Assignment:

1. Look for characteristics and what is the implication of this characteristics to the
Philippine/Education:
a. 21st Century Teacher
b. 21st Century Learner
c. 21st Century Educational Leader
2. Revisit the K-12 Program against the 21st Century Learning Framework
3. Research and give the highlight of the Basic Laws on Professionalism of Teaching
4. By Means of a Venn Diagram, give the following:
a. Similarities between essentialism and perennialism;
b. Differences between behaviourism and existentialism
c. Differences between the perennialism and essentialism combined and progressivism
d. Similarities between linguistic philosophy and constructivism
5. Based on the evaluation instrument, give your own philosophy in education.
a. What
b. Why
c. How
6. Prepare an essay about “Teaching as vocation, mission and profession”. Minimum of 3 and
maximum of 5 paragraphs.

PREPARATION:

21st Century Educator

A Master of Technology in the Classroom

Technology in the classroom is ever-changing and moving at a rapid pace. The 21st century teacher
is one that moves right along with it. Technology in the classroom, whether it’s for lessons, assignments, or
grading, can help students learn better and faster, and help make a teacher’s time more effective. A 21st
century teacher does not have to have a class set of tablets in every child’s hand, or the latest Smartboard.
But they can have a nice balance of educational tools in their classroom. An effective teacher knows what
technology in the classroom can truly help transform their students’ education. They know what the best
tools are, and how and when to use them.

Knows How to Collaborate

An effective 21st century educator must be able to collaborate and work well in a team. Working with
others is an important 21st century skill. Over the past few years, being able to collaborate effectively in the
workplace has grown quite rapidly. Learning is deemed to be more effective when you can share your ideas
and knowledge with others. Sharing your expertise and experience, communicating and learning from
others, and being able to self-reflect is an important part of the learning and teaching process.

Is Adaptive

A 21st century teacher is able to adapt to whatever comes their way. Teaching is a career that has
pretty much stayed the same over the past few decades. The tools have changed over the years
(Smartboards have replaced chalkboards, tablets have replaced textbooks) but the practice has not. The
21st century teacher is able to look at their practice and adapt based on the needs of their students. They
must be able to adapt their teaching style to include different modes of learning, adapt when a lesson fails,
and adapt to new technology. They must be able to adapt to the curriculum and the requirements and be
able to use their imagination to teach in creative ways.

Is a Lifelong Learner

The 21st century educator is a lifelong learner. They don’t just expect their students to be lifelong
learners, but they too stay current and on top of what’s new in education. Even though they may still use the
same lesson plan from years before, they know how to change it to keep up-to-date with what is current. A
great educator will not only embrace technology, but be willing to learn more about it.

Advocates for Their Profession

It’s a critical time in education and how it and teachers are being perceived. With the common core
being implemented and judged, the teaching profession is being met with a close eye now more than ever
before. Instead of sitting back, a 21st century takes a stand for themselves and advocates for their
profession. They pay close attention to the important issues and talk about them with their community. They
keep parents and students informed on what’s going on in education and address on issues head on.

21st Century Learners

Broad, deep understanding of the world

Students these days know that they live in the world where there are diversity and a lot of issues to
address such as health concerns, environment protection, economic growth and many more. They try to
play an important role to play in taking care of the environment and help lessen the contribution of society to
its destruction. They also tend to be more financially literate and can make economically sound decisions.

Makes interdisciplinary connections

These days, students can apply and relate what they learn in different subject areas such as
mathematics, science, history and the arts to address an issue or achieve a certain project. Doing so gives
them a deeper sense of understanding and appreciation of the complex concepts and equations that they
have to study every day.

Thinks critically and creatively

21st-century learners can process the information that they receive, ask questions, analyze them
and make arguments, beliefs or decisions based on this information. They do not limit themselves to
becoming one-trick ponies only. They often think outside the box, not only sticking to a single approach to
attacking a dilemma.

Communicates and collaborates with others

Two heads are better than one. The students of today realize the power of a unified group and
learn how to deal with different personalities in an effective and courteous manner.

