immorality 0

BY PERSIDA ACOSTA
ON JULY 2, 2017
DEARPAO
Twitter

Persida Acosta

Dear PAO,
The school where I teach is currently facing a controversy. Two of the teachers
serving in our faculty who are both married were discovered to be having an illicit
affair. The witnesses include parents of our students, students, peers in the
faculty and even the security guards. When they were called for an administrative
investigation, they asserted that it is none of the school’s business as whatever
they have is a purely private decision and a consensual adult business beyond the
school’s arms. They were consequently terminated from the school. We are curious,
are they not correct in their assertion that what they have is a purely private
matter?

Sincerely yours,
Tonia

Dear Tonia,
The case of Jose Santos Jr. vs NLRC, et al. (GR No. 115795, March 8, 1998) penned
by the former Associate Justice Flerida Ruth Pineda-Romero can enlighten you in
your situation. It clearly stated:

“The crux of the controversy is whether the illicit relationship between the
petitioner and Mrs. Martin could be considered immoral as to constitute just cause
to terminate an employee under Article 282 of the Labor Code.

We have consistently held that in order to constitute a valid dismissal, two

requisites must concur: (a) the dismissal must be for any of the causes expressed
in Art. 282 of the Labor Code, and (b) the employee must be accorded due process,
basic of which are the opportunity to be heard and defend himself.

Under Article 282 of the Labor Code, as amended, the following are deemed just
causes to terminate an employee:

‘(a) Serious misconduct or willful disobedience by the employee of the lawful

orders of his employer or representative in connection with his work;

(b) Gross and habitual neglect by the employee of his duties:

(c) Fraud or willful breach by the employee of the trust reposed in him by his
employer or duly authorized representative;

(d) Commission of a crime or offense by the employee against the person of his
employer or any immediate member of his family or his duly authorize
representative; and

(e) Other causes analogous to the foregoing.’

Moreover, it is provided inter alia under Section 94 of the Manual of Regulations

for Private Schools:

‘Sec. 94. Causes of Terminating Employment. In addition to the just cases

enumerated in the Labor Code, the employment of school personnel, including
faculty, may be terminated for any of the following causes:

xxx xxx xxx

E. Disgraceful or immoral conduct.’

Private respondent, in justifying the termination of the petitioner, contends that

being a teacher, he “must live up to the high moral standards required of his
position.” In other words, it asserts that its purpose in dismissing the petitioner
was to preserve the respect of the community towards the teachers and to strengthen
the educational system.

On the other hand, petitioner merely argues that the alleged illicit relationship
was not substantially proven by convincing evidence by the private respondent as to
justify his dismissal.

On the outset, it must be stressed that to constitute immorality, the circumstances

of each particular case must be holistically considered and evaluated in light of
the prevailing norms of conduct and applicable laws. American jurisprudence has
defined immorality as a course of conduct which offends the morals of the community
and is a bad example to the youth whose ideals a teacher is supposed to foster and
to elevate, the same including sexual misconduct. Thus, in petitioner’s case, the
gravity and seriousness of the charges against him stem from his being a married
man and at the same time a teacher.

We cannot overemphasize that having an extra-marital affair is an affront to the

sanctity of marriage, which is a basic institution of society. Even our Family Code
provides that husband and wife must live together, observe mutual love, respect and
fidelity. This is rooted in the fact that both our Constitution and our laws
cherish the validity of marriage and unity of the family. Our laws, in implementing
this constitutional edict on marriage and the family underscore their permanence,
inviolability and solidarity.

As a teacher, petitioner serves as an example to his pupils, especially during

their formative years18 and stands in loco parentis to them. To stress their
importance in our society, teachers are given substitute and special parental
authority under our laws.

Consequently, it is but stating the obvious to assert that teachers must adhere to
the exacting standards of morality and decency. There is no dichotomy of morality.
A teacher, both in his official and personal conduct, must display exemplary
behavior. He must freely and willingly accept restrictions on his conduct that
might be viewed irksome by ordinary citizens. In other words, the personal behavior
of teachers, in and outside the classroom, must be beyond reproach.

Accordingly, teachers must abide by a standard of personal conduct which not only
proscribes the commission of immoral acts, but also prohibits behavior creating a
suspicion of immorality because of the harmful impression it might have on the
students. Likewise, they must observe a high standard of integrity and honesty.

From the foregoing, it seems obvious that when a teacher engages in extra-marital
relationship, especially when the parties are both married, such behavior amounts
to immorality, justifying his termination from employment.” (Emphasis supplied)

Evidently, the termination of your co-teachers is valid based on the above-stated

grounds. For as long as they were duly apprised of the case/s against them, and
that they were afforded due process relative to the termination of their
employment, they were validly terminated. Infidelity is a form of immorality.
Besides, they should know that as teachers, their actions outside the school must
be beyond reproach. Hence, their assertion that their decision is already beyond
school concerns, and is a mere private matter cannot be given credence as palpably
shown in the abovementioned decision.

Again, we find it necessary to mention that this opinion is solely based on the
facts you have narrated and our appreciation of the same. The opinion may vary when
the facts are changed or elaborated.

We hope that we were able to enlighten you on the matter.

