Revised MODULE IN ED 202 Unit 6 10

MODULE IN ED 202
The Teacher and the

Community, School Culture and
Leadership
by
Nancy A. Arellano, Ed. D.
Faculty- English and Professional Education Department
The Teacher and the Community, School Culture and Leadership 1

NOTES TO STUDENTS
Hello, welcome to the School of Teacher Education! This is your module in ED 202 – The
Teacher and the Community, School Culture and Leadership. This course is made up of ten
(10) units. Please read and study the lessons carefully and answer all given tasks. You are
required to use intermediate pads as your answer sheet for all the activities. Units 1-5
will cover the midterm and Units 6-10 are for the final term.
Each unit is given an allotted time for you to finish, so see to it that you can move to the
next unit, and you will be able to finish everything before the midterm or final term ends.
You are going to answer this course guide according to your schedule in this subject.
Remember, you still have other subjects to attend to, so be conscious of your time and
schedule for each of your subjects.
You are expected to finish the course requirements before the schedule of midterm
examination so you can proceed with the final term. Answer sheets for the midterm, should
be also sent to my email before 5 P.M. on the scheduled date. Wait for instructions.
All course requirements should be complied and submitted before taking the final
examination. Answer sheets for the Final exams should be also sent to my email before 5
P.M. on the scheduled date. Also wait for instructions.
For questions and other concerns please stay connected, you can always chat me for your
concerns.
KEEP GOING…BE PATIENT, BE RESPONSIBLE, ENJOY LEARNING DESPITE THE
PANDEMIC, STAY SAFE EVERYONE! GOD BLESS US ALL!
LEARNING is a LIFELONG PROCESS!
Ma’am Nancy, Sir Nilo and Ma’am Emma

COURSE OUTLINE IN ED 202
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND LEADERSHIP
Revised/Enhanced: June, 2022
I. THE UNIVERSITY
Vision: A research university advancing quality education towards societal

transformation and global recognition.
Mission: WVSU commits to develop lifelong learners empowered to generate

knowledge and technology, and transform communities as agents
of change.
Core Values: Excellence, Creativity and Innovation and Service
Hashtag: #WVSUexcels
Branding: At WVSU, Excellence is a way of life.
Institutional Outcomes:
Taga-WEST:
-is a creative and critical thinker;
-is an effective and responsible communicator;
-has uncompromising personal and professional ethical standards;
-is technologically skilled;
-has the capacity to engage in research;
-has teaming and collaborative skills;
-is socially responsible and has strong national identity;
-is globally employable; and
-is self directed, competent and accountable professional, and
-has uncompromising personal and professional ethical standards.
II. THE CAMPUS

Campus Outcomes:
 Innovative, responsible and committed individuals

 Possess efficient communication skills
 Educationally adaptable to the changing demands of time
 Excellent in teacher education program and other areas of specialization
III. PROGRAM/ DEGREE: Bachelor of Secondary Education (BSED)
IV. Program/Degree Outcomes: Based on CMO No. 74, 75 Series 2017

Common to All Programs in All Types of Schools
The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific fields of practice
(PQF Level 6 descriptor)
b. Effectively communicate in English and Filipino, both orally and in writing
c. Work effectively and collaboratively with a substantial degree of independence
in multi-disciplinary and multi-cultural teams (PQF Level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA
7722)

Common to the Discipline (Teacher Education)
a. Articulated the rootedness of education in philosophical, socio-cultural,

historical, psychological, and political contexts.
b. Demonstrated mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments
d. Developed innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners
e. Applied skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices
f. Demonstrated a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes
g. Practiced professional and ethical teaching standards sensitive to the local,
national, and global realities
h. Pursued lifelong learning for personal and professional growth through varied
experiential and field-based opportunities
Specific to Bachelor of Secondary Education Major in English
a. Possessed broad knowledge of language and literature for effective learning

b. Used English as a glocal language in a multilingual context as it applies to the
teaching of language and literature
c. Acquired extensive reading background in language, literature, and allied fields
d. Demonstrated proficiency in oral and written communication
e. Showed competence in employing innovative language and literature teaching
approaches, methodologies, and strategies
f. Used technology in facilitating language learning and teaching
g. Inspired students and colleagues to lead relevant and transformative changes
to improve learning and teaching language and literature
h. Displayed skills and abilities to be a reflective and research-oriented language
and literature teacher
Specific to Bachelor of Elementary Education Program
a. Demonstrated in-depth understanding of the diversity of learners in various

learning areas
b. Manifested meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure learning
outcomes
d. Manifested skills in communication, higher order thinking and use of tools and
technology to accelerate learning and teaching
e. Demonstrated positive attributes of a model teacher, both as an individual and
as a professional
f. Manifested a desire to continuously pursue personal and professional
development
V. COURSE NUMBER: ED 202 ; COURSE TITLE: The Teacher and the Community,
School Culture and Leadership
PRE- REQUISITES: NONE
VI. SCHOOL YEAR: 2021-2022; SEMESTER: FIRST SEMESTER
VII. COURSE DESCRIPTION: CMO 74, 75 Series of 2017
This course focuses on society as a context upon which the schools have been
established. Educational philosophies that are related to the society as a foundation

of schools and schooling shall be emphasized. Further, principles and theories on
school culture and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
VIII. COURSE CREDIT / UNIT: THREE (3) UNITS
IX. COURSE OUTCOMES:
At the end of the course, the students must have:

1. expounded the interrelationship of school and community through researches and
discussions about the vital roles played by teachers towards a transformative
society
2. developed trans-integration of the social science theories (Functionalism, Conflict,
Consensus and Interactionism) towards deep and meaningful understanding of
teachers’ role in the micro and macro-sociological context of the society
3. drawn interrelationship and relevance of discussing the various pillars of
education
4. appreciated the importance of all social institutions towards attainment of
stability, order and egalitarian society
5. acquired various knowledge and skills of teachers in handling multicultural
classrooms
6. gained useful insights in addressing the various challenges of teachers related to
curriculum up-gradation, global education and 21st century teaching-learning
processes
7. understood the educational philosophies related to the foundations of schools and
schooling
8. discussed the principles and theories on school culture and organizational
leadership
9. developed personal philosophies attuned to becoming school managers and
leaders anchored on the various domains of Philippine Professional Standards for
Teachers (PPST)
10. explained the various concepts and principles of organizational leadership
X. Course Content:
Unit O: The University, Campus and the School
 The University Vision, Mission and Core Values, hashtag and branding
 The Institutional and Campus Outcomes
 The Organizational set-up of the university, campus and school
 The School Rules and Regulation
 The attributes of students in WVSU
Unit 1: SCHOOL, COMMUNITY and Its Diversity
Value Focus: Appreciation, Sense of Belongingness, Developing Sense of Purpose
1. The School
2. The Community
3. The Teacher and the Community
4. Various Roles and Responsibilities in School and the Community
5. Effective School Community Partnership
6. Towards a Transformative Society
Unit II: THE FIVE PILLARS OF EDUCATION
Value focus:
Love, Compassion, Self-Worth

1. Learning to Know
2. Learning to Do
3. Learning to Live Together
4. Learning to Be
5. Learning to Transform Oneself and Society
Unit III: SOCIOLOGICAL THEORIES AND PHILOSOPHIES
Value focus:
Problem-Solver, Critical Thinker

1. The Conflict Theory
2. Interactionist Theory (Symbolic and Non-Symbolic)
3. Functionalist Theory
4. Symbolic and Non-symbolic Interactionism
Unit IV: SOCIAL INSTITUTIONS
Value Focus:
Sharing, Workmanship & Cooperation

1. The Family
2. The School
3. The Religion
4. The Economy
5. The Government
6. Other minor Social Institutions
Unit V: THE CONCEPTS OF CULTURE
Focus:
Respect for Individuality, Acceptance and Toleration of Differences

1. Characteristics and Components of Culture
2. Cultural Relativism
3. Filipino Cultural Values
4. Cultural Change and Intercultural Communication
5. Cultural Dimensions of Teaching, Learning and Education
6. Teacher: Impacting School Culture
7. Cultural Patterns and Growth of Subcultures
Unit VI: MULTICULTURALISM AND MULTICULTURAL EDUCATION
Value focus:
Respect for Individuality, Acceptance and Toleration of Differences
1. Cultural Dimensions of Learning Teaching and Education

2. Factors that Affect Teaching and Learning Process
3. Five Ways Teachers can Impact School Culture
4. Growth of Students Subcultures
Unit VII: PEACE EDUCATION: TOWARDS A TRANSFORMATIVE TEACHING AND

LEARNING PROCESS
Value focus:
Peaceableness, Optimistic
1. Peace and Peace Education
2. Positive Peace and Negative Peace
3. Themes of Peace Education and Peaceable Teaching-Learning Process
Unit VIII: GENDER AND DEVELOPMENT
Value Focus:
Sensibleness, Respect and Toleration of Differences

1. Theories Related to Gender and Development
2. Gender Roles
3. Gender Law and Policies
Unit IX: EDUCATION IN THE NEW MILIEU
Value focus:
Sense of Globalism, Global Competitiveness

1. Global Education and 21st Century Education
2. 21st Century Core Subject, Skills and Competencies and Values
Unit X: SCHOOL CULTURE AND LEADERSHIP IN TEACHING AND LEARNING
Value focus:
Sense of Leadership, Sense of Community, Professionalism
1. School Culture and Organizational leadership

2. The Principles of Organizational Management
3. Developmental patterns of Teacher Leadership
(BASRC Cycle of Inquiry)
FOR FURTHER READINGS
CONTINUING PROFESSIONAL DEVELOPMENT: LIFEBLOOD OF TEACHER

LEADERSHIP
1. The Historical and Legal Bases of Continuing Professional Development in the Philippines
2. Salient Provisions of RA 10912
3. Designing Continuing Professional Development Plan
4. Practices Directed to Continuing professional Development of Teacher-Leaders
5. Continuing Professional Development in Action
6. Philippine Professional Standards for Teachers (PPST)
7. Career Stages
8. Teacher-Leader Model Standards
9. The varied Roles of Teacher Leader
10. Teacher Leadership and the New Teacher Education Curriculum
Criteria for Grading:
Written Outputs/Quizzes 40%

