Davao Oriental State College of Science and Technology (DOSCST) -

25-June-2014 15:24

Lito George Quibol
EDUC_125-Learning log no. 2


Name : George Lito Quibol Instructor: Dr. Maria Gloria Lugo

Learning Log # 2



Interview your model teacher on how he/she as a teacher lives as a vocation , mission and
profession?
Teacher interviewed: Mrs. Leah Mae Bauyot

(A sort of answer from an interview conducted)

Teaching as a Vocation

Teaching is not just a simple job, its a call for a very critical mission to be duly achieved in the
learning society. The call that she meant as about teaching is actually an opportunity to be
positively accepted and work out. Its a thing that only proves that teaching isnt just a will of
man but as well as a will of the Omnipotent to adheregood practice in educating oneself
anderadicating ignorance among the young learners . Since its a call considering teaching as my
vocation, I and we as a teachers and teachers to be should positively respond for this mission,
teaching to answer the call of the society, needs of oneself and most especially to GOD.
Teaching is not just for money but your love, dedication, care and adroitnessto handle this
should conglomerate to your work and ethics as a teacher in order to optimisticallywork out the
call as your mission to accomplish with all yourself as a teacher .

Teaching as a Mission

Teaching is a task that send you to the real world .A task that you should accomplish promptly.
A task that is entrusted to you to prepare yourself from the real life of committing to what we
term as a great profession indeed true. Teaching as a mission to accomplish engages you to
prepare yourself, become skillful and fully vested with knowledge as well as attitude. Teaching
in the other rate is your way of guiding and influencing the child from which it is a part of the
fulfillment that a teacher and a teacher to be should inculcate to his holistic self. To make
yourself not to feel hasslein teaching, just think that youall of your students are your
familythat you need to take care , protect , love and guide in order to have a better ,happy and
meaningful life while teaching . Teaching, a part of life that you should value and carefully work.

Teaching as Profession

Teaching is one of the works that is considered as great.Teaching is one that is noble in the field
of working not only having a tedious and strenuous preparation but a strive for excellence as
well. Teaching as a profession requires you to have dedicationin your moral , ethical and
spiritual field as well asmeeting goals to attain professionalizationin your teaching career .
Achieving excellence in pursuing your professional teaching takes great amount of attitude, skill,
and work. To attain professional teaching education needs the pious observation to service,
goals and other guidelines in professional teaching.The values inamelioratingyour foundation as
a complete individual is a must in inspiringus ,teachers to embrace professional teaching that is
indeed a critical jobhence a fulfillment to your oath andlife goal .Professional teachinghas
explicitpre-requisitesin complying theguidelinesstated in your code of ethics and lawobeyed
among professional teachersthat is why teaching is some kind not just a simple job buta work
that needs full dedication and observation of ethics ,moral other thingsneeded in your life
career.



(Attachment of the interview during June 25, 2014, other portion.)



Name and identify the aim, curriculum methodology and teacher learner relationship. Of the
educational philosophy.


Essentialism



Aim of education to promote the intellectual growth of the individual and educate a
competent person.

Role of education the teacher is the sole authority in his /her subject area or field of
specialization

Focus of the curriculum essential skill of the 3Rs and essential subjects of English, Science,
History, Math and Foreign Language.

Curriculum trend - Excellence in education back to basic and cultural literacy.




Aim of education- to promote democratic and social living.

Role of education Knowledge leads to growth and development of life-long learners who
actively learn by doing.

Focus of the curriculum subjects are interdisciplinary integrative and interactive. Curriculum is
focused on students interest, problems and affairs.

Curricular trends School reforms relevant and contextualized curriculum and humanistic
education

(From: CurriculumDevelopment by Bilbao et al.)



Teacher- learner relationship

Perhaps the most important aspect of teaching as a form of stage management concerns the
relationship between students and teachers. It may seem self-evident that this relationship
should be based on mutual trust and respect, but it isn't always easy to earn them when one
considers that students' learning goals may very well conflict with the teacher's ideas about
what the students should be aiming for. Furthermore, some students may only attend
infrequently and not give themselves an opportunity to build a relationship with the teacher. It
is therefore crucial in my view to set the stage on day one by establishing ground rules in a more
didactic way for introductory courses and expect a more mature Student/Teacher relationship in
senior courses. In all cases, I see the teacher as a facilitator for the students' learning who is
friendly without being a buddy, who is approachable but also challenges the students to work
hard, and is fair in assessing and grading the students' work. Studies have shown that students
recognize the difference between an entertaining class and one in which learning is achieved.
Ideally, the teacher should not aim to win a popularity contest (for the sake of obtaining good
evaluations), but rather build a stimulating rapport with the class which makes for a positive and
effective learning experience.

Educational Practice and the Ontology of Student /Teacher Relations

Practitioners of education operate within a set of interpersonal relationships which differ
significantly from the relationships seen in the business, service, and retail sectors of society. At
times, the unique nature of the teacher/student relationships can cause a strain or present a
dilemma for the educator.

Consider that on the one hand educators have a relationship with the recipients of education,
called students and on the other hand educators have a relationship with all other educators,
whom they call colleagues. Educators also maintain significant relationships with the families
of students, with administrators, and, given the social expectations placed on the profession,
with society as a whole. It is this complex constellation of inter-personal relationships that
generates the ethical responsibilities of all educators.