Editor’s note: Dear PAO is a daily column of the Public Attorney’s Office.
Questions for Chief Acosta may be sent to dearpao@manilatimes.net

My Philosophy of Education

My philosophy is student centered. I believe that every student is

different with an individual way of learning and their own set of needs and gifts
that are brought to the classroom. It is my responsibility as a teacher to expound
on their gifts and provide an environment that will foster maximum learning and
meet each child’s individual needs.

Each child is unique and learns differently. As a teacher I believe

that it is important to teach in a way that employs a variety of teaching
strategies. The students should learn from each other and learn to work together
through cooperative learning. The students should be active learners exploring
concepts through hands on learning. The students should also learn to be able to
apply the concept at high-order thinking levels. I will do my utmost as their
guide to excite them about learning. Learning needs to be fun!

I believe that to learn the classroom must be a place where the student
feels secure and comfortable. They need to know that the teacher cares about them.
It is my responsibility as a teacher to provide such an atmosphere. An atmosphere
where no matter the student they feel at home and like they have ownership. I
believe that the child must have the confidence that they can succeed. I will
believe in each student. I also believe that the standard set for the students
should be reachable, but high. Each child dissevers to be challenged to reach the
fullest of his/her potential.

Teaching is a challenge and a joy. It is also a life long process of

reflecting and making necessary adjustments. To be a good teacher you have to love
teaching. I love the uniqueness of every day and every child. I am very excited
about the opportunity be a part of the lives of students as they grow
intellectually, socially, physically. It is a great joy and privilege to impact
the lives of children in these ways.

Reflection on Student Learning and Assessment

I challenged myself during my student teaching experience to use a variety of forms

of assessment and to avoid using tests and quizzes. In my opinion, the importance
of studying history is not the memorization of names, dates, or places. It is much
more important to me that my students understand the significance of what they are
learning and are able to comprehend and analyze things for themselves. These
students are growing up in an age when information is available to them almost
constantly. They don’t need to memorize facts to which they have unlimited access.
My priority was therefore their ability to understand and apply the information
that they have.

I used various writing assignments as assessments frequently during the semester.

Many of my students told me that they wrote more in my history class than they did
in their Language Arts class. We did short summary or argumentative writings in
class or for homework often and I assigned one essay as a summative assessment for
a unit. In class, we worked on developing writing skills, such as structuring an
argument, choosing the best text evidence, and making inferences. By having a
variety of writing assignments, my students were able to improve their writing with
practice as well as spend time focusing on specific skills relating to an
assignment.

Writing assignments are a better form of assessment than a test or quiz because it
involves using the content rather than just repeating it. For example, some of the
first assignments that my students did were on different court cases as they were
affected by the Bill of Rights. The classes had studied the Bill of Rights and they
read the facts of each court case. Rather than a quiz listing the Amendments or
asking for a summary of the court case, the students wrote their own opinion before
being given the actual decision. They were given a structure to follow asking them
to use text evidence from the Bill of Rights and the cases, and then make an
inference about why the situation was Constitutional or not. This opinion writing
assignment demonstrated to me whether the students understood what the rights
actually meant, rather than whether they could memorize the wording.

My classes also used debate as a form of assessment. I like having the opportunity
to work in small or large groups in the classroom, because my students can learn
from their classmates and work together rather than only considering their own
perspective. As a part of a larger vocabulary program used by the school, my
students were given a list of words that applied to a moral question weekly. They
would learn the definitions and read about the issue in language arts before
bringing the topic to my history class. We would continue the discussion by having
short debates on the questions. I also used a more formal debate as a summative
assessment for a unit on westward expansion. For that project, the students had
more time to prepare in their teams and do their own research.

Using debates rather than a written test or assignment for assessment was
interesting; especially to see which students were most successful. Some of the
typically top performing students did not actively participate in the class
discussion and some of the students who struggle with writing assignments
contributed well in the debates. It stressed the importance to me of using
different forms of assessment and giving all types of learners the opportunity for
success.

I asked my classes for comment cards twice during the semester and was often
praised for my forms of assessment. The students definitely noticed that having
posters, essays, and debates gave them a different kind of opportunity to
demonstrate their knowledge at a deeper level and appreciated it. I think that
having a variety of assessments allowed different types of learners an opportunity
for success and demonstrated a more thorough understanding of the content and
skills they were learning.

Ano ang Sanaysay

Ang sanaysay ay isang piraso ng sulatin na kadalasang naglalaman ng punto de vista
(pananaw) ng may katha. Ang mga sanaysay ay maaaring magkaroon ng mga element ng
pagpuna, opinyon, impormasyon, obserbasyon, kuru-kuro, pang-araw-araw na
pangyayari, ala-ala ng nakaraan at pagmumuni-muni ng isang tao.

Kahulugan ng Sanaysay

Ipinakakahulugan na ang sanaysay ay isang komposisyon na prosa na may iisang diwa

at pananaw. Ito rin ay nangangahulugan ng isang sistematikong paraan upang
maipaliwanag ang isang bagay o pangyayari. Sa anu’t anuman, ang depenisyon ng
sanaysay ay nagangahulugan lamang na isang paraan upang maipahayag ang damdamin ng
isang tao sa kanyang mga mambabasa. Ito ay isang uri ng pakikipagkomunikasyon sa
pamamagitan ng lathalain na may layuning maihatid ang nais na maipabatid sa kapwa
tao.

