Teaching as your vocation, mission and profession
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The quality of our professional service is determined to a very great extent on our long and arduous period of preparation , continuing professional education and our commitment to ethical and moral values.
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Teaching as a Vocation, Mission and Profession
The document discusses teaching as a vocation, mission, and profession. It provides examples of two teachers, Teacher Mark and Joy, and their different approaches. While Teacher Mark only focuses on subject mastery without considering student needs, Joy travels far daily to serve her students' learning and development. The document emphasizes that a vocation in teaching requires dedication to service, a mission provides a purpose to accomplish, and a profession necessitates long preparation and striving for excellence. Teaching, while not lucrative, can provide joy and contentment that money cannot buy when touching students' hearts and minds.
What Is Teaching Profession
Teachers are the shadows of parents showing love and seldom admonishing, reaching out to be creators narrating noble deeds, like a goldsmith hammering to enrich skills and moulding tiny tots to perfection. Teaching profession is a noble one every teacher must play an important role in making a child to realize their dreams. A good teacher is the one who give their students roots and wings, Roots to know were home is, wings to fly away and exercise what is being taught to them
Formulating Your Philosophy of Education
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.
The teacher as a person in the society
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
Teaching as Your Vocation, Mission and Profession
This document discusses teaching as a vocation, mission, and profession. It defines vocation as a calling from God to serve as a teacher. Teaching is also described as a mission to influence students and better the world through one's unique gifts and skills. To view teaching as a profession means committing to lifelong learning, striving for excellence, and dedicating oneself to public service and moral values. The document encourages rejecting a "pwede na" or good enough mentality in favor of excellence and finding meaning and purpose in touching lives through education.
Basic laws on the professionalization of teaching
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
The Demands Of The Society From The Teacher As A Professional
The document discusses the demands and expectations placed on teachers by society. It outlines that teachers are expected to teach effectively, create conducive learning environments, and positively impact student achievement and outcomes. Several models for evaluating teacher effectiveness are described, including frameworks by Danielson, Stronge, McRel, and Marzano. These frameworks emphasize domains like classroom instruction, planning, assessment, professional responsibilities, and maintaining high standards of professional conduct. The document also discusses characteristics of quality teachers according to the Philippine Professional Standards for Teachers, which identifies competencies in areas such as content knowledge, learning environments, curriculum implementation, assessment, community partnerships, and professional growth.
The Demands Of Society From The Teacher As A Person
The document discusses the characteristics of effective teachers according to a research study. It lists 12 key characteristics including being prepared, positive, holding high expectations for students, being creative, fair, approachable, fostering a sense of belonging, compassionate, having a sense of humor, respecting students, forgiving, and admitting mistakes. It also discusses the importance of professionalism and integrity for teachers, noting they should serve as role models and develop desirable habits and attitudes in students. Teachers are expected to live with dignity at all times.
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Teaching as a Vocation, Mission and Profession
The document discusses teaching as a vocation, mission, and profession. It provides examples of two teachers, Teacher Mark and Joy, and their different approaches. While Teacher Mark only focuses on subject mastery without considering student needs, Joy travels far daily to serve her students' learning and development. The document emphasizes that a vocation in teaching requires dedication to service, a mission provides a purpose to accomplish, and a profession necessitates long preparation and striving for excellence. Teaching, while not lucrative, can provide joy and contentment that money cannot buy when touching students' hearts and minds.
What Is Teaching Profession
Teachers are the shadows of parents showing love and seldom admonishing, reaching out to be creators narrating noble deeds, like a goldsmith hammering to enrich skills and moulding tiny tots to perfection. Teaching profession is a noble one every teacher must play an important role in making a child to realize their dreams. A good teacher is the one who give their students roots and wings, Roots to know were home is, wings to fly away and exercise what is being taught to them
Formulating Your Philosophy of Education
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.
The teacher as a person in the society
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
Teaching as Your Vocation, Mission and Profession
This document discusses teaching as a vocation, mission, and profession. It defines vocation as a calling from God to serve as a teacher. Teaching is also described as a mission to influence students and better the world through one's unique gifts and skills. To view teaching as a profession means committing to lifelong learning, striving for excellence, and dedicating oneself to public service and moral values. The document encourages rejecting a "pwede na" or good enough mentality in favor of excellence and finding meaning and purpose in touching lives through education.
