The Teaching Profession

1. The Teaching Profession
Trends toward Professionalism
Managing the Learning Environment
Developing an Educational Philosophy
Presentors:
Menil, Sarah Jane
Pales, Bernie Jane
Bayud, Romnick
Silos, Ayette
Peape, Gretchen
BSED Filipino 1E

2. Trends toward Professionalism
The Nature of National Competency-Based Teacher Standards
The nature The Nature of National Competency-BasedTeacherStandards wasborn outof the
partnershipbetweendifferentacademicinstitutionsalongwiththe:
• CommissiononHigherEducation(CHED)
• TeacherEducationInstitutions(TEIs)
• Philippine RegulatoryCommission(PRC)
• Departmentof Education(DepEd)
• Civil Service Commission(CSC)
As mentionedinapaperby Dr. Isagani Cruz in2001this isthe “People PowerModel of Curricular
Change”—the resultof the social change thathappenedtothe countryand the needforeducationtobe
the maineffortinbringingcompetitivenessandinnovativenessamongthe peopleinthe twenty-first
century.
• NCBTSis a framework forteachingandteacherdevelopmentthatwouldguide all teaching-
relatedpolicies,reforms,andactivities.
• In the NCBTSparadigm,the teacheris a professionalwhoisauthorizedtomake important
decisionsinthe educationalprocessandisaccountable fortheirstudents’accomplishmentof
learninggoals.
The main principle of NCBTSisthat:
• All Filipinoteachersmustbe committedandheldresponsible forprovidingclassroominstruction
withresultsthatare manifestedinhighperformancelevelsintermsof studentlearning
outcomes.
• Teachersmustbe dedicatedtothe well-beingof the studentsandcommunitiestheyserve,
takingintoaccount theircultural diversity,groupaspirations,andwhatisvaluedineducation.
The NCBTS alsodefinessevendomainswithinwhichteacherscandevelopprofessionally.Undereach
domain,specificstrandsandindicatorsare defined.The domainscanbe classifiedintotwobroad
categories,withthe firstcategoryfurtherdividedintotwosub-categories:
• Domainsthat relate tothe teacheras a facilitatorof learning(Domains2to6),
• Domainsonthe knowledgeandskillsforfacilitatinglearning(Domains3to 5),
• Domainsonlinkingthe knowledge andskillstocontext(Domains2and 6), and
• Domainsthat relate tothe teacheras a learner (Domain1 and 7).

4. Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers are positive and powerful role
models for students to pursue different efforts to learn. The teacher’s action, statements, and
different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain concentrates on the importance of providing a social, psychological, and
physical environment where students can engage in the different learning activities and work
toward attaining high standards of learning, regardless of their individual differences in learning.
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes that teachers can facilitate the learning process, even with
diverse learners, by recognizing and respecting the students’ individual differences and by using
knowledge about their differences to design assorted sets of learning activities to ensure that all
learners can achieve the desired learning goals.
Domain 4. Curriculum (Curriculum)
The curriculum domain refers to all elements of the teaching-learning process that work
together to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s knowledge
of subject matter and the learning process, teaching-learning approaches and activities,
instructional materials, and learning resources.
Domain 5. Planning, Assessing, and Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular,
PAR addresses the (1) use of assessment data to plan and revise teaching-learning plans; (2)
integration of assessment procedures in the plan and implementation of teaching-learning
activities; and (3) reporting of the learners’ actual achievement behavior.
Domain 6. Community Linkages (CL)
The CL domain states that classroom activities are meaningfully linked to experiences
and aspirations of the learners in their homes and communities. This domain focuses on teachers’
efforts directed at strengthening the links between schools and communities to help in the
attainment of the curricular goals.
Domain 7. Personal Growth and Professional Development (PGPD)
The PGPD domain asserts the ideal that teachers give importance to having high
personal regard for the teaching profession, concern for professional development, and
continuous improvement as teachers.
Developing Transformative Education
Transformation should be the guiding principle to change and improve a society which is
a prosperous, peaceful, just, and humane. This will serve as the basis to develop the government,
educational institutions, organizations, and the people pursuing the goals and objectives of
education.
Transformative education means the individuals development as a whole person—the
development in all aspects of a human being, including the physical, moral, creative, emotional,
intellectual, and spiritual, as well as the expression of their potential. There were several
elements to implement transformative education these are the schools administrators, curriculum,
teachers, mission vision of the school and library.
The school administrator plays an important role implementing the transformative
education. The administration represents the school to unify the teachers, staff, students, and
parents. He should promote a strong staff development program to allow teachers the opportunity

