CHAPTER ONE <> THE TEACHING PROFESSION Introduction EACHING, in traditional usage, simply means giving instruction. The act of teaching is akin to tutoring or training, It is interchangeably used to mean educating or schooling. Some use the term pedagogy. Teaching a8 a profession assumes different meanings and definitions depending on the practitioner’s ultimate goal, Pursued as a lifetime career, some take it as a solemn vow to offer enduring love and care for the betterment of the country’s youth. Some are impassioned to share their acquired knowledge and developed skills to equip the citizenry towards literacy and enlightenment. Aimed at molding children’s minds and hearts, teaching is pursued as a lifetime career with passion. Others are moved by compelling life plan to guide the leaming, growth and advancement of children who are entrusted to their tutelage. Still others accept it as the best means of livelihood leading to a comfortable lifestyle and economic growth. Those with a strong sense of nationalism feel dutybound to develop, through their teaching, love of country, civic- mindedness and respect for their fellowmen. For as long as teaching is identified as ones chosen calling, vocation or profes- sion, all endeavors in terms of time, effort and unwavering dedication are guaranteed to bring forth the fruition of their dreams and aspirations, definitely a self-fulfilling and a crowning lifetime achievement to cherish. In the end, successful teaching devel- ‘ops a characteristic culture of a caring-and-sharing outlook and a passion for leaning about life and the world.2 Gloria G. Salandanan A. REQUIREMENTS 1. Educational Qualification To earn a degree in teaching one must complete a 4- to 5-year curriculum in Bachelor of Elementary Education (BEE) or Bachelor of Secondary Education (BSE). For those who will teach in the elementary level a total of 174 units is required, distributed as General Education, 63 units, Professional Education, 54 units and specilization, 57 units. For BSE, a total of 174 units consist of 63 units in General Education, 51 units for Professional Education and 60 units for a field of Specialization. A 4-year degree in Early Childhood Education (BECE) qualifies one to teach pre-school level, Nursery and Kindergarten. ‘A copy of the above curricula which are being implemented starting School year 2005-2006 appears in Appendix A. For those who will teach in the tertiary level, a Masters or a Doctorate degree with a specialization is required. . Professional License After being awarded a bachelors degree, one is mandated through RA 7836 known as Philippine Teachers Professionalization Act of 1994 to pass a licen- sure examination which consists of the following: BEE BSE General Education 40% 20% Professional Education 60% 40% Specialization 40% For first degree holders in Bachelor of Arts, BS or AB degrees with specializations in the Sciences or Humanities an additional 18 units in Educa- tion is required to be able to take the exam. The licensure examination is administered nationwide through the regional offices of the Professional Regulation Commission once a year on the last Sunday of August. For those who qualify, a valid Certificate of Registration and a Professional License are issued. The license must be renewed after three years on the birth ‘month. B. DEFINITIONS Educators offer a general definition of teaching as “an aggregate of otganized instructional methodologies aimed at achieving a desired learning objective.” The various objectives could be any or all of the following: ) acquisition of knowledge and information, b) development of skills, and ©) cultivation of values and attitudes. The ultimate objective is to enable students to learn and sustain continued learning for self-growth and development. The whole process which consists of “teaching that”ELEMENTS OF TEACHING 3 (knowledge), “teaching how” (skills) and “teaching to be” (values) is pursued through systematically planned teaching methodologies and procedures. In line with the general definition, teaching assumes a significant role of connecting the mentor, the educable and the content essential for a learning outcome. It suggests the act of establishing a suitable interrelationship among the three elements amidst a diverse learning environment. Teaching then constitutes a dynamic activity which requires a contextual analysis of the elements that promote or impinge growth of learning, Defined as a moral activity, it is a way of inculcating values and positive attitudes among learners. It emphasizes the teachers’ adherence to the professional and ethical principles embodied in the teacher's code of ethics. By the way teachers act and relate with the students, they are really teaching values “explicitly and implicitly.” Doctorate With learners at the center, teaching serves as the principal means of awakening and nurturing the students’ interests and learning potentials with an end in view of inducing self-learning and self-reliance. A heightened consid- RA 7836 eration of their individual personalities, character and capacities are evident in ss a licen- the manifold teaching chores. C. CONCEPTS OF TEACHING ‘A concept is a general idea. It is a rule, When a teacher accepts a concept, he/she learns a rule of behavior. It is essential to his/her perfor- mance as a teacher. It determines the appropriateness of the teaching activities planned and implemented. ee 1. Teaching as an Art presi ok Teaching is acknowledged as an art. It