Lesson Proper for Week 1

INTRODUCTION
Teachers are the backbone of the nation. They helped the country grow progressively and
economically by producing men and women who are globally competent, physically strong
and possess the attributes of a productive agent, employee or leader of this country.
As such, it is important to train the future teachers of their roles, and responsibilities, and
tasks in the teaching profession.
CONGRATULATIONS!
LETS BEGIN!!!
LESSON 1
- VISION
- MISSION
- GOALS
- OBJECTIVES
(DEFINITION) VISION
Visions are statements indicating what you dream to see in the future.
(BCP) VISION

“Bestlink College of the Philippines is committed to provide and promote quality education
with a unique, modern and research-based curriculum with delivery system geared towards
excellence”
(DEFINITION) MISSION

Mission are what you want to accomplish.

A Mission Statement defines the company's business, its objectives and its approach to reach
those objectives.
(BCP) MISSION
“To produce self-motivated and self-directed individuals who aim for academic excellence,
God-fearing, peaceful, healthy, productive and successful citizens”
(DEFINITION) GOALS
Goals are long range objectives that need to be accomplished for specific time.
(BCP) GOALS
Instruction
Research
Extension
Productivity

(DEFINITION) OBJECTIVES
q Objectives are the purposes to be done for a shorter period of time.
(BCP) OBJECTIVES
In adherence with the constitution and imploring the aid of divine providence, Bestlink
College of the Philippines aims to:
q 1. Provide needed and excellent instructions within reach of learners and which market.
q 2. Produce graduates who are skilled, competent, self-motivated and directed, ready to face
the challenges of a fast paced life.
q 3. Supply the world with a human, God fearing, values laden and progressive graduates to
be ideal citizens of the community of men.
(BCP) OBJECTIVES
q4. Contributes its endeavor in research furtherance of the quality education BCP delivers
through the academe.
q5. Facilitate extension services to less fortunate community, partner/s, for sustainable return
to the enjoyment of a better life.
q6. Maintain manpower of expert dedicated to operationalize the VMG of BCP.
LESSON 2

- Core Values of the school and its importance to the lives of the students
 (DEFINITION) CORE VALUES

The core values of an organization are those values we hold which form the foundation on
which we perform work and conduct ourselves.
(BCP) CORE VALUES
The core values of the school are
● Faith
● Reason and
● Peace

IMPORTANCE OF CORE VALUES TO STUDENTS

AND SCHOOL POPULATION
Core values are important to students as a controlling factor to do what is right, what is just,
and what is proper.
Lesson Proper for Week 2

4.1 “To philosophize is so essentially human-and in a sense to philosophize means living a

truly human life.” - J. Pieper

The Existential Question

We are heirs to a rich philosophical heritage. Passed on to us are several philosophies of
various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for answers to questions about human existence. These
essential questions come in different versions. “What is life?” Who am I? “Why am I here?
“or “What am I living for?” What is reality? “Is the universe real? “What is good to do?”
How should I live life meaningfully?” and the like. In the school context, these essential
questions are: “Why do I teach?” How should I teach? What is the nature of the learners?”
How do we learn?”

4.2 ESSENTIALISM Why Teach?

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.”
What to Teach?
Essentialist programs are academically rigorous.
The emphasis is on academic content for students to learn the basic skills or the fundamental
R’s-reading, writing, arithmetic, right conduct- as these are essential to the acquisition of
higher or more complex skills needed in preparation for adult life.
The essentialist curriculum includes the “traditional disciplines such as Math, Natural
Science, History, Foreign Language and Literature. Essentialists frown upon vocational
courses or other courses with watered down academic content.
The teachers and administrators decide what is most important for the students to learn and
place little emphasis on student interests, particularly when they divert time and attention
from the academic curriculum
How to Teach
Essentialist teachers emphasize mastery of subject matter.
They were expected to be intellectual and moral models of their students.
They are “fountain” of information and as paragon of virtue, if ever there is such a person.

To gain mastery of basic skills, teachers must observe “core requirements, longer school day,
a longer academic year.
With mastery of academic content as primary focus, teachers rely on the use of prescribed
textbooks, and drill method and other methods that will enable them to cover as much
academic content as possible like the lecture method.
There is a heavy stress on memorization and discipline.