5. to successfully incorporate the curriculum change. To do this effectively, the school
administrator must be transparent, service oriented, inspiring, democratic and enthusiastic leader
for the improvement of the school.
To meet these demands, the educational paradigm and curriculum must be holistic,
modern, and participatory. It is in the process of educating the people to become liberal, pro-
Filipino, and pro-poor, that they become effective instruments in transforming a prosperous and
modern democratic society.
The Vision Mission statement of the school must be based on the compliance with
changing laws that govern education. In addition, objectives of the school must be specific and
based on the needs of the society to achieve transformative education.
The teachers’ role is also another important component in realizing transformative
education. The teachers’ commitment, dedication, and creativity are decisive in the success of
this goal. Recognizing this, progressive schools take priority investments in their teachers,
providing them the proper support and conditions to develop and realize the goals of
transformative education. Social commitment and dedication are also essential for a teacher who
makes the difference in providing quality education. This is so because transformative education
requires greater effort, discipline, and creativity on the part of the teacher. The teacher invests in
preparation, develops creative lesson plans, and must always be on the lookout for materials and
ways to continuously improve the lesson. He or she must develop the aptitude and skills for
relevant and democratic teaching, and updated in teaching methods.
Furthermore, this view reinforces the need of educational institutions to focus on the
learners’ growth and transformation. Therefore, the notion of institutions as leaning communities
is fundamental in constructing a new relationship between the learner, the teacher, and the
institution. One participant pointed out that such a relationship promotes leadership rather than
management, and calls for full constituency dialogue rather that hierarchy and bureaucracy.
A library is an important investment of the school. It needs to be filled with books and
other publications mostly written by Filipino teachers and scholars. By being a venue of quality
books and other reading materials, it opens a new outlook and ideas of doing good things.
Finally, the school must be continually transformed to become better than what they are
so that the students will be encouraged to study harder. The personnel and other school officials
must be redeployed, retooled, and service oriented. They must also be responsible for the
physical environment in the campus to provide a good atmosphere for the learner. The technical
and vocational laboratories need to be equipped with the appropriate apparatus for experiments
and for producing inventions. Visual aids and other materials must be available for hands-on
learning and not only for display purposes.
Requirements of Transformative Education
Traditional
Non-Transformative
Transformative Education
Goal of Education Develop intellect Personal and social transformation
View of Learning Transmission Facilitation of learning
Behaviorist Constructivist
View of
Knowledge
Objective, neutral Contextual, plural, lasting application
View of Teacher Source of Knowledge Facilitator of learning
Object of Teaching
and Learning
Curriculum and disciplinal content Identified problems
Lived experiences
Social condition
Disciplinal content is selected based on
experiences, problems, and social
conditions
View of Learner Passive and recipient Active and co-creator
Pedagogy Content-oriented Learner-centered
Power in the
classroom
Exercised by the teacher /
Authoritarian
Negotiated authority

