Teaching Profession Worktext 2020 2021

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Republic of the Philippines

AURORA STATE COLLEGE OF TCHNOLOGY
Baler, Aurora
DEPARTMENT OF EDUCATION
COURSE TITLE: THE TEACHING PROFESSION

COURSE CODE: EDUC 2
COURSE CREDIT: 3 UNITS
Program Outcomes: This course covers the following minimum standards for Teacher Education
programs, to wit:
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and

political contexts,
B. Demonstrate mastery of subject matter/discipline,
C. Practice professional and ethical teaching standards sensitive to the changing local, national, and
global realities, and,
D. Pursue life-long learning for personal and professional growth through varied experiential and field-
based opportunities.
Course Description:
This course deals with the understanding of the roles of teacher as a person and as a professional
within the context of national and global teachers’ standards, educational philosophies and legal bases. It
includes knowledge of core values that uphold the dignity of the teaching profession, discussion of the
code of ethics for professional teachers, and awareness and understanding of existing laws and
jurisprudence governing professional rights privileges and responsibilities, and teachers’ roles in the
society as transformative agents of change.
Course Learning Outcomes:
At the end of the course, the pre-service teachers can:

[1] demonstrate understanding of the philosophical, historical, legal, socio-cultural and political
factors that influence teaching and its development as a profession;
[2] articulate a personal philosophy of teaching that is learner-centered;
[3] demonstrate understanding of existing laws and related jurisprudence governing professional
ethics, professional rights, privileges, and responsibilities;
[4] manifest dignity in the teaching profession through caring attitude, respect, and integrity in
teaching;
Course Outline:
PRELIMINARY TERM (Expected time of submission – First week of October)

Page
Unit 1 – Nature of Teaching and Teacher Roles 4
Introduction: Self-Assessment Form 4
A.What is teaching?
1. The Teaching Profession: Knowledge of Subject Matter, Teaching Skills, and Personality
Traits 5
B.The Roles of a Teacher 6

1. As a Role Model 6
2. As a Person 10
3. As a Professional 14
4. As a Community Leader and Social Advocate
EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

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MIDTERM (Expected time of submission – First Week of November)

Page
C.Challenges in Teaching 18
1. Multicultural Education 18
2. Multilingualism or Multilingual Education 21
3. Learner-centered teaching 25
4. Multiple intelligences 30
D.UNESCO’s 4 Pillars of Education 33
Unit 2 –Legal Foundations of Education 37
1. Excerpts from the 1987 Philippine Constitution 37

2. Excerpts from Batas Pambansa Blg. 232 - Education Act of 1982 39
3. Excerpts from the Implementing Rules and Regulations of Enhanced Basic Education Act of 2013 –
Republic Act No. 10533 41
FINAL TERM (Expected time of submission – First Week of December)
Unit 3 – Philosophy of Education and Personal Philosophy of Teaching 45
A. Essays on Philosophy of Education 45

1. Brandy Durham
2. Kristin Lawson
B. Philosophical Foundations of Education 48

1. Western Philosophies 48
- Idealism 48
- Realism 49
- Pragmatism/Experimentalism 49
- Existentialism 49
2. Contemporary Philosophies 51
- Perennialism 51
- Essentialism 51
- Progressivism 52
- Social Reconstructionism 52
3. Eastern Philosophies 54
- Hinduism 54
- Buddhism 55
- Confucianism
- Christian Philosophy
C .Comparison between Western and Eastern Philosophies 60
Unit 4 – The Teacher as a Professional 64
A. The Professionalization of Teaching 64

1. The Philippine Teachers’ Professionalization Act (RA
7836) 64
2. Amendments to certain Sections of R.A. 7836 (RA 9293) 68
B. Professional Ethics 71
1. Code of Conduct for Professional Teachers 71
References 77

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COURSE REQUIREMENTS
1. Accomplished Worktext/Answer Sheets

2. Examinations (Prelim, Midterm, Finals)
3. On-line classes via Google Meet App is the main strategy in conducting classes.
4. Submission of Personal Data such as Name, Gender, Student Number, Course/Major, Mobile
Number, e-mail (if there is one), Exact Place (Location or Residence), Father, Mother (Maiden
Name): Refer to my personal information.
5. Additional requirements may be given if necessary.
GENERAL DIRECTIONS/INSTRUCTIONS FOR WORKSHEETS/ANSWER SHEETS
1. All answers must be encoded and be submitted via available social media platforms. Follow the
instructions concerning the submission. Be resourceful and creative in terms of answering.
2. All answers must be in ENGLISH LANGUAGE unless use of local languages is deemed
necessary. Observe ACCURATE GRAMMAR POINTS in all your answers.
3. CREATIVE PRESENTATION, again, is very much encouraged and appreciated.
4. As much as possible, BE PROMPT in submitting your works.
5. Questions, inquiries, or comments or feedbacks about the worktext and your answers should be
directed straight to your professor through the created Group Chat in the messenger purposely
for this class.
6. Your works/answers must ALWAYS BE PRESENTABLE. Always observe TIDINESS in all
your works/presentations/answers.
7. Always be on alert WHEN to submit your works/answers. Your professor will post on the GC
when to.
8. Always be on alert on announcements, or information dissemination posted in Education FB
page, in your GC for this course, and other social media platforms.
9. All answer sheets, as introductory part, must follow this format:

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
TOPIC: ______________________________________
LESSON NUMBER ___________________________
SUB-TOPIC __________________________________
PAGE NUMBER COVERED_____________________
Please follow the necessary spacing for this heading of the answer sheet, yellow pad or long copy paper.
GRADING SYSTEM
1. In grading your outputs, the following criteria are considered: Content/Spontaneity – 40%:
Organization – 20%: Resourcefulness/Creativity – 25%: and, Mechanics – 15% = 100%
2. In computing your grade per term: Term Exam – 50%, and Accomplished Worktexts/Answer
Sheets – 50% = 100%
3. Final grade is computed based on the College policy on computation of grades.
PROFESSOR’S PERSONAL INFORMATION
ERIBERTO CUIZON RIVERA

Associate Professor 3
Department of Education
Aurora State College of Technology
Zabali, Baler, Aurora

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Mobile No. 0970-367-7732

e-mail ad: erbierivera@gmail,com
(Note: Use my email account for my FB, IG, and Viber accounts.)

COURSE CODE: EDUC 2
NAME: _________________________________________ RATING: _______________
COURSE & YEAR: _______________________________ PROF.: _________________
SELF-ASSESSMENT FORM
The following must be answered honestly and comprehensibly based on your own experiences.
ALL ANSWERS MUST CONTAIN ONE PARAGRAPH ONLY HAVING FIVE SENTENCES
ONLY. ALL ANSWERS MUST BE IN ENGLISH LANGUAGE ONLY.
1. Who am I?
2. Why do I choose teaching as my career and vocation?
3. For me, who is a teacher?
4. For me, what is teaching?
5. For me, what is learning?
6. How can I be a Professional Teacher?

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 1
THE TEACHING PROFESSION: KNOWLEDGE OF SUBJECT MATTER, TEACHING
SKILLS, AND PERSONALITY TRAITS
Directions: The article gives you awareness and insights on the Teaching Profession. Read carefully
each sub-lessons about the Teaching Profession, including the Abstract and Introduction, such as
Knowledge of Subject Matter, Teaching Skills, and Personality Traits. Then, answer each question for
each part.
Reminder: All answers must be in ENGLISH LANGUAGE. Answers must be brief but concise having
only two or three paragraphs with five to six sentences only in each question.
GUIDE QUESTIONS
A. Abstract
1. State your views about profession and teaching profession.
B. Introduction
1. Write one distinctive possession of teacher for teaching to be credited as a profession? Prove
your answer.
C. Knowledge of the Subject Matter
1. Assert the significance of knowledge of the subject matter of the teacher. Cite one satisfactory
effect of having knowledge of the subject matter by a professional teacher.
D. Teaching Skills of the Teacher
1. Choose only one teaching skill out of the six skills presented that you think is the best among the
six in the teaching-learning process. Prove your answer.
E. The Personality Traits of the Teacher
1. Why the Personality of the Teacher is the most important variable in the teaching process?
2. Identify only one personality trait of you that is contributory to the development of the teaching
profession. Prove that such personality trait of you, indeed, helps to improve the teaching
profession.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
THE ROLE OF A TEACHER
LESSON 2
25 WAYS TEACHERS CAN BE ROLE MODELS
Directions: The article below presents different ways on how a teacher can be a role model to students.
Read carefully the whole article and answer the questions that follow.
Reminder: All answers must be encoded in ENGLISH LANGUAGE. Answers must be brief but concise
having only two paragraphs with five to six sentences only in each question.
25 Ways Teachers Can Be Role Models
There are many reasons why students think of teachers as role models. One of the biggest reasons is the
desire to become a role model for students to look up to, to learn from, and to remember for the rest of
their lives. Everyone has felt the power and lasting presence of an effective teacher, who also had a
bigger impact. Whether it’s learning the value of community service, discovering a love for a particular
subject, or how to tap the confidence to speak in public, teachers are the ones who light the way for us in
this world.
Teachers being role models is not a new concept, and has inspired students to go into this field for ages.
If you are thinking about becoming a teacher, good for you! We are here to root you on and help you
make the right decision.
Before we start talking about things that make us thing of educators as role models, we are well aware
this list is not complete. If you have any additional ideas or inspirational stories to share, we would love
to hear from you!
Here are 25 ways of the importance of teachers
1.) Be humble. There is nothing that teaches a child or young adult mature behavior like modeling it
yourself. This isn’t just true when you are right. You also have to show your students what it is like to
be wrong, and admit it. This is never easy, no matter how old you are. Especially when you are in front
of several students who look up to you. And let’s face it, there are some students who aren’t going to
feel sorry for you. But that’s life. And you have to show them that right is right, and wrong is wrong –
no matter what.
2.) Encourage them to think for themselves. Treat your classroom like a group of individuals, and
celebrate their diversity. Create activities and discussions that foster conversations and discovery about
who they are, and how they can appreciate the differences between each other. This type of focus from
time-to-time will build a stronger bond between your students. Also, an environment of trust will build,
which can relax the atmosphere and help students focus more on learning. It’s also important to help
students understand the way they learn, and encourage them to explore those parts of themselves as
well.

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3.) Perform volunteer work. Find a way to incorporate community service into one of your lessons,
and discuss how you contribute to the community you live in. Ask your students to tell you ways you
could perform community service as a group. Many schools will give students a certain amount of time
off if they are doing an activity that falls into this category. See if you can organize a community service
event with your class. For example, if you are a music teacher, you can take your class caroling at a
retirement home. Or, you can have your class pick up litter on a stretch of road. There are many ways
you can instill a sense of pride in giving back among your students.
4.) Show empathy. When we think of teachers as role models, we imagine sympathetic mentors who
listen to their students. Sounds simple, right? All you have to do is show that you care? It may sound
simple, but we have all had teachers that we didn’t connect with. Students can tell when a teacher is
tuned in or tuned out, and disconnected from them. On the opposite end of the spectrum, we have all
had teachers who went out of their way to show they care about us, and want to see us succeed. We all
have different personalities, and you should be authentic. But be mindful that your students are looking
up to you as an adult with life experience they don’t have. As they try to figure out how to move into
adulthood, make sure they know you’ve got their back.
5.) Point out the positive. Create a culture in your classroom that rewards kind behavior. The
importance of teachers is apparent in the link between positive reinforcement and their confidence and
behavior. Teach them to be constructive with their criticism, pointing out positives before negative, or
suggestions for improvement. Practice with exercises that allows the students to be positive and critical
towards each other. This is the kind of respect that debate class exercises can teach children – how to
agree to disagree. Teaching children to get in the habit of looking for good in others is never a bad role
model for behavior.
6.) Celebrate the arts. Teachers being role models by helping students appreciate the arts isn’t the first
thing that comes to people’s minds. But helping children connect with their own inner children by
tapping into the arts. Even if you do not teach a creative subject, you can incorporate music, discussions
about art, and give students artistic assignments that reflect the curriculum they are learning. Mixing it
up every once in a while will keep their minds fresh, and encourage them to look at life a little
differently. Many students are obsessed with music, art, literature and other forms of creative
expression. Give bonus points for students who pursue an independent art project that goes along with a
teaching.
7.) Send a positive note home to their parents twice a year. Showing your students that you
appreciate them in a direct way is important. But indirect forms of gratitude can be a boost to their
confidence, and model positive behavior. Most parents never expect to get a note in their kid’s bag
saying what a pleasure they are to have in class. So why not give your kids a boost and let mom and dad
know you care? Every parent knows, we just want our kids to do well and succeed, no matter where
they are in life. This will help your relations with them as well. And we have a feeling your students will
appreciate any effort you make to let their parents know they’re doing alright.
8.) Fulfill your promises. Hey, remember last fall when you said you would buy the class a turtle if
they earned all those stars? Well, it’s been six months since they earned em and school is almost over…
Okay, don’t be that teacher. We’re all busy. Even your students. That’s why you need to follow through
on your promises when you make them. We don’t want to them to think it’s okay to say one thing, and
then completely disregard it. And if you fail to keep a particular promise, be honest about it. Don’t make
up an excuse. And try to make up for it. Your students will see how to deal with their own
shortcomings, and will respect you more for your honesty.
9.) Dress appropriately. Look, we know how young and hip you still are. No one wants to be uncool.
But teachers being role models means remembering you are in a professional environment. And it’s not
your job to fit in with the cool kids. It’s your job to stand at the head of the class and command respect.
After all, you want to model professional behavior for your students from day one. This will help with
classroom management issues. Dressing in a professional way will keep students from thinking of you
in a less respectful way. This goes for cleanliness and hygiene as well. Just make sure you take your job
seriously when you show up. This is not only good to model for your students, but important in the eyes
of your principal and other administrators as well.
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10.) Stay away from social media with students. Educators as role models on social media is a new
and important topic. Do not mix on social media with your students. And be careful what you have out
there on your personal accounts. We are all too familiar with the stories of teachers and other
professionals doing something unprofessional and getting fired for it. Have a policy to connect with
students on the channels that your school sets up for you. Remember, parents are looking at you as well,
and know that you are in a role model position with their children. When you post on social media, just
realize that your students’ parents could see your words as well. Just be careful.
11.) Encourage physical activity. The importance of teachers extends to the physical fitness of their
students. It doesn’t matter if every student is inclined to be physically active. Encouraging physical
activity is good for all groups of students. Even if you do not teach a physical education class, you can
still talk about physical activities when you lecturing or performing other activities. Even weaving the
topic into your lectures or conversations can help plant the seeds in students’ minds that they should
look for ways to exercise.
12.) Give lectures about role models. When you are discussing a period in history, or introducing a
new subject to your students, find a way to incorporate a hero story into the lesson. For instance, if you
are going to talk about French history and the Hundred Years War, you would talk about the bravery of
Joan of Arc. Or you could find stories about other unlikely heroes, and those who shaped history. When
you do, have your students discuss ways they can be heroes in their own lives. Even if it’s just stepping
up in small ways to help others or do things they didn’t think possible.
13.) Have them read Profiles in Courage. When we think of teachers as role models, we think of the
classic novels and literature they shared with us. John F. Kennedy’s Nobel Prize winning book
chronicles the acts of courage by several figures throughout American history. These characters were
brave enough to make tough choices in hard times, putting their country before themselves, and their
personal safety. Other books can be great options, such as To Kill A Mockingbird or movies like Good
Will Hunting, when you want to give your kids a break, and teach them a lesson in doing the right thing.
Being a good role model for kids means showing them how to point their moral compass in the right
direction no matter what. The importance of teachers cannot be overstated when it comes to reading.
14.) Hold a fundraiser. Pick a local charity and tell your students you have a goal to raise a certain
amount of money within a certain period of time. You will all make a game of raising the most money
and giving it to a charity. It can even be a non-organized charity. Let’s say you hear about someone in
your community who lost their home to a fire. You could raise the money and give them a gift card or
something they may need. There are all sorts of ways you can incorporate the idea of fundraising and
charity. Be sure to include all your students in the process somehow. These types of exercises can also
help give them leadership and business skills.
15.) Discuss world events. Every Monday, or on some kind of schedule, spark discussions about world
events. See what they know, and ask questions that make them think. Teachers being role models
includes showing students how to make sense of the world, and express different ideas in a peaceful
way. This can model for students how they should act when they speak with others, and how to actively
listen to other points of view. Many students will not have heard about some of the events you are
speaking about. Don’t let them sit back quietly. Find ways to involve them too, by asking questions that
can draw them in.
16.) Have a pot luck. Every once in a while, have a meal with your students that celebrates you time
together. Yes, food is another way students can see educators as role models. So have fun with this one.
After all, we all love food! Tell your students that they are welcome to bring a dish from home, or you
can provide a cheap set of snacks. This can be a good way to talk about cooking with your students.
Many kids aren’t involved in with the cooking at their homes. Some parents teach their kids about food,
but it’s probably the exception, not the norm. So, be that teacher that shows them that they can learn to
cook and eat healthy foods. You can show them that good food can also be good for you!
17.) Work extracurricular activities. When your students see you working outside of the classroom to
help your school function, it says you go the extra mile. It also shows that you have a strong work ethic,
and you are doing a job that you’re passionate about. That is the kind of feeling you want your students
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to have from their careers later in life. Show them that you enjoy your job, and it will pay off in the
classroom. And, if you were once a star athlete and have coaching skills, you can be a role model for the
students playing sports in a similar way.
18.) Be organized and on time. You want to present yourself in a professional way as much as
possible. This means more than looking the part and acting the part, it means being the part. The best
way you can show your students how to execute their work is to show up on time and be ready to teach.
Plus, if you have a clear vision for how you want the lesson to go, then you will be more effective in
delivering your message.
19.) Practice random acts of kindness. Here’s an idea for teachers as role models: How about you put
an apple on every one of your students’ desks on the first day of school? How would that be for a
proactive show of appreciation from the get-go with your class. That would also put them on notice that
you are the type of teacher who will surprise them from time to time. This teaches children to go out of
their way to show appreciate – even if it’s just for the heck of it.
20.) Ask for input. You know that suggestion box that companies sometimes have for employees to
make recommendations? These can be ideas for lectures, field trips, and other things the students think
may add to the learning environment. The importance of teachers in showing students how to participate
in conversations is essential to their growth. Giving them a feeling of ownership and participation in the
class decisions and idea generating process will give them a sense of pride they may not have otherwise;
especially if you agree to test their idea out.
21.) Apply democratic ideals to class discussions. Just because your students may not be old enough
to vote, doesn’t mean they can’t get a feel for our democratic processes. Teachers being role models to
show how our democracy works can be a great lesson for students. Hold votes on decisions that reflect
discussions you are having on topics to see where people stand. Then encourage debate and explain to
them how our system is supposed to work. No matter where your students might fall on the political
spectrum, you can set a good example by engaging them with our core values.
22.) Invite guest lecturers. Find role models in the community that do good work, or perform some
kind of public service. This can be small business owners, individuals, city officials, and other notable
figures who can inspire the children to do well in their lives. Plus, it’s always fun for students to learn
from other people than just their own teacher. Kids need lots of role models in their lives. Plus, whoever
you invite will get to share a personal story from their life, or show them how they work in their
profession. There are just too many reasons why this can be a great idea!
23.) Make them keep journals. You can inspire your students to understand that it helps to keep track
of your thoughts as a way of organizing your goals, connecting with your feelings, and making sense of
the world around you. Your students will improve on their own communication skills through their
writing practice, and have a safe space to explore their thoughts, during an otherwise hectic daily
routine. When you teach students to understand themselves a little better, they will start to see educators
as role models.
24.) Start a class garden. Many schools have room for classes to start their own small garden. If not,
check with your county office to see if there is any land available where you can make a community
garden. This can teach students about growing food, and how people have to work together to sustain
our standards of living.
25.) Make them give a presentation on one of their role models. Lastly, have your students think
about what makes a good role model, and present their findings to the class. It can be a famous example,
or anyone who inspires your student to present. Try not to create too many rules for your students to
abide by. See where their minds go, and what qualities they associate with the term.
GUIDE QUESTIONS
1. State your understandings on this line, “Teachers are the one who lights the way for us in this
world”.
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2. In what ways do you think you can be a role model to your students? Cite only two ways.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 3
THE TEACHER AS A PERSON
Directions: Read carefully the whole article and answer the questions that follow.
Reminder: All answers must be encoded in ENGLISH LANGUAGE. Answers must be brief but concise
having only two paragraphs with five to six sentences only in each question.
The Teacher As A Person

