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LARMEN DE GUIA MEMORIAL COLLEGE
U.N. Avenue Alang-alang, Mandaue City
S.Y. 2015-2016

TERM PAPER
IN
EDUC. 3
(Teaching Profession)
First Semester

Submitted by:
Cristy O. Manatad
BEED-IV Gen.Ed.

Submitted to: Dr. Maria Dolores Banogon

CHAPTER ONE: You, The Teacher, as a Person in Society

Lesson 5 Teaching as Your Vocation, Mission and Profession
“ One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings...” - Carl Jung

Etymology of the word “vocation” Vocation comes from the Latin word “vocare” which means to call. Based on the etymology of the word, vocation therefore, means a call. If there is a call, there must be a caller and someone who is called. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. In the New Testament, we know of Mary who was also called by God to become the mother of the Savior, Jesus Christ.

Teaching as Your Vocation Perhaps you never dream to become a teacher! But here you are now preparing to become one! How did it happen? From the eyes of those who believe, it was God who called you here for you to teach, just as God called Abraham, Moses, and Mary, of the Bible. The fact that you are now in the College of Teacher Education signifies that you positively responded to the call to teach. Right?

Etymology of the word “mission” Teaching is also a mission. The word mission comes from the Latin word “misio” which means to send. You are called to be a teacher and you are sent into the world to accomplish a mission, to teach.

Teaching as Your Mission Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task then naturally you’ve got to prepare yourself for it. Your four years of pre-service preparation will equip you with the knowledge, skills and attitude to become an effective teacher. You have embarked a mission that calls for a continuing professional education. As the saying goes “once a teacher, forever a student.” Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your own unique way.

What exactly the mission to teach? Is it merely to teach the child the fundamental skills or basic r’s of reading, ‘riting, ‘rithmetic and right conduct? In the words of Alfred North Whitehead, is it to help the child become “the man of culture and of expertise.”? Or is it “to provide opportunities for the child’s growth and to remove hampering influences.” as Bertrand Russell put it.?

A letter given by a private school principal to her teachers on the first day of a new school year may make crystal clear for you your humanizing mission in teaching.

Dear Teacher:

I am a survivor of a concentration camp.

My eyes saw what no man should witness:

- Gas chambers built by learned engineers. - Children poisoned by educated physicians. - Infants killed by trained nurses. - Woman and babies shot and burned by high school and college graduates.

So I am suspicious of education. My request is: Help your students become human. Your efforts must never produce learned monsters, Skilled psychopaths, and Eichmann’s.

Reading, writing, arithmetic are important only if They serve to make our children more human.

“Mission accomplished!” This is what a soldier tells his superior after he has accomplished his assigned mission. Some teachers regard teaching as just a job. Others see it as their mission.. What’s the difference? Read Teaching: Mission and/or Job?

Teaching: Mission and/or Job?

If you are doing it only because you are paid for it, it’s a job; If you are doing it not only for the pay but also for service, it’s a mission.

If you quit because your boss or colleague criticized you, it’s a job. If you keep on teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities, it’s a job. If you are committed to teaching even if it means letting go of other activities, it’s a mission. If you quit because no one praises or thanks you for what yo do, it’s a job. If you remain teaching even though nobody recognizes your efforts, it’s a mission. It’s hard to get excited about a teaching job. It’s almost impossible not to get excited about a mission.

If our concern is success, it’s a job. If our concern is success plus faithfulness, it’s a mission.

An average school is filled by teachers doing their teaching job. A great school is filled with teachers involved in a mission of teaching.

*Adapted from Ministry or Job by Anna Sandberg

The Elements of a Profession Teaching like engineering, nursing, accounting and the like is a profession. A teacher like an engineer, a nurse and accountant is a professional. What are the distinguishing marks of a professional teacher? Former Chairperson of the Professional Regulation Commission, Hon. Hermogenes P. Pobre in his pithy address in a national convention of educators remarked: “The term professional is one of the most exalted in the English language, denoting as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values.”

Teaching as Your Profession Why does a profession require “long and arduous years of preparation’ and “a striving for excellence”? Because the end goal of a profession is service and as we have heard many times “we cannot give what we do not have.” Our service to the public as a professional turns out to be dedicated and committed only when our moral, ethical and religious values serves us our bedrock foundation. If you take teaching as your profession, this means that you must be willing to go through a long period of preparation and a continuing professional development. You must strive for excellence, commit yourself to moral, ethical and religious values and dedicate yourself to public service.

The “pwede na” mentality vs. Excellence

The “striving for excellence” as another element of a profession brings us to our “pwede na” mentality, which is inimical to excellence. This mentality is expressed in other ways like “talagang ganyan ‘yan” “wala na tayong magawa”, - all indicators of defeatism and resignation to mediocrity.

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian Teacher to win the Intel Excellence in Teaching Award in an international competition.

Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches and pains. But touching the hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These are the moments I teach for. These are the moments I live for.

LARMEN DE GUIA MEMORIAL COLLEGE
U.N. Avenue Alang-alang, Mandaue City
S.Y. 2015-2016

TERM PAPER
IN
EDUC. 4
(Social Dimension in Education)
First Semester

Submitted by:
Cristy O. Manatad
BEED-IV Gen.Ed.

Submitted to: Dr. Maria Dolores Banogon

COMPONENTS OF CULTURE

Even though considerable variation exists, all cultures share four common components: 1.) communication, 2.) cognitive, 3.) material, and 4.) behavioral. (Rollings, 2005)

Communication Component

1. Language. Perhaps more than anything else, language defines what it means to be human. It forms the core of all culture. When people share a language, they share a condensed, very flexible set of symbols and meanings. That makes communication possible, at least communication beyond grunts and hand signals, and provides the basis for symbolic interaction, along with non-verbal communication and symbols.

