LESSON 2 : TEACHING AS A VOCATION, MISSION AND PROFESSION

Objectives

1. To discuss teaching as a vocation, mission and profession

2. To practice metacognition
3. To do a mini drama simulating teaching in the three-fold concept
4. To love the teaching profession

Introductory Activity
1. Why do you want to become a teacher? What attracted you to the teaching
profession?
2. Write a list poem on teaching.

Teaching is a noble profession.

… a call to service.
… a chance to take and give enlightenment.
… a share in Christ’s salvific action.

Teaching as a Vocation
 Vocation-Latin vocare=call
 3Cs of vocation=call, caller, called
 Call-sacred, voice to be heeded, inspiration
Elements of a call
a. Detachment-leaving someone/something, past securities
b. Changing lifestyle
c. Facing uncertainties
d. Adapting to a new lifestyle based on God’s will
e. Serving
Example: Abram (Gen. 12), Moses, Mary
 Caller-someone superior, source of the voice to be heeded, giving inspiration
 Called-someone heeding the call, someone responding, someone meant to do
something, needing an ounce of courage and a pound of faith
 Teaching, then, is a sacred call. In one way or another, you have been inspired to take the
course. It is an unassuming “YES” which is founded on faith.
“Faith enables us to look each “letting go” with optimism and it prepares us to face other
more relinquishments which commit us more fully to God’s service: faith is the great
means by which humans reach maturity.”

“Only the brave should teach. Only those who love the young should teach. Teaching is a
vocation. It is as sacred as priesthood ; as innate a desire, as inescapable as the genius
which compels a great artist. If he has not the concern for humanity, the love of living
creatures, the vision of the priest and the artist, he must not teach.”--Pearl s Buck

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Teaching as a mission
 Mission-Latin misio =to send; Webster New Collegiate Dictionary “assigned task”
 A teacher is called and sent to accomplish an assigned task
 Teaching –a task entrusted to the called
 Needing commitment to prepare for the task and continuous professional
development
 Once a teacher, forever a learner
 Contributing to the betterment of the world
 “God destined us to be leaven and light of the world.”
 “The teacher is a man/woman with a mission in life. A tinge of this sense
of dedication still lingers on in the minds of those who look upon teaching
as a profession and not as a job.” (Philip Melanchton-German humanist and
theological reformer)

“Teaching is more than imparting knowledge, it is inspiring change.”

“To teach is to influence every child entrusted in your care to become
better and happier because life becomes more meaningful. To teach is to
help the child become more human.”

Express Yourself: Write your reflection on the poem.

Use one whole sheet of paper.

Teaching: Mission and /or Job

If you are doing it only because you are 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 mission.
If you teach because it does not interfere with your 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 your mission.
It’s hard to get excited about a 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 is success plus faithfulness, it’s a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
--Adapted from Ministry or Job by Anna Sandberg

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Teaching as a profession
 A paid occupation involving prolonged training and a formal qualification
 A work needed to be done for a salary
 Requiring long and arduous preparation, continuing professional education, a
striving for excellence, a dedication to public interest, and commitment to ethical
and moral standards/values
 “DO MORE, HAVE MORE IN ORDER TO BE MORE.”
--His Holiness Pope Paul VI

“Teaching is a process of becoming that continues throughout life, never

completely achieved, never completely denied. This is the challenge and
the fun of being a teacher—there is no ultimate end to the process.”
--Frances Mayforth

“Teaching may not be a lucrative position. It cannot guarantee financial

security. It even means investing your personal time, energy, and
resources. Sometimes, it means disappointments, heartaches, and pains.
But touching the hearts of people and opening of minds of children can
give you joy and contentment which money could not buy. These are the
moments I teach for. These are the moments I live for.”-Dr. Josette T. Biyo
(First Asian teacher to win the Intel Excellence in Teaching Award in an
international competition)

A professional is one who conforms to the technical or ethical standards of

a profession. So two major elements of a profession are competence and a
Code of Ethics.

The other elements of a profession are:

1, Initial Professional Education- completing a university program

2. Accreditation- approved university programs by CHED, AACCUP or other
regulatory body
3. Licensing- passing a licensure exam by PRC
4. Professional Development-CPD (Continuing Professional Development) RA
10912 CPD Act of 2016
5. Professional Societies- membership in professional organizations and
societies
6. Code of Ethics

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Becoming a Professional Teacher

“Teaching is a process of becoming that continues throughout life, never completely

achieved, never completely denied. This is the challenge and the fun of being a teacher
—there is no ultimate end to the process.”
--Frances Mayforth

The term professional has become a global nomenclature for people who excel in their
respective careers and professions. By semantics, profession is a type of job that requires
special training and gives status and prestige to the individual. A professional is one who has
competent skills, observes high standards of the job, and abides by the code of ethics.

Who is a professional teacher? She/He is the “licensed professional who possesses

dignity and reputation with high moral values as well as technical and professional
competence… she/he adheres to, observes, and practices a set of ethical and moral principles,
standards, and values. (Code of Ethics of Professional Teachers, 1997)

RA No. 4670 Section 1 “…to promote and improve the social and economic status of
public school teachers, their living and working conditions, their employment and career
prospects in order that they may compare favorably with existing opportunities in other walks of
life, attract and retain in the teaching profession more people with proper qualification, it being
recognized that advance in education depends on the qualification and ability of the teaching
staff and that education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.”

PD No. 1006 “…in recognition of the vital role of teachers in nation building and as an
incentive to raise the morale of teachers, it is imperative that they be considered as
professionals and teaching be recognized as a profession….”

RA No. 7836 Section 2 “The State recognizes the vital role of teachers in nation
building and development through a responsible and literate citizenry. Towards this end, that
the State shall ensure and promote the quality education by proper supervision and regulation
of the licensure examination and professionalization of the practice of the teaching profession.”

Section 6 (e) “The Board shall prescribe and/or adopt a code of ethical and professional
standards for the practice of the teaching profession.”

RA No. 7836 Section 6(i) “The Board shall look into the condition affecting the practice
of teaching profession and whenever necessary, adopt such measures as may be deemed
proper for the enhancement and maintenance of high professional and ethical standards of the
profession.”

RA No. 9293 Section 26 “ No person shall engage in teaching and/or act as a

professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless the person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a valid special/temporary permit.’

