The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.

1. The Teaching Profession
by Nadine C. Matondo, MAIS
 The Standards of Practice for the Teaching Profession
(adopted from Ontario College of Teachers)
The Purposes of the Standards of Practice for the
Teaching Profession are:
1. to inspire a shared vision for the teaching profession
2. to identify the values, knowledge and skills that are
distinctive to the teaching profession
3. to guide the professional judgment and actions of the
teaching profession
4. to promote a common language that fosters an
understanding of what it means to be a member of the
teaching profession.

2. The Standards of Practice for the
Teaching Profession are:
Commitment
to Students and
Student
Learning
Ongoing Leadership in
Professional Learning
Learning
Standards Communities
of
Practice
Profession Professional
knowledge Practice

3. The Standards of Practice for the
Teaching Profession are:
Commitment to Students Leadership in
and Student Learning Learning Communities
 Members are dedicated in  Members promote and
their care and commitment participate in the creation of
to students. They treat collaborative, safe and
students equitably and with supportive learning
communities. They recognize
respect and are sensitive to
their shared responsibilities
factors that influence and leadership roles in
individual student learning. facilitating student success.
Members facilitate the Members maintain and
development of students as uphold the principles of the
contributing citizens of the ethical standards in these
society. learning communities.

4. The Standards of Practice for the
Teaching Profession are:
Professional Knowledge Professional Practice
 Members strive to be current in  Members apply professional
their professional knowledge knowledge and experience to
and recognize its relationship to promote student learning. They
practice. They understand and use appropriate pedagogy,
assessment and evaluation,
reflect on student development,
resources and technology in
learning theory, pedagogy, planning for and responding to
curriculum, ethics, educational the needs of individual students
research and related policies and learning communities.
and legislation to inform Members refine their
professional judgment in professional practice through
practice. ongoing inquiry, dialogue and
reflection.

5. The Standards of
Practice for the
Teaching Profession
are:
Ongoing Professional
Learning  Members recognize that a
commitment to ongoing
professional learning is
integral to effective practice
and to student learning.
Professional practice and self-
directed learning are
informed by experience,
research, collaboration and
knowledge.

6. The Ethical Standards for the
Teaching Profession
 The Ethical Standards for the Teaching Profession represent a
vision of professional practice. At the heart of a strong and
effective teaching profession is a commitment to students and
their learning.
 The Purposes of the Ethical Standards for the Teaching
Profession are:
1. to inspire members to reflect and uphold the honour and
dignity of the teaching profession
2. to identify the ethical responsibilities and commitments in the
teaching profession
3. to guide ethical decisions and actions in the teaching profession
4. to promote public trust and confidence in the teaching
profession.

7. The Teaching Profession
Chapter 1– You, the TEACHER, as a PERSON in SOCIETY
Objectives:
With varied activities, at the end of the session, the
students are expected to:
1. define what is a teacher operationally;
2. tell their own perspective on teaching profession;
3. formulate their own philosophies in life and education;
4. identify their responsibilities as a Person;
5. summarize five philosophies of education and draw
their implications to teaching-learning; and,
6. create a personal learning journal.

8. The Ethical Standards for the Teaching Profession
are:
• The ethical standard of Care includes compassion, acceptance, interest
Care and insight for developing students' potential. Members express their
commitment to students' well-being and learning through positive
influence, professional judgment and empathy in practice.
• Intrinsic to the ethical standard of Respect are trust and fair-
Respect
mindedness. Members honour human dignity, emotional wellness and
cognitive development. In their professional practice, they model
respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.
Trust
• The ethical standard of Trust embodies fairness, openness and honesty.
Members' professional relationships with students, colleagues, parents,
guardians and the public are based on trust.
• Honesty, reliability and moral action are embodied in the ethical
Integrity standard of Integrity . Continual reflection assists members in
exercising integrity in their professional commitments and
responsibilities.

9. Let’s know ourselves first… 
Are you excited? Not? Bored? Not interested? Uh-oh…
I hope this following activity will excite you!!!

10. Let’s value our selves first.
Please get a piece of
paper.

11. Take your time with this and you
will be amazed.

12. Just answer 4 questions
and the answers will
surprise you.

13. Warning ! !
Be honest and do not cheat.
The mind is like a parachute, it works best when it
is opened.
This is fun to do, but you have to follow the
instructions very closely.
Do not cheat.

14. MAKE A WISH
BEFORE BEGIN!

15. A warning!
Answer the questions as you
go along.
There are only 4 questions.

16. This is an honest questionnaire which will
tell you a lot about your true self.
Give an answer for each item.
The first thing that comes to mind is
usually your best answer.
Remember – no one sees this but you.

17. YOU HAVE YOUR WISH
RIGHT?

18. (1) Put the following 5 animals in the
order of your preference:
Cow, Tiger, Sheep,
Horse, Pig

19. (2) Write one word that describes
each one of the following:
Dog, Cat, Rat, Coffee, Sea.

