May Rell

NAME OF STUDENT
: MAY RELL G. FUENTIVEROS
COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A
DATE SUBMITTED : JANUARY 09, 2021
REFLECTION JOURNAL
I. Topic: THE ELEMENTS OF A PROFESSION
II. Reflection No. 1
Person formally certified by a professional body of belonging to a specific profession by

virtue of having completed a required course of studies and practice. The Elements of a
Profession are Choice, Flexibility, Small step, collegial support and Resources.
Choice– Teachers, like students, need and appreciate choice. Choice within a given
framework or focus allows teachers to determine their personal priorities for changes to
classroom practice. Flexibility – In addition to choice, teachers need to be allowed to
make modifications to make the new learning work best in their own environment. Small
Steps – Learning is incremental. It takes time to change practice and to make lasting
change, new learning must become a part of the teacher’s routine. Professional
development for teachers that allows them to practice, in small steps, supports this idea.
Real change occurs when we apply ourselves to the task of becoming a little better
each and every day over a period of time. Collegial Support – Change in teaching
practice is challenging and requires support. Teacher Learning Communities
(TLCs) provide teachers with opportunities to develop personal action plans, to report
back to a peer group about what happened as a result of implementing those plans, and
to reflect and receive feedback and support from colleagues who are working on the
same changes in practice. Accountability and Resources – Teachers, like any
professionals, need to be held accountable for results AND they must be provided with
the time and resources to accomplish meaningful change. These core elements are
also part of what John Hattie, author of Visible Learning and a leading thinker in teacher
professional development.
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NAME OF STUDENT : MAY RELL G. FUENTIVEROS
REFLECTION JOURNAL
I Topic:
HISTORICAL DEVELOPMENT OF THE TEACHING PROFFESSION FROM PRE-

HISPANIC TIMES TO THE PROFESSIONALIZATION OF TEACHING
During the early years of Spanish colonization, education was mostly religion
oriented and controlled by the Roman Catholic Church. Spanish friars and missionaries
educated the natives through religion with the aim of converting indigenous populations
to the Catholic faith. And the Pre-Spanish period, education was still decentralized.
Children were provided more vocational training but lesser academics, which were
headed by their parents or by their tribal tutors. They used a unique system of writing
known as the baybayin. Pre- Hispanic (Pre-Spanish Period) Education •No formal
schools •Learning began at home •Oral, practical, hands on •Reading, 'riting, 'rithmetic
(3r's) • The objective was basically to promote reverence for, and adoration of Bathala,
respect for laws, customs, and authorities represented by parents and elders.
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REFLECTION JOURNAL
I Topic:
TEACHING AS A MISSION, VOCATION AND PROFFESSION

III. Reflection No. 3
Some people say that teaching is a noble profession, others say that it is only for
people who is knowledgeable enough to teach children and others say that it is done by
someone who has an authority. Teaching is a Mission. Because every human being has
a purpose or mission in this world and the main purpose of every human is to produce
and protect life. As teachers, we always have goals in everything we teach and do to
our students. Why? It is simply because we are teachers who have mission and that is
to make each of our students competitive, equipped with the fundamental skills and
knowledge and also to be a total human person for his society. We teachers are not
only teaching to have students with brilliant minds we are also destined to produce
human beings with heart and soul for everyone. A human that is capable to love and
care for the other people. Teachers are like disciples of Jesus. We are expected to
teach and cater the knowledge of our students. Teaching is a Vocation. Every person is
destined to be somebody in his own field. I can say that teaching is easy, but teaching
with morals and molding humans for the future is not that simple as 1, 2 and 3. Like
everyone can be a teacher but being an effective teacher needs someone with passion
and devotion for teaching. Being a teacher requires a lot of things to gain and even to
sacrifice Teaching is a Profession. As what a popular saying goes like “You cannot give
what you don’t have” just like for us teachers, we cannot fully transform our students to
be somebody in this world if in the first place we do not have the mastery of our field or
simply the knowledge, and care and love for them. Therefore, God will not put someone
in this profession if he is not capable to do it or if his fate is not on teaching. God has
always reasons for everything that happened to us and that is for the person to discover
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and realize someday therefore, as a future teacher, we should be thankful that we are
taking this noble course because it is only few who are destined to have the patience
and knowledge to be shared on the large community. Teaching is a powerful profession.
Teachers have the greatest influential duty in this world because they can make either a
monster or a hero for the future of a society. Teachers affect and make characters out
of their teaching. Teaching is a certified noble profession because it does what God and
his disciples tried and trying to do to teach and spread the truth to His people.
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REFLECTION JOURNAL
I Topic:
MEANING OF A TEACHER AS A PROFESSIONAL

