FS 6: ON BECOMING A 21ST

CENTURY TEACHER

FIELD Study 6 - On Becoming a 21ST Century Teacher # 1

 PREFACE

Field Study Practicum Module is the revised copy of the two modules from
Field Study 6 Module developed by the Basic Education Assistance for Mindanao –
Pre-Service Teacher Training Unit and On Becoming a 21 st century Teacher
Experiential Learning Manual published, copyrighted 2014, and distributed by St.
Andrew Publishing House.

The revision and enhancement of the FS 6 module is manifest in the

complementation of objectives, course requirements and activities in relation to the
competencies linked to the NCBTS and the grading system.

In times of this pandemic, the manual also has its adjustments when it comes to
activities that needs physical presence but nonetheless this manual is crafted to still hit
its target as it highlights activities needed for becoming a competitive 21st century
teacher.

This experiential learning manual aims to make a better teaching tool in the
learning process for the soon-to-be-teachers. By this, the student-teacher will have the
opportunity to recall and capsulize what they have learned in all professional subjects
and internalize their knowledge on school and community services.

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 To the
st
Future 21
Century
Filipino
Teachers!
FIELD Study 6 - On Becoming a 21ST Century Teacher # 3
 TABLES OF CONTENTS

PREFACE……………………………………………………………….. 2
DEDICATION …………………………………………………………. 3
TABLE OF CONTENTS ………………………………………………. 4

CHAPTER1: Introduction

Course Overview…………………………………………………………. 5
Course Description……………………………………………………….. 7
Suggested Guidelines……………………………………………………... 8

CHAPTER 2: Activity Sheets

Episode 1 – The Teacher as a Person in Society…………………………. 9

Episode 2 – The Teacher Philosophy of Education……………………… 18
Episode 3 – Skills of a 21st Century Teacher…………………………….. 31
Episode 4 – Roles and Responsibilities of as a Classroom Manager…….. 38
Episode 5 – The Global Teacher of the 21st Century…………………….. 46
Episode 6 – The Teacher as a Professional ……………………………… 55

APPENDICES

Appendix A – Code of Ethics for Professional Teachers…………………. 63

Appendix B – Certificate of Completion………………………………….. 80

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 Chapter 1: INTRODUCTION

Course Overview

Field Study 6 “On Becoming A Teacher” is one of the Experimental Learning

Courses of the prospective teacher. It tells the journey of how to become a teacher as
exemplified in the Teacher Education and Development Map in the pre-service
education. Like any point in the map, pre-service education is connected to the core
which is the National Competency-Based Teacher Standards (NCBTS).

One of the professional education subjects for Teacher Education as mandated

by CMO 30, s. 2004 is The Teaching Profession. It is on this subject, the field Study 6
is anchored. Thus, all the experiential activities for this Field Study are related to in-
depth understanding, testing of learned theories and concepts trough immersion and
observation in real life situations that relate to the teaching profession for personal
reflection, formation of concepts and future application.

Kolb’s Experiential Learning cycle, shown below guides the flow of the processes
that every student environment, should undergo. The model presents the four
elements which are: concrete experiences, observation and reflection, formation of
abstract concepts and testing in new situations.

1. Concrete experience includes everything that the prospective teacher is tasked

to do in the school setting and the learning environment, where engagement in
real and authentic situation is required. The underlying principle is based on
Dewey’s philosophy of learning by doing. The series of experiences will
motivate, encourage and enable students to go on to have more valuable
experiences.
2. Observation and reflection follow concrete experiences. For situations or
episodes which cannot be concretely experienced, one can based their answer
on their reflections on their microteaching and team-teaching experience.
Reflections on both concrete experiences and prior observation is seen to have
same impression in the field of teaching. In this way, I would clarify
understanding, deepen values appreciation and flexible especially in this
trying times.
3. Forming concepts follows observation and reflections. This is the validation
of prior understanding gained from the previous courses taken as well as
formation of new ones. This stage can best be done through clearing house or
journal writing.
4. Testing in new situation. This stage may not happen during the current Field
Study subject, but in latter course like Practicum or Student Teaching where
transfer of learning will find its place very clearly and smoothly.

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Kolb’s Experiential Learning Cycle

Testing in new Concrete

situations Experience

Forming Abstract Observation and

Concepts Reflection

As we continue our journey to become a professional teacher, let us remember

the stages or elements we have to go through: CONCRETE EXPERIENCE,
OBSERVATION, REFLECTION, FORMING/AFFIRMING CONCEPTS and further
TESTING IN A NEW SITUATION.

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COURSE DESCRIPTION

Field Study 6 is a one-unit course which is anchored on the professional

subject, “The Teaching Profession”. The course includes individual half day teaching,
the transition from one lesson to another and involvement in co and extracurricular
activities.

Manage the whole class, make a smooth transition from one lesson to another,
conduct a micro-teaching lesson and participate actively in at least one co/extra
-curricular activity.

Given today’s situation, FS students are directed to accomplish this manual by

using their knowledge, observations, and actual teaching performance during the
conduct of their micro-teaching in their FS 3 and team-teaching in their FS-4 as it is
viewed to have the same impact and impression in the field of actual teaching.

In considering activities that needs actual respondent such as interview, online

platforms are encouraged such email, any social media groups, or phone call
interview to accomplished tasks.

At the end of the course, the pre-service teachers are expected to have experiences in:

1. Preparing lesson guides for all required classes. (for enhancement purposes only)
2. Accomplish each task and give personal insights on becoming a teacher based on
prior knowledge.
3. Conducting micro teaching with either enhancement, remedial or tutorial focus to
student (nearest student is encouraged; sibling, cousin, neighbor, etc.)

Course Requirements

1. Attendance at the Field Study 6 Orientation

2. Preparation of 4 lesson guides as: (for enhancement purposes only)
 3 lesson guides for regular classes
 1 lesson guide for 1 micro teaching class
3. Interview a CT about his/her role in the community as professional teacher.
4. Complete a Reflection Journal on “Becoming a teacher”, including reflections
about co-curricular and extra- curricular involvement.