20. (3) Think of someone, who also knows you and is
important to you, which you can relate them to
the following colors.
Do not repeat your answer twice.
Name just one person for each color:
Yellow, Orange, Red, White, Green.

21. (4) Finally, write down your
favorite number, and your
favorite day of the week.

22. DONE ?
Please be sure that your answers are what
you
REALLY WANT.

23. Look at the interpretations below:
But first!
REPEAT your wish.

24. ANSWERS:

25. (1)
This will define your priorities in your life.
Cow Signifies CAREER
Tiger Signifies PRIDE
Sheep Signifies LOVE
Horse Signifies FAMILY
Pig Signifies MONEY

26. (2)
Your description of dog implies your own
personality.
Your description of cat implies the
personality of your partner.
Your description of rat implies the
personality of your enemies.
Your description of coffee is how you
interpret sex.
Your description of the sea implies your own
life.

27. (3)
Yellow: Someone you will never forget
Orange: Someone you consider your
true friend
Red: Someone that you really love
White: Your twin soul
Green: Someone that you will
remember for the rest of your life

28. (4)
You have to DO THE SAME to as many
persons as your favorite number and
your wish will come true on the day that
you recorded.

29. This is true, even if you are not
superstitious. Please do this. It is
fascinating.

30. 0-4 TIMES: Your life will improve slightly
5-9 TIMES: Your life will improve to your liking
9-14 TIMES: You will have at least 5 surprises in the next
three weeks
15 or more : Your life will improve drastically and all
that you wish will come true

31. Lesson 1: You, the Teacher, as a
Person
 John Donne said in Meditation XVII: No man is an island...
"All mankind is of one author, and is one volume; when one man
dies, one chapter is not torn out of the book, but translated into a
better language; and every chapter must be so translated...As
therefore the bell that rings to a sermon, calls not upon the
preacher only, but upon the congregation to come: so this bell
calls us all: but how much more me, who am brought so near the
door by this sickness....No man is an island, entire of
itself...any man's death diminishes me, because I am involved in
mankind; and therefore never send to know for whom the bell
tolls; it tolls for thee.“
 The idea that people are not isolated from one another, but
that mankind is interconnected.

32. You, the Teacher, as a Person
 How are you going to view MAN? Nature of Man?

33. No Man Is an Island
Artist(Band):Joan Baez
No man is an island, I saw the people gather,
No man stands alone, I heard the music start,
Each man's joy is joy to me, The song that they were singing,
Each man's grief is my own. Is ringing in my heart.
We need one another, No man is an island,
So I will defend, Way out in the blue,
Each man as my brother, We all look to the one above,
Each man as my friend. For our strength to renew.
When I help my brother,
Then I know that I,
Plant the seed of friendship,
That will never die.

34. Lesson learned…
 We don’t live in a vacuum. We live in a society. We
are part of society. Our thoughts, values, and actions
are somehow shaped by events and people we come
in contact with. We, in turn, help shape society-its
events, its people, and its destiny.
 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!

35. Why do you want to become a
Teacher?
What is a Teacher for you?

36.  Knows the SM
 Has limited knowledge of teaching
methodologies
 Relies mainly on explaining or lecturing
 The students are only listening,
occasionally answering questions, making
notes, not personally involved or
challenged
 The students often get practiced by doing
individual exercise after a lecture
The explainer

37.  Knows the SM
 Is familiar with teaching
methodologies
 Uses appropriate teaching and
organizational procedures and
techniques to help students learn
 Involves students actively and puts a
great deal of efforts into finding
appropriate and interesting activities
The involver

38.  Knows the SM
 Knows about methodologies
 Has the awareness of how individual
students and groups are thinking and
feeling within the class
 Builds effective working relationships and a
good classroom atmosphere
 With an active personality and attitudes to
encourage student learning
 Develops the conditions that enable and
thus students to learn how to learn and
thus become life-long learners
The enabler

39. It is therefore, no joke to become one!
 Why? Many a time the teacher is blamed for the many ills
in society. There are lot of demands and much is expected
from you.
 Your influences on your students and on other people
with whom you work and live are greater. But these
influences depend greatly on your Philosophy as a Person
and as a Teacher. Thus, Your Philosophy of Life and your
Philosophy of Education serve as your “window” to the
world and “compass” in the sea of Life. Within 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.

40. Teachers are expected to . . .
CARE
not to sCARE

41. CARE
 look straight in the eyes
 gentle touch/pat on the back
 acknowledgement

42. s CARE
 name calling
 ignoring one’s capacity
 belittling students

44. Buzz session
 Group activity: For 20 minutes
1. Why do you want to become a Teacher?
2. For you, what is meant by “No teacher is an island.
No Teacher can stand alone”.
3. Think and share… what are your different
Responsibilities as a PERSON? (example: To God,
family, friends, community, nature, parents, brothers,
sisters, classmates, enemies, etc.)

