WEST VISAYAS STATE UNIVERSITY

Pototan Campus
Pototan, Iloilo

PORTFOLIO OF LEARNING

A Portfolio of Learning

Presented to

Dr. Lina P. Grabato

Faculty

West Visayas State University

Pototan Campus

In Partial Fulfillment of the

Requirements for the Course

Educ 212: The Teaching Profession

Submitted by:

DIONY S. BERJA

BEED 3-B

August 2016
Activiity 1:

A. We are interested in what is true. Our teaching methodologies are based on

our quest for truth. Likewise, our teaching-learning goals are based on what
we valued or what we cherish as good. Identify what each philosophy
considers as good and valuable and true. Complete the Table given below.
The first on is done for you.

Philosophy Theory of Methodology to Theory of what is Goal of

Truth arrive at the truth valuable/ good teaching-
learning
Progressivis The We must relate to Values differ from To help
m universe is the universe and place to place, develop
real and is interact with from time to time, students
in constant others from person to who can
change intelligently, person; what is adjust to a
scientifically. The considered good changing
curriculum for one may not be world and
stresses on good for another live with
science and others in
experiential harmony
learning such as
“hands on-minds-
on-hearts-on”
learning.
Linguistic Facilitates Make the Teach language To develop
Philosophy dialogue classroom a place and communication in the
among for the interplay through learner the
learners of minds and experiential way. skill to
because in hearts. send the
the message
exchange of clearly and
words there receive
is also an message
exchange of correctly.
ideas.

Constructivi The Teachers provides Learners are taught To develop

m universe is students with how to learn, intrinsically
real and is data or learning processes motivated
in constant experiences that and skills. and
change. allow them to independe
hypothesize,predi nt learners
ct, manipulate adequately
objects,pose equipped
questions, with
research, learning
investigate, skills for
imagine and them to be
invent. able to
construct
knowledge
and make
meaning of
them.
Essentialis Learners to Emphasize the Teachers fountain To transmit
m acquire subject matter. of information and the
basic paragon of virtue. traditional
knowledge, moral
skills and values and
values. intellectual
knowledge
that
students
 need to
become
model
citizens.

Existentialis Education To help students Tremendous To help

m of the define their own emphasis is given students
whole essence by to humanities to understand
person. exposing them to provide students and
various paths. with vicarious appreciate
experiences that themselves
will help unleash as unique
their own creativity individual
and self- who accept
expression. complete
responsibili
ty for their
thoughts,
feelings
and action.

Perennialis Curriculum Students engaged Centered around Develop

m is universal in Socratic teachers. the
or general. dialogues or students’
mutual inquiry rational
sessions to and moral
develop an powers.
understanding of
history most
timeless concept.

Behavioris Modification Look people and Teach students to Ought to

m and shaping other animals as respond favorably provide
of students complex to various stimuli in appropriate
behavior by combination of the environment. incentives
providing a matter that act to reinforce
favorable only in response positive
environmen to internally or responses
t. externally to awaken
physical stimuli. or
eliminate
negative
ones.
B. With which philosophy do you associate the following quotations?

1. “Education is life not a preparation for life”. –Dewey

-Education is a lifetime process with no true beginning or ending.Education

consist of experience, environment, socialization, and communication. John
Dewey assumed that ‘’all genuine education comes through experience.’’ I
agree and believe that education does not start and end in the classroom. It
is the duty of an educator to inspire his students and enhance that desire to
learn by the classroom environment that he creates.

2. “Man is nothing else but what he makes himself…” Sartre

-Man is basically what he makes of himself, and thus is responsible

for his actions. This is what Sartre means when he claims that man is
condemned to be free. When we are forced to take control of all our
actions,this means that every action we make we must put our hands up in
the air about and admit if they’re wrong. This can then be the progressed a
step and technically we are even responsible for the rest of mankind as
well.The reasoning behind this is that every time we make a decision about
ourselves, we express what we consider to be the morally right thing to do in
that situation.

3. “Gripping and enduring interests frequently grow out of initial learning

efforts that are not appealing or attractive.”

