The Teaching Profession

CHAPTER I

YOU, the TEACHER, as a PERSON in SOCIETY

“Teachers are the most responsible and notable members 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 the 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. Think of the many people who are
helping you now become a teacher soon. 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 on 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 your “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. They govern and direct your lifestyle, your thoughts,
decisions, actions and your relationships with people and things.

In this chapter, you are expected to

A. Summarize at least seven philosophies of education and draw their implications to teaching-learning
B. Formulate your own philosophy of education
C. Discuss and internalize the foundational principles of morality
D. Accept continuing values of education as an integral part of your personal and professional life
E. Clarify if you really value teaching
F. Explain teaching as a vocation, mission and profession
G. Embrace teaching as a vocation, mission and profession
Lesson I
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 several 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 essential 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 essential questions are: “Why do I teach?” How should I teach? What is the
nature of the learners?” How do we learn?”
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.
Statements 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 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. Help students expand their knowledge by helping them apply their previous
experiences in solving recent problems.
8. Our course of study should be general, not specialized, liberal, not vocational,
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 and 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 experience.
17. For the leaner to acquire the basic skills, 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 own pace.
21. The learner is not a blank slate but brings past experiences and cultural factors to
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 students, the teacher must listen not only to
what his students are saying but also to what they are not saying.
25. An individual is what he chooses to become not dictated by his environment.
Interpreting your Scores

If you have 2 answers of 2/4 in numbers

1,3,5,7- you are more of a 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

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, let us know more about them.
 SEVEN PHILOSOPHIES OF EDUCATION
ESSENTIALISM
Why Teach?
This philosophy contends that teachers teach 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, writing, arithmetic, 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 were expected to be intellectual and moral
models of their students. They are “fountain” of information and as paragon of virtue, if ever there is such a person. To
gain mastery of basic skills, teachers must observe “core requirements, longer school day, a longer academic year. With
mastery of academic content as primary focus, teachers rely on the use of prescribed textbooks, and 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.
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 teaching
of 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 like 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. One experiential teaching
method that progressivist teachers heavily rely on is the problem-solving method. This makes use of the scientific method.
Other hands-on-minds-on-hearts-on teaching methods used 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 repository of knowledge and wisdom, a tradition of culture which must initiate
each generation”. What the perrenialist 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 experience to substantially dictate what they teach. They apply whatever creative techniques and others 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
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 emphases
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
controlled to get the desired responses from learners. Teachers ought to make the stimuli clear and interesting to capture
and hold the learners’ attentions. They ought to provide appropriate incentives to reinforce positive responses and
weaken or eliminate negative ones.
LINGUISTIC PHILOSOPHY

Why Teach – To develop the communication skills of the learner because the ability to articulate, to voice out the meanings
and values of things that one obtains from his experience of life and the world is the very essence of man. It is through his
ability to express himself clearly, to get his ideas across, to make known to others the values that he has imbibed, the
beauty that he has seen, the ugliness that he rejects and the truth that 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 ways- verbal, non-verbal and Para verbal.
Verbal component refers to the content of our message, the choice and arrangement of our word. This can be oral or
written. Non-verbal 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 a need to teach learners to use language that is correct, precise, grammatical, coherent, and accurate so that they
can 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 through 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 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, nonverbal 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
students because in the exchange of words, there is also an exchange of ideas.

CONSTRUCTIVISM

Why Teach- 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 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 “midwife” by the teacher with his 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.
Notes: Philosophy is your attitude, viewpoint, thinking, way of life, values or beliefs. Linguistics is the study of language
and how language works. Heritage is something that you inherit.

Test Your Understanding of the Philosophies

Test I. Directions: 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?
● 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 students’ interests?
●Existentialism
_____1. Is the existentialist teacher after students becoming specialist to contribute to society?
_____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 of 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 that 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?
_____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 open to learning of as many languages like Mother 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 skill to learn?
_____4. Do constructivists believe that meaning can be imposed?
Test II. A. Directions: Test your mastery. You may need to research further to gain mastery. The first exercise in this
lesson may help. (an exercise to determine your philosophy in life)
To which PHILOSOPHY does each theory of man belong?
A person:
__________1. Is a product of his environment?
 __________2. Has no universal nature.
__________3. Has rational and moral powers.
__________4. Has no choice; he is determined by his environment.
__________5. Can choose what he can become.
__________6. Is a complex combination of matter that responds to physical stimuli?
__________7. Has no free will.
__________8. Has the same essential nature with others.
__________9. Is a rational animal.
__________10. First exists then defines himself.
__________11. Is a social animal who learns well through an active interplay with others?
__________12. Is a communicating being.
__________13. Is a maker of meaning?
__________14. Is a constructor of knowledge?

