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Synapse Strengthener (Page 70)

1. Prove that NCBTS Framework and Code of Ethics for Professional Teachers reinforce each
other show that the Articles in the Code of Professional Teachers also state basically the same
things that are found in the NCBTS Framework by accomplishing the table given below. ( Page
70 - 74)

NCBTS Domain # 1 / Strand Code of Ethics for Professional Teachers (Which Article and
Sections in the Code of Ethics for Professional Teachers state
the same thing as stated in the NCBTS?)

Domain 1 - Social Regard for Article III - The Teacher and the Community
Learning
Section 3. Every teacher shall merit reasonable social
Strand 1. Acts as a positive role recognition for which purpose he shall behave with honor and
model for students dignity at all times and refrain for such activities as gambling,
smoking, drunkenness, and other excesses, much less illicit
relations.

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

Article X - The Teacher and Business

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

NCBTS Domain # 2 / Strand Code of Ethics for Professional Teachers

Domain 2 - The Learning Article III - The Teacher and the Community
Environment
Section 1. A teacher is a facilitator of learning and of the
Strand 1. Creates an environment development of the youth; he shall, therefore, render the best
that promotes fairness service by providing an environment conducive to such
learning and growth.
Stand 2. Makes the physical
environment safe and conducive to Article VIII - The Teachers and Learners
learning
Section 2. A teacher shall recognize that the interest and
Stand 3. Communicates higher welfare of learners are of first and foremost concerns, and shall
learning expectation to each deal justifiably and impartially with each of them.
learner Section 3. Under no circumstance shall a teacher be prejudiced
nor discriminated against by the learner.
Strand 4. Establishes and maintains
consistent standards of learners' Section 6. A teacher shall base the evaluation of the learner’s
behavior 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.

NCBTS Domain # 3 / Strand Code of Ethics for Professional Teachers

Domain 3 - Diversity of Learners Article IV - A Teacher and the Profession

Strand 1. Is familiar with learner's Section 2. Every teacher shall uphold the highest possible
background knowledge and standards of quality education, shall make the best
experiences preparations for the career of teaching, and shall be at his best
at all times and in the practice of his profession.
Strand 2. Demonstrates concern for
holistic development of learners 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.

Article IX - The Teachers and Parents

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.

NCBTS Domain # 4 / Strand Code of Ethics for Professional Teachers

Domain 4 - Curriculum Article VII - School Officials, Teachers and Other Personnel
Section 2. School officials, teachers, and other school
Strand 1. Demonstrates mastery of personnel shall consider it their cooperative responsibility to
the subject formulate policies or introduce important changes in the
Strand 2. Communicates clear system at all levels.
learning goals for the lessons that
are appropriate for learners

Strand 3. Makes good use of alloted


instructional time

Strand 4. Selects teaching methods,


learning activities, and instructional
materials or resources appropriate
to learners and aligned to the
objectives of the lessons

NCBTS Domain # 5 / Strand Code of Ethics for Professional Teachers

Domain 5 - Planning, Assessing and Article VIII - The Teachers and Learners
Reporting
Section 1. A teacher has a right and duty to determine the
Strand 1. Communicates promptly academic marks and the promotions of learners in the subject
and clearly to learners, parents and or grades he handles, such determination shall be in
superiors about the progress of accordance with generally accepted procedures of evaluation
learners and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, of
Strand 2. Develops and uses a serving due process.
variety of appropriate assessment
strategies to monitor and evaluate Article IX - The Teachers and Parents
learning
Section 2. Every teacher shall inform parents, through proper
Strand 3. Monitors Regularly and authorities, of the progress and deficiencies of learner under
provides feedback on learners' him, exercising utmost candor and tact in pointing out learners
understanding of content 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.

NCBTS Domain # 6 / Strand Code of Ethics for Professional Teachers

Domain 6 - Community Linkages Article III - The Teacher and the Community

Strand 1. Establishes learning Section 2. Every teacher shall provide leadership and initiative
environments that respond to the to actively participate in community movements for moral,
aspiration of the community social, educational, economic and civic betterment.
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 pinformed 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.