PROGRESSIVISM
Why Teach
Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society.
This group of teachers teaches learners, so they may live life fully now not to prepare them
for adult life.
What to Teach
The progressivists are identified with need based and relevant curriculum.
This is a curriculum that responds to students’ needs and that relates to students’ personal
lives and experiences.
Progressivists accept the impermanence of life and the inevitability of change.
For the progressivists, everything else changes.
Change is the only thing that does not change. Hence, progressivist teachers are more
concerned with teaching the learners the skills to cope with change.
Instead of occupying themselves with teaching facts or bits of information that
are true today but become obsolete tomorrow, they would rather focus their teaching on the
teaching of skills or processes in gathering and evaluating information and in
problemsolving.
How to Teach
Progressivist teachers employ experiential methods.
They believe that one learns by doing. For John Dewey, the most popular advocate of
progressivism, book learning is no substitute for actual experience.
One experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This makes use of the scientific method.
Other hands-on-minds-on-hearts-on teaching methods used are field trips during which
students interact with nature or society. Teachers also stimulate students through
thought-provoking games and puzzles.

PERENNIALISM
Why Teach –
We are all rational animals. Schools should therefore, develop the students’ rational and
moral powers.
According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the
ability to use their higher faculties to control their passions and appetites.
What to Teach-
The perennialist curriculum is a universal one on the view that all human beings possess the
same essential nature.
It is heavy on the humanities, on general education. It is not a specialist curriculum but rather
a general one.
There is less emphasis on vocational and technical education. Philosopher Mortimer Adler
claims that the Great Books of ancient and medieval as well as modern times are repository
of knowledge and wisdom, a tradition of culture which must initiate each generation”.
What the perrenialist teachers teach are lifted from the Great Books. How to Teach- The
perennialist classrooms are “centered around teachers”.
The teachers do not allow the students’ interests or experience to substantially dictate what
they teach.
They apply whatever creative techniques and others tried and true methods which are
believed to be most conducive to disciplining the students’ minds.
Students engaged in Socratic dialogues or mutual inquiry sessions to develop an
understanding of history’s most timeless concepts.”

EXISTENTIALISM
Why Teach-
The main concern of the existentialists is “to help students understand and appreciate
themselves as unique individuals who accept complete responsibility for their thoughts,
feelings and actions”.
Since “existence precedes essence”, the existentialist teacher’s role is to help students define
their own essence by exposing them to various paths they take in life and by creating an
environment in which they freely choose their own preferred way.
Since feeling is not divorced from reason in decision making, the existentialist demands the
education of the whole person, not just the mind.
What to teach-
In an existentialist curriculum, students are given a wide variety of options from which to
choose.
Students are afforded great latitude in their choice of subject matter. The humanities,
however, are given tremendous emphases to provide students with vicarious experiences that
will help unleash their own creativity and self expression.
For example, rather than emphasizing historical events, existentialists focus upon the actions
of historical individuals, each of whom provides possible models for the students’ own
behavior.
Moreover, vocational education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood. In teaching art, existentialism
encourages individual creativity and imagination more than copying and imitating established
models.
How to Teach-
Existentialist methods focus on the individual.
Learning is self-paced, self directed. It includes a great deal of individual contact with the
teacher, who relates to each student openly and honestly.
To help students know themselves and their place in society, teachers employ values
clarification strategy.
In the use of such strategy, teachers remain non-judgmental and take care not to impose their
values on their students since values are personal.

BEHAVIORISM
Why Teach –
Behaviorist schools are concerned with the modification and shaping of students’ behavior
by providing for a favorable environment, since they believe that they are a product of their
environment.
They are after students who exhibit desirable behavior in society.
What to Teach-
Because behaviorists look at “people and other animals as complex combinations of matter
that act only in response to internally or externally generated physical stimuli, behaviorist
teachers teach students to respond favorably to various stimuli in the environment. How to
Teach-
Behaviorist teachers ought to arrange environmental conditions so that students can make the
responses to stimuli.
Physical variables like light, temperature, arrangement of furniture, size and quantity of
visual aids have controlled to get the desired responses from learners. Teachers ought to
make the stimuli clear and interesting to capture and hold the learners’ attentions.
 They ought to provide appropriate incentives to reinforce positive responses and weaken or
eliminate negative ones.