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Republic Act 7836 (Philippine Teachers Professionalization Act of 1994)
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization Act of
1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry.Towards this end, the State shall ensure and
promote quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.cralaw
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b)The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the Department of
Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this
Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a Board for
Professional Teachers, hereinafter called the Board, a collegial body under the general supervision and
administrative control of the Professional Regulation Commission, hereinafter referred to as the
Commission, composed of five (5) members who shall be appointed by the President of the Philippines
from among the recommendees chosen by the Commission.The recommendees shall be chosen from
the list of nominees selected by the accredited association of teachers, who duly possess all the
qualifications prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these five (5) members by
the President: Provided, That the members of the first Board appointed under this Act shall be
automatically registered as professional teachers and issued with the certificate of registration and

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professional license upon payment of the fees for examination, registration, and other fees prescribed
by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the provisions
of this Act in accordance with the charter of the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors, proctors,
and other personnel as needed who shall be entitled to a daily allowance to be fixed by the Board for
every examination day actually attended, use buildings and facilities of public or private schools for
examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession.Such ethical standards, rules and regulations to take effect sixty (60) days after its
publication in the Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers in the
Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and whenever necessary,
adopt such measures as may be deemed proper for the enhancement and maintenance of high
professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education comply with
the essential requirements for curricula, faculty and facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional standards
for professional teachers as it may come to the knowledge of the Board, and for this purpose, to issue
subpoena and subpoena duces tecum to secure the appearance of witnesses and the production of
documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth of
education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3) years from
the date they assume office: Provided, That the first appointees to the Board under this Act shall hold
office according to the following terms: one (1) member shall serve for one (1) year; one (1) member for
two (2) years; the chairman, vice-chairman, and one (1) member for three (3) years. Vacancies shall be
served for the unexpired term only. No person who has served for two (2) consecutive terms shall be

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eligible for reappointment.Appointment to fill an unexpired term shall be considered an appointment to
a complete term.
The chairman or any member shall take his oath of office prior to the performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his appointment:
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values in
his personal as well as professional conduct and has not been convicted of any offense involving moral
turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a
holder of a master's or doctorate degree in education, or their equivalents, from a university, school,
college, academy or institute duly constituted, recognized and/or accredited by the Philippine
government;
(d) Be a professional teacher with a valid certificate of registration and valid professional license, save
those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at least ten
(10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for at least
three (3) years prior to his appointment, and neither connected with a review center or with any group
or association where review classes or lectures in preparation for the licensure examination are offered
or conducted.
Provided, however,That, the membership to the Board shall be evenly distributed to cover all levels of
education, including equitable representation of the different fields of specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the Board shall
receive compensation comparable to the compensation received by existing regulatory boards under
the Professional Regulation Commission, computed on the basis of the number of
examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under the
supervision and control of the Commission. All records, including applications for examination,
examination papers and results, minutes of deliberation, administrative cases and investigative cases
and investigations involving professional teachers shall be kept by the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission, through its
chairman, shall provide the secretariat and other support services to implement effectively the
provisions of this Act.
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be removed by
the President of the Philippines upon recommendation of the Commission for neglect of duty,
incompetence, unprofessional, unethical, immoral or dishonorable conduct, commission or toleration of

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irregularities in the examination, after having been given the opportunity to defend himself in a proper
administrative investigation.
In the course of investigation, the President may preventively suspend the respondent.
ARTICLE III EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed
under the provisions of this Act, all applicants for registration as professional teachers shall be required
to undergo a written examination which shall be given at least once a year in such places and dates as
the Board may determine upon approval by the Commission. A valid certificate of registration and a
valid professional license from the Commission are required before any person is allowed to practice as
a professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers
shall be separate. The examination for teachers in the elementary level shall consist of two (2) parts,
namely: professional education and general education. The examination for teachers in the secondary
level shall consist of three (3) parts, namely: professional education, general education, and field of
specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or
its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional
education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.

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Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120)
days after the examination, report the ratings obtained by each candidate to the Professional Regulation
Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a
professional teacher commences from the date his name is enrolled in the roster of professional
teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon payment
of the registration fee, be issued a certificate of registration as a professional teacher bearing the full
name of the registrant with serial number and date of issuance signed by the chairman of the
Commission and the chairman, vice-chairman, and members of the Board, stamped with the official seal,
as evidence that the person named therein is entitled to practice the profession with all the rights and
privileges appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law.cralaw
A professional license signed by the chairman of the Commission and bearing the registration number
and date of issuance thereof and the month of expiry or renewability shall likewise be issued to every
registrant who has paid the annual registration fees for three (3) consecutive years. This license shall
serve as evidence that the licensee can lawfully practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before
practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and
development and to provide additional basis for merit promotion, in addition to their performance
rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit
promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or
she shall be allowed to take the examination for a second time. Should he or she fail to pass the merit
examination for the second time, then he or she shall be required to take a DECS accredited refresher
course or program before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used as a ground
for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.

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Similar incentives shall be given to teachers who make inventions, develop new methods of teaching,
write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one
national organization which shall be recognized by the Board and the Commission as the one and only
integrated and accredited association of professional teachers. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated national organization.
Those who have been registered with the Board but are not members of the said integrated
organization shall be allowed to register as members of the said integrated organization within three (3)
years after the effectivity of this Act. Membership in the integrated organization shall not be a bar to
membership in other associations of the teaching profession. The professional teachers shall receive the
benefits and privileges appurtenant to their membership in the said integrated and accredited
organization of professional teachers only upon payment of the required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession, and Cancellation of Temporary or Special Permit. — The Board shall have the power, after
due notice and hearing, to suspend or revoke the certificate of registration of any registrant, to
reprimand or to cancel the temporary/special permit of a holder thereof who is exempt from
registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional teachers;
and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial court
of the place where the Board holds office within fifteen (15) days from receipt of the said decision or of
the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the
examination, or be given a certificate of registration or be entitled to any of the rights and privileges
provided under this Act; unless the country or state of which he is a subject permits Filipino professional
teachers to practice within its territorial limits on the same basis as subjects or citizens of said country or

