-student relationship is very important.
As my resolution, I must put into mind that I am teaching, not only the subjects, but I am
teaching a child, a student. With this, I will not focus entirely on the success of the subject but
rather on how my students learn the subjects and on how they will be applying it. I must also
know that each student is my responsibility – especially in the students’ early years – all their
temperament, academic capabilities, health concerns, home background and anything that may
hinder students’ ability to learn at their best. I will also teach my students in a spiral mode of
education where I will begin at simple down to the complexes which will make my students
understand fully all the contents of my subject. I must also be a good motivator, which will be
the very first key in unlocking the students’ interest. As a teacher, I must also be cheerful,
energetic and enthusiastic. And as a teacher, one thing I am and all teachers must avoid is the
mentality that “a teacher is a teacher not a learner”. As teachers, we should avoid this because a
true teacher is always a learner. We must keep on upgrading our knowledges bringing it to the
next level because this will ensure that the information that you are teaching to your students will

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not only be up to date but it will give you edge to your students. This will also ensure that we are
reliable sources of information.
Being a teacher takes arduous preparations and hard works. Being passionate is a must. It is
not only for the monetary value or even the dignity it will be adding or whatsoever but it is the
love that you will be giving to your profession and of course to the students.
POSTTEST
1. Does it make a difference if teaching is simply regarded as a profession, not a vocation
and a mission?
Teaching is more than a noble profession. It is a vocation, a calling. The teacher is the
most important person in any civilization, as on him/ her depends the molding of the
nation. There are not many born teachers, but there are those whole teaching, and there
are those who enter it as an occupation. The major qualification of being a teacher is his/
her passion and love for children. good teacher-student relationship is very important.
As my resolution, I must put into mind that I am teaching, not only the subjects, but I am
teaching a child, a student. With this, I will not focus entirely on the success of the
subject but rather on how my students learn the subjects and on how they will be
applying it. I must also know that each student is my responsibility – especially in the
students’ early years – all their temperament, academic capabilities, health concerns,
home background and anything that may hinder students’ ability to learn at their best. I
will also teach my students in a spiral mode of education where I will begin at simple
down to the complexes which will make my students understand fully all the contents of
my subject. I must also be a good motivator, which will be the very first key in unlocking
the students’ interest. As a teacher, I must also be cheerful, energetic and enthusiastic.
And as a teacher, one thing I am and all teachers must avoid is the mentality that “a
teacher is a teacher not a learner”. As teachers, we should avoid this because a true
teacher is always a learner. We must keep on upgrading our knowledges bringing it to the
next level because this will ensure that the information that you are teaching to your
students will not only be up to date but it will give you edge to your students. This will
also ensure that we are reliable sources of information.
Being a teacher takes arduous preparations and hard works. Being passionate is a
must. It is not only for the monetary value or even the dignity it will be adding or
whatsoever but it is the love that you will be giving to your profession and of course to
the students.

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

Of all the qualities of a professional teacher, dedication is the most important
quality for me because being dedicated means loving or being passionate to teach, which
will also include the dedication to make success achievable to students. To a student, this
means a teacher should be “always willing to help and give time”.

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Module 7: The Teacher in the Classroom and Community: Classroom Management
LEARNING ACTIVITY
1. Give examples of groups according to hobbies or skills and the centers you can set up for
them. Describe the contents.
Group them according to their skills or talents. This would be a great avenue to showcase and
share their gifts of talents. Group them on what they are good at. This makes them enjoy and
feel that they are in their own comfort zones.
2. Describe fully a well-managed classroom. Determine your own criteria.
The impression you make on the first day of school can make or break you when it comes to
classroom management. It is important to build a strong rapport with students. One thing I
will consider in describing a well- managed classroom is the establishment of expectations.
When students know what is acceptable and what is not, they will help your classroom run
smoothly. It is your job to make sure they have a target or goal. Experience also helps, but

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 setting expectations — clear expectations — is the first and most crucial step in having a
well-managed classroom. Another criterion is that a well- managed classroom has an
established credibility of the teacher. Students need to know that you care for them. Students
also need to see that you are passionate about the subject area you are teaching. If students
feel the teacher is not knowledgeable or shows no interest in them, they will shut down. They
will begin to question. Demonstrating that you are credible and able to share your subject
area will help you maintain a well-managed classroom. Another criterion of a well- managed
classroom is the professionalism. Being professional means a number of things. It means
being organized and ready to teach every day. It means having a student-focused mentality.
Professionalism means treating students with respect and listening to them. It means creating
meaningful activities that allow students to participate inside and outside the classroom.
Being professional also means dressing professionally. One thing more is the value. For me,
it is the most important criterion of a well- managed classroom. As the teacher, you have the
job of showing why school is relevant and necessary in students' lives. They must see that
you are interested in their success. Expressing excitement and passion for your subject area
will show students you enjoy what you are teaching.