NCBTS Domain # 7 / Strand Code of Ethics for Professional Teachers


Domain 7 - Personal Growth and Article IV - A Teacher and the Profession
Professional Development Section 1. Every teacher shall actively insure that teaching is
the noblest profession, and shall manifest genuine enthusiasm
Strand 1. Takes pride on the nobility and pride in teaching as a noble calling.
of teaching as a profession
Article V - The Teachers and the Profession
Strand 2. Builds professional links Section 1. Teacher shall, at all times, be imbued with the spirit
with colleagues to enrich teaching of professional loyalty, mutual confidence, and faith in one
practice another, self sacrifice for the common good, and full
Strand 3. Reflects on the extent of cooperation with colleagues. When the best interest of the
the attainment of learning goal learners, the school, or the profession is at stake in any
controversy, teacher shall support one another.
Section2. 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 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.

2. By means of four (4) separate graphic organizers, show the different groups with whom the
teacher relates and write down the key word/s that describe/s how the teacher should relate
to each group. See the graphic organizer below.
3. Your teacher education curriculum consists of three (3) parts, namely: General Education, Professional
Education and Specialization. Examine if the teacher education curriculum you are presently undergoing
adequately prepares you for competencies contained in the NCBTSs. Pay specific attention to the
Professional Education Component of the curriculum. To do this, a table like the one below can be of
help.

NCBTS Domain # 1 strand Subjects in the Teacher Education Curriculum

Domain 1. Social Regard for Gen Ed Prof Ed Specialization


Learning
TTP - The Teaching SSC2 - Teaching
1. Acts as a positive role model Profession (Second Social Science in the
for students Year, Second Elementary Grade
Semester) (Second Year,
Second Semester)
CAP - Child and
Adolescent Learners ARTS - Teaching
an Learning Arts in Elementary
Principles (First Year, School ( Second
First Semester) Year, Semester

NCBTS Domain # 2 strand Subjects in the Teacher Education Curriculum

Domain 2. The Learning Gen Ed Prof Ed Specialization


Environment
LE - Literacy TTP - The Teaching SCI 1 - Biology and
1. Creates an environment that Engagement Profession (Second Chemistry with Lab
promotes fairness Year, Second ( First Year, Second
Semester) Semester)
2. Makes the physical
environment safe and conducive CAP - Child and SCI 2 - Physical
to learning Adolescent Learners Earth and Space
an Learning (Second Year, First
3. Communicates higher learning Principles (First Year, Sem)
expectation to each learner First Semester)
4. Establishes and maintains
consistent standards of learners'
behavior

NCBTS Domain # 3 strand Subjects in the Teacher Education Curriculum


Domain 3. Diversity of Learners Gen Ed Prof Ed Specialization

1. Is familiar with learner's TTP - The Teaching


background knowledge and Profession (Second
experiences Year, Second
Semester)
2. Demonstrates concern for
holistic development of learners CAP - Child and
Adolescent Learners
an Learning
Principles (First Year,
First Semester

NCBTS Domain # 4 strand Subjects in the Teacher Education Curriculum

Domain 4 - Curriculum Gen Ed Prof Ed Specialization

Strand 1. Demonstrates mastery TTP - The Teaching SSC2 - Teaching


of the subject Profession (Second Social Science in
Year, Second the Elementary
Strand 2. Communicates clear Semester) Grade (Second
learning goals for the lessons Year, Second
that are appropriate for learners TTL - Technology for Semester)
Teaching and
Strand 3. Makes good use of Learning (Second ARTS - Teaching
alloted instructional time Year, First Sem) Arts in Elementary
Strand 4. Selects teaching School ( Second
CAP - Child and Year, 2nd Semester
methods, learning activities, and Adolescent Learners
instructional materials or an Learning Principles SCI 1 - Biology and
resources appropriate to (First Year, First Sem) Chemistry with Lab
learners and aligned to the ( First Year, Second
objectives of the lessons Semester)

SCI 2 - Physical
Earth and Space
(Second Year, First
Sem)
NCBTS Domain # 5 strand Subjects in the Teacher Education Curriculum

