WEST VISAYAS STATE UNIVERSITY

Pototan Campus
Pototan, Iloilo

PORTFOLIO OF LEARNING

A Portfolio of Learning

Presented to

Dr. Lina P. Grabato

Faculty

West Visayas State University

Pototan Campus

In Partial Fulfillment of the

Requirements for the Course

Educ 212: The Teaching Profession

Submitted by:

DIONY S. BERJA

BEED 3-B

August 2016
Activiity 1:

A. We are interested in what is true. Our teaching methodologies are based on our quest
for truth. Likewise, our teaching-learning goals are based on what we valued or what we
cherish as good. Identify what each philosophy considers as good and valuable and
true. Complete the Table given below. The first on is done for you.

Philosophy Theory of Methodology to Theory of what is Goal of

Truth arrive at the truth valuable/ good teaching-
learning
Progressivism The universe We must relate to Values differ from To help
is real and is the universe and place to place, from develop
in constant interact with others time to time, from students
change intelligently, person to person; who can
scientifically. The what is considered adjust to a
curriculum stresses good for one may not changing
on science and be good for another world and
experiential learning live with
such as “hands on- others in
minds-on-hearts-on” harmony
learning.
Linguistic Facilitates Make the classroom Teach language and To develop
Philosophy dialogue a place for the communication in the
among interplay of minds through experiential learner the
learners and hearts. way. skill to send
because in the message
the exchange clearly and
of words receive
there is also message
an exchange correctly.
of ideas.

Constructivim The universe Teachers provides Learners are taught To develop

is real and is students with data how to learn, learning intrinsically
in constant or experiences that processes and skills. motivated
change. allow them to and
hypothesize,predict, independent
manipulate learners
objects,pose adequately
questions, research, equipped
investigate, imagine with learning
and invent. skills for
them to be
able to
construct
knowledge
and make
meaning of
them.
Essentialism Learners to Emphasize the Teachers fountain of To transmit
acquire basic subject matter. information and the
knowledge, paragon of virtue. traditional
skills and moral values
values. and
intellectual
knowledge
that students
need to
become
model
citizens.
Existentialism Education of To help students Tremendous emphasis To help
the whole define their own is given to humanities students
person. essence by exposing to provide students understand
them to various with vicarious and
paths. experiences that will appreciate
help unleash their themselves
own creativity and as unique
self-expression. individual
who accept
complete
responsibility
for their
thoughts,
feelings and
action.

Perennialism Curriculum is Students engaged in Centered around Develop the

universal or Socratic dialogues or teachers. students’
general. mutual inquiry rational and
sessions to develop moral
an understanding of powers.
history most
timeless concept.

Behaviorism Modification Look people and Teach students to Ought to

and shaping other animals as respond favorably to provide
of students complex combination various stimuli in the appropriate
behavior by of matter that act environment. incentives to
providing a only in response to reinforce
favorable internally or positive
environment. externally physical responses to
stimuli. awaken or
eliminate
negative
ones.
B. With which philosophy do you associate the following quotations?

1. “Education is life not a preparation for life”. –Dewey

-Education is a lifetime process with no true beginning or ending.Education consist of

experience, environment, socialization, and communication. John Dewey assumed that
‘’all genuine education comes through experience.’’ I agree and believe that education
does not start and end in the classroom. It is the duty of an educator to inspire his
students and enhance that desire to learn by the classroom environment that he
creates.

2. “Man is nothing else but what he makes himself…” Sartre

-Man is basically what he makes of himself, and thus is responsible for his
actions. This is what Sartre means when he claims that man is condemned to be free.
When we are forced to take control of all our actions,this means that every action we
make we must put our hands up in the air about and admit if they’re wrong. This can
then be the progressed a step and technically we are even responsible for the rest of
mankind as well.The reasoning behind this is that every time we make a decision about
ourselves, we express what we consider to be the morally right thing to do in that
situation.

3. “Gripping and enduring interests frequently grow out of initial learning efforts that
are not appealing or attractive.”

