00003 on words

When we talk, in reality,

we are not just expressing ideas,

but through these ideas,

we express our compassion,

our pursuit for understanding,

our forgiveness, our humility,

and all the other values

that define our consciousness.

Let not our judgemental tendencies

blind us from the higher values

                                                 we are bound to embody.

00002 On Gentleness

Life is not in the past nor

in the future. Life is in the present.

In order to make the most out of life,

I must be calm, humble, gentle,

and grateful, for to have peace

in oneself is a treasure beyond

compare. And even in very

difficult situations opportunities

for peace and kindness abound.

00001 a person's worth

My life is short and

everything I do fades away

with time. The only reason

why I have value is God’s love

for me despite my

unworthiness. This truth

compels me to love others is

return despite their misgivings,

 imperfections,

and status in life, because
God loves them too. 

Historical Development of Philippine Education

EDUC 213 – The Teaching Profession
Presentation Summary Part 07

Part 7 Historical Development of Philippine Education

7. 1 The significant developments in Philippine educational system
7.1.1 In 1901, a highly centralized public school system was installed by the Philippine Commission by virtue of Act No. 74.
7.1.2 In November 1, 1902, Bureau of Public Instruction was changed to Bureau of Education under Act No. 477 was passed.
7.1.3 Act No. 74 created a shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. and they were known as the Thomasites.
7.1.4 In 1902, the Philippine Commission established the high school system, schools of arts and trade, agricultural schools, and commerce and marine institutes.
7.1.5 In 1908, the Philippine Legislature approved act no. 1870 which created the University of the Philippines.
7.1.6 In October 14, 1943, the Japanese sponsored Republic created the Ministry of Education.
7.1.7 Under the Japanese regime Tagalog, Philippine history, and character education was reserved for Filipinos.
7.1. 8 In 1947, the Department of Instruction was changed to Department of education, through Executive Order No. 94.
7.1.9 In 1972, the Department of Education became Department of Education and Culture through Proclamation 1081.
7.1.10 In 1978, Department of Education and Culture (DEC), became Ministry of Education and Culture (MEC) through P.D. 1397.
7.1.11 In 1982, Ministry of Education and Culture became Ministry of Education and Culture and Sports (MECS) through Education Act of 1982.
7.1.12 In 1987, Ministry of education, culture and Sports became Department of education culture and sports (DECS) through executive order no. 117.
7.1.13 In 1994, the Commission on Higher Education (CHED) was initiated through R.A. 7722.
7.1.14 In 1994, the Technical Education and Skills Development Authority (TESDA) was initiated through R.A. 7796.
7.1.15 DECS focused on basic education which covers, elementary, secondary, and non-formal education including culture and sports.
7.1.16 TESDA administers the post-secondary, middle-level manpower training development.
7.1.17 CHED is responsible for higher education which means college and higher.
7.1.18 In August 2001, Department of Education, Culture and Sports became Department of Education (DepEd) through R.A. 9155.

7.2 The significant features of the General Education Curriculum from 1946 to 1956.

7.2.1 During this period there was the reorientation of plans and policies to conform to the requirements of the government established by the Commonwealth.

7.2.2 There was the shortening of the elementary curriculum from seven years to six years.

7.2.3 The Educational Act of 1940, also known as “Educational Magna Carta of the Philippines” provided the system of public elementary education.

7.2.4 Commonwealth Act. No. 586 was passed. It provides for the revision of public elementary education.

7.2.5 Commonwealth Act. No. 589 was passed. It established school rituals in all public and private schools in elementary and secondary schools.

7.2.6 Republic Act. No. 896 was passed. It declares the policy of Elementary education in the Philippines.

7.3 The significant features of the Elementary Education Curriculum from 1957 to 2012. 7.3.1 The revised elementary education curriculum was started in the school year 1957 – 1958.

7.3.2 The New Elementary Education Curriculum (NEEC) became imperative when the results of the Survey of Outcomes in the Elementary Education (SOUTELE) came out.