6. In this paradigm, the teachers become agents of change. The transformed teachers not
only perform their regular duties in the school, but also participate in the organizations or
activities not only in the school but also in his environment for social transformation and the
transformation of the education system. These activities include attending seminars, joining
organizations that can help in their profession and advance their awareness in social issues,
linking themselves with other sectors of society that address specific and general issues
concerning the people, contributing their time and skills to information and education campaigns
to conscientisize the people, and even directly integrating in marginalized communities in a
process of providing direct social service and deepening one’s commitment.
MANAGING THE LEARNING ENVIRONMENT
Education is the art of making man ethical.
-Georg Hegel, 1821
Classroom Management
Classroom management refers to the teacher’s ability to create and maintain orderly
classrooms. It is the number one concern of a teacher. Students learn less in classrooms that are
disorderly, and research indicates that disruptive students are a major source of teacher stress
(abell & sewell, 1991). The importance of classroom management in effectively-run classrooms
is clear. One group of researchers concluded, “effective behaviors, and enhanced use of
instructional time, all of which result in improved student achievement “ (wang at e al., 1993, p.
262). Effective management is one of the key characteristics of an effective school, and an
orderly classroom increases student’s motivation to learn. Commonly overlooked in discussions
of management and discipline is the role of effective instruction. Effective teaching and
classroom management are interdependent. It’s virtually impossible to maintain an orderly
classroom in the absence of effective teaching, and effective teaching is impossible when
students are disruptive.
Stated below are the domains of teachers to become in the teaching profession.
Ways to become effective teachers
Subject matter Teachers know the subject matter they teach
and make it accessible to learners.
Planning Teachers consider their goals for student
learning and their knowledge of students and
the subject matter as they develop and sequence
learning
instruction Teachers address learning goals through
meaningful activities that draw on students and
encourage powerful meaning.
Assessment Teachers collect varied kinds of information
related to learning goals and involve students in
assessing their own progress
Classroom management and discipline Teachers establish and maintain safe
environments that promote fairness, respect, and
responsibility
Professional growth Teachers engage in self-analysis to foster their
own development, and they act as members of
learning communities.

7. Roles and Tools for Classroom Discipline
There are several strategies to discipline students. However, no expert--- and no books---
in the world can tell you the appropriate plan for disciplining your students. As a teacher, you
must teach authentically by means of developing your own discipline program based on your
personality, preferences, and philosophy. Your lesson plans need to consider the particular ages,
characteristics, and strengths of your students and their families, and reflect your genuine
appreciation four your students as individuals.
However, there are several strategies to create and maintain warm and respectful
classrooms.
1. Treat all learners with dignity and respect.
2. Actively prevent misbehavior.
3. View discipline and opportunity to help students develop independence.
4. Address discipline issues in multiple ways and on multiple levels.
Treat all learners with dignity and respect
Every individual deserves courtesy and kindness. Given their lesser size and status,
children in our society sometimes receive less thoughtful treatment than adults. Within the
classroom, teacher must emphasize the importance of maintaining students dignity. They must
feel that you respect them as individuals, are concerned about their needs, and understand their
perspective.
Actively prevent misbehavior
Misbehavior occurs when the students educational needs go unmet. Albert (1996)
suggests the we can create belonging that goes a long way in preventing misbehavior by using
the three Cs: capable, connect and contribute. Teachers need to help students see themselves as
capable by focusing on success and making it acceptable to make mistakes. To help students
build personal connections with teachers and peers, teachers can accept their students, appreciate
their accomplishments, affirm their positive traits, and show genuine displays of affection.
Finally, teachers need to encourage students to contribute to their classroom, school, and the
local community.
Six proactive strategies that can help you forestall much of student’s misbehavior:
1. Use meaningful curriculum
The teacher should check the curriculum to ensure the content is appropriate, using strategies
that accommodate student diversity.
2. Attend to students maturation and motivation
Study the characteristics of your learners and the realign your expectations to their physical and
emotional development. For instance, kindergarten pupils should be expected to sit for only
about ten minutes before the activity changes, but older students can succeed with longer periods
of sustained activity.
3. Established yourself as an authority figure

