Module in Ed 102

MODULE in ED 102
The Teaching Profession
SHERRYL M. MONTALBO

Module in Ed 102
Unit 1
The Teacher as a Person in the Society
Introduction
This section presents the critical role of teachers as invaluable members of
the society. It clarifies the value of teaching and explains that teaching is a
vocation, a mission and a profession.
Intended Learning Outcomes

At the end of this section, the students are expected to:
1. identify several roles performed by teachers
2. develop their own philosophy of teaching
3. discuss the values of teachers as community leaders
4. appreciate the role of teachers in the society
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I. Qualities of a Teacher
There are two distinct characteristics of an effective and efficient teacher:
1. Personal qualities – refer to the qualities that stem from the teacher’s
personality, interests, attitudes, and beliefs; and his/her behavior and working
relationships with his/her students and peers.
2. Professional qualities – refer to the teacher’s knowledge of the subject matter,

his/her understanding of the psychological and educational principles and
his/her understanding of the teaching profession.
Personal Qualities
1. Innate Qualities
a. Aptitude – A saying goes “Teachers are born”. This refers to the inborn
characteristics of individuals such as aptitude, often defined as a strong
inclination for some tasks together with corresponding skills.
b. Mental ability – A mental ability that is above average and higher

equips a teacher to carry on her multiple tasks. After hurdling a 4 year
bachelor’s degree, she can easily continue to a masteral degree. Mentally
gifted and bright teachers are capable of demonstrating higher order
thinking skills.
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2. Personal qualities – In the chosen career of teaching, personality could

serve as an inspiration or otherwise to the student whom she pledge to lead
by the hand. A teacher must essentially possess the following person al
qualities:
a. Presentable appearance, good manners, courtesy, and a pleasant voice.

b. Intelligence, emotional stability, and self-control
c. Sympathy, kindness, helpfulness, and patience
d. Integrity, trustworthiness, honesty and loyalty
e. Sociability, friendliness, and cooperativeness
f. Flexibility, creativity, and resourcefulness
g. Fairness impartiality, and tolerance
h. Sense of humor, cheerfulness, and enthusiasm
Professional Qualities
Professional qualities include:
1. A mastery of the subject matter.

2. An understanding of the learners. This pertains to the teacher’s knowledge
about the learners and the principles of human growth and development.
3. Liking and loving learners. A teacher who has genuine and sincere love for
learners can imbue them with love for learning.
4. Knowledge of the teaching principles and skills. A teacher must know the
WHATS and HOWS of teaching including the needed skills and teaching
methods.
5. General understanding of the different branches of knowledge along with
their interrelationship and interdependence to solve life’s problems.
Knowledge and background study of arts, languages, philosophy, math,
literature, and physical science are deemed necessary. A teacher must also
be knowledgeable of information and communications technology (ICT) as
in the use of computers.
6. An appreciation of the teaching profession.
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II. Role of Teachers in the Society
Society and You
Here is an excerpt of the findings of a study on Pre-service Elementry Teacher

Training conducted by Rosita L. Navarro, et .al in 1994 (Navarro, Rosita et.al.
Study of Pre-Service Elementary Teacher Training(SPETT, June, 1994.) The
responses were from 1,460 respondents in 12 regions of the country. The
community respondents’ group consisted mostly of parents (26%), non-
government
4. organizations (24%), principals and assistant principals (23%), representatives
from the business and industry sectors (21%) and School Superintendents (6%).
Community Perception on the Role of Teachers in the Community

(Navarro et al., 1994)
Teachers are perceived to be:
1. Very important in a community

2. Respected in community
3. Help in the community to some extent Community
Perception on Beliefs and attitudes about Teachers and Teaching
The community respondents strongly agree that teacher:
1. Help develop the moral character of children.

2. Are second parents
3. Are assets to the community T
The community respondents agreed with 12 beliefs and attitudes, as

follows:
1. The most intelligent child should be encouraged to enter the teaching

profession.
2. Teachers set moral standard of the community.
3. Teachers make good parent.
4. Men should be encouraged to enter the teaching profession.
5. The teaching profession is one of the lowest paid.
6. Teachers should be paragon virtue.
7. Children obey and respect their teachers.
8. Teachers play an active role in disciplining children.
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9. Praising boosts child‘s confidence.

10. A teacher is child’s model.
11. Child’s interest in studies depends upon his/her teachers.
12. Parents entrust children’s welfare to teachers.
III. Your Philosophical Heritage
To philosophize is so essentially human and in a sense to philosophize

means living a truly human life. --- J. Pieper
The Existential Question
We are heirs to a rich philosophical heritage. Passed on to us are a number of

philosophies of various thinkers who lived before us. These thinkers reflected on
life in this planet. They occupied themselves searching for answers to questions
about human existence.
Questions like “what is life?”, “who am I?” and the like. In school context, the
existential questions are “why do I teach?”, “what should I teach?” etc.
The Seven Philosophies of Education
1. Essentialism
• Why Teach - Teachers teach for learners to acquire basic knowledge,

skills and values. Teachers teach “not to radically reshape society but
rather “to transmit the traditional moral values and intellectual
knowledge that students need to become model citizens.”
• What to Teach - Essentialist programs are academically rigorous. The
emphasis is on academic content for students to learn the basic skills
or the fundamental r’s --- reading, ‘riting, ‘rithmetic, right conduct, as
these are essential to the acquisition of higher or more complex skills
needed in preparation for adult life. The teachers and administrators
decide what is most important for the students to learn and place little
emphasis on student’s interests, particularly when they divert time
and attention from the academic curriculum.”
• How to Teach - Essentialist teachers emphasize mastery of subject
matter. They are expected to be intellectual and moral models of their
students. They are seen as “fountain” of information and as “paragon
of virtue”, if ever there is such a person. To gain mastery of basic skills,
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teachers have to observe “core requirements, longer school day, a

longer academic year…”
2. Progressivism
• Why Teach - Progressivist teachers teach to develop learners into

becoming enlightened and intelligent citizens of society. They teaches
learners so they may live life fully NOW not to prepare them for adult
life.
• What to Teach - The progressivists are identified with need-based and
relevant curriculum. This is a curriculum that “responds to student’s
needs and that relates to students’ personal lives and experiences.”
Progressivists accepts the impermanence of life and the inevitability
of change. For them, everything else changes. Change is the only thing
that does not change. Hence, progressivist teachers are more
concerned with teaching the learners to cope with change.
• How to Teach - They believe that one learns by doing. For John
Dewey, the most popular advocate of progressivism, book learning is
no substitute for actual experience. Example methods are problem-
solving and “hands-on-minds-on-hearts-on.”
3. Perennialism
• Why Teach - Develop the students’ rational and moral powers.

According to Aristotle, if we neglect the students’ reasoning skills, we
deprive them of the ability to use their higher faculties to control their
passions and appetites.
• What to Teach - Perennialist curriculum is a universal one on the view
that all human beings possess the same essential nature. It is heavy on
the humanities, on general education. It is not a specialist curriculum
but rather a general one. There is less emphasis on vocational and
technical education.
• How to Teach - The perennialist classrooms are “centered around
teachers”. Teachers do not allow the students’ interests or experiences
to substantially dictate what they teach. They apply whatever creative
techniques and other tried and true methods which are believed to be
the most conducive to disciplining the students’ minds.
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4. Existentialism
• Why Teach - To help students understand and appreciate themselves

as unique individuals who accept complete responsibility for their
thoughts, feelings and actions”. Existentialist teacher’s role is to help
student define their own essence by exposing them to various paths
they take in life and by creating an environment in which they are
freely to choose their preferred way.
• What to Teach - “Students are given a wide variety of options from
which to choose”. Students are afforded great latitude in their choice
of subject matter.
• How to Teach - “Existentialist methods focus on the individual.
Learning is self-paced, self-directed”.
5. Behaviorism
• Why Teach - Behaviorist schools are concerned with the modification

and shaping of students’ behavior by providing for a favorable
environment, since they believe that they are product of their
environment.
• What to Teach - Behaviorist teachers teach students to respond
favorably to various stimuli in the environment.
• How to Teach - Behaviorist teachers “ought to arrange environmental
conditions so that students can make the responses to stimuli. They
ought to make the stimuli clear and interesting to capture and hold the
learners’ attention”.
6. Linguistic Philosophy
• Why Teach - To develop the communication skills of the learner

because the ability to articulate, to voice out the meaning and values
of things that one obtains from his/her experience of life and the
world is very essence of man.
• What to Teach – Learners should be taught to communicate clearly.
Three ways of communication: verbal (can be oral or written), non-
verbal (messages we send through body language), and para-verbal
(how we say what we say). Teach them to speak as many languages
you can. The more the languages one speaks, the better he/she can
communicate with the world.
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• How to Teach – Experiential way, make them experience sending and

receiving messages through verbal, non-verbal and para-verbal.
7. Constructivism
• Why Teach – Develop intrinsically motivated and independent

learners equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
• What to Teach – The learners are taught how to learn.
• How to Teach – The constructivist classroom is interactive. The
teacher’s role is to facilitate this process.
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Activity No. 1 - Your Philosophical Heritage
“To philosophize is so essentially human-and in a sense to philosophize

means living a truly human life.” J.Pieper
An Exercise to Determine Your Educational Philosophy
Find out to which philosophy you adhere. To what extent does each statement
apply to you?
Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if
you agree sometimes and 1 if you don’t agree at all.
Statements 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are relevant
today
as when they were first conceived.
3. Teachers must not force their students to learn the subject
matter
if it does not interest them.
4. Schools must develop students’ capacity to reason by
stressing on
the humanities.
5. In the classroom, students must be encouraged to interact
with one
another to develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the
creative
works of history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply
their previous experiences in solving new problems.
8. Our course of study should be general, not specialized, liberal,
not
vocational, humanistic, not technical.
9. There is no universal, inborn human nature. We are born and
exist
and then we ourselves freely determine our essence.
10.Human beings are shaped by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines
such
as Math, Natural Science, History, Grammar and Literature.
14. Teacher cannot impose meaning, students make meaning of
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what
they are taught.
15. Schools should help individuals accept themselves as unique
individuals and accept responsibility for their thoughts, feelings
and actions.
16. Learners produce knowledge based on their experience.
17. For the leaner to acquire the basic skills, he must go through
the
rigor and discipline of serious study.
18.The teacher and the school head must prescribe what is most
important for the students to learn.
19. The truth shines in an atmosphere of genuine dialogue.
20. A learner must be allowed to learn at his own pace.
21. The learner is not a blank slate but brings past experiences
and
cultural factors to learning situation.
22.The classroom is not a place where teachers pour knowledge
into
empty minds of students.
23.The learner must be taught how to communicate his ideas
and
feelings.
24.To understand the message from his students, the teacher
must
listen not only to what his students are saying but also to what
they are not saying.
25.An individual is what he chooses to become not dictated by
his
environment.
Interpreting your Scores
If you have 2 answers of 4 in numbers

1,3,5,7 – you are more of a progressivist
2,4,6,8 – you are more of a perennialist
9,15,20,25 – you are more of an existentialist
10,12 – you are more of a behaviorist
11,13,17,18 – you are more of an essentialist
14,16,21,22 – you are more of a constructivist
19,23,24 – you are more of a linguistic philosopher
If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which
means you put the philosophies together.
If your scores are less than 4, this means that you are not very definite in your philosophy.
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Or if your scores are less than 3 in most of the items, this means your philosophy is quite
vague.
Guide Question:
1. What is your educational philosophy based on the test? What are the principles of
this educational philosophy?
2. Do you agree with the result of your educational philosophy? Why or why not?
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Activity No. 2 – Formulating Your Own Philosophy
Philosophy is vital only when the questions are mine and so

is the struggle towards answers. --- W. Luijpen
The Philosophy of Education Statement is an important piece in your educator portfolio. It

may be requested by hiring personnel at schools to be included with a cover letter and
resume. Your teaching philosophy should be thoughtful, organized and well written. The
summary should be between 1-2 pages and should document and support your core
educational principles.
• First, state your objectives as a teacher. These need to be achievable through some form
of assessment.
• Second, you will want to outline the methods by which you will achieve your teaching
objectives.
• Third, you will need to have demonstrated evidence of your achievements. This may
take the form of standardized assessments or evaluations.
• Forth, allude to the factors that motivate you to be in the teaching profession. This is
where you can be cerebral. State what motivates you to be in the teaching profession.
Some important considerations . . .

YOUR CORE VALUES AND BELIEFS
The statement should reflect your core values and beliefs in terms of teaching. Consider
your thoughts regarding the nature of children, the purpose of education and how people
learn, and the role of teacher. As you develop your educational philosophy, think about
completing the following statements:
• I believe the purposes of education are ...

