Labelle B.

Casas

THE TEACHING PROFESSION

Chapter 1

LESSON 2

Analyze the given example and answer the following questions.

1. What is the teacher’s concept/s of the learner?

 The human person, the learner in particular and be educated person.
 What is true and good and therefore must be taught.
 How a learner must be taught in order to close to the truth.

2. Who, according to the Grade school teacher’s philosophy is the good and
educated person?
- Believing that every child:
 Has a natural interest in learning and is capable of learning.
 Is an embodied spirit
 Can be influenced but not totally by his/her environment
 Is unique 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 this ideas.

3. What is the teacher’s concept on values?

- Believing that there are unchanging values in changing times and these must
be passed on to every child by modeling, value inculcation and value
integration in lessons.

4. What does the teacher believe to be his primary task?

- I believe that my task as teacher is to facilitate the development of every child
to the optimum and to the maximum by:
 Reaching out to all children w/o bias and prejudice towards the “least”
of the children
 Making every child feel good and confident about him/herself through
his/her experiences of success in the classroom.
 Helping every child master the basic skills in reading, communicating
in oral, and written form, arithmetic and computer skills.
 Teaching my subject matter with mastery so that every child will use
his/her basic skills to continue acquiring knowledge, skills and values
for him/her to go beyond basic literacy and basic numeracy.
 Inculcating or integrating the unchanging values of respect and
honesty, love and care for others regardless of race, ethnicity,
nationality appearance and economic status in my lessons.
 Consistently practicing these values to serve as model for every child
  Strengthening the value formation of every child through “hands- on-
minds –on – heart- on” experiences inside and outside the classroom.
 Providing every child activities meant to develop the body and mind
and the spirit.

5. Why is one’s philosophy of education said to be one’s “window” to the world or

“compass” in life”?
- Your philosophy of education is reflected in your dealings with students,
colleagues, parents and administrators. Your attitude towards problems and
life as a whole has an underlying philosophy.
6. From which philosophies that you have researched and learned did you draw
inspiration as you formulated your own philosophy of education?
- Essentialism
a. How will you treat your student?
- this philosophy contends that teachers teach for learners to acquire basic
knowledge skills and values.
b. What will you teach?
- Most important for the students to learn and place little emphasis on student
interests, particularly when they divert time and attention from academic
curriculum.
c. How will you teach?
- Essentialist teachers emphasize mastery of subject matter. They are
expected to be intellectual and moral models of their students.

7. Does this education philosophy of yours make a difference in your life?

- Yes, to me teaching is a way to make a difference in someone’s life. If it is
emotional, knowledge base or physical, we as professionals should help the
student be all they can be. The reason that I want to become a teacher is so
that I can make a difference. I want to help students open many doors to their
future. I feel that a teacher should be the person that twenty years down the
road that we still inspire the student.
- I cannot say that I am basically just one of the philosophies. I feel that I am a
mixture of many, of the philosophies. I believe in student’s freedom, using
hands on approach, and focusing on what has happened in the past to cause
us to study certain items.

8. Do you think your philosophy will change as you grow in knowledge?

- I know my present philosophy of teaching will change and grow. I hope to
become more and more informed about educational philosophies throughout
my education career. I want my philosophy to become much more solid and
in depth as I grow from a learner into a teacher. I am sure that these basic
qualities I possess will remain and only become enhanced as I further my
educational philosophy. My main goal is to provide a good start for my
students. I’d like to believe that providing a good start will help my students
have a good future.

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LESSON 3

1. Based on the Code Ethics for Professional Teachers briefly illustrate a teacher’s
role in the following:
a. State
- Every teacher or school shall actively help carry out the declared policies of
the state, shall be physically, mentally and morally fit in the interest of state of
the Filipino, shall possess and actualize full commitment and devotion to duty,
shall not engage in the promotion of any political, religious or other partisan
interest, and shall not directly or indirectly, solicit require collect or receive
money from any person, Shall not use his position, shall enjoy academic
freedom and have privilege of sharing the product.

b. Community
- A teacher is a facilitator of learning and of the development of the youth, shall
provide leadership, shall merit reasonable social recognition for which
purpose, shall help the school keep the people in the community, informed
about the schools work and accomplishments as well as its needs and
problems, shall welcome the opportunity to provide such leadership when
needed, shall maintain harmonious and pleasant personal & people
individually or collectively, shall not use his position & influence to proselyte
others.

c. School
- School officials shall at all times show professional courtesy helpfulness and
sympathy towards teachers & other personnel, shall consider it their
cooperative responsibility to formulate policies, shall encourage and attend to
the professional growth of all teachers under them such as recommending
them for promotion, no school official shall dismiss, shall ensure that public
school teachers are employed in accordance with pertinent civil service rule.

d. Parents
- Teacher shall establish and maintain cordial relations with the parents, shall
conduct himself to merit their confidence and respect, shall inform parents,
through proper authorities, of the progress, shall hear parent’s complaints
with sympathy and understanding and shall discourage unfair criticism.

e. Business
- A teacher has a right to engage, directly or indirectly, in legitimate income
generation. Shall maintain a good reputation with respect to financial matters
such as in the settlement of his just debts, loans and other financial affairs.
No teacher shall act, directly or indirectly, as agent of, or be financially
itersted in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence.