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Suggested Guidelines for Field Study Students

This set of guidelines is suggested to help pre-service students in the successful

conduct of their field studies. Each TEI shall address some institutional peculiarities
that are covered in this guideline.

1. Field study students are required to accomplish successfully activities in at

least 17 hours for every semester in every field study course to earn a 1-unit
credit.

2. Field study activities should be under the supervision of the Field Study
Faculty in collaboration with the Field Study Cooperating Schools for
formality.

3. Field Study student shall secure appropriate formal letter to be send to

professional teacher to be interviewed and undergo orientation/briefing before
he/she is allowed to conduct such.

4. Each Field Study student shall wear official school/university uniform during
the conduct of interviewing professional teachers (if applicable); in the event
of not having physical respondent, interview shall be done through online
platforms with courtesy to respondent’s time.

5. Each Field Study student shall secure a Field Study Manual.

6. Field Study student shall demonstrate personal qualities that reflect a good
image of a teacher. These qualities include courtesy, respect, honesty,
diligence, open-mindedness, critical thinking and others while doing field
study.

7. Field Study student shall demonstrate proper behavior in the presence of the
learners, teachers, school personnel, administration and parents.

8. Field Study student shall request the signature of the resource teacher or
person or the field study faculty immediately after the activity has been done
(if applicable); in the event of not having physical respondent, electronic
signature is acceptable.

9. Field Study student is required to prepare a portfolio for every field study
course. The FS teacher is encouraged to prepare his/her own rubric for
authentic assessment of the portfolios. This rubric can be discussed with the
students as part of the orientation so they would know what criteria would be
used and how their portfolio will be assessed

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 Chapter 2: Activity Sheets

Episode 1
THE TEACHER AS A PERSON IN
SOCIETY

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 1
FS 6 THE TEACHER
FIELD STUDY
AS A PERSON
Learning Episode
IN SOCIETY
My FS Learning Task Overview

“ You are born a teacher “ somebody would tell you. Is this TRUE?
What attributes or qualities should you have that you would be a teacher in the
future? Like learners teachers are molded by nature and nurture. Nature means
your inborn qualities, Your natural tendencies. Nurture means, how you wre
trained or taught to become a teacher. You are born with quqlities and
attributes that would fitted you become teachers. Let us find out in this
episode.

My Desired Learning Outcomes

 Describe own personal qualities that will make one a good teacher
 Identify the personal qualities of an experienced teacher that you have
interviewee and observed
 Compare own personal qualities with those of the observed teacher.

My Learning Essentials

What are some personal qualities of good teachers?

1. INTELLIGENCE – ability to make sound decision, analyze, make

judgement,make solutions, possess higher order thinking skills, andnother
types of intelligene. The teacher is intelligent.

2. COMPASSION – natural quality to empathize, to feel what others feel, to

be tolerant of others.the teacher is compassionate.

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3. EMOTIONAL STABILITY – ability to be calm under pressure, cheerful
and optimistic, level headed. The teacher is emotionally stable.

4. INNOVATIVENESS – natural tendency to create new things, modify

existing ones, immaginative, finds solutions to problems quickly,makes use
of available materials. The teacher is innovative.

5. FAIRNESS – natural attribute to look at both sides of the issue before

making judgement, gives equal chances for both sides to be heard removes
personal biases. The teacher is fair.

6. SELF-CONFIDENCE – NATURAL TENDENCY TO FEEL “ I can do

it” works alone, determined to succeed. The teacher is self-confident.

7. COOPERATIVENESS – natural action to work together with others,

willing to share. the teacher is cooperative.

8. BOUYANCY – ability to survive in difficult situation, balances life,

optimistic and cheerful. The teacher is bouyant.

9. RELIABILITY – attribute demonstrated by dependability, sincerity and

honesty, The teacher is reliable.

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 Your Way!

In order to accomplish my desired learning outcomes, these are the steps I

have to follow:

(note:in the event of not having physical interviewee/, interview shall be done through
video conferencing, electronic mail, social media groups, and phone-in conta

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 My Learning Activities

Activity1 AM I THIS PERSON?

Who am I as a person? Do I have personal qualities that will make me a better
teacher someday?

Name:
School:
Semester:

AM I THIS PERSON?
Bilbao, 2010

Below are indicators of personal qualities which may describe you. Place a √ mark
on the blank before each item if the indicator fits you most of the time or an X mark if
the description does not fit you most of the time.

_____1. I am mentally alert. _____17. I appreciate other people.

_____2. I make correct decisions. _____18. I am tolerant of other persons.

_____3. I give attention to details _____19. I am kind and sympathetic.

_____4. I analyze every situation. _____20. I help voluntarily.

_____5. I am quick to make solutions. _____21. I adjust to different situations.

_____6. I maintain poise. _____22. I look at the brighter side of life.

_____7.I remain undisturbed under pressure. _____23. I enjoy the company of others.

_____8. I hold my anger. _____24. I laugh at my own mistakes.

_____9. I am calm in the midst of chaos. _____25. I can adjust to any group as a member.

_____10. I maintain dignity in all circumstances.
_____11. I am very imaginative.
_____12. I create new things.
_____26. I think that my suggestions are not
always correct.
_____27. I do not consider self as better than
others.

_____13. I like to try out new things. _____ 28. I treat everybody fairly.

_____14. I accept responsibility and do it well. _____29. I see other’s opinion as different from

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 mine.
____ 15.I utilize to the maximum every material. _____30. I give equal chance for everybody to be
heard.
_____16. I have happy disposition.
_____31. I work beyond the objectives set. _____47. I behave appropriately in occasions.

_____32. I do things without being told. _____48. I select social functions to attend.

_____33. I do not easily give up easily on the task. _____49. I use appropriate language.
_____34. I set high goals for one.
_____50. I adjust comfortably in a crowd.
_____35. I work with a sense of urgency.
_____51. I have deep concern for others.
_____36. I feel sure of what I do.
_____52. I am willing to share.
_____37. I work for others.
_____53. I volunteer to do task for others.
_____38. I initiate to the job for all.
_____54. I give up personal time for the group.
_____39. I assume responsibility with confidence.
_____40. I work to succeed. _____55. I work for the group even without
assurance in return.
_____41. I am pleasant in action, words and
appearance. _____56. I am fair in giving judgment.

