Philosophy of Education

1. Importance of Philosophy of Education

Teachers are mentors and play an active role in inculcating independent thinking in students. However, to
do that as a teacher, you must have a teaching philosophy of your own. Students always look up to their
teacher and therefore, it becomes necessary for you to have thoughts to inspire them. Here are specific
reasons why you should Study Philosophy of Education if you are a teacher.

Helps to Decipher The Path of Learning

Teaching philosophy has been defined as the map, which provides directions to move ahead.
One may feel lost without a map. In the same way, you are going to be missed while teaching if a specific
path is not decided.
Hence, a map is always needed to make informed movements.
It is not possible to make students learn something until the teacher knows why and how he/she wants to
teach.
Once you know your path, you will be helping your students to plan to reach their destinations.
Affects the Society
Teachers are termed as the future makers of the community. People like you are the ones who help
students choose different professions and identities.
A teacher can leave a profound impact on students and help them make independent decisions in the near
future.
The core values that your students learn from you today are going to be applied and used in society as they
grow up.
A solid philosophical background will help ensure that these values are all positive.
If you believe in breaking stereotypes, there are high chances your students will follow the same
philosophical path. If your philosophy is accepting the already existing theories, rather than questioning
them, your students might follow your path.
Understanding the philosophy of education will teach them the need to know the whys.
Along with the intellectual development of the students, it will also improve the standards of our society and
make us more rational.
To Be in Their Shoes
By learning philosophy, a teacher would be able to view and analyze from the perspective of their students.
Apart from understanding why students are behaving in a particular way, teachers would also be able to
know how students perceive their actions.
This helps them adapt better teaching strategies and guidance, eventually resulting in improved results.
Best of all, a teacher would be able to analyze his/her actions and understand the positives and negatives
of their methods.
Just as if it helps students, it helps them as well. In other words, the educational curriculum consisting of
philosophy contributes to discovering the mind of the learner (student), thus aid him/her in offering
experiences and opportunities for cultivating his/her potential abilities.
To Avoid Being Judgemental
Philosophy of education also teaches a teacher the concept of not prejudicing the personality of each
student. Remember that you need to consider all students equal.
But, this should not affect the unique potential and capabilities of each student.
As educators, you are required to teach creativity, autonomy, and curiosity to all students without
compromising their intellectual levels.
The idea is to avoid giving up on a pupil, who is a low-level learner. Philosophy teaches you that ideology,
where you train with an unbiased attitude.
To Teach The Concept of Unification
Philosophy also teaches about unifying each pupil and the teacher as one body to ensure harmony.
The idea is to work together to create a better citizen, who diligently serves his community and keeps check
on his/her morality.
Through the philosophy of education, teachers can understand how to deal with the students and unite
them as one.
Even the students will then be able to confidently speak to the teacher as if he/she is their friend.
The Verdict
Through philosophy, you can ensure that your student not only retains his academic knowledge from all his
completed grades but also develop a sense of humane values and ethics.
These personal values provide a better upbringing for them to cope in the later years of their life.
Thus, studying it is beneficial and significant for teaching students to learn autonomously.

Other Sources:
In life it is important to understand who you are as a person, what you believe in and what you hold
to be real. These values are important because they dictate what you do in your life as well as how you act
and react to situations that you may face. This concept holds no less importance or value in the profession
of teaching. Who you are as a person and what you believe in controls what you will be like as a teacher.
Your philosophy as a teacher is important because it leads to, among other aspects, exactly how you
present yourself, your material and how you develop you students. Figuring out what precisely your
personal philosophy is helps you to understand what kind of teacher you want to be.

For the most part there are six main areas of educational philosophy that teachers can fall into.
Sometimes a teacher can have one main philosophy that he or she feels suits them perfectly. It is also
possible that a teacher may combine two philosophies that they may feel contour better to their beliefs.
These six main areas of educational philosophy are perennialism, essentialism, behaviorism,
progressivism, reconstructionism, and existentialism. These philosophical areas evolved and broadened
from the four classical views of philosophy to shape to the different styles of teachers in today’s schools.
Those classical views were idealism, realism, pragmatism and existentialism. These classical philosophies
evolved as a result of the changing landscapes of teaching. They had adapted to form the six areas we
have come to understand today.

When trying to understand what type of philosophy it is you as a teacher want to categorize and
substantially implicate into your teaching, it is important to first find out who you are as a person. What is
important to you in life, how you learn best, how you think others learn best and what is real to you are all
important questions to ask yourself. For me, I feel I fall into two main philosophies, progressivism and
existentialism. Progressivism being the philosophy that says ideas should be tested to find their truths. This
philosophy also says the value of questions from students are very important because it leads to learning.
Progressivism involves both cross discipline learning and problem solving in its instruction. It states that
learning occurs best when students are involved and experiencing ideas for themselves. In relation
existentialism says that Self-actualization, or knowing who you are before you can learn, is very important.
Free will, free choice and the expression of ones own feelings are also all important aspects of
existentialism. I feel like I fall into these two categories for a number of reasons. I have always thought of
myself as a free thinker and someone who likes to incorporate a lot of different aspects and experiences
into what I do. I enjoy studying those things that I find interesting and engaging. In my classroom I would
encourage my students to speak out on their interests, concerns, ideas and comments. As a teacher I
would try and find out what it is my students enjoy and feel is important. I would in turn use that information
to balance my lessons and curriculum. I would also try to incorporate different subjects into my teaching as
well, i.e. history into a philosophy class and visa versa. I would do this to illustrate how a diverse education
is important. I feel this way because when you understand different aspects of learning or disciplines it is
much easier to relate to and compare certain subjects. This side of my personality I feel is suited well by
both existentialism and progressivism. Both categories have aspects of my feelings and beliefs on the
abovementioned topics. Another aspect I feel that has driven me to my philosophical beliefs is my own
experience in the classroom. I have always felt I have learned much better when I was given the chance to
experience and question for myself the material I was being taught. When I am lectured to I certainly retain
the material but it is not always easily retrieved when I need it. On the other hand when I experiment,
experience, or am involved in someway to what is being taught, I seem to retain the information much
better. As a teacher I would like to present my students with a variety of activities that would stimulate them
to learn in a different manner than they might be used to. I would want them to be active participants in the
classroom and in the work I would be doing with them. I would encourage them to question both what they
were being taught, and myself as well as to have the desire to find out more. I think this would create a
stimulus that may help them to retain the subject matter in a way they could relate to. These are the
reasons I believe I feel so strongly about progressivism as a philosophy of education. I have found that I
also believe that the involvement of my philosophies will encourage my students to be more engaged in
what they are learning. I feel as if the two philosophies together create excited students who are willing to
accept learning and teaching alike. I think that engagement would definitely direct them to participate
actively in classroom activities and discussions. I feel that if students have this type of engagement it would
make schools and learning both fun and enjoyable for both students and teachers.