• I believe that students learn best when...
• I believe that the following curriculum basics will contribute to the social, emotional,
intellectual and physical development of my students ...
• I believe that a good learning environment is one in which ...
• I believe that all students have the following basic needs ...
• In order to further the growth and learning of my students, these basic needs will be
met in my classroom through ...
• I believe that teachers should have the following qualities ...
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WHY YOU TEACH

• What is the purpose of education?
• What is your role as an educator?
Whom You Teach
• How will you reach the diverse children in your classroom?
• How do you define your community of learners?
How and What You Teach
• What are your beliefs about how children learn?
• How will your beliefs affect your teaching? Think about management, instructional
strategies, curriculum design, and assessment
• How do you balance the needs of the individual learner with the needs of the classroom
community?
• What are your goals for students?
WHERE YOU TEACH

• How will you bring a global awareness to your classroom?
• What will be your relationship with the community, parents, teaching colleagues, and
administration?
Activity: Using the considerations given above as guidelines, formulate your own
philosophy of education. Write your answer inside the box below.
My Philosophy of Education
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IV. Foundational Principles of Morality and You
When you carry out acts of kindness you get a wonderful feeling inside.
It is as though something inside your body responds and
says, yes this is how I ought to feel. --- Unknown
“Even on your worst day on the job, you are still some children’s best hope”.
Indeed society expects much from you, the teacher. Henry Books Adams said “A
teacher affects eternity; he can never tell where his influence stops.”
MORALITY refers to “the quality of human acts by which we call them right or
wrong, good or evil.” (Panizo, 1964). Your human action is right when it conforms
to the norm, rule, or law of morality. Otherwise, it is said to be wrong.
What is meant by foundational moral principle?
The word principle comes from a Latin word princeps which means a
beginning, a source. A principle is that on which something is based, founded,
originated, and initiated. A foundational moral principle is therefore, the universal
norm which all other principles on the rightness or wrongness of an action are
based. It is the source of morality.
Where is this foundational moral principle?
It is contained in the natural law. It may be acceptable to all believers and

non-believers alike to refer to it as natural law.
What is a natural law? “The law written in the hearts of men”. (Romans 2:15)
it is the law that says “Do good and avoid evil.” This is the fundamental or
foundational moral principle.
All have a sense of this foundational moral principle. “It is built into the
design of human nature and woven into the fabric of the normal human mind”
“All peoples on earth, no matter how savage and illiterate, have recognized
a supreme law of divine origin commanding good and forbidding evil” (Panizo,
1964)
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The Teacher as a Person of Good Moral Character
“Teachers are truly licensed professionals who possess dignity and

reputation with high moral values as well as technical and professional competence.
In the practice of their profession, they strictly adhere to, observe and practice this
set of ethical and moral principles, standard and values.”
--- Preamble of Code of Ethics of professional teachers
When are you of good moral character?
There are four ways of describing good moral character:

1. being fully human
2. being a loving person
3. being a virtuous person
4. being a morally mature person.
V. Values Formation and You
“Education in values means the cultivation of affectivity, leading the educand

through exposure to an experience of value and of the valuable.” --- R. Aquino
Values are Taught and Caught
Our position is that our values are both taught and caught. If they are not
taught because they are merely caught, then there is no point in proceeding to write
and discuss your values formation as a teacher.
Values have cognitive, affective, and behavioral dimensions
COGNITVE: We need to know why we have to value such. This is the heart of
conversion and values formation. We need to know how to live by that value.
AFFECTIVE: “It is not enough to know what honesty is or why one should be
honest. One has to feel something towards honesty, be moved towards honesty as
preferable to dishonesty”. (Aquino, 1990)
BEHAVIORAL: Living by the value is the true acid test if we really value a value
like honesty.
Value formation include formation in the cognitive, affective and behavioral aspects
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Your value formation as teachers will necessarily include the three

dimensions. You have to grow in knowledge and in wisdom and in your “sensitivity
and openness to the variety of value experiences in life.”
Value formation is a training of the intellect and will
Your value formation is a training of your intellect and will, your cognitive
and rational appetitive powers, respectively. Your intellect discerns a value and
presents it to the will as a right or wrong value. Your will wills to act on the right
value and wills to avoid the wrong value presented by your intellect. As described
by St. Thomas Aquinas. “The intellect proposes and the will disposes.”
It is therefore necessary that you develop your intellect in its three functions,
namely: “formation of ideas, judgment and reasoning”. (William Kelly, 1965). It is
also equally necessary that you develop your will so you will be strong enough to
act on the good and avoid the bad that your intellect presents.
Virtuous versus vicious life and their effect on the will
A virtuous life strengthens you to live by the right valued and live a life of
abundance and joy while a vicious life leads you to perdition and misery.
WARNING: Then never to give way to a vice! Instead develop worthwhile hobbies.
Cultivate good habits.
Max Scheler’s Hierarchy of Values
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• PLEASURE VALUES
--- The pleasant against the unpleasant.
--- The agreeable against the disagreeable.
* Sensual Feelings
* Experiences of pleasure or pain
• VITAL VALUES
--- Values pertaining to the well-being either of the individual or the
community.
* Health
* Vitality
--- Values of the vital feeling
* Capability
* Excellence
• SPIRITUAL VALUES
--- Values independent of the whole sphere of the body and of the
environment;
--- Grasped in spiritual acts of preferring, loving and hating
* Aesthetic Values: beauty against ugliness
* Values of right and wrong
* Values of pure knowledge
• VALUES OF THE HOLY

--- Appear only in regard to objects intentionally given as “absolute objects”
* Belief
* Adoration
* Bliss
Values Clarification
The advocates of value clarification assert that we must clarify what we
really value. The term value is reserved for those “individual beliefs, attitudes and
activities… that satisfy the following criteria:
1. Freely chosen;
2. Chosen from among alternatives;
3. Chosen after due reflection;
4. Prized and cherished;
5. Publicly affirmed;
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6. Incorporated into actual behavior; and

7. Acted upon repeatedly in one’s life.
VI. Teaching as your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant teachers, but with gratitude to
those who touched our human feelings…” --- Carl Jung
Etymology of the word “Vocation”

From Latin word “vocare” which means to call. Based on the etymology of
word, vocation, therefore means a call. If there is a call, there must be a caller and
someone who is called. There must also be a response. For Christians, the caller is
God, himself. For our brother and sister Muslims, Allah. Believers in the Supreme
Being will look at this voiceless call to have a vertical dimension. For non-believers,
the call is also experienced but this may viewed solely along a horizontal dimension.
It is like man calling another man, never a superior being calling man.
Teaching as your Vocation
Perhaps you never dreamt to become a teacher! But here you are now
preparing to become one! How did it happen? From the eyes of those who believe,
it was God who called you here for you to teach, just as God called Abraham, Moses
and Mary of the Bible. The fact that you are now in College of Teacher Education
signifies that you positively responded to the call to teach.
Etymology of the word “Mission”

From Latin word which means “to send”. You are called to be a teacher and
you are sent into the world to accomplish a mission, to teach.
Teaching as your Mission

It is the task entrusted to you in this world. You have to prepare for it. From
now on, you cannot take your studies for granted! Your 4 years of pre-service
preparation will equip you with the knowledge, skills and attitude to become an
effective teacher. You have embarked in a mission that calls for a continuing
professional education. As the saying goes, “Once a teacher, forever a student”.
WHAT EXACTLY THE MISSION TO TEACH? To teach is to influence every child
entrusted in your care to become better and happier because life becomes more
meaningful. To teach is to help the child to become more human.
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Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it’s a job;
If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a
mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
It’s almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern is success plus faithfulness, it’s a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching
The Elements of a Profession
Former Chairperson of the Professional Regulation Commission, Hon.
Hermogenes P. Pobre remarked: “The term professional is one of the most exalted
in the English Language, denoting as it does, long and arduous years of preparation,
a striving for excellence, a dedication to the public interest, and commitment to
moral and ethical values.”
Teaching as Your Profession
Profession is long and arduous years of preparation and striving for

excellence because the end goal of a profession is service and as we have heard many
times “We cannot give what we do not have.” We can give more if we have more.
In its broadest sense, teaching is a process that facilitates learning. Teaching

is the specialized application of knowledge, skills and attributes designed to provide
unique service to meet the educational needs of the individual and of society.
The continued professionalization of teaching is a long-standing goal of the

regulatory board for professional teachers. The board continues to work to advance
teaching as a profession. Professionalism is a complex and elusive concept; it is
dynamic and fluid.
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Six criteria to define the teaching profession.
1. Its members have an organized body of knowledge that separates the group
from all others. Teachers are equipped with such a body of knowledge,
having an extensive background in the world and its culture and a set of
teaching methods experientially derived through continuous research in all
parts of the world.
2. It serves a great social purpose. Teachers carry responsibilities weighted with

social purpose. Through a rigid and self-imposed adherence to the Code of
Professional Conduct, which sets out their duties and responsibilities,
teachers pass on their accumulated culture and assist each student under
their care in achieving self-realization.
3. There is cooperation achieved through a professional organization.

Cooperation plays an important role in the development of the teaching
profession because it represents a banding together to achieve commonly
desired purposes. The teaching profession has won its well-deserved place
in the social order through continuous cooperation in research, professional
preparation and strict adherence to the Code of Professional Conduct, which
obligates every teacher to treat each student within a sacred trust. Teachers
have control or influence over their own governance, socialization into
teaching and research connected with their profession.
4. There is a formal period of preparation and a requirement for continuous

growth and development. Teachers are required to complete a defined
teacher preparation program followed by a period of induction or internship
prior to being granted permanent certification. This period includes support
for the formative growth of teachers and judgments about their competence.
Teachers are devoted to continuous development of their ability to deliver
their service.
5. There is a degree of autonomy accorded the professional. Teachers have

opportunities to make decisions about important aspects of their work.
Teachers apply reasoned judgment and professional decision making daily
in diagnosing educational needs, prescribing and implementing instructional
programs, and evaluating the progress of students. Teacher judgment
unleashes learning and creates the basis for experience.
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6. The profession has control or influence over education standards,

admissions, licensing, professional development, ethical and performance
standards, and professional discipline. As professionals, teachers are
governed in their professional relationships with other members, school
boards, students and the general public by rules of conduct set out in the code
of ethics for teachers. The code stipulates minimum standards of professional
conduct for teachers, but it is not an exhaustive list of such standards. The
competence of teachers is governed by the Board of Licensure Examination
for Teachers. The expectations for the professional practice of teachers related
to interim and permanent certification are found in the Philippine
Professional Standards for Teachers (PPST). The standards describe the
expectations of teachers’ increasing levels of knowledge, practice and
professional engagement. At the same time, the standards allow for teachers’
growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.
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Activity No. 3 – Case Studies

Morals and Values in the Teaching Profession
Create a poster that depicts the common moral dilemmas experienced by teachers.
Write a short essay that explains the contents/elements of the poster. Your work will be
graded based on the following rubric:
Poster:
CATEGORY 4 3 2 1
Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. Most relate to the topic OR
and make it easier to and most make it borrowed graphics several borrowed
understand. All easier to understand. have a source graphics do not have
borrowed graphics All borrowed graphics citation. a source citation.
have a source have a source
citation. citation.
Graphics - Several of the One or two of the The graphics are No graphics made by
Originality graphics used on the graphics used on the made by the student, the student are
poster reflect a poster reflect student but are based on the included.
exceptional degree of creativity in their designs or ideas of
student creativity in creation and/or others.
their creation and/or display.
display.
Required The poster includes All required elements All but 1 of the Several required
Elements all required elements are included on the required elements are elements were
as well as additional poster. included on the missing.
information. poster.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout and though it may be a bit very poorly designed.
design, layout, and neatness. messy. It is not attractive.
neatness.
Grammar There are no There is 1 There are 2 There are more than
grammatical mistakes grammatical mistake grammatical mistakes 2 grammatical
on the poster. on the poster. on the poster. mistakes on the
poster.
Use of Class Time Used time well during Used time well during Used some of the Did not use class time
each class period. each class period. time well during each to focus on the
Focused on getting Usually focused on class period. There project OR often
the project done. getting the project was some focus on distracted others.
Never distracted done and never getting the project
others. distracted others. done but occasionally
distracted others.
Essay:
Ideas and Content Needs Approaching Good Excellent
improvement standards
2 3 4
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Module in Ed 102
1
You put thought What you are What you are
There is no clear into this, but there writing about is writing about is
or specific is no real evidence clear. You clear and well-
explanation in of learning. More answered the expressed,
answer to the specific question. Some including specific
question. information is support may be examples to
needed or you lacking, or your demonstrate what
need to follow the sentences may be you learned. Well
directions more a bit awkward. done!
closely. Overall, a decent
job.
Use of terms No terms from the Only one term Your answer Your answer
lesson are used. from the lesson is included several included all the
used in the terms from the terms from the
answer. Try for a lesson, lesson that
few more, next demonstrating applied to the
time. adequate question asked.
understanding of All terms are fully
the material. defined and used
in the proper
context.
Sentence Fluency Sentences are Some sentences Sentences are Sentences are
incomplete or too are complete and complete and able complete and they
long. It makes easy to to be understood. connect to one
reading them undersand. Others another easily
difficult. require some when they are
work. read out loud.
Your writing
'flows.'
Conventions Few end marks or Mistakes using Use of punctuation No punctuation or
capital letters. end marks or marks and structural
Answers contain capitals as well as capitals, as well as mistakes. No
numerous spelling spelling mistakes spelling, is mostly spelling errors.
or structural make the writing correct. Few Your writing
errors. hard to read. errors exist in your shows full
answer. awareness of the
rules of English
use.
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Module in Ed 102
Unit 2
General Domains of Teaching Competencies
Introduction
This section presents the general domains of teaching competencies. It gives
an in-depth discussion of each domain and prepares the students of the expected
competencies from them in practicing the profession in the future.