Posted by Team Bal Utsav on August 29, 2016 in Strategies in Teaching
This article takes externally imposed staff development activities as a starting point for its major
argument that teachers must be appreciated and understood in terms of their purposes, as people, and in
terms of their work context—as ‘total teachers’. Teachers, in other words, should not be seen as mere
technicians, ‘Delivering a national curriculum or anything else’. Teaching involves skill, values, and
expertise. It draws on the whole person of teachers who must be valued as people if they are to give
their best. Teaching takes place in contexts which are challenging and diverse and which call for
expertise and judgement in resolving the dilemmas which are posed.
Many staff development initiatives take the form of something that is done to teachers rather
than with them, still less by them. Such top-down approaches to staff development embody a passive
view of the teacher, who is empty, deficient, lacking in skills, needing to be filled up and fixed up with
new techniques and strategies.
Approaches of this kind seriously underestimate what teachers already think, know, and can do.
They underestimate the active way that teachers relate to their work. They ignore the way that teachers’
approaches to their work are deeply grounded in the accumulated learning of experience, in the meaning
that their work and the way they approach it has for them as people. They do not recognise the
important moral and social purposes they want to fulfil through their teaching.
Teachers are more than mere bundles of knowledge, skill, and technique. There is more to
developing as a teacher than learning new skills and behaviours. As teachers sometimes say to their
students, they are not wheeled out of a cupboard at 8.30 am in the morning and wheeled back in at 4.00
pm. Teachers are people too. You cannot understand the teacher or teaching without understanding the
person that the teacher is. And you cannot change the teacher in fundamental ways, without changing
the person the teacher is, either. This means that meaningful or lasting change will almost inevitably be
slow. Human growth is not like rhubarb. It can be nurtured and encouraged but it cannot be forced.
Teachers become the teachers they are not just out of habit. Teaching is bound up with their lives, their
biographies, with the kinds of people they have become.
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Many factors are important in the making of a teacher. Among them are the times in which
teachers grew up and entered the profession, and the value systems and dominant educational beliefs
that went with those times (compare the 1970s with the 2010s here, for instance). Also important is the
stage in life and career that teachers are at, and the effect this has on their confidence in their own
teaching, their sense of realism, and their attitudes to change. The teacher’s gender is another factor, in
particular the way that teaching and work in general for men and women are often bound up with very
different sorts of lives and interests.
This view of the teacher as a person has crucial implications for our understandings of change,
professional development, and working relationships between teachers and their colleagues. We want to
focus on two of these implications: the ways we often misjudge the competence, commitment, and
capacity of our colleagues; and the excessive and unrealistic expectations we sometimes have of our
teachers concerning their involvement in schools and their commitment to change.
First, in teaching, as in life, we are quickest to judge those who fail rather than those who
succeed. When teachers are new to the job, incompetence can be excused or at least tolerated. They are,
after all, only learning. Experienced teachers, who should have matured with their years in the
classroom, get away less lightly. Where incompetence is persistent rather than temporary, it is rarely
excusable. Almost every reader of this blog would have known at least one teacher in mid-to-late career
whose competence and commitment have been in doubt among their colleagues. We have a glossary of
graphic labels for such teachers—‘Dead wood’, ‘Burned out’, ‘Time-servers’, and ‘Past-it’! Such labels
do not really explain these teachers’ difficulties, though. They explain them away. They are not labels
that invite action, that suggest solutions. They are labels that legitimise inaction, that signal
abandonment of hope. The fault is presumed to be in the teacher, deeply ingrained in their personality.
Little point, therefore, in trying to change them. Not much you can do about bad teachers, especially bad
old teachers, except wait for them to leave, retire, or die! “If only I could get some new teachers…” or
“Wait until my new teachers arrive…”—these are heads stock responses to this apparently irremediable
problem.
Yet have you ever wondered what these 55-year-old ‘time servers’ were like when they were 35,
or 25? Were they just ticking over then too? Were they that cynical? Is it possible that they were once as
bright-eyed and idealistic as many of their younger colleagues are now? And if they were, what
happened to them in the meantime? Why did they change? Have you ever wondered what it might be
like to be one of these people, ever wondered about the man or the woman behind the mask?
Some of the reasons for the transformation, of course, have to do with ageing. Sikes’ (1985)
analysis of the ageing process within the ‘life-cycle of the teacher’ is instructive. One of the age-phases
she describes is between 40 and 50 or 55:
It is during this phase that it becomes apparent whether or not the work of establishing occupational
career, family and identity begun in the twenties and thirties has been successful; and it tends to involve
self reappraisal, questioning what one has made of one’s life. (Sikes 1985:52)
This is when disappointment can set in. It is also a time, particularly towards the later years, of
sheer decline in physical powers which puts morale and enthusiasm very much to the test. As one of the
teachers expressed it: “The kids are always the same age and you gradually get older and older…And
unfortunately too, their capacity for life, their energy remains the same as yours diminishes.”
Disillusion and disappointment tend to go with the ageing process in the teacher’s unfolding
career. But there is nothing natural or inevitable about this. Much depends on the particular experiences
these teachers have had, on how their schools have treated them. To some extent, ageing is a cultural
process of learning, of interpreting the ways that other people repeatedly treat you. The disillusioned are
partly products of their own mortality, but they are also products of their schools’ management—
responsible as such management is for the quality of experiences and treatment these teachers receive
over the years. Trees do not kill themselves. ‘Dead wood’, rather, is usually the product of an infertile,
undernourished environment. In this sense, schools often end up with the staffs they deserve.

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Age, stage of career, life experiences, and gender factors make up the total person. They affect
people’s interest in and reaction to innovation and their motivation to seek improvement. When we
introduce new teaching methods, we often ignore these differences and treat teachers as if they were a
homogeneous lot. In the process, we often devalue large segments of the teaching population. This
problem is especially important at a time when many new teachers are entering the profession, new
teachers on whom many an eager head is staking his or her hopes for future improvement. Heads have
been waiting a long time for infusion of new blood into the system. It is clear that a serious and
unexpected danger looms ahead also—the danger of ostracising and alienating existing staffs of more
mature teachers who may not embrace with as much eagerness and energy as their junior colleagues the
new methods and approaches favoured by their heads. These teachers deserve both our understanding
and respect in a system which should be cautious about granting inflated importance to very particular
approaches to teaching, like ‘active’ learning, at the expense of all others which have preceded them.
Without such understanding it is likely that many teachers will disengage from their work, will ignore or
resist change, and will help create divided schools of ‘Old’ and ‘New’ teachers, polarised into opposing
factions.
At the other end of the spectrum, the failure to recognise the special needs and contributions of
beginning teachers can also have a disastrous, lasting impact on their motivation and confidence to
become good teachers and good colleagues. Mentors are not just there to support their protégés but also
to learn from them. Teaching is inherently difficult. Even the most experienced need help. From their
recent training, their university subject knowledge and their willingness to try things out under the right
conditions, new teachers will have much to give to experienced teachers. We must also be careful not to
take advantage of new teachers and their seemingly endless energy by loading them with extracurricular
responsibilities and giving them the worst classes. This is a sure path to early burn-out.
A second sense in which reform often glosses over the personal lives, interests, and backgrounds
of teachers concerns the expectations we have for change and commitment. Teaching is very important.
However, there is more to life than school. Life interests and responsibilities beyond teaching must also
be recognised. In our enthusiasm to involve staff more and more in the life of the school, and to commit
them to change within it, we should not forget the other legitimate calls on their time and commitments,
which in the long run may well make them better people and teachers for it.
There are important gender implications here. In dealing with gender irregularities in teaching,
much of the policy emphasis has been on encouraging more women to apply for promotion. But the
focus is very much on making the characteristically male educational career more available to women.
What analysis of the experience of women teachers also suggests is that individual development of all
teachers, men and women, may also be well served by questioning and revising our norms in schools
and educational systems of what constitutes proper commitment for a teacher, of how much
involvement in the wider affairs of the school life is reasonable and desirable, given various personal
circumstances. Commitment to continuous improvement is important. Becoming a professionally
omnivorous workaholic is not!
So we should fight for a broadening of expectation, for an acknowledgement that there are
several versions of excellence and more than one route to achieving them. We should also temper some
of our expectations in the pursuit of excellence, not as an act of defeatism, but as an exercise in realism
where we abandon the pursuit of swift, drastic change for change which is more modest in its scope, yet
more widespread and enduring in its impact. Put another way, sweeping blanket reforms, running to
tight timelines, that are insensitive to the wider aspects of the teacher’s life and career and that do not
address the teacher as a person, are unlikely to be successful.
What, in summary form, have we learned from this blog post of the ‘Teacher as a Person’?
1. That teaching behaviours are not just technical skills to be mastered, but behaviours that are grounded
in the kinds of people teachers are.
2. That among the many factors which shape what kind of people and teachers, teachers become, one of
the most important is how their schools and their heads treat them.

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3. That schools often get the teachers they deserve. Teachers who are de-valued, discarded, and
disregarded become bad teachers. Ironically, such an approach also permits the seriously incompetent to
be ignored.
4. That we need to value and involve our teachers more. There is something to value in almost every
teacher. We should identify it, recognise it, and reward it.
5. That valuing our colleagues involves more than being more caring and sympathetic. It also involves
extending what we value. Faddish innovations, narrow views of excellence, rolling bandwagons of
active learning or performance-based assessment, which presume only one good way to teach, divide
insiders from outsiders and create alienation and incompetence among those who are excluded.
6. That, while not any route to excellence will do, many routes are possible. Salvation has more than one
road. This applies to teaching methods and to professional development alike.
7. That extensive involvement in school decision making does not constitute the highest level of
professional development for all teachers. Maintaining a balance between work and life, concentrating
on expanding one’s own classroom repertoire rather than getting consumed by school- wide innovation,
is just as worthy a form of professional development for many teachers.
8. That massive commitment to whole-school change is an unrealistic goal for many teachers—for many
of those in later career, for instance. Modest but persistent attempts to expand teaching repertoires and to
improve practice in association with colleagues may be a more realistic objective.
9. That meaningful and lasting change is slow. Changing people is not achieved overnight. It requires
patience and humility on the part of administrators.
Acknowledging the teacher’s purpose and understanding and valuing the teacher as a person, we want to
suggest, should therefore be vital elements underpinning any strategy of staff development and school
improvement. It is one of the keys to unlocking motivation and to helping teachers confront what it
means to be a teacher.
GUIDE QUESTIONS
1. Define “Total Teachers” based on the opinions presented in this article.
2. Justify that “Teachers are people too”. What does this statement really mean?
3. Choose 4 statements only in the summary form of learnings from the article. Do you agree with
the learnings? Elaborate your answers.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 4
THE TEACHER AS A PROFESSIONAL
only two paragraphs with five to six sentences only in each question.
Teacher as a Professional
In this article, Mr. Balasubramanian speaks of the competencies required of a 'professional teacher'.
“A teacher impacts eternity” is an age old saying. But the truth of the statement can never be
debated. The impact a teacher makes on the lives of a learner is so significant that it shapes the learners’
thoughts, perceptions, lifestyle, emotions and activities. However, from the perception of a teacher as
the fountain-head of all knowledge from where the wisdom flows, has undergone a tremendous change.
In the instant knowledge society, where there is mind-boggling flow and dynamics of knowledge, the
teacher is required to be competent, contextual and relevant. (S) he needs to have a more focused
professional approach to deliver the defined, required curricular competencies to a challenging
classroom. The teacher is required to be more than an information broker - a guide, facilitator, mentor,
counsellor and motivator.
A professional degree in education may be an added advantage but does not necessarily
incorporate in an individual a professional attitude to teaching. What are the required competencies from
a professional teacher? They may be many but certain core competencies are:

1. Teacher as a learner
With the speed of knowledge dynamics, the teacher is required to be an eternal
learner. Emerging systems of knowledge, skills, applications impact life styles and skills so much, that
the learners are in constant touch with these changes and absorb them more easily than their elders. The
teacher has, therefore, to be well-aware of the emerging knowledge and participate in the learning
process along with their students. The role of a teacher is becoming a “co-learner.”

2. Technology relevance
The emerging tools and appliances in technology and their integration with the content and the
methods of learning has taken away the formal learning methods to an ‘informal learning’ platform. The
cognitive psychologists claim that a near 90 percent of learning of students is from ‘informal learning’
environments, rather than the formal ones. The ‘search’ for knowledge is leading to ‘research’ about
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their validity, use and contextuality to life. Technology as a learning tool has manifested in multi-
dimensional ‘avatars’ and hence the teacher has to be not only ‘technology literate’ but ‘technology
competent’.

3. Pedagogical skills
With a wide-based research in the role and function of the human brain, the understanding of
cognition is getting redefined. Neuro-cognitive researches claim that it is only ‘learning’ that happens in
the brain and hence the approach to pedagogy to enable and empower learning must be more focused,
appropriate and learner-friendly. The understanding of differentiated learning skills calls for application
of a wide-variety of delivery modes and better use of space and time in a classroom environment. The
understanding of ‘multiple intelligences’ and the need to enlarge the spectrum of learning experiences in
formal and informal spaces in learning calls for more creative and diverse approach to methods of
classroom transactions. The success of a professional teacher is related to the ‘pedagogical intelligence’
of the individual.

4. Communication skills
The ‘one-way’ traffic of information flow where the learner is a mute learner in a silent
classroom is no more acceptable. A teacher is required to be an effective communicator engaging with
the learners using a wide variety of communication skills, both verbal and non-verbal. The
understanding about NLP (Neuro-linguistic programing) and its use to motivate, engage and facilitate a
conducive and creative learning environment in a classroom is being debated worldwide. Teachers need
to understand their effective implementation in a classroom. The ‘body-language’ of the teachers in a
classroom needs validation, professionalism and finetuning for enhanced performance.

5. Mentoring skills
Learning is a unique individualised activity. No two learners learn the same way. The aptitude,
attitude and the socio-economic environment of the learners impacts their purpose, destination and
objectives of the learning. It is important that teachers need to understand, appreciate and mentor the
learning curve of each of the learners in their orbit and mentor them more closely and effectively. The
ability to counsel them both for their academic and emotional growth profile becomes an engaging
responsibility of a teacher. Finding time and space for engagement with each of their learners is indeed a
challenging proposition, but becomes an unavoidable one.
While a ‘passionate teacher’ is a great asset to the system, absence of ‘professionalism’ derails
their journey to the ever-changing destination. Mere ‘professionalism’ might provide all the required
concurrent skills, but a human touch to the environment is empowered by a ‘passionate approach’.