8. When students respect their teacher as an authority, they tend to behave well. Teachers
established themselves as authorities using different combinations of power, as recounted by
hoover &kindsvatter (1997).
 Expert power: The teacher is perceived by the group as having superior knowledge
about the content, about the teaching, and about individual needs.
 Referent power: the teacher is liked and respected because she is perceived as ethical
and concerned about her students.
 Legitimate power: the teacher has the right to make certain decisions by the sheer power
of her official role as a teacher.
 Reward power: the teacher has the power because she can distribute rewards, including
tangible items, such as candy, and privileges and social awards, such as praise and
attention.
 Coercive power: the teacher has power because she can punish.
4. Establish clear expectations
Students make better choices about their behavior when they know what is expected of them.
Start by developing a set of classroom rules, either with the students’ help or your own. Keep a
List of rules down to about four or five in number and state each rule in positive terms.
5. Keep things positive
A praise statement keeps the atmosphere positive, builds your referent power, and serves as a
gentle reminder for what all students should be doing. Emphasize what students should do
Right and you help prevent misbehavior. In addition, effective management, a meaningful
Curriculum, and genuine concern for your students can prevent much behavior that could
Otherwise distract from learning.
6. Use nonverbal communication
You can prevent misbehavior by using nonverbal communication to inform students that you feel
confident in your own abilities, that you are aware of their actions, that you care about them, and
that you will help the students make good choices about the behavior.
View discipline as an opportunity to help students develop independence
Human development appears to be driven by two competing forces: (1) the need to be
loved and to belong, and (2) the need to do for oneself. From the minute they are born, people
engage in the quest for self-determination, as evidenced by a child’s struggles to feed himself,
to tie his own shoes, to select his own hairstyle. At each stage of this struggle for independence
and self-control appears to be a universal one. Our job as classroom teachers is to provide an
atmosphere that ensures emotional security and a sense of belonging so that students can safely
learn to control their impulses and govern their own actions (Gootman, 1991). Teachers’
efforts to discipline should channel the fight for self-control so that it follows productive paths.
We need to love our students enough to help them develop, and we can do so by (1)
establishing a climate that promotes independence, and (2) addressing their behaviors in ways
that encourage self-control.

9. Community school relations
School as official members of the kind of the civic organizations in the Philippines
should maintain strong relationships with the community and with other community
instructions. They often serve as volunteer workers of the organizations. Being a teacher means
a being fully supportive of the Philosophy and practices of the community, as a Filipino
citizen, we have to show concern about the needs of communities by encouraging the
application of learning. It is also the responsibility of school officials and teachers to collect,
organize, and present to the public the facts necessary for adequate interpretation of the
educational needs of the community, and to take on the leadership roles in arriving at proposals
to meet these needs. The parent-teacher association (PTA) is the most logical and convenient
organization for securing support of the educational programs of the school. This body is a
very valuable group that serves as the link to learning and development of the student and
community as well. It represents the community to the school administration and in turn
interprets the school to the community. Recently, the community was included In the
association, forming the Parent-Teacher-Community Association (PTCA). In other words, the
school becomes the center of the community for progress and all related developmental
activities.
Value of Professional Development for Teachers
A teacher’s commitment to professional development is critical to the success in the
classroom. The public trusts teachers to hold themselves accountable as they encage in
reflection and self-analysis. Teachers must seek to improve continually as they give their best
to their students. Duke (1990) points out that “Professional Development is a dynamic process
of learning that leads to a new level of understanding or mastery and a heightened awareness of
the context in which educators work that may compel them to examine accepted policies and
routines” (p.71)
When you become a teacher, you will be a “Work in progress” rather than a “finished
product”. In other words, as a teacher, you might beside that you need to learn better ways to
facilitate and assess critical thinking among your students. Additionally, in pursuing
professional development, opportunities to make better contribution to the lives of students
each year contribute to your profession in broader ways and finally derive satisfaction from
personal and professional growth.
Description Benefits
Professional meetings
Meeting’s range from general and specific
conferences to focused workshops on working
with particular students’ needs, on specific
teaching or assessment strategies, and on
subject matter areas. With time, you may be
ready to provide workshops that showcase
your own expertise.
 Meetings can directly address your
areas of interest or need.
 Meetings can present practical
strategies for immediate
implementation, which makes them
especially appealing to new teachers.
 Effective speakers can inspire and
restore enthusiasm
Professional members
National, local and international
organizations focus on educational concerns
 Joining an organization can increase
your feelings of belongingness to a
professional community.
 You can select your level of
participation, which can vary from
minimal (pay your dues and read the
literature) to extensive (take on
leadership roles).