is mainly a creative expression of "| one’s intellectual and emotional qualities that are essential in promoting bathe st earning, The prototype attitudes and values that teachers model in their teaching create a conducive atmosphere for the development of the same ‘fessional among theit students. Teaching serves as their way of reaching out to the a the bisth minds and heatts of the young, thus help raise upright and passionate citizens Their innate ability in mitroring outstanding emotions of compassion and cating easily generates the students’ resolve in continuing their search for more knowledge despite obstacles on the way. With their enthusiasm and perseve- grcgate of ance, students become challenged and inspired to do their best. Creative Cee means of solving learning difficulties and ministering to their individual needs soldering ‘and interests make teaching truly a selfless and magnanimous calling. skills, and ‘Taken as an aft, it involves humans and emotions. It puts premium on the ptehaia personal qualities chat teachers, parents and students share to bring out the joy rowth and OF earnings hing that”4 Gloria G. Salandanan 2. Teaching as a Science Teaching is likewise recognized as a science. It is directed towards the development of an inquiring mind and an analytic mode of accepting the truth in what one thinks and does. As such, teaching consists of systematic procedures and strategies similar to the steps followed in a scientific investiga- tion, It is conducted in a carefully sequenced methodology wherein learning activities are planned and organized in a step-by-step manner without much regard for the least signs of difficulties, negative attitudes and indifference among the students. Because of its close adherence to an earlier planned mode of undertaking the learning tasks, every episode ends with concluding statements be it a successful ot failed trial. Teachers are expected to be orderly in recording and interpreting facts, b inferences and other forms of information. Students’ reactions and ensuing: behavior brought about by factors existing in the learning environment are appraised accurately by systematic observations as well as through widely used assessment and evaluation procedures. D. COMPONENTS OF TEACHING Teaching consists of three essential components ~ the teacher, the students and the subject matter. They constitute the act of imparting knowledge. Without them there will be no teaching at all. Significant interrelationships that occur among these elements stress the dynamic nature that could spell the successful attainment or failure in reaching a desired end. One element is considered ineffective without the right blend with the other two. When one is missing, the other two become disconnected. Only when a conducive alliance exists among them can teaching and effective learning take place. 1, THE TEACHER ah a.) Competence : The teacher's competence in terms of knowledge and skills possessed significantly contribute to the accepted standards and ideals of the teaching profession. As a professional she is expected to be knowledgeable about the subject she is supposed to teach. She must possess not only substantial knowledge but deeper and more advanced in otder to be able to teach with confidence and accuracy. She should include what the students are supposed to know about the subject including what they want to know. Her choice of the content would depend on the curricular objectives and 1 prescribed syllabus. The teacher must likewise be knowledgeable and skilled in employing a wide repertoire of teaching methods, procedures and strategies that canELEMENTS OF TEACHING 5 insure the consistent and continued search for knowledge and new information. Her rich experience in, for example, conducting discussions, guiding them in performing experiments and other forms of investigations as well 2s undertaking field studies and visits to community learning resources together with other dassroom techniques will enable them to gather abundant and relevant data with confidence and authority. If students find difficulties in following the systematic procedures she can easily revise ot think of alternative solutions, thus avert wastage of time, effort, and materials. Employing time-tested and experience-proven methodologies is a mark of an updated and progressive teacher. b) Values and Attitudes ‘The innate values and dispositions she possesses are of utmost impor- tance in creating winning interactions among students and associates. Being ‘more experienced and sensitive to students’ reactions, both positive and negative, she will be able to perceive common difficulties such as inability to understand the lesson, indifference and lack of interest. She will be able to treat with patience and compassion those with short temper and showing habitual inattentiveness. In return she will be able to provide a conducive leatning environment: Her genuine’kindness will buoy the spirits of the saddened and suffering and enkindle rapport. Her creativity and industry will be replicated. Her passion and love for teaching will enable her to persist despite constraints, personal or otherwise. She is will- ing to spend extra time, effort and resources to alleviate their feelings of deprivation and deficiencies. 