Navigating the ethics of education means recognizing the often-conflicting demands placed
upon educators by all of the individuals involved in or affected by the profession. For example,
there will be times that a teacher feels torn between a sense of loyalty towards and
responsibility for professional colleagues, and a sense of obligation towards the well being of
the recipients of education. This interplay of individual, institutional, and collective
responsibilities (which will be discussed at length in the next chapter) is the source of significant
ethical conflict for the educator.

The ways in which an individual instructor attempt to resolve these ethical conflicts often has
more to do with the more general conception the teacher has of what a teacher is, the role of
the teacher, and the nature of the relationship with the student rather than an explicitly held set
of ethical principles. Both educators and students may be willing participants in holding to these
conceptions of the responsibilities of educators and model dynamics which they might adopt.
Therefore it is inappropriate to simply apportion the origin or responsibility for these models
with the educators themselves when the expectations assumed by the profession are generated
within this complex web of interpersonal interactions.





Name at least 2 educational philosophies.

Educational philosophy

Essentialism

This philosophy deal with the teachers teaching learners to acquire the basic knowledge, skills,
competencies and values. Essentialist program is designed for academic progression in a form
of a rigorous yet benefiting in the part of the stakeholders of the learning-teaching institution. .
This philosophy emphasizes most academic content especially intended for students to learn
basic applications, or skills and other fundamental competencies. Which are essential in the
acquisition of higher or more complex skills needed in the higher ground of learning most
particularly in the adult life of an individual . The emphasis of mastery of the subject matter
including the effective and efficient use /implementation of approach, methods etc. Among the
teacher, this philosophy tries to magnify the expectations that teachers should be intellectual
and a paragon of good virtues among his/her students in order to gain the mastery of basic
skills. This philosophy in the other hand is supporting the precise ways that a teacher and a
student should observe in the field of learning.

Progressivism

This philosophy contends the acceptance of the impermanence of life, irrevocability of life to
change and develop. Progressivisms constantly believe that everything changes, in relation to
the learner everybody has still the opportunity to improve and make his/herself a better
individual. In this philosophy it identified the need- based competencies in relevance to the
curricular aspirations and design. The emphasis of the students responding to the curricular
activities to harness their capability of developing themselves .In this philosophy the students
are diversely exposed to different educational phenomenon /pursuit such as scientific ,
technological , innovations , educational and social developments . The progressivists notion
reflected the view of the learners and teachers to be improving as he/she is engaged in various
educational trends. In this philosophy it includes how learners solve problems within the
vicinity of the classroom; such similar case they may encounter will employ them to experiential
methods. Learning is no substitute for actual experience, for an individual to be fully grown, a
need for a firm acquaintance to the actual experience makes you well equipped with various
competencies that will scaffold you to improve your performance. Progressivists relied that
engagement to experience is a key for change . . In this philosophy ,teacher teach to develop
learners into becoming enlightened and intelligent learner and citizen of his/her society.

Formulate your own educational philosophy





This philosophycontends learners as a primal vesselof skill , knowledge and attitude . Primarily
learners are mainly influenced by multitude of environmental factors . All the learners aspects
are mainly affected to such but emphasizing the peculiar display of ones behavior to the society
. The learners respond towards learning depends on the type of the environment , multifaceted
features/factors of the environment and other relative features that can be clearly associated to
the environment as a learning avenue .Example , the approach of teacher A is less intimidating
to the approach of teacher B, this philosophy tries to cite out that teacher factor affect the
absorption of learning aside from the considerable physical and psychological effect of the
environment , students in teacher A can learn best than in teacher B. In this philosophy , the
emphasis of various factors are being considered as a contributive element in learningmost
particularly to the 3 major core of the teaching learning process ( teacher ,learner ,environment
).



This philosophy believes that every learner has :

A natural propensity to learn skill and facts .

A peculiar means of viewing his/her behavior ,convictions/perspectives against the society .


The capacity to think enough about their action/s as right or wrong .

The huge tendency to be easily deceived by wrong perception if not well guided or taught of
the correct thing .


The ability to create /formulate/hypothesize and practice its own method , learning style and
approach learned /proposed by the educationalists.

A uniqueness not only to his her learning style but also to his actions , behaviors ,
mannerisms , social displays and other ways that mechanize him.

The aptitude to develop bad and good effects in their learning throughout the whole learning
interval.

The capacity to design concepts in her own learning , perspectives , convictions and point-of-
views.

The tendency to conform social norms ,laws ,folks and even crazes affecting their social
identity .

Ability to resilient in all social factors affecting their learning .

Ability to sort out social, economic and religious aspect of other individual.

This philosophy believes that every teacher has :

The ability to alter his/her personality from teacher into different type of individual .

The capability to modify the concept proposed by the educationalists to maximize learning
absorption among the learners.

The inclination to improve curricular goals and outcome by innovating/improvising his her
teaching approach . Style, methods etc.

The ability to inculcate and guide learning among the learners emphasizing values and
fostering ,love , care , and dedication to teach.

Maximize hands on- minds on learning to hone macro basic skills of the learners making
proficient in managing their own learning .

The resiliency of maneuvering his/her skills in teaching including her being resourceful and
being innovative .

The open mindedness to think for other possibility that learner may learn as she /he s
engaged to environment. Relative to the first premise , the teacher may serve as a beacon in
guiding learners to their learning making it totally upright.

Given learners the opportunity to learn things and manage their learning out from what they
are learning to .

Maximize the use of alternative materials in learning found in the environment to learn
pragmatic hence efficient in their daily basis .

Emphasize the importance of daily experience and other environmental factors or events in
connection to the lesson taught.

The ability to consider some personal /learning background of the learner that affects
learners performance in the academe.