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LESSON 4

1. To be moral is to be human. What does this mean?

- . Without God, morality is reduced to whatever mode of behavior human
beings happen to favor either because of their genetic makeup or
conventional accords. There is no action that is objectively right or wrong.
Rape, hate, murder and other such acts are only wrong because they have
been deemed to be so in the course of human evolution.
2. Why is morality only for persons?
- Human beings are not perfect and never will be, but we are special and
unique among the animal kingdom. We are capable of making judgments
about our own and other people's behavior, and have the capacity
consciously to change the way we behave and society as whole.
3. “Do good, avoid evil’ is the foundational moral principle. List at least 5 good
things that you have to do as a teacher and 5 evil things you have to avoid doing.
- Good things
1. Respect is a reciprocated entity. Have to give it to earn it.
2. Must be model professionalism for each other and for my students, no matter
who is or is not watching.
3. Try and understand what students thinking when they make a mistake.
4. have a positive attitude
5. Should be ready and willing to accept that I don’t know all the answers.
- Evil things
1. Losing your temper in any classroom
2. Humiliate students to try and get them to behave.
3. Create rules that are essentially unfair.
4. Gossip and complain about other teachers
5. Treat students differently based on personal likes and dislikes

4. How does conscience relate to morality?

-Your conscience is your inborn, natural ability to detect what is right and wrong.
It is literally, how we become "conscious" of the morality of our actions. We feel
bad when we do something wrong. Now the problem is, it is possible to ignore
and eventually kill your conscience, so that this natural sense is no longer
functional.

So, your conscience doesn't make things good or bad, but merely detects when
we've chosen evil.
5. Briefly what do the following statements imply about the role of religion in the
moral formation of man?
a. “If God did not exist, then everything would be permitted.” Dostoyevsky
-The implication is that if God didn't exist, morality also doesn't exist because
only God can impose moral limits on human behavior.
- As given, doesn't make sense for the simple reason that God is the only
thing whose existence is necessary. Everything else, and everybody else in
the world only has contingent existence - we exist because God created us

4
 and holds us in existence. By definition if God didn't existence, then nothing
would exist has He is necessary existence. In other words, the nature of God
is Existence itself that is why He gave His Name as "I Am". The only thing
implied by the statement "if God did not exist then everything would be
permitted." implies that the person making the statement is either a lunatic or
insane, or perhaps they just don't understand what "God" is, or what the
concept of God implies.

b. ”There is no doubt that man can organize the world without God, but in the
final analysis he can only organize it against man.” – Pope Paul VI
-The essence of the idea is that man is made in the image and likeness of
God, so without a recognition of the attributes of God (love, truth, relational),
we cannot know what man is. And if we don't know what man is, how could
we possibly design a system for his / her flourishing.
6. How does conscience relate to morality?
-Your conscience is your inborn, natural ability to detect what is right and wrong.
It is literally, how we become "conscious" of the morality of our actions. We feel
bad when we do something wrong. Now the problem is, it is possible to ignore
and eventually kill your conscience, so that this natural sense is no longer
functional.

So, your conscience doesn't make things good or bad, but merely detects when
we've chosen evil.

LESSON 5

1. What is meant when it is said that transcendent values are independent of time,
space and people?
-they remain to be value even if no one values them. They are accepted value as
everywhere.

2. Should values be taught? Why?

- Yes, if they are not taught because they are merely caught, then there is even
no point in proceeding to write or discuss your values formation as teacher.
3. What are the three dimensions of value and value formation? Explain each.
 Cognitive- 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.
 Affective- it is not enough to know what honesty is or why one should
be honest. One has to feel something towards honesty, be moved
towards honesty as preferable to dishonesty
 Behavioral- living by the value is the true acid test if we really value like
honesty.

4. Based on Scheler’s hierarchy of values, what is a life well lived?

5
 - Give greater preference to the higher values
5. Which Filipino values pose obstacles to your value formation? How do they block
your value formation?
- I have three which pose obstacles to my value formation such as
“utang na loob. Pakikisama and closeness of the family these three values have
both positive and negative effects towards our values. First, the “utang na loob
it’s nice to give value of the efforts of others for you but sometimes these utang
na loob can make a cause for corruption. For an instance, a student ask a favor
of politician and the politician granted the favor the student then the student
became successful. Let’s make it a reality in which a politician used to help with
expectation those who are in need will help him in the future. Second the
pakikisama it nice to have a good relationship to everybody but sometimes these
pakikisama tended the cause of violating rules and regulations. And lastly
sometimes due to the closeness of the family member the standards of certain
things are being left behind let say some body is applying for a job one of his
relatives happens to be the biggest boss in the company even he is not qualified
he will still be acquired because “kamagyon ni boss or he has a backer”. As a
future teacher I would like to change these values so that the so could corruption
will be discourage and excellence, competence and efficiency will be executed
by globally competitive Filipino citizen.

LESSON 6

1. Compare teaching as a vocation/mission/profession to something by completing

this statement : TEACHING IS LIKE …..
- Teaching is a vocation, a calling. It is not a profession that you train for much
as you learn how to train a dog. It is a job that many feel driven to do and one
that can be edifying and, as the voices in Teachers Who Change Lives attest,
deeply satisfying.
- Teaching is also a profession. It is our way of rendering service to humanity.
- Teaching is also mission, an assigned task. We are expected to write our
“accomplishment report” at the end of our mission.

Chapter 2

LESSON 1

1. Describe fully a well-managed classroom. Determine your own criteria.

- The classroom should, therefore, be a stress-free environment where
students and teachers feel comfortable spending so much time. It is
essential to have a well-managed classroom to improve classroom
efficiency and create an environment conducive to learning. A well-
managed classroom is not limited to discipline, unlike the popular belief
that discipline is the only vital management skill a teacher must have.

