The teaching profession gda
Upcoming SlideShare
Loading in...5
×
 

The teaching profession gda

on

  • 4,666 views

 

Statistics

Views

Total Views
4,666
Views on SlideShare
4,666
Embed Views
0

Actions

Likes
3
Downloads
314
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Someone once wrote of a teacher: Even on your worst day on the job, you are still some children’s best hope. The society expects much from a teacher For a teacher to cope up with these many expectations, she/he should be anchored on a bedrock foundation of moral ethical principles.
  • It is a natural occurrence for animals, say dogs, when driven by sexual instinct, to find another dog who is in heat. Man’s nature is contrary to this.
  • Strive to know the truth Resolve to resist evil Say nothing to hurt others Respect life, morality and property Engage in job that does injure others Strive to free their mind of evil Control their feelings and thought Practice proper forms of concentration

The teaching profession gda The teaching profession gda Presentation Transcript

  • Educ 104
  • You, the Teacher, as a Person in Society John Donne said in Meditation XVII: No man is an island... "All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated...As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness.... No man is an island, entire of itself...any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” The idea that people are not isolated from one another, but that mankind is interconnected.
  • No Man Is an Island Artist(Band):Joan Baez No man is an island, No man stands alone, Each man's joy is joy to me, Each man's grief is my own. We need one another, So I will defend, Each man as my brother, Each man as my friend. I saw the people gather, I heard the music start, The song that they were singing, Is ringing in my heart. No man is an island, Way out in the blue, We all look to the one above, For our strength to renew. When I help my brother, Then I know that I, Plant the seed of friendship, That will never die.
  • Lesson learned… We don’t live in a vacuum. We live in a society. We are part of society. Our thoughts, values, and actions are somehow shaped by events and people we come in contact with. We, in turn, help shape society-its events, its people, and its destiny. In the context of your life as a teacher, we would say: “No teacher is an island. No teacher stands alone” Indeed, YOU can’t become a TEACHER alone!
  • It is therefore, no joke to become a TEACHER.  Why? Many a time the teacher is blamed for the many ills in society. There are lot of demands and much is expected from you.  Your influences on your students and on other people with whom you work and live are greater. But these influences depend greatly on your Philosophy as a Person and as a Teacher.  Thus, Your Philosophy of Life and your Philosophy of Education serve as your “window” to the world and “compass” in the sea of Life.  Within your personal Philosophy are your Principles and Values that will determine how you regard people, how you look at life as a whole. They govern and direct your lifestyle, your thoughts, decisions, actions and your relationships with people and things.
  • Teachers are expected to . . . CARE not to sCARE
  • CARE look straight in the eyes gentle touch/pat on the back acknowledgement
  • s C A R E name calling ignoring one’s capacity belittling students
  • Output 1: Answer this on a ½ crosswise yellow paper 1. Why do you want to become a Teacher? 2. For you, what is meant by “No teacher is an island. No Teacher can stand alone”.
  • YOUR PHILOSOPHICAL HERITAGE
  • THE EXISTENTIAL QUESTION We are heirs to a rich philosophical heritage from the different philosophies of great thinkers in the past. They reflected on LIFE in this planet and search for answers about human existence. What is life? Who am I? Why am I here? What am I living for? What is reality? Is the universe clear?
  • Existential Questions (in the world of teaching) Why do I teach? What should I teach? How should I teach? What is the nature of the learner? How do learners learn?
  • 5 PHILOSOPHIES OF EDUCATION
  • Assignment: (encoded or written in short coupon bond) Research on the following philosophies. Be able to describe: “Why teach? What to Teach? How to Teach?” 1. Empiricism 2.Epicureanism 3. Rousseau's Philosophy 4.Logical positivism 5.Confucianism
  • Formulating YOUR Philosophy of Education What does a philosophy of education contain or include? It includes your concept about: 1. The human person, the learner in particular and the educated person 2.What is true and good, and therefore must be taught 3.How a learner must be taught in order to come close to the truth
  • Example: Philosophy of Education of a Grade School Teacher (The human person, the learner in particular and the educated person) I believe that every child has natural interest in learning and is capable of learning is an embodied spirit can be influenced but not totally by his/her environment is unique and so comparing a child to other children has no basis
  • (What is true and good, and therefore must be taught) 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 (How a learner must be taught in order to come close to the truth) I believe that may 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 - Helping every child master the basic skills of reading, communication 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 - 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 - Strengthening the value formation of every child through “hand-on- minds-on” experiences inside and outside the classroom - Providing every child activities meant to develop the body, the mind and the spirit