7.3.3 The Experimental Elementary Education Program (EEEP) was initiated to implement the recommendations of SOUTELE.

7.3.4 The 10-year (1980-1990) Program for Comprehensive Elementary Education (PROCEED) was developed.

7.3.5 The Program for Decentralized Educational Development (PRODED) was installed, which covers the first four years of PROCEED.

7.3.6 In 2002, the NESC was replaced by the 2002 Basic Education Curriculum (BEC).

7.3.7 DepEd Order No. 25 of 2002, dated June 17, 2002 ordered the implementation of the 2002 BEC during the school year 2002-2003.

7.3.8 R.A. 10157 entitled An Act Institutionalizing the Kindergarten Education System and Appropriating Funds was approved on January 20, 2012. Kindergarten became mandatory and compulsory for entrance of Grade 1.

7.4 The significant features of the Secondary Education Curriculum from 1957 to 2011.
7.4.1 The 1957-1972 Curriculum includes Good Manners and Right Conduct as a separate subject for all schools.
7.4.2 The 1957-1972 Curriculum has a 2-2 Plan that includes college preparation and vocational components.
7.4.3 The 2-2 Plan was replaced in 1973 by the Revised Secondary Education Curriculum (RSEP), which focused on making the students acquire skills, knowledge, and information for employment.
7.4.4 In 1982, the conceptualization of the New Secondary School Curriculum (NSEC) began its preparation for the graduates of the New Elementary School Curriculum (NESC) implemented in school year 1982-1983 in grade 1.
7.4.5 DepEd Order No. 76 series of 2010 dated June 4, 2010, implemented the 2010 Secondary Education Curriculum (SEC) for the first year level only.

7.5 The significant features of the K to 12 Curriculum that started in school year 2012.

7.5.1 The Philippine Basic Education was expanded into a 13-year program that begins in Kindergarten and ends in grade 12.

7.5.2 Kindergarten became compulsory and mandatory as a requirement for grade 1.

7.5.3 Values education is incorporated in all core subjects and not taught as a separate subject.

7.5.4 Technical-Vocational education is intensified in grade 11 and grade 12.

7.5.5 The K-12 Curriculum requires that every child should be a reader by grade 1.

7.5.6 The K-12 Curriculum requires proficiency in Mathematics and Science.

7.5.7 The K-12 Curriculum provides assistance to Private Schools.

7.5.8 The K-12 Curriculum is a multi-lingual education.

7.5.9 The K-12 Curriculum emphasizes the quality of textbooks.

7.5.10 In implementing the K-12 Curriculum there is a need for linking with local government units (LGU) to build more schools.

End

ECED 314 – Home School Relationship Presentation Summary

ECED 314 – Home School Relationship
Presentation Summary

Chapter 1 – Connecting with Families: a Nice or Necessary Practice
1.1 What is expected of the school in relation to its role of delivering knowledge?
Answer: open-minded behaviour
1.2 Who have expected to accommodate to school and follow its lead?
Answer: Parents and students
1.3 Give one definition of those parents who do not come when called?
Answer: “not caring”
1.4 What is term used for the various social and linguistic and historically accumulated bodies of knowledge essential to the community?
Answer: funds of knowledge
1.5 Who needs to examine their beliefs and their roles?
Answer: Educators
1.6 Who is in-charge of helping parents change their ways of relating with children?
Answer: educators
1.7 Who are the persons that teachers need to invite in cases where behavioural difficulties of students occur?
Answer: parents
1.8 What is the term for a situation where parents and students meet with teachers is solving classroom related problems?
Answer: parents-teacher conference
1.9 What kind of attitude do educators recognize in dealing with students and their families?
Answer: collaborative attitude
1.10 What is that necessary step for developing effective ways of reaching and teaching all students?
Answer: strong working relationship with the families of students
1.11 What are components of the philosophy of teacher-parent partnership?
Answer: (1) reach out and (2) teach students

 
Chapter 2 – From Separation to Collaboration: The Changing Paradigms of Family-School Relations