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LESSON 2

1. What will your decisions regarding the following:

a. Daily assignments of your student are incomplete, oftentimes not understood,
what will you do?
-I will spend time on them, explain furthermore, asking/knowing what else
they couldn’t understand. I will check on them regularly. Help them more in
their needs.
b. A student is always involved in cases of misbehavior.
- If a student is always misbehaving and is always involved in cases, I would
talk to this student privately and I will ask why he is doing this and what
benefit will he gain from it? I will ask him to bring his parents with him or if he
refuses, I will call them or maybe give a visit to his home. I will tell his parents
of the behavior of their son and maybe get some inputs from his parents and
their son and then come-up with a solution on how to deal with in a better
way. With this approach, I will be able to know their son better and act
accordingly.
2. How do you “face” or have a dialogue with:
a. receptive parents
- Receptive parents are easy to deal with because they are open-
minded and accepting of my ideas regarding their daughter or son.
There is clarity of communication especially the attention that the
parents need to focused on to their child. I can even share to them – in
a positive and tactful way – my standards in my subject which we could
work hand-in-hand to achieve this goal. In that way, we can easily
correct certain areas that need improvement. Since they are receptive,
the child would be given special attention from their parents so as to
help the child improved and for me to adjust, somehow, on how to
handle the child.
b. unreceptive parents
- Unreceptive parents are hard to deal with since either they will push their
own way, un-accepting of my ideas, or just plain passive and never bother to
really think of what I am trying to suggest. I would be straight-to-the-point of
the end-result of their child if not given proper attention. However, I believe
that I cannot change the parents but I can do something to the child. This
requires a lot of work from my side, since I need to mentor her, maybe after
school, especially if she is failing. This would entail knowing the child’s
psychology and developing certain corrective measures applicable to this
child. This, I hope, would somehow encourage her to learn even her
household does not support it. But still, teachers can go as far only. It is still
up to the child if she really wants to learn whatever the situation maybe
3. How should well-behaved students be given due recognition?
- Give students social rewards when they are exhibiting good behavior. Social
rewards include verbal praise, positive attention, or a simple pat on the back.
Social rewards give children self-confidence and self-worth by making them feel
special and accepted.

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LESSON 3

1. Name two or three local universities with a consortium arrangement. What are
they pursuing together/ How do they work together?
- The De La Salle University Library endeavors to provide access to other library
collections within Metro Manila that will support the instructional, research and
other bibliographical needs of both students and faculty through its inter-library
services, which involve short term loans and document delivery. Other research
collections in the Metro Manila area are also available for the use of advanced
and graduate students through consortium arrangements and inter-university
agreements
- The PNU Quezon campus started its operation in 1979 by offering teacher
education courses in consortium with the Polytechnic University of the
Philippines - Lopez, Quezon branch wherein the laboratory high school
department of the latter became the training ground of the aspiring teachers.
When the consortium agreement between the two state universities expired in
1993, PNU continued its operation in the town by transferring to Lopez National
Comprehensive High School campus. Similar to the previous arrangement with
PUP, PNU also used the facilities of the LNCHS until 1999. During that six-year
period, it gradually acquired its own site thru land donations from the municipal
and provincial governments. Its new and own campus is located adjacent to the
LNCHS and a few hundred meters away from PUP.
- Batangas State University (BSU) formerly Pablo Borbon Memorial Institute of
Technology (PBMIT) has maintained its linkages with a number of international
institutions for the last ten years. Like other institutions of higher learning, BSU’s
international Linkages began with informal ties between scholars of foreign
institutions and BSU’s faculty members or in some other cases, through the
university’s local consortium with other universities. These linkages are classified
under informal linkages of BSU.

2. If you have a chance to organize a group, what would you like to do for both the
school and the community’s organization.
-Youth Organization

Chapter 3

8
LESSON 1

Make a matrix using the sample below:

Name of Country Levels of Education Description of Each Special Features

Level
1. China -Primary -Primary School -Primary education
lasts 6 years and it
is intended for
children aged 6-12.

-secondary -Junior (Lower) -Also known as

Secondary School chuzhong (初中）in
China.

-secondary -Senior (Upper) After the completion

Secondary/ of junior (lower)
Vocational Senior middle school,
(Upper) Secondary students can
choose to enter
either general
(academic) senior
secondary school or
vocational senior
secondary

-post secondary -Undergraduate -Awarded upon

Level - Bachelor's completion of
Degree programs requiring
4 to 5 years of
study, depending on
the field of study.
Also know as
(xueshi xuewei 学士
学位) in China.

-post secondary -Graduate Level - -Awarded upon

Master's Degree completion of
programs requiring
2 to 3 years of
education,
depending on the
major field of study.

9
 Candidates may not
be older than 35
years of age. Also
known as (shuoshi
xuewei 硕士学位) in
China.

-post secondary -Graduate Level – -The completion of

Doctoral Degree a master's degree is
required for
admission to a
doctoral program.
Doctoral programs
take 3 to 5 years to
complete. It is also
possible to take a
combined
master’s/doctoral
program in which
students are directly
admitted to the
doctoral programs
upon completing the
master’s program.
Students are not
awarded a master’s
degree in the
combined program
and are awarded
with a doctoral
degree at the end of
the program. This
type of combined
program is known
as (shuobo liandu
硕博连读) in China.

-Optional but taken

2. Japan -0-6 -Kindergarten up by 63% of
(Yochien) entrants to
Elementary School
in 2000. However
this is down 25%
over the last ten

10
 years. Japanese
Government wants
to increase
availability,
particularly to help
working mothers.
Some
kindergarten’s
specialize in
subjects including
English

-First stage of
-6-12 -Elementary School compulsory
(Shogakkou) education, many
wear a standard
uniform with yellow
raincoats, baseball
caps, umbrellas etc.
Nearly all schools
are state run – less
than 5% are private.

-Seen as a very
-12-15 -Junior High School important phase in
(Chugakkou) child’s life,
preparing them for a
good Senior High
School. Children
often stay late at
school for clubs,
activities and
studies.

-Admittance by
-15-18 -Senior High School entrance exam and
(Koukou; is not compulsory
koutougakkou) for all. Over 25% of
Senior Highs are
private. “To get a
place at the best
university means
that a student really
needs to go to the
right senior high
school, so the

11
 entrance exam can
have a major impact
on the future career
of Japanese
students.”
(Education Japan
website). Some
children go to work
at 15 and attend
part time Senior
High School in the
evening for 4 years.

-The reputation of
-18–20 or 22 -University or Junior Japanese
College universities is
regarded as being
more important than
the standard of
education received.
“A system where
firms employ people
simply on the basis
of what university or
school they went to
-- Japan's so-called
"gakureki" system -
and what clubs they
joined guarantees
weak university
education.” (Clark
1996).

