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JOURNAL ENTRY #2

“A PATH WAY TO MY PROFESSION: MY PHILOSOPHY”

Crafting a philosophy of teaching isn't just a professional requirement; it's akin to setting sail with a compass guiding the way through the vast ocean of education. It's about defining the principles and values that will shape my journey as an educator. In the context of the Philippine Professional Standards for teachers, this philosophy is not merely a checkbox but a foundational element, prominently featured within the 7th domain focused on personal growth and professional development.

Beyond being a standard, embracing a teaching philosophy is an ideal to which I aspire, for it serves as the North Star illuminating both my personal and professional paths. It's the beacon that ensures I remain anchored amidst the ever-changing tides of the educational landscape. My ultimate aspiration is not merely to teach but to mentor—to become a guiding light that ignites passion and instills a love for lifelong learning in my students. Teaching, to me, is not just a profession but a vocation—a noble calling that demands commitment, passion, and a relentless pursuit of excellence. It's about nurturing not only the minds but also the hearts and souls of my students, fostering holistic development and instilling invaluable life lessons that transcend the confines of the classroom. I firmly believe that education is not just about acquiring knowledge; it's about learning how to live—with empathy, integrity, and purpose.

To achieve these lofty goals, I employ various approaches, including case-studying and the exploration of diverse analogies. Research is a vital tool in this endeavor, as it provides the foundation upon which great philosophies are built. By accumulating a repertoire of real-world examples and experiences, I am better equipped to inspire and empower my students, encouraging them to think critically and approach challenges with an open mind. Assessing student understanding is akin to taking the pulse of their learning journey. Oral recitations, both before and after class discussions, serve as invaluable checkpoints, allowing me to gauge their progress, reinforce key concepts, and foster active engagement. It's not just about assessing their knowledge but also cultivating their verbal communication skills and instilling a sense of confidence in expressing their ideas. In my discipline, ethical awareness is not merely a theoretical concept but a practical necessity with far-reaching implications. I aspire to instill in my students a deep understanding of ethical principles and the ability to apply them across various contexts. However, navigating ethical dilemmas can be akin to traversing a labyrinth—complex, multifaceted, and fraught with challenges. Real-world examples serve as guiding lights, illuminating the path and providing invaluable insights into practical skills and ethical decision-making.

To continue evolving as a teacher, I recognize the importance of adaptability and lifelong learning. In a rapidly changing world, staying abreast of new developments and embracing change are imperative. Through ongoing self-reflection, evaluation, and professional development, I endeavor to refine my practice, enhance my effectiveness, and remain relevant in shaping the future of education.

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JOURNAL ENTRY #5 What kind of teacher do you aspire to be? How would you like to be remembered? How will you work towards this aspiration?

One of my deepest goals is to become a teacher who is capable of handling any changes that arise, whether they are related to curriculum adjustments, personal growth, class management, technological improvements, or other areas. In addition to having knowledge of the subjects I can teach, I want to be known as a teacher who uses her reputation and image to teach about issues or events from real life and who is truly committed to teaching and learning new things for both herself and her students. The kind of teacher who is respected for being understanding, hardworking, compassionate, and self-aware, and who makes every student feel appreciated and inspired when I engage with the classroom.

I'll put in a lot of effort, dedicate myself to lifelong learning, and integrate the developments I encounter in the classroom if I want to meet these objectives. In terms of the specifics of becoming a professional teacher, I will make an effort to establish my own standards in accordance with the ASEAN Qualifications Reference Framework (AQRF), Philippine Qualifications Framework (PQF), and Philippine Professional Standards for Teachers (PPST).

When I finally get to dedicate myself, I'll work hard by preparing to base my teaching and development on the standards of the three fundamental details—PPST, AQRF, and PQF. I may not comprehend or be willing to put myself through a trial to show myself right now, but modest steps still count. I will so hereafter evaluate myself first in order to advance professionally.

If I'm being completely honest, Ma'am, other from my Lolo serving as my motivation, I want to be just like you. I want to aspire to be like you since you truly are a great mentor. When you contribute to class activities and teachings, you're the kind of teacher who always gets me up and moving. You inspired me to pursue this course more, and I want to be like you—someone who is very sincere about teaching. I just wanted to say thank you, ma'am, even though I know this may not be in line with the rubrics or the question.