3. Write a journal about your own “learning and feelings.” Are you now prepared and ready to
assume your role as an effective classroom manager? Why do you say so?
- Being a teacher takes arduous preparations in order to achieve this noble profession. All of
the processes of being a teacher is very crucial. During your first year of taking up the course
up to the present teaching, these are all very important in shaping you as an effective teacher.
Of course, it takes time to learn. There is no overnight’s time to be an effective teacher.
- And as I continued my studies, I learnt that being a teacher takes the responsibility similar to
a parent. It is because you are the one who will manage the classroom, takes charge of every
students, and so much academic works.
- Another difficult process to take of being a teacher is creating a well- managed classroom.
Personally, it is so hard to create one. But, yes, as far as I know, I am now prepared to take
the responsibility of building an effective classroom management. It takes a lot of work and
patience and love and care to have one. And I have those qualities. As I have said earlier, if it
is your passion to create one, it will be successful. I will always keep on repeating that
teaching is a vocational profession.
4. Enumerate some favorite activities you do for your own relaxation and “refueling”.
Well, if you asked me of my personal relaxation, definitely my favorite activities are getting
outdoors. There’s something about fresh air that makes everything better. I love to take a
quiet walk at the end of the day to decompress, collect my thoughts, and get my steps in. Just
taking time with myself and relax. Another activity I do to refuel myself is to read books that
will enhanced my understanding about other subject matters to be able to share it also to my
students.
5. Describe:
 A compassionate teacher
 One with a caring attitude
 One with favorites and discuss the reactions of the students to such teacher behavior
 Which preventive measures do you prefer?
 Illustrate the 5 common ways of establishing discipline from most authoritarian to the
least authoritarian.

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  From 1 to 5 choose the best policies that could bring about good classroom behavior.
(From common ways of establishing discipline)

What does it mean to be a great teacher? Of course, credentials, knowledge, critical thinking, and
all other faculties of intelligence are important. However, a great teacher should be much more
than credentials, experience and intelligence. A great teacher shows kindness to students,
colleagues, parents and those around her/him. Being a kind teacher helps students feel
welcomed, cared for and loved.
Teaching is a very humanistic profession, and compassion is the utmost feeling of
understanding, and showing others you are concerned about them. A compassionate teacher
portrays that characteristic to the students with her/his actions, and as a result students will be
more open to understanding the world around them. Another very important character of being a
compassionate teacher is that you are empathetic. Empathy is such an important trait to have and
to try to develop in ourselves and our students. Being able to put yourself in someone’s shoes
and see things from their perspective can have such a powerful impact on our decisions and
actions.
And also, you are a builder. A great teacher bridges gaps and builds relationships, friendships,
and a community. Teachers always look to make things better and improve things in and outside
of the classroom. Building a community is something a great teacher seeks to do in the
classroom and extends that to the entire school and its community. Mostly, you inspire.
Everyone looks at a great teacher and they want to be a better teacher, they want to be a better
student, even better, they want to be a better person. A great teacher uncovers hidden treasures,
possibilities and magic right before everyone’s eyes.
Managing the class discipline is also a very challenging task of a compassionate teacher. But of
course, a compassionate teacher, I will always tell to my students the golden rule: “Do unto
others what you want others do unto you”. This will always be my guide and my students guide
in having a less authoritarian class type. There will always be time for fun and time for serious
matters. There is no need for punishments. For me, inspiring them and teaching and showing
them humility will make a good impact on your relationship with the students. I think this will
give a good ambiance of the classroom making it conducive to learning.
Module 8: School and Community Relations
LEARNING ACTIVITY
1. Decide on the following:
a. Will you request a dialogue with the parents? How will you do it?
- Yes. It’s a must. I will call for their parents to at least ask the behavior of the students outside
the 4 corners of the room.
b. Daily assignments are incomplete, oftentimes not understood. What will you do?
- I would make a brief discussion on it again until the students best understood the lesson.
Give assignments that are in line with their capacities.
c. A student is observed to be negative or indifferent to his classmates’ suggestions.
- Talk to the student and enlighten him/her how to appreciate others suggestions.