-Kindergarten is
3. South Korea -primary -Elementary School optional in South
- 초 등 학 교 , Korea and most
chodeung haggyo parents prefer to
keep their little ones
at home as long as
possible. However,
at age 6 their child
must move on to 6
years compulsory
chodeung-hakgyo
elementary
education. There

12
 they learn subjects
like English, Fine
Arts, Korean,
Maths, Moral
Education, Music,
Physical Education,
Practical Arts,
Science and Social
Studies, usually all
presented by a
single teacher.
Some parents send
their children to
private hagwon
schools after hours,
where English may
be better taught.

-Places in
-middle -Middle school - 중 secondary schools
학교, jung hakgyo are awarded by
lottery and
everybody gets an
equal chance. The
transition to 3 years
of middle school
can be difficult
because studies are
taken far more
seriously. Discipline
is stricter too with
uniforms, haircuts
and punctuality
strictly enforced.
This time though,
specialist teachers
move between
classrooms
teaching core
subjects, including
English, Korean,
Maths, as well
Social Science and
Pure Science.
Optional programs
include Art, Ethics,

13
 History, Home
Economics, Music,
Physical Education,
Technology, and
Hanja Chinese
Characters.

-The final 3 years of

-secondary -High School Level - school education
고 등 학 교 , godeung take place at high
haggyo schools. These may
specialize according
to subjects taught
(e.g. Science versus
Languages), or
present more
general academic
curriculae. Some
are state owned and
some are privately
run. The quality of
their results is
legendary.
Standards are high.

-Approximately 25%
-Vocational High of middle school
-vocational School graduates prefer to
go on to vocational
-Junior Vocational schools where they
-vocational Colleges are taught skills in 5
fields including
Agriculture,
Commerce, Fishery,
Home Economics
and Technology.
The 1st of 3 grades
follows a common
program, where
after students
specialize.

-The greater
-tertiary -bachelors majority of Korean
high school
-tertiary -masters students write a

14
 college scholastic
-tertiary -doctorate ability test with a
view to studying
further. Standards
are high and some
students start
preparing as early
as in kindergarten
years. The 5
sections of the test
investigate
knowledge of
English, Korean and
Maths, and also
elective subjects
such as Social
Sciences, Physical
Sciences and the
Humanities.

-Reception, age 4 to
4. England -Primary Education -Infant School or 5
Primary School Year 1, age 5 to 6
Year 2, age 6 to 7
(KS1 National
Curriculum Tests -
England only)

-Year 3, age 7 to 8
-Junior School or Year 4, age 8 to 9
Primary School Year 5, age 9 to 10
Year 6, age 10 to 11
(Eleven plus exams
in some areas of
England, Key Stage
2 National
Curriculum Tests)

-Year 7, old First

-Secondary -Middle School, Form, age 11 to 12
Education High School or Year 8, old Second
Secondary School Form, age 12 to 13
Year 9, old Third
Form, age 13 to 14
(Key Stage 3

15
 National Curriculum
Tests, known as
SATs (Standard
Assessment Tests))

-Year 10, old Fourth

-Upper School or Form, age 14 to 15
Secondary School -Year 11, old Fifth
Form, age 15 to 16
(old O Level
examinations,
modern GCSE
examinations) cx

-Year 12 or Lower
-Upper School, Sixth, age 16 to 17
Secondary School, (AS-level
or Sixth Form examinations)
College Year 13 or Upper
Sixth, age 17 to 18
(A2-level
examinations. Both
AS-levels and A2-
levels count towards
A-levels.)

-Length of program
5. United States -Pre-Primary -A) Kindergarten B) in years: 2
of America Nursery Schools C)
Preschool Age level from: 3 to:
programmes; D) 6
Child/day Care Certificate/diploma
Centres awarded: Practice
varies. Certificates
may be given,
especially if needed,
to prove attendance
for entry into
Elementary School.

-Length of program
-Primary -Type of school in years: 4
providing this
education: Age level from: 6 to:
Elementary School 10

16
 (Grades 1-4 on
average, but state Certificate/diploma
and local practice awarded: Practice
may vary). varies. Awards may
be given in
States/Districts
when necessary for
transition to Middle
School.
-Age level from: 6
-Type of school to: 14
providing this
education: Certificate/diploma
Elementary Schools awarded: Practice
(Grades 1-6 or 7) varies. Awards may
be given in
States/Districts
when necessary for
transition to
Secondary School.

-Length of program
-middle -Type of school in years: 3
providing this
education: Middle Age level from: 10
Schools (Grades 4- to: 14
6, 5-7 or 6-8)
Certificate/diploma
awarded: Practice
varies. Awards may
be given in
States/Districts
where middle
school is a
recognized level.

Length of program
-secondary Type of school in years: 6
providing this
education: High Age level from: 13
Schools (Grades 7- to: 18
12 or 8-12)
Certificate/diploma
awarded: High
School Diploma
(Regular/Standard,

17
 Vocational,
Honor/Regents,
College/Academic
Preparatory)

-Length of program
-junior secondary -Type of school in years: 3
providing this
education: Junior Age level from: 13
High Schools to: 15
(Grades 7-8, 7-9 or
8-9) Certificate/diploma
awarded: Practice
varies. Awards may
be given in
States/Districts
where secondary
education is divided
into lower and upper
divisions.

-Length of program
-upper secondary -Type of school in years: 4
providing this
education: High Age level from: 15
Schools, Senior to: 18
High Schools
(Grades 9-12 or 10- Certificate/diploma
12) awarded: High
School Diploma
(Regular/Standard,
Vocational,
Honor/Regents,
College/Academic
Preparatory)

LESSON 2

Make a reflection:

Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo,
Sulo. The marriage forced her to transfer teaching in the place of her husband who is
also a teacher. Coming from a different family background in terms of religion, ethnic
origin, and social background, Mrs. Rose has to adjust to her present relocated
residence. She was accepted to teach in one of the elementary schools in the area
where a mixture of different ethnic groups are enrolled. Reflect on the situation given.