Domain 5 - Planning, Assessing Gen Ed Prof Ed Specialization


and Reporting
TP - The Teaching
Strand 1. Communicates Profession (Second
promptly and clearly to learners, Year, Second
parents and superiors about the Semester)
progress of learners
CAP - Child and
Strand 2. Develops and uses a Adolescent Learners
variety of appropriate an Learning Principles
assessment strategies to monitor (First Year, First Sem)
and evaluate learning

Strand 3. Monitors Regularly and


provides feedback on learners'
understanding of content

NCBTS Domain # 6 strand Subjects in the Teacher Education Curriculum

Domain 6 - Community Linkages Gen Ed Prof Ed Specialization

Strand 1. Establishes learning LE - Literacy TP - The Teaching


environments that respond to Engagement 1 and Profession (Second
the aspiration of the community 2 ( 2nd year, 1st Year, Second
sem and 2nd sem Semester)

CAP - Child and


Adolescent Learners
an Learning Principles
(First Year, First Sem)

NCBTS Domain # 7 strand Subjects in the Teacher Education Curriculum

Domain 7 - Personal Growth and Gen Ed Prof Ed Specialization


Professional Development
TP - The Teaching
Strand 1. Takes pride on the Profession (Second
nobility of teaching as a Year, Second
profession Semester)

Strand 2. Builds professional links CAP - Child and


with colleagues to enrich Adolescent Learners
teaching practice an Learning Principles
(First Year, First Sem)
Strand 3. Reflects on the extent
of the attainment of learning goal NLC - Building and
Enhancing New
Literacies Accross the
Curriculum ( 1st yr,
2nd sem)

TTL - Technology for


Teaching and Learning
(2nd yr, 2nd sem

4. Study the following criteria *used by DepEd in evaluating applicants for a teaching position in the
public schools. Then explain if your pre-service education in the College of Education or teacher
education institution is relevant and increases your chance to be hired as a teacher in the public school.
Write your comment on the space provided.

Criteria Points

A. Education ( Applicants academic achievement indicated by General 20


Weighted Average)**

B. Teaching Experience 15

C. LET/PBET Rating 15

D. Specialized Training and Skills 10

E. Interview 10

F. Demonstration Teaching 15

G. Communication Skills 15

Total 100

Answer:

As what I had observed from the criteria used by DepEd in evaluating applicants for public schools, pre-
service education in the College of Education or teacher education institution is relevant and increases
the chance for the applicants to be hired as teacher in the public schools because it had the biggest
point (20 points) from the rest of the list. For me, although the other criteria might help the applicants
to be hired, pre-service education of the applicants maybe the one that the DepEd officials really looked
up to. Pre-service education took a lot of time and the General Weighted Average will show how did the
applicant understood his/her subjects from his/her colleges or Universities.. General Education,
Professional Education and Specialization or the Teacher Education Curriculum prepares the applicants
to be the best teacher that DepEd is looking for. The General Weighted Average also defines the kind of
student or the kind of person that the applicants are

Tell something about the teacher in the classroom in the community by completing the acronym.

T- Trainer

E- Exemplary

A- Able

C- Compassionate

H- Helpful

E- Encouraging

R- Role Model

Reflect on the teacher as she goes about her task in classroom and in the community. In what way is
he/she...