Of course aside from my desired two philosophies there are areas of the others I also find
appealing. Just because I fall into two main categories does not mean there are aspects of the others I do
not find appealing or applicable. Some of these aspects I find useful are that perennialists believe there are
everlasting truths in education. Those are the underlying themes that are always constant in learning. I
think this is true. Another aspect I can relate to is the concept that behaviorists stress organization. I feel an
organized person has a much more clear view of what he or she has to accomplish, whether that be a
teacher or student. If you can see what needs to be done it is much easier to complete. A final example of
my margins of philosophy is how reconstructionalists preach engagement of change. Change can
sometimes be a very good thing. Whether it be changing the landscape of society or changing how
something is presented in class. Sometimes switching things up can benefit everyone. But just because I
feel these concepts are admirable does not change my true philosophies. As a person and a teacher it is
important to make the distinction between what you just agree with and what you truly feel is vital to your
life and teaching. It is important to know what you are passionate about. I agree with the fore-mentioned
aspects of educational philosophy but I truly feel that progressivism and existentialism suite me much better
as a perspective teacher.

As a someday-teacher I feel that if I practice the beliefs of progressivism and existentialism I will be
successful. The results of the two philosophies combined, I feel, will create the ideal learning environment
for both the instructor and the student. I feel as if my personality, beliefs and overall attitude reflect on the
philosophies I have chosen. I also think that my demeanor and attitude will work congruently with those
philosophies to make for the best learning situations. This will in turn hopefully result in a successful
teaching career as well as successful students.

2. Philosophy of K-12 Curriculum

Constructivism, Progressivism, and Reconstructionism are the most obvious.

Explanation:

 Reconstructionism: The philosophy of social reconstructionism stresses the discussion of social

issues and the pursuit of a better society.
 From a 10-year basic education to a 12-year plan, the K-12 goals emphasize social reform.
 Perennialism, Essentialism, Progressivism, and Reconstructionism are four different schools of
thought.
 These educational ideologies place a strong emphasis on WHAT we should teach, or curriculum.

The evident ones are Constructivism, Progressivism, and Reconstructionism. Constructivism K-12 uses the
spiral progression, that is, as the learning progresses, more and more details are introduced. The concepts
are taught early then re-taught in succeeding years with increased sophistication and complexity.

On which philosophy of education is the K 12 curriculum anchored Why?

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The evident ones are Constructivism, Progressivism, and Reconstructionism. Const r uct i vi sm K-12 uses
the spiral progression, that is, as the learning progresses, more and more details are introduced. The
concepts are taught early then re-taught in succeeding years with increased sophistication and complexity.
Which methods of teaching does the K to 12 curriculum use?

The teaching approaches of the subjects in K to 12 Curriculum were stated in section 5 of the Enhanced
Basic Education Act of 2013 namely, learner – centered, inclusive, developmentally appropriate, relevant
and responsive, research – based, culture sensitive, contextualized and global, constructivist, inquiry –
based, ...

What is deped k12 program?

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, ...

What is Perennialist curriculum?

Perennialists believe that the focus of education should be the ideas that have lasted over centuries. They
believe the ideas are as relevant and meaningful today as when they were written. ... The perennialist
curriculum is universal and is based on their view that all human beings possess the same essential nature.

What is Perennialism theory?

Perennialism is a teacher-centered educational philosophy that focuses on everlasting ideas and universal
truths. To clarify, Perennialism suggests that the focus of education should be the ideas that have lasted for
centuries believing the ideas are as relevant and meaningful today as when they were written.

Why is reconstructionism important?

The goal of reconstructionist learning for students is that they themselves may envision the good future and
spend their learning as a preparation for their role in the future for which they reach. This is an idea of
change for a better educational system.
What is social reconstruction ideology?

Social Reconstructionists assume that education, if it is revitalized along the lines they recommend, has the
power to educate people to analyze and understand social problems, envision a world in which those
problems do not exist, and act so as to bring that vision into existence.

Why is John Dewey experienced?

Dewey believed in the continuity of experience, or the connection between a student's learning experiences
and that student's future decisions and behavior. He also believed that educational experiences required
interaction between between the student and their environment in order to be effective.

What is the philosophy of John Dewey?