Creates evaluates and utilizes information

Technology has made it possible for us to gain access to a diverse and abundant amount of
information. Students can harness this, evaluate which ones are accurate and have significance, and use it
to address a certain issue.
Career-ready and prepared for life

For people like us who have already experienced it, we can agree on the fact that the real world can
be harsh and cruel, very much unlike the environment the students have been used to. It is certainly going
to take more than just knowledge and theoretical ideas that are going to make a person survive the grown -
up life. But students of today are more flexible and can easily adapt to new environments.

Eyes on the prize

Given the set of skills above, as modern day educators, we now have a daunting task ahead of us.
How do we modify our courses to help the students further their skills? Education today is more than just
giving lessons and assignments. It is now a two-way process where both the student and the teacher learn
from each other side by side. A lot of resources are available to help achieve this goal. What’s important is
that we remain focused and push through our desire to make this world a better place, starting with the
people who live in it.

21st Century School Leaders

Honesty and Integrity

As a leader you need to know yourself and your values. Find a school that aligns with your values
and then model your values and the school’s values to all in your community. Make a personal commitment
to be honest with yourself and your team at all times. Be transparent. Nurture honesty and integrity in your
faculty and students. If you make a mistake, admit it, take responsibility for it, resolve it and learn from it.
Always uphold your word and your promises.

Ability to Trust and Empower

Listen to your teachers and students. Learn their talents, interests and passions and then delegate
accordingly. Empower them to take responsibility for tasks and projects. Be there to coach them and make
sure you praise them for what they achieve.

Communicative, Collaborative and Connected

Openly seek and share information and knowledge. Seek to be understood and to understand others.
Connect with the world via blogging and social media. Collaborate with others virtually and face-to-face to
ensure the best decisions are made.

Positive Energy

Always present a positive, pro-active and caring approach. Make the time to speak with students,
teachers and parents. Get to know and value them by developing authentic relationships. Make sure you
manage your health, wellbeing and energy levels.

Confidence

Be confident and approachable. Be visible, ask questions, value what you see and give praise for
effective teaching and learning practices. As a leader you will be faced with difficult situations. In these
situations, always stay calm and confident to maintain morale in the school community. Ensure your focus
always returns to your strategic goals. The key objective is to keep everyone working and moving ahead.
Commitment

Displaying genuine commitment and dedication is such a motivator to your teachers and students.
Make sure you create short term and long term plans based on 21st Century strategic visioning. Be 100%
committed to the achievement of your the goals.

Willingness to Learn, Unlearn and Relearn

Never stop learning! The opportunities and possibilities of the 21st Century are exciting and
empowering for you and your school community. Be open to it and adopt a growth mindset. Seth Godin
says, “If you’re not doing the things that scare you, you’re not really learning.” Attend workshops and
conferences to learn from great 21st Century leaders.

K-12 Program against the 21st Century Learning Framework

Filipinos are known to be competitive in the international community. However, our current education
system hinders us from becoming even more competitive. Though Filipinos are known to be competitive in
the international community, our current education system hinders us in becoming more competitive among
other countries. The K-12 education plan offers a solution to that problem. However, it is undeniable that
there will be problems that arise as we implement the program, which could include a lack of budget,
classrooms, school supplies, and teachers.

Therefore, we must support the K-12 educational plan to help improve our educational system and
our economy. Remember that change in our society starts with education. The implementation of the K-12
plan in the Philippine Basic Education Curriculum is the key to our nation’s development. Though the
government faces many problems as it implements the program over the course of several years, it is a
necessary improvement since increasing the quality of our education is critical to our nation's success.

In the 21st century, the world is changing and becoming increasingly complex as the flow of
information increases and becomes more accessible day by day.
The education is structured for all students, regardless of background or community, so that they have the
opportunity not only to reach their goals. 21st century allows students to be recipients and creators of the
information at the same time, which prepares them for a new kind of a workplace in the future - fast pace,
technology-rich, and fostering life-long learning.
Our world is changing, and in order to prepare our children for this new world we need to change the
way we educate them. In the 21st century educators must create a curriculum that will help students connect
with the world and understand the issues that our world faces.

