Teaching_Profession_New_Module Teaching_Profession_New_Module

The Teaching Profession
Week 1
CHAPTER 1
You, the Teacher, as a Person in Society
-BRENDA B. CORPUZ, Ph.D.
“Teachers... are the most responsible and important member of society because their professional efforts affect the
fate of the earth."- Helen Caldicott
Introduction
We don't live in a vacuum. We live in a society. We are part of society. Our society
influences us to the extent that we allow ourselves to be influenced by it. Our thoughts,
values, and actions are somehow shaped by events and by people with whom we come in
contact. We, in turn, help shape society its events, its people, and its destiny.
John Donne said it in his song "No Man Is an Island": "No man stands alone...We
need one another.." In the context of your life as a teacher, we would say: "No teacher is an
island. No teacher stands alone". Indeed you can't become a teacher alone. Think of the
many people who are helping you now become a teacher in the near future. In fact, soon
you will be called "teacher" in relation to a student, in the same manner that your student will
be called "student" in relation to you as teacher.
In this Chapter, you will be made to realize the significant role that you will play in
society. This is perhaps one reason why many a time the teacher is blamed for the many ills
in society. You will also come to realize the demands it will exact from you for much is
expected of you, the teacher. It is, therefore, no joke to become one!
While teaching has many demands it also has its share of rewards. Great teachers
recite a litany of these rewards most of which are invisible to the eyes but are the most
essential.
Your influence on your students and on other people with whom you work and live
depends a great deal on your philosophy as a person and as a teacher. Your philosophy of
life and your philosophy of education serve as your "window" to the world and "compass" in
the sea of life. Embedded in your personal philosophy are your principles and values that will
determine how you regard people, how you look at life as a whole. They govern and direct
your lifestyle, your thoughts, decisions, actions and your relationships with people and
things.
Learning Outcomes
At the end of this Chapter, you are expected to:
 summarize at least seven (7) philosophies of education and draw their implications to
teaching-learning.
 formulate your own philosophy of education.
 discuss and internalize the foundational principles of morality.
 accept continuing values formation as an integral part of your personal and
professional life.
 clarify if you truly value teaching.
 explain teaching as a vocation, mission, and profession.
 embrace teaching as a vocation, mission, and profession.
1

LESSON 1
Your Philosophical Heritage
To philosophize is so essentially human - and in a sense to philosophize means living a truly human life.
- J. Pieper
The Existential Question
We are heirs to a rich philosophical heritage. Passed on to us are number of
philosophies of various thinkers who lived before us. These thinkers reflected on life in this
planet. They occupied themselves searching for answers to questions about human
existence These existential questions come in different versions-"what is life?", "who am I?",
"why am I here" or "what am I living for?", "what is reality?, "is the universe real?", what is
good to do?", "how should I live life meaningfully?" and the like. In the school context, these
existential questions are: "why do I teach?", "what should I teach?”how should I teach?",
"what is the nature of the learner?", "how do we learn?, etc.
An Exercise to Determine Your Educational Philosophy
Find out to which philosophy you adhere. To what extent does each statement apply
to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not
always, 2 if you agree sometimes, and 1 if you don't agree at all.
Statement 1 2 3 4
1. There is no substitute for concrete
experience in learning. ____ ____ ____ ____
2. The focus of education should be the
ideas that are as relevant today as
when they were first conceived. ____ ____ ____ ____
3. Teachers must not force their students
to learn the subject matter if it does not
interest them. ____ ____ ____ ____
4. Schools must develop students’ capacity
to reason by stressing on the humanities. ____ ____ ____ ____
5. In the classroom, students must be
encouraged to interact with one another
to develop social virtues such as
cooperation and respect. ____ ____ ____ ____
6. Students should read and analyze the
Great Books, the creative works of
history's finest thinkers and writers. ____ ____ ____ ____
7. Teachers must help students expand their
knowledge by helping them apply their
previous experiences in solving new
problems. ____ ____ ____ ____
8. Our course of study should be general,
not specialized; liberal, not vocational;
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humanistic, not technical. ____ ____ ____ ____
9. There is no universal, inborn human
nature. We are born and exist and
then we ourselves freely determine our essence. ____ ____ ____ ____
10. Human beings are shaped by their environment. ____ ____ ____ ____
11. Schools should stress on the teaching of
basic skills. ____ ____ ____ ____
12. Change of environment can change a person. ____ ____ ____ ____
13. Curriculum should emphasize on the
traditional disciplines such as math, natural
science, history, grammar, literature. ____ ____ ____ ____
14. Teacher cannot impose meaning; students
make meaning of what they are taught. ____ ____ ____ ____
15. Schools should help individuals accept
themselves as unique individuals and
accept responsibility for their thoughts, feelings
and actions. ____ ____ ____ ____
16. Learners produce knowledge based on
their experiences. ____ ____ ____ ____
17. For the learner to acquire the basic skills,
s/he must go through the rigor and discipline
of serious study. ____ ____ ____ ____
18. The teacher and the school head must
prescribe what is most important for the
students to learn. ____ ____ ____ ____
19. The truth shines in an atmosphere of genuine
dialogue. ____ ____ ____ ____
20. A learner must be allowed to learn at
his/her own pace. ____ ____ ____ ____
21. The learner is not a blank slate but brings
past experiences and cultural factors to
the learning situation. ____ ____ ____ ____
22. The classroom is not a place where teachers
pour knowledge into empty minds of students. ____ ____ ____ ____
23. The learner must be taught how to communicate
his ideas and feelings. ____ ____ ____ ____
24. To understand the message from his/her students,
The teacher must listen not only to what his/her
students are saying but also to what they are not
saying. ____ ____ ____ ____
25. An individual is what he/she chooses to become
not dictated by his/her environment. ____ ____ ____ ____
Interpreting your Scores: If you have 2 answers of 2/4 in numbers:
1,3,5,7 _____________ you are more of progressivist
2,4,6,8 _____________ you are more of a perennialist
9,15,20,25 _____________ you are more of an existentialist
10, 12 _____________ you are more of a behaviorist
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Essentialism
contends that
teacher teach for
learners to acquire
basic knowledge,
skills and values.
Teacher teach “not
to radically
reshape society”
but rather “to
transmit the
traditional moral
values and
intellectual
knowledge that
students need to
become model
citizens”
11,13, 17,18 _____________ you are more of an essentialist
14,16,21,22 _____________ you are more of a constructivist
19, 23, 24 _____________ you are more of a linguistic philosopher
If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy
which means you put the philosophies together. If your scores are less than 4, this means
that you are not very definite in your philosophy. Or if your scores are less than 3 in most of
the items, this means your philosophy is quite vague.
After you have gotten an idea on the philosophy/ies you learn us know more about
each of them. The following notes were lifted from
http://en.wikipedia.org/wiki/Philosophy_of_education.
Seven philosophies of education:
 Essentialism
 Why teach. This philosophy contends that teachers each for learners to acquire basic
knowledge, skills and values. Teachers teach "not to radically reshape society "but
rather "to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens."
 What to teach. Essentialist programs are academically rigorous. The emphasis
is on academic content for students to learn the basic skills or the fundamental
r's -- reading, 'riting, 'rithmetic, right conduct -- as these are essential to the
acquisition of higher or more complex skills needed in preparation for adult life.
The essentialist curriculum includes the "traditional disciplines such as math,
natural science, history, foreign language, and literature. Essentialists frown
upon vocational courses... or other courses with watered down 'academic
content... The teachers and administrators decide what is most important for
the students to learn and place little emphasis on student interests, particularly
when they divert time and attention from the academic curriculum."
 How to teach. Essentialist teachers emphasize mastery of subject matter.
They are expected to be intellectual and moral models of their students. They
are seen as “fountain'" of information and as "paragon of virtue", if ever there is
such a person. To gain mastery of basic skills, teachers have to observe "core
requirements, longer school day, a longer academic year..."
With mastery of academic content as primary focus, teachers rely heavily on the use
of prescribed textbooks, the drill method and other methods that will enable them to cover as
much academic content as possible like the lecture method. There is a heavy stress on
memorization and discipline.
 Progressivism
 Why teach. Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of a democratic society. This group of
teachers teaches learners so they may live life fully NOW not to prepare
them for adult life.
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Progresivists
accept the
impermanence of
life and the
inevitability of
change. For the
progressivists,
everything else
changes. Change
is the only thing
that does not

 What to teach. The progressivists are identified with need-based and relevant
curriculum. This is a curriculum that "responds to students' needs and that relates to
students personal lives and experiences."
Progressivists accept the impermanence of life and the inevitability of change. For the
progressivists, everything else changes. Change is the only thing that does not change.
Hence, progressivist teachers are more concerned with teaching the learners the skills to
cope with change. Instead of occupying themselves with teaching facts or bits of information
that are true today but become obsolete tomorrow, they would rather focus their teaching on
the skills or processes in gathering and evaluating information and in problem-solving.
The subjects that are given emphasis in progressivist schools are the "natural and
social sciences. Teachers expose students to many new scientific, technological, and social
developments, reflecting the progressivist notion that progress and change are fundamental.
.. In addition, students solve problems in the classroom similar to those they will encounter
outside of the schoolhouse.”
 How to teach. Progressivist teachers employ experiential methods. They believe that one
learns by doing. For John Dewey, the most popular advocate of progressivism, book
learning is no substitute for actual experience. Oneexperiential teaching method that
progressivist teachers heavily rely on is the problem-solving method. This problem-
solving method makes use of the scientific method. (You will learn more of this in your
Principles and Strategies of Teaching.)
Other "hands-on-minds-on-hearts-on" teaching methodology that
progressivist teachers use are field trips during which students interact with
nature or society. Teachers also stimulate students through thought-provoking
games, and puzzles.
 Perennialism
 Why teach. We are all rational animals. Schools should, therefore, develop
the students' rational and moral powers. According to Aristotle, if we neglect
the students reasoning skills, we deprive them of the ability to use their
higher faculties to control their passions and appetites.
 What to teach. The perennialist curriculum is a universal one on the view
that all human beings possess the same essential nature. It is heavy on the humanities,
on general education. It is not a specialist curriculum but rather a general one. There is
less emphasis on vocational and technical education. Philosopher Mortimer Adler claims
that the “Great Books of ancient and medieval as well as modern times are a repository
of knowledge and wisdom,a tradition of culture which must initiate each generation”.
What the perennialist teachers teach are lifted from the Great Books.
 How to teach. The perennialist classrooms are “centered around teachers". The teachers
do not allow the students interests or experiences to substantially dictate what they
teach. They apply whatever creative techniques and other tried and true methods which
are believed to be most conducive to disciplining the students' minds. Students engaged
in Socratic dialogues, or mutual inquiry sessions to develop an understanding of history's
most timeless Concepts".
 Existentialism
5
The perennialist
curriculum is a
universal one on the
view that all human
being possess the
same essential nature.
It is heavy on the
humanities, on general
education. It is not a
specialist curriculum
but rather a general
one. There is less
emphasis on
vocational and
technical education.

 Why teach. The main concern of the existentialists is "to help students understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions". Since 'existence
precedes essence’, the existentialist teacher's role is to help students
define their own essence by exposing them to various paths they take in
life and by creating an environment in which they freely choose their own
preferred way. Since feeling is not divorced from reason in decision
making, the existentialist demands the education of the whole person,
not just the mind."
 What to teach. "In an existentialist curriculum, students are given a wide
variety of options from which to choose." Students are afforded great
latitude in their choice of subject matter. The humanities, however, are
given tremendous emphasis to "provide students with vicarious
experiences that will help unleash their own creativity and self-
expression. For example, rather than emphasizing historical events,
existentialists focus upon the actions of historical individuals, each of
whom provides possible models for the students’ own
behavior. ...Moreover, vocational education is regarded more as a
means of teaching students about themselves and their potential than of
earning a livelihood. In teaching art, existentialism encourages individual
creativity and imagination more than copying and imitating established
models.
 How to teach. "Existentialist methods focus on the individual. Learning is
self-paced, self-directed. It includes a great deal of individual contact
with the teacher, who relates to each student openly and honestly. To help students
know themselves and their place in society, teachers employ values clarification
strategy. In the use of such strategy, teachers remain non-judgmental and take care not
to impose their values on their students since values are personal.”
 Behaviorism
 Why teach. Behaviorist schools are concerned with the modification and
shaping of students’ behavior by providing for a favorable environment,
since they believe that they are a product of their environment. They are
after students who exhibit desirable behavior in society.
 What to teach. Because behaviorists look at "people and other animals...
as complex combinations of matter that act only in response to internally
or externally generated physical stimuli", behaviorist teachers teach
students to respond favorably to various stimuli in the environment
 How to teach. Behaviorist teachers "ought to arrange environmental
conditions so that students can make the responses to stimuli. Physical
variables like light, temperature, arrangement of furniture, size and
quantity of visual aids have to be controlled to get the desired responses
from the learners. ... Teachers ought to make the stimuli clear and
interesting to capture and hold the learners' attention. They ought to
provide appropriate incentives to reinforce positive responses and
weaken or eliminate negative ones." (Trespeces, 1995)
6
The main concern of
the existentialist is “to
help students
understand and
appreciate
themselves as unique
individuals who
accept complete
responsibility for their
thoughts, feelings,
and actions”. Since
‘existence precedes
essence’, the
existentialist teacher’s
role is to help
students define their
own essence by
exposing them to
various paths they
take in life and by
creating an
environment in which
they freely choose
their own preferred
way.
Behaviorist schools
are concerned with
the modification
and shaping of
students’ behavior
by providing for a
favorable
environment, since
they believe that
they are a product
of their
environment. They
are after students
who exhibit
desirable behavior
in society.

 Linguistic philosophy
 Why teach. To develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from his/
her experience of life and the world is the very essence of man. It is through his/her
ability to express himself. herself clearly, to get his/her ideas across, to make known
to others the values that he/she has imbibed, the beauty that he/she has seen, the
ugliness that he/she rejects and the truth that he/she has discovered. Teachers teach
to develop in the learner the skill to send messages clearly and receive messages
correctly.
 What to teach. Learners should be taught to communicate clearly- how to send clear,
concise messages and how to receive and correctly understand messages sent.
Communication takes place in three (3) ways verbal, nonverbal, and paraverbal.
Verbal component refers tothe content of our message, the choice and arrangement
of our words. This can be oral or written. Nonverbal component refers to the
message we send through our body language while paraverbal component refers to
how we say what we say - the tone, pacing and volume of our voices.
There is need to teach learners to use language that is correct, precise, grammatical,
coherent, and accurate so that they are able to communicate clearly and precisely their
thoughts and feelings. There is need to help students expand their vocabularies to enhance
their communication skills. There is need to teach the learners how to communicate clearly
through non-verbal means and consistently though para verbal means.
There is need to caution the learners of the verbal and non-verbal barriers to
communication.
Teach them to speak as many languages as you can. The more languages one
speaks, the better he/she can communicate with the world. A multilingual has an edge over
the monolingual or bilingual.
 How to teach. The most effective way to teach language and communication is the
experiential way. Make them experience sending and receiving messages through
verbal, non-verbal and para-verbal manner. Teacher should make the classroom a
place for the interplay of minds and hearts. The teacher facilitates dialogue among
learners and between him/her and his/her students because in the exchange of
words there is also an exchange of ideas.
 Constructivism
 Why teach. Constructivists sees to develop intrinsically motivated and independent
learners adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
 What to teach. The learners are taught how to learn. They are taught learning
processes and skills such as searching, critiquing and evaluating information, relating
these pieces of information, reflecting on the same, making meaning out of them,
drawing insights, posing questions, researching and constructing new knowledge out
of these bits of information learned.
 How to teach. In the constructivist classroom, the teacher provides students with data
or experiences that allow them to hypothesize, predict, manipulate objects, pose
questions, research, investigate, imagine, and invent. The constructivist classroom is
7

interactive. It promotes dialogical exchange of ideas among learners and between
teacher and learners. The teacher's role is to facilitate this process.
Knowledge isn't a thing that can be simply deposited by the teacher into the empty
minds of the learners. Rather, knowledge is constructed by learners through an active,
mental process of development; learners are the builders and creators of meaning and
knowledge. Their minds are not empty. Instead, their minds are full of ideas waiting to be
“midwifed" by the teacher with his/ her skillful facilitating skills.
Summary:
We have a very rich philosophical heritage. But only seven philosophies were discussed
here: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic
philosophy and constructivism. The rest are assigned to you as research work. The seven
philosophies differ in their concepts of the learner and values, in why do we teach
(objectives), what should be taught (curriculum) and how should the curriculum be taught
(teaching strategies. However, there exist also some Similarities among the philosophies.
These you will see more as you proceed to the activities
Week 1
Assessment (Write your answer in a separate sheet of paper)
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
Answer each with a YES or NO. If your answer is NO, explain your answer in a sentence.
 Essentialism
1. _______Do essentialists aim to teach students to reconstruct society?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Is the model citizen of the essentialist the citizen who contributes to the re-
building of society?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Do the essentialist teachers give up teaching the basics if the students are
not interested?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Do the essentialist teachers frown on long academic calendar and core
requirements?
8

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Progressivism
1. _______Do the progressivist teachers look at education as a preparation for adult
life?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Are the students interests and needs considered in a progressivist
curriculum?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Does the progressivist curriculum focus mainly on facts and concepts?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Do the progressivist teachers strive to simulate in the classroom life in the
outside world?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Perennialism
1. _______Are the perennialist teachers concerned with the students mastery of the
fundamental skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Do the perennialist teachers see the wisdom of ancient, medieval and
modern times?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Is the perennialist curriculum geared towards specialization?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Do the perennialist teachers sacrifice subject matter for the sake of students'
interests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Existentialism
1. _______Is the existentialist teacher after students becoming specialists in order to
contribute to society?
9

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Is the existentialist concerned with the education of the whole person?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Is the course of study imposed on students in the existentialist classroom?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Does the existentialist teacher make heavy use or the individualized
approach?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Behaviorism
1. _______Are behaviorists concerned with the modification of students behavior?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Do behaviorist teachers spend their time teaching their students on how to
respond favorably to various environmental stimuli?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Do behaviorist teachers believe they have control over some variables that
affect learning?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Do behaviorist teachers believe that students are a product of their
environment?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Linguistic Philosophy
1. _______Do linguistic philosophers promote the study of language?
10

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Is the communication that linguistic philosophers encourage limited to verbal
language only?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Do linguistic philosophers prefer the teacher who dominates discussion to
save time to a teacher who encourages dialogue?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Is the curriculum of the linguistic philosopher en languages, like Mother to
the learning of as many Tongue, as possible?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Constructivism
1. _______Does the constructivist agree to a teaching methodology of "telling'"?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. _______Do constructivists believe that students can construct knowledge?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _______Do constructivists approve of teaching learners the skill to learn?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. _______Do constructivists believe that meaning can be imposed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
11

Week 2
LESSON 2
Formulating Your Philosophy of Education
Philosophy is vital only when the questions are mine and so is the struggle towards answers.
- W. Luijpen
You have been acquainted with various philosophies. With which do you identify
yourself? What is your personal philosophy of education? You are expected to formulate it in
this second lesson. Your philosophy of education is your "window to the world and
"compass” in life. Hence, it may be good to put that philosophy of education in writing. You
surely have one just as everybody has only that sometimes it is not well articulated. Your
philosophy of education is reflected in your dealings with students,
colleagues, parents and administrators. Your attitude towards problems
and life as a whole has an underlying philosophy. In this lesson, you will
articulate your thoughts on how you perceive the learner, on what are the
right values, on what and on how you must therefore teach. If you articulate
your philosophy of education, you will find yourself more consistent in your
dealings with other people, in your actions and decisions.
What does a philosophy of education contain or include? It includes
your concept about:
 the human person, the learner in particular and the educated
person
 what is true and good and therefore must taught.
 how a learner must be taught in order to come close to the truth
Here is an example:
My Philosophy of Education as a Grade School Teacher
I believe that every child
 has a natural interest in learning and is capable of learning.
 is an embodied spirit.
 can be influenced but not totally by his/her environment
 is unique, so comparing a child to other children has no basis
 does not have an empty mind, rather is full of ideas and it is my task to draw out
these ideas
I believe that there are unchanging values in changing times and these must be passed on
to every child by my modeling, value inculcation and value integration in my lessons.
I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to the maximum by:
 reaching out to all children without bias and prejudice towards the "least" of the
children
 making every child feel good and confident about himself/herself through his/her
experiences of success in the classroom
12
Your philosophy of
education is
reflected in your
dealings with
students, colleagues,
parents, and
administrators. Your
attitude towards
problems and life as
a whole has an
underlying
philosophy.

 helping every child master the basic skills of reading, communicating in oral and
written form, arithmetic and computer skills
 teaching my subject matter with mastery so that every child will use his/her basic
skills to continue acquiring knowledge, skills and values for him/her to go beyond
basic literacy and basic numeracy
 inculcating or integrating the unchanging values of respect, honesty, love and care
for others regardless of race, ethnicity, nationality, appearance and economic status
in my lessons
 consistently practicing these values to serve as model for every child
 strengthening the value formation of every child through “hands-on-minds-on-hearts-
on” experiences inside and outside the classroom
 providing every child activities meant to develop the body, the mind and the spirit
Summary:
It is important that you make explicit your philosophy of education. Your philosophy
of education is your "window to the world and "compass in life. Your philosophy is your own
thought and formulation, never formulated for you by another that is why you were advised
to begin stating it with the phrases “ I believe". it is best to state it in the concrete not in the
abstract like a theory because this is your blue print to daily life.
Week 2
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
A. Formulate your own philosophy of education.
B. Reflect on your own philosophy using the following questions as guide. Answer the
following in a sentence or two.
1. With that educational philosophy:
 how will you treat your student?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
 what will you teach?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
 how will you teach?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
13