"Gripping and enduring interests frequently grow out of initial learning

efforts that are not appealing or attractive." William Bagley Essentialism
refers to the "traditional" or "Back to the Basics" approach to education.
It is so named because it strives to instill students with the essentials of
academic knowledge and character development.

4. “Give me a dozen healthy infants, well informed, and my own specified

world to bring them up in and I’ll guarantee to take anyone to random and
train him to become any type of specialist I might select- doctor, lawyer,
artist, merchant-chief; and yes, even beggar-man and thief, regardless of
his talents, penchants, tendencies, abilities, vocations, and race of his
ancestors.” Watson

The quotation often appears without context and with the last sentence
omitted, making Watson's position appear more radical than it actually
was. In Watson's bookBehaviorism, the sentence is provided in the context
of an extended argument against eugenics. That Watson did not hold a
radical environmentalist position may be seen in his earlier writing in
which his "starting point" for a science of behavior was "...the observable
fact that organisms, man and animal alike, do adjust themselves to their
environment by means of hereditary and habit
equipments." Nevertheless, Watson recognized the importance of nurture
in the nature versus nurture discussion which was often neglected by his
eugenic contemporaries

5. “Existence precedes essence.” Sartre

‘’Existence precedes essence’’ means that a personality is not built

over a previously designed model or a precise purpose, because it is the
 human being who chooses to engage in such enterprise. While not
denying the constraining condition of human existence, he answers to
Spinoza who affirmed that man is determined by what surroundings him.

6. “Life is what you make it.” William Thackeray

Not to me. ‘’life is what you make it’’ means that when things occur in
your life, its your perspective that governs your feelings about what
happens. Fate and perspective are not mutually exclusive . They function
together to form the impact that events in your life .

7. “Listening in dialogue is listening more to meaning than to words… in true

listening, we reach behind the words is being revealed. Listening is a
search to find the treasure of the true person as revealed verbally and
nonverbally…” – John Powell

The key to receiving messages effectively is listening. Listening is a

combination of hearing what another person says and psychological
involvement with the person who is talking. Listening requires more than
hearing words. It requires a desire to understand another human being, an
attitude of respect and acceptance, and a willingness to open one's mind
to try and see things from another's point of view

8.“When a relationship is working, the act of communicating seems to flow

relatively effortlessly…” – Chip Rose

We all use language to communicate, to express ourselves, to get our

ideas across, and to connect with the person to whom we are speaking. When
a relationship is working, the act of communicating seems to flow relatively
effortlessly. When a relationship is deteriorating, the act of communicating
can be as frustrating as climbing a hill of sand."
C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement

 Behaviorism

2. Conduct of National Achievement Test to test acquisition of elementary/

secondary learning competencies

 Progressivism

3. Use of the Great Books

 Perennialism

4. Use of rewards and incentives

 Behaviorism

5. Use of simulation and problem-solving method

 Progressivism

6. Learners learning at their own pace

 Progressivism

7. Mastery of the 3 r’s – reading, writing and ‘rithmetic

 Essentialism

8. The traditional approach to education

 Existentialism

9. Subject matter- centered teaching

 Essentialism

10.Student-centered teaching

 Progressivism

11.Authoritarian approach to teaching

 Perennialism

12.Non-authoritarian to teaching

 Linguistic

13.Making meaning of what is taught

 Constructivism

14.Understanding message through verbal, non-verbal and para-verbal

means

 Linguistic Philosophy
 15.Asking learners to draw meaning from what they are taught

 Constructivism

Draw a symbol for each of the 7 philosophies. Explain your symbol

Constructivism is basically a theory -- based on observation and scientific study --

about how people learn. It says that people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those
experiences. When we encounter something new, we have to reconcile it with our
previous ideas and experience, maybe changing what we believe, or maybe
discarding the new information as irrelevant. In any case, we are active creators of
our own knowledge.