Schools in the 21st century will become nerve centers, a place for teachers and students to connect
with those around them and their community. Teachers in this new environment will become less instructors
and more orchestrators of information, giving children the ability to turn knowledge into wisdom.
In order to educate in the 21st century, teachers and administrators need to cultivate and maintain the
student's interest in the material by showing how this knowledge applies in the real world. They must also
try to increase their student's curiosity, which will help them become lifelong learners. Next they should be
flexible with how they teach and give learners the resources to continue learning outside of school.
 Basic Laws on Professionalism of Teaching

1987 Philippine Constitution (Article XIV)

The State must provide quality education for all and does everything to reach out the farthest
community to educate each citizen of the country for free as much as possible. Provision for formal and
informal education in all kinds of citizen must be offered to respond to the needs of each individual and the
society. All educational institutions public, private, sectarian or non-sectarian must include the study of
constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-
teaching personnel have their own role to be educator on their own way. Everybody is free to choose the
course to be taken up in college as long as it is within its ability and capacity.
PD 1006
This policy is declared by late Pres. Ferdinand Marcos, wherein the teacher education shall be given
primary concern and attention by the government and shall be of the highest quality. In this policy the teacher
education shall undergo examination. Together with the Civil Service Commission and the Department of
Education and culture jointly gave examination for teachers. When the examinees pass the teachers
examination they will be qualified for registration as professional teachers and where given the Professional
Teacher Certificate. The PD 1006 made a teachers’ license a requirement for teaching. After three years of
effectivity of this decree a teacher without license shall not engage in teaching, whether in the public or
private elementary or secondary school. But despite of this the quality of Philippine education is declining
because the teachers are poorly trained and the number of students who enrolled in teacher training is not
increasing. After this PD 1006 another law on teachers’ professionalization was declared it is the Republic
Act 7836 known as Philippine Teachers Professionalization Act of 1994. Just like PD 1006 this law
recognized the vital role of teachers in nation building. In this act they created the board for Professional
Teachers they are under the supervision and administrative control of the Professional Regulation
Commission that gives the Licensure Examination for Teachers (LET). When a person pass the LET he/she
will grant a license to teach. And she can use this in applying whether public or private school.
In accordance with this law any person violating any provision of this decree shall be penalized by a
fine of not less than one thousand pesos nor more than five thousand pesos with subsidiary imprisonment
or to suffer an imprisonment of not less than six months nor more than two years, or both fine and
imprisonment at the discretion of the court.
RA 7836
As can be seen, the R.A. 7836 is not a solution that guarantees quality teachers. The government-
funded LET only legitimizes even those who lack teaching skills. Teacher education schools must have the
conscience to improve their programs and faculty since they are the source of unqualified graduates.
However, CHED must gradually make the education curriculum harder to ensure quality graduates. It must
be responsible, too, in immediately abolishing the education programs of schools that consistently failed to
produce LET passers.
Training of teachers by DepEd is one response, but a temporary solution to lack of quality. It is a
great waste of money if the problem source is not addressed squarely. Instead, the government should re-
channel funds and massively offer, through CHED, big scholarships and incentives to the country's brightest
students to attract them to enter the field of education, much like the old State Scholarship program of DepEd
in the 1980s. Eventually, the highly competent teachers, by law and based on student achievement as well
as relevant factors (not just longevity), should be entitled to salaries and incentives on a par with other highly
competent professionals.
RA 9293