LINGUISTIC PHILOSOPHY
Why Teach –
To develop the communication skills of the learner because the ability to articulate, to voice
out the meanings and values of things that one obtains from his experience of life and the
world is the very essence of man.
It is through his ability to express himself clearly, to get his ideas across, to make known to
others the values that he has imbibed, the beauty that he has seen, the ugliness that he rejects
and the truth that she has discovered.
Teachers teach to develop in the learner the skill to send messages clearly and receive
messages correctly.
What to Teach-
Learners should be taught to communicate clearly-how to send clear, concise messages and
how to receive and correctly understand messages sent.
Communication takes place in three ways- verbal, non-verbal and Para verbal. Verbal
component refers to the content of our message, the choice and arrangement of our word.
This can be oral or written.
Non-verbal component refers to the message we send through our body language while
paraverbal component refers to how we say what we say-the tone, pacing and volume of our
voices.
There is a need to teach learners to use language that is correct, precise, grammatical,
coherent, and accurate so that they can communicate clearly and precisely their thoughts and
feelings.
There is need to help students expand their vocabularies to enhance their communication
skills. There is need to teach the learners how to communicate clearly through non-verbal
means and consistently through para- verbal means.
How to Teach-
The most effective way to teach language and communication is the experiential way.
Make them experience sending and receiving messages through verbal, nonverbal
and para verbal manner.
Teacher should make the classroom a place for the interplay of minds and hearts. The teacher
facilitates dialogue among learners and between him students because in the exchange of
words, there is also an exchange of ideas.
CONSTRUCTIVISM
Why Teach-
To develop intrinsically motivated and independent learners adequately equipped with
learning skills for them to be able to construct knowledge and make meaning of them. What
to Teach-
The learners are taught how to learn.
They are taught learning processes and skills such as searching, critiquing and evaluating
information, relating these pieces of information, reflecting on the same, making meaning out
of them, drawing insights, posing questions, researching and constructing new knowledge out
of these bits of information learned.
How to Teach –
In the constructivist classroom, the teacher provides students with data or experiences that
allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate,
imagine and invent.
The constructivist classroom is interactive. It promotes dialogical exchange of ideas among
learners and between teacher and learners. The teacher’s role is to facilitate this process
. Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of
the learners.
Rather, knowledge is constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and knowledge.
Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwife” by
the teacher with his skillful facilitating skills.
Lesson Proper for Week 3

4.1 What is morality?

As defined by one textbook author, morality refers to “the quality of human acts by which we
call them right or wrong, good or evil.” (Panizo, 1964) Your human action is right when it
conforms with the norm, rule or law of morality. Otherwise it is said to be wrong.
Meaning of foundational moral principle
What is meant by foundational moral principle? The word principle comes from the Latin
word princeps which means a beginning, a source.
A principle is that on which something is based, founded, originated, and initiated.
It is likened to the foundation of a building upon which all other parts stand.
If we speak of light, the principle is the sun because the sun is the body from which the light
of this world originates.
A foundational moral principle is therefore the universal norm upon which all other
principles on the rightness or wrongness of an action are based. It is the source of morality.
Where is this foundational moral principle? It is contained in the natural law. Many moralists,
authors and philosophers may have referred to this fundamental moral principle in different
terms. But it may be acceptable to all believers and non-believers alike to refer to it as natural
law.
What is the natural law?
It is the law “written in the hearts of men”, (Romans 2:15). For theists, it is man’s share in the
Eternal Law of God. (Panizo, 1964) St. Thomas defines it as the “light of natural reason,
whereby we discern what is good and what is evil, an imprint on us of the divine light.
(Panizo 1964). It is the law that says: Do good and avoid evil.” THIS IS THE
FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE .
All men and women, regardless of race and belief, have a sense of this
foundational moral principle. It is ingrained in a man’s nature. It is built into the design of
human nature and woven into the fabric of the normal human mind. “We are inclined to do
what we recognize as good and avoid that which we recognize as evil.