Sa ating bansa, bahagi ng ating edukasyon ang magkaroon ng pagtuturo ukol sa

paggawa ng mainam na sanaysay. Tinuturuan ang mga mag-aaral ng mabisang
pakikipagtalastasan sa pamamagitan ng paggawa ng pormal at di-pormal na sanaysay.

Mga Uri ng Sanaysay

Sulating Pormal o Maanyo

Mga sanaysay na nagbibigay ng impormasyon ukol sa isang tao, bagay, lugar, hayop o
pangyayari. Ito ay naglalaman ng mahahalagang kaisipan at nasa isang mabisang ayos
ng pagkakasunud-sunod upang lubos na maunawaan ng bumabasa. Ang mga pormal na
sanaysay at komposisyon sa Filipino ay nagtataglay ng pananaliksik at pinag-aralang
mabuti ng sumulat. Ang mga salita’y umaakma sa piniling isyu at kadalasang may mga
terminong ginagamit na kaugnay ng tungkol sa asignaturang ginawan ng pananaliksik.

Sulating Di-pormal o Impormal

Ang mga sanaysay na impormal o sulating di-pormal ay karaniwang nagtataglay ng

opinyon, kuru-kuro at paglalarawan ng isang may akda. Ito ay maaaring nanggaling sa
kanyang obserbasyon sa kanyang kapaligirang ginagalawan, mga isyung sangkot ang
kanyang sarili o mga bagay na tungkol sa kanyang pagkatao. Karaniwan na ang mga
sanaysay na di pormal ay naglalaman ng nasasaloob at kaisipan tungkol sa iba’t
ibang bagay at mga pangyayari na nakikita at nararanasan ng may akda.

Ang di pormal na sanaysay ay isang sanaysay na may palakaibigan na tono at

gumagamit ng pansariling opinyon. Tingnan ang halimbawa ng di -pormal na sanaysay
sa ibaba.

IKAW? SAAN KA PATUNGO

ni Nicole Beatriz Obillo
“Ikaw? Saan ka Patungo?” Ang buhay natin ay parang hagdan na dalawa lamang ang
patutunguhan unapaitaas at pangalawa pababa. Sa taas kung saan makikita natin ang
liwanag na atinggustong abutin kung saan naroroon ang kasayahan at kaginhawaan at
sa baba namankung saan naroroon ang kadiliman na sigurado akong lahat ng tao ay
ayaw maranasanang kahirapan at kalungkutan. Sa buhay ng tao ay walang sinuman na
nakaranas ng puro kaginhawaan atkasayahan. Bago mo ito makamit ay kailangan mo muna
dumaan sa kahirapan bagomo maabot ang iyong gusto. Ikaw? Subukan mo kaya umakyat sa
hagdan na ito, diba nakakapagod? Peropagdating mo naman sa itaas ay mapupuntahan mo
na ang gustong mong puntahan.Subukan mo rin humakbang pababa diba madali lang?
Minsan nga ay nagrereklamopa na sana ang hagdan ay laging pababa para hindi ka
mapapagod kung ito’y paakyat.Iyon din ba ang gusto mong mangyari sa buhay mo? ‘Yung
palagi ka nalang bababa?Paano uunlad at giginhawa ang buhay mo kung kapagoran at
katamaran ang lagi monginiisip? Sa tingin mo maaabot mo ang iyong gusto kung hindi
mo ito paghihirapan? Lahat ng bagay dito sa mundo ay hindi mo basta-basta nakukuha
kailangan momag-aral, magtrabaho, magtiis sa iyong boss para ika’y bigyan ng sahod
at mabibili mo na ang iyong gusto.Ganyan ang buhay ng tao, mahirap man sa una pero
masasanay karin. Kung habang estudyante ka pa eh tinatamad ka na, eh aba! Hindi
naman salahat ng panahon ay kasama mo ang iyong mga magulang. Matuto kang
magsumikapat pilitin mong ‘wag umasa sa iyong mga magulang. Baka mapariwara pa ang
buhaymo kapag sila’y biglang nawala sa iyong tabi. Kung gusto mo rin naman sirain
ang iyong buhay at sa tingin mong wala na itongsilbi kaya’t ikaw ay pababa nang
pababa ang iyong hakbang. Iniisip mo ba kung anongbuhay ang naghihintay sa iyo sa
ibaba? Kung saan naroon ang kadiliman at pighati?Hindi mo ba naisip na hindi
pinahiram ng Diyos sa iyo ang iyong buhay para lamangsirain mo ito? Kung nanalig ka
lang sakanya at pinagkatiwalaan mo siya ay hindi kamagkakaganyan. Hindi naman
masyadong mahirap ang humakbang paitaas kailangan mo lang ngkonting pasensya at
labanan ang mga nakakapagpahina ng loob mo, dahil kapagnakamit mo na ang gusto mo
ay wala ka nang mahihiling pa at tiyak na walang tigil angpasasalamat mo sa
Panginoon na hindi ka niya pinabayaan habang tinatahak mo angiyong landas pataas.
Kung ako ang tatanungin, syempre gusto ko pataas ang aking patutunguhandahil gusto
kong makamit ang aking ambisyon at gusto sa buhay. Hindi na bale kungmahirapan man
ako basta’t ikakasaya ko at ng pamilya ko. Ikaw? Saan ka patungo?