Linguistic philosophy is a unique approach towards understanding languages and

philosophy. It is a methodical and analytical study of a language to understand it
better and includes the analyses of its structure, meaning, development and
evolution through times and its varied interpretation accordingly. Linguistic
philosophy believes and wants its students to believe that solutions to philosophical
problems can be found by reformation of the language or a deeper and better
comprehension of the language. This discipline of study has gained popularity in the
20th century and mostly among American and British philosophers and research
scholars on philosophy

Essentialism is an educational philosophy whose adherents believe that children

should learn the traditional basic subjects thoroughly. In this philosophical school of
thought, the aim is to instill students with the "essentials" of academic knowledge,
enacting a back-to-basics approach.
Perennialism is a normative educational philosophy. Perennialists believe that one
should teach the things that are of everlasting pertinence to all people everywhere,
and that the emphasis should be on principles, not facts. Since people are human,
one should teach first about humans, rather than machines or techniques and
liberal rather than vocational topics.

Behaviorism is a systematic approach to the understanding of human and animal

behavior. It assumes that all behavior are either reflexes produced by a response to
certain stimuli in the environment, or a consequence of that individual's history,
including especially reinforcement and punishment, together with the individual's
current motivational state and controlling stimuli. Thus, although behaviorists
generally accept the important role of inheritance in determining behavior, they
focus primarily on environmental facto

Progressivists believe that individuality, progress, and change are fundamental to

one's education. Believing that people learn best from what they consider most
relevant to their lives, progressivists center their curricula on the needs,
experiences, interests, and abilities of students. Progressivist teachers try making
school interesting and useful by planning lessons that provoke curiosity. In a
progressivist school, students are actively learning. The students interact with one
another and develop social qualities such as cooperation and tolerance for different
points of view. In addition, students solve problems in the classroom similar to those
they will encounter in their everyday lives. Progressivists believe that education
should be a process of ongoing growth, not just a preparation for becoming an
adult.
Existentialism is a philosophy that emphasizes individual
existence, freedom and choice. It is the view that humans define their own
meaning in life, and try to make rational decisions despite existing in an irrational
universe. It focuses on the question of human existence, and the feeling that there
is no purpose or explanation at the core of existence. It holds that, as there is no
God or any other transcendent force, the only way to counter this nothingness (and
hence to find meaning in life) is by embracing existence.

By means of a Venn diagram give the:

1. Similarities between essentialism and perennialism
2. Differences between behaviourism and existentialism
3. Differences between the perennialism and essentialism combined and
progressivism.
4. Similarities between linguistic philosophy and constructivism
Explain how you will react to the given situation. What advice will you give? Choose
only two (2).

For the essentialist group – Students are not interested in the

lesson.

Motivation is often enhanced when instructors connect course material to

students’ personal interests. For example, a chemistry professor might link a
lesson on chemical transformations of carbohydrates to students’ interest in
cooking. A history instructor might motivate interest in colonial history by
showing how it helps to explain contemporary geopolitical conflicts or
environmental problems. Similarly, well-constructed courses that tap into
issues that are important to students (e.g., The History of Rock ‘n’ Roll,
Philosophy and the Matrix [a popular film], The Statistics of Sexual
Orientation) can capitalize on students’ motivation without sacrificing
intellectual or disciplinary rigor.
Students will be more motivated to work hard if they see the value of what
they are learning to their overall course of study. Consequently, it is
important to explain to students how your course will help prepare them for
subsequent courses (e.g., a mathematics professor might help to motivate
psychology students by explaining how the math skills they learn will help
them in quantitative courses for their major). This gives students a better
appreciation of the combined value of the courses they take and lets them
see how each contributes to their overall education. It is also helpful to point
out when students are learning skills that will help them later in the same
course—especially when the material is difficult and potentially frustrating
(e.g., an instructor might help encourage students who are struggling with a
concept by saying, “This is a difficult idea, but a crucial one, and you’re going
to be very glad you learned it when we begin analyzing negotiation cases in
Unit 3”). Seeing the value of the material within a broader academic
framework can help students sustain motivation and persist through
challenges and setbacks.

For the perennialist group – Students want to become skilled in

certain fields of specialization

This field has been very interesting and rewarding for me, so I was thinking
about finding a job in that field and continuing to specialize in it. I feel like it's
a relatively solid field which won't "get out of style" anytime soon. I've always
thought that in such complex fields it's better to be a real expert than just
another guy who superficially understand what the experts are talking about.

