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STUDY GUIDE FOR MODULE NO. 1

INTRODUCTION
DECIDING TO BE A TEACHER: Thinking about Teaching
a. Motivations and Essentials for Becoming Teachers; and
b. Teacher as Decision Makers

MODULE OVERVIEW

Teaching is the noblest profession. Though not a lucrative one, every teacher devotes
himself to teaching for reasons that go deeper than the remuneration nor the vacations. He
dedicates himself to teaching for he believes that this is his mission (i.e., a task entrusted to him by
the Almighty Father) and his vocation (i.e., that he is called/ destined to such endeavor); some also
believes that being a teacher is an integral component of their individuality/identity; and some sees
it as avenue to express their passion of serving others and the community through education.

Though reasons for becoming a teacher are deep, varied and somehow personal, they are
all in one accord on desire to touch peoples’ lives and the lager community.

And with the great and ever-increasing demand for teachers in the country and across the
globe and that individuals are being called to be a full pledge teacher in response to such demand,
are you ready and willing to answer the call? If so, what’s calling you? Why do you want to teach?

MODULE LEARNING OBJECTIVES

At the rigid analysis and comprehension on this module, learners are expected to:
a. discuss various motivations for becoming a teacher and the essentials of inspiring teachers;
b. examine self-preparedness as would-be professionals;
c. describe the active role of decision-making and reflective practice; and
d. recognize and relate oneself on the values and characteristics of an inspiring teacher.

LEARNING CONTENTS (Motivations and Essentials for Becoming Teachers)

Motivations for Becoming a Teacher

The following are various reasons that motivates an individual to enter the teaching
profession:

1. Teaching is more than a profession, mission and/ or vocation. Teaching is not doing the
work as you are paid for it, counting the hours spent at school, nor being more excited on
Fridays than on Mondays.

It’s a career that transcends profession, mission, and vocation. Being a teacher means
leaving a lasting legacy that everyone will reminisce and revere. Teaching is not only the
investing of time, energy, and resources. It is service rendered out of love, support, and
compassion to children in order to provide them with the tools necessary to live happily and
be productive members of the society they are in. Though sometimes teaching entails
disappointments, sacrifices and heartaches; still, it’s irrefutably an expression of

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commitment to self, learners, parents, community and above all, to God, Almighty.

Just like what Teacher Esperanza Bautista said “Dedication is what makes any
professional successful and fulfilled, but TEACHING is not a profession; it’s a devotion…”

2. Giving back to the Community. Teaching is one of the most direct ways to make
meaningful contributions in the community. Leadership and active participation on
movements towards the moral, social, educational, economic, civic betterment and/ or any
matters affecting the welfare of people shall emanate from teachers being the intellectual
leaders of the community, especially in the barangays. Extension counselling services may
also be provided, as appropriate and whenever needed by the people (Article III sections 2
& 6 of PRC Board Resolution 435: Code of Ethics for Professional Teachers).

3. Changing Students’ Lives. Teachers influence extends far beyond the classroom. More
than being educators, teachers are mentors, parents (in loco parentis) and alter egos. They
interact with the learners at all stages of development and from all walks of life in order to
mold them as fully humans – a loving, virtuous and morally mature individuals (Cosgrave,
2004 in Bilbao et.al. 2012).

Being a teacher lets one touch lives of their learners by impart life lessons that will be
remembered and significantly influence their decisions, behaviors, strengths, weaknesses
and even dispositions. In its essence, teacher shapes the child of today and the next
generation.

4. Lifelong learning. Teachers are the one who cultivate love of learning in students. To
encourage such love, teacher must be knowledgeable enough in order to transform
classroom instruction to an enjoyable, interactive, exploratory and experiential teaching-
learning experience.

Participation to continuing professional development and training is vital in re-equipping

teachers with the 21st century skills needed to revolutionize the classroom instruction.

5. Leveraging strengths. Teachers as mentors and second parents possess qualities that
are essential to effective teaching. Among these are: a.) resourcefulness, b.) patience, and
c.) effective communication.

Resourcefulness is highly beneficial in planning interactive lessons and activities with

limited materials and supplies. Creativity is put forth in creating interesting and differentiated
lessons.

Patience is also necessary when working with children particularly in design effective
teaching strategies. This is being tested when teaching strategies prepared do not cater to
all learners and that several reconsiderations and revisions has to be made in order to look
for the best strategy that would benefit both the teacher and the students. On the lighter
note, patience and tolerance further refines when teachers have successfully succeeded on
such situations confronting them.