Test III. Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies are based on our quest for truth. Likewise, our
teaching learning goals are based on what we value or what we cherish as good. Identify what each philosophy
considers as good, valuable and true. Complete the table given below. The first one is done for you.
Philosophy Theory of truth Methodology to Theory of what is Goal of teaching -
arrive at the truth valuable and good learning
progressivism The universe is real We must relate to Values differ from To help develop
and is in constant the universe and place to place from students who can
change interact with others time to time from adjust to a
intelligently, person to person changing world and
scientifically and what is considered live with others in
experientially. The good for one may harmony
curriculum stresses not be good for
on science and another
experiential learning
such as hands-on-
minds on-hearts on
learning
Linguistic Philosophy
Constructivism
Essentialism
Existentialism
Perennialism
Behaviorism
Test II. B Directions: With which philosophy do you associate the following quotations?
1. Education is life not a preparation for life – Dewey
2. Man is nothing else but what he makes of himself. – Sartre
3. Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or
attractive.
4. Give me a dozen healthy infants well informed and my own specified world to bring them up in and I will
guarantee to take anyone at random and train him to become any type of specialist I might select-doctor,
lawyer, artist, merchant, chief, and yes even beggar –man and thief regardless of his talents, penchants,
tendencies, abilities, vocations and race of his ancestors. – Watson
5. Existence precedes essence. – Sartre
6. Life is what you make it. – William Thackeray
7. Listening in dialogue is listening more to meaning than to words. In true listening, we reach behind the words,
see through them, to find the person who is being revealed. Listening is a search to find the treasure of the
true person as revealed verbally and non-verbally. – John Powell
8. When a relationship is working, the act of communicating seems to flow relatively effortlessly… Chip Rose
Test II. C. Upon which philosophy is each program / practice anchored?
1. Back to the basics movement
2. Conduct of National Achievement Test to test acquisition of elementary/ secondary learning competencies
3. Use of Great Books
4. Use of rewards and incentives
5. Use of simulation and problem-solving method
6. Learners learning at their own pace
7. Mastery of the 3r’s –reading, writing and arithmetic
8. The traditional approach to education
9. Subject matter – centered teaching
10. Student centered teaching
11. Authoritarian approach to teaching
12. Non-authoritarian approach to teaching
13. Making meaning of what is taught
14. Understanding message through verbal, non-verbal and Para verbal means
15. Asking learners to draw meaning from hat they are taught
Lesson II
Formulating your Philosophy of Education

“Philosophy is vital only when the questions are mine and so is the struggle towards answers.”

“W. Lipan”

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 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 and the educated person

-what is true and good and therefore must be taught

-how a learner must be taught 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 environment

- is unique and 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 him thru his experiences of success in the classroom
- 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 basic skills to continue acquiring
knowledge, skills and values for him 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 thru “hands-on-minds on-hearts-on” experiences inside and
outside the classroom
- Providing every child activity 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 phrase “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.

Activity 1
Analyze the given example in your small group, then answer the following questions
1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy?
________________________________________________________________________________________
________________________________________________________________________________________
_________
2. What are the teacher’s concepts of the learner?
________________________________________________________________________________________
________________________________________________________________________________________
_________
3. Who, according to the Grade School Teacher’s philosophy is the good and educated person?
________________________________________________________________________________________
________________________________________________________________________________________
_________
4. What is the teacher’s concept on values?
________________________________________________________________________________________
________________________________________________________________________________________
_________
5. What does the teacher believe to be her primary task?
________________________________________________________________________________________
________________________________________________________________________________________
_________
6. Do her concepts of the learner and the educated person match with how he will go about his task of facilitating
every child’s full development?
________________________________________________________________________________________
________________________________________________________________________________________
________
7. You notice that the teacher’s thought on the learner, values and method of teaching begin with the phrase” I
believe. Will it make a difference if the grade school teacher wrote his philosophy of education in paragraph
form using the third person pronoun?
 ________________________________________________________________________________________
________________________________________________________________________________________
__________
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life?

Activity 2
Formulate your own personal philosophy of education. Do it well for this will form part of your teaching
portfolio which you will bring along with you when you apply for a teaching job. Write it down here. Share it
with the class after writing.