2.1 What is the term used to refer to a way of thinking, a model, a perception, assumption, or a frame of reference?
Answer: paradigm
2.2 What term used to refer to an educational paradigm that insists on the involvement of parents in their children’s education, particular those children who are economically disadvantaged?
Answer: remediation paradigm
2.3 What term used to refer to an initiative that intends to enrol all children and young people, including all those with disabilities?
Answer: zero reject
2.4 What is term used for an evaluation process that determines whether an enrolled student has a disability and, if so, the nature of special education and related services that a student requires?
Answer: non-discriminatory evaluation
2.5 What is the process that tailors the student’s education to address the students individualized needs and strengths and insures that this education benefits the students?
Answer: Appropriate education identification process
2.6 What is the concept that supports the initiative that rewards school districts and schools based on the improvement of student performance?
Answer: Accountability for result
2.7 What is the concept that supports the idea that schools need to put up security measures?
Answer: School safety
2.8 What is this concept that supports the right of parents to transfer the child to a better school?
Answer: Parental choice
2.9 What is the concept that support the idea “students achieve when they have good teachers”?
Answer: Teacher quality
2.10 What is the method that teachers are encouraged to use?
Answer: Scientifically based method of teaching

Chapter 3 – Building Culturally Responsive Family – School Partnerships: Essential Beliefs, Strategies and Skills

3.1 What is the term used for a process where educators are committed to developing positive and trusting relationship with their students’ families so that students can become confident and competent?
Answer: Creating a collaborative dyadic relationship
3.2 What is referred to as the physical and material aspect of the organizational environment?
Answer: Ecology
3.3 What is referred to as a pattered way in which school staff, family members, and students relate to one another?
Answer: Social system
3.4 What is referred to as the characteristics of persons and groups involved with the organization?
Answer: Climate of the organization
3.5 What is defined as the belief systems, values, general cognitive structure and meanings that characterize the social environment?
Answer: Culture
3.6 What is referred to as a situation where teacher, parent, and student meet together?
Answer: family-teacher-student progress conference
3.7 What is referred to as a situation where teachers first solicit everyone’s perspectives regarding their concerns?
Answer: Family-school problem-solving meeting
3.8 What is the term used to refer to an educator that creates opportunities for interaction with parents and is driven by the desire to form a positive alliance with parents?
Answer: Collaborative educators
3.9 What is referred to as the different elements that shape family members’ sense of identity like family composition, culture, economic circumstances, and religious beliefs?
Answer: Family diversity
3.10 What is the term used to refer to a process of moving from a separation or remediation paradigm to a collaborative one?
Answer: Developmental process  

Chapter 4 – From Family Deficit to Family Strength: Examining how Families Influence Children’s development and school success

4.1 What was idealized in 1950’s as an intact nuclear family headed by a breadwinner father and supported by a stay at home mother, which was normal and has a positive effect on children?
Answer: 1950 ideal family structure
4.2 What are theories that pertain to studies on how family members organize themselves to carry out important family tasks?
Answer: Family systems theory
4.3 What are the theories that pertain to studies on how various systems that families are engaged like schools, work settings, and community agencies affect children and families?
Answer: Ecological systems theory
4.4 What is the phenomenon that shows that no the same adversity has the same results in different families?
Answer: Family resilience
4.5 What is the term used to describe that parts of systems are interconnected so as to be dependent to each other for proper functioning?
Answer: Interdependence
4.6 What is the term used to describe a theory on the interactions among different levels of systems and different sectors of systems?
Answer: Ecological systems theory
4.7 What is the term used to describe the next level of ecological systems theory where the interactions involved and social relationships are between and among individuals and settings?
Answer: Mesosystem
4.8 What is the term used to describe an ecological systems theory concept that describes the context of events that affects the individual child’s immediate environment?
Answer: exosystem
4.9 What is the term used to describe the broadest level of influence and determines to a great extent, the resources, opportunities, and constraints present in the lives of children and families?
Answer: Macrosystem
4.10 What is term used to describe a system that represent the elements of time, both in the individual life trajectory and historical contexts?
Answer: Chronosystem

