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An Exercise To Determine Your Educationa
An Exercise To Determine Your Educationa
Find out to which philosophy you adhere. To what extent does such statement apply to you?
Rate yourself 4 if you agree whit the statement always, 3 if you agree but not always, 2 if you agree
sometimes, and 1 if you don’t agree at all.
Statement 1 2 3 4
10. Human beings are shape by their environment. ______ ______ _______
______
11. Schools should stress on the teaching of basic skills. ______ ______ _______
______
17. for the learner to acquire the basic skills, s/he must go
Throught the rigor and discipline of serious study. ______ ______ _______
______
19. The truth shines in an atmosphere genuine dialogue. ______ ______ _______
______
21. The learner is not a blank slate but brings past experiences
and cultural factors to the learning situation. ______ ______ _______
______
I. Answer each with a Yes or No. If your answer is NO, explain your answer in a sentence.
ESSENTIALISM
1. Do essentialists aim to teach students to reconstruct society? No. They aim to transmit the
traditional moral values and intellectual knowledge that students need to become model
citizens.
2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society?
No. The model student is the one who shows mastery of the basic skills and that one
who lives by traditional moral values.
3. Do the essentialist teachers give up teaching the basics if the students are not interested?
No. They teach subject matter even if the students are not interested. They are more
subject matter-oriented than student-centered.
4. Do the essentialist teachers frown on long academic calendar and core requirements? No.
They need long academic calendar and core requirements for mastery of basic skills.
PROGRESSIVISM
1. Do the progressivist teachers look at education as a preparation for adult life? No. They look
at education as life.
2. Are the student’s interests and need considered in a progressivist curriculum? Yes.
3. Does the progressivist curriculum focus mainly on facts and concepts? No. They focus more
on problem-solving skills.
4. Do the progressivist teachers strive to simulate in the classroom life in the outside world? Yes.
PERENNIALISM
1. Are the perennialist teachers concerned with the student’s mastery of the fundamental skills?
No. They are more concerned with the study of the Great Books. If ever, they are
interested in the fundamental skills; it is because these skills are needed to study the
Great Books.
2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times? Yes.
3. Is the perennialist curriculum geared towards specialization? No. It is geared towards
general or liberal education.
4. Do the perennialist teachers sacrifice subject matter for the sake of the student’s interest? No.
Like the essentialist, subject matter is foremost to the perennialist.
*EXISTENTIALISM
1. Is the existentialist teacher after student becoming specialist in order to contribute to the
society? No. They are more concerned in helping students appreciate themselves as
unique individuals who accept responsibility over their thoughts, actions and life.
2. Is the existentialist concerned with the education of the whole person? Yes.
3. Is the course of study imposed on the students in the existentialist classroom? No. Students
are given a choice.
4. Does the existentialist teacher make heavy use of the individual approach? Yes, To allow
each student to learn at his own pace.
*BEHAVIORISM
LINGUISTIC PHILOSOPHY
CONSTRUCTIVISM
1. Does the constructivist agree to the teaching methodology of “telling”? No. Constructivist
applies the method of constructing.
2. Do constructivists believe that students construct knowledge? Yes.
3. Do constructivists approve of teaching learners the skill to learn? Yes.
4. Do constructive believe that meaning can be imposed? No. knowledge isn’t a thing that can
be simply deposited into empty minds but rather constructed by learners through
active, mental process of development.
A person:
F. You will be grouped into the seven philosophies. Explain how you will react to the given
situation. What advice will you give?
For the essentialist group. Students are not interested in the lesson
For the perennialist group. Students want to become skilled in certain fields of specialization
For the progressivist group. Parentsnquestion students’ community immersion for it poses certain
risks.
For the behaviorist group. Teacher tells students from the slum areas this: “If there’s a will, there’s a
way. Poverty is not a hindrance to success.
For the existentialist group. A colleague asks you to decide for her fear that she may make the wrong
decision.
For the linguistics philosophy group. A teacher insists on his reasoning and does not give a chance to
an erring student to explain his/her side.
For the constructivist. Teacher claims, he will be able to teach more if he goes straights to his lecture.
They will pretend to be John Dewey, John Watson, etc. in class and the class will interview them in
their philosophies. The key informants (John Dewey, etc.) will answer questions using the first person
“I”.
H. Research work – Research on the following philosophies. Those marked with asterisk (*) are a
must. Give the gist of each philosophy. Cite those thoughts with which you agree and also
those with which you disagree.
