E D U C 90

THE TEACHER AND

THE SCHOOL CURRICULUM
 EDUCATION IS THE KEY TO
SUCCESS IN LIFE, AND
TEACHERS MAKE A LASTING
IMPACT IN THE LIVES OF
THEIR STUDENTS.
-SOLOMON ORTIZ
 The Teaching Profession

• Noble profession
• Profession that can be rewarding
and fulfilling no matter the odds,
especially for people who regard it
as a calling , more than a
commitment.
 The Teaching Profession

• It demands a total commitment to

total transformation of the learner,
a continuous development of his
potentials for a totally satisfying
life as a person and as a member of
the community.
 Teaching as:
• Occupation- when the teacher is doing it
for a living
• Myriad of activities associated to teaching-
when one explains, asks, reviews,
demonstrates, submits requirements,
attend official meetings, advises students,
and checks on attendance
 Teaching as:

• Act itself- it involves the common

activities in the classroom and
teaching strategies and techniques,
but it focuses on the intent to make
teaching work to the full advantage
of the learners
 Teaching as:

• Process or set of actions to induce

learning and eventually to succeed in
learning- stresses the need for planning,
for teaching, the process of teaching and
the achievement aspect which means
teaching is a deliberate process, it does
not just happen.
 Roles of the Teacher
üManager- the teacher is responsible for effective
management of her class from the start and to
the finish. The teacher carries throughout the
day the systematic activities to develop the
learner’s cognitive, psychomotor, and affective
aspects of the teaching-learning process.

üCounselor- teachers comfort and make the

learners feel they have a ready shoulder to cry on.
 Roles of the Teacher
ü Motivator- encouraging and motivating the students to study well
and behave properly in and outside the classroom. A dynamic
teacher is always good at motivating learners to listen, participate
and eventually get the message.

ü Leader- directs, coaches, supports, and delegates depending on the

needs of the situation. The teacher should manifest the highest
leadership potentials.

ü Model- teacher is an exemplar. The teacher must look his best all
the time.
 Roles of the Teacher
ü Public Relations Specialist- will be able to solicit
important donations in cash or in kind for the
development of both the school and the learners. The
teacher who has good public relations will always make a
name for his school.

ü Parent-surrogate- the teacher takes over the role of the

parents, attending to the needs of the learners and
offering them the comforts away from home. In the
process, he guarantees that the individual rights of the
learners to education and safety are respected.
 Roles of the Teacher
ü Facilitator- the teacher prepares guidelines,
which will serve as the focus of the focus
of discussion and activities. The teacher
over-sees the activities inside the
classroom.

ü Instructor- main function of the teacher is

instruction.
Curriculum:
Concepts,
Nature and
Purposes
 Traditional points of View of Curriculum

• Early years 0f 20th century- curriculum is that it is body of

subjects or subject matter prepared by the teachers for the
students to learn. Synonymous to the “ course of study” and
“syllabus”.

• Robert M. Hutchins views curriculum as “permanent studies”

where the rules of grammar, reading, rhetoric and logic and
Mathematics for basic education are emphasized.
Basic education should emphasize the 3 Rs and college education
should be grounded on liberal education.
Arthur Bestor, an essentialist, believes that the
mission of the school should be intellectual
training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar,
literature and writing. It should also include
Mathematics, Science, History and Foreign
Language.
• Joseph Schwab- discipline is the soul of the
curriculum. Curriculum is divided into chunks of
knowledge we call subject areas in basic
education such as English, Mathematics, Science,
Social Studies and others. In College, discipline
may include humanities, sciences, languages and
many more. He is a leading curriculum theorist
coined the term discipline as a ruling doctrine for
curriculum development.
• Curriculum could be viewed as a field of study.
It is made up of its foundations (philosophical,
historical, psychological, and social
foundations); domains of knowledge as well as
its research theories and principles.
• It is concerned with broad historical,
philosophical and social issues and academics.
• Most of the traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals.
 Progressive Point of View
• Listing of school subjects, syllabi,
course of study and list of courses or
specific discipline do not make a
curriculum.
• It can be only called curriculum if the
written materials are actualized by the
learner.
• Curriculum is defined as the total
learning experiences of the individual.
• This definition is anchored on John
Dewey’s definition of experience and
education. He believed that reflective
thinking is a means that unifies
curricular elements. Thought is not
derived from action but tested by
application.
• Caswell and Campbell viewed
curriculum as “all experiences children
have under the guidance of teachers”.

• Smith, Stanley and Shores stated that

curriculum as a sequence of potential
experiences set up in the schools for
the purpose of disciplining children and
youth in group ways of thinking and
acting.
• Marsh and Wills on the other hand
view curriculum as all the
experiences in the classroom which
are planned and enacted by the
teacher, and also learned by the
students.
 Points of View on Curriculum
Development
• Ralph Tyler Model: Four Basic Principles (Tyler’s
Rationale)
1. What educational purposes should the school seek to
attain?
2. What educational experiences can be provided that are
likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are
being attained or not?
Following considerations should be
made:
1.Purposes of the school
2.Educational experiences related to
the school purposes
3.Organization of the experiences
4.Evaluation of the experiences
• Hilda Taba –She believes that
teachers who teach or
implement the curriculum
should participate in developing
it.
“Grassroot approach”
These steps are as follows:
1. Diagnosis of learners needs and expectations of
the larger society.
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities.
7. Determination of what to evaluate and the
means of doing it.
References...

Acero, V.O., Javier, E. S. , and Castro, H. O. (2007), REX Book Store

Bilbao, P.P., Lucido, P.I., Iringan, T. C., and Javier, R.B. (2008), Lorimar Publishing INC.
Gregorio, H. C. (1999). Principles and Methods of Teaching. Commonwealth, Quezon City: Garotech
Publishing
Tangco, M.G. (2003). Foundations of education II.3rd Edition. Quezon Avenue, Quezon City: Katha
Publishing Incorporated.
Yago, R. (1999). Principles of teaching. Recto Ave., Manila, Philippines: Rex Publishing Company.
https://www.scribd.com(the teacher and the school curriculum)
www. teacher magazine.com
QUESTIONS CLARIFICATIONS

SUGGESTIONS
HOMEWORK
Research and study about the following:
1. Major Foundations of Curriculum
2. Types of Curriculum (with description each type)
3. Describe the given Educational Philosophies
-Perennialism, Essentialism, Progressivism and
Reconstructionism

format: A4, arial12,justified,1inch all sides, 1.5 spacing

to be submitted via GOOGLECLASSROOM :)
TO GOD BE THE GLORY...

THANK YOU
TEACHING IS A WORK OF HEART
M a a m C R I S : )