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 d. A student is always involved in cases of misbehavior.
- If a student is always misbehaving and is always involved in cases, I would talk to this
student privately and I will ask why he is doing this and what benefit will he gain from it? I
will ask him to bring his parents with him or if he refuses, I will call them or maybe give a
visit to his home. I will tell his parents of the behavior of their son and maybe get some
inputs from his parents and their son and then come-up with a solution on how to deal with in
a better way. With this approach, I will be able to know their son better and act accordingly.
2. How do you “face” or dialogue with:
a. receptive parents?
- Receptive parents are easy to deal with because they are open-minded and accepting of my
ideas regarding their daughter or son. There is clarity of communication especially the
attention that the parents need to focused on to their child. I can even share to them – in a
positive and tactful way – my standards in my subject which we could work hand-in-hand to
achieve this goal. In that way, we can easily correct certain areas that need improvement.
Since they are receptive, the child would be given special attention from their parents so as to
help the child improved and for me to adjust, somehow, on how to handle the child.
b. unreceptive parents?
- Unreceptive parents are hard to deal with since either they will push their own way, un-
accepting of my ideas, or just plain passive and never bother to really think of what I am
trying to suggest. I would be straight-to-the-point of the end-result of their child if not given
proper attention. However, I believe that I cannot change the parents but I can do something
to the child. This requires a lot of work from my side, since I need to mentor her, maybe after
school, especially if she is failing. This would entail knowing the child’s psychology and
developing certain corrective measures applicable to this child. This, I hope, would somehow
encourage her to learn even her household does not support it. But still, teachers can go as far
only. It is still up to the child if she really wants to learn whatever the situation maybe.
3. Choose the most desirable value that must be developed among our children in school
and at home.
1. How should well-behaved students be given due recognition?

POSTTEST
Journal Entry
MY FULL REPORT
1. Describe the school’s location: Located at the epicenter of the Municipality.
include area:
neighbors: Business establishments
the community:
include historic landmarks: Our Lady of Fatima Parish
government institutions: Beside LGU gymnasium

2. Name some problems originating from the community that are experienced by teachers in
the school, regarding:
 traffic and transportation
 availability of water and lighting system
 security measures for children
3. On what occasions do school and community officials get together? Specify them below.

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  town celebrations Padayaman Festival
purpose: to celebrate founding anniversary of the town
 meetings__________________________________________________________
purpose: ___________________________________________________
 problem situations __________________________________________________
purpose: ___________________________________________________
 peace and order Barangay meeting
purpose: to raise concern on some problems
4. Name 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_____ sports and recreation hall_____
 Others, specify_______________________________________
5. How is the community assisted by the school in return? Please check.
 As resource persons in town assemblies- /
 Participants in town celebrations - /
 Modeling desirable values -
 Helping in community projects- /
 Others, specify -
6. Enumerate some instructional materials that could be obtained from the community.
- The LGU gym for sport related and art related activities.
- Audio recordings
- Uses of overhead and projector
- Video tapes and films
7. How will you show your school’s gratitude for the assistance and cooperation extended
by the community leaders and members?
- During alumni celebrations, give plaque of appreciation for those give marvelous
achievement for the benefits of the school. Apart of the programs initiated by the schools
like commencement exercises, boys & girls scout jamboree and brigada skwela.

Module 9: Linkages and Networking with Organizations

LEARNING ACTIVITY

Research on:
1. How ABS-CBN channel assists schools and school children nationwide.
- 1) Bantay Bata has also opened the door for educational opportunities for kids under its
Bantay Edukasyon initiative, which in the past ten years has provided scholarships for more
than 1,660 children – from elementary to high school.
- 2) The Educational-TV (ETV) program provides adopted public elementary schools with an
audio-visual educational library which helps augment the Philippine Department of

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 Education’s (DepEd) national curriculum. With ETV enhancing the learning experience, the
grades of school children have consistently improved – to as much as 70% in test scores in
math, 57% in HeKaSi (a subject which teaches geography, history and civics), 40% in
English and 35% in science*
2. how a school networks with the following:
 a neighbor school - The school can network with another school by organizing forinter-
schools activities. Academic contests, debates and sports aresome of the ways in which
one school can network with the otherone.
 women’s club
 religious groups - This network brings together learners with an interest in the areas of
religion, spirituality and education and provides a space to explore and develop themes of
being God-fearing.
 health organization - A health promoting school is one that constantly strengthens its
capacity as a healthy setting for living, learning and working. Fosters health and learning
with all the measures at its disposal. Engages health and education officials, teachers,
teachers' unions, students, parents, health providers and community leaders in efforts to
make the school a healthy place.