The learning curve appears to be a marathon and hence better and effective use of mental,
emotional and intellectual competencies of the teachers is required to be a meaningful participant in this
race!
GUIDE QUESTIONS
1. Explain this statement, “A teacher impacts eternity”.
2. Five CORE COMPETENCIES are identified in this article. Choose only three which do you
think are most relevant to you as future teachers. State your reasons in choosing. Answers in
each competency must only be two paragraphs with five to six sentences in each paragraph.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 5
THE TEACHER AS A COMMUNITY LEADER AND SOCIAL ADVOCATE
Teacher Leadership and Advocacy for Policy, Equity & Justice | 2018
By Keith Catone and Marisa Saunders
“We’re fired up! Can’t take it no more!” This, one of the energizing rally cries for many of us
who have taken to the streets to demand change, is what comes to mind when we think about the wave
of recent teacher strikes, walkouts, and demonstrations across the country. The list of places where
teachers are raising our collective consciousness about woefully inadequate teaching and learning
conditions and grossly underpaid salaries is growing steadily. West Virginia. Oklahoma. Kentucky.
Arizona. Colorado. Puerto Rico. North Carolina. These recent teacher actions are forcing policymakers
and education reformers to reckon with teacher power and voice in new ways. Though it should seem
obvious that when making policy about education, lawmakers and reformers should be listening to the
voices of those they most primarily affect—teachers and students—sadly, this is not the case. The
question of how teachers can be supported to have more of a voice in education policy-making is one we
set out to explore in a recent study that considered the work of various teacher leadership and advocacy
organizations.
While the recent teacher organizing has made headlines and affected real change, the notion that
teachers should have more of a voice in education decision-making is not new, nor should it be novel.
We want to share the research we’ve done to emphasize that the teacher-led actions of late are not
without deeper context and potential for continued teacher leadership and advocacy (TLA) for education
policy that supports educational equity and justice. Organizations and efforts across the country are
working towards a model of leadership in which teachers can collectively assert their influence on
policy through their own voice, expertise both inside and outside of classrooms and schools, and
advocacy. Our hope is that our report, Agency into Action: Teachers as Leaders for Public Education,
Communities, and Social Justice, will help the fields of education policy, reform, philanthropy, and
organizing consider the importance and implications of teacher leadership.

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Through a series of research interviews, interactive experiences with seasoned teacher leaders,
and case profiles of six organizations (see fn1) located across the country, Agency into Action explores
three research questions: 1) Why engage teachers as leaders and advocates within policy-making? 2)
How are the profiled organizations dismantling challenges and barriers to leadership and advocacy? 3)
What are the policy-oriented outcomes of teacher leadership and advocacy? What we find is that
effective teacher leadership and advocacy efforts aim not only to tap into teachers’ expertise, but also to
democratize education policy-making in order to improve outcomes for students, families, and
communities. As one teacher leader stressed, “If we are really serious about equitable public schools for
all kids, . . . to me, the primary advocacy voice should be the people who know the work and know the
students the best, and those are two stakeholder groups, parents and teachers.” Further, engaging
teachers as leaders and advocates can transform the teaching experience and address the critical issue of
teacher dissatisfaction and shortages. The organizations profiled demonstrate that a wide range of
strategies can be employed to overcome those barriers that most often prevent teachers from leading and
advocating for policy development and improvement. By providing resources (including time) and
creating networks, organizations are working to dismantle current school and system structures that
maintain teacher isolation and prohibit collective efforts to engage in leadership and advocacy outside of
the classroom. TLA organizations are also working to shift the public’s perception regarding the
teaching profession through the generation and dissemination of new knowledge, stories, and
counternarratives. When teachers’ voices are heard, and when their opinions, ideas, and expertise are
sought after by others, including policymakers, we will begin to move in the right direction towards
valuing teachers and their contributions. In the end, TLA efforts have resulted in a variety of policy
outcomes in the interests of both educators and students, but the ongoing work is challenging and
oftentimes tenuous.
To be clear, our study of teacher leadership and advocacy does not contend that teachers must do
more—their focus on cultivating the cognitive, academic, and social development of every learner in
their classroom is more than a full-time job that demands care, commitment, and fair compensation.
Rather, we explore how collective leadership and advocacy can foster the professional growth and
efficacy of teachers by extending their reach and impact. Our report closes with a set of
recommendations focused on considerations for education funders, policymakers, and intermediaries
that seek to frame the importance and context of TLA as a key point of leverage to elevate the status of
teachers’ voices and professional work.
GUIDE QUESTIONS
1. Define “THE TEACHER” as a community leader and social advocate. Prove your answer.
2. Should a teacher participate in community leadership and social advocacy? Why?
3. Determine the benefits that can be gained by teachers and students in community leadership and
social advocacy.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
CHALLENGES IN TEACHING
LESSON 6
CHALLENGES OF MULTICULTURAL EDUCATION
CHALLENGES OF MULTICULTURAL EDUCATION, November 29, 2017
Every person not connected with schooling may think that there is nothing difficult in
teacher’s job. This thought is a huge mistake as the number of challenges teachers face every new
lesson is incredibly big and this happens in the classrooms where teachers and students speak the
same language and understand each other perfectly.
Only imagine how many difficulties a teacher should overcome then if his students are from
different countries, with opposite religious views and diverse educational background. However, there
are thousands of such multicultural classes working on a daily basis and teachers have to overcome
dozens of challenges to achieve the educational goals. Let’s see what these challenges are and how to
cope with problems with multicultural education.
Multicultural education: definition, goals and problems
The educational process is known as multicultural if there are two or more students in one
classroom have come from other countries or were raised in different customs and traditions.
Its main goal is to provide equal opportunities for school learning to students of different
gender, race, social class, coming from different cultures and ethnic groups.
There are also some more specific goals of multicultural education:

 Promote cultural democracy in the society and schools in particular;
 Improve academic achievements of all students;

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 Develop skills, attitudes, and knowledge necessary for functioning in the

community;
 Gain cultural competency etc.
It goes without saying that these goals are very important for all members of society but it is a
fact that it will take years to achieve them with all those challenges faced by teachers in the multicultural
classrooms.
Unlike customary classrooms, issues in multicultural education make the teaching and learning
process a real trial for both teachers and students. All that happens due to the challenges faced by a
teacher and influencing the learners.
1. Language barrier
The main thing that differs multicultural classrooms from ordinary ones is a language barrier.
Coming from different countries and even city districts children can speak the same language but never
understand each other. This might be the influence of parents, environment, dialects etc.
However, the situations when students do not know the language of studying happen even more
often. Young people get into the environment where a teacher speaks a foreign language they do not
understand at all and their task is not only to understand what a teacher says but also gain new
knowledge – twice harder than in customary classrooms.
2. Domination of different learning styles
Despite the fact that students may differ in race, religion or family background, these young
people can also absorb information in a variety of ways. They can be accustomed to other teaching
approaches, methods, ways of material presenting so it will take time to get used to everything new.
A teacher should offer his students all the learning styles (auditory, visual, tactile etc.) for
learners to grasp information better. Moreover, it is necessary to consider cognitive styles of particular
concern like field-dependent and field-independent cognition, reflectivity and impulsivity, tolerance and
intolerance for ambiguity.
3. The cultural difference can also be noticed in the poorly formed speaker-listener
relationships and diverse patterns of cooperation and competition.
As a result, students might not know how to behave when a teacher is speaking, have no idea of
group or pair work, will not understand the rules of games introduced. One more important aspect is a
prevalence of visual learning materials. As students can hardly understand the language, images can be
more effective in acquiring new knowledge.
4. Non-verbal behaviour
Sometimes it is much easier to understand a foreign language than a body language of another
ethnic group. If a teacher is not aware of the non-verbal behaviors characteristic of the society where his
students are from, that might bring about a variety of troubles and difficulty of right interpretation. Such
customary non-verbal behaviors as raised hands, eye contact, head nods can have a completely different
meaning in another country let alone any other body signs.
5. Presenting one topic from different perspectives
You may say that every teacher should present a topic from different prospective independent on
the pupils’ nationality in the classroom. Of course, it would be great but a restricted number of school
lessons does not always provide this opportunity.
In multicultural classes the situation is different. It especially concerns history lessons as some
events can be defined by different populations as opposite ones. For example, some movements should
be called not only an expansion of one country but also the displacement of another nation. A teacher
should be very careful in his formulations and expressions not to offend feelings of some students.
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Moreover, he should not try to persuade in the unquestioned truth of his words and views as it may
result in a struggle or disappointment among students. History should be presented as accurately as
possible. There is no need to downplay any negative aspects but a task of the teacher is to avoid
stereotypes and offer evidence from the primary sources to sound objective.
6. Diversity of extracurricular activities
As children from other cultures have appeared in the classroom that differs from theirs it means
that they should also get accustomed to new traditions, a way of life, and relationships in this new
society. In most cases, it is teacher’s job to show and tell about that. It is usually done in different
extracurricular activities. Whether it is a holiday or some important date children should learn about it.
7. Teaching communication skills
Apart from difficulties in using a foreign language students may feel shy or unable to express
their viewpoint because of the horror not to be understood. In some Muslim countries, boys will avoid
socializing with girls while in the new environment it is an absolutely normal experience. Teachers
should encourage students to discuss different issues, speak up their mind on a variety of topics and
promote a pleasant atmosphere in the classroom.
8. Constant work with parents
Every teacher should understand how a student feels in an absolutely new environment
and communication with his parents can be helpful in that. It is important to understand how a child has
been raised from the childhood, what traditions influenced his view of the world or what is absolutely
inadmissible for him. This knowledge will help teachers to build their lessons more effectively and help
students to find their place in the classroom.
Conclusion
Many people wonder ‘why is multicultural education important’ but there are many reasons to
implement it in modern schools. Today, borders between countries become less and less noticeable as
more states are happy to welcome citizens of other countries on their territory. So when a child comes to
a new classroom this experience appears very useful both for him and his new classmates. The last ones
learn to be tolerant, patient and open to new information, while a child learns to survive in an absolutely
different environment and this experience is incredibly important.
GUIDE QUESTIONS
1. The educational process is known as multicultural if there are two or more students in one
classroom have come from other countries or were raised in different customs and traditions.
What does this line mean? Answer the question based on your experiences as students. Cite
sample to prove your claim.
2. Choose only three challenges that are posted in the article. As a future teacher, how will you
respond to these three challenges? Provide concrete answers. Each challenge must only have two
paragraph answer and each paragraph must be five sentences only.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 7
CHALLENGES AND STRATEGIES FOR MULTILINGUAL EDUCATION
CHALLENGES AND STRATEGIES

FOR MULTILINGUAL EDUCATION IN INDIA
Subhashini Rajasekaran and Rajesh Kumar
Introduction
Language is an essential part of our existence in society, as much as breathing is necessary for
our survival. It ceaselessly marks its presence in every domain of our lives. Yet, two interrelated facts
about language and its sustaining power evade us; and these have extremely crucial implications for
society and for education. One, that languages are fundamentally porous, fluid and continuously
evolving systems that human beings acquire and change to define themselves and the world around
them. Two, that multilinguality is a norm, not an exception. It is constitutive of being human. We have a
“linguistic repertoire” that enables us to engage in multilingual languaging i.e., to move easily between
language systems that have some common and some unique characteristics. Multilinguality and
porousness, taken together, suggest that languages are constantly evolving and interacting in a dynamic
process. Thus, no language can be “pure”. In fact, the pursuit of purity in a language is like marking it
for certain death. However, the State, the market and the schools impose monolingual and monoglossic
language ideologies, policies and practices in the name of multilingualism.
To recognize multilingualism is to recognize translanguaging—a natural way for multi-linguals

to access different linguistic features of so-called autonomous languages in order to maximize
communicative potential. In this paper, key challenges and possible strategies are identified for

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leveraging the inherent heteroglossic multilingualism in education in India and for promoting its
understanding and value among the masses.
Challenges for Leveraging Multilingualism in India
Transforming the existing monoglossic school culture presents an enormous but not insurmountable
challenge. The situation could be analyzed at four interdependent levels.
1. Market Demands and the Politics of Power
A language wields tremendous power due to its ability to contain within itself the identity,
attitudes, culture and aspirations of its people. Thus, these sociopolitical factors make some languages
more prestigious than others, which then become accepted as “standard”. The demand for languages of
power then drives State policies and the market, even though linguistically, all languages are equal.
Today, English is definitely the language of power globally. It is a symbol of people’s aspirations, a
gateway to opportunities. Similarly, at the State level, numerous languages are spoken but only the
standard form of select languages gain favour as the instructional medium in schools. The hierarchy of
languages therefore comes to signify the hegemony of power amongst its speakers.

In such a scenario, parents naturally choose to educate their children in the languages of power
in their most “standard” forms. There is a huge gap in public awareness of the empirically proven
correlations between multilingualism and higher scholastic achievement. Since the educational system
as a whole does not offer feasible options that consider multilingualism a resource, the parents have no
choice but to succumb to the one-medium, one-school policy.
2. Systemic Drivers for Language Decisions are not Educational

Historically, a few significant but strategic drivers at the national and state levels have
formulated the way school education navigates the issue of language today. One, in 1949, the 8th
Schedule of the Indian Constitution, titled Languages, declared Hindi and English as official languages
(and not national languages) and recognized 14 major Indian languages. Two, in 1961, a strategic
consensual decision was taken by the States to implement the Three-language Formula. This was later
modified by the Kothari Commission to accommodate the interests of group identity (mother tongues
and regional languages), national pride and unity (Hindi), and administrative efficiency and
technological progress (English). The Commission described these changes as “impelling considerations
that were more political and social, than educational”. Three, the higher education system blocks
multilingualism, thereby triggering a high demand for English, Hindi and a few select languages at
lower levels too.

As per the 7th All India School Education Survey, Hindi, English and Sanskrit were adopted as
first, second and third languages respectively in the largest number of schools. Approximately 80-90 per
cent of the schools had only one medium of instruction. Out of this, approximately 60 per cent used
Hindi or English, with the former having a higher proportion. Hence, multilingual education policies
such as the three-language formula are just additive monolingualism that end up denying the complex
translanguaging practices of much of the world.
3. School Organizational Constraints
The overall structure of “school” is such that there is age-wise grouping of 25 to 45 students in a
classroom, with clearly demarcated boundaries between subjects slotted into periods of 30 to 45 minutes
in a fixed schedule. Children are officially expected to use the school’s single medium of instruction in
all periods / subjects, except in second / third language time-slots, where “other” languages are
“allowed”. Typically, strict policy measures control the language children speak inside and outside the
classes, with consequences for non-adherence. Teacher recruitment and training is based on the ability
to use the medium of instruction. Thus, the school positions a single medium of instruction as central to
its overall working, in keeping with the market demands and policy measures discussed earlier.


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Without doubt, operationally, this is an easier proposition due to a uniform medium of

communication; but the implicit message is: this is the “preferred” language in its “correct” form.
Usually, schools fail to clarify that the languages students personally identify with are not unworthy of
recognition, are not inferior and do hold educational value. Overall, the school structure is unable to
appreciate the multilinguality of its students.
4. Teacher Ethos on the Issue of “Purity” of Language
We spoke to six primary and middle school teachers about the maintenance of purity of
language, their teaching strategies and their students’ language abilities. The following response sums
up their views and concerns:

The (English) language ability of students is not very great. They think in their mother tongue
and then translate … if they can’t get a word they use from Kutchi, Gujarati, Hindi, etc. Mixing is
natural. But it is fine only when children slip into another language and get back to English easily. For
others, it’s a big no-no as it hampers the development of (the weak) language. When English, only
English. If speaking Hindi, only Hindi. Only then I can say that a child is good in a language!
The above comment represents the myths of language learning, while also exposing the practical
constraints within which teachers are expected to function to facilitate and assess their students’
language learning. The practitioners’ view that use of home languages provides a “crutch” seems
legitimate and realistic since the teachers work under the pressure of delivering to demanding parents
and school managements, unaware of the possibilities of using multilingual pedagogic methods.
Questions of identity loss due to non-recognition of home language are not considered significant. Thus,
the rich heteroglossic multilinguality of the classroom does not earn a legitimate place in the process of
language acquisition.
Key Changes Required in System and School Ethos
Leveraging the strengths of multilingualism in the classroom would not only give voice and
legitimacy to the identities of children, but has also been empirically proven to have a positive
correlation with scholastic achievement, divergent thinking, cognitive flexibility and social tolerance.
With such immense advantages, it is only natural that a market shift is necessary to increase the demand
for education that values multilingualism to bring it into day-to-day practice. Since the school actually
functions in response to market demands and government policy measures, a “bottom-up only”
approach is bound to fail and needs to have strong top-down momentum.
Top Down: Building Mass Momentum in the Long Term for a Mind-set Shift
What is required is a consensual language policy by all States, that is a significant shift from a
formulaic approach to a more principled approach (multilingual, acceptance of porousness) with strict
implementation and stringent consequences for flouting it. This is definitely an uphill task, given that
education is a State subject, language is a political one and many vested interests are involved, besides
pragmatic issues such as providing high-quality training for all teachers.
Widespread multimedia-based awareness campaigns and lobbying to develop a mass mind-set that links
multilinguality with scholastic achievement, supported by empirical data, are needed. Focused efforts by
interest groups from politics, industry, academics, media and civil society could build such a movement.
Once awareness changes, so would the nature of the market demand.
New “Education Startups” that have the potential to disrupt the education space by leveraging
technology on a mass scale, with a high level of sensitivity to multilingual needs of students, is an
unexplored alternative.
Bottom Up: Leveraging Strategies in a Multilingual Classroom
The following strategies could be gainfully adopted to leverage multilingualism in the

classroom:

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1. Build model schools and classrooms where multilingualism will hold a central place in all
processes. Experiment and determine the practices, policies and ethos for running a school with
multilingual language strategies. This could be done by borrowing from the successes and failures of
other school systems globally, and testing them in Indian contexts. Analysis of student results in
scholastic and non-scholastic areas could inform the formulation of policy decisions. The curricular
objectives and overall methodology of such schools would be founded on well-proven principles of
language acquisition, cognitive linguistics and child development theories grounded in solid research.
2. Popularize the value of multilingual practices in school, especially translanguaging, through

strong empirical research that links it to scholastic achievement, beyond research journals and academic
papers, to reach the common man.
3. Conduct metalinguistic awareness sessions with students and teachers about the nature of
language and its structure, encoding processes of social exploitation and hegemony. Just as students
today study about global warming and its dangers, they must also understand the role a language plays
in their lives and what it means to be multilingual. Further, they must be able to analyse its socio-
political-economic aspects. This could be done in many ways—as a standalone discussion, “language”
as an integrated unit of study or as a specific research project.
Conclusion
In an increasingly globalized and technologically advancing world, language boundaries are fuzzy and
fluid. There is a multiplicity of language practices and neo-cultural identity formations. However
education leadership in India needs to move beyond the definition of multilingualism as additive /
subtractive monolingualism and take a hard look at the socioeconomic political drivers, state controls
and schools that are its implementing agents. Multilingual heteroglossic 1 education programs must be
developed to support multiple languages and literacies, allowing for their functional interrelationships
and complementarities to thrive.
GUIDE QUESTIONS
1. Based on the article, how important language is in education or in the teaching-learning process?
2. What is multilingualism or multilinguality? How does it affect the teacher in his/her teaching
and the students in their learning?
3. How should the teacher respond to/address the challenges of multilingualism in the classroom?

