Upskilling Program for DepEd Pasig Secondary EsP Teachers

Philosophical Anthropological Foundations of Values Education

Pre-Instruction Assignments

Please work on the four assignments below before the first class meeting on September 30
(Saturday) and submit your responses to the Course Instructor (celerino.tiongco@uap.asia) no
later than September 27 (Wednesday).

To submit your responses to all four assignments, fill in the Answer Sheet that you can
access here.

Assignment #1: My “Personal Values”

1. Go to the website of the Center for Values-Driven Leadership and register/submit

your form.

https://cvdl.ben.edu/clarify-values/

2. When this webpage (https://cvdl.ben.edu/clarify-values-download/) appears,

download the “My Personal Values” worksheet and then follow the instructions in the
slides that appear on screen.

3. Once you have identified your top five personal values, please write a brief
commentary on the results of your inventory and submit the list of your personal
values and your commentary to the Course Instructor (through the online Answer
Sheet).

Assignment #2: My “Character Strengths”

1. Go to the website of VIA Institute on Character, register, and take the “VIA Character
Strengths Survey” (available for free):

https://www.viacharacter.org/survey/account/register

2. Once you have identified your top five character strengths, please write a brief
commentary on the results of your inventory and submit the list of your character
strengths and your commentary to the Course Instructor (through the online Answer
Sheet).

Assignment #3: Two-Part Individual Exercise (Self-Assessment)

1. Please see the attached file (with worksheet) and follow the instructions for each of
the two parts of the exercise.
 2. Once you have filled in the “Self-Rating” column for both parts, submit your self-
ratings to the Course Instructor (through the online Answer Sheet).

Assignment #4: Fundamental Questions about Oneself

1. Think about the two questions below:

a. What are the most fundamental questions that you would ask about yourself (or
your life)?

b. What do you think are the most fundamental philosophical questions that any
person would ask about himself or herself (or about his or her life)?

2. For each of the two items, limit your answers to four questions. Please submit your
two sets of questions to the Course Instructor (through the online Answer Sheet).
 Two-Part Individual Exercise:
Self-Assessment

Part I
Characteristics/Qualities/Habits of Effective Teachers

The first part of the attached Individual Worksheet shows the top characteristics/qualities/
habits of effective teachers identified through a meta-analysis of 15 articles on the topic.

Please read the description of each item as thoughtfully as you can, reflect on what the description
says, and then relate the item to your teaching work in your school.

You can fill in the table as follows:

1. Rate yourself as a teacher in relation to each item. Use a scale of 0 to 10 (0 = No, that’s not me at
all/No, I don’t do that at all; 10 = Yes, that really describes me as a teacher/Yes, that really
describes what I do as a teacher).

2. For each item, ask yourself this question: What are the implications for my teaching work in my
school? You can take “implications” to mean either or both of two things: In what aspect(s) do I
need to improve? Or: What step(s) can I take to be a more effective teacher?

Part II
Essential Competencies and Qualities
Expected of Values Education Teachers

The second part of the Individual Worksheet shows the essential competencies and qualities that
Values Education teachers are expected to develop (as stated in the article “International Trends in
Teaching Values Education”).

Please read the description of each item as thoughtfully as you can, reflect on what the description
says, and then assess yourself in relation to the item.

You can fill in the table as follows:

1. For each item, rate the extent to which you think you have developed the corresponding
competency or quality. Use a scale of 0 to 10 (0 = Not developed at all; 5 = Moderately
developed; 10 = Very highly developed).

2. For each item, ask yourself this question: What are the implications for me as a Values Education
major and practitioner? You can take “implications” to mean either or both of two things: In
what aspect(s) do I need to improve? Or: What step(s) can I take to be more effective in teaching
Values Education?

The accomplished Individual Worksheets will not be collected at the end of the exercise. It is meant
for your personal use and reference.

You may be asked to share the results of your reflection and self-assessment in a plenary session.
 Individual Worksheet for Self-Assessment

Part I
Characteristics/Qualities/Habits of Effective Teachers

For your Self-Rating, please use a scale of 0 to 10.

0 = No, that’s not me at all/No, I don’t do that at all.

10 = Yes, that really describes me as a teacher/Yes, that really describes what I do as a teacher.

