June Cesar C.

Macabio
BEEd III

Activity #3: My Responsibilities as a Person

First my parent influence me to become a teacher someday for help others
and to help myself. Having the discipline and understanding of responsibility not
only helps a person get far in their college career, but also has many other benefits.
When a student makes their own choices and decisions, they are open to learning
from mistakes they have made. The greatest mistake you can make in life is to be
continually afraid you will make one. The college life is all about learning who you
are and how you fit in the world. Without making mistakes, one will never truly
know their full potential. Also, if students are constantly living by what others tell
them to do, they are not given the benefit of learning why there was a certain result
and how to change it when faced with a similar situation in the future. With
learning and taking responsibility, a sense of trust is obtained from others around
you. Knowing students are reliable and trustworthy comes from the way they react
to situations. Others are more inclined to trust a persons judgment if its
understood they feel personally responsible for the choices made and the outcome
obtained. As the skills necessary to strengthen personal responsibilities are
developed, tasks that once seemed difficult will become easier. The color represent
my responsibilities is white because too easy notice the right and mistake that you
do if your white color dress become dirty it means we hard working.

June Cesar C. Macabio

BEEd III

Activity #1 All About My Self?

I am June Cesar C. Macabio I live in Sta. Rita Quezon Nueva Ecija 20 years
of age I really love volleyball and basketball I am a moody person a good friend
and lovig person. Now I am a college student I taking of education because I want
to become a teacher someday to help my parent to give a good life of course to
educate many children to incapable to enter the school.
Many people, experiences, and my everyday living have shaped me to
become the person I am. Everyone that I have ever had contact with has taught me
something, whether it be right from wrong, or just simply how to tie my shoes.
Other times it is just my parents telling me not to say something. For example,
when I was young I would have a habit of telling people that they chewed their
food really loud and that it bothered me a lot, so one time I was with mom and she
heard me, and decided to let me know that this was the wrong thing to do. Not only
have people taught me, but also the little experiences that I have had have
influenced me. I have become who I am through experiences

June cesar C. Macabio

BEEd III

Activity #5: Formulating My Own Philosophies

I believe that Life is beautiful but not always easy, it has problems, too, and the
challenge lies in facing them with courage, letting the beauty of life act like a balm,
which makes the pain bearable, during trying times, by providing hope. There is no
human being on Earth, strong, powerful, wise or rich, who has not experienced,
struggle, suffering or failure.
I believe that child is a unique individual who needs a secure, caring, and
stimulating atmosphere in which to grow and mature emotionally, intellectually,
physically, and socially.
I believe that school is primarily a place to learn and to improve my chances of
success in my career and life as a whole. Its a place to better myself, not just for
the good grades, but for the satisfaction of knowing that Im a better for going
through it.
I believe that Teachers is have the very important responsibility of shaping the
lives of young, impressionable children, A good teacher can be defined as someone
who always pushes students to want to do their best while at the same time trying
to make learning interesting as well as creative

June Cesar C. Macabio

BEEd III

Activity #6: Educational Philosophies that Interest Me

(Idealism)
Plato's educational philosophy was grounded in his vision of the ideal
Republic, wherein the individual was best served by being subordinated to a just
society. He advocated removing children from their mothers' care and raising them
as wards of the state, with great care being taken to differentiate children suitable
to the various castes, the highest receiving the most education, so that they could
act as guardians of the city and care for the less able. Education would be holistic,
including facts, skills, physical discipline, and music and art, which he considered
the highest form of endeavor.
Plato believed that talent was distributed non-genetically and thus must be
found in children born in any social class. He built on this by insisting that those
suitably gifted were to be trained by the state so that they might be qualified to
assume the role of a ruling class. What this established was essentially a system of
selective public education premised on the assumption that an educated minority of
the population were, by virtue of their education (and inborn educability),
sufficient for healthy governance.
Plato's writings contain some of the following ideas: Elementary education
would be confined to the guardian class till the age of 18, followed by two years of
compulsory military training and then by higher education for those who qualified.
While elementary education made the soul responsive to the environment, higher
education helped the soul to search for truth which illuminated it. Both boys and
girls receive the same kind of education. Elementary education consisted of music
and gymnastics, designed to train and blend gentle and fierce qualities in the
individual and create a harmonious person.

June Cesaar C. Macabio

BEEd III

Activity #4: My Philosophical Heritage

The five philosophical heritage that we discuss is about the teacher and the
learner because in my own understanding that philosophical heritage should the
teacher why teach, what to teach and how to teach that proves that five
philosophical have a purpose to give guide and learn to our student, because should
know of the student what the teacher us to easy understand, and every educational
philosophy whose adherents believe that children should learn the traditional basic
subjects thoroughly. In this philosophical school of thought, the aim is to instill
students with the "essentials" of academic knowledge, enacting a back-to-basics
approach. The ESSENTIALISM, PROGRESSIVISM, PERENNIALISM,
EXISTENTIALISM, BEHAVIORISM, that help student to how to learn in school
and how the teacher teach to student.

June Cesar C. Macabio

BEEd III

1.

ESSENTIALISM

Educational essentialism is an. Essentialism ensures that the accumulated wisdom

of our civilization as taught in the traditional academic disciplines is passed on from
teacher to student.