On the most basic level, the definition of “professional teacher” refers to the status of
a person who is paid to teach. It can also, on a higher level, refer to teachers who
represent the best in the profession and set the highest standard for best practice.
Professional educators are need analysts – competent to diagnose and prescribe
options for educational success and significance. Professional educators believe their
work is a vocation and calling rather than an occupation where one merely occupies
space. Being a professional teacher means being knowledgeable and enthusiastic
about one's materials, creating a supportive and respectful classroom environment,
building authentic relationships with and advocating for students, being organized and
planning ahead, remaining open to new ideas and continuing to learn, appreciating
diversity, and making complicated subject matter engaging and understandable for
students.
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REFLECTION JOURNAL
I. Topic:
THE COMPETENCIES OF A PROFESSIONAL TEACHER

Teachers need to improve knowledge and skills to enhance, improve and explore
their teaching practices. Teacher's competence have been broadening with respect to
reform studies in education, scientific results of education science and other fields.
Teacher's competencies were explained in nine different dimensions as field
competencies, research competencies, curriculum competencies, emotional
competencies, communication competencies, information and communication
technologies competencies, and environmental competencies. Teacher's competencies
affects their values, behaviors, communication competencies. Teachers are responsible
for operating educational system and they need strong and efficient professional
competencies. The best teachers are proficient in the technical competencies of
teaching. But teacher’s knowledge, skills, personal qualities and values affects not only
students learning motivation and achievement, but also formation of their national
identity. Teacher should be able to develop and to use variety of teaching aids.
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REFLECTION JOURNAL
I Topic:
MODELS OF EFFECTIVE TEACHING

Teaching is part of a life-long learning process. For effective teaching, teacher must
be good learners. Models of teaching are very effective teaching strategies which are
meant for transacting specific topic to students. The nature of the topic, presentation
method and classroom environment will direct the teacher that what model of teaching
she/he has to select for teaching to concerned topic. Effective teachers strive to
motivate and engage all their students in learning rather than simply accepting that
some student cannot be engaged and are destined to do poorly. They believe every
student is capable of achieving success at school and they do all they can to find ways
of making each student successful. Effective teaching takes time and effort. Effective
teaching is practiced student to develop a love for learning and gain new knowledge
about what they are studying. Teachers should be a good role models not only in the
classroom while discharging their duties as instructors, but also when fulfilling their role
as teacher outside the classroom.
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REFLECTION JOURNAL
I Topic:
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS-DOMAINS,

STRANDS AND INDICATORS
Teachers play a crucial role in nation building. Through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st century
skills, and able to propel the country to development and progress. Means the
standards describe the expectation of the teachers increasing levels of knowledge,
practice and professional engagement. At the same time, the standards allow for
teachers’ growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations. Teacher quality from
pre-service education to in-service training. It articulates what constitutes teacher quality
in the K to 12 Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement. This
set of standards makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and eventually quality
education.
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REFLECTION JOURNAL
I. Topic:
SOCIETY DAMANDS FROM A TEACHER AS A PERSON

Teachers are arguably the most important members of our society. They give children
purpose, set them up for success as citizens of our world, and inspire in them a drive to
do well and succeed in life. 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. If you want to help a
child struggling with low self-esteem and problems at home, then become a teacher to
encourage them and help them realize their potential. Teachers are one of the most
significant members of a society. They are also one of the most influential professionals
in the community. Before a teacher becomes a professional facilitator, motivator,
initiator, and motivator, teachers are essential learner of their own nature. Professionals
will not be professionals without professional teachers in the society. Socially speaking,
teachers are active contributor in the progression and development in a social
institution. There are teachers’ beliefs that enable them to be professionally developed.
Initially, before a teacher can develop children’s way of learning, they should have to
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develop themselves first. There are philosophies, principle, values, that are considered
to be important in teaching.
REFLECTION JOURNAL
I. Topic:
TEACHER PERSONAL QUILITIES