Basic laws on the professionalization of teaching
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
The Demands Of The Society From The Teacher As A Professional
The document discusses the demands and expectations placed on teachers by society. It outlines that teachers are expected to teach effectively, create conducive learning environments, and positively impact student achievement and outcomes. Several models for evaluating teacher effectiveness are described, including frameworks by Danielson, Stronge, McRel, and Marzano. These frameworks emphasize domains like classroom instruction, planning, assessment, professional responsibilities, and maintaining high standards of professional conduct. The document also discusses characteristics of quality teachers according to the Philippine Professional Standards for Teachers, which identifies competencies in areas such as content knowledge, learning environments, curriculum implementation, assessment, community partnerships, and professional growth.
The Demands Of Society From The Teacher As A Person
The document discusses the characteristics of effective teachers according to a research study. It lists 12 key characteristics including being prepared, positive, holding high expectations for students, being creative, fair, approachable, fostering a sense of belonging, compassionate, having a sense of humor, respecting students, forgiving, and admitting mistakes. It also discusses the importance of professionalism and integrity for teachers, noting they should serve as role models and develop desirable habits and attitudes in students. Teachers are expected to live with dignity at all times.
Module 1 - The Teaching Profession.pdf
This module discusses teaching as a profession, vocation, and mission. It examines the elements of a profession and traces the historical development of teaching as a profession in the Philippines. Teaching requires long years of initial education and continuous professional development to maintain competence. A true professional views teaching not just as a job but a mission and calling to serve students and influence their lives.
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Teaching as your vocation, mission and profession
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Legal Bases of the Teaching Profession
The document discusses the various legal bases of the teaching profession in the Philippines, including the 1987 Constitution (Article XIV), Batas Pambansa 232, Republic Acts 4670, 7836, 9293, 10533, and the Code of Ethics for Professional Teachers. It outlines the rights and responsibilities of teachers established in these legal documents.
Presidential decree no. 1006
This Presidential Decree establishes the professionalization of teachers in the Philippines by creating the National Board for Teachers. The Board will regulate the teaching profession by administering examinations, issuing teaching certificates, and overseeing the qualifications and standards for teachers. The Decree defines teaching as a profession, establishes the minimum educational requirements to take the teacher certification exam, and outlines the powers and duties of the National Board for Teachers to professionalize and regulate the teaching profession in the Philippines.
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The document discusses teaching as a profession in ASEAN countries and beyond. It covers several key topics:
1. The levels of schooling in ASEAN countries, which generally include 12 years of basic education divided into primary, lower secondary, and upper secondary levels. Primary education is compulsory across ASEAN.
2. The academic preparation of teachers, which includes general knowledge, pedagogy, teaching practicums, and specialized coursework. Programs vary in length from diplomas to bachelor's degrees.
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The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Educational Philosophy in relation to curriculum
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Code of Ethics for Professional Teachers of the Philippines
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
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7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
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Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
The Seven Philosophies of Education
The Seven Philosophies of Education
Existentialism - Existentialism in education focuses on the individual, seeking out a personal understanding of the world.
Essentialism - Essentialism values the “essence” of each object. Essence refers to the attribute, or set of attributes that make an object what it fundamentally is, and must have.
Progressivism - Progressivism holds that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation.
Behaviorism - Behaviorism holds that behavior is shaped deliberately by forces in the environment and that the type of person and actions desired can be the product of design.
Constructivism - Constructivism claims that the learner actively constructs his or her own understandings of reality through interaction with objects, events, and people in the environment, and reflecting on these interactions. For learning to occur, an event, object, or experience must conflict with what the learner already knows. Therefore, the learner's previous experiences determine what can be learned.
Linguistic Philosophy - Linguistic philosophy is the view that philosophical problems could be solved (or dissolved) either by reforming language or by understanding more about the language that we presently use.
Perennialism - Perennialism is a normative educational philosophy according to which one should teach the things that are of everlasting relevance to all people everywhere and that the emphasis should be on principles, not facts.