BP 232
According to the Batas Pambansa Blg. 232 (which is also known as the Education Act of 1982), the
government aims to: To achieve and maintain an accelerating rate of economic development and social
progress; To ensure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a changing world.
Moreover, the government also aims to: 1. Provide for a broad general education that will assist each
individuals in the peculiar ecology of his own society, to (a) attain his potentials as a human being; (b)
enhance the range and quality of individual and group participation in the basic functions of society; and (c)
acquire the essential educational foundation of his development into a productive and versatile citizen;
chanrobles virtual law library; 2. Train the nation’s manpower in the middle-level skills for national
development; 3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and 4. Respond effectively to changing needs and
conditions of the nation through a system of educational planning and evaluation.
Our government aims to provide each and every Filipino an ideal kind of education: a kind of
education which will not just give us jobs but will bring us to the top of global competition, a kind of education
which is rich in content and high in quality, not only in quantity, and a kind of education which will enrich the
lives of each and every Filipino citizens. But what is happening now is very far from what kind of educational
system our government aims for us to have.
RA 4670
Education is one of the chief pillars of advancement and development of any state. Therefore. the
State recognizes the major function and parts of instructors in nurturing hereafter leaders in public service
and in concern ( particularly those who went to public schools ) . But because of other concerns necessitating
precedence attending. instructors peculiarly those in public schools do non have the appropriate
compensation that they deserve for services rendered. As instructors. there is a demand for them to upgrade
their cognition and accomplishments and revise their competency as portion of the service for quality
instruction. On this note it is suiting that instructors shall be provided extra benefits during the period when
they are set abouting alumnus grade.
Teachers take upon themselves the duty of taking attention of their pupils in school even beyond the
regular instruction hours. Furthermore. instructors peculiarly those stationed in widespread countries where
there are no public service vehicles and the lone manner to make these countries are to walk bear more
loads. In acknowledgment of these heroic workss that State shall confer award to public school instructors
by leting the draping of the Filipino Flag on their coffins. The State recognizes the committedness. dedication
and forfeits of public school instructors as evidenced by R. A. No. 4670 or the “Magna Carta for Public School
Teachers” . However. the bing policy needs amendments to run into the present demands of the country’s
public school instructors. The 1987 Philippine Constitution provinces: “The State shall. . . guarantee that
learning will pull and retain its rightful portion of the best available endowments through equal wage and
other agencies of occupation satisfaction and fulfillment” ; therefore early transition of the herein measure
amending R. A. 4670 is sought.
RA 9155
R.A. 9155 is an act instituting a frame work of governance for basic education, establishing authority
and accountability, renaming the Department of Education, Culture and Sports as the Department of
Education and for other purposes. The Act is known as "Governance of Basic Education Act of 2001." During
the assembly the declaration of policy of the state to protect and promote the right of all citizens to quality
basic education and to make such education accessible to all Filipino children a free and compulsory
education in the elementary level and free education in the high school level was made. Alternative Learning
Systems was also reiterated for out of school youth and adult. The goal of basic education is to provide
students and learners with skills, knowledge and values they need to become caring, self-reliant, productive
and patriotic citizens. Governance of basic education shall begin at the national level; it is at the regions,
divisions, schools and learning centers.
The State shall encourage local initiatives for improving the quality of basic education. The State
shall ensure that the values, needs and aspirations of a school community are reflected in the program of
education for the children, out-of-school youth and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve.
RA 10533
THE ENHANCED BASIC EDUCATION ACT OF 2013
The highlights, as far as parents, students and teachers are concerned, of Republic Act No. 10533
otherwise known as The Enhanced Basic Education Act of 2013 which is the legal basis of the Kindergarten
Curriculum include the following: one preparatory education for children age 5 years old as
prerequisite of Grade 1; additional 2 years in high school called Senior High School and the mandates of
Mother Tongue-Based Multilingual Education (MTB-MLE) in kindergarten to grades 1
To say that the Philippines is fully ready to implement this law is a lie. Our country is ready but not
100 % geared. But when will the Philippines be hundred percent prepared? Even the president can’t tell
unless it is started that’s why there is no point arguing whether it should have not been implemented or not.
You can’t finish a race without leaving the start line. Our country was the remaining country in entire Asia
and was one of the three remaining countries in the world, Angola and Djibouti in Africa being the two, having
a 10-year basic education before this curriculum was implemented. To the people who oppose this law,
when should have we implemented this? On the time that we are the only people having a 10-year basic
education curriculum?
You can’t finish a race without leaving the start line. I understand that the government can’t provide
