My Philosophy in Teaching

Reads: 117  | Likes: 0  | Shelves: 0  | Comments: 0

More Details
Status: Finished  |  Genre: Other  |  House: Booksie Classic


My Philosophy in Teaching Friends, ladies and gentlemen allow me to share with you a reflection on my educational perspective and experiences being a student, teacher and mentor. For several years
in teaching profession, I’ve come to realize that having my own philosophy in inevitable as I move towards the bosom of true service and dedication. Philosophy is the general and complete vision of
certain endeavour which includes the attitude toward life and its purpose. It serves as the guiding principle and direction for determining aims and making decisions. Let me start with my
elementary education (1982-1988) which I considered as remarkable and worth remembering. I was a product of the PRODED (Program for Decentralize Educational Development) curriculum which focused on
increasing the quality and efficiency of the depressed, disadvantaged and undeserved schools. I could still remember that there were a lot of books and supplementary materials in hard-bound and
colourful presentations. When I was in grade 3, our class was up to 2:00 o’ clock in the afternoon. Our time was one hour advanced. They called it as “Daily Time Saving”. There were a lot of
activities that focused on nationalism and patriotism. We were compelled to memorize multiplication table and declamation/ oratorical piece. There was a lot of time for reading in both Filipino and
English language. I had several happy moments in playing after class hour and school activities. Just like other curricula and programs, the PRODED was specifically intended to improve pupil
achievement, raise retention and participation rate. These experiences can be attributed to the philosophy of pragmatism-experimentalism where provisions are for direct experiences or
activity-centered. Furthermore, my secondary education (1988-1992) was more interesting and engaging. If I remembered right, it was the last year of the SEDP (Secondary Education Development
Program) curriculum in the year 1992. We had two additional sessions for English and Math. English elective was about speech and creative writing while Math elective was advanced Math. Each subject
had 40-minute time schedule. There were also a lot of activities, trainings and workshop. I was dynamically engaged in journalism being the editor-in chief in the school paper in my last year in
high school. Practical arts were also given emphasis. I could still remember that the NACIDA kept on selling their products and required as project in our H.E./Practical arts. There was intensive
strengthening of the values thrusts and moral development. The subject, training and experiences were based on the philosophies on pragmatism and essentialism where education aims to promote the
intellectual growth of the individual and essential skills. College and master’s degree were quite self-governing and independent learning. Since my field of specialization is biology, it was both
mind-blowing concepts/terms and hand-quivering experience on laboratory activities and dissection of specimens. These practices allow the fullest development of the individual’s potentials-
cognitive skills, manipulative skills and even social skills. College life was still part of the crucial years of adolescence, idealism and values building were given importance for integrating the
personality and entering into matured adult individuals. These activities were anchored more on theories on perennialism and essentialism which aims to promote intellectual growth of the individual
to become educated and competent person. Now that I am teacher, there are lot of things I want to do and achieve. I want to quote this saying, “Think globally and Act locally”. This quotation has
been used in various contexts worldwide. As an educator, I shall take my point of view in educational perspective. Globalization is now thought as the most important concept in understanding the
world. It is the key to national progress and development. Thinking in a global scale is very important for it sets standards and criteria that would make a person more competitive and productive
not only in our country but even in other countries abroad. Thinking globally is a good springboard in uplifting educational system, quality and standards. The K-12 implementation in the Philippine
educational system is an excellent example of thinking and moving for globalization. This K-12 curriculum would make our graduates to be at par with graduates abroad bearing all the competence and
skills needed for holistic development and excellence. Nevertheless, acting locally is indispensible strategy in the realization of these curricular innovations. The initiatives and programs have
to be taken from the cultural entities of the ordinary folks. Acting locally is a measure of connecting to our heritage and culture. The programs of schools initiative (SFI), school-based
managements (SBM) and the like are proofs of acting locally. The fullness of the implementation must be drawn out from the efforts and potentials of every Filipino learner. Every Filipino deserves
a world-class educational system which is accessible and appropriated for all. This is already and emerging manifesto in view of conspicuous progress. Nowadays, I am glad with the educational state
policy which is accessible and appropriated for all. Even the special students with learning deficiencies are now given equal importance and privilege to be part in the mainstream of learning
interaction. This supports the provisions of the EFA goal. As a teacher, I should continue to develop more changes/innovations in the light and life of teaching considering indigenous resources and
potentials. In this way, learning opportunities are shared in every learner that will make them succeed extra ordinary in the global arena.