4.2 Values Formation and You

Values are taught not caught
Another essential question we have to tackle is: “Are values caught or taught? Our position is
that values are both taught and caught. If they are not taught because they are merely caught,
then there is even no point in proceeding to write and discuss your values formation as a
teacher here. Values are also caught. We may not be able to hear our father’s advice “Do not
smoke” because what he does (he himself smokes) speaks louder that what he says. The
living examples of good men and women at home, school and society have far greater
influence on our value formation than those well-prepared lectures on values excellently
delivered by experts who may sound like” empty gongs and clanging cymbals.”

Values have cognitive, affective and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we want to acquire.
We need to know why we must value such. This is the heart of conversion and values
formation. We need to know how to live by that value. These are the concepts that ought to
be taught. Values are in the affective domain of objectives. In themselves they have an
affective dimension. For instance, it is not enough to know what honesty is or why one
should be honest. One must feel something towards honesty, be moved towards honesty as
preferable to dishonesty. (Aquino 1990) Values also have a behavioral dimension. In fact,
living by value is the true acid test if we really value a value like honesty.

Value formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teacher will necessarily include the three dimensions. You have to
grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of
value experiences in life. (Aquino 1990) you must be open to and attentive in your value
lessons in Ethics and Religious Education. Take active part in value sessions like fellowships,
recollections organized by your church group or associations. Since values are also caught,
help yourself by reading the biographies of heroes, great teachers and saints (for the
Catholics) and other inspirational books. (it is observed that less and less teachers read
printed materials other than their textbooks). Your lessons in history, religion and literature
are replete with opportunities for inspiring ideals. Associate with model teachers. If possible,
avoid the “yeast” of those who will not exert a very good influence. Take the sound advice
from Desiderata: Avoid loud and aggressive persons; they are vexations to the spirit.” Join
community immersions where you can be exposed to people from various walks of life.
These will broaden your horizon, increase your tolerant level and sensitize you to life values.
These will help you to “fly high” and “see far” to borrow the words of Richard Bach in his
book, Jonathan Livingston Seagull.

Value formation is a training of the intellect and will

Your value formation is a training of your intellect and will, your cognitive and rational
appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a
right or wrong value. Your will wills to act on the right values and wills to avoid the wrong
value presented by your intellect. As described St. Thomas Aquinas, “The intellect proposes,
and the will disposes.”

Virtuous versus vicious life and their effect on the will

In short, a virtuous life strengthens you to live by the right values and life a life of abundance
and joy while a vicious life leads you to perdition and misery. Warning! Then never to give
way to a vice! Instead develop worthwhile hobbies. Cultivate good habits. If you recall, in the
fourth chapter, we said a moral person is one who leads a virtuous life.
Panizo claims “virtue involves a habit, a constant effort to do things well despite obstacles
and difficulties. “A virtue is no other than a good habit. You get used to doing good that you
will be stronger to resist evil. So, start and continue doing and being good!
Max Scheler’s hierarchy of values
Max Scheler outlined a hierarchy(ladder) of values. Our hierarchy of values is shown in our
preferences and decisions. For instance, you may prefer to absent from class because you
want to attend the annual barrio fiesta where you are the “star” because of your ability to sing
and dance. Another one may prefer just the opposite by missing the fiesta (anyway, she can
have all the fiestas after studies) and attends class.
Aquino 1990 presents Scheler’s hierarchy of values arranged from the lowest to the highest
as shown below.
Pleasure values- the pleasure against the unpleasant
-the agreeable against the disagreeable
-sensual feelings
-experiences of pleasure or pain

Vital values – values pertaining to the well being either of the individual or of the
community
-health, vitality, values of vital feeling, capability, excellence

Spiritual values- values independent of the whole sphere of the body and of the environment
-grasped in spiritual acts of preferring loving and hate
-aesthetic values: beauty against ugliness
-values of right and wrong
-values of pure knowledge

Values of the Holy-appear only regarding objects intentionally given as absolute objects
-belief, adoration, bliss

