Professional Documents
Culture Documents
The School and The Community FINAL
The School and The Community FINAL
Learning Objectives:
Discussion
Depicted in the question and answer corresponding in class are a common classroom
scenario. Most lessons are devoted to teacher asking low-level questions and students
answering with what they memorized the night before. Teacher deposited these facts a day
before and withdraws them the next day. This system does not make the learner reflect and
connect what he or she was taught in real life.
We have nothing against facts. But isolate facts makes no sense but become meaningful
when seen in relation to other facts. These facts when combined with other facts help the
learner see the connection to his or her life.
Example: to connect facts the teacher should ask more questions like: “What if the food is not
chewed in the mouth, what happens to food in the stomach and the stomach itself? What if the
stomach if it fails to digest food, what happens to the small intestines?
For John Locke education is not acquisition of knowledge contained in the Great Books. It
is learners interacting with concrete experience, comparing and reflecting on the same
complete experience, comparing. The learner is an active not a passive agent of his/her own
learning.
From the social dimension, education is seeing citizens participate actively and intelligently
in establishing their government and in choosing who will govern them from among
themselves because they are convinced that no one person is destined to be ruler forever.
Acquire knowledge about the world through the senses – learning by doing and by
interacting with the environment.
Simple ideas become more complex through comparison, reflection and generalization –
the inductive method.
Questioned the long traditional view that knowledge came exclusively from literary
sources, particularly the Greek and Latin classics.
Opposed the “divine right o kings” theory which held that the monarch had the right to be
an unquestioned and absolute ruler over his subjects.
Political order should be based upon a contract between the people and the government
Aristocrats are the destined birth to be rulers. People were to establish their own
government and select their own political leaders from among themselves; civic education
is necessary
People should be educated to govern themselves intelligently and responsibly (Orstein,
1984)
To survive in a complex society, Spencer favors specialized education over that of general
education. The experts who concentrate in a limited field is useful, but if he loses sight of
independence of things he becomes a man who now more and more about less and less. We
must be warned of the deadly peril of over specialism. Of course, we do not prefer the other
extreme, the superficial person who knows less and less about more and more.
He who is the fittest survives. Spencer’s concept of “survival of the fittest” means that human
development had one through an evolutionary series of stages from the simple to the complex
and from the uniform to the more specialized kind of activity.
Dewey does not disregard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage will be used as the material for dealing with
problems and so will be tested. If they are not totally accurate, they will still be part of a
reconstructed experience. This means that the ideal learner for Dewey is not just one who can
learn by doing (ex. Conduct an experiment but one who can connect accumulated wisdom of
past to the present).
Counts asserts that “there is a cultural lag between material progress and social
institutions and ethical values”. Material progress of human kind is very evident but moral
and ethical development seem to have lagged behind.
Self-Check
2. Which teaching practice goes with “banking system” of education which was contrary to
Paulo Freire’s educational thought?
a. rote memorization b. project-based learning
c. problem-based learning d. community of inquiry
Activity Sheet
2. Are you favor in Singaporean educational system from which whether a child finishes first
or last will no longer indicated in the primary and secondary recognitions?
Activity no. 2
Explain why each education philosopher was associated with these given words:
Information Sheet
Learning Objectives:
The beliefs and experiences of education today rest on the history of this field of
endeavor. By knowing what accomplishments of leaders in the past, today’s educators attempt
to build on their achievements.
Primitive Education
Life among primitive or tribal people was very simple compared with the complex life
that people have today. Their means of livelihood were hunting and gathering wild fruits and
vegetables. There was no reading or writing and information was transmitted through word of
mouth, songs, gestures, ceremonial, rites and the like. The aims of Education are for security
and survival, conformity and preservation and transmission of traditions.
In this education, it focuses on first, vocational. This includes learning the skills in
procuring necessities of life like hunting, constructing a hut, etc. and of protecting life from
dangers. Second, religion (animistic). Consisted in learning how to participate in ritualistic
practices to please or to appease the unseen spirits roaming around. It includes as how to
worship before the dwelling of an unseen spirit such as big tree, a big rock, a river, etc.
Greek Education
The Greeks are a mixture of the Aryan and Germanic people, two great races. But
because of the presence of natural barriers such as mountain and bodies of water, they lived in
tribal isolation and developed differences. They considered it as an honor to serve their
country in any capacity. There were many Greek city-state but two of them rose above all
others. These were Sparta and Athens.