Week 3
LESSON 3
The Foundational Principles of Morality and You
When you carry out acts of kindness you get a wonderful feeling inside. It is as though something inside your body
responds and says, yes, this is how I ought to feel.
- Unkuown
Someone once wrote of teachers: "Even on your worst day on the job, you are still
some children's best hope." Indeed society expects much from you, the teacher. Henry
Brooks Adams said it succinctly: "A teacher affects eternity; he can never tell where his
influence stops."
For you to be able to cope with these expectations you should be anchored on a
bedrock foundation of moral and ethical principles. Let us begin this lesson by defining what
morality is.
What is morality?
As defined by one textbook author, morality refers to "the quality of human acts by
which we call them right or wrong, good or evil." (Panizo, 1964) Your human action is right
when it conforms with the norm, rule, or law of morality. Otherwise it is said to be wrong. For
instance, when Juan gets the pencil of Pedro without the latter's permission, Juan's action is
wrong because it is adherent to the norm, "stealing is wrong". A man's action, habit or
character is good when it is not lacking of what is natural to man, i.e. when it is in
accordance with man's nature. For instance, it is not natural for man to behave like a beast
because he is not a beast. He is man and, unlike the beast, he has intellect and free will.
That intellect makes him capable o thinking, judging and reasoning. His free will give him the
ability to choose. Unlike the beasts, he is not bound by instincts. It is a natural occurrence for
beasts when a male dog meets a female dog on the street and mate right there and then, as
they are not free but bound by their instinct, like sexual instinct. But it is contrary to man's
nature when a man and a woman do as the dogs do. To do so is to go down to the level of
the beast.
Meaning of foundational moral principle
What is meant by foundational moral principle? The word principle comes from the
Latin word princeps which means a 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. If we speak of light, the principle is the sun because the
sun is the body from which the light of this world originate. A foundational moral principle is,
therefore, the universal norm upon which all other principles on the rightness or wrongness
of an action are based. It is the source of morality.
Where is this foundational moral principle? It is contained in the natural law. Many
moralists, authors, and philosophers may have referred to this foundational moral principle in
14

different terms. But it may be acceptable to all believers and non-believers alike to refer to it
as natural law.
What is the natural law? It is the law "written in the hearts of men". (Romans 2:15)
For theists, it is "man's share in the Eternal Law of God..." (Panizo, 1964) St. Thomas
defines it as "the light of natural reason, whereby we discern what is good and what is evil..
an imprint on us of the divine light..." (Panizo, 1964) It is the law that says: "Do good and
avoid evil." THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.
All men and women, regardless of race and belief, have a sense of this foundational
moral principle. It is ingrained in man's nature. It is built into the design of human nature and
woven into the fabric of the normal human mind." We are inclined to do what we recognize
as good and avoid that which we recognize as evil.
Panizo says: "Writings, customs, and monuments of past and present generations
point out to this conclusion: that all peoples on earth, no matter how savage and illiterate,
have recognized a supreme law of divine origin commanding good and forbidding evil"
(Panizo, 1964)The same thing was said by the Chinese philosopher, Mencius, long ago:
All men have a mind which cannot bear [to see the suffering of] others.. If now men
suddenly see a child about to fall into a well, they will without exception experience a
feeling of alarm and distress... From this case we may perceive that he who lacks the
feeling of commiseration is not a man; that he who lacks a feeling of shame and
dislike is not a man; he who lacks a feeling of modesty and yielding is not a man; and
that he who lacks a sense of right and wrong is not a man.... Man has these four
beginnings.. (Fung Yulan, 1948, 69-70)
The natural law that says "do good and avoid evil” comes in different versions. Kung-
fu-tsu said the same when he taught: "Do not do to others what you do not like others to do
to you." This is also the Golden rule of Christianity only that it is written in the positive form:
"Do to others what you like others do to you." Immanuel Kant's version is "Act in such a way
that your maxim canbe the maxim for all." For Christians, this Golden Rule is made more
explicit through the Ten Commandments and the Eight Beatitudes. These are summed up in
the two great commandments, "love God with all your heart, with all your mind, with all your
strength and "love your neighbor as you love yourself." The Buddhists state this through the
eightfold path. For the Buddhists, they do good when they "(1) strive to know the truth; (2)
resolve to resist evil; (3) say nothing to hurt others; (4) respect life, morality, and property; (5)
engage in a job that does not injure others; (6) strive to free their mind of evil; (7) control
their feelings and thoughts, and (8) practice proper forms of concentration." (World Book
Encyclopedia, 1988) Buddha taught that "hatred does not cease by hatred; hatred ceases
only by love.” The Islamic Koran "forbids lying, stealing, adultery, and murder" It also
teaches "honor for parents, kindness to slaves, protection for the orphaned and the
widowed, and charity to the poor. It teaches the virtues of faith in God, patience, kindness,
honesty, industry, honor, courage, and generosity. It condemns mistrust, impatience and
cruelty." (World Book Encyclopedia, 1988). Furthermore, the Muslims abide by The Five
Pillars of lslam: 1) prayer, 2) self-purification by fasting, 3) fasting, 4) almsgiving and 5)
pilgrimage to Mecca for those who can afford. (www.islam101.com/dawal/pillars.html)
Teacher as a person of good moral character
As laid down in the preamble of our Code of Ethics of Professional Teachers,
"teachers are duly licensed professionals who possess dignity and reputation with high
15

moral values as well as technical and professional competence. In the practice of their
profession, they strictly adhere to, observe and practice this set of ethical and moral
principles, standard and values."
From the above preamble, the words moral values are mentioned twice, to
accentuate on the good moral character expected of you, the teacher. When are you of good
moral character? One Christian author describes four ways of describing good moral
character: 1) being fully human you have realized substantially your potential as a human
person, 2) being a loving person- you are caring in an unselfish and mature manner with
yourself, other people and God, 3) being a virtuous person- you have acquired good habits
and attitudes and you practice them consistently in your daily life, and 4) being a morally
mature person- you have reached a level of development emotionally, socially, mentally,
spiritually appropriate to your developmental stage. (Cosgrave, William, rev. ed. 2004, 78-
79) In short, you are on the right track when you strive to develop your potential, your love
and care for yourself and make this love flow to others, you lead a virtuous life, and as you
advance in age you also advance in your emotional, social, intellectual and spiritual life.
The foundational moral principle is "Do good; avoid evil" This is contained in the
natural law. The natural law is engraved in the heart of every man and woman. We have in
us the sense to do the good that we ought to do and to avoid the evil that we ought to avoid.
This foundational moral principle of doing good and avoiding evil is expressed in many other
ways by different people. The famous Chinese philosopher, Kung-fu-tzu taught the same
principle when he said: "Do not do to others what you do not like others do to you."
Immanuel Kant taught the same: Act in such a way that your rule can be the principle of all"
The Buddhists abide by the same moral principle in their Eightfold Path. The Muslims have
this foundational moral principle laid down in their Koran and the Five Pillars. For the
Christians, the Bible shows the way to the good life the Ten Commandments and the Eight
Beatitudes. The Ten Commandments and the Eight Beatitudes are summarized in the two
great commandments of love for God and love for neighbor.
Our act is moral when it is in accordance with our human nature. Our act is immoral
when it is contrary to our human nature. Our intellect and free will make us different from and
above the beast.
As a teacher, you are expected to be a person of good moral character. You are a
person of good moral character when you are 1) human, 2) loving, 3) virtuous, and 4)
mature.
Week 3
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity 1. Answer the following with a YES or NO. If your answer is NO, explain your
answer in a sentence.
_____ 1. Is morality for persons and animals?
_____ 2. Is the natural law known only by the learned?
_____ 3. Did the primitive people have a sense of the natural law?
_____ 4. Is an animalistic act of man moral?
_____ 5. Is it right to judge a dog to be immoral if it defecates right there in your garden?
16

_____ 6. Is the foundational moral principle sensed only by believers?
_____ 7. Is the foundational moral principle very specific?
_____ 8. Is the foundational moral principle the basis of more specific moral principles?
_____ 9. Is the foundational moral principle so called because it is the basis of all moral
principles?
_____ 10. Are the Ten Commandments for Christians more specific moral principles of the
foundational moral principle?
_____ 11. Is the natural law literally engraved in every human heart?
_____ 12. Are The Five Pillars of Islam reflective of the natural law?
_____ 13. Is the Buddhist's Eightfold Path in accordance with the natural law?
_____ 14. Are the Golden rules for Christians basically the same with Kung-fu-tsu's
Reciprocity rule?
Activity 2
1. “Do good; avoid evil" is the foundational moral principle. List at least 5 good things that
you have to do as a teacher and 5 bad things you have to avoid doing.
17

Week 4
LESSON 4
Values Formation and You
Education in values means the cultivation of affectivity, leading the educand through exposure to an experience of
value and of the valuable. - R. Aquino
Introduction
As mentioned in Lesson 4, to be moral is to be human. Living by the right values
humanizes. The question that you may raise at this point is: Is there such a thing as right,
unchanging and universal value? Is a right value for me also a right value for you? Are the
values that we, Filipinos, consider as right also considered by the Japanese, the Americans
or the Spaniards as right values? Or are values dependent on time, place and culture?
There are two varied answers to the question, depending on the camp where you
belong. If you belong to the idealist group, there are unchanging and universal values. The
values of love, care and concern for our fellowmen are values for all people regardless of
time and space. They remain unchanged amidst changing times. These are called
transcendent values, transcendent because they are beyond changing times, beyond
space and people. They remain to be a value even if no one values them. They are
accepted as value everywhere On the other hand, the relativists claim that there are no
universal and unchanging values. They assert that values are dependent on time and place.
The values that our forefathers believed in are not necessarily the right values for the
present. What the British consider as values are not necessarily considered values by
Filipinos.
In this Lesson, our discussion on values formation is based on the premise that there
are transcendent values. Most Filipinos, if not all, believe in a transcendental being whom we
call by different names Bathala, Apo Dios, Kabunian, Allah, and the like.
Values are taught and caught
Another essential question we have to tackle is: "Are values caught or taught? Our
position is that values are both taught and caught. If they are not taught because they are
merely caught, then there is even no point in proceeding to write and discuss your values
formation as a teacher here! Values are also caught. We may not be able to hear our
father's advice "Do not smoke" because what he does (he himself smokes) speaks louder
than what he says. The living examples of good men and women at home, school and
society have far greater influence on our value formation than those well-prepared lectures
on values excellently delivered by experts who may sound like "empty gongs and clanging
cymbals."
Values have cognitive, affective and behavioral dimensions
Values have a cognitive dimension. We must understand the value that we want to
acquire. We need to know why we have to value such. This is the heart of conversion and
18

values formation. We need to know how to live by that value. These are the concepts that
ought to be taught.
Values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, "it is not enough to know what honesty is or why one should be
honest. One has to feel something towards honesty, be moved towards honesty as
preferable to dishonesty." (Aquino, 1990)
Values also have a behavioral dimension. In fact, living by the value is the true acid
test if we really value a value like honesty.
Value formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teachers will necessarily include the three dimensions. You
have to grow in knowledge and in wisdom and in your "sensitivity and openness to the
variety of value experiences in life." (Aquino, 1990) You have to be open and attentive to
your value lessons in Ethics and for those in sectarian schools, Ethics and Religious
Education. Take active part in value sessions like fellowships, recollections organized by
your church group or associations. Since values are also caught, help yourself by reading
the biographies of heroes, great teachers and saints (for the Catholics) and other
inspirational books. (It is observed that less and less teachers read printed materials other
than their textbooks.) Your lessons in history, religion and literature are replete with
opportunities for inspiring ideals. Associate with model teachers. If possible, avoid the
"yeast" of those who will not exert a very good influence. Take the sound advice from
Desiderata: "Avoid loud and aggressive persons; they are vexations to the spirit." Join
community immersions where you can be exposed to people from various walks of life.
These will broaden your horizon, increase your tolerance level, and sensitize you to life
values. These will help you to "fly high" and "see far" to borrow the words of Richard Bach in
his book, Jonathan Livingstone Seagull.
Value formation is a training of the intellect and will
Your value formation in essence is a training of your intellect and will, your cognitive
and rational appetitive powers, respectively. Your intellect discerns a value and presents it to
the will as a right or wrong value. Your will wills to act on the right value and wills to avoid
the wrong value presented by your intellect. As described by St.
Thomas Aquinas. "The intellect proposes and the will disposes".
It is clear that "nothing is willed unless it is first known. Thought must precede the
deliberation of the will. An object is willed as it is known by the intellect and proposed to the
will as desirable and good. Hence, the formal and adequate object of the will is good as
apprehended by the intellect". (William Kelly, 1965)These statements underscore the
importance of the training of your intellect. Your intellect must clearly present a positive value
to be a truly a positive value to the will not as one that is apparently positive but in the final
analysis is a negative value. In short, your intellect must be enlightened by what is true.
It is, therefore, necessary that you develop your intellect in its three functions,
namely: "formation of ideas, judgment and reasoning (William Kelly, 1965). It is also equally
necessary that you develop your will so you will be strong enough to act on the good and
avo1d the bad that your intellect presents.
How can your will be trained to desire strongly the desirable and act on it? William
Kelly explains it very simply:
19

Training of the will must be essentially self-training. The habit of yielding to impulse
results in the enfeeblement of self- control. The power of inhibiting urgent desires,
concentrating attention on more remote good, of reinforcing the higher but less urgent
motives undergoes a kind of atrophy trophy through disuse. Habitually yielding to any vice,
while it does not lessen man's responsibility, does diminish his ability to resist temptation.
Likewise, the more frequently man restrains impulse, checks inclination, persists against
temptation, and steadily aims at virtuous living, the more does he increase his self-control,
and therefore, his freedom. To have a strong will means to have control of the will, to be able
to direct it despite all contrary impulses.
Virtuous versus vicious life and their effect on the will
In short, a virtuous life strengthens you to live by the right values
and live a life of abundance and joy while a vicious life leads you to
perdition and misery. WARNING: Then NEVER to give way to a vice!
Instead develop worthwhile hobbies. Cultivate good habits.
If you recall, in the fourth Chapter, we said a moral person is one
who leads a virtuous life. Panizo claims "virtue involves a habit, a
constant effort to do things well in spite of obstacles and difficulties."A
virtue is no other than a good habit. You get so used to doing good that
you will be stronger to resist evil. So, START and CONTINUE doing and
being good!
Max Scheler's hierarchy of values
Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our
preferences and decisions. For instance, you may prefer to absent from class because you
want to attend the annual barrio fiesta where you are the "star" because of your ability to
sing and dance. Another one may prefer just the opposite by missing the fiesta (anyway,
s/he can have all the fiestas after studies) and attends class. Aquino (1990) presents
Scheler's hierarchy of values arranged from the lowest to the highest as shown below:
Pleasure Values- the pleasant against the unpleasant
- the agreeable against the disagreeable
*sensual feelings
*experiences of pleasure or pain
Vital Values - values pertaining to the well being either of the individual or of the
community
*health
*vitality
- values of vital feeling
*capability
* excellence
Spiritual Values - values independent of the whole sphere of
the body and of the environment;
20
You are on the road to
moral development
when you strive to
develop your love and
care for yourself and
make this love flow to
others, you lead a
virtuous life, and as
advance in age you
also advance in your
emotional, social,
intellectual and
spiritual development.

- grasped in spiritual acts of preferring
loving and hating
*aesthetic values: beauty against ugliness
*values of right and wrong
*values of pure knowledge
Values of the Holy - appear only in regard to objects
intentionally given as "absolute objects"
*belief
* adoration
* bliss
Based on Scheler's hierarchy of values, the highest values are those that directly
pertain to the Supreme Being while the lowest values are those that pertain to the sensual
pleasures. We act and live well if we stick to Scheler's hierarchy of values, i.e., give greater
preference to the higher values. We will live miserably if we distort Scheler's hierarchy of
values, for instance, when we subordinate spiritual values to pleasure values. We act well
when we give up the pleasure of drinking excessive alcohol for the sake of our health. But
while we take care of our health, Christians will say, we bear in mind that we do not "live by
bread alone" but also by "the word that comes from the mouth of God" (Luke 4:4). ...life is
more than food and the body more than clothing." (Luke 12:23) Our concerns must go
beyond the caring of our bodily health. As we learned in Lesson 1, man is an embodied spirit
and so we also need to be concerned with matters of the spirit like appreciation of what is
right and what is beautiful. The saints have been raised to the pedestal and are worthy of the
veneration of the faithful because they gave up their life for their faith in the Holy One. San
Lorenzo Ruiz, the first Filipino saint, spurned offers of liberty and life for his faith in God.
Having done so, "he affirmed the absolute superiority of the Holy." We also know of Albert
Schweitzer, the much-honored physician, missionary, and musician who because of his
deep reverence for life spent many years extending humanitarian assistance by treating
thousands and thousands of sick people during his medical mission in Africa. He also built
his hospital and leper colony for the less unfortunate in Africa. We cannot ignore Blessed
Mother Teresa of Calcutta, India who chose to leave a more comfortable life in the convent
in order to devote her life bathing, consoling, and picking up the dying outcasts in the streets
of Calcutta out of genuine love and compassion.
Outside the Catholic Church, we, too, can cite several whose lives were focused on
matters of the spirit more than the body. At this point we cite Mahatma Ghandi, the great
political and spiritual leader of India, who passionately fought discrimination with his
principles of truth, non-violence, and courage. His non-violent resistance to the British rule in
India led to the independence of India in 1947. We do not forget Helen Keller, who despite
her being blind, traveled to developing and war-ravaged countries to improve the conditions
of the blind like her for them to live meaningful life. Of course, we do not forget Dr. Jose
Rizal, our national hero, Benigno Aquino Jr. and all other heroes of our nation who gave up
their lives for the freedom that we now enjoy and many more for you to talk about at the end
of this Chapter.
Values clarification
21

After introducing transcendent values, let me introduce you to the process of value
clarification. In a pluralistic society, we can't help but face the value confusion and value
contradictions of our times. When we do not know what we really value or when we are not
clear on what we really value, we end up lukewarm or uncommitted to a value. The
advocates of value clarification assert that we must clarify what we really value. The term
value is reserved for those “individual beliefs, attitudes and activities.. that satisfy the
following criteria: 1) freely chosen; 2) chosen from among alternatives; 3) chosen after due
reflection; 4) prized and cherished; 5) publicly affirmed; 6) incorporated into actual behavior;
and 7) acted upon repeatedly in one's life.
This means that if you value honesty you have chosen it freely from among
alternatives and after considering its consequences. You prize it and you are proud of it and
so you are not ashamed for others to know that you value it. You practice and live by
honesty and have made it your habit to act and live honestly.
Summary:
Our lesson on values formation is anchored on the belief in transcendent values. It is also
premised on the principle that values are both taught and caught. Values have cognitive, affective
and behavioral dimensions and so does the process of value formation. For your values formation
to be effective, you have to have a rational understanding of the value(s), the reasons why you
have to value such, and how you act on and live these values (cognitive dimension). It is not
enough, however, that you understand the value/s, you must have a feeling for" the value/s and
acceptance of the value/s (affective). Your acceptance of the value/s is evident when your behavior
or your life shows the value/s.
Your value formation in essence is a training of the intellect and will. This includes training
the intellect in its power to form ideas, judge and reason out and training the will to be strong to
desire and act on that which is good. A life of virtue strengthens the will to desire and act on what is
virtuous but a life of vice weakens the will to cling and act on that which is good.
Max Scheler's hierarchy of values teaches us that the lowest values are those that have
something to do with pleasure while the highest are those that pertain to the God (for those who
believe in God). You live life well if you do not distort the hierarchy of values, i.e, you properly
subordinate values in accordance to Scheler's hierarchy.
A test if you want to know if what you claim to be your value is something you really
consider to be a value is to ask yourself the seven (7) questions on valuing, as follows:
1) Did you choose it freely?
2) Did you choose it from among alternatives?
3) Did you choose it after thoughtful consideration of the consequences of your choice?
4) Do you cherish it?
5) Do you affirm it publicly?
6) Do you act on it?
7) Do you act on it repeatedly/habitually?
Week 4
Name:______________________________________ Score:__________________
22

Course & Year:_______________________________ Date:__________________
Activity. Answer the following question in not more 50 sentences.
It is observed that beginning teachers somewhat lack emotional stability. What are some of
its causes? What should you do to counteract it?
Week 5
LESSON 5
Teaching as Your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human
feelings..."- Carl Jung
Etymology of the word "vocation
Vocation comes from the Latin word "vocare which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be a
caller and someone who is called. There must also be a response. For Christians, the
Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme
being will look at this voiceless call to have a vertical dimension. For non-believers, the call
is also experienced but this may viewed solely along a horizontal dimension. It is like man
calling another man, never a Superior being calling man.
The Christians among you realize that the Bible is full of stories of men and women
who were called by God to do something not for themselves but for others. We know of
Abraham, the first one called by God, to become the father of a great nation, the nation of
God's chosen people. We recall Moses who was called while in Egypt to lead God's chosen
people out of Egypt in order to free them from slavery. In the New Testament, we know of
Mary who was also called by God to become the mother of the Savior, Jesus Christ. In
Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah, to
spread the teachings of Allah. All of them responded positively to God's call. Buddha must
have also heard the call to abandon his royal life in order to seek the answer to the problem
on suffering.
Teaching as your vocation
Perhaps you never dreamt to become a teacher! But here you are now preparing to
become one! How did it happen? From the eyes of those who believe, it was God who called
you here for you to teach, just as God called Abraham, Moses, and Mary, of the Bible. Like
you, these biblical figures did not also understand the events surrounding their call. But in
their great faith, they answered YES. Mary said: "Behold the handmaid of the Lord. Be it
done to me according to your word". (Of course, it is difficult explaining your call to teach as
God's call for one who, in the first place, denies God's existence, for this is a matter of faith.)
The fact that you are now in the College of Teacher Education signifies that you positively
responded to the call to teach. Right? May this YES response remain a YES and become
even firmer through the years. Can you believe it? Better believe it!
Etymology of the word "mission"
Teaching is also a mission. The word mission comes from the
23

Latin word "misio" which means "to send". You are called to be a teacher and you are sent
into the world to accomplish a mission, to teach. The Webster's New Collegiate Dictionary
defines mission as "task assigned". You are sent to accomplish an assigned task.
Teaching as your mission
Teaching is your mission means it is the task entrusted to you in this world. If it is
your assigned task then naturally you've got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will equip
you with the knowledge, skills and attitude to become an effective teacher. However, never
commit the mistake of culminating your mission preparation at the end of the four-year pre-
service education. You have embarked in a mission that calls for a continuing professional
education. As the saying goes once a teacher, forever a student." (More is said of continuing
professional education in the Code of Ethics for Professional Teachers in Chapter 5.)
Flowing from your uniqueness, you are expected to contribute to the betterment of
this world in your own unique way. Your unique and most significant contribution to the
humanization of life on earth is in the field where you are prepared for teaching.
What exactly is the mission to teach? Is it merely to teach the child the fundamental
skills or basic r's of reading, 'riting, 'rithmetic and right conduct? Is it to help the child master
the basic skills so s/he can continue acquiring higher-level skills in order to become a
productive member of society? Is it to deposit facts and other information into the "empty
minds" of students to be withdrawn during quizzes and tests ? Or is it to "midwife" the birth
of ideas latent in the minds of students? Is it to facilitate the maximum development of
his/her potential not only for himself/herself but also for others? In the words of Alfred North
Whitehead, is it to help the child become "the man of culture and of expertise"? Or is it "to
provide opportunities for the child's growth and to remove hampering influences" as Bertrand
Russell put it?
Recall the various philosophies in Lesson 1 and you can add more to those
enumerated. To teach is to do all of these and more! To teach is to influence every child
entrusted in your care to become better and happier because life becomes more meaningful.
To teach is to help the child become more human.
A letter given by a private school principal to her teachers on the first day of a new
school year may make crystal clear for you your humanizing mission in teaching:
Dear Teacher:
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
- Gas chambers built by learned engineers.
- Children poisoned by educated physicians.
- Infants killed by trained nurses.
- Woman and babies shot and burned by high school and college graduates.
So I am suspicious of education.
My request is: Help your students become human.
Your efforts must never produce learned monsters, skilled psychopaths, and Eichmann’s.
Reading, writing, arithmetic are important only if they serve to make our children more
human.
24