45. Journal Entries
Activity #1: All About My Self (describe in detail all about you)
Activity #2: What is your understanding of the saying “No man is
an island, no man can stand alone.” Would it be different if it
will be written this way :“No Teacher is an island, no Teacher
can stand alone?” Explain.
Activity #3: My Responsibilities as a Person
Think of the many people who are helping you and influencing
you to become a teacher in the future? In what way do they
affect your life? With creativity, construct anything that will
show your different responsibilities as a person. To each
responsibility, code it with a specific color and explain why you
choose that particular color and what it represents to.

46. Lesson 2: My Philosophical Heritage
To philosophize is so essentially human-and in a sense to philosophize means living a
truly human life --J. Pieper
 An Exercise to Determine Your Educational
Philosophy
Find out which Philosophy you adhere. To what
extent does 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, 1 if you don’t
agree at all.

47. Five Philosophies:
 Existentialism (Karl Jaspers, Martin Buber, Maxine
Greene)
 Perennialism (Allan Bloom)
 Progressivism (Jean Piaget, Jerome Bruner)
 Essentialism (William Chandler Bagley)
 Behaviorism (Ivan Pavlov, B.F. Skinner, Edward Lee
Thorndike, John B. Watson, Gestalt)

48. Normative philosophies or theories
of education
 "Normative philosophies or theories of education may make use
of the results of [philosophical thought] and of factual inquiries
about human beings and the psychology of learning, but in any
case they propound views about what education should be,
what dispositions it should cultivate, why it ought to cultivate
them, how and in whom it should do so, and what forms it
should take. In a full-fledged philosophical normative theory of
education, besides analysis of the sorts described, there will
normally be propositions of the following kinds: 1. Basic
normative premises about what is good or right; 2. Basic factual
premises about humanity and the world; 3. Conclusions, based
on these two kinds of premises, about the dispositions
education should foster; 4. Further factual premises about such
things as the psychology of learning and methods of teaching;
and 5. Further conclusions about such things as the methods
that education should use

49. Read the following aloud:
 This is this cat
 This is is cat
 This is how cat
 This is to cat  Now go back and
 This is keep cat read the third
 This is an cat word only, in each
 This is idiot cat line from the start
 This is busy cat
 This is for cat
 This is forty cat
 This is seconds cat

50. In a short role play or comical skit or whatever method you
like…Explain how you will react to the given situation. What
advice will you give?
 Essentialist group – students are not interested in the
lesson
 Perennialist group – students want to become skilled
in certain fields of sepcialization
 Progressivist group – Parents questiion students’
community immersion for it poses certain risks
 Behaviorist group – Teacher tells students from the
slum areas this: “If there’s a will, there’s a way.
Poverty is not a hindrance to success.
 Existentialist group – A colleague asks you to decide
for her fear that she may make the wrong decision.

51. Formulating your Own Philosophy
I believe that LIFE is …
I believe that CHILD is …
I believe that SCHOOL is…
I believe that TEACHER is…

52. Research on other Philosophies with Proponents
and indicate Why Teach? What to Teach? How to
Teach? In a tabular form:
 Idealism  Rationalism
 Realism  Empiricism
 Scholasticism  Confucianism
 Pragmatism  Epicureanism
 Analytic Philosophy  Logical positivism
 Postmodernism  Phenomenology
 Social Reconstructionism  Stoic Philosophy
 Montessori  Hindu philosophy
 Waldorf education  Buddhist philosophy
 Democratic Education  Christian philosophy
 Paolo Freire’s philosophy

53. Journal entries:
 Activity #4: My Philosophical Heritage. Write Learning insights.
 Activity #5: Formulating My Own Philosophies
Complete the unfinished sentences:
I believe that LIFE is …
I believe that CHILD is …
I believe that SCHOOL is…
I believe that TEACHER is…
 Activity #6: Educational Philosophies That Interest Me
Put your research outputs here regarding the other
philosophies that you have researched.

54. Thank you!!! That’s
all for today…
See you next meeting..
Thanks for coming….

55. References:
 Bilbao, Purita P., et.al. 2006. The Teaching Profession.
Lorimar Publishing Inc.
 2. Corpuz, Brenda B. and Gloria G. Salandanan. 2007.
Principles of Teaching 1. Lorimar Publishing, Inc.
 3. Zulueta, Francisco, 2006. Principles and Methods of
Teaching. Manila: Navotas Press.
 4. Salandanan, Gloria G. 2005. Teaching and the Teacher.
Lorimar Publishing, Inc.
 5. Lucas, Ma. Rita D. and Brenda B. Corpuz. 2007.
Facilitating Learning; A Metacognitive Process. Lorimar
Publishing, Inc.
 Seminar topics&presentations
 Internet websites