Republic act no 9293
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
The Foundational Principles of Morality and You
This document discusses foundational moral principles and their origins. It argues that a foundational moral principle of "do good and avoid evil" is contained within natural law and is ingrained in human nature. This principle can be seen across cultures and religions through formulations like the Golden Rule of Christianity and Buddhism's Eightfold Path. The document also outlines perspectives on morality from Christianity, Buddhism, and Islam as presented in their major religious texts. It emphasizes that this foundational principle of discerning good from evil is universally recognized in some form by all people and societies.
TEACHING PROFESSION
Teaching is a crucial profession that shapes society through transmitting values to children and young people. It facilitates learning through specialized application of knowledge and skills to meet individual and societal educational needs. Good teachers demonstrate many qualities, including being accountable, adaptable, caring, compassionate, cooperative, creative, dedicated, determined, engaging, evolving, resilient, and resourceful. Teachers must constantly improve themselves through research, applying new techniques, engaging in discussions, and remaining aware of changes to provide quality education.
TEACHER AS A PERSON.pptx
This document discusses the perennialist philosophy of education. The perennialist philosophy contends that teachers should teach students basic knowledge, skills, and values to develop them into enlightened and intelligent citizens. Teachers focus on developing students' rational and moral powers rather than letting students' interests dictate lessons. The goal is for students to learn how to understand themselves and take responsibility for their own thoughts, actions, and learning. Schools should provide environments that shape students' behaviors and allow them to fully experience life in the present.
The Teaching Profession - Chapter 1 You, the Teacher, as a Person in Society ...
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This document discusses the key principles of perennialism as an educational philosophy. Perennialism believes that teachers should teach students basic knowledge, skills, and values to develop them into enlightened democratic citizens. The goal is for students to live fully in the present, not just prepare for adulthood. Schools should develop students' rational and moral powers. Perennialist classrooms are centered around teachers, who do not let students' interests dictate what is taught. The focus is on helping students understand themselves as unique individuals responsible for their own thoughts, feelings, and actions.More Related Content
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Module 1 - The Teaching Profession.pdf
This module discusses teaching as a profession, vocation, and mission. It examines the elements of a profession and traces the historical development of teaching as a profession in the Philippines. Teaching requires long years of initial education and continuous professional development to maintain competence. A true professional views teaching not just as a job but a mission and calling to serve students and influence their lives.
The code of ethics for professional teachers
this is primarily the focus of The Teaching Profession. the code of ethics elucidates the "must" when you become a professional teacher.
Teaching as your vocation, mission and profession
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Legal Bases of the Teaching Profession
The document discusses the various legal bases of the teaching profession in the Philippines, including the 1987 Constitution (Article XIV), Batas Pambansa 232, Republic Acts 4670, 7836, 9293, 10533, and the Code of Ethics for Professional Teachers. It outlines the rights and responsibilities of teachers established in these legal documents.
Presidential decree no. 1006
This Presidential Decree establishes the professionalization of teachers in the Philippines by creating the National Board for Teachers. The Board will regulate the teaching profession by administering examinations, issuing teaching certificates, and overseeing the qualifications and standards for teachers. The Decree defines teaching as a profession, establishes the minimum educational requirements to take the teacher certification exam, and outlines the powers and duties of the National Board for Teachers to professionalize and regulate the teaching profession in the Philippines.
The Teaching Prof.- A closer Look at the Teacher & the Teaching Prof. in ASEA...
The document discusses teaching as a profession in ASEAN countries and beyond. It covers several key topics:
1. The levels of schooling in ASEAN countries, which generally include 12 years of basic education divided into primary, lower secondary, and upper secondary levels. Primary education is compulsory across ASEAN.
2. The academic preparation of teachers, which includes general knowledge, pedagogy, teaching practicums, and specialized coursework. Programs vary in length from diplomas to bachelor's degrees.
3. Teaching profession practices, which mainly involve actual teaching responsibilities, learning management, administrative work, and licensing/certification through national regulatory bodies.
