Lesson The Teacher and the

7 Community
Learning Outcomes
 Elaborate community’s expectations from teachers
and teacher’s expectation from communities.
 Describe teacher’s ethical and professional behavior
in the community.

Introduction
Hi! Welcome to Lesson 7. I assumed that you already understood the
ideas and knowledge on how the school adapts on its external environment.
This lesson will give you background on the roles of professional teachers in
the community as stated in the provisions of the Resolution 435 series of
1997 by the Board for Professional Teachers which commonly known as the
“Code of Ethics for Professional Teachers.

Activity
Venn Diagram

1. Recall and identify your favorite male and female teacher.

Why was he/she being your favorite teacher?
What are his/her professional attributes in your class?
Why is he/she your ideal teacher?
Did he/she act in accordance to the expectations in the
society?

2. In this Venn diagram, you are going to describe the

professional attributes and qualities of your favorite male
and female teacher including their common qualities.

Analysis
 1. Do your teachers employ the
qualities expected as a
professional teacher?
___________________________
___________________________
___________________________
___________________________
___________________________
______
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Abstraction

Code of Ethics for Professional Teachers

Teachers are part of the community. To be part of the community definitely
means that it must participate in the life and progress of the community. Article III of
the Code of Ethics refers to the community within schools and the community outside
the schools. How can teachers be a part of the community? Again, Article III will give
more details.

Teacher as Facilitator of Learning

Article III, Section 1 states that “A teacher is a facilitator of learning and of

the development of the youth: he shall, therefore, render the best service by providing
an environment conducive to such learning and growth.” Facilitator comes from the
word “facilitate” which means to make something easy or easier. You as, the
professional teacher, facilitate learning or make learning easier. Learning is a difficult
task and is made easier when you make dry lesson, interesting, exciting and
enjoyable. As a professional teacher, you make learning easier when you simplify the
complex and concretize the abstract. This is ethical for every professional teacher like
you ought to do. This you can do after four long years of academic preparation.
Sometimes, teachers complicate the simple and teaches only at the abstract level.

To facilitate learning, a conducive learning environment is necessary. It has

been proven that learners learn best in a pleasant environment. A pleasant
environment is where the learners can be themselves because the teachers are caring.
No need to put best self forward because teachers and classmates truly care and take
you for who you are. All forms of bullying have no place in a conducive learning
environment. A conducive learning environment makes learners believe they can do
the work and they feel accepted. A favorable learning climate is not competitive
where everyone is tense.
Teacher Leadership and initiative for Community Participation
 Section 2 refers to the “leadership and initiative of the professional teacher to
participate in community movements for moral, social, economic and civic betterment
of the community.” As professional teachers, you do not live in an ivory tower,
meaning you are not supposed to be removed nor aloof from community life.
According to Heidegger, schools are at the heart of communities and you as
professional teachers are expected to be-in-the-world and to be-in-the-world-with-
others and for others.

The words in Section 2 of Article III are “provide leadership and initiative…”
This clearly implies that as a professional teacher you have not to wait for community
to ask for help. In Section 6, presented how you can show your professional
leadership, to wit: “Every teacher is an intellectual leader in the community,
especially in the barangay, and shall welcome the opportunity to provide such
leadership when needed, to extend counseling services, as appropriate, and to be
actively involved in matters affecting the welfare of people.”
You do not just welcome the opportunity to lead. Section 2, states that you, the
professional teacher ought to make the initiative to offer your help for the
improvement of the community. Many times, you can be a guidance counselor, a
prayer leader, commentator or reader in religious celebrations, fiesta coordinators,
fiesta coordinator, judge in or coach for a contest, financial adviser, a nurse, a doctor,
commentator, prayer rolled into one.
When teachers provide leadership and initiative, it also means that they are
working with the community. This validates getting the parents and other agents in
the community participates and supports school activities.

Teachers’ participation in community affairs prove that they “are most

responsible and important members of society because their professional efforts affect
the mobility of our community.”