On the other hand, I feel that by specializing this way I really limit my future
option. I have always been a strong believer in multidisciplinary approaches to
problems. Maybe I should go search for a general programming job in which I could
gain experience in other fields, as well as occasionally apply my favorite field for
solving problems. Specializing in only one or two fields can prevent me from
thinking outside the box and cause stagnation.
I would really like to hear more opinions about this choice. The truth is I'm already
leaning towards one of the choices, so basic psychology says nothing will change
my mind, but I would still love to hear some feedback.

For the progressivist group - Parents question students’ community

immersion for it poses certain risk.

For the behaviourist group – Teacher tells students from the slum areas this:
“if there’s a will, there’s a way. Poverty is not a hindrance to success.”

For the existentialist group – A colleague asks you to decide for her for fear
that she may make the wrong decision.

For the linguistic philosophy group – A teacher insists on his reasoning and
does not give a chance to an erring student to explain his/her side.

D. Students will be asked to quote one (1) line about education from the
proponents of the following philosophies:
1. John Dewey and progressivism
2. John Watson and behaviourism
3. William Bagley and essentialism
4. Jean Paul Sartre and existentialism
5. Robert Hutchins and perennialism
6. Jurgen Habermas, Hans George Gadamer and linguistic philosophy

John Dewey and Progressive Education

Sometimes a phenomena is evident even though the words to articulate

it are missing. For me, the first three decades of the 20th century represented
the grudging and unspoken concession to the fact that understanding
complex organization means appreciating an open, dynamic system. Further,
the variable in the transformation toward understanding open versus closed is
the description of people that work in organizations. The political machine of
blind loyalty and unending obligation is a closed system. The mechanical
assembly line of standardized "time and motion" is also closed. Surely, the
idealized expression of structure and function that uses institution to eliminate
all sources of human variability is the most closed of all.

The first three decades of the 20th century represent striving toward
open systems. Certainly, the organized and disorganized efforts of
people to express collective will were politics of challenge. Political
interest groups were (and remain today) a dynamic of controversy
and confrontation. You must concede an open system to use words
like compromise, mediation and adaptation when talking about
governing or production. By the middle of the Great Depression few
people responsible for operating organizations were thinking
otherwise. The repeal of Prohibition did not mean a new morality as
much as a concession to the unmanageability of a rigid and static
meaning of law.

Regardless of the political challenge of organized interests, no

person epitomizes the acknowledgment of open system reality more
than John Dewey. This philosopher and educator made the variability
and integrity of the individual the cornerstone of this writing. The
word "progressive" became associated with forms of declaring the
individual as the most important feature in understanding how
organizations work and what reason or logic must come to mean in a
civilized society. John Dewey believed in knowing through critical
inquiry and basing evaluative judgment on pragmatic verification. A
person using the "problem solving approach" and the "experimental
focus" of scientific method to govern their own life is the building
block of how reasonable and ethical organizations operate. Schools
should be "child centered" with the curriculum and instruction
tailored to facilitate the development of the individual.

John Dewey and progressive education became very popular during

the time the American society was searching through and discarding
turn of the century. An ethical twist on concern for the individual
associated Dewey with humanism. Humanism, as the value of each
person in the human race, was somewhat different from the Human
Relations movement in business that determined individual
motivation could be an "intervening variable" in raising productivity.
Dewey and the Progressive Education Association would be closer to
the Maslow theory of development toward self actualization or
McGregor's Theory Y and the intrinsic motivation of individuals
engaged in work.

John Dewey described the intellectual and ethical underpinnings of

what the educated worker might look like.

Progressivism was also identified with liberalism- old style liberalism

of believing in social justice and mandates for advocacy. During the
Great Depression this association played well. After World War Two
"right wing" conservatives spent a decade translating progressive
education and liberalism as a communist plot -fuzzyheaded and a
dangerous doctrine. The irony of taking the idea of the individual
and critical inquiry as one and the same with the mass society
model of inevitable determinism was lost on the conservative
detractors. Besides, in the cold war climate of absolute goods and
bads, who cared to mince around with nuances and historical
context?

