TEACHING PROFESSION

THE TEACHER AND SOCIETY

 TEACHING PROFESSION
Teachers are heirs to a rich philosophical heritage. Passed on to us are a number of
philosophies of various thinkers who lived before us.
This thinkers reflected on life in this planet. They occupied themselves by searching for
answers to questions about human existences.

Five Philosophical Foundations of Education:

1. Essentialism: Main proponent – William Bagley

2. Progressivism: “Education is not a preparation for life” Main proponent – John
Dewey
3. Perennialism: - Main proponent – Robert Hutchins
4. Existentialism: – “Existence precedes essence” Main Proponent – Jean Paul Satre
5. Behaviorism :– Main proponent – John Watson

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Introduction

Man by nature is curious, he wants to know the “WHAT, WHY, and HOW of the
things around him. It is in the exploring of things that he finds fulfillment for the numerous
complexities that confront him. The eagerness to look for more answers or find solutions to
the manifold problems that beset him leads him to the unending journey of seeking for.
Truly, this manifests the true desire of man which he knows. It affirms not only his essence, his
nationality. It is also a fulfillment of his purpose to keep the truth and pass it from the one
generation to another so as to preserve humanity.

Ideas flow from the human mind eternally. It is in the ideas where the truth lies. Unending as
the ideas are, the more the need for man to harness and cultivate it to perfection. The ideas
that are not nourished and protected will not just prevent man in processing the truth, but it
will also deprive him the taste of his nationality. Hence , ideas must and should be at all
times shine in luster of naturalness, profound simplicity and contain true and real meaning.

The truth in the ideas must be preserved in as much as man wants to preserve the gift
of knowledge and wisdom that it brings. And delicate as it is, it should be protected from all
forms of deterioration and artificialities. Presented it maybe in various ways, real meaning 3
must be conveyed at all times.
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It is the Philosophy that the ideas can be best presented and conveyed. This can be best to
enhanced through proper education. Since then philosophy and education complement and work
hand in hand in the acquisition of knowledge and the preservation of truth. True enough, one can
say then that Philosophy is knowledge and education is the most essential tool of Philosophy in
The search for wisdom and truth.

Philo

Man
Man and Philosophy

The ultimate aim of man is to possess for the truth. The process ends not in the search but in
the possession of the truth. It is but proper then to have a closer look on man and glimpse of what
Philosophy is , so that we can fully understand the meaning of our search for the truth and desire
to possesses it.
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Definition of man

In the quest for the truth is the ultimate goal of man, There is no way but up. The goal is
achieve it. Thus man is defined vertically as a Rational Animal. (“I think, therefore I am” (Rene
Descartes)
In man is the desire to be with his fellow beings . It is in his relationship with
others that the fulfillment of another dimension of his rationality is achieved. Time and again
it has been proven that man cannot live by himself alone. The need to share himself with
Others, share his innermost thoughts, feelings, experiences and unravel the kind of person he is,
is a must to fully realize the aspect of being a political animal. Hence the aim to develop
the relationship to other beings. He grows and finds fulfillment with them. Thus man is defined
horizontally as a SOCIAL or POLITICAL ANIMAL.

Being a rational and social or political animal is not enough to realize the value of man.
Another aspect must also be present - his functionality. Man is created for a certain reason or a
purpose. He has a note to perform in order to preserve him and all other things. He is the steward
of the world. In this regard, man should work. Hence man is defined as a working animal.

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Relationship of Philosophy and Education

While Philosophy establishes the functionality principles (concepts, theories, learning).

It is educational that carries out these principle. Furthermore , it is Philosophy that provides the
goal or aims while education is the instrument in realizing these goals.

Philosophy and Education complement each other. Both of the spouse theory and practice. The
absence of one will make a man insufficient and aimless.

Philo

Education

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Philosophy of Education

Naturalism

• Rooted from Ancient Philosophers such as Thales, Anaximander, Anaximenes.

• Denies everything that has supernatural significance – dogmas/revelations – for all can
be accounted by scientific laws.
• Preserves the natural goodness of man.
• Truth can only be found through nature.
• Advocates: J J Rousseau, John Lock, Montaigne.
• On Education
- Naturalism stands for a democratic and universal way – everyone must be educated
in the same manner.
- Education is in accordance to human department and growth.
- Emphasis is given more on the physical development – informal exercise - and
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hygiene of the person rather than of the 3 R’s.
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- Aims to unfold the child’s potential not to prepare him for a definite vocation or social
position – but to prepare him to adapt to the changing times and need. Consequently one
must conduct is governed by impulse, instincts and experience.
- It puts the child at the center of educational process and prepares him to experience life as it
is.

Idealism
• Ideas are the only true reality , the ultimate truths for matter is nothing but just a mere
representation of ideas.
• Emphasis is given on knowledge obtained by speculation and reasoning for its central
tenet is that ideas are the only thing worth knowing for.
• Focus is on conscious reasoning of the mind in order to attain the truth. This includes the
activities pertinent to the human mind such as introspection and intuition and the use
of logic.
• Advocates : Socrates, Plato. 8
• On Education:
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- Its aim is to discover the full potentials in child and cultivates it in order to prepare him
for a better position in the society and for him to serve the society better.
- Emphasis is given on subjects – philosophy, literature, religion and history that will develop
and enhance the mind of a child.
- Methods is used in teaching that include lecture, discussion, and the Socratic dialogue.
- Character development is tough emulation of examples and heroes.

