THE

TEACHING
PROFESSION

i
 PREFACE

The world has been caught off-guard by a foe invisible to the eye. The global pandemic has
undoubtedly changed the course of time affecting people and their way of life. While health sectors
are in constant battle to contain the spread of the virus, academic institutions, on the other hand, are
particularly working on the possible learning modalities and instructional materials to address learning
needs amidst the pandemic.
This learning guide on The Teaching Professionis an attempt to provide students with
learning materials in response to the government’s shift to blended instruction in hopes that this will
provide prospective professional teachers a comprehensive outlook in the profession they are taking.
This learning guide highlights the use of the 4 A’s in the development of its lessons—Activity,
Analysis, Abstraction, and Application. In the activity phase, the students are made to involve
themselves in an activity after which they are made to analyze the same with the help of guide
questions. The analysis made in the activity leads to the abstraction phase mostly known as the
generalization phase. From the activity made and the analysis that has transpired thereafter,
generalization or abstraction of ideas are drawn. In the abstraction phase, the teacher adds ideas to
what students have previously learned and clarifies vague or erroneous concepts to come up with a
solid understanding of the lesson. This phase finally leads to application of what was learned from the
discussion.
The lessons for every chapter start with an identification of the learning outcomes on which
lesson development is anchored. Likewise, each lesson is provided with HOTS questions to develop
the critical thinking of the students. Some lessons also have multiple-choice LET-like items in the
evaluation part to give students insights of the Licensure Examination for Teachers.
The learning guide has six chapters. Chapter 1 discusses the teacher as an individual member
of society. For a teacher to carry out what is expected of him/her, he/she must be grounded on a
personal philosophy that will guide him/her in his/her instruction. He/she must also be deep in his/her
moral and ethical principles. To emphasize the nobility of teaching, the chapter further discusses
teaching as a profession, vocation, and as a mission.
Chapter 2 describes the classroom and the teacher in the community. Teachers facilitate
learning in the classroom and are considered partners of the home and the community in molding
learners. Teachers should be able to meet the National Competency-Based Teacher Standards
(NCBTS) alongside the Philippine Professional Standards for Teachers (PPST) for them to be ideal
teachers. It is also expected of them to be equipped with the 21 st century skills to upgrade their
instruction and to include full use of human and material resources in the community through linkages
and networks.
Chapter 3 introduces the global teacher as one who is capable of teaching children from
various cultural backgrounds, who is familiar with the educational practices of selected countries for
benchmarking, and who is skilled in the use of educational technology to be at par with the rest of the
teachers around the world.
Chapter 4 and 5 discuss the laws on the professionalism of teaching and the Code of Ethics
for Professional Teachers.
Chapter 6 circles around education and teacher-related laws that ensures the exercise of
teachers’ rights and privileges so they can work competently. Chapter 7 traces a brief history of the
Philippine educational system and the journey of basic education curricular forms for sixty years.

ii
 The Authors

TABLE OF CONTENTS
Title Page …………………………………………………………………………………………………...i
Preface ……………………………………………………………………………………………………...ii
Table of Contents ………………………………………………………………………………………...iii
Overview of the Learning Guide..………………………………………………………………………iv

Chapter 1—You, the Teacher, as a Person in Society ……………………………………………1

1.1 Your Philosophical Heritage
1.2 Formulating your Philosophy of Education
1.3 The Foundational Principles of Morality and You 3.
1.4 Values Formation and You
1.5 Teaching as a Vocation, Mission and Profession

Chapter 2—The Teacher in the Classroom and Community ……………………………………24

2.1 The National Competency-Based Teacher Standards (NCBTS) and
Philippine ProfessionalStandards for Teachers (PPST)
2.2 The 21st Century Teacher
2.3 School and Community Relations
2.4 Linkages and Networking with Organization

Chapter 3—On Becoming a Global Teacher……………………………………………………….43

3.1 Global Education and the Global Teacher
3.2 A closer look at the Education Systems of selected Countries of the world
3.3 Multicultural Diversity: A Challenge to Global Teachers
3.4 Broadening Teaching Perspectives: Teacher Exchange programs
3.5 Bringing the world into the classroom through Educational Technology

Chapter 4—The Professionalization of Teaching …………………………………………………68

4.1 Presidential Decree No. 1006
4.2 Republic Act No. 7836
4.3 Republic Act No. 9293

Chapter 5—Becoming Professional Teacher ……………………………………………………...83

5.1 Code of Ethics for Professional Teachers

Chapter 6—Other Education and Teacher Related Laws ……………………………………….90

6.1 The 1987 Constitution
6.2 Republic Act No. 4670 (Magna Carta for Public School Teachers)
6.3 Batas PambansaBlg 232 – An Act Providing for the Establishment
and Maintenance of an Integrated system of Education
6.4Republic Act No. 9155
6.5Organizational Structure of the Dept. of Education Field Offices
6.6 Excerpts from the Family Codeof the Philippines
6.7 Excerpts from Republic Act No. 7610
6.8Excerpts from Republic Act No. 7877
6.9Excerpts from RA 8990
6.10Republic Act No. 10157
6.11UNESCO
6.12 First Call for Children

Chapter 7—Historical Perspective of the Philippine Educational System ………………….153

4.1 Historical Development of the Philippine Educational System

iii
 4.2 Journey Towards Basic Education Curricular Reforms: 1946-2011

List of References ……………………………………………………………………………………165

OVERVIEW OF THE LEARNING GUIDE

Teaching Profession
This course deals with the teacher as a person and as a professional within the context of
national and global teachers’ standards and educational philosophies. It will include professional
ethics, core values, awareness of professional rights, privileges and responsibilities as well as the
teacher’s roles in the society as a transformative agent of change.

TOPICS
Orientation of the VMGO, Course Policies and Overview of the Course
Part I- You, The teacher, as a person in Society
1. Your Philosophical Heritage
2. Formulating your Philosophy of Education
3. The Foundational Principles of Morality and You
4. Values Formation and You
5. Teaching as a Vocation, Mission and Profession
Part II – The Teacher in the Classroom and Community
1. The National Competency-Based Teacher Standards (NCBTS) and
Philippine Professional Standards for Teachers (PPST) DepEd Order
No. 42, s. 2017
2. The 21st Century Teacher
3. School and Community Relations
4. Linkages and Networking with Organization
Part III – On Becoming a Global Teacher
1. Global Education and the Global Teacher
2. A closer look at the Education Systems of selected Countries of the
world
3. Multicultural Diversity: A Challenge to Global Teachers
4. Broadening Teaching Perspectives: Teacher Exchange programs
5. Bringing the world into the classroom through Educational
Technology
Part IV – Professionalization of Teaching
1. Presidential Decree No. 1006
2. Republic Act No. 7836
3. Republic Act No. 9293
Part V – Becoming a Professional Teacher
-Code of Ethics for Professional Teachers
Part VI – Other Education and Teacher – Related Laws
1. The 1987 Constitution
2. Republic Act No. 4670 (Magna Carta for Public School Teachers)
3. Batas PambansaBlg. 232 – An Act Providing for the Establishment
and maintenance of an Integrated system of Education
4. Republic Act No. 9155
5. Organizational Structure of the Dept. of Education field offices
6. Excerpts from the Family Code of the Philippines
7. Excerpts from Republic Act No. 7610
8. Excerpts from Republic Act No. 7877

iv
 9. Excerpts from RA 8990
10. Republic Act No. 10157
11. UNESCO
12. First Call for Children
VII. Historical Perspective of the Philippine Educational System
1. Historical Development of the Philippine Educational System
2. Journey Towards Basic Education Curricular Reforms: 1946-2011

Course Learning Outcomes

CLO 1. Explain the various philosophies of education and their implication to the objectives,
curriculum, teaching-learning process and to one’s personal view on teaching.
.
CLO 2. Describe the significant roles of teachers in the classroom and community in the context
of national and global teachers’ standards as contained in the NCBTS/PPST.

CLO 3. Draw-out practical implications on professional career advancement opportunities on

becoming a global teacher in the context of global education.

CLO 4. Determine the legal mandates on the professionalization of teaching and other
educational laws related to teaching

CLO 5. Trace the historical development of the Philippine Educational System and the curriculum
reforms in teaching profession/education

CLO 6. Provide reflection on the professional teacher’s accountability on learners’ performance

and to the teachers’ total involvement in the teaching profession.

Course Requirements
Students are expected to submit the following requirements or outputs during major
examination.

Chapter Chapter Title Requirement

Chapter You, The teacher, as a person in Society
1
1. Lesson Assessments
Chapter The Teacher in the Classroom and
2. Portfolio of Learning Activities
2 Community
3. Reflection Papers
Chapter On Becoming a Global Teacher
4. Teaching Demo via Zoom
3
5. Midterm Examination
Chapter Professionalization of Teaching
4
Chapter Becoming a Professional Teacher 1. Lesson Assessments
5 2. Portfolio of Learning Activities
Chapter Other Education and Teacher – Related 3. Reflection Papers
6 Laws 4. Teaching Demo via Zoom

v
vi
 Chapter 1

You, the Teacher, as a

Person in Society

1
 LESSON 1: Your Philosophical Heritage

Introduction
Before us were brilliant philosophers that have helped us see and unravel the mysteries of
the world. During their time, they have put so much effort into finding answers to questions about
human existence and in reflecting about life in this planet. The products of their quest for answers
were passed down to us which have served as our window to see the significance of human life.
All these have led us to arrive to these existential questions—“what is life?”, “who am I?”, “why am
I here?”, or “what am I living for?”, “what is reality?”, “is the universe real?”, “what is good to do?”,
“how should I live life meaningfully?” and the like. In the context of education, these questions
translate: “why do I teach?”, “what should I teach?”, “how should I teach?”, “what is the nature of
the learner?”, “how do we learn?”, etc.
Learning Outcomes
 Identify at least seven philosophies of education
 Explain at least seven philosophies of education

Lesson Proper (4 A’s)

Activity
Let us determine your view about education!
Direction: The following are statements about education. To what extent does each
statement apply to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but
not always, 2 if you agree sometimes, and 1 if you do not agree at all.

Statements 1 2 3 4
1. There is no substitute for concrete experience in
learning.
2. The focus of education should be the ideas that
are as relevant today as when they were first
conceived.
3. Teacher must not force their student to learn the
subject matter if it does not interest them.
4. Schools must develop student ‘s capacity to reason by
stressing on the humanities.
5. In the classroom, student’s must be encouraged
to interact with one another to develop social virtues
such as cooperation and respect.
6. Students should read and analyze the great books, the
creative works of history’s finest thinkers and writers.
7. Teachers must help student expand their knowledge by
helping them apply their previous
experience in solving new problems.
2
8. Our course of study should be general, not specialize;
liberal, not vocational; humanistic, not technical.
9. There is no universal, inborn human nature. We are
born in exist and then we ourselves freely determine
are essence.
10. Human beings are shape by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional
disciplines such as math, natural science, history,
grammar, literature.
14. Teacher cannot impose meaning; students make
meaning of what they are taught.
15. Schools should help individuals accept themselves as
unique individuals and accept responsibility for their
thoughts, feeling and actions.
16. Learners produce knowledge based their experiences.
17. For the learner to acquire the basic skills, s/he must go
through the rigor and discipline of serious study.
18. The teacher and the school head must prescribe what
is most important for the students to learn.
19. The truth shines in an atmosphere genuine dialogue.
20. A learner must be allowed to learn at his/her own
pace.
21. The learner is not a blank slate but brings past
experiences and cultural factors to the learning
situation.
22. The classroom is not a place where teacher pour
knowledge into empty minds of students.
23. The learner must be taught how to communicate his
ideas and feelings.
24. To understand the message from his/her students, the
teacher must listen not only to what his/her students
are saying but also to what they are not saying.
25. An individual is what he/she chooses to become not
dictated by his/her environment.

Interpretation: If you have 2 answers of 4 in numbers:

1, 3, 5, 7 _______ you are more of progressivist
2, 4, 6, 8 _______ you are more of a perennialist
9, 15, 20, 25 _______ you are more of an existentialist
10, 12 _______ you are more of a behaviorist
11, 13, 17, 18 _______ you are more of an essentialist
14, 16, 21, 22 _______ you are more of a constructivist
19, 23, 24 _______ you are more of a linguistic philosopher

Analysis
If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which
means you put philosophies together. If your scores are less than 4, this means that you are not
very definite in your philosophy. Or if your scores are less than 3 in most of the items, this means
your philosophy is quite vague.
3
 Abstraction

The Seven Philosophies of Education

 Essentialism

Why Teach. This philosophy believes that teachers primarily teach for learners to acquire
the fundamental knowledge, skills and values. Teachers educate to transmit the time-
honored values and knowledge that learners need to become ideal citizens.

