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Portfolio

Uploaded by

perezainahmhayett
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PROFESSIONAL READINGS

Education is Freedom from Conditioning.

INTRODUCTION
The right kind of education is not concerned with any ideology, however much it
may promise a future utopia: it is not based on any system, however carefully thought
out, nor is it a means of conditioning the individual in some special manner. Education
in the true sense is helping the individual to be mature and free, to flower greatly in love
and goodness. That is what we should be interested in, and not in shaping the child
according to some idealistic pattern. The highest function of education is to bring about
an integrated individual who is capable of dealing with life as a whole.

SUMMARY
Those who are being educated have rather a difficult time with their parents, their
educators, and their fellow students: already the tide of struggle, anxiety, fear, and
competition has swept in. They must face a world that is overpopulated, with
undernourished people, a world of war, increasing terrorism, inefficient governments,
corruption, and the threat of poverty. This threat is less evident in affluent and well-
organized societies, but it is felt in those parts of the world where there is tremendous
poverty, overpopulation, and the indifference of inefficient rulers. This is the world the
young people must face, and naturally they are really frightened. They have an idea that
they should be free, independent of routine, should not be dominated by their elders;
and they shy away from all authority. Freedom to them means to choose what they want
to do; but they are confused, uncertain and want to be shown what they should do. The
student is caught between his own desire for freedom to do what he wants and society’s
demands for conformity to its own necessities, that people become engineers,
scientists, soldiers, or specialists of some kind. This is the world students have to face
and become a part of through their education. It is a frightening world. We all want
security physically as well as emotionally, and having this is becoming more and more
difficult and painful.

REFLECTION
The real issue is the quality of our mind-not its knowledge, but the depth of the
mind that meets knowledge. Mind is infinite, is the nature of the universe, which has its
own order, has its own immense energy. It is everlastingly free. The brain, as it is now,
is the slave of knowledge and so is limited, finite, fragmentary. When the brain frees
itself from its conditioning, then the brain is infinite. Then only is there no division
between the mind and the brain. Education then is freedom from conditioning, from the
vast accumulated knowledge of tradition. This does not deny the value of academic
disciplines, which have their own proper place in life.

References:

What do we mean by education? • krishnamurti foundation trust. (2022). Retrieved from


https://kfoundation.org/what-do-we-mean-by-education/?
gclid=CjwKCAjwyeujBhA5EiwA5WD7_YFhbDbfeWASopGGItwmbf3jvsPgl6CmE42La
BYG9QF4qFR-QxJLWBoCP6AQAvD_BwE

Experiences, Evidence, and Reflection on 7 Differences PPST Domain

 Domain 1 Content Knowledge and Pedagogy

 Domain 2 Learning Environment

 Domain 3 Diversity of Learners

 Domain 4 Curriculum and Planning


 Domain 5 Assessment and Reporting

 Domain 6 Community Linkages and Professional Engagement


 Domain 7 Personal Growth and Professional Development

TEACHING PHILOSPHY AS A BEGINNING TEACHERS


I believe a role model teacher, first, has a powerful faith in the future. Like the
forester planting an oak seedling knowing he or she will never see the tree in all its
glory, I know I may never see the fruits of my labors as teacher. My calling is to plant
and nurture seeds that will grow and shape tomorrow.

The role model teacher knows and understands the learners, how they
developed and learned. I know that learners actively construct and transform their own
knowledge, based on past experiences, and prior learning. I know that learners do not
all learn in the same way or at the same time. I believe it is my responsibility as a
teacher to be an effective diagnostician of the learners’ interests, abilities, and prior
knowledge. I must then plan learning experiences that will both challenge and allow
every learner to think and grow.
ACTION RESEARCH
Numeracy skills: Enhance Solving Basic Operations

I. CONTEXT AND RATIONALE


 Students who are proficient in mathematics can understand and analyze material
that is presented in both numerical and graphical formats. This makes it simpler for
students to build their capacity to form their own judgments and draw reasonable
conclusions from evidence.
 If students’ numeracy skills are not enhanced and used, they may be deprived of
the opportunity to acquire the degree of understanding of specific topics or subjects
at the level anticipated for their age.
 People who struggle with numbers could feel ashamed of themselves which could
be damaging to their confidence and self-esteem.

II. ACTION RESEARCH QUESTIONS


1. What are the advantages in learning solving basic operations?
2. Does the solving basic operations have impact to the performance of learners?
3. Relate the basic operations in real life situations.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY


INNOVATION To improve the numeracy and reading skills of grade 7 students
and to achieve excellence and equity in literacy and numeracy
outcomes for all students.
INTERVENTION This means that teachers implemented interventions that were
tailored to the needs of the students. This also means that the
teacher is exposed to students with a variety of learning
requirements and challenges. This demonstrates that different
approaches were employed by teachers for different types of
students.
STRATEGY In numeracy is considered a strong foundation of the learners to
education. The utilization of differentiated activities during the new
normal education might b a great help in engaging and increasing
the learner’s performance in mathematics.

IV. ACTION RESEARCH METHOD


 Experimental Method
 Pre-test
 Post-Test

V. ACTION RESEARCH WORKPLAN AND TIMELINE

ACTIVITIES MARCH APRIL MAY 2023


2023 2023
1. Drafting part
introduction to
research
methodology of the
research study.
2. Drafting of pre- post,
post-test and
questionnaire
checklist.
3. Preparation and
validation of
questionnaire
checklist
4. Administration of
pre-test to the
selected
respondents
5. Administration of
post-test and the
questionnaire -
checklist
6. Data analysis,
calculating and
tabulation of results
- discussion of result
based on the
tabulation

VI. COST ESTIMATES


Printed activity materials = POST-TEST - 500
PRE-TEST - 500
Transportation - 1500
Printed Action Research - 3000
Load Data - 1000
Total = 6,500

VII.PLANS FOR DISSEMINATION AND UTILIZATION

ACTIVITIES MAY 2023 JUNE 2023


1 School implementation of then
output of the research study.

2. Post Evaluation of the


research study implementation
3. Result of post evaluation after
district implementation, gone
through series of revision and
planning for the proposal to the
district level for adoption of the
study.

VIII. REFERENCES

(2016). Retrieved from https://www.dpublication.com/wp-content/uploads/2021/08/22-4022.pdf

Numeracy skills of grade 7 students in Baguio city national high school. (2022). Retrieved from
https://www.dpublication.com/wp-content/uploads/2021/08/22-4022.pdf

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