Ang kultura o katawagang kultura ay tumutukoy sa kabuuan ng mga tradisyon,

paniniwala, batas, at iba pang ugali na natututunan at nakukuha ng tao bilang
kasapi ng isang pamayanan.

Ang kultura ay binubuo ng solusyon sa mga suliranin ng pamumuhay, kaisipan at

pagpapahalagana humuhubog sa mga patakaranng pag-uugali, kasangkapan at iba pang
bagay na gawa ng tao o materyal na kultura. Ang mga tao ay nagiging kasapi ng isang
lipunan kung natututo na silang iangkop ang kanilang mga sarili sa kultura ng lugar
o lipunang kanilang ginagalawan at kinabibilangan.

Ang kultura ang siyang humuhubog kung paano mamumuhay ang mga tao sa mundo.
Nakasalalay rin sa kultura kung paano niya bibigyan ng kahulugan ang mundo. Ang tao
ay umiikot sa isang panlipunang kapaligiran. Kahit kailan ay hindi mahihiwalay ang
kultura sa tao. Nababatay ang pag-unlad ng kultura sa lahat ng kakayahan ng tao na
makipagtulungan kaysa makipag-away.

Hindi nyo naitatanong , ako ay katulad nyo din na nakipagsapalaran at ngayon ay

patuloy pa ring nakikipagsapalaran sa buhay para sa aking pamilya at sa aking
sarili. Ako at ang aming pamilya ay nagdanas din ng kahirapan sa mundong ito. Yong
minsan toyo at asin lang ang aming inuulam dahil walang ibang pagkain sa aming
hapag-kainan, yong nalilipasan ka na ng pagkain dahilan sa pagtitipid ,may
maidagdag lang sa gastusin mo sa iyong pag-aaral, at higit sa lahat kinakailangan
kong maging "working student" para mabawasan ang mga bayarin sa paaralan kung saan
ako nag-aaral. Pero sa kabila ng mga hamon at pagsubok na ito na aking kinaharap
kasama ang pamilya ko, kailanma'y hindi naging balakid ang kahirapan sa
pagtatagumpay ko sa buhay. Oo, hindi maitatangging may masama itong naidudulot sa
buhay ng tao pero para sa akin mas nanaig ang kagandahan ng kahirapan dahil sa
pamamagitan nito natuto akong tumayo sa sarili kong mga paa, kapag nadarapa ay
nagagawang bumangon at ipakitang hindi ako nawawalan ng pag-asa. Sa halip ito ang
mas nagpalakas at nagpatatag sa akin , mas naintindihan ko kung ano ang tunay na
diwa ng kahirapan sa buhay ng isang tao. Kaya, wag na wag nyong iisipin na porke't
mahirap ay wala ng mararating sa buhay dahil hindi ito magiging hadlang pra
isakatuparan ang inyong mga pangarap sa buhay.

The four definitions of curriculum

Explicit Curriculum
Implicit or hidden curriculum
Null curriculum
Extracurriculum

Explicit Curriculum
Formal curriculum
The stated curriculum found in textbooks, curriculum guides, and standards, as well
as other planned formal educational experiences

Implicit or hidden curriculum

The unstated and sometimes unintended aspects of the curriculum

Null curriculum
Topics left out of the course of study

Extracurriculum
The part of the curriculum consisting of learning experiences that go beyond the
core of the students' formal studies

Curriculum
Everything that teachers teach and students learn in schools

Instruction
The strategies teachers use to help students reach learning goals in the curriculum

Integrated Curriculum
A form of curriculum in which concepts and skills from various disciplines are
combined and related.

In what ways to extracurricular activities benefit students?

Higher academic performance and attainment
Reduced dropout rates
Lower rates of substance abuse
Less sexual activity among girls
Better psychological adjustment, including higher self esteem and reduced feelings
of social isolation
Reduced rates of delinquent behavior

What are the different definitions and types of curriculum?

When I asked my students what curriculum means to them, they always indicated that
it means the overt or written curriculum – thinking of a curriculum manual with
goals and objectives, or their textbooks. However, the word “curriculum” as it is
defined from its early Latin origins means literally “to run a course.” If one
thinks of a marathon with mile and direction markers, signposts, water stations,
and officials and coaches along the route, this beginning definition is a metaphor
for what the curriculum has become in the education of our children.

Here are multiple definitions of curriculum, from Oliva (1997) (4)

Curriculum is:

That which is taught in schools

A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
Is everything that goes on within the school, including extra-class activities,
guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling. p 4
What are the different kinds of curriculum?

Obviously the answer to this question is subject to interpretation. Since

curriculum reflects the models of instructional delivery chosen and used, some
might indicate that curriculum could be categorized according to the common
psychological classifications of the four families of learning theories “Social,
Information Processing, Personalist, and Behavioral.” Longstreet and Shane have
dubbed divisions in curricular orientations as: child-centered, society-centered,
knowledge-centered, or eclectic. Common philosophical orientations of curriculum
parallel those beliefs espoused by different philosophical orientations –
Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism,
Constructivism, Reconstructivism and the like.