1. Christian Philosophy
2. Rationalism
3. Empiricism
4. Pragmatism
5. Reconstructionism
6. Confucianism
7. Hindu Philosophy
8. Buddhist Philosophy
9. Paolo Freire’s Philosophy
10. Socrates’s Philosophy
11. Platos’s Philosophy
12. Rousseau’s Philosophy
13. Stoic Philosophy
14. Epicureanism
15. Philosophical Analysis
16. Phenomenology
17. Logical Positivism
18. Any other philosophy of your interest or assigned by your teacher
I. One of you will volunteer / be assigned to obtain the vision and mission statement of the
Department of Education and present the same in class. Which philosophies of education are
reflected in the DepEd vision-mission statement?
Activity 1
Analyze the given example in your small groups, the answer the following questions:
3. Who, according to the Grade school teacher’s philosophy, is the good and educated person?
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
7. You notice that teacher’s thought on the learner, values and method of teaching begin with the
phrase “I believe”. Will it make a difference if the Grade school teacher writes his/her philosophy of
education in paragraph form using the third person pronoun?_________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________
Activity 2
1. Formulate your personal philosophy of education. Do it well for this will form part of your teaching
portfolio which you will bring along with you when you apply for a teaching job. Write it down here.
2. From which philosophies that you have studied and researched did you draw inspiration as
you formulated your own philosophy of education?
5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
A. Directions: Answer the following with YES or NO. If your answer is NO, explain your answer in a
sentence.
1. Is morality for persons and animals? No. It is only for persons because only persons have
intellect and will.
2. Is the natural law known only by learned? No. Even the unschooled have a sense to do
good and to avoid evil.
3. Did the primitive people have a sense of natural law? Yes.
4. Is an animalistic act of man moral? No. To be moral is to be human. Any act that brings
down man to the level of the brute like any animalistic act is, therefore, not moral.
5. Is it right to judge the dog to be immoral if it defecates right on your garden? No. Morality
applies only to persons and not to animals because animals have no choice. They are
bound by their instincts.
6. Is the foundational moral principle sensed only by believers? No. Even unbelievers have a
sense to do good and avoid evil because this natural law is written in every man’s heart.
7. Is the foundational moral principle very specific? No. It is a general statement. “Do good and
avoid evil.”
8. Is the foundational moral principle the basis of moral specific principle? Yes.
9. Is the foundational moral principle so called because it is the basis of all moral principles? Yes.
10. Are the Ten Commandments for Christians more specific moral principles of the foundational
moral principle? Yes.
11. Is the natural law literally engraved in every human heart? No, not literally. But it is written
or engraved in every human heart in the sense that every man has a sense of the principle”
“Do good and avoid evil.”
12. Are The Five Pillars of Islam reflective of the natural law? Yes.
13. Is the Buddhist’s Eightfold Path in accordance with the natural law? Yes.
14. Are the Golden rule for Christians basically the same with Kung-fu-tsu’s Reciprocity rule?Yes.
1. To be moral is to be human. What does this mean? This means that one’s moral behavior
conforms to a human’s rightful act. Morality happens when you choose to do righteous things whether
it results to good or bad consequence.
2. Why is morality only for persons?
3.
2. What do we mean when we say transcendent values are independent of time, space, and
people?
4. What are the three dimensions of value and value formation? Explain each.
5. Value formation training of the intellect and the will. What does this training consist of?
6. What is the effect of good habit (virtue) and bad habit (vice) on the will?
9. According to advocates of value clarification, how can you test if a value is really your value?
Synapse Strengtheners
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.
2. Interview a former alcoholic who was rehabilitated. Ask how his alcoholism affected himself,
his job, and his relationship with his family and community. Ask him to give his advice to the
class.
3. In the modern parable “The Little Prince” written by Antoine Exupery, the Little Prince in his
visit to one planet, met an alcoholic. The following was their conversation:
4. In his book “ Morality and You”, James finley wrote:…”look at modern advertisement.
commercials for deodorants, mouthwashes, skin blemish removers and other cosmetics have a
basic assumption that man is a creature who must be physically attractive to have much worth
in the eyes of his fellowman. They try to sell …the following concept of a person: to have a
good breath and white teeth is to be a good person; to have bad breath is to be socially
undesirable.” Reflect if this thought on man as sold by the media in a very subtle manner has in
a way influenced your value orientation.
For Research
Which Filipino values pose obstacles to your value formation? How do they block your
value formation?
Are there times when the will refuses to act on what the intellect presents as good? How
does a person feel?
The atheist denies God’s existence. Will he lack the values of the Holy, the highest level of
value according to scheler? How will this affect his/her way of life?
For Exhibit
Make an exhibit on the lives of men and women whose lives where oriented towards the
values of the spirit and/ or the values of the Holy. The objectives of the exhibit is for you to
prove to every viewer that those who live beyond pleasure values and vital values are
those who great in the eyes of their fellow men and of god ( for those who believe).