"Gripping and enduring interests frequently grow out of initial learning efforts that
are not appealing or attractive." William Bagley Essentialism refers to the
"traditional" or "Back to the Basics" approach to education. It is so named
because it strives to instill students with the essentials of academic knowledge
and character development.

4. “Give me a dozen healthy infants, well informed, and my own specified world to
bring them up in and I’ll guarantee to take anyone to random and train him to
become any type of specialist I might select- doctor, lawyer, artist, merchant-chief;
and yes, even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors.” Watson

The quotation often appears without context and with the last sentence omitted,
making Watson's position appear more radical than it actually was. In Watson's
bookBehaviorism, the sentence is provided in the context of an extended argument
against eugenics. That Watson did not hold a radical environmentalist position may
be seen in his earlier writing in which his "starting point" for a science of behavior
was "...the observable fact that organisms, man and animal alike, do adjust
themselves to their environment by means of hereditary and habit
equipments." Nevertheless, Watson recognized the importance of nurture in
the nature versus nurture discussion which was often neglected by his eugenic
contemporaries

5. “Existence precedes essence.” Sartre

‘’Existence precedes essence’’ means that a personality is not built over a

previously designed model or a precise purpose, because it is the human being who
chooses to engage in such enterprise. While not denying the constraining condition
of human existence, he answers to Spinoza who affirmed that man is determined by
what surroundings him.
6. “Life is what you make it.” William Thackeray

Not to me. ‘’life is what you make it’’ means that when things occur in your life, its
your perspective that governs your feelings about what happens. Fate and
perspective are not mutually exclusive . They function together to form the impact
that events in your life .

7. “Listening in dialogue is listening more to meaning than to words… in true listening,

we reach behind the words is being revealed. Listening is a search to find the
treasure of the true person as revealed verbally and nonverbally…” – John Powell

The key to receiving messages effectively is listening.  Listening is a combination of

hearing what another person says and psychological involvement with the person
who is talking. Listening requires more than hearing words. It requires a desire to
understand another human being, an attitude of respect and acceptance, and a
willingness to open one's mind to try and see things from another's point of view

8.“When a relationship is working, the act of communicating seems to flow relatively

effortlessly…” – Chip Rose

We all use language to communicate, to express ourselves, to get our ideas

across, and to connect with the person to whom we are speaking. When a relationship is
working, the act of communicating seems to flow relatively effortlessly. When a
relationship is deteriorating, the act of communicating can be as frustrating as climbing
a hill of sand."
C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement

 Behaviorism

2. Conduct of National Achievement Test to test acquisition of elementary/ secondary

learning competencies

 Progressivism

3. Use of the Great Books

 Perennialism

4. Use of rewards and incentives

 Behaviorism

5. Use of simulation and problem-solving method

 Progressivism

6. Learners learning at their own pace

 Progressivism

7. Mastery of the 3 r’s – reading, writing and ‘rithmetic

 Essentialism

8. The traditional approach to education

 Existentialism

9. Subject matter- centered teaching

 Essentialism

10. Student-centered teaching

 Progressivism

11. Authoritarian approach to teaching

 Perennialism

12. Non-authoritarian to teaching

 Linguistic

13. Making meaning of what is taught

 Constructivism

14. Understanding message through verbal, non-verbal and para-verbal means

 Linguistic Philosophy

15. Asking learners to draw meaning from what they are taught

 Constructivism
 Draw a symbol for each of the 7 philosophies. Explain your symbol

Constructivism is basically a theory -- based on observation and scientific study -- about how
people learn. It says that people construct their own understanding and knowledge of the
world, through experiencing things and reflecting on those experiences. When we encounter
something new, we have to reconcile it with our previous ideas and experience, maybe
changing what we believe, or maybe discarding the new information as irrelevant. In any case,
we are active creators of our own knowledge.