Realism

• Concerns with the actualities of life, what is real.

• Ultimate reality is the world of physical objects. Hence reality is independent of human mind.
- Objective existence of the world and beings in it,
- Know ability of these objects as they are in themselves.
• Advocates: Aristotle , St Thomas and Jonathan Herbert.
• On Education: 9
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- The most effective way to find about reality is study it through organized separate and
systematically arranged matter – emphasis is on subject matter concerning Science
and Mathematics.
- Methods are used in teaching that include recitation – experimentation and
demonstration.
- Character development is through training in the rules of conduct.

Existentialism

• Rooted from the dehumanization of man by technology and reaction to the traditional
Philosophy of Kant and Hegel.
• Defining feature is “existence precede essence.”
- Man conceives and makes of himself.
• Known as the Philosophy of subjectivity
10
- Proclaims man’s freedom in the accomplishment of his destiny,
• Conceives philosophy as something that is felt by individual for it is concrete in itself
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• Stresses on knowledge about realities of human life and the choice that each person
has to make.
• Advocates : Soren Kierkegard, Jean Paul Sartre.

• On Education :
- Subject matter is a personal choice
- Leaning is based on the willingness of the student to choose and give meaning to
the subjects.
- Emphasis is given on the students rather than on a curriculum content.
Students should not be treated as objects to be measured or standardized.
- Methods are geared on giving opportunities for the students for self actualization
and self direction.
- Character development is through the responsibility of every individual in making
a decision.
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Essentialism

• Rooted in idealism and realism and arose in response to progressive education

• Defining feature is “essence precedes existence”.
• Refers to the traditional or back to the basic approach in education.
• Concerns with the fundamental of education skill and knowledge without which a
person can’t either be efficient individually or socially.
• Advocates: William Bagley, James Koerner, H.G Rickover, Paul Copperman.
• On Education.
• Schooling is practical for this will prepare students to become competent and valuable
members of the society.
• Focus on the “basics” – reading, writing, speaking and the ability to compute arithmetic
• Subjects that are given emphasis include geography, grammar , reading, history,
mathematics , art and hygiene.
• Stresses the values of hard work, preservance, discipline, and respect to authorities
to students.
• Students should be taught to think logically and systematically - grasping not just
the parts but the whole (entirely).
• Methods of teaching centers on giving regular assignments, drills, reaction, frequent 12
testing and evaluation.
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Pragmatism

• What is experienced and observed is true. Hence, what is useful is true: U=T
• Synonymous to functionality and practically
• Focuses more on “praxis”
• Thought must produce actions (realization) rather than to be to continue lying inside the
mind and leading into uncertainty.
• Advocates: Charles Sanders Peirce, John Dewey.
• on Education:
• Involves student to work in groups.
• Methods of teaching include experimentation, project, making and problem solving.
• Stresses on the application of what have learned rather than the transfer of the organized
body of knowledge.

Perennialism
• The world itself means ‘eternal’ , ‘ ageless’ ,’everlasting’ , ‘ unchanged’
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• Influenced by the philosophy of realism
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• Truth is universal and does not depend on circumstances of place, time and person.
• To learn means to acquire understanding of great works of civilizations.
• Advocates: Robert Hutchins, Mortimer Adler.
• On Education:
- Some of the ideas in the past are still being taught because they are significant
Curriculum should contain cognitive subjects that cultivate rationality, morality,
aesthetics and religious principles. This includes history, language, mathematics, logic,
literature, humanities and science.
- Curriculum must have be based on recurrent themes of human life it views education as a
recurring process based on eternal truths.
- The teacher must have the mastery of the subject matter and authority in exercising it
- Aims for the education of the rational – person – to develop man’s power of thought
- The central aim of this philosophy

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Humanism

• Rooted in the economic and political changes during the Renaissance period.
• Has three main lines of growth:
- Intellectual (includes Education)
- Aesthetics
- Scientific

• Division:
1) Individualistic Humanism
- Making the most out of one’s life
- Living life to the fullest
- Stresses on individual freedom, culture and development .
2) Social Humanism
- Aims for social rather than individual happiness,
- includes social reforms and improvement of social relationships
• Advocates: Da Feltre, Erasmus, Pestalozzi
• On Education
- Education is a process and should not be taken abruptly. The unlocking of human 15
character proceeds with unfolding of nature
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- The learner should be in control of his destiny

- Concern is more methods which include there willing rather than of oral discussions,
drills, and exercises , playing.
- Asserts the importance of playing in the curriculum
- Emphasizes motivations and the of praises of playing in the curriculum
- Curriculum includes subjects concerning literacy application physical education, social
training in manners and development.

Progressivism
• Contrasted the traditional view of essentialism and perennialism
• Emphasizes the change and growth.
• Stresses that man is a social animal who learns well through active interplay with others
• Learning is based from the question of one experience of the world. Hence a is a learner
himself who thinks, solves and gives meaning through his individual experience.
• Proponent : John Dewey
• On Education:
• - Focuses on the child as a whole rather than of the content or the teacher
- Curriculum content comes from the questions and interest of the students 16
- Emphasis is given on the validation of ideas by the students through active experiments
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- Methods of teaching include discussions, interaction, (teacher with students) and group
dynamics
- Opposes the extreme reliance on bookish methods of instruction, learning through
memorization , the use of fear and punishment and the four (4) walled philosophy of
education.
Nationalism
• Rapid rise was in the 18th century
• Center of ideology is the concepts of national sovereignty
• Aims for the preservation and glorification of the state
• Emphasis on the development of loyalty, patriotism, national feeling and responsible
citizenship.
• Advocates : Jonathan Herbart, Johan Heinrich Pestalozzi
• On Education
- The most important development was the creation of a common language.
- Stresses on the teaching of the principles of democracy and duties of citizenship
- Stimulates the development of the state which includes the control and support 17
of public school system.
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- Curriculum includes the teaching of grammar, geography and history.
- Method of teaching gives emphasis on the content regarding on the nature studies, physical
exercises and play activities.