2. THE STUDENTS 1.) Ability pow ‘The students’ capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers, Tactful teachers know when and how to adjust their questions eae during discussions or require reinforcement activities that will enable each Nabaatl of them to be at pace with the rest. The high performers tackle the more 5 sea Sia difficult learning tasks, the not-so-difficult for the others. Encouragement aaa and guidance will enable them to achieve the lesson objectives. Learning is Pe enjoyed at the same time. cals of the jectives and b) Characteristics Every student interacts and feels differently from one another, though » employing. they are of the same age and family background. Their characteristics, both jes that can inherited and acquired, need considerable judging and understanding.Gloria G. Salandanan Differences in experiences and socioeconomic status make up shaping them into what they are. Some tend to show habitual unpreparedness for the lesson, thus achieve a low level performance. Some exhibit consistently curiosity and eagerness while others need to be motivated and provoked. Some are pleasant, others are indifferent or abrasive. Students who are studious and industrious are accepted and = by others, Their refined manners, polite words and courteous replicated by friends and close associates. Purposeful teaching insure progress ot regression depending on their characteristics and ¢.) Background Knowledge The students’ background knowledge about the subject matter map Some know more, others know less, a few know nothing at all. The teacher determines the needs of the class by giving them a pretest, or advanced organizer before going into the lesson proper. Then, sequences the topics from easy to difficult. 3. SUBJECT MATTER 2.) Level of Difficulty ‘The difficulty level for each grade as well as stage of intellectual d ment are considered in the scope and sequence arrangement of c prescribed in the curriculum and accompanying syllabus. These reviewed and approved by teachers teaching the same subject as well as field specialists and curriculum experts. The time allotment for each topic and subtopics are suggested including the list of references. b) The Lesson Following are the needed preparations for an effective presentation of a lesson. At the outset the objectives are clearly stated in behavioral terms to insure ease and accuracy in assessing the achievement through the activi- ties undertaken. The instructional materials to be needed, the equipment to be used, such as projectors, television set and computers’are scheduled. Audiovisual devices such as recorders, tapes, diskettes, films and slides are prepared and arranged in advance. Specimens and real objects are selected for fast distribution, including possible substitutions as needed. ‘The lesson is planned according to the sequence in the syllabus being followed. The preliminary activities may start with a motivation, a review of the past lesson, or a slide presentation to set the right mood for the presentation of the day’s lesson, The lesson proper follows a teaching methodology which could be inELEMENTS OF TEACHING the form of a class discussion, demonstration or experimentation. The choice of what strategy or technique to employ would depend on the subject matter, the objectives desired and the background knowledge of learn ‘the students. By and ‘The progress could be assured through an appropriate step-by-step procedure, with revisions if needed in order to sustain the interest and mitated insure active participation of everyone. Recording of observed data, ect are analysis and drawing conclusions are cooperatively undertaken and shared 2, can by the whole class. A summary consisting of insights gained and applica havior tion of concepts learned to teal life indicates a successfull achievement of the objectives. 5 vary. ‘An evaluation of the outcomes employs assessment tools in the form expert of short tests, special reports, examination of products prepared or written journals and natratives. At the completion of a unit, extended knowledge application may be through constructing projects and collections, dramati- zation or submission of a portfolio. Further research on some details may be assigned, review, E, ESSENTIAL SKILLS Teaching, like other professions, goes in full action once a number of basic oncepts skills has been acquired and are efficiently and effectively being practiced. = were Some are learned duting their preservice training, especially in their internship, ll as by while others are gained and enhanced through years of successful practice. h topic Rich experiences accumulated, reinforced by new technologies and a continuing drive for professional growth serve as the prime elements in strengthening core skills. tion of These essential skills are classified into the three categories — acquired knowledge, expertise in employing methodologies and proficiency in teaching, rms tO Included under each are some teaching chores, responsibilities and routine that activi- may be regarded “ordinary tasks in ones teaching day” but are considered collectively vital for the goal being pursued. ¢ used, aes . Acquired Knowledge wl Knowledge is acquired through the four-year preservice training offered in pares Z 3 ae seputable teacher-training schools. The required courses in Education are ‘embodied in the approved curriculum that is prescribed by the Commission on Higher Education (CHED) and are being implemented in all Teacher Educa- tion Institutions (TEI, both public and private. Tt includes general education courses, professional education courses consisting of theoretical knowledge of teaching and learning, principles and methods of teaching