18
 a. What teaching challenges will Mrs. Rose encounter with her diverse students?
- Religion, ethnic origin, and social background
b. How would she address these challenges as a multicultural teacher?
– Familiarizing everything about them
c. What personal dilemmas will she encounter? If you were in her place what will
you do?
- Adjust to her present relocated residence, learn more about their life,
and familiarize myself so that I can able to cope up easily.

LESSON 3

1. What are the purposes of the Teacher Exchange Program?

 Visiting international Faculty Program
 Fulbright Teacher Exchange Program
 Inter- African Teacher Exchanges
 Canadian Educators Exchange
 Global Teachers Millenium Awards
2. As a prospective Filipino teacher, what benefits will you derive from these
programs?
- Expanding your experiences beyond the confines of your classroom to
the wider learning environment of the world.
3. How will the teacher exchange programs develop you as a global teacher?
- broaden the personal and professional experience of participating
teachers by providing an opportunity to enhance skills and knowledge;

Chapter 4

LESSON 1

1. By means of a graphic organizer give the list of at least five (5) significant laws in
Philippine Education.
2. Research on the Thomasites. What qualities did they possess as teachers?
- To establish a new public school system, to teach basic education, and
to train Filipino teachers, with English as the medium of instruction.
The Philippines had enjoyed a public school system since 1863, when
a Spanish decree first introduced public elementary education in the
Philippines. The Thomasites, however, expanded and improved the
public school system and switched to English as the medium of
instruction.
3. Give the distinct characteristics of the educational system from the
Commonwealth era to the present.
- The educational system in the Philippines had undergone various
stages of development. These stages of educational evolution can be
traced way back from the Pre-Spanish period, to the Spanish Period,

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to the American period, to the Commonwealth and the Japanese
period going to the present.
The educational system in the Philippines had undergone various
stages of development. These stages of educational evolution can be
traced way back from the Pre-Spanish period, to the Spanish Period,
to the American period, to the Commonwealth and the Japanese
period going to the present.

There is no definite information about the system of education in the

Philippines during the Pre-Spanish period.
According to the history, the Philippine education had manifested in the
culture of the people. However, there are no definite records that were
available showing the types of schools that were established by the
natives, as well as on the subjects or methods that they used.

There were Written and Oral literatures but all of the records that were
written were accordingly destroyed by the Spanish colonizers; this was
because they believed that those written records in literature were
works of devils.

Some of the Oral literatures have been preserved until today and these
are in the forms of proverbs, songs, maxims, epics, as well as in the
forms of various tales and religious or criminological codes. There
were also little knowledge in astronomy and engineering.

During the Spanish period, an educational decree was passed in an

attempt to reform the educational system in the Philippines. Included in
the decree are the establishments of complete secondary as well as
collegiate levels, as well as the establishment of teacher-training
institutions.

During the American period, a system of public education was

established. The system was patterned after the American educational
system. The Colleges and Universities that were organized during the
time of the Spanish were continued. The programs of studies were
revised; adapting the changes of time.

During the Commonwealth period and Japanese occupation, the

curricula in the elementary as well as in the secondary schools were
revised. Among of developments in education during the
Commonwealth period were the re-orientation of educational plans and
policies to carry out the educational mandate of the constitution, the
revision of the elementary and secondary school curricula to carry out
the objectives of education embodied in the constitution and many
more.

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 Today, the Philippine education is patterned from the state school
system of the United States. The education establishments comprised
of the private schools that are owned and manage by private
individuals or corporations and the public schools that are owned and
manage by the state.

According to the history, the Philippine education evolves from its

simple beginning and was shaped by foreign influences.

LESSON 2

1. Read carefully the provisions in Section 3(2) of Article XIV of the 1987 Philippine
Constitution on education. Explain the mandate that the state shall “establish,
maintain, and support a complete, adequate and integrated system of education.”
What do the underlined words mean?
- I’d like to be as literal as possible to explain the italicized words to
express how disappointed I am with regards to the education system
we have in this country. Complete means having all the necessary
parts or components. Adequate means sufficient to satisfy a
requirement or meet a need. Integrate means to make into a whole by
bringing all parts together. I believe that the Article XIV Section 2 of the
Constitution did not fulfill its task to provide the citizens of this country
the complete, adequate, and integrated system of education. Annually,
the budget allocated for the Department of Education is quite
enormous but despite this huge sum of money there are still schools
who are complaining with regards to the situation of the education in
their area. Complete means that the government shall provide all the
necessary educational paraphernalia such as books, chairs, tables,
classrooms, comfort rooms, buildings, etc. Not only these stuff, but
also complete in a sense that from the beginning an individual is able
to go to school and learn up to the time he is already capable to
become productive citizen of the country, the government must provide
an institution for him regardless of his status in life. Adequate means
that the state shall provide proper compensation for the teachers who
pledged that they will serve the youth and the nation. Adequate also
means that they will provide school materials that are in good condition
and in best quality. Often times they donate materials that are obsolete
and after a year of use, these things can’t be used anymore. Integrate
means that all the programs launched in the name of education must
meet the needs of the society. Due to lack of monitoring, the
government wasn’t able to know whether every school in the country
carries out the plan of the government for the youth. It’s really quite
devastating how this country exists with this kind of education system.

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LESSON 3

1. Select three (3) powers and functions of the Commission on Higher Education
[CHED]. Explain the functions and cite CHED policies issued in relation to its
functions.
- Formulate and recommend development plans, policies, priorities, and
programs on higher education;
- Formulate and recommend development plans, policies, priorities, and
programs on research;
- Recommend to the executive and legislative branches priorities and
grants on higher education and research;

LESSON 4

1. The Technical Education and Skills Development Authority [TESDA] Act of 1994
encourages active participation of private enterprises and industry boards in the
development and training of high quality Filipino middle-level manpower. What is
middle-level manpower? Define private enterprises.
“Middle-Level Manpower” refers to those:
- 1) who have acquired practical skills and knowledge through formal or
non-formal education and training equivalent to at least secondary
education but preferably a post-secondary education with a
corresponding degree or diploma; or
- 2) Skilled workers who have become highly competent in their trade or
craft as attested by industry.
- “Private Enterprises” refers to an economic system under which
property of all kinds can be privately owned and in which individuals,
alone or in association with another, can embark on a business
activity. This includes industrial, agricultural, or agro-industrial
establishments engaged in the production, manufacturing, processing,
repacking or assembly of goods including service-oriented enterprises;
chanro.