John Dewey was a leading proponent of the American school of thought known as pragmatism, a view that
rejected the dualistic epistemology and metaphysics of modern philosophy in favor of a naturalistic
approach that viewed knowledge as arising from an active adaptation of the human organism to its
environment.
THE INFLUENCE OF PHILOSOPHY TO CURRICULUM
Educators, curriculum makers, and teachers must have espoused a philosophy or philosophies deemed
necessary for planning, implementing, and evaluating a school curriculum. The philosophy they have
embraced will help them achieve the following:
1. define the school’s purpose,
2. identify the essential subjects to be taught,
3. design the learning students must have,
4. develop approaches or methodologies on how students can gain the knowledge, skills, and
attitude,
5. produce the instructional materials,
6. identify the methods and strategies to be used, and
7. determine how teachers will evaluate students.
Likewise, philosophy offers solutions to problems by helping the administrators, curriculum planners, and
teachers make sound decisions. A person’s philosophy reflects his/her life experiences, social and
economic background, shared beliefs, and education.
When John Dewey proposed that “education is a way of life,” his philosophy is realized when put into
practice. Now, particularly in the Philippines, Dewey’s philosophy served as an anchor for the country’s
educational system.
HISTORY AND ITS INFLUENCE TO CURRICULUM
The history of one’s country can affect its educational system and the curriculum. If we trace the
curriculum’s formal beginning, we get back in time to Franklin Bobbit’s book entitled “The Curriculum,”
published in 1918.
From Bobbit’s time to Tyler, many developments in the purposes, principles, and contents of the curriculum
took place. Please read the Six Famous Curriculum Theorists and their Contributions to Education for more
information.
THE INFLUENCE OF PSYCHOLOGY TO CURRICULUM: FOUR MAJOR FOUNDATIONS
The curriculum is influenced by psychology. Psychology provides information about the teaching and
learning process. It also seeks answers how a curriculum will be organized to achieve students’ learning at
the optimum level and what amount of information they can absorb in learning the various contents of the
curriculum.
The following are some psychological theories in learning that served as major foundations of curriculum
development:
1. BEHAVIORISM
Education in the 20th century was dominated by behaviorism. The mastery of the subject is given more
emphasis. So, learning is organized in a step-by-step process. Using drills and repetition are common.
For this reason, many educational psychologists viewed it as mechanical and routine. Though many are
skeptical about this theory, we can’t deny the influences it had on our educational system.
2. COGNITIVISM
Cognitive theorists focus on how individuals process information, monitor and manage their thinking. The
basic questions cognitive psychologists zero in on are:
 How do learners process and store information?
 How do they retrieve data and generate conclusions?
 How much information can they absorb?
With their beliefs, they promote the development of problem-solving and thinking skills and popularize
reflective thinking, creative thinking, intuitive thinking, discovery learning, and others.
3. HUMANISM
Humanism is taken from Gestalt’s theory, Abraham Maslow’s theory, and Carl Rogers’ theory. This group
of psychologists is concerned with the development of human potential.
In this theory, the curriculum is after the process, not the product; focuses on personal needs, not on the
subject; and clarifying psychological meanings and environmental situations. In short, curriculum views
founded on humanism posit that learners are human beings who are affected by their biology, culture, and
environment. They are neither machines nor animals.
Along this line, curriculum developers must craft a more advanced, more comprehensive curriculum that
promotes human potential. Teachers educate not only the minds, but the hearts as well.
Here is a three-minute video that explains further the humanist’s point of view.
4. SOCIOLOGY AND CURRICULUM
Among the major foundations of curriculum development, the sociological theory emphasizes the influence
of society on education. It is founded on the belief that there is a mutual and encompassing relationship
between society and curriculum because it exists within the societal context. Though schools are formal
institutions that educate the people, other units of society educate or influence the way people think, such
as families and friends, and communities.
Since society is dynamic, many developments are difficult to cope with and adjust to. But the schools are
made to address and understand the changes not only in one’s country but in the world as well.
Therefore, schools must be relevant by making their curriculum more innovative and interdisciplinary. A
curriculum that can address global learners’ diversities, the explosion of knowledge through the internet,
and the educational reforms and policies recommended or mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum that reflects and preserves
its culture and aspirations for national identity. No matter how far people go, it is the country’s responsibility
to ensure that the school serves its purpose of educating the citizenry.
Now, it is your time to reflect. Can you think of your experiences in which the major foundation of the
curriculum can explain it?
Try to ask yourself the following questions:
1. Why should I take history, philosophy, psychology or even PE subjects in college?
2. Why is it that the Department of Education is implementing K to 12 and the mother tongue-based
curriculum?
3. Why is there institutional amalgamation?
4. Why is there “One UP” (One University of the Philippines) now in the Philippines?
5. Why is there a need for a globalized higher education?
These questions imply that change will take place soon. So, brace yourself for the many changes that will
take place in education!
Other Sources:
The K 12 program in the Philippines was introduced in 2013. It was in 2013 when RA 10533 became a law.
This law is known as the “Enhanced Basic Education Act of 2013”.
It was popularly called K to 12 because the act, (RA 10533), enhanced the Philippine Basic Education
System by strengthening its curriculum and increasing the number of years for basic education.
Basic education in the Philippines before K to 12 consists of 6 years of elementary education and 4 years
of high school education.
The enhanced basic education act of 2013 or K to 12 as it is commonly known now, provides for a
mandatory
 1 year of Kindergarten,
 6 years of elementary,
 4 years of junior high school, and
 2 years of senior high school.
The K 12 program applies to both public educational institutions and private educational institutions.
The enhanced basic education act of 2013 or RA 10533 did not only lengthened the number of years of
basic education but also provided that basic education may not only be delivered via regular schools but
may likewise be delivered through the alternative learning system.
Acceleration of students or learners in public and private basic educational institutions is still allowed in
accordance with the Department of Education rules and regulations.
The very goal of the K 12 Program is to produce 21st-century graduates equipped with the core values and
lifelong competencies they need to contribute to societal development and nation-building.
The two additional years of Senior High School (SHS) will provide graduates with four exits and life options,
namely, employment, entrepreneurship, higher education, and middle-level skills development.
What is the legal basis of the K-12 curriculum?
The Philosophical and legal basis of the K-12 curriculum are the following:
 The 1987 Philippine Constitution
 B.P. 232, Education Act of 1982
 The 4 Pillars of Education (UNESCO)
 The Vision-Mission Statement of the Department of Education
 The EDCOM Report of 1991
 Basic Education Sector Reform Agenda (BESRA)
 R.A. No.9155, Philippine Governance Act
The recent news that the K to 12 programs were abolished by the government was not true.
The K to 12 program was created by law and only a law will abolish or repel it. It cannot be abolished or
repelled by the President or anybody for that matter.
Remember that the duty or mandate of the President of the Philippines is to enforce the law.
Only the Congress of the Philippines, consisting of the Senate and the House of Representatives, has the
power to abolished or repel a law such as the “Enhanced Basic Education Act of 2013”, popularly known as
K to 12.

