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EDUC-101 - Teaching 101
Teaching science in the elem. Grades (SCI 101)
DMC-College Foundation
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“7 THEORIES”
Essentialism teachers rely heavily on the use of prescribed textbooks there is heavy stress on memorization and discipline teachers decide what us most important for the students to learn and place little emphasis on student interests Why teach: for learners to acquire basic knowledge, skills, and values teach not to radically reshape society but to “transmit the traditional moral values and intellectual knowledge that students need to become model citizens” What to teach: are academically rigorous emphasis is on academic content for students to learn the basic skills or the fundamental r’s (reading, w‘riting, a‘rithmetic, right conduct) which are essential to the acquisition of higher or more complex skills needed in preparation for adult life includes the “traditional disciplines” (math, natural science, history, foreign language, literature” they frown upon vocational courses and watered-down academic content teachers and administrators decide what is most important for the students to learn and place little emphasis on student’s interests, particularly when they divert time and attention from the academic curriculum How to teach: emphasize mastery of subject matter they are expected to be intellectual and moral models of their students they are seen as a “fountain” of information and as “paragon of virtue” to gain mastery of basic skills, teachers have to observe core requirements, longer school day or academic year Progressivism accepts the impermanence of life and the inevitability of change for them, everything else changes as it is the only thing that does not change progressivist teachers are more concerned with teaching the learners the skills to cope with change they would rather focus their teaching on the skills or processes in gathering and evaluating information and in problem-solving instead of occupying themselves with teaching facts or bits of information that'll are true today by become obsolete tomorrow Why teach: to develop learners into becoming enlightened and intelligent citizens of a democratic society this group of teachers teaches learners so they may live life fully now not to prepare them for adult life What to teach: need-based and Relevant Curriculum (a curriculum that “responds to student’s needs and that relates to students’ personal lives and experiences”) subjects that are given emphasis in progressivist schools are the natural and social sciences teachers expose students to many new scientific, technological, and social developments, reflecting the progressivist notion that progress and change are fundamental students solve problems in the classroom similar to those they will encounter outside of the schoolhouse How to teach: progressivist teachers employ experiential methods they believe that one learns by doing for John Dewey, the most popular advocate of progressivism, book learning is no substitute for actual experience one experiential teaching method that progressivist teachers heavily rely on
is the problem-solving method which makes use of the scientific method ex. field trips, thought-provoking games, puzzles Perennialism Why teach: to develop the student’s rational and moral powers if we neglect the students’ reasoning skills we deprive them from the ability to use their higher faculties to control their passions and appetites (Aristotle) What to teach: is a universal one on the view that all human beings possess the same essential nature is heavy on the humanities, on general education is not a specialist curriculum but rather a general one there is less emphasis on vocational and technical education Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as well as modern times are a repository of knowledge and wisdom, a tradition of culture which must initiate each generation” they teach what is in the Great Books How to teach: are “centered around teachers” the teachers do not allow the students’ interests or experiences to substantially dictate what they teach they apply whatever creative techniques and other tied and true methods which are believed to be the most conductive to disciplining the students’ minds students engages in Socratic dialogues, or mutual inquiry sessions to develop an understanding of history’s most timeless concepts Existentialism Why teach: to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions believes that existence precedes essence helps students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their own preferred way existentialist demands the education of the whole person, not just the mind What to teach: students are given a wide variety of options from which to choose students are afforded great latitude in the choice of subject matter humanities are given tremendous emphasis to “provide students with vicarious experiences that will help unleash their own creativity and self-expression” vocational education is regarded more as a means of teaching students about themselves and their potential of earning a livelihood in art, individual creativity and imagination is encouraged in history, the actions of historical individuals are focused on, each of whom provides possible models for students How to teach: focuses on the individual learning is self-paced, self-directed it includes a great deal of individual contact with the teacher, who relates to each students openly and honestly teachers employ values clarification strategy in order to know themselves and their place in society teachers remain non-judgmental and take care not to impose their values on their students because they’re personal Behaviorism Why teach: behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for a favorable environment
