Mr. Rhoadio Rabuya views teaching as a vocation, mission, and profession. As a vocation, he feels called to teach and impart knowledge to students. Teaching fulfills him. As a mission, he wants to help, motivate, and inform learners of the importance of education. He aims to shape lives and promote rational thinking. As a profession, teaching requires mastery of content, effective communication skills, problem solving, and patience. It is challenging but rewarding work.

1. 1. Interview your model teacher on how he/she lives teaching as a vocation, mission and
profession
 Teaching as Vocation
 According to Mr. Rhoadio Rabuya from the department of Social Sciences and
Humanities Department (SSH) that teaching for him as a vocation means “a call”
which he thinks that he came for the institution to teach and impart his knowledge
for those who need it. The passion and dedication to do the job which is
teaching. In his years of teaching he witnessed how he seems to be fulfilled after
teaching. That means he was glad doing the job. And He will always do and will
continue the job.
 Teaching as Mission
 “Once a teacher, forever a student” he quoted.
The first thing he asked to himself before entering in the institution of DOSCST is
that “would I pursue teaching? And why?” being in the field for him is very hard
especially when in he was new in the institution. But the fact that he wanted to
help, motivate learners and inform them the relevance of teaching to every
individuals. He has got a bit of a thing about being part of a solution, shaping
lives and promoting rational thinking, moral and values. And another thing is, it is
an overwhelming part for the teacher to be part of preparing an individual to be a
competent and productive one in the future. To teach is to help a child to become
more human.
 Teaching as Profession
 Teaching is hard. Extremely hard. A teacher must not only be a master of the
material but also an effective communicator, quick problem solver, constant
innovator, social organizer, occasional therapist, and much more besides. It
takes energy, ingenuity, insight, knowledge, and most of all, patience to lead a
classroom full of learners. Teaching is a profession, not a job. Sure, teachers are

2. underpaid and overlooked. The hours are long and the obvious benefits are few.
You have to steal supplies from home to bring to work, only to have them stolen
again. You have to give everything and expect nothing. And that takes more than
just pure energy: it takes a solid foundation on which to build so that
improvisation and learning in the classroom can happen productively. That is a
usual thing happens in any school, in every teacher. As a part of it, I must be well
skilled and I must master my field to relay the learning more efficient.
DOCUMENTATION

3. 2. Name and Identify the aim, curriculum, methodology and teacher-learner relationship of
educational philosophy.
 EDUCATIONAL PHILOSOPHY – ESSENTIALISM
Gripping and enduring interests frequently grow out of initial learning efforts that are not
appealing or attractive. William Bagley
 Aim of Education – To promote the intellectual growth of the individual and educate a
competent person.

4.  Role of Education – The teacher is the sole authority in his or her subject area or field of
specification.
 Focus on the curriculum – Essential skills of the 3 R’s and essential subjects of English,
Science, History, Math and Foreign Language.
 Curriculum trends – Excellence in education, back to basics and cultural literary.
(Curriculum development of Purita P. Bilbao, Ed.P et al)
 Teacher-learner relationship
 In an essentialist classroom, students are taught to be "culturally literate," that is, to
possess a working knowledge about the people, events, ideas, and institutions that have
shaped society. Essentialists hope that when students leave school, they will possess
not only basic skills and an extensive body of knowledge, but also disciplined, practical
minds, capable of applying schoolhouse lessons in the real world.
 EDUCATIONAL PHILOSOPHY – PROGRESSIVISM
We may, I think, discover certain common principles amid the variety of progressive
schools now existing. To imposition from above is opposed expression and cultivation
of individuality; to external discipline is opposed free activity; to learning from texts and
teachers, learning through experience; to acquisition of' isolated skills and techniques
by drill is opposed acquisition of them as means of attaining ends which make direct
vital appeal; to preparation for a more or less remote future is opposed making the most
of the Opportunities of present life; to statistics and materials is opposed acquaintance
with a Changing world.
John Dewey
 Aim of Education – To promote democratic and social living

5.  Role of Education – Knowledge leads to growth and development of lifelong learners
who actively learn by doing.
 Focus on the curriculum – Subjects are interdisciplinary, integrative and interactive.
Curriculum is focused on student’s interest, human problems and affairs.
 Curriculum trends – School reforms, relevant and contextualized curriculum, humanistic
education.
(Curriculum development of Purita P. Bilbao, Ed.P et al)
 METHODOLOGY
 Dewey proposed a five step method for solving Problems:
1. Become aware of the problem
2. Define it
3. Propose various hypotheses to solve it
4. Examine the consequences of each hypothesis in the light of previous
5. Experience
6. Test the most likely solution
 Teacher-learner relationship
In a progressivist school, students are encouraged to interact with one another and to develop
social virtues such as cooperation and tolerance for different points of view. Also, teachers
frequently integrate their curricula, encouraging students to see connections across disciplines
and to combine learning from several different subjects in one lesson. With the use of
constructivism approach that learner are able to relate the past knowledge from the new one.
Interaction between learners and teacher is highly maximized. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not passive. The
learner is a problem solver and thinker who make meaning through his or her individual
experience in the physical and cultural context. Effective teachers provide experiences so that
students can learn by doing.
3. Formulate your own educational philosophy.
 If I would be given a chance to make or formulate my own educational philosophy it
would be MEANINGFULISM wherein aside from engaging the learners into an active
process teacher will utilize the principle of learning is meaningful. As a result the learner

6. would never forget the learning process that occurred. Furthermore it would not mean
that teacher will just have to initiate and let the learner do the process without a proper
guidance. As always teacher will have to maneuver, facilitate and guide learners in doing
so. A meaningful experience would help the learner in many aspects. It is also a bit
related to constructivism wherein they are all engage in the learning process and learned
by doing it. Teacher’s guidance is necessary for implementing always the values that a
learner need. It’s not over powering the teacher’s role as their teacher. Respecting the
diversity of the class, creating a positive climate classroom must be observed.