Whatever classification one gravitates to, the fact remains that at one time or
another curriculum in the United States has, at some level, been impacted by all of
the above. In essence, American curriculum is hard to pin down because it is multi-
layered and highly eclectic.

My personal definition (Wilson, 1990) of curriculum is:

Anything and everything that teaches a lesson, planned or otherwise. Humans are
born learning, thus the learned curriculum actually encompasses a combination of
all of the following — the hidden, null, written, political and societal etc..
Since students learn all the time through exposure and modeled behaviors, this
means that they learn important social and emotional lessons from everyone who
inhabits a school — from the janitorial staff, the secretary, the cafeteria
workers, their peers, as well as from the deportment, conduct and attitudes
expressed and modeled by their teachers. Many educators are unaware of the strong
lessons imparted to youth by these everyday contacts.”

The following represent the many different types of curricula used in schools today

Type of Curriculum
Definition
1. Overt, explicit, or written curriculum Is simply that which is written as part
of formal instruction of schooling experiences. It may refer to a curriculum
document, texts, films, and supportive teaching materials that are overtly chosen
to support the intentional instructional agenda of a school. Thus, the overt
curriculum is usually confined to those written understandings and directions
formally designated and reviewed by administrators, curriculum directors and
teachers, often collectively.
2. Societal curriculum (or social curricula)
As defined by Cortes (1981). Cortes defines this curriculum as:…[the] massive,
ongoing, informal curriculum of family, peer groups, neighborhoods, churches,
organizations, occupations, mass media, and other socializing forces that “educate”
all of us throughout our lives. 24

This type of curricula can now be expanded to include the powerful effects of
social media (YouTube; Facebook; Twitter; Pinterest, etc) and how it actively helps
create new perspectives, and can help shape both individual and public opinion.

3. The hidden or covert curriculum

That which is implied by the very structure and nature of schools, much of what
revolves around daily or established routines.

Longstreet and Shane (1993) offer a commonly accepted definition for this term –
the “hidden curriculum,” which refers to the kinds of learnings children derive
from the very nature and organizational design of the public school, as well as
from the behaviors and attitudes of teachers and administrators…. ” 46

Examples of the hidden curriculum might include the messages and lessons derived
from the mere organization of schools — the emphasis on: sequential room
arrangements; the cellular, timed segments of formal instruction; an annual
schedule that is still arranged to accommodate an agrarian age; disciplined
messages where concentration equates to student behaviors were they are sitting up
straight and are continually quiet; students getting in and standing in line
silently; students quietly raising their hands to be called on; the endless
competition for grades, and so on. The hidden curriculum may include both positive
or negative messages, depending on the models provided and the perspectives of the
learner or the observer.

In what I term floating quotes, popularized quotes that have no direct, cited
sources, David P. Gardner is reported to have said: We learn simply by the exposure
of living. Much that passes for education is not education at all but ritual. The
fact is that we are being educated when we know it least.

4. The null curriculum

That which we do not teach, thus giving students the message that these elements
are not important in their educational experiences or in our society. Eisner offers
some major points as he concludes his discussion of the null curriculum. The major
point I have been trying to make thus far is that schools have consequences not
only by virtue of what they do teach, but also by virtue of what they neglect to
teach. What students cannot consider, what they don’t processes they are unable to
use, have consequences for the kinds of lives they lead. 103

Eisner (1985, 1994) first described and defined aspects of this curriculum. He
states: There is something of a paradox involved in writing about a curriculum that
does not exist. Yet, if we are concerned with the consequences of school programs
and the role of curriculum in shaping those consequences, then it seems to me that
we are well advised to consider not only the explicit and implicit curricula of
schools but also what schools do not teach. It is my thesis that what schools do
not teach may be as important as what they do teach. I argue this position because
ignorance is not simply a neutral void; it has important effects on the kinds of
options one is able to consider, the alternatives that one can examine, and the
perspectives from which one can view a situation or problems. …97

From Eisner’s perspective the null curriculum is simply that which is not taught in
schools. Somehow, somewhere, some people are empowered to make conscious decisions
as to what is to be included and what is to be excluded from the overt (written)
curriculum. Since it is physically impossible to teach everything in schools, many
topics and subject areas must be intentionally excluded from the written
curriculum. But Eisner’s position on the “null curriculum” is that when certain
subjects or topics are left out of the overt curriculum, school personnel are
sending messages to students that certain content and processes are not important
enough to study. Unfortunately, without some level of awareness that there is also
a well-defined implicit agenda in schools, school personnel send this same type of
message via the hidden curriculum. These are important to consider when making
choices. We teach about wars but not peace, we teach about certain select cultures
and histories but not about others. Both our choices and our omissions send
messages to students.

5. Phantom curriculum The messages prevalent in and through exposure to any type
of media. These components and messages play a major part in the enculturation of
students into the predominant meta-culture, or in acculturating students into
narrower or generational subcultures.
6. Concomitant curriculum
What is taught, or emphasized at home, or those experiences that are part of a
family’s experiences, or related experiences sanctioned by the family. (This type
of curriculum may be received at church, in the context of religious expression,
lessons on values, ethics or morals, molded behaviors, or social experiences based
on the family’s preferences.)