Philosophical Perspective of Education

There are four philosophical perspectives currently used in educational settings: essentialism,
perennialism, progressivism, and social reconstructionism/critical pedagogy. Unlike the more abstract
ontology and axiology, these four perspectives focus primarily on what should be taught and how it should
be taught, i.e. the curriculum.

Essentialism

Essentialism adheres to a belief that a core set of essential skills must be taught to all students.
Essentialists tend to privilege traditional academic disciplines that will develop prescribed skills and
objectives in different content areas as well as develop a common culture. Typically, essentialism argues
for a back-to-basics approach on teaching intellectual and moral standards. Schools should prepare all
students to be productive members of society. Essentialist curricula focuses on reading, writing, computing
clearly and logically about objective facts about the outside real world. Schools should be sites of rigor
where students learn to work hard and respect authority.  Because of this stance, essentialism tends to
subscribe to tenets of Realism.  Essentialist classrooms tend to be teacher-centered in instructional
delivery with an emphasis on lecture and teacher demonstrations.

Key theorists:

William Bagley, E.D. Hirsh Jr.

Perennialism

Perennialism advocates for seeking, teaching, and learning universal truths that span across historical time
periods. These truths, Perennialists argue, have everlasting importance in helping humans solve problems
regardless of time and place. While Perennialism resembles essentialism at first glance, perennialism
focuses on the individual development of the student rather than emphasizing skills. Perennialism supports
liberal arts curricula that helps produces well-rounded individuals with some knowledge across the arts and
sciences. All students should take classes in English Language Arts, foreign languages, mathematics,
natural sciences, fine arts, and philosophy. Like Essentialism, Perennialism may tend to favor teacher-
centered instruction; however, Perennialists do utilize student-centered instructional activities like Socratic
Seminar, which values and encourages students to think, rationalize, and develop their own ideas on
topics.

Key theorists:

Robert Hutchins, Mortimer Adler

Progressivism

Progressivism focuses its educational stance toward experiential learning with a focus on developing the
whole child. Students learn by doing rather than being lectured to by teachers. Curriculum is
usually integrated across contents instead of siloed into different disciplines. Progressivism’s stance is in
stark contrast to both Essentialism and Perennialism in this manner. Progressivism follows a clear
pragmatic ontology where the learner focuses on solving real-world problems through real experiences.
Progressivist classrooms are student-centered where students will work in cooperative/collaborative groups
to do project-based, expeditionary, problem-based, and/or service-learning activities. In progressivist
classrooms, students have opportunities to follow their interests and have shared authority in planning and
decision making with teachers.

Key theorists:

John Dewey, Maria Montessori

Social Reconstructionism & Critical Pedagogy

Social reconstructionism was founded as a response to the atrocities of World War II and the Holocaust to
assuage human cruelty. Social reform in response to helping prepare students to make a better world
through instilling democratic values. Critical pedagogy emerged from the foundation of the early social
reconstructionist movement. Critical pedagogy is the application of critical theory to education. For critical
pedagogues, teaching and learning is inherently a political act and they declare that knowledge and
language are not neutral, nor can they be objective. Therefore, issues involving social, environmental, or
economic justice cannot be separated from the curriculum. Critical pedagogy’s goal is to emancipate
marginalized or oppressed groups by developing, according to Paulo Freire, conscientização, or critical
consciousness in students. Critical pedagogy de-centers the traditional classroom, which positions teacher
at the center. The curriculum and classroom with a critical pedagogy stance is student-centered and
focuses its content on social critique and political action.

Key theorists:

Paulo Freire, bell hooks (note: bell hooks intentionally does not capitalize her name, which follows her
critical stance that language, even how we write one’s own name, is political and ideological.)
Socio – Psycho

Learning Theories – Which is Best for Millennials?

As learning professionals, we are always interested in learning theories, especially if we’ve been in the
industry for a while and have seen more than one learning theory applied to our development over the
years.

I’ve recently been giving thought as to how millennials learn, for example: Which methods work best for a
millennial? What is the best way to engage a millennial? What is the best way to design learning for a
millennial? So, why not think about which learning theory or theories work best for a millennial?

Let’s start with looking at what are the basic learning theories…

Behaviorism

The main idea in this theory is stimulus-response. All behavior is caused by external stimuli and either
positive or negative re-enforcement. Learning is defined as behavior change in the learner and the learner
is viewed as passive, responding to motivations.

Reflecting on what I have learned about millennials as a generation that wants learning to be interactive,
relevant, fun, and technologically current – even though millennials do respond to positive reinforcement —
I don’t believe this is the best theory to apply when developing for millennials.