Linguistic philosophy is a unique approach towards understanding languages and philosophy. It

is a methodical and analytical study of a language to understand it better and includes the
analyses of its structure, meaning, development and evolution through times and its varied
interpretation accordingly. Linguistic philosophy believes and wants its students to believe that
solutions to philosophical problems can be found by reformation of the language or a deeper
and better comprehension of the language. This discipline of study has gained popularity in the
20th century and mostly among American and British philosophers and research scholars on
philosophy

 Essentialism is an educational philosophy whose adherents believe that children should learn

the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to
instill students with the "essentials" of academic knowledge, enacting a back-to-basics
approach.
Perennialism is a normative educational philosophy. Perennialists believe that one should teach
the things that are of everlasting pertinence to all people everywhere, and that the emphasis
should be on principles, not facts. Since people are human, one should teach first about
humans, rather than machines or techniques and liberal rather than vocational topics.

Behaviorism  is a systematic approach to the understanding of human and animal behavior. It

assumes that all behavior are either reflexes produced by a response to certain stimuli in the
environment, or a consequence of that individual's history, including especially reinforcement
and punishment, together with the individual's current motivational state and controlling stimuli.
Thus, although behaviorists generally accept the important role of inheritance in determining
behavior, they focus primarily on environmental facto

Progressivists believe that individuality, progress, and change are fundamental to one's
education. Believing that people learn best from what they consider most relevant to their lives,
progressivists center their curricula on the needs, experiences, interests, and abilities of
students. Progressivist teachers try making school interesting and useful by planning lessons
that provoke curiosity. In a progressivist school, students are actively learning. The students
interact with one another and develop social qualities such as cooperation and tolerance for
different points of view. In addition, students solve problems in the classroom similar to those
they will encounter in their everyday lives. Progressivists believe that education should be a
process of ongoing growth, not just a preparation for becoming an adult. 
Existentialism is a philosophy that emphasizes individual existence, freedom and choice. It is
the view that humans define their own meaning in life, and try to make rational
decisions despite existing in an irrational universe. It focuses on the question of human
existence, and the feeling that there is no purpose or explanation at the core of existence. It
holds that, as there is no God or any other transcendent force, the only way to counter this
nothingness (and hence to find meaning in life) is by embracing existence.
By means of a Venn diagram give the:
1. Similarities between essentialism and perennialism
2. Differences between behaviourism and existentialism
3. Differences between the perennialism and essentialism combined and
progressivism.
4. Similarities between linguistic philosophy and constructivism
Explain how you will react to the given situation. What advice will you give? Choose only two
(2).

For the essentialist group – Students are not interested in the lesson.

Motivation is often enhanced when instructors connect course material to students’

personal interests. For example, a chemistry professor might link a lesson on chemical
transformations of carbohydrates to students’ interest in cooking. A history instructor
might motivate interest in colonial history by showing how it helps to explain
contemporary geopolitical conflicts or environmental problems. Similarly, well-
constructed courses that tap into issues that are important to students (e.g., The History
of Rock ‘n’ Roll, Philosophy and the Matrix [a popular film], The Statistics of Sexual
Orientation) can capitalize on students’ motivation without sacrificing intellectual or
disciplinary rigor.
Students will be more motivated to work hard if they see the value of what they are
learning to their overall course of study. Consequently, it is important to explain to
students how your course will help prepare them for subsequent courses (e.g., a
mathematics professor might help to motivate psychology students by explaining how
the math skills they learn will help them in quantitative courses for their major). This
gives students a better appreciation of the combined value of the courses they take and
lets them see how each contributes to their overall education. It is also helpful to point
out when students are learning skills that will help them later in the same course—
especially when the material is difficult and potentially frustrating (e.g., an instructor
might help encourage students who are struggling with a concept by saying, “This is a
difficult idea, but a crucial one, and you’re going to be very glad you learned it when we
begin analyzing negotiation cases in Unit 3”). Seeing the value of the material within a
broader academic framework can help students sustain motivation and persist through
challenges and setbacks.

For the perennialist group – Students want to become skilled in certain fields
of specialization

This field has been very interesting and rewarding for me, so I was thinking about
finding a job in that field and continuing to specialize in it. I feel like it's a relatively solid
field which won't "get out of style" anytime soon. I've always thought that in such
complex fields it's better to be a real expert than just another guy who superficially
understand what the experts are talking about.