Self-
Item Implications for
Characteristics/Qualities/Habits Ratin
No. My Teaching Work in My School
g
Create a learning environment (including a
well-managed classroom) supportive of
students’ academic achievement and social-
emotional growth; respect students, valuing
1 their ideas and opinions and making them
feel special, safe, secure, and confident in
their classroom; use discipline for teaching,
not punishment; able to foster in students a
sense of community and belonging
Set high yet attainable expectations and
standards for all students and for themselves,
2 consistently challenging and encouraging
students to do their best and giving skillful
feedback
Patient, caring, kind, and compassionate,
particularly with students, giving them time
and opportunities to learn, especially from
their mistakes; warm, accessible,
3
approachable, considerate, and ready to listen
and help, showing open-mindedness,
empathy, and understanding and treating each
student as an individual
Able to plan and organize teaching work well
(instructional design, teaching and learning
4 goals, lesson plans, classroom resources, and
assessment; judicious choice of topics,
connection of lessons, closure)
5 Willing to take risks, not afraid to try “new”
or “different” teaching approaches; regard
mistakes as opportunities for growth, are
adaptive and flexible, able to “shift gears”
and adjust their teaching methods to their
students, to the resources available, and to
 changes in the curriculum, practices, and
requirements; embrace change when it comes
Highly reflective, learning from feedback and
from mistakes or “failure,” constantly asking
6 themselves how to improve their practice,
and looking for ways to become better at
what they do
Self-
Item Implications for
Characteristics/Qualities/Habits Ratin
No. My Teaching Work in My School
g
Have great love and passion for teaching and
learning, for their subjects, and, above all, for
7 their students, being committed to the latter’s
success; dedicated to their profession
(teaching as a whole)
Have expert knowledge of their subject area
(content, curriculum, learning objectives,
standards, etc.), continually built up,
8
deepened, expanded, drawn upon, and
effectively used in the teaching-learning
process
Always come to class prepared, knowing the
9 course content and materials and having a
detailed plan for the day’s lesson
Highly collaborative, sharing ideas,
knowledge, experiences, and practices with
10
colleagues and being open to learning from
others
Observe and maintain professionalism in all
areas (attitude, behavior, personal
appearance, organization and preparation for
daily work, communication, etc.); deal with
11
conflicts at work with an open mind,
calmness, and reason; consistent, reliable,
and always giving 100% in everything they
do
Have a positive attitude, especially in dealing
with students, but are at the same time
12 realistic; bring positive energy into the
classroom and see the good in every
opportunity
Engaging and enthusiastic, seeing themselves
as energizers and facilitators of learning; able
to engage students with humor, creative
13 lessons, and a strong classroom presence;
enjoy teaching and having fun with students,
making classes and lessons stimulating and
interactive
Use a variety of dynamic and engaging
teaching strategies, styles, and activities
14
suited to students, content area, and available
time and resources
 Able to develop strong, trusting, and
productive teacher-student relationships
15
(through personal example, instruction with
reason, listening, etc.)
Make the effort to know their students (by
name) and their interests, try to remember
16 details about them, and find ways to connect
with them to give their teaching a personal
touch
Teachable; are lifelong learners, dedicated to
education and committed to knowing more
17
about their subject areas and refining their
craft

Part II
Essential Competencies and Qualities
Expected of Values Education Teachers

For your Self-Rating, please use a scale of 0 to 10.

0 = Not developed at all 5 = Moderately developed 10 = Very

highly developed

Self-
Item Implications for Me as a Values
Competencies/Qualities Ratin
No. Education Teacher and Practitioner
g
Self-awareness, self-confidence, and self-
1 understanding, especially of one’s own values,
if one is to be an effective model of values.
The ability to integrate the intellectual, the
moral, and the civic in one’s teaching and thus
2 help students develop the intellectual, moral,
and civic virtues that will enable them to
become persons of good judgment
The ability to use a holistic or integrated
approach in teaching values, fusing the best
elements of traditional character education
(which favors inculcation or direct instruction)
3 and rational moral education (which encourages
students to engage in moral reasoning and to
form their own moral judgments) and
employing a wide range of pedagogical
techniques and tools
4 The ability to create an environment and to
design instruction that can help students
become reflective and self-regulated learners,
learn both moral virtue (i.e., to want to be
moral) and moral reasoning (i.e., to want and to
know how to think for themselves in an upright
manner as autonomous and responsible moral
 agents), and move from naiveté to competence
in ethical know-how
The ability to strike a sound balance between
being rooted in strong values (without resorting
to indoctrination or “political correctness”) and
5 being able to encourage objective inquiry and
open dialogue in their class (without failing to
prepare students to make their own judgments)
The ability to practice “expressive morality” in
various ways, including using appropriate facial
expressions and gestures; making use of
personal routines and professional demeanor
that inspire trust (e.g., punctual arrival and start
6 of class, thorough preparation, careful grading
of students’ work); and projecting friendliness
and openness, encouraging student expression,
and demonstrating sensitivity to student needs,
tolerance, patience, firmness, and fairness