Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
GRADUATE SCHOOL
Sta. Mesa, Manila

A TERM PAPER

Submitted to

Dr. ZENAIDA A.OLONAN

Foundations of Education
EDU 640

By

Dinnes A. Masubay
Master in Educational Management

March 2017
 TEACHING INTELLECTUAL, EMOTIONAL LEARNING
By: Rima Jessamine M. Granali
Philippine Daily Inquirer

The TIEL, stands for Teaching for Intellectual and Emotional Learning, codifies
intellectual and social-emotional processes that are necessary in the complex teaching
and learning. The TIEL Model provides educators with a map that guides them in
developing curriculum, instruction, and a learning environment that better prepares
students with complex skills they will need in the expanded educational and vocational
landscape (Folsom, 2009).

It brings together the elements from the field of psychology and educational
philosophy. It uses the structure of intellect theory developed by J.P. Guilford (1977),
focusing on the thinking operations, namely, cognitive, memory, evaluation, convergent
and divergent thinking. The social-emotional aspects of teaching and learning are
adapted from Dewey’s (1964) writings. The qualities of character include reflection,
empathy, ethical reasoning, mastery and appreciation. (as cited by Folsom, p. 35). It
explains the relationship between each intellectual component and the corresponding
quality of character or social-emotional component. Thus, it ensures that the learners
are able to develop high thinking skills and social-emotional skills simultaneously.

- ANALYSIS -

To deepen our understanding about the above news, the following Pros and Cons
of the seen program were enumerated:

There are many advantages for this approach on the student. First of all, students
learn how to learn through discovery, inquiry, and problem solving. Beside developing
student learning, they also develop other skills that will help them through their life, such
as: the communicational and team work skills, since they are cooperating, negotiating
and working all together in the class. In addition, they develop tolerance, understanding
and respect of other’s opinions by listening carefully to each other. Since all the
students are involved in the learning process, they become more confident and
independent.

In contrast, there are many disadvantages of this approach as well. The students
might find the problem of misconception, when they prepare themselves for the class.
They sometimes read some ideas or concepts and construct the wrong knowledge in
their minds. This why, it would be better if the teacher explain the materials on the CD,
or give the students the material in a clear and easy way. Moreover, some of the
students do not like such way in learning, because they love to learn in alternative ways
and styles like what the teacher does in the traditional classes. Furthermore, some
students do not have the team work skills. This why, they may complain about being on
teams. I suggest giving the student some session to teach them the team work skills at
the beginning of the semester to overcome such problem.

- REFLECTION -

Learning is a consequence of thinking (Perkins, 1992, p.8). Retention,

understanding, and active use of knowledge can be brought about only by learning
experiences in which learners think about and think with what they are learning. The
new strand on education today is to let the learners active and responsible in their own
learning. This practice was introduced long before John Dewey founded progressive
education. He envisioned a child-centered education that took account of children’s
interests and abilities (Dewey in Perkins, 1992, p.9)

That is true in this age, with exaggeration that changes happen so fast. We have to
cope up as fast as we can so we will not be left behind. Let us now put it in the context
of education. Today’s schools are organized to produce Industrial Age learners. If
schools are to prepare young people for successful lives in the 21st century, they need
to do things differently. 21st century schools need to develop different skills and
dispositions from those that were required in the 20th century

- RECOMMENDATION FOR POLICY -

Traditionally, the principal leads the school much as the captain of a ship
commands the crew. Contemporary lessons from the business and school communities
alike suggest that a strongly hierarchical, non-participatory process of governance
misses opportunities. Significant teachers, parents, and indeed student’s participation in
school governance can boost motivation and involvement and harvest everyone’s
intelligence toward the good of the enterprise. It means that the schools nowadays need
to foster a thoughtful involvement not just for students in their classrooms but for the
adults committed to the school as well. It is being recommended that the school
administration must become more aware to energize the whole school community to
establish a thoughtful environment among its members.