Activity 3
A. Reflect on your own philosophy using the following questions as guide
1. with that educational philosophy:
-how will you treat your student?
-what will you teach?
-how will you teach?
2. From which philosophies that you have studied and researched did you draw inspiration as you
formulated your own philosophy of education?
3. Does this education philosophy of yours make a difference in your life?
4. What if you do not have a formulated philosophy of education at all?
5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
6. Do you think your philosophy will change as you grow in knowledge?

B. Print your philosophy of education and include it in your teaching portfolio.

Lesson III

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. - unknown

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 contrary to the norm,” stealing is wrong”. A man’s action, habit or character is good when it is not
lacking 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. He is man and unlike the beast, he has the intellect and the free will. That intellect makes him capable
thinking, judging and reasoning. His free will gives him the ability to choose. Unlike the beast, he is not bound by instincts.
It is 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, and 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 originates. 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 fundamental moral principle in 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 a
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. (FungYulan 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 unto others what you do not like others do unto you.” This is also the Golden Rule of Christianity
only that 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 can be 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 your entire 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 go 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, 1998) Buddha thought 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,1998). Furthermore, the Muslims abide by The Five Pillars of Islam: 1. prayer 2. self-purification
by fasting 3. Fasting 4. almsgiving 5. Pilgrimage to Mecca for those who can afford (www. Islam101/dawal/pillars.html
Teacher as a person of good moral character
As a laid down in the preamble of our Code of Ethics of Professional teachers, “teachers are duly licensed
professionals who posse’s dignity and reputation with high 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 realize 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, you 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 unto others what you do not like others do to you.” Immanuel Kant taught the same: Act in such a way that 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 4. Mature.

Test your understanding

A. Directions: Answer the following with a Yes or No. If your answer is No, explain your answer.

_____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?
_____6. Is the foundational moral principle sensed only by believers?
_____7. Is the foundational moral principle very specific?
_____8. Is the foundational moral the basis of more specific moral principles?
_____9. Is the foundational moral principle so called because it is the basic of all moral principle?
_____10. Are the Ten Commandments for Christians more specific moral principles of the foundational moral
principle?
_____11. Is the natural law literarily 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. Is the Golden rule for Christians basically the same with Kung-fu-tsu’s Reciprocity rule?

B. Directions: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?
2. Why is morality only for persons?
3. What do the following tell you about the natural law?
Ancient philosophers and dramatists had already mentioned the natural law. Sophocles, for instance, in
the drama Antigone, spoke of the “unwritten statutes of heaven which are not of today or yesterday but
from all time and no man knows when they were first put forth.”
Cicero wrote: “True law is right reason in agreement with nature; it is of universal application, unchanging
and everlasting.”
“Lawless license or promiscuity is not common among primitive peoples. According to Fr. Vanoverberg, a
Belgian anthropologist of the CICM congregation, the Negritos of Northern Luzon have excellent moral
standards especially about honesty and sexual matters although their power of abstraction is so low that
they can hardly count beyond 5. (Panizo, 1964)
C. Journal Entry
1.“Do good; avoid evil” is the foundational moral principle. List at least 5 good things that you must do as a
teacher and 5 evil things you must avoid doing.
2. The Golden Rule for Christians is: Do to others what you would like others do to you.” Give a concrete
application of the Golden Rule as you relate to a learner, to a fellow teacher, to a parent or any member of
the community and to your superiors, members of the community and to your superiors.
e.g. Speak well of your fellow teacher just as you want your fellow teacher to speak well of you.”
 LESSON4
Values Formation and YOU

Education in values means the cultivation of affectivity, leading the educed through the exposure to an experience of
value and of the valuable. – R. Aquino

Introduction

As mentioned in Lesson 3, to be moral is to be human. Living by the right values humanizes. The question that 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 this 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. There 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 not 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 that 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 must value such. This is the heart of conversion and 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 must
feel something towards honesty, be moved towards honesty as preferable to dishonesty. (Aquino 1990) Values also have
a behavioral dimension. In fact, living by 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 teacher 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 must
be open to and attentive in your value lessons in 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 tolerant 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 Livingston Seagull.
Value formation is a training of the intellect and will
Your value formation 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 values and wills to avoid the wrong value presented by your intellect. As described 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 avoid the bad that your intellect presents.
How can your will be trained to desire strongly desirable and act on it? William Kelly explains it very simply:
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 desire, of concentrating attention on more remote good, of reinforcing the
higher but less urgent motives undergoes a kind of atrophy through disuse. Habitually yielding to any vice, while it does
not lessen man’s responsibility, does diminish his ability or 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 life 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 despite obstacles and difficulties. “A virtue is no
other than a good habit. You get 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(ladder) 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, she 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 pleasure 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
-grasped in spiritual acts of preferring loving and hate
-aesthetic values: beauty against ugliness
-values of right and wrong
-values of pure knowledge
Values of the Holy-appear only regarding 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, like 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 that 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 the 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 the 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 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 Gandhi 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 condition of the blind like her for them to
live a meaningful life. Of course, we do not forget

Dr. Jose Rizal, our national hero and 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
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 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.