Constructivism
• A philosophy of learning which asserts the reality does not exist outside of a human con-
• - ception. It is the individual that construct reality by reflecting on his own experience and
• gives a meaning to it.
• Learning is the process of adjusting one’s mental modes to accommodate new experience

Reconstructivism
• A philosophy that aims to awaken the consciousness of individual about the social issues
, concerns and problems that confront him. This should involve him to look forward for the
solution and engage in addressing this social concerns and issues .
• Primary goal is to achieve the elusive social change.
• Advocates: Theodore Brameld, George Counts, Paulo Freire 18
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• On Education
- Schools should originate policies and progress that will bring social reforms and orders.
- Teachers should be an instrument to encourage and less students in the program of social
reforms.
- Curriculum emphasizes on the social reforms as the aim of education. It focuses on the
student experience and taking social actions on the real problems.
- Methods of teachings include the problem oriented type( students are encouraged to
critically examine cultural heritage), group discussion, inquiry dialogues, interactions and
community –based learning.
- The classroom will serve as a laboratory in experimenting school practices bringing the
world into the classroom.

Behaviorism

• Rooted in the work of Russian Experimental psychologist Ivan Pavlov and American
psychologist John Watson in the early 1900s. 19
• Asserts that human beings are shaped entirely by their external environment
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• The only reality is the physical world.
• Man by nature is neither good nor bad but the product of his environment. Hence, an
autonomous acting man is but an illusion since it negates the faculty of freewill
• Advocate: John Watson, B.F. Skinner

Other ‘ISM’s

• Utilitarianism
- Actions are geared toward the greatest total amount of happiness that one can achieved.
• Rationalism
- Source of knowledge is the mind, independent of the senses.
• Empiricism
- Source of knowledge is the senses- based experience.
• Experimentalism
• - Form of empiricism and asserts that the only reliable form of knowledge is gained
through scientific experiments.
• Hedonism
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- Pleasure is the only good thing to the person.
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• Epicureanism
- Considers as a form of ancient hedonism, it identifies pleasure with tranquility and
reduction of desire.
- Epicurus claimed that the highest pleasure consists of a simple and moderate life.

Moral Principles of Teachers

Morality refers to the quality of human acts by which we call them right or wrong. Good or
evil.
• “Do good and avoid evil” (Fundamental Moral Principles)
• “Do not do unto others what you do not like others do to you” (Kung-fu-tzu)
• “Act in such a way that your rule can be the principle of all “(Immanuel Kant)
• “Eight Fold Path” (Buddhists)
• “Koran and Five Pillars” (Muslims)
• “Ten Commandments and Beatitudes “ (Christian)
As teachers, we are expected to be a person of good moral character as exemplified by being
Human, loving, virtuous, mature. 21
•
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Teacher’s Values Formation
Values are taught and caught.
Values have cognitive, affective and behavioral dimensions.
Value formation includes formation in the cognitive, affective, and behavioral aspects.
Value formation is a training of the intellect and will.

Max Scheler’s Hierarchy of Values

Pleasure Values
Vital Values
Spiritual Values
Values of the holy

CHARACTERISTICS OF A PROFFESIONAL TEACHER

Teaching is a part of the life of a committed teacher. To be an affective teacher, you do not
only possess knowledge of educational theories. You also possess a willingness to assume
Your multifaceted roles. 22
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BASIC SKILLS
1. FUNCTIONAL SKILLS
This involves the skill of a teacher in planning, organizing, controlling, communicating,
motivating, developing and managing.

2. ADAPTIVE SKILLS
Skills like creativity, dependability, resourcefulness, persuasiveness, discipline, memory,
perceptiveness and other personal skills related to self-management.

3. PROFESSIONAL SKILLS
This refers to the skills akin to work content, It includes the teacher’s knowledge of a subject
matter to be taught, as well as his understanding of the philosophical, psychological, legal,
social, historical dimensions of education.

A. The professional teacher possesses an- in depth understanding of the principles

governing human behavior.

B. The professional teacher exhibits attitudes that foster learning and authentic
human relationship 23
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b.1 attitude towards him/himself

b.2 attitude towards others
b.3 attitude towards peers, superior and parents.
b.4 attitude towards the subject matter

C. The professional teacher possesses mastery of the subject matter

D. The professional teacher must possess the competency to facilitate learning

though appropriate teaching skills.