"Mission accomplished!" This is what a soldier tells his superior after he has
accomplished his assigned mission. Can we say the same when we meet our "Superior"
face to face?
Some teachers regard teaching as just a job. Others see it as their mission. What's
the difference? Read Teaching: Mission and/ or Job?
Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it's a job;
If you are doing it not only for the pay but also for service it's a mission.
If you quit because your boss or colleague criticized you, it's a job
If you keep on teaching out of love, it's a mission
If you teach because it does not interfere with your other activities, it's a job,
lf you are committed to teaching even if it means letting go of other activities, it's a
mission
If you quit because no one praises or thanks you for what you do, it's a job,
If you remain teaching even though nobody recognizes your efforts it's a mission
It's hard to get excited about a teaching job;
It's almost impossible not to get excited about a mission.
lf our concern is success, it's a job;
lf our concern is success plus faithfulness, it's a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
*Adapled from Ministry or Job by Anna Sandberg
The elements of a profession
Teaching like engineering, nursing, accounting and the like is a profession. A
teacher, like an engineer, a nurse and an accountant, is a professional. What are the
distinguishing marks of a professional teacher? Former Chairperson of the Professional
Regulation Commission, Hon. HermogenesP. Pobre in his pithy address in a national
convention of educators remarked: "The term professional is one of the most exalted in the
English language, denoting as it does, long and arduous years of preparation, a striving for
excellence, a dedication to the public interest, and commitment to moral and ethical values."
Teaching as your profession
Why does a profession require "long and arduous years of preparation" and "a
striving for excellence"? Because the end goal of a profession is service and as we have
heard many times “we cannot give what we do not have." We can give more if we have
more. His Holiness Pope Paul VI affirmed this thought when he said: "Do more, have more
in order to be more!” For us to be able to give more, continuing professional education is a
must. For us teachers continuing professional education is explicit in our professionalization
law and our Code of Professional Ethics.
Our service to the public as a professional turns out to be dedicated and committed
only when our moral, ethical and religious values serve as our bedrock foundation. The
same moral, ethical and religious convictions inspire us to embrace continuing professional
education.
If you take teaching as your profession, this means that you must be willing to go
through a long period of preparation and a continuing professional development. You must
25

strive for excellence, commit yourself to moral, ethical and religious values and dedicate
yourself to public service.
The "pwede na” mentality vs. excellence
The "striving for excellence" as another element of a profession brings us to our
"pwede na" mentality, which is inimical to excellence. This mentality is expressed in other
ways like "talagang ganyan yan", "wala na tayong magawa", - all indicators of defeatism and
resignation to mediocrity. If we stick to this complacent mentality, excellence eludes us. In
the world of work whether here or abroad, only the best and the brightest make it. (At this
time, you must have heard that with the rigid selection of teacher applicants done by DepEd,
only a few make it!) The mortality rate in the Licensure Examination for Teachers for the past
ten years is a glaring evidence that excellence is very much wanting of our teacher
graduates. If we remain true to our calling and mission as a professional teacher. We have
no choice but to take the endless and the "less traveled road” to excellence.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it
passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the
first Asian teacher to win the Intel Excellence in Teaching Award in an international
competition, said in a speech delivered before a selected group of teachers,
superintendents, DepEd officials and consultants, to wit:.
Teaching may not be a lucrative position. It cannot guarantee
financial security. It even means investing your personal time, energy,
and resources. Sometimes it means disappointments, heartaches, and
pains. But touching the hearts of people and opening the minds of
children can give you joy and contentment which money could not
buy. These are the moments I teach for. These are the moments I live
for.
Summary
Teaching is a vocation. For theists, it is a calling from God worthy of our
response, For atheists, it is a calling without a vertical dimension. Teaching is also a
mission, an assigned task. We are expected to write our "accomplishment report at
the end of our mission. Teaching is also a profession. It is our way of rendering
service to humanity. The quality of our professional service is determined to a very
great extent on our long and arduous period of preparation, continuing professional
education, and our commitment to ethical and moral values. If we give professional
quality service, then mediocrity has no place If we live up to our name as a
professional teacher, a meaningful and fulfilled life will not be far behind No doubt this
can readily happen when teaching has become your passion
Week 5
26

Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
A. An Exercise on Metaphor/Simile - Compare teaching to something by completing this
statement:
TEACHING IS
LIKE….________________________________________________________________
______________________________________________________________________
B. Journal Entry
Conrado de Quiros of the Philippine Daily Inquirer once wrote: "Being world-class does not
mean going internationally and showing our best out there. Being world-class is passion and
commitment to our profession; being world-class is giving our best to teaching. Being world-
class starts right inside the classroom" Write what you resolve to START doing and STOP
doing NOW as you embrace teaching as your vocation, mission and profession.
START DOING
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
STOP DOING
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
27

Week 6
CHAPTER TWO
The Teacher in the Classroom and Community
- Gloria G. Salandanan, Ph.D.
- Brenda B. Corpuz, Ph.D.
The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates productive, positive
interactions among the multiplicity of personalities, cultures, beliefs and ideals. - Unknown
Introduction
The teacher is primarily meant for the classroom to teach. The classroom is his/her
first community, a community of pupils/ students. But he/she has other communities to relate
with – the teaching community and the community outside the school. The teaching
community consists of his/her fellow teachers, his/her colleagues and superiors. The
community outside the schools includes the parents of his/her students, local officials,
alumni/ alumnae and other members of the community in which the school is located.
To function well in the classroom and in the community, he she must be equipped
with competencies. Competencies refer to knowledge, skills and attitudes that a teacher
ought to possess for him/her to perform his/her tasks satisfactorily. These competencies are
captured and presented in the National Competency-Based Standards framework.
Learning Outcomes
At the end of this Chapter, you should be able to:
 explain the competencies, as contained in the NCBTS, that each teacher must
possess in order to function effectively in the classroom and in the community;
 relate the NCBTS to the Code of Ethics for Professional Teachers;
 examine the responsiveness of the present teacher education Curriculum to the
needs of the teacher as she performs her role in the classroom and in the
community, and
 deepen your understanding of the various roles of the teacher in the classroom and
in the community.
LESSON 1
The National Competency-Based Teacher Standards (NCBTS)
What are expected of the teacher in the classroom and in the community are spelled
out in the National Competency- Based Teacher Standards (NCBTS) developed by the
Department of Education in relation to the Teacher Education and Development Program
(TEDP) that conceptualizes a teacher's career path (Experiential Learning Courses
Handbook, 2009). The NCBTS is a set of competencies (behaviors, attitudes and skills) that
each teacher must possess to function effectively and satisfactorily. These are based upon
"the core values of Filipino teachers and on the principles of effective teaching and learning.
28

The NCBTS framework is divided into seven (7) domains that represent the desired features
of the teaching and learning process. These domains incorporate a series of twenty-one (21)
strands of desired teaching performance statements which can be identified as eighty (80)
performance indicators that are observable indicators of the quality of a teacher's
performance (Experiential Learning Courses Handbook, 2009).
Domain 1. Social Regard for Learning
This domain of social regard for learning focuses on the ideal that the teachers serves as a
positive and powerful role models of the values of the pursuits of learning of different kinds
of the effort to learn. The teacher’s actions, statements, and different types of social
interactions with students exemplify this ideal.
Standard of Desired Teaching Performance Performance Indicators
1.1 acts as a positive role model for students 1.1.1 Implements school policies and
procedures
1.2.2 Demonstrate punctuality
1.3.3 Maintains appropriate appearance
1.4.4 Is careful about the effect of one’s
behavior on students
1.5.5 Shows respect for other persons and
their ideas
Domain 2. Learning Environment
The domain of Learning Environment focuses on importance of providing for a social,
psychological and physical environmental within which all students, regardless of their
individual differences in learning, can engage the different learning activities and work
towards attaining high standard learning.
Strands of Desired Teaching Performance Performance Indicators
2.1 Creates an environment that promotes
fairness
2.1.1 Maintains a learning environment of
courtesy and respect for different learners
(eg. Ability, culture, gender)
2.1.2 Provides gender-fair opportunities for
learning
2.1.3 Recognizes that every learner has
strengths
2.2 Makes the physical environment safe
and conducive to learning
2.2.1 Maintains safe, clean and orderly
classroom for free from distractions
2.2.2 Arranges challenging activities given
the physical environment
2.3 Communicates higher learning
expectations to each learner
2.3.1 Uses individual and cooperative
learning activities to improve capacities of
learners for higher learning
2.3.2 Encourages learners to ask questions
2.3.3 Provides learners with a variety of
learning experiences
2.3.4 Provides varied enrichment activities
to nurture the desire for further learning
29

2..3.5 Communicates and maintains high
standards of learning performance.
2.4 Establishes and maintains consistent
standards of learns’ behavior
2.4.1 Handles behavior problem quickly and
with due respect to children’s rights
2.4.2 Gives timely feedback to reinforce
appropriate to learners’ 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
2.4.5 Encourages free expression of ideas
from students
2.4.6 Creates stress-free environment
Domain 3. Diversity of learners
This domain of Diversity of Learners emphasizes the idea that the teacher can facilitate the
learning process in diverse learners by first recognizing and respecting individual
differences, then using knowledge about student’s differences to design diverse sets of
learning activities to ensure that all students can attain desired learning goals.
3.1 is familiar with learner’s background
knowledge and experiences
3.1.1 Obtain information on the learning
styles, multiple intelligences and needs of
learners
2.1.2 Designs or selects learning
experiences suited to different kinds of
learners
3.1.3 Establishes goals that define
appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs
and/or difficulties of learners
3.1.5 Initiates other learning approaches for
learners whose needs have not been met by
usual approaches
3.2 Demonstrates concern for holistic
development of learners
3.2.1 Recognizes multi-cultural background
of learners when providing learning
opportunities
3.2.2 Adopts strategies to address needs of
differently-abled students
3.2.3 makes appropriate adjustments for
learners of different socio-economic
backgrounds
Domain 4. Curriculum
30

The domain of Curriculum refers to all elements of the teaching learning process that work in
convergence to help students understand the curricular goals and objective, and to attain
high standards of learning defined in the curriculum. These elements include the teacher’s
knowledge of subject matter and the learning process, teaching-learning approaches and
activities, instructional and materials and learning resources.
Strands of Desired Teaching Performance Performance Indictors
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 values in his/her
subject area
4.1.3 Explains the learning goals, instructional
procedures and content clearly and accurately
to students
4.1.4 Links the current content with past and
future lessons
4.1.5 Aligns with lesson objectives the
teaching methods, learning activities and
instructional materials or resources
appropriate to learners
4.1.6 Creates situations that encourage the
learners to use high order thinking skills
4.1.7 Engages and sustains learners’ interest
in 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 subject area with
other disciplines
4.2 Communicates clear learning goals for
the lesson that are appropriate for learners
4.2.11 Sets appropriate learning goals
4.2.2 Understands the learning goals
4.3 Makes good use of allotted
instructional time
4.3.1 Establishes routines and procedure to
maximize instructional time
4.3.2 Plans lessons to fit 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
learners and to the learning objectives
4.4.3 Provides activities and uses materials
which fit the leaner’s’ learning styles, goals
and culture
4.4.4 Uses a variety of teaching approaches
and techniques appropriate to the subject
matter and the learners
31

4.4.5 Utilizes information derived from
assessment to improve teaching and learning
4.4.6 Provides activities and uses materials
which involve students in meaningful learning
4.5 Teacher recognizes general learning
process as well as unique processes of
individual learners
4.5.1 Design and utilizes teaching methods
that take into account the learning process
4.6 Teacher promotes purposive study 4.6.1 Cultivates good study habits through
appropriate activities and projects
4. 7 Teacher demonstrates skills in the use
of Information and Communication
Technology in teaching and learning
4.7.1 Utilizes Information and communication
Technology to enhance teaching and learning
Domain 5. Planning, Assessing & 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 revise teaching-learning plans, (2) the integration of assessment procedures in
the plan and implementation of teaching-learning activities, and (2) reporting on learner’s
actual achievement and behavior.
Strands f Desired Teaching Performance Performance Indicators
5.1 Communicates promptly and clearly to
the learners, parents and superiors about
the progress of learners
5.1.1 shows proofs of instructional planning
5.1.2 Implements instruction as plan
5.1.3 Demonstrates ability to cope with varied
teaching milieu
5.2 Develops and uses a variety of
appropriate assessment to monitor and
evaluate learning
5.2.1 Prepares formative and summative tests
in the line with the curriculum
5.2.2 Employs non-traditional assessment
techniques ( portfolio, journals, rubrics, etc.)
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
5.2.5 uses tools for assessing authentic
learning
5.3 Monitors regularly and provides
feedback on learners’ understanding of
content
5.3.1 Provides timely and accurate feedback 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
5.3.3 Conducts regular meeting with learners
and parents to report learners’ progress
5.3.4 Involves parents to participate in school
activities that promote learning
32

Domain 6. Community Linkage
The domain of Community Linkage focuses on the ideal that classroom activities are
meaningfully linked in the experiences and aspirations of the students in their homes and
communities. Thus the domain focuses in teacher’s efforts directed at strengthening the
links between schools and communities, particularly as these links help in the attainment of
the curricular goals
6.1 Establishes learning environments that
respond in the aspiration of the community
6.1.1 Involves community in sharing
accountability for the learners’ achievement
6.1.2 Uses community resources (human,
material) to support learning
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 students to apply
classroom learning to the community
Domain 7. Personal Growth & Professional Development
The domain of Personal Growth and Professional Development emphasizes the ideal that
teachers value having a high personal regard for the teaching profession, concern for
professional development, and continuous improvement as teachers.
Strands if 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
upholds the dignity of teaching
7.1.2 Allocates time for personal and
professional development through
 participation in educational seminars
and workshops
 Reading educational materials
regularly
 Engaging in educational research
7.1.3 Manifest personal qualities such as
enthusiasm, flexibility and caring
7.1.4 Accurate and demonstrates one’s
personal philosophy of teaching
7.2 Builds professional links with colleagues
to enrich teaching practice
7.2.1 Keeps abreast with recent
developments in education
7.2.2 Links with other institutions,
organizations for sharing best practices
7.3 Reflects on the extent of the attainment
of professional development goals
7.3.1 Reflects on the quality of his/her own
teaching
7.3.2 Improves teaching performance based
on feedback from students, peers and
33

superiors and cooperating teachers
7.3.3 Accepts personal accountability to
learners’ and achievement and performance
7.3.4 Uses self-evaluation to recognize and
enhance one’s strengths and correct one’s
weaknesses
Summary
The NCBTSs are the standards of good teaching in the Philippines. It consists of 7
domains, 21 strands and 80 performance indicators.
The ideal teacher functions well in the classroom as well as in the community.
He/she does the following:
 serves as a positive and powerful model of learning and living,
 provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect,
engaged in different learning activities and are motivated to work towards high
standards of learning
 facilitates the learning process by considering diversity of learners
 implements curriculum effectively by making students understand curriculum goals
and standards, by his/her mastery of subject matter and skillful use of teaching
learning strategies and activities and learning resources
 aligns assessment to curricular goals, objectives and standards, uses assessment
results to improve teaching-learning, and report assessment results to those
concerned;
 links with communities to help attain curricular goals, and
 demonstrates a high regard for the teaching profession and embarks in a continuing
professional development
The Code of Ethics for Professional Teachers comprising of a Preamble and 13
Articles spells out how the teacher should relate to the state, the community, the teaching
profession itself, the teaching community, higher authorities in the Philippines, school
officials, fellow teachers and other personnel, the learners, and the parents. It also states
how the teacher should conduct himself/herself as a person at all places at all times
including his/her business and financial matters.
Week 6
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
Reflect on the teacher as she goes about her task in the classroom and in the community. In
what way is he/she like the following? Answer in a sentence or two.
 a piece of iron?
___________________________________________________________________
34

___________________________________________________________________
__
 a well?
___________________________________________________________________
___________________________________________________________________
______
 a planter?
___________________________________________________________________
___________________________________________________________________
______
 a gardener?
___________________________________________________________________
___________________________________________________________________
______
 a door?
___________________________________________________________________
___________________________________________________________________
______
 a wake up call?
___________________________________________________________________
___________________________________________________________________
______
 a
potter______________________________________________________________
___________________________________________________________________
______
 a mirror?
___________________________________________________________________
___________________________________________________________________
______
 an assessor?
___________________________________________________________________
___________________________________________________________________
______
 a nurse?
___________________________________________________________________
___________________________________________________________________
______
8. Read this poem "You Are a Teacher" then answer the following questions. Answer in a
sentence or two.
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 of the methods and techniques of teaching,
If I have complete faith that they will work,
35

So that I use them completely,
But think only of 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 very 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 expects 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 tail
If 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 the 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?
___________________________________________________________________
___________________________________________________________________
______
36

Week 7
LESSON 2
The 21sT Century Teacher
- Brenda B. Corpuz, Ph.D.
- Gloria G. Salandanan, Ph.D.
"f we teach today as we taught yesterday we rob our children of tomorrow.”
- John Dewey
The 21 Century Skills
To remain relevant and interesting, the teacher must possess 21st century skills. The
21st_century skills can be categorized into four (4), namely: 1) communication skills, 2)
learning and innovation skills, 3) information, media and technology skills, and 4) life and
career skills. A teacher must possess them in order to survive in this 21st century and be
able to contribute to the development of 21st century learners.
Under each of these four (4) clusters of 21t century skills are specific skills. Effective
communication skills include 1) teaming, 2) collaboration, 3) interpersonal skills 4) local,
national and global orientedness); and 5) interactive communication.
The learning and innovation skills are the 3 Cs namely: 1) creativity, 2) curiosity, 3)
critical thinking problem solving skills, and 4) risk taking.
Life and career skills embrace 1) flexibility and adaptability, 2) leadership and
responsibility, 3) social and cross-cultural skills, 4) initiative and self-direction, 5) productivity
and accountability, and 6) ethical, moral and spiritual values.
Information, media and technology skills are 1) visual and information literacies, 2)
media literacy, 3) basic, scientific, economic and technological literacies, and 4) multicultural
literacy
The first three (3) categories of life skills are self-explanatory. The last category
(information, media and technology skills) needs further explanation. They are explained
below:
Visual literacy is the ability to interpret, make meaning from information presented in
the form of an image. It is also the ability to evaluate, apply, or create conceptual Visual
representations. (http://en.wikipedia.org/wiki/Visual_literacy)
Information literacy is the ability to identify what information is needed, identify the
best sources of information for a given need locate those sources, evaluate the sources
critically, and share that information. Information literacy is most essential in the conduct of
research. (http://en.wilkipedia.org/wiki/intormation_ literacy)
Media literacy is the ability to critically analyze the messages that inform, entertain
and sell to us every day. It's the ability to bring critical thinking skills to bear on all forms of
media asking pertinent questions about what's there and noticing what's not there It is the
37

ability to question what lies behind media productions- the motives, the money, the values
and the ownership --and to be aware of how these factors influence content of media
productions.. (http:/www.media-awareness.ca/english/teachers/medialiteracy/what
is_media_literacy.cfm)
Scientific literacy encompasses written, numerical, and digital literacy as they pertain
to understanding science, its methodology, observations, and theories. Scientific literacy is
the knowledge and understanding of scientific concepts and processes required for personal
decision making, participation in civic and cultural affairs, and economic productivity.
(http://www.literacynet.org/science/scientificliteracy.html)
Economic literacy is the ability to apply basic economic concepts in situations
relevant to one's life. It is about cultivating a working knowledge of the economic way of
thinking – understanding tradeoffs, recognizing the importance of incentives. It encompasses
a familiarity with fundamental economic concepts such as market forces or how the
monetary system works. ( http://www.econliteracy.org/ )
What is technological literacy? The US Department of Education (1996) defined
technological literacy as "computer skills and the ability to use computers and other
technology to improve learning, productivity, and performance."
(http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk7.htm )
Technological literacy is the ability to responsibly use appropriate technology to:
 communicate
 solve problems
 access, manage, integrate, evaluate, design and create information to improve
learning in all subject areas
 acquire lifelong knowledge and skills in the 21st century
(http://www.coloradotechliteracy.org/org/documentation/mod:ule1/definition.htm
Another way of grouping the 21st century skills is shown below:
 Ways of thinking. Creativity, critical thinking, problem- solving, decision-making and
learning
 Ways of working. Communication and collaboration
 Tools for working. Information and communications technology (ICT) and
information literacy
 Skills for living in the world. Citizenship, life and career, and personal and social
responsibility (http://atc21s.orgindex.php/about/what-are-21st-century-skills/)
Relate these 21st century skills to the characteristics of the 21st
century educator
presented in the graphic organizer below.
38

Source:http://edorigami.edublogs.org/2008/05/12/21st-century-teachers/
Are all 21st century skills reflected by the characteristics of the 21 century teacher? if
not, feel free to add to the graphic organizer.
Summary
The 21s century teacher is 0ne who is adequately equipped with 1) communication
skills, 2) learning and innovation skills, 3 information, media and technology skills, and 4) life
and career skills. He/she collaborates and interrelates with others from all walks of life.
He/she is innovative and embarks on lifelong learning. He/she uses technology to the
maximum and to the optimum to improve his/her learning and productivity He/she critically
analyzes and evaluates information derived from various sources and is able to read
message from media whether directly given or given in a subtle manner.
The 21 century teacher is highly collaborative, a lifelong learner is accountable for
results and is information, media and technology literate.
Week 7
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
In a ¼ illustration board, make a photo collage (printed or cut-outs) describing the 21st
century teacher. At the back of the board, write your explanation regarding your collage.
39
Effective
Communication Skills
Learning Innovation
Skills
Info, Media and
Technology Skills
Life and Career Skills
21st
Century
Skills

Week 8
Lesson 3
School and Community Relations
It takes a village to raise a child
-African proverb
The school and the community are mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school, likewise when dealing with members of the
community. Parents from the community are ready to offer much-needed assistance in terms
of resources while teachers are equally committed to spend time, effort and expertise in
serving the school children. Ensuring strong alliance is guaranteed to foster sound academic
practices in the school, civic-mindedness and public accountability in the community.
Positive affiliation is n overwhelming bond that all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community residents stand
to experience and enjoy, some teaming up will be suggested.
a. THE TEACHERS, THE PARENTS AND THE COMMUNITY
Parents are the first teacher in the home. They are possible for the development of
values, attitudes and habits that will be needed as their children associate with classmates in
school. Such inculcations are likewise beneficial when they work and play with neighbors
and the community at large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the end,
the contrived attention and efforts of both “custodians” are accorded acknowledgement and
recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units, the non-government agencies, civic organizations and all the residents.
They are highly motivated to participate in the school activities and projects that will likewise
redound to the uplifting of the moral and quality of life in their Own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort, children
experience difficulties and problems regarding:
 ability to accomplish assignments,
 irregular attendance,
 study habits in school,
 negative attitudes, and
 problem with self-discipline.
2. Solutions
40

The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to their
home.
 A calm and friendly face-to face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.
 Positive attitudes of kindheartedness and patience are developed through modeling.
 Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
 Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
 Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them.
 Extremes of behavior need detailed consideration of past experiences in school and
at home.
3. Values Developed
Values and strong inclinations are instilled starting from the home and are developed
further in the school. Some of the most desirable are:
 respect for elders and for the rights of others.
 cooperation,
 willingness to share,
 deep sense of responsibility, and
 persistence.
Students exhibiting exemplary traits must be given due recognition. Awards conferred upon
responsible and well- behaved students set examples that are emulated.
Apply what you have learned
1. Let us have your decisions regarding the following:
a. Will you request a dialogue with the parents? How will you do it?
b. Daily assignments are incomplete, oftentimes not understood. What will you do?
c. A student is observed to be negative or indifferent to his Classmates’ suggestions.
d. A student is always involved in cases of misbehavior.
2. How do you "face” or dialogue with:
a. unreceptive parents?
b. receptive parents?
3. Choose the most desirable value that must be developed among our children in
school and at home.
4. How should well-behaved students be given due recognition?
4. Interests
Special interest and innate talents noticed at a young age such as heightened
propensity for music and drama, athletics and the arts must be attended to by sensitive
mentors and guardians in order to provide them with continued opportunities to attain full
realization of their natural gifts.
41

