Different Approaches

1. Grammar - Translation Approach - (an extension of the approach used to teach classical language to the teaching of modern languages.)

a. Instruction is given in the native language of the students.
b. There is little use of the target language.
c. Focus is on grammatical parsing, i.e, the form and inflection of words.
d. There is early reading of difficult classical texts.
e. A typical exercise is to translate sentences target language into the mother tongue.
f. The result of this approach is usually an inability on the prat of the student to use the language for communication.
g. The teacher does not have to be able to speak the target language.

2. Direct Approach (a reaction to the grammar - translation approach and its failure to produce learners who could learn the foreign language they had been studying.

a. No use of the mother tongue is permitted i.e., teacher does not need to know the students native language.
b. Lessons begin with dialogues and anecdotes in modern conversational style.
c. Actions and visual aids are used to make meanings clear.
d. Grammar is learned inductively (use the language first, study the rules later.)
e. Literary texts are read for pleasure and are not analyzed grammatically.
f. The target culture is also taught inductively.
g. The teacher must be a native speaker or have a native like proficiency in the target language.

3. Reading Approach - (a reaction to the impracticality of the direct approach - reading was viewed as the most usable skill to have in a foreign language since not many people traveled abroad around 19:30; also few teachers could use a foreign language enough to use a direct approach in class.

a. Only the grammar useful for reading comprehension is taught.
b. Vocabulary is controlled at first based on frequently and usefulness and expanded.
c. Translation is once more a respectable classroom procedure.
d. Reading comprehension is the only language skill emphasized.
e. The teacher does not need to have good oral proficiency in the target language.

4. Audiolingualism (a reaction to the reading approach and its lack of emphasis on oral-aural skills; this approach became dominant in the United States during the 1940s, 1950s, and 1960s, takes much from the direct approach but adds features from structural linguistics and behavioral psychology.)

a. Lessons begin with dialogues.
b. Mimicry and memorization are used based on the assumption that language is habit formation.
c. Grammatical sequences and rules are taught inductively.
d. Skills are sequenced: listening, speaking, reading, writing.
e. Pronunciation is stressed from the beginning.
f. Vocabulary is severely limited to initial stages.
g. A great effort is made to prevent learner errors.
h. Language is often manipulated without regard to meaning or context.
i. The teacher must be proficient only in the structures, vocabulary, etc. that he is teaching since learning activities and materials are carefully controlled. 

Approaches to Curriculum Design

In order us to understand the responsibilities and importance of our teachers and all the duties in our school, we should know the factors with it.

1.Who teaches? - The Teacher 
               Quality Education requires quality teachers. Good teachers bring a shining light into the learning environment. They are ideal companions of the learners. With the advances in communication technology, good teachers are needed to sort out the information from the data that surround the learners. Good teachers are needed to sort out the knowledge from the information but even more important, excellent teachers are needed to sort the wisdom from the knowledge. institutions are as good as its teachers, hence, the right individuals who are expected to be recruited- are those with excellent and relevant preparation. These teachers should be given support with their continuing development in order to keep abreast with the changing demands of a learning society.

2.  Who do the teachers teach? - The Learners
              The learners are at the center stage in the educative process. They are the most important factors in the learning environment. There is no teaching without them. Hence, teachers should understand and accept the learner's diverse background. Each one of them is a unique individual. They come from different sectors of society of different cultural background, socio-economic profile, orientation and varied experiences. Considering the domain of diversity of learners will allow the individual learner to develop his multiple intelligences at his own pace. Hence, their needs should be addressed and be met that's why teachers are to provide learning opportunities and varied expe-riences.

3. What do the teachers teach? - Knowledge, Skills, Values

             "To help the learners cope with rapid changes to understand and to succeed in the new work in the workplace, we must design a curriculum oriented to tomorrow." It should be remembered that what students learn will be obsolete in ten years, and half of what they need to know to succeed in work and in life has not yet been fully developed and will see these being replaced. And so, the value of the educational process lies not just in what they learn, but how they learn, and how good they will be in continuing to learn after they leave school.

Why should a teacher habe a good command on Language?

Being an education student and part of my major to know the purposes of very topic that we are studying of. Now, here's one of our topic that I want to share my Personal Insight about it.

Language is the human capacity of acquiring and using communication in various types. There are many languages around us, and there are different languages that we are using in our entire life. Sometimes we are not aware where do language begin? Language comes from our vocal cord or mouth that produces sounds and instantly we initiate the sound and we get the meaning from the equivalent symbols that what we called "Letters". Human language may be form on Natural language, Sign language, and Written language. We as a human has only two capacity in acquiring language, first to develop was the First language which we develop starting from the age of infancy where the baby hears the sound that came out from the mouth of his parents, sisters, brothers and any part of the house member, that language called the "Dialect language" so the child try to speak what do other say. Second language is develop after knowing our first language, studying other language like English, Spanish, Japanese etc., is called second language regarding the numbers or mastered language.