The teacher's personality should be pleasantly live and attractive. This does not rule out
people who are physically plain, or even ugly, because many such have great personal
charm. But it does rule out such types as the over-excitable, melancholy, frigid,
sarcastic, cynical, frustrated, and over-bearing: I would say too, that it excludes all of
dull or purely negative personality. , it is not merely desirable but essential for a teacher
to have a genuine capacity for sympathy - in the literal meaning of that word; a capacity
to tune in to the minds and feelings of other people, especially, since most teachers are
school teachers, to the minds and feelings of children. Closely related with this is the
capacity to be tolerant - not, indeed, of what is wrong, but of the frailty and immaturity of
human nature which induce people, and again especially children, to make mistakes
hold it essential for a teacher to be both intellectually and morally honest. This does not
mean being a plaster saint. It means that he will be aware of his intellectual strengths,
and limitations, and will have thought about and decided upon the moral principles by
which his life shall be guided. There is no contradiction in my going on to say that a
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teacher should be a bit of an actor. That is part of the technique of teaching, which
demands that every now and then a teacher should be able to put on an act - to enliven
a lesson, correct a fault, or award praise. Children, especially young children, live in a
world that is rather larger than life. A teacher must remain mentally alert. He will not get
into the profession if of low intelligence, but it is all too easy, even for people of above-
average intelligence, to stagnate intellectually and that means to deteriorate
intellectually.

REFLECTION JOURNAL
I. Topic:
THE CODE OF ETHICS FOR PROFESSIONAL TEACHER

Teacher help students learn the academic basics, but they also teach valuable life
lesson by setting a positive example. As a future role model, teacher must follow a
professional code of ethics. This ensures that students receive a fair, honest and
uncompromising education. A professional code of ethics outlines teachers' main
responsibilities to their students and defines their role in students' lives. Above
all, teachers must demonstrate integrity, impartiality and ethical behavior in the
classroom and in their conduct with parents and coworkers. Every teacher shall be
physically, mentally and morally fit. Every teacher shall possess and actualize a full
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commitment and devotion to duty. Shall not use his position or official authority or
influence to coerce any other person to follow any political course of action.
NAME OF STUDENT : MAY RELL G. FUENTIBEROS

REFLECTION JOURNAL
I. Topic:
THE RIGHT AND PRIBILEGES OF TEACHER IN THR PHILIPINE

Freedom to Organize. Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests. It protects the rights of
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the teachers like the tenure of office, academic freedom, Tax reliefs, and other benefits.
Magna Carta for Public School Teachers and 1987 Philippine Constitution serves as the
guide to utter protection and freedom, away from threats and terminations from the
concerned authorities. Educators in the Philippines deserve to be aware of these
benefits that are part and parcel of their role. Nonetheless, there is no doubt that the
best privilege of teachers is having the influence to mold young minds and the power to
change the world for the better through the noble act of teaching. Privileges of teacher
in private schools, teachers in private school like the public school teacher enjoy some
privileges besides their tenure of office. Social security system provided its member the
following benefits, death, disability, sickness and retirement benefit.

REFLECTION JOURNAL
I. Topic:
GLOBAL AND GLOCAL TEACHER

II. Reflection No.12
Global teacher is a competent teacher who is armed with enough skills appropriate and
universal values to teach students with both time tested as well as modern technologies
in education in any place the world. He or she is someone who thinks and acts both
locally and globally with worldwide perspective right in the communities where he or she
is situated. Glocal education is about the diversity understanding the difference teaching
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the different cultural groups in their own context to achieve the goals of global
education as presented by the United Nation. Education and teaching needs pupils and
society able to deal with future challenges which are both of global and local character.
The relation between the global and local can be described as a "Glocal" perspective.
NAME OF STUDENT : MAY RELL G. FUEMTIVEROS

REFLECTION JOURNAL
I. Topic:
THE LEVELS OF SCHOOLING IN THE ASEAN
ASEAN countries that are currently dealing with this issue are both Malaysia and Indonesia.
These two countries have implemented their own education system to further develop human
capital unique to each nation. Despite their inherent structural differences both the countries
seem to be encountering the same challenges within their education system.
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The lack of strong education policy and the quality of the public education system has gradually
led to the increasing outbound mobility that is currently experienced by both Malaysia and
Indonesia. This problem starts with students in primary and secondary education opting for
international or private schools while tertiary level students are travelling overseas to further
their studies and eventually settling down in those countries. At the same time, the number of
private institutions in Malaysia increased from six in 2001 to 400 by 2013. According to a
research conducted by the ICEF Monitor, both Malaysia and Indonesia have also witnessed
strong growth in outbound mobility among students. Over the last decade, the number of
Malaysian students studying abroad has increased from nearly 47,400 students in 2005 to just
under 65,000 in 2015. On the other hand, neighboring country Indonesia has experienced a 35
percent increase over the last decade, with 42,000 Indonesian students enrolled in higher
education abroad in the same year.