Submitted: April 30, 2018

A A A | A A A

Submitted: April 30, 2018

A A A

A A A


My Philosophy in Teaching

Friends, ladies and gentlemen allow me to share with you a reflection on my educational perspective and experiences being a student, teacher and mentor.

For several years in teaching profession, I’ve come to realize that having my own philosophy in inevitable as I move towards the bosom of true service and dedication. Philosophy is the general and complete vision of certain endeavour which includes the attitude toward life and its purpose. It serves as the guiding principle and direction for determining aims and making decisions.

Let me start with my elementary education (1982-1988) which I considered as remarkable and worth remembering.  I was a product of the PRODED (Program for Decentralize Educational Development) curriculum which focused on increasing the quality and efficiency of the depressed, disadvantaged and undeserved schools. I could still remember that there were a lot of books and supplementary materials in hard-bound and colourful presentations. When I was in grade 3, our class was up to 2:00 o’ clock in the afternoon. Our time was one hour advanced. They called it as “Daily Time Saving”. There were a lot of activities that focused on nationalism and patriotism. We were compelled to memorize multiplication table and declamation/ oratorical piece. There was a lot of time for reading in both Filipino and English language. I had several happy moments in playing after class hour and school activities. Just like other curricula and programs, the PRODED was specifically intended to improve pupil achievement, raise retention and participation rate. These experiences can be attributed to the philosophy of pragmatism-experimentalism where provisions are for direct experiences or activity-centered.

Furthermore, my secondary education (1988-1992) was more interesting and engaging. If I remembered right, it was the last year of the SEDP (Secondary Education Development Program) curriculum in the year 1992. We had two additional sessions for English and Math. English elective was about speech and creative writing while Math elective was advanced Math. Each subject had 40-minute time schedule. There were also a lot of activities, trainings and workshop. I was dynamically engaged in journalism being the editor-in chief in the school paper in my last year in high school. Practical arts were also given emphasis. I could still remember that the NACIDA kept on selling their products and required as project in our H.E./Practical arts.

There was intensive strengthening of the values thrusts and moral development. The subject, training and experiences were based on the philosophies on pragmatism and essentialism where education aims to promote the intellectual growth of the individual and essential skills.

College and master’s degree were quite self-governing and independent learning. Since my field of specialization is biology, it was both mind-blowing concepts/terms and hand-quivering experience on laboratory activities and dissection of specimens. These practices allow the fullest development of the individual’s potentials- cognitive skills, manipulative skills and even social skills. College life was still part of the crucial years of adolescence, idealism and values building were given importance for integrating the personality and entering into matured adult individuals. These activities were anchored more on theories on perennialism and essentialism which aims to promote intellectual growth of the individual to become educated and competent person.

Now that I am teacher, there are lot of things I want to do and achieve. I want to quote this saying, “Think globally and Act locally”. This quotation has been used in various contexts worldwide.

As an educator, I shall take my point of view in educational perspective. Globalization is now thought as the most important concept in understanding the world. It is the key to national progress and development. Thinking in a global scale is very important for it sets standards and criteria that would make a person more competitive and productive not only in our country but even in other countries abroad. Thinking globally is a good springboard in uplifting educational system, quality and standards.

The K-12 implementation in the Philippine educational system is an excellent example of thinking and moving for globalization. This K-12 curriculum would make our graduates to be at par with graduates abroad bearing all the competence and skills needed for holistic development and excellence.

Nevertheless, acting locally is indispensible strategy in the realization of these curricular innovations. The initiatives and programs have to be taken from the cultural entities of the ordinary folks. Acting locally is a measure of connecting to our heritage and culture. The programs of schools initiative (SFI), school-based managements (SBM) and the like are proofs of acting locally. The fullness of the implementation must be drawn out from the efforts and potentials of every Filipino learner. Every Filipino deserves a world-class educational system which is accessible and appropriated for all. This is already and emerging manifesto in view of conspicuous progress.

Nowadays, I am glad with the educational state policy which is accessible and appropriated for all. Even the special students with learning deficiencies are now given equal importance and privilege to be part in the mainstream of learning interaction. This supports the provisions of the EFA goal.

As a teacher, I should continue to develop more changes/innovations in the light and life of teaching considering indigenous resources and potentials. In this way, learning opportunities are shared in every learner that will make them succeed extra ordinary in the global arena.

 


© Copyright 2018 Hazel Balan. All rights reserved.