On the other hand, I feel that by specializing this way I really limit my future option. I have
always been a strong believer in multidisciplinary approaches to problems. Maybe I should go
search for a general programming job in which I could gain experience in other fields, as well
as occasionally apply my favorite field for solving problems. Specializing in only one or two
fields can prevent me from thinking outside the box and cause stagnation.
I would really like to hear more opinions about this choice. The truth is I'm already leaning
towards one of the choices, so basic psychology says nothing will change my mind, but I would
still love to hear some feedback.

For the progressivist group - Parents question students’ community immersion for it
poses certain risk.

For the behaviourist group – Teacher tells students from the slum areas this: “if there’s
a will, there’s a way. Poverty is not a hindrance to success.”

For the existentialist group – A colleague asks you to decide for her for fear that she
may make the wrong decision.

For the linguistic philosophy group – A teacher insists on his reasoning and does not
give a chance to an erring student to explain his/her side.
 D. Students will be asked to quote one (1) line about education from the proponents of
the following philosophies:
1. John Dewey and progressivism
2. John Watson and behaviourism
3. William Bagley and essentialism
4. Jean Paul Sartre and existentialism
5. Robert Hutchins and perennialism
6. Jurgen Habermas, Hans George Gadamer and linguistic philosophy

John Dewey and Progressive Education

Sometimes a phenomena is evident even though the words to articulate it are

missing. For me, the first three decades of the 20th century represented the grudging and
unspoken concession to the fact that understanding complex organization means
appreciating an open, dynamic system. Further, the variable in the transformation toward
understanding open versus closed is the description of people that work in organizations.
The political machine of blind loyalty and unending obligation is a closed system. The
mechanical assembly line of standardized "time and motion" is also closed. Surely, the
idealized expression of structure and function that uses institution to eliminate all sources
of human variability is the most closed of all.

The first three decades of the 20th century represent striving toward open
systems. Certainly, the organized and disorganized efforts of people to
express collective will were politics of challenge. Political interest groups were
(and remain today) a dynamic of controversy and confrontation. You must
concede an open system to use words like compromise, mediation and
adaptation when talking about governing or production. By the middle of the
Great Depression few people responsible for operating organizations were
thinking otherwise. The repeal of Prohibition did not mean a new morality as
much as a concession to the unmanageability of a rigid and static meaning of
law.

Regardless of the political challenge of organized interests, no person

epitomizes the acknowledgment of open system reality more than John
Dewey. This philosopher and educator made the variability and integrity of the
individual the cornerstone of this writing. The word "progressive" became
associated with forms of declaring the individual as the most important
feature in understanding how organizations work and what reason or logic
must come to mean in a civilized society. John Dewey believed in knowing
through critical inquiry and basing evaluative judgment on pragmatic
verification. A person using the "problem solving approach" and the
"experimental focus" of scientific method to govern their own life is the
building block of how reasonable and ethical organizations operate. Schools
should be "child centered" with the curriculum and instruction tailored to
facilitate the development of the individual.

John Dewey and progressive education became very popular during the time
the American society was searching through and discarding turn of the
century. An ethical twist on concern for the individual associated Dewey with
humanism. Humanism, as the value of each person in the human race, was
somewhat different from the Human Relations movement in business that
determined individual motivation could be an "intervening variable" in raising
productivity. Dewey and the Progressive Education Association would be
closer to the Maslow theory of development toward self actualization or
McGregor's Theory Y and the intrinsic motivation of individuals engaged in
work.
John Dewey described the intellectual and ethical underpinnings of what the
educated worker might look like.

Progressivism was also identified with liberalism- old style liberalism of

believing in social justice and mandates for advocacy. During the Great
Depression this association played well. After World War Two "right wing"
conservatives spent a decade translating progressive education and liberalism
as a communist plot -fuzzyheaded and a dangerous doctrine. The irony of
taking the idea of the individual and critical inquiry as one and the same with
the mass society model of inevitable determinism was lost on the conservative
detractors. Besides, in the cold war climate of absolute goods and bads, who
cared to mince around with nuances and historical context?