B. SCHOOL AND COMMUNITY
The school is usually located at the center of the town or city. As such, it is subjected
to daily scrutiny by the members of their community. Seeing their students at play or work
personnel busy with everyday tasks and teachers with the usually eyeful watch, everyone
passing by witnessing such would feel proud of their school. The community would in turn
show their gratitude and appreciation by keeping their school surroundings clean and
comfortable for the children, and by sharing resources whenever needed.
1. Collaborative Relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/ city officials are likewise ready to provide help not only in improving
the physical facilities of the school but also in paying the salaries of teachers who, for
the moment, do not have teacher items. There are a number of School Board-paid
teachers in the country.
c. During historic celebrations in both places, participation by each is easily elicited.
With such positive and civic- consciousness activities enjoyed by the school and the
community, a strong feeling of togetherness becomes evident.
2. Organized Associations
Schools have organized Parent-Teacher Associations (formerly referred to as
Parents Teachers and Community Associations) with the officers coming from both their
members. They undertake projects and activities aimed at promoting a harmonious and
enjoyable relationship among themselves. Regular meetings are conducted to discuss
activities that are intended to improve/assist conditions prevailing in both. A strong spirit of
cooperation is exhibited as well as sharing of expertise and material resources.
Representations during town or school affairs create strong ties among the members, thus
helping hands are volunteered in times of needs.
The Brigada Eskwela is another example of collaboration among school, parents and
community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership of the
school with the community. This is DepEd's National Schools Maintenance Week meant to
help schools prepare for the opening of classes with the assistance of education stakeholder
by repairing and cleaning public schools nationwide. Brigada Eskwela aims to revive the
bayanihan spirit among Filipinos by engaging the participation of education stakeholders in
the community.
With the implementation of School-Based Management (SBM), the School Governing
Council (SGC) per school has been organized. The School Governing Council is more than
the PTA in the sense that the SGC shares in the task of policy making in the school, with the
school head leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification of the
community through tree planting in every household and cleanliness through proper waste
disposal are voluntarily undertaken by both, thus creating a disciplined and wholesome
community.
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4. Values Exhibited
Outstanding school personnel as well as barangay officials are honored. This serves
as a motivation for both parties and their followers to continue with their commendable
practice. Values of nationalism and unity are developed through the examples demonstrated
by the school and government officials. Respect for authority and self-discipline are modeled
for the young to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean rivers,
town library, factories and other industrial establishment could be learning centers for field
trips. Recreational areas, and concert halls offer enjoyable entertainment for all. The parks
and beaches become relaxation areas for school children together with their teachers and
families. Professionals and practitioners from the community can be invited as resource
speakers during observance of significant school rites.
Summary
1. A favorable partnership between the school and the community will yield bountiful
harvest by way of establishing a conducive learning environment in the school and
an orderly and civic-minded citizenry in the community.
2. The teachers are committed to spend time, effort and expertise in serving the
academic needs and interests of community members while the community
leadership and authorities are equally willing to provide assistance by way of material
resources and learning center for the school population.
3. Teachers and parents from the community can establish a close relationship that can
pave the way towards a better understanding of the difficulties met in both locations
and jointly suggesting positive solutions. The same holds true with the strengthening
of values and attitudes of students through modeling by the teacher in school and by
parents at home
4. A voluntary and firm partnership between the school and the community is indeed a
product of valuable investment of time, efforts and resources willingly shared by both.
Week 8
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
Make a short bond paper pop-up card showing the relationship of a school to the community.
Make your work creative but not expensive. Attach a brief explanation of your work.
(Research on YouTube how to make pop-up cards)
Week 9
43

LESSON 4
Linkages and Networking with Organizations
We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these
sympathetic fibers, our actions run as causes and return to us as results.
Introduction
The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the
students and members of the community they are committed to serve. Various
groups from both are very willing to join forces in pursuing mutually beneficial and productive
programs and projects for the good interest of all. All that is needed are well-defined plans
and creative efforts aimed at establishing close affiliations between and among them. Such
interrelationships will be characterized by reciprocity and genuine sharing of responsibilities,
thus ensuring valuable gains and attainment of educational objectives. Harnessing the
tremendous influence and expertise that both groups will be able to extend is definitely a
laudable step towards promoting the desired proficiency of the teaching force in the school
as well as the efficiency in the services of some associated organizations.
The school can enjoy linkages and networking activities with international, national
and local organizations in the community for mutual benefits and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to
undertake including the much-needed assistance in terms of human and material resources,
then determine the institutions and organizations with parallel objectives and service. A joint
scheme could be worked out with higher education institutions offering degrees along the
same line such as teacher education.
DepEd schools serve as laboratories for Field Study courses and practice teaching,
hence the exposure of future teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of
services and expertise from both or among the group. The schools could also benefit
immensely from agencies whose mission includes corporate social responsibility. With the
help of said organizations the school can fully realize its objective of delivering quality
educational services for the country's youth. As the networking plan progresses, the
enormous contributions of all the willing partners deserve the community's commendation
and patronage.
Linkages, also termed interconnections, with institutions functioning along the same
mission are intended to serve members of both sides according to their respective needs,
interest and objectives. They create bonds together to solicit support and assistance for
purposeful activities which could be facilitated faster and better considering the doubling of
energy and resources.
Following are some working linkages between schools nationwide and associations/ centers
with local offices manned by a complete set of officials and active members.
A. LINKAGES
1. International Linkages
a. Pi Lambda Theta
Pi Lambda Theta is an international honor society and professional
association of women educators. Based in its main office in Michigan, chapters are
located in different universities nationwide. The only chapter outside the United
44

States is the Philippine Area chapter. Established in the country more than 3
decades ago, its main project is ETP (Excellence in Teaching Project) started in 1997
in coordination with Metrobank Foundation. Its supports 15 third year BSE/ BEE
students until they graduate. It also honors outstanding student teachers from
Colleges of Education. The president and some members of the association attend
biennium hosted by chapters abroad during their term. The 3-day convention tackles
current issues, advances and trends in teacher education which are discussed
among the local members upon their return. The local chapter hosted twice (1997,
1999) a study tour and an initiation rites held with members from abroad attendance.
b. INNOTECH is the center for training educational under the SEAMEO leaders from
Southeast region organization. It conducts training programs to upgrade the
competencies of teachers from the region in all disciplines. One of its projects is to
update teachers' knowledge and skills in implementing alternative learning systems.
It has prepared a comprehensive framework on peace and multi-cultural diversity.
c. World Council for Curriculum and Instruction (WCCI) has a local chapter which
recently hosted a 3-day international congress with the international President,
officials and members from the main office together with the members from different
countries in attendance. The council holds conferences in different member countries
annually which is participated in by members of the local chapter.
d. Association for Supervision and Curriculum Development (ASCD) is a membership
organization that develops programs, products, and services essential to the way
educators learn, teach, and lead.
Founded in 1943, ASCD (formerly the Association for Supervision and
Curriculum Development) is an educational leadership organization dedicated to
advancing best practices and policies for the success of each learner. It has 150,000
members in more than 145 countries who are professional educators from all levels
and subject areas-superintendents, supervisors, principals, teachers, professors of
education, and school board members.
It is a nonprofit, nonpartisan membership association that provides expert and
innovative solutions in professional development, capacity building, and educational
leadership essential to the way educators learn, teach, and lead. Should you wish to
apply for membership, visit www.ascd.org
2. National and local linkages
 Linkages could be established between universities and colleges offering identical
degrees. Cross-enrolment for subjects needed for graduation is allowed.
 Joint researches could be conducted by two or three universities depending on their
respective expertise. The dissemination of findings to other universities in the area is
a big help.
B. NETWORKING
1. Networking with Professional Organizations
A network is a grid/ web whose members actively work together to attain
common objectives, undertake innovative practices and update members regarding
breakthrough in different disciplines. Such. network composed of several institutions are also
termed consortium wherein several colleges of different universities bind themselves for a
common goal.
45

Some examples could serve as models.
a. Consortium among Universities and Colleges
(1). Taft Consortium. The universities that make up the consortium are St. Paul University
(Manila), St. Scholasticas College, Philippine Normal University, Philippine Christian
University and De La Salle University. The Science teachers from each college meet
regularly for discussions on "best practices”. At one time they wrote a book which was
used by their respective students. The registrars may undergo training sessions
together. The interest clubs convene members for a presentation where the participants
are from the five institutions. Each university serves as a host during important
celebrations wherein the faculty and students enjoy academic as well as recreational
activities.
(2) The Mendiola Consortium. It is composed of San Beda College, Centro Escolar
University, San Sebastian College and Holy Spirit College.
For Discussion
1. What advantages are obtained by the student population brought about by a
consortium arrangement among universities and colleges?
2. Do you recommend such networking projects among government schools only?
Why?
among private schools only? Why?
b. With Subjects Specialists
(1) BIOTA is an organization of Biology teachers from universities nationwide. An annual
convention is a major event where all members gather to discuss the latest in their own
areas. The speakers are recognize international and local experts. Research findings,
biotech practices and interesting projects/ activities are shared among the members.
*That you may know. . .
BIOTA is a very active organization of biology educators. Surf the internet on the
projects and activities they are doing now and report them in class.
(2). MATHED is the Council of Mathematics Teachers and Educators. Its major project is
to upgrade the competence of Mathematics teachers through national conferences,
workshops and training sessions conducted nationwide. MTAP takes charges of
basic math teachers while MSP and MT Guild conduct projects for college teachers.
The council likewise holds international conferences in Mathematics education.
(3) The Physics Teachers Association, composed of specialist in Physics Education,
implements professional development programs, sponsors contests and participates
actively in international conferences as paper presentors.
(4) The Chemistry Teachers Association is an active group that attends to the upgrading
to chemistry teachers through national conventions and assemblies.
c. Teacher Education Institutions
(1) The Philippine Association for Teacher Education (PAFTE) is an association
composed of deans, professors, and instructors from colleges or education from both
private and government universities and school heads, supervisors and cooperating
teachers of government and private schools. In addition to the annual midyear and
national conventions and assemblies for mutual collaboration and sharing of
46

expertise, a worthwhile activity is an educational tour to Asian, American and
European universities. Such a visit offers a great opportunity for members (as well as
non-members) to observe some modern learning facilities, listen to progressive
educators, and more important, to promote a friendly alliance with them. An
opportunity to tour the historic and educational sites of other countries affords the
teacher educators a good way of enriching their intellectual, cultural and social
pursuits.
(2) State Universities and Colleges Teacher Educators Association (SUCTEA) includes
all state colleges of education as members. An annual convention is usually held in
the different regions bringing Deans and Teacher Education Professors together for
an exchange of approaches and modes of delivering quality teacher education for the
youth. Faculty exchange program was tried wherein an expert assessment and
evaluation of learning was requested by a university. Specialist in Foundation
courses can likewise be "borrowed" in exchange for a major subject they have
specialized in. An international congress on teacher education is another project
worth undertaking to "widen the academic reach of the nation's teachers.
d. National Organization
FAAP (Federation of Accrediting Associations of the Philippines) is a group of
agencies whose main function is to conduct accreditation of the educational qualification and
facilities starting from the administration, curriculum faculty profile and the learning
environment, among others. The Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA), Philippine Accrediting Agency for Schools,
Colleges and Universities (PAASCU) and (AACUP) Association for
Accrediting Colleges and Universities of the Philippines belong to this organization.
2. Networking with Foundations
a. The Educational Research and Development Assistance(ERDA) Foundation, Inc.
has for its flagship program, education, mostly of the out-of-school youth. It supports
programs and services in health, livelihood and continuing education. The foundation
has organized 128 children associations nationwide and the federation is known as
National Federation of Children's Associations of the Philippines. It is a dynamic
human development organization committed to create and sustain services for
economically and socially disadvantaged children, youth, women, families and
communities.
b. Metrobank Foundation, Inc. has for its flagship project in education the SEARCH
FOR OUTSTANDING TEACHERS. It annually recognizes and honors outstanding
teachers of the three educational levels from school nationwide. The foundation, as
part of its corporate social responsibility, bestows honor upon the teaching profession
by "honoring teachers who devote their lives to the development of the youth with
exemplary competence and dedication." To date it has 356 teacher awardees from
1985 to 2006. The foundation likewise implements various programs in visual arts
and healthcare, Math challenge and other College Scholarship Program.
The Foundation also supports third (15) and fourth year (15) Teacher
Education students enrolled in schools that are identified as Centers of Excellence in
Teacher Education in coordination with Pi Lambda Theta.
c. Network of Outstanding Teachers and Educators (NOTED) is composed of all the
winners of the annual search. As an honor society it is committed to nurturing a
culture of excellence and service among educators through professional
47

development, publications, research and advocacy in active partnership with
government and non-government organizations.
d. Ayala Foundation, Inc. (AFI) is a nonprofit organization that serves as the socio-
cultural development arm of the Ayala Group of Companies which works "to fulfill the
needs of the whole person" through a holistic response. It Likewise works to extend
the benefits of recent technological developments to a greater number of men,
women and children. It is committed to work for the "cultivation of Filipino ingenuity
and talent, as well as the preservation of our rich culture, history and traditions".
e. GMA Foundation has for its mission "to give hope and a future to the Filipino family
by safeguarding human rights and upgrading standards of education", among others.
Its programs that promote literacy and education are Donate a Book and Merit
Scholarships.
f. SM Foundation, Inc. launched a yearly project which collects books and educational
materials from the public and donates them to public schools and community
libraries. Education literacy drive aims to collect more book donations from business
donors and distributes them to public schools and community libraries nationwide
g. Foundation for Upgrading Standards in Education (FUSE) supports training programs
for teachers of English, Science and Mathematics. Its Continuing Education via
Television (CONSTEL) project which consists of 40 episodes in Physics to assist
nonphysics majors, is offered through government television channels. It has
produced several thousand tapes which are distributed to secondary schools and
teacher training institutions nationwide. Other broadcasts are in Chemistry,
Elementary Science and English. It grants full scholarships for teachers to pursue
doctorate degree in the sciences and mathematics. It conducts a monthly assembly
of teachers and university officials for a lecture series, research dissemination and a
discussion of current educational issues and teaching concerns.
h. Philippine Foundation for Science and Technology (PFST, has the Philippine Science
Centrum as its flagship project It consists of science exhibits which are visited by
school children. It reaches out to towns, cities and provincial capitals through
traveling exhibitions and outreach program To date they have more and upgraded
interactive exhibits and better facilities in halls and galleries. About 300 thousand
visitors have been accommodated by the Centrum.
i. Books for the Barrio and Asia Foundation donate books and other printed materials
to public and private elementary and secondary schools.
j. Bato Balani Foundation honors teachers through a "Tribute to Teachers" program.
k. Philippine Business for Education (PBEd) is the business community's response to
the need for consensus and sustained advocacy in education reform The purposes of
PBEd are: 1) to nurture consensus on key directions in education reform and to
initiate and lead the actions towards those directions; 2) to identify best opportunities
for pursuing strategic actions that can most effectively direct, accelerate, broaden or
sustain education; 3) to inform consideration of such strategic actions with the best
available knowledge and information; and 4) to mobilize commitment in support of
consensus on the specific nature of desired strategic actions.
3. Networking with Government Offices
a. Literacy Coordinating Council (LCC) under the DepEd trains trainors who handle
literacy training courses among the youth.
48

b. The Dept. of Science and Technology (DOST) supports undergraduate and graduate
scholarship programs in science and mathematics in the Regional Science Teaching
Centers which were selected Centers of Excellence by the Technical Panel for
Teacher Education, (CHED).
c. The Commission on Higher Education (CHED) organizes Technical Panels for all
professions, selects institutions as Centers of Excellence in their chosen fields and
regularly benchmarks the curricula of all degrees with international standards.
d. The Teacher Education Council (TEC) of the DepEd focuses its programs on teacher
education policies and standards. This is the link between DepEd and CHED.
4. Networking with Media
a. Broadcasts ABS-CBN and GMA Foundation provide assistance to school children
and teachers through their educational broadcasts, donations of instructional
materials and school buildings and conducting interviews of achievers in various
professions.
b. Government and private channels, likewise, include award- winning entries to
national competitions in the fields of education, sports and healthcare.
c. Historic and cultural events and celebrations brought to all homes promote the spirit
of nationalism and pride, Technical know-how and methodical procedures serve as
welcomed guides in daily activities.
d. Publication and Prints Publication through the daily newspapers, magazines and
other reading materials are rich sources of information for purposes. Important
events, international, national and local are recorded and filed future references.
Outstanding speeches, papers read in conferences and literary pieces are prints that
provide valuable insights and enlightenment.
e. Projected Materials Education films and projected documentaries widen children's
knowledge and outlook for growth and development. Videotapes on the overview of
the K to 12 curriculum are likewise available.
Summary
It pays for the teacher in the classroom and community to establish linkages with
local, national, and international associations. It is equally rewarding for the teacher to
network with professional organizations and foundations. While the list of these local,
national and international association, professional organizations and foundations is not
exhaustive, the list comes in handy when you need assistance from any of these groups. As
a professional teacher you are able to give better service to your students and to other
education stakeholders in the community if you are connected to a network of possible
sources of educational assistance.
Week 9
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity (Print your output in a short bond paper)
49

1. Surf the internet for news report of organizations on the educational services and
assistance given to students, parents or other community members.
2. Screenshot the title with image and source of the news report and under it, write your
reaction with an introduction, body and conclusion.
50

Week 10
CHAPTER THREE
On Becoming a Global Teacher
- PURITA P. BILBAO, Ed.D.
Being world-class does not mean going internationally and showing our best out there. Being world-class is passion
and commitment to our profession; being world-class is giving our best to teaching. Being world-class starts right
inside the classroom.
- Conrado de Quiros
Introduction
Our world has been called a "global village". Satellite communications make possible
television, telephone and documents transmitted through fax and electronic mails across
thousands of miles in thousandths of a second. Our students can view global warfare in the
Middle East, famine in Africa, industrial pollution in Europe or industrial breakthrough in
Korea or Japan through a worldwide web of the information highway.
Global education poses variety of goals ranging from increased knowledge about the
peoples of the world to resolutions of global problems, from increased fluency in foreign
languages to the development of more tolerant attitudes towards other cultures and peoples.
Global education embraces today's challenges as national borders are opened. It paves the
way for borderless education to respond to the needs of educating children of the world they
are entering. It offers new curricular dimensions and possibilities, current scientific and
technological breakthroughs for completely new frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased
use of technology in the classroom, the incorporation of the changing realities of our world's
society, and the ease of mobility of peoples of the world have become a challenge your
preparation as prospective teachers.
Hence, future teachers like you should prepare to respond these multiple challenges.
To become a global teacher you should be equipped with a wider range of knowledge of the
various educational systems outside the country; master skills and competencies which can
address global demands; and possess attitudes and values that are acceptable to
multicultural communities. When you are able to satisfy these benchmark requirements, then
you can safely say, you have prepared well to be a great teacher of the world.
As future teachers, think globally, but act locally! You can be a global teacher by
being the best teacher in your school.
Learning Outcomes
At the end of the Chapter, you should be able to:
1. describe a global teacher in the context of global education.
2. analyze and compare the education of selected countries of the world.
3. describe multicultural diversity as an element of global education and the role
of the teacher in addressing diversity among learners.
4. identify opportunities in teacher exchange programs for the development of
world-class teachers.
5. describe global application of technology in the classroom.
51

LESSON 1
Global Education and the Global Teacher
Benchmarking is learning the best from the best practices of the world's best educational systems.
Lesson 1 will introduce the general concept of global education and define the global
teacher. This introductory lesson will give you a clear perspective of how you would become
that global teacher. After understanding the two concepts, you will be able toprepare yourself
for the succeeding lessons.
How do you prepare yourselves as teachers for a challenging task of making learners
of today live meaningful lives tomorrow? As you prepare children for their future, teachers
need to explore what the future holds. Teachers have to envision creative, innovative ways
to prepare diverse learners in their own cultural context without forgetting that they live in a
global village.
To compete globally would mean to prepare teachers who are capable of changing
lifelong education needs. How do you prepare for these needs? What are the emerging
technologies that will shape the future? How can we use our technologies for best learning
advantage? What will be the jobs of the future and how should curricula be shaped to
prepare students for their future?
You will be teaching in the "Flat World" or "One Planet Schoolhouse". These two
terms imply global education as a result of the shrinking world due to access in technology.
The internet globalizes communication by allowing users from around the world to connect to
one another.
Global Education
Global education has been best described by two definitions:
UNESCO defines global education as a goal to become aware of educational
conditions or lack of it, in developing countries worldwide and aim to educate all peoples to a
certain world standards.
Another definition is that global education is a curriculum is international in scope
which prepares today's youth around the world to function in one world environment under
teachers who are intellectually, professionally and humanistically prepared.
The United Nations entered into an agreement to pursue six (6)goals to achieve
some standards of education in place by 2015 worldwide. To achieve global education, the
UN sets the following goals:
1. expand early childhood care education;
2. provide free and compulsory primary education for all;
3. promote learning and life skills for young and adult;
4. increase adult literacy by 50%;
5. achieve gender parity by 2005, gender equality by 2015; and
6. improve quality of education.
In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World
Education Forum in Dakar
James Becker (1982) defined global education as an effort to help individual learners
to see the world as a single and global system and to see themselves as a participant in that
52

system. It is a school curriculum that has a worldwide standard of teaching and learning.
This curriculum prepares learners in an international marketplace with a world view of
international understanding. In his article "Goals of Global Education," Becker emphasized
that global education incorporates into the curriculum and educational experiences of each
student a knowledge and empathy of cultures of the nation and the world. Likewise students
are encouraged to see the world as a whole, learn various cultures to make them better
relate and function effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21st
Century Learning
Goals have been established as bases of various curricula worldwide. These learning goals
include:
 21st
century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and
awareness.
 Learning and thinking skills: critical thinking and problem solving
skills,communicati0n, creativity and innovation, collaboration, contextual learning,
information and media literacy.
 ICT literacy: using technology in the context of learning so students know how to
learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self-direction,
others
 21st
century assessments: Authentic assessments that measure the areas of learning
Global education is all about diversity, understanding the differences and teaching
the different cultural groups in order to achieve the goals of global education as presented by
the United Nations. It is educating all peoples in the world from the remote and rugged rural
villages in developing countries, to the slum areas and economically of urbanized countries,
to the highly influential and economically stable societies of the world. Global education
addresses the need of the smallest schools to the largest classrooms in the world. It
responds to borderless education that defies distance and geographical location.
Thus, global education provides equal opportunity and access to knowledge and
learning tools which are the basic rights of every child in the global community.
Are our pre-service teachers prepared to provide global education in their respective
future school assignments? Are you preparing yourselves to become a global teacher?
Global Teacher
Looking back at the concept of global education, how do we define now a global
teacher? Is this teacher somebody who teaches abroad? Is this person teaching anywhere
in the world, and is able to teach the 21st
century learning goals? These are some of the
fundamental questions which should be answered in order to understand, who a GLOBAL
TEACHER is.
A global teacher is a competent teacher who is armed with enough skills, appropriate
attitude and universal values to teach students with both time tested as well as modern
technologies in education in any place in the world. He or she is someone who thinks and
acts both locally and globally with worldwide perspectives, right in the communities where
he or she is situated.
More specifically, a global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills and values:
 understands how this world is interconnected
53

 recognizes that the world has rich variety of ways of life
 has a vision of the future and sees what the future would be for himself/herself and
the students;
 must be creative and innovative;
 must understand, respect and be tolerant of the diversity of cultures;
 must believe and take action for education that will sustain the future;
 must be able to facilitate digitally-mediated learning;
 must have depth of knowledge; and
 must possess good communication skills (for Filipino teachers to be multilingual). and
lastly but more importantly,
 must possess the competencies of a professional teacher as embodied in the
National Competency-Based Standards for Teachers (NCBTS)
The need for global teachers is on the rise in several countries worldwide. Even
developed countries are in dire need of competent teachers who will man the countries rural
and urban classrooms. This is true with our neighboring countries like Singapore, Cambodia
and Thailand. The regional data of the United Nations show the number of teaching posts
needed by 2015.
The table below shows the teaching posts needed by 2015, which you may avail of, if
you are qualified.
Regions of the World Number of New Teaching Positions
Needed by 2015 by Thousands
Arab States 243,000
Central and Eastern Europe 80,000
Central Asia 22,000
East Asia and the Pacific 104,000
Latin America and the Caribbean 10,000
North America and Western Europe 155,000
South and West Asia 292,000
Sub-Saharan Africa 1,115,000
The data themselves show that indeed qualified global teachers will be in demand by
2015. Can you prospective teachers fill in this gap?
Summary
Global education is a concept that brings us to understand the connectivity of each
member citizen in the planet. The advancement of technology shrank the world to a size that
everyone can be reached. Because of this development, we have to learn the diversity or
differences in cultures in order to address the global standards for education set by the
United Nations. Global education requires future teachers the skills for the 21st
century so
that all will be ready to play a significant role to provide educational access to all types of
learners all over the world. This teacher is a global teacher, and there are millions of global
teachers needed now and in the future.
54