What to Teach. The emphasis of essentialism is on academic content hence, essentialist

programs are academically demanding. Students must learn the fundamental r’s—reading,
‘riting, ‘rithmetic, and right conduct as they are critical in the attainment of more complex
skills that are needed in preparation for adult life. Essentialists do not really mind about
vocational courses or other courses below the standard of academic content. Mostly
traditional disciplines like math, natural science, history, foreign language, and literature are
incorporated in an essentialist curriculum. The teachers and administrator are the ones
responsible in deciding what is most essential for students to learn. They place little
emphasis on the interests of students, particularly when they deflect time and attention from
the academic curriculum.

How to Teach. A great amount of emphasis is given on the mastery of subject matter.
Teachers are foreseen to be intellectual and moral models of their students. They are seen
to be “fountain” of information and as “paragon of virtue”. Teachers are dependent on
prescribed textbooks and are made to observe core requirements, and longer academic
year to master the basic skills. Essentialism gives huge stress on memorization and
discipline.

 Constructivism

Why Teach. This philosophy aims to further develop self-motivated and independent
learners who are sufficiently equipped with educational skills for them to be able to
construct knowledge on their own and make meaning of the knowledge they have
constructed.

What to Teach. In constructivism, learners are taught how to learn. They are introduced to
learning skills and processes such as searching, discriminating and evaluating information,
making sense out of them, drawing insights, asking questions, researching and
constructing knowledge anew out from the chunks of information acquired.

How to Teach. In constructivist setting, the teacher primarily provides the learners with
information or experiences that give them an opportunity to hypothesize, infer, operate
objects, ask questions, explore, examine, visualize, and invent. Constructivist classroom is
interactive. It fosters the free exchange of ideas among learners and between teachers and
learners. The teacher’s primary role is to facilitate this process hence, the teacher is only a
facilitator and not the sole source of knowledge. Knowledge is something that is
constructed by the learners through an active mental activity of development. They are
builders of their own learning as they construct meaning on their own. Their minds are not
blank slates rather, their minds are full of ideas waiting to be nurtured and developed by the
teacher.

 Perennialism

Why Teach. All humans are rational. Academic institutions should, therefore, improve the
learners’ rational and moral ability. Aristotle have stated that if we forget to acknowledge

4
 students’ ability to reason out, we deny them of the ability to make use of their higher
faculties to regulate their passions and interests.

What to Teach. The focus of perennialism is to teach ideas and concepts that are
everlasting and universally accepted. Philosophers who embrace this thinking believe that
the ideas are as relevant today as they were first conceived. Perennialism is heavy on
humanities and on general education. It is not a specialist curriculum but rather a general
one. It also has less emphasis on vocational and technical education. Perennialist
teachers lift what they teach from the Great books of ancient, medieval, and contemporary
times.

How to Teach. Perennialist classrooms circle on teachers in order to accomplish academic

goals. The teachers are not concerned about the students' interests or experiences. They
use tested and authentic teaching methods and techniques that are believed to be most
beneficial in disciplining students' minds. The perennialist curriculum is universal and is
based on their view that all human beings possess the same essential characteristics.
Perennialists view that being analytic, flexible, and imaginative is essential to humans.
They emphasize that learners should not be taught information that may soon be outdated
or found to be incorrect. Perennialists disapprove of teachers requiring students to absorb
massive volume of disconnected information. They recommend that schools spend more
time teaching about concepts meaningful to students.

 Existentialism

Why Teach. The main focus of the existentialism is to help students grasp and appreciate
themselves as unique individuals who take full responsibility of their feelings, actions and
thoughts. Since existence precedes essence, existentialist’s role is to help students make
a definition of their own essence by introducing them to various paths they take in life and
by creating a setting in which they can freely express themselves. Existentialism demands
the total education of the whole person, not just the mind.

What to Teach. The curriculum of existentialism provides students a variety of options from
which to choose. Students are given the freedom on what subject or lesson they want to
choose. The humanities are given huge emphasis to cater students with vicarious
experiences that will help unbridle their own creativity and self-expression. For example,
rather than emphasizing historical events, existentialists focus upon the actions of
historical individuals, each of whom sets an example for the students’ own behavior.

How to Teach. Existentialist methods circle around the learner. Learning is self-paced and
self-directed which allow learners to regulate their own learning at their preferred way. To
help students be aware of themselves and the place they hold in the society, teachers
employ values clarification strategy. Using such strategy, teachers remain respectful of the
values of the students careful enough not to impose their values on their students since
values varies from person to person.

 Progressivism

Why Teach. The aim of teachers who embrace this philosophy is to mold free-thinking and
knowledgeable citizens of a democratic society. This bunch of teachers educates learners
so that they may live life fully at present not to prepare them for adult life.

What to Teach. Progressivist curriculum responds to student’s needs that relate to their
personal lives and experiences. It does accept the impermanence of life and the
unavoidability of change. Progressivists believe that everything else changes and only
change does not change. Hence, teachers are concerned primarily with teaching the
learners the skills to adapt to change. Rather than teaching facts that are relevant today
but become of no use tomorrow, they would focus instead on teaching the skills or
processes in collecting and discriminating information and in problem-solving. The subjects
that are given much attention in progressivist schools are the natural and social sciences.
Teachers acquaint students to various scientific, technological, and social advances and
5
 allow them to reflect on the very notion of progressivism that progress and change are
fundamental. Moreover, students solve problems in the classroom similar to those that
they will encounter outside the walls of the school.

How to Teach. Teachers employ experiential methods. They strongly believe that one
learns by doing. According to John Dewey, the most acclaimed advocate of progressivism,
book learning cannot replace experiential learning. An example of experiential teaching
method that progressivist teachers heavily rely on is problem-solving method. This method
makes use of the scientific method. Other progressivist teaching methodology that
teachers use are field trips which allow students to interact with nature and society.

 Linguistic Philosophy

Why Teach. To develop the communicative competence of the learners because it is

believed that the very essence of man is to be articulate, and to be able to voice out
meaning and values of things that one acquires from his/her life’s experiences. It is
through one’s ability to express himself/herself unambiguously, to get his/her ideas across,
to make known to others the values that he/she has absorbed, the beauty that he/she has
beholden, the ugliness that he/she rejects, and the truth that he/she has discovered.
Teachers teach to develop the learner’s skill to relay messages clearly and receive
messages correctly.

What to Teach. Students need to learn how to communicate clearly—how to send clear,
brief messages, and how to receive and correctly grasp messages relayed.
Communication comes in three different ways—verbal, nonverbal, and paraverbal. Verbal
component refers to the content of our message, our diction, and arrangement of our
words. This can be oral or written. Nonverbal component refers to the message we relay
through our body language while paraverbal component refers to how we express what we
say—the tone, pacing, and volume of our voices. Learners should be taught as many
languages possible. The more languages one speaks, the better he/she can communicate
with the world. A multilingual has an advantage over the monolingual or bilingual.
How to Teach. Language and communication need to be taught in the experiential way.
Learners should be given the opportunity to experience sending and receiving messages
themselves either through verbal, nonverbal, or paraverbal way. Educators should make
the classroom a place for the interchange of minds and hearts. The teachers facilitate
dialogue among learners and between them and the learners because in the active
discussion, there is also an exchange of thoughts.

 Behaviorism

Why Teach. Behaviorism focuses on the modification and molding of learners’ behavior by
providing for a favorable environment, since they assert that they are product of their
environment. They are after students who manifest desirable behavior in society.

What to Teach. Behaviorism look at people and other animals as complicated

combinations of matter that act only in reaction to internally or externally produced physical
inducement. Behaviorist teachers teach students to react favorably to various stimuli in the
surroundings.

How to Teach. Behaviorists arrange environmental conditions so that students can respond
favorably to stimuli. Physical variables like temperature, light, arrangement of structures,
size and quantity of instructional materials have to be regulated to get the sought-after
responses from the learners. They must provide applicable incentives to support positive
responses and punishments to weaken negative ones (Trespeces).

Application

Using a matrix, plot the essential ideas of the seven philosophies of education.

6
 On the subject
On instructional On the focus of
Philosophy matter to be
methodology education
taught
Essentialism

Constructivism

Perennialism

Existentialism

Progressivism
Linguistic
Philosophy
Behaviorism

Assessment
To which philosophy does each theory of man belong?
A person:
_______1. is a product of his environment.
_______2. has no universal nature.
_______3. has rational and moral powers.
_______4. has no choice; he is determined by his environment.
_______5. can choose what he can become.
_______6. is complex combination of matter that responds to physical stimuli.
_______7. has no free will.
_______8. has the same essential nature with others.
_______9. is rational animal.
_______10. first exists then defines him/herself.
_______11. is social animal who learns well through an active interplay with others.
_______12. is a communicating being.
_______13. is maker of meaning.
_______14. a constructor of knowledge.
_______15. is not a blank slate.

7
 LESSON 2: Formulating My Philosophy of Education

Introduction
With lesson 1, you have been exposed to various philosophies. By now, you surely have
what it takes to determine your own outlook and concept of education. Are you a perennial,
progressivist, behaviorist, etc.? In this lesson, you are expected to formulate your own philosophy
of education.
Your philosophy of education is your window to the world and your compass in life. it allows
you to see a world which you could not see before and serves to point out a legend: you are here
and, outside of this is the world. Your philosophy of education can be seen on how you make
connections with your students, colleagues, stakeholders, and even with your attitude towards the
problems you encounter in your instruction. In this lesson, you will have to articulate your ideas on
how you see the learner, on what are the proper conduct and values, and on how you must carry
out your lesson. If you are able to convey your philosophy of education, you will be more consistent
in dealing with your students, in your actions, more so in your decisions.

Learning Outcome
 Formulate one’s philosophy of education

Lesson Proper (4 A’s)

Activity

Study the following samples of philosophy of education.

Sample 1. Teacher Peter’s Philosophy of Education

"My philosophy
Sample 2. Teacher of education
Jessa’s is thatofallEducation
Philosophy children are unique and must have a
stimulating educational environment where they can grow physically, mentally,
"I believe
emotionally,
that all
andchildren
socially.are It is
unique
my desire
and have
to create
something
this typespecial
of atmosphere
that they where
can
bring
students
to theircan
ownmeet
education.
their full I will
potential.
assist myI will
students
provideto aexpress
safe environment
themselves whereand
accept
students
themselves
are invited
for towhoshare
theytheir
are, ideas
as welland
embrace
take risks.
the differences of others.
"Every
"I believe
classroom
that there
has its areown
fiveunique
essential
community;
elementsmy thatrole
areasconducive
the teacher to learning.
will be
to (1)
assist
Theeachteacher's
child in
role developing
is to act as their
a guide.
own potential
(2) Students
and learning
must have styles.
access
I will to
present
hands-on
a curriculum
activities.that(3)will
Students
incorporate
shouldeachbe different
able to havelearning
choices
style, and
as well
let as
their
make
curiosity
the content
direct their
relevant
learning.to the
(4) Students
students'needlives.theI will
opportunity
incorporate
to practice
hands-on skills
learning,
in a safecooperative
environment.
learning,
(5) projects,
Technology themes,
must andbe individual
incorporated workinto
thatthe
engage
school
andday."
activate students learning."

Sample 3. Teacher Almera’s Philosophy of Education

"I believe that a classroom should be a safe, caring community where children
are free to speak their mind and blossom and grow. I will use strategies to
ensure our classroom community will flourish, like the morning meeting, positive
vs. negative discipline, classroom jobs, and problem-solving skills.
"Teaching is a process of learning from your students, colleagues, parents, and
the community. This is a lifelong process where you learn new strategies, new
ideas, and new philosophies. Over time, my educational philosophy may 8
change, and that's okay. That just means that I have grown and learned new
things."
Analysis

Analyze the given samples and answer the following questions.

1. Which philosophies of education in lesson 1 are reflected in the three given samples?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What concepts about learners can be drawn from the philosophies of teacher Peter and
teacher Jessa?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. What is teacher Jessa’s concept of a classroom?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. Who among the three teachers acknowledges the impermanence of things and the
importance of change?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. Why is one’s philosophy of education said to be one’s “window” to the world or “compass”
in life?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Abstraction

Your philosophy of education is your concept of the students, of the subject matter, and of
your instruction. These ideas serve as bases of your actions and decisions before and during
each learning episode.

Teacher Peter and teacher Jessa both believe that learners are unique individuals that
must be addressed differently in accordance to their uniqueness. They also believe that
students should be given the opportunity to express themselves and accept themselves for
who they are. The fact that both of them recognizes the individuality of learners makes them
existentialists. They could also be considered behaviorists as both of them put importance to
the learning environment as determinant of student learning.

Teacher Almera, on the other hand, thinks progressively. She believes that not only do
learners learn from teacher, but it could also be the other way around. Based on her
9
 statement, change for her is essential as it may offer her new and fresh ideas that she may
use to further herself as a teacher. Hence, teacher Almera is a progressivist.

Application

Tell us your philosophy of education by putting your ideas on the speech bubble.

Assessment

A. Encircle the letter of the best answer.

1. Does Teacher Almera have a clear philosophy of how she should deliver her instruction?
A. Yes C. No
B. Somewhat D. Not at all

2. Which teaching methodology statement should I formulate if I cling to the progressivist

philosophy of education?
A. I will make students learn by doing; less teacher talk, more student talk.
B. I will make students learn by listening; less student talk, more teacher talk.
C. Teaching-learning takes place only in the classroom.
D. Teaching-learning is best with the full use of the chalkboard.

