Teaching may not be a lucrative position.

It cannot guarantee
financial security. It even means investing your personal time,
energy, and resources. Sometimes it means disappointments,
heartaches, and pains.
But touching the hearts of people and opening
the minds of children can give you joy and
contentment which money could not buy.
These are the moments I teach for. These are
the moments I live for.
Dr. J.Biyo
Teaching: Mission and/or Job?
If you are doing it only because you are
paid for it, its a job;
If you are doing it only for the pay but also
for service,
its a mission.
If you quit because your boss is colleague
criticized you,
its a job;
If you keep on teaching out of love, its a
mission.
If you teach because it does not
interfere with your other activities, its
a job.
If you are committed to teaching even
if it means letting go of other
activities,
its a mission.
If you quit because no one praises or
thanks you for what you do,
its a job.

If you remain teaching even though
nobody recognizes your effort, its a
mission.
Its hard to get excited about a teaching
job;
Its almost impossible not to get excited
about a mission.
If our concern is success, its a job;
If our concern is success plus faithfulness,
Its a mission

An average school is filled by teachers
doing their teaching job;
A great school is filled with teachers
involved in
a mission of teaching.
The Teaching
Profession
Dr. Rosemarie D. Sabado
PTC-UNION COLLEGE
Chapter one
Philosophy of Education video.avi
Essentialism
Why teach?
To transmit traditional moral values and
intellectual knowledge
For students to become model citizens
To acquire basic knowledge, skills and values

What to teach?
Fundamental Rs
Emphasis on academic content
Math, Natural Science, History, Foreign
Language and Literature
Frown upon vocational courses or other watered
down academic content.
Teacher and administrator decide what is most
important for students to learn.

How to teach?
Emphasize mastery of subject
matter
Teachers serve as fountain of
information and paragon of virtue
Observe basic core requirements
Rely on prescribed textbooks
Heavy stress on memorization and discipline



William Bagley

Perennialism
Why teach?
To develop the rational and moral powers

What to teach?
Lessons from The Great Book
Less emphasis on vocational and
technical education
Humanities and General Education


Robert Hutchins



How to teach?
Teacher-centered
Socratic Dialogues
Mutual inquiry sessions
Do not allow students interests and
experiences to substantially dictate what
teachers teach




Socrates
Existentialism
Why teach?
Help students understand and appreciate
themselves as unique individuals
Help students define their essence
Existence precedes essence




What to teach?
Humanities
Individual creativity and imagination

How to teach?
Focus on the individual
Self-paced and self-directed
Teacher helps students know themselves
Teacher employs values clarification
strategy

Behaviorism
Why teach?
Modification and shaping of students
behavior
For students to exhibit desirable behavior
in the society

What to teach?
Teach students to respond favorably to
various stimuli in the environment

How to teach?
Arrange environmental conditions so that
students respond to stimuli favorably
Stimuli are made clear and interesting
Provides positive reinforcement or incentives
to give positive responses and weaken or
eliminate negative responses




John Watson

Progressivism
Why teach?
To develop learners into becoming
enlightened and intelligent citizens
Teach learners to LIVE FULLY NOW

What to teach?
Need-based and relevant curriculum
Students needs
What relates to students personal life and
experiences
Natural and Social Sciences

Progressivists accepts the impermanence of
life and inevitability of change.

Progressivist teachers are more concerned
with teaching the learners the skills they they
need to cope with change.

Students solve problems in the classroom
similar to those they will encounter outside
the school.



How to teach?
Use of new scientific, technological & social
developments
Experiential methods
Problem-solving method using scientific
method
Hands-on-minds-on method(field trips)
Thought provoking games and puzzles

Click below for progressivism John Dewey
Teaching.avi

Constructivism
Why teach?
To develop intrinsically motivated and
independent learners adequately
equipped with learning skills for them to
be able to construct knowledge and make
meaning of them

What to teach?
Learners are taught how to learn
They are taught learning processes and
skills
Learning Processes and Skills
earching, critiquing and evaluating
information
Relating these pieces of information
reflecting on the same ,making
meaning out of them, drawing insights,
posing questions, researching and
constructing new knowledge out of
these bits of information learned

How to teach?
The teacher provides students with data
or experiences that allow them to
hypothesize, predict, manipulate objects,
pose questions, research, investigate,
imagine and invent.
- Classroom is interactive. Teachers 'role is
to facilitate dialogical exchange of ideas
among learners and between teachers and
learners.
LINGUISTIC PHILOSOPHY
Why teach?
To develop communication skills of the learners.
Teachers teach to develop in the learner the skill
to send messages clearly and receive messages
correctly.
What to teach?
Language that is correct, precise, grammatical,
coherent, accurate.