Week 10
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
A. Self-check Questions
Instruction: Answer agree or disagree with the statements that follow.
_____ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.
_____ 2. To become a global teacher, one should be fluent in English and in other
languages.
_____ 3. A Filipino teacher cannot qualify to teach in other countries because of the
differences in curriculum.
_____ 4. To be globally competitive, teachers should develop competencies in the use of
technology.
_____ 5. Global education provides the same standards for quality education worldwide.
_____ 6. Teachers who embrace global education, must have a good understanding of the
different cultures of the learners.
_____ 7. For Filipino teachers, the NCBTS is a national standard that meets global
competencies.
_____ 8. Teachers in far flung schools cannot be considered global teachers.
_____ 9. Your curriculum in teacher education prepares you to be global teachers.
_____ 10. A global teacher has wider view of what education is all about.
B. Make a Reflection
1. Can one be a global teacher, without teaching abroad?
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Week 11
LESSON 2
A Closer Look at the Education Systems of Selected Countries of the World
Benchmarking is learning the best from the best practices of the world's best educational system.
Lesson 2 will take you to the different countries of the world, Australia, China, Japan,
South Africa, United Kingdom, the United States of America, New Zealand and the
Philippines. These countries will provide examples of the different educational systems in
particular parts of the globe. The various educational systems will give you baseline
information on what kind of education prevails in these selected countries. The presentation
of information should be taken as objectively as possible with no intention of making a
comparison to find out which one is better. As a future teacher, you shall be guided by
UNESCO's principle that Education is for All and that this education is anchored on the Five
Pillars which are: 1) Learning to Know, 2) Learning to Do, 3) Learning to Be 4) Learning to
Live Together and 5) Learning to Transform.
Let us now look at the educational system of the sample countries.
1. Education in Australia
1.1. Basic Education
Australia, called by many as the last paradise on earth, has a high quality education
system. Many students from all over the world go to Australia to study. The educational
system in Australia is similar with that of Canada and England. Primary school is for six
years, high school, six years and for college or university, three to six years. High school is
divided into junior high school (year 7- year 10) and senior high school (year 11- year 12) but
these vary from state to state. During the junior high school studies, most Australian
students decide what to do after high school. Students who intend to go to college continue
year 11 and year 12 to prepare for college or university entrance examination Other students
may get a job after year 10 or go to a Technical and Further Education (TAFE) College to
learn technical skills.
The entry age of compulsory education is 6 years old and exit age, 15 years old.
Primary education is provided by government and non-government primary schools.
The length of the program is six years for 6 years old to 12 years old children. However, in
most states, children start primary school at the age of five when they enroll in preparatory or
kindergarten year.
After the primary school, the Junior secondary level which is for four years comes
next. The age level of children in this level is from 12 to 16 years old. At the end of the Junior
secondary level, a Junior Secondary Certificate of Education (Year 10 Certificate) is
awarded. The government, non-government Co- Educational Comprehensive/Multi-Purpose
High School provides junior secondary level of education.
A senior secondary level is provided for two years after the junior secondary level.
Students are from 16 to 18 years old in this level. Senior secondary level is no longer
compulsory education. It is being offered by government and non-government providers. A
Senior Secondary Certificate of Education (Year 12 Certificate) is awarded at the end of the
senior secondary level.
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From the primary to the secondary levels, most students are enrolled in government
schools which operate under the direct responsibility of the State or Territory Education
Minister. The federal government provides supplementary financial support.
1.2. Higher Education
The main purposes of Australian Higher Education are: 1) to enable individuals to
develop their capabilities for effective participation in the workforce, for constructive
contribution to society and for personal growth and fulfillment; 2) to advance knowledge and
understanding; 3) to aid the application of knowledge and understanding for the benefit of
the economy and the society; 4) to enable individuals to adapt and learn, consistent with the
needs of an adaptable knowledge- based economy at the local, regional and national levels;
5) to contribute to democratic civilized society. Australian universities are autonomous self-
accredited institutions established by Federal, State or Territory legislations.
Academic year in Australia begins in March and ends in November. The long
vacation comes from December 1 to February 28 of every year. The language of instruction
is English.
University level studies begin with the undergraduate level. To be admitted, a Senior
Secondary Certificate of Education is required. The main stage of university education leads
to a bachelor's degree. Undergraduate studies last between three years, (Arts, Science,
commerce) four years (Education, Engineering) five years, (Veterinary Science, Dentistry,
Architecture) to six years (Medicine and Surgery) fulltime. Arts and Sciences usually offer
either a bachelor degree (Pass) obtained in three years or a bachelor's degree (Honours)
obtained in four years. An honours degree is normally required for university level second
stage: postgraduate studies.
A graduate with a bachelor's degree can proceed to a one-year to two-year post
graduate course leading to a postgraduate diploma. A student who has qualified for a
bachelor's degree (Honours) may proceed to a master's degree. This degree may be
obtained after one year (pass degree) or two years (honours degree) of full time study
A student who has qualified for a bachelor's degree(Honours) may proceed to study
for a doctorate usually Ph.D., higher doctorate in Science (DSsc) or Humanities (DLitt) and
upon submission of published work are awarded the degrees. (Educational System in
Australia. www.gecau.com/english/edu-ausie.htm
2. Education in China
The most populous country of the world is China. With over 200 million students
attending public schools taught by over 9 million teachers in the elementary, junior and
senior high schools, it is the largest educational. ) system of the world. (Wang, 1996;
Nanjundiah, 1996 The education system is highly centralized. The course syllabi are written
by scientists and professors hired by the National Educational Commission. The subject
matter and instructional contents are uniform for all. The first six years of school make up the
primary grades which is devoted to development of cognitive skills, and this is followed by
another six years of high schools. Class size ranges from 40 to 60 students and the students
have to cover all topics in order to pass national examinations. Students Wishing to attend
university must pass one of the two versions of the National University Entrance
Examination. The quality and reputation of the school will depend on the number of students
passing the examination (Changbin, 1995; Kwang. 2000)
Education, one of the fundamental Chinese traditions, entered a new era of deep
transformation after 1949. Education was used as a vital tool for centralization and
unification of the country. The new educational system includes:
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 six years of primary education.
 three years of junior middle school, three years of senior middle school.
 six years of university
 varieties of technical and vocational schools.
The problems in Chinese education are diverse, from elitism to social alienation. Key
point schools were established in primary and secondary institutions as well. With the
Chinese's open door policy, the country entered into a rapid development even in education.
3. Education in Japan
The Japanese education system is highly centralized and is administered by the
Mombusho or Ministry of Education. The school system from kindergarten through university
serves about 24 million students, with about ten percent going to the University. About one-
third go to the private schools and the rest are enrolled in the public school system. (Abner,
2002)
The Japanese educational system is sometimes seen as a model on how to operate
schools. The system gives us a mental picture of obedient, quiet school children sitting on
their desks, listening to the teacher and working hard to pass the various entrance
examinations.
In 2005, a book Japan in the 21st
Century: Environment, Economy and Society
states:
“Japan s educational system produces students who perform jar better on
international examinations than Americans do, and Japanese students are indisputably
among the best in the world in solving mathematical equations . . . Youngsters are well
behaved, envied around as law-abiding; Japan's low crime rates are well known and widely
envied around the world. But what is even more striking than the lack of crime is the
overwhelming civility; graffiti and vandalism are rare and school sports teams not only bow to
each other before the game but rush over to the opposing team's stand after the game to
pay their respect.” (The Japanese Educational System
www.bookiemice.net/darkchilde/japan/jeduc.html)
3.1 Basic Education
The Japanese educational system is divided into five basic levels: kindergarten,
elementary school (six years) lower secondary school (three years) upper secondary school
(three years) and university (usually around four years).
There are also preschools (yochien) with mainly female teachers. These are not
official part of the educational system. Prefectural boards license teachers, appoint teachers
to public elementary and lower secondary schools and also license preschools in their area.
In Japan, education is free and compulsory for children from 6 to 15 years. Classes
are large and teaching methods are usually lecture. Japanese students spend 243 days a
year in school. The school calendar is year-round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science
along with art, music, home economics, physical education, with the greatest emphasis on
learning the Japanese language.
Lower secondary schools cover grade seven, eight and nine. Men compose two-
thirds of the teachers in this level. Class size average is 38 and the periods are fifty minutes
long.
Upper secondary schools offer academic, technical and vocational programs. The
first year courses include Japanese language, English, Science and Math. Vocational course
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includes information processing, navigation, fish farming, ceramics and business English.
The upper secondary schools are ranked based on their success in placing graduating
students into prestigious universities.
Junior colleges for women who want to pursue courses stress home economics,
nursing, teaching, humanities and social science.
There are various universities that students can attend in Japan. Private institutions
make up 80% of university enrolments although the public schools have the most prestige.
To get into the universities (there are more than 500), the student must take two exams; the
first one is a national achievement test and the second one given by the university itself
which is highly competitive. Students who fail the test will take another year to study and
prepare to take the test again. These students are called ronin, which originally meant
samurai.
Sixty percent of the universities have graduate schools, but only seven percent of
university graduate gets master's degrees. At the doctorate level, students enroll in medical
programs and the humanities.
Japanese education relies heavily upon examinations to determine which schools the
student will go to next, resulting in a push by students and parents (usually mothers) for their
children to study very hard for the test so that he or she can get into the best schools. The
entire educational system seems to be built on a principle that if you do well in exams, you
will get into good schools, or universities and automatically into a good life-time job.
4. Education in South Africa
In South Africa, the Constitution guarantees equal access to basic education. The
identified values and principles of South African education include equity and redress,
access to basic education opportunities for lifelong learning, quality, in terms of providing
learners with learning opportunities of acceptable standards, efficiency, democratic
participation, sustainability of development and relevance of education. The Ministry of
Education in May 1994 was tasked to deal with education and training at the national level.
(South Africa. www.columbia.edu.mtd2002/educ-policy/educ_sys.html)
Formal education in South Africa is categorized into sectors or levels. These sectors
are closely linked to particular levels; namely, public ordinary school education, independent
school education, special school education, technical college education, teacher training,
technikon and university training.
A public school may be a regular public school or a public school for learners with
special educational needs. The levels are pre-primary, primary, secondary and higher
education.
Compulsory General Education and Training (GET) covers the reception year,
Grades R to Grade IX. The General Education and Training corresponds to Level I of the
National Qualifications Framework (NQF) and is divided into three phases: foundation
(Grades R-III) intermediate (Grades IV-VI) and senior (Grades VII-IX). As a rule, children
start primary education in the year when they turn 7 years old. Primary education is divided
into junior primary (Grades I-III) and senior primary (Grades IV-VI). Grades VII-IX is the last
stage of compulsory education and will lead to General Education and Training Certificate.
Further Education and Training (FET) or senior secondary education (Grades X-XI) is not
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compulsory. At the end of Grade XII, students sit a public examination leading to senior
Certificate. Technical secondary education which generally lasts for three years is offered in
technical centers, high schools and vocational schools.
The eight learning areas that form the basis of all basic education up to the Further
Education Training (FET) certificate are:
 Language, Literacy and Communication
 Mathematical Literacy, Mathematics and Mathematical Science
 Natural Science
 Technology
 Human and Social Science
 Economics and Management Science
 Arts and Culture
 Life Orientation
Tertiary and higher education correspond to Level 5-8 of the National Qualification
Framework (NQF) which is more advanced than the Senior Certificate. Institutions of higher
education include colleges, technikons and universities. Most colleges of education offer a
three-year programme leading to the Diploma in Education (four years for higher diplomas).
Nursing colleges and hospital schools of nursing offer four-year course leading to a diploma.
Agricultural colleges offer one-year certificate, two-year higher certificate and three-year
diploma courses. Technikons also offer bachelor's (four-year course) master's and doctoral
degree programmes in technology. Master's degrees (magister technologiae) usually require
a minimum of one year of study, the doctorates (Laureatus in Technology/ Doctor
Technologiae) at least two years. An honours degree requires one additional years of study.
A master's degree is obtained after one or two years of study and a minimum of two years
for a doctorate.
One school year consists of forty-one (41) weeks (196 schools days) divided into four
(4) terms.
Other relevant sectors of the educational structure include special education, private
education or independent schools, adult and non-formal education and HIV/AIDS education.
(The Japanese Educational System.www.bookmice.net/darkchild/japan/jeduc.html.)
5. Education in United Kingdom
In England, education is compulsory for children ages 5-16. Most children attend
primary schools until they are eleven and then transfer to secondary schools. In the primary
school, the subjects are taught by the same teacher for a year before moving on to the next
teacher and next grade level on the next year. (Sadker, 2002)
The National Curriculum is defined as the minimum educational requirement for
compulsory school age, 5 to 16 years. It is mandatory for all state schools to provide a
balanced broad-based curriculum which promotes spiritual, moral, cultural, mental and
physical development that prepares them for opportunities, responsibilities and experiences
of adult life. It includes religious education and for secondary students sex and career
education. Almost all the schools whether private or state choose to follow the national
curriculum.
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The core subjects of the national curriculum include English, Mathematics, and
Science. Each key level has definite emphasis that gradually becomes more advanced as
the level progresses.
1. Foundation Stage. This is included in the national curriculum which covers
children aged 3 -5 years, but does not have a strong mandate as to what needs
to happen during these years of schooling as it is not yet mandatory.
2. Key Stage One. It includes children aged 5-7 years and year groups grades 1-2.
It mandates core subjects including English, Mathematics and Science and non-
core foundation subjects as design/technology, history, art/design, music and
physical education. Other statutory areas are religious education, the format of
which is decided by local education authorities (LEAs) or by the faith in which the
school was founded.
3. Key Stage Two. It includes children aged 7 to 11 and year groups 3-6. It
mandates the same core and non- core foundation subjects, with more emphasis
on more difficult topics and the addition of sex education to additional statutory
areas which is left up to the policy of school governors (school board).
4. Key Stage Three. It includes children aged 11-14 years and year groups 7-9. It
mandates the same basics in Key Stages One and Two, but adds Foreign
Language, and Information/Communication Technology to the mix while adding
appropriate difficulty to the core subjects.
5. Key Stage Four. It includes those aged 14-16 and year groups 10-11. It covers
the statutory program of study that must be taught to all students. Most schools
include in their core curriculum courses that lead to qualifications in each of the
five subject areas which are English, Math, Science, Information and
Communication Technology (ICT), and Physical Education.
6. Post 16 Education. It is not mandatory in England Students can either continue
education or enter the working world. Some secondary schools go beyond the
11-16 mandate to 11-18 and the student may stay there. If the high school does
not offer these 'Sixth Form" extra years, the student may go to a "Further
Education College" (FEC). The following certificates or diploma can be awarded
in the Post 16 Education.
 General Certificate of Education (GCE), a level comprising advanced subsidiary (AS)
and A2, each of these usually containing three assessed units.
 Vocational Certificate of Education (VCE) – a level, dealing with the more applied
aspects of the subject; they are available in three, six, and twelve unit sizes; they
replaced the advanced General National Vocational Qualifications (GNVQS)
 Foundation and Intermediate GNVQ are widely used 16-19
 Key skills qualifications at levels 1-4 of the National Qualifications framework.
In 1992, the binary divide in the higher education system was abolished. Former
polytechnics became universities enabling them to award their own degrees. Divisions
continue to label pre-1992 universities as the "old" universities and former polytechnics as
the "new" universities. Universities are not only concerned with the undergraduate and
postgraduate teaching. Higher education system in the UK needs to include reference to the
Open University as a major provider of the undergraduate and postgraduate degrees for
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adults. The Open University pioneered the way for opening access by offering greater
flexibility for adult learners through distance learning programs.
Students studying at a university for their first degree are called "undergraduates."
Once a student has graduated, he/she becomes a graduate" of the university. Ordinary
degree programmes in the UK universities are usually 3-year courses. Undergraduates
completing these, programmes successfully are awarded either a Bachelor of Arts (B.A.) or
Bachelor of Science (B. Sc) degree but are not permitted to place B.A or B.Sc after their
names.
Honours degree programmes are usually four-year courses. The degree title is
extended to B.A. (Hons.) and B.Sc. (Hons.), respectively.
Master's degree is usually achieved after two more years study following an Ordinary
or an Honours degree. The students are awarded M.A. or M.Sc.
A doctorate is normally awarded after several years (three years full time) of research
under the direction of a member of a department in the possession of a doctorate and the
presentation of a doctoral dissertation or thesis
6. Education in the United States of America
The levels of education in the U.S. are similar to those in other countries. There are
public and private colleges, schools and universities in the United States. The public schools
are funded, in part, by a city, and/or state, and and/or federal government. Students living in
the city or state pay less tuition because some tax money is used to subsidize the tuition.
Non-US residents would pay more, since they would not be residents of the city or state
where the college or university is located. Private colleges and universities are supported
primarily by tuition and private contributions. All students must pay the same tuition no
matter where they come from.
Pre-primary education- Type of school providing this education are kindergarten,
nursery schools, preschool programmes, child/day care centers.
- Age level is 4-6 years old and the duration is 2 years.
Primary education- elementary school- There are varied levels of schooling in the primary
education.
- Grades 1 to 4 children are from ages 6 to 10.
- transition to middle school
- Grades 1 to 5 children are from ages 6 to 11
- transition to middle school
- transition to junior high school
- transition to junior high school
Middle school education Grades 4-6, 5-7, or 6-8.
- age level is from 10-14
- length of the program is 3 years.
Secondary education-high school-Grades 7-12 or 8-12
- ages 12-18 years old
- high school diploma is awarded.
2 levels
- Junior high school
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Grades 7-8, 7-9, or 8-9
Ages 12-14 years old
- Senior high school
Grades 9-12, or 10-12
Ages 14-18 years old.
Duration of compulsory education is from entry of 6 years old to exit of 18 years old.
Higher education in the U.S. begins at the post secondary education. It is a diverse
and autonomous community of publicly and privately supported institutions. Current data
indicate that there are some 2,819 institutions offering bachelor or higher degrees and 4,
927 institutions offering shorter non- degrees of two years duration. These higher education
institutions are classified according to the following categories:
- Research universities (I and I) Comprehensive doctorate granting institutions that
have extensive theoretical and applied research in a wide variety of programs.
- Doctorate granting universities (I and II) – Universities offering comprehensive
studies but awards Doctorate in limited fields or areas.
- Master's (Comprehensive) universities and colleges (I and II) - Institutions offering
academic and professional programmes at the Bachelor's and Master's levels but do
not award research doctorate.
- Baccalaureate (Liberal Arts) Colleges (I and II) – Institutions offering Bachelor's
degrees but not higher.
- Associate of Arts colleges - They offer academic and professional or occupational
studies at the Associate Degree level including public community colleges and public
and private junior colleges.
- Professional school and other specialized institutions - Institutions that offer only one
or few related courses in the professional or academic with degree levels from
associate to research doctorates.
- Postsecondary vocational and technical schools-Institutions offering short non-
degree training programs of less than two years duration, leading to certificates or
diplomas in occupational specialties
Post secondary education. There is no real age categories for post secondary
education. Generally, American students start college right after completing high school
(About 60% of all students who graduate from high school enter college at some point in
their life) Junior and technical colleges are designed to be 4 - year programs at the
undergraduate level. In reality, the average American takes over 6 years to finish a four year
degree. The reason is that more than 50% of college freshmen do not know what major or
specialization they wish to study. Also many students work to pay for college expenses.
Thus they may take fewer classes in order to work.
Vocational and technical schools operate at either the high school or junior college
levels. They teach skills such as secretarial, auto-mechanics, photography, and nursing.
College and University Education- A college usually has a Bachelor's (4-year)
program. A university may be composed of several colleges (for example, the college of
medicine and the college of engineering). Universities often have graduate programs as well.
For most purposes, a Bachelor's degree from a college is equivalent to a Bachelor's degree
from a University, so that the two words “college" and "university mean the same thing to
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most Americans. Generally, the value of a degree is a reflection of how society views the
particular college or university. From a Bachelor's degree a student can proceed to a
graduate program for master's degree or a doctorate degree. For non-residents of the US, a
TOEFEL is required and a Graduate Record Examination or GRE is a must.
Classes begin in September and end in June of every year. The language of
instruction is English. (United States of America-Education System. www.ibe.unesco.org/)
7. Education in New Zealand
New Zealand education system is world-class, modern and responsive. It combines
proven, traditional principles of education with innovation, creativity and fresh thinking to
produce learners and citizens equipped for the 21st century (New Zealand Ministry of
Education, 2012).
 School is compulsory for all children in New Zealand from age 6 to 16. Children are
eligible for free education if they are New Zealand citizens or residents, or if they
qualify as domestic student. The average number of students to a teacher in every
classroom is 18 to 1 in primary schooling and 15 to 1 in secondary schooling in state
schools. There are three types of schools in New Zealand: state-funded, state
integrated and private.
 There is a national curriculum which is set out as a learning requirements for all state
schools. In basic education there are key competencies and shared vision, principles
and values.
The core subjects include:
- English
- Health and Physical education
- Language
- Mathematics and statistics
- Science
- Social Science
- Technology
- The Arts
Secondary schools may add other subjects such as accounting, art history, media
studies and specialized science and language studies. There are five competencies covered
by the national curriculum. These are:
1. thinking
2. using language, symbols, and texts-different ways to communicate and
understand information
3. managing self- a" can-do" attitude
4. relating to others- being able to listen, see different points of view and share
ideas.
5. participating and contributing-big a group member and including others
The national curriculum includes a vision for the young people to be confident,
lifelong earners. It also requires the importance or different cultures to value:
- excellence (aiming high and sticking at it)
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- innovation, inquiry and curiosity (thinking, exploring and creating
- diversity (different cultures, languages, and backgrounds)
- respect (for themselves, for others, for human rights)
- equity (fairness and justice)
- community and participation (taking part)
- ecological sustainability (caring for the environment)
- integrity (being honest and responsible)
New Zealand Levels of Education
Schooling Level Years/Grades Age
Early Childhood Pre-school Birth-5 years
Primary school Years 1-8 5-13
Intermediate school
Not always applicable as
some primary schools
include these years
Years 7-8 11-13
Secondary school
Also known as College/High
School/Grammar School
Years 7-13 11-17 or 18
Tertiary
Also includes Institute of
Technology and Polytechnics
University or Similar 17 onwards
Primary schools. New Zealand law requires all children aged six years and over to be
in schools. Most begin as they turn five years old. For the first three years in primary
education, one grade level each year, children are moved to another five more years before
going to secondary school.
Secondary schools. Students progress through five levels and must stay until age 17-
18. In the first two years of secondary, grade 9 and 10, all students learn English,
Mathematics, Science and Technology, social studies, arts, physical education and health
education. Optional subjects in the first two years of secondary schools may include
economics, history, geography, electronics, sewing, keyboard skills, drama, journalism,
French, Japanese and Maori. In the last 3 years of secondary school, there is a wide range
of subjects to choose from. Years 12 and 13, the last two years, may suit overseas students
who wish to progress to tertiary education in New Zealand.
There is a National Certificate in Educational Achievement (NCEA) in New Zealand's
national qualification for secondary schools students. There are three NCEA qualifications:
Level 1, Level 2. Level 3.
School Term
The New Zealand school year is divided into four terms for primary, intermediate and
secondary schools. Students have a six-week summer holiday break and three two-week
breaks between each of the four terms. The exact dates change from year to year. School
day usually begins at 9:00 am and ends at 3:00 pm or 3:30 pm.
The terms are
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Term 1-Early February until mid-April
Term 2- Late April until the beginning of July
Term 3- Mid-July until later September
Term 4- Mid-October until Mid-December
Universities in New Zealand
There are eight government-funded universities in New Zealand and all have
internationally respected academic and research standards. A university education is open
to anyone who meets the common standards prescribed by the New Zealand Qualifications
Authority (NZQA). However universities often have higher entry criteria for specific courses
like medicine and dentistry. Students can work towards bachelor's, master's and doctoral
degrees as well as diplomas at various levels. The academic year for Universities start in
March to November, however, there are also courses in the universities that start in July.
Summer semester courses may be available.
Institutes of Technology and Polytechnics
New Zealand Institutes of Technology and Polytechnics are state-owned. They offer
courses that are equivalent in merit to those offered as degrees in universities. There are 20
polytechnic and technology institutes in the country. They also offer short- term courses that
may begin any time of the year.
Colleges of Education in most cases are merged with regional universities. Course
content and start dates are synchronized with the Universities. There is a close relationship
between the Colleges of Education and the Ministry of Education in the in-service trainings
of teachers which are available on site or on-line. Short term courses are being offered for
the professional development of teachers. There is a very strong program to develop
indigenous culture and education. Most Colleges of Education have extended their services
to public schools in their areas. The public school teachers also help in the development of
the pre-service teachers by acting as mentor during their teaching practicum.
Private Training Institutions and English Language Programs
There are around 800 private education providers in the country, many of which are
offering short-term English language courses. Some also offer courses in specific areas like
business, computing ad design. These private training institutions
are registered and accredited by New Zealand Qualifications Authority.
8. Education in the Philippines
As you learn about education in other countries, it would be best to also know, the
kind of education that we have in the Philippines. With the bold reform taken by the
Department of Education, this section will introduce the basic information on the current
implementation of some K to 12 Curriculum and the forthcoming higher education programs.
8.1. Basic Education (K to 12)
The K to 12 basic education in the Philippines consists of Kindergarten, six (6) years
of elementary, four (4) years of junior high school and two (2) years of senior high school.
Kindergarten became mandatory in SY 2012-2013. The teaching in Kindergarten is built
around six domains.
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From Grades 1 to 10, is a core of academic subjects taught using the spiral
progression approach. This means that the same concepts are taught across subject areas
in increasing breadth and depth.
The subjects from Grades 1 to 10 are Languages (Mother Tongue, Filipino, English),
Math, Science, Social Studies, Technology and Livelihood Education (TLE) and Music, Arts,
Physical Education and Health. (MAPEH).
Mother Tongue is used as the medium of instruction from K to
Grade 3 and is taught as a subject only in Grades 1, 2 and 3. Science
as a subject is taught only, beginning Grade 3. TLE is taught starting
Grade 4 until Grade 10.
In Grades 11 and 12, the subjects are Languages (Filipino and English), Math,
Science, Social Studies combined with TLE – Career Pathways. The focus in Grades 11 and
12 is on the specialization subjects that equip the learner for the career path of his/her
choice. These career paths come in 3 tracks- academic, techvoc and sports and arts. Those
college bound choose the academic specialization. Those who wish to continue the TLE
specialization they had in Grade 9 and Grade 10 may choose the techvoc track. Another
track can be sports and arts.
Elementary Education is concerned with the learners mastery of basic skills and
competencies. Secondary education is geared towards the consolidation of these knowledge
and skills mastered at the elementary level and is focused on equipping the learner with
employable gainful skills or preparing him/her for middle level skills development or higher
education.
The new Philippine Basic Education ladder is shown in the chart below:
The K to 12 Basic Education Program
Level of Schooling Age (Years) Description
Kindergarten 5 PRE-ELEMENTARY
Grade 1 6
ELEMENTARY (6 years)
Grade 2 7
Grade 3 8
Grade 4 9
Grade 5 10
Grade 6 11
Grade 7 12
JUNIOR HIGH SCHOOL
(4years)
Grade 8 13
Grade 9 14
Grade 10 15
Grade 11 16 SENIOR HIGH SCHOOL
(2years)
Grade 12 17
Currently, students who graduate in high school consisting of four years may proceed
to colleges, universities or technical vocational institutions, which are classified as higher
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education institutions. Higher education institutions are supervised by a government agency
called the Commission on Higher Education or CHED.
Majority of the higher education institutions in the country require entrance
examination for admission to college degree programs. Most college degree programs are
four years for baccalaureate degrees. Other highly specialized field like medicine and law
take around eight years to complete. For technical vocation education or post secondary
education, there are two year courses. Most of the college degree programs require passing
a licensure examination for the specific profession. Some examples are Nursing, Dentistry,
Medical Technology, Engineering, Medicine and Teaching. The examinations are given by
the Professional Regulation Commission (PRC) while for Law, the examination is given by
the Supreme Court.
After completing the bachelor's or baccalaureate degrees, courses in the master's
program of two years and doctoral programs for three to five years are offered by authorized
colleges and universities. Most of these institutions have admission requirements for the
specific degrees.
Summary
Lesson 2 gave us the information that education is universal, From the different
educational systems presented, we can say that basic education is compulsory in all these
countries. This is also true to the Philippines. This is a positive response to global education
as presented by the United Nations. However, the number of years in every level, primary or
secondary, for some countries varies. Kindergarten or pre-school, now made compulsory by
the Virtue of Republic Act 10157, institutionalizes universal kindergarten. For every exit level
(Grade 6, Grade 10, Grade 12) in the educational structure in basic education, a student is
certified through a diploma or a certificate of completion. The certificate or diploma is one of
the requirements for entrance to higher or tertiary education which is available in almost all
countries. With the implementation of the K to 12 in the Philippines, the number of years in
basic education is now equal to those of other countries in the world.
For advanced higher education, master's degrees and doctorate degrees are offered
in many colleges and universities of the countries. You can also get enrolled for your own
graduate degrees in these colleges and universities here or abroad.
Week 11
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
A.
1. If given an opportunity to experience teaching in another country mentioned in the
lesson, where would you like to teach? Why? (Answer in not more than 50
sentences)
B. Self-check Questions
Encircle the letter of the correct answer.
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1. For the majority of sample countries given in this lesson, at what level is free-compulsory
education provided?
a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post secondary level only.
2. From what educational system does Australia pattern its own?
a. England
b. United State of America
c. Japan
d. United Nations
3. Based on the curriculum requirement provided by the selected countries, the language
which is seemingly universal is
a. Spanish
b. English
c. Chinese
d. French
4. Higher education in all countries presented can be described as _____.
a. selective and not compulsory
b. compulsory but selective
c. voluntary and very affordable
d. accessible and democratic for all
5. All of the example countries have basic education for ______.
a. Six years
b. ten years
c. twelve years
d. fourteen years
6. The unique feature of the current K to 12 is that the Filipino learner will become
a. monolingual
b. multilingual
c. English speaking only
d. Tagalog speaking only
7. Philippine education now has become comparable to other countries, by
a. using English as a medium of instruction
b. adding two more years in basic education
c. using a spiral curriculum
d. returning back to the basics
69