7. Rhetorical curriculum Elements from the rhetorical curriculum are comprised

from ideas offered by policymakers, school officials, administrators, or
politicians. This curriculum may also come from those professionals involved in
concept formation and content changes; or from those educational initiatives
resulting from decisions based on national and state reports, public speeches, or
from texts critiquing outdated educational practices. The rhetorical curriculum may
also come from the publicized works offering updates in pedagogical knowledge.
8. Curriculum-in-use
The formal curriculum (written or overt) comprises those things in textbooks, and
content and concepts in the district curriculum guides. However, those “formal”
elements are frequently not taught. The curriculum-in-use is the actual curriculum
that is delivered and presented by each teacher.

9. Received curriculum Those things that students actually take out of classrooms;
those concepts and content that are truly learned and remembered.
10. The internal curriculum
Processes, content, knowledge combined with the experiences and realities of the
learner to create new knowledge. While educators should be aware of this
curriculum, they have little control over the internal curriculum since it is
unique to each student. Educators can explore this curricula by using instructional
assessments like “exit slips,” reflective exercises, or debriefing discussions to
see what students really remember from a lesson. It is often very enlightening and
surprising to find out what has meaning for learners and what does not.

11. The electronic curriculum Those lessons learned through searching the Internet
for information, or through using e-forms of communication. (Wilson, 2004) This
type of curriculum may be either formal or informal, and inherent lessons may be
overt or covert, good or bad, correct or incorrect depending on ones’ views.
Students who use the Internet on a regular basis, both for recreational purposes
(as in blogs, wikis, chatrooms, listserves, through instant messenger, on-line
conversations, or through personal e-mails and sites like Twitter, Facebook, or
Youtube) and for personal online research and information gathering are bombarded
with all types of media and messages. Much of this information may be factually
correct, informative, or even entertaining or inspirational. But there is also a
great deal of other e-information that may be very incorrect, dated, passé, biased,
perverse, or even manipulative.
The implications of the electronic curriculum for educational practices are that
part of the overt curriculum needs to include lessons on how to be wise consumers
of information, how to critically appraise the accuracy and correctness of e-
information, as well as how to determine the reliability of electronic sources.
Also, students need to learn how to be artfully discerning about the usefulness and
appropriateness of certain types of information. Like other forms of social
interaction, students need to know that there are inherent lessons to be learned
about appropriate and acceptable “netiquette” and online behaviors, to include the
differences between “fair and legal usage,” vs. plagiarism and information piracy.

Salawikain

Ang salawikain ay binubuo ng mga parirala sa anyong patula na karaniwang naghahayag

ng mga gintong aral. Ang mga salawikain, kawikaan, kasabihan, wikain, o sawikain ay
mga maiiksing pangungusap na lubhang makahulugan at naglalayong magbigay patnubay
sa ating pang-araw-araw na pamumuhay. Naglalaman ito ng mga karunungan.
Pinaniniwalan na ang mga salawikain ay kasabihan ng ating mga ninuno na patuloy na
nagpasalin-salin hanggang makarating sa ating makabagong henerasyon. Nabuo ang mga
salawikain o kasabihan ng ating mga ninuno na may makatang kakayahan o kaisipan at
nakapagbibigay ito ng aral, paala-ala o gabay sa mga kabataan upang maiwasto ang
mga pamantayan ng pamumuhay. Dahil sa salawikain o kasabihan ay naitatanim sa
kaisipan ng mga kabataan ang kabutihang asal, kadakilaan, pagmamahal sa bayan at sa
kapwa tao, maging sa paglilingod sa Diyos na sinasampalatayanan natin na siyang
nagpapala sa kaniyang mga nilikha.

Mga Halimbawa ng Salawikain

Mga Salawikain patungkol sa pakikisama, pakikipag-kaibigan at pakikipag-kapwa tao.

1. Puri sa harap, sa likod paglibak

2. Kaibigan kung meron, Kung wala'y sitsaron

3. Ang tunay mong kaibigan, nasusubok sa gipitan

4. Matabang man ang paninda, matamis naman ang anyaya

5. Kapag tunay ang anyaya, sinasamahan ng hila

6. Walang paku-pakundangan, sa tunay na kaibigan

7. Hindi sasama ang pare, kundi sa kapwa pare

8. Matapang sa kapwa Pilipino, susukot-sukot sa harap ng dayo

9. Ang taong tamad, kadalasa'y salat

10. Mag-aral kang mamaluktot habang maigsi ang kumot

11. May pakpak ang balita, may tainga ang lupa

12. Sagana sa puri, dukha sa sarili

Mga Salawikain patungkol sa kabutihan, kabaitan, kagandahang asal, pagpapakumbaba

at pag-ingat.
1. Ang ibinabait ng bata, sa matanda nagmula

2. Ang magandang asal ay kaban ng yaman

3. Pagsasama ng tapat, pagsasama ng maluwat

4. Ang may malinis na kalooban ay walang kinatatakutan

5. Ang mabuting halimbawa, ay higit na mabisa kaysa pahayag na dakila

6. Ang katotohana'y kahit na ibaon, lilitaw pagdating ng takdang panahon

7. Ang ibinabait ng bata, sa matanda nagmula

8. Magbiro ka sa lasing, huwag sa bagong gising

9. Bago mo sikaping gumawa ng mabuti, kailangan mo munang igayak ang sarili

10. Ang lumalakad ng marahan, matinik man ay mababaw. Ang lumalakad ng matulin,
kung matinik ay malalim

Mga salawikain patungkol sa mga pangako at ka kawalan ng kaya.