Midterm/Final Exam 30%
Major Outputs 20%

Oral participation 10%
Total 100%
Unit 6: MULTI-CULTURAL
EDUCATION
INTRODUCTION
Multicultural education refers to

any form of education or teaching that
incorporates the histories, texts,
values, beliefs, and perspectives of
people from different cultural
backgrounds. At the classroom level,
for example, teachers may modify or
incorporate lessons to reflect the
cultural diversity of the students in a
particular class. In many cases,
“culture” is defined in the broadest
possible sense, encompassing race, ethnicity, nationality, language, religion, class, gender,
sexual orientation, and “exceptionality” a term applied to students with specialized needs or
disabilities.
Generally speaking, multicultural education is predicated on the principle of

educational equity for all students, regardless of culture, and it strives to remove barriers to
educational opportunities and success for students from different cultural backgrounds. In
practice, educators may modify or eliminate educational policies, programs, materials,
lessons, and instructional practices that are either discriminatory toward or insufficiently
inclusive of diverse cultural perspectives. Multicultural education also assumes that the ways
in which students learn and think are deeply influenced by their cultural identity and
heritage, and that to teach culturally diverse students effectively requires educational
approaches that value and recognize their cultural backgrounds.
LESSON 1: CULTURAL DIMENSIONS OF LEARNING TEACHING

AND EDUCATION
LEARNING TARGET/LEARNING OBJECTIVES:
At the end of this discussion the learners must have:
a. Applied the differences from different cultures/diversities
b. Identified/understand correctly what culturally responsive teaching is.
LESSON PROPER:
As our nation continues to change, teachers as well as the students interact

with others from quite different background from their own in the classroom. The manner in
which we respond to others who seem different can have a serious impact on success in
school, work, and harmonious relationships with others. It is important to remember that
different is not “deficient”. Cultural differences imply the transmission of ideas from
generation to generation by significant members of the older (parents, teachers, religious
leaders, etc.)
Increasingly, children from different cultures are interacting with each other, thus
presenting parents and educators with unique opportunities for further understanding across
cultures. Given these circumstances, is it any wonder that our classrooms have become the
focus of efforts to achieve such understanding? The old cliché that the school reaches all
children of all people is as true today as it ever was. Helping children of various cultures to
achieve as fully as possible, while simultaneously adapting to each other, demands innovate
strategies on the part of the parent, teachers, and administrations.
What is Culturally-Responsive Teaching?
Culturally responsive instruction covers areas related to:
1. Inclusive content in the curriculum that reflects the diversity of society. In effect,
students from diverse backgrounds see themselves and their experiences in the curriculum.
2. Students prior knowledge, including their culture and language.
3. The idea that culture is central to student learning, because there is strong
evidence that culture practices affect the thinking process.
Culturally responsive teaching encompasses elements such as:
1. Communication of high expectations
2. Active teaching methods that promote student engagement
3. Teacher as facilitator
4. Positive perspectives on parents and families of culturally and linguistically diverse

students.
5. Culturally sensitivity
6. Reshaping the curriculum so that it is culturally responsive to the background of

students.
7. Culturally mediated instruction that is characterized by the use of culturally

mediated cognition, culturally appropriate social situations for learning and
culturally valued knowledge in curriculum content.
8. Small group instruction and academically related discourse.
Culturally responsive teaching acknowledges cultural diversity in classrooms and

accommodates this diversity in instruction. It does this in three important ways.
1. By recognizing and accepting student diversity, it communicates that all students

are welcome and valued as human beings.
2. By building on students cultural backgrounds, culturally responsive teacing

communicates positive images about the students home cultures.
3. By being responsive to different student learning styles, culturally responsive

teaching builds on students strengths and uses these to help students learn.
Effective teachers accept and value their students as human beings. This is true for
all students, but it is particularly important for cultural and ethnic minorities who may feel
some form of alienation from school. This is amplified when teachers communicate that all
students can learn and are expected to do so.
If the teacher understands about the students cultures he/she may use them to
develop students personal pride of their own cultures. He/She could develop and create a
learning environment that meets the emotional needs of different cultural groups.

Teachers who recognize that students come from homes where behavioral and
interaction patterns differ from those expected in school are in a better position to adapt
their instruction than those who have a narrower view of acceptable classroom behavior.
TASK: 1 TRUE/FALSE
Identify the following statements whether True or False.
_____1. It is important to remember that different is not “efficient.”
_____2. Cultural differences imply the transmission of ideas from government to

barangay officials.
_____3. The idea that culture is central to student learning because there is strong
evidences that culture practices affect the thinking process.
_____4. One of the elements of culturally responsive teaching is rebuilding the

curriculum so that it is culturally and linguistically diverse students.
_____5. By recognizing and accepting student diversity it communicates that all

students are welcomed and valued as humans
_____6. Culture is central to teaching.
_____7.Efficient teachers accept and value their students are as human beings.
_____8. By building on students cultural backgrounds culturally responsive teaching

builds on students strengths and uses these to help students learn.
TASK 2: Conduct a survey in your community, ask/observe for the cultural

differences that exist and how the people collaborate/interact for the success of your
community.
LESSON 2: FACTORS THAT AFFECT TEACHING AND LEARNING PROCESS
1. Identified and understand the factors that affect the teaching and learning
process.
LESSON PROPER:
1. Intellectual factor
The term refers to the individual mental level. Success in school is generally closely
related to level of the intellect. Pupils with low intelligence often encounter serious difficulty
in mastering schoolwork. Sometimes pupils do not learn because of special intellectual
disabilities. A low score in one subject and his scores in other subjects indicate the possible
presence of a special deficiency. Psychology reveals to use that an individual possess
different kinds to intelligence. Knowledge of the nature of the pupil’s intellect is of
considerable value in the guidance and the diagnosis of disability.
2. Learning factor
Factors owing to lack of mastery of what has been taught, faulty methods of work or
study, and narrowness of experimental background may affect the learning process of any
pupil. If the school proceeds too rapidly and does not constantly check up on the extent to
which the pupil is mastering what is being taught, the pupil accumulates a number of
deficiencies that interfere with successful progress. Weakness in addition will contribute
directly to the deficiency in multiplica¬tion. Likewise, failure in history may be due to low
reading ability or weakness in English. Similarly, because of faulty instruction, the pupil may
have learned inefficient methods of study. Many other kinds of difficulty which are directly
related to learning factors may interfere with progress.
3. Physical factor
Under this group are included such factors as health, physical development, nutrition,
visual and physical defects, and glandular abnormality. It is generally recognized that ill
health retards physical and motor develop¬ment, and malnutrition interferes with learning
and physical growth. Children suffering from visual, auditory, and other physical defects are
seriously handicapped in developing skills such as reading and spelling. It has been
demonstrated that various glands of internal secretion, such as the thyroid and pituitary
glands, affect behavior. The health of the learner will likely affect his ability to learn and his
power to concentrate.
4. Mental factor
Attitude falls under mental factors attitudes are made up of organic and kinesthetic
elements. They are not to be confused with emotions that are character¬ized by internal
visceral disturbances. Attitudes are more or less of definite sort. They play a large part in the
mental organization and general behavior of the individual. Attitudes are also important in
the development of personality. Among these attitudes interest, cheerfulness, affection,
prejudice, -open mindedness, and loyalty. Attitudes exercise a stimulating effect upon the
rate of learning and teaching and upon the progress in school. The efficiency of the work
from day to day and the rapidity with which it is achieved are influenced by the attitude of
the learner. A favorable mental attitude facilitates learning. The factor of interest is very
closely related in nature to that of symbolic drive and reward.
5. Emotional and social factor
Personal factors, such as instincts and emotions, and social factors, such as
cooperation and rivalry, are directly related to a complex psychology of motivation. It is a
recognized fact that the various responses of the individual to various kinds of stimuli are
determined by a wide variety of tendencies. Some of these innate tendencies are
constructive and others are harmful. For some reason a pupil may have developed a dislike
for some subject because he may fail to see its value, or may lack foundation. This dislike
results in a bad emotional state. Some pupils are in a continuing state of unhappiness
because of their fear of being victims of the disapproval of their teachers and classmates.
This is an unwholesome attitude and affects the learning process to a considerable degree.
6. Teacher’s Personality
The teacher as an individual personality is an important element in the learning

environment or in the failures and success of the learner. The way in which his personality
interacts with the personalities of the pupils being taught helps to determine the kind of
behavior which emerges from the learning situation. The supreme value of a teacher is not
in the regular performance of routine duties, but in his power to lead and to inspire his pupils
through the influence of his moral personality. Strictly speaking, personality is made up of all
the factors that make the individual what he is, the complex pattern of characteristics that
distinguishes him from the others of his kind. In other words, an individual’s personality is a
composite of his physical appearance, his mental capacity, his emotional behavior, and his
attitudes towards others. Effective teaching and learning are the results of an integrated
personality of the teacher. Pupils or students love a happy, sympathetic, enthusiastic, and
cheerful teacher. Effective teaching and learning are the results of love for the pupils,
sympathy for their interests, tolerance, and a definite capacity for understanding. The
teacher must therefore recognize that in all his activities in the classroom he is directly
affecting the behavior of the growing and learning organism.