Week 12
LESSON 3
Multicultural Diversity: A Challenge to Global Teachers
“All men are pretty Much alike. It is only by culture that they are set apart.” - Confucius
Introduction
In Lesson 3, you will learn concepts about multicultural education, identify some
challenges you will encounter in multicultural classrooms and find ways to accommodate in
teaching and learning the diversity of learners.
Diversity of Learners in Multicultural Classrooms
Do you agree that no two students are the same? Do you believe that learners do not
come from the same mold? Does Gardner's Multiple Intelligence Theory provide
explanations for the diversity of learners?
According to James Banks (1975 in Sadker, 1991), a leading researcher in the area
of students, "the major goal of multicultural education is to transform the school so that the
male and female students, exceptional learners, as well as students coming from diverse
cultural, social-class, racial and ethnic groups will experience an equal opportunity to learn in
school."
Diversity or differences among our students have placed greater demands to
teachers in today's schools. Students may differ in race which is commonly indicated by the
color of the skin. They may belong to different ethnic or religious groups and speak different
languages. In most public schools, students come from a wide range of socioeconomic
backgrounds. Increasing number of children come from families that are plagued by poverty,
unemployment, frequent relocations, limited access to high quality medical and social
services and perhaps crime ridden neighborhoods.
In the midst of this diversity, the students are supposed to be given equal
opportunities to education. Thus, there is a need for curricular and instructional
modifications, teaching styles, re-examination of teachers attitudes, beliefs and perception.
This movement called multicultural education enables teachers and educators to give value
to the differences in prior knowledge, experiences of learners from diverse background and
familiarity with students' histories of diverse cultures (Haertel, 1998).
The inclusion of learners with special needs has also increased diversity in schools.
Environmental adaptation of classrooms, behavior support plans, cooperative learning, peer
tutoring and team teaching are some of the responses of multicultural education.
Taking into account the diversity in schools is a major challenge. Every one's
heritage is given due respect, and differences should be regarded as strengths to build on
rather than deficits to be overcome. However, a focus on group differences may lead to a
basis for stereotyping which multicultural teachers have to avoid (Gallimore & Goldenberg,
1998).
Culture evolves over time. One result of this process is beliefs and practices help us
adapt to persistent and changing circumstances. These beliefs and practices are organized
70

as models or schema about how things work. Practices that are proper develop and help
individuals or groups survive in this ever changing world environment.
Accommodating Cultural Differences and Commonalities
A teacher does not have to go abroad to be able to encounter diversity in the
classroom. The issue of cultural majority-minority in the classroom has posed a challenge to
teachers, where the girls are more than the boys, the natives are more than those
immigrants, the rich are less than the poor and many other divides that greatly influence how
the teacher would accommodate differences and commonalities. Added to this, is the fact
that sometimes the teachers come from a culture that is different from where their students
belong. The teachers themselves are unaware of the cultural norms that exist in the diverse
culture, which often times interfere with teaching and learning. Therefore, it is very important
for a prospective teacher like you to be knowledgeable about differences in cultures, religion,
ethnicity and even language of your students. Their values and experiences may be entirely
different from your own.
To assist you in understanding your multicultural learners Fraser-Abner (2001) offers
the following suggestions:
 Learn as much about and become as sensitive to and aware of racial, ethnic, cultural
and gender groups other than your own.
 Never make assumptions about an individual based on your perception of that
individual's race, ethnicity, culture or gender.
 Avoid stereotyping
 Get to know each student as a unique individual: Walk in the footsteps of all your
students.
Other suggestions include the following:
 Look into your own conscious and subconscious biases about the people who are
different from yourselves in race, ethnicity, culture, gender or socioeconomic status.
 Plan your activities within a multicultural framework while making your classroom a
safe and secure haven for all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperation among your learners, parents and teachers.
Try to consider the above suggestions and you will be able to contribute to a caring
and nurturing learning environment that embraces all students with different backgrounds. A
caring environment will always enhance academic achievement. It will also help your school
to successfully meet the challenges and the benefit from the diversity that now characterize
our classroom and our schools.
Diversity in the schools of the country as well as in other schools in the world is also
an opportunity. Our country as well as other countries are enriched by the ethnic, cultural
and language diversity among the citizens and among its schools. Whenever this diversity
exists, intergroup tension, stereotypes and discrimination develop. This becomes an
opportunity for teachers and schools to help unify individuals and citizens as a contribution to
a democratic and pluralistic society.
In view of this purpose, some guiding principles which were adapted from an
interdisciplinary group of psychologists, political scientists, sociologists and multicultural
specialists, are hereby presented, to wit:
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1. Pre-service teacher education programs should help prospective teachers
understand the complex characteristics of ethnic groups in ways race, ethnicity,
language and social class interact to influence students behavior.
2. Teachers should ensure that all students have equitable opportunities to learn and to
perform to a standard.
3. Teachers should help students acquire social skills needed to interact effectively with
students from other racial, ethnic, cultural, language of social groups.
4. The school curriculum helps students understand that knowledge is socially
constructed and are reflective of the social, political and economic context in which
they live and work.
5. Schools should provide all students with opportunities to participate in extra-and co-
curricular activities that develop knowledge, skills and attitudes that increase
academic achievement and foster positive intercultural relationships.
6. Teachers and students should learn to reduce or eliminate stereotyping and other
related biases that have negative effects on racial and ethnic relations.
7. Schools should provide opportunities for students from different racial, ethnic, cultural
and language groups to interact socially under conditions designed to reduce fear
and anxiety.
8. Teachers should teach and students should learn about the values shared virtually
by all cultural groups like justice, equality, freedom, peace, compassion and charity
among others.
Multiculturalism has broadened and deepened our traditional curriculum into a wider
range of accommodating cultures not of the teachers' culture alone. It has underscored
fundamental concepts which before were given less importance. This section has clarified
some of basic assumptions that enhance teacher development.
 No two learners are exactly the same.
 Children in all classrooms are heterogenous.
 Strategies that work with one learner may not work with another
 Student's background and experiences should be considered when teaching.
 Community members from var1ous ethnic groups can assist teachers in facing
issues of ethnic differences and similarities.
Summary:
Further, as student population becomes more diverse, teachers can provide more
varied and responsive learning environments by matching teaching and learning styles,
matching learning styles to environment, and matching teaching styles to time schedules
(Sadker & Sadker, 1991).
Diversity of learners has now become a local and global concern among teachers.
Even in our classrooms, diversity has been recogni1zed as an element that needs attention.
It is a fact that interest in individual differences and multiple intelligences added to the
impetus of knowing about multicultural education. With regional, national, and international
boundaries opened to education, a greater demand for understanding diversity of learners
has come to the fore
Differences in race, ethnic, and religious groups, languages, economic status, and
family background are some of the factors that require multiple approaches in teaching. This
72

reality is a great challenge to all teachers, hence, there is need for you to know and address
this diversity.
This lesson offered some tips and suggestions for you to consider as a global
teacher. With all these concepts in mind, let us get into action.
Week 12
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
Make a Reflection
Situation:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo,
Sulu. The marriage necessitated her to transfer teaching in the place of her husband who is
also a teacher. Coming from a different family background in terms of religion, ethnic origin,
and social background, Mrs. Rose has to adjust to her present relocated residence. She was
accepted to teach in one of the elementary schools in the area where a mixture of different
ethnic groups are enrolled. Reflect on the situation given.
Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?
2. How would she address these challenges as a multicultural teacher?
3. If you were in her place, what would you do?
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Week 13
LESSON 4
Broadening Teaching Perspectives: Teacher Exchange Programs
We cannot hold a torch to light another's path without brightening our own.
-Ben Suweetland
Introduction
To become a global teacher, you need to broaden your teaching perspectives.
Expanding your experiences beyond the confines of your classroom to the wider learning
environment of the world is one of the many avenues in order to achieve a level of global
competitiveness. Opportunities for this endeavor can be achieved through teacher exchange
programs. Several of these programs exist. However, for purposes of this section few
programs will be used as examples. Let us take a closer look at each program.
1. Visiting International Faculty Program (VIF)
The Visiting International Faculty Program (VIF) is the United States largest
cultural exchange program for teachers and schools. It is dedicated to transforming lives
through international exchange of teachers. VIF offers highly qualified teachers from
around the world serving as teachers and cultural ambassadors in the United States.
(Visiting International Program.www.vif.org.)
The VIF provides school in the United States with world class teachers who
teach a new generation of students for success in globally integrated world. Teachers
who participate in the VIF program work in the U.S. for up to three years and then return
home to their country to share international experiences with students and colleagues.
a. VIF Purposes and Beliefs
It is the intention of the VIF to ensure that students, educators and communities
worldwide reap the benefits of international education. The program believes in the following
principles:
 All schools should have at least one international exchange teacher.
 All students should be exposed to a variety of exchange teachers during their
academic careers.
 All communities should have an equal opportunity to develop globally literate citizens
to help build a foundation for success in the global marketplace.
b. History of Visiting International Faculty Program (VIF)
The program started nineteen (19) years ago. It was founded in 1987 and began
accepting teachers from other countries of the world to teach Kindergarten up to grade 12 in
1989. This project is in cooperation with the North Carolina Department of Public Instruction.
The first group of 12 international teachers worked in 10 North Carolina counties as foreign
74

language teachers. In 1996, VIF was asked by the North Carolina Department of Public
Instruction to recruit teachers in other subject areas. To date, the VIF teachers worked in
expanded areas including the states of South Carolina, Georgia, Virginia, Maryland, Florida
and California. The international teachers are coming from more than 50 countries of the
world such as Australia, Canada, Chile, New Zealand, Ecuador, Mexico, Spain including the
Philippines. There were several Filipino teachers who participated in this program.
2. Fulbright Teacher Exchange Program
Since 1946, the Fulbright Teacher Exchange Program has helped nearly 23,000
teachers and school administrators to promote mutual understanding between the United
States and countries around the world. For the U.S. teachers, this opportunity involves a
year or semester direct exchange with a counterpart in another country teaching the same
subject at the same level.
Thirty countries including the Philippines currently participate in the Fulbright Teacher
Exchange Program which varies from year to year. Since our country is participating, you
may in the future also become a Fulbright Teacher Exchange fellow. The program in the
Philippines is managed by the Philippine-American Educational Foundation. (Fulbright
Teacher Exchange Program. www.fulbrightexchanges.org)
3. Inter-African Teacher Exchanges
The objectives of this program are to provide opportunity for African teachers to learn
from the teaching environment in other African countries and also aimed to extend
experiences and widen the horizon of African teachers by encouraging exchange visits to
countries outside Africa as well. Furthermore, the program is envisioned to create cultural
awareness and tolerance of developments in different African education environments.
(Inter-African Teacher Exchange.www.schoolnet.africa.net/563.0.html?&L=4)
The start-up year begins with African teachers exchanging visits within a school or
schools in another African country. The teacher will travel to neighboring countries to work
for over a period of two weeks after which in pairs they will engage in the following activities:
 Be stationed at one school for one week and another school for another week.
 Observe teaching in the said teacher's subject.
 Guest teach using ICTs at the schools that the teacher is visiting.
 Engage in discussions with teachers in another school.
 Write a journal of their exchange visit.
4. Canadian Educators Exchange
The Canadian Education Exchange Foundation is a non-profit foundation which
handles both student and educator exchanges. International educational exchanges offer
educators and their students an opportunity to broaden their understanding of one another's
cultures, customs and languages. Exchanges are rewarding, but there are some factors
needed for consideration (CanadianEducatorExchanges.www.ceef.ca).
In Alberta, two kinds of exchanges are possible for a powerful professional
development experiences. These are:
One Year Exchanges. These exchanges enable teachers in Alberta to swap their
jobs (and homes) with teachers in countries such as Australia, New Zealand, United
Kingdom and the United States, Germany, and others for a period of one year. During this
time, the teacher continues to be paid by his or her school board in Alberta. When the year is
over, the teacher returns home to his original position in Alberta.
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Short-term Exchanges. These exchanges which occur during the spring and summer
holidays, enable the teachers and administrators to job shadow with the counterpart in
another country.
5. Global Teachers Millenium Awards
Although this program is limited only to participating countries, it is important to learn
that the Global Teacher Exchange program contributes to the quality of teachers worldwide
(Global Teachers Millenium Awards.www.lcd.org.uk.).
The Global Teacher Exchange program commits to improving the quality of
education in South Africa, Ghana, Uganda, and the UK and to promote partnership between
the North and South African countries. The program aims to:
 change the lives of UK educators, personally and professionally by encouraging them
to fulfill their aspiration and use their talents in innovative ways;
 ensure benefits for staff and pupils of UK schools and their local communities
through the dissemination of innovative development education
 support the aims and activities of Link's educational programs in South Africa, Ghana
and Uganda; and
 set a standard and develop a model for other similar scheme.
It is the intent of the program to achieve learning outcomes among the target partners of the
United Kingdom in terms of:
 increased knowledge of people and life in developing countries
 better understanding of how UK is linked with other countries;
 more positive attitudes towards people and life in developing countries-challenging
stereotypes and beliefs in shared humanity; and
 more positive attitudes towards multicultural nature of UK society-challenging of
stereotypes and embracing of diversity.
A Global Teacher in this program is described as someone who:
 thinks and acts both locally and globally;
 embraces the world's rich variety of ways of life;
 understands how this world is interconnected;
 is committed to making the world a more equitable place;
 believes in education for sustainable development;
 has professional and personal skills to share, and to learn;
 brings the world into their classroom, school and community;
 encourages dialogue and partnership between the North and the South; and
 can inspire others to act as global teachers.
The various activities of the Global Teacher Exchange Program have provided
learning experiences to the participating teachers in the development of their personal and
professional lives. The main changes which resulted from the program are summarized by
the following statements of teacher participants:
“As a result of participating in the scheme, I have developed my ability to mentor
students and staff and have developed a more consultative leadership style in my school."
"The best thing I have ever done. I have come back a different person-more tolerant,
more understanding, more sensitive to the needs of others. The impact of this Award will
stay with me forever."
More specifically, participants in the program increased in self- confidence; improved
in professional skills, particularly in relation to school improvement processes, peer support,
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collaborative working and delivery of in-service training; increased their understanding of
school management, leadership issues and approaches; increased in knowledge of the
many aspects of life in the placement country; improved in the re-assessment of professional
values and commitment, resulting in changed perspectives; and personal changes, including
re- evaluation of personal values and lifestyles.
The Global Teacher Millennium Award has touched the lives of nearly half a million
people through their work in South Africa, Uganda, Ghana and the United Kingdom. These
teachers have undoubtedly changed their own lives, too, because they have achieved a
broader perspective of what it means to be a global teacher.
You have read five examples of teacher exchange programs in other parts of the
world. There are those where a Filipino teacher can participate like the VIF and the Fulbright
Exchange Program. The others are good examples of the teacher exchange that allow other
countries to participate.
It is interesting to note that these programs give teachers the opportunity to live their
personal and professional lives in another context, in another setting, in another country,
thus strengthening their skills in understanding diversity and multiculturalism.
Most of this information in this lesson were derived from data provided by the
different programs through their own websites. This is to prove that vast information can be
acquired through a virtual library which is the World Wide Web. In several of these
programs, there are already Filipino teacher participants especially the VIF and the Fulbright.
But you may be interested to gain information of other exchange programs. You will take
note that all of these programs aim to broaden understanding about education in other
countries, forge partnership and cultural understanding and improve professional
development.
Week 13
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
Answer the following questions in not more than 50 sentences each.
1. What are the purposes of the Teacher Exchange Programs?
2. How will the teacher exchange programs develop you as a global teacher?
77