Chapter 5 – Understanding Family Stress and Change

5.1 Where does stress in families originate?
Answer: Stress can come from the immediate family, extended family, from the community and even from society.
5.2 What is the most common ways of relieving stress?
Answer: By sharing with others, by prioritizing responsibilities, and by not creating stressful situations
5.3 What is a complication that impedes the activities of an individual or a family?
Answer: crisis
5.4 What are stages of family crisis?
Answer: shock, recoil, depression, and reorganization
5.5 What are the common stages of family crisis?
Answer: shock, recoil, depression, and reorganization.
5.6 What is the meaning of shock?
Answer: It is a disbelief, a denial or a minimization of the event.
5.7 What is the meaning of recoil?
Answer: These are manifestations of blaming, bargaining or expressing anger to the event, to a person connected to the event, or in some cases to an unrelated party.
5.8 What the meaning of depression?
Answer: It is when anger turns into sadness.
5.9 What is the meaning of reorganization?
Answer: It is when individuals and families may have recovered from the crisis.
5.10 What are the components of family resilience?
Answer: belief system, organizational patterns, and communication.
5.11 What is the meaning of belief system?
Answer: It is the manner in which a family may reshape its values towards an event.
5.12 What is the meaning of organizational pattern in the context of family resilience?
Answer: It is when family members begin to reorganize and in some cases increase in number in order to coup with new situations.
5.13 What is the meaning of communication in the context of family resilience?
Answer: It refers to the emotional openness of each family member.
5.14 What is the best attitude of teachers towards students in difficulty?
Answer: They must reach out to students with difficult behaviour.
5.15 What should teachers do when children’s misbehaviour become unmanageable?
Answer: They should ask help from better prepared persons like guidance counsellors.

Chapter 6 – Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families

6.1 What makes up a culture?
Answer: It is made up of common beliefs of a group of people which are manifested through traditions and practices.
6.2 How is culture formed?
Answer: It is a product or a result of the responses of a group of people to a common experience.
6.3 What is race?
Answer: It is a classification of human beings according to general physical characteristics, such as facial features, skin color and hair texture.
6.4 What is meant by assimilation?
Answer: It is the process by which the person is accepted and/or incorporated into a group.
6.5 What is acculturation?
Answer: It means that a person will learn and imbibe the new culture while losing the original one.
6.6 What are the effects of poverty to children?
Answer:  lack nutrition, lack of basic needs, inability to go to school, lack of emotional strength, experiences of negativity from parents, some cases of child labor.
6.7 What are the contrasting views about the family?
Answer: collectivistic and individualistic
6.8 What are the examples of collectivistic points of view?
Answer: child as part of a group, the emphasis for family, group, and community, the emphasis on extended family, the emphasis on interdependence and helpfulness, social skills and the like.
6.9 What are the examples of individualistic points of view?
Answer: child as an individual, the emphasis on individuals and privacy, the emphasis independence, the emphasis on cognitive skills and the like.
6.10 What should be best attitude of teachers towards students’ individual differences?
Answer: Teachers must respect the individuality of pupils.
6.11 What is the greatest challenge of teachers in line with individual differences of students?
Answer: It is to create a positive environment inside and outside the classroom.

