1.

Interview your model teacher on how he/she lives teaching as a vocation, mission and
profession
Teaching as Vocation
According to Mr. Rhoadio Rauya from the department of !ocial !ciences and
"umanities #epartment $!!"% that teaching for him as a vocation means &a call'
which he thin(s that he came for the institution to teach and impart his (nowledge
for those who need it. The passion and dedication to do the )o which is
teaching. In his years of teaching he witnessed how he seems to e fulfilled after
teaching. That means he was glad doing the )o. And "e will always do and will
continue the )o.
Teaching as Mission
&Once a teacher, forever a student' he *uoted.
The first thing he as(ed to himself efore entering in the institution of #+!,!T is
that &would I pursue teaching? And why-' eing in the field for him is very hard
especially when in he was new in the institution. .ut the fact that he wanted to
help, motivate learners and inform them the relevance of teaching to every
individuals. "e has got a it of a thing aout eing part of a solution, shaping
lives and promoting rational thin(ing, moral and values. And another thing is, it is
an overwhelming part for the teacher to e part of preparing an individual to e a
competent and productive one in the future. To teach is to help a child to ecome
more human.
Teaching as /rofession
Teaching is hard. Extremely hard. A teacher must not only be a master of the
material but also an effective communicator, uic! problem solver, constant
innovator, social organi"er, occasional therapist, and much more besides. It
ta!es energy, ingenuity, insight, !nowledge, and most of all, patience to lead a
classroom full of learners. Teaching is a profession, not a #ob. $ure, teachers are
underpaid and overloo!ed. The hours are long and the obvious benefits are few.
%ou have to steal supplies from home to bring to wor!, only to have them stolen
again. %ou have to give everything and expect nothing. And that ta!es more than
#ust pure energy& it ta!es 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
s!illed and I must master my field to relay the learning more efficient.
DOCUMENTATION
0. 1ame and Identify the aim, curriculum, methodology and teacher2learner 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 3ducation 4 To promote the intellectual growth of the individual and educate a
competent person.
Role of 3ducation 4 The teacher is the sole authority in his or her su)ect area or field of
specification.
5ocus on the curriculum 4 3ssential s(ills of the 6 R7s and essential su)ects of 3nglish,
!cience, "istory, Math and 5oreign 8anguage.
,urriculum trends 4 39cellence in education, ac( to asics and cultural literary.
$'urriculum development of (urita (. )ilbao, Ed.( et al*
Teacher-learner relationship
In an essentialist classroom, students are taught to e :culturally literate,: that is, to
possess a wor(ing (nowledge aout the people, events, ideas, and institutions that have
shaped society. 3ssentialists hope that when students leave school, they will possess
not only asic s(ills and an e9tensive ody of (nowledge, ut also disciplined, practical
minds, capale of applying schoolhouse lessons in the real world.
EDUCATIONAL PHILOSOPHY PRORESSI!ISM
We may, I think, discover certain common principles amid the variety of progressive
schools now existing. To imposition from aove 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
y 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 #pportunities of present life! to statistics and materials is opposed acquaintance
with a $hanging world.
%ohn &ewey
Aim of 3ducation 4 To promote democratic and social living
Role of 3ducation 4 ;nowledge leads to growth and development of lifelong learners
who actively learn y doing.
5ocus on the curriculum 4 !u)ects are interdisciplinary, integrative and interactive.
,urriculum is focused on student7s interest, human prolems and affairs.
,urriculum trends 4 !chool reforms, relevant and conte9tuali<ed curriculum, humanistic
education.
+'urriculum development of (urita (. )ilbao, Ed.( et al*
METHODOLOY
#ewey proposed a five step method for solving /rolems=
1. .ecome aware of the prolem
0. #efine it
6. /ropose various hypotheses to solve it
>. 39amine the conse*uences of each hypothesis in the light of previous
?. 39perience
@. Test the most li(ely 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
fre*uently integrate their curricula, encouraging students to see connections across disciplines
and to comine learning from several different su)ects in one lesson. Aith the use of
constructivism approach that learner are ale to relate the past (nowledge from the new one.
Interaction etween learners and teacher is highly ma9imi<ed. 8earning is rooted in the
*uestions of learners that arise through e9periencing the world. It is active, not passive. The
learner is a prolem solver and thin(er who ma(e meaning through his or her individual
e9perience in the physical and cultural conte9t. 3ffective teachers provide e9periences so that
students can learn y doing.
6. 5ormulate your own educational philosophy.
If I would e given a chance to ma(e or formulate my own educational philosophy it
would e M3A1I1B5C8I!M wherein aside from engaging the learners into an active
process teacher will utili<e the principle of learning is meaningful. As a result the learner
would never forget the learning process that occurred. 5urthermore it would not mean
that teacher will )ust 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 e9perience would help the learner in many aspects. It is also a it
related to constructivism wherein they are all engage in the learning process and learned
y doing it. Teacher7s guidance is necessary for implementing always the values that a
learner need. It7s not over powering the teacher7s role as their teacher. Respecting the
diversity of the class, creating a positive climate classroom must e oserved.