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state: Provided, that the requirements of certification of teachers with said foreign state or country are
substantially the same as those required and contemplated under this Act: Provided, further, That the
laws of such state or country grant the same privilege to Filipino professional teachers on the same basis
as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names and
addresses of professional teachers, date of registration or issuance of certificate, and other data which
in the opinion of the Board may appear pertinent shall be maintained. Copies of the roster shall be
provided by the Commission to the Board, the Department of Education, Culture and Sports, and the
integrated and accredited organization of professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall
engage in teaching and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless he is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act
to a qualified applicant, who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; orcralaw
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor
of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for professional
teachers within which to register and be included in the roster of professional teachers: Provided,
further, That those incumbent teachers who are not qualified to register without examination under this
Act or who, albeit qualified, were unable to register within the two-year period shall be issued a five-
year temporary or special permit from the time the Board is organized within which to register after
passing the examination and complying with the requirements provided this Act and be included in the
roster of professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be issued by
the Board a special or temporary permit, and shall be assigned by the Department of Education, Culture
and Sports (DECS) to schools as it may determine under the circumstances.

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ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under
this Act, no person shall practice or offer to practice the teaching profession in the Philippines or be
appointed as teacher to any position calling for a teaching position without having previously obtained a
valid certificate of registration and a valid professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand
pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than
six (6) months nor more than five (5) years, or both, at the discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of
another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member
thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or
description tending to convey or conveys the impression that he is a teacher without holding a valid
certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school
official who shall cause or be responsible for the commission of any of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act shall
be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary guidelines for
the effective implementation of the provisions of this Act within sixty (60) days of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and the Committees on Civil
Service and Professional Regulation of the Senate and House of Representatives, copies of the
implementing rules and guidelines within thirty (30) days after its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees" and
other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector not
otherwise certified as professional teachers by virtue of this Act, shall be given (5) years temporary
certificates from the time the Board for Professional Teachers is organized within which to qualify as
required by this Act and be included in the roster of professionals.

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Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports for
the year 1995.cralaw
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the application of
such section or provision to any person or circumstance is declared unconstitutional or invalid, no other
section or provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and regulations or
parts thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its complete
publication in the Official Gazette or in two (2) newspapers of general circulation.
Signed: December 16, 1994
https://www.pcw.gov.ph/law/republic-act-7836

Read well; Teach well.

TWO STEPS AHEAD OR BACKWARD:

A Concern in the Secondary Education

Dr. Herminia N. Falsario

Associate Professor V

Introduction

“What nobler employment or more valuable to the state, than that of the
man who instructs the rising generation”
  -- Marcus Cicero

Globalization of the standards in the educational system is a byword in this age.

To meet the demands of the global labor market, specifically in the field of education,
the curriculum offerings as to content subjects and the number of years in schooling
must be at par with the global standards. This gives the graduates in the country a
competitive edge in the global work arena. It is with this premise that the government
has implemented the K to 12 since SY2011-2012 starting with the implementation of the
institutionalized universal kindergarten program. This would make the basic education
as to number of years at par with the global standards- 1 year kindergarten plus 6 years
of elementary plus 6 years of secondary equals 13 years of basic education.

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The Nature of the Concern

The concern is realizing the vision and mission of DepEd stated as follows:
Vision: DepEd is globally recognized for the development of functionally literate
and God-loving Filipinos who help attain the national goals of social justice,
unity, freedom and prosperity.
Mission: To provide quality basic education that is equitably accessible to all and
lay the foundation for lifelong learning and self-actualization needed for
responsible and productive citizenship at the local, national and global levels

The focus of the critique is on the additional two years of the secondary level—
the senior high school which refers to Grades 11 and 12 or based on the present
college set up would be equivalent to the first two years of college. Some would refer to
it as the pre-university schooling. This means that there would be thirteen years of
basic education plus four or five years of college education depending on the course.
So, the students have to be schooling for seventeen to eighteen years to become a
professional and hopefully get a good job here or abroad. Specifically focusing on the
senior high school, the topics to be taken up are those that were pushed up as a result
of the decongestion of the Grades 1 to 10 and those that should be brought down from
the Gen Ed curriculum of the first 2 years in college.

Generally speaking, the graduates of Enhanced K to12 Basic Education Program

will:

• Acquire mastery of basic competencies.

• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and civic affairs.
• Be adequately prepared for the world of work or entrepreneurship or
higher education.
• Be legally employable with potential for better earnings.
• Be globally competitive.

Every graduate of the Enhanced K to12 Basic Education Program is an empowered

individual who has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning throughout life,
the competence to engage in work and be productive, the ability to coexist in fruitful
harmony with local and global communities, the capability to engage in autonomous
critical thinking and the capacity to transform others and one’s self.

This Framework has the following salient features:

1. It focuses on the holistic development of the learner that is build up through

core competencies in the areas of communication and literacies; critical thinking and
problem solving; creativity and innovation; ethical, moral and spiritual values of self and
the sense of community; life and career competencies; and national and global
orientedness,

20
 2. It is outcome-based that prepares learners for higher education, middle level
skills, employment and entrepreneurship,
3. It is anchored on the principles of inclusive education, flexibility and
differentiated learning system and balanced learning experiences from the core learning
areas, co-curricular activities and community involvement or participation, and
4. It ensures that learning domains are carried out through learner-centered
pedagogical approaches with appropriate assessment and the support system in terms
of curriculum, instruction, administration, family and society is dynamic and significant .

Career Tracks (Grades 11 &12)

a. Tech-Voc (Arts and Trades; Agriculture; Fisheries; ICT
b. Academic (HUMSS; STEM; BAM)
c. Sports and Arts (Sports, Arts, Music, Theater, Visual Arts, Media Arts)

Analysis, reaction and recommendations

The senior high school or grades 11 and 12 is both a summary and a beginning
—a summary or substantiation or enrichment of the subjects taken up in Grades 1 to 10
and a preparation for college education in terms of general education. On other hand,
in the last two years in high school, the students have already mastered certain
competencies in any of the two streams of specialization—the academic or the
technical-vocational career paths. Those focusing on the academic stream are very
much prepared for any academic degree in college specifically in the field of arts,
education, or IT. These students who want to pursue a college education will still go on
schooling for another four years to become a professional and eventually get a job
when they are twenty two years old.
While those in the tech-voc stream are sufficiently equipped to take jobs after
finishing high school. They are prepared for the field of work. They are legally
employable in industries demanding middle-level skills—the blue collar jobs. It means
early chances of earning a living which means becoming productive as early as
eighteen years old. The educational reform is very commendable because it would
make the Philippine Basic Education in place as to global standards. Does the
government have enough time and resources to address the matter? Hopefully, within
the four years of preparation, everything would be ready by SY 2016-2017, the start of
the senior high school.