At the end of this section, the students are expected to:
5. identify domains where teachers should be competent in doing their
job
6. analyze various activities performed by teachers
7. reflect on the importance of developing teachers’ competence in
different domains
--------------------------------------------------------------------------------------------------------------
General Domains of Teaching Competence
I. EDUCATIONAL FOUNDATIONS
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Module in Ed 102
Foundations of Education refers to a broadly-conceived field of educational

study that derives its character and methods from a number of academic disciplines,
combinations of disciplines, and area studies, including: history, philosophy,
sociology, anthropology, religion, political science, economics, psychology, cultural
studies, gender studies, comparative and international education, educational
studies, and educational policy studies. As distinct from Psychological Foundations
of Education, which rely on the behavioral sciences, these Standards address the
Social Foundations of Education, which rely heavily on the disciplines and
methodologies of the humanities, particularly history and philosophy, and the
social scienes, such as sociology and political science. The purpose of foundations
study is to bring these disciplinary resources to bear in developing interpretive,
normative, and critical perspectives on education, both inside and outside of
schools. The interpretive perspectives use concepts and theories developed within
the humanities and the social sciences to assist students in examining,
understanding, and explaining education within different contexts. Foundational
studies promote analysis of the intent, meaning, and effects of educational
institutions, including schools. Such studies attend particularly to the diverse
contexts within which educational phenomena occur, and how interpretation can
vary with different historical, philosophical, and cultural perspectives.
The normative perspectives assist students in examining and explaining education
in light of value orientations. Foundational studies promote understanding of
normative and ethical behavior in educational development and recognition of the
inevitable presence of normative influences in educational thought and practice.
Foundational studies probe the nature of assumptions about education and
schooling. They examine the relation of policy analysis to values and the extent to
which educational policymaking reflects values. Finally, they encourage students to
develop their own value positions regarding education on the basis of critical study
and their own reflections. The critical perspectives employ normative
interpretations to assist students to develop inquiry skills, to question educational
assumptions and arrangements, and to identify contradictions and inconsistencies
among social and educational values, policies, and practices. In particular, the
critical perspectives engage students in employing democratic values to assess
educational beliefs, policies, and practices in light of their origins, influences, and
consequences. Particular disciplinary studies in, e.g., the history, philosophy, or
sociology of education shall be considered as study in the Foundations of Education
provided the above perspectives are addressed and promoted. The objective of such
study is to sharpen students’ abilities to examine, understand, and explain
educational proposals, arrangements, and practices and to develop a disciplined
sense of policy-oriented educational responsibility. Such study develops an
awareness of education and schooling in light of their complex relations to the
environing culture.
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Module in Ed 102
II. LEARNING ENVIRONMENT
Learning environment refers to the diverse physical locations, contexts,

and cultures in which students learn. Since students may learn in a wide variety of
settings, such as outside-of-school locations and outdoor environments, the term is
often used as a more accurate or preferred alternative to classroom, which has more
limited and traditional connotations—a room with rows of desks and a chalkboard,
for example.
The term also encompasses the culture of a school or class—its presiding

ethos and characteristics, including how individuals interact with and treat one
another—as well as the ways in which teachers may organize an educational setting
to facilitate learning…..’
---The Glossary of Educational Reform, 2014
Developing a total learning environment for students in a particular course or

program is probably the most creative part of teaching. While there is a tendency to
focus on either physical institutional learning environments (such as classrooms,
lecture theatres and labs), or on the technologies used to to create online personal
learning environments (PLEs), learning environments are broader than just these
physical components. They will also include:
• the characteristics of the learners;

• the goals for teaching and learning;
• the activities that will best support learning;
• the assessment strategies that will best measure and drive learning
• the culture that infuses the learning environment.
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Module in Ed 102
Figure 1. A learning environment from a teacher’s perspective
Figure 1 illustrates one possible learning environment from the perspective

of a teacher or instructor. A teacher may have little or no control over some
components, such as learner characteristics or resources, but may have full control
over other components such as choice of content and how learners will be
supported. Within each of the main components there are a set of sub-components
that will need to be considered. In fact, it is in the sub-components (content
structure, practical activities, feedback, use of technology, assessment methods, and
so on) where the real decisions need to be made.
Types of Learning Environments
1. Learner-centered environments pay close attention to the needs of the

student. Students bring culture, beliefs, attitudes, skills, and knowledge to
the learning environment. A learner-centered teacher builds on the
conceptual and cultural knowledge of each student. The classroom is often
involved in discussion, where the students do much of the talking and
construct their own meaning based on prior knowledge and experiences. The
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Module in Ed 102
teacher acts as a bridge between new learning and what students already
know.
2. Knowledge-centered environments focus on helping students learn

information with deep understanding so students can use it in new situations
and contexts. Teachers who believe in knowledge-centered classrooms
believe rote memorization does not lead to true understanding and only
helps students learn at the surface. Deep learning involves learning through
problem-solving.
An example of this type of learning environment is one where a

teacher directly teaches a concept, such as how to find area and perimeter.
The teacher would then take this concept one step further, connecting this
new knowledge to a real-life scenario. Maybe the school needs new tile floors.
The students would actually measure the area and perimeter of the classroom
and the hallway, using the measurements to calculate how much tile would
need to be ordered. This would give them the understanding that these new
math skills are used in real jobs, such as installing tile.
3. Assessment-Centered Environments. To be effective, learning environments

must also be assessment-centered, which stress the importance of feedback
to learning. Students need opportunities to get feedback so they can revise
their work. Assessments must match learning goals. Formative, or classroom
assessment, used to improve teaching and learning, is a constant source of
feedback throughout the context of a course. Examples include teacher
comments on work and quick checks for understanding in the classroom.
Summative, or end-of-unit or course assessment, measures what students
have learned by the end of a period of learning activities. Examples include
state-wide assessment tests and teacher-made end-of-unit exams.
4. Community-Centered Learning Environment. The foundation of a

community-centered learning environment is the fostering of explicit values
or norms that promote lifelong learning. An example would be students
feeling confident to ask questions and not being afraid to say, “I don’t know.”
This is in contrast to a course in which the norm is “Don’t get caught not
knowing something” (National Research Council, 2000, p. 25).
Bransford, Vye, and Bateman (2002) note several likely positive outcomes
for students in classrooms with strong communities. These students:
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Module in Ed 102
• Are willing to allow theirs peers to see that they do not know
everything
• Improve their abilities to solve complex problems
• Focus their learning goals on mastering the content rather than on
learning the material for the sake of a good grade
The authors summarize by stating that, “Classroom communities that

provide stimulating, supportive, and safe environments in which students
are not dissuaded from challenging themselves due to fear of failure and
ridicule are the classrooms in which students become lifelong learners”
(Bransford, Vye, & Bateman, 2002).
III. DIVERSITY OF LEARNERS
The Domain of Diversity of learners emphasize the ideal that teachers can
facilitate the learning process in diverse types of learners, by first recognising and
respecting individual differences, then using knowledge about students’
deference’s to design diverse sets of learning activities to insure that all students can
attain appropriate learning rules.
Types of Diverse Learners
a. Learning styles
b. Cultural backgrounds
c. Educational backgrounds
d. Family support systems
e. Languages
Diversity in the classroom varies with the types of students that are enrolled
in the class. Every year you will have a variety of different learning styles, cultural
and educational backgrounds, languages and family support systems within your
classroom. Look around the classroom now, or think about the other classes you
have. When you think of your class, think about all the different types of students
and the backgrounds that are represented. As a teacher, you will be expected to
contemplate the diverse student populations within your classrooms as you create
lessons. As you create lessons, you cannot teach to just one type of learning style, or
one type of educational background. Instead, each lesson must be varied and
structured to include all types of learners.
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Module in Ed 102
a. Learning Styles
Learning styles group students together by a common method of learning.
Constructivism
A learning theory created by: John DeweyJean PiagetLev Vygotsky. Children

develop their understanding by building on what they already know… They
“construct” knowledge.These theorists believed that children are active learners
who seek knowledge. Each theorist believed children problem-solve and interact
with the world around them and with other people. As teachers creating lessons,
give students hands-on activities that teach through doing. Students want to feel,
touch and manipulate objects to reinforce the learning process. And, when children
are having fun with these activities, they are enjoying learning, thus fostering their
desire to learn more.
Multiple Intelligences
A learning theory created by Howard Gardner. People can be smart in many

waysEach of you know students who are really good in math; others may do better
in science, art or music. That is the basis of this theory - each person has many
intelligences. As a future educator, it is your job to seek out what areas your students
will excel in, and encourage them to exceed their personal and academic goals by
teaching toward those multiple intelligences.For more information on multiple
intelligences, please see the lesson titled How Did You Learn That? at
Cognitive Development – Bloom’s Taxonomy
Creating, Evaluating, Analyzing, Applying, Understanding, Remembering
Bloom’s taxonomy was developed in the 1950’s and is still used today to categorize
ways of learning and thinking in a hierarchical structure. During the 1990's, a former
student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose
of updating the taxonomy, hoping to add relevance for 21st century students and
teachers. Bloom’s Taxonomy lends itself to multimedia presentations to enhance
cognitive development.
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Module in Ed 102
Remembering: Retrieving, recognizing and recalling relevant knowledge from long-

term memory
Understanding: Constructing meaning from oral, written and graphic messages

through interpreting, exemplifying, classifying, summarizing, inferring, comparing
and explaining
Applying: Carrying out or using a procedure through executing or implementing
Analyzing: Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through differentiating,
organizing and attributing
Evaluating: Making judgments based on criteria and standards through checking

and critiquing
Creating: Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating, planning
or producing
Using the pyramid, describe how a teacher could touch on all the components in a
lesson.
Multiple Learning Modalities
The four major modalities that educators focus on are:
Auditory
Kinesthetic
Tactile
Visual
Implementing and developing differentiated instruction is possibly the most

important and effective thing we can do as educators in order to reach more of our
students.
b. Cultural backgrounds
Socioeconomic status. Look at the makeup of our classroom, or even another

class you are in. Each student is different culturally speaking – his or her ethnicity,
race, language, religion, socioeconomic status and gender varies from that of others;
no two students are alike. This can make a difference when you are lesson-planning
because it can determine how the student connects emotionally and cognitively to
the lesson. The teacher may have to adjust the lesson to tailor to the needs of his or
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Module in Ed 102
her students. Additionally, this can change from year to year. No two classes will be
alike for any teacher, and this is why it is important for teachers to re-evaluate
lessons each year to ensure they are meeting the needs of each student.
c. Educational Backgrounds
Every school and every classroom has students with varying educational
needs. These students can vary widely on the spectrum of educational needs.
Teachers in an early education setting need to be aware of the children in their
classrooms with special needs. They should also be aware of how best to educate
each student based on their physical, intellectual, social and emotional abilities so
that students’ needs are met early on in the educational process.
d. Languages
With our ever-changing and growing nation, you will likely see multiple
languages represented in your classroom one day. As a teacher, you will be
responsible for pre-teaching, teaching and reinforcing lessons to English Language
Learners (students who are learning English as a secondary language.)Pre-teaching
the lesson might include giving the student an introduction to the text to read,
providing a list of unfamiliar vocabulary words to study, creating a flip-chart with
those words or pairing him or her up with a proficient English speaker to help with
any vocabulary words or pre-reading. Reinforcement activities might include
checking for understanding, questioning, playing review games, writing to explain
what was learned or creating descriptive art.
e. Family support systems
Some students will come with wonderful, stable support systems at home, ready and
willing to help the student succeed in the classroom. Other students will not have this
support system at home. As an educator, you will have to teach to both types of students.
Family structures have changed drastically over the last 50 years and will likely continue to
change as you begin to enter the teaching profession and continue teaching. Teaching to the
different family structures represented in your classroom means having an understanding
of each student’s background. This will take some research on your behalf to get to know
your students. This is valuable information and can give you insight to each student in your
classroom. It can also make a world of difference if a student is having trouble grasping a
concept.
Accommodating Diverse Learners

1. Get to know your students.
2. Identify areas of your curriculum that could be adapted to differentiated
instruction
3. Examine your role as teacher in the differentiated classroom
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Module in Ed 102
IV. CURRICULUM AND INSTRUCTION
V. PLANNING, ASSESSING AND REPORTING LEARNERS’ PROGRESS
Effective programming maintains a balance between advance planning and flexibility.

It is characterized by enough planning to ensure that student learning experiences focus on
the learning outcomes, and by enough flexibility to be responsive to the unexpected
learning opportunities that arise through student curiosity and enthusiasm and through
community events.
Initial assessment helps teachers decide
• how much time to allocate to various learning outcomes
• which learning outcomes to focus on first
• what materials and learning resources are most appropriate
• which instructional strategies to use
• how much independence students can handle
Classroom assessment can be drawn from any activity or experience that provides
information about student learning. Teachers learn about student progress and
achievement not only through formal tests, examinations, and projects, but also through
moment-by-moment observation of students in action. Tasks and assignments are
frequently the means by which students learn and, at the same time, demonstrate their
achievement of learning outcomes. Assessment should focus on assessing the learning
outcomes, rather than on assessing the piece of work or the process through which students
demonstrate the learning outcomes.
Given that much of student learning is internal, looking only at the final product of a
complex task usually does not provide adequate information about the processes students
used in accomplishing the task. To assess learning in language arts, teachers require a
variety of tools and methods. They ask questions, observe students engaged in learning
experiences and processes, and examine student work in progress. They also engage
students in peer assessment and self-assessment. The information teachers and students
gain from assessment informs and shapes what happens in the classroom.
Types of Assessment
Different types of assessments help you understand student progress in various ways
and adapt your teaching strategies accordingly.
In your classroom, assessments generally have one of three purposes:
1. Assessment of learning
2. Assessment for learning
3. Assessment as learning
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Module in Ed 102
Assessment of learning
Assessments are a way to find out what students have learned and if they’re aligning
to curriculum or grade-level standards.
Assessments of learning are usually grade-based, and can include:

a. Exams
b. Portfolios
c. Final projects
d. Standardized tests
They have a concrete grade attached to them that communicates student achievement
to teachers, parents, students, school-level administrators and district leaders.
Common types of assessment of learning include:

a. Summative assessments
b. Norm-referenced assessments
c. Criterion-referenced assessments
Assessment for learning
Assessments for learning provide you with a clear snapshot of student learning and
understanding as you teach -- allowing you to adjust everything from your classroom
management strategies to your lesson plans as you go.
Assessments for learning should always be ongoing and actionable. When you’re
creating assessments, keep these key questions in mind:
What do students still need to know?