_____42. I am clean and neat as a person. _____57. I am consistent in words and actions.

_____43. I address up appropriately. _____58. I am punctual in attendance.

_____44. I am simple, beautiful/handsome. _____59. I am sincere in giving suggestions.

_____45. I am appealing to others. _____60. I extend help to many others.

_____46. I treat everybody with courtesy.

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 PERSONAL QUALITIES of an EXPERIENCED
TEACHER CHECKLIST
Activity 2

Number of checks in each cluster (Min-1 to Max-5)

Personal Attributes Cluster of Items Number of Interpretation

Check Marks

1. Intelligence 1-5
2. Emotional Stability 6-10
3. Resourcefulness 11-15
4. Compassion 16-20
5. Buoyancy 21-25
6. Objectiveness 26-30
7. Self-motivation 31-35
8. Self-confidence 36-40
9. Pleasantness 41-45
10. Refinement 46-50
11. Cooperativeness 51-55
12. Reliability 56-60

Legend for Interpretation: 5- Very High; 4- High; 3- Average; 2- Low; 1- Very

Low

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 My Reflections

After studying the results of your teacher survey, write down your reflections
on the following situations reported to have happened in the school setting.

1. Why are some teachers reported to have bumped a learner’s head on the wall
or made a child swallow scratch paper or pencil filings? What attribute do you
think is low for this teacher?

.
2. Why do you think some teachers are better loved by students than others?

3. If you were to choose, which personal attributes should all teachers possess? Why?

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 My Affirmed Concepts

Complete the fragments

After reflecting on this episode and recalling my previous subjects, I have

realized…

FIELD Study 6 - On Becoming a 21ST Century Teacher # 17

 Episode 2
THE TEACHER’S PHILOSOPHY OF
EDUCATION

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 2
FS 6 THE TEACHER’S
FIELD STUDY PHILOSOPHY OF
Learning Episode EDUCATION

My FS Learning Task Overview

What is your philosophy about schools and education? Since you will
become a teacher, you must have a clear understanding of your strong belief or
philosophy of education. A philosophy will guide your actions in teaching and
learning. This section will cover some of the fundamental educational
philosopjies that wil help younas future teacher.

Learning Episode will tackle only Essetialism, Perennialism,

Progressivism, Existentialism, Behaviorism. Inguistic Philosophy and
Constructivism.

 Identify one’s philosophy of teaching ad education.

 Gather information on the philosophy of education of experienced teachers
 Clarify how these philosophies are being put into practice

My Learning Essentials

As teacher, one should have a philosophy of education. A philosophy

is a strong belief that is translated into action. A philosophy will guide you on
what you teach, how you each, why you teach among others. The different
schools of thought or philosophies were handed down to us by different
philosophers. But as the world progresses, other philosophies emerged.

Below are major educational philosophies, presented in summary form.

Philosophy of Education Basic Features

Aim:Promote intellectual growth of learners

for competence
1. Teacher’s role:Sole authority in the subject
Essesntialism matter
Focus:Essentials skills, 3 Rs

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 Trends:Back to Basics, cultural literacy,
execellence
Aim: To educate the rational person,
cultivate intellect
Teacher’s role: Assist learners to think with
2. Pereniallism reason (critical thinking, HOST)
Focus: Classical subject, Great Books,
Enduring curriculum
Trends: Use of Gret Books:Bible, Koran,
Classical books
Aim: Education of the whole being, as
unique individuals
Teacher’s role: Help students define who
3. Existentialism they are, their essence
Focus: Self-paced, self directed, learner
centered
Trend: Individualized learning, values
clarification
Aim:Promote democratic social living
Teacher’s role:Develop lifelong learners
Focus:Learner-centeredness,
4. Progressivism interdisciplinary, outcomes-based
Trends: Humanistic education,
contextualized curriculum, equal
opportunities for all
Aim:Improve and reconstruct society.
Education for change
5. Teacher’s role: Agent of change and reform
Reconstructionism Focus: Transformation of present to future
landscape
Trends:Global education, convergence,
transfomative education
Aim: Develop communication skills in
different languages (Multilingualism)
6. Linguistic Teacher’s role: Provide experiential learning
Philosophy to learn language
Focus: Lngauge and communication
Trends: Mastery of communication skills
(verbal, non-verbal, paraverbal or listening,
speaking writing, reading and viewing)
Aim: Modify and shape learner’s behavior
Teacher’s role: Arrange environmental
conditoions to change behavior
Focus: Learners and the learning
7. Behaviorism environment that act as stimuli
Trends: Education for sustainable
development;
ubiquitous classrooms, multi-sensory stimuli
Aim: Develop intrinsically motivated
learners

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 Teacher’s role: Teaching students to learn,
8. Constructivism how to learn
Focus: Experiential learning
Trends: UNESCO’S Pillars of Education;
multiple perspective

Your Way!

Here is the way your desired learning outcomes(DLO).

Follow this.

Activity 1 Will Be Step 1 To 6

(note:in the event of not having physical interviewee/respondent, interview/survey

shall be done through video conferencing, electronic mail, social media groups, and
phone-in contact)

FIELD Study 6 - On Becoming a 21ST Century Teacher # 21

 My Learning Activities

KNOW THY SELF: MY PHILOSOPHY OF

Activity 1 EDUCATION

Use the Survey Instrument found below for yourself and for two
teachers in the school. Read each statement and answer honestly. Select
among the choices from Agree, Strongly to Disagree Strongly.

In the event of not having physical respondent, you may identify 2

teachers and do the survey by yourself based on your encounter to them, be
sure not to be biased upon answering the checklist.

WHAT IS YOUR PHILOSOPHY OF EDUCATION?