Conclusions

Implementing an educational reform to address global standards is a laudable

act of the government. It is keeping pace with the march towards globalization.
However, in keeping pace with the march, comprehensive and intensive preparations
should have been done to have sustainability to the finish line. Let us hope and pray
that our marching with the global pace would be strong and vigilant so that our labor
force would end up reaping the fruits of their hard labor.

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References:

K TO 12 BASIC EDUCATION CURRICULUM FRAMEWORK ( Powerpoint

presentation, ADTEI Regional Convention, August 2011) by Yolanda S. Quijano,
ED.D., Undersecretary,Department of Education, Pasig City
The K to 12 Curriculum: Its Implications to Teacher Education (Powerpoint
presentation, ADTEI Regional Convention, August 2011) by Brenda B. Corpuz, Ph.D.

Colinares,Nilo E.(2010). 21st Century Trends, Issues and Challenges in Philippine

Education.
Mandaluyong City: National Bookstore.

Bilbao,Purita P. et al. (2012). The Teaching Profession. Quezon City: Lorimar

Publishing, Inc.

Read well; Teach well.

ON LEARNING STYLES AND TEACHING STRATEGIES

DR. HERMINIA N. FALSARIO
Associate Professor V
Introduction
“I believe that children are our future.
Teach them well and let them lead the way.
Show them all the beauty they possess inside.
Give them a sense of pride….”
- from “The Greatest Love of All”

Start where the students are and help them soar greater heights. Indeed, it is a
must that teachers know the inner and outer worlds of the students- their family
backgrounds, their needs and potentials. Salandanan (2001) stated that “Effective
teaching depends upon knowledge of the student’s experience, ability, interest,
motivation and feelings as the basis for planning realistic learning goals, and managing
appropriate learning situations to help him reach them.” Most importantly, knowing their
learning styles is a must in order to be effective.
According to Dunn and Dunn (1993), learning style is the way in which each
individual learner begins to concentrate on, process, absorb and retain new and difficult
information.
Learning style is one aspect of a student’s innate uniqueness which teaches
must learn to recognize, acknowledge and respect. Moreover, learning styles are the

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characteristic, cognitive, affective and psychological behaviors that serve as relatively
stable indicators of how learners perceive, interact with, and respond to the learning
environment (Keefe and Monk, 1986 in the Festival of Learning Styles and Teaching
Strategies, 2002).
Recent studies reveal that when teachers develop and expand their instructional
methods and techniques according to the individual learning styles of their students,
there is a marked increase in the performance and achievement of their students and a
decrease in discipline problems (Tenedero, 2002).
The Education literature suggests that students who are engaged in the learning
process will be more likely to achieve success (Dewar, 1995; Hartman, 1995;
Leadership Project, 1995). Once students are actively engaged in their own learning
process, they begin to feel empowered and their personal achievement and self-
direction level rise. A key to getting (and keeping) students actively involved in learning
lies in understanding learning style preferences, which can positively or negatively
influence a student’s performance ( Birkey & Rodman, 1995;Dewar, 1995;Hartman,
1995). It has also been shown that adjusting teaching materials to meet the needs of a
variety of learning styles benefits all students (Agogino&His, 1995; Kramer-Koehler,
tooney & Beke, 1995) (http://www.cyg.net/~jblackmo/diglib/styl-a.html)
The learning styles of the students, therefore, will guide the teacher on how to
deliver the lesson and how to introduce and manage classroom activities and other
enrichment exercises related to the subject matter being tackled in the classroom.
The Learning Styles
There are many learning styles models and theories. The one being presented
here is The Dunn and Dunn Learning Styles Models. It is designed by Dr. Rita Dunn
and Dr. Kenneth Dunn of the Center for the Study of Learning and Teaching Styles, St.
John’s University, New York. Dr. Rita Dunn is a multi-awarded educator in America
(Tenedero, 2002).
The model has five categories of stimuli with corresponding elements. One
stimulus is environmental with the elements of sound, light, temperature and design.
Some students can absorb well the information if they are in a quiet place while others
when they study with some background music. It is said that “Music is the language of
the soul”; so, it can, in a way, affect the learners; mood. Light is another important
environment element. The brightness or dimness of the room has some biological
impact on the students. A Bright room can stimulate alertness among the students while
dimly lighted room can induce sleepiness and would in a way affect the reception of the
lesson. Temperature can also affect the student’s behavior or responses. Brain
researches say that the color the brain is, the more relaxed a person is; the Warner the
brain is, the more aroused the person is. Concentration cannot be fully achieved when

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the learning environment not well ventilated. Temperature has a crucial affect on the
student’s ability to absorb new and complex information. Design or classroom set up is
an environmental element which needs immediate attention. Some students think best
in a formal environment while others learn best in an informal set up. The teacher can
always rearrange the tables and chairs in the classroom for the convenience of the
students and for variations so as to enhance learning and stimulate active responses
among the students.
Another set of stimuli is emotional which includes elements like motivation,
persistence, responsibility and structure. Motivation could be high or low in either
intrinsic (internal) or extrinsic (external) modes. Students excel in their endeavors if they
are highly motivated. This driving force is kept alive when they enjoy day-to-day
activities. When the students discover the personal meaning of studying, they tend to
change with minimal reinforcement. Persistence is having the go-go-go feeling of
finishing a task or set of tasks. Some students are multiple starters, that is, they work on
two or more tasks or projects at the same time or simultaneously while others prefer to
do a task one at a time. In terms of doing the task, some students are conformist- they
“toe the line” or “stick to the rules” while others are non-conformists- they just to know
what to do and have their own way of doing the tasks. They are highly innovative and
creative. Some students work better when given specific directions while others can
work without them. Either way, what is important is that productivity and the innate
abilities of the students be explored and maximized.