Spartan Education
Sparta was in the south of Corinth in the southern section of the Peloponnesian
peninsula. Spartan education was based upon the laws of Lycurgus. It was the basis of Spartan
political, social and educational system. This turned Sparta into a totalitarian soldier state. This
system lasted for 700 years from the 9th to the 2nd century B.C. especially during the 5th
century.
In this education, it focuses on first, military. To make every citizen invincible in war,
possessing physical perfection and complete obedience to the state. Second, discipline. To
develop conformity and obedience, courage strength, cunning, endurance and patriotic
efficiency.
Athenian Education
Ancient Athens was the leading cultural center of the Greek world. Many of the most
gifted writers of Greece lived there. They wrote works of drama, history, lyric poetry and
philosophy that have influenced literature up to the present time. In many ways, the city was a
birthplace of Western civilization. Education was supervised by the State although education
was not compulsory. It was not clear, however, if the State maintained public schools. It
focuses on good citizenship, individual excellence and man-sided development.
Roman Education
Italian peninsula was occupied by Italians, Etruscans, and Greeks who settled in Sicily
and the south. The Italian tribes were the Sabellians, the Umbrians and the Latins. Out of the
mixture of these peoples emerged the strong energetic Romans. These peoples also develop
city-states, and Latium, the city-states of Rome, became the most powerful. The romans judge
things by their usefulness.
This education focuses on first, utilitarian. Education was for practical purpose, to
produce men who would be active and efficient in daily life. Second, moral. To produce good
citizens who knew how to exercise their rights, fulfil their duties and obligations, and acquire
virtues such as piety, obedience, manliness, courage, bravery, industry, honesty, prudence, etc.
Third, military. To train to be good soldiers and conquerors in war. Fourth, Civic and political.
To train men to be participative and wise in politics. Fifth, religious. To train men to have
reverence for the gods.
Arabic Education
Medieval Period
School were concerned with the development of religious commitment, knowledge and
ritual to establish order.
Renaissance Period
Renaissance period was a fervent period of European cultural, artistic, political and
economic “rebirth” following the middle ages. Education was focused on the rediscovery of
classical philosophy, literature and art.
Reformation Period
The reformation period had ad for its educational goals the cultivation of a sense of
commitment to a particular religious denomination and general literacy.
Pre-colonial Period
The type of education is informal and unstructured.
The home serves as their school
The parents serves as their teachers
Focused more on vocational than academics
tribal tutors (for example, the babaylan)
most communities, stories, songs, poetry, dances, medicinal practices and advice
regarding all sorts of community life issues were passed from generation to
generation mostly through oral tradition.
Some communities utilized a writing system known as baybayin
Alibata - composed of 17 symbols representing the letters of the alphabet.
Education Decree of 1863 - mandated the establishment of free primary schools in each town,
one for boys and one for girls, with the precise number of schools depending on the size of the
population.
The curriculum required the study of Christian doctrine, values and history as well as
reading and writing in Spanish, mathematics, agriculture, etiquette, singing, world geography,
and Spanish history. Girls were also taught sewing.
The Normal School, run by the Jesuits, was also established which gave men the
opportunity to study a three-year teacher education for the primary level. Normal schools for
women teachers were not established until 1875, in Nueva Caceres.
Act No. 74 - a highly centralized, experimental public school system was installed in 1901 by
the Philippine Commission . between 1901 and 1902 - Philippine Commission authorized the
Secretary of Public Instruction to bring more than 1,000 teachers from the United States, who
were called the Thomasites, to the Philippines . These teachers were scattered throughout the
islands establish barangay schools.
The same law established the Philippine Normal School (now the Philippine Normal
University) to train aspiring Filipino teachers. The high school system was supported by
provincial governments and included special educational institutions, schools of arts and
trades, an agricultural school, and commerce and marine institutes, which were established in
1902 by the Philippine Commission. Act No. 372 - authorised the opening of provincial high
schools.
Act No. 1870 initiated the opening of the University of the Philippines, now the country's
national university. (1908) attainment. Act No. 1381, also known as Gabaldon Law, was passed
in 1907, which provided a fund of a million pesos for construction of concrete school buildings
Filipinization policy of the government, the Reorganization Act of 1916 provided that all
department secretaries except the Secretary of Public Instruction must be a natural-born
Filipino.
To stop depending on western countries like the U.S., and Great Britain. Promote
and enrich the Filipino culture.