all the materials needed that’s why many complaints are being thrown such that of lack of classrooms,
textbooks, toilets and teachers but eventually all these needs will be sufficient. Let us give enough time for
everything to be provided.
RA 7610 (EXCEPTS)
There are at present several laws and ordinances upholding, protecting, and! or promoting, the rights
and welfare of the Filipino children. The two noteworthy laws are RA 7610, otherwise known as the "Special
Protection of Children Against child Abuse, Exploitation and Discrimination Act and RA 7658, An Act
Amending in Section 12, RA 7610 (on Child Employment).
This notwithstanding, violations and malicious disregard of children's rights and welfare are to date
increasing. Evil men remain undeterred in their commission of evil against children.
RA 7610 is comprehensive enough in defining and providing penalties for the different acts and!or
omissions of child abuse, exploitation and discrimination. But the law does not mandate the creation of a
body that shall exclusively be in charge of pursuing and ensuring the successful prosecution of perpetrators.
Existing public and private agencies have proven to be effective in reporting and monitoring child
abuses, exploitation and discrimination. But they have not been as effective in the prosecution and ultimately
the successful final conviction of violators of children's right. For more often than not, the complainants, due
to financial reasons, among others, abandon and!or lose interest in pursuing the case. Hence, the criminals
go scot-free, remaining unrestrained to commit their crimes all over again.
 What we need therefore is a body which shall be powerful and aggressive enough to initiate
investigation and pursue the prosecution, on its own, of any all incidences of child abuse, exploitation and
discrimination. The body must be intervene in any and!or all cases, criminal or otherwise, child abuse,
exploitation, and discrimination, particularly but not limited to cases where the parent, guardian, teacher or
person having care or custody of the child fails or is unable to FULLY represent and protect the child's rights.
We need, therefore, a guardian exclusively of children's rights. We ought, to create the office of
"TANODBATA"
RA 7877 (EXCEPTS)
Sexual harassment (SH) and other forms of sexual violence in public spaces is an everyday
occurrence for women and girls around the world - in urban and rural areas in both developed and developing
countries. Women and girls are sexually harassed, in streets, in parks and plazas, in schools, in workplaces,
and while using public transportation. It is a social issue that is deeply rooted in power relations between
men and women and underlies the view that women are still deemed as the weaker sex.
Philippine culture has long tolerated and even encouraged sexual harassment by even joking about
it. Any women who are afraid to lose their jobs or fail a subject in school tend to be quiet even when they are
harassed.
Before the passage of Republic Act RA 7877, also known as the Anti-Sexual Harassment Act of
1995 Philippine laws, including the Labor Code, were silent on sexual harassment. Women subjected to
unwanted sexual advances in the workplace, though, had recourse to legal relief by citing other offenses
such as “acts of lasciviousness” and “slander by deed”.
However, the definition of sexual harassment in RA 7877 is limiting. It does not specifically address
the issue of “hostile environment” (resulting from) sexual harassment between peers or co-employees.
Under the law, sexual harassment presupposes the existence of authority, influence or moral ascendancy
between the offender and the offended party. But in many instances, both the offender and the offended
party are peers or have the same rank or status, while in some cases, the offended party happens to be the
superior officer. 6hese circumstances could not be considered as sexual harassment within the context of
RA 7877.
RA 8980
This country has the laws and structures but the problem is implementation. Either citizens are
unaware of the laws hence don’t know what their role and responsibilities are relative to the laws or
implementation is half-baked. Add to this the absence of a system of evaluation of public policies and
programs. And you have public officials, who are at their worst, haven’t learned anything and are not
accountable to anyone.
Republic Act 8980 (The ECCD Act of 2000) is one such law and the day care center one such
structure (Republic Act 6972) that are not fully understood. One of the objective of the law is for every
barangay or village to have at least one day care center and a day care worker. 1999 data shows there are
a total of 32,787 day care centers in the country’s 42,027 barangays. This is 78% coverage.
With its high presence on the ground, you’d think, wow, all Filipino children are assured a head start.
The reality, sad to say, is the opposite. There are plenty of issues hounding the day care service
implementation and for this article let me focus on just one – its emerging role in the face of demographic
changes specifically among parents with young (i.e. preschool-aged) children.
These days, for the average worker, providing quality of life for the family means both parents need
to work, normally outside the home which means having to deal with the issue of child care. Child care is
also especially difficult for solo parents. ‘Working outside the home’ encompasses short hours, a full day,
weeks, months, and years (the latter pertaining to overseas contract workers). Well and good when there is
an extended family around or nearby – grandparents usually – who could take over child care. Otherwise,
especially for Filipinos, a nanny is hired. But what do you do when you don’t have relatives nearby or for
some reason getting a nanny is out of the question? Where will you leave your three year-old? Who can you
trust him or her with?

Similarities between essentialism and perennialism; Formatted: Centered