3. an agency/organization which the school can network with, regarding:

a. Sports - LGU c. current events - MEDIA e. tourist attraction - DOT
b. cultural affairs -DOT d. national shrines - DOT f. classical music
4. some foundations/organizations that donate any of the following for the schools
a. books, journals and
other reading materials
- Book Agencies
b. scholarships for
students – Private
Sectors/ Tesda/ TRS/
c. scholarships for
teachers - LGU
d. study tour for school
personnel – PLGU &
DEPED
e. films, tapes and
documentaries- MEDIA

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POSTTEST

Describe a linkage between a school and an association for possible support and assistance. Cite
some mutual benefits for both.

Many of today's leaders in education, business and community development are coming to
realize schools alone cannot prepare our youth for productive adulthood. It is evident schools and
communities should work closely with each other to meet their mutual goals. Schools can
provide more support for students, families and staff when they are an integral part of the
community. On the other hand, agencies can make services more accessible to youth and
families by linking with schools, and they can connect better with and have an impact on hard-
to-reach clients. Appropriate and effective collaboration and teaming are seen as key factors to
community development, learning and family self-sufficiency. School-community partnerships
can interconnect together many resources and strategies to enhance communities that support all
youth and their families. They could improve schools, strengthen neighborhoods and lead to a
noticeable reduction in young people's problems. Building such partnerships requires visioning,
strategic planning, creative leadership and new multifaceted roles for professionals who work in
schools and communities.

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Module 10: On Becoming A Global Teacher: A Closer Look at the Educational Systems of
the World

LEARNING ACTIVITY

So you have traveled to some places of the world. You surveyed examples of educational
systems that have educated millions of citizens of the world. As a future teacher, it is best that
you become familiar with some of these educational systems. Let us now find how much you
have learned.

1. Make a matrix using the example below:

Title: Educational System of Selected Countries of the World

Name of Levels of Education Description of Each Level Special Features

Country
1. Primary Primary school is for six years, high A graduate with a
Australi Junior High School school six years, and for college or bachelor’s degree
a Senior High School university, three to six years. High can proceed to a
College ot Technical school is divided into junior high school one-year to two-
and further (year 7 – year 10) and senior high year graduate
Education (TAFE) school (year 11 – year 12). But these course leading to
vary from state to state. During the a postgraduate
junior high school studies, most diploma. A
Australian students decide what to do student who has
after high school. Students who intend qualified for a
to go to college continue year 11 and 12 bachelor’s degree
to prepare for college or university (Honours) may
entrance examination. Other students proceed to a
may get a job after year 10 or go to master’s degree.
Technical and further Education This degree may
(TAFE) to learn technical skills. be obtained after
one year (pass
degree) or two
years (Honours)
degree of full
time study.
A student who
has qualified for a
bachelor’s degree
(Honours) may
proceed to study
for a doctorate
usually Ph.D. ,
higher doctorate
in Science

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 (DSsc) or
Humanities
(DLitt) upon
submission of
published work
are awarded the
degrees.
2. china elementary, junior • Six years of primary education
and senior high • Three years of junior middle
schools, college,school, three years of senior middle
tech-voc school
• Six years of university
• Varieties of technical and
vocational schools
3. Japan from kindergarten a. Kindergaten, elementary school In Japan,
through university (six years) education is free
b. Lower secondary school (three and compulsory
years) for children from
c. Upper secondary school (three 6 to 15 years.
years) Classes are large
d. University (Usually around four and teaching
years) methods is
usually lecture.
Japanese students
spend 243 days a
year on school.
The school
calendar is year
round with some
breaks between
sessions.
$. South  Pre- Master’s degrees
Africa primary Compulsory General Education and (magister
 Primary Training (GET) covers the reception technologiae)
 Secondar year, Grades R to Grade IX. The usually require a
y General Education and Training minimum of one
 Higher corresponds to Level 1 of the National year of study, the
educatio Qualifications Framework (NQF) and is doctorates
n divided into three phases: (laureates in
• Foundation (Grades R- III) Technology/docto
• Intermediate (Grades IV –VI) r Technologiae)
• Senior (Grades VII-IX) at least two years.
An honours
As a rule, children start primary degree requires
education in the year when they turn 7 one additional
years old. year of study. A

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 Primary education is divided into: master’s degree is
• Junior primary (Grades I –III) obtained after one
• Senior primary (Grades IV _VI) or two years of
Grades VII-IX is the last stage of study and the
compulsory education and will lead to minimum time to
General Education and Training complete a
Certificate. Further Education and doctorate is two
Training (FET) or senior secondary years.
education (Grades X –XII) is not One school year
compulsory. At the end of Grade XII, consists of forty-
students sit in public examination week (196 school
leading to senior Certificate Technical days) which is
secondary education which generally divided into four
lasts for three years are offered in terms.
technical centers, high schools and Other relevant
vocational schools. sectors of the
educational
structure include:
• special
education
• private
education or
independent
schools,
• adult and
non-formal
education and
•