To recognize that the Philippines is a part of the Greater East Asia Co-Prosperity
Sphere so that the Philippines and Japan will have good relations.
To be aware of materialism to raise the morality of the Filipinos
To learn and adopt Nippongo and to stop using the English language.
To spread elementary and vocational education.
To develop love for work
2010 - Senator Benigno Aquino III expressed his desire to implement the K–12 basic
education cycle to increase the number of years of compulsory education to thirteen
years (the K–6–4–2 basic education system).
Kindergarten Education Act of 2012 - kindergarten compulsory
Enhanced Basic Education Act of 2013. SY 2011–2012 DepEd - has already implemented
the K–12 Program it was still enacted into law to guarantee its continuity in the
succeeding years.
General Features of K to 12 Education Program
Pre-school (Ages 3 to 5 )
Students learn the alphabet, numbers, shapes, and colors through games, songs, and
dances in their Mother Tongue. • Pre-school education is optional before entering elementary
level since not everyone could afford it • Recent events and activities show a high need for
young children to undergo preschool education first before stepping into formal education
It consists of compulsory six grades (Grades 1-6); Primary level (grades 1-3);
Intermediate level (grades 4-6)
Minor subjects: Music, Arts, Physical Education and Health • Computer Education and
HELE are the additional minor subjects for private schools
Subjects are taught from the simplest concepts to more complicated concepts through
grade levels in spiral progression • Subjects are connected and integrated from Grades 7 to 10
Two years of specialized upper secondary education. Choice of career track will define
the content of the subjects a student will take in Grades 11 and 12 subjects fall under either the
Core Curriculum or specific.
III. Those in education taught what they believed should be taught regardless of
society’s need.
4. While the Japanese taught the Filipinos lobe for labor, the American taught Filipinos
_______________.
b. Learning the roles, statuses and values necessary for participation in society.
Activity Sheet
1. Why was the focus of education different for different groups of people in different places
and at a different period in world history? What does this point to regarding relationship of
schools and society?
2. Given the different characteristics of the different periods in Philippine History, what were
the goals of education /schools during the;
a. pre-colonial,
b. Spanish Period,
c. American Regime,
d. Japanese regime, and
a. pre-colonial,
b. Spanish Period,
c. American Regime,
4. DepEd’s mission is “to protect and promote the right of every Filipino to quality, equitable,
cultured-based, and complete basic education.” Has the Philippine educational system from
pre-colonial to present given equal access to quality, culture-based and complete basic
education? Or was it a privilege of a few? Explain your answer.
Information Sheet
Learning Objectives:
Discussion
Sociologist today employ three primary theoretical perspectives: the functionalist
perspective, the conflict perspective, and the symbolic interactionist perspective. These
perspectives offer sociologist theoretical paradigms for explaining how society influences
people, and how people influence society. Each perspective uniquely conceptualize society,
social forces, and human behavior.
Structural-functional Theory
Herbert Spencer, views society as “a system of interconnected parts each with a unique
function. The parts have to work together for stability and balance of society.
3. Economic purposes-prepare students for later work roles; select and train the labor force
needed by society.
4. Social purposes-promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church.
An examination of the present curricula in basic and in tertiary education shows that
these 4 functions are given attention to.
Conflict Theory
There are always two opposing sides in a conflict situation. People take sides between
maintaining the status quo and introducing change then arrive at an agreement.
Example: The factory workers want change –better working conditions, higher salaries. The
factory owners naturally are opposed to such. The resolution of the conflict , however leads to
a compromise, a change in the way the factory is managed where both workers and owners
are happy.
According to the conflict theory, education is not truly a social benefit or opportunity as
seen by the functionalists. Rather, education is a powerful means of maintaining power
structures and creating a docile work force for capitalism. The purpose of education is to
maintain social inequality and preserve power of those who dominate society and teach those
in the working class to accept their position as a lower class worker of society. Conflict
theorists call this the “hidden curriculum”. The “hidden” curriculum socializes young people
into obedience and conformity for them to be developed as docile workers.
Functionalist degree strongly. They assert that if schools teach adherence, obedience to
rules, respect for persons including authorities, punctuality and honestly, civil right it is
because they are the very principles dear to a democratic way of life. It is not because they
want to make the workers remain docile, unquestioning and subservient forever while those in
power remain in power.