 A piece of iron?
- A teacher is a piece of iron because he/she is strong and firm. A teacher should be strong and firm so
that he/she will fight the problems and struggles that comes in his/her way
 A well?
- A teacher is a well, a deep well because as time goes by, he/she had bottomless knowledge like a well. A
teacher never tire to learn more and never goes away from knowledge. A teacher's love is also like a well,
never ending and always yearns for more.
 A planter?
- a teacher is a planter, teachers plant a seed of knowledge. This seed when nurtured together with the
student bloom into a very beautiful flower. This flower will make the student to be successful and to
overcome whatever struggles in life.
 A gardener?
- a teacher is a gardener. Teacher takes care of his student like a beautiful rose. She makes sure that no
one does anything to it to let that student down. The teacher give flowing knowlege to the students and
the light of their future to strive more to be a better person in the future.
 A door?
- a teacher is a door, a door that lets knowledge come in, a door that is open for possibilities, a door open
for criticisms, a door open for the betterment of her and her students. A door open for the other things
that will make her improve and see the good things around her.
 A wake up call?
- a teacher is a wake up call. The call that is needed for the students to realize their worth. A call that they
need to make their lives better and to achieve their aspirations when they grow up.
 A potter?
- a teacher is a potter, the teacher molds the students to be a better person and to survive all their
struggles. The teacher molds the students slowly but carefully to achieve the best image that he/she will
become.
 A mirror?
- a teacher is like God. She molds the students to be like her , to be a better person. She makes sure that
the students look up to her like a mirror, to finish college to have a good job. To be hardworking to
achieve a better lives. A teacher should be a role model so that her/his students strive more to be like her.
 An assessor?
- a teacher is an assessor, he/she assesses the students until it had the knowledge they want to acquire. A
teacher assesses the students to be the right person they wanted. A teacher assess the needs of the
students physically, mentally or emotionally to be the best they can be.
 A nurse?
- a teacher is a nurse, a nurse that heals the wounds deep inside a students' hearts. A nurse that mends
heartachers. A nurse that heals all the holes and fills it with knowledge that will bring the students' up to
the top of the ladder or to his/her success

Read this poem “You are a Teacher” then answer the following questions on page 84:

You Are A Teacher


If I speak interestingly, effectively and well
But do not understand my students
I am a noisy gong or a clanging cymbal
If I know all the methods and techniques of teaching
If I have complete faith that they will work
So that I use them completely
But think only of the materials or techniques
Instead of how they can help my students
I count for nothing
If I go the second mile in my teaching
Give up many activities
But do it without understanding
It does no good
Love is patient, very kind
Love is not jealous; it does not put on airs
It is never tyrannic, never
Yet does insist on truth
It does not become angry
It is not resentful

Love always expect the best of others

It is gladdened when they live up to these expectations

Slow to lose faith when they do not

It will bear anything

Hope for anything

Endure anything

This kind of love will never fail

It there are teaching methods, they will change

If there are curricula they will be revised

For our knowledge is imperfect

And our teaching is imperfect

And we are always looking for better ways

Which an infinite God has placed ahead of us

When I began to teach, I fumbled and failed

Now I have put away some of my childish ways

At present I am learning bit by bit

But if I keep on seeking, I shall at last understand

As all along I myself have been understood

So faith, hope and love endure

These are the great three

But the greatest of them is love

 Which line of the poem do you like most? Why?


- " If I speak interestingly, effectively and well
But do not understand my students
I am a noisy gong or a clanging cymbal"
This is the line that I like most in the poem because it is true. Well the other lines were
also true but this line clearly made me understand what a true teacher is. In my past
years, I encountered a lot of teachers (elementary and high school) that teaches
effectively to students but they did nott understand the students well. For me, a teacher
should understand the students in every way. An understanding teacher also will make
his/her students understand him well. An understanding teacher tends to have her
student's attention, who's student wants to listen to their not understanding teacher?
None . It could be that they listen out of need or fear but not of want.

 What mental portrait of the teacher in the classroom and the teacher in the
community is painted in the poem “You are a Teacher”?
- the poem "You are a Teacher" after reading made me understand what a true
teacher really is. The poem opened my eyes about what a teacher should be and
I as a future teacher should take note of this qualities to be the best teacher
that my future students will have. The poem made me realize that a teacher
does not; only teaches students to learn but a teacher endure anything, have
faith in everything and give love along the way. A teacher is important in the
classroom and in the community because a teacher are one of the influencer and
the inspiration of the students and of the community to strive more.

REFLECTION QUESTIONS

How did you feel when you read your name through the lines of the poem? Describe and
explain why.

As I am reading my name through the lines of the poem, I felt ecstatic. I felt happy. I felt that
this is it, I am here. I am a teacher. I will be a teacher.

As i am reading the song from the heart with my name on it, i am beginning to see what a
teacher should really is. I beganto see my future. I began to understand my past teachers and
what they did. I began feel excited and astonished but of course I know about the struggles that
will come in my way but I am very determined to succeed and to apply what this poem is really
implying and see my students change because of it.