E. The professional teacher must be able to translate knowledge into practices / reality.

ROLES DUTIES AND RESPONSIBLIITES OF THE ELEMENTARY SCHOOL TEACHER AND

SECONDARY SCHOOL TEACHER AS STATED IN THE QUALIFICATION STANDARDS
(CSC,1995)
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OVERVIEW
A novice teacher is confronted with various apprehensions. One worries how to be efficiently
Handle the routines of a classroom. To become an effective and competent teacher entails a
tedious works. One must be aware of the different roles, duties and responsibilities of a teacher
that must be assume (TIP. Module 3, pp: 4-6) these are:
a. Teacher subjects
b. Enrolls pupils/students
c. Prepares effective lesson plans
d. Prepares visual aids and other devices for instructions
e. Sees to it that pupils/ students in his/her advisory class are provided with the necessary
textbooks when available.
f. Implements rules and regulations
g. Conducts guidance services for his/her advisory class
h. Evaluates pupils/students progress and provides various experiences for their continuous
development.
i. Supervises curricular and co-curricular projects and activities of the pupils/students 25
j. Checks/records the attendance of the pupils/students.
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k. Keeps up-to-date anecdotal records of the pupils/students

l. Keeps school records and prepare required reports
m. Keeps parents informed on pupils/students progress.
n. Attends and participates in in-service trainings and faculty meetings
o Executes the administration of school policies designed for the welfare of the pupils
/students
p. Maintains membership in the professional organization
q. Works with other schools personnel., parents and the community for the total development
of the pupils/students
r. Participates in the socio-economic development projects in the community
s. Coordinates and cooperates with other teachers in the school projects or activities
t. Safeguards school facilities and equipment
u. Does other related works

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THE TEACHER AS A PERSON

OVERVIEW
The teacher as a person cannot be detached from the a teacher as a professional. Other than the
Skills of an effective teacher, the teacher as an individual person must posses certain psychological
/personal characteristics such as.
A. Personality Characteristics
a.1 achievement/intelligence
a.2 directness
a.3 flexibility
a.4 emotional stability
a.5 self-motivation and drive
a.6 dominance and self-confidence
a.7 attractiveness and pleasantness
a.8 refinement
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B. Attitude
b.1 motivation to teach
b.2 empathy towards learners
b.3 commitment
b.4 objectiveness
b.5 buoyancy
b.6 resourcefulness
b.7 cooperativeness
b.8 reliability and dependability
C. Experience
c.1 years of teaching
c.2 experience in subjects taught
c.3 experience with a particular grade/year level
D. Aptitude/achievement
d.1 scores in ability test
d.2 college grade/point average 28
d.3 student teaching evaluations
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TEACHING COMPETENCIES

NATIONAL COMPETENC-BASED TEACHER STANDARDS (NCBTS)

 A unified framework for teacher development
 An integrated theoretical framework that defines the different dimensions of effective teaching
 Effective teaching means being able to help all types of students that learn the different
learning goals in the curriculum.
 It is based on the core values of Filipino teachers and on effective teaching and learning
 It is based on the seven domains, with each one representing the desired features of the
teaching and learning process.

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Domain 1. Social Regard for learning
This domain of Social regard for Learning focuses on the ideal that the teachers serve as the
positive and powerful role models of the values of the pursuit of learning and of different
kinds of the effort to learn. The teacher’s action, statements, and different types of interaction
With the students exemplify this ideal .
Strands of Desired Teaching Performance indicators
Performance
1.1 teacher’s actions demonstrate value for 1.1.1 implements school policies and
learning procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s
behavior on students
1.1.5 shows respect for other persons and
their ideas.
1.2 demonstrate that learning is of different 1.2.1 makes use of various learning
kinds ad from different sources . experiences and resources

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Domain 2. Learning Environment
This domain of learning Environment focuses on importance of providing for a social,
psychological and physical environment within which all students, regardless of their
individual differences in learning, can engage the different learning activities and work
towards attaining high standards of learning
Strands of Desired Teaching Performance Performance indicators

2.1 creates an environment that promotes 2.1.1 maintains a learning environment of

fairness
2.2 makes the classroom environment safe
and conducive to learning
courtesy and respect for different learners
(e.g. ability culture, gender)
2.1.2 provides gender –fair opportunities for
learning
2.1.3 recognizes that every learner has a
strength
1.2.1 maintains a safe, clean and orderly
classroom free from distractions
1.2.2 arranges challenging activities given
the physical environment
1,2,3 uses individuals and cooperative
learning activities to improve capacities 31
of learners for higher learning
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2.3 communicates higher learning
expectations to each learner
2.4 establishes and maintains consistent
standards of learner’s behavior
2.5 creates a healthy psychological climate
for learning
2.3.1 encourages learners to ask questions
2.3.2 provides learners with a variety of
learning experiences
2.3.3 provides varied enrichment activities to
nurture the desire for further learning
2.3.4 communicates and maintain high
standards of learning performance
2.4.1 handles behavior problems quickly and
with due respect to children’s rights
2.4.2 gives timely feedback to reinforce
appropriate learner’s behavior
2.4.3 guides individual learners requiring
development of appropriate social learning
Behavior.
2.4.4 communicates and enforces school
policies and procedures for appropriate
learner behavior
2.5.1 encourages free expression of ideas
from students
2.5.2 creates a stress-free environment 32
2.5.3 takes measures to minimize anxiety
and fear of a teacher and/or subjects
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Domain 3. Diversity of Learners
This domain of Diversity of Learners emphasizes the ideal that the teachers can facilitate the
learning process in diverse learners by first recognizing and respecting individual
differences, then using knowledge about students ‘differences to design diverse sets of
learning activities to ensure that all students can attain desired learning goals
Strands of Desired Teaching Performance Performance Indicators