7. Environmental factor
Physical conditions needed for learning is under environmental factor. One of the
factors that affect the efficiency of learning is the condition in which learning takes place.
This includes the classrooms, textbooks, equipment, school supplies, and other instructional
materials.
In the school and at the home, the conditions for learning must be favorable
and adequate if teaching is to produce the desired results. It cannot be denied that the type
and quality of instructional materials and equipment play an important part in the
instructional efficiency of the school. It is difficult to do a good job of teaching in a poor type
of building and without adequate equipment and instructional materials. A school building or
a classroom has no merit when built without due regard to its educational objectives and
functions.
TASK 3: MULTIPLE CHOICE:
1. This factor refers to the individual mental level.
a. Intellectual factor
b. Learning factor
c. Mental factor
2. Under this group are included such factors as health physical development,
nutrition visual and physical defects and glandular abnormality.
a. Mental factor
b. Physical factor
c. Learning factor
3. What factor that attitudes are made up of organic and kinesthetic elements?
a. Mental factor
b. Physical factor
c. Learning factor
4. It is one of the factors that affect the efficiency of learning of the student it is also
where learning takes place.
a. Environmental factor
b. Emotional and social factor
c. Physical factor
5. This factor refers to instinct and emotions and social factors such as cooperation
and rivalry are directly related to a complex psychology of motivation.
a. Emotional and social factor
b. Mental factor
c. Learning factor
LESSON 3: FIVE WAYS TEACHERS CAN IMPACT SCHOOL CULTURE

At the end of this discussion, the learners must have:
a. Applied the 5 ways on how the teachers can impact school culture.
LESSON PROPER:
1. Observe other teachers' classrooms and invite them to observe yours.
I strongly believe that one of the best professional development strategies is

to learn from the teachers down the hall. When you initiate peer observations, you foster a
culture of collaboration within the building. It creates a more cohesive faculty and increases
the likelihood that the best instructional practices in the building get replicated.
2. Take responsibility for your students' academic achievement and share your data
with colleagues.
Data is used by the most successful schools to make instructional decisions

and drive school improvement efforts. It is not always comfortable to share your own
assessment results, but it is an essential component of healthy professional learning
communities. When you take the tough steps of sharing your data with colleagues, it
encourages others to follow suit. Your candor sends the message that weaknesses will be
confronted head on. Faculties that are honest with each other about student achievement
are in the best position to do something about it. Don't wait on the principal or instructional
coach to call a data meeting you start the conversation. It will make it more likely that your
colleagues will own their data as well.
3. Take risks
It is easy for faculties to become complacent, especially when the status quo
is adequate. Try something new in your classroom, and let your colleagues know how it
goes. If a new activity or strategy bombs, scrap it... or tweak it, but share your experiences
and move on. Your courage and your transparency will inspire other teachers to break out of
their own ruts. Innovation thrives in schools where teachers are free to fail.
4. Be patient with the knuckleheads and never lose sight of your purpose.
Most teachers have some challenging students at some point during the day.
It can be tempting for teachers to complain about them in the lounge, at the lunch table, in
the hallways, or even at faculty meetings. You teach the knuckleheads too, but you give
them the benefit of the doubt. You show empathy, you understand that the inappropriate
behaviors are a manifestation of dysfunctional circumstances outside of school that no kid
should have to deal with. Your attitude toward the toughest students will not go unnoticed
by other teachers. It is usually the case that the most difficult kids need the most TLC. Your
patience with these kids reminds other teachers what's really important making a difference
in the lives of kids.
5. Stay positive even in the face of adversity.
We all have tough days, and some circumstances seem to conspire to destroy
the morale of the faculty. Smile, remain optimistic, and figure out a way to remind your
colleagues "the glass is half full." Optimism is contagious. The positive energy you bring to
work each day will lift the spirits of those around you. Your commitment to maintaining a
positive outlook will generate positive energy in the building that can make the naysayers
irrelevant.
TASK 4: Discuss how the teachers can impact school culture.

LESSON 4: GROWTH OF STUDENTS SUBCULTURES
A growth of students subculture or youth subculture is a group of young

people defined by distinct styles, behaviors and interests. Youth subcultures offer
participants an identity outside of that prescribed by social institutions like family, work,
home and school. Youth subcultures that show a systematic hostility to the dominant culture
are sometimes described as countercultures. Youth music genres are associated with many
youth subcultures, and include punks, emos, ravers, Juggalos, metalheads and goths . The
study of subcultures often consists of the study of the symbolism attached to clothing, music
and other visible affections by members of the subculture. It also studies the ways these
same symbols are interpreted by members of the dominant culture.
a. Identified the functions of subculture.
b. Identified the distinctive subcultures among college students.
LESSON PROPER:
Subculture perform specific function such as:
1. Permitting specialized activity- because subcultures (particularly occupational

occupational subcultures) carry the knowledge necessary to perform specialized tasks, they
are essential to the division of labor which is essential in any society which is becoming
larger and more complex.
2. Identify in mass society- subcultures also provide a source of identity in mass

society, thus preventing feelings of isolation and anomie.
3. Cultural adaptation and change- another important functions of subculture is to

serve as a source of adaptation to society. Often a subculture is the mechanism through
which cultural diffusion occurs.
Subcultures can be based on a variety of factors, including religion, race ethnicity,

age and sexual orientation.
Demographic Characteristics Examples of Subcultures

Age Adolescent, Young, Adult, middle aged,
Eldely
Ethnic origin African, Hispanic, Asian, European
Sex Female, Male
Race Black, Caucasian, Oriental
Income Level Affluent, Middle income, Poor, Destitute
Each student is exposed to competing subcultures and must determine which seems
most in line with his or her feeling and interest. Here are the four distinctive subculture
among college students.
1. Collegiate subculture- focuses on having fun and socializing
2. Academic- identifies with intellectual concerns
3. Vocational- interested primarily in career prospects
4. Non-Comformist- hostile to college environment

TASK 5: Choose inside of the box the correct choice.
Vocational Collegiate Subculture
Non-conformist Academic
____________1. Interested primarily in career prospects.
____________2. Focuses on having fun and socializing.
____________3. Hostile to college environment.
____________4. Identifies with intellectual concerns.
Unit 7: PEACE EDUCATION TOWARDS A

TRANSFORMATIVE TEACHING AND
LEARNING PROCESS
INTRODUCTION
The learning process that utilized in peace education is holistic and it tries to address the
cognitive, affective and active dimensions of the learners. A usual procedure includes the
introduction of relevant new knowledge, posing, valuing questions and using discussions and
other participatory methods to cultivate concern and eliciting/challenging/encouraging
appropriate and social action. Peace education or an education that promotes a culture of
peace, is essentially transformative. It cultivates the knowledge behaviors that, in the first
place, have either created or exacerbated violent conflicts. It seeks this transformative by
building awareness and understanding, developing concern, and finally, challenging personal
and social that will enable people to create conditions and systems that actualize
nonviolence, justice, environmental care and other peace values.
LESSON 1: Peace Education
At the end of the lesson the learners must have:
Identify the importance of Peace Education
Define the values of Peace Education
Understand the meaning and the impact of Peace Education in the society.
CONCEPT: (Learning Content/Lesson Proper)
Peace education should be contextual relevant to the

participants/learners. Everyone in the peace education
process is teaching and learning (“edulearner” concept;
developing a horizontal rather than hierarchical
relationship) and it’s a lifelong learning process. It is also
the process of acquiring the values, the knowledge, and
developing the attitudes, skills, and behaviors to live in
harmony with oneself, with others, and with the natural
environment. Peace education promote knowledge, skills,
and attitudes that will help people ether to prevent
occurrence of conflict, resolve conflicts peacefully, or
create social conditions conducive to peace. Strategies for
achieving peace fall under three basic categories:
peacekeeping, peacemaking, and peace building.
Peacekeeping generally involves police or military action
and strives to achieve peace through strength and force. Peacemaking involves
communication skills like conflict resolution and mediation strategies for interacting non-
violently with others. Both of these categories are reactive approaches that kick in after a
violent incident has occurred. Peace building, on the other hand, is a more proactive
approach that uses peace education as a means of creating a more stable and peaceful
culture, thereby preventing violent incidents from occurring. Peace education is critical to
creating a culture that reduces the need for peacemaking and peacekeeping by developing a
comprehensive program that teaches people how to interact with others and avoid
unnecessary aggression. Let's look at the objectives typically found in peace education.
There are ten primary objectives of peace building, or peace education. These goals rely on
the assumption that while violent conflict is unavoidable, there is a process by which we can
address conflict and minimize violence. Peace education seeks to reduce violence and
promote peace building using the following objectives to inform the instruction. This
objective is met by studying the arts and humanities as they relate to peace.
TASK 6: Draw and Tell
Draw an image which shows the meaning and impact of Peace Education in your
society.
LESSON 2: Positive Peace and Negative Peace
Identify the differences of Negative Peace and Positive Peace
Enumerate the meaning of Negative Peace and Positive Peace.
Discuss the influence of Negative and Positive Peace in the society.
NEGATIVE PEACE
Negative peace refers to the absence

of violence. When, for example, a
ceasefire is enacted, a negative
peace will ensue. It is negative
because something undesirable
stopped happening (e.g. the violence
stopped, the oppression ended). Positive peace is filled with positive content such as
restoration of relationships, the creation of social systems that serve the needs of the whole
population and the constructive resolution of conflict. It tends to make curative approach
towards any form of conflict of violence and this type of peace may have been restored
without peaceful means. It uses force or coercion is common in this scenario. Peace does not
mean the total absence of any conflict. It means the absence of violence in all forms and the
unfolding of conflict in a constructive way. Peace therefore exists where people are
interacting non-violently and are managing their conflict positively – with respectful attention
to the legitimate needs and interest of all concerned.
POSITIVE PEACE
Positive Peace is the integration of human society.