Professional Teacher with Honor and Dignity

Section 3 states: “Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times and refrain from
such activities as gambling, smoking, drunkenness, and other excess much illicit
relations.” How can you have a moral authority if you are a gambler, chain smoker,
and alcoholic or if it is common knowledge that you are engaged in an illicit
relationship? If you tend to remind or teach your class not to engage in gambling,
smoking and drinking alcoholic beverages, who will listen to you?
Society expects so much of teachers that when they fail to live up to the
challenge to behave or model good behavior, they are “condemned without trial!” So,
no wonder why many individuals are afraid to embark the teaching profession. The
community expects much from professional teachers than any other professionals.
Teacher’s Attitude Toward Local Customs and Tradition
 Section 4 expects “Every teacher shall live for and with the community and
shall, therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.” A
professional teacher must not be ethnocentric nor xenocentric. He/she must be flexible
and adaptive in community’s culture.

A community is fortunate and happy if teachers will live with them, exert
efforts to understand local customs and traditions which were highly appreciated by
society. The author sees no perfect culture. Every culture including hers has its
positive and negative aspects. One of the responsibilities of teachers is the to pass the
positive aspects of culture in every generation.

The Professional Teacher and Information Update

Section 5 states that “Every teacher shall help the school keep the people in
the community informed about the school’s work and accomplishments as well as its
needs and problems.” and Section 6 states that “Every teacher is intellectual leader in
the community, especially in the barangay. and shall welcome the opportunity to
provide such leadership when needed, to extend counseling services, as appropriate,
and to actively be involved in matters affecting the welfare of the people. Stakeholders
are the engine mechanism of the school. The school is part of the community and the
community refers to both internal and external stakeholders. Internal stakeholders
include students, parents and the teachers whereas, the external stakeholders are the
other parents in the community without children enrolled in schools, barangay
officials and other government officials, non-government organizations, government
organizations, alumni and retirees.

Why do stakeholders must be informed? As part of the community, the

stakeholders of a school must be informed and has the right to be aware on the
activities, accomplishments, needs and problems of the institution. Informing them
about the school’s projects, needs and problems give them sense of ownership.
Having the sense of ownership, these stakeholders will participate more actively in
the resolution of school’s problems and needs.

The Parents and Teachers Association

We have Parents and Teachers Association (PTA) composed in every public
school or even private schools. Home School Association or Family Advisory Council
are also the other term being used. This clearly emphasizes as an internal stakeholder.
A PTA is an association of teachers and parents with children who are enrolled in a
school. It is a forum for discussions on school problems, projects and improvements
for the welfare of students and the community.
The School Governing Council
 Aside from the PTA, School Governing Council (SGC) is also present. The
SGC has different membership and function. A School Governing Council as a
policy-making body has the School Head as Chief Executive Officer, Manager and
Chief Operations Officer. The formation of SGC in every school is a proof of school
head sharing his/her leadership with members of the community.
It determines general policies on student welfare, discipline, well-being; it is
concerned with the development and implementation, monitoring and evaluation of
the School Implementation Plan (SIP), and the reporting of the progress of the SIP
Implementation to the Schools Division Superintendent and the community. It is also
an opportunity for communities to participate in school activities.

Professional Teacher and Government Official and Other Professionals

Section 7 states: “Every teacher shall maintain harmonious and pleasant

personal and official relations with other professionals, with government officials,
and with the people, individually or collectively.” As a professional teacher, you
cannot afford not to be in pleasant relations with others especially those with whom
you work with like another professional teacher.

Professional Teacher Does Not Use Position to Proselyte

Finally, Section 8 states: “A teacher possess freedom to attend church and

worships as appropriate, but shall not use his positions and influence to proselyte
others.” To be in a position means to have power or influence for a purpose, ex. To
use the position to perform your job as professional teacher. It is highly
unprofessional for a teacher like you to use your position of influence to proselyte.
Excerpt from Article II, Section 6 of the 1987 Philippine Constitution clearly states
that “No law shall be made respecting an establishment of religion, or prohibiting the
free exercise thereof. The free exercise and enjoyment of religious profession and
worship, without discrimination or preference, shall forever be allowed.” Thus,
freedom of religion is clearly guaranteed.

Application

Reflected Journal
1. In what ways can parents and
community leaders be involved
in the school to improve school
performance and impact in the
society? Elaborate.

2. Professional teacher creates a

conducive learning
environment. As future
professional teacher, describe
how will you influence your
students or learners to become a
highly responsible citizen in the
community in abiding the
ethical provisions of the Code of
Ethics for Professional
Teachers.

3. The quotation states “The

influence of a good teacher can
never be erased but the
influence of a dishonorable
teacher is lasting.” Write and
elaborate your explanation in a
form of expository article.