(Based on Sadker & Sadker, 2nd Ed. Bilbao, 2014)

What is your philosophy of education? To find out, read each of the

following statements about the nature of education. Decide whether you agree
or disagree with each statement. Use the following numbers to express your
response:

Legend:

4 Agree strongly 2 Disagre

3 Agree 1 Disagree strongly

SELF

My Rate Philosophical Statements

1. The student learning should be centered around 3Rs only.
2. The school subjects should focus on the great thinkers of the past.
3. Many students learn best by engaging in real-world activities than reading.
4. The students should be permitted to determine their own curriculum.
5. Subjects matter is taught effectively when it is broken down into small parts.
6. The school subjects should include only essential for all students to know.
7. Schools above all, should develop students ‘ abilities to think deeply, analytical and
creatively than social skill or acquire body of knowledge.
8. Teaching should prepare students for analyzing and solving the types of problems they
will face outside the classroom.
9. Reality is determined by each individual’s perceptions. There is no objective universal
reality.
10. People are shaped much more by the exercise of their free will.
11.Students should not be pomoted to the next grade until they have read and masterd
certain key material.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 22

12. An effective education is not aimed at the immediate needs of the students or society.

13. The curriculum of a school should be built around the personal experinces and needs
of the students
14. Students who do not want to study much should not be required to do so.
15. Programmed learning is an effective method of teaching information.
16.Academic rigor is an essential component of education.
17.All students, regardless of ability, should study more or less the same curriculum.

18.Art classess should focus primarily on individual expression and creativity.

19.Effective learning is unstructured and informal.
20.Students learn best through reinforcement.
21.Effective schools assign a substantial amount of homework.
22.Education should focus on timeless questions such as “What is beauty?” or What is
truth?
23.Since students learn effectively through social interacton, schools should plan for
more social gathering in their curricula.

24.The purpose of school is to help students understand themselves and find the meaning
of theie existence.
25.Frequent objective testing is the best way to determine what students know.
26.Countries must become more competitive economically, hence schools must bolster
their academic requirements for more competition.
27.Students must be taught to appreciate learning primarily for its own sake, rather than
to help them into their careers.
28.Schools must plan more emphasis on teachig about the concerns of minorities and
women.
29.Each person has free will to develop as he or she sees fit.
30.Reward students well for learning so they will remember and be able to apply what
they learned, even if they were not able to understand why information is worth knowing.
31. Philippine schools should attempt to instill traditional Filipino values in students.
32. Teacher-guided discovery of profound truths is a key method of teaching students.
33. Students should be active participants in the learning process.
34. There are no external standards of beauty. Beauty is what an individual decides it to
be.
35. We can place a lot of faith in our svhools and teachers to determine which student
behaviors are acceptable and which are not.
36. Schools must provide students with a firm grasp of basic facts regarding the books,
people and events.
37. Philosophy is ultimately a practical subject to study like computer science.
38. Teachers must stress students the revelance of what they are learning to their lives
outside and inside the classroom.
39. It is more important for a student to develop a positive self-concept than to learn
specific concepts.
40. Learning is more effective when students are given frequent tests to determine what
they have learned.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 23

Teacher 1

1. The student learning should be centered around 3Rs only.

2. The school subjects should focus on the great thinkers of the past.
3. Many students learn best by engaging in real-world activities than reading.
4. The students should be permitted to determine their own curriculum.
5. Subjects matter is taught effectively when it is broken down into small parts.
6. The school subjects should include only essential for all students to know.
7. Schools above all, should develop students ‘ abilities to think deeply, analytical and
creatively than social skill or acquire body of knowledge.
8. Teaching should prepare students for analyzing and solving the types of problems they will
face outside the classroom.
9. Reality is determined by each individual’s perceptions. There is no objective universal
reality.
10. People are shaped much more by the exercise of their free will.
11.Students should not be pomoted to the next grade until they have read and masterd certain
key material.
12. An effective education is not aimed at the immediate needs of the students or society.
13. The curriculum of a school should be built around the personal experinces and needs of the
students
14. Students who do not want to study much should not be required to do so.
15. Programmed learning is an effective method of teaching information.
16.Academic rigor is an essential component of education.
17.All students, regardless of ability, should study more or less the same curriculum.
18.Art classess should focus primarily on individual expression and creativity.
19.Effective learning is unstructured and informal.
20.Students learn best through reinforcement.
21.Effective schools assign a substantial amount of homework.
22.Education should focus on timeless questions such as “What is beauty?” or What is truth?
23.Since students learn effectively through social interacton, schools should plan for more
social gathering in their curricula.
24.The purpose of school is to help students understand themselves and find the meaning of
theie existence.
25.Frequent objective testing is the best way to determine what students know.
26.Countries must become more competitive economically, hence schools must bolster their
academic requirements for more competition.
27.Students must be taught to appreciate learning primarily for its own sake, ratherthan to help
them into their careers.
28.Schools must plan more emphasis on teachig about the concerns of minorities and women.
29.Each person has free will to develop as he or she sees fit.
30.Reward students well for learning so they will remember and be able to apply what they
learned, even if they were not able to understand why information is worth knowing.
31. Philippine schools should attempt to instill traditional Filipino values in students.
32. Teacher-guided discovery of profound truths is a key method of teaching students.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 24

 33. Students should be active participants in the learning process.
34. There are no external standards of beauty. Beauty is what an individual decides it to be.
35. We can place a lot of faith in our svhools and teachers to determine which student
behaviors are acceptable and which are not.
36. Schools must provide students with a firm grasp of basic facts regarding the books, people
and events.
37. Philosophy is ultimately a practical subject to study like computer science.
38. Teachers must stress students the revelance of what they are learning to their lives outside
and inside the classroom.
39. It is more important for a student to develop a positive self-concept than to learn specific
concepts.
40. Learning is more effective when students are given frequent tests to determine what they
have learned.

Teacher 2

1. The student learning should be centered around 3Rs only.

2. The school subjects should focus on the great thinkers of the past.
3. Many students learn best by engaging in real-world activities than reading.
4. The students should be permitted to determine their own curriculum.
5. Subjects matter is taught effectively when it is broken down into small parts.
6. The school subjects should include only essential for all students to know.
7. Schools above all, should develop students’ abilities to think deeply, analytical and creatively
than social skill or acquire body of knowledge.
8. Teaching should prepare students for analyzing and solving the types of problems they will
face outside the classroom.
9. Reality is determined by each individual’s perceptions. There is no objective universal
reality.
10. People are shaped much more by the exercise of their free will.
11.Students should not be pomoted to the next grade until they have read and masterd certain
key material.