3. determines, understands and accepts the
learners diverse background knowledge and
experience
3.1 obtains information on the learning style ,
multiple, intelligences and needs of learners
3.2 designs or selects learning experiences
suited to different kinds of learners.
3.3 establishes goals that define appropriate
expectations for all learners
3.4 paces lessons appropriate to needs
and/or difficulties of learners
3.5 initiates other learning approaches for
learners whose needs have not been met by
usual approaches.
3.6 recognizes multi-cultural background of
learners when providing learning
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opportunities
3.7 adopts strategies to address needs of
differently –able students
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3.8 makes appropriate adjustments for
learners of different socio-economic
backgrounds
Domain 4. Curriculum
The domain of a Curriculum refers to all the elements of the teaching-learning process that
work in convergence to help students understand the curricular goals and objectives , and to
attain high standards of learning defined in the curriculum. These elements include the
teachers knowledge of subject matter and the learning process, teaching learning approaches
and activities , instructional materials and learning resources.
4.1 demonstrates mastery of the subject 4.1.1 delivers accurate and updated content
knowledge using appropriate methodologies
Approaches and strategies
4.1.2 integrates language , literacy and
quantitative skill development and values in
his/her subject area.
4.1.3 explains learning goals, instructional
Procedures and content clearly and
accurately to students
4.1.4 links current content with the past and
future lessons
4.1.5 aligns with the lessons objectives the 34
teaching methods, learning activities and
instructional materials ,resources to learners
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4.2 communicates clear learning goals for
the lessons that are appropriate for learners.
4.3 makes good use of allotted instructional
time
4.4 selects teaching methods, learning
activities and instructional materials or
resources appropriate to learners and aligned
to learners and align to objectives of the
lesson
4.1.6 creates situations that encourage
learners to use high order thinking skills
4.1.7 engages and sustains learners interest
In the interest the subject by making content
meaningful and relevant to them
4.1.8 integrates relevant scholarly works and
ideas to enrich the lesson as needed
4,1,9 integrates content of a subject area with
other disciplines
4.2.1 sets appropriate learning goals
4.2.2 learners understands the learning goals
4.3.1 establishes routines and procedures to
maximize instructional time
4.3.2 plans lessons to lift within available
instructional time
4.4.1 translates learning competencies to
instructional objectives
4.4.2 selects, prepares and utilizes
instructional materials appropriate to the 35
learners and to the learning objectives
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4.5 recognizes general learning processes as
well as unique process of individual learners
4.6 promotes purposive study
(from Domain 1)
4.4.3 provides activities and uses materials
which fit the ‘learners’ learning styles , goals
and culture
4.4.4 uses a variety of teaching approaches
and techniques appropriate to the subject
matter and the learners
4.4.5 utilizes information derived from the
assessment to improve teaching and learning
4.4.6 provides activities and uses materials
which involves student in meaningful
learning.
4.4.7 uses a variety of teaching approaches
and techniques appropriate to the subject
matter and the learners
4,4.8 utilizes information derived from
assessment to improve teaching learning
4.4.9 provides activities and uses materials
which involve student in meaningful learning
4.5.1 designs and utilizes teaching methods
that take into account the learning process
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4.6.1 cultivates good study habits through
appropriate activities and projects
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Domain 5. Planning, Assessing and Reporting
The domain of Planning .Assessing and Reporting refers to the alignment of assessment and
planning activities. In particular, the domain focuses on the (1)use of assessment data to plan
and revised teaching-learning plans (2) the integration of assessment procedures in the plan
and implementation of teaching – learning activities and (3) reporting on learner’s actual
achievement and behavior .
Strands of Desired Teaching Performance Performance Indicators
5.1 develops and utilizes creative and 5.1.1 Shows proof of instructional planning
appropriate instructional plan 5.1.2 Implements instruction as plan
5.1.3 Demonstrate ability to cope with varied
teaching milieu.
5.2 develops and uses a variety of 5.2.1 prepares formative and summative tests
appropriate assessment strategies the in line with the curriculum.
monitor and evaluate learning 5.2.2 employs non-traditional assessment
5.2.3 interprets and uses assessment results
to improve teaching and learning
5,2,4 identifies teaching-learning difficulties
and possible causes and takes appropriate
action to address them.
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5.2.5 uses tools for assessing authentic
learning.
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5.3 monitors regularly and provides feedback 5.3.1 provides timely and accurate feedback
on learners understanding of content to learners to encourage them to reflect on
and monitor their own learning growth
5.3.2 keeps accurate records of grades/
performance levels of learners
5.4 communicates promptly and clearly to 5.4.1 conducts regular meetings with learners
learner, parents and superiors about progress and parents to reports learners progress
of learners 5.4.2 involves parents to participate in school
activities that promote learning
Domain 6. Community Linkages
The domain of Community Linkages focuses on the ideal that classroom activities and
meaningfully linked to the experiences and aspirations of the students in their homes and
communities . Thus, the domain focuses on teachers efforts directed at strengthening the
links between schools and communities, particularly as these links help in the attainment of
the curricular goals
Strands of Desired Teaching Performance Performance Indicators

6.1 establishes learning environments that 6.1.1 involves community in sharing

responds to the aspirations of the community accountability for the learners achievement 38
6.1.2 uses community resources (human
material ) to support learning
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6.1.3 uses the community as a laboratory for
learning
6.1.4 participates in community activities that
promote learning
6.1.5 uses community networks to publicize
school events and achievements
6.1.6 encourages student to apply classroom
learning to the community
Domain 7. Personal Growth and Professional Development
The domain of a Personal and Professional Development emphasizes the ideal that teachers
value having a high personal regard for the teaching profession, concern to professional
development and continuous improvement as teachers.