Certainly, John Dewey philosophy and progressive education have

major implications for the meaning of schooling organization and
educational management. With the individual at the center of focus,
the teaching organization and governing arrangment becomes the
embedding features. Some would argue the Compact for Learning
mandate carried a "Deweyian" tone between 1991 and 1993.
 E. Research work – Research on the following philosophies. Those marked with
asterisk (*) are a must. Give the gist of each philosophy. Cite those thoughts
with which you agree and also those with which you disagree.
*1. Christian philosophy
Christian philosophy of education, thoughts and actions can be derived,
implemented, and defended. The elements to be considered in developing a
Christian philosophy of education range from theological and doctrinal to social and
educational. The first step is the development of a Biblical base. The Bible becomes
the skeleton on which the practical application of our philosophy can be arranged.
2. rationalism
3. empiricism
4. pragmatism
5. reconstructionism
*6. Confucianism
Confucianism is often characterized as a system of social and ethical
philosophy rather than a religion. In fact, Confucianism built on an ancient
religious foundation to establish the social values, institutions, and
transcendent ideals of traditional Chinese society. It was what sociologist
Robert Bellah called a "civil religion," (1) the sense of religious identity and
common moral understanding at the foundation of a society's central
institutions. It is also what a Chinese sociologist called a "diffused religion";
(3) its institutions were not a separate church, but those of society, family,
school, and state; its priests were not separate liturgical specialists, but
parents, teachers, and officials. Confucianism was part of the Chinese social
fabric and way of life; to Confucians, everyday life was the arena of religion.
7. Hindu philosophy
8. Buddhist philosophy
*9. Paolo Freire’s philosophy
A critical exploration of the genealogy of Freire's thinking and the ways in
which Freire's seminal work has influenced philosophical and political
movements, offering an analysis of how this work might be developed for the
future. Irwin explores Freire's philosophy of education, which balanced
traditional ethical and spiritual concerns with contemporary ideas and drew
upon Christian and Hegelian-Marxist political thought and insights from
existentialism and psychoanalysis. The impact of Freire's work and legacies
are considered, drawing from his emphasis on the need for praxis to bring
about real and progressive change,
10. Socrates’s philosophy
11. Plato’s philosophy
*12. Rousseau’s philosophy
Jean-Jacques Rousseau June 1712 – 2 July 1778) was a Francophone Genevan
philosopher, writer, and composer of the 18th century. His political
philosophy influenced the Enlightenment in France and across Europe, as well as
aspects of the French Revolution and the overall development of modern political
and educational thought.
Rousseau's novel Emile, or On Education is a treatise on the education of the whole
person for citizenship. His sentimental novelJulie, or the New Heloise was of
importance to the development of pre-romanticism and romanticism in
fiction.Rousseau's autobiographical writings — his Confessions, which initiated the
modern autobiography, and his Reveries of a Solitary Walker — exemplified the late
18th-century movement known as the Age of Sensibility, and featured an increased
focus on subjectivity and introspection that later characterized modern writing.
His Discourse on Inequality and The Social Contract are cornerstones in modern
political and social thought.

13. Stoic philosophy

14. Epicureanism
15. Philosophical Analysis
16. Phenomenology
17. Logical Positivism

F. Give vision and mission statement of the Department of Education. Which

philosophies of education are reflected in the DepEd vision-mission
statement?

Dep Ed VISION

We dream of Filipinos who passionately love their country and whos

values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
We are a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Dep Ed MISSION
To protect and promote the right of every Filipino to quality, equiptable, culture
based, and complete basic education whre:

Students learn in a child friendly,gender, sensitive, safe and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.

Family, community and other stakeholders are actively engaged and share
responsibilty for developing life long learners.
 G. The K to 12 Basic Education Curriculum envision a Grade 12 graduate who is:
 Holistically developed
 With 21st century skills
 Ready for:
- Employment
- Entrepreneurship
- Middle level skills development
- Higher education
On which philosophies of education is the K to 12 Basic Education Curriculum
anchored? Explain your answer/s.