Test your Understanding:

1. Do we have such a thing as unchanging values in these changing times?

2. What do we mean when we say transcendent values are independent of time, space, and people?
3. Should values be taught? Why?
4. What are the three dimensions of value and value formation? Explain each.
5. Value formation is training of the intellect and the will. What does the training consist of?
6. What is the effect of good habit (virtue) and bad habit (vice) on thee will?
7. Which is the lowest value in Scheler’s value hierarchy? Highest?
8. Based on Scheler’s hierarchy of values, what is a life well lived?
9. According to advocates of value clarification, how can you test if a value is really your value?
 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 a 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 be
viewed solely along a horizontal dimension. It is like a 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 called by God to do
something not for themselves but for other. We know of Abraham, the first one called by God, to become the father of
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 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 teaching Allah. All of them responded positively to god’s call. Buddha must have also heard
the call to abandon his royal life to sick 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 believed, 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 Collage 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 Latin word “mission” 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 a 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 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,
writing, arithmetic and right conduct? Is it to help the child master the basic skills so he can continue acquiring higher
level skills to become a productive member of the 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 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 a child’s growth and to remove hampering influences” as Bertrand Russel 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 chamber 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 is important only if they serve to make our children more human.

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 a Job?
Teaching: Mission and/or a 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
If 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 recognized 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
If our concern is success, it is a job
If 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

ADAPTED FROM MINISTRY OR JOB BY ANNA SANDBERY

 THE ELEMENTS OF A PROFESSION
Teaching like engineering, nursing, accounting and the like is a profession. A teacher is like an engineer, a
nurse and accountant are a professional. What the distinguishing marks of a professional teacher? Former Chairperson
of the Professional Regulation Commission, Hon. Hermogeners P. 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 to be 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 turn 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 an extended period of
preparation and a continuing professional development. You must strive for excellence, commit yourself to moral, ethical
and religious values and dedicate yourself to public service.

The PWEDE NA mentality versus 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 all. At this time, you
must have heard that with the rigid selection of teacher applicants done by DEPEd, only few make it. The mortality rate
in the Licensure Examination for Teachers for the past ten years is 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 may have no choice
but to take the endless and the less travelled 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
noblest 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.
 You Are A Teacher

If I speak interestingly, effectively and well

But do not understand my students
I am a\ noisy gong or a clanging cymbal
If I know all the methods and techniques of teaching
If I have complete faith that they will work
So that I use them completely
But think only of the materials or techniques
Instead of how they can help my students
I count for nothing
If I go the second mile in my teaching
Give up many activities
But do it without understanding
It does no good
Love is patient, very kind
Love is not jealous; it does not put on airs
It is never tyrannic, never
Yet does insist on truth
It does not become angry
It is not resentful
Love always expect the best of others
It is gladdened when they live up to these expectations
Slow to lose faith when they do not
It will bear anything
Hope for anything
Endure anything
This kind of love will never fail
It there are teaching methods, they will change
If there are curricula they will be revised
For our knowledge is imperfect
And our teaching is imperfect
And we are always looking for better ways
Which an infinite God has placed ahead of us
When I began to teach, I fumbled and failed
Now I have put away some of my childish ways
At present I am learning bit by bit
But if I keep on seeking, I shall at last understand
As all along I have been understood
So, faith, hope and love endure
These are the great three
But the greatest of them is love
Chapter II
Lesson 2
The 21st Century Teacher
-Brenda B. Corpuz PhD
-Gloria G. Salandanan, PhD
“If we teach today as we taught yesterday we rob our children of tomorrow”- John Dewey
The 21st 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 to survive in this 21st century and be able to
contribute to the development of the 21st century learners.
Under each of these four clusters of the 21st century skills are specific skills. Effective communication skills include
1) teaming 2) collaboration 3) interpersonal skills 4) local, national and global orienteers and 5) interactive
communication.
The learning and innovation skills are the 3C’s 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 representation.
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.
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 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 production.
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.
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.
What is technological literacy? The US Department of Education (1996) defined technology literacy as “computer
skills” and the ability to use computer and other technology to improve learning, productivity and performance”.