Sociological set of stimuli include working alone, in pairs, with peers, with an
authority or with variety. There are students who want to work alone or independently
because they feel distracted when working with others or their sense of focus and their
thinking processes are inhibited. Others are more efficient and productive when they
work in pairs, especially if their partners are their best friend or bosom buddy. Still,
some students find it more enjoyable and fulfilling to work with peers, particularly those
with whom they share common interests, aspirations, likes and dislikes, talents and
abilities. With these students, the adage “Birds of a feather flock together,” is applicable.
These are students who are team-oriented. Their productivity and performance are
boosted by the contributions they make to the teams’ success in a project or lesson.
“More heads are better than one” appeals to this group of students. Some students
need an authority figure to assure or tell them that they are doing well or right while
others prefer to do things by themselves. In other words, some students need to be told
what is to be done while others just ask what is to be done. Some students prefer to
learn with different persons or sources at different times because for them “Variety is
the spice of life.”
Physiological stimuli include perceptual preferences like hearing (auditory),
seeing (visual), handling (tactile) and actively participating (kinesthetic); intake

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preferences-the need for something to eat or drink; time of day preference and mobility.
Physiological elements are biological needs that require satisfaction in order to enhance
the students’ ability to process and retain new different information. Satisfying these
needs is tantamount to enhancing performance and productivity. “The more senses are
used, the better is the learning.” Some students are auditory learners; they learn to
retain information well by listening or hearing; others are visual learners who capture,
absorb and retain new and difficult information by creating a picture in their minds,
seeing the words or reading them first. Tactile learners need to use their hands in
touching objects, jotting down notes or highlighting parts of the notes in order to have a
grasp of the new information or subject matter while kinesthetic learners need to
perform. They learn more if they are physically involved. Learning by doing applies to
this kind of learners. Body language like gestures and facial expressions appeal to
them. For many students, concentration is best achieved when chewing, drinking, or
eating. Teachers, then, could allow intake as long as it does not obstruct or impair
productivity and learning. The element of time-of-day is another important consideration.
Be sensitive to the time preferences of the students when they are at their peak. When
teachers administer tests or teach new or difficult subjects during the preferred time-of-
day of the students, their performance will be significantly better than if they had taken a
test or been taught the lesson at a different time. Mobility is another need to be
satisfied. In the classroom, from time to time, teachers should introduce activities which
could give chance to the students to move and stretch their muscles. Introducing action
songs related to the topic would be a necessity in this case.
The last set of stimuli physiological involving elements of processing inclinations
and preferences which are analytic versus global and impulsive versus reflective.
Analytic individuals capture and remember information best when it is presented in a
step by step, methodical, sequential structure. They move from beginning of the task to
the end in a series of small, focused and goal directed steps. On the other hand,
individuals process and retain new and difficult information best by being introduced to
the concept or idea before beginning to work on a task. They need to understand the
“whole picture” before they could concentrate on the details of the task. They use
diverse techniques to complete the task. Students who prefer to take time in analysis
and think about their tasks are reflective learners; while those who are quick in making
decisions and solving problems are impulsive.
Implications to Teaching
Students have different learning styles. This Points to the uniqueness of each
student that the teacher must consider in choosing and conducting learning activities in
the classroom. The teacher must always provide for individual differences in all the
educational endeavors he/she introduces. This, in turn, would demand employment of
varied teaching techniques and strategies or methods in the conduct of the lesson. This,

25
then, poses a challenge to the teacher to be innovative, creative and flexible. This boils
down the having student-centered instructional processes.
The physical set up of the classroom should be conducive. The lighting and
ventilation cater to the environmental stimulus of students’ learning. Classroom chairs,
tables and other furniture could be rearranging to suit the learning situations and
activities in the classroom.
The use of audio-visual, tactile, gustatory and olfactory learning aids is a must for
teachers to cater to the psychological stimuli of students’ learning. The teachers should
always remember that the more senses are used, the more reception and retention the
students can have. In other words, the employment of the Multi-Sensory Approach to
teaching and learning is a necessity in the classroom.
Accommodating individual learning style preferences through complementary
educational, teaching, and counseling interventions results to increased academic
achievement and improve student attitude towards learning (Philosophy of the Dunn
and Dunn Learning Styles Model in Tenedero, 2002).
Teaching Strategies
The term is derived from the Greek word strategos, literary translated as “the art
of the general”. In the military context, it was defined as “the efficient application
resources to the accomplishment of objectives,” primarily the defeat of the enemy’s
armed forces (Levis, 1985 in Aquino, 1999). A strategy, therefore, is a framework of
“attack” to a particular situation. It involves a kind of activity, a particular timing and a set
of materials best suited to the situation. For a teacher, a strategy is a kind of an “attack”
to a lesson in due to consideration to the kind of students he/she handles.
Ober, et al. (1971) in Aquino (1999) defined teaching strategy as a purposefully
conceived and determined plan of action. Ideally, the strategy is designed to facilitate a
particular kind of learning in a given situation and in terms of a specific learning
objective. The strategy is selected for use after a comprehensive assessment of the
specific situation and prior to the actual instructional act. The operations of assessing
the situational and selecting the teaching strategy represent the “professional expertise”
that the teacher brings to the instructional setting.
According to Acero, Javier and Castro (2000), strategy or method refers to an
organized, orderly, systematic, and well-planned. It consists of steps which are logically
arranged and aimed at achieving the specific aims of instruction, at enhancing greater
teaching and maximizing learning output. Method directs and guides the teacher in all
class activities and involves as well, the organization can be categorized into logical
which aims to facilitates the recall or location and use of facts, ideas, materials,
procedures, etc., and psychological which is designed to facilitate learning of new
things.