Employment

is a relationship between two parties, usually based on a contract where work is

paid for, where one party, which may be acorporation, for profit, not-for-profit
organization, co-operative or other entity is the employer and the other is
the employee.Employees work in return for payment, which may be in the form of
an hourly wage, by piecework or an annual salary, depending on the type of work
an employee does and/or which sector she or he is working in. Employees in some
fields or sectors may receive gratuities, bonus payments orstock options. In some
types of employment, employees may receive benefits in addition to payment.
Benefits can include health insurance,housing, disability insurance or use of a gym.
Employment is typically governed by employment laws or regulations and/or legal
contracts

Entrepreneurship

has traditionally been defined as the process of designing, launching and running a
new business, which typically begins as a small business, such as a startup
company, offering a product, process or service for sale or hire.It has been defined
as the "...capacity and willingness to develop, organize, and manage a business
venture along with any of its risks in order to make a profit.While definitions of
entrepreneurship typically focus on the launching and running of businesses, due to
the high risks involved in launching a start-up, a significant proportion of businesses
have to close, due to a "...lack of funding, bad business decisions, an economic
crisis -- or a combination of all of these] or due to lack of market demand. In the
2000s, the definition of "entrepreneurship" has been expanded to explain how and
why some individuals (or teams) identify opportunities, evaluate them as viable,
and then decide to exploit them, whereas others do not, and, in turn, how
entrepreneurs use these opportunities to develop new products or services, launch
new firms or even new industries and create wealth.

Higher Education,

is an optional final stage of formal learning that occurs aftersecondary education.

Often delivered at universities, academies, colleges, seminaries, and institutes of
technology, higher education is also available through certain college-level
institutions, including vocational schools, trade schools, and other career colleges
that awardacademic degrees or professional certifications. Tertiary education at
non-degree level is sometimes referred to as further education orcontinuing
education as distinct from higher education.

The right of access to higher education is mentioned in a number of international

human rights instruments. The UN International Covenant on Economic, Social and
Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made
equally accessible to all, on the basis of capacity, by every appropriate means, and
in particular by the progressive introduction of free education"

Activity 2.

Analyze the given example in your small groups, then answer the following
questions:

1. What are the teacher’s concept/s of the learner?

Teacher thinks about what is important in the subject area as well as what
students would be interested to know and how she can link concepts with
experience when preparing the materials. She varied her activities from
lecturing, question asking, to group work. She was interested to find out what
students know and do not know and why they cannot understand. The
questions were of different types and she listened to student responses with
interest to find out what they were thinking.
2. Who, according to the Grade school teacher’s philosophy is the good and
educated person? Teaching young minds is a task that cannot be taken
lightly. It is full of challenges, frustrations, and responsibilities. However, it is
a task that is also full of excitement, wonder, and joy. I strongly believe that
all children are capable of learning, if they have the proper motivation and
direction from their teachers. As a teacher I need to aware of learning,
motivation, behavior, and development theories in order to relate to my
students and push them to reach their full potential. It is my duty to see that
all my students are being motivated; this is only fair to the students. They
deserve my time and full attention in regards to their education.
3. What is the teacher’ concept on values?
Self-concept is known to influence behaviour and value is also known to
influence beliefs. However, the relative influences of teachers' self-concept
and value of learning on their beliefs about student ability and their teaching
approaches are unclear. The aim of the study was to investigate the relative
impact of two predictors (teacher self-concept, value of learning) on three
outcomes (beliefs about student ability, student-centred teaching approach,
and teacher-centred teaching approach).
4. What does the teacher believe to be her primary task?

The primary task of the teacher is to try to understand their students’

authentic interests and goals, and then help students to understand the
connection between their personal goals and interests and schoolwork. In
addition, teachers may also find or develop tasks that fit their students’
 interests. When students do not have clear personal interests and goals,
teachers may assist them in developing such interests and goals.
5. Do her concepts to the learner and the educated person match with how he/
she will go about his/ her task of facilitating every child’s full development?
Promoting child development through parental training, among other factors,
promotes excellent rates of child development.Parents play a large role in a
child's life, socialization, and development. Having multiple parents can add
stability to the child's life and therefore encourage healthy
development. Another influential factor in a child's development is the quality
of their care. Child care programs present a critical opportunity for the
promotion of child development.
6. You notice that the teacher’s thought on the learner, values and method of
teaching begin with the phrase “I believe”. Will it make a difference if the
Grade school teacher wrote his/her philosophy of education in paragraph
form using the third person pronoun?