What did students take away from the lesson?
Did students find this lesson too easy? Too difficult?
Did my teaching strategies reach students effectively?
What are students most commonly misunderstanding?
What did I most want students to learn from this lesson? Did I succeed?
There are lots of ways you can deliver assessments for learning, even in a busy
classroom.
For now, just remember these assessments aren’t only for students -- they’re to provide
you with actionable feedback to improve your instruction.
Common types of assessment for learning include formative assessments and
diagnostic assessments.
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Module in Ed 102
Assessment as learning
Assessment as learning actively involves students in the learning process. It teaches

critical thinking skills, problem-solving and encourages students to set achievable goals for
themselves and objectively measure their progress.
Types of assessment to use in your classroom
There’s a time and place for every type of assessment. Keep reading to find creative ways
of delivering assessments and understanding your students’ learning process!
1. Diagnostic assessment
When you structure diagnostic assessments around your
lesson, you’ll get the information you need to understand student
knowledge and engage your whole classroom.
Some examples to try include:
• Mind maps
• Flow charts
• KWL charts
• Short quizzes
• Journal entries
• Student interviews
• Student reflections
• Graphic organizers
• Classroom discussions
2. Formative assessment
Just because students made it to the end-of-unit test, doesn’t mean
they’ve mastered the skill. Formative assessments help teachers understand
student learning while they teach, and adjust their teaching strategies
accordingly.
Meaningful learning involves processing new facts, adjusting assumptions
and drawing nuanced conclusions. Or, as researchers Thomas Romberg and
Thomas Carpenter describe it:
“Current research indicates that acquired knowledge is not simply a
collection of concepts and procedural skills filed in long-term memory. Rather,
the knowledge is structured by individuals in meaningful ways, which grow and
change over time.”
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Module in Ed 102
Formative assessments help you track how student knowledge is

growing and changing in your classroom in real-time. While it requires a bit of a
time investment — especially at first — the gains are more than worth it.
Some examples of formative assessments include:
• Portfolios
• Group projects
• Progress reports
• Class discussions
• Entry and exit tickets
• Short, regular quizzes
• Virtual classroom tools like Socrative or Kahoot!
When running formative assessments in your classroom, it’s best to keep
them short, easy to grade and consistent. Introducing students to formative
assessments in a low-stakes way can help you benchmark their progress and
reduce math anxiety when a big test day rolls around.
3. Summative assessment
Summative assessments measure student progress as an assessment of

learning and provide data for you, school leaders and district leaders.
They're cost-efficient and valuable when it comes to communicating
student progress, but they don’t always give clear feedback on the learning
process and can foster a “teach to the test” mindset if you’re not careful.
Plus, they’re stressful for teachers. One Harvard survey found 60% of
teachers said “preparing students to pass mandated standardized tests”
“dictates most of” or “substantially affects” their teaching.
Sound familiar?
But just because it’s a summative assessment, doesn’t mean it can’t be
engaging for students and useful for your teaching. Try creating assessments
that deviate from the standard multiple-choice test, like:
• Recording a podcast
• Writing a script for a short play
• Producing an independent study project
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No matter what type of summative assessment you give your students,

keep some best practices in mind:
• Keep it real-world relevant where you can
• Make questions clear and instructions easy to follow
• Give a rubric so students know what’s expected of them
• Create your final test after, not before, teaching the lesson
• Try blind grading: don’t look at the name on the assignment before you
mark it
4. Norm-referenced assessments
Norm-referenced assessments are tests designed to compare an
individual to a group of their peers, usually based on national standards and
occasionally adjusted for age, ethnicity or other demographics.
Unlike ipsative assessments, where the student is only competing
against themselves, norm-referenced assessments draw from a wide range of
data points to make conclusions about student achievement.
Types of norm-referenced assessments include:

• IQ tests
• Physical assessments
• Standardized college admissions tests
Proponents of norm-referenced assessments point out that they

accentuate differences among test-takers and make it easy to analyze large-
scale trends. Critics argue they don’t encourage complex thinking and can
inadvertently discriminate against low-income students and minorities.
Norm-referenced assessments are most useful when measuring
student achievement to determine:
• Language ability
• Grade readiness
• Physical development
• College admission decisions
• Need for additional learning support
While they’re not usually the type of assessment you deliver in your
classroom, chances are you have access to data from past tests that can give
you valuable insights into student performance.
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Module in Ed 102
5. Criterion-Referenced Assessments
Criterion-referenced assessments compare the score of an
individual student to a learning standard and performance
level, independent of other students around them.
In the classroom, this means measuring student performance against
grade-level standards and can include end-of-unit or final tests to assess
student understanding.
Outside of the classroom, criterion-referenced assessments appear in
professional licensing exams, high school exit exams and citizenship tests,
where the student must answer a certain percentage of questions correctly to
pass.
Criterion-referenced assessments are most often compared with norm-
referenced assessments. While they’re both valuable types of assessments of
learning, criterion-referenced assessments don’t measure students against
their peers. Instead, each student is graded on their own strengths and
weaknesses.
VI. ESTABLISHING COMMUNITY LINKAGES
When schools and community organizations work together to support

learning, everyone benefits. Partnerships can serve to strengthen, support, and even
transform individual partners, resulting in improved program quality, more efficient
use of resources, and better alignment of goals and curricula (Harvard Family
Research Project, 2010).  
In addition to supporting student learning directly, partnerships can have
additional benefits to students and their families. They can
• provide continuity of services across the day and year, easing school
transitions and promoting improved attendance in after school programs; 
• facilitate access to a range of learning opportunities and developmental
supports, providing opportunities for students and teachers alike to
experiment with new approaches to teaching and learning; 
• facilitate information sharing about specific students to best support
individual learning; and  
• provide family members with alternative entry points into the school day to
support their student’s learning. 
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Learning partnerships can also greatly benefit schools. They can 
• complement the academic curriculum with a wider range of services and activities,
particularly enrichment and arts activities that may not available during the school
day; 
• support transitions across the school years, particularly the critical middle to high
school transition, which research indicates is a key predictor of high school
graduation (Neild, Balfanz, & Herzog, 2007); 
• reinforce concepts taught in school without replicating the school day, often
exposing classroom teachers working in the after school program to new
pedagogies; 
• improve school culture and community image through exhibitions and
performances that help “shine the light” on students whose talents may not be
apparent in the classroom; and 
• gain access to mentors, afterschool staff, and other resources to support in-‐school
learning and improve the teaching and learning in the classroom itself. 
Finally, learning partnerships with schools can strengthen and support community
partners. They can 
• help gain access to and recruit groups of students most in need of support services; 
• improve program quality and staff engagement, particularly when there is crossover
between school and community organization staff; 
• foster better alignment of programming to support a shared vision for learning, one
which aligns curriculum to support state and local standards; and 
• maximize resource use such as facilities, staff, data, and curriculum.  
VII. SCHOOL LEADERSHIP
Teacher leadership is no longer optional. Its importance in student learning,

teacher retention, school culture, school improvement, the crafting of sound
education policy, and productive and innovative teachers’ associations has been
demonstrated by both research and practice. Those who engage in teacher
leadership in any capacity have seen its impacts on their students and colleagues,
but the evidence goes far beyond the anecdotal.
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Module in Ed 102
Leadership looks different for every teacher who pursues it. Teacher leaders
come from all backgrounds, and with a wide variety of skill sets. They share a
common desire to use those skill sets to benefit students and improve learning. The
current landscape of education requires that all these teacher leaders, across a wide
spectrum of experience, and with all these skill sets, participate in the changes and
transformations that are necessary. Just as excellent teachers approach their practice
from an array of perspectives and with many talents, teacher leadership requires
many individuals’ strengths and interests, coming together for the benefit of
students and the profession.
Instructional Leadership
Instruction is perhaps the most basic building block of teacher leadership.

Outstanding professional practice must underpin all other efforts, and great
teachers must step forward and take the mantle of great teacher leaders. Leadership
in instructional practice means something more than being the best possible teacher
within the four walls of one classroom— it means reaching out and sharing great
teaching with others, including fellow educators, but also extending to a broad
range of stakeholders. Successful teacher leaders do not keep their effective practices
to themselves; they spread that knowledge to others in order to benefit all students.
Policy Leadership
Smart education policy should be shaped and guided by what accomplished

teachers know about teaching and learning. Too often, individuals with little to no
classroom experience are in charge of making policy decisions, despite the fact that
nearly every decision made in and about schools has direct implications for
instruction and the classroom. Excellent teacher leaders are willing to step up and
step out of their classrooms to serve in school, district, state, or national policy
leadership capacities, which help to shape and eventually implement the policies
that best support student learning.
Association Leadership
And one of the proven ways to bring great instructional and policy teacher
leaders together is the teachers’ association. Association leadership means
understanding how to create and guide meaningful, positive, and powerful
collective action. It means learning to lead members of large and critical groups, and
steering the activities of those members in the direction of desired change. Within
the context of the association, teacher leaders can build bridges with administrators
and other stakeholders in order to advance quality instructional practice and the
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Module in Ed 102
right policies to make that practice possible. A unified voice on behalf of students,
and the professionals who teach them, will be heard. Association leadership can
play a major part in uniting voices and lifting them up together.
VIII. CLASSROOM MANAGEMENT
Classroom management is a term teachers use to describe the process of

ensuring that classroom lessons run smoothly without disruptive
behavior from students compromising the delivery of instruction. The term also
implies the prevention of disruptive behavior preemptively, as well as effectively
responding to it after it happens.
Classroom management is crucial in classrooms because it supports the

proper execution of curriculum development, developing best teaching practices,
and putting them into action. Classroom management can be explained as the
actions and directions that teachers use to create a successful learning environment;
indeed, having a positive impact on students achieving given learning requirements
and goals (Soheili, Alizadeh, Murphy, Bajestani, Ferguson and Dreikurs). In an
effort to ensure all students receive the best education it would seem beneficial for
educator programs to spend more time and effort in ensuring educators and
instructors are well versed in classroom management.
Teachers do not focus on learning classroom management, because higher
education programs do not put an emphasis on the teacher attaining classroom
management; indeed, the focus is on creating a conducive learning atmosphere for
the student (Eisenman, Edwards, and Cushman). These tools enable teachers to
have the resources available to properly and successfully educate upcoming
generations, and ensure future successes as a nation. According to Moskowitz &
Hayman (1976), once a teacher loses control of their classroom, it becomes
increasingly more difficult for them to regain that control.
Also, research from Berliner (1988) and Brophy & Good (1986) shows that the
time a teacher must take to correct misbehavior caused by poor classroom
management skills results in a lower rate of academic engagement in the
classroom. From the student's perspective, effective classroom management
involves clear communication of behavioral and academic expectations as well as a
cooperative learning environment.
IX. PROFESSIONAL DEVELOPMENT
Teacher professional development is any type of continuing education effort

for educators. It’s one way teachers can improve their skills and, in turn, boost student
outcomes.
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Learning can take place in formal or informal settings. Formal settings include
conferences, courses, seminars, retreats and workshops. Informal opportunities for
teacher professional development include independent research or investigation, peer
learning initiatives or even just chatting with a colleague in the staff room.
Professional development for teachers takes place on a number of different
levels: district-wide, among teachers in a given school, or even on a classroom or
individual basis.
Why is teacher professional development important?

1. It affects student learning
It’s obvious that good teachers are better at teaching students effectively.
When teachers have access to continuous learning opportunities and
professional development resources, they’re better equipped to become good
teachers — especially if their students have learning needs or are performing
below or above grade level.
Student achievement should be the ultimate goal of any teacher professional

development activities.
2. It encourages the success of new teachers

According to one study, a third of teachers leave the profession within
three years, and half of teachers leave within five years.
While there are a number of explanations for this statistic, there is no
substitute for hands-on experience when it comes to effective classroom
teaching. Teachers spend their whole careers developing new skills in response
to the challenges they encounter, but new teachers haven’t had a chance to
build their own resources.
Professional development can help new and experienced teachers
develop the skills they need to feel confident in the classroom. Effective
professional development helps teachers shape career-long learning.
3. It promotes a growth mindset

Thoughtful, targeted teacher professional development opportunities
boost student outcomes and promote a growth mindset.
Teacher professional development encourages teachers to be active
participants in their own learning, and ensures that students and teachers alike
are eager to learn. When you provide learning and support for your teachers,
you communicate that the school community values the work they do and
wants them to grow.
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UNIT III
Professional Standards for Teachers in the Philippines
Introduction
This section discusses the public accountability of teachers in the Philippines

to uphold the highest standards of the teaching profession. The Philippine
Professional standards for Teachers (PPST) is a public document that shall be used
for all learning development programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 Program. It can also be used
for the selection and promotion of teachers. All performance appraisals for teachers
are based on this set of standards.