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 8
CHALLENGES IN LEARNER-CENTERED EDUCATION
Lecture No. 1 What are the Advantages of Student-Centered Learning?

February 14, 2018 | By Miriam Bogler
Student-centered learning (SCL) might seem inconsistent with basic educational goals. After all,
the purpose of school is for students to gain knowledge, right? To many teachers, it seems obvious that
for knowledge to be useful, lessons must be centered around the goals of the teacher or district. The
results of this hierarchical approach are visible in classrooms across the country: frustrated teachers,
bored students, and parents who must continually fight with their kids to stay on top of schoolwork.
Children learn best when they enjoy learning. Think about a two-year-old learning to talk.
Will she be more eager if her parents drill her with flashcards, or engage her in a conversation about her
favorite bugs? This pattern continues well into the school years. Student-centered learning makes
learning relevant and fun, giving even bored and frustrated students an incentive to keep trying.
Why Students Love Student-Centered Learning
It’s easy for adults to forget how difficult it is to be a kid. Kids spend much of their days being
told what to do. They do what other people want them to do, often without understanding why. This lack
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of control over their own lives is frustrating to almost all children—but especially to the most vulnerable
kids.
Consider how you’d feel if someone forced you to sit in a room all day and learn about
something you thought was boring or irrelevant. What if you weren’t allowed to take a stretch break, go
to the bathroom when you wanted, or eat or drink when you wanted to? Understanding the modern
classroom this way makes it clear why so many kids struggle.
Allowing children to, with some adult guidance, choose what they want to learn and how they
want to learn it gives them more control over their lives. This can eliminate resistance, help frustrated
kids become more cooperative, and show all children that learning doesn’t have to be boring.
A more student-centered approach prepares students for the many distractions of

adulthood. Students gain an understanding of their own learning style. They get more control over
how they spend their time. They get to collaborate with other students. These are all skills they’ll need
in adulthood when no one is looking over their shoulder, forcing them to learn.
How Focusing on Student Desires Help Teachers
Educators spend a significant portion of every day managing issues only tangentially related to
learning. They have to repeatedly remind the same students to stop talking, stay in their seats, stop
fighting, and stay awake. They may have to tackle issues at home that make it difficult for students to
learn when they arrive at school. They must manage students who are hungry, bored, thirsty,
understimulated, and itching for a break.
It’s no wonder so many teachers are burned out. As many as half leave the profession within
their first five years of entering the field. Many who leave cite issues such as teaching to tests, managing
difficult students, and feeling like they don’t make a difference in students’ lives. This revolving door
of frustrated teachers costs schools billions each year.
When students gain more control over the learning process, teachers see an immediate
improvement in student behavior. That means fewer classroom frustrations and more time spent
teaching. Even better, teachers get to see students make connections to the material. Rather than drilling
irrelevant pieces of data, teachers help students connect the things they learn to their daily lives. More
engaged students means more fulfilled and less stressed educators.

Better Parent-Child Relationships
Half of parents say they struggle to help their children with their homework. Many say they
spend endless hours fighting with their kids over homework. Some say that the homework battles make
it impossible to spend pleasant time together as a family. All of these fights over schoolwork may not
even confer any benefit. One recent study found students have three times more homework than is
developmentally appropriate. Another found that elementary schoolers receive no benefits from
homework.
When students have more control over their education, homework battles may become a thing of
the past. For some students, homework may disappear entirely. For others, homework becomes
something fun and relevant. Rather than filling out worksheets, a child might observe birds, make
cookies, or learn about addition by shopping for toys.
This allows harried parents to spend more quality time with their children. It means fewer fights,
less frustration, and a chance for parents to engage in their children's schoolwork in a way that feels
meaningful. Instead of struggling to understand new approaches to math and reading, parents get to
show their kids that learning can be fun, relevant, and even inspiring.
Why Teachers Should Try It: What Research Says

27
Who wouldn’t sign up for happier students, less stressed teachers, and better parent-child
relationships? It sounds great, right? Many teachers, however, worry about implementation. They’re
concerned about meeting learning objectives, about test performance, or about district acceptance.
Those are valid concerns. Research, however, shows that SCL may be the most effective strategy
for helping kids from a variety of backgrounds meet educational goals.
A 2014 study, for example, found that underserved children thrive in a SCL environment. A
2015 comprehensive analysis of SCL found that it improved student-teacher relationships, bolstered
academic achievement, and encouraged deeper analysis on the part of students. A 2012 study linked
SCL to improved social skills and academic achievement. Dozens of other studies have arrived at
similar conclusions.
Teachers can meet district and testing goals with SCL. Indeed, this approach may help more
students achieve key educational goals. Many teachers find that, when they implement this approach to
learning, the results speak for themselves. Sceptical principals become ardent supporters.
Children learn best when they’re playing. For thousands of years, they’ve used play as a form of
scientific experimentation. Play encourages critical thinking, helps children better understand their
world, and encourages social skills. Quiet, rigid classroom environments are a distinctly contemporary
phenomenon. Children don’t have to learn this way. Choose a form of learning that works with—not
against—the way children’s brains naturally work, and watch even your most resistant students
blossom into lovers of learning.
Lecture No. 2 Student-Centered Learning: It Starts With the Teacher
Teachers encourage student-centered learning by allowing students to share in decisions,

believing in their capacity to lead, and remembering how it feels to learn.
By John McCarthy
September 9, 2015
Have you ever attended a conference session and seen groups of teachers leave in the
middle? It's painful to watch, yet completely understandable. Often, they leave because the
session was not what they expected. Let's be honest: when teachers and/or administrators
attend learning experiences, what is the one non-negotiable expectation -- without which the
session is deemed a failure?
Answer: Leaving with skills and strategies that can be used immediately to impact
instruction and work-related responsibilities.
Achieving this goal means understanding what the participants value, and engaging
them in those areas. Effective professional development caters to what teachers think will
help them become more effective. This also applies to their students. The learners may not
be allowed to leave the classroom when the instruction doesn't involve them, but there are
many other ways that they check out.
Student-centered classrooms include students in planning, implementation, and

assessments. Involving the learners in these decisions will place more work on them, which
can be a good thing. Teachers must become comfortable with changing their leadership style
from directive to consultative -- from "Do as I say" to "Based on your needs, let's co-develop
and implement a plan of action."
This first of my three posts on student-centered classrooms starts with the educator.
As the authority, teachers decide if they will "share" power by empowering learners.

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Allow Students to Share in Decision Making
Placing students at the center of their own learning requires their collaboration.
They need a voice in why, what, and how learning experiences take shape.
Why is about relevance. Learners need to understand the value of the subject,
vocabulary, and skills before they are willing to invest effort. The answers "It's required
curriculum," "You need it for the test," or "Because I say it's important" are intended to save
time, but they only result in students giving lip service to the rest of instruction. Showing
relevance from students' perspective is similar to teachers experiencing professional
development that is job-embedded.
What is learned involves students choosing the focus of content. Let their interests
drive the content that teaches skills and concepts. For example, when learning how to write
persuasively, some students may want to deconstruct commercials, product reviews, op-eds,
and/or social issue points of view. The best strategy is simply asking what students want to
explore. Start with a brainstorm of what they like to do, and dialog together to match their
interests with the skills and concepts.
How learning will be demonstrated depends on the different ways that students

processes understanding. Offer a variety of product options based on what you know about
your students. A safe approach is to offer three options. The teacher designs two options
based on what most students may like to do. The third choice is a blank check -- students
propose their own product or performance. If a proposal meets the academic requirements,
perhaps with some negotiation, the student gets a green light. Some examples include using
Minecraft to design models and prototypes, presenting through social media tools, or writing
in a professional medium.
Believe in Students' Capacity to Lead
Give students the chance to take charge of activities, even when they may not quite
have all the content skills. Students are accomplished education consumers. The child in
third grade knows three years of teaching and learning, and the high school sophomore has
experienced ten years.
While content increases in complexity, the school environment does not change
dramatically. Students experience math, science, English, and history, plus other subjects,
and interact with education experts (teachers). Veteran students, like experienced teachers,
know what types of learning experiences work best for themselves.
Reduce teacher direct instruction by increasing student-led learning activities. Some

approaches include:
 Interest-based choices
 Interest centers (also applies to middle and high school students)
 Genius Hour
Recognize That Students Are Reflections of Us as Learners
When educators feel that their professional experiences are respected during
workshops and courses, their buy-in and involvement increases. Confidence rises as they
understand how their existing expertise fits into the new concepts being taught.
Children and teens have the same need for curriculum to be presented in a context
that's meaningful to them. They need to understand how their existing talents fit and how
they can confidently apply the skills in a meaningful way to their lives outside of school.
Show real-world relationships where possible in lessons. For a deeper experience, have
29
students apply the skills in ways that support or enhance their current "real world." This can
be approached in individual lessons or as a unit. For example, Loudoun County (Virginia)
teachers, led by Dr. Eric Williams, launched One to World , which provides student-centered
learning experiences.
Give Up Need for Control
My fifth-grade son shared these words of wisdom regarding school vs. home
activities: "Why do they (teachers) keep talking about the real world out there? This is my
real world."
Children and teens produce volumes of content through social media, such as
YouTube, podcasts, Minecraft, and Twitch. Some earn money in the process. For their
passions, these youths generate a following and join others as they establish and extend
social networks. When these same content authors and entrepreneurs enter schools, all that
they know and can produce is set aside. Yet when they leave school, they collect skills left
outside and reconnect with their real-world networks.
Students bring much to the table that would engage and deepen their learning journey.
GUIDE QUESTIONS
A. Based on your readings of the articles, write your understanding of the following
lines. Two paragraphs only for each line having five or six sentences only.
1. Children learn best when they enjoy learning.

2. Student-centered learning makes learning relevant and fun, giving even bored and frustrated
students an incentive to keep trying.
3. A more student-centered approach prepares students for the many distractions of adulthood.
Students gain an understanding of their own learning style.
4. Choose a form of learning that works with—not against—the way children’s brains naturally
work, and watch even your most resistant students blossom into lovers of learning.
5. Placing students at the center of their own learning requires their collaboration.
They need a voice in why, what, and how learning experiences take shape.
B. State your opinions or beliefs about learner-centered education. Two paragraphs

only with five or six sentences only in each paragraph.

30

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 9
CHALLENGES OF TEACHING IN MULTIPLE INTELLIGENCES
MULTIPLE INTELLIGENCES
Multiple Intelligences: What Does the Research Say?

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized
how we understand intelligence. Learn more about the research behind his theory.
March 8, 2013 Updated July 20, 2016

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Many educators have had the experience of not being able to reach some students until
presenting the information in a completely different way or providing new options for
student expression. Perhaps it was a student who struggled with writing until the teacher
provided the option to create a graphic story, which blossomed into a beautiful and complex
narrative. Or maybe it was a student who just couldn't seem to grasp fractions, until he
created them by separating oranges into slices.
Because of these kinds of experiences, the theory of multiple intelligences resonates

with many educators. It supports what we all know to be true: A one-size-fits-all approach to
education will invariably leave some students behind. However, the theory is also often
misunderstood, which can lead to it being used interchangeably with learning styles or
applying it in ways that can limit student potential. While the theory of multiple
intelligences is a powerful way to think about learning, it’s also important to understand the
research that supports it.
Howard Gardner's Eight Intelligences
The theory of multiple intelligences challenges the idea of a single IQ, where human
beings have one central "computer" where intelligence is housed. Howard Gardner, the
Harvard professor who originally proposed the theory, says that there are multiple types of
human intelligence, each representing different ways of processing information:
 Verbal-linguistic intelligence refers to an individual's ability to analyze information and

produce work that involves oral and written language, such as speeches, books, and emails.
 Logical-mathematical intelligence describes the ability to develop equations and proofs, make
calculations, and solve abstract problems.
 Visual-spatial intelligence allows people to comprehend maps and other types of graphical
information.
 Musical intelligence enables individuals to produce and make meaning of different types of
sound.
 Naturalistic intelligence refers to the ability to identify and distinguish among different types of
plants, animals, and weather formations found in the natural world.
 Bodily-kinesthetic intelligence entails using one's own body to create products or solve
problems.
 Interpersonal intelligence reflects an ability to recognize and understand other people's moods,
desires, motivations, and intentions.
 Intrapersonal intelligence refers to people's ability to recognize and assess those same
characteristics within themselves.
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The Difference Between Multiple Intelligences and Learning Styles
One common misconception about multiple intelligences is that it means the same
thing as learning styles. Instead, multiple intelligences represents different intellectual
abilities. Learning styles, according to Howard Gardner, are the ways in which an individual
approaches a range of tasks. They have been categorized in a number of different ways --
visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc.
Gardner argues that the idea of learning styles does not contain clear criteria for how one
would define a learning style, where the style comes, and how it can be recognized and
assessed. He phrases the idea of learning styles as "a hypothesis of how an individual
approaches a range of materials."
Everyone has all eight types of the intelligences listed above at varying levels of
aptitude -- perhaps even more that are still undiscovered -- and all learning experiences do
not have to relate to a person's strongest area of intelligence. For example, if someone is
skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn
through lectures. Someone with high visual-spatial intelligence, such as a skilled painter,
may still benefit from using rhymes to remember information. Learning is fluid and
complex, and it’s important to avoid labeling students as one type of learner . As Gardner
states, "When one has a thorough understanding of a topic, one can typically think of it in
several ways."
What Multiple Intelligences Theory Can Teach Us
While additional research is still needed to determine the best measures for assessing
and supporting a range of intelligences in schools, the theory has provided opportunities to
broaden definitions of intelligence. As an educator, it is useful to think about the
different ways that information can be presented . However, it is critical to not classify
students as being specific types of learners nor as having an innate or fixed type of
intelligence.
Practices Supported by Research
Having an understanding of different teaching approaches from which we all can

learn, as well as a toolbox with a variety of ways to present content to students, is valuable
for increasing the accessibility of learning experiences for all students. To develop this
toolbox, it is especially important to gather ongoing information about student strengths and
challenges as well as their developing interests and activities they dislike. Providing
different contexts for students and engaging a variety of their senses -- for example, learning
about fractions through musical notes, flower petals, and poetic meter -- is supported by
research.
Specifically:
 Providing students with multiple ways to access content improves learning (Hattie, 2011).
 Providing students with multiple ways to demonstrate knowledge and skills increases
engagement and learning, and provides teachers with more accurate understanding of students'
knowledge and skills (Darling-Hammond, 2010).
 Instruction should be informed as much as possible by detailed knowledge about students'
specific strengths, needs, and areas for growth (Tomlinson, 2014).
As our insatiable curiosity about the learning process persists and studies continue to evolve,
scientific research may emerge that further elaborates on multiple intelligences, learning
styles, or perhaps another theory.