5. Most children attend
England primary schools
until they are eleven
and then transfer to
secondary schools.
In the primary
school the subjects
are taught by the
same teacher for a
year before moving
on to the next
teacher and next
grade level on the
next year.
HIV/AIDS
education.
a. Foundation Stage - This is
included in the national
curriculum which covers
children aged 3 -5 years, but
does not have a strong
mandate as to what needs to
happen during these years of
schooling as it is not yet
mandatory.
b. Key Stage One --- It
includes children aged 5-7
years and year groups grades
1-2. It mandates core
subjects including:
 English, mathematics

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 and Science and
 non-core foundation
subjects as
design,/technology/histor
y, art/design, music and
physical education
 other statutory areas are
religious education, the
format of which is
decided by local
education authorities
(LEAs) or by the faith in
which the school was
founded.
c. Key Stage Two - It includes
children aged 7 to 11 and
year groups 3-6. It mandates
the same core and noncore
foundation subjects, with
more emphasis on more
difficult topics and the
addition of sex education to
additional statutory areas
which is left up to the policy
of school governors (school
board).
d. Key Stage Three - It
includes children aged 11
-14 years and year groups 7
-9. It mandates the same
basics in Key Stages One
and Two, but adds Foreign
Language, and
Information/communication
Technology to the mix while
adding appropriate difficulty
to the core subjects.
e. Key Stage four – It includes
those aged 14 -16 and year
groups 10 -11. It covers the
statutory program of study
that must be taught to all
students. Most schools
include in their core
curriculum courses that lead
to qualifications in each of

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 the five subject areas which
are English, math, Science,
Information and
communication Technology
(ICT) and Physical
Education.
**Post 16 Education – It is not
mandatory in England. Students can
either continue education or enter the
working world. Some secondary
schools go beyond the 11 -16 mandate
to 11-18 and the student may stay there.
If the high school does not offer these
“Sixth Form” extra years, the student
may go to a “Further Education
College” (FEC).
1. Higher Education
In 1992, the binary divide in
the higher education system was
abolished. Former polytechnics
became universities enabling
them to award their own
degrees. Divisions continue to
label pre-1992 universities as
the “old” universities and former
polytechnics as the “new”
universities. Universities are
not only concerned with the
undergraduate and post graduate
teaching. Higher education
system in the UK needs to
include reference to the Open
University as a major provider
of the undergraduate and
postgraduate degrees for adults.
The Open University pioneered
the way for opening access by
offering greater flexibility for
adult learners through distance
learning programs.

6. Pre-primary Pre-primary education – Type of school

United education providing this education are
States of Primary school- kindergarten, nursery schools,
America elementary school preschool programmes, child/day care
Middle school centers.

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education-Grades 4-  Age level is 4-6 years old and
6,5-7,or 6-8 the duration is 2 years.
Secondary
education –high Primary school-elementary school
school –Grades 7-12  There are varied levels of
or 8-12 schooling in the primary education:
Senior high school  Grades 1 to 4-children are from
Grades 9-12, or 10- ages 6 to 10
12  Transition to middle school
Higher Education  Grades 1-5 –children are from
ages 6 to 11
 Transition to middle school
 Grades 1 to 6 – children are
from ages 2 to 12
 Transition to junior high school
 Grades 1 to 7 children are from
ages 6 to 14
 Transition to junior high school

Middle school education-Grades 4-6,5-

7,or 6-8
 Age level is from 10-14
 Length of the program is 3 years

Secondary education –high school –

Grades 7-12 or 8-12
 Ages 12-18 years old
 High school diploma is awarded
 2 levels
 Junior high school
 Grades 7-8,7-9,or 8-9
 Ages 12-14
 Senior high school Grades 9-12,
or 10-12
 Ages 14-18 years old

Duration of compulsory education is

from entry 6 years old to exit of 18
years old.

2. Higher Education
Higher education in the U.S. begins at
the post secondary education. It is a
diverse and autonomous community of
publicly and privately supported
institutions. Current data stares that

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 there are some 2, 819 institutions
offering Bachelor’s or higher degrees
and 4, 927 institutions offering shorter
non-degrees of two years duration.

2. Enrichment Activity - Through the internet, search at least two other countries and take note
of their educational system both in basic education and higher education. Compare the list
included in this lesson.

EDUCATIONAL SYSTEM IN INDIA

Primary Education
Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to
VIII)) education is compulsory and free in India. Primary education begins at age 6 with
Middle/Upper Primary school education ending at age 14. Schooling is offered at state-run
and private schools, however, private schools often have poorer facilities and infrastructure
than government schools. The regional language is the medium of instruction for most
primary schools and English as a second language generally begins by grade 3.