3. I am progressivist. In teaching affective domain, which will form part of my philosophy of

education?
A. I will inculcate values in my lesson.
B. I will engage my classes in values clarification.
C. I will not do any sort of value education considering pluralistic.
D. I will impose objective values to my students.

B. Answer the following questions.

1. How important is it to have a clear philosophy of education?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What are the consequences of the absence of a teacher’s clear philosophy of education?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. As a teacher, how can you be true to your philosophy of education?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

LESSON 3: The Foundational Principles of Morality and You

Introduction

11
 A quote once put it: “Even on your worst day on the job, you are still some children’s best
hope.” Truly, society expects much from you as a teacher. In the words of Henry Adams, a teacher
affects the eternity for he can never tell where his influence stops.
For you to be able to overcome these expectations, you should be deeply grounded on the
bedrock foundation of moral and ethical principles. But when do we say that something is moral or
ethical?

Learning Outcomes
 Define morality
 Expound the foundational moral principle
 Describe teachers as persons of good moral character

Learning Proper (4A’s)

Activity
Study the situations below. Put (/) if the situation is desirable and (x) if not.

_____1. Teacher Mark had an affair with his male student.

_____2. Teacher Peter regularly come to school on time as he believes that it is expected of
him as a public servant.
_____3. Because she has not prepared for a lesson, Teacher Anita used up the time for the
first period to scold the slow learners in her class.
_____4. Teacher Rene, the school principal, received an expensive wrist watch from Mr.
Reyes who has a daughter aiming to be the class valedictorian.
_____5. Mr. Lim approached Teacher Dan and pleaded to have his son’s grade in
Mathematics changed. Mr. Lim promised that if teacher Dan will hear his request, he
will forget teacher Dan’s debts as if the loans never existed. However, teacher Dan
politely rejected his offer and chose to stand by what he thinks is right.

Analysis

1. Is situation 1 desirable? Why or Why not?

2. Should all public servants regularly arrive at their respective places of work on or ahead of
time? Why?
3. Is it desirable for a teacher to scold her students just so he can cover his unpreparedness
during his instruction? Why or Why not?
4. Should teachers receive gifts from parents? Why or Why not?
5. If you were teacher Dan, would you do the same thing he did?

Abstraction

What is morality?
As defined by Alfredo Panizo, morality is the state of human actions through which we
identify them as right or wrong, good or evil. Your action is desirable when it conforms with the
moral standard, rule, or norm. Otherwise, it is said to be wrong. For instance, though
relationships are allowed, it should be in conformity with what is perceived to be desirable.
Having an affair with the same sex is immoral since it goes against social and religious norm. A
man’s action or character is good when it does not lack of what is innate to man. For instance,
it is not natural for a man to behave like an animal because he is not an animal. He is a man
and, unlike the animals, he has intellect and freewill. His intelligence enables him to think,
judge, reason out, and choose freely. Unlike the animals, he is not bound to instincts. It is
natural for animals to mate anywhere they find an opportunity to mate just like dogs on the
street because they are not free from their instincts, like sexual instinct. However, if humans do
the same thing, it is as if they stoop down to the level of the animals.
12
Meaning of foundational moral principle.
What do we mean by foundational moral principle? The word principle was derived from the
Latin word princeps which means beginning, a source. A principle is where something is
based, founded, originated, or initiated. Principle is likened to the pillars of the house upon
which all other structures draw support from. Same thing, if we speak about light, the principle
is the sun because it is from the sun where the light of this world originates. A foundational
moral principle is, therefore, the universal norm through which all other principles on the
goodness and evilness of an action are based. Thus, it is the source of morality.

Foundational moral principle is contained in the natural law. Natural law is the law “written
in the hearts of men” (Romans 2:15). For believers, it is “man’s share in the Eternal Law of
God.” In the words of St. Thomas, it is “the light of natural reason, whereby we discern what is
good and what is evil… an imprint on us of the divine light…” It is the law that says: Do good
and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.

People from different walks of life have a sense of this foundational moral principle. It is
entrenched in man’s nature. It is incorporated into the design of human nature and woven into
the strand of the normal human mind. We therefore have an inclination to act what we perceive
as good and avoid that which we perceive as evil.

The natural law that says “do good and avoid evil” has many versions. In Immanuel Kant’s
version, he said “Act in such a way that your maxim be the maxim for all.” Confucius said the
same when we instructed: “Do not do unto others what you do not want others do unto you.”
This is also similar to the Golden Rule of Christianity which puts: “Do unto others what you like
others do unto you”. It is made more explicit in the Ten Commandments that sums up into two
great commandments, “love God with all your heart, with all your mind, with all your strength”
and “love your neighbor as you love yourself.” In Buddhism, this is stated through the Eight
Beatitudes/Eightfold Paths. For Buddhists, they do good when they “(1) strive to know the truth;
(2) resolve to resist evil; (3) say nothing against others; (4) respect life, morality, and property;
(5) engage in a job that does not injure others; (6) strive to free their mind of evil; (7) control
their feelings and thoughts, and (8) practice proper forms of concentration (World Book
Encyclopedia, 1988). Buddha, the founder of Buddhism, also added that “hatred does not
cease by hatred; hatred ceases only by love.” In the Holy Book of Islam, lying, stealing,
adultery and murder are forbidden. It also teaches the love for parents, kindness to slaves,
protection for the orphaned and the widowed, and charity to the poor. It further teaches the
virtues of faith in God, patience, kindness, honesty, industry, honor courage, and condemns
mistrust, impatience, and cruelty (World Book Encyclopedia, 1988). Moreover, the Muslims
strictly abides by the Five Pillars of Islam: (1) prayer, (2) self-purification by fasting, (3) fasting,
(4) almsgiving and (5) pilgrimage to Mecca for those who can afford
(www.islam101.com/dawal/pillars.html).

Teacher as a person of good moral character

Go back to the situations given in the first activity. Who among the teachers mentioned has
a moral character?

Teachers are said to be the paragon of values as they serve as role models to their
students. In the preamble of the Code of Ethics of Professional Teachers, teachers are
described as duly licensed professionals who possess dignity and reputation with high moral
values as well as technical and professional competence. In the practice of their profession,
they strictly adhere to, observe and practice this set of ethical and moral principles, standard
and values.

From the preamble alone, the words moral values have been mentioned twice to stress on
the good moral character expected of a teacher. A teacher is of good moral character when
he/she is (1) human, (2) loving, (3) virtuous, and (4) mature. A teacher is being fully human
when he/she have realized substantially his/her potential as a human person. A teacher is
being a loving person if he/she cares for others specially to his/her learners. A teacher is
virtuous when he/she have acquired good habits and attitudes and he/she practice them
consistently in his/her daily life. A teacher is being morally mature person when he/she have
13
 reached the level of emotional, social, mental, and spiritual development appropriate to his/her
developmental stage.

Application
“Do good; avoid evil” is the foundational moral principle. List at least 5 good things that
you have to do as teacher and 5 evil things you have to avoid doing.

Good things to do as a teacher Evil things to avoid doing as a teacher

Assessment
I. Direction: Answer the following with a YES or NO. Explain your answer in a sentence.
1. Is it right to judge a dog to be immoral if it defecates right in front of your garden?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Are the Five Pillars of Islam reflective of the natural law?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Is the Buddhist’s Eightfold Path in accordance with the natural law?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Is the foundational moral principle the basis of more specific moral principles?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Are the qualities of being human, being loving, being virtuous, and being mature constitute the
good moral character of a teacher?

_______________________________________________________________________________
_______________________________________________________________________________
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 _______________________________________________________________________________
_______________________________________________________________________________

II. Direction: Answer the following in a sentence or two.

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

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Why is morality only for persons?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. How does conscience relate to morality?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Are man-made laws part of the natural law? What about Code of Ethics for Professional Teachers?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Do laws limit our freedom?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

15
 LESSON 4: Values Formation and You

Introduction
In the previous lesson we have mentioned that to be moral is to be human. If you live by the
right values, you become truly human. The question now is: Is there such a thing as right,
permanent, and universal value? Is a right value for me also the same thing for you? Are the values
that we, Filipinos, regard as right also regarded by other nationalities as right values? Or do values
depend on time, place, and culture?
If an idealist group were to be asked, there are unchanging and universal values. The
values of love. care, and concern for our fellowmen are values for all people irrespective of time and
space. They remain as is amidst changing times. Values that remain unchanged are called
transcendent values because they are beyond changing course of time, beyond space, and
beyond nationalities. They continue to be a value even if no one values them. They are generally
accepted everywhere.
As for relativists, there are no universal and unchanging values. They insist that values are
dependent on time and place. The values believed by our ancestors are not necessarily the right
values for the present. What the Thai people consider as values are not necessarily considered
values by Filipinos.
In this lesson, the discussion on values formation is rooted on the premise that there are
transcendent values. Most Filipinos believe in a transcendent being whom we call by different
names Apo Dios, Bathala, Kabunian, Allah, etc.

Learning Outcomes
 Expound values formation
 Illustrate Mark Scheler’s hierarchy of values

Learning Proper (4A’s)

Activity
Tell us your thoughts on how values are formed by filling in the graphic organizer below.

16
Analysis
1. Based on your responses, are values taught or caught?
2. Do we involve our cognitive, affective, and behavioral dimensions in values formation?
3. Is value formation a training of intellect and will?

Abstraction
Values are taught and caught
Values are both taught and caught. If they are not taught because they are merely caught
then there is even no point in discussing your values formation as a teacher! Values are also
caught. The living examples of good men and women in the community have greater influence on
our vale formation than those planned discussions on values delivered by experts.
Values have cognitive, affective and behavioral dimensions
Values involve cognitive dimension. We first understand a value before we decide to
acquire it. We examine the need to value it so that we can decide for ourselves if we have to take
it. This is the heart of conversion and values formation. We need to know fully how to live by that
value.
Values are also in the affective dimension. In them alone, they have affective aspect. For
example, “it is not enough to know what is meant by honesty or why one should be honest. One
should feel the inclination to be honest, and be moved to speak the truth.”
Values also have a behavioral dimension. If we live by the value we have decided to
acquire, it shows in our behavior.
Value formation includes formation in the cognitive, affective, and behavioral aspects. Your
value formation as an educator will surely involve the three dimensions. You have to flourish in
knowledge and wisdom and in your compassion and openness to the variety of value experiences
in life (Aquino, 1990).
Value formation is a training of the intellect and will
Value formation is the training of one's mind by growing in knowledge and wisdom. This is
taught first when a person is a child by parents and other influences. Value formation then becomes
personal training through choice of values desired to be achieved. The intellect is the wisdom to
know the difference between positive and negative values. Will is personal encouragement to act on
positive values instead of negative values guided by intellect. As described by St. Thomas Aquinas,
“The intellect proposes and the will disposes.” Apparently, nothing is willed unless it is first known.
Thought must come first before the deliberation of the will steps in. It is, therefore, necessary that you
develop your intellect in its three functions, (1) formation of ideas, (2) formation of judgment, and (3)
formation of reasoning. In the same way, you also have to develop your will for you to be strong
enough to act what is desirable and avoid the evil that your intellect presents.
Max Schelar’s hierarchy of values
Max Schelar outlined a hierarchy of values. Our hierarchy of values is presented in our
preferences and decisions. For instance, you may prefer to absent from class because you want to
watch the Miss Universe pageant live. Another one may prefer just the opposite by missing the live
telecast (anyway, he/she can watch the replay on youtube) and attends class.

17
 Schelar’s hierarchy of values arranged from the lowest to the highest is shown below:

Pleasure Values - the pleasure against the unpleasant

S c h -e thel agreeable
a against
r the disagreeable
’ s h i e
*sensual feelings
*experiences of pleasure or pain

Vital Values - values pertaining to the well-being either of the individual or

of the community
*health
*vitality
- values of vital feeling
*capability
*excellence

Spiritual Values - values independent of the whole sphere of the body and of
the environment
- grasped in spiritual acts of preferring, loving, and hating
*aesthetic values: beauty against ugliness
* values of right and wrong
* values of pure knowledge

Values of the Holy - appear only in regard to objects intentionally given as

“absolute objects”
*belief
*adoration
*Bliss

level while the lowest values are the ones that pertain to sensual pleasures. We act and live well if
we adhere to Schelar’s hierarchy of values like if we give greater preference to the higher values. On
the contrary, we will live miserably if we distort Schelar’s hierarchy of values, like when we prefer
pleasure values over spiritual values.

Values clarification
The advocates of values clarification assert that we must seek to clarify what we really value.
The term value is taken for those individual beliefs, attitudes, and activities that satisfy the following
criteria: (1) freely chosen; (2) chosen from among alternatives (3) chosen after due reflection; (4)
prized and cherished (5) publicly affirmed; (6) incorporated into actual behavior; (7) acted upon
repeatedly in one’s life.
This means that if you value compassion you have willfully chosen it from among options
after weighing its consequences. You prize it and you take pride in that and so you are not ashamed
for others to know that you value it. You live by it and have made it your habit to act and live
compassionately.