1. Buhay-alamang, paglukso ay patay

2. Kasama sa gayak, di kasama sa lakad

3. Ang tao na walang pilak, parang ibong walang pakpak

4. Ang hindi tumupad sa sinabi, walang pagpapahalaga sa sarili

5. Gaano man ang iyon lakas, daig ka ng munting lagnat

6. Ang maniwala sa sabi-sabi'y walang bait sa sarili

7. Mga salawikain patungkol sa pagkakaisa at pagtutulungan.

8. Anuman ang tibay ng piling abaka, ay wala ring lakas kapag nag-iisa

9. Kaya matibay ang walis, palibhasa'y nabibigkis

10. Ang mabigat gumagaan pag napagtutuwangan

11. Ang lakas ay daig ng paraan

12. Ako, ikaw o kahit sinumang nilalang, tayong lahat ay arkitekto ng sariling
kapalaran

13. Mga salawikain patungkol sa kagitingan at katapangan.

14. Ang lihim na katapangan ay siyang pakikinabangan

15. Sa larangan ng digmaan, nakikilala ang tapang

16. Marami ang matapang sa bilang, ngunit ang buong-loob ay iilan

17. Ang bayaning masugatan, nag-iibayo ang tapang

18. Nawala ang ari, ngunit hindi ang lahi

19. Ang lalaking tunay na matapang, hindi natatakot sa pana-panaan

20.Kapag pinangatawanan, sapilitang makakamtan

Mga salawikain patungkol sa pagtitiis

1. Hanggang maiksi ang kumot, magtiis na mamaluktot

2. Pag may hirap, may ginhawa

3. Walang ligaya sa lupa na di dinilig ng luha

4. Pag may kalungkutan, may kasiyahan

5. Kung aakyat ka nga't mahuhulog naman, mabuting sa lupa'y mamulot na lamang

6. Pagkapawi ng ulap, lumilitaw ang liwanag

7. Ang tao na walang pilak, parang ibong walang pakpak

8. Ang hindi tumupad sa sinabi, walang pagpapahalaga sa sarili

9. Gaano man ang iyon lakas, daig ka ng munting lagnat

Mga iba pang Salawikain

Nasa Diyos ang awa,nasa tao ang gawa.

Kapag ang tao'y matipid,maraming maililigpit.

Ano man ang gagawin, makapitong iisipin.

Ang hindi napagod magtipon, walang hinayang magtapon.

Madali ang maging tao, mahirap magpakatao.

Ang tunay na anyaya, sinasamahan ng hila.

Ang magalang na sagot ay nakakapawi ng poot.

Ang gawa sa pagkabata,dala hanggang pagtanda.

Pag di ukol, ay di bubukol.

Kung sino ang masalita ay siyang kulang sa gawa.

Daig ng maagap ang taong masipag.

Ako ang nagbayo ako ang nagsaing saka ng maluto'y iba ang kumain.

Ubus-ubos biyaya, pagkatapos nakatunganga.

Kung sino ang pumutak ay siyang nanganak.

Magsama-sama at malakas, magwatak-watak at babagsak.

Matibay ang walis, palibhasa'y magkabigkis.

Salawikain: Tagalog Proverbs

The Tagalog word for “proverb” is salawikain. Here are a few examples of Filipino
proverbs with English and/or Spanish translations!

Nagpapakain ma’t masama sa loob, ang pinakakain hindi nabubusog.

Si el que invita esta pesaroso, el invitado no se queda satisfecho.

Tagalog proverb: Ang tunay na pag-anyaya, dinadamayan ng hila.

Spanish translation: Quien de veras invita, obliga y arrastra al invitado.
English translation: A sincere invitation is augmented by a pull.

Tagalog proverb: Nasa Diyos ang awa, nasa tao ang gawa.
English translation: God helps those who help themselves.

Tagalog proverb: Bago mo sabihin at gawin, makapitong iisipin.

English translation: Before you say and do, think about it seven times.

Tagalog proverb: Kung di ukol, di bubukol.

English translation: If it isn’t related to the matter at hand, it’s irrelevant.

Tagalog proverb: Kung walang tiyaga, walang nilaga.

English translation: Without perseverance, there is no reward.

Tagalog proverb: Habang maikli ang kumot, matutong mamaluktot.

English translation: When the blanket is short, learn to curl up under it.

Tagalog proverb: Kapag apaw na ang takalan, kailangan kalusan.

English translation: When the pot runs over, you need to level the water off.

Tagalog proverb: Kung may isinuksok, may madudukot.

English translation: If you stash away something, you’ll have something to take
out.

PROVERBS - are short and pithy sayings that express some traditionally held truth.
They are usually metaphorical and often, for the sake of memorability,
alliterative.

