Activity No.
14
Title of the Activity: Teaching Profession, Social Dimension of Education
Schedule of the Activity: November 8-12, 2021
Date Submitted: December 2, 2021
Name of the Student: Haney Kaye G. Ayop
Discourses in Social Dimension in Education
People tend to judge other
societies from the viewpoint of
ethnocentrism, that is, with an
attitude of making judgments
on other societies according to
the standards of ones’ own
culture.
In a team or group, the social
hierarchy dictates whether one
belong to the lower, middle or
upper class.
Culture is learned through a
process known as
socialization. As man is a social
animal he/she survived with
others. His/her weakness and
strength are with others.
Institutions supply people with
procedures, detailing how to act
in specific circumstances in a
way the society desires them to
act.
Power is the ability of one
person or group to control the
actions of others without the
latter consent. Which it can be
legitimate, referent, reward,
expertise and coercive.
Important features
The reciprocal relationships that
take place within and among
groups are defined as
interaction Cooperation and
conflict sometimes lead to
social processes of
accommodation, assimilation,
coercion and exchange.
Every society organizes itself is a
way to give someone the power
to make decisions and settle
conflicts. Because by nature
there are animal existed
territorial unlike the others. This
explains the peculiarity of an
individual because no two
individuals are alike.
Each culture is distinct from
others, but they all share
similarities because they deal
with biological and emotional
needs that are universal.
Stratification is a phenomenon
present in all societies, a social
ranking based on differences
among people that inevitably
produce a situation of
Inequality.
Our present era is characterized
by several technological
revolutions, the herding of the
multimedia infrastructure or the
mushrooming of the intellectual
superhighway facilities that
have brought countless socio-
cultural changes throughout the
world.
Analysis and Interpretation
Man is a social and political animal in nature. For starters, because man is a social animal, he cannot live
alone. In order to survive, he must meet certain natural basic needs. In order to live a life, he must form
relationships with his fellow humans. No man can free himself from the shackles of mutual dependence.
This may begin between the embryo and the mother and last until his last breath. The embryo's need
may be more physical than mental, but the mother's need is the opposite.
Second, because man is a political animal, he lives in a society. Man becomes one of many in a society
governed by laws and customs. In a social context, man develops his potential and realizes its natural
end. This is the "good life," which is not an easy life, but a life of virtue is reflected in the highest levels of
achievement. The Teacher and the School Curriculum
Important Features
A teacher as a person Through distant education
possessing “life form” inspired everybody can interfere and
by the “outside world.” He/she multi task their daily routine of
can communicate him/herself work activity.
away from his/her body in the
form of “energy.”
As a teacher, he/she is always a The license he/she possessed as
teacher wherever he/she goes. a teacher, proclaimed him/her
Meaning, without telling officially professional in his/her
him/her what to do, he/she is profession. Meaning, “not all”
always proactively “doing” possessed a license to become a
something innovative as a teacher professionally.
person and as a teacher.
Today, teacher is already As a professional, teacher must
considered as “companion” develop a mindset as a
to the learner exploration, researcher. Explores wide
journey and discoveries on the horizon of knowledge that is
newly found learning. always within the context on
the modern trend, changing
weather and landscape of the
time
Teachers get-out from the box A teacher develops framework
and allows themselves to shed on the learning outcomes,
light from the dark. They are not contextualizing of their own
imprisoned within the four classrooms teaching learning
corners in the classroom. encounter. As a result, the
curriculum is realized on a
unique way for classroom
instruction.
Teacher development, primarily Connectivism is relatively new
focused on awareness and skill learning theory, developed and
development related to holistic based upon the idea that
curriculum. people process information by
forming connections.

Analysis and Interpretation

Teachers' role in the curricular process is to assist students in developing an engaged relationship
with the information. Active learning will improve curriculum concentration and retention, resulting in a
stimulating learning environment. To present content, teachers create classes that incorporate
simulations, experiments, case studies, and exercises. This participatory method combines curriculum
and hands-on activities to engage pupils in learning. The curriculum approach allows instructors to be
creative and put their own stamp on the classroom experience.
A successful school classroom curriculum both produces and reflects culture and identity, as well
as opens the door to cooperation. Curriculum reflects the national culture in which a school works, in
the sense that it both produces and reflects culture. Different nations have different expectations of their
pupils, even though teaching procedures are comparable. However, it may also reflect and define the
culture at the school level, from the special requirements of the areas they serve to the issues in which
you wish to distinguish yourself. While a good curriculum can offer doors for cooperation, having
frequent curriculum talks creates opportunity to include all stakeholders: teachers, administration,
parents, and communities. Getting feedback from everyone can help you discover your strengths and
weaknesses. It also provides instructors with a platform from which to communicate.
Teachers discuss ways to include student choice into classroom learning during the curriculum
development process. Teachers can assist students in connecting content to a personalised plan based
on a career desire. Project-based learning is a dynamic alternative that instructors must plan for ahead of
time throughout the curriculum development process. This hands-on approach immerses students in a
practical project that brings the classroom material to life.