33
GUIDE QUESTIONS
1. Identify “Multiple Intelligences” based on your understandings of the article.
2. Determine the relevance and benefits of multiple intelligences to teaching. (2

paragraphs)
3. Explain the statements below in relation to the theory of multiple intelligences:
a. Learning is fluid and complex, and it’s important to avoid labelling students
as one type of learner.
b. As an educator, it is useful to think about the different ways that information

can be presented.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 10
UNESCO’s FOUR PILLARS OF EDUCATION

34
The Four Pillars of Learning in the 21st Century
A desire to learn continuously through one’s lifetime is a mark of a 21st century learner. The
International Commission on Education for the Twenty-first Century to UNESCO, headed by Jacques
Delors, identified learning throughout life as a key to meet the challenges of the 21st century. The
Commission’s 1996 report, Learning: The Treasure Within, highlighted the need for individuals
to"learn how to learn” to cope with the rapid changes and challenges of the present and the future. It
describes a holistic approach to learning that encompasses more than what occurs in the classroom. This
is referred to as lifelong learning - a philosophy that involves the development of knowledge, skills,
attitudes, and values throughout one’s life—from early childhood through adulthood. Learning is seen
not just as an intellectual process, but one that encompasses all aspects of an individual’s life, including
their role in the community, performance in the workplace, personal development, and physical well-
being.
The report presented a framework that organized lifelong learning into four pillars: learning to
know, learning to live together, learning to do, and learning to be. The four pillars of learning are seen
as fundamental principles for reshaping 21st century education.
The Four Pillars of Learning is proposed as a framework to understand what students need to acquire
and develop in themselves. Knowing these pillars and applying them to your own learning can help you
develop the KSAVs required to fulfill your tasks and roles as a provider of quality and relevant
education to your students.
An Overview of the Four Pillars of Learning
Source: Graphics adapted from “Four Pillars of an Effective Sales Service (2011)."
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The following are brief descriptions of the four pillars of learning.
Learning to Know
Learning to Know involves the acquisition and development of knowledge and skills that are needed to
function in the world. Examples of skills under this pillar of learning include literacy, numeracy, and
critical thinking.
Learning to Live Together

Learning to Live Together involves the development of social skills and values such as respect and
concern for others, social and inter-personal skills and an appreciation of the diversity among people.
These skills would enable individuals and societies to live in peace and harmony.
Learning to Do
Learning to Do involves the acquisition of skills that would enable individuals to effectively participate
in the global economy and society. These skills are often linked to occupational success, such as
vocational and technical skills, apprenticeships, and leadership and management competencies.
Learning to Be
Learning to Be involves activities that promote holistic personal development (body, mind and spirit),
for an all-round ‘complete person.’ These include cultivating one’s self analytical and socials skills,
creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. An
example under this pillar is a teacher who participates in training workshops that will enhance his/her
knowledge and skills in the teaching learning process.
The framework takes into account that learning in the 21st century is a continuous building of skills and
knowledge throughout the life of an individual. It occurs through experiences encountered in the course
of a lifetime.
GUIDE QUESTION
1. Did you notice the arrow that spans across the four pillars of learning? What do you think does
this arrow represent?
2. What do the four pillars of learning mean to you as future teacher? How can the pillars help you
in your career as a teacher?
Do Activity 1
Let’s Try This (Activity 1)
What do the four pillars of learning mean for an individual? Zhou ( 2006) provided an answer to
this question when he revisited the four pillars of learning, stressing the development of all-rounded
human beings through the acquisition of fundamental skills, competencies, adaptabilities, and values
needed for a new century.
The following table provides Zhou’s descriptions for each of the four pillars. The list shows some of the
competencies and skills associated with the four pillars. In the last column, place a check mark (√)
against the elements that you think you are already good at. Put a cross mark (X) if the elements do not
apply to you. This is not a test, so try to be as honest as you can in completing this checklist.
Four Pillars of Learning

Pillars Involves... I think I am
good at this
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√ X
mastering the skills and strategies of knowing and
understanding
learning to learn and discover

understanding about one’s environment
Learning to Know thinking in a coherent and critical way
acquiring a knowledge of the scientific method and
instruments
developing a scientific spirit and an inquiring mind

acquiring independence of judgement
knowing oneself
discovering others
appreciating the diversity of the human race
Learning to live being receptive to others and open to others’ ideas

during dialogues and debates
together
caring and sharing
working toward common objectives in cooperative
undertakings
managing and resolving conflicts

shifting from skill and ‘practical knowhow’ to
competence
applying in practice what has been learned

developing the ability to transform knowledge into
innovations and job-creation
developing competence, a mix of higher skills, of

Learning to do social behaviour, of an aptitude for team work, and
initiative/readiness to take risks
acquiring new types of skills, more behavioral than
intellectual
learning that is no longer limited to work but

responds to participation in development
communicating, working with others, and managing

and resolving conflicts
developing the mind and body, intelligence,

sensitivity, aesthetic sense, personal responsibility, and
spiritual values
nurturing imagination and creativity
Learning to be
being complete in oneself, in all the richness of one’s
personality
developing one’s full potentials and tapping the

hidden treasure within oneself

37
How did you fare in the activity? How is your profile as a future teacher in relation to the four pillars of
learning? If you have many check marks in the table, it means that you are as much an all-around learner
as you are a teacher fit for the 21st century. You have done well. If you only have a few check marks in
the table, do not feel bad; this module will help you develop the competencies under each pillar. Once
you have developed these in yourself, you can help equip your students so that they will also be
prepared for the 21st century and beyond.
A. Write your learnings or realizations after doing the activity. Two paragraphs only with five to six
sentences only.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LEGAL BASES OF PHILIPPINE EDUCATIONAL SYSTEM
LESSON 11
THE 1987 PHILIPPINE CONSTITUTION (Excerpt on Education)

38
THE 1987 CONSTITUTION
Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of education
relevant to the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary and high school
levels. Without limiting the natural rights of parents to rear their children, elementary education is
compulsory for all children of school age;
3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and
other incentives which shall be available to deserving students in both public and private schools,
especially to the underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well as self- learning
independent and out-of-school study programs particularly those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational
efficiency and skills.
Section 3.
1. All educational institutions shall include the study of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and
personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall be allowed to be
taught to their children or wards in the public elementary and high schools within the regular class hours
by instructors designated or approved by the religious authorities of the religion to which the children or
wards belong, additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.
2. Educational institutions, other than those established by religious groups and mission boards,
shall be allowed solely by citizens of the Philippines or corporations or associations at least sixty per
centum of the capital of which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions. The control and administration of
educational institutions shall be vested in the citizens of the Philippines. No educational institution shall
be established exclusively for aliens and no group of aliens shall comprise more than one third of the
enrolment in any school. The provisions of this subsection shall not apply to schools established for
foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other
foreign temporary residents.
3. All revenues and assets of non- stock, non- profit educational institutions used actually, directly
and exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution or
cessation of the corporate existence of such institutions, their assets shall be disposed of in the manner
provided by law. Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by law including restrictions
on dividends and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants, endowments, donations or contributions used
actually, directly and exclusively for educational purposes shall be exempt from tax.

39
Section 5.
1. The State shall take into account regional and sectoral needs and conditions and shall encourage
local planning in the development of educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and
equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement. Non- teaching
academic and non-academic personnel shall enjoy the protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and other
means of job satisfaction and fulfilment.
GUIDE QUESTIONS
A. Justify the following based on your observations and experiences of the Philippine Educational
System. Answers must only be two paragraphs with five to six sentences only.
1. Quality Education is the RIGHT of all the citizens.

2. Quality Education must be accessible to all.
3. System of quality education must be relevant to the needs of the people and the society.
4. The STATE shall exercise reasonable supervision and regulation of all educational institutions.
5. ACADEMIC FREEDOM shall be enjoyed in all institutions of higher learning.
B. Why should every student need to study the 1987 Philippine Constitution?
C. Why are the academic requirements of ASCOT like entrance examination and qualifying exam for
education legal? Cite the provision/s that prove you answer.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 12
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

40
Reminder: All answers must be written in ENGLISH LANGUAGE. Answers must be brief but concise
having only two paragraphs with five to six sentences only in each question. Provide additional answer
sheet if necessary, yellow pad or long copy paper.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)
This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal
system in public and private schools in all levels of the entire educational system.
As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and social progress.
2. To assure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in changing world.
It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socioeconomic status, physical and mental conditions, racial or
ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of
access to education as well as the benefits of education by all its citizens.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)

1. Right to be free compulsory assignment not related to their duties defined in their appointment or
employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A. 4670- at least
25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and responsibilities… shall
therefore be accorded due respect and protection (Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for advancements.
GUIDE QUESTIONS
1. Based on your opinions, what does this mean “establishment and maintenance of an integrated
system of education”.?
2. Define “Education for All” based on this line, “The State shall promote the right of every
individual to relevant quality education, regardless of sex, age, creed socioeconomic status,
physical and mental conditions, racial or ethnic origin, political or other affiliation.”
3. Write your understanding on the following lines:
1. Right to be free compulsory assignment not related to their duties defined in their appointment or
employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A. 4670- at least
25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and responsibilities… shall
therefore be accorded due respect and protection (Commonwealth Act No. 578)
41
4. Teachers shall be given opportunity to choose career alternatives for advancements.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 13

42
IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC

EDUCATION ACT OF 2013 (REPUBLIC ACT NO. 10533)
Reminder: All answers must be written in ENGLISH LANGUAGE. Answers must be brief but concise
having only two paragraphs with five to six sentences only in each question. Provide additional answer
sheet if necessary. The answer sheet must be 8.5” X 13” (Long) white copy paper or yellow pad.
IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC

EDUCATION ACT OF 2013 (REPUBLIC ACT NO. 10533)
Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine
Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced
Basic Education Act of 2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the
Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical
Education and Skills Development Authority (TESDA), hereby issue the following rules and regulations
to implement the provisions of the Act.
RULE I. GENERAL PROVISIONS
Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and
Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533).
Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be
understood as follows:
(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education
System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic
Education Act of 2013.”
(b) Learning Center refers to a physical space to house learning resources and facilities of a learning
program for out-of-school youth and adults. It is a venue for face-to-face learning activities and other
learning opportunities for community development and improvement of the people’s quality of life. This
may also be referred to as “Community Learning Center” authorized or recognized by the DepEd.
(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.
(d) Mother Language or First Language (L1) refers to the language or languages first learned by a
child, which he/she identifies with, is identified as a native language user of by others, which he/she
knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.
(e) Non-DepEd Public School refers to a public school offering basic education operated by an agency
of the national government other than the DepEd, or by a local government unit.
Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic
learning needs which provides the foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary, and secondary education as well as alternative learning systems
for out-of-school learners and those with special needs under Section 8 of this IRR.
Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of
the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten

43
education, six (6) years of elementary education, and six (6) years of secondary education, in that
sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior
high school education. The enhanced basic education program may likewise be delivered through the
alternative learning system.
Kindergarten Education is the first stage of compulsory and mandatory formal education which
consists of one (1) year of preparatory education for children at least five (5) years old as a prerequisite
for Grade 1.
Elementary Education refers to the second stage of compulsory basic education which is composed of
six (6) years. The entrant age to this level is typically six (6) years old.
Secondary Education refers to the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high school education. The entrant age
to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old,
respectively.
The DepEd may allow private educational institutions flexibility in adopting the program provided that
they comply with the DepEd-prescribed minimum standards consistent with the Act.
Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or other
persons having custody of a child to enroll such child in basic education, irrespective of learning
delivery modes and systems, until its completion, as provided for by existing laws, rules and regulations.
Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act,

inclusiveness of enhanced basic education shall mean the implementation of programs designed to
address the physical, intellectual, psychosocial, and cultural needs of learners, which shall include, but
shall not be limited to, the following:
8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the
gifted and talented learners in all levels of basic education.
8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs
designed for learners with disabilities which may be home-, school-, center- or community-based.
8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah
curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for
Muslim learners in public and private schools.
8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports
education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on
any of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and
community history; indigenous languages; Indigenous Learning System (ILS) and community life
cycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the
Indigenous Cultural Community (ICC); engagement of elders and other community members in the
teaching-learning process, assessment, and management of the initiative, recognition and continuing
practice of the community’s ILS; and the rights and responsibilities of ICCs.
8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and
responsive programs for learners under difficult circumstances, such as, but not limited to: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child
abuse and child labor practices.
Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions
shall be allowed, consistent with DepEd rules and regulations.
RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING PROFESSIONAL

DEVELOPMENT

44
Section 12. Teacher Education and Training. To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct
teacher education and training programs, in collaboration with relevant partners in government,
academe, industry, and non-governmental organizations. Such professional development programs shall
be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of
teacher skills. Teacher education and training programs shall include, but shall not be limited to:
12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the
enhanced basic education curriculum but have not undergone pre-service education that is aligned with
the enhanced basic education curriculum shall be trained to meet the content and performance standards
of the enhanced basic education curriculum.
The DepEd shall ensure that private educational institutions shall be given the opportunity to
avail of such training.
12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with
the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their
competencies and skills to the content and performance standards of the new curriculum. Furthermore,
the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher
Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers.
Duly recognized organizations acting as TEIs, in coordination with the DepEd, CHED, and other
relevant stakeholders, shall ensure that the curriculum of these organizations meets the necessary quality
standards for trained teachers.
For purposes of this subparagraph, the term “duly recognized organizations acting as

TEIs” refers to organizations, other than schools or HEIs, contracted out by the DepEd during the
transition and for a fixed period, to provide teacher training for purposes of retooling the graduates of
the Teacher Education curriculum, and only in such areas where there is a shortage of trained teachers.
12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on
their roles as academic, administrative, and community leaders.
12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers,

Mobile Teachers, and Learning Facilitators. ALS coordinators, instructional managers, mobile
teachers, and learning facilitators shall likewise undergo workshops and training to enhance their skills
on their roles as academic, administrative, and community leaders.
Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of
Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994,”
the DepEd and private educational institutions shall hire, as may be relevant to the particular subject:
13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed
to teach in their specialized subjects in elementary and secondary education with shortages in qualified
applicants who have passed the Licensure Examination for Teachers (LET). They shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations; Provided, That they pass the LET
within five (5) years after their date of hiring; Provided, further, That if such graduates are willing to
teach in basic education on part-time basis, the provisions of LET shall no longer be required.
The term “foundations,” as used in this section, refers to non-stock, non-profit organizations,

which are not operating as educational institutions, contracted out by the DepEd for a fixed period, to
provide volunteers to teach in basic education in areas where there is a shortage of qualified teachers.
The DepEd shall issue the guidelines and procedures for selection and eligibility of these organizations.
13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary

education; Provided, that, these graduates possess the necessary certification issued by
TESDA; Provided, further, That they undergo appropriate in-service training to be administered by the

45
DepEd or HEIs at the expense of the DepEd. The DepEd shall provide administrative support to private
educational institutions for the in-service training of their teachers on the enhanced basic education
curriculum.
13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary

education; Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the
specialized learning areas offered by the enhanced basic education curriculum, to teach in the secondary
level: Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination
with the appropriate government agencies, shall determine the necessary qualification standards in
hiring these experts.
GUIDE QUESTIONS
1. Define the following based on the provisions of this IRR of RA 10533
a. Teacher’s Career Continuing Professional Development
b. Teachers’ Qualifications
c. Hiring of Teachers

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
PHILOSOPHY OF EDUCATION
LESSON 14
ESSAYS ON PHILOSOPHY OF EDUCATION

46
Educational Philosophy
Brandy Durham
My educational philosophy is that I believe all students are capable of learning. They all do not
learn at the same rate, but with different methods and strategies it is possible. Students should not be
thought of as mindless individuals just waiting to be filled with knowledge by their teachers. Quite the
opposite; students should be viewed as individuals who can contribute to the classroom, sharing and
gaining knowledge from each other. Students need guidance and not just lecture only. An education is
not solely academic; the teacher must also educate her students mentally by teaching them the skills
needed to solve problems and socially by teaching them the skills needed to communicate and work
productively with others. Students must be able to function in the real world which not only requires
academic knowledge but social skills as well. I believe teachers should not be alone in educating
students but that parents, families and communities need to work together to support and enrich the lives
of their children, who are the future. Teachers need to use various methods/approaches in order to reach
every student. I believe teachers who only use one method to teach should not be in the classroom. They
obviously are not reaching all of their students because we know that not all students learn in the same
way. Teachers must reach visual learners, auditory learners and kinesthetic learners. Varying methods of
teaching will create an interesting and fun environment and will help all students succeed. I plan on
using several different methods of teaching, including hands on, technology based, cooperative learning
groups and group discussion.
Philosophy of Education
Kristin Lawson
SCED 303: Junior Professional Experience
Hedgepeth/Williams Middle School: Trenton, NJ
September to December, 2003
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
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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
Write a short article or essay about your personal philosophy of education. Your article or essay must be
three paragraphs only having five to six sentences each paragraph. Focus on a single philosophy only.