Journal Entry
1. Read the following and in the context of value formation write down your response/action plan to
each as a proof that you accept continuing personal value formation.
Take care of your thoughts, they become your actions; take care of your actions, they
become your habit; take care of your habits, they become your character; take care of your
character, it becomes your destiny!
“What does it profit a man if he gains the whole world but loses his soul”?
…store up treasures in heaven neither moth nor decay destroys, nor thieves break in and
steal. For where your treasure is, there also will your heart be”. (Mattew 7:20)
“ Try not to become a man of success but rather try to become a man of value.” –Albert
Einstein
“ It is only with the heart that one can see rightly; what is essential is invisible to the eye.” –
The Little Prince by Antoine Exupery
2. It is observed that beginning teachers somewhat lack emotional stability. What are some of its
causes? What should you do to counteract it? Write your answers here.
Synapse Strengtheners
2. Within the 5 qualities of a professional in mind, cite other Filipino traits that work
against the making of a true Filipino professional. Propose some remedial measures.
4. Once more, read the letter to the teacher given above, then state the mission of the
profession teacher.
C. Research on:
The other elements of a profession. Does the teaching profession fulfill all the elements?
The meaning of Eichmann as used in the Letter to Teacher found in this lesson
The logos of professional teachers, the Philippine Association for Teacher Education, the
Department of Education, Commission on Higher Education. Display them in class. Give
their symbolism. Is there anything common among the logos?
D. Panel discussion:
Invite the Administrative Officer of the nearest Division office, the head of the Legal
Department of Civil Service Commission, a member of the Board for professional
Teachers /Hearing Officer of PRC regional office to talk on cases against teachers filed at
their offices. Draw your conclusions from their talks.
E. Video Presentation
F. Journal Entry
Conrado de Quiros of the Philippine Daily Inquirer once wrote: “ Being world-class does not
mean going internationally and showing our best out there. Being world-class is passion and
commitment to our profession; being world-class is giving our best to teaching. Being world-class
starts right inside the classroom.” Write what you resolve to START doing and STOP doing NOW as
you embrace teaching as your vocation, mission and profession.
START DOING
1.
2.
3.
STOP DOING
1.
2.
3.
G. Keep interested in your own career, however humble; it is a real possession in the changing
fortunes of time, says Desiderata. How can you keep your interest in your own career? Write your
reflections here!
4. Tell something about the teacher in the classroom and in the community by completing this
acronym.
T-
E-
A-
C-
H-
E-
R-
5. Reflect on the teacher as she goes about her task in the classroom and in the community. In what
way is she/he……
a piece of iron?
a well?
a planter?
a gardener?
a door?
a wake up call?
a potter
a mirror
an assessor
a nurse
8. Read this poem “You Are Teacher” then answer the following questions on page 84:
What mental portrait of the teacher in the classroom and the teacher in the community is
painted by the poem, “ You are aTeacher”?
9. Read your name through the poem like this: Brenda, You are a teacher.
Call on other students to read their names through the other lines of the poem.
Reflection question:
How did you feel when you read your name through the lines of the poem? Describe and
explain why.
10. Give the poem “ You Are a Teacher” a tune then sing it. Choreograph it.
11. Conduct a meta-analysis of researches on the qualities of a good teacher. Between the
professional qualities and personal qualities of a teacher, which ones are perceived to be more
important?
Synapse Strengtheners
1. Name some problems originating from the community experienced by teachers in the school,
regarding:
2. Describe how school and community officials work together in each of the following events:
socio-cultural activities
peace and order situation
-in peace
-outside the school
projects
3. What are some learning resources existing in the community that school children and
personnel can visit for mutual assistance and enjoyment.
Please check.
Others, specify______
One World, One Classroom, One Global Teacher?
__________2.To become a global teacher, on should be fluent in English and other languages.
__________3.A Filipino teacher cannot qualify to teach in other countries because in differences
in curriculum.
__________5.Global education provides the same standards for quality education worldwide.
__________6.Teachers who embrace global education, must have a good understanding of the
different cultures of the learners.
__________7.For Filipino teachers, the NCBTS is a national standard that meets global
competencies.
__________10. A global teacher has wider view of what education is all about.
1. As a group, go to school and ask the principal or school head for the Outstanding School
Teacher. Request for an interview with the teacher. Among others, your interview protocol
should include the characteristics or qualities mentioned in your text. Write a report and
share this with your classmates.
Lesson 1-Make a reflection
1. Can an outstanding teacher in the neighborhood school whom you have interviewed be
classified as a global teacher? Why? Why not?