12. An effective education is not aimed at the immediate needs of the students or society.
13. The curriculum of a school should be built around the personal experinces and needs of the
students
14. Students who do not want to study much should not be required to do so.
15. Programmed learning is an effective method of teaching information.
16.Academic rigor is an essential component of education.
17.All students, regardless of ability, should study more or less the same curriculum.
18.Art classess should focus primarily on individual expression and creativity.
19.Effective learning is unstructured and informal.
20.Students learn best through reinforcement.
21.Effective schools assign a substantial amount of homework.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 25

22.Education should focus on timeless questions such as “What is beauty?” or What is truth?
23.Since students learn effectively through social interacton, schools should plan for more
social gathering in their curricula.
24.The purpose of school is to help students understand themselves and find the meaning of
theie existence.
25.Frequent objective testing is the best way to determine what students know.
26.Countries must become more competitive economically, hence schools must bolster their
academic requirements for more competition.
27.Students must be taught to appreciate learning primarily for its own sake, rather than to help
them into their careers.
28.Schools must plan more emphasis on teachig about the concerns of minorities and women.
29.Each person has free will to develop as he or she sees fit.
30.Reward students well for learning so they will remember and be able to apply what they
learned, even if they were not able to understand why information is worth knowing.
31. Philippine schools should attempt to instill traditional Filipino values in students.
32. Teacher-guided discovery of profound truths is a key method of teaching students.
33. Students should be active participants in the learning process.
34. There are no external standards of beauty. Beauty is what an individual decides it to be.
35. We can place a lot of faith in our schools and teachers to determine which student behaviors
are acceptable and which are not.
36. Schools must provide students with a firm grasp of basic facts regarding the books, people
and events.
37. Philosophy is ultimately a practical subject to study like computer science.
38. Teachers must stress students the revelance of what they are learning to theirlives outside
and inside the classroom.
39. It is more important for a student to develop a positive self-concept than to learn specific
concepts.
40. Learning is more effective when students are given frequent tests to determine what they
have learned.

Matrix of Survey Result

FIELD Study 6 - On Becoming a 21ST Century Teacher # 26

ESSENTIALISM PERENNIALISM PROGRESSIVISM EXISTENTIALISM BEHAVIORISM
SELF

TR. 1

TR. 2

SELF

TR. 1

TR. 2

SELF

TR. 1

TR. 2

SELF

TR. 1

TR. 2

SELF

TR. 1

TR. 2
ITEMS

ITEMS

ITEMS

ITEMS

ITEMS
TOTAL

TOTAL

TOTAL

TOTAL

TOTAL

Legend: S-Self; T-Teacher; T1- Teacher 2

What Philosophy is most

dominant for you?
Based on the information taken, answer the following questions:

Which is least dominant?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 27

 3. For Teacher 1, which is the, most dominant?

4.Least dominant?

5. For Teacher 2, what Philosophy has gained

the highest score?

6.What has the lowest score?

My Reflections

FIELD Study 6 - On Becoming a 21ST Century Teacher # 28

1. Have you discovered your dominant Philosophy of Education? How do you feel
after knowing it? Is your philosophy or firm belief of education reflected in what
you are doing as a future teacher?

2. In your observations, does an experienced teacher practice what they believe in

(philosophy of education) in actual teaching? If yes, describe the instance/episode.
If No, what could be the reason.

My Affirmed Concepts

Identify at least three concepts learned in your previous subject like The
Teaching Profession which are related to the Experiential Learning Episode 3
(Teaching Belief/Philosophy) that are confirmed or affirmed in this activity?
Enumerate.

1. Affirmed Concept 1

2. Affirmed Concept 2

3. Affirmed Concept

My Future Application

FIELD Study 6 - On Becoming a 21ST Century Teacher # 29

My Affirmed Concepts
Using the first hand experiences or ideas in this activity, what philosophy in teaching
shall I use and how will I use this when I become a teacher in the future? Give three
philosophies.

a.

b.

c.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 30

My Affirmed Concepts
 Episode 3
SKILLS OF A 21ST CENTURY
TEACHER

3
FS 6 SKILLS OF A
FIELD STUDY ST
ST
21 CENTURY
FIELD Study 6 - On Becoming a 21 Century Teacher # 31
Learning Episode My Observations
TEACHER
 My FS Learning Task Overview

A teacher as a profeesional will always be creative in his own ways. A

teacher’s adaptability in a changing millenium is a must where school is an
institution where learning occurs under the fast improvement of the 21st
century.

 At the end of this activity , you will be able to at least possess the
21st century skills of a 21st century teacher.

To hit your target, work your way through these steps.

Step 1 Step 4

Presentation of the 21st Reflection on your

description
century skills through a graphic of yourself as a 21st century
organizer. Teacher.

Step 2 Step 3

Observation of 2-3 teachers Formulating questionnaire to

to determine their 21st century determine the extent a
teacher
characteristics. possess the 21st century skil

FIELD Study 6 - On Becoming a 21ST Century Teacher # 32

 Activity 1 21st CENTURY SKILLS
A. Present the 21st century skills with the use of a graphic organizer which you
will sketch below. (You can make your own style of a graphic organizer).

FIELD Study 6 - On Becoming a 21ST Century Teacher # 33

1. Under each of the clusters of the 21st century skills that a teacher must possess are
specific skills. Explain all of these skills under each cluster.

Cluster 1

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Cluster 2

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Cluster 3

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Cluster 4

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

FIELD Study 6 - On Becoming a 21ST Century Teacher # 34

B. Identify 2-3 teachers and relate their teaching characteristics with the 21 st
century skills.

Teacher 1

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Teacher 2

________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Teacher 3

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

FIELD Study 6 - On Becoming a 21ST Century Teacher # 35

C. Develop a questionnaire to determine the extent to which a teacher possesses
the 21st century skills. (adapted from Bilbao et. al. Teaching Profession, 2012). The
first is done for you.

Direction: To what extent do you do each of the following. Check the column
that corresponds to your answer.

Legend: 5 - Always 2 - Rarely

4 - Often 1 - Never
3 - Sometimes

21st Century Skills 5 4 3 2 1

Conduct this questionnaire to the practice teacher in your institution, the make an
analysis and interpretation on the result.