10.  Most associations’ membership fees
include both practical and research
journals.
 Members receive benefits such as
discounted conference fees and
opportunities for travel and insurance.
Professional literature
Abundant educational resources include
practical texts, scholarly texts, research
journals, trade magazines, and internet
resources. Check teacher supply stores,
university and local libraries, and the teacher’s
lounge for relevant resources.
 Electronics searches allow you to find
large amounts of information
specifically related to your needs.
 You can read at your own
convenience.
 Reading can allow for greater depth
that can short workshop sessions.
 You can draw conclusions if you read
primary resources.
Professional study
Local travel opportunities include visits to
nearby classroom, schools, and field trips
sites. More extensive travel includes trips to
far away sites to examine schooling practices.
Educationally-related field trips to distant sites
to study the culture, language, history, or
natural phenomena can provide course credit.
 Travel broadens our experiences and
views of good practice
 Travel can provide you with empathy
and skills for addressing diverse
learners.
 Travel can increase your subject
matter base and the resources you
draw form in your classroom teaching.
Advanced study
Advanced study through a university can
result in an advanced credential, certificate, or
a graduate degree.
 Advanced study is often particularly
meaningful for teachers because they
can draw from the background of their
own teaching experience
 Advanced study is professionally
satisfying when it results in a
specialized set of skills and attitudes
that can be used to serve students and
the profession.
 Advanced study provides for a greater
number of professional options.
 Advanced study is the typically
mechanism for advancing on the
salary scale in public schools
Professional writings
Informal writings by teachers include private
journals and handbooks for local and national
distribution. Many education journals and
magazines welcome contributions from
practicing teachers
The role of education technology in education
Modern times has brought new inventions and technologies, such as printing, recording,
photography, cinematography, television, radio, and the computer, which can contribute to the
vast array of resources for the modern teacher.
Living in the age of technology means that Information Technology plays an important
role in the present-day education. Computers, television sets, cell phones and the like make
information a fast global phenomenon. Making these available and using them facilitate and
enhance learning.

11. In selecting media for instruction, the teacher must first determine exactly what his
objectives are and then select the most appropriate types of media for the task.
For most education situations, the following principles for the preparation of an audiovisual
plan can serve as a guide:
 It must be simple.
 Use audio-visual presentation as aids but do not use them as substitute to teaching.
 It must be practical.
 It must be educational.
 It must be interesting.
 It must fit the school’s operation.
 It must have maximum support.
 It must be effective.
 It must be personalized.
 It must have definite scope.
Types of instructional materials: their advantages and limitations
Advantages Limitations
Printed material
(Textbooks, periodicals, etc.)
 Cheap
 Provide an outline that
the teacher can use in
planning courses, units
and lessons
 Convenient
 Self-paced
 Enable the students to
take home the
materials they need
 Provides a common
resource for all the
students to follow
 Provides pictures,
graphs, and other
illustrative materials
which facilitate
learning
 In many classes, the
become the only point
of view in the course
 Usually written for
national audience
 Often lack the pizazz
of electronic media
 Not as effective in the
case of special students
who need “assistive”
 