It is the absence of structural violence, and
prevalence of justice, harmony and quality.
Positive Peace is defined as peace with justice for
all. Often times, “peace” is mistaken simply as
the absence of some negative force, such as
tension or violence. But Dr. King reminded us
that peace is not only the absence of tension, but
the presence of
justice. We live in a
society filled with
violence, and in an effort the curb the levels of violence we see,
we are often misled into believing that we can use violence and
injustice ourselves to attain a “peaceful” society. We often
times use unjust methods to create a false sense of “peace.”
Throwing every single young person in this country into a prison
cell may prevent a lot of violence, but it would not mean that
we would be creating peace since that “peace” (absence of
tension) was created by an act of injustice. Positive Peace is a
true, lasting, and sustainable peace built on justice for all people.
TASKS 7: A. IDENTIFICATION
1. It tends to make curative approach towards any form of conflict or violence.
2. It is the integration of human society.
3. It refers to justice for all, it does not only mean the absence of violence but it also
emphasizes on the presence of justice to everyone indiscriminately.
4. Positive Peace is the integration of .
5. Negative Peace uses .
B. Research on how Positive and Negative Peace affect the lives of the people in
the society.
LESSON 3: Themes of Peace Education and Peaceful Teaching-Learning Process

Identify the meaning of the Themes of Peace Education and the Peaceful Teaching-
Learning Process
Provide understanding about the importance of the Themes of Peace Education.
Identify the phases of Peaceful Teaching-Learning Process
Themes of Peace Education include nonviolence,

conflict resolution techniques, democracy, disarmament,
gender equality, human rights, environmental
responsibility, history, communication skills,
coexistence, and international understanding and
tolerance diversity. Since the psychologist Gordon
Allport formulated his well-known contact hypothesis in
1954, this theoretical framework became the most
applicable principle for programs whose main goal is to
change the relationships between groups in conflict.
According to Allport's theory, for the intergroup contact to be successful and accomplish
positive changes in attitudes and behavior, it must fulfill four basic conditions: the contact
groups must be of equal status, the contact must be personal and manifold, the groups must
depend on each other working for a superordinate goal, and there must be institutional
support for the equality norm. On the other hand Peaceful Teaching Learning Process has
three phases. It includes Cognitive Phase, Affective Phase, and Active Phase. Cognitive
phase refers to the understanding and awareness of the people. Affective Phase means
being concerned with someone or something while the Active Phase refers in taking practical
action, responding, and valuing.
TASK 8: Enumerate and discuss the Themes of Peace Education

and how they can be peacefully attained.

UNIT 8: GENDER AND
DEVELOPMENT
I. INTRODUCTION
Gender and Development is an inter disciplinary field of research and applied study that
implements feminist approach to understanding and addressing the desperate impact that
economic development and globalization have on people based upon their location, gender,
class, background ,and other socio-political identities. There are also theories related to
Gender and Development which are intended to explain how was one's gender changes
over a period of time. These theories include factors that cause a certain gender to evolve
aligned or not with an expectations of oneself into an assigned sex. Gender roles will also
be tackle as we go through of our lessons, that will surely shown the expected roles of men
and women in the society in which they are belong. In addition Gender law and policies will
be included in the next lesson, that will promote awareness about the reality in the context
in which we stepped in.
LESSON 1: THEORIES RELATED TO GENDER AND DEVELOPMENT
Learning Targets/ Learning Objectives:
After the discussions, learners must have:
1. Enumerated and be familiar of the theories related to GAD.
2. Identified the differences among theories.
3. Applied the concepts of theories into real life situation.

II. CONCEPTS ( Learning Content/ Lesson Proper)
Theories are sets of ideas or concepts that are intended to explain a certain phenomenon.
These are theories related to
Gender and Development:
1. PSYCHODYNAMIC
THEORY It is an approach to
psychology that emphasizes
systematic study of the
psychological forces that underlie
human behavior, feelings, and emotions
and how they might relate to early
experience.
2. SYMBOLIC INTERACTIONALISM
THEORY It is a sociological theory that
develops from practical considerations and
alludes to people's particular utilization of
dialect to make images and normal
implications , for deduction and
correspondence with others.
3. SOCIAL LEARNING THEORY

It combines cognitive learning
theory, which posits that learning
is based on psychological factors,
and behavioral learning theory, which assumes that learning is based on responses to
environmental stimuli.
4. COGNITIVE LEARNING THEORY It is a broad theory that explains thinking and differing
mental processes and how they are
influenced by internal and external
factors in order to produce learning in
individuals.
5. STANDPOINT THEORY It is
concerns with various levels of
people's perceptions. For instance
people have similarity in their opinion depending on their demography and it concerns
mostly of general issues.
TASK 9: Do research on at least 5 theories related to Gender and Development.
LESSON 2: GENDER ROLE
I. INTRODUCTION
Roles are common among us. It is nature to humankind to play roles as a basic
things in life. According to William Shakespeare, All the world is a stage and all the men and
women were merely players. To sum up the thought of the line, it simply tells us that every
individuals has a roles to be played all throughout their existence.
LEARNING TARGETS/ LEARNING OBJECTIVES:
After the discussion, learners must have:
1. Recalled the specific roles that are assigned into a certain sex.
2. Differentiated the roles of men from women, and vice versa.
3. Critiqued the roles of each sex.
GENDER ROLES
Gender roles in society means how we are expected to act, speak ,dress ,groom ,and
conduct ourselves based upon our assigned sex.
GENDER ROLE DEVELOPMENT COMPONENTS: *Concept or beliefs A feeling that

something is good, right ,or valuable. *Verbalized Gendered Preferences An advantage
that is given to certain gender and not to others. It might be written or being spoken that is
trying to convey the preferences of a certain person.
* Gender Identity or Self perception It is the way you understand Gender using
one of your senses.
ROLES OF WOMEN
A SISTER: As a sister, a woman gives love and warmth to her brothers and sisters. A
FRIEND: It is scientifically proven fact that a female's body is equipped with hormones that
make her more sensitive and emotional, than a man.
A WIFE: When a man brings home a bride ,he is always expecting that he has got a
partner for life who is going to make his life happy and joyful.
A DAUGHTER IN LAW: With the married life ,comes a new role, to be a daughter to a new
set of parents.
A PROFESSIONAL:
When education is
imperative and a
career for a woman is no
more a taboo, women are
pronouncing their
presence in the
professional world
with enhanced power and enthusiasm
A MOTHER IN LAW: Then comes a time when she weds off her prized possessions, her
children.
A MOTHER: When she become a mother, she takes a new birth in the form of her own
children.
A GRANDMOTHER:As she ages, up a new role of becoming a grandparent to the newest of

the family, her grandchildren.

ROLES OF MEN
PURSUER: Men are expected to be the instigator of pretty much all romance and the
like.
BREAD-WINNER: Once the male has found a mate he is expected to tend to her
DEFENDER:T his can either be the 'white knight' protecting the fair maidens honour
or the hardened soldier fighting for his children's future.
THE HONOURABLE SACRIFICE/MEAT SHIELD: In almost any emergency situation we

as a society will put women and children first. Men are societally expected to
be the honorable sacrifies.
WE EXPECT MEN TO DIE FOR WOMEN: We can tell it is an expectation when you
look at men who act in their own interest in the face of disaster.
LEADER : In times gone by we would naturally look to men as leaders. Naturally, the
provider or protector must also be the leader.
TASKS 10: Exposition Writing
* Among the roles being presented, choose 3 roles for each sexes, then write a brief
discussions for each role.
Task 11: Tell whether the sentence describes the role of men or role of
women. Kindly write RM if it is a role of men and RW if otherwise.
1. He/ she is obliged to serve his/ her partner.
2. He/ she is considered a bread- winner of a family.
3. He/ she is considered a better friend with compassion.
4. He/ she is deserving for a career , which exempted the taboo to be a professional.
5.He/ she is expected to die for his/ her loved one.
Task 12: Writing a position paper
-It is intended for learners to critique and criticize the importance of each roles
assigned to diverse sexes. Indeed, it is for them to utilize their critical thinking skill.
* Write a position paper that content your stand with the regards of the roles given
to a specific sex. You have to choose between roles of women and roles of men, and state
your position upon considering the roles of men as more significant than roles of women,
and vice versa.

LESSON 3: GENDER LAW AND POLICIES
I. INTRODUCTION
Equality between men and women is one of the fundamental principles of the EU,
and the principle of gender equality is been reinforced with legation ,both generic and
specific , obliging Member States to ensure equal treatment for men and women , and to
combat any form of discrimination on the grounds of gender .
LEARNING TARGETS/ LEARNING OBJECTIVES:
At the end of the lesson, learners must have:
1. Understand the difference between gender equality and gender equity.
2. Applied the concept of gender equality and gender equity into real life situation.
3. Created an output regarding the topic.
GENDER LAW AND POLICIES
European institutions have often been the first one to approve such laws about
gender and have proved model for Member states. In addition, while national laws may be
generally quite advanced with reference to right recognition and gender issues, their
application may meet practical and cultural obstacles.
Terms related to Gender Law and Policies:
*GENDER EQUALITY
It is a basic human right and fundamental principle of the Commonwealth. It is

also widely recognized to have broad and positive implications for commonwealth's goal for
eradicating poverty, promoting economic growth and sustainable, peaceful development.
It refers to the equal rights ,responsibilities and opportunities of women ,men ,girls,
boys.

*GENDER EQUITY
It means fairness of treatment for women and men, according to their respective
needs. This may include equal treatment that is different but which is considered equivalent
in terms of rights, benefits,
obligations and opportunities.
*GENDER MAINSTREAMING
It is a strategy for making the

concerns and strategies of women and
men an integral part of the design,
implementation, monitoring and
evaluation of policies and programmes
in all political, economic, and societal
spheres, so what women and men can
benefit equally, and equality is not perpetuated.
*WOMEN'S EMPOWERMENT
It refers to the process of women gaining power and control over their own lives.
TASK 13: Write an essay about the difference between gender equality
and gender equity.
Unit 9. EDUCATION IN THE

NEW MILIEU
Introduction
Today, we live in an age of lightning fast information transfer. One consequence of this is
the ever increasing demand on
education to help all learners acquire
higher level skills that allow them to
more readily analyze, make decisions,
and solve complex "real world"
problems. Technology has allowed
individuals to obtain, assemble,
analyze and communicate information
in more detail at a much faster pace
than ever before. Globalisation is the
process by which the world is becoming increasingly interconnected as a result of massively
increased trade and cultural exchange.
Lesson 1. Globalization and 21st Century Education
Learning Targets:

a) Understand the concept of globalisation and the 21st century education.
b) Determined how globalisation affects the 21st century education
c) Identified the differences between the education before and the 21st century
education.
Globalization is the process of international Integration arising from the interchange of world
views, products, ideas, and other aspects of culture. The average change to global job
market requires a shift in educational goals and objectives as well as the method of
pedagogy to ensure students have the largest advantage possible.
Technology is the medium that has allowed globalization to occur. It allowstask to be

completed collaboratively from anywhere in the world.
For Students For Teachers

A Shift From A Shift To A Shift From A Shift To
Passively waiting for Actively searching Always being viewed Participating at times
the teachers to give for needed as the content as one who may not
directions and information and expert and source know it all but des
information. learning for all the answers
experiences,
determining what is
needed and seeking
ways to attain it
Always being in the Participating at times Being viewed as the Being viewed as a
role of learner as the expert / primary source of support, collaborator
knowledge provider information who and coach for
continually directs it students as they
to students learn to gather and
evaluate information
for themselves
Always following Desiring to explore, Always asking the Actively coaching
given procedure discover, and create questions and students to develop
unique solutions to controlling the focus and pose their own
learning process of the student questions and
learning explore their own
alternative ways in
finding answers
Viewing the teacher Viewing the teacher Directing students Actively encouraging
as the one who has as a resource , through preset step- individuals to use
all the answers model, and helper, by-step exercises so their personal
who will encourage that all achieve knowledge and skills
exploration, and similar conclusions to create unique
attempts to find to solutions to the
find unique solutions problems

to problems
Task 14: Determine whether the statement is True or False.
1. Globalization allows technology to occur.
2. Friedman is exactly right in giving the impression that globalization started with the fall of
the Berlin Wall.
3. A shift from means outcomes-based and a shift to means content-based.
4. Globalisation is the process by which the world is becoming increasingly
intraconnected.
5. Science refers to the theory and physical expression and creativity found in human
societies and culture.
Task 15. Essay
How globalisation affects 21st century education?
Lesson 2. 21ST CENTURY CORE SUBJECT, SKILLS AND COMPETENCIES
Learning Targets:
a) Identified the 21st century core subjects and skills
b) Applied 21st century skills and competencies in real life situations
c) Created their own perception towards 21st century competencies as a future

educator.
Introduction
Globalization, changing demographics and technological advancement are some key driving
forces of the future. Our students will have to be prepared to face these challenges and
seize the opportunities brought about by these forces. To help our students thrive in a fast
changing world, MOE has identified competencies that have become increasingly important
in the 21st century. These competencies represented in the following framework, underpin
the holistic education that our schools provide to better prepare our students for the future.
It is and envisaged that schools and parents need to work hand in hand to help our students
develop these 21st century competencies.
Core subjects in 21st century themes essential for students:
English, Reading or language arts- comprehensive literary program meant to build strong
communication skills. English and language arts are two of the most basic and widely taught
subjects in United States schools. The American National Council of Teachers of English
External link separates English and language arts into five basic categories: reading, writing,
speaking, listening and viewing.
In elementary school, language arts classes focus on basic reading, writing and linguistic /
communication skills. Periods of silent sustained reading, cursive writing, syntax, thematic
writing and vocabulary are all major focal points of elementary lessons. Through these
exercises, children are expected to develop reading and writing skills at an early age.
In middle school, the English curriculum evolves and expands to include more complicated
reading comprehension, such as fiction, poetry and essays. In addition, grammar and
semantics become a focal point of lessons, and students begin to foster writing skills that
encompass poetry, expository writing and creative writing. Students in middle school are
expected to expand vocabularies and develop a mature grasp of the five categories of
language arts.
High school students take mandatory English classes in which they are expected to develop
analytical skills. Classes generally revolve around reading novels, essays and other forms of
literature, and require students to analyze, interpret and dissect written material in order to
compare, contrast and discuss elements, like theme, characters and plot. Proficient writing
skills are necessary at this point as these discussions of literature typically manifest in the
form of an essay or research paper. High school English is a comprehensive study,
combining the five skills of language arts in order to understand literature and its value.
English is also a crucial component of college preparation, getting students ready for the
extensive research and analytical skills they will be expected to utilize throughout their
college careers.
World languages- spoken internationally and learned by a huge number of people and as
second language. It may be surprising but it is very difficult question to answer. First of all,
there are languages in some parts of the world that have not yet been studied such as in
Papua New Guinea and the Amazon. Secondly, there are no clear-cut criteria for deciding
what constitutes a separate language and what constitutes a dialect of a language because
purely linguistic considerations can often compete with issues of statehood, culture, writing
systems, political and economic power. For example, Chinese varieties such as Mandarin,
Cantonese, Wu, and Hakka are as less mutually intelligible than are Spanish, French, Italian,
and Portuguese. Yet the former are considered to be dialects of Chinese, while the latter are
considered to be separate languages. Why is that? The answer is that the Chinese varieties
are primarily spoken within a single nation, while the latter are spoken in different countries.
Hindi and Urdu are almost identical, yet considered to be different languages because they
are associated with different countries (India and Pakistan), religious beliefs (Hindu and
Moslem), and different writing systems (Devanagari and Arabic). However, before Pakistan
became independent from India in 1947, Hindi and Urdu were considered a single language
called Hindustani. Serbo-Croatian was considered to be a single language with several
dialects: Orthodox Serbs used the Cyrillic alphabet, Catholic Croats used the Latin alphabet,
and Muslim Bosnians used both alphabets. After the breakup of Yugoslavia in 2001, these
three varieties are now officially listed as three separate languages.
Arts- refers to the theory and physical expression of creativity found in human societies and
culture. Arts is a broad academic field under which scholars study numerous types of human
interactions, using methods that are largely analytical, critical or exploratory. Arts courses
contain something explicit to explore in itself. As it serves several disciplines where human
beings and society focus on various types of studies. Arts courses are also referred to
Integrated Arts which states this stream as the study of these arts courses subjects. Art is a
common word for every individual in the world. Art is a diverse range of one’s activities. Arts
is a human expression influenced by the culture and driven by human impulses. It can be
characterised as visual arts, literary arts, performing arts, decorative art and tangible arts.
Arts courses are commonly referred to a popular course option selected by candidates after
Class 12th. Although there is a perception that only weak learners opt for arts courses after
12th , this is far from the truth. Contrary to this perception there are a lot of career
opportunities available for art graduates right after their graduation. This domain covers a
wide array of subjects and the key among which include: History, Languages, Literature,
Law, Philosophy, Religion, Performing Arts, Anthropology, Communication, Sociology,
Psychology.
Mathematics- study of topics such as quantity, structure, space and change. For more than
two thousand years, mathematics has been a part of the human search for understanding.

Mathematical discoveries have come both from the attempt to describe the natural world and
from the desire to arrive at a form of inescapable truth from careful reasoning. These remain
fruitful and important motivations for mathematical thinking, but in the last century
mathematics has been successfully applied to many other aspects of the human world:
voting trends in politics, the dating of ancient artifacts, the analysis of automobile traffic
patterns, and long-term strategies for the sustainable harvest of deciduous forests, to
mention a few. Today, mathematics as a mode of thought and expression is more valuable
than ever before. Learning to think in mathematical terms is an essential part of becoming a
liberally educated person.
Economics- science which studies human behavior as a relationship between ends and
scarce means which have alternative uses. Economics is about making choices. We make all
kinds of choices every day. How much should I spend on gas? What’s the best route to
work? Where should we go for dinner? Which job or career should I go for? What are the
pros and cons of finishing college versus taking a job or inventing the next, best Internet
startup? Which roommate should take care of washing the dishes? Can I get that dog as a
pet? Should I get married, have children, and if so, when? Which politician should I vote for
when they all claim they can improve the economy or make my life better? What is “the
economy,” anyway? What if my personal or religious principles conflict with what people tell
me is in my best economic interest?
Many people hear the word “economics” and think it is all about money. Economics is not
just about money. It is about weighing different choices or alternatives. Some of those
important choices involve money, but most do not. Most of your daily, monthly, or life
choices have nothing to do with money, yet they are still the subject of economics. For
example, your decisions about whether it should be you or your roommate who should be
the one to clean up or do the dishes, whether you should spend an hour a week
volunteering for a worthy charity or send them a little money via your cell phone, or whether
you should take a job so you can help support your siblings or parents or save for your
future are all economic decisions. In many cases, money is merely a helpful tool or just a
veil, standing in for a partial way to evaluate some of the goals you really care about and
how you make choices about those goals.
You might also think economics is all about “economizing” or being efficient–not making
foolish or wasteful choices about how you spend or budget your time and money. That is
certainly part of what economics is about. However, that’s just the tip of the iceberg. We all
know that we can save money or time by being more efficient in our planning. A trip to the
supermarket can be coordinated with a trip to take your child to school or to deposit a check
at the bank across the street to save on gas. But we sometimes don’t choose the most
efficient options. Why not? Economics is also about plumbing the depths of why we
sometimes do and sometimes don’t make what seem like the most economizing or
economical choices.
Is economics a science (like physics), or is it a social science, or even an art? What is the
difference, and what do we know about what we can’t or don’t know for now? Can economic
problems be solved by better government, more experts, bigger computers, more
engineering, better education, less government, more dispersed knowledge, more markets?
How can we make informed choices?
You’ve probably heard that economists disagree about a lot of things. Actually, what
economists disagree about is politics or public policy, not economics. Exploring the interface
between politics and economics is part of the fun.
Economics is the study of given ends and scarce means. Lionel Robbins, biography, from the
Concise Encyclopedia of Economics:
Robbins’ most famous book was An Essay on the Nature and Significance of Economic
Science, one of the best-written prose pieces in economics. That book contains three main
thoughts. First is Robbins’ famous all-encompassing definition of economics that is still used
to define the subject today: “Economics is the science which studies human behavior as a
relationship between given ends and scarce means which have alternative uses.”
Science- study of the nature and behavior of natural things and the knowledge that is obtain
about them. Study Science and you will be learning from lecturers whose expertise and
knowledge in their subjects is respected both locally and internationally. Our progressive and
innovative subject range allows our graduates to meet the needs of regional industries and
to contribute to the development of the national and international knowledge economy.
Geography- study of the physical features of the earth as its atmosphere. A qualification in
geography will definitely help your application for further study, but it’s not always a
requirement.
If you’re studying physical geography, a science qualification could support your application.
For human geography degrees, subjects like politics and sociology will help.
Many universities look for the right type of character, rather than the right academic
background. So, you should demonstrate an open mind, along with a passion for problem-
solving and analysis in your personal statement. And, of course, a strong interest in the
natural and man-made world.
History- a story or tale of what has happened or may have happened in the past. History is
the story of the people on our planet. It is the human story. The story of everything that
people have ever done since recognizable humans first evolved between 150,000 and
200,000 years ago. That's some story. Our story. Your story. It is the story of changing
human cultures, politics, lifestyles, beliefs and creativity.
Government and Civics- a system or group of people governing an organized community

often a state. Civics an action required by for a citizen to perform. Societies have long had
an interest in the ways in which their young are prepared for citizenship and in how they
learn to take part in civic life. Today that interest might better be described as a concern-in
fact as a growing concern, particularly in democratic societies. There is evidence aplenty that
no country, including our own United States, has achieved the level of understanding and
acceptance of the rights and responsibilities among the totality of its citizens that is required
for the maintenance and improvement of any constitutional democracy.
In the past decade we have witnessed dramatic demands for freedom on the part of peoples
from Asia to Africa and from Central and Eastern Europe to Latin America. And as we have
seen one totalitarian or authoritarian regime after another toppled and fledgling democratic
governments replace them, we may have become too optimistic about the future of
democracy. We also may have become too complacent, too sure of democracy's robustness
or of its long term viability. History, however, teaches us that few countries have sustained
democratic governments for prolonged periods, a lesson which we as Americans are
sometimes inclined to forget. Americans, of course, should take pride and confidence from
the fact that they live in the world's oldest constitutional democracy and that the
philosophical foundations underlying their political institutions serve as a model for aspiring
peoples around the world. The "shot heard 'round the world" two centuries ago at the
opening of the American Revolution continues to resound today, and it should remind
Americans that free institutions are among humanity's highest achievements and worthy of
their full energies and earnest devotion to preserve.

21st Century Skills
Critical Thinking- intellectually disciplined process of actively and skillfully, conceptually

applying, analyzing, synthesizing, and or evaluating information. Part of critical thinking is
the ability to carefully examine something, whether it is a problem, a set of data, or a text.
People with analytical skills can examine information, understand what it means, and
properly explain to others the implications of that information. Asking thoughtful questions,
data analysis, research, interpretation, judgment, questioning evidence, recognizing
patterns, skepticism.
Creativity- use of imagination original ideas, especially in the production of an artistic work.
Creativity is the act of turning new and imaginative ideas into reality. Creativity is
characterised by the ability to perceive the world in new ways, to find hidden patterns, to
make connections between seemingly unrelated phenomena, and to generate solutions.
Creativity involves two processes: thinking, then producing.
Collaboration- action of working with someone to produce or to create something.

Collaboration means working together with one or more people to complete a project or task
or develop ideas or processes. In the workplace, collaboration occurs when two or more
people work together towards a common goal that benefits the team or company. Workplace
collaboration requires interpersonal skills, communication skills, knowledge sharing and
strategy, and can occur in a traditional office or between members of a virtual team.
Working as a team not only drives greater productivity, but it also fosters healthy
relationships between employees. Often, when employees work together they’re more
effective and efficient than those who attempt to manage the same projects alone.
Successfully collaborating with your coworkers can also increase your motivation and level of
engagement at work. Additionally, sharing ideas and brainstorming is helpful for developing
unique solutions to complex challenges. There are many ways to collaborate effectively at
work, and the skills and techniques you rely on when you collaborate can lead to greater
efficiency and success.
Communication- act of transferring information from one place to another. Communication

skills are abilities you use when giving and receiving different kinds of information. Some
examples include communicating ideas, feelings or what’s happening around you.
Communication skills involve listening, speaking, observing and empathizing. It is also helpful
to understand the differences in how to communicate through face-to-face interactions,
phone conversations and digital communications, like email and social media.
Information Literacy- understanding of how information is produced and valued and the
use of information in creating new knowledge. Information literacy includes the ability to
identify, find, evaluate, and use information effectively. From effective search strategies to
evaluation techniques, students learn how to evaluate the quality, credibility, and validity of
websites, and give proper credit. Information Literacy has also been referred to as digital

literacy or media literacy. Regardless of the terminology, be it digital literacy or media
literacy, having information literacy skills are the fundamentals to thrive in a digital space.
Media Literacy- ability to access, analyze, evaluate, create and act using all forms of
communication. Used well, the media can entertain and inform our children in positive ways.
However, since most children aren’t taught to use media thoughtfully, many media messages
contribute to public health issues such as obesity, bullying and aggression, low self-esteem,
depression, negative body image, risky sexual behavior, and substance abuse, among other
problems.
Technology Literacy- ability to use, manage, understand and assess technology.

Technology literacy is increasingly becoming an explicit goal of schools throughout the
country. But few educators, parents, or policymakers have a clear idea of what that phrase
means. Real technology literacy begins at an early age, in an informal way, long before
students begin to use computers.
Flexibility- the willingness and ability to readily respond to changing circumstances and
expectations. Being flexible when it comes to work is worth a lot. Flexibility has become an
increasingly valuable skill in modern workplaces where unpredictability and change is often
constant. When you are flexible, you are able to deal with unexpected challenges quickly,
calmly and efficiently. But flexibility isn't just about reacting to situations as and when they
arise.
21st Century Competencies
Knowledge and skills must be underpinned by values. Values define a person’s character.
They shape the beliefs, attitudes and actions of a person, and therefore form the core of the
framework of 21st century competencies.
Social and emotional Competencies- skills necessary for children to recognize and manage
their emotions, develop care and concern for others, make responsible decisions establish
positive relationships, as well as handle challenging situations actively.
Civic literacy, Global awareness and cross cultural skills- knowledge and skills need to
participate in the community and foundation of communication that involves the ability of
standing back from ourselves and becoming aware of our cultural values, beliefs and
perceptions.
Critical and inventive thinking- involve students thinking boldly and deeply using skills,
behaviors and dispositions such as reason, logic, resourcefulness, imagination and all
learning areas at school and in their lives beyond school.

Communication, Collaboration and information skills- interpersonal skills that help people
work well with one another.
Task 15. Identification
1) A science that studies human behavior as a relationship between ends and scarce
means which have alternative uses.
2) Study of the nature and behavior of natural things and the knowledge that is
obtained
about them.
3) A system or group of people governing an organized community often a state and

an
action required by for a citizen to perform.
4) Intellectually disciplined process of actively and skilfully, conceptually, analyzing,
synthesizing and evaluating information.
5) An ability to access, analyze, evaluate, create and act using all forms of
Communication.

Unit 10: School Culture and
Leadership in Teaching and
Learning
Introduction
School culture refers to the way teachers and other

staff members work together and the set of beliefs,
values, and assumptions they share. A positive
school climate and school culture promotes
students' ability to learn. Leadership must focus on
teaching and learning, rather than just on other
administrative and management tasks. This form of
leadership is traditionally called instructional
leadership.
For leadership to be effective in improving student learning, it matters what practices

principals and other school leaders focus on, even within the instructional domain. For
example, it was traditionally thought that time spent by the principal in classrooms, or the
number of visits made by the principal to classrooms, is an effective instructional practice.
Although we are confident that the more leadership is distributed in schools, the larger is its
effect on student achievement, research is still in its infancy as to what form distributed
leadership should take. Leadership appears to have greater effects on teaching and learning
if it is not monopolized by the principal, but distributed across other senior- and middle-level
leaders in school, even teachers (Leithwood, 2006). In other words, leadership makes a
larger contribution to teaching and learning if it is seen as a process that can be grown,
shared and distributed.
The notion of teacher leadership is not new, but recently it has been transformed. In the
past, teacher leadership roles have been limited in scope and established at the prerogative
of school administrators. Teachers have long served as team leaders, department chairs,
association leaders and curriculum developers. In these roles teachers have often served as
"representatives" rather than "leaders" who enact change (Livingston, 1992). In addition,
leadership roles for teachers have traditionally lacked flexibility and required a lengthy,
ongoing commitment of time and energy. Often the decision to take on leadership tasks has
been accompanied by a decision to get out of teaching and into administration.
Advocacy for teacher professionalism and expanded leadership roles is based on the
understanding that teachers, because they have daily contacts with learners, are in the best
position to make critical decisions about curriculum and instruction.
Lesson1. School Culture and Organizational Leadership
Introduction
Good leaders have the power to change organizations, while better leaders have power to
change people. Human beings are at the heart of organizations. Simply, changing people can
create a positive culture in terms of the development and growth of the organization,
especially in schools. Leadership can take a wide range of forms, including authoritarian,
charismatic, transformational, traditional, ethical, cultural, situational, and visionary (O'Brien,
Draper & Murphy, 2008).
As leaders, school principals are aware of the teachers' need in their professional and private
lives. They show the teachers and students that they care about their employees and
students while interacting with them, they are aware of informal groups, and they visit
classrooms and establish close ties with the near and far stakeholders of the school in order
to create a positive school culture (Marzano, Waters & McNulty, 2005).
Learning Objectives
At the end of this lesson, the learners must have:
a.) identified appositive school culture and Organizational leadership;
b.) applied their acquired knowledge, values and skills in real-life situations to create a
positive school culture.
Concept: School Culture and Organizational Leadership
The formation of an organizational culture is a complex process that involves many variables,
such as socialization, rituals, language, authority, economy, technology, and influence. For
this reason, culture emerges as a product of the interaction of many dimensions. Some of
these dimensions may be more dominant than others. However, the formation of a common
culture first depends on the presence and association of a group of people interacting with
each other (Sisman, 2002). In educational organizations, where humans are in the center,
every school has a culture built in the process of its formation (Marzano, Waters, &McNulty,
2005).
Organizational culture holds its units together and shares values, norms, philosophers,
perspectives, expectations, attitudes, myths, and trends that give it distinctive identity
(Hoy&Miskel, 2010).
Cultural elements of organizations that reflect the upper culture of a society:
1. Dominant values
2. Ideas
3. Assumptions
For this reason, in terms of cultural characteristics, an organization can be seen as a sub
culture of society. At the same time, organizations reflecting the culture of the community
form their own culture to achieve organizational integration among their members. Since
each organization is formed by people with different characteristics, culture developed by
organizations has unique features that separate it from others (Demirtas, 2010).
The school is the living and learning area where meaning is created. Organizations,
especially schools, are product of the cultural paradigm of the society in which they exist.
Based on its special environment and different inputs and processes, every organization
produces a culture that separates itself from other organizations. During the production of
school culture, school administrators have some basic tasks, such as setting goals and
objectives for the school and education regarding the values desired to take place at the
school, guiding the members of the school community to implement these goals and
objectives, and creating and sustaining a school culture based on mutual trust.
Example of a positive school culture:
The main task of the principal in creating a positive atmosphere is to contribute to the
creation of a strong school culture. As a result, the school's formal and informal dimensions
integrate with each other.

Administrators, teachers and students take pride in the schools they belong to. This common
sentiment provides cohesion and convergence among administrators, teachers, students and
parents (Ozdemir, 2006). During the process of creating successful schools, effective school
administrators focus on common goals and learning objectives. In order to strengthen a
positive school culture, managers celebrate cooperation, and use a clear and shared
language to strengthen the commitment of staff and school through their statements and
discourse with others (Celikten, 2003).
According to this point of view, leadership in the school is not only a function of the principal
but also a tendency to reach a shared goal jointly with stake holders. School leadership and
school culture can also be defined as nested processes. Even though school culture is built
on the history and deep values of the school society, replacing and renovating the school
culture is contributed through the basic function of the leader. This aspect of the relationship
between school culture and leadership is associated with changing the culture in a positive or
negative way (Deal & Peterson, 2009).
Tasks 17: A. True or false
Direction. Write T if the statement is correct and F if it is wrong.
1. Administrators, teachers and students take pride in the school they belong to.
2. Replacing and renovating the school culture is contributed through the basic function
of the leader.
3. Classroom is the living and learning area where learning is created.
4. Schools are product of cultural paradigm of the society in which they exist.
5. During the production of school culture, school administrators have some basic tasks.
B. Multiple Choice
6. The formation of an organizational culture is a complex process which involves the

following except:
a. language
b. socialization
c. product
d. economy
7. Changing people can create a __________ culture in terms of the development and
growth of the organization.
a. positive
b. negative
c. mutual
d. specific
8. Which of the following take/s pride in the school they belong to?
a. Teachers
b. Administrators

c. Students
d. All of the above
9. Who reinforces the standards and values of the school through the statements and
discourse with others?
a. organizations
b. students
c. people in the community
d. school leaders
10. It can take a wide range of forms including authoritarian and charismatic.
a. Culture
b. Leadership
c. Rituals
d. Language
Lesson2. The Principles of Organizational Management
Introduction
Management is essential to any organization that wishes to be efficient and achieve its aims.
Without someone in position of authority there would be organizational anarchy with no
structure and very little, if any focus. It has been said that management has four basic
functions-planning, organizing, leading and controlling. Common sense dictates that without
these principles of management being in place, an organization would have troubles in
achieving its aims in the first place. A classic theory on the principles of management was
written by Henri Fayol. It seems to divide management into 14 principles.
Learning Objectives:
At the end of this lesson, the learners must have:
a.) identified the principles of organizational management; and
b.) performed the function of organizational management principles.
Concept
Fayol's 14 Principles of Management

1. Division of work
- In practice, employees are specialized in different areas and they have different skills.
Different levels of expertise can be distinguished within the knowledge areas (from generalist
to specialist). Personal and professional developments support this. According to Henri Fayol
specialization promotes efficiency of the workforce and increases productivity. In addition,
the specialization of the workforce increases their accuracy and speed. This management
principle of the 14 principles of management is applicable to both technical and managerial
activities.
2. Authority
- In order to get things done in an organization, management has the authority to give
orders to the employees. Of course with this authority comes responsibility. According to
Henri Fayol, the accompanying power or authority gives the management the right to give
orders to the subordinates. The responsibility can be traced back from performance and it is
therefore necessary to make agreements about this. In other words, authority and
responsibility go together and they are two sides of the same coin.
3. Discipline
- This third principle of the 14 principles of management is about obedience. It is often a

part of the core values of a mission and vision in the form of good conduct and respectful
interactions. This management principle is essential and is seen as the oil to make the
engine of an organization run smoothly.
4. Unity of Command
- The management principle ‘Unity of command’ means that an individual employee should
receive orders from one manager and that the employee is answerable to that manager. If
tasks and related responsibilities are given to the employee by more than one manager, this
may lead to confusion which may lead to possible conflicts for employees. By using this
principle, the responsibility for mistakes can be established more easily.
5. Unity of Direction
- This management principle of the 14 principles of management is all about focus and unity.
All employees deliver the same activities that can be linked to the same objectives. All
activities must be carried out by one group that forms a team. These activities must be
described in a plan of action. The manager is ultimately responsible for this plan and he
monitors the progress of the defined and planned activities. Focus areas are the efforts
made by the employees and coordination.
6. Subordination individual interests to collective interests
- There are always all kinds of interests in an organization. In order to have an organization
function well, Henri Fayol indicated that personal interests are subordinate to the interests of
the organization (ethics). The primary focus is on the organizational objectives and not on
those of the individual. This applies to all levels of the entire organization, including the
managers.
7. Remuneration
- Motivation and productivity are close to one another as far as the smooth running of an
organization is concerned. This management principle of the 14 principles of management
argues that the remuneration should be sufficient to keep employees motivated and
productive. There are two types of remuneration namely non-monetary (a compliment, more
responsibilities, credits) and monetary (compensation, bonus or other financial
compensation). Ultimately, it is about rewarding the efforts that have been made.
8. Centralization

- Management and authority for decision-making process must be properly balanced in an
organization. This depends on the volume and size of an organization including its hierarchy.
- Centralization implies the concentration of decision making authority at the top

management (executive board). Sharing of authorities for the decision-making process with
lower levels (middle and lower management), is referred to as decentralization by Henri
Fayol. Henri Fayol indicated that an organization should strive for a good balance in this.
9. Scalar Chain
- Hierarchy presents itself in any given organization. This varies from senior management
(executive board) to the lowest levels in the organization. Henri Fayol ’s “hierarchy”
management principle states that there should be a clear line in the area of authority (from
top to bottom and all managers at all levels). This can be seen as a type of management
structure. Each employee can contact a manager or a superior in an emergency situation
without challenging the hierarchy. Especially, when it concerns reports about calamities to
the immediate managers/superiors.
10. Order
- According to this principle of the 14 principles of management, employees in an

organization must have the right resources at their disposal so that they can function
properly in an organization. In addition to social order (responsibility of the managers) the
work environment must be safe, clean and tidy.
11. Equity
- The management principle of equity often occurs in the core values of an organization.
According to Henri Fayol, employees must be treated kindly and equally. Employees must be
in the right place in the organization to do things right. Managers should supervise and
monitor this process and they should treat employees fairly and impartially.
12. Stability of Tenure of Personnel
- This management principle of the 14 principles of management represents deployment and

managing of personnel and this should be in balance with the service that is provided from
the organization. Management strives to minimize employee turnover and to have the right
staff in the right place. Focus areas such as frequent change of position and sufficient
development must be managed well.
13. Initiative
- Henri Fayol argued that with this management principle employees should be allowed to
express new ideas. This encourages interest and involvement and creates added value for
the company. Employee initiatives are a source of strength for the organization according to
Henri Fayol. This encourages the employees to be involved and interested.
14. Esprit de Corps (Morale)
- The management principle ‘esprit de corps’ of the 14 principles of management stands for
striving for the involvement and unity of the employees. Managers are responsible for the
development of morale in the workplace; individually and in the area of communication.
Esprit de corps contributes to the development of the culture and creates an atmosphere of
mutual trust and understanding.
In conclusion on the 14 Principles of management
The 14 principles of management can be used to manage organizations and are useful tools
for forecasting, planning, process management, organization management, decision-making,
coordination and control.

Although they are obvious, many of these matters are still used based on common sense in
current management practices in organizations. It remains a practical list with focus areas
that are based on Henri Fayol ’s research which still applies today due to a number of logical
principles.
Task 17: Identification
Direction. Identify all the principles of organizational management.
1. This principle relates to the fact that discipline is needed within an organization for it to
run effectively.
2. There should be a clear chain of command in place within an organization.
3. In order to motivate and be fair to employees, they should be paid a reasonable rate for
the work they carry out.
4. This principle looks at the concept of managerial authority.
5. Decision-making process must be properly balanced.
6. This principle relates to whether decisions should be made centrally as in from the top
down or in more democratic way from the bottom up.
7. This relates to the principle of a clear chain of communication existing between employees
and superiors.
8. This relates to the proper use of resources and their effective deployment in a structured
fashion.
9. Managers should behave ethically towards those they manage.
10. Keeping a high level of morale and team spirit is an essential part of having the most
productive organization possible.
REFERENCES:
General Multicultural/Progressive Education Books
Adams, J.Q., J.F. Niss, and C. Suarez, eds. Multicultural Education: Strategies for
Implementation in Colleges and Universities. Vol. 1. Macomb, IL: Western Illinois
University, 1991.
Banks, J.A. An Introduction to Multicultural Education. Boston: Allyn and Bacon, 1994.
Banks, James A. (ed.). Multicultural Education, Transformative Knowledge, and Action:

Historical and Contemporary Perspectives. NY: Teachers College Press, 1996.
Banks, J. A. Multiethnic education: Theory and practice, 2nd edition. Boston: Allyn and
Bacon, Inc., 1988.
Banks, C. A. M., & Banks, J. A. Multicultural education: Issues and perspectives. Boston:
Allyn and Bacon, Inc., 1989.
Baruth, L. G., & Manning, M. L. Multicultural education of children and adolescents.

Needham Heights, MA: Allyn and Bacon, 1992.
Bennett, C. I. Comprehensive multicultural education: Theory and practice (2nd ed.).

Needham Heights, MA: Allyn and Bacon, 1990.
Davidman, Leonard and Davidman, Patricia T. (eds.). Teaching with a Multicultural

Perspective (2nd ed.). NY: Longman, 1997.

Delpit, Lisa. Other People's Children: Cultural Conflict in the Classroom. NY: The New Press,
1995.
Hernandez, H. Multicultural education: A teacher's guide to content and process. Columbus,

OH: Merrill Publishing Company, 1989.
Gollnick, D.M.I., and P.C. Chinn. Multicultural Education in a Pluralistic Society. 3rd ed.
Columbus, Ohio: Merrill, 1990.
ALLPORT, GORDON. 1979. The Nature of Prejudice, unabridged 25th edition. Reading, MA:
Perseus Books.
ASPESLAGH, ROBERT. 1996. "Educating for a Peace Culture." In Three Decades of Peace
Education around the World: An Anthology, ed. Robin J. Burns and Robert Aspeslagh.
New York: Garland.
BURNS, ROBIN J., and ASPESLAGH, ROBERT, eds. 1996. Three Decades of Peace Education
around the World: An Anthology. New York: Garland.
DEUTSCH, MORTON. 1998. "Constructive Conflict Resolution: Principles, Training, and

Research." In The Handbook of Interethnic Coexistence, ed. Eugene Weiner. New
York: Continuum.
DUGAN, MÁIRE A., and CAREY, DENNIS. 1996. "To-ward a Definition of Peace Studies." In
Three Decades of Peace Education around the World: An Anthology, ed. Robin J.
Burns and Robert Aspeslagh. New York: Garland.
FOLGER, JOSEPH P., and BARUCH BUSH, ROBERT A. 1994. "Ideology, Orientation to
Conflict, and Mediation Discourse." In New Directions in Mediation: Communication
Research and Perspectives, ed. Joseph P. Folger and Tricia S. Jones. Thousand Oaks,
CA: Sage.
SALOMON, GAVRIEL, and NEVO, BARUCH. 2002. Peace Education: The Concept, Principles,
and Practices around the World. New York: Erlbaum.
SHONHOLTZ, RAYMOND. 1998. "Conflict Resolution Moves East: How the Emerging
Democracies of Central and Eastern Europe Are Facing Interethnic Conflict." In The
Handbook of Interethnic Coexistence, ed. Eugene Weiner. New York:Continuum.
SIDANIUS, JIM, and PRATTO, FELICIA. 1999. Social Dominance: An Intergroup Theory of
Social Hierarchy and Oppression. Cambridge, Eng.: Cambridge University Press.
SLAVIN, ROBERT E. 1990. Cooperative Learning: Theory, Research, and Practice. Needham,
MA: Allyn and Bacon.
STAUB, ERVIN. 1989. The Roots of Evil: The Origins of Genocide and Other Group Violence.
Cam-bridge, Eng.: Cambridge University Press.
STEPHAN, WALTER G., and WHITE STEPHAN, COOKIE. 1984. "The Role of Ignorance in
Intergroup Relations." In Groups in Contact: The Psychology of Desegregation, ed.
Norman Miller and Marilyn B. Brewer. Orlando, FL: Academic Press.
TAJFEL, HENRI, and TURNER, JOHN C. 1986. "The Social Identity Theory of Intergroup
Behavior." In Psychology of Intergroup Relations, ed. Stephen Worchel and William
G. Austin. Chicago: Nelson-Hall.
https://www.slideshare.net/MarkArjayTierra1/education-in-the-new-milieu-111667002
https://www.google.com.ph/search?ei=bIZSXfrpGsrbhwPc17LYCA&q=education+in+the+ne
w+milieu&oq=education+in+the+new+milieu&gs_l=psy-
ab.3..0l4j0i22i30l6.354629.361417..361886...0.0..1.845.7710.0j7j14j0j2j1j2......0....1..gws-
wiz.......0i71j0i131j0i67.ZHJrgyRUbNE&ved=0ahUKEwj6z5Ddx__jAhXK7WEKHdyrDIsQ4dUDC
Ao&uact=5
https://www.google.com.ph/search?ei=14dSXb69KI7ZhwP00pHYBw&q=globalisation&oq=gl
obalisation&gs_l=psy-
ab.3..0i131j0l9.20023.23668..24639...0.0..0.321.2868.0j7j3j3......0....1..gws-
wiz.......0i71j0i67j0i131i67.kWLZ98QknAU&ved=0ahUKEwj-
hKqKyf_jAhWO7GEKHXRpBHsQ4dUDCAo&uact=5
https://teach.com/careers/become-a-teacher/what-can-i-teach/ela/
https://www.mustgo.com/worldlanguages/world-languages/
https://www.quora.com/What-subject-is-there-in-Art
Kenyon College Math Department Web Page
https://www.ucas.com/undergraduate/subject-guide-list/geography
https://owlcation.com/humanities/What-is-History-Introducing-History-For-Kids
https://www.civiced.org/promote-rationale/position-paper-with-policy-recommendations
https://www.thebalancecareers.com/critical-thinking-definition-with-examples-2063745
https://www.creativityatwork.com/2014/02/17/what-is-creativity/
https://www.indeed.com/career-advice/career-development/collaboration-skills
https://medialiteracynow.org/what-is-media-literacy
drupal6.allianceforchildhood.org/technology_literacy
https://www.mindtools.com/pages/article/flexibility-at-work.htm
https://en.wikipedia.org/wiki/School
https://www.yourarticlelibrary.com/society/13-most-important-characteristics-or-elements-
of-community/6231
https://www.uopeople.edu/blog/the-importance-of-
teachers/#:~:text=Teachers%20truly%20are%20the%20backbone,further%20develop%20
socially%20and%20economically.
https://www.thoughtco.com/what-is-the-role-of-a-teacher-
2081511#:~:text=The%20primary%20role%20of%20a,and%20collaborate%20with%20oth
er%20staff

Revised MODULE IN ED 202 Unit 6 10

Uploaded by

Copyright:

Available Formats

Revised MODULE IN ED 202 Unit 6 10

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Revised MODULE IN ED 202 Unit 6 10

Uploaded by

Copyright:

Available Formats

MODULE IN ED 202

The Teacher and the

Nancy A. Arellano, Ed. D.

Faculty- English and Professional Education Department

The Teacher and the Community, School Culture and Leadership 1

KEEP GOING…BE PATIENT, BE RESPONSIBLE, ENJOY LEARNING DESPITE THE

PANDEMIC, STAY SAFE EVERYONE! GOD BLESS US ALL!

LEARNING is a LIFELONG PROCESS!

Ma’am Nancy, Sir Nilo and Ma’am Emma

The Teacher and the Community, School Culture and Leadership 2

THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND LEADERSHIP

Revised/Enhanced: June, 2022

Vision: A research university advancing quality education towards societal

Mission: WVSU commits to develop lifelong learners empowered to generate

Core Values: Excellence, Creativity and Innovation and Service

Branding: At WVSU, Excellence is a way of life.

II. THE CAMPUS

 Innovative, responsible and committed individuals

III. PROGRAM/ DEGREE: Bachelor of Secondary Education (BSED)

IV. Program/Degree Outcomes: Based on CMO No. 74, 75 Series 2017

The graduates have the ability to:

The Teacher and the Community, School Culture and Leadership 3

a. Articulated the rootedness of education in philosophical, socio-cultural,

Specific to Bachelor of Secondary Education Major in English

a. Possessed broad knowledge of language and literature for effective learning

Specific to Bachelor of Elementary Education Program

a. Demonstrated in-depth understanding of the diversity of learners in various

VII. COURSE DESCRIPTION: CMO 74, 75 Series of 2017

The Teacher and the Community, School Culture and Leadership 4

IX. COURSE OUTCOMES:

At the end of the course, the students must have:

Unit O: The University, Campus and the School

Unit 1: SCHOOL, COMMUNITY and Its Diversity

Value Focus: Appreciation, Sense of Belongingness, Developing Sense of Purpose

Unit II: THE FIVE PILLARS OF EDUCATION

Love, Compassion, Self-Worth

Unit III: SOCIOLOGICAL THEORIES AND PHILOSOPHIES

Problem-Solver, Critical Thinker

Unit IV: SOCIAL INSTITUTIONS

Sharing, Workmanship & Cooperation

Unit V: THE CONCEPTS OF CULTURE

Respect for Individuality, Acceptance and Toleration of Differences

Unit VI: MULTICULTURALISM AND MULTICULTURAL EDUCATION

Respect for Individuality, Acceptance and Toleration of Differences

1. Cultural Dimensions of Learning Teaching and Education

Unit VII: PEACE EDUCATION: TOWARDS A TRANSFORMATIVE TEACHING AND

Unit VIII: GENDER AND DEVELOPMENT

Sensibleness, Respect and Toleration of Differences

Unit IX: EDUCATION IN THE NEW MILIEU

Sense of Globalism, Global Competitiveness

Unit X: SCHOOL CULTURE AND LEADERSHIP IN TEACHING AND LEARNING

Sense of Leadership, Sense of Community, Professionalism

1. School Culture and Organizational leadership

FOR FURTHER READINGS

CONTINUING PROFESSIONAL DEVELOPMENT: LIFEBLOOD OF TEACHER

Criteria for Grading:

Written Outputs/Quizzes 40%

The Teacher and the Community, School Culture and Leadership 7

Multicultural education refers to