Similarly, effective communication is fundamental in reaching and meeting the learning

demands and preferences of children from diverse backgrounds. Moreover, teacher’s strong

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communication ability come in handy when establishing synergy with parents.

Essentials of Inspiring Teachers

1. Passion for teaching. Passion for the profession is the foremost attribute that evident for all
teachers. However, being to translate that passion for teaching into actions in order to be felt
by the learners is a hallmark of an inspiring teacher.

Establishing a stimulating learning environment coupled with fun and interactive

teaching-learning activities and active participation to various professional development and
improvement are indicators of enduring passion for teaching.

2. Positive relationships with students. Building and maintaining positive and dynamic
relationships with all learners is central teachers’ sense of self-efficacy and effectivity. It
goes hand-in-hand with knowing the learners individually, their family situations, cultural
backgrounds and social contexts; and, requires a great deal of effort and a significant period
of adaptation through which the teachers and learners get to know each other reciprocally.

3. Sound classroom management. Related to positive relationships, establishing sound

classroom management (i.e., good class control characterized by firmness, fairness and
consistency) is pre-requisite for effective teaching.

4. Flexibility. The ability to adapt teaching-learning experiences as well as classroom

situations according to students’ interests and learning needs demand a considerable
flexibility in the part of the teachers.

Teachers’ confidence in suiting lesson and learning episodes as response to the growing
student learning needs had been proven to yield a positive effect on student engagement
and learning.

5. Safe and stimulating classroom climate. Creating an open and trusting classroom climate
for students where they feel happy, calm, relaxed and safe is a hallmark of an inspiring
teacher.

Great and inspiring teachers always put into consideration the socio-emotional aspects
of developing children aside to their cognitive-mental aspects of development.

They always encourage the use of more practical activities and authentic planning
coupled with nurturing, open to innovation and risk-taking conditions to foster a positive
classroom climate.

6. Purposeful and relevant teaching. Providing learning experiences that is relevant to the
lives of the learners what inspiring and purposeful teaching is all about. Though seemed to
be difficult for certain subjects especially those expository in nature, the teachers in general,
are convinced that they could be able to connect their lesson to the learners’ daily lives,
thus, encouraging learners to look for relevance and engage to meaning-making.

7. Reflectiveness and collaboration. Conscious reflection on the practice and constant

looking for ways to further the practice is what makes teachers inspirational. Great and

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inspiring teachers do it collaboratively in order not to benefits alone but to contribute to the
professional development of colleagues in their teams.

8. Innovative teaching. Aside from being knowledgeable, inspiring teachers are also
innovative – they integrate new, modern approaches to teaching to the conventional
methods and approaches such as using a rich variety of instructional activities to create
stimulating lessons. They are those who always exploit their creativity and are willing to take
risks at some extent.

LEARNING ACTIVITY 1
1. Writing of a reflective essay on the topic “Magiging Titser Ako: My Motivations of Becoming”
with at least 300 words.
2. Creation of a 5-minute video slideshow about the central theme “Inspiring Teachers and
their Motivations of Being”. The main story line and subject/s to be used for the task will
revolve around the contents of the following prescribed links.
Links: (1) https://youtu.be/BFYzPFfj3dM
(2) https://youtu.be/0m8bkx1sfPM

\ LEARNING CONTENTS (Teacher as Decision Maker)

Decision making involves giving consideration to a matter, identifying the desired end
result, determining the options to get to the end result, and then selecting the most suitable option
to achieve the desired purpose (Fuller, 2011).

Teachers make countless decisions all day long in an effort to promote student learning.
Some decisions are when planning lessons, designing an instructional activity, or grading papers.
And, some are made on the spot during the dynamic interactions with students when delivering a
lesson.

Breaking down these decisions on basic teaching function, they fall into three categories: 1.)
planning, 2.) implementing, and 3.) assessing.

Decisions about Basic Teaching Functions

1. Planning. Vital to planning is making decisions about student needs, suitability and
appropriate goals and objectives, the content to be taught, instructional strategies and
delivery techniques, instructional media, classroom climate, and student assessment. These
decisions are made prior to any actual classroom instruction.

Planning lays the framework on how instructional contents and events will be carried out.