Application
Illustrate Schelar’s hierarchy of values by means of an appropriate graphic organizer. Each
level of values must be explained and must be given an example.

Assessment

1. What do we mean by transcendent values?

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 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Should values be taught? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Value formation is training of the intellect and the will. What does this training consist of?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. According to advocates of value clarification, how can you test if a value is really your value?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

19
 LESSON 5: Teaching as Your Vocation, Mission, and
Profession

Introduction
You might have heard some teachers say “teaching is my profession”, “teaching is my
mission in life”, “I was called to teach, that is why I pursued education.” But what do teachers mean
when they say these statements? When do we say that teaching is a profession, a mission, or a
vocation? This lesson will help you understand more about teaching not only as a profession, but
also as a mission and as a vocation.

Learning Outcome
 Explain the meaning of teaching as a profession, a mission, and a vocation

Lesson Proper (4A’s)

Activity
Discuss your answers to these questions:
1. When a mother says, “I think my son has a vocation,” what does she mean?
2. A soldier reports and says “Mission accomplished.” What does this imply? What does he
mean?
3. Father tells floor tile setter whom he asked to work on a newly constructed bathroom
“Gusto ko yong gawang propesyonal, malinis at maganda.” What does he mean?
4. “How unprofessional of her to steal money. Teacher pa naman din.”
5. Some teachers regard teaching as just a job. Others see it as their mission. What is the
difference? Read Teaching: Mission and/or Job below:

Teching: Mission and/or Job

(Adapted from Ministry or Job by Ana Sandberg)

If you are doing it only because you afre paid for it, it’s a job;
If you are doing it not only for the pay but also for service; it’s a mission.

If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.

If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.

It’s hard to get excited about teaching job;

It’s almost impossible not to get excited about a mission.

If our concern is success, it’s a job;

If our concern in teaching is success plus faithfulness in our job, teaching is a mission.
20
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
 Analysis
1. What is meant by mission? vocation?
2. What does the word “gawangpropesyonal” mean as used in instance number 3?
3. What does the word “unprofessional” mean in instance number 4?
3. Are these two (vocation and mission) related?
4. Teaching as a profession or a mission. What’s the difference?

Abstraction

Teaching as a Profession
The word “gawangpropesyonal” used in instance number 3 implies one who possesses skill
and competence/ expertise. On the other hand, the word “unprofessional… to steal money”
used in the fourth instance implies a code of ethics by which a professional person abides. To
make it short, a professional is one who adheres to the technical or ethical standards of a
profession. So, two elements of a profession are competence and a Code of Ethics.
The other elements of a profession are:

1. Initial Professional Education—this refers to a degree program in the university.

Professionals generally begin their professional lives by completing a degree in their
chosen fields—teacher education, medicine, accountancy, engineering, etc. This means
long years of academic and professional preparation. Note that this is only the beginning.
Professionals are bound to learn endlessly.

2. Accreditation—a certification of university programs carried out by a regulatory body like

the Commission on Higher Education (CHED) to ensure that graduates from these known
programs begin their professional lives with competence.

3. Licensing—this is mandated by law and is not voluntary. This is administered by a

government authority. In the Philippines, this government authority is the Professional
Regulation Commission (PRC). Professionals who graduated from board programs need
to take a board examination to get a license. Other professionals who graduated from non-
board programs are advised to take the Civil Service Examination to get an eligibility.

4. Professional Development—this refers to the on-going professional education that

maintains or furthers professionals’ knowledge and skills after they begin professional
practice. In the country, this is Continuing Professional Development mandated by RA
10912, otherwise known as the CPD Act of 2016.

5. Professional Societies—professionals see themselves as part of an aggregate of like-

minded individuals who set aside their personal interest/employer’s self-interest to give
emphasis to their professional standards. These professional societies are dedicated to
the public interest and are highly committed to moral and ethical values.

6. Code of Ethics—each profession has a code of ethics to guarantee that its practitioners
behave responsibly. The code includes the rules to follow and what professionals should
do. Violating the code of ethics may be a ground for the revocation of the professional
license, suspension from the practice of the teaching profession, or removal from any
professional societies.

Teaching as a Vocation
Vocation derives its term from the Latin word “vocare” which means to call. From its
etymology, vocation, therefore means a call. If there is a call, there must be a sender (someone
who calls) and a receiver (someone who is called). There must also be a feedback. For
Christians, the caller is God, Himself. Those who have faith in the Supreme Being will look at this
voiceless call to have a vertical dimension. For non-believers, the call is also manifested but

21
along horizontal dimension. It is like man calling another man, never a Supreme Being calling a
man.
Occasionally, people use the word vocation to refer to a religious vocation. However,
vocation may also include other big callings like marriage and celibacy. It does not only refer to
religious vocation but also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or standing in life, the call is always to give service.
If you were a Christian, you might have realized that the Holy Book is full of stories of men
and women alike who were called by God to do something beyond their capabilities not to satisfy
themselves, but to serve others. Abraham, for example, was called by God to be the father of a
great nation, the nation of God’s chosen people. There goes also Moises who was called by God
to lead His chosen people out from Egypt. From the eyes of those who believe, it was God who
called you to teach, just as God called Abraham and Moises. Just like you, these biblical figures
did not also understand the events surrounding their call. But out of faith, they answered YES!
The fact that you are now in the College of Teacher Education indicates that you have
responded positively to the call to teach. Perchance never in your wildest dream have you ever
thought of becoming a teacher! But here you are now preparing yourself to become one!
Teaching must be your vocation, your calling.

Teaching as a Mission
Teaching is also considered a mission. The word mission comes from the Latin word
“mission” which means to send. The Webster’s New Collegiate Dictionary defines mission as
“task assigned.” You are sent to fulfill or accomplish an assigned task.
The phrase “mission accomplished” uttered by the soldier in instance number 2 suggests
that the soldier was sent to do an assigned task, a mission that after being fulfilled the soldier
exclaimed “mission accomplished!”
You have responded to the call to be a teacher and so your mission is to teach, the task
entrusted to you in this world. If teaching is your assigned task, naturally you have to prepare for
it. From now on, you have to take your studies seriously. Your four years of college life will surely
equip you with knowledge, skills, and attitude to be an effective teacher. But what is the mission
to teach? Is it solely to teach the child the basic skills of reading, writing, and arithmetic? Is it to
deposit factual information into the empty minds of students? Or is it to provide opportunities for
the child’s growth? To teach is actually to do all these and more! To teach is to impact every child
assigned in your care to become better because life becomes more meaningful. To teach is to
humanize the child.

The “Pwedena” Mentality: Enemy of Excellent Mission Preparation and Accomplishment

For someone who profoundly embraces teaching as a mission, he/she will do everything to
provide himself/herself for an excellent accomplishment of that mission. The path towards
excellence sometimes brings us to our “pwedena” mentality, which is detrimental to excellence.
This mentality also comes in different versions like “talagangganyanyan,”
walanatayongmagagawa,” “di nay an mahahalata,” “di konayansagot,”
“dagdagtrabaho/gastoslangyan.” All these are indicators of defeatism and total submission to
mediocrity. If we adhere to this complacent thinking, we can never achieve excellence. However,
if we remain true to our calling and mission as a professional teacher, we have no choice but to
take the endless and the “less travelled path to excellence.”

Application

1. By the use of a graphic organizer, give your own understanding about profession,
vocation, and mission.

2. If you say “yes” to the call and mission to teach in this life, how are you going to prepare
yourself in this four-year teacher education course?

3. Explain your mission as a professional teacher.

22
Assessment

Direction: Encircle the letter of the correct answer.

1. Based on the elements of a profession, can a taxi driver be considered a professional?

A. No, because driving is not a college/university degree.
B. Yes, because there is such a term professional driver.
C. It depends on the technical and ethical competence of the taxi driver.
D. Yes, if the taxi driver is competent and honest.

2. Which are elements of a profession like teaching?

I. Long years of professional education
II. Passing the competency-based examination to obtain a diploma from TESDA
III. Continuing Professional Development
IV. Adherence to a Code of Ethics for professional group

A. I, II, and III C. I, III, and IV

B. II, III, and IV D. I, II, and IV

3. Teaching is a vocation. What does this mean?

I. Teaching is a calling to serve.
II. Everyone is called to teach.
III. The response to the call to teach is a must.

A. I only C. II only
B. II and III D. I, II and III

4. If teaching is considered as your mission, this means _____________.

I. You will be faithful to teaching no matter what.
II. You will teach for recognition and effort.
III. You will be faithful to your mission and you want to succeed.

A. I, II and III C. I and II

B. II and III D. I and III

5. Which of the following is inimical to the practice of a profession?

A. Adherence to the code of ethics
B. Participation to various professional trainings and seminars
C. Total submission to mediocrity
D. Commitment to the sworn duty

23
 Chapter 2

The Teacher in the

Classroom and
Community

24
 LESSON 1: The National Competency-Based Teacher
Standards (NCBTS) and Philippine Professional Standards for
Teachers (PPST) DepEd Order No. 42, s 2017

Introduction
Teachers have lots of competencies to possess as they are considered the fountain of
knowledge. This is necessary for them to be able to function efficiently and satisfactorily. The
NCBTS and PPST are sets of competencies that each teacher must possess. These are based
upon the core values of Filipino teachers and on the principles of effective teaching and learning.
NCBTS framework is divided into seven domains that represents the desired features of the
teaching-learning process. These domains incorporated a series of 21 strands of desired teaching
performance statements which can be identified as eighty (80) performance indicators of the
quality of a teacher. Likewise, the PPST patterned with the NCBTS has seven (7) domains, thirty-
seven (37) strands and competency indicators. Both are frameworks for teacher quality.

Learning Outcome
 Demonstrate understanding of the National Competency-Based Teacher Standards
(NCBTS) and Philippine Professional Standards for Teachers (PPST)

Lesson Proper (4 A’s)

Activity

Study the following samples:

1. Student teacher Myra shows courtesy and respect to everyone at all times. She does
by acknowledging that cooperating teachers have more experience in handling
diverse pupils and looking to them as more knowledgeable and that they deserve
high respect for their work.

2. Teacher Mybel always go to school early. She as well sees to it that every rule she
implements, she follows. She sees to it that in word or deed, she is someone her
students can look up to.

3. Teacher Lovely surely respects individual differences by giving everyone the chance
to participate the classroom discussion despite economic status, religious affiliation

25
 4. Teacher Ruth makes sure the report cards of her students are given on the portfolio
day. She always communicates promptly and clearly to students. She monitors their
learning progress regularly and provide feedback not just to the learners themselves
but also the parents.

5. Teacher Jha takes pride in the nobility of teaching as a profession. She knows it’s
never a lucrative profession but takes delight on it anyway. She makes it a point that
her professional link with her colleagues is built to enrich teaching practice.
Analysis

Analyze the given samples and answer the following questions.

6. Describe each teacher on the situations given above.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

7. How are these teachers meeting the expectation of the teacher in the classroom?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

8. How do teachers like Teacher Ruth impacts both the learners and the parents?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

9. Why is it important to consider diversity of learners in the teaching-learning process?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

10. What can you say about Teacher Jha’s attitude towards teaching profession?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

26
 Abstraction

The NCBTS is an integral theoretical framework that defines the different dimensions of
effective teaching, where effective teaching means being able to help all types of student learn the
different learning goals in the curriculum. We Need the NCBTS because more often than not
Filipino teachers often get mixed signals about what it means to be an effective teacher. What may
have been taught definitions of good teaching in their pre-service education seem to be different
from what their principals and supervisors expect them in their schools or teachers are taught new
teaching approaches that seem inconsistent with the Performance Appraisal System. The NCBTS
provides a single framework that shall define effective teaching in all aspects of a teacher's
professional life and in all phases of teacher development. The use of a single framework should
minimize confusion about what effective teaching is. The single framework should also provide a
better guide for all teacher development programs and projects from the school level up to the
national level. According to the Framework, “This will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas of strength as well as
areas that need to be developed further in order for them to function more effectively as facilitators
of learning.”

Domain 1. Social Regard for Learning (SRFL) The SRFL domain focuses on the ideal that
teachers serve as positive and powerful role models of the value in the pursuit of different efforts to
learn. The teacher’s action, statements, and different types of social interactions with students
exemplify this ideal.

Domain 2. Learning Environment (LE) This domain focuses on importance of providing a

social, psychological, and physical environment within which all students, regardless of their
individual differences in learning, can engage in the different learning activities and work towards
attaining high standards of learning

Domain 3. Diversity of Learners (DOL) The DOL domain emphasizes the ideal that
teachers can facilitate the learning process even with diverse learners, by recognizing and
respecting individual differences and by using knowledge about their differences to design diverse
sets of learning activities to ensure that all learners can attain the desired learning goals.