Week 14
LESSON 5
Bringing the World Into the Classroom Through Educational technology
“Digitally-mediated learning encompasses more than knowledge of new technology tools. Educators must be prepared
to mediate learning through ever-evolving digital tools. Media is rapidly taking over teaching as students learn from
gaming, open source knowledge, virtual scenarios, avatars and Second Life. Educators must prepare for facilitative
roles that can harness these opportunities to best student advantage."
- Jane Bailey
Introduction
Technologies as link to new knowledge, resources and high order thinking skills have
entered classrooms and schools worldwide. Personal computers, CD-ROMS, on line
services, the World Wide Web and other innovative technologies have enriched curricula
and altered the types of teaching available in the classroom. Schools access to technology
Is increasing steadily everyday and most of these newer technologies are now even used in
traditional classrooms.
Despite the various opportunities mentioned, still many future teachers may feel
unprepared to teach using technology for a global application in the classrooms. However,
many resources are available to them, and what is needed is a small effort to make
classroom activities of international significance. For example, television, DVDs, newspapers
can all bring the world into the classroom. Checking different newspaper headlines everyday
on the internet will make the student aware that there are issues and concerns worldwide,
that are similar to what they know in their immediate environment. For students,
communicating through the internet may connect them to other students around the world
which this may lead to the realization that they have similar feelings, issues and concerns.
With the diversity of learners, breakthroughs in technology and multiple teacher
perspectives, an innovative teaching is one of the answers to the global demands for quality
education.
Lesson 5 of Chapter 3 presents innovative teaching and educational technology as
important ingredients in becoming a global teacher. This section will complement your
learning from other courses in professional education. The topics will be approached in a
manner that will link very closely to the other lessons that you have previously taker up.
Technology For Teaching
The use of technology in the classroom has never been more underscored than now.
However, survey data suggest that technology remains poorly integrated into schools,
despite massive acquisition of hardware. Some observations indicate that the most frequent
use of computers is for drill-and-skill practice that supplements existing curricula and
instructional practices. More than thirty years ago, the dominant model of teaching was
directed instruction or lecture in which students memorized facts. Because of its limitations,
educations began exploring the use of technology that supports models of teaching
emphasizing learning with understanding and more active involvement. Thus, a decision to
use technology to go beyond facts- based, memorization-oriented curricula to a curricula in
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which learning with understanding is emphasized was embraced. When to use technology,
what technology to use, and for what purpose cannot be isolated from theories of teaching
and learning that support learning with understanding.
Let us look at the roles of technology in achieving the goal of learning for
understanding. (Goldman, S, Williams, R. et al, 1999)
1. Technology provides support to the solution of meaningful problems.
Finding answers to complex problems brought to the classrooms is one important
function of technology. Unlike authentic problems or problems that occur in the real world,
some problems brought to the classrooms can be simulated and created with graphics,
video and animation. These can be explored over and over again through technology.
Students will be interested in the multimedia format n the form of sound and moving images.
Students can review stories on an interactive videodisc many times and freeze specific
frames or pictures to study them. Worldwide Web or Hypermedia allow students to search
easily for parts that interest them most. Simulations or exploratory environments called
microworlds allow students carry out actions, immediately observe the results and do a lot
the investigations right there in the classrooms with the use of the computers.
2. Technology acts as cognitive support.
The use of technology provides cognitive support to learners. It assumes interactions
with others who are knowledgeable who can coach, model, guide and give reminders in the
accomplishment of various tasks. Multimedia databases on CD-ROMs, videodisc or the
Worldwide Web provide important information source for students who are doing research.
Electronic references are easy to search and they provide information very quickly.
Technology can help learners visualize processes and relationships that are invisible or
difficult to understand. Students may create charts, maps and other graphic representations
which they can generate through simulation.
3. Technology promotes collaboration as well as independent learning.
The concept of network can be traced back to technology. Interconnectedness in
networking through technology supports collaboration. Technology provides avenues for
discussion and communication among learners. If computers are networked within the room,
building or larger geographic areas, students can send and receive information. A vast array
of communication services are rapidly becoming available to schools. A two way video and
two-way audio systems allow students and teachers at remote sites to see and hear from
each other. Face-to-face interactions can take place over great distances in real time.
Communal databases and discussion groups make thinking visible and provide learners to
receive information.
Technology Programs tor teaching
There are various technology programs that can be used to assist teachers to be
innovative in teaching. These will include a short list of programs you wish to try.
Stand-alone Programs. Some programs are available as "stand-alone software,
videodisc or CD-ROM media. Some titles –include The Jasper Woodbury Problem Solving
Series, Little Planet Literacy Series, Ribbit and the Magic Hats. Others are available in the
internet. There are Simulations and microworld types on various topics and issues like AlDS,
Substance abuse and many others that you may check with producers.
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Programs Available on the Internet. There are several programs which are available
on the Internet from where the school can choose site. Knowledge Integration Environment
(KIE) teaches students to think of web information as evidence and evaluate it critically with
regard to authorship, credibility and relevance. The GLOBE Program (Global Learning and
Observations to Benefit Environment) involves students in gathering data about local
environment and creating a database open to the GLOBE community. Other programs
conduct "electronic field trips". This communication technology allows learners to travel and
visit places for global explorations. Students prepare themselves to a "virtual electronic field
trip" through a live interactive broadcast from the expedition site. "Electronic field trips” have
an advantage over a video because they occur in real time.
Information Databases. Many forms of print-based materials are now available in
electronic form. The entire set of the National Geographic magazine is now in CD-ROM.
Encarta and Grollier provide access to vast information These resources take advantage of
hypermedia, the ability to jump in a nonlinear fashion to related information, whether that
information is text, graphic, video or sound. The World Wide Web provides vast information
resources through the Internet.
Aside from being mere users of technology programs, students can also be
multimedia developers. As a prospective teacher, you have courses that enable you to
develop these materials. Students collect visual images from public source and combine the
images with text and narration that they supply plus music to add to the quality of the
material. With students' creativity, they can produce products that are worthy to be shared
with other students, parents and school officials. In creating and producing multimedia by the
students, great opportunities are given to them in the following aspects:
1. selection of their own topics to provide a sense of ownership.
2. conducting research, planning the development and presentation of the product.
3. selection of simple multimedia presentation that gives only limited number of options.
4. opportunities for teaching grammar, writing, spelling within the context which is
meaningful to the students. (Source: Technology Education Requirements for
Prospective Teachers http://cnets.iste.org/teachers/t_stands.html)
Modified Technology Education Requirements for Prospective Teachers.
(Technology Standards and Performance Indicators for Teachers)
http://cnets.iste.org/teachers/t stands.htm
As teachers in the future, who will be both learners and users of Technology, there
are performance indicators that are offered for your guide. Meeting these standards will
guarantee your ability to cope with the rapid demand for use of technology in the global
classrooms.
1. Technology operations and concepts
Teachers should demonstrate an understanding of sound technology operations and
concepts. They should:
1.1. demonstrate introductory knowledge, skills and understanding of concepts related to
technology.
1.2. demonstrate continuous growth in technology knowledge and skills to keep abreast
of current and emerging technologies.
2. Planning and designing learning environments and experiences
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Teachers plan and design effective learning environments and experiences
supported by technology. They should:
2.1 apply current research on teaching and learning with technology when planning
the learning environments and experiences.
2.2 identify and locate technology resources and evaluate them for accuracy and
suitability.
2.3 plan for the management of technology resources within the context of learning
activities.
2.4 plan strategies to manage student learning in a technology-enhanced
environment.
3. Teaching, learning, and the curriculum.
` Teachers implement curriculum plans that include methods and strategies for
applying technology to maximize student learning. Teachers should:
3.1. use technology to support learner-centered strategies that address the diverse
needs of students.
3.2. apply technology to develop students' higher order skills and creativity.
3.3. manage student learning activities in a technology enhanced environment.
4. Assessment and evaluation
Teachers apply technology to facilitate a variety or effective assessment and
evaluation strategies. They should:
4.1. use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning.
4.2. apply multiple methods of evaluation to determine Students’ appropriate use of
technology resources for learning, communication, and productivity.
5. Productivity and professional practice
Teachers use technology to enhance their productivity and professional practice.
They should:
5.1 use technology resources to engage in ongoing professional development and
lifelong learning.
5.2 continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
5.3 apply technology to increase productivity
5.4 use technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning
6. Social, ethical, legal, and human issues
Teachers understand the social, ethical, legal, and human issues surrounding the
use of technology in schools and apply those principles in practice. They should:
6.1. apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities
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6.2. identify and use technology resources that affirm diversity
6.3 promote safe and healthy use of technology resources
6.4 facilitate equitable access to technology resources for all students.
With substantial knowledge, skills and appropriate attitude in the use of technology, you can
now apply innovative teaching strategies in your classroom.
Summary:
With a global perspective, educational technologies and innovative teaching are
imperative in today's time. The unlimited resource of available technology and its utilization
for innovative teaching promise challenging experience for prospective teachers. This lesson
cannot sufficiently explore all possibilities to respond to the challenges, however, it has
clearly underscored that technology can provide support to teaching in the resolutions of
meaningful problems, act as a scaffolding to learning, and promote independent learning
and collaboration with experts. The lesson also offered technology programs for teaching in
the form of stand alone program, programs through internet and information data base
Suggested requirements for prospective teachers are included in this lesson for you
to ponder on.
Week 14
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
A. Answer the following questions in not more than 20 sentences each.
1. What do you like to do most with the help of technology?
2. What kinds of technology would you like to have in the class that you do not have
now?
B. Self-check Questions
Identity the following concepts that you have learned in this lesson.
1. Outputs of discoveries and inventions which are utilized to improve teaching and
learning such as computers and all its software are referred to as ______.
2. Simulations or exploratory environments which allow actions and investigations right
inside the classroom through computer software are called ______.
3. The entire National Geographic is now kept in a database called ______.
4. A very popular hypertext system labeled as www is referred to as _______.
5. Which term is used when student participants are brought to a field trip without
physically bringing them to the site? _______.
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Week 15
CHAPTER FOUR
The Professionalization of Teaching
- AVELINA TESTON-LLAGAS, Ed.D.
The policy goals should be to ensure that all children have access to skillful teachers to make the teaching profession
more attractive to talented young adults, and to produce humane and intellectually lively learning communities for
both students and teachers.
Linda Darling - Hammond
Introduction
In the last four decades, we have seen favorable developments in the teaching
profession to ensure "that all children have access to skillful teachers to make the teaching
profession more attractive to talented young adults, and to produce humane and
intellectually lively learning communities for both students and teachers" as Hammond,
Professor of Education at Stanford University says. What are some of these developments in
support of the teaching profession?
Learning Outcomes
At the end of this Chapter you should be able to:
1. compare PD 1006 and RA 7836, laws that professionalized teaching
2. explain how the amendments in RA 9293 support the teaching profession
3. demonstrate deep appreciation for the professionalization of teaching and for the
teaching profession itself.
4. relate the impact of the professionalization of teaching on your future life as a full-
fledged professional teacher.
LESSON 1
Basic Laws on the
Professionalization of Teaching
On January 1, 1977, Presidential Decree 1006, entitled Providing for the
Professionalization of Teachers, Regulating Their Practice in the Philippines, otherwise
known as the Decree Professionalizing Teaching was proclaimed. With this presidential
proclamation, teaching became professionalized in the Philippines. The proclamation of PD
1006 was premised on the following:
1. "The institutions of the country have relied upon.. teachers whose direct and
continuing interaction with the young people and the children make them potent
forces for the development of proper attitudes among the citizenry
2. There is a tremendous growth of the teaching population, comprising in the civil
service sector alone more than 300,000 teachers deployed all over the country;
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3. To insure that in the immediacy and urgency of teacher recruitment, qualitative
requirements are not overlooked, it has become necessary to regulate the teaching
profession;
4. Teaching requires a number of years of collegiate study, it is the only course that it is
not yet considered a profession; and
5. In recognition of the vital role of teachers in nation-building and as an incentive to
raise the morale of teachers, it is imperative that they be considered as professionals
and teaching be recognized as a profession" (PD 1006).
PD 1006 declared a policy that teacher education be of the highest quality, and strongly oriented to Philippine
conditions and to the needs and aspirations of the Filipino people. Along with the policy that teacher education be
of the highest quality, the Civil Service Commission and the Department of Education and Culture jointly gave
examination for teachers. Passers in the teachers examination were qualified for registration as professional
teachers and were given the Professional Teacher Certificate. PD 1006 made a teacher's license a requirement
for teaching., The decree states:"Three years after the effectivity of this Decree, no person shall engage in
teaching and/or act as a teacher as defined in this Decree, whether in the public or private elementary or
secondary school, unless he is holder of a Professional Teacher Certificate or is considered a Professional
Teacher under this Decree." The question raised was, was the Professional Teacher Certificate really made a
requirement for entry into the teaching profession, three years after 1977?
Despite the professionalization of teaching in 1977 by virtue of PD 1006, the quality
of education in the country appeared not to have improved. The findings of the 199I
Congressional Commission affirmed the continuously deteriorating quality of education in the
country. The Congressional Commission to Review and Assess Philippine Education
(EDCOM) came out with the finding that the "quality of Philippine education is declining” and
that the teachers are “at the heart of the problem". The EDCOM found, among others, that:
 teachers are poorly trained,
 there is low quality of students enrolled in teacher training:
and
 teaching is perceived as a poorly esteemed profession.
These show that teaching does not attract the best as mandated in the Philippine
Constitution that 'teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and fulfillment (Article
XIV, Section 4 (5).
In 1994 another law on teachers' professionalization namely Republic Act No. 7836
known as the Philippine Teachers Professionalization Act of 1994 was enacted. Like PD
1006, this law recognized the vital role of teachers in nation building.
The Act created the Board for Professional Teachers, a collegial body under the
general supervision and administrative control of the Professional Regulation Commission,
that gives the Licensure Examination for Teachers (LET). Passers of the LET are granted
license to teach.
To support further the move to get "the best and the brightest for the teaching
profession, some significant provisions of R.A. 7836 were amended by R.A. 9293. Find out
why R.A. 9293 is in support of the move to hire the most competent teachers in the
classroom.
The laws cited above are in the next pages for you read and study thoroughly. You
are also expected to answer the questions given after the laws.
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1.1 PRESIDENTIAL DECREE No. 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR
PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES
WHEREAS, the Constitution provides that "All educational institutions shall he under
the supervision of, and subject to regulation by, the State," and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goals of national development;"
WHEREAS, in the pursuit of these objectives, the Department of Education and
Culture has adopted ways and means of overseeing all the educational institutions in the
country.
WHEREAS, this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry, love of country, teach the
duties of citizenship, and develop moral character, personal discipline, and scientific
technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their
teachers whose direct and continuing interaction with the young people and the children
make them potent forces for the development of proper attitudes among the citizenry.
WHEREAS, this accounts for the tremendous growth of the teaching population,
comprising in the civil service sector alone - more than 300,000 teachers deployed all over
the country,
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment
qualitative requirements are not overlooked it has become necessary to regulate the
teaching profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an
incentive to raise the morale of teachers, it is imperative that they be considered as
professionals and teaching be recognized as a profession;
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by
virtue of the powers vested in me by the Constitution, do hereby decree and order;
Section 1. Title. - This Decree shall be known as the Decree Professionalizing
Teaching.
Section 2. Declaration of Policy. - It is hereby declared a policy that teacher
education shall be given primary concern and attention by the government and shall be of
the highest quality, and strongly oriented to Philippine conditions and to the needs and
aspirations of the Filipino people even as it seeks enrichment from adaptable ideas and
practices of other people.
Section 3. Definition of Terms. - As used in this Decree the following shall be
construed as follows:
(a) Teaching refers to the profession primarily concerned with classroom instruction, at
the elementary and secondary levels, in accordance with the curriculum prescribed
by National Board of Education, whether on part-time or full-time basis in the public
or private school
(b) Teacher refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and
legally qualified to practice teaching under this Decree.
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(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. - There is hereby created
a National Board for Teachers, hereinafter called the Board, to be composed of the
following:
1) Secretary of Education and )
Culture ) ... Co-Chairman
2) Chairman, Civil Service )
Commission )
3) Commissioner, Professional)
Regulations Commission )
4) Two members representing )... Member
the private sector to be )
appointed by the President )
Section 5. Powers and Duties. The Board shall have the following powers and
duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as
examination, in the Elementary and Secondary levels of instruction, to be held at
least once a year.
(b) Determine and fix the places and dates of examination, appoint supervisors and
room examiners from among the employees of the Government who shall be entitled
to a daily allowance to be fixed by the Board for every examination day actually
attended, use the buildings and facilities of public and private schools for examination
purposes, approve applications to take examination, and approve the release of
examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may deemed proper for the enhancement of
said profession, and/or maintenance of the professional standards and ethics,
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as
are necessary in the effective performance of its functions and responsibilities,
prescribe their duties and fix their compensation,
(f) Prescribe and collect examination and other fees are as it may deem proper, and
(g) Promulgate rules and regulations, and exercise such other powers, functions and
duties as may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants.- No applicant
shall be admitted to take the examination unless, on the date of filing of ne application, he
shall have complied with the following requirements:
1. Except those who have been engaged in teaching as herein defined for at least five
years in schools in the Philippines not organized exclusively for nationals of a foreign
country at the time of the effectivity of this Decree, the applicant must be a citizen of
the Philippines;
2. That he is of good moral character;
3. That he is free from any physical and/or mental defect which will incapacitate him to
render efficient service; and.
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4. That he possesses the following minimum educational qualifications,
1) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and minor or a Bachelor's degree in Arts or Sciences with
at least eighteen units in professional education.
All application shall be filed with an office or offices designated by the Board,
preferably the offices of the Civil Service Commission and the Department of Education and
Culture.
These offices shall screen and approve such applications and issue the
corresponding permits to take the examination to quality applicants.
Section 7. Appointment of Examiner. - The Board shall appoint a set of examiners
for every examination who are recognized authority in teacher education and their names
shall not be disclosed until after the release of the results of the examination. They shall
each receive as compensation the sum of not less than P 5.00 for each examinee as may be
determined by the Board but in no case shall each examiner receive more than P 18,000 per
examination. Any examiner who is in the service of the Government shall receive the
compensation herein provided in addition to his salary.
Section 8. Scope of the Examination. - The examination shall consist of written
tests, the scope of which shall be determined by the Board, taking into consideration the
teaching plan of the schools legally constituted in the Philippines.
Section 9. Ratings in the Examination. - In order that a candidate may be deemed
to have successfully passed the examinations, he must have obtained a general average of
at least 70 per cent in all subjects with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the
ratings obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.
Section 11. Issuance of Certificate. – Teachers who have passed examinations
given by the Civil Service Commission or jointly by the Civil Service Commission and the
Department of Education and Culture shall be considered as having passed the board
examinations for teachers. The Board may consider their certificates of eligibility or issue an
entirely new certificate upon registration of the teacher and payment of the corresponding
fees.
This provision shall likewise apply to those teachers who have permanent
appointment under the Magna Carta for Public School Teachers and all others who may be
qualified for registration as professional teachers under this Decree.
Section 12. Registration. - The Civil Service Commission shall, as an arm of the
Board, register holders of a Professional Teacher Certificate which registration shall
evidence that the Registrant is entitled to all the rights and privileges of a professional
Teacher until and unless the certificate is suspended or cancelled by the Board for a just
cause.
Section 13. Reissuance of revoked certificates and replacement of lost
certificates. - The Board may, for reason of equity and justice, and upon proper application
therefore, issue another copy, original or duplicate, upon payment of the required fee, of a
certificate, which has been revoked. A new certificate to replace a lost, destroyed or
mutilated certificate may be issued subject to the rules of the Board.
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Section 14. Registration by reciprocity. - The Civil Service Commission shall,
upon approval of the Board, effect the registration, without examination, of a teacher validly
registered under the laws of any foreign state or country; Provided. That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges
as the citizens or subjects of such foreign state or country: Provided finally, That the
applicant shall submit competent and conclusive documentary evidence, confirmed by the
Department of Foreign Affairs, showing that his country's existing law permits citizens of the
Philippines to practice teaching profession under the rules and regulations governing citizens
thereof.
Section 15. Prohibition. - Three years after the effectivity of this Decree no person
shall engage in teaching and/or act as teacher as defined in this Decree, whether in the
public or private elementary or secondary school, unless he is a holder of a Professional
Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. - Any person who shall practice teaching without a
valid Professional Teacher Certificate, or any person representing as his or her own the
certificate of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming
himself as a registered professional teacher or any person violating any provision of this
Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than
Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less
than six months nor more than two years, or both such fine and imprisonment at the
discretion of the Court.
Section 17. Repealing Clause. - All Acts, Decrees, Executive Orders, Administrative
Orders, rules and regulations or parts thereof inconsistent with the provisions of this Decree
are hereby repealed or modified accordingly.
Section 18. Separability Clause. - In case any provision of this Decree or any
portion thereof is declared unconstitutional by a competent court, other provisions shall not
be affected thereby.
Section 19. Effectivity. - This Decree shall take effect January 1, 1977.
Done in the City of Manila, this 22nd
day of September in the year of Our Lord,
nineteen hundred and seventy-six.
Ferdinand E. Marcos
President
1.2. REPUBLIC ACT No. 7836
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE
PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE
EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled.
Section 1. Short Title. - This Act shall be known as the Philippine Teachers
Professionalization Act of 1994.
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Section 2. Statement of Policy. - The State recognizes the vital role of teachers in
nation building and development through a responsible and literate citizenry. Towards this
end, that state shall ensure and promote quality education by proper supervision and
regulation of the licensure examination and professionalization of the practice of the teaching
profession.
Section 3. Objectives. This Act has the herein objectives:
a) The promotion, development and professionalization of teachers and the teaching
profession; and
b) The supervision and regulation of the licensure examination.
Section 4. Definition of Terms. For the purpose of this Act, the following terms shall
mean:
a) "Teaching" refers to the profession concerned primarily with classroom instruction at
the elementary and secondary levels in accordance with the curriculum prescribed by
the Department of Education, Culture and Sports, whether on part-time or full-time
basis in the private or public schools.
b) "Teachers" refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to practice
teaching under this Act.
c) "Board" refers to the Board of Professional Teachers duty established and
constituted under this Act.
d) "Commission" refers to the Professional Regulation Commission.
Article II : BOARD FOR PROFESSIONAL TEACHERS
Section 5. Creation and Composition of the Board. - There is hereby created
under this Act a Board for Professional Teachers, hereinafter called the Board, a collegial
body under the general supervision and administrative control of the Professional Regulation
Commission, hereinafter referred to as the Commission, composed of five (5) members who
shall be appointed by the President of the Philippines from among the recommendees shall
be from the list of nominees selected by the accredited association of teachers, who duly
possess all the qualifications prescribed in Sec. 8 of this Act.
The chairman and the vice-chairman of the Board shall be appointed from these five
(5) members by the President: Provided, That the members of the Board appointed under
this Act shall be automatically registered as professional teachers and issued with the
certificate of registration and professional license upon payment or the fees for examination,
registration and other fees prescribed by the Commission.
Section 6. Duties and Functions of the Board. - The Board shall have the following
duties and functions:
a) Promulgate, administer and enforce rules and regulations necessary for carrying out
the provisions of this Act in accordance with the charter or the Professional
Regulation Commission.
b) Determine and fix the frequency, dates and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use
buildings and facilities of public and private schools for examination purposes;
c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
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d) Prescribe and collect examination and other fees as it may deemed proper,
e) Prescribe and/or adopt a code of ethical and professional standards for the practice
of the teaching profession. Such ethical standards, rules and regulations to take
effect sixty (60) days after its publication in the Official Gazette or in any newspaper
of general circulation;
f) Administer oaths in connection with the administration of this Act;
g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;
h) Adopt an official seal of the Board;
i) Look into the condition affecting the practice of teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement
and maintenance of high professional and ethical standards of the profession;
j) Ensure that all educational institutions offering elementary and secondary education
comply with the essential requirements for curricula, faculty and facilities for the
elementary and secondary levels;
k) Investigate such violations of this Act, the rules and the code of ethics and
professional standards for professional teachers as it may come to the knowledge of
the Board, and for this purpose, to issue subpoena and subpoena duces tecum to
secure the appearance of witnesses and the production of documents in connection
therewith; and
l) Discharge such other powers, duties and functions as the Board may deem
necessary for the practice of the teaching profession and the upgrading,
enhancement, development and growth education in the Philippines.
Section 7. Term of Office. - The members of the Board shall hold office for a term of
three (3) years from the date they assume office: Provided, That the first appointees to the
Board under this Act shall hold office according to the following terms: One (1) member shall
serve for one (1) year; One (1) member for two (2) years: the chairman, vice-chairman and
one (1) member for three (3) years. Vacancies shall be served for the unexpired term only.
No person who has served for two (2) consecutive terms shall be eligible for reappointment.
Appointment to fill an unexpired term shall be considered an appointment to a complete
term.
The chairman or any member shall take his oath of office prior to the performance of
his duties.
Section 8. Qualifications of Board Members. - Each Board member must be at the
time of his appointment:
a) Be a citizen and resident of the Philippines
b) Be at least thirty-five (35) years of proven integrity, and possessed of high moral
values in his personal as well as professional conduct and has not been convicted of
any offence involving moral turpitude;
c) Be a holder of a degree of Bachelor of Arts or Bachelor of Science in Education
preferably a holder of a master's or doctorate degree in education, or their
equivalents, from a university, school, college, academy or institute duly constituted
recognized and/or accredited by the Philippine government;
d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall composed the first Board for Professional
Teachers;
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e) Has been a professional teacher in the active practice of the teaching profession at
least ten (10) years in the elementary and secondary levels; and;
f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institutions conferring a bachelor's degree in education
or its equivalents for at least three (3) years prior to his appointment, and neither
connected with a review center or with any group or association where review
classes or lectures in preparation for the licensure examination are offered or
conducted.
Provided, however, That, the membership to the Board shall be evenly distributed to
cover all levels of education, including equitable representation of the different fields of
specialization.
Section 9. Compensation of the Board. The chairman, vice-chairman and
members of the board shall receive compensation comparable to the compensation received
by existing regulatory boards under the Professional Regulation Commission, computed on
the basis of the number of examinees/candidates.
Section 10. Supervision of the Board and Custodian of its records. The Board
shall be under the supervision and control of the Commission. All records, including
applications for examination papers and results, minutes of the deliberation, administrative
cases and investigation involving professional teachers shall be kept by the Commission.
Section 11. Secretariat and Support Services. The Professional Regulation
Commission, through its chairman, shall provide the secretariat and other support services
to implement effectively the provision of this Act.
Section 12. Removal of a Board Member. The chairman or any member of the
Board may be removed by the President of the Philippines upon recommendation of the
Commission for neglect of duty, incompetence, unprofessional, unethical, immoral or
dishonorable conduct, commission or toleration of irregularities in the examination, after
having been given the opportunity to defend himself in proper administrative investigation.
In the course of investigation, the President may preventively suspend the
respondent.
Article III : EXAMINATION AND REGISTRATION
Section 13. Examination, Registration and License Required. Except as
otherwise specially allowed under the provisions of this Act all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate or registration and a valid professional
license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.
Section 14. Scope of Examination. - The examination for the elementary and
secondary school teachers shall be separate. The examination for teachers in the
elementary level shall consist of two (2) parts, namely: professional education and general
education. The examination for teachers in the secondary level shall consist of three (3)
parts namely: professional education, general education, and field of specialization.
Section 15. Qualification Requirement of Applicants. - No applicant shall be
admitted to take the examination unless, on the date of filing of the application, he have
compiled with the following requirements
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a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profess1on;
b) At least eighteen (18) years of age;
c) In good health and of good reputation with high moral values;
d) Has not been convicted by final judgement by a court for an offense involving moral
turpitude;
e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
1) For teachers in pre-school, a bachelor's degree in early childhood education
(BECED) or its equivalent;
2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BSEED) or its equivalent,
3) For teachers in the secondary grades, a bachelors degree in education or its
equivalent with a major or minor or a bachelor s degree in arts and science with
at least ten (10) units in professional education; and
4) For teachers of vocational and two-year technical courses, a bachelor's degree in
the field of specialization or its equivalent with at least (18) units in professional
education.
Section 16. Report of the Results of the Examination. The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate action.
Section 17. Issuance of Certificate and Professional License –The registration of
a professional teacher commences from the date his name is enrolled in a roster of
professional teachers.
Every registrant who has satisfactorily met all the requirements specified on this Act
shall, upon payment of the professional registration fee, be issued a certificate of registration
as a professional teacher bearing the full name of the registrant with serial number and date
of issuance signed by the chairman of the Commission and the Chairman, Vice Chairman,
and a Member of the Board, stamped with the official seal, as evidence that the person
named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law.
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or renewability
shall likewise be issued to every registrant who has paid the annual registration fees for
three (3) consecutive years. This license shall serve as evidence that the licensee can
lawfully practice his profession until expiration of its validity.
Section 18. Oath Before Practice. -- Every registrant shall be required to take his
professional oath before practicing as a professional teacher.
Section 19. Periodic Merit Examination of Teachers. -- To encourage continuing
professional growth and development and to provide additional basis for merit promotion in
addition to their performance rating, teachers may take an oral and written examination at
least once in five years as basis for merit promotion. In taking this examination, no fee shall
be required.
Section 20. Failure to Pass the Merit Examination. - If a teacher fails to pass the
merit examination he or she shall be allowed to take the examination for a second time.
Should he or she fail to pass the merit examination for this second time, then he or she shall
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be required to take a DECS accredited refresher course or program before being allowed to
retake the examination:
Failure of any permanent teacher to pass the merit examination shall not, however,
be used as a ground for his/her dismissal or demotion.
Section 21. Incentives. - Teachers who pass the merit examination shall
a) Be awarded a diploma of merit by the Board;
b) Earn merit points for purposes of promotion in salary or to a higher position of grade
level;
c) Be placed in the priority list for government scholarship; and
d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.
Section 22.. Integration of the Teaching Profession. - The teaching profession
shall be integrated into one national organization which shall be recognized by the Board
and the Commission as the one and only integrated and accredited association of
professional teachers. Upon registration with the Board every professional teacher shall be
encouraged to become a member of the integrated national organization. Those who have
been registered with the Board but are not members of the said integrated organization shall
be allowed to register as members of the said integrated organization within three (3) years
after the effectivity of this Act. Membership in the integrated organization shall not be a bar
to membership in other associations of the teaching profession. The professional teachers
shall receive the benefits and privileges appurtenant to their membership in the said
integrated and accredited organization of professional teachers only upon payment of the
required membership fees and dues.
Section 23. Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit.
-- The Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant to reprimand or to cancel the temporary special
permit of the holder thereof who is exempt from registration, for any of the following causes:
a) Conviction for any criminal offense by a court of competent jurisdiction;
b) Immoral, unprofessional or dishonorable conduct;
c) Declaration by a court of competent jurisdiction for being mentally unsound or insane
d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or specially/temporary permit
f) Chronic enibriery or habital use of drugs;
g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and
h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed To the
regional trial court of the place where the Board holds office within 15 days from receipt of
the said decision or the denial o the motion of reconsideration filed in due time.
Section 24. Registration by Reciprocity. No teacher of a foreign nationality shall
be admitted to the examination, or be given a certificate of registration or be entitled to any
of the rights and. privileges under this Act, unless the country or state of which he is subject
93