2. Implementing. This pertains to the carrying out of the instructional plans concerning lesson
delivery and assessment that requires ample teaching strategies (e.g., presenting and
explaining, probing questions, listening, monitoring, giving feedbacks, etc.) in order to
actively and effectively interact with students.

And with such multitude of skills requirement, and teachers make decisions constantly
during the delivery of instruction to enact those plans and to promote student learning.

3. Assessing. Assessing involves determining the level of student learning. Actually, many

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aspects of assessment are determined during the planning phase when instructional goals
and content are identified. The means to measure student learning include paper‐and‐
pencil tests, portfolios, work samples, projects, reports, journals, models, presentations,
demonstrations, and various other types of product and performance assessments. Once
assessment data has been gathered, the information is recorded and judgments are made.

As attempts are made to raise student achievement and improve school operations,
Teachers decisions about planning, implementing, and assessing hold great significance.

The Teacher as a Reflective Decision Maker

As reflective practitioners, teachers need to honestly contemplate on their own traits and
behaviors in relation to the events that take place in the classroom. They need to observe and
attempt to make sense of situations by checking their insights against prior experience (Fuller,
2011).

There are some schools who settle for reflective practice in order to address issues and
ponder upon the effectivity of the teachers’ instructional practice. This is a problem‐solving strategy
in which teachers work side by side to improve practice by reviewing routines and the procedures
and other aspects of the instructional environment. However, to facilitate interdependence, an
environment of support (i.e., a classroom climate that encourages open communication, critical
dialogue, risk taking, and collaboration, and the like) is fundamental.

 Reflection and Effective Teaching. Effective teachers need to assess and ponder upon
their teaching approaches that centered on learners’ achievement and meeting intended
learning outcomes in order to make decisions about the following:

1. What to teach. Effective teachers have not only a comprehensive knowledge of their
lessons but also the ability to make sound decisions on the selection of materials and
examples to be used in presenting the lesson to their students.

2. How to teach. Effective teachers have a vast reserve of teaching methods and strategies
to use to meet the varied learning needs of their students and to capture and maintain
student interest and motivation, thus, maximizing leaners achievements. The ability to
make good decision in considering a strategy that would cater to all learners of a diverse
classroom is highly essential.

3. How to provide an atmosphere that supports student learning. In order to promote and
maximize student learning, effective teachers don’t only settle to the content and
instructional strategies, they also create the necessary classroom conditions, a positive
learning community where trust and rapport among students and teachers is highly
evident.

 Reflection and Professional Standards. Reflection by teachers to improve their practice

and to ensure quality is enshrined on the Philippine Professional Standards for Teachers
(PPST).

PPST, which is built on National Competency-Based Teacher Standards (NCBTS), is a

7-domain public statement that articulates what constitutes teacher quality in the K to 12

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Reform through well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. It also made explicit
what teachers need to know, value, and be able to do in their practice.

Domain I (Content Knowledge and Pedagogy) focuses on the 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; Domain II (Learning Environment) for the providing of a safe, secure, fair and
supportive learning environment to promote learner responsibility and achievement; Domain
III (Diversity of Learners) for the establishment of learning environments that are
responsive to learner diversity; Domain IV (Curriculum and Planning) for the interaction of
the national and local curriculum requirements; Domain V (Assessment and Reporting)
for the application of a varied assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement; Domain VI
(Community Linkages and Professional Engagement) for the establishment of school-
community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process; and Domain VII (Personal Growth and
Professional Development) for the valuing of 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.

 Approaches for Reflection. There are three (3) commonly used approaches that teachers
use as a basis for reflection. These are: (1) classroom observations by supervisors and
peers, (2) digital tapes of their teaching, and (3) document analysis.

All pieces of evidence obtained from these approaches can be evaluated against specific
criteria related to instructional behaviors, classroom management, and teacher expectations
for their students’ performance.

Characteristics of Reflective Teachers

The following are some of the characteristics common to reflective teachers:

 Disposition toward reflection. They have a good sense of when they need to think deeply
about their teaching. They are purposeful and committed to improving their craft;

 Sceptic and curious. They have inquisitive minds. Effective teachers suspend judgement
about a dilemma in order to thorough investigate the problem, gain new knowledge, and
come to a sound decision. This deliberate contemplation brings about new learning;

 Seek deep understanding of the issues. By comprehensively investigating and

considering the experiences and events that transpire in classrooms, effective teachers are
able seek deep understanding of all issues related to curriculum and instruction;

 Take responsibility for their teaching decisions. Reflective teachers are fully ready to
accept the consequences of their decisions, good or bad; and

 Are purposeful and committed to improving their craft. Reflective teachers continuously
improve themselves and refine their teaching.