Domain 4. Curriculum (Curr.) The curriculum domain refers to all elements of the teaching-
learning process that work in convergence to help students understand the curricular goals and
objectives, and to attain high standards of learning defined in the curriculum. These elements
include the teacher’s knowledge of subject matter and the learning process, teaching learning
approaches and activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR) This domain refers to the alignment of
assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment
data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the
27
plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual
achievement and behaviour.

Domain 6. Community Linkages (CL) The LC domain refers to the ideal that classroom
activities are meaningfully linked to the experiences and aspirations of the learners in their homes
and communities. Thus, this domain focuses on teachers’ efforts directed at strengthening the links
between schools and communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD) The PGPD domain
emphasizes the ideal that teachers value having a high personal regard for the teaching
profession, concern for professional development, and continuous improvement as teachers.

Rationale for
Career Stages The
description of standards at
different career stages
provides “a framework for
the teacher development
continuum.”
(OECD,2005)
Teacher evaluation
should be based on
professional
teaching standards and
should be sophisticated
enough to assess
teaching quality across the continuum of development from novice to expert teacher. (Darling-
Hammond in Strauss, 2012)

28
 Career Stage 2: Career Stage 3:
Career Stage 1 Career Stage 4: Distinguished
Proficient Highly Proficient
– Novice? Teachers?
Teachers? Teachers?
• embody the
highest standard
• professionally • consistently
for teaching
independent in the display a high
grounded in
•meet the entry requirements in the application of level of
global best
profession skills vital to the performance in
practice
• possess the requisite knowledge teaching and their teaching
• recognized as
and skills vital to the teaching and learning process practice
educators,
learning process • display skills in • provide support
leaders,
• seek professional support from planning, and mentoring to
contributors to the
more experienced colleagues implementing and colleagues in their
profession and
evaluating professional
initiators of
learning programs development
collaboration and
partnership

Application

1. Compare and contrast NCBTS and PPST.

2. How does NCBTS and PPST ensure teacher quality?

Assessment

Tell something about the teacher in the classroom and community by completing this
acronym.

T-
E-
A-
29
 C-
H-
E-
R-

LESSON 2: The 21st Century Teacher

Introduction

With the ever-changing environment, to remain relevant and interesting, the teacher must
embody the 21st century skills. It surely is what is being required by our educational system, locally
and globally. As the famous saying goes “if we teach today as we taught yesterday we rob our
children of tomorrow. “

Learning Outcomes
 Identify 21st century skills a teacher should posses
 Explain the importance of each 21st century skill

Lesson Proper (4 A’s)

Activity

To what extent do the following statements apply to you? Check the column that
correspond to your answer.
2 3 4 5
1
Statements Rarel Sometime Ofte Always
Never
y s n

1. Use computer with ease when I

lecture.

2. Able to interpret, make meaning from

information presented in the form of

30
 image.

3. Able to adapt to and enhance

anything and everything.

4. Ability to apply basic economic

concepts in relevant life situation.

5. Ability to facilitate interpersonal

relationship within the classroom.

6. Application of scientific concepts in

decision making.

7. Able to anticipate the future the plan

for it.

8. Able to evaluate, apply or create

conceptual visual representations.

9. Able to prepare the students for the

unknown based on current trends and
technology.

10. Able to help the students to have the

ability to live and to navigate.

11. Able to communicate with their peers

on a higher level than just social
media.

12. Able to prepare the students for the

unknown based on current trend and
technology.

13. Able to responsibly use appropriate

technology to solve problems.

14. Able to critically analyze the

messages that inform us every day.

15. Able to question what lies behind

media production.

Analysis

If you have answered “always” to almost all the questions, you surely are 21st Century
skilled teacher. If you have answered “sometimes” to almost all of the questions, you are on your
way of becoming 21st century skilled teacher. If you answered “rarely or never” to almost all of the
questions, you should take time to foster these characteristics that are necessary to be an effective
21st century teacher.

Abstraction

The Four categories of 21st Century Skills

31
 1. Communication skills

2. Learning and innovation skills

3. Information media and technology skills

4. Life and career skills

A teacher must possess them in order to survive in this 21st century and be able to
contribute to the development of 21st century learners. Under each of these four (4) clusters of
21st century skills are specific skills. Effective communication skills include 1) teaming, 2)
collaboration, 3) interpersonal skills, 4) local, national and global orientedness, and 5) interactive
communication.

The learning and innovation skills are the 3 Cs namely: 1) creativity, 2) curiosity, 3)
critical thinking problem solving skills and 4) risk taking

Life and career skills embrace 1) flexibility adaptability 2) leadership and responsibilities
3) social and cross-cultural skills, 4) initiative and self-direction, 5) productivity and accountability
ethical moral and spiritual values.

Information, media and technology skills are 1) visual and information literacies, 2)
media literacy, 3) basic, scientific, economic and technological literacies, and 4) multicultural
literacy.

The first of three (3) categories of life skills are self-explanatory. The last category
(information, media and technology skills) needs a further explanation. They are explained below:

Visual literacy is ability to interpret, make meaning from information presented in the form of
an image. It is also the ability to evaluate, apply, and create conceptual visual representation.

Information literacy is the ability to identify what information is needed, identify the best
sources of information for a given need, locate those two sources evaluate the sources critically
share that information. Information literacy is most essential in the conduct of research.

Media literacy is the ability to critically analyze the messages that inform, entertain and
sell to us everyday. It's the ability to being critical thinking skills to bear on all forms of media
asking pertinent questions about what's there and noticing what's not there. It is the ability to
question what lies behind production the motives the money the values and the ownership and to
be aware of how these factors influence content of media productions.

Scientific literacy encompasses a written numerical and digital literacy as they pertain to
understanding science, it's methodology, observations, and theories. Scientific literacy is the
knowledge, understanding of scientific concepts and processes required for personal decision
making, participation in civic and cultural affairs and economic productivity.

Economic literacy is the ability to apply basic economic concepts in situations relevant to
one's life. It’s about cultivating a working knowledge of the economic way of thinking-
understanding trade-offs, recognizing the importance of incentives. It encompasses a familiarity
with fundamental economic concepts such as market forces or how the monetary system works.

What is technological literacy? the US Department of Education (1996) define technology

literacy as “computer skills” and the ability to use computers and other technology to improve
learning, productivity, and performance”

Technological literacy is the ability to responsibly use appropriate technology to:

 communicate

32
  solve problems access manage integrate evaluate design and create information to
improve learning in all subject areas

 acquire lifelong knowledge skills in the 21st century space

Another way of grouping the 21st century skill is shown below:

Ways of thinking. Creativity critical thinking problem solving decision-making and learning

Ways of working. Communication and collaboration.

Tools for working. Information and communications technology (ICT) and information
literacy

Skills for living in the world. Citizenship life and career and personal and social
responsibility.

Application

Complete the following table:

Categories of 21st Specific Skills Utilization of Specific Importance

Century Skills Skill in Classroom
Setting

Assessment

33
 1. What are the strengths and weaknesses of applying the 21st century skills?

2. How is the 21st century skilled teachers going to impact our learners?

3. Our educational system? Our community? Our country?

4. What are the strengths and weaknesses of 21st century skills application?

5. How is the 21st Century skilled teachers going to impact our educational system? Our
community? Our country?

LESSON 3: School and Community

Introduction

With the current curriculum we have where teaching-learning process, environment and
resources revolve around the learner’s need, a desirable partnership between school and
community will produce abundant crop by way of establishing conducive learning environment.
With the parents from the community ready to offer much needed assistance in terms of resources
and teachers equally committed to spend time, effort and expertise in serving the school children,
sound academic practices in the school, civic mindedness and public accountability in the
community is guaranteed to foster.

Learning Outcome

 Describe how the relationship of school and community impacts student’s learning

Lesson Proper (4 A’s)

Activity
Study the illustrations below.

34
 Analysis

1. What do you think is the main thought of the illustration?

2. What are the advantages the students can gain from the rapport between the teachers
and parents?

Abstraction

A. TEACHERS, PARENTS AND COMMUNITY

Teachers—who continues to enrich the student’s experience at home.

Parents—first teachers of the child at home and are responsible for the development of
values, attitude and values.
Community—uplifts the moral and quality of life in the locality.

1. Difficulties

 Ability to accomplish assignments

 Irregular attendance

 Study habits in school

 Negative attitudes

 Problems with self-discipline

2. Solutions

35
 A calm and friendly face to face exchange of observation could straighten some disturbing
interactions ending with a promise of undertaking remediation in both quarters.

 Positive attitudes of kindheartedness and patience are developed through modeling.

 Regularity in attendance and doing daily assignments needs strong motivation and
encouragement from both sides.

 Letters and praises to parents

 Interesting lessons

 Consideration of past experience

3. Values Developed

 Respect for elders and for the right of others

 Cooperation

 Willing to share

 Deep sense of responsibility

 Persistence

4. Interest

 Special interest and innate talents

B. SCHOOL AND COMMUNITY

1. Collaborative Relationships

 School official actively participating in the community projects

 The municipality and city are likewise ready to provide help

 During historic celebrations, both must have participation

2. Organized Associations

 Parent-Teacher Association

 BrigadaEskwela

 Public safety, beautification and cleanliness

 Values Exhibited

 Instructional Centers and Materials

Application

Describe how school and community officials work together in each of the following events;

A. Socio-cultural activities

B. Peace and order situation

36
 - In school

- Outside the school

C. Projects

Assessment

1. How does school and community relation impacts student’s learning?

2. What does African Proverb mean when it says “It take a village to raise a child”

3. In a form of matrix identify some learning resources existing in the community that school
children and personnel can visit for mutual assistance and enjoyment and ways how
community is being assisted by the school in return.

LESSON 4: Linkages and Networking with Organizations

Introduction

With the current pandemic situation, we are into, there is surely a need to restructure
teaching and learning platforms for rural areas from the usual face-to-face learning to a blended
learning either a combination of modular and online learning or whatnot. These modalities will
surely be financially demanding and the problem now is, where do we source funds? Clearly, a
school needs other organizations or any other institutions be it private or public to help in its
development. This lesson will discuss entities that may be of help to schools should schools need
resources to be utilized for its development.

Learning Outcomes
 Define what is meant by linkages and networking in the context of education

 Expound how linkages and networks assist schools and school children nationwide

 Reflect on the importance of linkages and networks to school development

Learning Proper (4A’s)

37
 Activity

Direction: Study the situations below and give possible solutions to the problems given.

Situation 1.
Suppose you were designated to a far-flung area where there is no internet
connection. The only way you are going to teach your learners is through modular
instruction but modules are limited. What are the steps you are going to take to
continue with your instruction?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________ _____________
_________________________________________________________________
_________________________________________________________________

Situation 2.
Suppose you are to put up a sanitizing/disinfecting area in your school to maintain
your students’ personal hygiene but your school lacks fund for this project, what are
you going to do to continue with the project?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Analysis

1. What are the steps that you have taken to address the problem both in situation 1 and
2?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. To whom did you ask for help?

________________________________________________________________________
________________________________________________________________________
38
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Based on the situations given and the solutions you have provided, how would you
define linkages and networking?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Abstraction

The school can enjoy linkages and networking activities with international, national and
local organizations in the community for mutual benefits and assistance needed.

A network system could be designed incorporating the strength and availability of services
and expertise from both or among the group. The schools could also benefit immensely from
agencies whose mission includes corporate social responsibility. With the help of said
organizations the school can fully realize its objective of delivering quality educational services for
the country’s youth. As the networking plant progresses, the enormous contributions of all the
willing partners deserve the community’s commendation and patronage.

Linkages, also termed interconnection, with institutions functioning along the same mission
are intended to serve members of both sides according to their respective needs, interest and
objectives. They create bonds together to solicit support and assistance for purposeful activities
which could be facilitated faster and better considering the doubling of energy and resources.

The following are some working linkages between schools nationwide and associations/
centers with local offices manned by a complete set of officials and active members.

A. LINKAGES

1. International Linkages

a. Pi Lambda Theta – is an international honor society and professional association of

women educators.

b. INNOTECH – is the center for training educational leaders from Southeast region
under the SEAMEO organization. It conducts training programs to the upgrade the
competencies of the teachers from the region.

c. World Council for Curriculum and Instruction (WCCI) – holds conferences in

different member countries annually which is participated in by members of the local
chapter.

d. Association for Supervision and Curriculum Development (ASCD) – is a

membership organization that develops programs, products and services essential
to the way educators learn, teach, and lead.

39
 2. National and local linkages

a. Linkages could be established between universities and colleges offering identical

degrees. Cross-enrollment for subjects needed for graduation is allowed.

b. Joint research could be conducted by two or three universities

B. NETWORKING

Networking A network is a system which composed of different organization whether it is a

public or private. What matter most is these different types of organization brings us to the strength
and availability of services we need based on the field of expertise. The school could be benefit of
it because these different types of organization gives additional information and add knowledge for
the delivering quality educational services for the country’s youth.
NETWORKING WITH PROFESSIONALS

 CONSORTIUM AMONG UNIVERSITIES AND COLLEGES

1. Taft Consortium- It is composed of St. Paul University (Manila), St. Scholasticas

College. Philippine Normal University, Philippine Christian University, and De La
Salle University.