and assessment and evaluation of learning. Experiential knowledge and skills and professional and s being “review for the id be inGloria G. Salandanan ethical values are considered important components. An adequate knowledge of a field of specialization is likewise gained during preservice. Updating and advancing in said knowledge and skills makes teaching effective and attuned to the time. . Expertise in Methédologies Knowledge and skill in planning and implementing approptiate teaching methodologies and procedures are the winning qualifications of a teacher. With it goes the ability to improvise simple tools, construct audiovisual de- vices and execute new ways of doing things — truly a facilitative and innova- tive adeptness that are much needed. Expertise in operating equipment such 4s projectors, computers, measuring machines, time-keeping devices and other new technologies ate critical requirements in today’s classrooms to accelerate performance of learning activities. Alertness in sensing flaws and difficulties in procedures enable one who is likewise knowledgeable about alternative steps to undertake immediate revision as needed. . Teaching Proficiency ‘Teaching proficiency denotes a masterful execution of the act itself. A proficient teacher is described to be in full knowledge of the “what - when - and - how” sequence of presenting a lesson from start to finish. Allotting sufficient time for each step and making sure that each is properly done contributes to a reliable conclusion of all learning activities. Efficient time management is the key to a smooth flow of all planned activities for the day. ‘The knack to discover new ways of searching fresh information regarding the content one is introducing results in much-needed flexibility, at the same time updating teaching practices. Adaptability amidst diverse academic context paves the way towards improved teaching-learning opportunities. Desirable interpersonal relationship cultivated through yeats of successful practice contribute immensely to an enjoyable and productive teaching. Touching students’ lives through a committed caring and sharing attitude foster 4 trend towards togetherness that undoubtedly support and elevate ones teaching proficiency. E TEACHING AND LEARNING ‘The ultimate goal of teaching is to achieve learning. Learning means under- standing of acquiring knowledge. As commonly used, learning stands for ones education or wisdom. One has learned if he/she is well-informed ot enlight- ened. Teaching occurs consciously or unconsciously. It is taking place everytime between parents and children, doctors and patients and among parishioners and other community workers. It happens in the home, market, workplace andseacher. weal de- innova it such aod other jaccelerate Efficulties slternative itself. A when - Allotting erly done cient time ot the day, regarding the same academic nities. successful teaching, ude foster vate ones ns under- | for ones enlight- everytime ishioners place and ELEMENTS OF TEACHING 9 mostly in education institutions and government offices. - Learning Learning, like teaching occurs spontaneously, naturally, or planned for a purpose. How is knowledge and information acquited? 4) By chance, circumstances or incidents, The learning is gained from unplanned activities or events unexpectedly encountered. It is termed accidental learning. b) Through systematic and purposeful study. Learning is attained through extensive readings, from simplest prints like newspapers, books and encyclopedias about a special field of interest. Pouring over official documents, recorded historic events, visits to muse- ums and archives, and examination of office files one can obtain important notes and accounts of past and present happenings together with their sig- nificance. ©) By conducting own investigations and inquities, both formal and informal, ‘one can obtain accurate data, evidences and facts to support conclusions and generalizations. 4) Undertaking research. Research conducted on cultural practices and social standards can provide information on customs and traditions of populations in different regions. Researchers in natural and social sciences undertaken collaboratively could lead to discoveries and new inventions achieved. ¢) Attending formal schooling for a degree in a school, college or university wherein a prescribed curriculum is completed. Whether knowledge is acquired accidentally or through formal studies, a clear connection between teaching and learning is established and duly recognized. The two ate inseparable, hence, one cannot occur without the other. In an academic setting, such as in educational institutions, teaching is undertaken in pursuance of a learning objective. Without a defined goal, the act of giving information is not yet considered teaching. A teacher, therefore, is totally conscious of the purpose, intention or desired end before embarking on the activity, otherwise, there will be no clear guide and direction to take. Learning will not be useful at all. . Love for Teaching and Learning Love for teaching and learning is the theme that permeates every page of this book. At all points the ensuing emotional impact from both passionfal endeavors create a btidge that connects education beneficiaries — the teacher and the students, Emphatically, at times subtly, this discourse opens to all loving engagements of teachers to teaching and the loving involvement of students for learning. Teaching, after all, is an emotional and