Strands of Desired Teaching Performance Performance Indicators

7.1 takes pride in the nobility of teaching as a
profession
7.1.1 maintains stature and behavior that
uphold the dignity of teaching
7.1.2 allocates time for personal and
professional development through
• participation in educational seminars 39
and workshops
• reading educational materials regularly
 TEACHING PROFESSION
7.2 builds professional links with colleagues
to enrich teaching practice
7.3 reflects on the extent of attainment of
professional development goals
• engaging in educational research
7.1.3 manifests personal qualities such as
enthusiasm, flexibility and caring
7.1.4 articulates and demonstrate one’s
personal philosophy of teaching
7.2.1 keeps abreast with recent developments
in education
7.2.2 links with other institutions,
organizations for sharing best practices
7.3.1 reflects on the quality of his/her own
teaching
7.3.2 improves teaching performance based
on the feedback from the students, peers and
superiors and cooperating teachers
7.3.3 accepts personal accountability to
learners achievement and performance.
7.3.4 uses self-evaluation to recognize and
enhance one’s strength and corrects one’s
weaknesses
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 TEACHING PROFESSION
THE TEACHER, SCHOOL AND COMMUNITY RELATIONS

OVERVIEW
Schools and community are linked together to provide supports to parents who are
charged with the primordial responsibility to educate their children. Schools will not succeed
without the participation of parents (NCBTS-Based In-service Teacher Training modules ,
p. 111). The members of the community, in addition to the parents and the school, include the
local government units, the non-government agencies , civic organizations and all the
residents (Bilbao, et al. p. 91)

PARENTAL INVOLVEMENT
The influence of parental involvement on the students academic success should not be
underestimated. While brain power , work ethic and even genetics all play important roles to
a student achievement, the determining factor comes down to what kind of support system
she has to home.

(cited from http ://www.opencolleges .education.au/informed/features / the-effect-of – parental

involvement in the academic-achievement 41
 TEACHING PROFESSION
Types of Parental Involvement

Keys to Successful Partnership

Six Types of Involvement

Parenting
assist families with parenting with skills
and setting home conditions
Type1 support children as students. Also assist
school to better understand families

Communicating
Conduct an effective communication from
schools to home and from home to schools
Type2 About school programs to a student
progress

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 TEACHING PROFESSION
Volunteering
Organizes volunteers and audiences to
support the school and students. Provide
Type 3 volunteer opportunities in various locations
and at various cities.

Learning at Home
Involve families with their children from
their homework and other duties at home
Type 4 for activities and decisions

Decision Making
Intend families as a guidance of school
decision and develop them as leaders as a
Type 5
representatives .

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 TEACHING PROFESSION

Collaborating with the Community

Coordinate resources and services from the
community , families , students and the
Type 6
school and provide service to the
community

School and Community Relations

The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and better environment.
• PTCA
• Public safety, beautification and cleanliness
• Instructional centers in community
Linkages and Networking with Organizations
The school can enjoy linkages and networking activities with the international, national and
local organizations in the community for mutual benefits and assistance needed.
• International (Pi Lamda Theta, Innotech, World Council Curriculum Instruction)
• National and local( cross enrollment, joint researchers)
• Networking (consortia, BIOTA, MATHED, MTAP, SUCTEA, NOPTI, FAAP, PACUCOA, 44
PAASCU, AACUP, NOTED etc)
 TEACHING PROFESSION
CLASSROOM MANAGEMENT

Organizational Plan

Structured Classroom The learning activities in a structured classroom are well-planned

ahead of time, and the procedures follow accepted rules and regulations established by the
School.
Flexible Classroom In a flexible classroom, there is an allowance for free movement, time
allotment and even in decision regarding modes of undertaking the learning activities such as
individual approach and grouping.
Scheduling
Good time management is the key to a smooth flow of a planned activities .
Teachers must be also be able to plan thoroughly for their daily lessons and for additional
activities.
such as:
• Parent-teacher conference after class.
• Working with other teachers during occasional school events.
• Preparing new teaching devices.
• Advanced request for supplies and materials for the week’s lessons and for learning 45
centers.
 TEACHING PROFESSION

• Supervising students along the corridors and school grounds or while eating in the canteen.

Filter or Emergency Activities

To be able to finish the lesson ahead of time, be ready with “filters” or activities which
are connected with the lesson.

Tips for maintaining good time management.

1. Schedule all activities with corresponding time allotment ahead of time.
2. Provide enough time for everything you accept to happen.
3. Avoid rushing since you know you have carefully allotted required time for every activity.
4. Be flexible with assignment.
5. Set the example by showing that you are time-conscious.

Record Keeping
• Daily Attendance 46
• Students Progress
 TEACHING PROFESSION
Physical Environment
• Maintaining cleanliness
• Using proper ventilation
• Avoiding unnecessary noise
• Seating arrangements

Discipline
Causes of discipline problems
• Overcrowded students in class
• Poor lighting facilities
• Inadequate ventilation
• Disorderly cabinets
• Inappropriate seating arrangement
• Near sources of noise
Prevention
• Cooperative learning, team learning, peer tutoring
• Switch from one technique to another as need arises
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• Patience, compassion, caring attitude, respect for others
• Warm, respectable relationship with students
 TEACHING PROFESSION
• Unpretentious gestures
• Proper facial expression
• Kind words or praises
• Avoiding unusual closeness/favoritism and biased treatment.