 The Science teachers from each college met regularly for discussions on
“best practices”.

 The registrars may undergo training sessions together.

2. The Mendiola Consortium- It is composed of San Beda College, Centro Escolar

University, San Sebastian College, and Holy Spirit College.

 WITH SUBJECT SPECIALISTS

1. BIOTA Is an organization of Biology teachers from universities nationwide. An

annual convention is a major event where all members gather to discuss the
“latest” in their own areas. Research findings, biotech practices and interesting
projects/activities are shared among the members.

2. MATHED Is the Council of Mathematics Teachers and Educators. Its major project
is to upgrade the competence of Mathematics teachers through national
conferences, workshops, and training sessions conducted nationwide.

3. The Physics Teachers Association

4. The Chemistry Teachers Association

 TEACHER EDUCATION INSTITUTIONS

1. The Philippine Association for Teacher Education (PAFTE)serve as partner of the

Philippine Government in promoting national development through pre-service and
in-service teacher education.
2. State Universities and Colleges Teacher Educators’ Association (SUCTEA)is an
annual convention of Deans and Teacher Education Professors for an exchange of
approaches and modes of delivering quality teacher education.

 NATIONAL ORGANIZATION

1. Federation of Accrediting Associations of the Philippines (FAAP) - certify the quality

levels of accredited programs at the tertiary level, for the purpose of granting
progressive deregulation and other benefits.

40
 2. The Philippine Association of Colleges and Universities Commission on
Accreditation (PACUCOA) is a private accrediting agency which gives formal
recognition to an educational institution by attesting that its academic program
maintains excellent standards in its educational operations

NETWORKING WITH FOUNDATIONS

 Educational Research And Development Assistance (ERDA) Foundation, Inc

 Metrobank Foundations
 Network Of Outstanding Teachers And Educators
 AYALA Foundations
 GMA Foundations
 SM Foundations
 Foundations for Upgrading Standards in Education
 Philippine Foundation for Science and Technology
 Books for the Barrio and Asia Foundation
 BatoBalani Foundation
 Philippine Business for Education

NETWORKING WIITH GOVERNMENT OFFICES

 Literacy Coordinating Council (LCC)

 Department of Science and Technology (DOST)
 Commission on Higher Education (CHED)
 The Teacher Education Council (TEC)

NETWORKING WITH MEDIA

 ABS-CBN and GMA Foundation

 Government and Private Channels
 Historic and Cultural Events
 Publication and Prints
 Projected Materials

Application

I. Identify some private/public institutions in your community that are active in helping your
school. Complete the matrix below.

Potential Institutions for Linkages and How does the institution assist the
Networks school and the school children

41
 II. Make a reflection on the importance oflinkages and networks to school development.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Assessment

1. Think of two organizations (civic or academic) that exist in your locality. Discuss how
they assist the school.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How do schools link and network with the following?

42
a) Religious groups

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

b) Neighbor schools

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________

c) Health organizations

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Chapter 3
43
 On Becoming a Global
Teacher

LESSON 1: Global Education and Global Teacher

Introduction
To become global, you should be equipped with a wider range of knowledge of the various
educational systems outside the country. To compete globally would mean to prepare teachers
who are capable of changing lifelong education needs. How do you prepare for these needs? What
are the emerging technologies that will shape the future?

You will be teaching in the “flat world” or “one plane school house.” These two terms imply
global education as a result of the shrinking world due to access in technology. The internet
globalizes communication by allowing users from around the world to connect to one another.

Learning Outcomes:

 Define global education and global teacher

 Describe a global teacher in the context of global education

LESSON PROPER (4 A’s)

Activity
44
Look at the pictures below:

A. B.

Interpret the pictures according to what you see.

Analysis

On figure A, interpret the picture based on what it symbolizes.

Globe- ____________________________________________________________

Square Academic Cap- _______________________________________________

Books - ___________________________________________________________

Apple - ____________________________________________________________

Pencil - ____________________________________________________________

On figure B, interpret the following picture based on what it symbolizes.

Teacher - __________________________________________________________

Television - _________________________________________________________

Students - __________________________________________________________

What is your overall interpretation of each picture?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________

Abstraction

Two Definitions of Global Education

45
  UNESCO defines global education as a goal to become aware of educational
conditions or lack of it, in developing countries worldwide and aim to educate all
people to a certain world standard.
 Global education is a curriculum that is international in scope which prepares
today’s youth around the world to function in one world environment under teachers
who are intellectually, professionally and humanistically prepared.

6 Standard Goals According to United Nations:

1. expand early childhood care education;

2. provide free and compulsory primary education for all;
3. promote learning and life skills for young and adult;
4. increase adult literacy by 50%
5. achieve gender parity by 2005, gender equality by 2015; and
6. improve quality of education

In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World
Education Forum in Dakar.
James Becker (1982) defined global education as an effort to help individual
learners to see themselves as a participant in that system. It is a school curriculum that has
worldwide standard of teaching and learning. This curriculum prepares learners in an
international marketplace with a world view of international understanding. In his article
“Goals of Global Education”, Becker emphasized that global education incorporates into the
curriculum and experiences of each student a knowledge and empathy of cultures of the
nation and the world. Likewise, students are encouraged to see the world as a whole, learn
various cultures to make them better relate and function effectively within various cultural
groups.
21st Century Learning Goals:

 21st century content: emerging content areas such as global awareness; financial,
economic, business and entrepreneurial literacy; civic literacy; health and
awareness.
 Learning and thinking skills: critical thinking and problem solving skills,
communication, creativity and innovation, collaboration, contextual learning,
informal and media literacy.
 ICT literacy: using technology in the context of learning so students know how to
learn
 Life skills: leadership ethic, accountability, personal responsibility, self-direction,
others
 21st century assessment: Authentic assessments that measure the areas of learning

Global education is all about diversity, understanding the differences and teaching
the different cultural groups in order to achieve the goals of global education as presented
by the United Nations. It is educating all people in the world from the remote and rugged
rural villages in developing countries to the slum areas or urbanized countries, to the highly
influential and economically stable societies of the world. Global education addresses the
need of the smallest schools to the largest classrooms in the world. It responds to
borderless education that defies distance and geographical location.

Thus, global education provides equal opportunity and access to knowledge and
learning tools which are the basic rights of every child in the global community.
46
 Are our pre-service teachers prepared to provide global education in their respective
future school assignments?
Are you preparing yourselves to become a global teacher?

Global Teacher

Looking back at the concept of global education, how do we define now a global
teacher?
Is this teacher somebody who teaches abroad?
Is this person teaching anywhere in the world ad is able to teach the 21 st century
learning goals?
These are the some of the fundamental questions which should be answered in
order to understand who a GLOBAL TEACHER is.

A global teacher is:

 a competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both time tested as well as modern
technologies in education in any place in the world.
 someone who thinks and acts both locally and globally with worldwide
perspectives, right in the communities where he/she is situated
 understands how this world is interconnected
 recognizes that the world has rich variety of ways of life
 has a vision of the future and sees what the future would be for himself/herself and
the students
 must be creative and innovative
 must understand, respect and be tolerant of the diversity of cultures
 must believe and take action for education that will sustain the future
 must be able to facilitate digitally-mediated learning
 must have depth of knowledge
 must possess good communication skills (for Filipino teachers to be multilingual)
 must possess the competencies of a professional teacher as embodied in the
National Competency-Based Standards for Teachers (NCBTS)

Application

Instruction: In your own words, describe a global teacher in the context of global
education.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Assessment

Direction: Answer agree or disagree with the statements that follow.

________ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.

________ 2. To become a global teacher, one should be fluent in English and in other
languages.
47
 ________3. A Filipino teacher cannot qualify to teach in other countries because of the
differences in curriculum.

________4. To be globally competitive, teachers should develop competencies in the use

of technology.

________ 5. Global education provides the same standards for quality education
worldwide.

________6. Teachers who embrace global education, must have a good understanding of
the different cultures of the learners.

________7. For Filipino teachers, the NCBTS is a national standard that meets global
competencies.

________ 8. Teachers in far flung schools cannot be considered global teachers.

________9. Young curriculum in teacher education prepares you to be global teachers.

________ 10. A global teacher has wide view of what education is all about.

LESSON 2: A Closer Look at the Education Systems of

Selected Countries in the World

Introduction
This lesson will take you to some of the different countries of the world. These countries will
provide example of the different educational systems in particular parts of the globe. The various
educational systems will give you baseline information on what kind of education prevails in these
selected countries. The information should be taken as objectively as possible with no intention of
making a comparison to find out which one is better.
As a future teacher, you shall be guided by UNESCO’s principle that Education is for All
and that this education is anchored on the Five Pillars which are 1. Learning to Know, 2. Learning
to Do, 3. Learning to Be, 4. Learning to Live Together and 5. Learning to Transform.

Learning Outcome:

 Enrich insights on global education by analyzing and comparing the education of

selected countries of the world.

Learning Proper (4 A’s)

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 Activity
For you to know these selected countries, look at these flags and try to name them.

Analysis

What countries do these flags represent?

What do you know about their educational system?

Abstraction

Let us now look at the educational system of the selected countries.

1. Education in Australia

1.1 Basic Education

Australia, called by many as the last paradise on earth, has a high quality education
system. Its educational system is similar with that of Canada and England.
The entry age of compulsory education is 6 years old and exit age, 15 years old.

Primary School (6 years)

 from 6 years old to 12 years old
 Provided by Government and Non-government

High School (6 years)

 Junior High School (4 years)
- from 12-16 years old
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 - at the end of this level, a Junior Secondary Certificate of Education
(Year 10 Certificate) is awarded
 Senior High School (2 years)
- from 16-18 years old
- this is no longer compulsory education
- at the end of this level, a Senior Secondary Certificate of Education
(Year 12 Certificate) is awarded
 Students who intend to go to college continue year 11 and year 12 to prepare
for college or university entrance examination.
 Other students may get a job after year 10 or go to a Technical and Further
Education (TAFE) College to learn technical skills.

From the primary to secondary levels, most students are enrolled in government
schools which operate under the direct responsibility of the State or Territory Education
Minister. The federal government provides supplementary financial support.

College/University (3-6 years)

1.2 Higher Education

 Main Purposes
1. to enable individuals to develop their capabilities for effective
participation in the workforce, for constructive contribution to society and
for personal growth and fulfilment
2. to advance knowledge and understanding
3. to aid the application of knowledge and understanding for the benefit of
the economy and the society
4. to enable individuals to adapt and learn, consistent with the needs of an
adaptable knowledge-based economy at the local, regional and national
levels
5. to contribute to democratic civilized society
Academic year in Australia begins in March and ends in November. The long
vacation comes from December 1- February 28 of every year. The language instruction is
English.
University level studies begin with the undergraduate level. To be admitted, a Senior
Secondary Certificate of Education is required. The main stage of university education
leads to a bachelor’s degree.
Undergraduate studies last between:
 three years, (Arts, Science, commerce)
 4 years (Education, Engineering)
 5 years, (Veterinary Science, Dentistry, Architecture) to 6 years (Medicine and
Surgery)
Arts and Sciences usually offer either a bachelor degree (Pass) obtained in 3 years
or a bachelor’s degree is normally required for university level second stage: postgraduate
studies.
A graduate with a bachelor’s degree can proceed to a one-year to two year post
graduate course leading to a postgraduate diploma. A student who has qualified for a
bachelor’s degree (Honours) may proceed to a master’s degree. This degree may be
obtained after one year (pass degree) or two years (honours degree) of full time study.
A student who has qualified for a bachelor’s degree (Honours) may proceed to
study for a doctorate usually Ph.D., higher doctorate in Science (DSsc) or Humanities
(DLitt) and upon submission of published work are awarded the degrees.
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2. Education in China

This is the most populous country of the world with over 200 million students
attending public schools taught by over 9 million teachers in the elementary, junior, and
senior high schools, it is the largest educational system of the world. (Wang, 1996;
Nanjundiah, 1996). The education system is highly centralized. The course syllabi are
written by scientists and professors hired by the National Educational Commission. The
subject matter and instructional contents are uniform for all.
The first 6 years of school make up the primary grades which is devoted to
development of cognitive skills and this is followed by another 6 years of high schools.
Class size ranges from 40-60 students and the students have to cover all topics in
order to pass national examinations. Students wishing to attend university must pass one of
the two versions of the National University Entrance Examination. The quality and
reputation of the school will depend on the number of students passing the examination
(Changbin, 1995; Kwang, 2000)

Education, one of the fundamental Chinese traditions, entered a new era of deep
transformation after 1949. Education was a vital tool for centralization and unification of the
country. The new educational system includes:
 6 years of primary education
 3 years of junior middle school, 3 years of senior middle school
 6 years of university
 varieties of technical and vocational schools
The problems in Chinese education are diverse, from elitism to social alienation.
Key point schools were established in primary and secondary institutions as well. With the
Chine’s open door policy, the country entered into a rapid development even in education.
3. Education in Japan

 highly centralized and is administered by the Mombusho or Ministry of Education

 the school system from kindergarten through university serves about 24 million
students, with about 10% going to the University
 about one third go to the private schools and the rest are enrolled in the public
school system (Abner,2002)
 their educational system is sometimes seen as a model on how to operate schools
 the system gives us a mental picture of obedient, quiet school children sitting in their
desks, listening to the teacher and working hard to pass the various entrance
examinations
5 Basic Levels of Japanese Education System

 Kindergarten
 Elementary School (6 years)
 Lower Secondary School (3 years)
 Upper Secondary School (3 years)
 University (usually around four years)

3.1 Basic Education

 Preschools (yochien)
- mainly with female teachers
- not official part of the educational system
- prefectural boards license teachers, appoint teachers to public elementary
and lower secondary schools and also license preschools in their area
 In Japan, education is free and compulsory for children from 6-15 years.
 Classes are large and teaching methods are usually lecture.
 Japanese students spend 243 days a year in school.

