Study Guide in Prof.Ed.

103-The Teaching Profession Module 4: Unit 4 –Teacher as a Person in Society

Module No.4
Unit 4 – Teacher as a Person in Society

MODULE OVERVIEW

Society has high expectations of teachers. Teachers are expected to promote student's academic

progress as well as further students' social, emotional, and moral development and to safeguard
students' health and well-being. Teachers teach not to radically reshape society but rather to
transmit the traditional moral values and intellectual knowledge that students need to become
model citizens. The particular focus of this lesson is to explore significant literature and theories in
understanding the personal traits and values as well as important needs, rights, and roles of
teachers in the society. It will also include activities that will provide good insights and
perspectives about the human side of the teaching profession. It allows us to critically reflect on
relevant practices and issues of teachers. These will help us gain better understanding and embrace
our calling as teachers. Therefore, teachers play an important role in our life to become successful
in career and business. A good teacher helps us to become a good human being in society and a
good citizen of the country. Teachers know that students are the future of any nation. So the future
development of any nation is in the hands of teachers. They are also entitled to enjoy specific
rights.

LEARNING OBJECTIVES

1.Differentiate the meaning between teacher as a person in a society and teacher as a person of
good
moral character.
2. Explain teaching as vocation, mission and profession.
3.Discuss universal declaration of human rights of teachers.
4. Identify teachers’ values formation.

LEARNING CONTENTS

Unit 4 – Teacher as a Person in Society

A. Morality and the Foundational Moral Principle
- Morality can be a body of standards or principles derived from a code of conduct from a
particular philosophy, religion or culture, or it can derive from a standard that a person believes

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should be universal. Morality may also be specifically synonymous with "goodness" or "rightness".

-A foundational moral principle is, therefore, the universal norm upon which all
other principles on the rightness or wrongness of an action are based. It is the source of morality.
All men and women, regardless of race and belief, have a sense of this foundational moral
principle.
B. Teacher as Persons of Good Moral Character
It manifests the following:

 strive to know the truth;

 resolve to resist evil;
 say nothing to hurt others;
 respect life morality, and property;
 engage in a job that does not injure others.
 strive to free their mind of evil;
 control their feelings and thoughts; and.
 practice proper forms of concentration.

C. Value Formation

- Values can be described as spiritual skills. Values such as honesty, loyalty and patience are skills
of the higher or spiritual mind that is above the thinking mind. The formation of these values or
spiritual skills follows the same process as the formation of skills at lower levels. The core of
teaching consists of four basic values: dignity, truthfulness, fairness and responsibility &
freedom. All teaching is founded on ethics – whether it be the teacher-student relationship,
pluralism or a teacher's relationship with their work. Dignity means respect for humanity.

1. Cognitive, affective and psychomotor dimensions

 values have a cognitive dimension: We must understand the value that we want to acquire.
We need to know why we have to value such. This is the heart of conversation and values
formation. We need to know how to live by that value. These are the concepts that ought to be
taught.
 values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, “ it is not enough to know what honesty is or why one should be
honest. One has to feel something towards honesty, be moved towards honesty as preferable
to dishonesty” (Aquino,1990)
 values are in the psychomotor skills which are important in implementation, and hence the
importance of “behavioral immersion” in increasing the impact of experiential learning in

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“wholeperson” learning in executive skill acquisition. This then lends to asking the question
of how to accomplish the learning person involvement, through the whole person, required to
complete the learning cycle from cognition awareness to successful skill demonstration
2. Training the Intellect and Will
Intellect -is a term used in studies of the human mind, and refers to the ability of the mind to come
to correct conclusions about what is true or false, and about how to solve problems.
Will -if one really wants to do something, he/she one can do it. Your will wills to act on the right
value and wills to avoid the wrong value presented by your intellect.
Value formation is a training of the Intellect and will Your intellect discerns a value and presents
it to the will as a right or wrong value. Your will wills to act on the right value and wills to avoid
the wrong value presented by your intellect.
 It means 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.
3. Max Scheler’s Hierarchy of Values

PLEASURE VALUES
- Pleasant against the unpleasant
- the agreeable against the disagreeable
* sensual feelings
* experiences of pleasure and pain

VITAL VALUES
- values pertaining to the well-being either individual or the community.
* health, vitality
- values of vital feeling
* capability, excellence

SPIRITUAL VALUES
- values independent of the whole sphere of the body and 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

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- appear only in regard to objects intentionally given as " absolute objects "
* belief
* adoration
* bliss
It was arranged in lowest to highest form of values.

4. Values Hierarchy
- Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to the
Supreme being while the lowest values are those that pertain to the sensual pleasures.

D. Teaching as Vocation, Mission and Profession

 Teaching as a profession “Teaching is a noble profession” The word “profession” is
synonymous to: Occupation, job, career, work, line of work. The word “professional”
means long & arduous years of preparation, a striving for excellence, a dedication to
public interest and commitment to moral & ethical values. If you consider teaching as a
profession, then: You must be willing to go through a long period of preparation. You
must be willing to go through continuing education (continuous development of
potentials) You must strive for excellence ( not “pwede na” mentality ) You commit
yourself to moral, ethical and religious values & dedicate yourself to service.
 Teaching as a mission. The word mission is derived from the Latin word “misio” which
means “to send”. The Webster’s Dictionary defines “mission” as “task assigned”.
 If teaching is your mission, then it means: a. It is the “task” entrusted to
you in this world. b. It is your assigned task thus you’ve got to prepare for
it! c. It calls for a continuing professional education. “Once a teacher,
forever a student”.
 Teaching as a vocation. The word “vocation” comes from the Latin word “vocare” which
means “to call” thus vocation is a “call”. For Catholics, the CALLER is GOD Himself.
“Many are called but few are chosen” For Non-believers, the CALLER might be a man
calling another man. If teaching is your vocation, then it means: You said YES to your call
to teach! You commit yourself in the total transformation of the learner. You consider
teaching as a lifetime commitment thus aim through the years towards quality teaching.
“Teaching may not guarantee financial security but love of teaching has served as a
motivating factor to many teachers through the years”. Teaching has remained inspiring &
fulfilling.