2. Can one be a global teacher, without teaching abroad? Write your insights.
3. Reflect on the statement: “ As a global teacher, act locally but think globally.” Add this reflection
in your portfolio.
Lesson 1: Take Action!
So you have traveled to some places of the world. You surveyed examples of educational
systems that have educated millions of citizens in one big classroom: the world. As future GLOBAL
teacher, it is best that you become familiar with some of these educational systems. Let us now find
out how much have you learned:
1. Australia
2. China
3. Japan
4. South Africa
5. England
6. United States
of America
7. New Zealand
8. Philippines
2. Enrichment activity. Through the internet, search at least two other countries and take note their
educational system both in basic education and higher education. Compare with the list included in
this lesson.
B. Search about the K to 12 basic Education Curriculum of the Philippines.
2. If given an opportunity to experience teaching in another country listed above, where would
you like to teach? Why?
All the items refer to Lesson 2. Choose the correct answer from the choices given.
1. For the majority of sample countries given in this lesson, at what level is free-compulsory
education provided?
a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post secondary level only
3. Based on the curriculum requirement provided by the selected countries, the language which is
seemingly universal is____________.
a. Spanish
b. English
c. Chinese
d. French
4. Higher education in all countries presented can be described as___________.
a. selective and not compulsory
b. compulsory but selective
c. voluntary and very affordable
d. accessible and democratic for all
6. The unique feature of the current K to 12 is that the Filipino learner will become__________.
a. monolingual
b. multilingual
c. English speaking only
d. Tagalog speaking only
2. What are some guidelines for a teacher who handles children with diverse background?
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.
3. Interview a member of your faculty or other teacher who has participated in any faculty
exchange programs or scholarship programs abroad. Make a brief report of your interview.
Using that data that you gathered from item number 3 above, make a reflection. Focus your
reflection on the following items.
1. Personal gains or benefits derived from the exchange or scholarship program abroad
2. Professional development achieved from the experiences
2. As a prospective Filipino teacher, what benefits will you derive from these programs?
3. How will the teacher exchange programs develop you as a global teacher?
Lesson 5- Take Action!
This activity focuses on what a school is doing with technology. Try not to focus too much on
the technology itself (how many computers) but on what is happening with the computers. Write a
short narrative of your visit that includes your views on what is happening in the school and some
ideas that you would want to implement if you were teaching in that environment. To help you
write your narrative, use the observation sheet for your visit.
OBSERVATION WORKSHEET
Technology Use in the Classroom
Directions: Do not use actual names of schools, teacher, administrators or students when using
this worksheet.
Observer’s Name:__________________________________________
Date:____________________________________________________
Grade level:_______________________________________________
Subject:__________________________________________________
Class size:________________________________________________
Technology in the classroom:_________________________________
Location and Placement in the room___________________________
Background Information: Give a brief general description of the school. ( Social, economic, school
population: teachers and students) Include the school’s goal for use of technology.
Observation:
During your observation, notice how many students use technology and how technology is
being used. Observation can be recorded in narrative form. You may include the
information gathered from the questions raised below?
1. How familiar are the students with the technology?
4. How does the teacher interact with the students with the use of technology?
5. What are the other materials used by the students along with computers?
Teacher Question:
Try to arrange for an interview with the teacher for a few minutes about her/his use of
technology. Ask questions such as the following:
4. How good is the support that you get at a school, district or division level for working with
technology?
Students Questions
Ask permission from the teacher to interview one students from the class.
Ask questions such as the following:
3. What kinds of technology would you like to have in the class that you do not have
now?
Make a record of the answer to the questions in your notebook as a basis of you narrative report.
3. Your suggestions if you are the one teaching with the use of technology
Identify the following concept that you have learned in this lesson.
1. Outputs of discoveries and inventions which are utilized to improve teaching and learning
such as computers and all its software are referred to as___________________.
2. Simulations or exploratory environments which allow actions and investigates right inside
the classroom through computer software are called________________________.
5. Which term is used when students participants are brought to a field trip without
physically bringing them to the site?___________________________.
Read and make a decision based on your experiences and information. Write Agree or
Disagree
3.___________Only those who have access to the internet can use technology.
Synapse Strengheners
For Research
1. Research on the operational definitions of:
Profession
Professional
professionalism
Synapse Strengtheners
1. Compare PD 1006 and RA 7836 along the following items then give your own observations.
1. Definition of
Teacher
2. Teachers’
Examination
2.1 Scope of
Examination
2.2 Qualification
Requirements for
Examinees
2.3 Rating
2.4 Report of
Results
3. National Board
for
Teachers
3. What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their
profession for the past five years?