3 WAYS OF COMMUNICATION
1. VERBAL-content of the message, choice and
arrangement of words(oral or written)

2. NON-VERBAL- message we send through
our body language.

3. PARAVERBAL-how we say what we say the
tone, pacing and volume of our voices.
How to teach?
-experiential way


Knowledge is constructed by the
learners through an active, mental
processes of development.
Learners are the builders and creators
of meaning and knowledge.



We have a very rich philosophical
heritage. Aside from the ones discussed,
we also have Rationalism, Empiricism,
Pragmatism, Reconstructivism,
Hedonism, Epicurianism, Confucianism
and many more.

Here is a link that will show and discuss other Educational
Philosophies
Behaviorism, Cognitivism, Constructivism & Learning and
Instructional Theory.avi
Test your understanding
of the philosophies

Questions:Quiz on Philosophies.doc
Answers:Answer on Quiz on Philosophies.doc
lesson two
What includes your
Philosophy of Education?
The human persons, the learner and
the educated persons
What is true and good that need to be
taught
How a learner must be taught in order
to come close to the truth
For the Child or Learner:
I believe that every child

Is capable of learning
Is an embodied spirit and has dignity
Can be influenced but not totally by
his environment
Is unique

FOR Values
development




I believe that there are
unchanging values in changing times and
these must be passed on to every child
by my modelling, value inculcation and
value integration in my lessons
For the Way of teaching
Reaching out to all children without
bias
Making every child feel confident
about himself/herself
Teaching the subject matter with
mastery
Providing every child activities meant
to develop the body, the mind and the
spirit

Foundational
principles of
morality and you
What is morality?





The quality of human acts by which we
call them as right or wrong, good or evil
Habit or character that is good and is
not lacking of what is natural to man

Foundational moral
principle

Princeps(L)-source

The universal norm
Basis of all other principles on the
rightness or wrongness of an action
Source of morality
Ingrained in mans nature

The Natural Law

Do good and avoid evil

Written in the hearts of men
Mans share in the Eternal Law of God
The light of natural reason
Do Good and Avoid Evil
Other Natural Laws

Eight Beatitudes
Eight Beatitudes.doc
Pillars of Islam
Pillars of Islam.doc
Eight Beatitudes

1. Strive to knew the truth
2. Resolve to resist evil
3. Practice proper forms concentration
4. Control their feelings and thoughts
5. Say nothing to hurt others
6. Respect life and morality
7. Strive to free their mind of evil
8. Engage in a job that does not injure others
Pillars of Islam

1. Prayer 4. Almsgiving
2. Self-Purification 5. Pilgrimage
3. Fasting
Four ways of describing
GOOD MORAL CHARACTER
1. Being fully human-realizing ones potential as
human being
2. Being a loving person- caring in an unselfish
and mature manner with yourself, others and
GOD
3. Being a virtuous person- acquiring good habits
and attitudes and practicing them consistently
4. Being a morally mature person-reaching a level
of development emotionally, socially, mentally,
spiritually, appropriate to your level of
developmental stage.

vAlues formation
and you
Is there such a thing as right, unchanging and
universal value?
Is a right value for me, also a right value for
you?
Are the values that we, Filipinos, consider as
right also considered by Japanese, Americans
or Spaniards as right values?
Are values dependent on time, place and
culture?
Answer: depending on the camp you
belong

1. IDEALIST- There are unchanging and
universal values
Values remain values regardless of time and
space
Transcendent values
Beyond changing times, beyond space
and people
They remain to be a value even if no
one values them
Values for all people regardless of
time and space
Accepted as value everywhere
2. RELATIVIST - There are no
universal and unchanging values.
They assert that values are
dependent on time and place.
Are values caught
or taught?
Dimensions of values
Cognitive
Need to know why we need to value such
The heart of conversion and values
formation

Affective
One has to feel and be moved towards the
value

Behavioral
To live with the value
Values formation
The intellect proposes,
the will disposes
St Thomas Aquinas
Virtuous vs. vicious
Virtuous
Living the life with abundance of joy
Strengthens a person
A good habit
Lead by a moral person

Vicious
Leads you to perdition and misery
Gives adversities in life
Max schelers hierarchy
of values
Scheler's Hierarchy of Values.xls
VALUES OF THE HOLY appear
only in regard to objects intentionally
given as absolute objects.
- beliefs, adoration & habits

SPIRITUAL VALUES values
independent of the whole sphere of
the body and of the environment
- aesthetic values, values of right
and wrong and values of pure
knowledge
VITAL VALUES values pertaining
to the well being of either of the
individual or the community
- Health, vitality, values of vital
feeling, capability and excellence

PLEASURE VALUES the pleasant
against the unpleasant, the agreeable
against the disagreeable
- sensual feelings and experiences
of pleasure or pain