Proverbs are also known as sayings. Proverbs give some form of life advice.
Every language and culture has them, and many proverbs exist in more than one
language. It is important not to miss any of the words in most proverbs because the
meaning can be lost if even one word is changed or left out. This list of English
proverbs includes definitions and examples, and is meant to improve English
vocabulary and English cultural knowledge.

1 PROVERB
Absence makes the heart grow fonder
MEANING
Being away from someone or something for a period of time makes you appreciate that
person or thing more when you see them or it again
EXAMPLE
“I used to hate going to my aunt’s house, but now I kind of miss it. Absence makes
the heart grow fonder.”
2
PROVERB
Actions speak louder than words.
MEANING
What you do is more important than what you say
EXAMPLE
“Don’t just tell me you’re going to change. Do it! Actions speak louder than
words.”
3 PROVERB A journey of a thousand miles begins with a single step
MEANING You must begin something if you hope to finish it; something that takes
a long time to finish begins with one step
EXAMPLE “If you want to lose weight, you need to stop eating junk, and you need
to start exercising. Today. Not tomorrow. A journey of a thousand miles begins with
a single step.”
4 PROVERB All good things must come to an end
MEANING Everything ends; good times don’t last forever
EXAMPLE “I wish this vacation would go on forever. It’s too bad that all good
things must come to an end.”
5 PROVERB A picture is worth a thousand words
MEANING An image can tell a story better than words
EXAMPLE “I wasn’t sure that he loved her, but then I saw them hugging at the
airport. A picture is worth a thousand words.”
6 PROVERB A watched pot never boils
MEANING If something takes time to do, it doesn’t help to constantly check on
it. You just have to give it time.
EXAMPLE “I know you think he’s going to be a great guitar player one day, but
stop criticizing him so much. He just started taking lessons two weeks ago! A
watched pot never boils.”
7 PROVERB Beggars can’t be choosers
MEANING If you’re in a bad situation and someone offers to help you, you have
to take whatever they give you and shouldn’t ask for more
EXAMPLE “I was unemployed, and they offered me a job cleaning prison toilets. I
didn’t like the job, but I accepted it. Beggars can’t be choosers.”
8 PROVERB Beauty is in the eye of the beholder
MEANING What is “beautiful” is different for each person
EXAMPLE “I think their house is ugly, but they seem to like it. Beauty is in
the eye of the beholder.”
9 PROVERB Better late than never
MEANING It’s better to finish something late than to never do it at all
EXAMPLE “Hello, Mr. Jameson. Here is my final essay. Better late than never,
right?”
10 PROVERB Birds of a feather flock together
MEANING People who are similar spend time together
EXAMPLE “I think we all started hanging out because we all liked anime. Birds
of a feather flock together.”
11 PROVERB Cleanliness is next to godliness
MEANING It’s good to be clean. God is clean, and you should be too.
EXAMPLE “Go take a shower before your date. You know what they say; cleanliness
is next to godliness.”
12 PROVERB Don’t bite the hand that feeds you
MEANING Don’t make someone angry or hurt someone who is helping you or paying
for you
EXAMPLE “You had a fight with your boss? Are you stupid? Don’t bite the hand
that feeds you.”
13 PROVERB Don’t count your chickens before they hatch.
MEANING Don’t expect a positive result before you actually see it
EXAMPLE A: “This idea is going to make me millions of dollars!”
B: “Whoa. Let’s slow down. Don’t count your chickens before they hatch.”
14 PROVERB Don’t judge a book by its cover
MEANING Don’t judge someone or something by appearance alone
EXAMPLE “Racism is still a problem today, and it will continue to be that way
until we learn not to judge a book by its cover.”
15 PROVERB Don’t put all of your eggs in one basket
MEANING Don’t put all of your hopes and resources into one goal or dream
EXAMPLE “I know you really want to be an actor, but don’t you think you’re
being financially irresponsible? Don’t put all of your eggs in one basket.”
16 PROVERB Don’t put off until tomorrow what you can do today
MEANING If you can do something today, do it. Don’t wait until tomorrow; don’t
procrastinate.
EXAMPLE “You have 6 hours of free time now. You should start on that final
psychology assignment. Don’t put off until tomorrow what you can do today.”
17 PROVERB Don’t put too many irons in the fire
MEANING Don’t try to do too many things at the same time; focus on one thing at
a time
EXAMPLE “No wonder you’re exhausted. You’re trying to work 4 jobs at the same
time! You have too many irons in the fire right now.”
18 PROVERB Easy come, easy go
MEANING When you make money quickly, it’s very easy to lose it quickly as well
EXAMPLE “I won $200 at the casino, and then I spent it on a very expensive meal
for me and some friends. Easy come, easy go.”
19 PROVERB Fortune favors the bold
MEANING People who are brave and who take risks are more successful than people
who are do things safely all the time
EXAMPLE “It’s a risk, but the reward could be great. I say you go for it.
Fortune favors the bold.”
20 PROVERB God helps those who help themselves
MEANING Don’t just wait for good things to happen to you. Work hard to make
them happen
EXAMPLE “If you want a better life, you can’t just sit on your butt thinking
about it. You have to work to make it happen. God helps those who help themselves.”