REFLECTION JOURNAL
I. Topic:
TEACHER AND TEACHING PROFFESSION BEYOND ASEAN
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Teachers indeed are modernized heroes. Their function is the most critical and
challenging responsibility in the society – to teach and transform. Most of the time, their
functions are being extended at homes, sleeping late at night in preparing quality
learning packages for the learners. Teachers are considered modernized heroes
considering their countless efforts in the transmission of knowledge and transformation
of character in every learner for a hopeful environment. In the simplest term, a teacher
is someone who educates beyond limits, risks without taking chances and opportunities,
encourages in down moments, promises even if it is hopeless, smiles in difficulties, and
who loves without compromise. Teachers are highly empowered individuals. They
constantly educate using their own story of experiences

REFLECTION JOURNAL
I. Topic:
THE TEACHER GLOBAL STATUS INDEX
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What do teachers really mean to us? The Global Teacher Status Index is based on in-
depth opinion by Populous in 35 countries that explores the attitudes on issues ranging
from what is a fair salary for teachers to whether they think pupils respect teachers to
how highly people rank their own education system. There have been many
international comparisons in education, but this the first time that the role of teacher
status has been studied in-depth. The growth of internationally comparative student
assessment measures such as the Programmed for International Student Assessment
(PISA), and the annual publication of the OECDs annual Education at a Glance,
provides a global perspective of how children perform on comparable educational tests
across many countries of the world. Understanding how this performance relates to the
competence and effectiveness of teachers has been much debated – with the now
famous aphorism that “the quality of an education system cannot exceed the quality of
its teachers” But what is much less well understood within discussions of the roles of the
teacher in improving pupil outcomes are the roles that social standing, or status, play in
the position of teachers in each country. Political and economic arrangements of
governments are not enough to secure the lasting and sincere support of the peoples.
Peace must be founded upon dialogue and mutual understanding. Peace must be built
upon the intellectual and moral solidarity of humanity.
NAME OF STUDENT : MAY RELL G. FUENTIBEROS

REFLECTION JOURNAL
I. Topic:
CHANGING GLOBAL LANDSCAPE IN TEACHING AND LEARNING
The Philippines experienced many changes as it approached the 21st century. These
changes have encompassed all aspects of life in the country - from political to
economic, technology, society, and the environment. Comparable changes have
occurred in other Southeast Asian countries. All these will definitely have a significant
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impact on you as a teacher and your students as you face life in the 21st century. It is
important that you understand these changes so that you will be better equipped to
adapt to them. In turn, you will also be better at helping your students adapt to these
changes as well. Always remember that you cannot give what you do not have. These
are social, technological, economic, ecological, and political changes. Kyler (2003)
developed a tool to describe these change areas, aptly named STEEP. This tool has
five elements, with each letter in the tool’s name representing an element. These are:
S – Social,
T – Technological,
E – Economic,
E – Ecological/Environmental, and
P – Political.
Analyzing the STEEP changes and challenges will help you obtain a better picture and
understanding of how these will affect your life as a 21st century teacher, and its impact
on you, your students, and your school.

REFLECTION JOURNAL
I. Topic:
21st CENTURY LIFE AND CAREER SKILLS
21st Century skills are 12 abilities that today’s students need to succeed in their careers during
the Information Age. Critical thinking, Creativity, Collaboration, Communication, Information
literacy, Media literacy, Technology literacy, Flexibility, Leadership, Initiative, Productivity, Social
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skills. These skills are intended to help students keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how it helps students, but they all have one quality in
common. Each 21st Century skill is broken into one of three categories: Learning skills, Literacy
skills, Life skills. Learning skills (the four C’s) teaches students about the mental processes
required to adapt and improve upon a modern work environment. Literacy skills (IMT) focuses
on how students can discern facts, publishing outlets, and the technology behind them. There’s
a strong focus on determining trustworthy sources and factual information to separate it from the
misinformation that floods the Internet. Life skills (FLIPS) take a look at intangible elements of a
student’s everyday life. These intangibles focus on both personal and professional qualities.
Altogether, these categories cover all 12 21st Century skills that contribute to a student’s future
career.
NAME OF STUDENT : MAY RELL G. FIENTIBEROS