26
 In consideration of the varied learning styles of the students, with special focus
on the sociological stimuli, some methods or strategies of conducting learning situations
are suggested. One is cultivation of independent learning or self-directed learning.
Independent study involves work conducted by the student on a topic using school or
non-school resources under the experts particularly in connection with the “self-directed
learner,” the student who has developed the desire to learn and the study skills needed
for pursuing independent study. In general, independence in performing academic tasks
or projects is an extension of having learned how to learn; it requires curiosity, interest,
and independent reading and study skills. As students gain more experience in
independent study programs, they tend to show higher creative scores, more
satisfaction with school, better study habits and library skills, more individual
resourcefulness, and less group dependence in school compared to students not
involved in independent study (Ornstein, 1992). This is good for students who could
learn well when they study alone-the “loners”.
On the other hand, cooperative learning can also be introduced to the students
who want to be in groups or who can learn well when they work with others.
Cooperative learning, according to Schlechty (1990) in Zulueta and Guimbatan (2002) is
a technique of putting students in work groups and assuring them that even if they have
different backgrounds, different abilities and experiences, they can still work together in
productive ways. Cooperative learning is perceived to raise the academic achievement
and encourage students to help support peers in their group rather than compete
against one another. Through this approach, the students learn from each other such
that high and low ability students benefit from cooperation (Zulueta and Guimbatan,
2002).
Cooperative learning is a set of instructional methods in which the students work
in small mixed ability working groups. It involves the instructional use of small groups so
that the students work together to maximize their own and each other’s learning. It
encompasses a wide variety of strategies to promote academic learning through peer
cooperation and communication. It implies that the students help each other, share
ideas and resources, and plan cooperatively what and how to study. The Method
focuses on the student as a learner than someone who is just getting information as a
form of learning. The teacher is no longer seen as the authority who disposes
knowledge to students who merely absorb information. Students become more
important resources for one another in the learning process. They work together,
helping each other integrate prior knowledge and new knowledge and discover their
own meanings as they explore, discuss, explain, relate, and question new ideas and
problems that arise in the group (Acero, Javier and Castro, 2002).
Researches confirm the benefits derived from cooperative learning. It promotes
active learning-the students learn more when they listen positively. The students are

27
motivated to do more and eventually achieve more. Cooperative learning fosters
respects for diversity and improves language skills. It leads to the improvement of self-
esteem and in social skills. It bonds communication interaction, the sharing of ideas,
listening and decision making (Acero, Javier and Castro, 2000).
The teacher must see to it that the strategy matches the lesson and the kind of
students he/she handles. To do this, the teacher must have a good knowledge of the
different teaching strategies and trends. The teacher must have chances to update
himself/herself of the latest trends in teaching his/her subject or area of concentration.
He/she must master his/her craft of teaching and try to be relevant at all times; for,
according to Mary Hatwood Futrell, “When the uncapped potential of a student
meets the liberating art of a teacher, a miracle unfolds”.

28
 The Historical Development of Teaching as a Profession in the Philippines

Year Legal Bases/Provision

Spanish Educational Decree of 1863
Period Provided for a normal school run by Jesuits to educate male teachers in
Manila
1875 Establishment of normal schools for women

The foundations of teacher education in the Philippines were laid by the

Spanish government during the mid-eighteenth century. It is said to have
begun on August 4, 1765, when King Charles of Spain issued a Royal
Decree requiring each village to have a “maestro.” On November 28, 1772,
another Royal Decree specified the qualifications of teachers. However, it
was not until 1963 that there was a specific attempt to systematize and
update the education of Filipino teachers.
--Paz Ramos (former Dean of the College of Education
of the University of the Philippines, Diliman)

America
n Period
1901 The Philippine Commission enacted in to law Act 74 creating the
Department of Public Instruction which laid the foundations of the public
school system and offered free primary education for Filipinos
600 Thomasites went to the Philippines to train young Filipino students
taking up higher education ; pencionados
Establishment of Philippine Normal School in Manila in September 1901 as
an institution for the training of teachers; two-year secondary education
program
1928 Junior college offering a two-year program to graduates of secondary
schools
1949
PNS renamed Philippine Normal College
Offering of four-year Bachelor of Science in Elementary Education
1976 Presidential Decree1006 issued by then President Ferdinand E. Marcos
Decree Professionalizing Teaching
1994 RA 7836 Philippine Teachers Professionalization Act of 1994

29
Read well; Teach well.

PRACTICING PROFESSIONALISM IN TEACHING

by Dr. Herminia N. Falsario
Associate Professor V

“Teaching is a process of becoming that continues throughout life, never

completely achieved, never completely denied. This is the challenge and the fun
of being a teacher – there is no ultimate end to this process”.
--Frances Mayforth

Professionalism is the principle and practice of perfecting one’s craft. To an

educator, it is a continuous and conscious endeavor of perfecting the art of teaching –
trying to be the best one could be in the teaching profession. It is the process of
elevating the standard and quality of the teaching ministry.

According to Parkey and Stanford in their book Becoming a Teacher, the

professional teacher is guided by a specific set of values. He or she has made a deep
and lasting commitment to professional practice. He or she adopted a high standard of
professional ethics and models behaviors that are in accord with that code of ethics.
The professional teacher also engages in serious, reflective thought about how to teach
more effectively. Moreover, he or she does this while teaching, continually examining
experiences to improve practice.

In the classroom, professionalism is manifested in the teacher’s interaction with

the students. He or she must be able to develop a positive relationship with the students
in both the academic and psychological levels. In the academic level, the teacher gives
the best input on the subject matter or provides the latest concepts/theories/ideas
related to the subject(s) he or she teaches. In line with this is the passion for learning on
the part of the teacher. The teacher keeps on updating himself/herself with the current
trends and innovations. The teacher, then, must have love for the subject by being a
lifelong learner in his/her field and in other related fields of knowledge. He/she must be
a wide reader so he/she cannot “short change” the students. In the psychological
interaction with the students, the teacher puts the students at the center of his/her
teaching – treating them fairly in consideration of their multiple intelligences and
learning styles. He encourages maximum participation among the students and giving
them due recognition. According to Albert Einstein, “It is the supreme art of the
teacher to awaken joy in creative expression and knowledge”. The teacher, then,
considers the students as partners in achieving success in the teaching-learning
process as Jonathan Edwards said, “Teachers and learners are correlates, one of
which was never intended to be without the other.”
It is, then, implied that the teacher must engage in continuing professional
education or he/she must have the zeal for professional advancement to have a seal of
excellence and competence. In her book Teacher Education Journal, Salandanan
suggested the following continuing education initiatives:

30
A. Short term courses like 1) school-based seminars, workshops, symposia which
discuss new discoveries, inventions and recent instructional materials to enrich
content and supply background information; 2) interschool visits wherein classroom
demonstrations and videotaped teaching styles can be viewed; 3) undertaking
educational trips to Centers of Excellence; 4) conducting regular department
meetings for updating and sharing insights or “comparing notes” on subjects/courses
they are teaching and to introducing innovative ways they have tried and proven
effective; 5) travels, local or abroad to pick up new things and trends in teaching
B. Long term ventures such as 1) enrolment in graduate classes; 2) attending refresher
courses for credit; 3) undertaking research and individual projects and 4) attending
summer institutes
C. Engaging in self-learning modes in the form of 1) subscribing to professional
magazines, journals or buying books and other related references; 2) updating
through modularized instruction; and 3) enlisting in distance education modes via
radio, television or computer internet
D. Joining professional organizations to expand the teacher’s professional perspectives
and to have a chance to attend annual conferences and reunions to discuss new
studies being conducted and to exchange research findings
E. Attending international congress, forum/conferences where new ideas and trends
are shared with participants worldwide

The first manifestation centers on concern for the students and competence in
the subject.

Another manifestation of professionalism in teaching is interaction with the

environment or community. A teacher with multiple influences in the school and in the
community, making use of his expertise for development is one who is directing
himself/herself towards full status of being a professional. The teacher must be civic-
oriented. This calls for friendly cooperation in the activities of the community. This can
be realized by actively participating in the extension services of the school or personally
joining socio-civic and religious organizations.

Personally, a teacher must cultivate in him/her the three-faceted core value

twins: patience and perseverance, honesty and industry, loyalty and nationalism.
Patience and perseverance are the strong pillars of professionalism in teaching which
calls for an unwavering commitment and compassion. A teacher doesn’t settle for the
least but always strive for the best in everything he/she does. He/she is true to his job-
always “on the go” searching for better ways to render the service to the clientele, the
students. He/she has the concern for the school, community, and country. He/she
always wants the best for the school, community and country.

Practicing professionalism in teaching means having the five Cs: Competence,

Commitment, Compassion, Concern and Cooperation. This further implies having the
zeal for professional development to have a seal of excellence. The operating motive of
a professional teachers is honesty and excellence in job performance anytime and

31
anywhere for according to Aristotle “The one exclusive sign of a thorough
knowledge is the power of teaching”.

Are you in or out of the circle of competent, committed, concerned,

compassionate and cooperative professional teachers? If you are in, keep up the
good work! If some of the Cs are out of your professionalism circle, put them in
by practicing them. What are you waiting for? Join the circle now!

---------------------------------------------------------------------------------------------------------------------

Read well; Teach well.

WEAVING WEBS OF WISDOM:
TEACHERS’ WELLSPRING OF WISE WAYS
By Dr. Herminia N. Falsario
Associate Professor V

“The fear of the Lord is the beginning of wisdom;

he has put wisdom into the hearts of his faithful ones before their birth.”
--Sirach 1:14
Introduction
In life, no person has the monopoly of knowledge. It is popularly believed that
“Two heads are better than one.” In any organization, “pooling of minds” or “meeting of
minds” is necessary. Success in any endeavor comes easily when persons involved in
it sit down and stand up to share insights. Weaving webs of wisdom is a sine qua non in
life, specifically in the teaching ministry. So, sit down and start designing the warp and
weft of your thoughts, words and actions through this sharing.
The Nature of Wisdom
According to Charles Haddon Spurgeon, “Wisdom is the right use of
knowledge. To know is not to be wise…There is no fool so great as a knowing
fool. But to know how to use knowledge is to have wisdom.” Wisdom is doing right
after knowing what is right. It is the proper practice of the principle one has learned. It is
transfer of learning-that is-lessons learned are lessons applied in any context that calls
for them.
In the Bible, Wisdom is described in the book of Wisdom 7:21-27. In her is a
spirit that is intelligent, unique, subtle, active, concise, pure and lucid. It cannot
corrupt and loves what is good. Nothing can restrain it; it is beneficent, loving
humankind, steadfast, dependable, calm, though almighty. It sees everything and
penetrates all spirits, however intelligent, subtle, and pure they may be. Wisdom,
in fact, surpasses in mobility all that moves, and being so pure pervades and

32
permeates all things. She is a breath of the power of God, a pure emanation of the
glory of the Almighty; nothing impure can enter her. She is the reflection of
eternal light, the spotless mirror of God’s action and the image of his goodness.
Ways on Weaving Webs of Wisdom
Being a physiological learner is vital in weaving webs of wisdom. Tapping and
using all the basic senses with a common sense makes a lot of sense in gaining
wisdom. Being sensitive and sensible does a great impact as well. Thus, a teacher has
to practice the five macro skills: listening, speaking, reading, writing and viewing to
successfully weave webs of wisdom. Woodrow Wilson said “ I not only use all the
brains that I have, but all that I can borrow.” Sharing notes is essential in widening
one’s wisdom. Taking time to read inspirational books, magazines and similar resources
widens one’s concept coverage which is very essential in unraveling the webs of
information presented in various media. Listening to the voice of nature and to the voice
of experience expands one’s wisdom horizon. Seeing people, events, and nature with
the eyes of faith clarifies deep insights unfolding great wisdom. So, stretching one’s
circle of wisdom influence widens one’s wisdom horizon. The following are the
channels through which you can fill in your wisdom reservoir.
By Listening

Listening and learning are the “Siamese” twins in gaining wisdom. One goes
where the other is. They are never separated. Arthur Helps said, “It takes a great man
to make a good listener.” Another author said, “Listening is a magnetic and
strange thing, a creative force. The friends who listen to us are the ones we move
toward, and we want to sit in their radius. When we are listened to, it creates us,
makes us unfold and expand.” Listening, then, creates in persons the charisma—a
personality magnet attracting people to one’s circumference of influence; thereby,
imbibing the good ‘vives’ of the one sharing and enriching the one listening.