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E. Universal Declaration of Human Rights

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed
the Universal Declaration of Human Rights. It has been translated into more than 350 languages
worldwide, and more than 100 African languages. 
1. Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible to all
on the basis of merit.
2. Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.

The charter addresses four key areas: personal rights, such as freedom and equality;

relationship rights, such as nationality and having a family; spiritual and political rights such as
the freedom of religion and voting; and economic, social and cultural rights, which cover work,
wages, education and social security.

LEARNING POINTS

We don’t live in a vacuum. We live in a society. Our society influences us to the extent that
we allow ourselves to be influenced by it. Our thoughts, values and actions somehow shaped by
events and by people with whom we come in contact. We, in turn, help shape society-its events, its
people, and in destiny.
John Donne said in his song, “No Man is an Island” …. “No Man Stands Alone… We need
one another…” In the context of your life as a teacher, we would say: “No teacher stands alone”.
Think of the many people who are helping you now become a teacher in the near future. In fact,
soon you will be called “teacher” in relation to a student, in the same manner that you will be
called “student” in relation to you as teacher.
The foundational moral principle is “Do good, Avoid Evil”. This is contained in natural law.
The natural law is engraved in the heart of every man and woman. We have in us the sense to do
the good that we ought to do and to avoid the evil that we ought to avoid. It is expressed actually in

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many other ways by different people. The famous Chinese Philosopher, Kung-Fu-Tzu taught the
same principle when he said “Do not do to others what you do not like others do to you”. Our act is
moral when it is accordance with our human nature. Our intellect and free-will will make us
different from and above the beast. As a teacher, you are expected to be a person of good moral
character when you are :human, loving, virtuous and mature.
Teacher as a Person in Society covers the: Morality and the Foundational Moral Principle,
Teacher as Persons of Good Moral Character, Value Formation, Teaching as Vocation, Mission
and Profession and Universal Declaration of Human Rights.

Review Exercises
Name: _________________________________ Date: _________
Year & Section__________________________ Score: __________

Activity 1.1 Read Article XI of the Code of Ethics then answer the following questions:

1. What is the big challenge for a teacher?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
.

2. Are you ready to face challenge?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
.

LEARNING ACTIVITIES

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Review Exercises

Name: _________________________________ Date: _________

Year & Section__________________________ Score: __________

Activity 1.2 Fill in the blank

Teaching: Mission or Job? From the given statements below you may choose between
the two. Write the answer from the space provided.

1. If you are doing it only because you are paid for it, it’s a___________?
2. If you are doing it not only for the pay but also for service, it’s a _____________?
3. If you quit because your boss or colleague criticized you, it’s a _____________?
4.If you keep on teaching out of love, it’s a ________________?
5.If you teach because it does not interfere with your activities, it’s a ______________?
6.If you are committed to teaching even if letting go of other activities, it’s ___________?
7. If you quit because no one praises or thanks you for what you do, it’s a ____________?
8. If you remain teaching even though nobody recognizes your efforts, it’s a_____________?
9.If our concern is success, it’s a _______________?
10.If our concern is success plus faithfulness, it’s a ________________?

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Review Exercises

Name: _________________________________ Date: _________

Year & Section__________________________ Score: __________

Activity 1.3 Test your understanding.

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

_____________________________________________________________________________
___________________________________________________________________.

2. Should values be taught? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

3. What is the effect of good habit (virtue) and bad habit (vice) on the will?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

4. Which is the lowest value in Scheler’s value hierarchy? highest?

_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

5. ” Do good, Avoid Evil” is the foundational moral principle. List at least 5 good things that
you have to do as a teacher and 5 evil things you have to avoid doing.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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6.By means of a poem or an Acrostic (on the word MORALITY), show the importance of
morality.

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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

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Study Guide in Prof.Ed.103-The Teaching Profession Module 4: Unit 4 –Teacher as a Person in Society

REFERENCES

Salandanan, Gloria G.Methods of Teaching . LORIMAR Publishing, INC.

Salandanan,Gloria G.Elements of Good Teaching LORIMAR Publishing, INC.

Salandanan, Gloria G.Teaching and the Teacher. LORIMAR Publishing, INC.

Pawilen ,Greg T..Copyright 2019.Teaching Profession Passion and Mission Second Edition.REX
Bookstore Publishing Co.

BilbaoPurita et.al.Copyright 2012.The Teaching Profession,Second Edition.LORIMAR Publishing,

Inc.

BilbaoPurita et.al.Copyright 2018.The Teaching Profession, Fourth Edition.LORIMAR Publishing,

Inc.

BilbaoPurita et.al.Copyright 2006.The Teaching Profession,LORIMAR Publishing, Inc.

Prepared by : DR .SHIRLEY L. MILANES

Faculty/Program Chair, Beed &
BTEd

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