Certainly, John Dewey philosophy and progressive education have major

implications for the meaning of schooling organization and educational
management. With the individual at the center of focus, the teaching
organization and governing arrangment becomes the embedding features.
Some would argue the Compact for Learning mandate carried a "Deweyian"
tone between 1991 and 1993. 
 E. Research work – Research on the following philosophies. Those marked with asterisk (*)
are a must. Give the gist of each philosophy. Cite those thoughts with which you agree
and also those with which you disagree.
*1. Christian philosophy
Christian philosophy of education, thoughts and actions can be derived, implemented,
and defended. The elements to be considered in developing a Christian philosophy of education
range from theological and doctrinal to social and educational. The first step is the development
of a Biblical base. The Bible becomes the skeleton on which the practical application of our
philosophy can be arranged.
2. rationalism
3. empiricism
4. pragmatism
5. reconstructionism
*6. Confucianism
Confucianism is often characterized as a system of social and ethical philosophy rather
than a religion. In fact, Confucianism built on an ancient religious foundation to establish
the social values, institutions, and transcendent ideals of traditional Chinese society. It
was what sociologist Robert Bellah called a "civil religion," (1) the sense of religious
identity and common moral understanding at the foundation of a society's central
institutions. It is also what a Chinese sociologist called a "diffused religion"; (3) its
institutions were not a separate church, but those of society, family, school, and state;
its priests were not separate liturgical specialists, but parents, teachers, and officials.
Confucianism was part of the Chinese social fabric and way of life; to Confucians,
everyday life was the arena of religion.
7. Hindu philosophy
8. Buddhist philosophy
*9. Paolo Freire’s philosophy
A critical exploration of the genealogy of Freire's thinking and the ways in which Freire's
seminal work has influenced philosophical and political movements, offering an analysis
of how this work might be developed for the future. Irwin explores Freire's philosophy of
education, which balanced traditional ethical and spiritual concerns with contemporary
ideas and drew upon Christian and Hegelian-Marxist political thought and insights from
existentialism and psychoanalysis. The impact of Freire's work and legacies are
considered, drawing from his emphasis on the need for praxis to bring about real and
progressive change,
10. Socrates’s philosophy
11. Plato’s philosophy
*12. Rousseau’s philosophy
Jean-Jacques Rousseau June 1712 – 2 July 1778) was a Francophone Genevan philosopher,
writer, and composer of the 18th century. His political philosophy influenced
the Enlightenment in France and across Europe, as well as aspects of the French Revolution and
the overall development of modern political and educational thought.
Rousseau's novel Emile, or On Education is a treatise on the education of the whole person for
citizenship. His sentimental novelJulie, or the New Heloise was of importance to the
development of pre-romanticism and romanticism in fiction.Rousseau's autobiographical
writings — his Confessions, which initiated the modern autobiography, and his Reveries of a
Solitary Walker — exemplified the late 18th-century movement known as the Age of Sensibility,
and featured an increased focus on subjectivity and introspection that later characterized
modern writing. His Discourse on Inequality and The Social Contract are cornerstones in
modern political and social thought.

13. Stoic philosophy

14. Epicureanism
15. Philosophical Analysis
16. Phenomenology
17. Logical Positivism
 F. Give vision and mission statement of the Department of Education. Which philosophies
of education are reflected in the DepEd vision-mission statement?

Dep Ed VISION

We dream of Filipinos who passionately love their country and whos values and
competencies enable them to realize their full potential and contribute meaningfully to building
the nation.
We are a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Dep Ed MISSION
To protect and promote the right of every Filipino to quality, equiptable, culture based, and
complete basic education whre:

Students learn in a child friendly,gender, sensitive, safe and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.

Family, community and other stakeholders are actively engaged and share responsibilty for
developing life long learners.
 G. The K to 12 Basic Education Curriculum envision a Grade 12 graduate who is:
 Holistically developed
 With 21st century skills
 Ready for:
- Employment
- Entrepreneurship
- Middle level skills development
- Higher education
On which philosophies of education is the K to 12 Basic Education Curriculum anchored?
Explain your answer/s.