Symbols. Along with language and non-verbal signals, symbols form the backbone of symbolic interaction. They condense very complex ideas and values into simple material forms so that the very presence of the symbol evokes the signified ideas and values. A symbol is anything that carries a particular meaning recognized by people who share culture. Symbols serves as the basis for everyday reality. Symbols vary within cultures, cross-culturally, and change over time.

B. Cognitive Component

1. Ideas/Knowledge/Beliefs. Ideas are mental representations used to organize stimulus; they are the basic units out of which knowledge is constructed and a world emerges. When linked together and organized into larger sets, systems, etc. Ideas become knowledge. Knowledge is the storehouse where accumulate representations, information, facts, assumptions, etc. Once stored, from one generation to the next. Beliefs accept a proposition, statement, description of fact, etc. As true. Acceptance uses criteria found in knowledge systems provided by external authorities.

2. Values. Values are defined as culturally defined standards of desirability, goodness and beauty, which serve as broad guidelines for social living. They support beliefs, or specific statements that people hold to be true. The values people hold vary to some degree by age, sex, race, ethnicity, religion, and social class.

3. Accounts. People who share a culture share a common language for talking about their inner selves. Accounts are how people use that common language to explain, justify, rationalize, excuse, or legitimize our behavior to themselves and others.

B. Behavioral Component (how we act)

1. Norms. Norms are rules and expectations by which a society guides the behavior of its members. Norms can change over time, as illustrated by norms regarding sexual behavior. Norms vary in terms of their degree of importance. Norms are reinforced through sanctions, which take the form of either rewards or punishments.

The following are types of Norms:

MORES - They are customary patterns or folkways which have taken on a moralistic value. This includes respect for authority, marriage and sex behavior patterns, religious rituals, and other basic codes of human behavior.

LAWS - Laws constitute the most formal and important norms. Laws are the mores deemed so vital to dominant interests that they become translated into legal formalizations that even nonmembers of society are required to obey.

FOLKWAYS - These are behavior patterns of society which are organized and repetitive. The key feature of all folkways is that there is no strong feeling of right or wrong attached tot hem. They are simply the way the people usually do things. Folkways are commonly known as customs. It involves the way we eat, how we dress, and other patterns that we follow because they have been impressed upon us from the time we were born.

RITUALS - These are highly scripted ceremonies or strips of interaction that follow a specific sequence of actions. They occur at predetermined times or triggered by specific cues. The following are examples of rituals:
* Ceremonies: graduation, baptism, funerals, weddings, birthdays
* Holidays: Thanksgiving, Christmas
* Everyday Public Rituals: handshake, greeting, kissing, answering the telephone, birthday and cards
* Bonding rituals: exchanging business cards, holding ands, parties, gift giving
* Signal Rituals: choosing the menu in the restaurant when you want to order, eye contact, holding the door.

D. Material Component

Humans make objects, sometimes for practical reasons and sometimes for artistic ones. The form and function of these objects is an expression of culture and culturally-defined behavior often depends on the presence of specific objects. We call such objects material culture. Artifacts, or material objects that society creates, express the values of a culture. The nature of material culture produced by a given society is a function of the society’s level of technology, the available resources, and the need of its people.

THE ORGANIZATION OF CULTURE

While the culture of a group is an integrated network of folkways, mores, systems of beliefs, and institutional patterns, it can be broken into simple units oe elements called cultural traits. A cultural traits, either of a material or non-material culture, represents a single element or a combination of elements related to a specific situation.

How is Culture Transmitted

Culture is transmitted through:

Enculturation - It is the process of learning culture of one’s own group. Ex. Learning the folkways, mores, social traditions, values and belief’s of one’s own group.

Acculturation - It is the process of learning some new traits from another culture. Example: when students from the rural areas migrate to the urban areas or city and gradually learn some urban customs, they become acculturated.

Assimilation - it is the term used for a process in which an individual entirely loses any awareness of his/her previous group identity and takes on the culture and attitudes of another group. For example: This if an Ilocano moves to a point where he/she speaks only Visayan and assumes the folkways of the local group, we can say that he/she has become assimilated.

IMPORTANCE AND FUNCTIONS OF CULTURE

Culture is what distinguishes human beings from the lower animal forms making them unique. It is a powerful force in the lives of all people and shapes and guides people’s perceptions of reality.

Culture helps the individual fulfill his potential as a human being. It helps in the regulation of a person’s conduct and prepares him so he can participate in the group life.
Through the development of culture, man can overcome his physical disadvantages and allows him to provide himself withe fire, clothing, food and shelter. The invention of the buses, ships, and airplanes enables man to reach places within a .and relatives in distant places.
Culture provides rules of proper conduct for living in a society.
Culture also provides the individual his concepts of family, nation, and class. It also creates new needs and arranges for their satisfaction.

CULTURAL RELATIVISM

It is impossible to understands what the actions of members of other groups mean if we analyze them in terms of our motives and values. We must interpret their behavior in the light of their motives, habits and values. The same behavior in relation to the culture of the society where it takes place. In short, the meaning of behavior is related to the culture in which it occurs. Cultural relativism, according to Rosado, (2003) is in essence an approach to the question of the nature and role of values in culture. Cultural relativism in anthropology is a key methodological concept which is universally accepted within the discipline. This concept is based on theoretical considerations which are the key to the understanding of “scientific” anthropology.

The central point in cultural relativism is that in a particular cultural setting, certain traits are right because they work in that setting while other traits are wrong because they are not accepted in their culture.

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