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.

1. Formulating Your
Philosophy of
Education
Philosophy is vital
only when the
questions are
mine and so is the
struggle towards
answers.
-W. Luipen

2. You as a Teacher
 Your philosophy of education is your
“window” to the world and “compass” in
life.
 Your philosophy of education is reflected
in your dealings with students, colleagues,
parents and administrators.
 Your attitude towards problems and life
as whole has an underlying philosophy.

3. What does a philosophy of
education contain or
include?
It includes your concept about:
the human person, the learner in particular
and the educated person.
what is true and good and therefore must be
taught.
how a learner must be taught in order to
come close to the truth.

4. My Philosophy as a Grade School
Teacher
“I believe that there are unchanging
values in changing times and these must
be passed on to every child by my
modeling, value inculcation and value
integration in my lessons.”

5. I believe that my 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
My Philosophy as a Grade School
Teacher

6. Continuation…
•Helping every child master the basic skills of
reading, communicating 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

7. • 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
Continuation…

8. Continuation..
Continuation…
• Strengthening practicing these values to serve
as model for every child through “hand-on-
minds-on” experiences inside and outside the
class room
• Providing every child activities meant to
develop the body, the mind and the spirit

9. My Philosophy as a High School Teacher
(by: Minho Shin)
•I teach for the majority of the class, rather
than teach for handful top students. It is
more effective and productive way of
teaching.
•I teach with interactions between teacher
and students, and also between students
themselves. Interaction is the only tangible
way of making the class intimate, open,
creative, and challenging.
(mhshin@cs.umd.edu)

10. SUMMARY
It is important that you make explicit your
philosophy of education. Your philosophy of
education is your “window” to the world and
“compass” in life. Your philosophy is your own
thought and formulation, never formulated
for you by another that is why you were
advised to begin stating it with phrase “I
believe”. It is best to state it in the concrete not
in the abstract like a theory because this is
your blue print to daily life.

11. Society and You
What are we in
this world for if
not to make this
world the more
bearable for
each other?
-Source
unknown

12. Pre-service Elementary Teacher
Training
•Conducted by Rosita
L. Navarro, et al in
1994
•1,460 respondents
•in 12 regions of the
Philippines

14. Pre-service Elementary Teacher
Training
•Community respondents’ group consisted
mostly of:
•Parents (26%)
•Non-government organizations (24%)
•Principals and Assistant Principals (23%)
•Business and Industry sectors (21%)
•School Superintendents (6%)

15. Research Findings
Community Perception On The Role Of
Teachers in the Community
Teachers are perceived to be:
1. Very important in a community
2. Respected in a community
3. Help in the community to some extent

16. Research Findings
• Community Perception On Beliefs and
Attitudes about Teachers and Teaching
–The community respondents strongly agreed
that teachers:
1. Help develop the moral character of children
2. Are second parents
3. Are assets to the community

17. The community respondents agreed
with 12 beliefs and attitudes, as
follows:
1. The most intelligent child should be
encouraged to enter the teaching
profession.
2. Teacher sets moral standard of the
community.
3. Teachers make good parents.

18. 4. Men should be encouraged to enter
the teaching profession.
5. The teaching profession is one of the
lowest paid.
6. Teachers should be paragons of virtue.
7. Children obey and respect their
teachers.
8. Teachers play an active role in
disciplining children.

19. 9. Praising boosts a child’s self confidence.
10. A teacher is a child’s model.
11. Child’s interest in studies depends upon
his/her teachers.
12. Parents entrust children’s welfare in
teachers.

20.  The community respondents were doubtful
regarding this item:
Female teachers generally become old
maids.
• They disagreed with this item:
o Teachers may inflict physical punishment
on children.

21. Questions…
1. Which research finding is most interesting to
you? Why?
2. With which finding(s) do you agree? Disagree?
Elaborate on your answer(s).
3. Based on the research findings given in the
preceding slides, what roles are expected of
you, the teacher, in society?

22. Article VI: The Teacher and Higher
Authorities in the Profession
Section 1. Every teacher shall make it his duty to
make an honest effort to understand and
support the legitimate policies of the school and
the administration regardless of personal feeling
or private opinion and shall faithfully carry
them out.

23. Article VI: The Teacher and Higher
Authorities in the Profession
Section 2. A teacher shall not make any false
accusations or charges against superiors,
especially under anonymity. However, if there
are valid charges, he should present such under
oath to competent authority.

24. Section 3. A teacher shall transact all official
business through channels except when special
conditions warrant a different procedure, such
as when special conditions are advocated but
are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the
appropriate higher authority.
Article VI: The Teacher and Higher
Authorities in the Profession

25. Section 4. Every teacher, individually or as part
of a group, has a right to seek redress against
injustice to the administration and to extent
possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall
avoid jeopardizing the interest and the welfare
of learners whose right to learn must be
respected.
Article VI: The Teacher and Higher
Authorities in the Profession

26. Section 5. Every teacher has a right to invoke
the principle that appointments, promotions,
and transfer of teachers are made only on the
basis of merit and needed in the interest of the
service.
Article VI: The Teacher and Higher
Authorities in the Profession

27. Section 6. A teacher who accepts a position
assumes a contractual obligation to live up to
his contract, assuming full knowledge of
employment terms and conditions.
Article VI: The Teacher and Higher
Authorities in the Profession

28. The 2013 Metrobank Foundation Outstanding Teachers are (from left, top
row) Fely Batiloy, Dr. Mitchel Rodriguez, Cherry Vinluan, Rodel
Sampang, Dominique Maquiran, (from left, bottom row) Dr. Maria Teresa
Bautista, Marcelo Otinguey, Maria Lorna Garnace, Dr. Alfredo Robles Jr.,
and Dr. Emilyn Espiritu.

29. References
http://www.slideshare.net/melgazar/philosophy-of-
philiippine-education
http://eduphil.org/code-of-ethics-for-teachers-in-the-
philippines.html
http://newsinfo.inquirer.net/485191/metrobank-honors-
10-outstanding-teachers#ixzz2lvSZlP6q