GROUP 1 BEED 1-A

Babasol, Dolly Barba, Bianca Nicole Chavez, Chrishela

Dacer, Rica Fernandez, Iviguil Jinayon, Queen Ashley
Jabla, Arsel Macatoon, Joyce Yabo, Angelyn

TEACHING PROFESSION REVIEWER

LESSON 1: NATURE OF TEACHING AND TEACHER ROLES

(2) IMPORTANT GOALS

1. ATA ( ABLE TO ADAPT)
2. ATK ( ABLE TO KNOW)

What is Teaching?
- importing knowledge and developing the skills and values of the learner.
- The one facilitating the teaching learning process.
Teaching has been defined in various ways. In its simplest definition, Teaching is the
responsibility of the teacher as he is the one facilitating the teaching-learning process.
However, it is emphasized in the learner-centered approach that learning is not the sole
responsibility of the teachers. The learners are responsible for their own learning too.

Many scholars and educators view teaching in different ways. Here are some
lines to help us better understand the concept of teaching.

1. Nilsen and Albertalli (2002).

-Teaching is a process whereby a teacher guides the learners to a higher level of
knowledge and skills.

2. Schlechty (2004).
- Teaching is an art of inducing the students to behave in ways that are assumed to lead
to learning including an attempt to induce the students to behave.

3. Thring (2001).
- Teaching is not pouring out knowledge or hearing lessons. Teaching is getting at the
heart and mind so that the learners value learning and to believe that learning is
possible in their own case.
4.Smith (2004).
- Teaching is the process of carrying out activities that experience has shown to be
effective in getting students to learn.

5.Mark Smith (2018).

- Teaching is the process of attending to people's needs, experiences and feelings, and
intervening so that they learn particular things, and go beyond the given.

6. Christensen and Garvin.

- Teaching is an engagement with learners to enable their understanding and
application of knowledge, concepts and processes. It includes design, content selection,
delivery, assessment and reflection. To teach is to engage students in learning; thus
teaching consists of getting students involved in the active construction of knowledge. -

Teaching as a profession is a multifaceted and multi-dimensional task. The

following constitute the different dimensions of the teaching profession
according to Tamayao (2019).

DIMENSIONS OF TEACHING
•THE WHY OF TEACHING (Entering the Profession)
There are varied reasons for entering the teaching profession As a pre-service teacher
you must know your very purpose of entering the profession as this would surely affect
your classroom behavior and teaching performance.

•THE WHO OF TEACHING(Learners)

Learners are the most important element of the teaching-learning process.It is important
to know the nature of the learners; their individual differences, learning styles and
academic performance as well as their sociocultural backgrounds.

•THE WHEN OF TEACHING (Evolution of Teacher Education)

Teaching is an evolving profession which is continually changing. Teachers should know
the demands of the changing social landscape of the teaching profession. They should
be familiar with educational reforms and trends so that they will know what to teach,how
to teach and where to teach.

•THE HOW OF TEACHING (Pedagogy)

To make learning meaningful and effective on the part of the learners, teachers should
employ a variety of teaching strategies and techniques. They must acquire knowledge
on different theories and principles of teaching.
•THE WHAT OF TEACHING (Curriculum)
Curriculum constitutes the total learning experiences of the learners. It includes the
content or activities, the learning outcomes, methods of teaching and assessment
procedures. Teachers should understand this as this is the basis of their actions as a
teacher.

•THE WHERE OF TEACHING (Field Placement)

During the pandemic, teaching happens anytime and anywhere with the aid of
technology. Teachers should know the various alternative venues of teaching so they
will be able to adjust themselves easily into the teaching environment where they will be
assigned

METAPHORS OF TEACHING
• Teaching as an Art
- Art is an expression of creativity and the appreciation of beauty which are usually in
visual forms like drawing, painting, sculpture and other creativity. Teachers are artist in
their own ways as they express their creativity in everything they do inside the
classroom.

Teachers show creativity in many ways;

1.​ Teachers are creative in instructional materials preparation.
2.​ Teachers showcase creativity designing learning activities that would challenge
students' critical thinking.
3.​ Teachers discuss their lessons creatively by employing their own interpretations
and sharing their own experience.
4.​ Teachers creatively select and use teaching strategies and techniques.
5.​ Teachers employ creativity in decorating their classrooms.

Teaching as a Science
-teaching is a science as teachers always test,examines and verifies something or
anything they do inside the classroom.

The following statements ate prove that teaching is a science.