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  School calendar is year-round with some breaks between session.
 Standard curriculum includes Japanese language, social studies, math and science
along with art, music, home economics, physical education, with the greatest
emphasis on learning the Japanese language.
 Lower Secondary School
- covers grade 7, 8 and 9.
- men compose 2/3 of the teachers in this level
- class size average is 38 and the periods are fifty minutes long
 Upper Secondary Schools
- Offers academic, technical and vocational programs
- First year course include Japanese language, English, Science and Math.
- Vocational course includes information processing, navigation, fish farming,
ceramics and business English.
- The upper secondary schools are ranked based on their success in placing
graduating students into prestigious universities
 Higher Education
- Private institutions make up 80% of university enrolments although the
public schools have the most prestige
- To get into the universities, the students must take two exams; the first one
is the national achievement test and the second one is given by the
university itself which is highly competitive.
- Students who fail the test will take another year to study and prepare to take
the test again. These students are called ronin, which meant samurai.
- 60% of the universities have graduate schools, but only 7% of university
graduate gets master’s degrees.
- At the doctorate level, students enrol in medical programs and the
humanities.
 Japanese education relies heavily upon examinations to determine which schools
the student will go to next, resulting to have a good academic behaviour for them to
get into the best schools.

4. Education in South Africa

 The Constitution guarantees equal access to basic education

 The identified values and principles include equity and redress, access to basic
education opportunities for lifelong learning.

4.1. Basic Education

Sectors:
- Public ordinary school education
- Independent school education
- Special school education
- Technical college education
- Teacher training
- Technikon
- University training
 Public school may be a regular public school or a public school for learners with
special needs. The levels are pre-primary, primary, secondary and higher
education.
 Compulsory General Education and Training (GET) covers the reception year,
Grades R to Grade IX
 GET corresponds to Level I of the National Qualifications Framework (NQF) and is
divided into 3 phases:
- foundation (Grades R III)
- intermediate (Grades IV-VI) and
- senior (Grades VII-XI).
 Primary education is divided into:
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 - junior primary (Grades I-III)
- senior primary (Grades IV-VI)
 Grades VII-IX is the last stage of compulsory education and will lead to General
Education and Training Certificate.
 Further Education and Training (FET) or senior secondary education (Grades X-XII)
is not compulsory
 At the end of Grade XII, students sit a public examination leading to senior
Certificate.
 Technical secondary education which generally lasts for 3 years is offered in
technical centers, high schools and vocational schools.
8 Learning Areas for FET Certificate are:
- Learning, Literacy and Communication
- Mathematical Literacy, Mathematics and Mathematical Science
- Natural Science
- Technology
- Human and Social Science
- Economics and Management Science
- Arts and Culture
- Life Orientation

4.2. Higher Education

 Tertiary and higher education correspond to Level 5-8 of the National Qualification
Framework (NQF) which is more advanced than the Senior Certificate.
 Institutions of higher education include colleges, technikons and universities.
 Most colleges of education offer a 3-year programme leading to the Diploma in
Education (4 years for higher diploma)
 Nursing colleges and hospital schools of nursing offer 4-year course leading to a
diploma.
 Agricultural colleges offer one-year certificate two-year higher certificate and three-
year diploma courses.
 Technikons also offer bachelor’s (4-year course) master’s and doctoral degree
programmes in technology
 Master’s degrees (magister technologiae) at least two years
 An honours degree requires one additional years of study.
 One school year consists of 41 weeks (196 school days) divided into 4 terms.

5. Education in United Kingdom

 Education is compulsory for children ages 5-16

 Most children attend primary schools until they are eleven and then transfer to
secondary schools.
 In primary school, the subjects are taught by the same teacher for a year before
moving on to the next teacher and next grade level on the next year. (Sadker, 2002)
5.1. Basic Education
 Foundation Stage – it is included in the national curriculum. It covers
children aged 3-5 years.
 Key Stage 1: 5 to 7 years old
 Key Stage 2: 7 to 11 years old
 Key Stage 3: 11 to 14 years old
 Key Stage 4: 14 to 16 years old
 Post 16 Education – it is not mandatory in England. Some secondary school
go beyond the 11-16 mandate to 11-18 and the student may stay there.

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 5.2. Higher Education
 Binary divide the higher education system
 Former polytechnics became universities them to award their own degrees.
 Division continue to label pre-1992 universities as “old” universities and
former polytechnics as the “new”.
 Students studying at a university for their first degree are called
“ undergraduates”. Once a student graduated, he becomes “graduate” of the
university.
 Honors degree program are usually four-year courses. The degree title is
extended to B.A (Hons.) and B.Sc (Hons.) , respectively.
 Masters degree is usually achieved after two more years study following an
Ordinary or an Honors degree. The students are awarded M.A or M.Sc.
A doctorate is normally awarded after several years (three years full time) of
research under the direction of a member of a department in the possession of a
doctorate and the presentation of a doctoral dissertation or thesis.

6. Education in the Philippines

 K-12 Curriculum is implemented

 Elementary education is concerned with the learner’s mastery of basic skills and
competencies.
 Secondary Education is geared towards the consolidation of these knowledge and
skills mastered at elementary level.
Focused on equipping the learner with enjoyable gainful skills or preparing him/her
for middle level skills development or higher education. 4 Basic Levels of Japanese
Education System.

6.1 Basic Education

 Pre-Elementary/Kindergarten
 Elementary School (6 years)
 Junior High School (4 years)
 Senior High School (2 years

 Grades 1 to 10 is a core academic subjects taught using spiral progression

approach.
 Mother Tongue is used as the medium of instruction from K to Grade 3 and is taught
as a subject only in Grades 1,2 and 3.
 Science as a subject is only taught only beginning Grade 3.
 TLE is taught starting Grade 4 until grade 10.
 The focus in Grades 11 and 12 is on the specialization subjects that equip the
learner for the career path of his/her choice. These career path come in 3 tracks –
academic, techvoc and sports and arts.

6.2 Higher Education

 Higher education institutions are supervised by government agency called
Commission on Higher Education or CHED.
 Majority of the higher education institutions requires entrance examination.
 Most of the college degree programs are four years for baccalaureate degrees.
 Highly specialized field like medicine and law take around eight years to complete.
 Most of the college degree programs require a licensure examination for the specific
profession. The examinations are given by the Professional Regulation Commission
(PRC) while for Law, the examination is given by the Supreme Court.

54
  After completing the bachelor’s degrees, courses in the master’s program for two
years and doctoral programs for three to five years are offered by authorized
colleges and universities.

Application
Instruction: Using the table below, compare and contrast the education of selected
countries.

Name of Country Levels of Education Description of Special

Each Level Features

Australia

China

Japan

South Africa

United Kingdom

Philippines

Assessment

Direction: Write TRUE if the statement is correct. If it is incorrect, change the underlined
word or group of words to make the whole statement correct.

__________1. All example countries have basic education of six years.

__________2. Higher education in all countries presented is selective and not compulsory.

__________3. The unique feature of the current K-12 is that the Filipino learner will
become monolingual.

__________4. Australia pattern its educational system from Japan.

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 __________5. In Japan, education is free for children 5-14 years.

B. If given an opportunity to experience teaching in another country listed above, where

would you like to teach? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

LESSON 3: Multicultural Diversity: A Challenge to Global

Teachers

Introduction
There is no one size fits all when it comes to education. In this lesson, you will learn
concepts about multicultural education, identify some challenges you will encounter in multicultural
classrooms and find ways to accommodate in teaching and learning the diversity of learners.

Learning Outcome
 Describe multicultural diversity as an element of global education and the role of
the teacher in addressing diversity among learners.

56
Lesson Proper (4 A’s)
Activity

Try to analyze the following quotation by Robert Allan.

“Cultural differences should not separate us

from each other, but rather cultural diversity
brings a collective strength that can benefit all
humanity.”

Analysis

Based on the quotation of Robert Allan, what does it imply?

Abstraction

Diversity of Learners in Multicultural Classrooms

Do you agree that no two students are the same?

Do you believe that learners do not come from the same mold?

Does Gardner’s Multiple Intelligence Theory provide explanations for the diversity of learners?

According to James Banks (1975 in Sadker,1991), a leading researcher in the area of

students, “the major goal of multicultural education is to transform the school so that the male
and female students, exceptional learners, as well as students coming from diverse cultural,
social-class, racial and ethnic groups will experience an equal opportunity to learn in school.”

Diversity of differences among our students have placed greater demands to teachers in
today’s schools. They may differ in race; belong to different ethnic/ religious groups and speak
different languages. In most public schools, students come from a wide range of socio-
economic backgrounds. Increasing number of children come from families that are plagued by
poverty, unemployment, frequent relocations, limited access to high quality medical and social
services and perhaps crime ridden neighborhoods.

In the midst of this diversity, the students are supposed to be given equal opportunities to
education. Thus, there is a need for curricular and instructional modifications, teaching styles,
re-examination of teacher’s attitudes, beliefs and perception. This movement called
multicultural education enables teachers and educators to give value to the differences in prior
knowledge, experiences of learners from diverse background and familiarity with student’s
histories of diverse cultures (Haertel;1998).

57
 The inclusion of learners with special needs has also increased diversity in schools.
Environmental adaptation of classrooms, behavior support plans, cooperative learning, peer
tutoring and team teaching are some of the responses of multicultural education.

Taking into account the diversity in schools is a major challenge. Every one’s heritage is
given due respect and differences should be regarded as strengths to build on rather than
deficits to be overcome. However, a focus on group differences may lead to a basis for
stereotyping which multicultural teachers have to avoid (Gallimore & Goldenberg,1998)

Cultures involves over time. One result of this process is beliefs and practices are
organized as models or schema about how things work. Practices that are proper develop and
help individuals or groups survive in this everchanging world environment.

Accommodating Cultural Differences and Commonalities

A teacher does not have to go abroad to be able to encounter diversity in the classrooms.
The issue of cultural majority-minority in the classroom has posed a challenge to teachers,
where the girls are more than the boys, the natives are more than those immigrants, the rich
are less than the poor and many other divides that greatly influence how the teacher would
accommodate differences and commonalities. Added to this, is the fact that sometimes the
teachers come from a culture that is different from where their students belong. The teachers
themselves are unaware of the cultural norms that exist in the diverse culture, which often
times interfere with teaching and learning. Therefore, it is very important for a prospective
teacher like you to be knowledgeable about differences in culture, religion, ethnicity and even
language of your students. Their values and experiences my be entirely different from your
own.

Fraser-Abner (2001) Suggestions for Understanding Multicultural Learners

 Learn to become sensitive and aware of racial, ethnic, cultural and gender groups other
than your own.
 Never make assumptions about an individual based on your perception of that
individual’s race, ethnicity, culture or gender.
 Avoid stereotyping.
 Get to know each students as a unique individual: Walk in the footsteps of all your
students.
Other Suggestions:

 Look into your own conscious and subconscious biases about the people who are
different from yourselves in race, ethnicity, culture, gender or socioeconomic status.
 Plan your activities within a multicultural framework while making your classroom a safe
and secure haven for all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperation among learners, parents and teachers.

Try to consider the above suggestions and you will be able to contribute to a caring
and nurturing learning environment that embraces all students with different backgrounds.

Diversity in the schools of the country as well as in other schools in the world is also
an opportunity. Our country as well as other countries are enriched by the ethnic, cultural
and language diversity among the citizens and among its schools. Whenever this diversity
exists, intergroup tension, stereotypes and discrimination develop. This becomes an
opportunity for teachers and schools to help unify individuals and citizens as a contribution
to a democratic and pluralistic society.