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JOURNAL ENTRY #4 HOW A TEACHER SHOULD BE IN EVERY GIVEN CIRCUMSTANCES

A teacher must abide by a number of laws and regulations, but one important one is the Code of Ethics, which lays out expectations for what a professional teacher must and must not do in order to uphold their honor and reputation. The Code of Ethics, in my perspective, is comparable to a "bible" that one must swear to and abide by, much like Christians do. However, in this case, one must act—or rather, maintain—as a very respectable mentor or teacher.

I have to stress that the code of ethics should always be adhered to in all situations, not just in face-to-face or virtual settings. This is because, as one professional teacher specifically vowed to do, teaching is one's mentor's vocation, and one should thus follow the rules to the correspondence.

I've seen that these days, when teachers share anything on the internet, particularly something unpleasant or vulgar, they receive backlash and remarks like "teacher ka pa naman, ganyan ginagawa mo."

All right. Teachers are human, after all—they get upset, have personal issues, and occasionally, as the media landscape grows, they are compelled to share their thoughts on social media. The digital footprint now appears. Whether they remove them from the internet or not, the things they post will always be associated with them. That is the nature of technology. Very amazing and scary.

However, teachers must control their urge to lash out, regardless of how incensed they may get about remarks they've just read or even made on their own posts. This is because, in addition to violating the code of ethics—more specifically, articles 3 and 11—this is media engagement, which will be covered in more detail later. Media involvement is unappealing particularly when it involves feuds, so teachers need to be careful not to act rashly.

Regarding Article 3, Sections 1 (…therefore, render the best service by providing an environment conducive to such learning and growth.) and 2 (shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.) have branded the teacher and the community under the professional teacher code of ethics. This implies that a teacher in the community, whether in person or virtually, is expected to behave honorably and morally under all circumstances.

In summary of Sections 1-3 of Article 11, which are titled "The Teacher as a Person," discuss the respect and integrity that educators must uphold. It implies that a teacher must always behave in a way that upholds both their professional and personal dignity, regardless of the situation.

In this regard, a teacher needs to develop the skills necessary to be a reputable someone who understands discipline in all situations. Along with adhering to the Code of Ethics, which a professional teacher pledged to uphold, they should also think about how they will raise the bar for these standards in terms of their reputation and personal dignity as well as their identity and profession as teachers.

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JOURNAL ENTRY #3 UPHOLDING MANDATES IN TEACHING

As a teacher who is regarded as a noble profession, preserving the profession's legal mandates is more than just following the law in terms of what should and should not be done, but it also serves as a foundation for morale and ethical practices. Considering the importance of complying to such rules demonstrates the act for shielding a teacher's reputation and integrity.

Legal mandates serve as guidelines established to uphold professional standards within the teaching profession. They encompass rules of behavior, duties, and limits, providing a framework for professionalism. Conversely, failure to adhere to these mandates can result in repercussions. By adhering to these guidelines, educators not only fulfill requirements but also showcase professionalism, fostering trust and confidence among students, parents, colleagues, and the community.

"Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats

Within this quote lies the essence of education's ability to enact profound change. Upholding legal mandates guarantees that education remains a guiding force, illuminating the path toward a brighter future for both educators and students alike. Much like how education ignites enthusiasm and dedication to learning and development, adherence to legal standards ensures that the educational journey is characterized by professionalism, integrity, and accountability, thereby fostering an environment conducive to growth and prosperity.

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JOURNAL ENTRY #1

"Write a reflection on your choice of taking teaching as a profession, vocation, and mission. How do you see yourself after learning these concepts? What characteristics do you want to possess that will qualify you to be an excellent teacher in the 21st century? Why?"

Choosing teaching as my profession in the future, being it a vocation that I will fulfill and a mission I have to imbue, I have been deeply considering and making thoughtful decisions on these, and I know that being an educator is a calling. A calling where I am determined and passionate about sharing my own experiences and philosophical viewpoints. I believe that it is a noble commitment to shape the minds of people and contribute to the development of our beloved society.

Learning these concepts, I feel, will give me the pillar of my own principles that I will carry out throughout my service in education in the future. It is a responsibility that I will carry to continuously hone my abilities, stay professional throughout the field, and adapt to such situations, whether it concerns the pupils or a day-to-day challenge. I see myself as a role model for growth, not just in knowledge but also in wisdom and experience. As for the character I want to have in the future as a mentor, I think I will have to go for adaptability because I believe that survival is the fittest. Change is everywhere, and it is happening very quickly, and that is happening in our educational institutions. I believe that an adaptable teacher is open to embracing new pedagogical ideas, not just in matters of academics but also having good sense. It is a challenge that will put me under pressure but nevertheless will make me a better teacher.