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Throughout the decades, starting from the 1960s, teachers evolved in different aspects of teaching.
a) Stereotypes
b) Teaching Materials
c) Teaching Techniques and Strategies
d) Teaching styles
e) Others

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TEACH FOR THE PHILIPPINES

https://www.youtube.com/watch?v=4SppdQHZ-4A

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The Story of the Filipino: Teach for the Philippines

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HISTORICAL BACKGROUND
Many of the Filipinos who led the revolution against Spain in the 1890s were ilustrados. Ilustrados, almost without exception, came from wealthy Filipino families that could afford to send them to the limited number of secondary schools (colegios) open to non-Spaniards. Some of them went on to the University of Santo Tomás in Manila or to Spain for higher education. Although these educational opportunities were not available to most Filipinos, the Spanish colonial government had initiated a system of free, compulsory primary education in 1863. By 1898 enrollment in schools at all levels exceeded 200,000 students.

Between 1901 and 1902, more than 1,000 American teachers, known as "Thomasites" for the S.S. Thomas, which transported the original groups to the Philippines, fanned out across the archipelago to open barangay schools. They taught in English and, although they did not completely succeed in Americanizing their wards, instilled in the Filipinos a deep faith in the general value of education. Almost immediately, enrollments began to mushroom from a total of only 150,000 in 1900-1901 to just under 1 million in elementary schools two decades later. After independence in 1946, the government picked up this emphasis on education and opened schools in even the remotest areas of the archipelago during the 1950s and the 1960s.

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The expansion of educational options was not always followed by higher standards. As a result, quality started to receive a lot more attention in the 1970s and early 1980s. The performance of respondents from Mindanao was the worst, and that of those from the Visayan Islands was only marginally better. The Central Luzon and Southern Tagalog regions had the best results.

Because of poverty, educational system of the Philippines is poor. Families who has a low income cannot support their children to go to school.

Schools are build during the mid 1980's. These schools are Brent which is built in Baguio and Faith Academy and the International School in Manila. Some Filipinos attended and taught at these institutions, although most of them were foreign—mostly Americans. Children of missionaries were the main clients of Faith Academy, while others were accepted as space permitted.

Chinese in the Philippines have established their own system of elementary and secondary schools. Classes in the morning covered the usual Filipino curriculum and were taught by Filipino teachers. In the afternoon, classes taught by Chinese teachers offered instruction in Chinese language and literature.

In 1990, the educational system offered four years of high school instruction after six years of elementary training. Kids started primary school when they were seven years old. Although it was frequently argued that English was being marginalized, instruction was offered in both English and Filipino. All training took place in English prior to the Philippines' 1946 declaration of independence; since then, a greater emphasis has been placed on the Pilipino language. Filipino, English, and Spanish were the three languages that secondary and higher education students had to deal with up until the mandatory study of Spanish was discontinued in 1987.

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The educational attainment of the population in the Philippines had improved since year 2000. The proportions of graduates of both secondary and tertiary (college) levels had increased from 2000 to 2010. In 2010, high school graduates accounted for 19.1 percent compared to only 12.9 percent in 2000. College graduates increased from 4.3 percent in 2000 to 10.1 percent in 2010. On the other hand, the proportion of those with no grade completed had decreased from 8.3 percent to 4.0 percent.

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Computer technology is a regular and integral part of teaching and learning in today's classrooms. I-pads and smartphones facilitate communication and ready continuous access to information.

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The role of the teachers are maintained and developed at the same time. The relevance of being oriented of what they do and what they could do more ensures their capabilities in the field of education. Their characteristics grow to an advanced knowledge in which they conform to what is timely and significant today.

Teachers are more innovate and adaptable to changes. The opportunity to do something new drives them to change for the betterment of the students.

Teachers are more inclusive and student-centered. They manifest the "guide on the side" rather than the "sage on the stage. They elevate their role into an even better role model by  attending to their students' needs and differences.

Teachers are globally and locally competent. They understand diversity and promote respect. They encourage their students to be knowledgeable about the world and explain how can this help in their development and growth in life.

Teachers are technology-driven. Incorporating useful digital tools to improve their students' learning options, increasing student support and involvement, and increasing productivity are all things that teachers do with technology. Teachers can adapt their teaching strategies and student learning through the use of technology. Technology benefits schools by minimizing the expense of physical teaching resources, improving the effectiveness of educational initiatives, and maximizing instructor time. Furthermore, it also gave them access to a limitless supply of up-to-date data and information from various sources.

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a) Stereotypes
b) Learning Materials
c) Learning Styles
d) Behavior, Way of Motivation, Trends in Subjects or Lessons They Learn
e) Others

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January 1, 1982
-Education act of 1982
- BP 232 was executed to promote and maintain "quality education" through accreditation for all schools to upgrade their standards;

January 1, 1991
-Break-up of DECS into 3 departments

-as recommended by Congress, DECS was subdivided into 3 depts.: Dept. of Basic Education (BSE); TESDA; and CHED.
-establishment of Teacher Education Centers of Excellence

February 3, 1992

-Student Employment Law

-aka RA 7323, it allows students aged 15-25 to be employed during summer or Christmas vacations with a salary not lower than the minimum wage where 60% paid by employer and 40% shouldered by the govt.

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Educational Trends in the 1960's began with a revolution in education that took place in the United States during the 1960s.

During the 1960s, students from grade school through university-level began studying old subjects in new ways. One of the offshoots of the civil rights movement was a change in the approach to teaching American history. The "basics" were the focus.

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Today, creativity and innovation are critical skills that students must posses. Students now are more creative and innovative. They are capable to solve their own problems and come up with a creative and innovative solution.

The world children are growing up in today is a world where communication, collaboration and teamwork is essential. Students are able to communicate and also bring out the best in them during collaborations. They were exposed to numerous activities that requires communication and collaboration, that's why they had easily adapted to it.

Students are also advance in terms of education. They uses technologies for further expound their knowledge. Using gadgets, they have the opportunity to search or surf the internet for information.

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http://countrystudies.us/philippines/53.htm

https://psa.gov.ph/press-releases/id/41292

https://learner21stcentury.wordpress.com/characteristics-of-a-21st-century-learner/

https://psa.gov.ph/press-releases/id/41292?fbclid=IwAR3z1a62YLi-q1I1CIFUEqKxUDNAJe7JMhAmyxBDbc_z4i-uSXnH44TAzUM

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BARROS, Jericho
KIRENG, Lyka Mae
JADO, Chesney
MANDAPAT, Winston
MINEZ, Angelica
NOBLEZA, Ivy Bernadette
VENTURA, Ashley