(note:in the event of not having physical interviewee/respondent, interview/survey

shall be done through video conferencing, electronic mail, social media groups, and
phone-in contact)

FIELD Study 6 - On Becoming a 21ST Century Teacher # 36

D. Reflection

Write your reflection on the extent to which you possess the 21 st century skills
st
as a 21 century teacher. Write your reflection in the box below.

__________________________
____
Students Signature Over Printed Name

Date Accomplished:_______________

_________________________
Teacher’s Signature

FIELD Study 6 - On Becoming a 21ST Century Teacher # 37

 Episode 4
ROLES AND RESPONSIBILITIES AS
A CLASSRROOM MANAGER

FIELD Study 6 - On Becoming a 21ST Century Teacher # 38

 4
ROLES AND
FS 6 RESPONSIBILITI
FIELD STUDY

Learning Episode
ES AS A
CLASSRROOM
My FS Learning Task Overview

Teachers has many responsibilities in the classroom and even in the

community, the teachers job does not only focuses on the instruction itself but
also in managing classrooms, and taking part and involvement in community
gatherings.

 At the end of this activity, you will gain competence in performing

your roles and responsibilities in establishing routines and
procedures in order to make the classroom atmosphere conducive
to learning.

My Learning Essentials

Here are some key points in this episode:

 While the school is the official working place of a Teacher, the

community is the wider learning environment where a teacher has
involvement.
 School are often perceived to be the transformative agent of change;
hence the teachers are the agent of change.
 The teachers are looked upon as important agents of change.
 Teachers’ roles and functions do not stop within the four walls of the
school, but extend beyond the community.
 The community provides the authentic resource for teaching and
learning.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 39

 Your Way

To reach your target, do the following steps

Step 1 Step 2

Interview a classroom teacher Observe the supportive measure

regarding his/her roles and that the teacher used in carrying
responsibilities. out his/her roles.

Step 4 Step 3
Make a reflection on how to Analyze these supportive
achieve a well-arranged measures.
classroom.

(note:in the event of not having physical interviewee/respondent, interview/survey

shall be done through video conferencing, electronic mail, social media groups, and
phone-in contact

FIELD Study 6 - On Becoming a 21ST Century Teacher # 40

Activity 1 Roles and Responsibilities

A. Interview a classroom teacher about his/her roles and responsibilities.

1. Request the classroom teacher to fill up the table below.

Direction: The table shows your own perception on your roles and
responsibilities as a teacher. Please check (/) the proper column according to
the following rating scale.

1 – Very Important 2 – Slightly Important 3 – Not Important

Roles and Responsibilities 3 2 1

1 Faciltator- guides the learner to learn

2 Counselor- gives pieces of advice

3 Motivator – inspires the learner to learn

4 Instructor – teaches the learner to learn

5 Model – setd good example

6 Parent Surrogate – serves as a second parent

7 Teacher – initiates change

8 Catalyst – treats learners equally

9 Administrator – asserts authority whenever

necessary

10 Manager – avoids waste of time, money, and effort

FIELD Study 6 - On Becoming a 21ST Century Teacher # 41

2. How do you make your classroom have an atmosphere conducive to
learning?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

PICTURE

______________________________
Signature of the Interviewed Teacher
Over Printed Name

FIELD Study 6 - On Becoming a 21ST Century Teacher # 42

B. Informal Observations

1. Indicate the supportive measures the teacher utilized in the performance of

his/her roles and responsibilities.

Roles and Responsibilities Supportive Measures

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________

2. Which of the supportive measures were effective? Why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Which were not effective? why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

FIELD Study 6 - On Becoming a 21ST Century Teacher # 43

C. Analysis

1. In your experiences observing your elementary grades up to the present,

which of the mentioned roles and responsibilities of a teacher are often taken
for granted? Neglected? Why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What are you going to do with these when you will be the teacher?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

FIELD Study 6 - On Becoming a 21ST Century Teacher # 44

D. Reflection

1. Write your reflection about classroom manangement in the form of a

metaphor, a poem or jingle. Keep it short and simple. (KISS)

_________________________________
Students Signature Over Printed Name

Date Accomplished: _______________

________________

Teachers Signature

FIELD Study 6 - On Becoming a 21ST Century Teacher # 45

 Episode 5
THE GLOBAL TEACHER OF THE
21ST CENTURY

FIELD Study 6 - On Becoming a 21ST Century Teacher # 46

 5
FS 6 THE GLOBAL
FIELD STUDY TEACHER OF
Learning Episode THE 21ST
CENTURY

Teaching is a respectable profession the world over. The status of teachers

has been comparable in all parts of the globe, hence each year, a celebration of the
WORLD TEACHER’S DAY:

This alone would tell us, the reconition and honor given to the best profession
of all: TEACHING. A teacher is an extraordinary person in whose hands lie the
future of the world. A teacher regardless of what country he/she comes from should
be a GLOBAL TEACHER or the TEACHER of the WORLD.

Thus, you should have qualities, skills, knoledge, views, with wider breadth
and deeper sense because you too will be a global teacher.

 Identify competencies of the global Filipino teacher.

 Increase knowledge of other countries teachers competencies.
 Compare the global teacher with the other teachers of the world.

Let us begin with ourselves, THE Filipino teachers. Why are Filipino
teachers doing very well in classrooms and schools outside our country? Are Filipino
teachers doing well in our country as well? Many of them are awarded as exemplar
teachers, best teachers and model teachers. They are honored by the school, parents
and community as well. Would you like to be teacher of the 21 st century? As
global teachers, you should be the excellent ones.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 47

Read some teaching skills and qualities needed of global teachers in the 21 st
century.

A GLOBAL TEACHER

Thinks and acts both locally and globally

Has classroom management skills
Makes content relevant and updated
Has skills in critical thinking.
Uses technology in education
Has deep understanding of multiculturalism and
globalization.
Has skills to collaborate with teams
Brings the world into the classroom, school and
community
Continuously grow professionally

FIELD Study 6 - On Becoming a 21ST Century Teacher # 48

 Your Way!