Secondary Education
Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is
broken into two, two year cycles, generally referred to as General/Lower Secondary School,
or ‘Standard X’, and Upper/Senior Secondary School, or ‘Standard XII’. Education continues
to be free at government schools, although private education is more common at the
secondary level. Public examinations are held at the end of both cycles and grant access to
grade 11 and university level study respectively. General curriculum for lower secondary
school in India consists of three languages (including the regional language, an elective, and
English language), Mathematics, Science and Technology, Social Sciences, Work/Pre-
Vocational Education, Art, and Physical Education. Secondary schools are affiliated with
Central or State boards which administer the Secondary School Certificate at the end of grade
10.

Based upon performance in the first two years of secondary school, and upon the SSC
results, students may enter Senior/Upper Secondary School. Upper Secondary School offers
the students a chance to select a ‘stream’ or concentration of study, offering science,
commerce, and arts/humanities. Education is administered both in schools or two-year junior
colleges which are often affiliated with degree granting universities or colleges. Curriculum
for the Higher Secondary Certificate Examination is determined by the boards of secondary
education of which there are 31. Although the HSCE is the most common Standard XII
examination, the All India Senior School Certificate (CBSE), Indian School Certificate,
Certificate of Vocational Education (CISCE), Senior Secondary Certification (NIOS),
Intermediate Certificate and the Pre-University Certificate are also offered.

Vocational Education

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Young people who do not wish to go on to tertiary education, or who fail to complete
secondary school often enroll at privately-owned vocational schools that specialize in just
one or only a few courses. Unlike in the United States, vocational and technical education is
not highly specialized and is rather a broad overview of knowledge applicable to
employment. The curriculum offered is composed up of a language course, foundation
courses, and electives, of which half of electives are practical in nature. Examinations at the
end of vocational education are conducted by the All India and State Boards of Vocational
Education.

Tertiary Education
India’s higher education system is highly centralized and undergoing large changes since its
inception in 1947. Largely based upon the British system of education, educational policy is
ever-developing.

University education is overseen by the University Grants Commission (UGC), which is

responsible for the development of higher education, allocating funds, and recognition of
institutions in India. The National Accreditation and Assessment Council (NAAC) was
established by the UGC to assess universities and college based upon an alphabetical ranking
system ranging from A++ to C. The assessment and Accreditation is broadly used for
understanding the Quality Status of an institution and indicates that the particular institution
meets the standards of quality as set by the NAAC. Participation in the accreditation process
of NAAC is voluntary.

The All-India Council of Technical Education (AICTE) was also established to oversee
quality control of technical education and regulate establishment of new private professional
colleges. All recognized universities are members of the Association of Indian Universities
(AIU), which is integral to the dissemination of information and serves as an advisor to the
government, UGC, and the institutions themselves.

There are various types of tertiary institutions in India, namely Universities (Central, State,
Open), Universities of National Importance, and Deemed universities. Instruction of the
majority of students, almost 80%, is completed at affiliated colleges with the curriculum,
examinations, and final degree being designed and granted by the university. Constituent and
Autonomous colleges also exist; though less common although they do enjoy greater
autonomy in regards to curriculum development and assessment.

Admission to undergraduate courses generally requires completion of the Standard XII years
of schooling and admittance to university depends almost exclusively upon performance on
the examination. Bachelor’s degrees in the fields of arts, science, social studies, and
commerce are almost exclusively three year programs. Diploma programs exist and range
from 2 – 3 years in length and are provided at polytechnics, usually in a specialized
engineering or technological field, and culminating in an Advanced or Post Diploma.
Professional Bachelor’s degrees, in the fields of Medicine, Architecture, Law, etc., vary from
4 – 5.5 years depending upon the discipline.

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Admission to graduate (Master, Post Graduate Diplomas, MBA, etc.) programs is dependent
upon completion of a bachelor’s degree (3 or 4 years, depending upon the subject) with a
Second Class pass or higher. Non-university education in Management is popular in India,
with many institutions offering Post Graduate Diplomas in Management, lasting 2 years and
generally equivalent to an MBA. Doctoral level degrees require a minimum of two or three
years and consist of research and a thesis or dissertation.

Beginning in 2015, the Choice Based Credit System (CBCS) was introduced by the UGC in
attempts to encourage a more interdisciplinary approach to education and offer more
flexibility and choice to students. The reform also introduced a standardized assessment and
grading plan based upon a 10 point scale. Since its inception, the system has faced scrutiny
by students and administrators, noting that although the system promises choice and
flexibility, the infrastructure of the educational system now may be too weak yet to support
the overhaul.