permits Filipino professional teachers to practice within its territorial limits on the same basis
as subject or citizens of said country or state. Provided, That the requirements of certification
of teachers with said foreign state or country are substantially the same as those required
and contemplated under this Act. Provided further; That the laws of such state or country
grant the same privilege To Filipino professional teachers on the same basis as the subject
or citizens of such foreign country or state.
Section 25. Roster of Professional Teachers. - A roster of professional teachers
containing the names and address of professional teachers, date of registration or issuance
of certificate and other data which in the opinion of the Board may appear pertinent shall be
maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and The integrated and accredited
organization of profession teachers.
Section 26.Registration and Exception. - Two (2) years after the effectivity of this
Act, no person shall engage in teaching and/or act as professional teachers
as defined in this Act, whether in the preschool, elementary, secondary level, unless he is a
duly registered professional teacher and a holder of a valid certificate of registration and a
valid, professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate
of registration and professional license as a professional teacher shall be issued without
examination as required in this Act to qualified applicant, who at the time of the approval of
this Act is:
a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports,
b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential
Decree No. 1006; or
c) Not qualified under paragraphs one and two but with any of the following
qualifications, to wit:
1) An elementary of secondary teacher for five (5) years in good standing and a
holder of a Bachelor of Science in Education or its equivalent; and
2) An elementary or secondary teacher for three (3) years in good standing and a
holder of master's degree in Education or its equivalent
Provided, That they shall be given two (2) years from the organization of the Board
for Professional Teachers within which to register and be included in the roster of
professional teachers; Provided, further That those incumbent teachers who are not qualified
to register without examination under this Act or who albeit qualified were unable to register
within the two year period shall be issued a five- year temporary or special permit from the
time the Board is organized within which to register after passing the examination and
complying with the requirements provided in this Act and be included in the roster of
professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall
be issued by the Board a special or temporary permit and shall be assigned by the
Department of Education, Culture and Sports (DECS) to schools as it may determine under
the circumstances.
Article IV: PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING
PROFESSION
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Section 27. Inhibition against the Practice of Teaching Profession. – Except as
otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a teaching
position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Section 28. Penal Provisions. -- The following shall be punishable by a fine of not
less than five thousand pesos (P5,000.00) nor more than twenty thousand pesos
(P20,000.00) or imprisonment of not less than six (6) months nor more than five (5) years or
both at the discretion of the court:
a) any person who practice the teaching profession in the Philippines without being
certified in accordance with the provision of this Act;
b) any person who represents or attempts to use as his own certificate of registration
that of another;
c) any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
d) any person wh0 impersonates any registrants of the same or different name;
e) any person who uses a revoked or suspended certificate of registration;
f) any person who in connection with his name otherwise assumes uses or advertises
any title or description tending to convey or conveys the impression that he is a
teacher without holding a valid certificate; and
g) any person who violates or who abets the violation of any of the provisions of this
Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school official who shall cause or be responsible for the commission of any of
the above-enumerated acts.
Section 29. Appropriations. - Such sum as may be necessary to carry out the
provisions of this Act shall be included in the 1996 General Appropriations Act and
thereafter.
Section 30. Implementation Guidelines. The Board shall formulate and adopt the
necessary guidelines for the effective implementation of the provisions of this Act within sixty
(60) days of its approval
The Board shall submit to both Committees on Education, Culture and Arts and the
Committee on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days after
its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic
Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for Public
Officials and Employees" and other pertinent administrative and/ or penal laws.
Section 31. Transitory Provision. - All incumbent teachers in both public and
private sector not otherwise certified as professional teachers by virtue of this Act, shall be
given five (5) years temporary certificates from the time the Board for Professional Teachers
is organized within which to qualify as required by this Act and be included in the roster of
professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET)
shall still be administered by the Civil Service Commission and the Department of Education,
Culture and Sports.
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Section 32. Separability Clause. If, for any reasons, any section or provision this
Act or the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
Section 33. Repealing Clause. - All laws, presidential decrees, executive orders
and regulations or parts thereof inconsistent with the provisions of this Act are hereby
repealed or modified accordingly
Section 34. Effectivity Clause. - This Act shall take effect after fifteen (15) days
following its complete publication in the Official Gazette or in two newspapers of general
circulation.
Approved: December 16, 1994
1.3. Republic Act No. 9293
“AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-
EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836) OTHERWISE KNOWN AS THE
"PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994"
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
Section 1. Section 15; (e) (3) of Republic Act No. 7836 is hereby amended as
follows;
Section 15. Qualification Requirements of Applicants,-- No applicant shall be
admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements: (e) "A graduate of a school, college or university
recognized by the government and possesses the minimum educational qualifications, as
follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education
(BECED) or its equivalent,
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BECED)) or its equivalent;
(3) For teachers in the secondary grades, bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences
with at least eighteen (18) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in
the field of specialization or its equivalent, with at least eighteen (18) units in
professional education."
Section 2. Section 26 of the same Act is hereby amended to read as follows:
Section 26. Registration and Exception.-- No person shall engage in teaching
and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless the person is a duly registered professional teacher,
and a holder of a valid certificate of registration and a valid professional license or a holder
of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate
of registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant who is:
96

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential
Decree No. 1006.
Professional teachers who have not practiced their profession for the past five (5)
years shall take at least twelve (12) units of education courses, consisting of at least six (6)
units of pedagogy and six (6) units of content courses or the equivalent training and number
of hours: to be chosen from a list of courses to be provided by the Board and the
Department of Education, before they can be allowed to practice their profession in the
country.
Those have failed the licensure examination for professional teachers, With rating of
not lower than five percentage points from the passing general average rating, shall be
eligible as para-teachers upon issuance by the Board of a two-year special permit,
renewable for a non-extendible period of two (2) years. The para-teachers shall be assigned
to areas where there is a shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous Region for Muslim Mindanao
(ARMM) education department to the Board for Professional Teachers and to the
Commission. The special permit shall indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and
gained international recognition and is a widely acknowledged expert in his or her respective
field of specialization."
Section 3. Section 31 of the same Act is hereby amended to read as follows;
Section 31. Transitory Provision. -- Special permits, with a validity of three (3) and
five (5) years, issued to para-teachers by the Board for Professional Teachers before the
effectivity of this Act shall be allowed to expire based on the period granted therein:
Provided, That only special permit with a validity of three (3) years may be renewed upon
expiration for a non-extendible period of two (2) years."
Section 4. References to the Term. - "Department of Education, Culture and
Sports", in Section 4 (a) and Section 25, and the term "DECS in Section 20, of the same Act,
are hereby amended to read as "Department of Education and "DepEd", respectively.
Section 5. Separability Clause. - If, for any reason, any section or provision of this
Act or the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
Section 6. Repealing Clause.-- All laws, decrees, circulars, administrative orders,
rules and regulations, and other issuances which are inconsistent with the provisions of this
Act are hereby repealed or modified accordingly.
Section 7. Effectivity. --This Act shall take effect upon approval.
Approved,
(Sgd.) JOSE DE VENECIA, JR.
Speaker of the House of Representative
(Sgd.) FRANKLIN M. DRILON
President of the Senate
This act which is a consolidation of the Senate Bill No. 2698 and House Bill No. 5411
was finally passed by the Senate and the House of Representative on February 6, 2004 and
February 7, 2004, respectively.
97

(Sgd.) ROBERTO P. NAZARENO
Secretary General House of Representatives
Sgd.) OSCAR G. YABES
Secretary of the Senate
Approved:
(Sgd.) GLORIA MACAPAGAL-ARROYO
President of the Philippines
Week 15
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
1. Compare PD 1006 and RA 7836 along the following items then give your own
observations.
Item PD 1006 RA 78336 Observation
1. Definition of Teacher
2. Teachers’ Examination
2.1 Scope of Examination
2.2 Qualification Requirements
for Examination
2.3 Rating
2.4 Report of results
3. National Board for Teachers
4. The Board for Professional
Teachers
5. Cause of revocation of
certificate/licence
98

Week 16
CHAPTER FIVE
Becoming A Professional Teacher
- AVELINA TESTON-LLAGAS, Ed.D.
Introduction
P 1006 and RA 7836 professionalized teaching. While laws on the pro
professionalization of teaching could be legislated, we cannot legislate professionalism,
which is the end goal of the professionalization law. Although the professionalization law can
help promote professionalism, professionalism is, in the ultimate analysis, the choice, the
decision, and the action of every professional teacher (Corpuz, 2007).
Every profession has its code of ethical standards upheld by every professional. As
of this writing the Professional Regulation Commission regulates 43 professions except bar
examinations conducted by the Supreme Court.
In this Chapter, let us study the Code of Ethics for Professional Teachers with the
hope that we will learn what it means to be a professional teacher, act and live as one.
At the end of the Chapter, you should be able to:
 explain the meaning of profession and professional
 describe how the professional teacher conducts himself/herself in the practice of
his/her profession.
LESSON 1
The Code of Ethics for Professional Teachers
The term professional has become a global nomenclature for people who excel in
their respective careers and professions. There were IT professionals in India who worked in
Silicon Valley but returned to their home country to share their expertise.
99

We salute the professional soldier; we commend the professional artist. Business and
industry conduct continuing professional development to ensure that every employee grows
in his/her area of expertise and become multiskilled. They claim that their companies are
managed by professionals who operate with a great deal of autonomy"
By semantics, profession is a type of job that requires special training and gives
status and prestige to the individual. A professional is one who has competent skills,
observes high standards of the job, and abides by the code of ethics.
Who is the professional teacher? She/He is the "licensed professional who
possesses dignity and reputation, with high moral values as well as technical and
professional competence... she/he adheres to, observes, and practices a set of ethical
and moral principles, standard, and values." (Code of Ethics of Professional Teachers,
1997).
Resolution No. 435
Series of 1997
Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836, otherwise
known as the "Philippines Teachers Professionalization Act of 1994” and Paragraph (a),
Section 6, P.D. No.223, as amended, the Board for Professional Teachers hereby adopts
and promulgates the following "Code of Ethics for Professional Teachers".
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with
high moral values as well as technical and professional competence. In the practice of their
noble profession, they strictly adhere to, observe, and practice this set of ethical and moral
principles, standard, and values.
ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institutions shall
offer quality education for all Filipino citizens, a vision that requires professionally competent
teachers committed to is full realization. The provisions of this Code shall apply, therefore to
all teachers in all schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether academic,
vocational, special, technical, or non-formal. The term "teacher shall include industrial art or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all school at the aforesaid leveis, whether on full-time or part-time basis.
ARTICLE II
THE TEACHER AND THE STATE
Section1. The schools are the nurseries of the citizens of the state. Each teacher is
a trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality promote national
pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly
constituted authorities, and promote obedience to the laws. of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
100

Section 3. In the interest of the State of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and devotion
to duty.
Section 5. A teacher shall not engage in the promotion of any political. religious, or
other partisan interest, and shall not, directly, or indirectly, solicit. require, collect, or receive
any money, service, other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege
of sharing the product of his researches and investigations, provided that, if the results are
inimical to the declared policies of the State, they shall be drawn to the proper authorities for
appropriate remedial action.
ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth;
he shall, therefore, render the best services by providing an environment conducive to such
learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate
in community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness and other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community,
and shall, therefore, study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school's work and accomplishments as well as its needs and problems.
Section 6. Every teacher is an intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate, and to actively be involved in matters affecting
the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.
ARTICLE IV
THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall be at his best
at all times in the practice of his profession.
101

Section 3. Every teacher shall participate in the continuing professional education
(CPE) program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and strengthen
his competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it
a dignified means for earning a decent living.
ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY
Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and
full cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give
due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which have not yet
been officially released, or remove records from the files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate. This may be
done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and competence,
provided, further, that all qualified candidates are given the opportunity to be considered.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIESS IN THE PHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
professional feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid charges, he should
present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except.
When special conditions warrant a different procedure, such as when reforms are advocated
but are opposed by the immediate superior, in which case the teachers shall appeal directly
to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress
against injustice and discrimination and, to the extent possible, shall raise his grievances
102

within democratic processes. In doing so, he shall avoid jeopardizing the interest and welfare
of learners whose right to learn must be respected.
Section 5. A teacher has a right to invoke the principle that appointments,
promotions, and transfers of teachers are made only on the basis of merit and need on the
interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation. To
live up to his contract, assuming full knowledge of the employment terms and conditions.
ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL
Section 1. School officials shall at all times show professional courtesy helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and enlightened
direction.
Section 2. School official, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system
at all levels.
Section 3. School official shall encourage and attend to the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in conferences and
training programs.
Section 4. No school official shall dismiss or recommend for dismissal a teacher or
other subordinates except for cause.
Section 5. School authorities concerned shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers are
issued contracts specifying the terms and conditions of their work, provided that they are
given, if qualified, subsequent permanent tenure, in accordance with existing laws, and,
provided, further that they are duly registered and licensed professional teachers.
ARTICLE VIII
THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duly to determine the academic marks and
the promotion of learners in the subjects they handle. Such determination shall be in
accordance with generally accepted producers of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate action, observing the
process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his
first and foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory
against any learner
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if underserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner's work on merit and
qualify of academic performance.
103

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
manifestations of poor scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum
development of learners are adequate, and shall extend needed assistance in preventing or
solving learner's problems and difficulties.
ARTICLE IX
THE TEACHER AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the progress
or deficiencies of learners 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 learners.
Section 3. A teacher shall hear parent's complaints with sympathy and
understanding, and shall discourage unfair criticism.
ARTICLE X
THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income
generation, provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial
matters such as in the settlement of his just debts, loans and, other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school commodities
in the purchase and disposal of which he can exercise official influence, except only when
his assignment is inherently related to such purchase and disposal, provided that such shall
be in accordance with existing regulations.
ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the
principle 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 model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of
his own destiny and of the destinies of men and nations.
ARTICLE XII
DISCIPLINARY ACTION
Section 1. Any violation of any provision of his Code shall be sufficient ground for the
imposition against the erring teacher of disciplinary action consisting of revocation of his
Certificate of Registration and License as Professional Teacher, suspension from the
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practice of the teaching profession, reprimand, or cancellation of temporary/special permit
under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article
VIII, of the Rules and Regulations Implementing R.A. No. 7836.
ARTICLE XIII
EFFECTIVITY
Section 1. This Code shall be approved by the Professional Regulation Commission
and shall take effect sixty (60) days following its publication in the Official Gazette or any
newspaper of general circulation, whichever is earlier.
Synapse Strengtheners
Group Work
1. Form eleven (11) groups for the 11 Articles of the Code of Ethics for Professional
Teachers.
 Present the characteristics of the professional teacher given in the article assigned to
your group by a skit, song, symbol, poem.
 Based on your observations, list down two teacher behaviors that are not in keeping
with the provision given you.
2. Research on the NCBTS-TSNA and IPPD Toolkit of the Department of Education, then
share your readings on: Teacher Strengthens and Needs Assessment (TSNA) and
Individual Plan for Professional Development (IPPD). Write your reflections on the tool
kit.
Week 16
Name:______________________________________ Score:__________________
Course & Year:_______________________________ Date:__________________
Activity
What do you resolve to do for your continuing professional education anchored on TSNA
and IPPD? Write down your Continuing Professional Education (CPE) plan.
105

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