Visuals (pictures, graphs,
charts, photographs)
 Permit close up
detailed study at
individual’s own
pacing
 Attract student
attention and aid
concentration
 Add variety and
interest to a lesson
 Cut down unnecessary
teacher talking time
 Sometimes over used
 Many teachers rely
heavily on them

12. Chalkboard/display board  Allows for
spontaneity, speed, and
change
 Can fit the tempo of
any lesson in the
subject
 Valuable for
emphasizing the major
points of a lesson
 Boredom on the part of
the students
 The discussion is
monotonous
Audio materials (tapes and
recoorders)
 Easy to prepare
 Portable and easy to
operate
 Duplication is easy and
economical
 Enhance the learning
of verbal information
 Capture real sound
 Allow one to record
and listen to his/her
own voice/sounds
 Enable one to repeat
listening as frequently
as desired
 Involve auditory organ
only
 Have a tendency to be
overused
 Children are
sometimes sensitive to
noise and other
unnecessary sounds
Overhead projectors  Can present
information in
systematic and
developmental
sequences
 Can cause bulbs to
blow after prolonged
use
Slide/slide projectors  Result in colorful,
realistic reproductions
of
Developing an Educational Philosophy
Philosophy defined
Educational history offers descriptions and stories that indicate change of venue, people,
and context, but educational questions remain relatively constant.
We can see that educators have constantly struggled with philosophical questions related
to education: the purpose of education, the nature of the learner, the strategies associated with
teaching, and the struggle between religion, basic education, and liberal approaches.
Philosophies form the basis for understanding purposes of education and help develop
theories about what should be taught and how students learn. Idealism and realism, two of the
oldest philosophical positions, and pragmatism and existentialism, both newer philosophical
systems, all impact educational thought.
In most cases, philosophies do not reflect only one view, but represent an evolution of
thinking that has guided decisions and theory building.

13. Idealism
 Considered as the oldest philosophy
 Idealism started during the time of Plato in ancient Greece
 According to idealist, nothing exists except IDEAS. Thus, reality is known via one’s
mind.
 It stresses on the mental idea, intrinsic or spiritual, rather than physical fact or material
value.
 It also claims that man’s knowledge is based on his mental state, and that the mental
stimulus perceived by a man’s soul comes from an infinite spirit which is God and God is
the summum bonum or the highest good in which absolute good, beauty, and values are
found.
In teaching, Socratic Method is the strategy in bringing ideas to the learner in which the teacher
can stimulate the learner’s awareness of ideas by asking leading questions.
Another important aspect of idealist methodology is the role of imitation. Its subject matter-
based curriculum emphasizes the great enduring ideas of the culture.
Teachers themselves should be the models worthy of imitation by students, and they should have
wide knowledge of the cultural heritage and lead a well-ordered life.
Realism
 Realism stresses objective knowledge and values, and was developed by the ancient
Greek philosopher, Aristotle.
 Thomas Aquinas articulated a form of religious realism.
 Alfred North Whitehead continued the realist tradition in the modern day era.
1. There is a world of real experiences that human being have not constructed.
2. The human mind can know about the real world
3. Such knowledge is the most eligible guide to human conduct, both individuals and
social.
For realist, societies established schools to provide students with knowledge about the objective
world. On the other hand, the role of the school is primarily academic.
In order to perform their educational responsibility, realist teachers need to be
knowledgeable in the content of their subject.
Realist teachers should have a general education in the liberal arts and sciences– a
background that will enable the teacher to demonstrate relationships between her area of
expertise and other subject matters.
Realist teachers may employ a wide repertoire of methods, such as the lecture,
discussions, demonstrations, or experiments.
Mastery of content is most important, and methodology is a necessary but subordinate
means to reach that goal.