EDUCATIONAL SYSTEM IN SINGAPORE

Primary Education
Only primary school education is compulsory in Malaysia, where multilingual public
schools, private schools and home educators co-exist side by side. Following unregulated
preschool education a child enters primary school at age 7 for a period of 6 years. Following
schooling in the community language of their choice they must sit for their primary school
achievement test in order to qualify to study further.

Secondary Education
There is no identified middle school period although secondary education is divided into 2
phases. Following the first 3 years of general education students write for their lower
certificate of education. Thereafter they enter either the arts or the science stream according
to personal choice and teacher advice for 2 years. Once in that stream though, switching
opportunities are limited. Following this latter period, they may complete 6th form, or study
for a further 2 years for matriculation exemption.

Vocational Education
The department of skills development oversees the establishment and operation of all public
and private training institutions. It has developed almost 1,000 standards for certificate,
diploma and advanced diploma training, and is rolling more out in approximately 20
identified key areas.
Tertiary Education
Malaysia EducationControversy continues to surround heavily subsidized Malaysian tertiary
education because of tight quotas that protect the racial majority. Some progress has been
made in the direction of a greater meritocracy though, and in the interim disadvantaged
students have the opportunity of enrolling at private or foreign branch universities.

The University of Malaya, which evolved from the Federated Malay States Government
Medical School founded in 1905 is the oldest functioning tertiary institution in the country.
Academic staff exceed 2,500 based at 3 campuses.

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3. Reflection:
 If given an opportunity to experience teaching in another country listed above, where
would you like to teach? Why?
- South Korea. Aside from the weather, the culture and the environment, I wanna teach in
Korea due to the fact that many of them are not good in English. I want to teach English
subject to South Koreans. It is to make something different and grow as a teacher. Lastly,
raise the existence bar a little higher!
4. Take action:
Identify an outstanding teacher. Conduct an interview and find out what made him/her an
outstanding teacher.
DR. Johnattan Valdez. Most Outstanding Math Teacher. The qualities of an outstanding
teacher are manifold. Some of the most important qualities are passion, leadership, classroom
management, and content knowledge. As he said, “Before you grind the crowns off your
teeth in frustration remember that the tenor of your classroom will reflect your demeanor.”
You teach because you have the ability to change lives every day, to inspire your students to
greater heights of excellence, and to leave a positive and lasting impact on the world around
you.
5. Reflection:
Can an outstanding teacher which you have interviewed be classified a s a global teacher?
Why? Why not?
Yes of course. The global teacher has the best elements of the classroom and school teacher, but
their focus is on “what is best for learners”, no matter if is their own kids, kids in the school
across the street, or across the ocean. They got into teaching because they love students and
want to help every single one of them, no matter their situation or location. They care for the
kids in their classroom, they share openly with others in their school and connect with kids, but
want to make things better past their own situation. They inspire change whether it is with one
classroom in another school, or thousands. They also tap into others and bring the best to their
students. The more we look at what others are doing, the better we can become for the students
closest to us. Global teachers (should) care about education as a whole, as well as their school
and their classroom. I just want to iterate that if the person only looks at sharing and learning
globally, but cannot connect with those in their classroom or school, I would not consider them a
“global teacher”. They just know that we are better when we work together, not just taking, but
contributing. They know what they share makes a difference for others, as well as knowing what
they learn from others makes a difference for their school and students.

POSTTEST
 Based on your matrix of the various educational systems of other countries, how would
you compare our Philippine educational system? In what aspects are we similar with
other countries? Is our educational system globally competitive?

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Module 11: Multicultural Education: A Challenge to Global Teachers

POTTEST

Situation:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulu. The
marriage forced 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 mix of different ethnic groups are
enrolled. Reflect on the situation given.

Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?
- Culture Shock. Cultural Adaptation. Acquiring sensitivity to issues affecting students.
2. How would she address these challenges as a multicultural teacher?
- Appreciate and accommodate the similarities and differences among the students' cultures.
Effective teachers of culturally diverse students acknowledge both individual and cultural
differences enthusiastically and identify these differences in a positive manner. This positive
identification creates a basis for the development of effective communication and
instructional strategies. Social skills such as respect and cross-cultural understanding can be
modeled, taught, prompted, and reinforced by the teacher. Developing an understanding of
students' lives also enables the teacher to increase the relevance of lessons and make
examples more meaningful.
3. What personal dilemmas will she encounter? If you were in her place, what will you do?
- Cultural misunderstandings/social cues. Respect begets respect. Be sensitive.