Here are the steps that you should take in order to reach your desired
learning outcome.

1. Request for a short interview of any public school teacher about the teacher’s
competencies in the NCBTS.

2. Request the teacher to answer a short questionnaire on the NCBTS teacher’s

competencies.

3. Analyze the data.

 In which of the seven domains did the teacher rate the herself/himself
HIGH?
 Which competencies are practiced by the teacher all the time? Often?
Sometimes? Never?

4. Go to the web, interview, chat, skype or use other means to obtain the
information about other teachers in at least two other countries aside from
the Philippines.

(note:in the event of not having physical interviewee, interview shall be done through
video conferencing, electronic mail, social media groups, and phone-in contact)

FIELD Study 6 - On Becoming a 21ST Century Teacher # 49

 NCBTS and the Global Filipino
Activity 1
Teacher

Name of the Teacher:

School:
Grade level/Year level:

Instruction: Based on your NCBTS-TSNA Individual profile, please check

the Domain, where you rated yourself HIGH. Please give your explanation.

NCBTS DOMAINS

NCBTS-TSNA If HIGH, Give brief explanation why you are rated

DOMAINS check HIGH

Domain 1

Domain 2

Domain 3

Domain 4

Domain 5

Domain 6

Domain 7

Instruction: Below is a checklist for the teacher you requested to answer.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 50

 I am a Global Filipino Teacher. Do I practice/possess these qualities or
competencies? No or Yes

Frequency:
Never---0
Sometime---1
Often---2
All the time---3

NCBTS DOMAINS

COMPETENCIES NO/YES FREQUENCY

Do I… - + 0 1 2 3

1. demonstrate values for lifelong learning?

2. teach considering that learning is of different

kinds?
3. create an envirnment that is safe and conducive
for learning?
4. communicate higher learning expectations to
each other?
5. accept learners diverse knowledge and
expectations
6. demonstrate mastery of thr subject matter?

7. make use of allotted instructional time?

8. recognize that each learner is unique?

9. demonstrate skills in the use of technology?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 51

 10. develop and use appropriate instructional plan?

11. Develop the use a variety of instructional

support materials?
12. Develop and use a 76 variety of appropriate
assessment strategies?
13. Communicate promptly and clearly to learners,
parents and superiors about learners progress?

14. Take pride in the nobility of the profession?

15. Enhance myself through continuing professional

development?

How many competencies are rated as:

A. All the time

B. Often
C. Sometimes
D. Never

APPLICATION OF PHILOSOPHY OF
EDUCATION IN THE CLASSROOM
Activity 2

Activity 1 describes the competencies that a global Filipino Teacher

should possess. Now, we need to know what competenies are required of other
teachers from other countries of the world.

Since we cannot travel physically to other countries, we can reach

these places through the use of modern technology like surfing, chat, emails
through the world wide web, interviews and use of other sources of
information.

Choose one or two countries if apllicable other than the Philippines.

Search for the personal and professional competencies required of the teachers
in that particular country. You may also interview a Filipino teacher who has
taught in these countries.

GLOBAL TEACHER FROM OTHER COUNTRIES

1. respondent

FIELD Study 6 - On Becoming a 21ST Century Teacher # 52

 Name of Country
Personal Qualities of
Teachers
Professional Qualities of
Teachers
Requirements to become
Professional Teachers

2. (if applicable)
Name of Country
Personal Qualities of
Teachers
Professional Qualities of
Teachers
Requirements to become
Professional Teachers

My Reflections

1. If the NCBTS is the measure of a global teacher, can the teacher you
interviewed be able to meet the challenges of global education? Why? Why
not?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 53

2. Are there similarities or differences among teachers in other countries in terms
of the standard requirements for a professional teacher? Explain your answer.

3. Are Filipino teachers comparable to their fellow teachers in other countries?

4. How would you prepare to become a global teacher of the 21 st century? How
do you see yourself?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 54

 Episode 6
THE TEACHER AS A
PROFESSIONAL

FIELD Study 6 - On Becoming a 21ST Century Teacher # 55

 6
FS 6 THE TEACHER
FIELD STUDY
AS A
Learning Episode
PROFESSIONA
L
In the Philippines, only those with a professional license are authorized to
teach. There are fundamental requirements to ba a professional teacher. One has to
graduate in college with a baccalaureate degree, pass the Licensure Examination for
Teacher (LET) Bbe a member of professional teacher organizations and abide by the
Code O Ethics for Professional Teachers. In addition, teachers must grow in the
profession by undertaking continuing professional development/education.

 Present clear definition of a professional teacher.

 Describe a Filipino professional teacher.
 Identify fundamental laws that professionalized teaching in the country.

Some of the basic questions on the professionalization of teaching are the

following:

1. What are the legal bases of considering teaching as a Profession?

2. What are the requirements to become a Professional Teacher?
3. What is the career path of a Filipino Professional Teacher?

Consider these as answer:

1. Fundamental Laws and Policies
 1987 Philippine Constitution, Article XIV
 PD 1006 – Professionalization of Teacher
 RA 7836 – Regulation and Supervision of the practice of teaching and
prescribing the Licensure Examination for Teachers or the Teachers
Professionalization Act of 1994
 Code of Ethics for Professional Teacher

FIELD Study 6 - On Becoming a 21ST Century Teacher # 56

 2. Qualifications of a Filipino Professional Teacher
 Holds a professional Teachers License
 Holds a bachelor degree in education or any bachelor’s degree with 18
units of professional education units
 Member of a professional Teacher organization
 Undertake continuing professional development
 Abide by the code of ethics for professional teachers

3. Requirements to take the licensure examination for teachers

 Earned a bachelor degree in education or any bachelor’s degree with 18
units of professional education units
 Must be a Filipino citizen
 Other requirements as prescribed by the Professional Regulation
Commission PRC

4. Career Path of Professional Teachers

 Beginning Professional Teacher - 1 to 3 years of teaching
 Young Professional Teacher - 4 to 10 years of teaching
 Mentor/master Professional Teacher - 11 to 15 years of teaching
 Expert/Sterling Professional Teacher – 15 and above in teaching

This episode, will bring you to a closer encounter with professional

teachers, to achieve your desired learning outcomes, you will follow this
learning map.