Values Clarification
After introducing transcendent values, let me introduce you to the process of value
clarification. In a pluralistic society, we can’t help but face the value confusion and value
contradictions of our times. When we do not know what we really value or when we are not
clear on what we really value, we end up lukewarm or uncommitted to a value. The advocates
of value clarification assert that we must clarify what we really value. The term value is
reserved for those “individual beliefs, attitudes and activities that satisfy the following
criteria:
1. freely chosen
2. Chosen from among alternatives
3. Chosen after due reflection
4. Prized and cherished
5. Publicly affirmed
6. Incorporated into actual behavior acted upon repeatedly in one’s life.
Lesson Proper for Week 4

Lesson: Teaching as your Vocation, Mission, Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who
touched our human feelings.” Carl Jung

Etymology of the word “vocation”

Ø Comes from the Latin word “vocare” which means to call.

Ø Based on the etymology of the word, vocation, therefore means a call.
Ø If there is a call, there must be a caller and someone who is called. There must also be a
respond.
Ø For Christians – the caller is God Himself.
Ø For Muslims – the caller is Allah
Ø Occupation to which a person is specially drawn or for which she is suited, trained or
qualified.
Ø Believers in the supreme being will look at this voiceless call to have a vertical dimension.
Ø For non – believers the call is also experienced but this may viewed solely along a
horizontal dimension. It is like man calling another man, never a Superior being calling man.
Ø The Christians among you realize that the Bible is full of stories of men and women who
were called by God to do something not for themselves but for others.
Ø We know of Abraham, the first one called by God, to become the father of great nation,
the nation of God’s chosen people.
Ø We recall Moses who was called while in Egypt to lead God’s chosen people out of Egypt
in order to free them from slavery.
Ø In the New Testament, we know of Mary who was also called by God to become the
mother of the Savior, Jesus Christ.
Ø In Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah,
to spread the teachings of Allah. All of them responded positively to God’s call.
Ø Vocation is a strong feeling of suitability for a particular career or occupation.
Ø Unlike any other profession, teaching requires dedication and service in order for an
individual to be considered as a real teacher.
Ø When someone practice teaching as a vocation, they teach with dedication.

Ø In summary, Vocation is only for some who are really dedicated not just to work but also
to serve other people.

“Teaching as your vocation”

Ø It was God who called you here for you to teach, just as God called Abraham, Moses, and
Mary, of the bible.
Ø These biblical figures did not also understand the events surrounding their call. But in
their great faith, they answered YES.
Ø Mary said; “Behold the handmaid of the Lord, Be it done to me according to your word.

Etymology of the word “mission”

Ø Comes from the Latin word “misio” which means to send “

Ø The Webster’s New Collegiate Dictionary defines mission as” task assigned”.
Ø It gives us the word “ apostle” the ones who are sent
Ø You are called to be a teacher and you are sent into the world to accomplish a mission.
“Teaching as your mission”
Ø Teaching is your mission means it is the task entrusted to you in this world. If it is your
assigned task, then you’ve got to prepare yourself for it.
Ø From now on, you cannot take your studies for granted. Your four years of preservice
preparation will equip you with the knowledge, skills and attitude to become an effective
teacher.
Ø As the saying goes,” once a teacher, forever a student.”
Ø You are expected to contribute to the betterment of this world in your own unique way.
Ø It is merely to teach the child the fundamental skills or basic r’s reading ‘riting,
‘rithmetic and right conduct?
Ø It is to deposit facts and other formation into the empty minds of students to be withdrawn
during quizzes and test
What exactly is the mission to teach?
• Alfred North Whitehead is it to help the child become “the man of culture and of
expertise?
• Bertrand Russel
is it “to provide opportunities for a child’s growth and to remove hampering
influences”?
• To teach is to influence every child entrusted in your care to become better and happier
because life becomes more meaningful.
• To teach is to help the child become more human.

The Elements of a Profession

Ø The term professional is one of the most exalted in the English language, denoting as it
does, long and arduous years of preparation, a striving for excellence, a
Ø dedication to the public interest and commitment to moral and ethical values.