Module 12: Broadening Teaching Perspectives: Teacher Exchange Programs

LEARNING ACTIVITY
1. Download from the internet more information about the teacher exchange program.
Teaching is an admirable profession with unlimited potential to influence and impact young
lives. Beyond teaching basic learning curriculum, an exchange teacher has a unique ability to
broaden students’ world view by introducing new perspectives and teaching methodologies.
This program transforms classrooms into fertile ground for more than textbook learning; it
exposes both teachers and students to new ideas, cultures and thinking.Teacher exchanges
enable educators to shape young people’s perspective, influencing inquisitive minds so

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 students may become the next generation of positive change agents and leaders. Participating
teachers bring interactive teaching practices to their students and colleagues, “building the
critical thinking skills, inquiry and analytical approach that foster good citizenship.” The
multiplier effect of goodwill and influence is powerful impacting thousands of students as
well as professional colleagues. A teacher exchange is where qualified teachers can swap
places with teachers in other countries, typically for a semester / year. It’s the perfect
opportunity to share ideas and knowledge, as well as learn about educational practices from
different countries. It’s also a wonderful way to truly appreciate the meaning of the phrase,
“walking a mile in someone else’s shoes!”

(https://www.allianceabroad.com/teaching-programs)
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.
The Philippine-American Educational Foundation (PAEF) is a non-profit, binational
organization responsible for the administration of the prestigious Fulbright Scholarship Program,
Hubert H. Humphrey fellowships, and other educational exchange initiatives. Grants are awarded
on a competitive basis to Filipino and American students, teachers, scholars and professionals to
study, teach, lecture and conduct research in the United States and in the Philippines.

About PAEFPAEF was established through an executive agreement signed by the governments
of the United States and the Philippines on March 23, 1948 to carry out educational exchanges
involving students, academics and professionals from both countries. Since 1948, Fulbright
grants have been awarded to nearly 3,000 Filipinos and close to 1,000 Americans for graduate
degree study, teaching and research in the Philippines and the United States. Close to 400
graduate degree awards and 2,000 non-degree grants have been given to Filipinos through the
East-West Center program. Another 70 Filipino professionals have gone to the United States on
Humphrey fellowships. The Philippine program is the world’s longest continuing Fulbright
program. It has enriched several generations of Filipinos and Americans. Living in a different
culture, forming lasting friendships with colleagues in foreign countries and sharing new
horizons are all part of what has come to be known as the “Fulbright experience.”

Principal funding support for the exchange programs administered by PAEF comes from the
United States and the Philippine governments. In addition, the Philippine Department of
Agriculture, the Philippine Commission on Higher Education, and the Washington SyCip Family
Foundation have generously supported the Fulbright Program in the Philippines. Other
organizations and institutions, including US and Philippine universities (link to page which lists
names of Philippine universities, which also links to the universities’ websites), contribute
through direct and indirect cost-sharing.

While continuing to strengthen links with the academic and policy community, PAEF will
broaden partnerships with the private sector and build new connections with business and
philanthropic organizations in order to carry on its mission of recruiting the best and the brightest
young leaders and professionals for the service of Philippine and American societies.

Organizations and corporations can be part of the best known and most prestigious scholarship
program in the world by being a sponsor of Fulbright awards. Sponsoring a scholarship award or

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awards earns the institution the right to have its name linked to the prestigious Fulbright name.
Organizations may also sponsor Fulbright publications and orientation programs for scholars.

POSTTEST
1. What are the purposes of the Teacher Exchange Programs?
Teacher Exchange Programs is to promote international educational and
cultural exchange to develop mutual understanding between the people of the countries
and other countries. Expanding experiences beyond the confines of your Classroom to the
wider learning environment of the world is one of the many avenues in order to achieve a
level of global competitiveness. Teacher exchange programs serve as a cultural learning
experience for teachers and as a means for expanding and enriching an educator's
pedagogical expertise.
2. As a prospective Filipino teacher, what benefits will you derive from these programs?
- Aside from the high salary, experience would be the best benefit you can get with such
program. You can gain new experiences that you can eventually use in your future
endeavors. It is also for greener pasture. You can expand your horizon, tolerate difference
and appreciate diversity. These programs give teachers the opportunity to live their personal
and professional lives in another context, in another setting, in another country, thus
strengthening their skills in understanding diversity and multiculturalism.
3. How will the teacher exchange programs develop you as a global teacher?
This can be opportunities for teachers to become global teachers, to work overseas and
interstate to exchange ideas and knowledge and to observe different educational
practices. Teachers, like other professionals, always benefit from continuous learning that
helps them become even better mentors.

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