Teachers must also have new perspectives in their involvement in teaching-

learning process. They must become more aware on the academic achievements of
their pupils and plan for a more enjoyable and authentic learning experiences. Likewise,
students must be given opportunities to be responsible with their own learning.
Teaching-learning process must give them freedom to reflect on what they are doing in
school so they will be more motivated in studying. The thoughtful learning also promises
retention of knowledge so it will help them to get higher academic achievements. There
must also an active use of knowledge that will encourage students to be more creative
in doing a task.
 THE QUALITY SCHOOL: MANAGING STUDENTS
WITHOUT COERCION

By Dr. William Glasser, 1990

William Glasser is a psychiatrist who for many years has consulted and spoken
extensively on issues related to quality education. He was first trained to be a chemical
engineer, but later turned to psychology and then to psychiatry (Glasser, 1977). Glasser
soon extended his ideas from reality therapy to the education. His work with juvenile
offenders further convinced him that teachers could help students make better choices
about their school behavior. Glasser insisted that teachers should never excuse bad
student behavior. Poor background or undesirable living conditions do not exempt
students from their responsibility to learn and to behave properly in school. This point of
view, together with practical advice for carrying it out, was set forth in Glasser's book
Schools Without Failure (1969). In 1985, Glasser published a book entitled Control
Theory in the Classroom, in which he gave a new emphasis to his idea that “If students
are to continue working and behaving properly, they must "believe that if they do some
work, they will be able to satisfy their needs enough so that it makes sense to keep
working." Glasser thus has put much greater emphasis than before on the school's role
in meeting basic student needs, as a prime factor in discipline and work output. This
theme is furthered in Glasser's 1990 book, The Quality School: Managing Students
Without Coercion.

The Quality School: Managing Students Without Coercion.

William Glasser introduces the difference between a boss-manager and a lead-

manager. The book begins with a brief description of failing boss-managers and
successful lead-managers.

There are four essential elements of lead-managing tackled in the book. First, the
lead-teacher engages in discussions with students of quality work while making an effort
to fit the job to the skills and needs of the learner. Secondly, the lead-teacher models
high expectations of work while gaining input on the assignment or project. Thirdly, the
lead-teacher asks the students to evaluate their work for quality while understanding the
high quality work may be different for each student. Lastly, the lead-teacher must
provide a classroom atmosphere that is non-coercive and non-adversarial.

The Quality School is an extension of William Glasser’s book Choice Theory (P.
39). The choice theory involves self-control of our own behavior so that what we choose
to do is the most need-satisfying thing we can do at the time. Choice theory is the
explanation of this constant attempt to control both ourselves and others, even though
in practice we can control only ourselves. Choice theory contents that all human beings
are born with five basic needs built into their genetic structure: survival, love, power, fun,
and freedom. In all of our lives we must attempt to live in a way that will best satisfy one
or more of these needs. As a teacher this knowledge will be essential to the success of
students. If what we ask to our students to do in school does not satisfy one or more of
their needs or if they do not care about us, then they will do the task poorly or maybe
not at all. This has tremendous application for me as a teacher. In order to practice this
theory, I must be a good teacher by teaching survival and caring skills, becoming a
good friend, sharing a few laughs, and giving students/colleagues the freedom to learn
as they see best. These essential elements will carry on with me after reading this book
as well as the message that the essence of good managing is caring and hard work
(Glasser, 1990, p. 39).

In a Quality School according to Glasser, relationships are based upon trust and
respect, and all discipline problems have been eliminated although some incidents may
still occur. Quality of work is stressed than the quantity of work. Students must be asked
only to complete useful work – need satisfying work. This has huge help for me as a
teacher. This changes the entire system of school success and failures. As a teacher, I
must explain what I mean by quality work and post quality papers for students to
inspect. This also applies in giving works as model to my students. Although, I do not
think I can assume the grading system of Glasser’s Quality School approach I do want
to offer some power to the students in the scoring process to give emphasis in self-
evaluation. I will encourage students to be the judge of their quality work as much as I
am. After sharing examples, guiding and modeling I believe I can encourage a marking
system for students to convey their opinion on the quality of the project. This will be a
good means of communication regarding whether I am challenging them enough.