Chapter 7 – Understanding How communities impact children’s Learning

7.1 What are the characteristics of a community?
Answer: It is composed of a group of people; These people live in the same locality; Members share with each other; It provides services to its members; Members also pay taxes and should also look after the welfare of their neighbours.
7.2 What are the types of communities?
Answer: urban and rural communities.
7.3 Where are urban communities located?
Answer: Urban communities are located in cities
7.4 Where are rural communities located?
Answer: Rural communities are located in remote areas
7.5 What are the types of connections in communities?
Answer: emotional, social, and economic.
7.6 What is the term used to refer to the idea that in communities there is the orientation towards significant people and social ties?
Answer: Social networks
7.7 What the status of availability of child care centers in poor areas?
Answer: These communities possess only limited supply good-quality child-serving institutions and facilities
7.8 What is the term used to refer to adults that are not family members and yet serve as role models for children?
Answer: Non-family adults
7.9 What is the term used to refer to the process that introduce to children antisocial behaviours through imitation and peer pressure and limit the children’s opportunity to acquire the social and interpersonal skills necessary to function in mainstream settings.
Answer: Social contagion
7.10 What are the two approaches for linking schools and families with communities?
Answer: Deficit-based approach and asset based approach
7.11 What is the approach that tries to identify the needs of schools and find resources from communities to solve them?
Answer: Deficit-based approach
7.12 What is the approach that tries to identify the assets in the community and accommodates them in the plans of the school?
Answer: Asset-based approach
7.13 What are the strategies that may be used by educators in order to connect with communities?
Answer: learning about the community and its assets, strengthening parent-to-parent support, and mobilizing communities to develop additional assets for families

 end

 

 

 

Term Paper Cover Page

Cebu Institute of Technology – University

N. Bacalso Avenue, Cebu City

College of Education
 

Title of the Paper

In partial fulfilment

of the requirements in

Educ 213 – The Teaching Profession

Submitted to

Dr. Peter G. Narsico

Submitted by

Name/s of Student/s

 

October 2013

Presentation Summary on “The Teacher and Society”

 1.1 Teaching as a Vocation, Mission, and Profession

1.1.1 Teaching as Vocation
1.1.1.1 Vocation comes from the Latin word “vocare” which means to call.
1.1.1.2 In vocation someone calls and another responds. And often God is referred to as the caller and man responds.
1.1.1.3 In the context of teaching, God is calling us to teach and we respond by preparing ourselves and eventually respond by actually going out to teach.
1.1.1.4 As years go by we strengthen our vocation as the bond between the one who calls and the who responds grow stronger.

1.1.2 Teaching as Mission
1.1.2.1 The word mission comes from the word “misio” which means “to send”
1.1.2.2 We are called to be teachers and we are sent to the world to teach in order to accomplish the mission.
1.1.2.3 Our fidelity to the mission includes our seriousness in the preparation stage. We have to prepare really well during our pre-service years.
1.1.2.4 Our fidelity to the mission includes our commitment to a continuous professional development. In education, we take the best only as a mere substitute for something better.
1.1.2.5 The key elements that show teaching as a job are (1) if you are doing simply because your are paid for it, (2) if you quit because your boss or colleague criticize you, (3) if you teach because it does not interfere with your other activities, (4) if you quit because no one praises or thank you for what you do, (5) if you do not find what you do as exciting, and (6) if our concern is just success.
1.1.2.6 The key elements that show teaching as a mission are (1) If you are not doing it only for the pay but also for service, (2) if you keep on teaching out of love, (3) If you are committed to teaching even if you let go of other activities, (4) if you go on teaching even if nobody recognizes your efforts, (5) if you are excited with what you do, and (6) if our concern is success and faithfulness.
1.1.2.7 Each one of us is unique and we contribute to the mission in a manner that nobody else can.
1.1.2.8 Our mission is to make our children more humane above all.

1.1.3 Teaching as a Profession.
1.1.3.1 In the English language the term profession has the following elements (1) has long and arduous years of preparation, (2) one strives for excellence, (3) dedication to the public interest, and (4) commitment to moral and ethical values.
1.1.3.2 Another key element in the teaching profession is the continuing professional education. We cannot give what we do not have. In order to give more, we need to have more.
1.1.3.3 Through teaching, “we touch the hearts of people and open the minds of children”. (Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching Award in an International Competition)

1.2 Morality and Teaching

1.2.1 What is morality?
1.2.1.1 Morality refers to the quality of human acts by which we call them right or wrong, good or evil?
1.2.1.2 Human act is right when it conforms to the norm, rule, or law of morality.
1.2.1.3 A human being has intellect that makes him or her capability to think, judge, and reason.
1.2.1.4 A human being has free will that gives him or her to ability to choose.
1.2.1.5 Other forms of animals follow their instincts, which is contrary to what human beings do.