Employment 

is a relationship between two parties, usually based on a contract where work is paid for, where
one party, which may be acorporation, for profit, not-for-profit organization, co-operative or
other entity is the employer and the other is the employee.Employees work in return for
payment, which may be in the form of an hourly wage, by piecework or an annual salary,
depending on the type of work an employee does and/or which sector she or he is working in.
Employees in some fields or sectors may receive gratuities, bonus payments orstock options. In
some types of employment, employees may receive benefits in addition to payment. Benefits
can include health insurance,housing, disability insurance or use of a gym. Employment is
typically governed by employment laws or regulations and/or legal contracts

Entrepreneurship

 has traditionally been defined as the process of designing, launching and running a
new business, which typically begins as a small business, such as a startup company, offering a
product, process or service for sale or hire.It has been defined as the "...capacity and
willingness to develop, organize, and manage a business venture along with any of its risks in
order to make a profit.While definitions of entrepreneurship typically focus on the launching and
running of businesses, due to the high risks involved in launching a start-up, a significant
proportion of businesses have to close, due to a "...lack of funding, bad business decisions, an
economic crisis -- or a combination of all of these] or due to lack of market demand. In the
2000s, the definition of "entrepreneurship" has been expanded to explain how and why some
individuals (or teams) identify opportunities, evaluate them as viable, and then decide to exploit
them, whereas others do not, and, in turn, how entrepreneurs use these opportunities to
develop new products or services, launch new firms or even new industries and create wealth.

Higher Education,

is an optional final stage of formal learning that occurs aftersecondary education. Often

delivered at universities, academies, colleges, seminaries, and institutes of technology, higher
education is also available through certain college-level institutions, including vocational
schools, trade schools, and other career colleges that awardacademic degrees or professional
certifications. Tertiary education at non-degree level is sometimes referred to as further
education orcontinuing education as distinct from higher education.

The right of access to higher education is mentioned in a number of international human rights
instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966
declares, in Article 13, that "higher education shall be made equally accessible to all, on the
basis of capacity, by every appropriate means, and in particular by the progressive introduction
of free education"
Activity 2.

Analyze the given example in your small groups, then answer the following questions:

1. What are the teacher’s concept/s of the learner?

Teacher thinks about what is important in the subject area as well as what students
would be interested to know and how she can link concepts with experience when
preparing the materials. She varied her activities from lecturing, question asking, to
group work. She was interested to find out what students know and do not know and
why they cannot understand.  The questions were of different types and she listened to
student responses with interest to find out what they were thinking.  
2. Who, according to the Grade school teacher’s philosophy is the good and educated
person? Teaching young minds is a task that cannot be taken lightly. It is full of
challenges, frustrations, and responsibilities. However, it is a task that is also full of
excitement, wonder, and joy. I strongly believe that all children are capable of learning,
if they have the proper motivation and direction from their teachers. As a teacher I need
to aware of learning, motivation, behavior, and development theories in order to relate
to my students and push them to reach their full potential. It is my duty to see that all
my students are being motivated; this is only fair to the students. They deserve my time
and full attention in regards to their education.
3. What is the teacher’ concept on values?
Self-concept is known to influence behaviour and value is also known to influence
beliefs. However, the relative influences of teachers' self-concept and value of learning
on their beliefs about student ability and their teaching approaches are unclear. The aim
of the study was to investigate the relative impact of two predictors (teacher self-
concept, value of learning) on three outcomes (beliefs about student ability, student-
centred teaching approach, and teacher-centred teaching approach).
4. What does the teacher believe to be her primary task?

The primary task of the teacher is to try to understand their students’ authentic interests
and goals, and then help students to understand the connection between their personal
goals and interests and schoolwork. In addition, teachers may also find or develop tasks
that fit their students’ interests. When students do not have clear personal interests and
goals, teachers may assist them in developing such interests and goals.
5. Do her concepts to the learner and the educated person match with how he/ she will
go about his/ her task of facilitating every child’s full development?
Promoting child development through parental training, among other factors, promotes
excellent rates of child development.Parents play a large role in a child's life,
socialization, and development. Having multiple parents can add stability to the child's
life and therefore encourage healthy development. Another influential factor in a child's
development is the quality of their care. Child care programs present a critical
opportunity for the promotion of child development.
6. You notice that the teacher’s thought on the learner, values and method of teaching
begin with the phrase “I believe”. Will it make a difference if the Grade school teacher
wrote his/her philosophy of education in paragraph form using the third person
pronoun?