Cognitivism
The main idea here is that mental function can be understood. This theory focuses on inner mental
activities, compared in part to a computer. Information comes in, is processed, and leads to certain
outcomes. In fact, the learner is viewed as an information processor.

This theory seems a little closer; however, as much as millennials like lots of information, I don’t see that
this is the best learning theory to apply to this generation. I have always thought of cognitivism as being
more individual learning and talking heads. Millennials want collaborative learning and an instructor that will
facilitate the learning process, acting as a partner in the learning experience.

Constructivism

With this theory, learning is an active, constructive process. Learners are actively involved with the learning
process and help create their own learning paths. New information is linked to prior knowledge and an
individual’s experiences are aligned with his or her internal representation of the world. The learner is
viewed as an information constructor.

This generation wants choices on how they learn and wants to be able to access learning on various
devices. They want their learning to mean something to them now or in the near future, and they want just-
in-time learning — something easily accessible when they need it. They like teamwork, collaboration and
interactivity — not just lecture, and they want to have fun when learning.

Constructivism seems best fitted for today’s millennials. Although it brings active learning theory to reality
for the millennials, it also allows them to be part of the “construction” of their learning experience. A winner
on both counts for a generation in search of new ways in learning!

Implication of Engaging Learners:

Promoting student engagement through active learning

Active learning is an instructional approach in which students actively participate in the learning process, as
opposed to sitting quietly and listening. Strategies include, but are not limited to, question-and-answer
sessions, discussion, interactive lecture (in which students respond to or ask questions), quick writing
assignments, hands-on activities, and experiential learning. As you think of integrating active learning
strategies into your course, consider ways to set clear expectations, design effective evaluation strategies,
and provide helpful feedback.
Understanding & engaging today's learners
Building Inclusive Classrooms
Who are today's learners? "They display ambition, confidence, optimism, and a capacity for high-level
cooperative work. At the same time, they measure high on scales of stress, conventionality, and over-
reliance on parents" (Wilson & Gerber, 2008, p. 29). The techniques below are just a few strategies that
instructors have used to engage today’s learners.

Create understanding & build rapport

 Start creating a positive classroom environment on the first day. Smile and look at the class while
talking.
 At the beginning of the year, ask students to share their name and their passions; write it down.
 Group students by their interests and give them differentiated assignments more relevant to those
interests if the opportunity arises.
 Address students by name.
 Take time to learn about students’ values by asking questions and engaging in discussions that
may not be part of the planned lecture.
 Share your own values, interests, and experiences as today’s students respond to and respect the
voice of elders.
 Students want to know what to expect and how to succeed. Be clear about course goals, targets,
and purpose in order to avoid any misunderstandings in the future.
 Provide feedback on observations and class assignments. Avoid direct criticism that may be taken
personally.
 Offer opportunities for interpersonal involvement through regular office hours.

Challenge students to be analytical & creative

 Pose questions that gauge student learning of terms, concepts, and principles and allow them to
apply their knowledge to real-world situations.
 Millennials are accustomed to a more supervised and structured environment. Provide occasional
indeterminate problems and case studies that challenge students to evaluate different methods
that yield different solutions—have them share their thinking with the class.
 Create guiding questions for students to answer on their own or in groups and explain or provide a
list of appropriate academic resources. All students today are capable of learning course material
using internet, libraries, or course technology if given direction.
 Students grew up using computers and internet, so utilize their talents and knowledge. Don’t be
afraid to ask for help with technology or to co-create assignments and projects.
 This generation thinks in many dimensions at once. Provide opportunities for students to be
creative in how they approach assignments.

Engage students with technology

  Integrate technology into course lectures (i.e. PowerPoints, Poll Everywhere or iClickers/REEF
Polling, YouTube, etc.) where appropriate. This will help meet students' needs for variety,
stimulation, and access to information.
 Today’s learners are always connected. Capitalize on social networking sites and technology such
as Skype to connect students with professionals working on pressing issues in today’s world or
with other students living near affected areas across the globe.
 Incorporate computer games and design programs as an instructional technique. Contact the
Center or your department to see what programs are being used and are relevant to your course.
 Create a digital learning environment by using online technologies such as bulletin boards, blogs,
or Canvas where students can interact, ask questions, and share information relevant to the course
at any hour.

Create opportunities for active learning

 Break up the class time into 20-30-minute segments with activities such as small-group
discussions or five-minute reflection papers and quizzes to maintain student focus and assist with
processing and assimilation of information.
 Students today are group-oriented and demand interactivity in the classroom. Creating ongoing
opportunities for peer instruction and evaluation engages students deeper in the material, reduces
lecturing, and minimizes the amount they rely on peers in group work.
 Don’t be afraid to break from the curricula to discuss current events. Capitalize on this opportunity
for students to apply course material to the real-world.
 If the subject matter has several clearly defined and/or opposing views, split the class into two or
more groups and simulate a formal debate, providing sufficient time to discuss, present, and rebut
ideas.
 For individual or small-group exercises, have students work at the blackboard or create visual lists
on poster board.
 Develop opportunities for experiential learning such as service learning and community field
experiences.

Some thoughts for understanding today's learners

“Gen Y members have come of age in a very child-focused world. Many of them had Boomers as parents,
and Boomers are as competitive for their children as they were for themselves. Boomers are used to
getting their way, and they have been strong advocates for their children. Because Boomers have worked
long hours, because of many single parent families, because of an increasingly violent world and because
of the desire for their children to “get ahead,” Boomers have made sure their children participated in all
forms of lessons and activities. Thus, Gen Y has grown up in a very structured, busy and over-planned
world” (Coates, 2007, p. 113).
“According to Ron Zemke, Generation Y combines the can-do attitude of the Veterans, the teamwork ethic
of Boomers and the technological savvy of Generation X. For this group, the preferred learning
environment requires teamwork and technology” (Coates, 2007, p. 113).