“VALUES EDUCATION REPORT”
“Understanding Ethics, Morality, and Values” Code of Ethics for Teachers requires that teachers should possess dignity and reputation with high moral values aside from technical and professional competence expected of them Teachers should be guided with a set of beliefs and principles that should be worthy for emulation they should be living examples of persons with good morals and values people have high expectations of them since their profession tasked them to guide and mold the total personality of the learners the values they share with the students are what will make or break them in the future Ethics and Morality are sometimes used interchangeably are related concepts with slight differences Ethics from the Greek “Ethikos” meaning “character” and describes “behavior that is right or wrong” is concerned with rules of behavior based on ideas about what is morally good and bad is an area of study that deals with ideas about what is proper and improper behavior is the prevailing rule governing the conduct of a person or the members of a profession are moral values in action depending upon the rules of a situation “our ethics determine our action” Morality from the Latin “Moralis” synonymous to “manner”, “character”, and “proper behavior” it is the differentiation of intentions, decisions, and actions between proper and improper is the code of conduct managing how people respond to action and behave without inquiring as to whether they ought to adhere to these codes is a collective body of standards or principles derived from a code of conduct from a particular philosophy, religion or culture, or it can be derived from a standard belief of a person Description no. 1: is the code of conduct managing how people respond to action and behave without inquiring as to whether they ought to adhere to these codes Description no. 2: when human actions conform to the norms, rule, or law of morality, it is considered to be right, but if it is not, the action is deemed inappropriate or wrong Dilemma of Ethics and Morality: Ethics aren’t always morals. Morals aren’t always ethical. “Foundational Moral Principle” Teachers have always been the most influential beings in the lives of students and in transforming the society in general today and in the past Henry Brooks Adams the quality of human acts can either be right or wrong, good or evil human action is considered right if it conforms with the prevailing norms and the rules or laws of morality, otherwise the action is wrong, bad, or evil quoted: “A teacher affects eternity; he can never tell where his influence stops.” Foundation an idea, principle, or fact that provides support for something or based upon
Foundational Moral Principle is the universal norm upon which all other principles that morality Principle from Latin word “Princeps” meaning “a source” or “a beginning” is a way of doing things or the foundation to build something in a person, in a student, or in a house Morality is a collective body of standards or principles derived from a code of conduct from a particular philosophy, religion, or culture it can be derived from a standard belief of a person “Teaching as One’s Vision, Mission, Profession” Teaching is the process that facilitates learning of new knowledge, skills, and attributes, connecting these to previous learning designed to provide unique service to meet the Educational Needs of the individual and of society and emphasizes the Development of Values and guides students in their social relationships Positive Self-Concept teachers employ practices that develops this the direct interaction between teachers and students is a single most important element in teaching Teaching as One’s Vision “Where there is no Vision, the People Perish” – Proverbs it is a long-term desire, what one wants to be, and how one can go about achieving it Teacher’s Teaching Vision: help my students reach their full potential and lead each day be prepared and have a clear and concise lesson plan each day spark the minds of my students with a fun and exciting learning environment help each child bloom into a unique individual treat every child equally and with respect Teaching as One’s Mission from Latin word “Misio” meaning “to send” task that is assigned, allotted, or self imposed to achieve vision has his/her own purpose, or objectives, that needs to be accomplished Teacher’s Teaching Mission: Youth Development Care for the Future Become Great Teachers teachers encourage learners to ask questions to develop the spirit of inquiry so that they blossom into creative and enlightened citizens Teaching as a Vocation from the word “Vocare” meaning “To Call” which is a strong feeling of sustainability for a particular career or occupation like teaching and priesthood teaching is not just an art, science, or a noble profession, it is a calling as it embodies the relationship between two individuals that last a lifetime a teacher who practices teaching as their vocation responds to the string feeling, or calling for service, just like the historic biblical figures, with utmost dedication it is only for a few who possess full dedication to work to serve other people and the humanity as a whole, without considering how much would they earn at the end of the month or what students and parents would gift at the end of the school year for this, a teacher must teach with dedication Teaching as a Profession teaching is professional as it embodies a relationship between two individuals that lasts a lifetime
EDUC-101 - Teaching 101
Course: Teaching science in the elem. Grades (SCI 101)
University: DMC-College Foundation
