This document discusses the importance of morality and moral principles for teachers. It begins by stating that teachers are role models who greatly influence students' futures. As such, teachers must anchor themselves to strong moral and ethical foundations. It then defines morality as differentiating between proper and improper intentions, decisions, and actions. The foundational moral principle is the basic norm all other principles are based on, stemming from natural law. Teachers must be persons of good moral character by constantly self-assessing and striving to do right. Values formation in students involves cognitive understanding, affective internalization, and behavioral demonstration of values.

1. Teacher as a Person in Society


2. MORALITY AND THE FOUNDATIONAL
MORAL PRINCIPLE

3. MORALITY AND THE FOUNDATIONAL MORAL PRINCIPLE
As a teacher whatever you are feeling at the moment, once you stepped into the
classroom you have to leave everything behind, because, in the eyes of your students,
you are their best hope.
In today's society, the nation has high hopes on teachers as they are one of the most
influential people in a person's life. Aside from being a facilitator to the 21st-century
students, teachers serve as the role model, who can greatly affect a child's future. As
what Henry Brooks Adams once said, "A teacher affects eternity; he can never tell
where his influence stops."

4. MORALITY AND THE FOUNDATIONAL MORAL PRINCIPLE
But to cope with such huge expectations from the society, a teacher must anchor itself
on the foundation of moral and ethical principles which will be their guiding light in
their teaching journey. And to find and install those principles, knowing what morality
and how we understand it should be given attention.

5. Defining Morality

6. Defining Morality
Wikipedia defines "morality" as the differentiation of
intentions, decisions, and actions between those
that are distinguished as proper and those that are
improper.

7. Defining Morality
When human conduct conforms to the ideal or, it is
considered good; if not, it's evil
(Reyes-Almoro, 1996).
For instance, when Juan took Juana's bread without asking permission,
Juan's action will be considered wrong as he commits an action that is
contrary to the norm, which is "stealing is wrong

8. Defining the Foundational Moral Principle

9. Defining the Foundational Moral Principle
The word principle comes from the Latin word princeps which means the beginning, a
source. A principle is that on which something is based, founded, originated, initiated.
it is likened to the foundation of a building upon which all other parts stand
(Bilbao,2006).
If we are to compare principle to layman's understanding, the principle is the clean
water we drink. Without water, every living thing will not be able to survive long.
Therefore, the foundational moral principle is the general norm where all other
principles of the rightness and goodness or the wrongness and evilness of the actions
were based.
To sum it up, the foundational moral principle is based from the natural law, where it
is written in our hearts. It is the law that says as a human being, we have to do good and
avoid evil.

10. TEACHERS AS PERSONS OF GOOD
MORAL CHARACTER

11. TEACHERS AS PERSONS OF GOOD MORAL
CHARACTER
Teacher should always be a person with a good moral character. teachers
should have a self-assessment, in a way that they will try to know the
things that they have to improve morally.
Morality is not just to know what is right from wrong but it is also trying
to make things right if it is wrong. A person should have a good moral
character, especially teachers even they are from the past, present, and in
the near future.

12. TEACHERS AS PERSONS OF GOOD MORAL
CHARACTER
The profession of being a teacher should provide us with our own
principles of moral. The identity of a teacher includes the moral character
and the way that they behave with their principles. It is not enough that one
has the professional license, because a true educator is educated and well-
mannered.

13. VALUES FORMATION

14. VALUES FORMATION
Values are CAUGHT and TAUGHT. Values formation starts in early
childhood and the way we practice the value becomes our attitude.

15. 3
DIMENSIONS
OF VALUES

16. 3 DIMENSIOS
OF VALUES
1
2
3
COGNITIVE
AFFECTIVE
BEHAVIORAL
PSYCHOMOTOR

17. COGNITIVE
In cognitive dimension, it is a taught value
that needs further understanding why do we have
to value and acquire that VALUE.

18. AFFECTIVE
-
Affective domain is not enough to know the value
because it includes the conscience of the person if he/she
didn’t have the right values.

19. BEHAVIORAL/ PSYCHOMOTOR
The evidence of valuing a value is living with it,
and that is a behavioral
dimension.

20. THANK YOU!
VINCENT ELLA JUVY ANN BERNARD