  • Output 1- (Answer the questions to be given by the instructor) Output 2- FORMULATE your own Personal Philosophy of Education - to be submitted next meeting - to be encoded in long coupon bond and inserted in a long clear book - the clear book will be used for your other outputs and will serve as your portfolio in Educ 104 (Color Code: BEED – 2A Yellow; BEED 2B- Green; BEED 2C- Red; BEED 2D – pink)
  • THE FOUNDATIONAL PRINCIPLES OF MORALITY
  • What is Morality? the quality of human acts by which we call them right or wrong, good or evil. Your human action is RIGHT when it conforms with the norm, rule, or law of morality. Otherwise, it is WRONG. Example: When Juan gets the pencil of Pedro without the latter’s permission, Juan’s action is wrong because it is contrary to the norm. STEALING IS WRONG.
  • What is Morality? (cont.) A man’s action, habit, or character is good when it is NOT lacking of what is NATURAL to man, that is, when it is in accordance to man’s nature. Example: It is not natural for a man to behave like animal (beast). Man has INTELLECT AND FREE WILL, while animals are bound by INSTINCTS. INTELLECT – makes man capable of thinking, judging and reasoning FREE WILL – gives man the ability to choose
  • MEANING OF FOUNDATIONAL MORAL PRINCIPLE Principle – is from the Latin word princeps, which means a beginning or a source. A principle is that on which something is based, founded, originated, initiated. A FOUNDATIONAL MORAL PRINCIPLE is, therefore, the universal norm upon which other principle on the rightness and or wrongness of an action are based. It is the source of morality.
  • WHERE is this FOUNDATIONAL MORAL PRINCIPLE? It is contained in the NATURAL LAW Many moralists and authors and philosophers may have referred to the FOUNDATIONAL MORAL PRINCIPLE in different terms but it may be acceptable to all (believers and non-believers) to refer to it as NATURAL LAW.
  • WHAT IS THE NATURAL LAW? The law written in the hearts of man (Romans 2:15) It is man’s share in the Eternal Law of God It is the light of natural reason, whereby we discern what is good and what is evil… an imprint on us of the Divine light… (St. Thomas Aquinas) It is the law that says “Do good and avoid evil” This is the fundamental or foundational moral principle.
  • All men regardless of race and belief have a sense of of the foundational moral principle… WHY? It is ingrained in man’s nature and woven into the fabric of the normal human mind. We are inclined to do what we recognize as good and avoid that which we recognize as evil. Writings, customs, monuments of the past and present generations point out to this conclusion: that peoples on earth, no matter how savage and illiterate, have recognized a supreme law of Divine origin, commanding good and forbidding evil.
  • VERSIONS OF THE NATURAL LAW 1. Kung –fu-tsu (Confucius) “Do not do unto others what you do not want others to do unto you.”
  • 2. Christianity “Do to others what you like others do to you.” -Ten Commandments and 8 Beatitudes
  • 3. Immanuel Kant “Act in such a way that you maxim can be the maxim for all .”
  • 4. Buddhist -8 fold path - Hatred does not cease by hatred, hatred ceases only by love.
  • 5. Islamic Koran > Five Pillars of Islam
  • TEACHER AS A PERSON OF GOOD MORAL CHARACTER Duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to observe, and practice this set of ethical and moral principles, standard and values. (Preamble, Code of Ethics for Professional Teachers)
  • When are you of good moral character? 1. Being fully human-you have realized substantially your potential as a human person 2. Being a loving person – you are caring in an unselfish and mature manner with yourself, other people and God 3. Being a virtuous person- you have acquired good habits and attitudes and you practice them consistently in your daily life 4. Being a morally mature person – you have reached a level of development emotionally, socially, mentally, spiritually appropriate to your developmental stage
  • TEACHERS AS ROLE MODELS (Teaching character and moral virtues) Integrity Teachers model integrity by choosing to do the right thing even when no one is looking. Honesty Teachers display honesty by telling the truth and acting in an honorable way. Trust An honest person can be trusted. Trust is the belief in others that develops whenever people fulfill their promises and commitments.
  • Fairness Fairness is closely linked with trust as students quickly learn whether or not teachers discriminate against them or treat them disparately. Fairness requires that all students have the same opportunity to meet the standards. Respect Real respect requires that teachers care for those students toward whom they might not have a positive feeling. Teachers who model respect will always appreciate each individual students, even when the behavior of some may be less than worthy of this respect. Responsibility Responsible teachers are those who are accountable for their actions and fulfill their duties. Responsible teachers are always well –prepared for each class and provide constructive feedback to students.