58
 In view of this purpose, some guiding principles which are adapted from an
interdisciplinary group of psychologist, political scientists, sociologist and multicultural
specialists are hereby presented, to wit:

1. Pre-service teacher education programs should help prospective teachers understand

the complex characteristics of ethnic groups in ways race, ethnicity, language and social
class interact to influence students behavior.
2. Teachers should ensure that all students have equitable opportunities to learn and to
perform to a standard.
3. Teachers should help students acquire social skill needed to interact effectively with
students from other racial, ethnic, cultural, language or social groups.
4. The school curriculum helps students understand that knowledge is socially constructed
and are reflective of the social, political and economic context in which they live and work.
5. Schools should provide all students with opportunities to participate in extra-and co-
curricular activities that develop knowledge, skills and attitudes that increase academic
achievement and foster positive intercultural relationships.
6. Teachers and students should learn to reduce or eliminate stereotyping and other related
biases that have negative effects on racial and ethnic relations.
7. Schools should provide opportunities for students from different racial and ethnic, cultural
and language groups to interact socially under conditions designed to reduce fear and
anxiety.
8. Teachers should teach and students should learn about the values shared virtually by all
cultural groups like justice, equality, freedom, peace, compassion and charity among
others.

Multiculturalism has broadened and deepened our traditional curriculum into a wider
range of accommodating cultures not of the teacher’s culture alone. It has underscored
fundamental concepts which before were given less importance.

Some Basic Assumptions that Enhance Teacher Development

 No two learners are exactly the same.
 Children all classrooms are heterogeneous.
 Strategies that work with one learner may not work with another.
 Student’s background and experiences should be considered when teaching.
 Community members from various ethnic groups can assist teachers in facing
issues of ethnic differences and similarities.

Application

Instruction: Read the following situation and try to reflect.

Mrs. VangieOstria, a teacher born and raised in the Visayas married a Tausug in Jolo,
Sulu. The marriage necessitated her to transfer teaching in the place of her husband who is
also a teacher. Coming from a different background in terms of religion, ethnic origin and social
background, Mrs. Vangie 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.

59
 1. What teaching challenges will Mrs. Vangie encounter with her diverse students?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. How would she address these challenges as a multicultural teacher?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. What personal differences will she encounter? If you were in her place, what would you do?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Evaluation

How do you describe multicultural diversity as an element of global education?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

LESSON 4: Broadening Teaching Perspectives: Teacher

Exchange Programs

Introduction
To become a global teacher, you need to broaden your teaching perspectives. Expanding
your experiences beyond the corners of your classroom to the wider learning environment of
the world is one of the many avenues in order to achieve a level of global competitiveness.
Opportunities for this endeavor can be achieved through teacher exchange programs.

60
 Learning Outcomes
 Identify opportunities in teacher exchange programs for the development of world-
class teachers.
 Value the importance of the different teacher exchange programs

Lesson Proper (4 A’s)

Activity

Instruction: Read each statement and try to list the schools mentioned.

1. Teacher Ericka, a teacher in University of Santo Tomas was chosen to visit Marion
Cross School in America for an educational tour.

2. Ma’am Maricel, a teacher in De La Salle Lipa, attended a seminar at English International

School in Benin.

3. Sir Mark, an instructor in San Beda University was chosen to be an exchange teacher at
Toronto French School in Canada.

What are the schools mentioned?

_________________________________________________________________________

Where are they located?

_________________________________________________________________________

Analysis

Based on the statements above, what are the opportunities given to the teachers?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Abstraction

Teacher Exchange Programs

1. Visiting International Faculty Program (VIF)

 It’s the United States’ largest cultural exchange program for teachers and schools.
 It is dedicated to transforming lives through international exchange of teachers
 It offers highly qualified teachers from around the world serving as teachers and cultural
ambassadors in the United States.
a. VIF Purpose and Beliefs
 To ensure that students, educators and communities worldwide reap the benefits of
international education. The program believes in the following principles:
 All schools should have at least one international exchange teacher.
 All students should be exposed to a variety of exchange teachers during their
academic careers.

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  All communities should have an equal opportunity to develop globally literate citizens
to help build a foundation for success in the global marketplace.
b. History of VIF
 The program started 19 years ago.
 It was founded in 1987 and began accepting teachers from other countries of the
world to teach Kindergarten up to grade 12 in 1989.
 This project is in cooperation with the North Carolina Department of Public instruction.
The first group of 12 international teachers worked in 10 North Carolina countries as
foreign language teachers.
 In 1996, VIF was asked by the North Carolina Department of Public Instruction to
recruit teachers in other subject areas.
 To date, the VIF teachers worked in expanded areas including the State of South
Carolina, Georgia, Virginia, Maryland, Florida and California.
 The international teachers are coming from more than 50 countries of the world
including the Philippines. There were several Filipino teachers who participated in this
program.

2. Fulbright Teacher Exchange Program

 Since 1946, this program has helped nearly 23,000 teachers and school
administrators to promote mutual understanding between the United States and
countries around the world.
 For the U.S. teachers, this opportunity involves a year or semester direct exchange
with a counterpart in another country teaching the same subject at the same level.
 30 countries including the Philippines participate in this program which varies from
year to year.
 Since our country is participating, you may in the future also become a Fulbright
Teacher Exchange fellow. The program in the Philippines is managed by the
Philippine- American Educational Foundation. (Fulbright Teacher Exchange
Program.www.fulbrightexchange.org)

3. Inter-African Teacher Exchanges

Objective of the Program:
 To provide opportunity for African teachers to learn from the teaching environment in other
African countries
 Aims to extend experiences and widen the horizon of African teachers by encouraging and
widen the horizon of African teachers by encouraging exchange visits to countries outside
Africa as well
 Create cultural awareness and tolerance of developments in different African education
environment.
 (Inter-African Teacher Exchange.www.schoolnet.africa.net/563.0html?&L=4)

The start-up year begins with African teachers exchanging visits within a school or
schools in another African country. The teacher will travel to neighboring countries to work
for over a period of two weeks after which in pairs they will encourage in the following
activities:
- Be stationed at one school for one week and another school for another week
- Observe teaching in the said teacher’s subject.
- Guest teach using ICTs at the school that the teacher is visiting.
- Engage in discussions with teachers in another school.
- Write a journal of their exchange visit.

4. Canadian Educators Exchange

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  A non-profit foundation which handles both student and educator exchanges.
 This offers educators and their students an opportunity to broaden their
understanding of one another’s cultures, customs and languages.
 Exchanges are rewarding, but there are some factors needed for consideration
(Canadian Educator Exchanges.www.ceef.ca).

In Alberta, two kinds of exchanges are possible for a powerful professional

development experience. These are:
One Year Exchanges. These exchanges enable teachers in Alberta to swap their
jobs (and homes) with teachers in countries such as Australia, New Zealand, United
Kingdom and the United States, Germany and other for a period of one year. During
this time, the teacher continues to be paid by his or her school board in Alberta.
When the year is over, the teacher returns home to his original position in Alberta.
Short-term Exchanges – These exchanges will occur during the spring and summer
holidays, enable the teachers and administrators to job shadow the counterpart in
another country.

5. Global Teachers Millennium Awards

Although this program is limited only to participating countries, it is important to
learn that the Global Teacher Exchange program contributes to the quality of
teachers worldwide (Global Teachers Millennium Awards.www.lcd.org.uk.)
The Global Teacher Exchange program commits to improving the quality of
education in South Africa, Ghana, Uganda and the UK and to promote partnership
between the North and South African countries. The program aims to:
 Change the lives of UK educators, personally and professionally by encouraging
them to fulfill their aspiration and use their talents in innovative ways;
 Ensure benefits for staff and pupils of UK schools and their local communities through
the dissemination of innovative development education
 Support the aims and activities of Link’s educational programs in South Africa, Ghana
and Uganda; and
 Set a standard and develop a model for other similar scheme

Learning Outcomes of the United Kingdom:

 increased knowledge of people and life in developing countries;
 better understanding of how UK is linked with other countries;
 more positive attitudes towards people and life in developing countries-
challenging stereotypes and beliefs in shared humanity; and
 more positive attitudes towards people and life in developing countries-
challenging stereotypes and beliefs in shared humanity; and
 more positive attitudes towards multicultural nature of UK society-challenging
of stereotypes and embracing of diversity

A Global Teacher in this program is someone who:

 thinks and acts both locally and globally
 embraces the world’s rich variety of ways of life
 understands how this world is interconnected;
 is committed to making the world a more equitable place;
 believes in education for sustainable development;
 has professional and personal skills to share and to learn
 brings the world into their classroom, school and community;
 encourages dialogue and partnership between the North and the South; and
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  can inspire others to act as global teachers.

The various activities of the Global Teacher Exchange Program have provided learning
experiences to the participating teachers in the development of their personal and professional
lives. The program increased the participants self-confidence; improved in professional skills,
particularly in relation to school improvement processes, peer support, collaborative working
and delivery of in-serving training; increased their understanding of school management,
leadership issues and approaches; increased in knowledge of the many aspects of life in the
placement country; improved in the re-assessment of professional values and commitment,
resulting in changed perspectives; and personal changes, including reevaluation of personal
values and lifestyles.
The Global Teacher Millennium Award has touched the lives of nearly half a million
people through their work in South Africa, Uganda, Ghana and the United Kingdom. These
teachers have undoubtedly changed their own lives, too, because they have achieved a
broader perspective of what it means to be a global teacher.
It is interesting to note that these programs give teachers the opportunity to live their
personal and professional lives in another context, in another setting, in another country, thus
strengthening their skills in understanding diversity and multiculturalism.
Most of this information in this lesson were derived from data provided by the different
programs through their own websites. This is to prove that vast information can be acquired
through a virtual library which is the World Wide Web. In several of these programs, there are
already Filipino teacher participants especially the VIF and the Fulbright. But you may be
interested to gain information of other exchange programs. You will take note that all of these
programs aim to broaden understanding about education in other countries, forge partnership
and cultural understanding and improve professional development.

Application

Instruction: Using the table below, identify the different teacher exchange programs and
explain how each of them works.

Teacher Exchange Programs How it Works

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 Assessment
As a future educator, what is the importance of having these teacher exchange programs?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

LESSON 5: Bringing the World into the Classroom Trough

Educational Technology

Introduction
Technologies as link to new knowledge, resources and high order thinking skills have
entered classrooms and schools worldwide. Personal computers and other innovative technologies
have enriched curricula and altered the types of teaching available in the classroom. Schools’
access to technology is increasing steadily in everyday and most of these newer technologies are
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now even used in traditional classrooms. This lesson presents innovative teaching and educational
technology as important ingredients in becoming a global teacher specifically in this trying times.

Learning Outcomes
 Describe global application of technology in the classroom

Lesson Proper (4 A’s)

Activity

Interpret the picture below.

Analysis

What can you see in the picture?

What did you observe?

Abstraction

Technology for Teaching

The use of technology in the classroom is highly needed nowadays. But data suggest
thattechnology remains poorly integrated into some schools especially on far flung areas.

Roles of Technology in Achieving the Goal of Learning for Understanding

(Goldman,S,Williams, R.et al,1999)

1. provides support to the solution of meaningful problems

2. acts as cognitive support
3. promotes collaboration as well as independent learning

Technology programs for Teaching

 Stand-alone Programs
A. Some programs are available as “stand alone” software, videodisk or CD-ROM media
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 B. Some titles include “The Jasper Woodbury Problem Solving Series “, ‘Little Planet
Literacy” and many more. Others are available in the internet.
 Programs Available in the Internet
C. Knowledge Integration Environment (KIE) teaches students to think of web information
as evidence and evaluate it critically with regard to authorship, credibility and relevance.
D. Global Learning and Observations to Benefit Environment (GLOBE) involves students
in gathering data about local environment and creating a database open to the GLOBE
community.
E. Electronic Field Trips allows learners to travel and visit places for global exploration.
Students prepare themselves to a "virtual electronic field trip" through a live interactive
broadcast from the expedition site. It has an advantage over a video because they
occur in real time.
 Information Databases
F. Many forms of print-based materials are now available in electronic form like the entire
set of the National Geographic magazine is now in CD-ROM, Encarta and Grolier
provides access to vast information. These resources take advantage of hypermedia,
the ability to jump in a nonlinear fashion to related information, weather that information
is text, graphic, video or sound. The World Wide Web provides vast information through
the Internet.

Aside from being mere users of technology programs, students can also be multi-media
developers. As prospective teacher, you have courses that enable you develop these materials.
Students collect visual images from public source and combine the images with text and narration
that they supply plus music to add to the quality of the material. With students’ creativity, they can
produce products that are worthy to be shared with students, parents and school officials.

Performance Indicators for Teachers in Using Technology

 Should demonstrate an understanding of sound technology operations and concepts

 Plan and design effective learning environments and experiences supported by technology
 Implement curriculum plans that include methods and strategies for applying technology to
maximize student learning
 Apply technology to facilitate a variety of effective assessment and evaluation strategies
 Use technology to enhance their productivity and personal practice
 Understand the social, ethical, legal, human issues surrounding the use of technology in
schools and apply those principles in practice

Application

Using the concept map, describe the application of technology in the classroom.

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Assessment

Direction: Read and make a decision based from your experiences and information. Write
Agree or Disagree before the number.

_________1. Technology in the classroom should support learning, rather than hinder it.
_________2. It is imperative for a teacher to learn and use technology in teaching.
_________3. Only those who have access to the internet can use technology.
_________4. Even with use of technology, the diversity of learners should be considered.
_________5. The introduction of technology in the classroom leads to teaching innovations.

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