48

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
PHILOSOPHICAL FOUNDATION OF EDUCATION
LESSON 15
WESTERN PHILOSOPHIES OF EDUCATION

49
SECTION III - PHILOSOPHICAL PERSPECTIVES IN EDUCATION PART 2
FOUR GENERAL OR WORLD PHILOSOPHIES
The term metaphysics literally means "beyond the physical." This area of philosophy focuses on
the nature of reality. Metaphysics attempts to find unity across the domains of experience and thought.
At the metaphysical level, there are four* broad philosophical schools of thought that apply to education
today. They are idealism, realism, pragmatism (sometimes called experientialism), and existentialism.
Each will be explained shortly. These four general frameworks provide the root or base on which the
various educational philosophies are derived.
Two of these general or world philosophies, idealism and realism, are derived from the ancient
Greek philosophers, Plato and Aristotle. Two are more contemporary, pragmatism and existentialism.
However, educators who share one of these distinct sets of beliefs about the nature of reality presently
apply each of these world philosophies in successful classrooms. Let us explore each of these
metaphysical schools of thought.
Idealism
Idealism is a philosophical approach that has as its central tenet that ideas are the only
true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring
and everlasting, the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused
this view about 400 years BCE, in his famous book, The Republic. Plato believed that there are two
worlds. The first is the spiritual or mental world, which is eternal, permanent, orderly, regular, and
universal. There is also the world of appearance, the world experienced through sight, touch, smell,
taste, and sound that is changing imperfect, and disorderly. This division is often referred to as the
duality of mind and body. Reacting against what he perceived as too much of a focus on the
immediacy of the physical and sensory world, Plato described a utopian society in which "education to
body and soul all the beauty and perfection of which they are capable" as an ideal. In his allegory
of the cave, the shadows of the sensory world must be overcome with the light of reason or universal
truth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Plato
also believed that the soul is fully formed prior to birth and is perfect and at one with the Universal
Being. The birth process checks this perfection, so education requires bringing latent ideas (fully
formed concepts) to consciousness.
In idealism, the aim of education is to discover and develop each individual's abilities and
full moral excellence in order to better serve society. The curricular emphasis is subject matter of
mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas through
lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help
students discover and clarify knowledge). Introspection, intuition, insight, and whole-part logic are
used to bring to consciousness the forms or concepts which are latent in the mind. Character is
developed through imitating examples and heroes.
Realism
Realists believe that reality exists independent of the human mind. . The focus is on the
body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with
his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In
this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing
scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had to
be understood, which does not change. For example, a rose exists whether or not a person is aware of it.
A rose can exist in the mind without being physically present, but ultimately, the rose shares properties
with all other roses and flowers (its form), although one rose may be red and another peach colored.
50
Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about
physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for
humankind. The Realist curriculum emphasizes the subject matter of the physical world,
particularly science and mathematics. The teacher organizes and presents content systematically
within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on
mastery of facts and basic skills through demonstration and recitation. Students must also
demonstrate the ability to think critically and scientifically, using observation and experimentation.
Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is
developed through training in the rules of conduct.
Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this late
19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and
Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through
applying our experiences and thoughts to problems, as they arise. The universe is dynamic and
evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth
is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who
believed that thought must produce action, rather than linger in the mind and lead to indecisiveness.
John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He

believed that learners must adapt to each other and to their environment. Schools should
emphasize the subject matter of social experience. All learning is dependent on the context of place,
time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and
contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character
development is based on making group decisions in light of consequences.
For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and
projects, often having students work in groups. Curriculum should bring the disciplines together to
focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies of
knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real
situations through experimental inquiry. This prepares students for citizenship, daily living, and
future careers.
Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual. The
physical world has no inherent meaning outside of human existence. Individual choice and individual
standards rather than external standards are central. Existence comes before any definition of what we
are. We define ourselves in relationship to that existence by the choices we make. We should not accept
anyone else's predetermined philosophical system; rather, we must take responsibility for deciding
who we are. The focus is on freedom, the development of authentic individuals, as we make
meaning of our lives.
There are several different orientations within the existentialist philosophy. Soren Kierkegaard
(1813-1855), a Danish minister and philosopher, is considered to be the founder of existentialism.
His was a Christian orientation. Another group of existentialists, largely European, believes that we
must recognize the finiteness of our lives on this small and fragile planet, rather than believing in
salvation through God. Our existence is not guaranteed in an after life, so there is tension about life and
the certainty of death, of hope or despair. Unlike the more austere European approaches where the
universe is seen as meaningless when faced with the certainty of the end of existence, American
existentialists have focused more on human potential and the quest for personal meaning. Values
clarification is an outgrowth of this movement. Following the bleak period of World War II, the French
philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young
persons realize for the first time that choice is theirs, that they are responsible for themselves.
Their question becomes "Who am I and what should I do?

51
Related to education, the subject matter of existentialist classrooms should be a matter of

personal choice. Teachers view the individual as an entity within a social context in which the learner
must confront others' views to clarify his or her own. Character development emphasizes individual
responsibility for decisions. Real answers come from within the individual, not from outside authority.
Examining life through authentic thinking involves students in genuine learning experiences.
Existentialists are opposed to thinking about students as objects to be measured, tracked, or
standardized. Such educators want the educational experience to focus on creating opportunities
for self-direction and self actualization. They start with the student, rather than on curriculum
content.
GUIDE QUESTIONS
Answer the following questions in three paragraphs only having five to six sentences only.
1. Which general or world view philosophy best fits with your own views of reality? Why?
2. Which philosophy best fits your view or belief of the Teaching Profession? Elaborate your
answers.
3. Which philosophy would best fit the nature and characteristics of the learners in Aurora
province? Justify your answer.
4. Which philosophy would be most influential to your teaching strategies, styles and techniques?
Prove your answer.
5. Which philosophy is mostly related to your personal philosophy? Give details of your answer.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________

52
LESSON 16
CONTEMPORARY PHILOSOPHIES OF EDUCATION
Section III - Philosophical Perspectives in Education Part 3
Educational Philosophies
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general or world
philosophies just discussed. These educational philosophical approaches are currently used in
classrooms the world over. They are Perennialism, Essentialism, Progressivism, and Reconstructionism.
These educational philosophies focus heavily on WHAT we should teach, the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings
about the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant,
not changing, as the natural and human worlds at their most essential level, do not change. Teaching
these unchanging principles is critical. Humans are rational beings, and their minds need to be
developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The
demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring
disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature
and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard
Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed
this curriculum based on 100 great books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted
to students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is essential
knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways
to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling
should be practical, preparing students to become valuable members of society. It should focus on facts-
the objective reality out there--and "the basics," training students to read, write, speak, and compute
clearly and logically. Schools should not try to set or influence policies. Students should be taught hard
work, respect for authority, and discipline. Teachers are to help students keep their non-productive
instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist
approaches prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the
journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G.
Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).
Progressivism
Progressivists believe that education should focus on the whole child, rather than on the
content or the teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through experiencing the
world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through
his or her individual experience in the physical and cultural context. Effective teachers provide
experiences so that students can learn by doing. Curriculum content is derived from student interests
and questions. The scientific method is used by progressivist educators so that students can study matter
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and events systematically and first hand. The emphasis is on process-how one comes to know. The
Progressive education philosophy was established in America from the mid 1920s through the mid
1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve
the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision
making, planning of teachers with students, student-selected topics are all aspects. Books are tools,
rather than authority.
Reconstructionism/Critical Theory
Social reconstructionism is a philosophy that emphasizes the addressing of social questions

and a quest to create a better society and worldwide democracy. Reconstructionist educators focus
on a curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987)
was the founder of social reconstructionism, in reaction against the realities of World War II. He
recognized the potential for either human annihilation through technology and human cruelty or the
capacity to create a beneficent society using technology and human compassion. George Counts (1889-
1974) recognized that education was the means of preparing people for creating this new social
order.
Critical theorists, like social reconstructionists, believe that systems must be changed to
overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian
whose experiences living in poverty led him to champion education and literacy as the vehicle for
social change. In his view, humans must learn to resist oppression and not become its victims, nor
oppress others. To do so requires dialog and critical consciousness, the development of awareness to
overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits
information into students' heads, Freire saw teaching and learning as a process of inquiry in which
the child must invent and reinvent the world.
For social reconstructionists and critical theorists, curriculum focuses on student experience
and taking social action on real problems, such as violence, hunger, international terrorism,
inflation, and inequality. Strategies for dealing with controversial issues (particularly in social
studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-
based learning and bringing the world into the classroom are also strategies.
GUIDE QUESTIONS
1. Which educational philosophy best fits with your own views of social reality? Why?
2. Which educational philosophy best fits your view or belief of education and the Teaching Profession?
Elaborate your answers.
3. Which educational philosophy would best fit the nature and characteristics of the learners in Aurora
province? Justify your answer.

54
4. Which educational philosophy would be most influential to your teaching strategies, styles and
techniques? Prove your answer.
5. Which educational philosophy is most compatible with your personal philosophy? Give details of
your answer.

COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________

55
LESSON 17
EASTERN (ASIAN) PHILOSOPHIES OF EDUCATION
EDUCATION IN CLASSICAL CULTURES – EASTERN (ASIA)
Ancient India - The Hindu tradition
India is the site of one of the most ancient civilizations in the world. The Indo-European-
speaking peoples who entered India in the 2nd millennium BCE established large-scale settlements and
founded powerful kingdoms. In the course of time, a group of intellectuals, the Brahmans, became
priests and men of learning; another group, of nobles and soldiers, became the Kshatriyas; the
agricultural and trading class was called the Vaishyas; and artisans and labourers became the Shudra.
Such was the origin of the division of the Hindus into four varnas, or “classes.”
Religion was the mainspring of all activities in ancient India. It was of an all-absorbing interest
and embraced not only prayer and worship but also philosophy, morality, law, and government as well.
Religion saturated educational ideals too, and the study of Vedic literature was indispensable to
higher castes. The stages of instruction were very well defined. During the first period,
the child received elementary education at home. The beginning of secondary education and formal
schooling was marked by a ritual known as the upanayana, or thread ceremony, which was restricted to
boys only and was more or less compulsory for boys of the three higher castes. The Brahman boys had
this ceremony at the age of 8, the Kshatriya boys at the age of 11, and the Vaishya boys at the age of 12.
The boy would leave his father’s house and enter his preceptor’s ashrama, a home situated amid sylvan
surroundings. The acarya would treat him as his own child, give him free education, and not charge
anything for his boarding and lodging. The pupil had to tend the sacrificial fires, do the household work
of his preceptor, and look after his cattle.
The study at this stage consisted of the recitation of the Vedic mantras (“hymns”) and

the auxiliary sciences—phonetics, the rules for the performance of the sacrifices, grammar,
astronomy, prosody, and etymology. The character of education, however, differed according to the
needs of the caste. For a child of the priestly class, there was a definite syllabus of studies. The trayi-
vidya, or the knowledge of the three Vedas—the most ancient of Hindu scriptures—was obligatory for
him. During the whole course at school, as at college, the student had to observe brahmacharya—that
is, wearing simple dress, living on plain food, using a hard bed, and leading a celibate life.
The period of studentship normally extended to 12 years. For those who wanted to continue their
studies, there was no age limit. After finishing their education at an ashrama, they would join a higher
centre of learning or a university presided over by a kulapati (a founder of a school of thought).
Advanced students would also improve their knowledge by taking part in philosophical discussions at
a parisad, or “academy.” Education was not denied to women, but normally girls were instructed at
home.
The method of instruction differed according to the nature of the subject. The first duty of the
student was to memorize the particular Veda of his school, with special emphasis placed on correct
pronunciation. In the study of such literary subjects as law, logic, rituals, and prosody, comprehension
played a very important role. A third method was the use of parables, which were employed in the
personal spiritual teaching relating to the Upanishads, or conclusion of the Vedas. In higher learning,
such as in the teaching of Dharma-shastra (“Righteousness Science”), the most popular and useful
method was catechism—the pupil asking questions and the teacher discoursing at length on the topics
referred to him. Memorization, however, played the greatest role.
The Introduction of Buddhist Influences

56
By about the end of the 6th century BCE, the Vedic rituals and sacrifices had gradually
developed into a highly elaborate cult that profited the priests but antagonized an increasing section of
the people. Education became generally confined to the Brahmans, and the upanayana was being
gradually discarded by the non-Brahmans. The formalism and exclusiveness of the Brahmanic system
was largely responsible for the rise of two new religious orders, Buddhism and Jainism. Neither of them
recognized the authority of the Vedas, and both challenged the exclusive claims of the Brahmans to
priesthood. They taught through the common language of the people and gave education to all,
irrespective of caste, creed, or sex. Buddhism also introduced the monastic system of
education. Monasteries attached to Buddhist temples served the double purpose of imparting education
and of training persons for priesthood. A monastery, however, educated only those who were its
members. It did not admit day scholars and thus did not cater to the needs of the entire population.
Meanwhile, significant developments were taking place in the political field that
had repercussions on education. The establishment of the imperialistic Nanda dynasty about
413 BCE and then of the even stronger Mauryas some 40 years later shook the very foundations of the
Vedic structure of life, culture, and polity. The Brahmans in large numbers gave up their ancient
occupation of teaching in their forest retreats and took to all sorts of occupations, the Kshatriyas
abandoned their ancient calling as warriors, and the Shudras, in their turn, rose from their servile
occupations. These forces produced revolutionary changes in education. Schools were established in
growing towns, and even day scholars were admitted. Studies were chosen freely and not according to
caste. Taxila had already acquired an international reputation in the 6th century BCE as a centre of
advanced studies and now improved upon it. It did not possess any college or university in the modern
sense of the term, but it was a great centre of learning with a number of famous teachers, each having a
school of his own.
Classical India
The 500 years from the 4th century CE to the close of the 8th, under the Guptas and Harsha and
their successors, is a remarkable period in Indian history. It was the age of the universities of Nalanda
and Valabhi and of the rise of Indian sciences, mathematics, and astronomy. The university
at Nalanda housed a population of several thousand teachers and students, who were maintained out of
the revenues from more than 100 villages. Because of its fame, Nalanda attracted students from abroad,
but the admission test was so strict that only two or three out of 10 attained admission. More than 1,500
teachers discussed more than 100 different dissertations every day. These covered the Vedas, logic,
grammar, Buddhist and Hindu philosophy (Sankhya, Nyaya, and so on), astronomy, and medicine.
Other great centres of Buddhist learning of the post-Gupta era were Vikramashila, Odantapuri, and
Jagaddala. The achievements in science were no less significant. Aryabhata in the late 5th century was
the greatest mathematician of his age. He introduced the concepts of zero and decimals. Varahamihira of
the Gupta age was a profound scholar of all the sciences and arts, from botany to astronomy and from
military science to civil engineering. There was also considerable development of the medical sciences.
According to contemporaries, more than eight branches of medical science,
including surgery and pediatrics, were practiced by the physicians.
These were the main developments in education prior to the Muslim invasions, beginning in the
10th century. Nearly every village had its schoolmaster, who was supported from local contributions.
The Hindu schools of learning, known as pathasalas in western India and tol in Bengal, were conducted
by Brahman acaryas at their residence. Each imparted instruction in an advanced branch of learning and
had a student enrollment of not more than 30. Larger or smaller establishments, specially endowed by
rajas and other donors for the promotion of learning, also grew in number. The usual centres of learning
were either the king’s capital, such as Kanauj, Dhar, Mithila, or Ujjayini, or a holy place, such as
Varanasi, Ayodhya, Kanchi, or Nasik. In addition to Buddhist viharas (monasteries), there sprang up
Hindu mathas (monks’ residences) and temple colleges in different parts of the country. There were
also agrahara villages, which were given in charity to the colonies of learned Brahmans in order to
enable them to discharge their scriptural duties, including teaching. Girls were usually educated at
home, and vocational education was imparted through a system of apprenticeship.
Indian Influences on Asia

