SYSTEM ANALYSIS IN EDUCATION
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SYSTEMS ANALYSIS AND TEACHER
EDUCATION
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THE RATIONAL-As time passed by innumerable
changes in education happened, technologies have been developed , as consequence of these giant steps teachers who will man the educational system will be equipped to meet the demands of this age.
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SYSTEMS ANALYSIS
-Is the scientific bases of answering different ways in this technological age, changes can be best discovered of the teacher education program. (Juanita S. Guerrero)
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OVERVIEW OF SYSTEMS ANALYSIS
-System analysis is a concept based on order & the interdependence among phenomena. It is also viewed as a process of breaking down existing wholes into constituent parts or elements for the purpose of depicting the relationship of the parts to the whole & to each other.
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ASPECT OF THE CONCEPT WILL INCLUDE AN EXAMITION OF
THE FOLLOWING;
1. Inputs in teacher education w/c comprise goals or objectives, students, teachers, teaching strategies, hardware, quality control, structure, funds & research;
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2. The educational process itself consis-ting of the operations requirement.3. The constraints resources
w/c include educational laws, mores & traditions
4. The output or the graduates of the teacher education
program.
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SYSTEMS ANALYSIS : ITS APPLICATION & VALUE
As an analytical concept, if applied to teacher education, it will include the following parts:
1. Identification of needs.2. Formulation of the design or
program.3. Evaluation & documentation.
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SYSTEM ANALYSIS AS TO TEACHER EDUCATIONGUERRERO: TEACHER EDUCATION
Identification Of antecedents
Identification & resolution of constraint
Identification of problems & Inputs
Analysis
Output Identification
Operations Requirements
Design or Program
Formulation of Goals
Planning of Tasks
Budgeting
Analysis & Selection
Implementa-tion
Evaluation
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EXPECTED ADVANTAGES RESULTS OF SYSTEMS ANALYSIS IF APPLIED TO
TEACHER EDUCATION
1.Educators will see the needs of the teachers education program as it relates to the educational system as a whole. It will thus facilitate the institution of
reforms when needed.
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2. It will enable educators to identify & scrutinize all the components of the entire educational process as they relate to teacher education on the one hand & to the whole system on the other.
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5. It will provide better evaluation of results in more
specific & relevant terms.
6. It will lend itself to the use of modern
technological advances, as well as adapt itself to
make use of the advances of technology.
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-There is no substitute for man’s sound judgment. The decision maker or the teacher is on his own when decision are made; but before he reaches this stage of decision making, the use of system analysis can provide as guidelines & evaluations allow him to make sound decisions.
-So it may be said the systems analysis is truly an extension of men’s ability to reason.
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--The major value of systems analysis as a planning tool is to organize human thinking w/in the framework of reason.
--Hence we can say that its major virtue, w/c is the enhancement of judgment, may yet provide the answers to the improvement of teacher education in the Philippines.
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A RATIONAL APPROACH TO COUNSELLING
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Counselors of any culture, regardless of their theorical orientation, have basically one thing in common. All try to bring about changes in the thoughts, & the attitudes of the clients toward themselves & world around them.
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The goal of this relationship is to assist the counselee develop
new patterns of adjudgment & eventually free him from the anxiety
that handicaps his normal behavior.
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VARIOUS PRACTITIONERS IN THE FIELD OF COUNSELING HAVE EXPRESSED IN THEIR OWN TERMINOLOGY, THE
PRIMARY GOAL OF THERAPHY.
ROGERS according to FORD & URBAN, seeks “to maximize
the person’s symbolization of his experiences & bring them
into line w/ his values”
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KAREN HORNEY, proposes a set of four general goals;
-therapy-client responsibility.
-inner dependence.-spontaneity of feeling - whole- heartedness
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According to MASLOW,
Psychology of becoming stresses the formation of an individual style of life that is self-aware,
self critical, & self-enhancing.
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PERRY LONDO EXPRESSING HIS VIEWS ON THE EXTENT OF
VARIABILITY IN APPROACH, SAYS:“…It takes only a personal
experience doing psychotherapy to recognize diversity & variation
among people that will not permit any neat plan of treatment to be
effective for everyone; no sensible therapist operates w/ as much loyalty to doctrine has been
implied…”
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CUIZON & ZINGLE: APPROACH TO COUNSELLING
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THE SEARCH FOR COUNSELLING APPROACH
-The quest for a practical & more effective approach to
counselling is one of the obsessions of a counsellor. In the Philippines, the problem
is doubly difficult & more complicated because of the conflicts in the value system
of home & school.
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ROGER’S client-centered therapy is the most widely
accepted counselling theory among counsellors.
-Because of the autocratic background in many instances of both the counsellor & the counselle, many counsellor
who pay lip service to client-centered theory are not, in
fact, governed by it in practice.
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RT-A PROMISING APPROACH
-Undoubtly, it is an approach that can be extremely successful because its principles favor a highly reasonable approach to human life, because of the specificity of its modus-operandi, its depth-centeredness, its very positive outlook & happy blending of control & permissiveness in manipulating behavior.
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-The counselor in actual practice will find this rational approach to counselling straightforward & easy to learn. Any counsellor possesing basic ingredients such as the desire to understand & assist a person w/ a problem & logical thinking can do an effective job as a rational therapist.
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-The main aim of rational-emotive therapy is to help
the individual to see clearly what his
fundamental beliefs in life are & to change
significantly those beliefs that are irrational.