REFLECTION JOURNAL
I. Topic:
FOUR PILLARS OF LEARNING

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The Four Pillars of Learning is proposed as a framework to understand what students need to
acquire and develop in themselves. Knowing these pillars and applying them to your own
learning can help you develop the KSAVs required to fulfill your tasks and roles as a provider of
quality and relevant education to your students. Learning to Know, Learning to know involves
the acquisition and development of knowledge and skills that are needed to function in the
world. Examples of skills under this pillar of learning include literacy, numeracy, and critical
thinking. Learning to Live Together, Learning to Live Together involves the development of
social skills and values such as respect and concern for others, social and inter-personal skills
and an appreciation of the diversity among people. These skills would enable individuals and
societies to live in peace and harmony. Learning to Do, Learning to do involves the acquisition
of skills that would enable individuals to effectively participate in the global economy and
society. These skills are often linked to occupational success, such as vocational and technical
skills, apprenticeships, and leadership and management competencies. Learning to Be,
Learning to be involves activities that promote holistic personal development (body, mind and
spirit), for an all-round ‘complete person.’ These include cultivating one’s self analytical and
socials skills, creativity, personal discovery and an appreciation of the inherent value provided
by these pursuits. An example under this pillar is a teacher who participates in training
workshops that will enhance his/her knowledge and skills in the teaching learning process.

REFLECTION JOURNAL
I. Topic:
DESCRIPTION OF QUALITY TEACHER AND TEACHER QUALITY

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The term quality teacher is defined by NCLB and used for state implementation as a
teacher who has at a minimum, a bachelor's degree, has full state certification or
licensure, and demonstrates subject area competence in all the subjects that he or she
teaches. Success in school means having quality teachers. Teachers who know their
subject, who know effective instructional practices and who value their students.
Unfortunately, many students particularly those who are in poor schools or high-minority
schools do not have access to enough of these teachers. In many states, students are
expected to pass standardized Algebra achievement tests in order to satisfy graduation
requirements. Teacher quality refers to the characteristics that teachers possess
and teaching quality refers to what teachers do in the classroom to foster student
learning.

REFLECTION JOURNAL
I. Topic:
COMPETENCY FRAMEWORK OF TEACHER IN SOUTH EAST ASIA

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We would like to acknowledge with great appreciation the high officials and
implementation and monitoring of teaching standard which has been growing, global
education to provide quality education that give learners the opportunities for effective
participation in the society. The Southeast Asia teacher competency framework
describe professional across the region. Competency frameworks describe professional
standards for teaching and make the knowledge and capabilities of teachers explicit for
those within and outside the profession. They provide the means by which good
teaching can be identified, rewarded and celebrated. The Southeast Asian Ministers of
Education Organization (SEAMEO) held its 40th SEAMEO High Officials Meeting
(HOM) in Bangkok, Thailand from 28 to 30 November 2017. Through this annual
meeting attended by high-level education officials from the 11 SEAMEO member
countries, as well as representatives from the different SEAMEO Regional Centers and
partner development organizations, the Competency Framework for Teachers in
Southeast Asia has been approved.

REFLECTION JOURNAL
I. Topic:
PHILIPPINE PROFFESSIONAL STANDARDS FOR TEACHER: BEGNINING

TEACHER
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The set of standards makes explicit what teacher should know. Be able to do and value
to achieve competence. Improved students learning outcomes, and eventually quality
education cation. It is founded on teaching philosophies of learner’s centeredness,
lifelong learning and inclusivity, inclusiveness, among others. Philippine Professional
Standards for Teachers defines teacher quality in the Philippines. They encourage the
celebration of diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and
global environment. Standards describe the expectations of teachers' increasing levels
of knowledge, practice and professional engagement. At the same time, the standards
allow for teachers' growing understanding, applied with increasing sophistication across
a broader and more complex range of teaching/learning situations.