57
An account of Indian education during the ancient period would be incomplete without a
discussion of the influence of Indian culture on Sri Lanka and Central and Southeast Asia. It was
achieved partly through cultural or trade relations and partly through political influence. Khotan,
in Central Asia, had a famous Buddhist vihara as early as the 1st century CE. A number of Indian
scholars lived there, and many Chinese pilgrims remained there instead of going to India. Indian pandits
(scholars) were also invited to China and Tibet, and many Chinese and Tibetan monks studied in
Buddhist viharas in India.
The process of Indianization was at its highest in Southeast Asia. Beginning in the 2nd
century CE, Hindu rulers reigned in Indochina and in the numerous islands of the East Indian
archipelago from Sumatra to New Guinea for a period of 1,500 years. A greater India was thus
established by a general fusion of cultures. Some of the inscriptions of these countries, written in
flawless Sanskrit, show the influence of Indian culture. There are references to Indian philosophical
ideas, legends, and myths and to Indian astronomical systems and measurements. Hinduism continued
to wield its influence on these lands so long as the Hindus ruled in India. This influence ceased by the
15th century CE.
S.N. Mukerji - Ancient China
Ancient Chinese education served the needs of a simple agricultural society with the family as
the basic social organization. Paper and the writing brush had not been invented, and the “bamboo
books” then recorded to be in existence were of limited use at best. Oral instruction and teaching by
example were the chief methods of education.
The molding of character was a primary aim of education. Ethical teachings stressed the

importance of human relations and the family as the foundation of society. Filial piety, especially
emphasizing respect for the elderly, was considered to be the most important virtue. It was the
responsibility of government to provide instruction so that the talented would be able to
enter government service and thus perpetuate the moral and ethical foundation of society.
The Zhou period - Xi (Western) Zhou (1046–771 BCE)
This was the feudal age, when the feudal states were ruled by lords who paid homage to the king
of Zhou and recognized him as the “Son of Heaven.”
Schools were established for the sons of the nobility in the capital city of Zhou and the capital
cities of the feudal states. Schools for the common people were provided within the feudal states in
villages and hamlets and were attended, according to written records, by men and women after their
work in the fields. There were elementary and advanced schools for both the ruling classes and the
common people. Separate studies for girls were concerned chiefly with homemaking and the feminine
virtues that assured the stability of the family system.
The content of education for the nobility consisted of the “six arts”—rituals, music, archery,
charioteering, writing, and mathematics. They constituted what may be called the “liberal education” of
the period. Mere memory work was condemned. As Confucius said of the ancient spirit of education,
“learning without thought is labour lost.”
Dong (Eastern) Zhou (770–256 BCE)
This was a period of social change brought about by the disintegration of the feudal order, the
breakdown of traditional loyalties, the rise of cities and urban civilization, and the growth of commerce.
The instability and the perplexing problems of the times challenged scholars to propose various
remedies. The absence of central control facilitated independent and creative thinking. Thus appeared
one of the most creative periods in China’s intellectual history, when the Hundred Schools of thought
vied with one another to expound their views and proposals for attaining a happy social and political
58
order. Some urged a return to the teachings of the sages of old, while others sought better conditions by
radical change. Among the major “schools” of this age were Daoism, Confucianism, Mohism,
and Legalism. No one school was in the ascendancy. Each major school had its followers and disciples,
among whom there was a vigorous program of instruction and intellectual discussion. Most active in the
establishment of private schools were Confucius and his disciples, but the Daoists, the Mohists, and the
Legalists also maintained teaching institutions.
Another form of educational activity was the practice of the contending feudal states of luring to
their domain a large number of scholars, partly to serve as a source of ideas for enhancing the prosperity
of the state and partly to gain an aura of intellectual respectability in a land where the respect for
scholars had already become an established tradition. The age of political instability and social
disintegration was, thus, an age of free and creative intellectual activity. Conscious of their importance
and responsibility, the scholars developed a tradition of self-respect and fearless criticism. It was this
tradition that Confucius had in mind when he said the educated person was not a utensil to be used, and
it was this spirit the Confucian philosopher Mencius described when he said that the great man was a
man of principles whom riches and position could not corrupt, whom poverty and lowliness could not
swerve, whom power and force could not bend.
The teachings of the Hundred Schools and the records of the feudal states meant a marked
increase in literature and, consequently, in the materials for instruction. The classical age of China, the
period of the Dong Zhou, left an intellectual and educational legacy of inestimable value. Its scholars
propounded theories of government and of social and individual life that were as influential in China
and East Asia as the Greek philosophers of almost contemporary age were in the Western world.
The Qin–Han period - Qin autocracy (221–206 BCE)
Of the various schools of thought that arose in China’s classical age, Legalism was the first to be
accorded official favour. The policies of the Qin dynasty were based on Legalist principles stressing a
strong state with a centralized administration. Many of its policies were so different from past practices
that they incurred the criticism of scholars, especially those who upheld the examples of the ancient
sages. To stop the criticism, the ruler—who called himself the first emperor—acting upon the advice of
a Legalist minister, decreed a clean break with the past and a banning of books on history and of classics
glorifying past rulers. Numerous books were collected and burned, and hundreds of scholars were put to
death.
Though condemned for the burning of books and the persecution of scholars, the
Qin dynasty laid the foundation for a unified empire and made it possible for the next dynasty to
consolidate its power and position at home and abroad. In education, the unification efforts included a
reform and simplification of the written script and the adoption of a standardized script intelligible
throughout the country. First steps were taken toward uniform textbooks for the primary schools. The
invention of the writing brush made of hair, as well as the making of ink, led to the replacement of the
clumsy stylus and bamboo slips with writing on silk.
Scholarship under the Han (206 BCE–220 CE)
The Han dynasty reversed many of the policies of its short-lived predecessor. The most
important change was a shift from Legalism to Confucianism. The banned books were now highly
regarded, and the classics became the core of education. An assiduous effort was made to recover the
prohibited books and to discover books and manuscripts that scholars had concealed in secret places.
Much painstaking work was done in copying and editing, and the textual and interpretative studies of
the Han scholars accorded a new importance to the study of the classics. The making of paper further
stimulated this revival of learning. Critical examination of old texts resulted in the practice of higher
criticism long before it developed in the West.
There were historians, philosophers, poets, artists, and other scholars of renown in the Han
dynasty. Deserving special mention is Sima Qian, author of a monumental history of China from the
earliest times to the 1st century BCE, whose high level of scholarship earned him the title “Chinese
Father of History.” An illustrious woman of letters, Ban Zhao, was named poet laureate. A bibliographer

59
collected and edited ancient texts and designated them as classics. The first dictionary of
the Chinese language was written. Since the discovery and interpretation of ancient texts had largely
been the work of Confucian scholars, Chinese scholarship from now on became increasingly identified
with Confucianism. Most of the Han rulers gave official sanction to Confucianism as a basis of
conducting government and state affairs. There was, however, no action to exclude other schools of
thought.
There were a variety of schools on the national and local levels. Increasing activity in private
education continued, and much of the study of the classics and enriched literature was done in private
schools. Of considerable influence in the country and abroad was a national university with an
enrollment that soared to 30,000. The classics now became the core of the curriculum, but music, rituals,
and archery were still included. The tradition of all-round education in the six arts had not vanished.
Theodore Hsi-en Chen - Ancient Hebrews
Like all preindustrial societies, ancient Israel first experienced a type of education that was
essentially familial; that is to say, the mother taught the very young and the girls, while the father
assumed the responsibility of providing moral, religious, and handcraft instruction for the growing sons.
This characteristic remained in Jewish education, for the relation of teacher to pupil was always
expressed in terms of parenthood and filiation. Education, furthermore, was rigid and exacting; the
Hebrew word musar signifies at the same time education and corporal punishment.
Once they were established in Palestine, at the crossroads of the great literate civilizations of the Middle
East in the beginning of the 1st millennium BCE, the Jewish people learned to develop a different type
of education—one that involved training a specialized, professional class of scribes in a then
rather esoteric art called writing, borrowed from the Phoenicians. Writing was at first practical: the
scribe wrote letters and drew up contracts, kept accounts, maintained records, and prepared orders.
Because he could receive written orders, he eventually became entrusted with their execution; hence the
importance of scribes in the royal administration, well-attested since the times of David and Solomon.
The training given these scribes, moreover, included training of character and instilling the high ideal of
wisdom, as would befit the servants of the king.
Writing found another avenue of application in Israel—in religion. And the scribe again was the
agent of education. He was the man who copied the sacred Law faithfully and established
the canonical text. He was the one who read the Law to himself and to the people, taught it, and
translated it when Hebrew ceased to be the vernacular or “living language” (into Greek in Alexandria,
into Aramaic in Palestine); he explained it, commented on it, and studied its application in particular
cases. After the downfall of Israel in 722–721 BCE and Judah in 586 BCE and their subjection to
foreign rule, Jewish education became characterized more and more by this religious orientation.
The synagogue in which the community assembled became not merely a house of prayer but also a
school, with a “house of the book” (bet ha-sefer) and a “house of instruction” (bet ha-midrash)
corresponding roughly to elementary and secondary or advanced levels of education. Girls, however,
continued to be taught at home.
The role of writing in this Oriental world should not be exaggerated, of course; oral instruction
still held first place by far. Although a pupil might learn to read aloud, or rather to intone his text, his
main effort was to learn by heart fragment after fragment of the sacred Law. Alongside this written Law,
however, there developed interpretations or exegeses of it, which at first were merely oral but which
progressively were reduced to writing—first in the form of memoranda or aide-mémoire inscribed on
tablets or notebooks, then in actual books. The diffusion of this religious literature called for an
expansion of programs of instruction, evolving into diverse stages: elementary, intermediate, and
advanced—the latter in several centres in Palestine and later in Babylonia. This religiously based
education was to become one of the most important factors enabling Judaism to survive the
national catastrophes of 70 and 135 CE, involving the capture and subsequent destruction of Jerusalem.
In their dispersion, the Jews clung to Hebrew, their only language for worship, for the study of the Law,
for tradition, and consequently for instruction. From this evolved the respect with which the teacher was
and is surrounded in Jewish communities.

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GUIDE QUESTIONS
1. Which Eastern-Asian philosophy best fits with your own views of reality? Why?
2. Which Asian philosophy best fits your view or belief of education and the Teaching Profession?
Elaborate your answers.
3. Which Asian philosophy would best fit the nature and characteristics of the learners in Aurora province?
Justify your answer.
4. Which Asian philosophy and practices would be most influential to your teaching strategies, styles and
techniques? Prove your answer.
5. Which Asian philosophy is mostly related to your personal philosophy? Give details of your answer.

COURSE CODE: EDUC 2

61
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
LESSON 18
COMPARISON BETWEEN WESTERN AND EASTERN PHILOSOPHIES
This is also a writing and reading. Take notes as your read, look up vocabulary words, write in
the margins, and fill out the reading questions as you carefully read this paper. This will take time, and
this paper will be used in your upcoming essay.
Western and Eastern Educational Philosophies
by A. Hassan, N. Jamaludin, J. Sulaiman, and R. Baki

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia
PART 1: Introduction
Education is the living knowledge, information and skills during the course of life, while an
education system is a platform which had been standardized and used as a reference by teachers to teach
their students in communicative, informative and insightful way. Developing a good educational system
should be the focus in a nation’s development, as education is a catalysis (something that causes
change) for progress in order to produce a valuable and visionary individual.
The Comparison between Western and Eastern Education Philosophies
Different places have their own different culture and backgrounds. Generally, a Western
philosophy of education comprises two schools, which are traditional and modern. It has its roots in
Athens, Rome and Judeo-Christianity, whereas Eastern philosophy is derived from Islam,
Confucianism, Taoism and Mahayana Buddhism. By looking at Eastern and Western countries, both
countries have distinct differences in their ways of developing and shaping an individual, in terms of
skills and attitudes. Thus, different cultures will have different philosophies, which results in different
ways of doing things, especially in educating the next generation.
Student Involvement within Classroom Activity
Comparing both schools of thought, it can be concluded that Westerners stress active learning on
their learners, whereas the Easterners prefer passive learning. Westerners, since the ancient Greeks such
as Aristotle, Plato and Socrates encouraged rational thinking. Differently, the Eastern normally obtained
the knowledge directly from their teachings of religion, such as Islam, Buddhism, Confucianism,
Hinduism and Taoism (Chia Mun Onn, 2009). This is more of a one-way transmission of knowledge,
wherever the belief prepared them with rules and regulations within their lives.
Students of the Western education philosophy appear as active learners in the classroom, as the
teaching and learning process does not focus on teacher-centered instruction, but more on the active
learners in the classroom. Western education philosophy encourages the students to be active in giving
and sharing the ideas, that maximizes their role as students, rather than the teacher in creating the
effective learning and teaching activity (Joyce Lin, 2008). For instance, students are very much
encouraged to think and voice their views whenever they are involved in group discussion or carry out

62
the assignment. The students are then required to present it to the entire class. This enables them to
participate not only during class time, but also to help them to be actively involved in the learning
process even out of the classroom.
Apart from that, the students are also given an opportunity to express their ability and talent by
analyzing and solving problems on their own. This is through the effort by the teachers in assigning
them beforehand, to do research on their own, regarding certain topics that will be discussed in the
following lesson. By doing this, every student is given a chance to learn to search for relevant
information. In fact, according to Thornton (1995), the problem solving process becomes one of the
basic requirements for children for their critical mental development. Thus, it can be said that education
development in the West includes thinking skills, problem solving and communication skills which have
been integrated well in the western philosophy itself.
On the other hand, the teaching and learning process through Eastern education philosophy
stresses the major outcomes from the teachers. This means that teachers are fully responsible for the
class effectiveness by preparing and planning all the activities for their students. For instance, the
students are not trained or required to do anything, but all the materials are given by the teachers.
Usually, students are not required to carry out any research on the topics that are going to be discussed
in the next lesson, but responsible only to receive input from their teachers. Also, students are not
trained or encouraged to voice out their own views and perspectives. In certain cases, students are not
allowed to even respond to the questions posed by the teacher as the questions are in a way meant only
for teachers to answer rhetorical questions (Joyce Lin, 2008). According to Rohaty (1999), one of the
reasons why the teachers sometimes don’t implement various innovative teaching strategies is due to the
excessive attention on theory rather than on practical sense (Rohaty, 1999).
Question #1: In your own words, what do the authors means by stating “Westerners stress active
learning on their learners, whereas Easterners prefer passive learning?’
Question #2: From your own experience, do you think the above claim is true? Why or why not?
The Ways of Teaching Process
From the view of Western education philosophy, the roles of students are recognized by giving
them the rights and respects within the teaching and learning process itself. They have the freedom and
rights to take charge of their own learning, as they are given the opportunity and freedom to manage
their own learning process. Therefore, the teachers play their role as a facilitator rather than the
knowledge producer to their students. Teachers are responsible to help and guide the students in their
learning process rather than teaching them what to do. Students are given the opportunity to take control
of their own learning process.
Furthermore, schools of the Western education also support and encourage students in self-
management and in controlling their own learning process. This is where teachers come in to lead and
guide the students by giving them guidelines in managing their learning process. In the classroom,
children share more responsibility in their leaning process and evaluation and assessment is conducted
to see their capability and also how they will apply it (Teel et al.,2001). Teachers of the Western
education do play a role in guiding students to discover and develop their abilities and potentials.
Compared to a Western education, an Eastern education philosophy holds on to the concept of

teaching. Students receive fully knowledge from the teachers inside the classroom. Students in a way
receive knowledge in a rigid way as they only seem to learn and study straightly from the teachers.
Thus, it is no doubt that a good teacher needs to be very hardworking in delivering ideas, teaching and
maintaining good relationship with their children (Gurney 2007).
Question #3: The authors believe Western teachers are more like “guides” or “facilitators” than actually
teachers. What do you think this means?

63
Question #4: We belong to Eastern countries. Based on the authors’ presentation of The Ways of
Teaching Process, what should be done in our philosophy of education in this particular area to respond
to the needs of the current society to be more relevant today?
The Expression of Learning Process
People in the West believe that the best education is meant to form a society to become a cultural
nation with regard to their educational aim, where children will be open minded and tend to give ideas
(Kruger, et. al, 1990). Students critically evaluate rather than simply memorizing. Thus, in Western
education philosophy, students learn by understanding. They do not memorize what they have learned
but rather understand what they are learning. This gives the students opportunities to understand the
topic they are learning in a deeper way. In addition, they also have more time to have group discussions
with their fellow classmates and to do some research on the topic assigned. The lifeless textbook is
replaced whenever they are trained to take notes directly when the teachers are teaching. Thus, students
could pay attention to the teachers and eventually lead them to understand what has been taught.
In comparison, in Eastern education the students practice the concept of memorizing, as this
philosophy focuses mainly on book learning and memorization within the teaching and learning process
(Joyce Lin, 2008). The system of education is exam oriented, and teachers have to rush through the
textbooks to prepare students to sit for the tests. As a result, students tend to memorize the facts in the
textbooks rather than understanding these facts due to time constraint. In addition, the Eastern
community has the concept that scores and certificates represent ability (Joyce Lin, 2008). Thus, it
creates a healthy competition among the students and demonstrates the great effort that has been made
by them as they struggle to understand and gain knowledge to obtain a good score in their examinations.
Question #5: In the section above, “The Expression of Learning Process”, what are the key differences
between the East and the West educational philosophies? Explain your answers.
Question #6: What do you think are the features of Eastern philosophy of education in this section, that
are needed to be revised or changed? Justify your answers.
Capability of Students for Both Philosophies
Western education encourages individualism and creativity towards the practitioner. Since
students are given freedom to express their creativity, they are not afraid to be different or make
mistakes, as the Western education looks at students mistakes positively and the way to learn.
Different from Western education, Eastern education philosophy emphasizes conformity.

Students have tons of school rules to follow and such rules main aim is to produce perfect students.
Eastern education still prefers the absorption of good manners and moral support to the children to
make the children to get used to any rules especially in schools, and it is a teachers’ responsibility to
show their example on this (Dahlin & Regmi, 2000):
Question #7: Individualism and Conformity are the main issues discussed in this part of the article.
Which one are you going to emphasize in your teaching? Why?
Question #8: Do the differences above reflect cultural differences of countries, such as the United
States and the Philippines, for example? If so, how? 7
Encouragement for Students
On one hand, Western education philosophy believes that providing compliments to students is
important in encouraging them to excel in education. For instance, compliments are especially given
when students score well in their examinations. However, even when the students did not do so well in
their studies, compliments will also be given to them as an encouragement for them to work even harder
in future. The Western education believes that by providing such encouragement to the students,
students will not give up easily and will continue to put extra effort in their education.

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On the other hand, the Eastern education philosophy is stricter, as students are criticized
whenever they fail to achieve the expected results in their examination. Criticizing is given to the
students because the Eastern education believes that criticizing serves as a motivator to the students to
work hard and to prevent students from being arrogant and lazy. However, according to Abdullah Sani
(2001), criticizing can lower down students’ motivation, unless they turn the criticism into information
for self-improvement and to become braver to face various types of negative admonitions.
Question #9: Why do Western educators value using compliments a bit more and Eastern educations
value using criticism a bit more?
Question #10: Which style, compliment or criticism, do you want to focus as teachers in encouraging
your students? Why?
Relationship between Teachers and Students
Research conducted in Tajistan shows that Muslim children prefer teachers from the West
compared to local teachers because they are friendlier, more caring, and more knowledgeable and
always assisting children to succeed (Niyozov and Pluim, 2009). Niyozov and Pluim added that they are
all even willing to help solve the Muslim children’s problems. This is because the Western education
philosophy believes that if student-teacher relationship is more open, students are more willing to talk to
their teachers. Teacher in a Western school does a good job of assessing their effectiveness in teaching
(Garcia, 2000).
In Eastern culture, the teacher-student relationship is a position of trust in which the teacher is in
the position of authority and the student is in the position of being obligated to comply with the legal
directives of the adult (Chory & McCroskey, 1999). Teachers are meant to be respected and sometimes
students even have to deal with the teachers’ bad temper. In fact, teachers do act as a big boss who does
not talk with the workers (students) directly most of the time. This is in contrast with some researches,
such as Chory and McCroskey, which suggest that teachers need to have more initiative to communicate
with children, to increase the delegation of decisions to children, and to be in the class more frequently.
Question #11: Describe the kind of teacher-student that you experience. Are the authors right in
describing the Eastern teacher-student relationship? What are the effects of this kind of relationship to
you?
Question #12: In your own future teaching career, which kind of teacher-student relationship are you
going to establish? Why?

