Formulating Your Philosophy of Education
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The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
Formulating Your Philosophy of Education
- 1. Formulating Your Philosophy of Education Philosophy is vital only when the questions are mine and so is the struggle towards answers. -W. Luipen
- 2. You as a Teacher Your philosophy of education is your “window” to the world and “compass” in life. Your philosophy of education is reflected in your dealings with students, colleagues, parents and administrators. Your attitude towards problems and life as whole has an underlying philosophy.
- 3. What does a philosophy of education contain or include? It includes your concept about: the human person, the learner in particular and the educated person. what is true and good and therefore must be taught. how a learner must be taught in order to come close to the truth.
- 4. My Philosophy as a Grade School Teacher “I believe that there are unchanging values in changing times and these must be passed on to every child by my modeling, value inculcation and value integration in my lessons.”
- 5. I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the maximum by: •reaching out to all children without bias and prejudice towards the “least” of the children •making every child feel good and confident about him/herself through his/her experiences of success in the classroom My Philosophy as a Grade School Teacher
- 6. Continuation… •Helping every child master the basic skills of reading, communicating in oral and written form, arithmetic and computer skills • Teaching my subject matter with mastery so that every child will use his/her basic skills to continue acquiring knowledge, skills and values for him/her to go beyond basic literacy and basic numeracy
- 7. • Inculcating or integrating the unchanging values of respect, honesty, love and care for others regardless of race, ethnicity, nationality, appearance and economic status in my lessons • Consistently practicing these values to serve as model for every child Continuation…
- 8. Continuation.. Continuation… • Strengthening practicing these values to serve as model for every child through “hand-on- minds-on” experiences inside and outside the class room • Providing every child activities meant to develop the body, the mind and the spirit
- 9. My Philosophy as a High School Teacher (by: Minho Shin) •I teach for the majority of the class, rather than teach for handful top students. It is more effective and productive way of teaching. •I teach with interactions between teacher and students, and also between students themselves. Interaction is the only tangible way of making the class intimate, open, creative, and challenging. (mhshin@cs.umd.edu)
- 10. SUMMARY It is important that you make explicit your philosophy of education. Your philosophy of education is your “window” to the world and “compass” in life. Your philosophy is your own thought and formulation, never formulated for you by another that is why you were advised to begin stating it with phrase “I believe”. It is best to state it in the concrete not in the abstract like a theory because this is your blue print to daily life.
- 11. Society and You What are we in this world for if not to make this world the more bearable for each other? -Source unknown
- 12. Pre-service Elementary Teacher Training •Conducted by Rosita L. Navarro, et al in 1994 •1,460 respondents •in 12 regions of the Philippines
- 14. Pre-service Elementary Teacher Training •Community respondents’ group consisted mostly of: •Parents (26%) •Non-government organizations (24%) •Principals and Assistant Principals (23%) •Business and Industry sectors (21%) •School Superintendents (6%)
- 15. Research Findings Community Perception On The Role Of Teachers in the Community Teachers are perceived to be: 1. Very important in a community 2. Respected in a community 3. Help in the community to some extent
- 16. Research Findings • Community Perception On Beliefs and Attitudes about Teachers and Teaching –The community respondents strongly agreed that teachers: 1. Help develop the moral character of children 2. Are second parents 3. Are assets to the community
- 17. The community respondents agreed with 12 beliefs and attitudes, as follows: 1. The most intelligent child should be encouraged to enter the teaching profession. 2. Teacher sets moral standard of the community. 3. Teachers make good parents.
- 18. 4. Men should be encouraged to enter the teaching profession. 5. The teaching profession is one of the lowest paid. 6. Teachers should be paragons of virtue. 7. Children obey and respect their teachers. 8. Teachers play an active role in disciplining children.
- 19. 9. Praising boosts a child’s self confidence. 10. A teacher is a child’s model. 11. Child’s interest in studies depends upon his/her teachers. 12. Parents entrust children’s welfare in teachers.
- 20. The community respondents were doubtful regarding this item: Female teachers generally become old maids. • They disagreed with this item: o Teachers may inflict physical punishment on children.
- 21. Questions… 1. Which research finding is most interesting to you? Why? 2. With which finding(s) do you agree? Disagree? Elaborate on your answer(s). 3. Based on the research findings given in the preceding slides, what roles are expected of you, the teacher, in society?
- 22. Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.
- 23. Article VI: The Teacher and Higher Authorities in the Profession Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority.
- 24. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Article VI: The Teacher and Higher Authorities in the Profession
- 25. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Article VI: The Teacher and Higher Authorities in the Profession
- 26. Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Article VI: The Teacher and Higher Authorities in the Profession
- 27. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions. Article VI: The Teacher and Higher Authorities in the Profession
- 28. The 2013 Metrobank Foundation Outstanding Teachers are (from left, top row) Fely Batiloy, Dr. Mitchel Rodriguez, Cherry Vinluan, Rodel Sampang, Dominique Maquiran, (from left, bottom row) Dr. Maria Teresa Bautista, Marcelo Otinguey, Maria Lorna Garnace, Dr. Alfredo Robles Jr., and Dr. Emilyn Espiritu.