Alejandro B.

Soriano January 20, 2024

Values ED 102 Prof. Agnes Dulce Adrias
Valenzuela City Group

WRITTEN EXAM
First Written Activity: Expanding LEARNING and KNOWLEDGE
Topic: Understanding Change in Value: WHY THE CHANGES?

Direction: Choose and discuss five (5) topics only. Write your personal convictions and thoughts about the
following statements/concepts.

1. “Change is not merely necessary to life – it is life.” Alvin Toffler

2. STRENGTHENING the internal factors – VALUES, SYSTEMS, PROCESSES, PRODUCTS,
PEOPLE, is the BEST AND QUICKEST WAY- often the ONLY way – to improve things externally,
particularly with regard to the educational system. Obviously, PEOPLE are at the CORE of ‘INNER
FACTORS’. Why?
3. Why must Teachers themselves build their Faith, Motivation, Confidence, and Self-Esteem?
4. In forming students, “Known good must be done. Known evil avoided.”
5. Teachers are expected to apply “The Golden Rule: Do unto others as what you would have them do
unto you.” Why?
6. Which among the following ideas or tenets do you hold most important in your life as a teacher?
Choose two (2) and explain them about your life as a teacher.

7. Be as transparent as you are as a teacher.

8. Teachers should communicate often, frankly, and even-handedly.
9. “Be the Change you want to see in the world.” Mahatma Gandhi
10. Teachers model the change-for-the-better that they want in their students.

ANSWERS:
1. Why must Teachers themselves build their Faith, Motivation, Confidence, and Self-
Esteem?
 Based on our synchronous session with Doc Dulce, I learned that teachers’ personal values
drive their goals and behaviors at school. Moreover, values can support subjective well-being
and an individual sense of self-efficacy. Teachers’ self-efficacy, namely teachers’ beliefs in
their ability to effectively handle the tasks, obligations, and challenges related to their
professional activity, plays a key role in influencing important academic outcomes like the
students’ achievement and motivation and well-being in the working environment. Based on
one theory of human values that I have read, if forgot the theory but this study sought to
examine the relations between teachers’ values like conservation, openness to change, self-
transcendence, and self-enhancement) and their self-efficacy. In particular, it aimed at
analyzing the extent to which these relations are moderated by teachers controlled and
autonomous motivations for teaching.

I learned also that teachers’ self-efficacy has progressively gained an important role in
school psychology research as a result of its implications for teaching effectiveness,
instructional practices, and for students’ academic achievement. Considerable research has
shown that teachers with high levels of self-efficacy experience higher levels of job
satisfaction, lower levels of job-related stress and face less difficulties in dealing with
students’ misbehaviors. Thus, understanding the main antecedents of self-efficacy may have
important payoffs in working for teachers’ well-being and school effectiveness and
improvement.

All in all, I learned in our discussion that teachers’ personal values were shown to be
important predictors of teachers’ self-efficacy. Specifically, conservation was positively
associated to teachers’ self-efficacy, both for those teachers driven by controlled motivations
in their work and for those teachers driven by autonomous motivations. It is likely that
respecting norms and safeguarding stability in the field of education where teachers are
supposed to feel the responsibility to transmit knowledge and to “take care” of students,
makes teachers experience a sense of security in planning, organizing, and carrying out
activities required to attain educational goals. The specific context where the study was
carried out explains therefore the contrasting finding compared to the results by, where
conservation had a negative impact on self-efficacy. The result is, however, more in line with
our lesson who found teachers’ conscientiousness to be positively related with self-efficacy.

2. Teachers are expected to apply “The Golden Rule: Do unto others as what you would have them
do unto you.” Why?

Like on what I have read in the verse in the Bible, “Do unto others as you would have them
do unto you” is commonly known as The Golden Rule. It’s found in both Matthew 7:12 and
Luke 6:31, if I was not mistaken. Jesus wasn’t simply giving us a rule to follow. He was
unveiling the purity of God’s love and the depravity of the human heart.

For me, Love is the fulfillment of the law. Jesus fulfilled the law and demonstrated this
love by laying down His life for us. The Golden Rule tells us to walk in this kind of love. It
also serves as the principle of treating others as one would want to be treated by them. It is
sometimes called an ethics of reciprocity, meaning that you should reciprocate to others how
 you would like them to treat you not necessarily how they treat you. Various expressions of this
rule can be found in the tenets of most religions and creeds through the ages. When we say that
man chooses for himself, we do mean that every one of us must choose himself; but by that we
also mean that in choosing for himself he chooses for all men. For in effect, of all the actions a
man may take to create himself as he wills to be, there is not one which is not creative, at the
same time, of an image of man such as he believes he ought to be. To choose between this or
that is at the same time to affirm the value of that which is chosen; for we are unable ever to
choose the worst. What we choose is always the better; and nothing can be better for us unless
it is better for all.

Teaching and learning methodologies are constantly evolving and improving over time.
Classrooms and lecture theaters of today look different from those of a decade or more ago.
Likewise, they offer a very different experience for the students involved. So, let’s examine the
rise of inclusive teaching and delve into some of the best strategies for creating a more
inclusive learning experience. Moreover, educators may self-assess to remove bias from their
teaching method and appraise the source materials to ensure diversity. This means educators
must consider how they interact with their students and grade assessments, and whether the
material students read and consume comes from authors and sources with differing opinions,
backgrounds, ethnicities, and so on.

To do this, educators must make it abundantly clear that everyone needs to respect the
views of others, show empathy, and not bully students for misunderstanding, for struggling, or
for simply being incorrect.

Showing respect to one another is a key element of any interactive classroom. Educators
may need to set ground rules and remind students before they proceed with a lesson.