LESSON 5

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 1. The Governance of Basic Education [Republic Act No. 9155] declared the policy
of the State to protect and promote the right of all citizens to quality basic
education and to make such education accessible to all . . .
a. Explain the policy that “the school shall be the heart of the formal education
system.”
- “The school shall be the heart of the formal education system. It is
where children learn. Schools shall have a single aim of providing the
best possible basic education for all learners.”

b. Explain the principles of shared governance.

- All legal authority in any university originates from one place and one
place only: its governing board. Whether it is a private college created
by a charter, or a public institution established by law or constitution,
the legal right and obligation to exercise authority over an institution is
vested in and flows from its board. Typically, the board then formally
delegates authority over the day-to-day operation of the institution
(often in an official "memorandum of delegation") to the president, who,
in turn, may delegate authority over certain parts of university
management to other university officials—for example, granting
authority over academic personnel and programs to the provost as the
chief academic officer, and so on.

LESSON 6

1. Executive Order No. 356 stats that the Alternative L:earning System is a parallel
learning system to provide a viable alternative to the existing formal education
instruction . . . What is meant by parallel learning system?
- ”the alternative Learning System is a parallel learning system to
provide a viable alternative to the existing formal education instruction,
encompassing both the non-formal and informal sources of knowledge
and skills.

LESSON 7

1. Are the objectives enumerated under Section 3 of Presidential Decree No. 6-A
(Educational Development Decree of 1972) still relevant today? I think ..Still yes!

LESSON 9

1. What is a Child-Friendly School? Cite at least one practice for each of the
characteristics of a Child-Friendly School.
- A child friendly school is child-focused and child-centered. These
schools promote inclusion and help children learn what they need to
learn, while teaching them how to learn. They ensure a healthy and

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 safe learning environment, eliminate gender stereotypes, and
encourage child participation.
- Child-friendly education has two major characteristics, both of which
relate directly to the right to education and to equity: It is child-
centered, and it is child-seeking. Child-centered education acts in the
best interests of the child, leading to realization of the child’s full
potential. It is concerned about the whole child, including health,
nutritional status and well-being, and about what happens to children in
their families and communities before they enter a school and after
they leave it. Schools and other learning centers in this type of system
are continuously and appropriately adapted to the characteristics,
capabilities and diverse needs of their individual learners.
Chapter 5

LESSON 1

1. The latest Department of Education [DepEd] policy in the recruitment and

deployment of public school teachers. What provisions in the Magna Carta are
the bases of the DepEd policy?
- As used in this Act, the term "teacher" shall mean all persons engaged
in classroom teaching, in any level of instruction, on full-time basis,
including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory
and/or administrative functions in all schools, colleges and universities
operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other
school employees.

2. The meaning of academic freedom cited in Section 12 of the Magna Carta.

- Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to
teaching and classroom methods.

LESSON 2

1. Why is it imperative to consider teachers as professionals and teaching a

profession?
- Teachers may not be considered a professional as a lawyer and doctor
are, but they are professionals in their right. Remember, without a
teacher there would be no other profession. For every reason given for
a teacher not to be considered a professional, I can give you a reason
they should be. Teachers are dedicated to their students and often
consider students part of their family forever.

2. What is registration by reciprocity?

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 - Section 14. Registration by reciprocity. The Civil Service Commission
shall, upon approval of the Board, effect the registration, without
examination, of a teacher validly registered under the laws of any
foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same
as those required and contemplated by this Decree, and the laws of
such foreign state or country allow citizens of the Philippines to
practice the profession on the same basis and grant the same
privileges as the citizens or subjects of such foreign state or country;
Provided finally, That the applicant shall submit competent and
conclusive documentary evidence, confirmed by the Department of
Foreign Affairs, showing that his country's existing laws permit citizens
of the Philippines to practice teaching profession under the rules and
regulations governing citizens thereof.

3. Since when was every teacher required of Professional Teacher Certificate in

order to teach?
- In line with the provisions of RA 7836 (The Philippine Teachers
Professionalization Act of 1994

LESSON 3

1. What may be the causes of a teacher’s revocation of his/her certificate of

registration, suspension from the practice of the teaching profession or
cancellation of temporary or special permit?
- SEC. 23. Revocation of the Certificate of Registration, Suspension
from the Practice of the Teaching Profession, and Cancellation of
Temporary or Special Permit. The Board shall have the power, after
due notice and hearing, to suspend or revoke the certificate of
registration of any registrant, to reprimand or to cancel the Republic
Act No. 7836 7 temporary/special permit of a holder thereof who is
exempt from registration, for any of the following causes:
- (a) Conviction for any criminal offense by a court of competent
jurisdiction;
- (b) Immoral, unprofessional or dishonorable conduct;
- (c) Declaration by a court of competent jurisdiction for being mentally
unsound or insane;
- (d) Malpractice, gross incompetence, gross negligence or serious
ignorance of the practice of the teaching profession;
- (e) The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or special/temporary
permit;
- (f) Chronic inebriety or habitual use of drugs;

25
 - (g) Violation of any of the provisions of this Act, the rules and
regulations and other policies of the Board and the Commission, and
the code of ethical and professional standards for professional
teachers; and
- (h) Unjustified or willful failure to attend seminars, workshops,
conferences and the like or the continuing education program
prescribed by the Board and the Commission.

- The decision of the Board to revoke or suspend a certificate may be

appealed to the regional trial court of the place where the Board holds
office within fifteen (15) days from receipt of the said decision or of the
denial of the motion for reconsideration filed in due time.