General characteristics of today's learners

 Consumer orientation
 Entertainment orientation
  Entitlement
 Instant gratification
 Short event horizon
 Adaptability & pragmatism
 Excellence
 Skepticism
 Cynicism
 Intellectually disengaged
 Safety issues
 Stressed
 Civility issues
 Diverse
(Taylor, 2006)

Positive Learning Environment:

A positive learning environment is one of the most critical components of a skills-based health education
classroom. A positive learning environment is created when you value participatory teaching and learning
and when there is trust and rapport among students and between yourself and students. To establish trust
that leads to true participation and engagement in learning, you first need to set the stage by establishing a
learning environment in which all students feel valued, safe, and supported.

Let's further define the characteristics found in a positive learning environment:

 Students feel physically and emotionally safe. They see the classroom as a place where they can
be themselves and express themselves and their ideas without judgment.
 Students know that they are valued and respected, regardless of other factors such as ability,
gender, sexuality, race, ethnicity, or religion.
 Students have ownership and input related to class structure and expectations. This can range
from creating spaces specifically for student use to having a class discussion to establish norms
and expectations.
 All students are challenged to achieve high expectations, and all students receive the support
necessary to meet those expectations.
 Standards of behavior are established and are consistently and equitably enforced for all students.
 Class structure provides multiple and varied opportunities for students to experience success.
 The teacher gets to know all students and uses that knowledge to create meaningful experiences.
 There is a positive rapport (relationship) between the teacher and students and among students in
the class.

Creating a positive learning environment begins with the teacher's self-reflection, continues with planning,
and then is ongoing and dynamic during the implementation of the curriculum. Maintaining a positive
learning environment is a work in progress - you must always consider how to maintain a positive learning
environment and must be thoughtful about how the learning environment is perceived by students.

As with curriculum development, a positive learning environment takes planning and thought. It is important
to continually monitor and adapt your strategies to meet the changing needs of your students. No two
students are the same and no two classes are the same. You need to be aware of the differences in your
classes (e.g., personalities, dynamics, interests, strengths, learning styles) and adjust your strategies to
meet your students' needs. Also keep in mind that students' needs can change within a semester, term, or
year. You should do the best you can to plan ahead of time, but be aware that once you get to know your
students, you may need to adjust your strategies to ensure that everyone feels safe, supported, and
valued. This chapter will discuss strategies for creating a positive learning environment in the classroom.
Some ideas may work better for you than others, but we hope to give you plenty of ideas that you can use
to develop and maintain a positive learning environment.

KNOW YOURSELF

Before planning the specifics of your positive learning environment, take time to reflect on who you are and
how you arrived at your values, beliefs, behaviors, and attitudes. If you haven't explored how your beliefs
and values shape your personality and decisions, it is difficult to guide students as they think about who
they are. The Exploring Personal Beliefs and Values sidebar poses a few questions to use as a starting
point.

After you have taken some time to explore your personal beliefs and values, the next step is to think about
how you will influence the learning environment in your classroom. Take time to consider how you can build
on your strengths while also addressing your weaknesses. Remember that weaknesses aren't necessarily
negatives; they represent areas for improvement. As long as you recognize your areas for improvement
and don't let them negatively affect your students' experience, they can be opportunitiesfor growth. For
example, you may have a strong belief that poor personal hygiene is a reflection of a person's self-esteem.
However, you have a student who does not use deodorant for cultural reasons. You will need to respect
your student's beliefs and not let your personal views affect how you teach or interact with that student. It is
equally important that you model appropriate interactions with people who have different beliefs, ideas, or
values. Your classroom should be a place where students learn, observe, and practice positive interactions
with others regardless of differences. When you reinforce healthy and appropriate discourse, you provide
students with an opportunity to share beliefs, take into account another person's point of view, and then
filter through everything they have learned in order to form their own opinions.

Self-reflection is not an evaluative exercise in which you criticize yourself or try to identify things you are not
good at. Rather, this is a time to get to understand yourself better, to understand where you are coming
from, and to discover where and how you can build on your strengths to support your students.

EXPLORING PERSONAL BELIEFS AND VALUES

 What are my beliefs about teaching? About health?

 Why do I teach? Why do I teach health?
 What do I value about myself? My teaching? My health?
 What are my strengths? What do I bring to the table?
 What are my blind spots? What are my weaknesses?
 Do I have any biases? Do I treat any group of students differently because of a preconceived
opinion?
 Do I have any prejudice about certain students?
 How has my experience shaped who I am today?
  What are the greatest influences on my life? My health?
 Do I feel uncomfortable with certain health topics?
 Where do I place myself on a scale of cultural competency?
 Am I passionate and excited about teaching?

Strategies for Building a Productive and Positive Learning Environment

by Becton Loveless

Positive, productive learning environments are key to students' academic, emotional and social success in
school. Unfortunately, positive learning environments don't just happen on their own–they must be created.
There are many components that go into making a positive learning environment for students. For starters,
positive learning environments should offer a climate of safety, where risk-taking is encouraged, there is
open authentic conversation, trust and respect are fostered, and positive interaction is the norm.
The best time to start developing a positive learning environment in your classroom is during the first days,
weeks, and months of the school year–but it's never too late to get started. Below, we'll explore positive
action strategy, and several simple tips, that teachers, educators, and even parents, can use for creating a
positive, productive learning environment for students. By implementing these strategies, you'll be able
combine the need for positive learning environments that foster improved academic performance, with the
ability to promote students' social and emotional wellbeing and progress inside and outside the classroom.