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Benefits of Reflection

There are many benefits for teachers who reflective on their teaching practice. Reflection
helps teachers hone their teaching skills and their ability to proactively respond to the needs of the
students of diverse classes. Recent studies also found that higher levels of reflection by the
teachers were related to higher final student teacher evaluations (Pultorak & Barnes, 2009 in Fuller,
2011).

Further, reflective teaching leads to a number of positive effects for teachers, including the
development of the following (Minott, 2007 in Fuller 2011):
 critical thinking inquiry skills;
 contextualized knowledge about teaching and learning;
 inquisitive, risk-taking in learning, and discovery of new strategies and ideas;
 higher‐order thinking and metacognitive skills;
 affective skills;
 versatility and enhanced ability to overlap classroom tasks;
 ability to implement new activities and approaches on the spot
 greater self‐awareness and knowledge; and
 in-depth knowledge on group-managerial approach to classroom management

Aspects of Instructional Decision Making

Classroom teaching environment is complex and multifaceted, and dealing with complex
problem situations is a dominant element in the life of a teacher. To better understand this
complexity, looking into the relationship of teachers’ decision making and the conditions and
purposes they are trying to address in the classroom is must (Fuller 2011).

Four aspects of decision making in the teaching environment:

1. Making decision when planning, implementing, and assessing instruction and when
creating proper conditions for a positive learning environment. Each step entails
complex classroom conditions and student characteristics, thus, several factors must be
considered when making decisions about each step. When planning for instruction, for
example, teachers must decide on goals and objectives, needs assessments, appropriate
instructional strategies, materials and technology, and evaluation of student performance.

2. Making speedy decisions of adjusting plans in order to fit to the ever-changing and
uncertain classroom conditions. Teachers learn to make these adjustments through the
knowledge they have gained within the context of their classrooms, the interactive nature of
their thinking, and their speculations about how these adjustments will affect the classroom
environment.

3. Making decisions to achieve varied academic, social, and behavioral goals. For
instance, a teacher might make decisions about monitoring student behavior while working
with a single small group of students. At the same time, the teacher might have expectations
for students’ social and academic performance. Thus, the teacher must consider these
varied goals and decide on ways to plan and implement the goals simultaneously.

4. Making decisions to interact with students in a variety of ways in a complex

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environment. For example, teachers do a number of things to monitor and respond to

students’ off‐task behavior. Effective teachers have a high degree of withitness, ability to be
aware of what is happening in the classroom. Decisions related to withitness are continually
made by teachers.

LEARNING ACTIVITY 2

Would you rather questions:

1. Would you rather teach a class of energetic kindergartners or a class of reserved high school
seniors? Explain your choice.
2. Would you rather have a teaching career focused on one subject, such as math or English, or
a career that allows you to teach multiple subjects? Why?
3. Would you rather teach in a traditional classroom setting or in a more alternative
environment, such as online or homeschooling? Justify your preference.

Activities to get students' attention (less than 5 minutes):

1. Quick trivia: Ask a fun and interesting trivia question related to education or a specific
subject the students are studying. The first student to raise their hand with the correct answer
gets a small prize.
2. Quick brainstorm: Give students a topic or question related to teaching and ask them to
quickly brainstorm ideas or solutions. Allow them to share their answers within a minute or
two.
3. "Would you rather" discussion: Divide the class into pairs or small groups and give them a
prompt related to teaching. Each group must discuss and come up with their decision, and
then present their justification to the class.
4. Quick debate: Divide the class into two teams and give them a controversial statement related
to education. Each team will have 1-2 minutes to present arguments for or against the
statement, and then switch sides.
5. Quick reflection: Provide a thought-provoking quote about teaching and ask students to
silently reflect on it for a minute. Afterward, give them the opportunity to share their
reflections with a partner or in small groups.

Thought-provoking questions:

1. How does a teacher's attitude and enthusiasm impact students' motivation to learn?
2. In your opinion, what are the most important qualities or skills a teacher should possess?
3. How can teachers ensure equal opportunities for all students in the classroom, regardless of
their background or abilities?
4. What qualities do you think are essential for a successful early childhood educator?
5. How do you envision the role of a teacher in shaping a child's development?
6. What challenges might early childhood educators face, and how could you address them?

