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Being Human at Work: A Teacher's Perspective: Cebu Normal University
Being Human at Work: A Teacher's Perspective: Cebu Normal University
Being Human at Work: A Teacher's Perspective: Cebu Normal University
Graduate Studies
A Teacher's Perspective
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Date:
INTRODUCTION
Case Statement
Students should be given the opportunity to choose what they want to learn. They should
have the desire to learn on their own and at their own pace. To produce students who are
self-motivated in their studies, the goal of educational should gear towards fostering
students' desire to learn and teaching them how to learn. Active students should assume
The humanistic educator believes that what motivate students to learn a subject is that
when it is something that they want and need to know. In relation to this, humanistic
educators believe that in meaningful learning, what is relevant is only self-evaluation and
not grades because grading does not encourage students to learn for personal satisfaction
but due to cultural demands. “The teacher who believes in stimulating and developing
potential will be challenging, at least implicitly, the inhumanity of credentialing systems, which
sort and rank people according to market demand. He will be challenging the
depersonalization of a society that offers fewer and fewer opportunities for people to use their
initiative, to put their vital energies to work, to find their own voices and their own skills.”
(Greene, p. 92).
Unlike traditional teachers, humanistic teachers believe that both cognitive and affective
domains should mutually exist and should not be separated from each other. For a
humanistic teacher, both knowledge and feelings are important to the learning process. “A
great deal depends on how the teacher adjusts his perspectives on human beings and the
institutions they have made. Much also depends on how he chooses himself as a teacher, how
Statement of purpose
The purpose of this paper aims to determine how teachers can apply a humanistic
approach in the teaching-learning process so as to help students develop and enhance their
decision making skills and to practice better their moral reasoning. The research also aims
to determine the working environment of teachers as to what keeps them motivated and
"empathize"
"passionate"
"facilitate"
a. Input
Humanism is defined to be a democratic and ethical life stance that affirms that human
beings have the right and responsibility to give meaning and shape to their own lives (IHEU).
A humanist is someone who recognizes that we, human beings, are the most curious and
capable curators of knowledge in the known universe (IHEU). Teachers are responsible for
the dissemination of knowledge to the learners. Teachers as humanist teach the lessons and
share experiences teachers go through that relates to the topic. Partaking experience to the
learners help them more understand the lesson and will be able to learn the how’s and why’s
of the topic. Teachers shape the learners to be reasonable in every undertakings they go
through and to stand firm on what they believe as humane. A humanist is someone who
recognizes that we, human beings, are by far the most sophisticated moral actors on the
Earth (IHEU). Teachers are the direct respondent of a learner inside the classroom and
responsible for the child. Teachers act as the second parent of the learners which role is to
take care and give the learners need inside the classroom. Teachers as humanist are always
response behaviors, and states all behaviors are learned through interaction with the
environment (Saul McLeod). The theory of behaviorism is commonly used by the teacher
inside the classroom to help them in disciplining the learners. The application of negative
and positive reinforcement is obviously used inside the room. An example of this is when a
the child’s misbehavior. Another instance is when a child does good deeds he/she is given a
reward or praise the child’s positive behavior (positive reinforcement) to inflect to the child
that what he/she is doing is right and should be maintained. The application of behaviorism
b. Throughput
Teachers plan a curriculum to help the students in learning the subjects. All teachers are
classroom managers who reinforce appropriate behavior, measure student learning and
create inclusive learning environments (Meier, K. S.,2018, March 15). There are many ways
a teacher can be considered as good and effective. Teachers apply different technique and
But the question is how to become a good and effective teacher? What are the ways to be
considered as one? Can we consider the working environment as factor to become a good
and effective teacher? How does the environment contribute to the success of the teacher?
It is on the teachers own perspective and principle to be called as the best teacher by the
learners.
c. Conclusion
Teachers may have different ways and strategies in delivering the lesson, it is on their own
free will on come up with a positive outcome. When the teacher has the passion in her
profession he/she can achieve his/her goals. We may be handled and run with different
institution as long as we have the feeling of empathy teachers can set a good relationship
with his/her colleagues and administration. Teachers as facilitator helps young minds to
use their common sense to solve and understand the problem. Giving the learners their own
free-will to explore the lesson may lead to a good result. This can help the teacher produce
a well-rounded learners. Giving the learners their own free-will to explore the lesson may
Methodology
The research brings forth five teachers from different schools as the respondents. A
qualitative method was used to gather data for the research. Through a questionnaire, the
teachers shared their stories and experiences in the teaching profession and road maps
from teacher to facilitator of learning. Their accounts and responses would support the
success of this research. The coding process aimed at identifying patterns, similarities and
dissimilarities between the five teacher respondents. The main goal is to bring forward
The analysis of the five responses solicited from the teachers show that these teachers
support the humanistic approach in education. They too believe that students for
learners. In addition, the only form of meaningful evaluation can be achieved through self-
evaluation wherein both cognitive and affective domains are fostered during the teaching-
learning process.
As to how the working environment affects the teacher, the five respondents point out that
communicating with students concerning methods and tasks are limiting factors. On the
other hand, the five respondents agree that what keeps them motivated in the teaching
profession is the sense of empathy and passion they have for it. Lastly, the teaching-learning
process is made more meaningful when the teacher works as a facilitator therefore allowing
students to make their own choices and evaluate their own decisions.
The humanistic educator calls for allowing students to exercise their human free will.
Consequently, the teachers role is to facilitate learning. Teachers can learn how to be more
nonthreatening environments, schools need to provide such to students so that they will
feel secure to learn and by then learning becomes easier and more meaningful. Lastly, school
administrations should provide more opportunities and venue to teachers' growth and
professional development.
References
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Benefit
https://www.journals.uchicago.edu/doi/abs/10.1086/501484
Teacher as Stranger : Educational Philosophy for The Modern Age (Maxine Greene)
Report-Greene.pdf
https://www.simplypsychology.org/behaviorism.html
Meier, K. S. (2018, March 15). What Is the Role of Teachers in Education? Retrieved from
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https://sites.google.com/site/edu542behavioraltheory/role-of-teacher-in-behaviorist-
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https://teachingcommons.stanford.edu/resources/teaching/planning-your-
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