1.2.2 Meaning of foundational moral principle
1.2.2.1 The word principle comes from the Latin word “princeps” which means a beginning or a source.
1.2.2.2 Foundational moral principle is the universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.
1.2.2.3 Foundational moral principle is the “natural law”.
1.2.2.4 Natural law is the human beings predisposition to “do good and avoid evil”.

1.2.3 Teacher as a person of good moral character
1.2.3.1 Human nature means doing good and avoiding evil.
1.2.3.2 If a human being acts in accordance with human nature then his or her action is moral.
1.2.3.3 If a human being acts not in accordance with human nature then his or her action is immoral.
1.2.3.4 Good moral character consists of (1) being truly human, (2) being a loving person, (3) being a virtuous person, and (4) being a morally mature person.
1.2.3.5 Being truly human means, you have realized substantially your potential as a human person.
1.2.3.6 Being a loving person, means you are caring in an unselfish and mature manner with yourself, other people and God.
1.2.3.7 Being a virtuous person, means you have acquired good habits and attitudes and you practice them consistently in your life.
1.2.3.8 Being a morally mature person, means you have reached a level of development emotionally, socially, mentally, spiritually appropriate to your developmental stage.

 1.3 Values Formation

1.3.1 Values are taught and caught
1.3.1.1 If values are only caught, then there is no point in teaching them at all.
1.3.1.2 Teaching values through examples is powerful and yet, it can even be more effective if teaching go along with it.
1.3.1.3 Teaching values however, while showing a contrary example is not effective at all.

1.3.2 Values have cognitive, affective and behavioural dimensions
1.3.2.1 We need to (the what) understand the value that we need to acquire.
1.3.2.2 We need to know the reasons why to adhere to such values.
1.3.2.3 We need to know how these values are translated in daily living.
1.3.2.4 As a consequence of knowing the what, why, and how of values and along with the predisposition to “do good and avoid evil” in every human being, one should feel passionate about the value.
1.3.2.5 Values should be finally manifest itself in the behaviour of the human being.
1.3.2.6 Values in the lives teaching come in three aspects, (1) cognitive, (2) affective, and (3) behavioural.

1.3.3 Value formation in training of intellect and will
1.3.3.1 In essence values formation is the training of the intellect and will.
1.3.3.2 It is the intellect that determines whether something is good or bad and then presents it to the will.
1.3.3.3 The will acts on it if it is good and will not act on it if something is present as bad.
1.3.3.4 The functions of the intellect are (1) formation of ideas, (2) judgment, and (3) reasoning.
1.3.3.5 These three areas have to be developed by the intellect so that values are perceived as they are and not corrupted.
1.3.3.6 The will has to be developed so that it will be strong enough to act on the good and to avoid the bad.

1.3.4 Virtuous and vicious life and their effect on the will
1.3.4.1 Virtue is a habit to continuously do good things and avoid bad things even in the presence of obstacles and difficulties.
1.3.4.2 Vice is a habit to continuously do bad things and avoid good things both in the absence or presence of obstacles and difficulties.
1.3.4.3 A virtuous life strengthens you to live by the right values and live a life of abundance and joy.
1.3.4.4 A vicious life leads you to perdition and misery.
1.3.4.5 Max Scheler’s hierarchy of values are (1) pleasure values, (2) vital values, (3) spiritual values, and (4) values of the Holy, with the last as being the highest.
1.3.4.6 Pleasure value is the preference the pleasant over the unpleasant and the preference on the agreeable over the disagreeable.
1.3.4.6 Vital values are values pertaining to the well being either the individual or the community and values of vital feeling.
1.3.4.7 Spiritual values are independent of the whole sphere of the body and of the environment. They are grasped in spiritual acts of preferring to love over to hate.
1.3.4.8 Values of the Holy are those that appear only in regard to objects intentionally given as “absolute objects” and attributed to the Supreme Being.
1.3.4.9 Examples of pleasure values are (1) sensual feelings and (2) experiences of pleasure or the absence of pain.
1.3.4.10 Examples of vital values are (1) health, (2) vitality, (3) capability, and (4) excellence.
1.3.4.11 Examples of spiritual value are (1) aesthetic values as the preference to beauty over ugliness, (2) values as preference to good over wrong, and (3) values of pure knowledge.
1.3.4.12 Examples of values of the Holy are (1) belief, (2) adoration, and (3) bliss.
1.3.4.13 The criteria that comprise genuine value are (1) freely chosen, (2) chosen from among alternatives, (3) chosen after due reflection, (4) prized and cherished, (5) publicly affirmed, (6) incorporated into actual behaviour, and (7) acted upon repeatedly in one’s life.