The extensive use of the telephones, cellphones, movies, radio, television, and
public address system have amplified the importance of listening. The democratic form
of government is based upon a well-informed public; modern entertainment depends
upon a variety of good listening habits; many jobs and positions depend quite heavily
upon effective listening habits; and learning in school relies upon listening ability. In the
classroom and in everyday life, effective listening helps one to get along and to learn.
Effective listening can make the difference between knowledge and ignorance,
information and misinformation, involvement and apathy, and enjoyment and boredom
(Brooks,1974). Here are some wisdom enriching thoughts from authorities. “A good
listener is not only popular everywhere, but after a while he gets to know
something.”(Wilson Mizner) “The art of listening is something we all must learn if
we want to improve our perception of events and issues happening around us
every day.” (Harriet Hall) “Listen to counsel and receive instruction”.( Proverbs

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19:20) “Blessed are those who listen, for they shall learn.” (Anonymous) “God
offers guidance that greatly benefits those who choose to listen.”
Read silently and listen attentively to the following lines by Melinda Mahand:
How, Lord, do I listen? For your voice speaks
in ocean waves as they crash to the shore.
How, Lord, do I listen? For your voice speaks
in thunder blasts as heavy rain showers pour.
Teach me, Lord, to listen. For I am waiting eagerly;
I long to hear your voice.
Teach me, Lord, to listen.
For at your Word my heart will sing
and my soul will rejoice.
By Speaking
Thomas Jefferson said, “Honesty is the first chapter of the book of
wisdom.” Speaking the truth is a channel to the well of wisdom. “A word fitly spoken
is like apples of gold in settings of silver. (Proverbs 25:1) Godly thoughts are
manifested in carefully crafted words. By the words are made clear the tints of thoughts
of a person. What and how a person says echoes the grandeur of his/her mind and
heart. An author said, “Speak clearly if you speak at all; carve every word before
you let it fall.” Correct diction is essential in weaving webs of wisdom. Speech is the
language of one’s soul. As said by Francis de Sales, “Our words are a faithful index
of the state of our souls.” Proverbs 16: 21-23 reveals that a wise person’s tongue
promotes instruction as in the following lines: “The wise in heart are called
discerning, and pleasant words promote instruction. Understanding is a fountain
of life to those who have it, but folly brings punishment to fools. a wise man’s
heart guides his mouth, and his lips promote instruction.”
By Writing
John Sheffield, Duke of Buckingham and Normandy has this wisdom about
writing: “Of all those arts in which the wise excel, nature’s chief masterpiece is
writing well.” What is written is a wellspring of wisdom as well. As advocated by
Longinus, “Sublimity is the echo of a great soul.” As applied to writing, specifically
great literature, the grandeur of the writing springs from the grandeur of the writer’s soul.
So, writings are great because their writers are great.
Journaling or writing diaries is a therapeutic and wise way of chronicling the daily
grind of life. It is taking a journey through the past, the present or the future. Many

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benefits are derived from it—from gleaning “gems of thoughts” to blessing others by the
brilliant ideas scribbled down. As shared in Quiet Moments with God for Women,
“Through the centuries, journals have been a precious possession to many—a
place to chronicle days, record feelings, dream, complain, plot a course, and
escape. Many journals have become valuable historical records, while others
have served as the basis for novels or scholarly papers. Some people journal
early in the morning, before the day begins, and record dreams from the night
before or thoughts about the day ahead. Others journal at night, just before bed,
to put the final punctuation on the day. Still others use journaling as a good
excuse to take a break during the day. However you choose to journal, make and
keep a daily appointment with the Lord for reflection. Such a time can help you
unjumble your thoughts and find a suitable stride for finishing out your day.”
Composing literary pieces is a grand way of putting into words the wisdom
derived from the “daily captures” and “snapshots” of life. As said, “Literature is the
mirror of life.” What writers write are their deep understanding and insights of life’s
kaleidoscope. Reading literature widens a person’s range of experiences vicariously;
thereby, helping him/her wisely decide on courses of action to take in the given
circumstances in life—making him/her wise. John Amos Comenius advocated that
“Man must know all things, say all things and do all things.” so to develop within
him the capacity to think rationally, reason out logically and act prudently. A person
becomes wise through writing and exploring literature because as said, “Literature
begins with pleasure and ends with wisdom. For example in comedy, a reader can have
“laughter with learning” or in tragedy, a reader can experience “sorrow with sense.”
By Reading
According to Mortimer Adler, “Reading is a basic tool in the living of a good
life.” Based on the quote, through reading a person gleans a lot of inspiration to lead a
good life. By what the person reads, he/she gains insights on how to pave his/her path
to righteousness. He/she can weave his/her robe of righteousness to shield him/her
from the diverting tactics of the Evil One; so, he/she can follow the lead of the Holy One.
As said by Confucius, “The beginning of wisdom is to call things by their
right name.” A person can call things with the right name, if he/she has read a lot—he/
she is a wide and wise reader and has developed a wide vocabulary. Supporting the
idea is Charles Harrington Elster when he said, “For me, reading has always been
not only a quest for pleasure and enlightenment but also a word-hunting
expedition, a lexical safari.” In addition, Johann Wolfgang von Goethe wisely
prompted, “The limits of my language are the limits of my universe.” For practical
reasons, Ruby K. Payne, Bridges Out of Poverty: Strategies for Professionals and
Communities advised, “Vocabulary words are the building blocks of the internal

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learning structure. Vocabulary is also the tool to better define a problem, seek
more accurate solutions, etc.”

Benefits of Weaving Webs of Wisdom

You reap what you sow. Benefits come after hard work. This is the logic of
life. By weaving webs of wisdom, the fabric of life becomes strong, ready for any
kind of stretching. Proverbs 3:13-18 spells out the blessing of finding wisdom.
“Blessed is the man who finds wisdom, the man who gains understanding, for
she is more profitable than silver and yields better returns than gold….” Wisdom
is a wealth beyond any material gains. A person with wisdom is richer than a person
with gold. Ecclesiastes 8:1 echoes another gain of having wisdom. “Only the wise know
what things really mean. Wisdom makes them smile and makes their frowns
disappear.” The wise easily gets the “sense” in even the most difficult circumstances
and takes the lighter side of life. The wise person sees light in the dark. Therefore,
gathering wisdom along the path of life makes the journey light, easy and enjoyable.
The last set of quotes may give you more inspiration.
“Incline your ear to wisdom, and apply your heart to understanding”. Proverbs 2:2
“Knowledge comes, but wisdom lingers”. Alfred, Lord Tennyson. So, have you found
wisdom in the sharing? Now, have the wisdom to weave your own wisdom web and
make your life safe, sound and savory; thereby, making it better, if not the best
journey ever!

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