The prepared learning activities put the students into some kind of experience, direct or
simulated, for them to do their own introspection/reflection, to feel or react, or to
determine consequent actions or decisions relevant to the learning situation. The
experiential activity gives each student an opportunity to go through a process of
valuing, understanding his feelings and thoughts about the situation and committing
himself to a consequent action. Values, therefore, are not directly taught nor imposed,
but the students are guided to 'catch' the values in the learning experiences.
 7. Why is one’s philosophy of education said to be one’s “window” to the world or
“compass” in life?
Well, to follow these metaphors, a window allows you to see through the walls that
confine you. It allows you to understand what is outside your immediate area. 

A compass tells you which way leads in which direction. It doesn't tell you which way to
go, but it gives you some orientation, some sense of what will happen when you choose
a certain course of action. 

Your philosophy gives you analogous guides in your life. When you say "philosophy of
education" I assume you mean your own education or your own understanding of how
you learn things. Of course, this guides your approach to learning.

Activity 2

1. Formulate your personal philosophy of education. Do it well for this will form part of
your teaching portfolio which you will bring along with you when you apply for a
teaching job. Write it down here.

My Personal Philosophy of Education

I believe that education is an individual, unique experience for every student who enters
a classroom. In order for children to benefit from what schools offer, I think that teachers must
fully understand the importance of their job. First, I believe that teachers must consider
teaching to be a lifestyle, not a mere forty-hour-a-week job, because a teacher's goals for
his/her students encompass much more than relaying out-of-context facts to passive students.
As professionals entrusted with the education of young minds, teachers must facilitate learning
and growth academically, personally, and ethically. By providing a quality education to each
individual in one's classroom, a teacher equips children with the tools necessary for success in
life.
 
    In order to accomplish these lofty goals, I think it is important first to establish a mutually
respectful, honest rapport with students a relationship in which communication is of the highest
priority. Through this relationship, a fair, democratic environment based on trust and caring can
be established in the classroom, making it possible to interact confidently and safely in an
academic setting. Once this foundation is established, the educator has already accomplished a
major goal: the ethical characteristics of equality; open, honest communication; and trust have
been emphasized and put into practice without having to preach to students. Demonstrating
these ethically correct behaviors in the classroom and expecting students to model them
prepares them for adult interaction and survival in the future.
 
    Academic learning must begin with motivation and inspiration. Students deserve an
educator's passion for both the subject at hand and learning as a whole. Teaching and learning
become a simultaneous journey for both the teacher and students when students' energy is
aroused by a teacher's genuine intensity for learning, because everyone is ready and willing to
participate in active learning. To achieve active learning, a teacher must demonstrate
enthusiasm and express confidence in the students' abilities to learn and be successful.
Employing constructivist methods of teaching in one's classroom forces students to take an
active role in their education by making choices and assuming responsibility for intelligent
inquiry and discovery. For instance, discussions, projects, and experiments ensure student
achievement and allow students and the teacher to discover individual student's preferences
and strengths. This approach facilitates differentiated activities for each student's distinctive
ambitions, making the subject more relevant to every student's life. 
 
    Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth
and compassion shows students that teachers love them and are empathic, feeling human
beings. One-on-one mentoring involves personal conversations about goals, and taking time to
share ideas and experiences. To be a mentor to every student, a teacher must project
positivity, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate
fairness and consistency. In doing so, students can see appropriate adult behaviors first-hand
and begin to emulate them as they mature.
 
    I believe that all children have the ability to learn and the right to a quality education. All
youths, regardless of gender, race, ethnicity, and capabilities should have the opportunity to
learn from professional, well-informed teachers who are sophisticated and knowledgeable, both
in their area of expertise and life. Certainly, every child has different learning styles and
aptitudes; however, by having a personal relationship with every student, a teacher can give
each an equal chance of success. By recognizing every student's potential and having separate,
individual goals for each, a teacher can accommodate personal needs and abilities and
encourage the pursuit of academic aspirations.
 