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 life -long knowledge and skills in the 21st century
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

Relate these 21st century skills to the characteristics of the 21st century educator presented in the graphic organizer
below

Effective Communication
Learning and Innovation Skills
Skills

21st century
skills

Info, Media and Technology

Life and Career Skills
Skills

Are all 21st century skills reflected by the characteristics of the 21st century teacher? If not, feel free to add to the
graphic organizer
Lesson 3

School and Community Relations

It takes a village to raise a child – African proverb

The school and the community are the 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. A positive affiliation is an 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, Parents and the Community

Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate with the 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:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self discipline
2. Solutions
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. 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.
b. Positive attitudes of kindheartedness and patience are developed through modeling
c. Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
 d. Letters and praises to parents for outstanding performances build confidence and strengthen
determination to continue the decent work.
e. Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them
f. 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
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence
Students exhibiting exemplary traits must be given due recognition. Awards conferred upon
responsible and well-behaved students set examples that are emulated
4. Interests
Special interest and innate talents noticed at an early age such as heightened prosperity for music
and drama, athletics and the arts must be attended to by sensitive mentors and guardians to
provide them with continued opportunities to attain full realization of their natural gifts.
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 usual 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’s surroundings clean and comfortable for their 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 paying the salaries of teachers who for the moment
do not have teacher items. There are several school-board-paid teachers in the country.
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 Brigade 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 School’s 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 (SGC) 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.
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 the teachers and families. Professionals and
practitioners from the community can be invited as resource speakers during the observance of
significant school rites.
 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 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 both
of groups will be able to extend is 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 services. A joint scheme could be worked out with higher education institutions
offering degrees along the same line such as teacher education.
DepEd schools and 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
contribution of all the willing partners deserve the community’s commendation and patronage. Linkages also
termed interconnections with institution 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 ad professional association of women educators. Based in its head
office in Michigan, chapters are in different universities nationwide. The only chapter outside the US 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. It 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 a biennium hosted by chapters abroad during their term. Page 35

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 and
1999) a study tour and an initiation rite with members from abroad in attendance.
b. INNOTECH is the center for training educational leaders from Southeast region under the SEAMEO
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 head
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, non-partisan membership organization 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
a. Linkages could be established between universities and colleges offering identical degrees. Cross –
enrolment for subjects needed for graduation is allowed.
b. Joint researches could be conducted by two or three universities depending on their respective
expertise. The dissemination of findings for other universities in the area is an immense help.
B. Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can work together to attain
common objectives, undertake innovative practices and update members regarding breakthrough in
different disciplines. Such network composed of several colleges of different universities bind
themselves for a common goal.
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. Scholastica College, Philippine Normal University, Philippine Christian University and De La
Salle University. The Science teachers from each college met 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 Mediola Consortium -It is composed of San Beda College, Centro Escolar University, San
Sebastian College and Holy Spirit College.
Chapter III
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 a passion and
commitment to our profession; being world class is giving our best to teaching. Being world class starts right inside the
classroom. --- Condrado de Quiros5

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 thousands of seconds. 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 world wide 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 to your preparation as prospective teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To become 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 can 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.
Objectives of the Chapter:
1. Gain clear understanding of what a global teacher is in context of global education
2. Enrich your insights on global education by analyzing and comparing 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

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 to prepare yourself for the succeeding lessons.
How do you prepare yourself as teachers for a challenging task of making learners of today live
meaningful lives tomorrow? As you prepare your children for their future, teachers need to explore what
the future holds. Teachers must 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 can change 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 because of 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 the educational conditions or lack of it, in
developing countries worldwide and aim to educate all peoples to a certain world standard.
Another definition is that global education is a curriculum that 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 humanistic ally 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 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 incorporated into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation of the world.
Likewise, students are encouraged to see the world, 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 entrepreneurship literacy, civic literacy, health and awareness
●learning and thinking skills, critical thinking and problem-solving skills, communication, 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 and others
●21st century assessment, authentic assessment that measure the areas of learning
Global education is all about diversity, understanding the differences and teaching the diverse cultural
groups 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
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 can teach the 21st
century learning goals? These are some of the fundamental questions which should be answered 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
●recognizes that the world has rich variety of ways of life
●has a vision of the future sees what the future would be for him and the students
●must be creative and innovative
●must understand, respect and be tolerant of the diversity of cultures
●must believe and act for education that will sustain the future
●must be able to facilitate digitally –mediated learning
●must have depth of knowledge
●must possess effective communication (for Filipino teachers to be multi lingual)
And lastly but most 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 numbers of teaching posts needed by 2015.
The table 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 the thousands
Arab States 243
Central and Eastern Europe