1. discuss the professional standards for teachers;
2. reflect on the challenges posted by the new professional standards for all
teachers;
3. appreciate the new roles of teachers.
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The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to
in-service training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement.
This set of standards makes explicit what teachers should know, be able to do and
value to achieve competence, improved student learning outcomes, and eventually
quality education. It is founded on teaching philosophies of learner-centeredness,
lifelong learning, and inclusivity/inclusiveness, among others. The professional
standards, therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for personal
growth and professional development.
A. Teacher Quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in

the Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations. The following describes the breadth of 7 Domains that are required by
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teachers to be effective in the 21stCentury in the Philippines. Quality teachers in the

Philippines need to possess the following characteristics:
♣ Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
♣ provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achie vement. They create an
environment that is learning-focused and they efficiently manage learner behavior
in a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
♣ establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. They encourage the celebration of
diversity in the classroom and the need for teaching practices that are differentiated
to encourage all learners to be successful citizens in a changing local and global
environment.
♣ interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, i ndividually or in collaboration with
colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner parti cipation,
understanding and achievement.
♣ apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the teaching
and learning process and programs. They provide learners with the necessary
feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
♣ establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, inte rests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability and transparency to
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promote professional and harmonious relationships with learners, parents, schools

and the wider community.
♣ value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the dignity
of teaching such as caring attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong
learning.
B. The Seven Domains
The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
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Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
Domain 6, Community Linkages and Professional Engagement, consists of four

strands:
1. Establishment of learning environments that are responsive to community
context
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
C. Career stages
Teacher professional development happens in a continuum from beginning to

exemplary practice. Anchored on the principle of lifelong learning, the set of
professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine
their practice and respond to the complexities of educational reforms.
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The following statements, which define the work of teachers at different career
stages, make explicit the elements of high-quality teaching for the 21st century. They
comprise descriptors that have been informed by teachers’ understandings of what
is required at each of the four Career Stages. The descriptors represent a continuum
of development within the profession by providing a basis for attracting, preparing,
developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized

for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the
teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek
advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They
display skills in planning, implementing, and managing learning programs. They
actively engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners
who continually consolidate the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-
focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning
and practice. They continually seek to develop their professional knowledge and
practice by reflecting on their own needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching
grounded in global best practices. They exhibit exceptional capacity to improve their
own teaching practice and that of others. They are recognized as leaders in
education, contributors to the profession and initiators of collaborations and
partnerships. They create lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit
of teaching quality and excellence. They exhibit commitment to inspire the
education community and stakeholders for the improvement of education provision
in the Philippines.
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Activity
Reflect and answer the questions below. Use the following rubric to guide
you in composing your essay.
1. Many teachers are teaching subjects and courses that are not their areas of
expertise. What are the effects of this practice in Philippine education?
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2. In senior high school, some teachers do not have units in education. Do you
think that this will affect their teaching competencies? Explain your answer.
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3. How does the Brigada Eskwela help in promoting good school and community
partnerships?
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4. Despite of the limitations in time and other resources, how can we encourage
teachers to take professional development seriously to improve their
knowledge and skills?
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5. As education student, how can you prepare yourself for these professional
standards for teachers?
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UNIT IV
Challenges in Teaching
This section presents the current issues and challenges faced by educators in
the Philippines and in the global world. It guides the students in analyzing and
addressing these issues and challenges to effect authentic learning among them.

1. analyze the challenges for teachers in addressing cultural diversity,
responding to the needs of special learners, handling class size, dealing with
learners with various talents and intelligences, and integrating ICT in the
teaching and learning process;
2. discuss best teaching practices on how teachers meet the different challenges
they encounter and experience in school.
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A. Teaching in Multicultural and Multilingual Classrooms
Multicultural education: definition, goals and problems

The educational process is known as multicultural if there are two or more
students in one classroom have come from other countries or were raised in
different customs and traditions.
Its main goal is to provide equal opportunities for school learning to

students of different gender, race, social class, coming from different cultures
and ethnic groups.
There are also some more specific goals of multicultural education:
ü Promote cultural democracy in the society and schools in particular;

ü Improve academic achievements of all students;
ü Develop skills, attitudes, and knowledge necessary for functioning in
the community;
ü Gain cultural competency etc.
It goes without saying that these goals are very important for all members
of society but it is a fact that it will take years to achieve them with all those
challenges faced by teachers in the multicultural classrooms.
Unlike customary classrooms, issues in multicultural education make the

teaching and learning process a real trial for both teachers and students. All
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that happens due to the challenges faced by a teacher and influencing the
learners.
1. Language barrier
The main thing that differs multicultural classrooms from ordinary

ones is a language barrier. Coming from different countries and even city
districts children can speak the same language but never understand each
other. This might be the influence of parents, environment, dialects etc.
However, the situations when students do not know the language of
studying happen even more often. Young people get into the environment
where a teacher speaks a foreign language they do not understand at all and
their task is not only to understand what a teacher says but also gain new
knowledge – twice harder than in customary classrooms.
2. Domination of different learning styles

Despite the fact that students may differ in race, religion or family
background, these young people can also absorb information in a variety of
ways. They can be accustomed to other teaching approaches, methods, ways
of material presenting so it will take time to get used to everything new.
A teacher should offer his students all the learning styles (auditory,
visual, tactile etc.) for learners to grasp information better. Moreover, it is
necessary to consider cognitive styles of particular concern like field-
dependent and field-independent cognition, reflectivity and impulsivity,
tolerance and intolerance for ambiguity.
3. The cultural difference can also be noticed in the poorly formed speaker-
listener relationships and diverse patterns of cooperation and
competition.
As a result, students might not know how to behave when a teacher is
speaking, have no idea of group or pair work, will not understand the rules
of games introduced.
One more important aspect is a prevalence of visual learning
materials. As students can hardly understand the language, images can be
more effective in acquiring new knowledge.
4. Non-verbal behavior
Sometimes it is much easier to understand a foreign language than a
body language of another ethnic group. If a teacher is not aware of the non-
verbal behaviors characteristic of the society where his students are from,
that might bring about a variety of troubles and difficulty of right
interpretation. Such customary non-verbal behaviors as raised hands, eye
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contact, head nods can have a completely different meaning in another

country let alone any other body signs.
5. Presenting one topic from different perspectives

You may say that every teacher should present a topic from different
prospective independent on the pupils’ nationality in the classroom. Of
course, it would be great but a restricted number of school lessons does not
always provide this opportunity.
In multicultural classes the situation is different. It especially concerns
history lessons as some events can be defined by different populations as
opposite ones. For example, some movements should be called not only an
expansion of one country but also the displacement of another nation.
A teacher should be very careful in his formulations and expressions not to
offend feelings of some students. Moreover, he should not try to persuade in
the unquestioned truth of his words and views as it may result in a struggle
or disappointment among students.
History should be presented as accurately as possible. There is no need
to downplay any negative aspects but a task of the teacher is to avoid
stereotypes and offer evidence from the primary sources to sound objective.
6. Diversity of extracurricular activities

As children from other cultures have appeared in the classroom that
differs from theirs it means that they should also get accustomed to new
traditions, a way of life, relationships in this new society. In most cases, it is
teacher’s job to show and tell about that. It is usually done in different
extracurricular activities. Whether it is a holiday or some important date
children should learn about it.
7. Teaching communication skills

Apart from difficulties in using a foreign language students may feel
shy or unable to express their viewpoint because of the horror not to be
understood. In some Muslim countries, boys will avoid socializing with girls
while in the new environment it is an absolutely normal experience.
Teachers should encourage students to discuss different issues, speak up
their mind on a variety of topics and promote a pleasant atmosphere in the
classroom.
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8. Constant work with parents

Every teacher should understand how a student feels in an absolutely
new environment and communication with his parents can be helpful in
that. It is important to understand how a child has been raised from the
childhood, what traditions influenced his view of the world or what is
absolutely inadmissible for him. This knowledge will help teachers to build
their lessons more effectively and help students to find their place in the
classroom.
B. Teaching Special Education Classes
Special education teachers have a higher rate of burnout than is found

in most other professions. The burnout rate is the result of a number of issues
that often culminate in these teachers leaving their jobs. It is estimated that
75 percent of those who teach special needs students will leave their job
within 10 years of starting. The result of this turnover rate is a shortage of
special education teachers and a lack of quality programs for the students
they serve. While a special education teacher may start their career with the
intention of helping disabled students become productive members of
society, they face several challenges that make the task extremely difficult.
The challenges of the special education teacher include:
1. The Widespread Misperception That Teaching is Easy
Teaching is a uniquely difficult job, one that comes with a set of huge
responsibilities; however, many people fail to recognize the teacher’s role.
The various disabilities of the students with whom special education
teachers work multiplies the job’s difficulty. Special education teachers are
largely unrecognized and unsupported by the public.
2. Non-Instructional Responsibilities
Many teachers are trained and willing to teach but find themselves
burdened with responsibilities that remove them from the classroom. Special
education teachers often find themselves being required to go to meetings,
conducting assessments and dealing with loads of paperwork.
3. Lack of Support
At a time when many large school districts are experiencing high
levels of growth, special education teachers are being asked to do more with
less. Salaries are being cut in many districts, and there is often very little in
the way of technical assistance provided by school administrations.
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4. Dealing With Multiple Disabilities

A special education teacher’s classes may have students with various
disabilities. Since each student is a unique case, the teacher must modify their
lessons to suit each disabled learner by providing individualized education
programs.
5. Handling Death
Among students in a special education classroom, there are often some
with severe chronic illnesses that may result in death. Handling this is a
challenge to which special education teachers will have to adapt.
6. Handling the Problems of an Inclusive Classroom

The concept of having classrooms that contain both special needs
students and students who are developing typically is becoming a popular
one. This type of education poses new challenges for a special education
teacher. For example, many students who have no disabilities are
unaccustomed to dealing with those who do. Teachers in these classes are
charged with eliminating cruelty and insensitivity from among their students
and ensuring that those with special needs are treated with respect.
7. Professional Isolation
The nature of a special education teacher’s work is very different from
that of traditional teachers; the result of this is that standard classroom
teachers may not view them as colleagues. There may be a professional
stigma attached to the work of teaching “slow” students. Special education
teachers often work with smaller groups and may focus on skills rather than
content, thereby leading to the perception that their work is easier or less
important.
8. Lack of Support From Parents

Some parents of special needs children are disinterested in the welfare
of their children and fail to provide them with adequate care. Alternatively,
they may be overly protective. Both can be problematic for the child and for
their teacher. Disinterested parents may have no involvement with their
child’s education or interaction with their teachers, whereas overprotective
parents may have unrealistic expectations from the child and the child’s
teachers. Both attitudes can shape children in negative ways. Parental
disinterest may make special needs students less motivated and parents who
are overprotective often diminish their child’s confidence and make it harder
for them to learn.
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9. The Difficulty of Discipline in a Special Needs Classroom

Disabled children may have behavioral issues including restlessness
and moodiness. They may also exhibit problems like a short attention span
or an inability to understand what is being taught. Special education teachers
have to learn how to deal with these problems as well as how to take
appropriate disciplinary measures.
10. Budget Problems

Across the nation, special education programs are facing increasing
enrollment and decreasing budgets. The result is that there are fewer teacher
assistants available, which results in a greater workload for special education
teachers. They may also face shortages of essential resources and equipment
for delivering effective lessons.
Any one of these challenges would make the work of a special education teacher
incredibly difficult; as a group, they turn the job into a set of arduous tasks.
Unfortunately, the result of the pressures placed on teachers is that the students
suffer. Anyone seeking to go into this area of teaching should be aware of what they
will face and have the mental and emotional fortitude to overcome the challenges in
order to improve the prospects of their students.
C. Teaching in Multigrade Classes
The Department of Education (DepEd) continues to hold multigrade

classes in an effort to ensure that Filipino students in remote areas complete
their basic education.
A multigrade class consists of two or more different grade levels in a single

grade classroom manned by one teacher for an entire school year.
It is often implemented in elementary schools located at remote and

sparsely-populated localities.
Teachers play an important role in the society. As educators they are

curriculum developers, the instructional and resource managers and the
facilitators of learning.
Most new teachers are often assigned to handle a multigrade class, a

situation they did not experience during their teacher training days. Through
actual study in a day to day class situation teachers can adjust and find ways
and means to make teaching interesting and effective. But it cannot a be denied
that it’s really a sacrifice for a multigrade classroom teacher, since she does the
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work of two to three teachers. She sleeps late in the evening and wakes up early
at dawn just to finish the lesson plan for that day. In teaching the pupils she tries
to cope with the objectives through she has only a shorter time allotted for each
grade. It is impossible and not at all appropriate to expect children to work in
absolute silence. Very often group activities require discussion among children
and a certain amount of movement.
Challenges of Multigrade Teaching
ü Less reliance on direct supervision by teachers