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
THE PROFESSIONALIZATION OF TEACHING
LESSON 19
LECTURE 1 THE PHILIPPINE TEACHERS’ PROFESSIONALIZATION ACT –

RA 7836
LECTURE 2 AMENDMENTS TO CERTAIN SECTIONS OF RA 7836 – RA 9293
REPUBLIC ACT NO. 7836
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE

PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
ARTICLE I
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization
Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry. Towards this end, the State shall ensure and
promote quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the Department of
Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this
Act.
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(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a Board for
Professional Teachers, hereinafter called the Board, a collegial body under the general supervision and
administrative control of the Professional Regulation Commission, hereinafter referred to as the
Commission, composed of five (5) members who shall be appointed by the President of the Philippines
from among the recommendees chosen by the Commission. The recommendees shall be chosen from
the list of nominees selected by the accredited association of teachers, who duly possess all the
qualifications prescribed in Section 8 of this Act. The chairman and the voice-chairman of the Board
shall be appointed from these five (5) members by the President: Provided, That the members of the first
Board appointed under this Act shall be automatically registered as professional teachers and issued
with the certificate of registration and professional license upon payment of the fees for examination,
registration, and other fees prescribed by the Commission.
ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed
under the provisions of this Act, all applicants for registration as professional teachers shall be required
to undergo a written examination which shall be given at least once a year in such places and dates as
the Board may determine upon approval by the Commission. A valid certificate of registration and a
valid professional license from the Commission are required before any person is allowed to practice as
a professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers
shall be separate. The examination for teachers in the elementary level shall consist of two (2) parts,
namely: professional education and general education. The examination for teachers in the secondary
level shall consist of three (3) parts, namely: professional education, general education, and field of
specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED)
or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional
education; and,
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.

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Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120)
days after the examination, report the ratings obtained by each candidate to the Professional Regulation
Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a
professional teacher commences from the date his name is enrolled in the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher bearing
the full name of the registrant with serial number and date of issuance signed by the chairman of the
Commission and the chairman, vice-chairman, and members of the Board, stamped with the official
seal, as evidence that the person named therein is entitled to practice the
profession with all the rights and privileges appurtenant thereto. The certificate shall remain in full force
and effect until withdrawn, suspended and/or revoked in accordance with law.
A professional license signed by the chairman of the Commission and bearing the registration
number and date of issuance thereof and the month of expiry or renewability shall likewise be issued to
every registrant who has paid the annual registration fees for three (3) consecutive years. This license
shall serve as evidence that the licensee can lawfully practice his profession until the expiration of its
validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before
practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and
development and to provide additional basis for merit promotion, in addition to their performance
rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit
promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or
she shall be allowed to take the examination for a second time. Should he or she fail to pass the merit
examination for the second time, then he or she shall be required to take a DECS accredited refresher
course or program before being allowed to retake the examination. Failure of any permanent teacher to
pass the merit examination shall not, however, be used as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of teaching,
write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one
national organization which shall be recognized by the Board and the Commission as the one and only
integrated and accredited association of professional teachers. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated national organization.
Those who have been registered with the Board but are not members of the said integrated organization
shall be allowed to register as members of the said integrated organization within three (3) years after
the effectivity of this Act. Membership in the integrated organization shall not be a bar to membership
in other associations of the teaching profession. The
professional teachers shall receive the benefits and privileges appurtenant to their membership in the
said integrated and accredited organization of professional teachers only upon payment of the required
membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession, and Cancellation of Temporary or Special Permit. — The Board shall have the power, after

68
due notice and hearing, to suspend or revoke the certificate of registration of any registrant, to reprimand
or to cancel the temporary/special permit of a holder thereof who is exempt from registration, for any of
the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional
license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional teachers;
and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial court
of the place where the Board holds office within fifteen (15) days from receipt of the said decision or of
the denial of the motion for reconsideration filed in due time.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall
engage in teaching and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless he is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act
to a qualified applicant, who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of
Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a master's
degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for professional
teachers within which to register and be included in the roster of professional teachers:
Provided, further, That those incumbent teachers who are not qualified to register without examination
under this Act or who, albeit qualified, were unable to register within the two-year period shall be issued
a five-year temporary or special permit from the time the Board is organized within which to register
after passing the examination and complying with the requirements provided this Act and be included in
the roster of professional teachers:
Provided, furthermore, That those who have failed the licensure examination for professional teachers
shall be eligible as para-teachers and as such, shall be issued by the Board a special or temporary permit,
and shall be assigned by the Department of Education, Culture and Sports (DECS) to schools as it may
determine under the circumstances.
ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE
TEACHING PROFESSION

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Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed
under this Act, no person shall practice or offer to practice the teaching profession in the Philippines or
be appointed as teacher to any position calling for a teaching position without having previously
obtained a valid certificate of registration and a valid professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand
pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than
six (6) months nor more than five (5) years, or both, at the discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member
thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or
description tending to convey or conveys the impression that he is a teacher without holding a valid
certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school
official who shall cause or be responsible for the commission of any of the above-enumerated acts.
Approved: December 16, 1994
REPUBLIC ACT NO. 9293
AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY

EIGHT HUNDRED AND THIRTY SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT
OF 1994”
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
“(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major
and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in professional
education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.”
SECTION 2. Section 26 of the same Act is hereby amended to read as follows:
“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a professional
teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless the person

70
is a duly registered professional teacher, and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special/temporary
permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act
to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department
of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.
Professional teachers who have not practiced their profession for the past five (5) years shall take
at least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6)
units of content courses, or the equivalent training and number of hours, to be chosen from a list of
courses to be provided by the Board and the Department of Education, before they can be allowed to
practice their profession in the country. Those who have failed the licensure examination for
professional teachers, with a rating of not lower than five percentage points from the passing general
average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year special
permit, renewable for a nonextendible period of two (2) years. The para-teachers shall be assigned to
areas where there is a shortage or absence of a professional teacher, as identified and provided by the
Department of Education and the Autonomous Region for Muslim Mindanao (ARMM) education
department to the Board for professional teachers and to the Commission. The special permit shall
indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.”
SECTION 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years, issued
to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided, That only special permits with a
validity of three (3) years may be renewed upon expiration for a non-extendible period of two (2)
years.”
SECTION 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a) and
section 25, and the term “DECS” in section 20, of the same Act, are hereby amended to read as
“Department of Education” and “DepEd”, respectively.
This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7,
2004, respectively.
Approved: APR 21, 2004
GUIDE QUESTIONS

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Answer the following questions in three paragraphs only with five to six sentences only.
1. Who is a PROFESSIONAL TEACHER based on these two legal bases? Elaborate your answer.
2. Based on the two legal bases, how can a teacher professionalize himself/herself? Particularize your
answers.
3. Why should the Teaching Profession be professionalized? Prove your answer.

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COURSE CODE: EDUC 2
NAME: _______________________________________ RATING: _______________
COURSE & YEAR: ____________________________ PROF.: _________________
THE PROFESSIONAL ETHICS FOR TEACHERS
LESSON 20
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Glossary of Terms
Terms Definition
Code of a guide of principles designed to help professionals act with honesty and integrity. A written
Ethics set of rules and management to help them conduct their actions in accordance with its
primary values and standards. (Oxford English Dictionary)
Teacher a person who facilitate learners to gain knowledge, skills, and values that enhance
development. A person who has the knowledge, skills, attitude, and special trainings in
teaching, explaining, and educating. (R.A. 9155)
Professiona a person who characterized by or conforming to the technical or ethical standards of a

l profession. A person who exhibits courtesy, conscientiousness, and generally manners that
are acceptable resulting improvement of the organization he belongs.
Behavior the way in which one acts or conducts oneself, especially toward others and to the
organization he or she is serving.
School is an educational institution, private, and public, understating operation with a specific age
group of pupils or students pursuing defined studies at defined level, receiving instruction
from teachers, usually located in a building or a group of buildings in a particular physical
site. (R.A. 9155)
Learner any individual seeking basic literacy skills and functional life skills or support services for
the improvement of the quality of his/her life (R.A. 9155)
Code of Ethics for Professional Teachers
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as
the Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as amended,
the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
PREAMBLE

73
Teachers are duly licensed professionals who possess dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble profession. They
strictly adhere to observe, and practice this set of ethical and moral principles, standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of its full realization. The provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary. and secondary levels whether academic, vocational, special, technical,
or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instil
allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws
of the state.
Section 2. Every teacher or school official shall actively help carryout the declared policies of the state,
and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan
interest, and shall not. directly or indirectly, solicit, require, collect, or receive any money or service or
other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person
to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations: provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness,
and other excesses, much less illicit relations.

74
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from
disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall
welcome the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparations for the career of teaching, and shall be at his best at all times and in the practice of his
profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of
the Professional Regulation Commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not
make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for
earning a descent living.
ARTICLE V – THE TEACHER AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with
colleagues. When the best interest of the learners, the school, or the profession is at stake in any
controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due credit for
the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such
records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which has not been officially released, or remove
records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be
an unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.

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Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects
the system of selection on the basis of merit and competence: provided, further, that all qualified
candidates are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION
Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion
and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when special conditions are advocated but are opposed by
immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice
to the administration and to extent possible, shall raise grievances within acceptable democratic
possesses. In doing so. they shall avoid jeopardizing the interest and the welfare of learners whose right
to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer
of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance,
and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts specifying
the terms and conditions of their work: provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, such determination shall be in accordance with generally
76
accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf
in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what
is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out learners deficiencies
and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation:
provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal
of which he can exercise official influence, except only when his assignment is inherently, related to
such purchase and disposal: provided they shall be in accordance with the existing regulations:
provided, further, that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON

77
Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation
to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal
behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching profession,
reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23. Article HI
or R.A. No. 7836. and under Rule 31. Article VIII. of the Rules and Regulations Implementing R.A.
7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and
after sixty (60) days following its publication in the official Gazette or any newspaper of general
circulation, whichever is earlier.
GUIDE QUESTIONS
Answers must be written in two paragraphs only with five to six sentences only for each
paragraph.
1. What should be the proper conduct or decorum of a professional teacher in relation to:
a. State, b. Community, c. Profession d. School Authorities and Other School Personnel, e.
Learners, f. Parents, g, Business, and h. Himself/Herself as a Person?

78
REFERENCES
Aquino, Avelina M. and Nacario, Charlie P. (2016). Principles of Teaching 1, Chapter 1, The
Teaching Profession. Malabon City: Jimczyville Publications.
Arcilla-Serapio, Maria Perpetua (2016). Principles of Teaching 2. Chapter 2, Principles of

Teaching/Learning of the Different Subject Areas. Quezon City: MaxCor Publishing House,
Inc.
Arcilla-Serapio, Maria Perpetua (2016). The Teaching Profession. Quezon City: MaxCor Publishing
House, Inc.
Maglaya, Rommel (2014). Principles of Teaching 1. Unit 1, The Elements of Teaching. Malabon
City: Jimczyville Publications.
ON LINE REFERENCES
1. https://www.educationdegree.com/articles/25-ways-teachers-can-be-role-models/
2. International Journal of Teacher Leadership Bradley-Levine  Advocacy 47 Volume 9, Number
1, Spring 2018 ISSN: 1934-9726 Advocacy as a Practice of Critical Teacher Leadership Jill
Bradley-Levine Ball State University, U.S.A.
3. https://www.researchgate.net/publication/330761018
4. https://balutsav.org/the-teacher-as-a-person/#:~:text=Teaching%20involves%20skill%2C
%20values%2C%20and,are%20to%20give%20their%20best.
5. https://greycaps.com/theteacher/principalscorner/interview/Teacher-as-a-Professional
6. https://pdfs.semanticscholar.org/42eb/d727bf65a7efe47ed1ad9b629957d03ec3ba.pdf
philosophy of education 250 pages
7. http://www.fortell.org/content/challenges-and-strategies-multilingual-education-india
8. https://www.frontiersin.org/articles/10.3389/feduc.2017.00013/full
9. https://bridge.edu/tefl/blog/teaching-english-multilingual-classroom/
10. https://blog.noplag.com/challenges-of-multicultural-education/
11. https://www.edutopia.org/multiple-intelligences-research
12. file:///C:/Users/ERIBERTO/Downloads/154ExaminingChallengestoLCE.pdf
13. http://pakphilosophy.blogspot.com/2014/03/naturalism-as-philosophy-of-education.html
14. https://www.yourarticlelibrary.com/education/naturalism-meaning-principles-and-contribution-
education/69153#:~:text=Naturalism%20in%20education%20stands%20for,be%20left%20alone
%2C%20absolutely%20free.
15. https://oregonstate.edu/instruct/ed416/PP2.html#:~:text=Plato%2C%20father%20of%20Idealism
%2C%20espoused,that%20there%20are%20two%20worlds.&text=In%20idealism%2C%20the
%20aim%20of,order%20to%20better%20serve%20society.
16. https://oregonstate.edu/instruct/ed416/PP3.html
17. https://oregonstate.edu/instruct/ed416/PP1.html
18. file:///C:/Users/ERIBERTO/Downloads/Western%20and%20Eastern%20Educational
%20Philosophies%20with%20questions%20part%20I.pdf
19. http://community.dur.ac.uk/p.b.tymms/oerj/publications/9.pdf
20. https://owd.tcnj.edu/~lawson2/philosophy
21. https://owd.tcnj.edu/~lawson2/
22. https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
23. https://www.britannica.com/topic/education/Athens
24. https://www.britannica.com/topic/education/Education-in-the-later-Roman-Empire
25. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy
26. https://elearning.adobe.com/projects/?sdid=roadblock_july27
27. http://iflex.innotech.org/GURO21/module1/l1_20.html
28.http://iflex.innotech.org/GURO21/module1/l1_21.html
29. https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/

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1

Republic of the Philippines

COURSE TITLE: THE TEACHING PROFESSION

A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and

Course Learning Outcomes:

At the end of the course, the pre-service teachers can:

PRELIMINARY TERM (Expected time of submission – First week of October)

Introduction: Self-Assessment Form 4

B.The Roles of a Teacher 6

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

MIDTERM (Expected time of submission – First Week of November)

D.UNESCO’s 4 Pillars of Education 33

Unit 2 –Legal Foundations of Education 37

1. Excerpts from the 1987 Philippine Constitution 37

FINAL TERM (Expected time of submission – First Week of December)

Unit 3 – Philosophy of Education and Personal Philosophy of Teaching 45

A. Essays on Philosophy of Education 45

B. Philosophical Foundations of Education 48

C .Comparison between Western and Eastern Philosophies 60

Unit 4 – The Teacher as a Professional 64

A. The Professionalization of Teaching 64

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

1. Accomplished Worktext/Answer Sheets

GENERAL DIRECTIONS/INSTRUCTIONS FOR WORKSHEETS/ANSWER SHEETS

COURSE TITLE: THE TEACHING PROFESSION

PROFESSOR’S PERSONAL INFORMATION

ERIBERTO CUIZON RIVERA

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

Mobile No. 0970-367-7732

COURSE TITLE: THE TEACHING PROFESSION

NAME: _________________________________________ RATING: _______________

COURSE & YEAR: _______________________________ PROF.: _________________

2. Why do I choose teaching as my career and vocation?

3. For me, who is a teacher?

4. For me, what is teaching?

5. For me, what is learning?

6. How can I be a Professional Teacher?

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

COURSE TITLE: THE TEACHING PROFESSION

NAME: _______________________________________ RATING: _______________

COURSE & YEAR: ____________________________ PROF.: _________________

1. State your views about profession and teaching profession.

C. Knowledge of the Subject Matter

D. Teaching Skills of the Teacher

E. The Personality Traits of the Teacher

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

COURSE TITLE: THE TEACHING PROFESSION

NAME: _______________________________________ RATING: _______________

COURSE & YEAR: ____________________________ PROF.: _________________

THE ROLE OF A TEACHER

25 WAYS TEACHERS CAN BE ROLE MODELS

25 Ways Teachers Can Be Role Models

Here are 25 ways of the importance of teachers

EDUC 2 - THE TEACHING PROFESSION ERIBERTO C. RIVERA

COURSE TITLE: THE TEACHING PROFESSION

NAME: _______________________________________ RATING: _______________

COURSE & YEAR: ____________________________ PROF.: _________________

NAME: ___________________________ RATING: _

COURSE & YEAR: _______________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _

NAME: _________________________ RATING: _

COURSE & YEAR: ____________ PROF.: _