1.​ Teaching needs a scientific background or basis.
2.​ Teachers collect data by observing the students to examine if learning is taking
place or not.
3.​ Teachers study their lessons-in depth and collect accurate data and discuss
systematically.
4.​ Teachers examine and verify students' progress and achievement by using
appropriate tools.
 5.​ When there are classroom problems, teachers always study the situations and
circumstances before making conclusions

Teaching as a craft
• A craft is a set of skills acquired through constant practice and experience.
• Teaching is a craft because it is a complex, multidimensional task that cannot be
mastered in a short span of time. Master teachers develop over time through
experience and continued study and reflection.Teaching is a craft as the skill to teach is
cultivated by various means, including learning,reading, training, observation and
experience.

Teaching as a Mission
• A mission is an obligation task which needs to be done and to be accomplished. When
teachers enter the teaching field, they are commissioned to serve people especially
children and the young people. Teachers are prepared to perform their task effectively.
Also, they are committed and dedicated to accomplish their task even to the extent of
sacrificing their personal happiness for the benefit of their learners.

Teaching as a vocation
“ Teaching is a calling, And I've always thought that teachers in their way are holy
-angels leading there flocks out of the darkness ” — Jeanette Walls, Half Broke Horses

Teaching is a vocation as it also requires immense passion to serve humanity although

this is a very challenging and tiring task. It is a vocation for teachers who want to make
a difference in the lives of the students. It is a transactional way of disciplining the
students and the transformational way of shaping their values and attitudes.

LESSON 2: ROLE OF A TEACHER

- covering various aspects such as personal attributes, professionalism, community
leadership, character modeling, and expertise.

Teacher as a Person
- teachers are expected to uphold dignity, self-respect, and ethical behavior at all times.
The Code of Ethics for Professional Teachers according to (Article Xl) that the
teachers should;
• Live with dignity and self-discipline
• Serve as role models for students and the community
• Recognize the importance of faith and moral values
BODY PARTS OF A TEACHER AND THEIR USE:
•Eyes- to see the nature of the learners.
•Ears- to listen to the ideas of the learners and to consider their opinions and concerns.
•Hands- to direct the learners in the learning activities and to mold them to be a good
person
•Nose- to breathe deeply when feeling worried, stressed and disappointed
•Mouth- to utter ideas, wisdom and truths
•Feet- to walk together with learners, guide them in their search for knowledge
•Brain- to think critically and creatively
•Heart- to love the learners unconditionally

Teacher as a Professional
- possess high moral values, technical competence, and a strong work ethic.
- must have completed an accredited teaching education course and passed the Board
License Examination for Professional Teachers (BLEPT).

Characteristics of a Professional Teacher (Bilbao, et al. 2018)

- mastery of content knowledge
- ability to create a safe and inclusive learners environment
- adapts to curriculum requirements and diverse learning needs
- use different assessment tools to track students progress
- actively engages in personal and professional development

Teacher as a Community Leader and Social Advocate

- play an important role in improving the community and its people.

Teacher as a Community Leader and Social Advocate, they;

• promote human rights, welfare, and healthy initiatives
• establish school-community partnership for educational growth
• serve as mentors, coaches, and organizers for community programs
• take leadership roles in social and environmental projects

Teacher as a Model of Character

- teacher's personal values shape the moral foundation of students and society
- a model of good character who sets example of good attitudes and values

A teacher as a Model of Character should have;

•respect, honesty, integrity, and fairness
•kindness, patience, and empathy towards students
•emotional stability and self-control in handling challenges
•positive attitude, enthusiasm, and sense of humor

Teacher as an Expert
- a teacher is an expert in their field, ensuring effective learning by:

• mastering subject knowledge and teaching strategies

• using critical thinking and decision-making to solve classroom challenges
• understanding students' needs and adjusting teaching approaches
• being passionate and continuous learning and innovation

Key Attributes of an Expert Teacher:

• monitors and assesses students progress effectively
• encourages problem-solving and active learning
• creates engaging and challenging lessons for students success

LESSON 3: Challenges in Teaching and UNESCO’s 4 Pillars of

Education

CHALLENGES IN TEACHING:
A. Multicultural Classrooms
B. Learner-Centered Teaching
C. Teaching in Multi-Grade Classes
D. ICT Integration
E. Brain-Based Education
F. Multiple intelligences
G. Children with Special needs

A.Multicultural Classroom
- Multicultural classrooms are composed of students from diverse backgrounds,
differences in culture, family background, religion, social, economic and linguistic
background.

