A LEARNING GUIDE in EDUCATION 211

The Teacher and the Community, School

Culture and Organizational Leadership
SCHEDULE OF SUBMISSION of Course Works VIA EMAIL to be CHANNELED to
the LEADERS

DATE COURSE WORK #

September 18 Course Work #1
September 23 Course Work #2
October 2 Course Works # 3
October 9 Course Work #4
October 14 Course Works #5 and 6
October 23 (Tentative) MIDTERM EXAMINATION
October 30 Course Work 7
November 6 Course Work 8
November 13 Course Work 9
November 20 Course Work 10
November 27 Course Work 11
December 4 Zoom Meeting/Online Activity
(By Group)
December 11 Course Project/Major Output
December 18 (Tentative) FINAL EXAMINATION
Chapter 1: Educational Philosophies and Historical Foundation of Education

Takeaways on Educational Philosophies:

The Educational Philosophers:

Philosophers Thoughts and Philosophical Platforms

John Locke  Holds that sense experience alone gives birth to all our
“ The Empiricist” beliefs and all our knowledge.
 Uses the Latin phrase "tabula rasa," a mind that is not
born with any ideas. ... the mind was not born with any
idea, but acquired many after a while, there must be a
source of these ideas.
 Believes that men are by nature free and equal against
claims that God had made all people naturally subject to a
monarch.
Herbert Spencer
“The Utilitarianist”  Believes that 'survival of the fittest,' implying those
who were most fit would survive the social world due to
some biological mechanism that made them superior
 Advocates that those actions are right which bring about
the most good overall
 Takes the theory of evolution one step beyond biology
and applied it to say that societies were organisms that
progress through changes similar to that of a living
species.
John Dewey
“Experiential Learning”  Views knowledge as arising from an active adaptation of
the human organism to its environment.
 Views progressive education is essentially a view of
education that emphasizes the need to learn by doing.
 Believes that human beings learn through a 'hands-on'
approach
 Sees learning by doing and development of practical life
skills as crucial to children's education..
George Counts  Challenges teachers and teacher educators to use
“Building a New Social school as a means for critiquing and transforming
Order” the social order
 Stresses that teachers and students should be
agents of change
 Views schooling and society to continue to have
relevance to the contemporary dilemmas of
education
Theodore Brameld  Advocates that schools be a driving force for social
“The Social and political change
Reconstructionist”
 Believes the creation of a new social order through
education would fulfill the basic values of society
 and harmonize with the underlying social and
economic forces of the modern world
 Believes that the school should help the individual,
not only to develop socially, but to learn how to
participate in social planning as well. The individual
must find ways to satisfy personal needs through
social consensus.
 Believes learners must be convinced of the validity
and urgency of change but must adhere to
democratic procedures.
Paulo Freire  Bases his method of finding freedom on the poor and
“Critical Pedagogy vs middle class's experience with education,
Banking Method”  States that his ideas are rooted in reality—not purely
theoretical.
 Views Critical pedagogy is a teaching approach inspired
by critical theory and other radical philosophies, which
attempts to help students question and challenge posited
"domination," and to undermine the beliefs and practices
that are alleged to dominate.
 With the country’s celebration of independence in 1946, scarcely seven decades ago,
have come every aspect of educational system in line with the new status of a new nation
seeking to achieve and maintain political and economic independence and to fashion a
nation truly united out of social and cultural diversities.

Introduction of the Western or European System of

Education
With the coming of Spain, the European system of education was introduced to the
archipelago. Primary schools, colleges and universities were established in our country by
the missionaries.

The principal aim of Spain in the Philippines during their regime was to make the
native Filipinos obedient and God-fearing Christians. For this reason, religion was a
compulsory subject at all levels – from the primary schools to the universities.

The first schools were the parochial schools opened by the missionaries in their
parishes. In addition to religion, the native children in these schools were taught reading,
writing, arithmetic and some vocational and practical arts subjects.

Later on, colleges for boys and girls were opened by the missionaries. These colleges
were the equivalent of our high schools today. The subjects taught to the students included
history, Latin, geography, mathematics and philosophy.
 There was no co-education during the Spanish times. Boys and girls studied in
separate schools.

University education was started in the Philippines during the early part of the 17th
century. Originally, the colleges and universities were open only to the Spaniards and those
with Spanish blood (mestizos). It was only during the 19th century that these universities
began accepting native Filipinos.
It is interesting to note that for nearly 300 years, education in the Philippines was the
primary responsibility of the Catholic Church. The missionaries established the schools,
provided the teachers and facilities and decided what should be taught. It was only in the
last half of the 19th century that the government took an active part in promoting
education in the colony. In 1863, a royal decree called for the establishment of a public
school system in the colony.

Education under the Americans

The United States had a different approach dictated by what the Americans
considered to be their principal goal in coming to the Philippines – “to educate and to train
in the science of self-government.”

Consequently, it was not surprising that the United States considered educating the
Filipinos as one of its top priorities in the Philippines. Even while US troops were
consolidating their foothold in Manila in 1898, schools were already opened in the city. But
unlike the Spaniards who neglected to propagate their language, the Americans made it a
point to teach English to the Filipinos. The American soldiers were the first teachers of the
Filipinos.

In January 1901, free primary education was provided and a school for Filipino
teachers was established. It called for the recruitment of trained teachers in America. It
abolished compulsory religious instruction.

The Americans gave bright young Filipino students opportunity to take up higher
education in American colleges and universities. These Filipinos came to be known
as “pensionados” for their education in the United States was financed by the government
in the Philippines. Hundreds of Filipino  pensionados were able to study in the US until 1928.
From the ranks of these pensionados came the future civic, business and political leaders of
our country.
Hungry for education, the Filipinos flocked to public and private schools in large numbers.
Education under the Commonwealth
Education continued to receive from the Commonwealth government the same
attention that the Americans gave it. President Quezon created the National Council of
Education in 1936 as an advisory body on educational matters. The council made important
recommendations to further improve the educational system in the Philippines. Most of
these recommendations were accepted and carried out by the government.

Under the Commonwealth, vocational and adult education were given emphasis.

It was also during the Commonwealth regime that an organized effort to develop a
common national language was stared in compliance with the mandate of the 1935
constitution.

To help counteract the American cultural influence among the Filipinos, President
Quezon greatly encouraged the revival of native culture as well as desirable Filipino values.

And to help strengthen the moral fibers of the Filipinos and to foster love of country
especially among the youth, President Quezon issued his famous Code of Ethics which was
required to be taught in all schools.

In 1940, several changes were made in the Philippine educational system by virtue of
the Educational Act of 1940. Under this law, the elementary course was reduced from 7
years to 6 years. The minimum age for admission to Grade I was raised to 7. The school
calendar was also changed so instead of the school year from June to March, it was
changed to July to April.

Education under the Japanese

Schools and churches were also used as propaganda tools of the Japanese. Nippon-
go, the Japanese language, was made a compulsory subject in all schools. In government
and private offices, classes in Nippon-go were opened to propagate the Japanese language
and culture. Japanese Catholic priests were sent to the Philippines to help promote the idea
that Japan, being an Asian country, was a friend of all Asian people’s including the Filipinos.
The Iloilo Experiment
In 1948. Dr. Jose V. Aguilar, the Superintendent of the Iloilo school division initiated
a six year experiment with vernacular instruction in his school division. The experiment
involved seven control schools where English was used as the medium of instruction in
Grades 1 and 2 and seven experimental schools where the vernacular, Hiligaynon, was used
as the instructional medium. This was controversial. As late as 1963, the Dean of the College
of Education, Xavier University on the island of Mindanao, observed that the vernacular
instruction was not producing maximum results. It was curtailing full instructional benefit.
Instead of narrowing the regional gaps of the country, it was widening it and was producing
dangerous trends towards regional and cultural imbalance.
Educational Thrust of the New Society and Today
It was assumed that the most fundamental objective of education is the development of
an individual’s potential which will simultaneously improve society. Educational policies have
been geared to the accomplishment of better manpower production through the
understanding by the students of land reform, taxation, economic production, anti-drug and
anti-pollution and conservation education. To accomplish these goals, the value and work
oriented curricula were encouraged. However, many parents and teachers were still
confused because they did not understand the philosophy, operations, and evaluations of
this innovation in education. The concept of an average layman or teacher in the “new
society” was always associated with the advent of Martial Law. This must be redirected to a
functional definition of wholesome integration of our economic, social and moral lives for a
progressive Philippines. The direction of education as envisioned by our educators can be
best described by the following changes:

1. A relevant and flexible curriculum. Educational content is focused on the need of

society which is for sound economy. This means better knowledge in skills and food
production, conservation of natural resources, technical knowledge in harnessing
mineral deposits and less emphasis on white collar jobs which result only in
producing the “educated unemployed.”
2. Productive-coordinated technocrats. The inevitable reorganization of the
Department of Education (DepEd) was a response to these needs. For centuries, our
educational system generally operated on a system of isolation where the Bureau of
Public, Private and Vocational Education worked almost independently and
promoted secrecy and privacy instead of attaining harmony for the good of our
country.
3. A quality teacher with effective methods of teaching. To teach effectively, the
teacher must have the solid foundations in terms of educational training from
reputable institutions, update his method of teaching by reading and attending
conferences, and should have the courage of trying out various means or ways of
 maximizing learner. To do this, it becomes necessary to understand the psychology
of pupils and to be able to communicate with them in teaching-learning situations.
The increase in teachers’ pay should be a strong justification for the better policy on
the recruitment and retention of teachers.
Every time changes in our educational system occur to search for the solution for our
educational ills, some pressure groups interfere and say it is “unrealistic and
expensive,” which is not a valid reason. Courage and energy for action should be sustained
to invigorate the lives of the citizenry.

Course Work No. 1:

1. Construct a Matrix of Educational Philosophies with their Implications to Education

2. Present Timeline of Major Developments and Innovations in Philippine Educational
System
3. Make a thorough reflection on how the Educational Aims and DepEd Thrusts are being
realized in the field.
Chapter 2: Social Science Theories and Their Implications to Education

Takeaways:

Social Science
Major assumptions
Theories

Education serves several functions for society. These include (a) socialization, (b) social
integration, (c) social placement, and (d) social and cultural innovation. Latent
functions include child care, the establishment of peer relationships, and lowering
Functionalism
unemployment by keeping high school students out of the full-time labor force.
Problems in the educational institution harm society because all these functions
cannot be completely fulfilled.

Education promotes social inequality through the use of tracking and standardized
testing and the impact of its “hidden curriculum.” Schools differ widely in their
Conflict theory
funding and learning conditions, and this type of inequality leads to learning
disparities that reinforce social inequality.

This perspective focuses on social interaction in the classroom, on the playground,

and in other school venues. Specific research finds that social interaction in schools
Symbolic
affects the development of gender roles and that teachers’ expectations of pupils’
interactionism
intellectual abilities affect how much pupils learn. Certain educational problems have
their basis in social interaction and expectations.

The Functions of Education

Functional theory stresses the functions that education serves in fulfilling a society’s
various needs. Perhaps the most important function of education is socialization. If
children are to learn the norms, values, and skills they need to function in society, then
education is a primary vehicle for such learning. Schools teach the three Rs (reading,
’riting, ’rithmetic), as we all know, but they also teach many of the society’s norms and
values. In the United States, these norms and values include respect for authority,
patriotism (remember the Pledge of Allegiance?), punctuality, and competition (for
grades and sports victories).
A second function of education is social integration. For a society to work, functionalists
say, people must subscribe to a common set of beliefs and values. As we saw, the
development of such common views was a goal of the system of free, compulsory
education that developed in the nineteenth century. Thousands of immigrant children in
the United States today are learning English, US history, and other subjects that help
prepare them for the workforce and integrate them into American life.

A third function of education is social placement. Beginning in grade school, students

are identified by teachers and other school officials either as bright and motivated or as
less bright and even educationally challenged. Depending on how they are identified,
children are taught at the level that is thought to suit them best. In this way, they are
presumably prepared for their later station in life. Whether this process works as well as
it should is an important issue, and we explore it further when we discuss school
tracking later in this chapter.

Social and cultural innovation is a fourth function of education. Our scientists cannot
make important scientific discoveries and our artists and thinkers cannot come up with
great works of art, poetry, and prose unless they have first been educated in the many
subjects they need to know for their chosen path.
The figure shows the Functions of Schools.

Schools ideally perform many important functions in modern society.

These include socialization, social integration, social placement, and social and
cultural innovation.

Education also involves several latent functions, functions that are by-products of

going to school and receiving an education rather than a direct effect of the education
itself. One of these is child care: Once a child starts kindergarten and then first grade,
for several hours a day the child is taken care of for free. The establishment of peer
relationships is another latent function of schooling. Most of us met many of our friends
while we were in school at whatever grade level, and some of those friendships endure
the rest of our lives. A final latent function of education is that it keeps millions of high
school students out of the full-time labor force. This fact keeps the unemployment rate
lower than it would be if they were in the labor force.

Because education serves so many manifest and latent functions for society,
problems in schooling ultimately harm society. For education to serve its many
functions, various kinds of reforms are needed to make our schools and the process of
education as effective as possible.

Education and Inequality

Conflict theory does not dispute the functions just described. However, it does
give some of them a different slant by emphasizing how education also perpetuates
social inequality (Ballantine & Hammack, 2012).Ballantine, J. H., & Hammack, F. M.
(2012). The sociology of education: A systematic analysis (7th ed.). Upper Saddle
River, NJ: Prentice Hall. One example of this process involves the function of social
placement. When most schools begin tracking their students in grade school, the
students thought by their teachers to be bright are placed in the faster tracks (especially
in reading and arithmetic), while the slower students are placed in the slower tracks; in
high school, three common tracks are the college track, vocational track, and general
track.

Such tracking does have its advantages; it helps ensure that bright students learn
as much as their abilities allow them, and it helps ensure that slower students are not
taught over their heads. But conflict theorists say that tracking also helps perpetuate
social inequality by locking students into faster and lower tracks. Worse yet, several
studies show that students’ social class and race and ethnicity affect the track into which
they are placed, even though their intellectual abilities and potential should be the only
things that matter: White, middle-class students are more likely to be tracked “up,”
while poorer students and students of color are more likely to be tracked “down.” Once
they are tracked, students learn more if they are tracked up and less if they are tracked
down. The latter tend to lose self-esteem and begin to think they have little academic
ability and thus do worse in school because they were tracked down. In this way,
tracking is thought to be good for those tracked up and bad for those tracked down.
Conflict theorists thus say that tracking perpetuates social inequality based on social
class and race and ethnicity (Ansalone, 2010).Ansalone, G. (2010). Tracking:
Educational differentiation or defective strategy. Educational Research Quarterly,
34(2), 3–17.

Conflict theorists add that standardized tests are culturally biased and thus also
help perpetuate social inequality (Grodsky, Warren, & Felts, 2008).Grodsky, E., Warren,
J. R., & Felts, E. (2008). Testing and social stratification in American education. Annual
Review of Sociology, 34(1), 385–404. According to this criticism, these tests favor
white, middle-class students whose socioeconomic status and other aspects of their
backgrounds have afforded them various experiences that help them answer questions
on the tests.

A third critique of conflict theory involves the quality of schools. As we will see
later in this chapter, US schools differ mightily in their resources, learning conditions,
and other aspects, all of which affect how much students can learn in them. Simply put,
schools are unequal, and their very inequality helps perpetuate inequality in the larger
society. Children going to the worst schools in urban areas face many more obstacles to
their learning than those going to well-funded schools in suburban areas. Their lack of
learning helps ensure they remain trapped in poverty and its related problems.

In a fourth critique, conflict theorists say that schooling teaches a hidden

curriculum, by which they mean a set of values and beliefs that support the status quo,
including the existing social hierarchy (Booher-Jennings, 2008).Booher-Jennings, J.
(2008). Learning to label: Socialisation, gender, and the hidden curriculum of high-
stakes testing. British Journal of Sociology of Education, 29, 149–160. Although no one
plots this behind closed doors, our schoolchildren learn patriotic values and respect for
authority from the books they read and from various classroom activities.

A final critique is historical and concerns the rise of free, compulsory education
during the nineteenth century (Cole, 2008).Cole, M. (2008). Marxism and educational
theory: Origins and issues. New York, NY: Routledge. Because compulsory schooling
began in part to prevent immigrants’ values from corrupting “American” values, conflict
theorists see its origins as smacking of ethnocentrism (the belief that one’s own group is
superior to another group). They also criticize its intention to teach workers the skills
they needed for the new industrial economy. Because most workers were very poor in
this economy, these critics say, compulsory education served the interests of the
upper/capitalist class much more than it served the interests of workers.

Symbolic Interactionism and School Behavior

Symbolic interactionist studies of education examine social interaction in the

classroom, on the playground, and in other school venues. These studies help us
understand what happens in the schools themselves, but they also help us understand
how what occurs in school is relevant for the larger society. Some studies, for example,
show how children’s playground activities reinforce gender-role socialization. Girls tend
to play more cooperative games, while boys play more competitive sports (Thorne, 1993)
Thorne, B. (1993). Gender play: Girls and boys in school. New Brunswick, NJ: Rutgers
University Press.

Course Work No. 2:

1. Research at least five (5) school practices for each theory ( Functionalism Theory,
Conflict Theory and Symbolic-Interactionism Theory) Write them on an A4 size of
bond paper.
2. Analyse the Vision and Mission Statement of DepEd as to what sociological theory do
they adhere to? Justify your answer
Chapter 3: The Strengths and Weaknesses of the Filipino Character: A Socio-
Cultural Issue

Characteristics of Filipinos
Every country has its differing values and stereotypes, and the Philippines is no exception.
We Filipinos firmly believe that our country has the best values in the world. Although we have been
colonized by several countries, many core values from our ancestors remained intact and are still
honored to this day. Filipinos are not perfect, but we have great characteristics and qualities every
one of us should be proud of. Below I've listed some of the most well-known positive and negative
traits of Filipinos.

Strength and Weaknesses of Filipino People

  STRENGTHS WEAKNESS

1. Pakikipagkapwa-tao : Opening yourself to others and feel one with 1. Extreme Personalism
others with dignity and respect deal with them as fellow human beings. - always trying to to give personal
- sense of fairness and justice interpretation to actions
- concern for others - thank you with "but" (compliment-
- ability to empathize with others criticism-compliment)
- helpfulness and generosity
- practice of hospitality 2. Extreme Family Centeredness
- sensitive to other feelings and trust - strong family protection good or
bad condition
2. Family Orientation : a genuine and deep love for family.
- commitment and responsibility 3. Lack of Discipline : relaxed attitude
- honor and respect but poor time management
- generosity and sacrifice - impatient and unable to delay
- sense of trust and security gratification or reward
- love to take short-cuts or 'palusot'
3. Joy and Humor : Filipinos have a cheerful and fun-loving approach to
system
life and its up and down, pleasant disposition, a sense of humor and
- carelessness
propensity for happiness that contribute not only to the Filipino charm
but also to the Filipino Spirit. We laugh at those we love and hate. We
4. Passivity and Lack of
tend to make joke about our good and even bad fortune, to smile even
Initiative : strong reliance to others
in the most trying of times.
fate
- emotional balance and optimism
- yeah proud Pinoy. It's all because of
- healthy disrespect for power and office.
the race (nationality/blood) not by
4. Flexibility, Adaptability and Creativity persons attitude, hard-work, dream
and perseverance etc.
5. Hard Work and Industry : capacity for hard work given to raise one's - very complacent (relax) but their
standard living of a decent life for one's family. rarely is a sense of urgency (It's OK
we have 1 day left to finished, just
6. Faith and Religiosity : Faith in God - accepting reality to comprehend relax)
as a human created by God. "Pampalakas-loob" - too patient without any plan or
7. Ability to Survive action (matiisin) "Bahala na System" -
No matter what, At least we tried.
- doubt and debate first than study,
discuss until planning and action

5. Colonial Mentality : Patriotism vs

Active awareness
- luck of love and appreciation on
what they have
- open outside but side-open or close
inside

6. Kanya-kanya Syndrome : self-

serving attitude that generates
feeling of envy and competitiveness
towards others (status vs prestige).
- personal ambition but insensitive to
common good
- crab mentality
- lack of appreciation resulting
unhealthy competition

7. Lack of Self Analysis and

Reflection
- Sometimes superficial and flighty

Course Work No. 3:

1. Research on the Curriculum Guide for Edukasyon sa Pakpapakatao (EsP) from Grades 1-10.
Check on the Pamantayan (Standards). Make a reflection paper whether the teaching of EsP in
all grade levels help to eliminate the weaknesses of Filipino Character?
2. List at least 10 DepEd Orders related to Value Formation, Value Integration
3. Make a position paper: The Education in the Philippines is more on FORMS than Substance
Chapter 4: Global Issues that Concerns Schools and Society

Impact of Social Issues in Education

In such competitive world, education is a very significant tool for every person to succeed in
life. Education is must for both women and men equally as both together make an educated and
healthy society. It gives many purposes to the lifelike as the development of the personal
advancement, increases social status and health.
Much of what goes on in society disclosures into the school method, impacting students and their
learning and knowledge experience. School systems should identify what kinds of social problems
are of main anxiety, and educate students regarding ways to fight them. Parents and teachers can
cooperate on plans for reducing social issues in schools.
1. Classroom racism
Racism is a social issue that is present in every aspect of society, from business
atmospheres to schools.  That this problem has worked its technique into classrooms is proofed by
biased peers full of prejudiced notes towards classmates of minority backgrounds. However
teachers can ban language conflicts at school, racism might continue to survive if parents don’t also
assist to accurate the preconception behaviors of their children in the home. Though, if students are
learning their racist views & comments from their teachers, parents will not be capable to depend on
parents to assist resolve the problems.
2. Ethnic issues
Children have its place in certain ethnic groups, are incorrectly evaluated as being slower
learners when measuring up to other competitions.  This is, obviously, not true for the reason that
one’s learning capabilities not straightforwardly connected to their customs. Though by reason of
social or even geographical aspects, students from certain ethnic groups lack sufficient disclosure to
sources of learning.  It puts the students belonging to them at risk of increasing low self-esteem.

3. Unequal opportunity
Within the realm of judgment is the social issue of unequal education opportunities for
individuals who come from smaller backgrounds. Students who belong to this demographic risk lost
out on the similar stage of educational excellence as middle to higher class students of non-minority
backgrounds.  The social problem here is that the offers disproportionate opportunities and
education system has inequities based on cultural affiliation and income level when in an ideal world,
all students should have exposure to an equal education.
4. Economy
The economy plays an important part in social issues that affect students. As children
become older, they begin to notice the financial burdens that their families experience. In an
economy, it can be hard for families. Subsequently, some high scholars drop out of school so that
they can assist support the family financially. Students who belong to deprived families are most
probable to attend public schools. These schools are not as sound prepared with technology as a
private school. This then automatically lay them at a difficulty when judge against to other students
who go to private schools.
5. Cultural issues
Students belonging to migrant families may not be sound proficient with the English
language. This makes an obstacle to contact students and teachers. Such students are not capable
to get an accurate education.
6. Ethical issues
There are certain extra ethical issues in education which have an effect on students. For
instance, whether to permit mobile in school or not, should school uniforms be made compulsory,
etc.
7.  Gender issues
Social problems in education are the degree of difference treatment delivered on the cause
of gender. In certain parts of the society, girls are delivered few opportunities for studying, in
comparison to boys. Expectations from girls to achieve high in studies or study further less. 
8. Substance abuse
Substance abuse and habits have become an epidemic. Many students have the way into
addictive substances, alcohol, and drugs. The use of such substances leads to trouble in the type of
criminal behaviors, violence and a withdrawing interest in education. This social issue can be
controlled through the supportive environment for students, both at school and home.
These are some of the social issues that impact education. it plays a great role in a student's
education. The social issues can impact education positively as well as negatively. so, students and
teachers should be careful towards these social issues.
Direct Source: https://www.locusassignments.com/impact-of-social-issues-in-education/

The 17 Sustainable Development Goals (SDGs) for 2015-2030

 1. End Poverty in all forms everywhere

 2. End Hunger, achieve food security and improved nutrition and promote
sustainable agriculture
 3. Ensure healthy lives and promote well-being for all at all ages
 4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
 5. Achieve gender quality and empower all women and girls
 6. Ensure availability and sustainable management of water and sanitation for all
 7.Ensure access to affordable, reliable, sustainable and modern energy for all
 8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all
 9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation
 10. Reduce inequality within and among countries
 11. Make cities and human settlements inclusive , safe, resilient and sustainable
 12. Ensure sustainable consumption and production patters
 13. Take urgent action to combat climate change
 14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
 15. Protect, restore and promote sustainable use of terrestrial ecosystems
  16. Promote peaceful and inclusive societies for sustainable development
 17. Strengthen the means of implementation and revitalize the global partnership for
sustainable development

Course Work No. 4:

1. List down at least five (5) global issues most applicable in the Philippines. Research on
Philippine Laws meant to address the problem.

Problem/Issue Philippine Law Meant to SDG Direction

Address the Problem

2. Choose at least five (5) SDGs and Identify Specific Programs of the Government and How the
school can provide assistance

SDG SPECIFIC PROGRAMS of School Assistantship

the Government
 Chapter 5: The Why and How of School and Community Partnership

For the past decade the 21st Century Community Learning Centers initiative has asked
schools to work in partnership with community- and faith-based organizations to support
children’s learning during the hours after school and during the summertime. Consequently,
there has been tremendous growth across the nation in intentional efforts to forge meaningful
partnerships between schools and afterschool and summer programs.

Increasingly, the field is recognizing that these partnerships are essential to efforts to
expand when, where, how, and what students learn (Little, 2011). This article begins with an
overview of the benefits of school-community partnerships to students, schools, and community
organizations. It then examines the role of partnerships in the 21st Century Community Learning
Centers initiative, reviewing national data on the numbers and kinds of partners that 21st
Century Community Learning Centers nationwide are engaging with to support student success.
The article concludes with a discussion of four features of effective learning partnerships.

The Benefits of School-Community Partnerships

When schools and community organizations work together to support learning, everyone
benefits. Partnerships can serve to strengthen, support, and even transform individual partners,
resulting in improved program quality, more efficient use of resources, and better alignment of
goals and curricula (Harvard Family Research Project, 2010).

First and foremost, learning partnerships can support student outcomes (see, for
example, Little, Wimer, & Weiss, 2008). For example, the Massachusetts Afterschool Research
Study found that afterschool programs with stronger relationships with school teachers and
principals were more successful at improving students’ homework completion, homework effort,
positive behavior, and initiative. This may be because positive relationships with schools can
foster high quality, engaging, and challenging activities, along with promoting staff engagement
(Miller, 2005).

In addition to supporting student learning directly, partnerships can have additional

benefits to students and their families. They can

 provide continuity of services across the day and year, easing school transitions and
promoting improved attendance in after school programs;
 facilitate access to a range of learning opportunities and developmental supports,
providing opportunities for students and teachers alike to experiment with new approaches to
teaching and learning;
 facilitate information sharing about specific students to best support individual learning;
and
 provide family members with alternative entry points into the school day to support their
student’s learning.
 Learning partnerships can also greatly benefit schools. They can

 complement the academic curriculum with a wider range of services and activities,
particularly enrichment and arts activities that may not available during the school day;
 support transitions across the school years, particularly the critical middle to high school
transition, which research indicates is a key predictor of high school graduation (Neild, Balfanz,
& Herzog, 2007);
 reinforce concepts taught in school without replicating the school day, often exposing
classroom teachers working in the after school program to new pedagogies;
 improve school culture and community image through exhibitions and performances that
help “shine the light” on students whose talents may not be apparent in the classroom; and
 gain access to mentors, afterschool staff, and other resources to support in‐school
learning and improve the teaching and learning in the classroom itself.

Finally, learning partnerships with schools can strengthen and support community partners.
They can

 help gain access to and recruit groups of students most in need of support services;
 improve program quality and staff engagement, particularly when there is crossover
between school and community organization staff;
 foster better alignment of programming to support a shared vision for learning, one
which aligns curriculum to support state and local standards; and
 maximize resource use such as facilities, staff, data, and curriculum

Course Work No. 5:

1. In what way can you get involved in school and community partnership?
2. Present three (3) Article Reviews on the Role of Teachers in the Community
3. Compilation of Ten Outstanding Teachers with their Major Contribution in Education
(5 local and 5 global teachers)
Chapter 6: The Teacher and the Community:
Teacher’s Ethical and Professional Behaviour

Code of Ethics for Professional Teachers

 The very title of this unit indicates that teachers are expected to be part of the
community.
 To be part of the community definitely means to participate in the life of that
community.
 What is that community referred to here. The 8 sections of Article III of the
Code of Ethics refer to the community within the school and the community
outside the school.

Teacher as facilitator of learning

 Article III section 1, states that the teacher is a facilitator of learning and the
development of the youth...therefore shall render the best service by providing an
environment conducive for such learning and growth.
 Facilitator comes from the word "facilitate" which means to make something easy
or easier. As a professional teacher, you facilitate learning or make learning
easier.
 To facilitate learning, a conducive learning environment is necessary. It has been
proven that learners learn best in a pleasant environment. A favorable learning
climate is not competitive where everyone is tense.

Teacher Leadership and Initiative for Community Participation

 Section 2 "Leadership and initiative of the professional teacher to participate in

community movements for moral, social, economic and Civic betterment of the
community".
 Section 6 "Every teacher is an intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such leadership
when needed, to extend counseling services, as appropriate, and to be actively
involved in matters affecting the welfare of people".

Professional Teacher with Honor and Dignity

 Section 3 "Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness, and other excesses much less
illicit relations".
 "The influence of a GOOD TEACHER can never be erased, but the influence of a
dishonorable teacher is as lasting".
Teacher’s Attitude Toward Local Customs and Traditions

 Section 4 - expects "every teacher to live for and with the community and
shall, therefore study and understand local customs and traditions in order to
have a sympathetic attitude therefore, refrain from disparaging the
community."
 Professional Teacher
o ethnocentric - should not down on community's culture
o xenocentric - looks at his/her culture as inferior in to other culture
 Every culture has positive and negative aspects
o pass on the positive
o purify the negative

The Professional Teacher and Information Update

 Section 5 "Shall help the school inform the community about the school's
work, accomplishments, needs and problems. "
 Community
o internal (students, parents of the students)
o external (other parents without children enrolled, barangay officials,
government officials, non-government officials, government
organization alumni/alumnae and retirees
 The school is there for the community. Give them a sense of ownership.

The Parents-Teachers Association

 Some private school call it Home School Association or Family Advisory
Council
 Internal stakeholders only
 A forum for discussions on school problem and how they can be solved

The School Governing Council

 policy making body

 Proof that the school head is sharing his/her leadership with the members of
the community.
 Another opportunity for communities to participate in school activities.

The Professional Teacher and Government Officials and other Professionals

 Section 7 “Every teacher shall maintain harmonious an pleasant personal and

official relations with other professionals, with government officials and with
the people individually or collectively”
  “As far as possible, without surrender, be on good terms with all persons.
Speak your truth quietly and clearly; and listen to others, vent the dull and the
ignorant; they too have their story. “-Desiderata

The Professional Teacher does not use position to Proselyte

 Section 8 “Every teacher possesses freedom to attend church and worship as

appropriate, but shall not use his position and influence to proselyte others.”

Course Work No. 6:

1. Cite at least 5 expectations that community has for teachers

2. In what other ways can parents and community leaders be involved in the school to improve
school performance?
3. If given the opportunity, would you welcome teaching in the far flung schools? Why or Why
not?
4. Why do teachers have to abide with the Code of Professional Ethics?