Common ways of establishing discipline/classroom control

1. Discipline is students responsibility.
2. Discipline is the teacher’s way of establishing a desirable student-oriented environmental.
3. Discipline is coupled with the effective teaching strategies and techniques .
4. Discipline is achieved through the effects of a group dynamics on behavior .

Tips to make the teacher a good disciplinarian

1. Be prepared to face the class with multi-behavior tendencies
2. Know your students well
3. Show your sincere concern for their welfare
4. Commendable behavior is reciprocal
5. Be calm, poised and tactful
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6. Be enthusiast
7. Be firm at all times
 TEACHING PROFESSION
8. Practice good sense of humor
9. Speak with good voice, volume and pitch
10. Be humble

Common ways of dealing with discipline problems

Acceptable:
• using verbal reinforces that encourage good behavior
• using nonverbal gestures to dissuade them from mischief
• dialogue could help discover problems and agree on mutuality beneficial solution time out
• Awarding merits for good behavior
• a private one-on-one brief conference
• allowing students the freedom o express themselves
Unacceptable
• Scolding
• harsh words
• nagging
• long sermons
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• keeping students in “deletion area”
• denying student some privileges
 TEACHING PROFESSION
• assignment of additional homework
• using ridicule or sarcasm
• subtracting points of grades due to misbehavior

Establishing Routine
Routine is a regular procedure or a normal practice this is followed. It is a schedule of the
activities that is mostly time-spaced and is attuned to the lesson objectives. It contributes to a
smooth flow of an activities thus lessoning the unnecessary description. These include :
• keeping tables and chairs in order before leaving
• cleaning chalk board to be ready to the next topic
• transferring from one room to another on time
• order in waiting for ones turn in borrowing books
• cleaning stains or drops after the lesson

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 TEACHING PROFESSION
THE GLOBAL TEACHER

Global Education has many definitions. J. Becker states that in his book, Needed: A Global
context for the study of Nation and People, That it is “an effort to help individuals to see the
the world as a single and global system and to see themselves as a participants of that system”.
Similarly, James Becker says in his article, Goals of Global Education, that the overall goal of this
aspect is to , “incorporate into the educational curriculum and the educational experience of each
student a knowledge and empathy of cultures of the nation and the world….(and to )draw
into existing courses of study the illustrations and references to political, social and for the
cultural themes, Students will be encourage to take a global perspective , seeing the world as
whole.” With this in mind, teaching with the adoption of the ideology of a global education,
Children learn a perceive themselves as a participants of a large global culture. Children learn
various cultures and cultural perspectives which them better able to relate and function
effectively within a various groups. Which prepares today’s youth around the world to function
In a one-world environment under teachers who are intellectually, professionally , and human
Prepared.” (Bilboa 2012).

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 TEACHING PROFESSION

UNESCO defines global education as a “a goal to become aware of the educational conditions
Or lack of it and aim to educate all people to certain world standards” (Bilbao et al..2012) it may
Also be denied as a curriculum that is international in scope

Educational Systems of Selected Countries

Australia
Similar to Canada and England
Primary(6 years)
High School(junior high 7-10, senior 11-12)
College/university (3 to 6 years)
School year starts on March and ends in November
China
6 years of primary education
3 years of junior middle school, 3 year of senior middle school
Six years of university
Japan
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Kindergarten( 1 year)
Elementary (6 years)
 TEACHING PROFESSION
Lower secondary (3 years)
Upper secondary (3 years)
University (around 4 years)
Compulsory education for children 6 to 15 yrs old
United kingdom
Compulsory education for children 5 -16 y/o
Foundation stage (for age 3-5y/o)not mandatory
Key stage one (one age 5-7 y/o)grades 1 to 2
Key stage two((for age 7-11y/o)grade 3 to 6
Key stage three(for 11-14y/o)grade 7 to 9
Key stage four(for 14- 16y/o)grade 10-11
Post 16 education (not mandatory) 2-3 years
University usually 3years(B.A or Bachelor Science) to 4 years (Honors degree)
USA

Multicultural Education
Multicultural education enables the teachers and educators to give a value to the difference
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in prior knowledge, experience of learners from diverse background and familiarly with
Students histories of diverse cultures.
 TEACHING PROFESSION
Multicultural Education
Multicultural education enables the teachers and educators to give a value to the difference
in prior knowledge, experience of learners from diverse background and familiarly with
Students histories of diverse cultures.

Teacher Exchange Program

Visiting international Faculty Program(VIF)
Fulbright Teacher Exchange Program
Inter-African Teacher Exchange
Canadian Educators Exchange
Global Teachers Millennium Awards

21ST CENTURY LEARNING GOALS

(p 126, NCBTS Based In the Service Teacher Training Modules)

In order to address the challenges of the paradigm shift in the educational sector, 54
The 21st Century Learning Goals have been set as a based of a various curricular worldwide.
 TEACHING PROFESSION
1.21st Century Content
Among the emerging content areas that are global awareness on finance, Economy, business,
Entrepreneurial literacy, civic literacy and health awareness.

2. Learning and Thinking skills

These are critical thinking and problem-solving skills, about communication, creativity and
innovation, collaboration, contextual learning, information and media literacy.

