Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY

GRADUATE SCHOOL
Tacloban City

Submitted by: JOHN PAUL B. JERUSALEM

Submitted to: DR. GERALD JAYSON BORJA BALANGA
Subject: PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Schedule: Every SATURDAY & SUNDAY, 7:00 AM -12:30 PM
Date of Submission: July 17, 2022

1. How may an educational planner integrate democratic principles in education to

his plan?
Whether consciously and intentionally done so, or not, planning always takes
place as organizations take on initiatives. This planning process involves both formal
and informal actions and activities within the organization. The creation of a
democratic organizational culture depends on actively pursuing the leadership
dispositions of Hospitality, Mindfulness, and Humility as well as the organizational
dispositions of Mutuality, Appreciation, Participation, and Certainty. Planning that
promotes and sustains ongoing democratic culture facilitates outcomes that are both
short-term (i.e., the objectives of the particular initiative) and long-term (i.e.,
participation from all levels of the organization). The result of such a process is an
organization that values democratic practice as essential to its planning processes and
to all other work within the organization. Planning is seen as an integral part of the
organization's ongoing work and institutional mission.
Our classroom communities are more important than ever as places to promote
student agency, social belonging, and citizen readiness. Establishing democratic
classrooms—safe, welcoming learning spaces where students actively practice
democratic values, are aware of their rights, and take ownership of their actions as
both individuals and members of a community—will help us to create this
environment.
We could think about these qualities of the democratic classroom:
 relationships based on mutual respect and power sharing between teachers
and students
  high levels of student agency and voice
 Respect for the opinions and contributions of children
 sharing of diverse viewpoints, including those on difficult subjects, with
purpose
 use of discussion and consensus-building techniques, frequently through
protocols
 whole-person development, including the growth of students' critical
consciousness

2. How may an educational planner ensure accountability in his/her plans?

The degree of internal accountability in schools determines whether
accountability mechanisms can achieve the desired results. This means that teachers'
willingness to accept responsibility for improving student learning and to change their
practices to bring about such improvements is determined by their own assessments
of their capacity to influence the learning of their students. Even the most powerful
external systems may not have much of an impact if internal and external
accountability are not aligned.
Responsibility should come before accountability, and educators should be held
responsible for their individual and collective contributions to raising student
performance. Students' progress should be the responsibility of their teachers and
administrators. The professional development and support that the government give
to teachers and schools to help students meet high standards should be held
accountable. Multiple indicators should be used to inform accountability decisions.
Accountability mechanisms ought to be based on a variety of metrics, such as
measures of the effectiveness of the instruction as well as student progress. Reporting
accountability outcomes will help students, teachers, and parents understand what
needs to be improved. Accountability mechanisms should motivate schools to raise
the academic performance of all students. The goal of assistance should be to increase
internal accountability in schools and to improve schools' capacity to educate all
students to high standards.