ü Multigrade teaching requires more resources, person and initiative;
otherwise the system will not function very well.
ü Multigrade teaching requires more discipline greater concentration and
more focus in order to benefit from effective strategies e.g peer teaching,
group work, self directed learning.
ü Reduced instructional time for teachers.
ü Lack of self instructional materials. vi. Inadequate pre-and in-service
teacher training in the specific skills that are required.
ü Learners with varying degrees of abilities are merged together in one class
etc.
D. Teaching in Multiple Intelligence Classroom
The idea of multiplicity of intelligence was brought into the discourse of

cognitive sciences by Dr. Howard Gardner in 1983 who suggested that the
traditional concept of intelligence is limited. Conventionally, we judge a
person’s intelligence or IQ by his ability to solve problems using mathematical
and verbal abilities. But as per Gardner’s logic, intellect can be judged at various
levels and this proposition is inherent in the Theory of Multiple Intelligences.
There are eight proposed intelligences:
Visual-Spatial Intelligence: ability to cognitively grasp intricacies of space and

spatial configurations.
Linguistic-Verbal Intelligence: ability to employ language effectively,

creatively and innovatively.
Logical- Mathematics Intelligence: Advance aptitude for mathematical and

numerical problems.
Bodily- Kinesthetic Intelligence: Ability to use ones physical person and

physicality to solve problems and interact with the environment creatively.
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Musical Intelligence: an advanced sense of rhythm and music
Interpersonal Intelligence: ability to empathize with others and their point of

views at an intellectual level.
Intrapersonal Intelligence: ability to introspect self-reflection.
Naturalistic Intelligence: ability to understand the intricacies of nature and

natural environment and inclination to engage with it.
Educators understand the concept of multiple intelligences but the real

challenge they face is to implement it in the curriculum. The adoption of MI into
curriculum indicates assessment of student learning strengths and problems
along with the instructions which is tailored for diverse learning. Now the big
concern is how to make MI convenient in day to day classroom experience.
There are several ways to incorporate MI into curriculum
Designing Lessons: Design lessons including all the intelligences.
Include Interdisciplinary Units: integrate interdisciplinary units which

provides diverse types of learning experience.
Projects: students learn to work on complex projects
Assessments: get students engaged in analysing assessments.
How to Put Multiple Intelligence in Practice?
The basic idea is to incorporate all the intelligences into all the subjects
not limiting to a particular subject. For instance, mathematical intelligence
should not only be applied in reasoning but in other subjects as well or linguistic
intelligence should not be limited to only English. This is what teachers need to
figure out primarily which seems quite challenging.
Visual spatial: To learn about photosynthesis, students can act out the process,
make a chart and discuss it in the class. In the end they can discuss about the
events that have transformed their lives just like chloroplasts transforms the life
cycle of plants.
Linguistic-Verbal: debates and discussions after every lecture .ask students to

write a paragraph or an essay on what they have understood about the topic.
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Logical-Mathematics: Just like Math equations which is done step by step,

students can make points of one or two lines and learn. For instance, stories can
be learnt by writing all the major events in a sequence so that the child would
be able to recall it in the first go.
Kinesthetic: study graph equations, students can gather in the school courtyard.
On the pavement, students can identify X and Y on the lines of large square
cement blocks and they can plot themselves as points pretending to be graphs.
In this way they will be able to learn the equations easily than from the textbooks
Musical: learning things by heart can be done in a simpler way by giving a tune
to it.
Interpersonal: an activity can be given to write down each and every students’
problems regarding any subject. In the end students can share and help each
other in clearing their respective doubts.
Intrapersonal: students can talk about any event or incident that brought a
change in their perspective, personality or thinking.
Naturalistic: teachers can conduct field trips and give them a chance to explore
the natural world.
It is important for teachers to tap into the individual dominant

intelligences of students to understand their cognitive bent. Teachers should
draw their attention by making them visualize, dramatize, verbalize and
socialize the content or the material. If teachers adopt MI into their teaching style
like drawing on the board or use storytelling, that would also help them a lot in
getting students to get a sense of the subject.
E. Teaching in a Learner-Centered and Constructivist Classroom
Learner-centered teaching involves providing opportunities for students

to meaningfully talk and listen, write, read, and reflect on the content, ideas,
issues, and concerns of an academic subject. The student-centered learning
approach is diametrically opposed, in its ethos, to the philosophy underlying
the conventional method of learning. By its very nature, student-centered
learning allows students to shape their own learning paths and places upon
them the responsibility to actively participate in making their educational
process a meaningful one. By definition, the student-centered learning
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experience is not a passive one, as it is based on the premise that “student

passivity does not support or enhance….. Learning’ and that it is precisely
“active learning” which helps students to learn in dependently. Within student-
centered learning, students are given options in shaping their courses and in
choosing particular units within their study program. Some proponents of
student-centered learning assert that rather than devoting so much effort to
teaching students what to think, student-centered learning is based on the idea
of teach them how to think’ (Tsui, 2002,p,740)
According to Weimer (2002) there are five practices that need to change
to achieve learning teaching.
ü The functions of content
ü The role of the teacher
ü The responsibility for learning
ü The processes and purposes of evaluation
ü The balance of power
Characteristics of student-centered teaching

According to Weimer and Maryellen there are five characteristics of student-
centered teaching.
1. student-centered teaching engages students in the hard, messy work of

learning.
2. student-centered teaching includes explicit skill instruction.
3. student-centered teaching encourages students to reflect on what they are
learning and how they are learning it. 4. student-centered teaching motivates
students by giving them some control over learning processes. 5. student-
centered teaching encourages collaboration
Challenges in Learner-Centered Teaching
The challenges encountered were:

ü lack of interest and confidence;
ü lack of teachers and students interest
ü class size
ü students feel discomfort when they work with others.
With the recent changes in educational laws and new classroom management
opportunities, students are becoming more actively engaged in instruction.
Unfortunately, Kohn (2008) states that student-centered classroom management is
rare because it requires, “a willingness to give up some control and let students take
some ownership, which requires guts as well as talent”. Teachers have a tremendous
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impact on a child's life and their success starts in a student centered classroom.
School administrators need to support student-centered management and provide
training and skills to their teachers because teachers and their students will have
higher outcomes and success. Because classrooms are diverse and have students of
all learning styles and learning needs, teachers need to implement individualized
student-centered classroom management techniques to ensure all students will be
successful. Teacher-centered classroom management, such as using classroom wide
behavior management systems, or following scripted lessons are not effective ways
to meet the needs of individual students
F. Brain-based Education
Brain-based learning, also known as educational neuroscience, is actually

much less complicated than the name might lead you to believe. It takes the modern
scientific understanding of how the brain works, and incorporates that knowledge
into educational strategies, leading to new and creative ways to improve student
outcomes.
Recent breakthroughs in neuroscience have helped us gain a much greater

understanding of how we interact with and perceive the world around us. The next
great step is learning how to apply that information in practical ways throughout
society. Fortunately, education is one field that has been working diligently to do
just that, and brain-based learning embodies that effort.
Understanding brain-based learning
By using our current understanding of things like brain plasticity and how
the brain learns on a biological level, educators can utilize effective teaching
strategies that are tailored specifically to take advantage of those scientific advances.
The most important thing to understand about brain-based learning, though,

is that it covers a lot of ground. There aren’t just one or two learning strategies that
fall under this category. Instead, there are a wide variety of possibilities. Some of
those include experiential learning, multiple intelligences and practical simulations.
But there are many others, which gives educators many options for developing
curricula that incorporate elements of brain-based learning.
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Brain-based learning in the classroom

Building a lesson plan around brain-based learning techniques is actually
quite easy. With so many different possibilities, it’s really a matter of finding ways
to simply blend them in with, or enhance, your current curriculum.
There are two primary ways to look at brain-based learning—the macro level
and micro level. The macro level tells us how bigger ideas and district-level
curriculum decisions impact students. For instance, it’s been shown that physical
education is key to brain development, so making sure there is time for gym class
and related activities is important. Arts education has also been shown to improve
brain development.
Brain-based learning on the micro level is more about classroom management

strategies that emphasize specific lessons. Macro-level ideas are usually matters of
public policy, whereas teachers can start implementing micro-level ideas
immediately.
Micro-level instructional strategies for brain-based learning

There are several things educators can do to increase brain-based learning in their
classrooms. Some techniques include:
ü Creating a stress-free environment: Stress has been shown to be one of the

biggest inhibitors of brain development. Creating a bright, comfortable
environment where you don’t put undue pressure on your students or
overload them with work is one of the simplest ways to incorporate brain-
based learning ideas in the classroom.
ü Reorienting students’ understanding of the brain: We often think of the brain

as a computer or an incredibly complex machine. While this is true, students
would be better served to think of it as a muscle that needs to be developed.
The more they work it out, the stronger it will become.
ü Giving constructive feedback: Learning from mistakes might be the most

important aspect of cognitive development. Give your students regular
feedback that is based on a level of assessment that goes deeper than grades
or right/wrong answers.
ü Integrating physical activity into your lesson plan: Movement is not just
natural for human beings, it is a necessity for most people’s brain
development. You don’t need to hold a basketball game in your language arts
class, but try to find places where you can add short stints of physical activity
during class.
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ü Introducing new ideas: Discovering new ideas and concepts encourages

brain development better than almost anything else. Even if you’re in the
middle of a lesson that will necessarily take days to cover, find as many ways
to incorporate new ideas into your lesson as possible.
How Brain-Based Learning Impacts Education
Curriculum–Teachers must design learning around student interests and make

learning contextual.
Instruction–Educators let students learn in teams and use peripheral learning.

Teachers structure learning around real problems, encouraging students to also
learn in settings outside the classroom and the school building.
Assessment–Since all students are learning, their assessment should allow them to
understand their own learning styles and preferences. This way, students monitor
and enhance their own learning process.
What Brain-Based Learning Suggests
How the brain works has a significant impact on what kinds of learning
activities are most effective. Educators need to help students have appropriate
experiences and capitalize on those experiences. As Renate Caine illustrates on p.
113 of her book Making Connections, three interactive elements are essential to this
process:
ü Teachers must immerse learners in complex, interactive experiences that are

both rich and real. One excellent example is immersing students in a foreign
culture to teach them a second language. Educators must take advantage of
the brain’s ability to parallel process.
ü Students must have a personally meaningful challenge. Such challenges
stimulate a student’s mind to the desired state of alertness.
ü In order for a student to gain insight about a problem, there must be intensive
analysis of the different ways to approach it, and about learning in general.
This is what’s known as the “active processing of experience.”
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A few other tenets of brain-based learning include:
§ Feedback is best when it comes from reality, rather than from an authority
figure.
§ People learn best when solving realistic problems.
§ The big picture can’t be separated from the details.
§ Because every brain is different, educators should allow learners to
customize their own environments.
§ The best problem solvers are those that laugh!
Designers of educational tools must be artistic in their creation of brain-

friendly environments. Instructors need to realize that the best way to learn is not
through lecture, but by participation in realistic environments that let learners try
new things safely.
G. ICT Integration
Information and Communication Technology (ICT) has been deeply embedded

in every field of work, including the educational sector, providing the management
with a diverse set of technological tools, definition, and resources to create,
communicate, manage and optimize the information.
Today, ICT has progressed to become an integral part of the education system.
Educational organizations are intensely utilizing the ICT curriculum and
development to resolve the communication and technological differences.
There are five different types of ICTs namely, Print, Audio/Video, Radio and
TV, Computers and the Internet to serve the Haddad and Draxler’s five levels of its
concept in education technology namely, presentation, demonstration, drill and
practice, interaction, and collaboration to add value to teaching and learning,
simplify administration procedures and operations while running educational
institution such as a school, college or a university; promote the significance of smart
classroom, enhance stimulating and engaging multi-grade classroom methods and
mainly, abridge the gap between the management and the guardians.
The objectives of ICT is to connect the gap between the parents, educators, and
students by prompting viable, cooperative and straightforward modes of
communication. It likewise gives advanced information exchanging ways for
educational institutions such as schools, colleges, and universities to pass on or
exchange information. Thus, it plays a very crucial role in education, especially in
the administration and management of institutions.
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Advantages of ICT in Education
§ Provide greater opportunity for teacher- to-teacher and student-to-student

communication and collaboration.
§ Give greater exposure to vocational and workforce skills for students.
§ Provide opportunities for multiple technologies delivered by teachers.
§ Create greater enthusiasm for learning amongst students.
§ Provide teachers with new sources of information and knowledge.
§ Prepare learners for the real world.
§ Provide distance learners country-wide with online educational materials.
§ Provide learners with additional resources to assist resource-based learning.
§ Set specific criteria and targets to help classify and categorize the different
development levels of using ICT in education.
§ Leveraging ICT to assist and facilitate learning for the benefit of all learners
and teachers across the curriculum
§ Broadening access to quality educational services for learners at all levels of
the education system.
§ Improving the efficiency of educational administration and management at
every level from the classroom, school library, through the school and on to
the sector as a whole.
In Summary:
ü ICT helps to stimulate, motivate and Engage Learners.

ü Increase achievement.
ü Enable better understanding.
ü Cultivate improved communication.
ü Have a positive impact on workload
ü Quick access to information.
ü Easy availability of updated data.
ü Connecting Geographically dispersed regions.
ü Catering to the Individual differences.
ü Wider range of communication media.
ü Wider learning opportunities for pupils.
Disadvantages of ICT in Education
§ Computers limit students’ imaginations.

§ Over-reliance on ICT limits students critical thinking and analytical skills.
§ Students often have only a superficial understanding of the information they
download.
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§ Computer-based learning has negative physical side-effects such as vision

problem.
§ Students may be easily distracted from their learning and may visit
unwanted sites.
§ Students tend to neglect learning resources other than the computer and
internet.
§ Students tend to focus on superficial presentations and copying from the
Internet.
§ Students may have less opportunity to use oral skills and hand writing.
§ Use of ICT may be difficult for weaker students, because they may have
problems with working independently and may need more support from the
teacher.
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Activity
1. Make a photo essay of the Challenges of 21st Century Teacher.