SUMMARY

 The following are some of the various reasons that motivates an individual to enter the
teaching profession:

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 teaching is more than a profession, mission and/ or vocation;

 giving back to the community;
 changing students’ lives;
 lifelong learning; and
 leveraging strengths.
 Similarly, the following are the enumerated essentials of inspiring teachers
 passion for teaching;
 positive relationships with students;
 sound classroom management;
 flexibility;
 safe and stimulating classroom climate;
 purposeful and relevant teaching;
 reflectiveness and collaboration; and
 innovative teaching.
 Decision making involves giving consideration to a matter, identifying the desired end
result, determining the options to get to the end result, and then selecting the most suitable
option to achieve the desired purpose (Fuller, 2011).
 Decisions made on basic teaching function fall into three categories: 1.) planning, 2.)
implementing, and 3.) assessing.
 As reflective practitioners, teachers need to honestly contemplate on their own traits and
behaviors in relation to the events that take place in the classroom.
 Reflection and Effective Teaching. Effective teachers need to assess and ponder upon
their teaching approaches that centered on learners’ achievement and meeting intended
learning outcomes in order to make decisions about the following: a.) what to teach, b.) 2.)
how to teach, and 3.) how to provide an atmosphere that supports student learning.
 Reflection and the Professional Standards. Reflection by teachers to improve their
practice and to ensure quality is enshrined on the Philippine Professional Standards for
Teachers (PPST).
 Approaches for Reflection. There are three (3) commonly used approaches that teachers
use as a basis for reflection. These are: (1) classroom observations by supervisors and
peers, (2) digital tapes of their teaching, and (3) document analysis.
 The following are some of the characteristics common to reflective teachers:
 disposition toward reflection;
 sceptic and curious;
 seek deep understanding of the issues;
 take responsibility for their teaching decisions; and
 are purposeful and committed to improving their craft.
 There are many benefits for teachers who reflective on their teaching practice.
 Reflective teaching leads to a number of positive effects for teachers, including the
development of the following (Minott, 2007 in Fuller 2011):
 critical thinking inquiry skills;
 contextualized knowledge about teaching and learning;
 inquisitive, risk-taking in learning, and discovery of new strategies and ideas;
 higher‐order thinking and metacognitive skills;
 affective skills;
 versatility and enhanced ability to overlap classroom tasks
 ability to implement new activities and approaches on the spot

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 greater self‐awareness and knowledge; and

 in-depth knowledge on group-managerial approach to classroom management
 There are four (4) aspects of decision making in the teaching environment. These are:
1. making decision when planning, implementing, and assessing instruction and when
creating proper conditions for a positive learning environment;
2. making speedy decisions of adjusting plans in order to fit to the ever-changing and
uncertain classroom conditions;
3. making decisions to achieve varied academic, social, and behavioral goals; and
4. making decisions to interact with students in a variety of ways in a complex
environment.

REFERENCES

Bilbao, P., Corpuz, B., Lagas, A. and Salandanan, G. (2012). The Teaching Profession 2nd Edition.
Lorimar Publishing, INC. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila.
Ericksen, Kristina (2015). Why Become a Teacher? Educators Share What They Love About Their Work.
Rasmussen College, LLC. Retrieved from: https://www.rasmussen.edu/degrees/education/blog/why-
become-a-teacher/
Fuller, Annie (2011). Teacher as a Decision maker. Foundations of Teaching Methods. Retrieved from:
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/2/0132698161.pdf
Llego, P., Mark Anthony. ( ). Philippine Professional Standards for Teachers (PPST). TEACHERPH:
Professional Learning Online Community of Teachers and for Teachers. Retrieved from:
https://www.teacherph.com/philippine-professional-standards-for-teachers/
Manno, Michelle (2012). Reasons for Becoming a Teacher. Teach.com. 2U. Inc. Retrieved from:
https://teach.com/blog/reasons-for-becoming-a-teacher/
Sammons, P., Kington, A., Vijayendran, A. & Ortega, L. ( ). Inspiring teachers: perspectives and
practices Summary report. Education Development Trust Highbridge House, 16–18 Duke Street,
Reading, Berkshire RG1 4RU. Retrieved from:
https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/b0/b0be9e0c-94b8-
4e3a-85a1-df1c71b17712.pdf

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