2. Different people may give different meanings to the same thing. When teachers are strict,
some students see it as an expression of care. Others may rebel because they perceive teacher’s
behavior as limiting their moves and desires. A businessperson man look at a tree and start
estimating how much money he can get if he has the tree cut down for lumber. A philosopher
or a poet may look at it with the thought; “they also serve who only stand and wait” like John
Milton’s from his poem “On His Blindness”.
3. Meanings change as individuals interact with one another. A negative meaning that you
used to associate with hospital when you went to a hospital, which looked more as a hotel
than the usual hospital you know is changed. After you have thought well, your first
impression of teaching is boring is change to teaching is exciting.
Implication in Teaching
Consider the symbols and details of everyday life, what these symbols mean, and how
people interact with each other.
Conversation is an interaction of symbols between individuals who constantly interpret
the world around them. To ensure mutual understanding, the sender of the symbol and
the receiver of the symbol must give the same meaning to the symbol or run the risk of
misunderstanding.
Neglects the macro level of social interpretation- the “big picture.” In other words,
symbolic interactionists may miss the larger issues of society by focusing too closely on
the “trees” or by restricting themselves to small or individual interactions.
Symbolic interactionism traces its origins to Max Weber’s assertion that individuals act
according to their interpretation of the meaning of their world. However it was the
American philosopher George H. Mead (1863-1931) who introduced this perspective to
American sociology in the 1920s.
1. Cite how school at present are working on the realization of these 4 purposes as cited by the
functionalists.
2. Research on more school practices based on the functionalist theory, conflict theory and
symbolic interaction theory. Write them in a whole sheet of paper to be passed in class.
1. The overall health of society depends upon the healthy functioning of its institutions.
3. Faulty communication can result from differences in the perception of the same events and
symbols.
4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other positive
aspects of society to preserve society and social order.
5. When one institution fails to function another institution ought to come in to perform the
function for the stability of society.
6. A new society comes as a result of the resolution of clash between the powers that be and
the workers.
7. two opposing sides are welcomed. This paves the way to change.
8. When one institution fails to perform its function, the other institutions showed come in for
the preservation of society.
10. Differences in meaning of symbols for both sender and receiver results to
misunderstanding.
Information Sheet
Learning Objectives:
Discussion:
Schools are there for society. Their relevance is proven by their ability to address socio-
cultural problems. What are these social issues that schools should help address? We have a
number of them but let’s focus on the weaknesses of the Filipino character. The strengths of
the Filipino character will also be cited for a balanced presentation. Besides, schools can
capitalize on the strength of the Filipino character to eliminate the weaknesses.
The weaknesses of the Filipino character as cited in the Report are as follows:
-Excessive concern for family means using one’s office and power to promote family interests
and thus factionalism patronage, political dynasties and protection of erring family members.
-It results in lack of concern for the common good, and acts as a block to national
consciousness.
2. Extreme personalism
-Takes things personally, cannot separate objective task from emotional involvement.
-Because of this the Filipino is uncomfortable with bureaucracy, with rules and regulations
and with standard procedures.
-He uses personal contacts, and gives preference to family and friends in hiring, services and
even voting.
3. Lack of discipline
-A casual attitude toward time and space manifested in lack of precision and compulsiveness,
in poor time management and procrastination.
-Often results to inefficient work systems, the violation of rules and a casual work ethic
lacking follow through.
-Waiting to be told what to do, reliance on others (leaders and government), complacence, lack
of sense of urgency.
-There is a high tolerance of inefficiency, poor service, and even violations of one’s right.
-Too patient and matiisin, too easily resigned to his fate, the Filipino is easily oppressed and
exploited.
5. Colonial Mentality
-Example: the lack of a sense of service among people in the government bureaucracy.
-This results in dampening of cooperative and community spirit, and in the trampling upon
other’s rights.
-In the dace of serious personal and social problems, there is lack of analysis or reflection, and
instead satisfaction with superficial explanations and solutions.
-This lack of analysis and emphasis on form is reinforced by an educational system that is
more from than substance.
These weaknesses are rooted in many factors: home, social and economic environment;
culture and language; history; religion; educational system; mass media leadership and role
models Change is possible, however, and the following goals are proposed to develop in the
Filipinos: (1) a sense of patriotism and national pride; (2) a sense of the common goods; (3) a
sense of integrity and accountability, (4) the values and habits of disciplines and hard work; (5)
the values and habits of self-reflection and analysis; the internalization of spiritual values and
the emphasis on essence rather than on form. (Shahani, Leticia. (1988). A Moral recovery
Program: Building a People, Building a Nation.