2. Write your reflections.
Procedure:
1. Research about the topic. Conduct online searches, read website or the course
reference book to find out more about the topic about challenges of 21st
Century teacher.
2. Choose one picture that depicts the image of challenges of 21st century
teacher.
3. After choosing the picture, take a few moments to sketch out an idea of what
picture will reflect you as a future teacher. Most essay need an ideal image to
showcase the focus on the topic.
4. Make your final selection of picture.
5. Your final picture of 21st century teacher can be captioned to help enhance
your visual narrative, but if you feel like your picture could use some text, add
it. However, if you think the picture can stand on its own, then you can present
it.
Reflections:
A. What is your own understanding of 21st century education?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________
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B. What are the changes and challenges brought by 21st century education in
your community?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________
C. If you are the 21st century teacher, how can you handle the various
challenges in 21st century education?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________
D. Reflect on your picture. How can education address the demands, issues
and challenges brought by 21st century education in the society? Write your
reflections.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________
E. What are the different roles and expectations of every teacher need to fulfil
as 21 century teacher?
st
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________
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Photo Essay: Criteria Set ( Point System)
Visual Text (photograph/image) 2

Typography & Semantics ( the meaning, 2
arrangement and apperance)
Theme ( the universal insight that is 2
communicated by the essay)
Overall Impression/Aesthetic Effect 4
( the overall psychological response
to the photo essay as a work of
artistic rhetoric) _______
TOTAL 10
Scoring Rubric for the Reflection
Criteria 4 points 3 points 2 points 1 point 0 point
Content and The answer The answer The answer is not The answer is
Accuracy demonstrates demonstrates a good, very incomplete and
great general comprehensive. the key ideas are
understanding understanding of the Key points are not addressed
of the topic by topic. Some key addressed but not and supported.
providing points are supported clearly supported. The answer
accurate and and explained. There are some demonstrates
relevant inaccurate and very little or no
supports. All irrelevant understanding of
key ideas are statements. the topic. Did not
clearly answer the
presented and question.
explained.
The answer is highly The answer is Improper

Organization and organized and ideas generally organization and
Fluency are well-presented comprehensible structure
using appropriate but the ideas are distracts the
sentences. The sometimes reader and
response is natural disorganized. The makes the
and easy to follow. reader needs to answer difficult
exert some effort to to comprehend.
understand the The answer uses
flow of ideas. unusual and
confusing word
patterns.
Conventions
The answer has very There are a few The errors in
minimal errors in glaring errors in spelling,
spelling, spelling, capitalization,
punctuation, punctuation, punctuation and
capitalization and capitalization and grammar are
grammar. These grammar. These frequent and
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errors do not disrupt sometimes were a severe

the flow of thought interfere with the distraction to the
and the general reader’s ability to reader’s ability
comprehensibility of understand the to comprehend
the answer. answer. the answer.
TOTAL – 10 POINTS
NOTE: Content and Accuracy shall be given more points since these provide the main
substance of the short answer. Organization and fluency, as well as writing conventions, are
given equal points since these are not as important as the content of the answer, but are
essential in establishing a clear argument/ position.
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UNIT V
Educating the World
Introduction
This section discusses the relationship between education and globalization
and how the globalization phenomenon is changing the required teaching
competencies to develop world-class teachers.
1. reflect on various issues and challenges that a professional teacher needs to

address
2. discuss the different roles and expectations every teacher needs to fulfill as
a global teacher in a global context
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A. Education and Globalization
The globalization process together with the shift towards a knowledge-based

economy as the major engine of growth and the explosion in ICT have affected the
enrollment, governance structure, functions, roles, and delivery of higher education
across nations.
The role of education in the 21st century
In this 21st century, it is expected that educators should prepare a

curriculum wherein the learners should understand the issues and problems
wherein the world had faces. The lessons are not based on textbooks, instead,
they are project based. Skills and content relearned through their research
and projects. And expected that all students have full access to technology
and if possible every student has a laptop. While it may take some time before
school and teachers are equipped to properly educate in the 21st century,
they keep learning no matter where they are and foster a love of learning, as
truly it is the role of education in the 21st century.
Shaping education for the 21st century

Eventually, the reality tells that the Philippines education system is
copied from other progressive nation like the USA, wherein K-12 Basic
Education Program are given more emphasis. Looking back the historical
views of education onward to employment, below are figures of descriptive
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results from previous scholarly studies that trace the effect of education to
employment, and globalization from 1973, 2007 and to the present era.
Defining 21st Century Education in effect to globalization
According to National Statistics Office (Philippines), most of an unemployed

are young adults, and one of the options to resolve unemployment is to align basic
education to employment opportunities.
A student who fails to master basic literacy and numerical skills in the earlier
grades either has the option to remediate or drudge oneself into subjects that are
even more challenging and therefore beyond what this student could possibly
comprehend. How a student can do not know how to add, subtract, multiply, and
divide appreciate algebra? How can a student who has not been taught how to make
measurements be interested in engineering? How can the student who does not how
to read enjoy reading a book? Critical thinking without substance is not critical
thinking. It is simply hot air.
As a climate change in which the problems may seem distant in the future,
education reformers tend to focus mainly on the later years thinking that the
solutions are within this period. Senior high school or whatever schooling that
happens after basic education can only be reformed to a certain point to conform to
the perceived challenges and opportunities of the society but without addressing
those problems earlier, the problems of a failing basic education system, none of
these solutions will work. It is the earlier grades that a student forms a general
attitude towards learning. Failing at this point guarantees a difficult time in
schooling in the later years. No reshaping of a curriculum in high school can cure
the ills of poor elementary education. Shaping education for the 21st Century has
not really changed what basic education should be. The goal of basic education
remains the same. Education in the early childhood years is still the most important
step. Reforming high school with attending to the problems in elementary school is
a simple exercise in futility. It may be true that doing well in the early childhood
education and the elementary years does not necessarily guarantee a basic
education aligned to the needs and challenges to the 21st Century. However, it is
with certainty that a poor elementary education will lead to a failure in basic
education no matter what century.
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B. Education System’s Response to Globalization
Pursuant to section 31 of the Implementing Rules and Regulations (IRR)

of the Republic Act No. 10533 the “Enhanced Basic Education Act”, the
Department of Labor (DOLE), Department of Education (DepEd) Technical
Education and Skills Development (TESDA) and Commission on Higher
Education (CHED) issued the “interagency joint Guidelines’ on the
implementation of the labor and management component of the Act. These
guidelines was issued to ensure the sustainability of private and public
institutions to protect the rights, interests, and welfare of teaching and non-
teaching personnel and to optimize employment retention or to prevent, to the
extent possible, displacement of faculty and nonpersonnel in private and public
higher education institution (HEIs) during the transition from existing ten (10)
years basic education cycle to the enhancd progrm or K to 12.
Denoted from Section 5 of the RA 10533, the K to 12 Education, an act

enhancing the Philippine basic education system by strengthening its
curriculum and and increasing the number of years for basic education,
appropriating funds threfore and for other purposes, that the DepEd shall
formulate the design and details of the enhanced basic education curriculum. It
shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness and
Filipino graduates. To ensure college readiness and to avoid remedial and
duplication of basic education subjects, the DepEd shall coordinate with the
CHED and he Technical Education and Skils Development (TESDA). To achieve
an effective enahnced basic education curriculum, the Dep Ed shall udertake
consultations with other national government agencies and other stkeholders
including, but not limited to, the Department of Labor and Employment
(DOLE), the Professional Regulation Commission (PRC), the private and public
schools associatons, the national students organizations, the teacher
organizations, the parents-teachers associations and the chambers of commerce
on matters affecting the concerned stakeholders. The DepEd shall adhere to the
following standards and princiles in developing the enhanced basic education
curriculum:
(a) The currilum shall be learner-centered, inclusive and

developmentally appropriate;
(b) The curriculum hall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective collaborative and integrative;
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(f) The curriculum shall adhere to the pinciples and framework of

Mother Tongue-Based Multingual Education (MTB-MLE) which
starts from where the learners are from what they already knew
proceeding from the known to the unknown, instructional materials
and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The currilum shall use the spiral progrssion approach to ensure
mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools
to localize, indignize and enhance the same based on their respective
educational and social contexts. The production and development of
locally produced teaching materials shall be encuraged and approval
of these materials shall devolve to the regional and division education
units.
C. Competencies for Global Teachers
Being world-class does not mean going internationally and showing our
best out there: being world-class is passion and commitment to our profession;
being world-class is giving our best to teaching; Being world-class starts right
inside the classroom” -Conrudo de Quiros-
Another definition is a curriculum that is international in scope which

prepares todays youth around the world to function in one world environment
under teachers who are intellectually, professionally and humanistically
prepared.
To achieve global education, the UN sets the following goals:

1. Expand early childhood care education;
2. Provide free and compulsory primary education for all;
3. Promote learning and life skills for young and adult;
4. Increase adult literacy by 50%;
5. Achieve gender parity by 2005, gender equality by 2015 and
6. Improve quality of education.
James Becker
ü Defined global education as an effort to help individual learners to see the
world as a single and global system and to see themselves as a participant
in that system.
ü It is a curriculum that has a world wide standard of teaching and learning
and that prepares learners in an international market place with a world
view of international understanding.
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21st Century Learning Goals

21st century content
Learning and thinking skills
ICT literacy
Life skills
21st century assessment
Global education
Is all about diversity, understanding the differences and teaching the
different cultural groups in order to achieve the goals of global education as
presented by the UN. - It is educating all the people in the world from the remote
and rugged rural villages in developing countries, to the slum areas of urbanized
countries, to the highly influential and economically stable societies of the world.
Global Teacher
- is a competent teacher who is armed with enough skills, appropriate
attitude and universal values to teach students with both time tested as well
as modern technologies in education in any place in the world
- he or she is someone who thinks and acts both locally and globally with
world-wide perspectives, right in the communities where he or she is
situated
Global Filipino Teachers

1. Understands how this world is interconnected
2. Recognizes that the world has rich variety of ways of life
3. Has a vision of the future and sees the future for himself and the students
4. Must be creative and innovative
5. Must understand, respect and e tolerant of the diversity of cultures
6. Must believe and take action for the education that will sustain the future
7. Must have depth of knowledge
8. Must possess good communication skills
9. Must possess the competencies of a professional teacher as embodied in the
PPST.
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General areas of competencies of teachers for 21st century

1. Facilitating the development of learner’s life and career skills
2. Creating a conducive learning environment
3. Facilitating learning
4. Preparing appropriate lesson plans in the line with the school vision and
mission
5. Developing higher-order thinking skills
6. Developing and utilizing teaching and learning resources
7. Enhancing ethical and moral values
8. Assessing and evaluating learner’s performance
9. Engaging in professional development
10. Networking with stakeholders especially with parents
11. Managing student welfare and other tasks.
These are parallel with the NCBTS, this could mean that there are consensus
among ASEAN countries in the quality of education that they need.
Teachers in a global classroom must possess high degree of expertise in

content and pedagogy They are good models of good character and behavior They
are lifelong learners and they can act with utmost professionalism when dealing
with others. A global teacher always put the welfare of the students above all things
and serves as ambassador of goodwill to all people across different cultures.
Pedagogical skills of teachers in all the Southeast Asian countries

Selects long term goals and short term measurable objectives based on a
prescribed national and school curriculum
Uses creative and innovative instructional strategies that are appropriate to
a lesson objectives and students abilities, interests and learning styles
Selects and uses appropriate and available technologies
Provides guided practice as necessary and reviews at appropriate time
intervals
Uses up-to-date lessons.
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Activity
Reflect on the following questions.
What is globalization? It is true that globalization have a greater impact on

education? How does the globalization affects our society especially in education?
What is the relationship between globalization and global education? What is the
essential of global education in our society? As a future teacher, how can I say that
I am in as a global teacher? What are the characteristics of a global teacher?
___________________________________________________________________
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UNIT VI
Legal Bases of the Teaching Profession
Introduction
This section presents the different laws and policies that govern the teaching
profession in the Philippines.

At the end of the unit, the students are expected to:
1. define and describe their rights, duties and obligations as future
professionals
2. identify the implication of international policies and legal mandates to the
practice of the teaching profession
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MAJOR LEGAL BASES
The Philippine Constitutions

1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTION

Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all. RA No. 232
Section 2. The state shall:
1. Establish, maintain and support a complete, adequate and integrated system

of education relevant to the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary
and high school levels. Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for all children of school
age;
3. Establish and maintain a system of scholarship grants, student loan
programs, subsidies and other incentives which shall be available to
deserving students in both public and private schools, especially to the
underprivileged;
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4. Encourage non- formal, informal and indigenous learning system, as well as

self- learning independent and out-of-school study programs particularly
those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.
Section 3.
1. All educational institutions shall include the study of the Constitution as part
of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall
be allowed to be taught to their children or wards in the public elementary
and high schools within the regular class hours by instructors designated or
approved by the religious authorities of the religion to which the children or
wards belong, additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious groups and
mission boards, shall be allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which
is owned by such citizens. The Congress may, however, require increased
Filipino equity participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens of the
Philippines. No educational institution shall be established exclusively for
aliens and no group of aliens shall comprise more than one third of the
enrollment in any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their dependents
and, unless otherwise provided by law, for other foreign temporary
residents.
3. All revenues and assets of non- stock, non- profit educational institutions
used actually, directly and exclusively for educational purposes shall be
exempt from taxes and duties. Upon the dissolution or cessation of the
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corporate existence of such institutions, their assets shall be disposed of in

the manner provided by law. Proprietary educational institutions, including
those cooperatively owned, may likewise be entitled to such exemptions
subject to the limitations provided by law including restrictions on dividends
and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational
purposes shall be exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational
policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to
fair, reasonable and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement.
Non- teaching academic and non-academic personnel shall enjoy the
protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction
and fulfillment.
Republic Act 7836: Philippine Teachers Professionalization Act of 1994
Known as the Philippine Teachers Professionalization Act of 1994, the Act made
it mandatory for people pursuing a career in teaching to take the licensure
examinations that are administered and regulated by the Professional Regulatory
Commission. (See separate PDF file of the law).
RA No. 9293 - Teachers Professionalization Act
RA No. 10533 - Enhanced Basic Education Act of 2013
RA No. 4670 – The Magna Carta for Public School Teachers
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The Magna Carta for Public School Teachers
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers, their
living and working conditions, their terms of employment and career prospects in
order that they may compare favorably with existing opportunities in other walks
of life, attract and retain in the teaching profession more people with the proper
qualifications, it being recognized that advance in education depends on the
qualifications and ability of the teaching staff and that education is an essential
factor in the economic growth of the nation as a productive investment of vital
importance.
Sec. 2. Title Definition. This Act shall be known as the “Magna Carta for Public
School Teachers” and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.
As used in this Act, the term “teacher” shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance
counselors, school librarians, industrial arts or vocational instructors, and all other
persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions;
but shall not include school nurses, school physicians, school dentists, and other
school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-
applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor’s degree in
Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor’s degree in Education or its
equivalent with a major and a minor; or a Bachelor’s degree in Arts or Science with
at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
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Bachelor’s degree in the field of specialization with at least eighteen professional

units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master’s
degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the order
of their respective ranks in said competitive examinations: And provided, finally,
That the results of the examinations shall be made public and every applicant shall
be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training
and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a
provisional status and shall undergo a period of probation for not less than one year
from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional

status for lack of necessary civil service eligibility shall be extended permanent
appointment for the position he is holding after having rendered at least ten years
of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as
herein otherwise provided, no teacher shall be transferred without his consent from
one station to another.
Where the exigencies of the service require the transfer of a teacher from one station
to another, such transfer may be effected by the school superintendent who shall
previously notify the teacher concerned of the transfer and the reason or reasons
therefor. If the teacher believes there is no justification for the transfer, he may
appeal his case to the Director of Public Schools or the Director of Vocational
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Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, That no transfers whatever
shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code
of Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, That where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least three copies
of the same Code shall be deposited with the office of the school principal or head
teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice
and/or by his organization, adequate time being given to the teacher for the
preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be

heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as chairman,
a representative of the local or, in its absence, any existing provincial or national
teacher’s organization and a supervisor of the Division, the last two to be designated
by the Director of Public Schools. The committee shall submit its findings and
recommendations to the Director of Public Schools within thirty days from the
termination of the hearings: Provided, however, That where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.
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Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all
steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge
of their professional duties, particularly with regard to teaching and classroom
methods.
III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall
not be required to render more than six hours of actual classroom teaching a day,
which shall be so scheduled as to give him time for the preparation and correction
of exercises and other work incidental to his normal teaching duties:
Provided,however, That where the exigencies of the service so require, any teacher
may be required to render more than six hours but not exceeding eight hours of
actual classroom teaching a day upon payment of additional compensation at the
same rate as his regular remuneration plus at least twenty-five per cent of his basic
pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law

to the contrary, co-curricula and out of school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the
teacher has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation
required under this section. Education authorities shall refuse to allow the rendition
of services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.
Sec. 15. Criteria for Salaries. Teacher’s salaries shall correspond to the following
criteria:
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(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others: Provided,
however, That the general salary scale shall be such that the relation between the
lowest and highest salaries paid in the profession will be of reasonable order.
Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular increments,
granted automatically after three years: Provided, That the efficiency rating of the
teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government,
shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher’s salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend
to Congress, at least annually, the appropriation of the necessary funds for the cost-
of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in
legal tender of the Philippines or its equivalent in checks or treasury warrants.
Provided, however, That such checks or treasury warrants shall be cashable in any
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national, provincial, city or municipal treasurer’s office or any banking institutions

operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever
from the salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, That upon written authority executed by the
teacher concerned, (1) lawful dues and fees owing to the Philippine Public School
Teachers Association, and (2) premiums properly due on insurance policies, shall
be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination
shall be provided free of charge for all teachers before they take up teaching, and
shall be repeated not less than once a year during the teacher’s professional life.
Where medical examination show that medical treatment and/or hospitalization is
necessary, same shall be provided free by the government entity paying the salary
of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere
the necessary medical care with the right to be reimbursed for their traveling
expenses by the government entity concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects
of the physical and nervous strain on the teacher’s health shall be recognized as a
compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in
the public schools, they shall be entitled to study leave not exceeding one school
year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary: Provided,
however, That no teacher shall be allowed to accumulate more than one year study
leave, unless he needs an additional semester to finish his thesis for a graduate study
in education or allied courses: Provided, further, That no compensation shall be due
the teacher after the first year of such leave. In all cases, the study leave period shall
be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.
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Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed
one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled
the age and service requirements of the applicable retirement laws shall be given
one range salary raise upon retirement, which shall be the basis of the computation
of the lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER’S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of
their choosing, whether local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to (a) make the employment of a teacher
subject to the condition that he shall not join an organization, or shall relinquish
membership in an organization, (b) to cause the dismissal of or otherwise prejudice
a teacher by reason of his membership in an organization or because of participation
in organization activities outside school hours, or with the consent of the proper
school authorities, within school hours, and (c) to prevent him from carrying out the
duties laid upon him by his position in the organization, or to penalize him for an
action undertaken in that capacity.
Sec. 29. National Teacher’s Organizations. National teachers’ organizations shall

be consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security
of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days
after publication in a newspaper of general circulation and by such other means as
the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
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concerning the benefits herein granted to public school teachers under the employ
of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights guaranteed by this Act or who shall
in any other manner commit any act to defeat any of the provisions of this Act shall,
upon conviction, be punished by a fine of not less than one hundred pesos nor more
than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force
and in effect.
Sec. 35. This Act shall take effect upon its approval
The Code of Ethics for Professional Teachers in the Philippines
Code of Ethics for Professional Teachers
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise
known as the Philippines Professionalization Act of 1994 and Paragraph (a), section
6. P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt the
Code of Ethics for Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with
high moral values as well as technical and professional competence in the practice
of their noble profession, they strictly adhere to. observe, and practice this set of
ethical and moral principles, standards, and values.
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ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers committed of it’s full realization
The provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary. and secondary levels whether
academic, vocational, special, technical, or non-formal. The term “teacher” shall
include industrial arts or vocational teachers and all other persons performing
supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each
teacher is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his
own. every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion
to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not. directly or indirectly, solicit, require, collect,
or receive any money or service or other valuable material from any person or entity
for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to
coerce any other person to follow any political course of action.
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Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations: provided that, if the
results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth:
he shall, therefore, render the best service by providing an environment conducive
to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, educational, economic and
civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain for such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore,
study and understand local customs and traditions in order to have sympathetic
attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 6. Every teacher is intellectual leader in the community, especially in the

barangay. and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved
in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate,

but shall not use his positions and influence to proselyte others.
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ARTICLE IV – A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall be
at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such
other studies as will improve his efficiency, enhance the prestige of the profession,
and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION

Section 1. Teacher shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the learners,
the school, or the profession is at stake in any controversy, teacher shall support one
another.
Section 2. A teacher is not entitled to claim credit or work not of his own. and shall
give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes
the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
he may appear to be an unprofessional and unethical conduct of any associates.
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However, this may be done only if there is incontrovertible evidence for such
conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified:
provided that he respects the system of selection on the basis of merit and
competence: provided, further, that all qualified candidates are given the
opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE

PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to
understand and support the legitimate policies of the school and the administration
regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions
are advocated but are opposed by immediate superiors, in which case, the teacher
shall appeal directly to the appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so. they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed
in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.
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ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in
the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work:
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, such determination shall
be in accordance with generally accepted procedures of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of
first and foremost concerns, and shall deal justifiably and impartially with each of
them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated

against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
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Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him. exercising utmost candor and tact
in pointing out learners deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation: provided that it does not relate to or adversely affect his work
as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily
his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in. any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
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except only when his assignment is inherently, related to such purchase and
disposal: provided they shall be in accordance with the existing regulations:
provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. a human being endowed with life for which it is
the highest obligation to live with dignity at all times whether in school, in the home,
or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary

principles of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for
the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, reprimand or cancellation of
his temporary/special permit under causes specified in Sec. 23. Article HI or R.A.
No. 7836. and under Rule 31. Article VIII. of the Rules and Regulations
Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following it’s publication in the official Gazette
or any newspaper of general circulation, whichever is earlier.
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Activity
1. Read and analyze each item in the Situational Analysis Activity given below.
Choose five from the given ten items.
2. Answer the five chosen items and use the various laws and policies governing
the teaching profession as basis/bases for your answers. You may conduct
further research using all available resources, but make your own write-up by
summarizing the main points of the information you have gathered.
Plagiarism will be checked.
Situational Analysis:
1. Dr. Velasco, a school’s division superintendent acted on the complaint filed

by a group of parents against the alleged misconduct of a particular teacher.
She issued a memorandum requiring her to take a leave of absence for a week
while the complaint is being heard yet. Was the action of the superintendent
legal? Why or why not?
2. Teacher U was ordered by her principal to come to school on four consecutive

Saturdays for the training of students’ editorial staff of their school paper. Is
this allowed under RA 4670? Explain your answer.
3. Mrs. Naoma Akya think that elections do not improve her life as a teacher
and so she did not exercise her right of suffrage in the last elections. What
provision of the Code of Ethics did she fail to observe?
4. A school’s academic coordinator has been found to have engaged in

gambling which has caused him to be absent most of the time. Can his
certificate of registration as a teacher be revoked?
5. Teacher S, a Science teacher has been accused of sexual harassment by one of

her students. What should the principal do?
6. Mr. X is a silent drunkard. He drinks but at home and privately. Doing his
tasks and duties responsibly and not going to school drunk, he contends that
he should not be reprimanded. Is this acceptable?
7. Teacher X would like to attend a seminar in journalism. He requested for a

one-day leave and informed the principal that he would shoulder the
expenses. The principal did not allow him for unacceptable reasons. What is
the necessary action that Teacher X should do?
97
Module in Ed 102
8. Teacher X would like to express his side on the issue being accused against
him by his colleague. At first, he did not want to mind the issue for he is sure
that it is not true. However, this has already bothered him. How should
teacher X respond to the situation?
9. A teacher has been falsely accused of collecting money from the pupils, and
this created a clamor from the parents. The whole school has been bothered
by this for almost a week. Teacher X, a teacher from the school, is assured of
himself for he is not the teacher facing the issue. What should teacher X do?
10. A new policy on CLAYGO is currently implemented in the university.

Teacher X has been questioning this and asking why teachers are also
required to clean. For him, the utility personnel must be the one doing such
cleaning for teachers have many things to do. Did teacher X respond
accordingly to his profession?
Scoring Rubric for the Reflection
Criteria 4 points 3 points 2 points 1 point 0 point
Content and The answer The answer The answer is The answer
Accuracy demonstrat demonstrates a not very is
es great good, general comprehensiv incomplete
understandi understanding e. Key points and the key
ng of the of the topic. are addressed ideas are not
topic by Some key but not addressed
providing points are clearly and
accurate supported and supported. supported.
and explained. There are The answer
relevant some demonstrate Did not
supports. inaccurate s very little answer
All key and irrelevant or no the
ideas are statements. understandi questio
clearly ng of the n.
presented topic.
and
explained.
The answer is The answer is Improper

highly generally organization
organized and comprehensib and
98
Module in Ed 102
Organizatio ideas are well- le but the structure

n and presented ideas are distracts the
Fluency using sometimes reader and
appropriate disorganized. makes the
sentences. The The reader answer
response is needs to exert difficult to
natural and some effort to comprehend
easy to follow. understand . The answer
the flow of uses
ideas. unusual and
confusing
word
patterns.
Conventions
The answer has There are a The errors
very minimal few glaring in spelling,
errors in errors in capitalizatio
spelling, spelling, n,
punctuation, punctuation, punctuation
capitalization capitalization and
and grammar. and grammar. grammar
These errors do These are frequent
not disrupt the sometimes and were a
flow of thought interfere with severe
and the general the reader’s distraction
comprehensibil ability to to the
ity of the understand reader’s
answer. the answer. ability to
comprehen
d the
answer.
TOTAL – 10 POINTS
NOTE: Content and Accuracy shall be given more points since these provide the main
substance of the short answer. Organization and fluency, as well as writing conventions, are
given equal points since these are not as important as the content of the answer, but are
essential in establishing a clear argument/ position.
99

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What are the personal and professional qualities of an effective teacher?

What are the personal and professional qualities of an effective teacher?

What are the roles of teachers in society?

What are the roles of teachers in society?

MODULE in ED 102

The Teaching Profession

SHERRYL M. MONTALBO

Intended Learning Outcomes

There are two distinct characteristics of an effective and efficient teacher:

2. Professional qualities – refer to the teacher’s knowledge of the subject matter,

b. Mental ability – A mental ability that is above average and higher

2. Personal qualities – In the chosen career of teaching, personality could

a. Presentable appearance, good manners, courtesy, and a pleasant voice.

Professional qualities include:

1. A mastery of the subject matter.

II. Role of Teachers in the Society

Society and You

Here is an excerpt of the findings of a study on Pre-service Elementry Teacher

Community Perception on the Role of Teachers in the Community

Teachers are perceived to be:

1. Very important in a community

Perception on Beliefs and attitudes about Teachers and Teaching

The community respondents strongly agree that teacher:

1. Help develop the moral character of children.

The community respondents agreed with 12 beliefs and attitudes, as

1. The most intelligent child should be encouraged to enter the teaching

9. Praising boosts child‘s confidence.

III. Your Philosophical Heritage

To philosophize is so essentially human and in a sense to philosophize

The Existential Question

We are heirs to a rich philosophical heritage. Passed on to us are a number of

The Seven Philosophies of Education

• Why Teach - Teachers teach for learners to acquire basic knowledge,

teachers have to observe “core requirements, longer school day, a

• Why Teach - Progressivist teachers teach to develop learners into

• Why Teach - Develop the students’ rational and moral powers.

• Why Teach - To help students understand and appreciate themselves

• Why Teach - Behaviorist schools are concerned with the modification

• Why Teach - To develop the communication skills of the learner

• How to Teach – Experiential way, make them experience sending and

• Why Teach – Develop intrinsically motivated and independent

Activity No. 1 - Your Philosophical Heritage

“To philosophize is so essentially human-and in a sense to philosophize

An Exercise to Determine Your Educational Philosophy

Interpreting your Scores

If you have 2 answers of 4 in numbers

Activity No. 2 – Formulating Your Own Philosophy

Philosophy is vital only when the questions are mine and so

The Philosophy of Education Statement is an important piece in your educator portfolio. It

Some important considerations . . .

• I believe the purposes of education are ...

WHY YOU TEACH

WHERE YOU TEACH

IV. Foundational Principles of Morality and You

What is meant by foundational moral principle?

Where is this foundational moral principle?

It is contained in the natural law. It may be acceptable to all believers and

The Teacher as a Person of Good Moral Character