 1.4 Philosophies of Education

1.4.1 The philosophies of education are (1) essentialism, (2) progressivism, (3) perennialism, (4) existentialism, (5) behaviourism, (6) linguistic philosophy, and (7) constructivism.

1.4.2 Essentialism
1.4.2.1 Why do essentialists teach?
1.4.2.1.1 The reason for teaching is to transmit the traditional moral values and knowledge that students need to become model citizens.
1.4.2.2 What are characteristics of an essentialist program?
1.4.2.2.1 Essentialist programs are academically rigorous.
1.4.2.2.2 The emphasis on content for students to learn basic skills.
1.4.2.2.3 The curriculum includes traditional disciplines such as math, natural science, history, foreign language, and literature.
1.4.2.2.4 Essentialist frown upon vocational courses or other courses with watered down academic content.
1.4.2.2.5 Teachers are administrators what is important for students to learn.
1.4.2.3 How does an essentialist teach?
1.4.2.3.1 Essentialist teachers emphasize mastery of subject matter.
1.4.2.3.2 Teachers are considered as fountain of information and as paragon of virtue.
1.4.2.3.3 There is emphasis on the use of prescribed text books and drills.
1.4.2.3.4 There is heavy stress on memorization and discipline.

1.4.3 Progressivism
1.4.3.1 Why do progressivists teach?
1.4.3.1.1 The reason for teaching is to develop learners into becoming enlightened and intelligent citizens of democratic society.
1.4.3.1.2 Teachers influence learners to live fully the present and not to prepare them for adult life.
1.4.3.2 What do the progressivists teach?
1.4.3.2.1 Progressivist follows the need-based and relevant curriculum.
1.4.3.2.2 Progressivist teachers are concerned with teaching the learners to cope with change.
1.4.3.2.3 Progressivists teach skills and processes in gathering and evaluating information and in problem solving.
1.4.3.2.4 Students are exposed to new scientific, technological, and social developments.
1.4.3.2.5 Students solve problems in the classroom similar to those they will encounter in the real world.
1.4.3.3 How does progressivist teach?
1.4.3.3.1 Progressivist teachers use experiential methods and students learn by doing.
1.4.3.3.2 Progressivists make use of problem solving method with scientific method.
1.4.3.3.3 Students are exposed to field trips during which they interact with nature and society.
1.4.3.3.4 Teachers also stimulate students through thought-provoking games and puzzles.

1.4.4 Perennialism
1.4.4.1 Why do perennialists teach?
1.4.4.1.1 Schools should develop the individual’s rational and moral powers.
1.4.4.2 What do perennialists teach?
1.4.4.2.1 Perennialist’s curriculum is universal based on the idea that everyone shares essential nature.
1.4.4.2.2 There is less emphasis on vocational and technical education.
1.4.4.2.3 Perennialist teachers lift their subject matter from Great Books.
1.4.4.3 How do perennialists teach?
1.4.4.3.1 Teachers do not allow the students’ interest and experiences to dictate what they teach.
1.4.4.3.2 The intention of teaching is to discipline the students’ mind.
1.4.4.3.3 Students engage in mutual inquiry sessions to develop an understanding of history’s most timeless concepts.