3. ICT Literacy
This entails the use of technology in the context of learning so that students know how to learn

4. Life Skills
These include leadership, ethics, accountability, personal responsibility, and self direction.

5.21st Century Assessment

These are authentic assessment procedures to measure learning outcomes. 55
 TEACHING PROFESSION
21st CENTURY DIGITAL FLUENCY(p 129, NCBTS Based In-Service Teacher Training Modules)

For developing basic digital skills, there is a need for new literacy's to replace the 3Rs.
1. Solution Fluency
Capacity to define, design, and apply solution and also assess the process and the result.
2. Information Fluency
The ability to access and retrieve digital information(text , sounds, or video) while students
are aware of the context and accuracy.
3 Collaboration Fluency
Teamwork with peers through an exciting experience partnership in learning
4. Media Fluency
Capacity to analytical evaluation of messages from the sources like the internet and other
other media such as newspaper, magazines, and televisions.
5 . Creativity Fluency
Proficiency in art design story –Telling or packaging messages with the use
of artistic elements such as font, color, lay-out .
6. Digital Fluency
56
This refers to the responsibility and accountability of using the digital world,
such as citing sources.
 TEACHING PROFESSION

TEACHERS AS A PROFESSIONAL

Professionalization of teaching: A Historical Perspective

History of Philippine Educational System

1987 Constitution
• The state shall protect and promote the right of all citizens to quality education at all levels
and shall take an appropriate steps to make such as education accessible to all.
• The state shall entrance the right of teachers to professional advancement
• The state shall establish, maintain and support complete, adequate and integrated system
of education relevant to the needs o the people.
RA 77229(Higher Education Act 1994)
• The state shall ensure and protect academic freedom.
• CHED is tasked by the state to identify “centers of excellence “ in a program areas 57
needed for the development of world class scholarship, nation building and development .
 TEACHING PROFESSION

RA 9155(Government of Basic Education Act of 2001)

• An act instituting a framework of governance for basic education, establishing authority and
accountability, renaming the Department of Education Culture and sports as the Department
of Education.

RA 7796 TESDA Act of 1994

EQ356 (Renaming the Bureau of Non Formal Education to Bureau of Alternative Learning
System)
• One of the functions of the Bureau of Alternative Learning System is to address the learning
needs of the marginalized groups of the population including the deprived depressed and
underserved citizen.
Batas Pambansa 232 (Education Act of 1982)
• Students have the right to receive primarily through competent instruction relevant
quality education in the line with national goals and conductive to their full development as
the person with the human dignity.
• Teachers shall be deemed persons in authority when in the discharge of lawful duties
and responsibilities and shall therefore be accorded with due respect and protection.
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 TEACHING PROFESSION

The UNESCO (United Nations Scientific and Cultural Organization.)

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

EFA (Education For All 2015)

• Institutionalize early childhood care and development
• Provide universal quality primary education
• Eradicate literacy
• Launch continuing education programs for adults and out of school youth

UN Millennium Development Goal 2015(MDG’S)

• Reducing by half the number of people, who live in extreme poverty
• Reducing death in mothers and children below five
• Making primary education accessible to all
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• Reducing gender disparities
• Providing access to reproductive health services
 TEACHING PROFESSION
• Pursuing national strategies for sustainable development
• Reserving environment resources losses
• Developing a global partnership for development
Child Friendly School System (CFSS)
• Initiated by the Phil government and UNICEF
• Characteristics of CFSS
- Gender sensitive and not discriminating
- Child centered
- Promotes good health
- Has the best interest o children in mind
- Works closely with the children’s families
Magna Carta for Public School Teachers (RA 4670)
• Stability of employment
• Teachers shall enjoy academic freedom, particularly with regard to teaching and
classroom methods
• Teachers salary at the very least will keep pace with the rise in the cost of living and
60
by payment of cost of living index
• Compulsory medical examination for free
 TEACHING PROFESSION
Presidential Decree 1006 (Decree Professionalizing Teaching)
• Enhanced during the time President Marcos
• Teachers will undergo professional test jointly given by the Civil Service Commission and
Department of Education and Culture and Sports
• RA 7836(Philippines Teachers Professionalization Act of 1994)
• RA 9293 (An Act Amending some sections of RA 7836)
• Code of Ethics for Professional Teachers

PROFESSIONAL DEVLOPMENT GUIDE FOR TEACHERS

TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)
DepEd has implemented the Teacher Education and Development Program (TEDM).That seek
to conceptualize the continuing career path of a teacher, starting upon entry until retirement
The TEDM is anchored from a set of competencies embodied in the National Competency Based
Teacher Standards (NCBTS).

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 TEACHING PROFESSION
Figure 3.TEDP

Retirement DepEd
Preparation
In Service
Training
and Professional
DepEd/CHED/TEIs Development CHED/TEIs/School

In Service In Service
Training Training
National and Professional
and Professional Competency Teacher
Development Development
Standard

PRC
DepEd DepEd” /Civil Service
Teacher
Induction In Service Training Licensure
Training and Professional 62
Development
 TEACHING PROFESSION
COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CBPAST)

Drawing from the vision and Mission of the Department of Education , CB-PAST in a
comprehensive appraisal system which addresses one of the mandates of the Department
as embodied in the RA 9155(CB-PAST Primer,2009). There is a pressing call of a teacher’s
accountability that has never been as a serious before. In response to a relevant and
quality education for the 21st century. The Filipino teachers today need to have a
continuous personal and professional development. This is specifically stated in Domain
7 of the NCBTS, a professional development that is driven by the individual teacher
performance , as evidenced from the information resulting from the various tools of the
Competency – Based Performance Appraisal System for Teachers (CB-PAST)
(p 4 NCBTS-Based In Service Teacher Training Modules

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END OF PRESENTATION

THANK YOU!

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