2. Is willful neglect of continuing professional education a ground for the revocation

of license?
- serious ignorance of the practice of the teaching profession

LESSON 4

1. What amendments of Republic Act 7836 were made by Republic Act 9293 on the
following:
a. Number of units in professional education required of non-education
graduates
- For teachers in the secondary grades, a bachelor's degree in
education or its equivalent with a major and minor, or a bachelor
degree in arts and sciences with at least eighteen (18) units in
professional education
b. Registration of those engaged in teaching without examination
- "SEC. 26. Registration and Exception. - No person shall engage in
teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless the
person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of
a valid special/temporary permit.

c. Effectivity of special permits for para-teachers and period of extension

- "SEC. 31. Transitory Provision. - Special permits, with a validity of
three (3) and five (5) years, issued to para-teachers by the Board for
Professional Teachers before the effectivity of this Act shall be allowed
to Expire based on the period granted therein: Provided, That only

26
 special permits with a validity of three (3) years may be renewed upon
expiration for a non-extendible period of two (2) years."

2. Other than para-teachers who else are entitled to a special permit?

- A special permit may also be issued by the Board to a person who has
excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization.

3. What is required of teaches covered by Section 26 of Republic Act 9293 who

have not practiced their profession for the past five years.
- Professional teachers who have not practiced their profession for the
past five (5) years shall take at least twelve (12) units of education
courses, consisting of a least six (6) units of pedagogy and six (6) units
of context courses or the equivalent training and number 1 hours to be
chosen from a list of courses to be provided by the Board and the
Department of Education, before they can be allowed to practice their
profession in the country.

LESSON 6

1. Explain the meaning of “special parental authority and responsibility” over the
minor child in Article 218 under Title IX (Parental Authority) of the Family Code of
the Philippines.
- Art. 216. In default of parents or a judicially appointed guardian, the
following person shall exercise substitute parental authority over the
child in the order indicated:
- (1) The surviving grandparent, as provided in Art. 214;
- (2) The oldest brother or sister, over twenty-one years of age, unless
unfit or disqualified; and
- (3) The child's actual custodian, over twenty-one years of age, unless
unfit or disqualified.
- Whenever the appointment or a judicial guardian over the property of
the child becomes necessary, the same order of preference shall be
observed

2. When may parental authority be suspended?

- Parental authority is suspended upon conviction of the parent or the
person exercising the same of a crime which carries with it the penalty
of civil interdiction. The authority is automatically reinstated upon
service of the penalty or upon pardon or amnesty of the offender

3. Cite violations of Article 233.

- [3] Have the provisions of the Family Code on parental authority,
specifically Articles 209 to 233, already repealed Article 45 of
Presidential Decree No. 603 “The Child and Youth Welfare Code”?
These articles do not mention anything about the right of parents to

27
 discipline their children as PD 603 provides. Large portions of PD 603
have been repealed or modified by the Family Code of the Philippines
and numerous other laws. In our legal system, however, implied
repeals are frowned upon and therefore, it can be argued that Article
45 of Presidential Decree No. 603 is still good law.

LESSON 7

1. Under Republic Act No. 7610, what are the acts and conditions prejudicial to the
child’s development?
- (a) Any person who shall commit any other acts of child abuse, cruelty
or exploitation or to be responsible for other conditions prejudicial to
the child's development including those covered by Article 59 of
Presidential Decree No. 603, as amended, but not covered by the
Revised Penal Code, as amended, shall suffer the penalty of prision
mayor in its minimum period.

- (b) Any person who shall keep or have in his company a minor, twelve
(12) years or under or who in ten (10) years or more his junior in any
public or private place, hotel, motel, beer joint, discotheque, cabaret,
pension house, sauna or massage parlor, beach and/or other tourist
resort or similar places shall suffer the penalty of prision mayor in its
maximum period and a fine of not less than Fifty thousand pesos
(P50,000): Provided, That this provision shall not apply to any person
who is related within the fourth degree of consanguinity or affinity or
any bond recognized by law, local custom and tradition or acts in the
performance of a social, moral or legal duty.

- (c) Any person who shall induce, deliver or offer a minor to any one
prohibited by this Act to keep or have in his company a minor as
provided in the preceding paragraph shall suffer the penalty of prision
mayor in its medium period and a fine of not less than Forty thousand
pesos (P40,000); Provided, however, That should the perpetrator be
an ascendant, stepparent or guardian of the minor, the penalty to be
imposed shall be prision mayor in its maximum period, a fine of not
less than Fifty thousand pesos (P50,000), and the loss of parental
authority over the minor.

- (d) Any person, owner, manager or one entrusted with the operation of
any public or private place of accommodation, whether for occupancy,
food, drink or otherwise, including residential places, who allows any
person to take along with him to such place or places any minor herein
described shall be imposed a penalty of prision mayor in its medium
period and a fine of not less than Fifty thousand pesos (P50,000), and
the loss of the license to operate such a place or establishment.

28
 - (e) Any person who shall use, coerce, force or intimidate a street child
or any other child to;

- (1) Beg or use begging as a means of living;

- (2) Act as conduit or middlemen in drug trafficking or pushing; or
- (3) Conduct any illegal activities, shall suffer the penalty of prision
correctional in its medium period to reclusion Perpetua.

2. Discuss the actions that constitute child abuse at home and in school.
- It is hereby declared to be the policy of the State to provide special
protection to children from all firms of abuse, neglect, cruelty
exploitation and discrimination and other conditions, prejudicial their
development; provide sanctions for their commission and carry out a
program for prevention and deterrence of and crisis intervention in
situations of child abuse, exploitation and discrimination. The State
shall intervene on behalf of the child when the parent, guardian,
teacher or person having care or custody of the child fails or is unable
to protect the child against abuse, exploitation and discrimination or
when such acts against the child are committed by the said parent,
guardian, teacher or person having care and custody of the same.
-
- It shall be the policy of the State to protect and rehabilitate children
gravely threatened or endangered by circumstances which affect or will
affect their survival and normal development and over which they have
no control.
-
- The best interests of children shall be the paramount consideration in
all actions concerning them, whether undertaken by public or private
social welfare institutions, courts of law, administrative authorities, and
legislative bodies, consistent with the principle of First Call for Children
as enunciated in the United Nations Convention of the Rights of the
Child. Every effort shall be exerted to promote the welfare of children
and enhance their opportunities for a useful and happy life.

