Peaceable Classroom Management
PEACEABLE CLASSROOM MANAGEMENT
BY:
JOBERT M. ASUNCION
Chapter I
THE PROBLEM
Background of the Study The key instrument towards attaining peace education in the classroom is the teacher. A teacher is at the center of providing quality education as well as peaceable classroom for all Filipino children. Quality and peace education should be inseparably practiced in schools. The International Commission on Education for the Twenty-first Century advocates four pillars of education which are: 1) Learning to know; 2) Learning to do; 3) Learning to live together; and 3) Learning to be (Vega, 2009). The first pillar “concerned less with the acquisition of structured knowledge but more with the mastery of learning tools” (Vega, p. 14). The second pillar entails the acquisition of competence. This will enable people to deal with various life situations. The third pillar of education implies understanding, acceptance, and appreciation of interdependence. The fourth pillar refers to the all-around development of each individual. All the physical, intellectual, emotional and ethical dimensions of the complete person are developed in this pillar of education. Crucial in the attainment of the goals of the four pillars of education is peace in the classroom. More often, teachers neglect to infuse the practical unity and peace in the learning process because the focus is the mastery of academic content. Teachers emphasize heavily on the impartation of knowledge. They neglect that a genuine and lasting culture of peace is built on the exercise of the pillars of education. This scenario results to an imbalanced person who is more academician and less practical. Lesser practicality in life can be dangerous because it entails inconsideration, ungratefulness, disagreement, and disunity. The world is full of conflict and violence. This conflict and violence is also present in the contemporary educational institution, particularly in the classroom. Undeniably within the locality,
BY:
JOBERT M. ASUNCION
Chapter I
THE PROBLEM
Background of the Study The key instrument towards attaining peace education in the classroom is the teacher. A teacher is at the center of providing quality education as well as peaceable classroom for all Filipino children. Quality and peace education should be inseparably practiced in schools. The International Commission on Education for the Twenty-first Century advocates four pillars of education which are: 1) Learning to know; 2) Learning to do; 3) Learning to live together; and 3) Learning to be (Vega, 2009). The first pillar “concerned less with the acquisition of structured knowledge but more with the mastery of learning tools” (Vega, p. 14). The second pillar entails the acquisition of competence. This will enable people to deal with various life situations. The third pillar of education implies understanding, acceptance, and appreciation of interdependence. The fourth pillar refers to the all-around development of each individual. All the physical, intellectual, emotional and ethical dimensions of the complete person are developed in this pillar of education. Crucial in the attainment of the goals of the four pillars of education is peace in the classroom. More often, teachers neglect to infuse the practical unity and peace in the learning process because the focus is the mastery of academic content. Teachers emphasize heavily on the impartation of knowledge. They neglect that a genuine and lasting culture of peace is built on the exercise of the pillars of education. This scenario results to an imbalanced person who is more academician and less practical. Lesser practicality in life can be dangerous because it entails inconsideration, ungratefulness, disagreement, and disunity. The world is full of conflict and violence. This conflict and violence is also present in the contemporary educational institution, particularly in the classroom. Undeniably within the locality,