3. Be as transparent as you are as a teacher.

I learned that also that Department of Education (DepEd) of the Philippines is a very strong
advocate of freedom of information and is active in promoting transparency and accountability.
They have policy forum that serves as a great venue to craft strategies and efforts that will help
advance the quality of education, with input coming from a strategic mix of people who are
devoted to education and really know what they are talking about.

Transparency also helps students with less experience of a specific discipline to learn its
norms. One great benefit of transparency is that it can reduce grade complaints and general
grumbling. When students no longer feel like they are arbitrarily assigned grades through some
mysterious black-box process, they are not only likely to do better, but also to be happier with
their grades even if they do not. To meet the challenges of teaching in an increasingly
connected world, school leaders, educators and community members could benefit from
building a culture of transparency and connectivity, creating a culture of sharing around the
successes and struggles of teaching and learning. As if running the school, engaging with the
community, being a role model both online and off, and encouraging teachers to innovate wasn’t
enough for one person, some of the most effective principals make time to continue their own
professional development with a learning community. It is no secret that teaching students is not
as simple as it appears, as tutors must be able to see and understand students’ requirements and
 preferences in addition to mastering courses and disciplines. As a result, every instructor should
be familiar with a variety of strategies for making courses productive and engaging, taking into
account various student attitudes and approaches.

If you teach school, you understand how difficult it is to keep students engaged. This is
especially true in a learner-centered classroom, where students are responsible for much of their
own learning and must be pushed to finish. If you get to know your students, you can come up
with creative ways to motivate them to work. Teachers and students both need to work together
to attain this.

Every person has dreams, and students are no exception. Some people wish to have a well-
paid career, while others wish to tour the world or purchase a home. Regardless, whatever the
dream is, it will necessitate motivation. Nothing will work without it, and neither short-term nor
long-term goals will be met. Focused, concentrated, teaching and learning, and, most
importantly, self-motivated are essential qualities. Having these characteristics and adhering to
them all of the time will undoubtedly yield great outcomes, and one day soon, all dreams will
come true. Relations between student teachers play a big role in motivating the student by their
teachers. And this helps in raising the students in a positive way.

4. Teachers should communicate often, frankly, and even-handedly.

In our discussion, I learned that communication is important. Establishing and maintaining clear
communication via well-defined communication channels allows students to focus on learning. Even
more than in a face-to-face class, students need clear guidelines for communicating with you and for
interacting with other students as they navigate their lessons. Tell students how often they can expect
to hear from you with information about the lessons. A consistent communication schedule that
students can rely on will provide some needed structure and help set expectations. Explain to
students which channels you will use to communicate with them. Explore the different
communication tools available and make strategic choices about which you will use. You may want
to suggest to your students that they update their notification settings.

Plan and communicate with students how quickly you will respond to emails or other
communications from them. If your students know that you will respond within 24-36 hours, it is
less likely you will receive repeat emails. Make this timeline realistic for your workload. Identify
efficiencies that will allow you to answer more student questions. Even though emails to students
can be sent at any time, don’t allow them to take up all your time! Rather than responding to lots of
individual student emails, figure out ways to find out and answer student questions.

Positive reinforcement is a powerful communication strategy that teachers can use to encourage
and motivate their students. It is closely linked to praise, another essential strategy to use in your
classroom. The difference is that positive reinforcement can take a range of different forms; it’s more
than just praise.

Sharing a student’s good work, listening to their ideas and helping students to elaborate on them,
and even simply smiling at a student while they are talking are all forms of positive reinforcement. It
is important to remember that positive reinforcement is more than just what you say – you need to
embed it in every interaction you have with your students. Clear and concise instructions should be
 the core of your teaching. There is a bit of an art to it, but teachers need to take the time to explain
instructions in a way that is easy for students to understand.

Non-verbal communication is essential for teachers. It isn’t enough to communicate with your
students verbally and non-verbal communication can also be especially impactful. Facial
expressions, body language, and tone of voice can significantly change your meaning. It is essential
to be mindful of your non-verbal communication to ensure that your message is being received
properly.

5. Teachers model the change-for-the-better that they want in their students.

Teachers’ professional lives and their role in change efforts have always been central to
educational changes. We need to address teachers’ motivation for and commitment to reform, their
belief systems, their professionalism, their networks, and their professional development, among
other topics. Unequivocally, teachers are central to educational change. In this subject, I will reflect
upon my own work over the past years as a lens through which to examine this topic, and drawing
out implications for research, policy, and practice. The common threads across this work include
issues of agency, power, and social justice that have influenced the role of teachers in various waves
of reform. We discuss teacher agency reforms ranging from bottom-up change efforts to externally
developed comprehensive school reform models and those that rely on teacher collaboration and
participation as research partners.

Teachers with this job are eager to demonstrate their value as contributors to broader school
improvement. Teachers in this job are open to new strategies that they feel will help them engage
students they have struggled to reach but must feel these strategies are practical to incorporate into
their existing practices and routines. Teachers with this Job struggle constantly with a sense that they
aren’t living up to their responsibilities to their students. These teachers seek approaches that will
help them completely transform their approach to instruction. Teachers with this Job are not actively
looking for new solutions. New practices—like integrating technology—seem like an added layer of
complexity on top of already demanding work. They are not convinced that a new practice will be
better than strategies they have developed through years of experience. However, as the solution
scales within their district, they feel they have no choice but to adopt it.

We are at an exciting point in education. There is a growing movement to reimagine school to

increase equity and better prepare all students for today’s world. But if we continue to approach
change in the same way—by pushing school models, instructional strategies and technologies down
to principals and teachers—the full potential impact will not be realized, and scale will be limited.
To achieve different results, we can’t just reimagine schools. We also must reimagine how we
identify and implement innovations. We must give educators a voice and an active role in
determining the primary challenges their students face and how best to solve those challenges within
their particular context.