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Rational-emotive therapy is positive in outlook. It is
based on the principle of not blaming oneself or others for
errors of commission or omission.
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-In a culture where individuals are generally authority-oriented but trained in
educational institutions where textbooks emphasize the need for permissiveness, democratic
ideals, & individual enhancement, a counselling approach that holds a rigidly
directive or rigidly non-directive position, may not be
workable.
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Guthrie (1961), attributes the extent of confusion of the
subjects on matters of permissiveness & control,
dependence-independence, & equalitarianism to the
conflicting standards of training & experience the teachers themselves had
undergone.
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A happy blending of the characteristics of the;
action & the insight therapies; the appeal to both reason & emotion; the logical & systematic approach; & above all its suitability to the Filipino personality are the advantages worth considering in the rational emotive approach to counselling.
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RATIONAL-EMOTIVE PSYCHOTHERAPY: ITS CENTAL
THEME
-This is a theory & practice of therapy w/c
aims to change the client’s intense & deeply
held emotions by changing his thinking.
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(Ellis’ Rational-emotive psycho-therapy) He attempts to eliminate the
counsellee’s emotional & mental unhappiness by teaching him “to maximize his rational thinking.”
-The task of the counsellor then is show him that his difficulties largely result from distorted perception & that this can be
reorganized so as to remove the basic cause of his difficulties.
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THEORETICAL FOUNDATIONS
One of the basic tenets of rational-emotive psychotherapy
is that human thinking & emotion are not two disparate or different process but that
they overlap significantly & are in some respects, for all
practical purposes essentially the same thing.
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Ellis states that emotion is caused & controlled in several major ways & one of these is
by thinking; that much of what we call emotion is nothing more or less than a biased,
prejudiced or strongly evaluative kind of thought; that sustained emotions are
the result of relatively defective appraisals.
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Emotion is a kind of strongly evaluative & highly personalized
form of thinking. It is accompanied by gross bodily reactions & leads to some kind of action which may
be positive or negative.
Thinking on the other hand, is “a more tranquil, less
personalized, less somatically involved & less activity-directed
mode of discrimination.”
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W/ the assumption that thinking frequently, if not
always, accompanies feeling & that most everyday
thinking is done in the form of words, phrases, &
sentences it would appear that much of man’s emoting takes the form of self-talk or
internalized sentences.
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THE TASKS OF THE RATIONAL EMOTIVE THERAPIST
-The rational-emotive therapist believes that sustained negative
emotions such as intense depression, anxiety, anger, & guilt are almost always unnecessary to human living, & that they can be
eradicated if people learn consistently to think soundly & to follow up their logical thinking w/
effective action.
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Ellis feels that three questions are therapeutically relevant if one accepts his assumptions about emotionally disturbed
individuals1. How do persons originally get
to be illogical?2. How do they keep perpetuating
their irrational thinking?3. How can do they be helped to
be less illogical, less neurotic?
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THE THERAPIST’S JOB THEN IS TO UNMASK THE ILLOGICAL & IRRATIONAL THINKING OF HIS CLIENT
BY;
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A. Bringing them forcefully to his attention;
B. Showing him how they are causing & maintaining his disturbance & unhappiness;
C. Demonstrating exactly what the illogical links in his internalized sentences are,
D. Teaching his how to rethink, challenge, contradict, & re-verbalize these so that his internalized thoughts become more logical & efficient.
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IRRATIONAL IDEAS WHICH CAUSE & SUSTAIN
EMOTIONAL DISTURBANCEEllis states that it is
almost impossible for a person raised in a Western society to
avoid falling victim to several fallacious ideas.
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ELLIS ATTRIBUTES THESE ELEVEN MAJOR
IRRATIONAL IDEAS TO WESTERN SOCIETY
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IRRATIONAL IDEA NO. 1
The idea that it is a dire necessity for an adult human being to be loved or approved by virtually every significant other person in his community.
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IRRATIONAL IDEA NO. 2
The idea that one should be thoroughly
competent, adequate & achieving in all possible
respects if one is to consider oneself
worthwhile.
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IRRATIONAL IDEA NO. 3
The idea that certain people are bad, wicked or villainous & that they should be severely punished & blamed for their villainy.
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IRRATIONAL IDEA NO. 4
The idea that it is awful & catastrophic when things are not the way one would
very much like them to be.
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IRRATIONAL IDEA NO. 5
The idea that human unhappiness is
externally caused & that people have little or no ability to control
their sorrows & disturbances.
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IRRATIONAL IDEA NO. 6
The idea that if something is or becomes dangerous or fearsome one should be terribly concerned about it & should keep dwelling on the possibility of its occuring.
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IRRATIONAL IDEA NO. 7
The idea that it is easier to avoid than to face certain life difficulties & self-responsibilities.
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IRRATIONAL IDEA NO. 8
The idea that one should be dependent on others & needs someone stronger than oneself on whom to rely.
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IRRATIONAL IDEA NO. 9
The idea that one’s past history is an all important determinant of one’s present behavior & that because something once strongly affected one’s life, it should indefinitely have a similar effect.
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IRRATIONAL IDEA NO. 10
The idea that one should become quite upset over other people’s problems & disturbances.
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IRRATIONAL IDEA NO. 11
The idea that there is variably a right, precise, & perfect solution to human problems & that it is catastrophic if his perfect solution is not found.
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• THANK YOU…
• PREPARED BY: MRS. ANNABELLE B. CARINOSANTA CRUZ CENTRAL SCH.