In 1998 Senator Leticia Shahani submitted to the Senate this Report titled “A Moral
Recovery Program: Building People, Building a Nation”. This report cites the strengths and
weaknesses of the Filipino character. The strength of the Filipino character are: 1)
pakikipagkawa-tao, 2) family orientation, 3) joy and humor, 4) flexibility, adaptability and
creativity, 5) hard work and industry, 6) faith and religiosity and 7) ability to survive.
The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme
personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6)
kanya-kanya syndrome, 7) lack of self-analysis and self-reflection, and 8) emphasis on porma
rather than substance.
There is so much good in the Filipino but so much needs to be change, too. Many of our
strength as a people are also source of our weaknesses. Shahani’s report (1998) explains that
family orientation out beyond the family to the larger community and the nation. In our
personalism, we are warm and caring but this leads to lack of objectivity. We are concerned
with people we know but unfair to people we don’t know. In our flexibility, we compromise
precision and discipline. We are a joyful people with a sense of humor but we cant take things
with humor all the time for serious problems need serious analysis. Our faith in God is our
source of strength but this make us dependent on forces outside us, do nothing that makes us
submissive to god’s will. We are good at pakikipagkapwa-tao and so we can easily empathize
but we can at the same time be envious of others. We can be hardworking and yet can be lazy
and passive in the workplace.
Value Education in School
Senator Shahani’s Report was given in 1988. But this findings as reported may still be
true today. The department of Education has as its vision to help develop… “Filipinos who
passionately love their country and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation.” It has as its core values
– maka-Diyos, maka-tao, makakalikasan and makabansa. This can be an uphill battle for
Philippine school to realize these considering the: 1) extreme family centeredness, 2) extreme
personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6)
kanya-kanya syndrome, 7) lack of self-analysis and self-reflection, and 8) emphasis on porma
rather than substance.
So that it will not be “more form than substance” as described in Senator Shahani’s
Report, Philippine schools have to intensify values education in the curriculum. In fact, in
response to this Report, Values Education now Edukasyong Pagpapakatao in K to 12
Curriculum, was introduced as a separate subject in the basic education curriculum under the
Values Education Framework program of Dr. Lourdes Quisumbing, then Department of
Education Culture, and Sports Secretary in 1988-1990. The Values Education Framework was
conceptualized in 1987. In 2002, the basic education Curriculum (Grade 1-6, and First-Fourth
Year High School) integrated values in the major learning areas or subjects. Beginning with the
K to 12 Curriculum in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (EsP)
for Grades 1-10. In the Senior High Curriculum (Grade 11-12), there is no course with the title,
Values Education or Edukasyon sa Pagpapakatao but core courses such as Introduction to the
Philosophy of the Human Person and Personal Development, are in essence, Values Education
subjects themselves.
2. List the strengths of the Filipino then in a phrase or clause, explain when that strength
becomes a weakness.
b. When he totally submits himself to God’s will after having done all he could.
a. when he is always joyful b. when even serious things are not taken seriously
5. what does teacher encourage when she looks at students’ questions in class as indicator of
attentiveness?
c. passivity d. pakikisama
Through a poster presentation, emphasize how these Filipino characters affects our school
system.
The students will be graded with the following rubric:
5 4 3 2 1
Content Content is Content is Content is Content is Content is
Poster contains accurate and accurate but accurate but either inaccurate.
appropriate all required some required some questionable Information
items and information is information is required or is incomplete,
information presented in a missing information incomplete. inaccurate, or
(information is logical order. and/or not is missing Information not presented
appropriate to presented in a and/or not is not in a logical
assigned topic). logical order, presented in presented in order,
but is still a logical a logical making it
generally easy order, order, difficult to
to follow. making it making it follow.
difficult to difficult to
follow. follow.
Presentation Presentation is Presentation is Presentation Presentation Presentation
Poster is clean, neat, clean, mostly neat flows well. is has no flow.
neat, and well- and clean. Some tools unorganized Insufficient
creative. The organized and Information is are used to . Tools are information
information is presented in a organized in a show not used in a and lacking
well organized, creative way. logical manner acceptable relevant some of the
interesting, Presentation is and shows understandin manner. member’s
accurate, and colorful and some degree g. Lacking information.
reflects an creative. of creativity. Each some of the
understanding of Information is The overall member’s members’
the topic. interesting presentation is information information
and accurate. interesting. is represented / and or
and information
identified is not
with their identified
name.