    I think that teaching and learning are a reciprocal processes. When teachers nurture
individual talents in each child, educators can build self-esteem and may encourage a lifelong
skill. By supporting these special abilities, teachers can, for example, guide students' research,
and students can, in turn, enlighten teachers about subjects in which they may not be as
knowledgebale. This mutual respect for individual skills cultivates a professional academic
relationship, leading to a give-and-take educational alliance. This liaison allows students to feel
that they are on equal intellectual ground with their teachers, thus creating a strong academic
atmosphere.
 
    In addition to having a reciprocal relationship with one's students, it is vitally important for
teachers to form partnerships with fellow educators. Solid communication among teachers will
promote the sharing of ideas and methods and provide a network of support. By working as an
educational team, teachers will continue to develop their craft and give the best education
possible to their students.
 
    In choosing to become a teacher, I have made the commitment to myself and my future
students to be the best academic, personal, and ethical role model I can be. It is my goal to
have a mutually enriching teaching career by keeping an open mind and continually
communicating with my peers and students. I am prepared to rise to the challenges of teaching
in the 21st century, and I promise to try to provide an honest, well-rounded education to every
student I encounter.
Activity 3

A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:

 How will you treat your student?

I will treat my student that teaching and learning are reciprocal processes.When
teacher nurture individual talents in each child educators can build self esteem
and may encourage a life long skill.

 What will you teach?

What is important and place little emphasis on students interest.

 How will you teach?

Emphasize mastery of subject matter.

2. From which philosophies that you have studied and researched did you draw
inspiration as you formulated your own philosophy of education?

From the philosophy of constructivim basically a theory -- based on observation and

scientific study -- about how people learn. It says that people construct their own
understanding and knowledge of the world, through experiencing things and reflecting
on those experiences.

3. Does this education philosophy of yours make a difference in your life?

YES

4. What if you do not have a formulated philosophy of education at all?

I believe that all children have the ability to learn and the right to a quality
education.

5. Is your educational philosophy more of an abstract theory than a blueprint to daily

living?

YES

6. Do you think your philosophy will change as you grow in knowledge?

YES

B. Print your philosophy of education and include it in your teaching portfolio.

 MY PHILOSOPHY OF EDUCATION
 I believe all children have the right to an enriching education!  I believe all children are
unique and need a safe and enriching environment to learn and grow, emotionally and
intellectually.  Education is the stepping stone to a child's future and it is important to
make sure every student learns what they need, in order to help them succeed in their
adult lives.  As a future teacher, the three areas I believe will make my classroom
efficient and motivating to my students are (1) teaching as though I am guiding my
students through the knowledge I present to them (2) giving my students the freedom
to let their curiosity take them further and (3) encouraging my students to respect their
peers and the things of the world.  I plan to hold my students to the highest
expectations because I feel that is my obligation.  I want my students to know they can
achieve anything, just as long as they put their minds to it.  I will be open-minded and
will always encourage creative thinking.  I want the activities my students participate in
to be intrinsically motivating.  The Russian psychologist Vygotsky emphasizes the idea of
allowing students to work together and help each other learn.  This can be done
through scaffolding; assisting students in the early stages of learning and slowly
decreasing the assistance and letting students figure things out independently.  I want
my students to learn through interactions with their peers and be able to use their
minds and construct their own ideas about what information I give them.  This idea
comes from the constructivist theory of learning; giving students the freedom to
discover and apply ideas through the information they receive.  My desire is to have the
students be completely satisfied in learning new and even challenging things and that
they are fully engaged in what they are learning.  I want their learning to be of the
purest nature and I want them to really enjoy every aspect of learning.  I want my
students to feel comfortable in my classroom, so I plan to come to class everyday with a
smile, an open heart, and a sense of humor.  Teaching comprises many aspects, but the
one aspect I feel that is most important is stirring the minds of students, letting their
curiosity take them into learning, and allowing them to enjoy the rewards of their
achievements.