Challenges of Multicultural classroom

1. Multicultural classroom demand equity and equality.
2. Teachers must enhance respect for diversity and cultural literacy among the learners.
3. Teachers must develop fair treatment for everyone in school
4. Teachers should use pedagogical approaches that are culturally relevant and
responsible.
7 Ways to Embrace Multicultural Inside the Classroom. :
1.Celebrate different cultural tasks.
2. Attempt to learn a bit more about the different backgrounds of pupils among in your
class.
3. Include a variety of books in your classroom book collection.
4. Hold a food fair to celebrate different dishes from around the world.
5. Set presentation projects from students on a culture or nation.
6.Host a culture day
7. Hold events with guest and motivational speakers from different backgrounds.

B. Learner- Centered Teaching

- Focuses on the learners and their development rather than on the transmission of
content.
Challenges of Learner- Centered Teaching
1. Lack of teacher’s interest and confidence
2. Class size
3. Students feel discomfort when they work with others.
4. Students lack the skill of expressing their ideas.
5. Students show disciplinary problems when they are arranged in various techniques of
students- centered activities.

C.Teaching in Multi Grade Classroom

-Multigrade teaching is the practice of teaching students of different ages, grades, and
abilities in the same class.
Challenges of Multi-Grade Classes
1. Time Management
2. Improving Teaching Skills and Development of Good Attitudes
3. Preparation and Organization of Teaching Materials.

D. ICT Integration
-ICT Integration is the use of information-communication technology to introduce
,reinforce,and supplement lessons presented to learners.
Challenges of ICT Integration in Teaching
1. Limited accessibility and network connection
2. Limited ICT facilities
3. Lack of effective training
4. Limited time
5. Lack of teachers' competency and skills
6. Lack of technical support.
E. Brain-Based Education
Brain-based education demands the use of teaching methods and strategies that apply
to how the brain works.

Challenges of Brain-Based Education

1. Teachers' limited knowledge and skills to implement Brain-Based Education.
2. Inadequate training among teachers.
3. Finding instructional materials and sources to use.

F. Multiple Intelligences
-Howard Gardner identified 8 types of intelligences and he argued that teachers should
cater to all these intelligences when they teach

8 MULTIPLE INTELLIGENCE
1. Linguistic Intelligence (word smart)
2. Logical-Mathematical Intelligence (number/reasoning smart)
3.Visual-Spatial Intelligence (picture smart)
4. Bodily-Kinesthetic Intelligence (body smart)
5. Musical Intelligence (music smart)
6.Interpersonal Intelligence (people smart)
7. Intrapersonal Intelligence (self-smart)
8. Naturalist Intelligence (nature smart)

Challenges of Teaching Students with Multiple Intelligences:

1. Lack of teachers' knowledge on how to implement the Multiple Intelligence Theory in
the classrooms.
2. There are limited instructional materials that support Multiple Intelligence Theory.
3. Big class size imposes difficulty in catering to the varied intelligences of the students.
4. Preparing individualized learning activities that would meet the 8 intelligences of
students is not that easy especially if the teachers are full-loaded.

G.Children with Special Needs

- Children with special needs are those who have developmental delays, medical
conditions, psychiatric conditions, and for congenital conditions.
Challenges in Teaching Children with Special Needs:
1. Dealing with the behavior problems of the students.
2. Dealing with multiple disabilities.
3. Difficulty in Teaching.
The International Commission on Education for the 21st Century to UNESCO promotes
learning throughout life to combat challenges of the 21st century. Lifelong learning is
being emphasized and to meet this, Rodriguez (2021) identified the four pillars of
education that should guide actions of educators to develop learning appropriate to the
transformations experienced from reality.

UNESCO's 4 PILLARS OF EDUCATION:

Learning to know - leads to an understanding of the world around him,

openness to the knowledge of one’s own and the other, which keeps him from
ignorance.
Learning to do - leads to practicing absorbed knowledge, which takes you away
from immobilism.
Learning to live together - directs him/her to teamwork, which keeps him away
from isolation.
The learning to be - that solidifies the pillars and harmonizes them to conform
the human being intact.

SKILLS TO BE DEVELOPED

LEARNING TO LEARNING TO DO LEARNING TO LEARNING TO BE

KNOW LIVE TOGETHER

literacy skills vocational skills social skills analytical skills

numeracy skills technical skills development of social skills

core values

critical thinking leadership and communication creativity and

skills management skills skills personal discovery

LESSON 4: PHILOSOPHY OF EDUCATION AND PERSONAL

PHILOSOPHY OF TEACHING

What is Philosophy of Education?

Philosophy of education speaks of every teacher's perspective and orientation in the

teaching profession. A perspective is a frame of mind depending on what one believes
in or focused on. Thoughts and beliefs, therefore, are relative to one's center of interest
or where he gives his attention.
However, the following definitions of philosophy of education are presented below for
discussion purposes:
1. Philosophy of education refers to the wide range of applications of various
philosophical ideas and methods in addressing educational issues, problems, and
concerns.
2. Philosophy of education is regarded as an applied philosophy as it promotes a
specific type or vision of education, and examines the definition, goals, and meaning of
education.

Why is Philosophy of Education Important?

Here are some of the importance of Philosophy of Education:

1. The philosophy of education is very important in the training of future teachers

and in-service teachers. Preparing future teachers developing in-service teachers
about the "ins and outs" of the profession.
2. Philosophy of education is the guide for teachers to plan their teaching. Teachers
will be able to plan and develop activities which they think are suited to their learners
based on the philosophy of education they believe in.
3. Philosophy of education helps teachers develop their own philosophical
perspective on education.

Traditional Philosophies Useful in the Teaching Profession

4 General philosophies or schools of thought that are useful in the teaching
profession. Idealism— Realism—Pragmatism—Existentialism.

Traditional philosophies can be categorized as either content-centered or

learner-centered philosophies.

Idealism and Realism are considered content-centered philosophies while the other
two are learner-centered philosophies.

• Content-centered philosophy— gives emphasis on the social goals that are external
to the individual It focuses mainly on the academic development of the learners and are
expected to master societal goals, therefore putting their interest, experiences, and
value as secondary goals of education.

• Learner-centered philosophy, on the other hand, places high regard on the nature of
learners to be taught.Giving priority on the learners' interests, motivations, abilities, and
choices are reflective of the curriculum.
PHILOSOPHICAL TREATISES

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Root word is - Things that are - "Pragma" which - Reality rests on

"idea". Idea are the real are those that means action, how individuals
only reliable forms can be touched and practice, to do, or to perceive things
of reality because measured and not accomplish is through their own
the physical word is those that humans called philosophy of lenses.
ever changing. think about. Action.

AIM OF EDUCATION

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

- It's ultimate end is - Make learners -Learners are -Develop learners

to produce persons understand the expected to learn to become
who must be world through best through their responsible
literate, with sound inquiry, verifying own experiences. individuals because
reasoning mind, ideas in the they are made up
and of good moral physical world and of intellect and
character. teaching things that emotion.
are essential and
practical.

EDUCATIONAL METHOD

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Deductive logic in -Inductive process -Learners learn -Provides learners

organizing (concrete to best from assistance in
instruction. They abstract) experience. discovering their
consider rote experimentation, Hands- on activities self. Reflection
memory, Socratic drills, and exercise are helpful and papers and journals
method and lecture are preferred important. are used in this
discussions as the methods. philosophy.
best methods in
teaching.

CURRICULUM FEATURES

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Centered on the -Science and -Focuses in the -It focuses on

stimulation of mathematics are at process and humanities,
cognitive the heart of experiences of the psychology, and the
processes. curriculum learners. arts. It promotes
self actualization.

SIGNIFICANT ROLE OF TEACHERS

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Act as "sages on -To transmit -Teacher act as -Teachers present

the stage" serving knowledge free facilitators, guides, the principles,
as dispenser of from personal advisers, and fellow theories, concepts
knowledge. biases and travelers of and perspectives
subjective views. knowledge with the without prescribing
learners. to their personal
positions on them.

ROLE OF LEARNERS

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-To receive ideas. -Learn the truths -They learn by -To discover
Learners are using the scientific doing activities themselves,
passive receivers of way and argue by given to them. especially their
information scientific reasoning. potential.
because they
depend on teachers
knowledge.

LEARNING ASSESSMENT

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Usually done in -Evaluate learners -Making Journals, -Let learners

Qualitative or in quantitatively, it is Individual portfolios express their
words method such done through and practicals or creativity, thoughts
as essays, critic experimentation, actual and feelings.
paper, and the and investigatory demonstration.
likes. projects.

CLASSROOM ATMOSPHERE

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Authoritarian, -Interests, -Very learner -It is nurturing

teachers craft rules classroom is fillef friendly and because it
and take with learning democratic. encourages the
responsibility in materials and Teachers and growth of free and
everything. outputs. students usually creative individuals.
collaborate in
making the rules.

ADVANTAGES

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-Creates an orderly -It proposes -It teaches learners -It's emphasis is on

classroom, education that is to think and act in a learners individually
accomplishment of scientific, technical, practical way. and autonomy.
subject content on and vocational. Teachers serve Focus on their
the desired time Also it prepares only as facilitators decisions and are
frame. Essential learners to be of learning. given the free will to
topics are less competitive in the make choices. It
likely to be missed. work of prepares learners
environment. for life by teaching
them how to
succeed in
whatever career
they want to
pursue.

DISADVANTAGES

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

-idealists teachers -It neglects the -It lacks a fix and -It focuses only on
use "one size fits importance of aims to give individuality instead
all" strategies which ideals and values learners stability of having a balance
do not address the which can be best and direction. between
needs of a diverse learned from - Critics assert that individuality and
group of learners. history, arts and personal sociality.
languages, experience as a —It focuses on the
philosophy, and foundation of personalization or
literature. learning is not customization of
- Emphasize enough to learn;It is education that may
feelings, impossible to gain lead to multiple
socialization and knowledge through curricula and
other personal direct experience unorganized
factors. only. curriculum.

Educational philosophies are ideas or beliefs about how and why we teach students.
Different teachers and schools use different philosophies based on what they think is
the best way for students to learn.

There are four main educational philosophies:

A Perennialist teacher would make students read classic books and old speeches,
believing they contain unchanging wisdom.

An Essentialist teacher would focus on memorizing important dates, names, and facts
from the past.
A Progressivist teacher would let students research different viewpoints and create
projects based on how history affects today’s world.

A Social Reconstructionist teacher would encourage students to look at problems in

society today and compare them with historical events to find solutions.

Perennialism Essentialism Progressivism Social

Reconstructionism

(Learning from the (Mastering basic (Learning by doing) (Improving society)

past)​ (Everlasting) skills)​

Aim of Education​

Perennialism Essentialism Progressivism Social

Reconstructionism

Teach students Teach students Teach students how Teach students how
unchanging basic skills like to think and solve to change society
knowledge from reading, writing, problems through by solving social
classic books to and math to real-world problems.
develop their prepare them for experiences.
thinking. life.

Educational Method​

Perennialism Essentialism Progressivism Social

Reconstructionism

1.Lecture, Drills, practice, Hands-on activities, Debates, research,

discussion, and tests, and group work, and and community
reading classic memorization to projects to learn by projects to
books. master subjects. experience. understand and
Memorization is improve society.
common.​

Curriculum Features
Perennialism Essentialism Progressivism Social
Reconstructionism

Fixed and Core subjects (3Rs: Flexible and Social issues and
unchanging—focus Reading, Writing, student-centered, research-based
es on classic Arithmetic) with a focusing on learning, focusing
literature, structured problem-solving on real-world
philosophy, and curriculum. and projects. problems.
history.

Significant Role of Teachers​

Perennialism Essentialism Progressivism Social

Reconstructionism

Authority figure who Strict guide who Facilitator who Leader of change
controls the ensures students guides students to who encourages
classroom and learn essential discover and solve students to think
gives knowledge. subjects.​ problems.​ critically about
​ (Standard) society.

Role of the Learners​

Perennialism Essentialism Progressivism Social

Reconstructionis
m

Passive listeners, Obedient learners, Active participants, Socially aware

learning from following the set learning through thinkers, applying
classic texts and curriculum and experience and learning to
great thinkers. mastering facts. exploration. real-world
problems.

Learning Assessment

Perennialism Essentialism Progressivism Social

Reconstructionism
Tests, essays, and Frequent tests and Projects, Community
oral recitations to standardized presentations, and involvement,
check exams to measure experiments to research, and
understanding of knowledge.​ assess discussions to
classic ideas. problem-solving assess critical
skills. thinking.

Classroom Atmosphere​

Perennialism Essentialism Progressivism Social

Reconstructionism

.Strict and Disciplined and Open and Engaging and

teacher-controlled, structured, focusing democratic, discussion-based,
with a focus on on order and allowing students to encouraging
deep thinking. memorization. express ideas and students to analyze
​ ​ explore. and act.

Advantages

Perennialism Essentialism Progressivism Social

Reconstructionism

Helps students Builds strong Encourages Empowers students

think deeply and academic skills creativity, to understand and
learn from history’s needed for future teamwork, and solve social issues.
greatest ideas. success.​ independent
​ thinking.

Disadvantages​

Perennialism Essentialism Progressivism Social

Reconstructionism

Too old-fashioned Too strict and may Can be too Focuses too much
and may ignore not encourage unstructured, on social change,
modern knowledge. critical thinking. making it hard to which may not
​ ​ measure progress. always be practical.
Eclectic Approach means mix or choosing the best ideas from different educational
philosophies instead of following just one. Teachers combine different methods to fit
their students' needs.
Why is it useful?
- It adapts to different learners and subjects.
- It allows teachers to change
strategies depending on what works best.
- It makes learning more flexible and practical.

Teaching Philosophy
A Teaching Philosophy is a teacher’s personal belief about how students learn best and
how teaching should be done. It guides the way a teacher designs lessons, interacts
with students, and manages the classroom.

Why is it important?
- It helps teachers stay focused on their goals.
- It guides teaching methods and classroom management.
- It can change over time as teachers gain experience.

LESSON 5 JOHN DEWEY'S PHILOSOPHICAL PERSPECTIVE ON

PHILIPPINE EDUCATION

•Dr. John Dewey's contribution on Philippine education

> Student Body Councils/organization
- for students to voice out their opinion/perspective in their educative process
-Dewey consider this as important
> Inquiry based learning
- students class participation, recitation, clarification (asking questions)
> Spiral Approach
- approach where ideas are revisited in every grade level, wherein, each grade level
explains idea from simple to complex

DEWEYAN PRINCIPLE
1. The nature of the child is made the center of educative process
- interest and needs of student should be the center/priority of the learning process
2. The theory of self-activity is made the center of educative process
- hands-on activities enhance students creativity and innovativeness
3. Activity program is the core of the curriculum
- knowledge acquired through direct experience (eg . experiment, field trip, group
activities)) are more permanent
-main method of teaching

1935 Constitution of the Philippines: all school;

'Aim to develop moral character, personal discipline, civic conscience, vocational
efficiency and to teach duties of citizenship'
- schools are expected to produce learners that possess morality, discipline, civic
competence, honesty, integrity, responsible student, peer, voter

PRINCIPLES OF EDUCATION AS APPLIED TO PHILIPPINE EDUCATION - ALEX

MOISES (2019)

1.Education should promote the Filipino Culture and foster the sense of national
pride
- introduction of MTB-MLE
- Incorporate Filipino Culture to the school/curriculum
- adoption of Filipino as a major subject and medium of instruction
Studying Indigenous/ethnic groups/Philippines literature

2. Education should have a program based on an understanding and assessment

of the social forces and conditions of the present generation
- contemporary issues (local/international)
- contribute to cure and prevent Societel problem sa and don't be the cause of one
- Relevancy- pose real world problem to acquire real world solution

3. Education should bring the school closer to the people

- relevancy - relate to other people with varied background
- education should be responsive to the people, environment, phenomenas, while
keeping values and traditions
- constructive not destructive and - building understanding & respect
- Rational and objective when dealing with Variety of people
- sociology

4. Education should have a program both practical and effective

- government secure that teaching professions attract best talents available
- building link/connection between school and society
* Free education with proper infrastructure and quality/standard learning process of
* Scholars, access to learning materials
5 Educational programs should provide opportunities for all types of learners
- equal opportunity to all learners
- learners are treated fairly *advanced, fast, and slow learners are equally given the
opportunity to maximize their potential
- DON'T DISCRIMINATE

6. Education should focus on the child, becoming the center of Educational

activities
- interests, capabilities, motivation of students should be considered in designing or
organizing classroom activities/ discussion

7. Education requires the formulation pf objectives in terms of pupils growth and

not in terms of subject to matter
- child is the most important client of the school, education system exist for children who
want to learn and in need of education
- child's growth follows scientifically proven patterns of development
- learning is affected by maturation, genetic patterns of growth/ development, readiness
to learn
Learning objectives are set to be achievable considering the learning state or process of
the child. Don't meet advance/ high expectations when learners are not yet capable to
do so

LESSON 6: Morality and the Foundational Moral Principles & Teacher

as Persons of Good Moral Character

• What is morality?
- refers to the set of standards that enable people to live cooperatively in groups. It's
what societies determine to be "right or wrong", and "acceptable".

• Two Distinct Broad Senses

1. Descriptive Senses
- how people think and behave in relation to morality, without making
judgements about whether those beliefs are right or wrong.
- involves how people make moral decisions
- seeks to understand what people believe is right or wrong
- what people actually do, rather than prescribing how they should act

• Example
- Most people in this society believe that it is wrong to steal
 2. Normative Sense
- a code of conduct that outlines what is considered "right or wrong" based on
established principles
- defining what people should do, regardless of cultural norms or personal beliefs
- Unlike descriptive morality which talks about what people actually do, normative
focuses on what people " ought to do".

• Example
- "Murder is wrong", in normative sense, killing another person is morally
wrong, regardless of the context or situation, as it violated a fundamental principles of
morality

• Five Reasons To be Moral and Integral ( Steve McCartney and Rick Parent)
1. Makes society better
- it helps to improve that society benefits, not only others, but also ourselves and
our loved ones
- while lack of moral and conduct can lead to a miserable society

2. Treat Everyone Equally

- means treating everyone with respect and fairness, regardless of differences

3. Secure meaningful Employment

- finding a job that aligns with your personal moral values, where your work
contributes positively to society and feels personally fulfilling, going beyond just a
paycheck

4. Succeed at business.
-if you are employed in an occupation in which you must rely on others, your
moral conduct determines the degree of goodwill that you receive from others.

5.Lessen Stress
-when we make immoral decisions, we tend to feel uncomfortable and concerned
about our decision making. Making the right moral decisions or taking a principled
perspective in an issue, reduces stress.

• Two Types of Moral Reasoning

1. Deontological Reasoning
 - a moral theory that judges based on a set of rules and principles, rather than
the consequences of those actions.

2. Teleological Reasoning
- the tendency to see events based or objects as having a purpose/goal
- in theories, it describes how people should act in order to achieve certain goals

• Teachers as Persons of group moral character

• teachers should always be dressed appropriately
• fairness should be executed by teachers to all their students
•duty of a teacher to provide the highest quality of teaching to his students
whatever their economic status in life.

TEACHER AS A PERSONS OF GOOD MORAL CHARACTER

What is the source of morality?

The Foundational Moral Principle is the source of morality. Principle is derived from the
Latin word "princeps," which means "origin" or "source." It is the foundation, genesis,
and inception of something. Foundational Moral Principle is the universal norm upon
which all other principles on the rightness or wrongness of an action are based. This is
the fundamental basis of all It's written out in the natural law. It is founded on natural
law. It may be referred to in a variety of ways, but natural law is a term that is
acceptable to both believers of this law and non-believers. This rule is written on men's
hearts. It is the law that states that we must "do good and avoid evil" as human beings.
We all have a sense of this fundamental moral principle, no matter who we are. It is a
part of man's nature. We are prone to doing what we perceive to be good and avoiding
what we perceive to be evil.

For the Catholics, it's following the Eight Beatitudes and 10 Commandments.

According to Mary Fairchild (2020) in an uploaded article in Learn Religions website, the
Eight Beatitudes depict the ideal heart condition of a citizen of God's kingdom. St.
Gregory of Nyssa, described the Beatitudes this way, "Beatitude is a possession of all
things held to be good, from which nothing is absent that a good heart may desire.
Perhaps the meaning of beatitude may become clearer to us if it is compared with its
opposite. Now the opposite of beatitude is misery. Misery means being afflicted
unwillingly with painful sufferings."
In this idyllic state, the believer experiences abundant spiritual blessings. The
beatitudes are found in Matthew 5:3-10.

1. Blessed are the poor in spirit. for theirs is the kingdom of heaven.

2. Blessed are those who mourn, for they will be comforted.

3. Blessed are the meek, for they will inherit the earth.

4. Blessed are those who hunger and thirst for righteousness, for they will be filled.

5. Blessed are the merciful, for they will be shown mercy.

6. Blessed are the pure in heart, for they will see God.

7. Blessed are the peacemakers, for they will be called sons of God.

8. Blessed are those who are persecuted because of righteousness, for theirs is the
kingdom of heaven.

According to the Loyola Press, the Ten Commandments guide us in making choices that
help us to live as God wants us to live. The first three commandments tell us how to
love God; the other seven tell us how to love our neighbor.

1. I am the Lord your God: you shall not have strange gods before me.

2. You shall not take the name of the Lord your God in vain.

3. Remember to keep holy the Lord's Day.

4. Honor your father and your mother.

5. You shall not kill.

6. You shall not commit adultery.

7. You shall not steal.

8. You shall not bear false witness against your neighbor.

9. You shall not covet your neighbor's wife.

10. You shall not covet your neighbor's goods.

The Metropolitan Museum of Art in its website, gave a brief but substantial description
of the Five Pillars of Islam, which are considered the core beliefs and practices of Islam.

1. Profession of Faith (shahada). The belief that "There is no god but God, and
Muhammad is the Messenger of God" is central to Islam. This phrase, written in Arabic,
is often prominently featured in architecture and a range of objects, including the
Qur'an, Islam's holy book of divine revelations. One becomes a Muslim by reciting this
phrase with conviction.

2. Prayer (salat). Muslims pray facing Mecca five times a day: at dawn, noon,
mid-afternoon, sunset, and after dark. Prayer includes a recitation of the opening
chapter (sura) of the Qur'an, and is sometimes performed on a small rug or mat used
expressly for this purpose (see image 24). Muslims can pray individually at any location
(fig. 1) or together in a mosque, where a leader in prayer (imam) guides the
congregation. Men gather in the mosque for the noonday prayer on Friday, women are
welcome but not obliged to participate. After the prayer, a sermon focuses on a passage
from the Qur'an, followed by prayers by the imam and a discussion of a particular
religious topic.

(zakat). In accordance with Islamic law, Muslims donate a fixed portion of their income
to community members in need. Many rulers and wealthy Muslims build mosques,
drinking fountains, hospitals, schools, and other institutions both as a religious duty and
to secure the blessings associated with charity.

4. Fasting (sawm). During the daylight hours of Ramadan, the ninth month of the Islamic
calendar, all healthy adult Muslims are required to abstain from food and drink. Through
this temporary deprivation, they renew their awareness of and gratitude for everything
God has provided in their lives including the Qur'an, which was first revealed during this
month. During Ramadan they share the hunger and thirst of the needy as a reminder of
the religious duty to help those less fortunate.

5. Pilgrimage (hajj). Every Muslim whose health and finances permit must make at least

one visit to the holy city of Mecca, in present-day Saudi Arabia. The Ka'ba, a cubical
structure covered in black embroidered hangings, is at the center of the Haram Mosque
in Mecca (fig. 2). Muslims believe that it is the house Abraham (Ibrahim in Arabic) built
for God, and face in its direction (qibla) when they pray. Since the time of the Prophet
Muhammad, believers from all over the world have gathered around the Ka'ba in Mecca
on the eighth and twelfth days of the final month of the Islamic calendar.

For Buddhists, it is stated in the Eight-Fold Path which are Buddha's practical
instructions to reach the end of suffering.

1. strive to know the truth

2. resolve to resist evil

3. say nothing to hurt others

4. respect life, morality and property

5. engage in a job that does not injure others

6. strive to free their mind of evil

7. control your feelings and thoughts; and

8. practice proper forms of concentration

For the followers of Hinduism, they believe in the concept of Karma, according to
Professor Gavin Flood, "Karma is a Sanskrit word whose literal meaning is 'action'. It
refers to the law that every action has an equal reaction either immediately or at some
point in the future. Good or virtuous actions, actions in harmony with dharma, will have
good reactions or responses and bad actions, actions against dharma, will have the
opposite effect. In Hinduism karma operates not only in this lifetime but across lifetimes:
the results of an action might only be experienced after the present life in a new life.
Hindus believe that human beings can create good or bad consequences for their
actions and might reap the consequences of bad action in this life, in a future human
rebirth or reap the rewards of good action in a heavenly or hell realm in which the self is
reborn for a period of time"

There are also other religions who have different beliefs and credos. But even if we may
differ in religion, doing good over evil is a universal truth across all.

LESSON 7:: VALUE FORMATION

-the process by which people develop their values, which are their beliefs and ideals
that guide their actions.
- Values are often described as being caught" rather than "taught". This means that we
absorb and internalize values through observation and experiences. For example,
witnessing moral behavior in family members or peers can instill similar values in us.
While education at schools and home plays a significant role in teaching moral
principles, the underlying beliefs and behaviors are typically learned through
experiences.

Our values are shaped by various influences, including: •Family: parents and guardians
instill values from an early age.

•Cultures Society: societal norms and cultural contexts contribute to our understanding
of acceptable values.
•Media: The messages conveyed through media also play a crucial role in shaping our
perceptions of right & wrong.
•Peer Groups: Friends and social circles can influence our behaviors, our values
through observation and imitation.

IMPACT OF VALUES
-Values serve as the foundation of our existence, influencing your decisions or choices
and determining the path of your life.
-They guide our decisions in relationships, careers, and personal decisions. Despite
their importance many people or individuals may not consciously choose their values,
leading to potential misalignment between their actions and beliefs.

DECISION MAKING & VALUES

- Values guide us in our decision making by providing motivation & direction. They help
prioritize our goals and evaluate our success and happiness.

INFLUENCE OUR BEHAVIOR

- Our values impact our behavior by informing our choices and actions. They shape our
identity and how we relate to ourselves, others and the world around us. A clear
understanding of our values in self awareness and personal development.

RESPECT FOR OTHERS VALUES

- Recognizing and respecting the values and beliefs of others is fundamental. Everyone
has the right to their own perspectives, and it is essential to approach differences with
acceptance rather than expectation for change.

MORALITY IN DECISION MAKING

-Moral decisions are influenced by our ethics and character. They not only affect our
own well being but also have implications for others.

IMPORTANCE OF LEARN ETHICS

-Studying ethics allows individuals to critically assess their lives, behaviors and choices.

TEACHER SHOULD POSSESS GOOD VALUES

- Serve as role models for their students, shaping not only their academic development
but also their character, and moral compass.
5 CORE VALUES A TEACHER SHOULD POSSESS:
1. Integrity
2. Sense of hope for students
3. Sense of urgency
4. Continues self learning
5. Mutual respect & responsibility