Pictures,Clip Art Images, Images, Most images Images are No images or
and Artwork pictures, clip pictures, and and/or inappropriat artwork
Images, pictures, art and drawn clip art and artwork is are e and included.
clip art and artwork are drawn colorful and artwork
drawn artwork colorful, and artwork are appropriate. shows little,
are colorful and appropriate to mostly The layout if any,
appropriate to the topic. colorful and shows little creativity.
the assigned Layout appropriate. creativity The layout is
topic. The layout flows well, Layout may and/or is not messy,
flows well and shows show some organized disorganized
shows creativity. creativity, and degree of logically or or cluttered.
The overall is pleasing to creativity but cluttered.
result is pleasing the eye. is not
to the eye. organized
logically
and/or is
cluttered.
Mechanics No spelling, A few (2-3) No more than No more More than 7
Spelling, grammar, or errors in 5 spelling, than 7 spelling,
grammar, and punctuation spelling, grammar or spelling, grammar or
punctuation in errors in the grammar or punctuation grammar or punctuation
any text on the text. Text is in punctuation. errors. punctuation errors. Text is
poster is the student’s Most text is in Several errors.. Most copied or not
accurate. own words. student’s own instances of text is not included.
words. where the in authors’
text is not in own words
student’s and/or no
own words. text
included.
Overall The poster The poster
Presentation fulfills all fulfills all but
The poster requirements one of the
fulfills all of the requirements
requirements of assignment of the
the assignment and represents assignment
and shows the the student’s and shows
student’s full full potential. that the
potential. student put
forth an
honest effort
to complete
the
assignment.
Information Sheet
Learning Objectives:
Discussion
Partnerships implies two parties helping each other. Both parties benefit. This means
that if school – community partnership exists, both parties benefit from the relationship. Thus
in the following paragraphs we shall present what communities can do for schools and what
can do for communities.
What can the community do for schools?
1. Brigada Eskwela – This program engages all education stakeholders to contribute their time,
effort and resources in ensuring that public school facilitates are set in time for the forthcoming
school opening. It takes place more or less two weeks before classes begin in June. This school
maintenance program that has been institutionalized since 2009 when DepEd issued DepEd
order #100.
2. Curriculum Development – This can be mean use of community resources for learning,
example museum, elders of the community as key informants in research or resource persons
in the study of local history.
3. Work Experience Programs – Business establishments and offices in the community can
serve as training ground for learners. A concrete example is the Work immersion required of
Senior High School students. In this work immersion, students are given the opportunity to
work in relevant establishments or offices in the community to help devoted in them “the
competencies, work ethics, and values relevant to pursuing further education and /or joining
the world of work. Partner Offices for immersion provide Senior High School students with
opportunities: 1) to become familiar with the work place; 2) for employment simulations; and
3) to apply their competencies in areas of specialization / applied subjects in authentic work
environments (Enclosure to DepEd Order No. 30. 3. 2017).
In this school-community partnership, the school can fulfill what curriculum requires
and may improve on their curriculum based on community feedback, enables the students to
undergo hands on work experience, while the community establishments contribute to the
information of graduates who are more ready for life and more equipped for the world of
work. Business establishments and more equipped for the world of work. Business
establishments or any world of work in the community is the ultimate beneficiaries of these
graduates who have been more prepared through work immersion.
4. Remediation and enrichment classes – Parents and retired teachers may be involve in the
school Reading remediation and learning enrichment programs.
5. Youth Development Programs – The young may involve themselves in youth development
programs and develop their skills and talents, learn how to deal positively with peers and
adults and serve as resources in their communities.
6. Community Service - Examples of community service are students participating in tutorial
programs, community reforestation programs, clean up drive for a river, assisting in medical
mission; school head involve in planning local celebrations, teachers managing programs,
projects, activities; school band playing in fiesta parade.
Activity Sheet
Post a picture showing how your school and your community help each other in
attaining progress.
Activity Sheet
1. Can schools take the place of families in the rearing of children? Why? Or Why not?
2. What sociological reality in the Philippines and in the world demand that schools partner
with the community (Church, mass media, business establishments, etc.) for the education of
children?
Information Sheet
The Teacher and the Community: Teacher’s Ethical and Professional Behavior
Learning Objectives: