reflection #4

Reflection #4

Teachers as Curriculum Designers

“Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company; gobble up their food and tyrannize their teachers.” 

― Socrates

           Being a teacher is considered to be a curriculum designer. In every lesson plan he/she makes, it is making one to be a designer for it has been defined that a simple demonstration of a curriculum is a simple yet precise lesson plan. As teachers are designers, he/she has to devise the lesson plan according to the needs of the children he/she is to teach to.

              

              To Socrates, youth of today's generation have terrible, dreadful, horrific manners, dislike for authority, disregards elders; they replaced physical fitness into the habit of gossiping; they don't even know how to bless or greet elders nowadays; they argue with parents and even bully, oppress, dictate, dominate their teachers. Therefore, this generation has a need to a great extent.

             Since teachers in fundamental years are very essential, they then become models to these youth. Due to the fact that teachers became a part in their basic years, they have to carefully design a lesson that caters the needs of these youth. Since teachers are also well thought-out to have somehow mold someone's mind, they need to be sensitive also.

             Before one can become an educator, teacher, instructor, mentor, one has to have some principles to  act out as they hands on with children or learners. One is being shaped, attributed to the attitude of these principles, whether philosophical or psychological. I believe these principles help us to invent, create, formulate, work out some ideas that will gratify our students needs.

             

Proverbs 22:6

Easy-to-Read Version (ERV)

⁶ Teach children in a way that fits their needs, and even when they are old, they will not leave the right path.

reflection #3

REFLECTION #3

PSYCHOLOGICAL FOUNDATIONS OF EDUCATION 

            For the duration of our discussion with Ma’am Olga, I can see that she really had mastered her lesson for us. 

It seems like she has put the lesson by heart. 

As we were discussing about the different Psychological foundations of Education, it was somehow clear for me to understand her message.

            I understood that Psychology is a branch of Philosophy before and not the opposite. As time passed by, Psychology became a new science, a new field to study further. We first talked about the Behaviorism Psychology. For Behaviorists, the curriculum is in a step-by-step manner. 

First, Inputs are to be organized so that learners can experience achievement in the development of mastering the subject matter. Second is the Teaching-Learning process, the teacher to learner relationship. Third, the output which can be seen in the results and it doesn’t end there, we have to have an outcome in wherein we can find out what kind of citizens are we shaping. This is the fourth. 

The Behaviorist also adheres to the Stimulus-Response method in gaining the attention of the learner. This means one should stimulate through motivation or rewards to enable the positive response of each learner.

Then, we also discussed about the Cognitive Psychology which Jean Piaget’s Stages of Development makes the big impact for me. Throughout discussing about the Piagetian Theory, the moment with the instructor became more interesting not hiding the fact that as learners, we relate so much about the topic which we reviewed the Stages of Development from Sensory-motor stage (babyhood) to the Formal-Operational Stage which is the adulthood. 

It was again a fun learning experience because we have been able to see the difference of each of the stages perceptive that in our stage, we are now able to have an abstract thinking.

 

 

reflection #2