REFLECTION JOURNAL
I. Topic:
PHILIPPINE QUALIFICATION FRAMEWORK FOR LEVEL 6 COMPETENCIS
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The report describes the Philippine education and training system and responsibilities
and legal bases of all relevant national bodies involved in the referencing process. It
also presented the procedures for the inclusion of qualifications in the PQF and in the
Philippine Qualifications Register (PhQuaR). The report ascertains the demonstrable
link between the qualification levels in the PQF and the AQRF and the basis in agreed
standards of the qualifications system. A mapping of the complex quality assurance
system of the Philippines follows the discussion of standards. The Philippine
Qualifications Framework describes the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national system for the
development, recognition and award of qualifications based on standards of knowledge,
skills and values acquired in different ways and methods by learners and workers of the
country.

REFLECTION JOURNAL
I. Topic:
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THE LIFE BLOOD OF TEACHING PROFFESSION
Education is the bedrock of our well-being as a society, as an economy and as a

people. It has its potential by the professionalism, dedication and generosity of
generations of teachers in all levels of our educational system. It is that resource, our
people, who have secured for Ireland its place and standing in the world, in business, in
media, in arts and entertainment, in politics, in global development and in peace
keeping. In the past the teacher was a respected pillar of the community, and status
was one way of acknowledging and honoring the profession.
Teachers are the lifeblood of Education. Today when we need them the most, we
treasure them less than ever. Government must, with taxpayers support, address the
current issues undermining teacher recruitment and retention. Obtaining a teaching
qualification is now more expensive and takes longer than ever before. The new teacher
is starting on a pay scale that is still different from established colleagues and is modest
in comparison to industry averages, given the time and cost invested in Higher
Education by the newly qualified teacher. Teachers are the lifeblood of Education, and
Education is the bedrock of our well-being. If we can’t explore new ways of addressing
the issues that undermine teaching as an attractive profession, we run the risk of
harming our most precious resource; the talents, imagination and abilities of future
generations. Taxpayer s money needs to be invested in strengthening the teaching
profession. Wise investment of this nature is both a social and economic imperative.
NAME OF STUDENT : MAY REL G. FUENTIVEROS

REFLECTION JOURNAL
I. Topic:
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CONTINUING PROFFESSIONAL DEVELOPMENT. HO IT IS DONE
Continuing Professional Development (CPD) and is the term used to describe the
learning activities professionals engage in to develop and enhance their abilities. ...
Accompanied by such growth is the acceptance that academic qualifications must offer
more vocational and skills-based or 'practical' learning. Continuing professional
development consists of reflective activity designed to improve an individual's attributes,
knowledge, understanding and skills. It supports individual needs and improves
professional practice. It’s fair to say the first part of your mission is well and truly
accomplished. Sit back and give yourself a pat on the back. But don’t take too long
about it or you’ll be lagging behind your colleagues. The same is true for professionals
with many years’ experience in the workplace. Continuing professional development is
important because it ensures you continue to be competent in your profession. It is an
ongoing process and continues throughout a professional’s career.

REFLECTION JOURNAL
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I. Topic:
FORMULATING CPD/ COMMUNITIES OF PRACTICE

Continuous Professional Development (CPD) is an integral component of social work

learning, with the potential to create and hold a space for reflective practice. This article
introduces the idea of Communities of Practice (CoP) as a type of learning medium
which facilitates reflection with others to explore common interests. The goal is to gain
knowledge through the process of sharing information, and experiences with others.
The article provides an overview of CPD workshops developed for social workers using
a CoP approach. Feedback from the workshop evaluations are captured in three
themes: reflective practice, ongoing CPD engagement and practice-based learning. The
goal of community design is to bring out the community's own internal direction,
character, and energy. Because communities of practice are voluntary, what makes
them successful over time is their ability to generate enough excitement, relevance, and
value to attract and engage members.

REFLECTION JOURNAL
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I. Topic:
VARIOUS PHILOSIPHY OF EDUCATION NATURE, WHAT TO TEACH, WHY TO

TEACH AND HOW TO TEACH
Educational philosophy is your beliefs about why, what and how you teach, whom you
teach, and about the nature of learning. It is a set of principles that guides professional
action through the events and issues teachers face daily. Sources for your educational
philosophy are your life experiences, your values, the environment in which you live,
interactions with others and awareness of philosophical approaches. Learning about the
branches of philosophy, philosophical world views, and different educational
philosophies and theories will help you to determine and shape your own educational
philosophy, combined with these other aspects. When you examine a philosophy
different from your own, it helps you to "wrestle" with your own thinking. Sometimes this
means you may change your mind. Other times, it may strengthen your viewpoint; or,
you may be eclectic, selecting what seems best from different philosophies. But in
eclecticism, there is a danger of sloppy and inconsistent thinking, especially if you
borrow a bit of one philosophy and stir in some of another. If serious thought has gone
into selection of strategies, theories, or philosophies, this is less problematic.
Philosophy of education, philosophical reflection on the nature, aims, and problems
of education. The philosophy of education is Janus-faced, looking both inward to the
parent discipline of philosophy and outward to educational practice.