LESSON 8

1. Under Republic Act No. 7877, when is sexual harassment committed in a work-
related environment?
- In a work-related or employment environment, sexual harassment is
committed when:
- (1) The sexual favor is made as a condition in the hiring or in the
employment, re-employment or continued employment of said
individual, or in granting said individual favorable compensation, terms
of conditions, promotions, or privileges; or the refusal to grant the

29
 sexual favor results in limiting, segregating or classifying the employee
which in any way would discriminate, deprive or diminish employment
opportunities or otherwise adversely affect said employee;

- (2) The above acts would impair the employee's rights or privileges
under existing labor laws; or

- (3) The above acts would result in an intimidating, hostile, or offensive

environment for the employee.

2. Explain the provision that sexual harassment is committed when the act is
“against one who is under the care, custody or supervision of the offender.
- Any person who directs or induces another to commit any act of sexual
harassment as herein defined, or who cooperates in the commission
thereof by another without which it would not have been committed,
shall also be held liable under this Act.

3. Cite other circumstances of sexual harassment in the education and training

environment.
- (1) Against one who is under the care, custody or supervision of the
offender;
- (2) Against one whose education, training, apprenticeship or tutorship
is entrusted to the offender;

- (3) When the sexual favor is made a condition to the giving of a

passing grade, or the granting of honors and scholarships, or the
payment of a stipend, allowance or other benefits, privileges, or
consideration; or

- (4) When the sexual advances result in an intimidating, hostile or

offensive environment for the student, trainee or apprentice.

4. When is sexual harassment committed in a work-related environment?

- The sexual favor is made as a condition in the hiring or in the
employment, re-employment or continued employment of said
individual, or in granting said individual favorable compensation, terms
of conditions, promotions, or privileges; or the refusal to grant the
sexual favor results in limiting, segregating or classifying the employee
which in any way would discriminate, deprive or diminish employment
opportunities or otherwise adversely affect said employee;

- (2) The above acts would impair the employee's rights or privileges
under existing labor laws; or

30
 - (3) The above acts would result in an intimidating, hostile, or offensive
environment for the employee.

-
5. Research on two decided cases of sexual harassment against teachers and one
committed by teachers. Who is the disciplining authority if he/she is a public
school teacher? A private school teacher?

- Petitioner is a public school teacher of Pandan Elementary School, Pandan,

Mambajao, Camiguin Province. Respondent Eduardo O. Wahiman
is the father of AAA, an elementary school student of the petitioner.

AAA claimed that on August 16, 1995, petitioner asked her to be at his office to
do an errand. Once inside, she saw him get a folder from one of the cartons on the floor
near his table, and place it on his table. He then asked her to come closer, and when
she did, held her hand, then touched and fondled her breast. She stated that he
fondled her breast five times, and that she felt afraid. A classmate of hers, one Vincent
B. Sorrabas, claiming to have witnessed the incident, testified that the fondling incident
did happen just as AAA related it.

Petitioner was charged with Misconduct in a Formal Charge dated February 12, 1996 by
Regional Director Vivencio N. Muego, Jr. of the CSC.

In his defense, petitioner claimed that the touching incident happened by

accident, just as he was handing AAA a lesson book. He further stated that the incident
happened in about two or three seconds, and that the girl left his office without any
complaint

- The disciplining authority in the Department of Education shall be the Secretary, who
shall have original and exclusive jurisdiction over all disciplinary actions or
administrative cases against all officers and employees of the Department of Education,
including the appointees of the Regional Governor, Superintendents, Assistant
Superintendents, District Supervisors, School Principals, Teacher’s Heads, and both
teaching and non-teaching personnel in the Region.”

LESSON 9

1. Under Republic Act No. 8980, what further education and training does one need
to become a pre-school teacher?
- (a) Early Childhood Care and Development (ECCD) System refers to
the full range of health, nutrition, early education and social services
programs that provide for the basic holistic needs of young children
from birth to age six (6), to promote their optimum growth and
development. These programs include:
-

31
 - (1) Center-based programs, such as the day care service established
under Republic Act No. 6972, public and private pre-schools,
kindergarten or school-based programs, community or church-based
early childhood education programs initiated by nongovernment
organizations or people's organizations, workplace-related child care
and education programs, child-minding centers, health centers and
stations; and
-
- (2) Home-based programs, such as the neighborhood-based play
groups, family day care programs, parent education and home visiting
programs.
-
- (b) ECCD Service Providers include the various professionals,
paraprofessionals, and volunteer caregivers who are directly
responsible for the care and education of young children through the
various center and home-based programs. They include, but are not
limited to, day care workers, teachers, teacher-aides, rural health
midwives, social workers, community health workers, barangay
nutrition scholars, parent effectiveness service volunteers, child
development workers, and family day care providers.
-
- (c) ECCD Curriculum refers to the age-appropriate and
developmentally appropriate educational objectives, program of
activities, organized learning experiences and recommended learning
materials for children that are implemented by service providers
through center and home-based programs. It shall consist of national
program goals and guidelines, instructional objectives, and content
outlines integrating local learning experiences and indigenous learning
materials.
-
- (d) Parent Education refers to the various formal and alternative means
of providing parents with information, skills, and support systems to
assist them in their roles as their children's primary caregivers and
educators. These include public and private parent education
programs linked to center, home and media-based child care and
education programs.

2. What do you think is the most important objective of the Early Childhood Care
and Development [ECCD]?
- To nurture the children for their physical and mental development and
to prepare them for schooling with right attitudes and habits. In this unit
we are going to discuss main aspect to early childhood care and
development.

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