WHY TEACH?

It contends that teachers teach for learners to acquire basic knowledge,

skills, and values.

Teachers teach, not to radically reshape society but rather to transmit the
traditional moral values and intellectual knowledge that students need to
become moral citizens.
WHAT TO TEACH?

Essentialists programs are academically rigorous.

Emphasis: academic content => for students to learn the basic skills or the
fundamental Rs (READING, (W) RITING, (A) RITHMETIC, RIGHT
CONDUCT - as these are essential to the acquisition of higher of more
complex skills needed in preparation for adult life.

Essentialists curriculum includes the traditional disciplines such as math,

natural science, history, foreign language, and literature.

The teachers and administrators decide what is most important for the
students to learn and place little emphasis on students interests.

HOW TO TEACH?

Emphasis: Mastery of subject matter.

They are expected to be intellectual and moral models of their students.

They are seen as fountain of information and paragon of virtue.

With mastery of academic content as primary focus, teachers rely heavily

on the use of prescribed textbooks, the drill method, and other methods
that will enable them to cover as much academic content as possible like
the lecture method.

2.

PROGRESSIVISM

Progressivists believe 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

WHY TEACH?

Progressivist teachers teach to develop learners into becoming enlightened

and intelligent citizens of a democratic society.
They teach learners so they may live life fully NOW not to prepare them for
adult life.
WHAT TO TEACH?
The progressivists are identified with need-based and relevant curriculum.
It is a curriculum that responds to students needs and that relates to
students personal lives and experiences.
Progressivists accept the impermanence of life and the inevitability of
change. Everything else change. Change is the only thing that does not
change.
Teachers are more concerned with teaching the learners the skills to cope
with change
Instead of occupying themselves with teaching facts or bits of information
that are true today but become obsolete tomorrow, they would rather focus
their teaching on the teaching of skills or processes in gathering and
evaluating information and in problem-solving.
Subjects that are given emphasis: natural and social sciences.
Teachers expose students to many new scientific, technological and social
developments, reflecting the
progressivists notion that progress and change are fundamental.

HOW TO TEACH?

Progressivist teachers employ experiential methods. They believe that one

learns by doing.
John Dewey, book learning is no substitute for actual experience.
Rely heavily on problem-solving

3.PERENNIALISM
Perennialism, the aim of education is to ensure that students acquire understandings about the
great ideas of Western civilization. These ideas have the potential for solving problems in any
era

WHY TEACH?

We are all rational animals. Schools, should, therefore, develop the

students rational and moral powers.
Aristotle: If we neglect the students reasoning skills, we deprive them of the
ability to user their higher faculties to control their passions and appetites.
WHAT TO TEACH?
The curriculum is a universal one on the view that all human beings possess
the same essential nature.
It is heavy on the humanities, on general education. It is not a specialist
curriculum but rather a general one.
What the Perrenialist teachers teach are lifted from the
Great Books (repository of knowledge and wisdom, tradition of culture which
must initiate each generation)
What the Perrenialist teachers teach are lifted from the Great Books
(repository of knowledge and wisdom, tradition of culture which must initiate
each generation)

HOW TO TEACH?

It is centered on teachers. The teachers do not allow the students interest

or experiences to substantially dictate what they teach.
They apply whatever creative techniques and other tried and true methods
which are believed to be most conducive to disciplining the students minds.

4.

EXISTENTIALISM

Essentialists believe that there is a common core of knowledge that needs to be

transmitted to students in a systematic, disciplined way. The emphasis in this conservative
perspective is on intellectual and moral standards that schools should teach.

WHY TEACH?

The main concern is to help students understand and appreciate themselves as

unique individuals who accept complete responsibility for their thoughts, feelings,
and actions.

Since existence precedes essence, the existentialist teachers role is to help

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.

WHAT TO TEACH?

Students are given a wide variety of options from which to choose. Students are
afforded great latitude in their choice of subject matter.

Emphasis: Humanities to provide students with vicarious experiences that will

unleash their own creativity and self expression.

Example: Instead of historical individuals, existentialists focus upon the actions of

historical individuals, each of whom provides models for the students own
behavior.

Vocational education is regarded more as a means of teaching students about

themselves and their potential than earning a livelihood.

Art - existentialism encourages individual creativity and imagination more than

copying and imitation established models.

HOW TO TEACH?

Focus on the individual. Learning is self-paced, self directed.

It includes a great deal of individual contact with the teacher, who relates to each
student openly and honestly.
To help students know more about themselves, teachers employ clarification
strategy.

5. BEHAVIORISM
WHY TEACH?

Behaviorist schools are concerned with the modification and shaping of students
behavior by providing a favorable environment, since they believe that they are
product of their environment.

HOW TO TEACH?

Behaviorist teachers ought to arrange environmental conditions so that students

can make the response to stimuli.

Physical variables: light, temperature, arrangement of furniture, size and quantity

of visual aids have to be controlled to get the desired responses from the learners.

WHAT TO TEACH?

Behaviorists look at people and other animals as complex combinations of matter

that act only in response to internally or externally generated stimuli.

Behaviorist teachers teach students to respond favorably to various stimuli in the

environment