The prepared learning activities put the students into some kind of
experience, direct or simulated, for them to do their own
introspection/reflection, to feel or react, or to determine consequent actions
or decisions relevant to the learning situation. The experiential activity gives
each student an opportunity to go through a process of valuing,
understanding his feelings and thoughts about the situation and committing
himself to a consequent action. Values, therefore, are not directly taught nor
imposed, but the students are guided to 'catch' the values in the learning
experiences.

7. Why is one’s philosophy of education said to be one’s “window” to the world

or “compass” in life?
Well, to follow these metaphors, a window allows you to see through the walls
that confine you. It allows you to understand what is outside your immediate
area.

A compass tells you which way leads in which direction. It doesn't tell you
which way to go, but it gives you some orientation, some sense of what will
happen when you choose a certain course of action.

Your philosophy gives you analogous guides in your life. When you say
"philosophy of education" I assume you mean your own education or your
own understanding of how you learn things. Of course, this guides your
approach to learning.

Activity 2

1. Formulate your personal philosophy of education. Do it well for this will form
part of your teaching portfolio which you will bring along with you when you
apply for a teaching job. Write it down here.

My Personal Philosophy of Education

I believe that education is an individual, unique experience for every student

who enters a classroom. In order for children to benefit from what schools offer, I
think that teachers must fully understand the importance of their job. First, I believe
that teachers must consider teaching to be a lifestyle, not a mere forty-hour-a-week
job, because a teacher's goals for his/her students encompass much more than
relaying out-of-context facts to passive students. As professionals entrusted with
the education of young minds, teachers must facilitate learning and growth
academically, personally, and ethically. By providing a quality education to each
individual in one's classroom, a teacher equips children with the tools necessary for
success in life.

In order to accomplish these lofty goals, I think it is important first to establish a

mutually respectful, honest rapport with students a relationship in which
communication is of the highest priority. Through this relationship, a fair, democratic
environment based on trust and caring can be established in the classroom, making
it possible to interact confidently and safely in an academic setting. Once this
foundation is established, the educator has already accomplished a major goal: the
ethical characteristics of equality; open, honest communication; and trust have
been emphasized and put into practice without having to preach to students.
Demonstrating these ethically correct behaviors in the classroom and expecting
students to model them prepares them for adult interaction and survival in the
future.

Academic learning must begin with motivation and inspiration. Students deserve
an educator's passion for both the subject at hand and learning as a whole.
Teaching and learning become a simultaneous journey for both the teacher and
students when students' energy is aroused by a teacher's genuine intensity for
learning, because everyone is ready and willing to participate in active learning. To
achieve active learning, a teacher must demonstrate enthusiasm and express
confidence in the students' abilities to learn and be successful. Employing
constructivist methods of teaching in one's classroom forces students to take an
active role in their education by making choices and assuming responsibility for
intelligent inquiry and discovery. For instance, discussions, projects, and
experiments ensure student achievement and allow students and the teacher to
discover individual student's preferences and strengths. This approach facilitates
differentiated activities for each student's distinctive ambitions, making the subject
more relevant to every student's life.

Personal growth is accomplished when a teacher adopts a mentoring role.

Displaying warmth and compassion shows students that teachers love them and are
empathic, feeling human beings. One-on-one mentoring involves personal
conversations about goals, and taking time to share ideas and experiences. To be a
mentor to every student, a teacher must project positivity, exhibit flexibility and
confidence, set high expectations for oneself, and demonstrate fairness and
consistency. In doing so, students can see appropriate adult behaviors first-hand
and begin to emulate them as they mature.