REFLECTION JOURNAL
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I. Topic:
FORMULATING MY PHILOSOPHY OF EDUCATION

My aspirations as a teacher is to be an influential teacher who inspires my

students to be their best self. I want my students to feel safe and be able to share
anything with me whether it’s something at home or at school and know I will be able to
give them good advice. During my own years at school and high school there were just
a few teacher who I felt completely at ease with and was able to share what was in my
heart with them knowing they wouldn’t judge me, my conditions and would provide me
with advice that was life changing. That feeling of being able to have an adult who
spoke to me on my level and treated me as an equal is one that I wish to invoke in my
students when they are with me.
My goals for my student are for them to be able to gain a better understanding of
themselves as that will boost their confidence and self-image leading them to be
confident individual in the real world I want my students to also be able to gain full
mastery over the topic I teach them to the point where they are confident enough in their
own understanding that they are able to teach others at different levels. I want my
students to have quick critical thinking skills where they are able tackle any problem
thrown their way with ease.

29
REFLECTION JOURNAL
I. Topic:
WHY. THING IS SAID TO BE THE NOBLEST PROFFESSION

Because the career in the teaching requires people who have the conviction to nurture
young minds and mold them into something great. Since time immemorial, the
profession of teaching has been considered as one of the noblest professions.
Educators have always played the role of catalysts for various social changes in the
society, Being a teacher is more than any other profession, teaching has a power to
create healthy just, and peaceful world. It has the capacity to inspire lifelong learning
and a passion for knowledge, understanding and innovation.
30

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NAME OF STUDENT

: MAY RELL G. FUENTIVEROS

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

Person formally certified by a professional body of belonging to a specific profession by

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

HISTORICAL DEVELOPMENT OF THE TEACHING PROFFESSION FROM PRE-

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

TEACHING AS A MISSION, VOCATION AND PROFFESSION

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

MEANING OF A TEACHER AS A PROFESSIONAL

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

THE COMPETENCIES OF A PROFESSIONAL TEACHER

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

MODELS OF EFFECTIVE TEACHING

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS-DOMAINS,

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

SOCIETY DAMANDS FROM A TEACHER AS A PERSON

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

COURSE /SECTION / YEAR LEVEL : BSED FILIPINO 2-A

DATE SUBMITTED : JANUARY 09, 2021

TEACHER PERSONAL QUILITIES

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

THE CODE OF ETHICS FOR PROFESSIONAL TEACHER

NAME OF STUDENT : MAY RELL G. FUENTIBEROS

THE RIGHT AND PRIBILEGES OF TEACHER IN THR PHILIPINE

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

GLOBAL AND GLOCAL TEACHER

NAME OF STUDENT : MAY RELL G. FUEMTIVEROS

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

NAME OF STUDENT : MAY RELL G. FUENTIBEROS

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

NAME OF STUDENT : MAY RELL G. FIENTIBEROS

FOUR PILLARS OF LEARNING

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

DESCRIPTION OF QUALITY TEACHER AND TEACHER QUALITY

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

COMPETENCY FRAMEWORK OF TEACHER IN SOUTH EAST ASIA

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

PHILIPPINE PROFFESSIONAL STANDARDS FOR TEACHER: BEGNINING

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

Education is the bedrock of our well-being as a society, as an economy and as a

NAME OF STUDENT : MAY REL G. FUENTIVEROS

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

FORMULATING CPD/ COMMUNITIES OF PRACTICE

Continuous Professional Development (CPD) is an integral component of social work

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

VARIOUS PHILOSIPHY OF EDUCATION NATURE, WHAT TO TEACH, WHY TO

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

FORMULATING MY PHILOSOPHY OF EDUCATION

My aspirations as a teacher is to be an influential teacher who inspires my

NAME OF STUDENT : MAY RELL G. FUENTIVEROS

WHY. THING IS SAID TO BE THE NOBLEST PROFFESSION

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