Teaching as your profession

If you take teaching as your profession…..
Ø You must be willing to go through a period of preparation and a continuing professional
development.
Ø You must strive for excellence, commit yourself to moral, ethical and religious values and
dedicate yourself to public service.
Ø Type of work that needs special training or a particular skill, often one that is respected
because it involves a high level of education.
The “Pwede na” mentality versus excellence
Ø Striving for excellence – another element of profession.
Ø This element brings us to the issue of “ pwede na”
Ø “Pwede na “ is inimical to excellence
Ø It is expressed in other ways like” talagang ganyan yan “, wala na tayong magagawa”.
Ø In the world, only the best and the brightest make it.
Ø We have no choice but to take the endless and the ” less traveled road” to excellence.

The 21st Century Teacher

The 21st Century Skills
To remain relevant and interesting, the teacher must possess 21st century skills. The
21st century skills can be categorized into four (4) namely:
1) communication skills
2) learning and innovation skills
3) information, media and technology skills and
4) life and career skills.

A teacher must possess them to survive in this 21 st century and be able to contribute to the
development of the 21st century learners.
Under each of these four clusters of the 21st century skills are specific skills. Effective
communication skills include
1) teaming
2) collaboration
3) interpersonal skills
4) local, national and global orienteers and

5) interactive communication.

The learning and innovation skills are the 3C’s namely

1) creativity
2) curiosity
3) critical thinking problem solving skills and
4) risk taking.

Life and career skills embrace

1) flexibility and adaptability
2) leadership and responsibility
3) social and cross-cultural skills
4) initiative and self direction 5) productivity and accountability and
6) ethical, moral and spiritual values.

Information, media and technology skills are

1) visual and information literacies
2) media literacy
3) basic, scientific, economic and technological literacies and
4) multicultural literacy.

The first three (3) categories of life skills are self explanatory. The last category
(information, media and technology skills) needs further explanation. They are explained
below.
Visual literacy is the ability to interpret, make meaning from information presented in the
form of an image. It is also the ability to evaluate, apply or create conceptual visual
representation.

Information literacy is the ability to identify what information is needed, identify the best
sources of information for a given need, locate those sources, evaluate the sources critically
and share that information. Information literacy is most essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and sell
to us every day. It’s the ability to bring critical thinking skills to bear on all forms of media
asking pertinent questions about what’s there and noticing what’s not there. It is the ability to
question what lies behind media productions-the motives, the money, the values and the
ownership and to be aware of how these factors influence content of media production.
Scientific literacy encompasses written, numerical and digital literacy as they pertain to
understanding science, its methodology, observations and theories. Scientific literacy is the
knowledge and understanding of scientific concepts and processes required for personal
decision making, participation in civic and cultural affairs and economic productivity.
Economic literacy is the ability to apply basic economic concepts in situations
relevant to one’s life. It is about cultivating a working knowledge of the economic way of
thinking-understanding tradeoffs, recognizing the importance of incentives. It encompasses a
familiarity with fundamental economic concepts such as market forces or how the monetary
system works.

What is technological literacy? The US Department of Education (1996) defined technology

literacy as “computer skills” and the ability to use computer and other technology to improve
learning, productivity and performance”.
Lesson Proper for Week 5

Lesson: School and Community Relations

In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.