Glasser also suggested five conditions so that quality becomes part of the work
habits in an organization.

1. Quality is always a product of warm, caring human relationship.

2. Quality is always useful in many ways. It never destructive either to individual or to
society.
3. Quality is the best that everyone in the organization, working both separately and
together, can achieve at any particular time. A quality organization never settles for
less.
4. Quality can always be improved no matter how good it is at any time. A quality
organization is always alert for ways to improve what it does and how it does it.
5. Quality always feels good, and greater the quality, the longer the good feeling lasts.
 If organization’s leaders have the goal of producing quality products or services
and they agree to include the conditions that Glasser gave, then success in reaching
quality will depend on how well these conditions can be put into practice.

Another thing that I admire to Glasser is his thinking that students must be taught
that they are responsible for all that goes on within their school. For example, the
students must be taught how the school is maintained and asked to figure out ways in
which they could aid not only in maintenance but in the improvement of the physical
plant. Students must be asked to take responsibility for each other. If we have
responsible students, they must be given the chances and experiences to do all they
can to make their school the best possible place it can be. They will learn good
citizenship through studying and assuming their responsibilities as part of the school
community.

Lastly, Glasser discussed several strategies and activities that encourage quality
work from students. Cooperative learning is already part of my classroom, yet
incorporating self-evaluation of quality work is not. I envision every student making a
visual representation of their future occupation and using it as a constant reminder of
why to participate in quality work. I hope that these additions will help me to obtain
quality work from those around me by eliminating coercion from my class room and
school. Glasser’s book has tremendously impacted my outlook on teaching and leading.

Glasser And Other Contemporary Books

According to David Perkins in his book, Smart Schools: From Training memories to
Educating Minds, learners must be exposed in school that are full of thought. These
schools are focus not just on schooling memories but on schooling minds. These
schools, as he say it, is called “smart schools”. Today, we need educational settings with
thinking-centered learning, where students learn by thinking through what they are
learning about (Brown in Perkins, p.7).

Smart schools, as described by Perkins, exhibited by three characteristics:

Informed. Administrators, teachers and indeed students in the smart school know a
lot about human thinking and learning and how it works best. They know a lot about
school structure and collaboration and how that works best.

Energetic. The smart school requires spirit as much as information. In the smart
school, measures are taken to cultivate positive energy in the structure of the school,
the style of administration, and the treatment of teachers and students.

Thoughtful. Smart schools are thoughtful places, in the double sense of caring and
mindful. First of all, people are sensitive to one another’s needs and treat others
thoughtfully. Second, both the teaching-learning process and school decision-making
processes are thinking centered.

Dr. Cristy Folsom in her TIEL (Teaching for Intellectual and Emotional
Learning)model provides educators with a map that guides them in developing
curriculum, instruction, and a learning environment that better prepares students with
complex skills they will need in the expanded educational and vocational landscape
(Folsom, 2009).

Complex teaching and learning, according to Darling-Hammond (1997, as cited by

Folsom) involves conscious integration of intellectual and social-emotional processes
(p. 32). This will help learners have awareness in their own thinking and learning by
giving them opportunities in developing their self-management skills of decision making,
planning and self-evaluation in the classroom. Dr. Folsom said that by using the TIEL
framework, teachers could create lesson plans that would help students retain
knowledge longer while developing their thinking skills and social-emotional
characteristics.

Traditionally, the principal leads the school much as the captain of a ship
commands the crew. Contemporary lessons from the business and school communities
alike suggest that a strongly hierarchical, non-participatory process of governance
misses opportunities. Significant teachers, parents, and indeed student’s participation in
school governance can boost motivation and involvement and harvest everyone’s
intelligence toward the good of the enterprise. It means that the smart school needs to
foster a thoughtful involvement not just for students in their classrooms but for the adults
committed to the school as well. With this research the school administration will
become more aware to energize the whole school community to establish a thoughtful
environment among its members.