I believe that all children have the ability to learn and the right to a quality
education. All youths, regardless of gender, race, ethnicity, and capabilities should
have the opportunity to learn from professional, well-informed teachers who are
sophisticated and knowledgeable, both in their area of expertise and life. Certainly,
every child has different learning styles and aptitudes; however, by having a
personal relationship with every student, a teacher can give each an equal chance
of success. By recognizing every student's potential and having separate, individual
goals for each, a teacher can accommodate personal needs and abilities and
encourage the pursuit of academic aspirations.

I think that teaching and learning are a reciprocal processes. When teachers
nurture individual talents in each child, educators can build self-esteem and may
encourage a lifelong skill. By supporting these special abilities, teachers can, for
example, guide students' research, and students can, in turn, enlighten teachers
about subjects in which they may not be as knowledgebale. This mutual respect for
individual skills cultivates a professional academic relationship, leading to a give-
and-take educational alliance. This liaison allows students to feel that they are on
equal intellectual ground with their teachers, thus creating a strong academic
atmosphere.

In addition to having a reciprocal relationship with one's students, it is vitally

important for teachers to form partnerships with fellow educators. Solid
communication among teachers will promote the sharing of ideas and methods and
provide a network of support. By working as an educational team, teachers will
continue to develop their craft and give the best education possible to their
students.

In choosing to become a teacher, I have made the commitment to myself and my

future students to be the best academic, personal, and ethical role model I can be.
It is my goal to have a mutually enriching teaching career by keeping an open mind
and continually communicating with my peers and students. I am prepared to rise
to the challenges of teaching in the 21st century, and I promise to try to provide an
honest, well-rounded education to every student I encounter.

Activity 3

A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:

 How will you treat your student?

I will treat my student that teaching and learning are reciprocal

processes.When teacher nurture individual talents in each child
educators can build self esteem and may encourage a life long skill.

 What will you teach?

What is important and place little emphasis on students interest.

 How will you teach?

Emphasize mastery of subject matter.

 2. From which philosophies that you have studied and researched did you
draw inspiration as you formulated your own philosophy of education?

From the philosophy of constructivim basically a theory -- based on

observation and scientific study -- about how people learn. It says that people
construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences.

3. Does this education philosophy of yours make a difference in your life?

YES

4. What if you do not have a formulated philosophy of education at all?

I believe that all children have the ability to learn and the right to a quality
education.

5. Is your educational philosophy more of an abstract theory than a blueprint

to daily living?

YES

6. Do you think your philosophy will change as you grow in knowledge?

YES

B. Print your philosophy of education and include it in your teaching portfolio.

MY PHILOSOPHY OF EDUCATION
I believe all children have the right to an enriching education! I believe all
children are unique and need a safe and enriching environment to learn and
grow, emotionally and intellectually. Education is the stepping stone to a
child's future and it is important to make sure every student learns what they
need, in order to help them succeed in their adult lives. As a future teacher,
the three areas I believe will make my classroom efficient and motivating to
my students are (1) teaching as though I am guiding my students through the
knowledge I present to them (2) giving my students the freedom to let their
curiosity take them further and (3) encouraging my students to respect their
peers and the things of the world. I plan to hold my students to the highest
expectations because I feel that is my obligation. I want my students to know
they can achieve anything, just as long as they put their minds to it. I will be
open-minded and will always encourage creative thinking. I want the
activities my students participate in to be intrinsically motivating. The
Russian psychologist Vygotsky emphasizes the idea of allowing students to
work together and help each other learn. This can be done through
scaffolding; assisting students in the early stages of learning and slowly
decreasing the assistance and letting students figure things out
independently. I want my students to learn through interactions with their
peers and be able to use their minds and construct their own ideas about
what information I give them. This idea comes from the constructivist theory
of learning; giving students the freedom to discover and apply ideas through
the information they receive. My desire is to have the students be
completely satisfied in learning new and even challenging things and that
they are fully engaged in what they are learning. I want their learning to be
of the purest nature and I want them to really enjoy every aspect of
learning. I want my students to feel comfortable in my classroom, so I plan to
come to class everyday with a smile, an open heart, and a sense of
humor. Teaching comprises many aspects, but the one aspect I feel that is
most important is stirring the minds of students, letting their curiosity take
them into learning, and allowing them to enjoy the rewards of their
achievements.