Journal Entry
Do PD 1006, RA 7836 and RA 9293 help you become a professional teacher? Write your
reflections here.
Synapse Strengtheners
1. Read carefully the provisions in section 3(2) of Article XIV on education. Explain the mandate that
the state shall “ establish, maintain, and support a complete, adequate and integrated system of
education.”
2. Based on your observation as a would – be teacher, what are the educational institutions doing to
prepare teachers who will help attain the goals stated in section 3?
4. Is the use of the Mother Tongue as a medium of instruction from K to Grade 3 in the K to 12
Curriculum in accordance with Section 7?
5. What educational practices and programs are aligned to sec.10 ,Sec.14, Sec. 17, Sec.18 and
Sec.19
Synapse Strengtheners
1. Who are referred to as “teacher” in R.A 4670? Who are not included although they are school
personnel/employees?
2. Discuss the safeguards in the disciplinary procedures in resolving cases of teachers.
3. Explain the meaning of “exigencies of the service” referred to in section 6 of the Magna Carta as
regards transfer of a teacher from one station to another.
4. Are the provisions in Section 22 and 23 teachers’ rights or privileges? Brainstorm with your group.
6. Actual classroom teaching a day should not exceed six hours. What can be some reasons behind
this limit on teaching hours?
Research on:
1. The latest DepEd policy on the recruitment and deployment of public school teachers.
What provisions in the Magna Carta are bases of the DepEd poloicy?
2. The policy/provisions for the recruitment and deployment of private school teachers?
3. The meaning of academic freedom cited in Sec.12 of the Magna Carta.
C. Symposium
Invite speakers to talk on:
Career path of teacher
Other social and economic benefits like cost of living allowance, special hardship allowance,
medical examination and treatment.
Synapse Strengeners
1.List your rights and the corresponding duties and obligations as teacher.
Rights Obligations
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
Synapse Strengtheners
1. Read carefully Section 5 on the principles of Shared Governance. Comment on:
responsibility inherent in the office
accountability and transparency in the performance of functions and responsibility.
2.Based on the “authority, accountability and responsibility” of the school head/ principal, list
down your experience as a future teacher.
Synapse Strengtheners
The governance of Basic Education ( RA 9155) declared the policy of the state to protect and
promote the right of all citizen to quality basic education and to make such education accessible to all.
1. Write your reflection on the policy that “the school shall be the heart of the formal education
system.”
2. Explain the principles of shared governance.
3. Study the organizational structures of the division and school levels. Locate yourself in the
organizational chart. What thoughts cross your mind as you see yourself in the future in the relation to
others in the educational system beginning with the school, the division, and the region. How do you
feel? Refer to the 2000 DECS Service Manual for further readings. Share your thoughts with your
small group.
4. What the significant relations do you see between the teachers education institution and the
Department of Education as far as pre-service education is concerned?
Synapse strengtheners:
1. Explain the meaning of “ special parental authority and responsibility” over the minor child in Article
218.
4. Research on decided cases of teachers violating the provision on “special parental authority”.
Share your findings with the class.
Synapse strengtheners:
4. Write your reflections on the duties and responsibilities of teachers in the DECS Service Manual as
they relate to “parental authority.”
Synapse Strengtheners
1. You have read many cases of sexual harassment field against teachers, and other employees.
Explain the provision that sexual harassment is committed when the act is “ against one who is under
the care, custody or supervision of the offender…”
2. Cite other circumstances of sexual harassment in the education and training environment.
4. Research on two decided cases of sexual harassment against teachers and one case committed
by teachers. Who is the disciplining authority if he/she is a public school teacher? A private school
teacher?
Synapse Strengtheners
2. Visit a day-care center and pre-school class for three days. Write a journal of your day to day
observation on the social and physical interaction and participation of the children in the activities.
Comment on the learning environment and the instructional materials used.
3. What further education and training do you need to become a pre-school teacher?
Synapse Strengtheners
1. What is meant by the institutionalization of kindergarten?
2. What is the policy of CHED on the pre-service education and training of pre-school/kindergarten
teachers?
Synapse Strengtheners
As a group:
3. Read articles 1, 2, and 13. What Filipino traits run counter to the child’s right to
expression of his/her views?
For Research
Synapse Strengtheners:
1. Research on the Thomasites. What qualities did they possess as teachers?
2. Present the development of the Philippines educational system from pre Spanish era to the
Japanese era by means of a time line. The first era was done for you.
Informal,
unstructured, focus
on vocational
training parents and
tribal tutor served as
teachers
Synapse Strengtheners
1946-1956
1957-1972
1973-1988
1989-2001
2002-2011