A. The Teachers, the Parents and the Community

Parents are the first teachers in the home. They are responsible for the development of
values, attitudes and habits that will be needed as their children associate with the classmates
in school.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the end,
the contrived attention and efforts of both “custodians
“are accorded acknowledgement and recognition by members of the community.
The members of the community, in addition to the parents, include the local government
units, the non-government agencies, civic organizations and all the residents. They are highly
motivated to participate in the school activities and projects that will likewise redound to the
uplifting of the moral and quality of life in their own locality.
1. Difficulties
Children experience difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self discipline
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to their
home.
a. A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both quarters.
b. Positive attitudes of kindheartedness and patience are developed through modeling
c. Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the decent work.
e. Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them
f. Extremes of behavior need detailed consideration of past experiences in school and at
home
3. Values developed
Values and strong inclinations are instilled starting from the home and are developed further
in the school. Some of the most desirable are a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence
4. Interests
Special interest and innate talents noticed at an early age such as heightened prosperity for
music and drama, athletics and the arts must be attended to by sensitive mentors and
guardians to provide them with continued opportunities to attain full realization of their
natural gifts.
B. School and Community
The community would in turn show their gratitude and appreciation by keeping their school’s
surroundings clean and comfortable for their children and by sharing resources whenever
needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy assistance
project for out-of-school children and house campaign for healthful practice.
b. The municipal/city officials are likewise ready to provide help not only in improving the
physical facilities of the school but also paying the salaries of teachers who for the moment
do not have teacher items.There are several school-board-paid teachers in the country.
c. During historic celebrations in both places, participation by each is easily elicited with
such positive and civic consciousness activities enjoyed by the school and the community, a
strong feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as Parents
Teachers and Community Associations) with the officers coming from both their members.
The Brigade Eskwela is another example of collaboration among school, parents and
community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership of the
school with the community. This is DepEd’s National School’s Maintenance Week meant to
help schools prepare for the opening of classes with the assistance of education stakeholder
by repairing and cleaning public schools nationwide. Brigada Eskwela aims to revive the
bayanihan spirit among Filipinos by engaging the participation of education stakeholders in
the community.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances afford ample
protection and disciplinary measures deserved by all.
Beautification of the community through tree planting in every household and cleanliness
through proper waste disposal are voluntarily undertaken by both, thus creating a disciplined
and wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This serves as a
motivation for both parties and their followers to continue with their commendable practice.
Values of nationalism and unity are developed through the examples demonstrated by the
school and government officials. Respect for authority and self- discipline are modeled for
the young to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean rivers, town
library, factories and other industrial establishment could be learning centers for field trips.
Recreational areas and concert halls offer enjoyable entertainment for all. The parks and
beaches become relaxation areas for school children together with the teachers and families.
Professionals and practitioners from the community can be invited as resource speakers
during the observance of significant school rites.
4.2 LINKAGES
1. International Linkages
a. Pi Lamba Theta – its main office is from Michigan, where it is located from United
States of America. It has its own project ETP.; ETP stands for (Excellence in Teaching
project); this project was started in 1997. So it aims to honors the outstanding students until
they graduate in fact they supports 15 third year college students until they graduate. Selected
members of this organization are engaged from the different convention events globally.
Some of their topics during the convention such as the current issues and trends in teacher
education as these selected members are also discussed to local members in return.
b. INNOTECH – it was established in January 1970. It’s headquarter is located in Thailand.
It aims to develop innovative and technology based solutions to address these problems. It
provides educational training especially in Southeast Asian countries to upgrade the
competencies of teachers. INNOTECH conducts 4 day(September 5-8, 2017) training to
selected CPU faculty and staff in Iloilo City where the selected participants are engage in
LMS or the Learning Management System first hand along with the discussion about the
latest technology trends and policies. So this LMS is a software application where the teacher
delivers his/her instructional materials to students in a convenient way. The LMS provides
documentation, reporting, and delivery of educational courses training program.
c. WWCCI – or the World Council for Curriculum and Instruction, This council holds
conferences in different countries which is participated by the members of the local chapter.
d. ASCD – or the Association for Supervision and Curriculum Development, this is a
nonprofit organization that provides trainings/seminars to the members with expert, best way
of solution regarding teaching, educational leadership that is very essential to the way
educators learn, teach and lead. In fact it has 150,000 members from 145 countries who are
professional educators.

2. National and local linkages

Maybe due to lack of resources from a certain universities then other universities may
fulfilled this to support according to respective needs, interest and objectives. Yes it is very
important that there is a strong bond between universities and colleges just what the example
here where the student can do cross-enrolment for some subjects in other universities that is
needed for graduation.
B.Networking
A network is a system which composed of different organization whether it is a public or
private. What matter most is these different type of organization brings us to the strength and
availability of services we need based on the field of expertise. The school could be benefit of
it because these different types of organization gives additional information and add
knowledge for the delivering quality educational services for the country’s youth.
1. Networking with professionals
2. Consortium among Universities and Colleges
3. Taft Consortium-
4. The Mendiola Consortium-
5. With Subject Specialists
6. BIOTA
7. MATHED
8. The Physics Teachers Association
The Chemistry Teachers Association