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ALABA, EDNA B. -REFLECTION

reflection masteral

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Tonia Alaba
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2 views

ALABA, EDNA B. -REFLECTION

reflection masteral

Uploaded by

Tonia Alaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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EDNA B.

ALABA ENGLISH 501- FOUNDATION OF EDUCATION


MAED-English

"Philosophies in K-12 English Teaching"

The Department of Education’s K-12 curriculum in the Philippines incorporates various


educational philosophies that guide teachers in shaping their instruction. As an English teacher, I
encounter these schools of thought—idealism, realism, pragmatism, existentialism, essentialism,
perennialism, and progressivism—through the methods, strategies, and goals outlined by the
curriculum. Each philosophy manifests in specific teaching practices that support students’
holistic development, focusing on intellectual, practical, and moral growth.

Idealism is evident when the curriculum encourages students to engage with literature
and explore universal truths and ethical dilemmas. In my English class, I apply idealism to
support struggling readers by fostering their belief in their potential to improve. For example,
when working on The Outsiders, I encourage students to focus on broader themes like identity
and belonging, helping them relate these ideas to their own lives and develop patience and effort
in understanding complex concepts. This approach nurtures both intellectual curiosity and self-
confidence, aligning with the K-12 curriculum's focus on character formation alongside
academic growth.

Realism is applied when I teach students practical reading and writing skills that they can
use in real-world contexts. For example, I begin with teaching basic phonics and sight words,
ensuring that students can recognize and decode simple words they might encounter daily, such
as on signs, menus, or labels. One concrete example is when we practice reading a grocery list,
where students learn to identify words like "milk" or "bread" and connect them to real-life
situations. This practical approach helps students see the immediate relevance of what they are
learning, aligning with the K-12 curriculum’s goal of equipping students with essential life skills
through literacy.

Pragmatism influences my teaching when I incorporate hands-on, experience-based


activities to make learning meaningful for students. For instance, I often ask students to analyze
news articles or advertisements, encouraging them to see how reading and writing are used in
everyday life. This allows them to apply their learning immediately to solve real-world problems.
The K-12 curriculum supports this philosophy by promoting learning that is relevant and useful,
ensuring that students can connect what they learn in class to real-life situations.

Existentialism appears when I give students the freedom to choose topics for their
creative writing assignments or personal essays. By allowing them to express their individuality
and explore their own interests, I encourage them to take ownership of their learning. For
instance, students can write about their personal experiences, challenges, or aspirations, helping
them develop a sense of self and purpose. This aligns with existentialism’s emphasis on
individual choice and responsibility, which the K-12 curriculum promotes by encouraging
student-centered learning.

Essentialism is evident in my focus on mastery of core English skills, such as grammar,


vocabulary, and reading comprehension. The K-12 curriculum emphasizes the importance of
building a strong foundation in essential subjects, and I ensure that my students develop the
fundamental skills they need for success in more advanced studies. For example, I incorporate
regular grammar drills, reading comprehension exercises, and vocabulary quizzes, ensuring that
students have a solid grasp of the basics before moving on to more complex tasks.

Perennialism surfaces when I introduce students to classic texts that have stood the test of
time. For example, teaching works like Shakespeare’s Macbeth or Orwell’s 1984 allows students
to engage with timeless themes and ideas. By studying these texts, students are exposed to the
great works of literature that have shaped human thought, aligning with perennialism’s belief that
education should focus on enduring knowledge. The K-12 curriculum includes the study of
canonical texts, ensuring that students are grounded in the intellectual traditions of the past.

Progressivism comes into play when I use student-centered, interactive teaching methods
to encourage active learning. For instance, I often implement group work and collaborative
projects, such as literature circles or debate sessions, where students engage with one another and
construct their own understanding of the material. This method aligns with progressivism’s focus
on learning through experience and interaction, promoting critical thinking and problem-solving
skills. The K-12 curriculum emphasizes this approach, supporting collaborative and inquiry-
based learning.

DepEd memos that emphasize the development of 21st-century skills also reflect these
philosophical foundations. For instance, Memo No. 21, s. 2019 focuses on critical thinking,
creativity, and communication—skills that align with both pragmatism and progressivism. As an
English teacher, I design lessons that foster these skills, such as asking students to analyze
contemporary issues in media or participate in Socratic seminars where they discuss ethical
questions raised by the literature they read.

Moreover, Memo No. 42, s. 2017, which stresses values education, incorporates idealism
and existentialism, as it encourages the development of students' moral reasoning and personal
growth. In my English class, I reinforce these values through literature that challenges students to
think critically about ethical dilemmas and personal responsibility, such as in reading The Kite
Runner, where students explore themes of guilt, redemption, and forgiveness.

In conclusion, my teaching practices in the K-12 curriculum are shaped by various


schools of thought, each of which plays a role in developing students’ intellectual, moral, and
practical abilities. By integrating these philosophies, I am able to provide a well-rounded
education that prepares students not only for academic success but also for meaningful
engagement with the world around them.

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