Step 1 - Make learning relevant

The more relevant a topic or subject is to students' own success and happiness, the more engaged they'll
become in the learning process. On the whole, when teaching math, science, social studies, even history,
find ways to adapt the lesson or lecture to the interests of students. It's also helpful to discover the
interests, talents, and learning styles of each student if possible. As resources permit, adjust teaching
methods and strategies to meet the needs of students on an individual basis and you'll see students
become more attentive and engaged.

Step 2 - Develop a Code of Conduct

If students don't have a clear and agreed upon understanding of positive and negative behaviors, it's
difficult to create a positive learning environment in the classroom and at school. The first step to
establishing a code of conduct is to ask students how they like being treated. From this question students
should be able to brainstorm a list of behaviors they believe are respectful, kind, fair, and appropriate. At
this point, together students and teachers should be able to agree that treating others the way we each
want to be treated is the best code of conduct, and should set the stage for appropriate classroom
behaviors.

Step 3 - Employ a Positive Actions Curriculum

While it would be nice if all students shared the same understanding of positive behaviors, they don't.
Children come from diverse family, cultural and socioeconomic backgrounds. All these influences, and
others, shape students' perspective of what's appropriate, and what is not. It's important that students are
taught positive behaviors in a consistent and systematic way at school and in the classroom. Developing
a Positive Action curriculum is one of the most effective ways to teach and instill in students positive
behaviors. Positive action curriculum should teach students:
 That positive actions lead to a good feeling and positive self image.
 Positive actions such as nutrition, property exercise, and sleep that lead to a healthy body.
 Positive actions such as problem-solving, decision-making and thinking skills develop the brain
and make us smarter.
 Positive actions such as kindness, living the Golden Rule, and being respectful allow us get
along with others.
 Positive actions such as time management and managing our emotions help us better manage
our own affairs.
 Positive actions such as admitting mistakes and taking responsibility for our actions allow us to
be honest with others and ourselves.
 Positive actions such as goal setting lead to personal growth and improvement.
Positive actions lead to positive behaviors, which help children feel good about themselves and others.

Step 4 - Help Students Develop Intrinsic Motivation

Feeling good about themselves is an intrinsic motivator to students–especially elementary age students–
and positive actions help children feel good about themselves. So, how do you help students consistently
engage in positive actions? First, actions are always preceded by thoughts. Second, actions and behaviors
are typically consistent with thoughts. Third, feelings, children experience about themselves, are based in
large part by their actions. Helping students learn that by changing a negative thought to a positive they can
produce positive actions, and that positive actions will help them feel good about themselves is a powerful
intrinsic motivator.

Step 5 - Reinforce Positive Behaviors

Recognizing and reinforcing positive behaviors is one of the most effective ways to produce positive actions
in students, strengthen intrinsic motivation, and create a productive and positive learning environment.
Certificates, stickers, toy prizes, tickets, tokens and other reward systems are great ways to recognize
students and reinforce positive behavior and achievement in the classroom. However, it's also important to
help students make the connection between positive behavior and the good feeling it produces (not just the
physical award). As students make that connection between positive behavior and good feelings, and
continue producing positive actions, they'll feel good about themselves, the intrinsic motivation is
strengthened, and students will continue producing more positive actions and exhibiting positive behaviors.