STEP 1: Have a close encounter with a Beginning Professional Teacher

STEP 2: Have a close encounter with the Expert or Sterling Professional

Teacher

STEP 3: Have a close encounter with a Retired Professional Teacher

STEP 4: Record all answers and prepare a written report

(note:in the event of not having physical interviewee, interview shall be done through
video conferencing, electronic mail, social media groups, and phone-in contac

FIELD Study 6 - On Becoming a 21ST Century Teacher # 57

 CLOSE ENCOUNTER WITH A BEGINNING
ACTIVITY
PROFESSIONAL TEACHER
1
(1-3 YEARS TEACHING EXPERIENCE)
1. Where did you earn your degree? When?

2. How did your pass University prepare you to become a good teacher?

3. When did you pass the licensure examination for teacher? What was
your passing rating?

4. When did you start teaching as a a professional?

5. What makes you happy as a teacher?

6. What disappoints you as a teacher?

7. What professional development activities/tranings have you

participated in?

8. Are you a member of a professonal organization? What is the name of

Organization?

9. As a professional teacher, what code of conduct do yu strictly follow?

Can you name the specific behavior that shuld be followed to the
utmost?

10. What kind of professional teacher would you dream to become before
you retire?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 58

ACTIVITY CLOSE ENCOUNTER WITH AN
EXPERT/STERLING TEACHER
2 (15 YEARS TEACHING EXPERIENCE)

1. Are you satisfied with your job as a professional teacher for the past
years?

2. What are the things that you do asa an exrpert professonal teacher that
make you happy? Sad?

3. What was tour most unforgettable experience as an expert professional

teacher?

4. What do you consider asa your most significant contribution to the

teaching profession?

5. What are your plans for the future as an expert professional teacher?

6. Have you been promoted in your job? Why wre you promoted? What
benefits did you get from your promotion?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 59

 CLOSE ENCOUNTER WITH
ACTIVITY
RETIRED TEACHER
3
(RETIRED FROM TEACHING)

1. What are your usual activities as a retired professional teacher?

2. Did you find your past teaching experiences memorable? What were your
most significant experiences?

3. How long have you taught asa aprofessional teacher? Do you have any
regrets of having been a professional teacher?

4. What do you consider asa yor most significant contribution to the teaching
profession?

5. Have you been promoted in your job?Why were you promoted? What
benefits did you get from your promotion?

6. Would you consider teaching asa the greatest profession?

7. What food for thought would you like to give us, and the young
professional teachers?

FIELD Study 6 - On Becoming a 21ST Century Teacher # 60

 My Reflections

Based on the answers given by the teachers you interviewed, do they reflect a
true professional teacher?

1. Why do you think so?

2. Why do you think so?

3. Based on the interviews you conducted, is being a professional teacher a

fulfilling job? Why?

4. Considering that you will be a future professional teacher, what standards

of behavior should you uphold based on the Code of Ethics for
Professional Teachers?

MY REFLECTIONS

FIELD Study 6 - On Becoming a 21ST Century Teacher # 61

 APPENDICES

FIELD Study 6 - On Becoming a 21ST Century Teacher # 62

 APPENDIX A

FIELD Study 6 - On Becoming a 21ST Century Teacher # 63

 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R. A,. No. 7836, otherwise
known as the Philippines Professionalization Act of 1994 and Paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers
hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation with
high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to, observe, and practice
this set of ethical and moral principles, standards, and values.

ARTICLE I

SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers committed of it’s full
realization The provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels
whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school
at the aforesaid levels, whether on full time or part-time basis.

ARTICLE II

THE TEACHER AND THE STATE

Section 1. The schools are the nurserles of the future citizens of the state; each teacher
is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to
the constitution and for all duly constituted authorities, and promote obedience
to the laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion
to duty.

FIELD Study 6 - On Becoming a 21ST Century Teacher # 64

Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require,
collect, or receive any money or service or other valuable material from any
person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce
any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if
the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.

ARTICLE III

THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth;

he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate
in community movements for moral, social, educational, economic and civic
betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain for such

FIELD Study 6 - On Becoming a 21ST Century Teacher # 65

activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study
and understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.

ARTICLE IV

A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at
all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.

ARTICLE V
 THE TEACHERS AND THE PROFESSION

Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self sacrifice for the common good, and
full cooperation with colleagues. When the best interest of the learners, the school,
or the profession is at stake in any controversy, teacher shall support one another.

Section2. A teacher is not entitled to claim credit or work not of his own, and shall give due
credit for the work of others which he may use.

Section3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates
and the school, and shall not divulge to anyone documents which has not been
officially released, or remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However,
this may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual
concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that
he respects the system of selection on the basis of merit and competence; provided,
further, that all qualified candidates are given the opportunity to be considered.

ARTICLE VI

THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present
such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances
 within acceptable democratic possesses. In doing so, they shall avoid jeopardizing
the interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions,
and transfer of teachers are made only on the basis of merit and needed in the
interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to

his contract, assuming full knowledge of employment terms and conditions.

ARTICLE VII

SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in
the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

ARTICLE VIII

THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, such determination shall
be in accordance with generally accepted procedures of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by

the learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality
of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly
not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving
learner’s problems and difficulties.

ARTICLE IX

THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress
and deficiencies of learner under him, exercising utmost candor and tact in
pointing out learners deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and
shall discourage unfair criticism.

ARTICLE X

THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a
teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactorily his private
financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested
in, any commercial venture which furnish textbooks and other school commodities
in the purchase and disposal of which he can exercise official influence, except only
when his assignment is inherently, related to such purchase and disposal; provided
they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.

ARTICLE XI

THE TEACHER AS A PERSON

Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as
a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny
and of the destinies of men and nations.

ARTICLE XII

DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground
for the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23,
Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

ARTICLE XIII

EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following it’s publication in the official
Gazette or any newspaper of general circulation, whichever is earlier.
APPENDIX B
Certificate of Completion 79

FIELD STUDY 6 – On Becoming The 21st Century Teacher| 1