intellectual venture, so is learning, Both brings forth invaluable benefits and rewards to aGloria G. Salandanan loving teacher and a loved student. As elaborated earlier, teaching is an activity that brings the teacher's emotions and mind to bear on the subject matter and students, on one hand, and on connecting students to the subject matter as well. On occasions depending on the students’ moods and attitudes, the classroom may be alive with passionate participations in all learning activities. At other times it could be boring and minutes pass so slowly. The love devoted to teaching, the classrooms and the students is a powerful one that can awaken and support the desire to learn. A moving interaction emerges between the teacher's and students’ minds and hearts, thoughts and feelings. For it is a reality that a teacher teaches and students respond, both with their ideas and emotions. Love for learning is tied to ones ability to connect thinking and reasoning with desires and happiness. Emotional interactions in the classroom are so varied and unpredictable and may promote or inhibit learning, It then becomes imperative that teachers get students highly motivated and interested, paving their own way, with faith and hope, towards learning and improving them- selves. Like teaching, they learn through inducements that never fail to touch their whole being. Love serves as the compelling energy that emanates from their inner selves so as “to be on the road” towards successful exploits. ‘While in the process of teaching and learning, love plays a crucial role in providing the drive needed to keep its uplifting influence. At any time when the teacher forces the acceptance of ideas, they experience disappointment and frustrations, The students resist and respond with indifference. When they refuse to learn what is intended for their own good, feelings of anxiety and distrust totally cloud their understandings. Only a loving and compassionate attention can save the struggles and pains being experienced by both. During setious activities as well as during relaxed moments, the incessant support keeps the bond firmer and the determination to move forward, mightier. The most powerful element that makes teachers stick to teaching and stu- dents to learning is true love — love that understands, consoles and heals. Teachers are committed to instill ia their students an ardent love for learning, thus acquire and use knowledge in their everyday tasks. To do so, they instinc- tively impart such profundity to them. The saying “love begets love” is most apt and full of meaning to them. Students who feel the love of their mentors become spontaneously enamored and openly express their love in return, tenderness and warmth radiate from lovers to the loved ones unstoppable, like the beam of sunlight at daybreak, coming from the mighty sun. It spreads light throughout the land, breathes life to all. The greatest joy of teachers and students is the innermost permeation and growth of love and the outward manifestation of intense desire to actively participate in this “magnanimous and noble assignment” from the Lord — teaching and learning,ELEMENTS OF TEACHING G. THE CONCEPT OF TEACHING cher’s ‘The teacher must understand what teaching is become his concept of hand, teaching guides his behavior. A concept is a cule of behavior. It is essen- ce tial to his performance as a teacher. Is he teaching his students when he insists that "honesty is the best policy?" Teaching can be used at different a levels of meaning in our daily conversation. Example: Mario teaches at the Bo Rizal Pilot School. He is a teacher for a living and not a janitor, A ee as second meaning refers to the general enterprise of teaching, the oversee bee cluster of activities which we associate with a teacher, such as explaining, Sti, questioning, attending faculty meetings and checking attendance. A third psoninig level of meaning may refer to a specific activity such as demonstrating, 2 are $0 questioning, motivating and to focusing on the interaction of teacher and becomes student as they are engaged with some subject matter. , paving Following are some activities which a teacher might do in a day: a 1. questioning 9. preparing reports 20 touch Eee 2. explaining 10. attending faculty meeting os 3. concluding 11. collecting contributions F sols 4, testing 12. encouraging casei 5. comparing 13. chaperoning players wi 6. motivating 14. patrolling hallways pea ‘they 7. evaluating 15. reinforcing ‘ety and 8. defining. sssionate ‘The activities the teacher docs are parts of his job but not when he - During is actively engaged in the actual lesson. They can be categorized in the support : following: Pa Be Institutional Acts Strategic Acts Logical Acts 1. attending meetings 1, questioning 1. deducing 2. chaperoning 2. motivating 2. concluding 3. taking roll 3. evaluating 3. explaining 4, making reports 4 testing 4, defining . collecting money 5. encouraging 5. justifying Institutional acts refer to the way the teacher's job is organized by those incharge. Strategic acts refer to the teacher's plans and his way of directing students during teaching, Logical acts refer to the intellectual acts of think- ing and reasoning in relation to some subject matter concentrating on the logical and strategic acts focus on the act of teaching, Understanding the act of teaching and suggesting how a teacher should perform that act will lead to that act systematically, smoothly, appropsiately and with variety.