1.4.5 Existentialism
1.4.5.1 Why do existentialists teach?
1.4.5.1.1 Existentialists teach in order to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.
1.4.5.1.2 Help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their preferred way.
1.4.5.1.3 Existentialists insist the education of the entire being.
1.4.5.2 What do existentialists teach?
1.4.5.2.1 In an existentialist curriculum, students are given a wide variety of options to choose from.
1.4.5.2.2 There is emphasis on stories of individuals from students to take on as models.
1.4.5.2.3 Vocational programs are regarded as means of students for self-discovery and for earning a livelihood.
1.4.5.2.4 There is emphasis on creativity and imagination rather than copying and imitating.
1.4.5.3 How do existentialists teach?
1.4.5.3.1 Learning is self-paced and self-directed.
1.4.5.3.2 In order for students to know themselves and their place in society, teachers employ values clarification strategy.

1.4.6 Behaviourism
1.4.6.1 Why do behaviourists teach?
1.4.6.1.1 The concern is to modify and shape students’ behaviour by providing a favourable environment.
1.4.6.1.2 Behaviourists believe that behaviour is a product of an environment.
1.4.6.2 What do behaviourists teach?
1.4.6.2.1 Behaviourists teach students to respond favourably to the stimuli provided in the environment.
1.4.6.3 How do behaviourists teach?
1.4.6.3.1 Teachers arrange environmental conditions in order to allow students to respond favourably.
1.4.6.3.2 Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aims have to be controlled.
1.4.6.3.3 Teachers should provide appropriate incentives to reinforce positive responses and weaken or eliminate negative responses.

1.4.7 Linguistic philosophy
1.4.7.1 Why do proponents of linguistic philosophy teach?
1.4.7.1.1 The proponents of linguist philosophy teach in order to develop the communication ability of the learner.
1.4.7.1.2 They believe that the act of articulating the meaning and values derived from experiences is the very essence of man.
1.4.7.2 Why do proponents of linguistic philosophy teach?
1.4.7.2.1 Learners must be taught to communicate clearly.
1.4.7.2.2 The forms of communication are (1) verbal, (2) nonverbal, and (3) paraverbal.
1.4.7.2.3 Verbal component refers to the content of our message and the choice and arrangement of words. They may be in the oral or in the written form.
1.4.7.2.4 The nonverbal refer to the message we send through our body language.
1.4.7.2.5 Paraverbal components refer to how we say what we say – the tone, the pacing, and the volume of our voices.
1.4.7.2.6 Students are taught to use language that is consistent with grammatical rules, correct, precise, coherent, and accurate.
1.4.7.2.7 Students are taught of the barriers of verbal and nonverbal communication.
1.4.7.2.8 Students should learn to speak as many languages as possible.
1.4.7.3 Why do proponents of linguistic philosophy teach?
1.4.7.3.1 Make students experience sending and receiving verbal, nonverbal, and paraverbal messages.
1.4.7.3.2 Teachers should excel in facilitating dialogues in the class.

1.4.8 Constructivism
1.4.8.1 Why do constructivists teach?
1.4.8.1.1 Constructivists teach in order to develop intrinsically motivated and independent learners.
1.4.8.1.2 Students should be equipped with learning skills so that they can construct knowledge and make meaning of them.
1.4.8.2 What do constructivists teach?
1.4.8.2.1 The learning skills that students should learn are (1) searching, critiquing, and evaluating information, (2) relating and reflecting on gathered information, (3) make meaning out of information by drawing insights and posing questions, and (4) researching and constructing new information out of learned information.
1.4.8.3 How do constructivists teach?  
1.4.8.3.1 Constructivists provide students with experiences so that they can (1) hypothesize, (2) predict, (3) manipulate objects, (4) pose questions, (5) research, (6) investigate, (7) imagine, and (8) invent.
1.4.8.3.2 Teachers facilitate the exchange of ideas from learners to learners and from learners to teacher.
1.4.8.3.3 Learners construct knowledge and the teachers’ job is to this process happen.
End