14. Pragmatism
 Pragmatism is derived from the Greek word pragma meaning “a thing done, a fact that is
practiced”.
 It is a modern philosophy that originated in the United States
 Among its founders were Charles S. Pierce, William James, George Hebert Mead, and
John Dewey.
 This philosophy is very much related to experimentalism, which is based on the scientific
investigation.
Pragmatist teachers are more concerned with the process of solving problems intelligently.
They do not dominate the classroom but seek to guide learning by acting as facilitators of the
student’s research and activities.
For students in a pragmatist classroom, the main objective is to share the experience of
applying the scientific method to a full range of personal and intellectual problems.
Through their use of problem-solving method, it is expected that the students will learn to
apply the process to situations both in and out of school and thus reduce the separation of the
school from society.
Existentialism
 The philosophy of existentialism, representing both a feeling of desperation and a spirit
of hope, examines life in a very personal way.
 An existentialist education encourages deep personal reflection in one’s identity,
commitments, and choices.
 Existentialist author Jean Paul Satre stated that “Existence precedes Essence”.
-Simply means that human beings enter the world without being consulted. Human freedom is
total, and one’s responsibility for choice is also total.
An existentialist teacher would encourage students to philosophize, question, and participate in
dialogue both the meaning of life, love, and health.
An existentialist curriculum would consist of whatever might lead to philosophical
dialogue.
In addition to literary, dramatic, and biological subjects, students need to create their own
modes of self-expression.
For the existentialist, the school is where individuals meet to pursue discussion about
their own lives and choices.
Perennialism
 Perrennialism means “perpetual” or “long lasting”.
Educators who identify themselves as perennialists advocate a curriculum of timeless values and
knowledge. They believe that:
1. Truth is universal and does not depend on the circumstances of places, time, or person

15. 2. A good education involves a search for and an understanding of the truth
3. Truth can be found in the great works of civilization
4. Education is a liberal exercise that develops the intellect.
 Perennialism is also the belief that nature, including human nature is constant.
 Perennialism has roots both in idealism and realism.
 The roots of perennialism lie in the Philosophy of Plato, Aristotle, and St. Thomas
Aquinas.
 Divided into two groups:
1. Those who espouse the religious approach to education adopted by Aquinas
2. Those who follow the secular approach formulated in the 20th century America by such
individuals as Robert Hutchins and Adler.
The perennialist views education as a recurring process based on eternal truths, thus, the
school’s curriculum should emphasize the recurrent themes of human life.
It should contain cognitive subjects that cultivate rationally and the study of moral,
aesthetics, and religious principles to develop the attitudinal dimension.
The curriculum of a perennialist’s education would be subject-centered, drawing heavily
upon the disciplines of literature, mathematics, history, and the humanities.
The teacher, accordingly, must be one who has mastered discipline, who is a master teacher in
terms of guiding truth, and who is beyond reproach.
The teacher is to be viewed as authority and his expertise is not to be questioned.
The role of the school is train an intellectual elite who will one day take charge of passing
this on to a new generation of learners.
Progressivism
 Progressive education was part of the general reform movement in American life in the
19th century.
 Political progressives such as Robert La Follette and Woodrow Wilson wanted to curb
powerful financial and industrial trusts and monopolies to make the democratic political
system truly operative.
 On the other hand, progressive education gained impetus from a rebellion against
traditional schooling
 Educator such as G. Stanley Hall, Francis Parker, and William H. Kilpatrick argued
against mindless routine, note memorization, and authoritarian classroom management.
 It views that all learning should focus on the child’s interest and needs.
 Progressive education is best reflected by numerous theories and practices in both public
and private schools. The list is significant:
• The open classroom