4. Benchmarking best practices from
NCBTS
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Educational Philosophy in relation to curriculum
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Code of Ethics for Professional Teachers of the Philippines
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
The teaching profession
The document discusses the beliefs and ways of viewing the teaching profession. It outlines four key beliefs of effective teachers: that teachers make a difference, have the most important impact on learning, must know an extensive body of knowledge about teaching, and be able to translate that knowledge into student learning. Teaching can be viewed as a profession requiring preparation and continuing education with a commitment to excellence, values and service. It can also be viewed as a mission or calling to prepare for and commit fully to transforming learners, or as a lifelong vocation. While financial security is not guaranteed, love of teaching has motivated many teachers through the years.
7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
GLOBAL EDUCATION AND GLOBAL TEACHER
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
The Seven Philosophies of Education
The Seven Philosophies of Education
Existentialism - Existentialism in education focuses on the individual, seeking out a personal understanding of the world.
Essentialism - Essentialism values the “essence” of each object. Essence refers to the attribute, or set of attributes that make an object what it fundamentally is, and must have.
Progressivism - Progressivism holds that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation.
Behaviorism - Behaviorism holds that behavior is shaped deliberately by forces in the environment and that the type of person and actions desired can be the product of design.
Constructivism - Constructivism claims that the learner actively constructs his or her own understandings of reality through interaction with objects, events, and people in the environment, and reflecting on these interactions. For learning to occur, an event, object, or experience must conflict with what the learner already knows. Therefore, the learner's previous experiences determine what can be learned.
Linguistic Philosophy - Linguistic philosophy is the view that philosophical problems could be solved (or dissolved) either by reforming language or by understanding more about the language that we presently use.
Perennialism - Perennialism is a normative educational philosophy according to which one should teach the things that are of everlasting relevance to all people everywhere and that the emphasis should be on principles, not facts.
Republic act no 9293
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
The Foundational Principles of Morality and You
This document discusses foundational moral principles and their origins. It argues that a foundational moral principle of "do good and avoid evil" is contained within natural law and is ingrained in human nature. This principle can be seen across cultures and religions through formulations like the Golden Rule of Christianity and Buddhism's Eightfold Path. The document also outlines perspectives on morality from Christianity, Buddhism, and Islam as presented in their major religious texts. It emphasizes that this foundational principle of discerning good from evil is universally recognized in some form by all people and societies.
TEACHING PROFESSION
Teaching is a crucial profession that shapes society through transmitting values to children and young people. It facilitates learning through specialized application of knowledge and skills to meet individual and societal educational needs. Good teachers demonstrate many qualities, including being accountable, adaptable, caring, compassionate, cooperative, creative, dedicated, determined, engaging, evolving, resilient, and resourceful. Teachers must constantly improve themselves through research, applying new techniques, engaging in discussions, and remaining aware of changes to provide quality education.
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The Teaching Prof.- A closer Look at the Teacher & the Teaching Prof. in ASEA...
The Teaching Prof.- A closer Look at the Teacher & the Teaching Prof. in ASEA...
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Historical Foundations of Curriculum in the Philippines
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Code of Ethics for Professional Teachers of the Philippines
7 Philosophies of education and Field of Philosophy
7 Philosophies of education and Field of Philosophy
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4) Counselors
U can lead children
The document provides guidance for counselors on leading children to Christ. It outlines four important truths about children that counselors should believe:
1) Children can be saved - the Bible provides examples of children believing in God and it is possible for any child, regardless of age, to trust in Jesus Christ as their Savior.
2) Children need to be saved - all children are spiritually dead until trusting Christ, born with a sinful nature, outside of God's kingdom until born again, and under God's condemnation if old enough to reject Christ.
3) Children's understanding develops with age - younger children who cannot understand sin and salvation are not condemned but spiritually dead and sinners.
Lesson Plan in "Teaching as a Vocation, Vision and Profession
This lesson plan discusses teaching as a vocation, vision, and profession. The objectives are for students to understand the meanings and differences between vocation, vision, and profession. It also covers the requirements and qualifications to be a professional teacher. The content discusses calling, giftedness, interests and human need in defining vocation. It distinguishes vocation from vision and profession, with vocation being a calling from God where abilities meet human needs. Being a teacher is discussed as the oldest profession requiring training, education, effective communication and problem solving skills, creativity, and patience. Quotes on values for Christian teachers are provided for student reflection.