       Another use of language it is a system of communication that enables human to cooperate. This definition stresses the social functions of language and the fact that human use it to express themselves and to manipulate objects in their environment. Good command of language is important for the teachers' ability in other him/her to teach effectively. Teacher need to familiarize to the language that she will using in her class probably the English language.Also the teacher needs to enhance her knowledge and comprehension in the language that the school curriculum requires.

Curriculum Approaches

     There are four curriculum approaches that will presented in this topic. Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum. Even textbook writers or instructional material producers have different curricular approaches. Let us study and understand each example.

•  Behavioral approach - Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. Behavioral approach which was started with the idea of Frederick Taylor is aimed to achieved efficiency. In the factory for example, the worker will be paid according to his output produced with in a specific period of time. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are considered as important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change in behavior indicates the measure of the accomplishments.

•  Managerial approach - The managerial approach became a dominant curriculum approach in the 1950's and 1960's. The principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. The general manager sets the policies and priorities, establish the direction of change and innovation, and planning and organizing curriculum and instruction. School administrators are less concerned about the content than about organization and implementation. They are less concerned about subject matter, methods and materials than improving curriculum. Curriculum manager look at curriculum changes and innovations as they administer the resources and restructure the schools.

•  System approach - The system approach to curriculum was influenced by system theory. In the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach. It shows the line-staff relationships of personnel and how decisions are made. To George Beauchamp, the system theory of education see the following to be of equal importance are (1) administration (2) counseling (3) curriculum (4) instruction and (5) evaluation.

• Humanistic approach - This approach is rooted in the progressive philosophy and child-centered movement. The humanistic approach considers the formal of planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum.

Goals, Objectives and Aims of Environmental Education

     The main goal of environmental education is to develop concern and awareness among world  population about the total environment and its associated problems. This requires a commitment to work individually and collectively towards solution of current problems and the necessary prevention.

The goals of environmental education are:

1. To improve the quality of environment
2. To create awareness among the people on environmental problems and conservation
3. To create an atmosphere so that people participate in decision-making and develop the capabilities to evaluate the developmental programs.

The objectives of environmental educational are classified as follows:

1. Awareness: to help social groups and individuals acquire an awareness of and sensitivity to  the total environment and its allied problems.
2. Knowledge: to 'help social groups and individuals gain a variety of experiences and acquire a basic understanding of the environment and its associated problems.
3. Attitudes: to help social groups and individuals acquire a set of values and feeling of concern for the environment and the motivation for actively participating in environmental  improvement and protection.
4. Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems.
5. Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels working towards the resolution of environmental problems.

Environmental Education

Education is the main building of success of every person.

What is environmental education?

      As early as the 18th century, Jean-Jacques Rousseau introduced a philosophy on environmental education in his work, Emile. Several decades later, this philosophy was echoed by Louis Agassiz, a Swiss-born naturalist, as he encouraged students to study nature, not books. These two influential scholars helped lay the foundation for a concrete environmental education program, known as nature study, which took place in the late 19th century and early 20th century.

     Environmental education is a process by which people develop awareness, concern and knowledge of the environment  and learn to use this understanding to preserve, conserve and utilize the environment in a sustainable manner  for the benefit of present and future generations. It  entails the will to take personal initiatives and social participation to achieve sustainability.

    It is intended for all types of learners, students, out-of-school-youth, community leaders, policy makers and the general public to develop appropriate environment-related skills.

Validity and Reliability

Are we familiar with this? Validity and Reliability, lately we take up that matter then a long pause for the class was sink in.. let's know about it.

Validity 

Validity, in recent years, has been defined as referring to the appropriateness, correctness, meaningfulness and  usefulness of the specific conclusions that a teacher teaches regarding the teaching-learning situation. Content-validity refers to the content and format of the instrument.
       While content validity is important , there are other types of outward appearance of the test. It is the lowest form of test validity. A more important type of validity is called criterion-related validity. In criterion validity, the test item is judged against a specific criterion e.g. relevance to a topic like the topic on conservation, for example.

 Reliability

The reliability of an assessment method refers to its consistency. It is also a term that is synonymous with dependability or stability.
      Stability or internal consistency as reliability measures can be estimated in several ways. The Split-half method involves scoring two halves (usually, odd items versus even items) of a test separately for each person and then calculating a correlation coefficient for the two sets of scores.