16. • Individual instruction
• Self-paced instructional materials
• Grouping by needs and interest
• Affective education
• Problem based curricula, such as themes focusing on the environment, social issues, and
political questions
• Vocational or career education
• Counseling
Progressivism is an educational philosophy emphasizing curricula that focuses on real world
problem-solving and individual development.
Progressive schools emphasize children’s freedom and other stressed social reform
Teacher who follow progressive principles are instructionally flexible, using a repertoire of
learning activities that includes problem solving, field trips, and creative expression.
Progressive teachers see the teaching-learning process as active, exciting, and ever-
changing.
Progressive teachers want students to work collaboratively on projects based on their shared
experiences.
Essentialism
 Essentialism as an educational philosophy is grounded in the oldest and most commonly
accepted philosophy found in public school.
 Its root word, “essential,” implies that certain studies are more crucial than others.
 It was popularized in the 1930s by the American educator William Bagley.
 Essentialists’ principles derive from the back-to-basics movement which occurs in
education on a cyclical basis.
 Back-to-basic means that learning should focus on basic skills, such as reading, writing,
and mathematics.
The role of schools should concentrate on the essential skills and subjects that contribute to
literacy and to social and intellectual efficiency.
In the back-to-basics proponents the teacher must be well prepared and accountable for
children’s learning.
Essentialist teachers, preferring a structured curriculum, seek to transmit cultural heritage
to students by means of carefully sequenced basic skills and subjects.
The teacher is to be a specialist in subject-matter content and skilled in organizing it into
instructional units.

17. Social Reconstructivism
 Reconstructivism perspective looks to construct society by integrating new technological
and scientific development with those parts of the culture that remain viable.
 According to Reconstructivism analysis, human civilization made a great technological
transition when it moved from an agricultural and rural to an urban and industrial society.
The teacher’s responsibility is to help reduce the cultural gap between technology and values
of the individual.
Education is designed to awaken the students’ consciousness about social problems and to
engage them actively in solving those problems.
It urges the teacher to lead their students on a searching examination of culture and society,
both domestically and globally, and to encourage students to investigate controversial issues in
order to develop alternatives to conventional wisdom.
Classroom Application of the Educational Philosophies
Traditional
Philosophy
Most closely
Related
Perennialism
(Idealism,
Realism)
Essentialism
(idealism,
Realism)
Progressivism
(Pragmatism)
Post Modernism
(Existentialism)
Social
Reconstructivism)
Educational
Goals
Train the
intellect; moral
development
Acquire basic
skills; acquire
knowledge
needed to
function in
today’s world
Acquire the
ability to
function in the
real world;
develop
problem-solving
skills
Critically examine
today’s
institutions;
elevate the status
of marginalized
people (women
and cultural
minorities)
To construct society
Curriculum Emphasis on
enduring ideas
Emphasis on
basic skills
Emphasis on
problem solving
and skills
needed in
today’s world
Emphasis on the
works of
marginalized
people
Social sciences
used as

18. Teaching methods Lecture;
questioning;
coaching
intellectual
thinking
Lecture;
practice and
feedback;
questioning
Problem-based
learning;
cooperative
learning;
guided
discovery
Discussions;
role play;
stimulation;
personal
research
Guide learning
with questioning;
develop and guide
practical problem-
solving activities
Learning
environment
High
structure;
high levels of
time on task
High
structure;
high level of
time on task
Collaborative;
self-regulated;
democratic
Community-
oriented; self-
regulated
Community-
oriented
Assessment Frequent
objective and
essay
Frequent
objective,
essay and
performance
test
Continuous;
feedback;
informal
monitoring of
student
progress
Collaborative
between
teacher and
student;
emphasis on
the exposure of
hidden
assumption
Essay and analysis
test
Proponents Adler
Bloom
Hutchins
Maritain
Bagley
Bestor
Conant
Morrison
John Dewey
Kilpatrick
Parker
Washburne
Jean Paul Satre Theodore Drameld
George Counts
WilliamStanley
Harold Hugg
reconstructive
tools
Role of the
teacher
Deliver clear
lectures;
increase
student
understanding
with critical
questions
Deliver clear
lectures;
increase
student
understanding
with critical
questions
Guide learning
with
questioning;
develop and
guide practical
problem-solving
activities
Facilitate
discussion that
involve clarifying
issues
Guide learning with
questioning; develop
and guide practical
problem-solving
activities