Education : the Quest for Truth
This document discusses the importance of pursuing truth in education. It makes several key points:
1) As image-bearers of God, humans have a natural desire to seek and learn truth, which comes from God.
2) Education should involve discovering and wrestling with truth from both God's creation and his word in order to know God and bring him glory.
3) A biblical education prepares students for servant leadership by helping them understand and develop their God-given gifts to serve others.
Nuggets on christian personal development
This document provides study notes on Christian personal development from the Pastoral Leadership Academy. It discusses why Christians should engage in self-development, defining it as allowing God to guide personal growth. The notes explain that while the world focuses on self, Christians should renew their mind and live transformed by God. Personal development helps Christians become disciplined warriors for God by focusing on God, others, and positive thinking. Key issues for Christian personal development are finding mentors, developing positive thinking through Scripture, and using affirmations to harness the power of one's words. The overall message is that personal development, when done with the right heart motives of pleasing God and serving others, can help Christians become all God created them to be.
Faith formation slides
CGI 2012 presentation on Faith Formation and the implications for directors of children's choirs in the church.
Education in the Family
PDF book on the Family and Raising Children
In the context of the Synod on the Family convoked by Pope Francis, 21 articles on the family and educating children are now being offered as an PDF book for smartphones and tablets. The epub version can be downloaded at http://opusdei.org/en-uk/article/ebook-on-the-family-and-raising-children/
The goal of these articles, which are now being published as an PDF, has simply been to highlight some aspects that seem essential in the make-up of the person and the first human relationship among persons: the family.
Educating is above passing on a way of living. It is giving shape to a person's life, much more than teaching or instructing, although without overlooking the latter.
The articles have deliberately been written in an “open" style to help parents and educators “rethink" their marvelous task of education, which embraces every aspect of the human person.
Many of the reflections found here owe a big debt to the wise and loving “pedagogy" of Saint Josemaría Escrivá de Balaguer. His spiritual experience has yielded rich fruit not only for the fields of theology and law, but also for more practical, “sapiential" fields, including education.
This book is available in print from Scepter Publishers. Its title is Family Virtues: A Guide to Effective Parenting.
Five goals of lasallian education
The document summarizes that the 44th General Chapter stated that Lasallian vocations and the Brothers' life are indispensable for the common educational mission open to the transcendent.
Philosophy of Home Education
The document outlines a 7-step process for developing a philosophy of home education. It discusses defining one's worldview, beliefs about God and man, the nature of truth and wisdom, definitions of education and parental responsibility, and views of children. The goal is to thoughtfully consider these foundational issues to craft a philosophy that guides one's approach to educating children at home according to biblical principles.
Disciple-Making: Internalisation and Multiplication
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
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Teaching as your vocation, mission and profession
- 1. Prepared by: Aiza C. Esguerra
- 2. Etymology of the word “Vocation” • Comes from the Latin word “vocare” which means to call. • if there is a call, there must be a caller and someone who is called. • Christians – the caller is God Himself ○ Muslims – the caller is Allah
- 3. Teaching as your vocation It was God who called you here for you to teach, just as God called Abraham, Moses, and Mary, of the bible. These biblical figures did not also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me according to your word.”
- 4. Etymology of the word “mission” Comes from the Latin word “misio” which means “to send”. The Webster’s New Collegiate Dictionary defines mission as “task assigned”. You are called to be a teacher and you are sent into the world to accomplish a mission.
- 5. Teaching as your mission means the task entrusted to you “once a teacher, forever a student” You are expected to contribute to the betterment of this world in your own unique way. To teach is to influence every child entrusted in your care to become better and happier. To teach is to help the child become more human
- 6. The elements of a profession The term professional is one of the most exalted in the English Language, denoting as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values.
- 7. Teaching as your profession If you take teaching as your profession… You must be willing to go through a period of preparation and a continuing professional development. You must strive for excellence, commit yourself to moral, and ethical and religious values and dedicate yourself to public service.
- 8. The “pwede na” mentality vs. excellence If we stick to this complacent mentality, excellence eludes us. In this world, only the best and the brightest make it. We have no choice but to take the endless and “less traveled road” to excellence.
- 9. Teaching and a life of meaning “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 Josette T. Biyo
- 10. Thank you for listening!