Step 6 - Always Respond With Positivity

Positivity is a key component of a positive learning environment. Interacting with students in a positive
manner, exhibiting positive behaviors, and maintaining a positive attitude is one of the most important steps
for creating a positive learning environment and producing successful students. Regardless of the situation
or circumstance, there is always a way to respond to and interact with students in a positive way. Teaching
students how to communicate and interact with each other in a positive manner is also key to fostering a
positive learning environment in the classroom. Positivity is one of the most powerful agents of change for
establishing and maintaining a positive learning environment at school and in the classroom.
Simple Tips and Strategies for Building Positive Learning Environments
The Positive Action strategy we introduced above is one of the few character education programs
recognized by the U.S. Department of Education's What Works Clearinghouse to produce positive results in
students' academic performance and behavior. But it isn't the only strategy. Below is an additional list of
simple strategies and tips from teachers, educators, and even parents, that have proven useful and
effective for creating a positive, productive learning environment at school and in the classroom.
 Relationships first, school second . Don't jump straight into school work the first day of school.
Break the ice and help get students out of their comfort zone at the onset by playing some
interactive games and holding some team building exercises. This helps students get to know
each other on a personal level, and experience the "human" side of their teacher.
 Share some stories from the summer . Before you transition into the school year have the
students share some of the fun things they, or their families did over the summer. Also, take a
moment to share with your students what you did over the summer. This helps the students
get to know each other and their teacher, and helps you build rapport with your students.
 Get to know each student. At the beginning of the new year, or term, ask parents to write a "in
a million words or less" letter describing their child. Once you have received letters from all the
parents, take some time to read each letter and learn about the unique character, desires,
needs and talents of each child. Reading these letters at least once, if not regularly, will help
you see each child in a different light.
 Write an introduction letter. Get to know your students and let them get to know you through
introduction letters. Write a letter telling your students about yourself, your likes, your hobbies,
loves and aspirations. For their first assignment, have students write a letter about themselves
for you.
 Create an Internet Meme. Internet memes are a fun and effective way for communicating
important expectations, rules and concepts with students without coming off mean or
overbearing. They can include media, catch phrases, jokes and funny images.
 Lean on Your Colleagues . Being a good teacher and creating a positive learning environment
takes a lot of work–so don't go at it alone. Reach out to other teachers, educators and people
who will support you, build you up and who have been successful at creating positive learning
environments.
 Plan for the Future, Live in the Moment . As you work toward creating a positive learning
environment for your students, stay focused on the present. Creating a positive working
environment is a process, it won't happen overnight. Don't get so caught up with the end goal
that you are not able to savor the moment.
 Get Students Involved in the Process. Creating a positive learning environment should involve
all your students. Have students help decide how to design the room, where pictures should
go, what pictures should be used, etc. Allow them to take ownership of their learning
environment.
 Create a Creative Bookmark. Create a laminated bookmark with your contact information on it.
This is a fun way to invite your students to stay in touch with you. Include your email address,
school web page URL or any other info you want students to have at their fingertips.
 Create a Classroom Newsletter. Having your class develop a newsletter is a great way to keep
students engaged, entertained and parents involved. But don't you do it! Have your students
do it. Make your newsletter a student driven project and you'll engender a positive classroom
learning environment.
 Connect Using Social Media. Social media can be a great way for teachers to connect with
students–especially given the propensity that kids have these days to access social media.
Take pictures of class projects, awards, activities and events and post them on instagram for
kids and parents to enjoy. Or maybe you can set up a class twitter account to keep students
and parents up to date on what's going on in the classroom throughout the year.
 Create a Blog. Create and maintain a classroom blog. This is another great way to keep
students and teachers up to date and involved in what's going on in the classroom. It's also a
great place to post upcoming projects, guidelines, study guides and resources for students and
parents.
 Keep it Green. Use digital technology to decrease reliance on paper products and to facilitate
online communication between teachers and students, and their parents. Much of what was
traditionally communicated using paper can now be communicated digitally online using
Twitter, Facebook, or a class web page. Going digital saves time, is more effective than paper
(which can be lost), foster a positive learning environment, and protects our world's
environment.
 Start with Relationships. As tempting as it is to get a headstart on academics, keep the focus
of the first day of school on establishing relationships and building a sense of community within
your classroom. Let each student know that the most important part of their education is them.
Do some team building activities. Show students that they are valued for their contribution.
There will be plenty of time to focus on academics tomorrow.
 Be Enthusiastic. Be enthusiastic! Smile! Let your students know that you're excited to be there
and that you're excited they're there. Everything you say or do the first week of school should
communicate your enthusiasm for the new school year. Your positive attitude and enthusiasm
is key to creating, and maintaining, a positive learning environment in the classroom.
 Stay Optimistic. After the enthusiasm of the first few weeks of school starts to wear off and you
get down to the nitty gritty of dealing with the challenges of being a teacher, you must stay
committed to maintaining a positive attitude and a high level of optimism throughout the year.
Students will pick up on any negativity or bad moods immediately. Your ability to maintain a
positive attitude, and stay optimistic, is at the core of your ability to establish a positive learning
environment.
 Treat Each Student As If They Were Your Own Child . Are you a parent? Have you
experienced those struggles and fears that your own children have experienced as they've
gone to school each day? Have you ever hoped or prayed their teacher would be sensitive to
their needs and be understanding? Treat each of your students with the same love, respect
and level of attention that you'd want for your own child. It takes work, but it will bring out the
best in each child and foster a positive learning environment.
 Focus on the Positive. There is something positive to be found in even the worst student. Each
day find something good in each student and point it out to them. Focusing on the positive in
every student will enable you to create and maintain a truly positive learning environment for
your students. And more importantly, you'll help each student build esteem and self worth that
will last a lifetime.
 Sometimes... Just Wing It. Humans are unpredictable. Children are even more unpredictable.
Now matter how well you planned over the summer, once your children arrive in the
classroom, and you start getting to know them, you really can't make a concrete plan. Take a
little time to get to know your students. After the first few days of school, you may need to re-
evaluate your plan and go back to the drawing board to fix a few things. Have fun. It's okay.
  Review the Basics. Academics are important, but if students know proper classroom etiquette
it's difficult to have a successful learning environment. Don't assume that your students know
anything–review the basics. During the first week of school review with your students how to
ask for help, provide help to other students, work together, collaborate, be respectful, etc.
Reviewing the basics sets the stage for a positive and productive learning environment in the
classroom.
 Reconnect at the Beginning of Each Year . Plan a school wide social event or activity to be held
the week before school starts. This provides students, teachers, parents and faculty the
opportunity to reconnect without the pressures of school. Keep the event low key and focused
on socializing and getting to know one another.
 Establish Positive Parent Relationships . The last thing you want to do is wait until there is an
issue or problem with little Tommy before you attempt to establish a relationship with his
parents. At the beginning of each year, reach out to the parents of each child in your class in a
personal way. Introduce yourself, let them know who you are, that you're excited to start
working with their child, and what your plans are for the year. Building a relationship with
parents early on sets the stage for a positive learning environment with their child the rest of
the year.

Constructivist point of view in the time of pandemic:

. Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency
response, students from Philippine public schools were provided learning modules based on a minimized
list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated
students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized
formats according to a constructivist learning approach. Senior high school STEM students from grades 11
(n = 117) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded
online through Google Forms. The survey results indicate that majority of the students perceived the
modules positively, suggesting that aspects of the modules that were salient to students corresponded to
essential elements of constructivist pedagogies. However, during interviews, students reported several
difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack
of access to supporting resources, slow internet connection, and time constraints. To address these
problems, teachers reported that they gave deadline extensions, complemented modules with other
channels of support, and used online and offline platforms for reaching out to students to answer their
queries and plan out their schedule for the week. The findings across the data sources point to the complex
demands of emergency distance education that teachers, as curriculum designers and enactors, need to
bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented
time.