STRUCTURE OF ENGLISH  INFINITIVES-infinitives look a lot like verbs because
they are derived from them. An infinitive of a verb is
The Basic Elements of a Sentence
A sentence has two basic elements: the subject and the
predicate. The subject is always a noun, a pronoun, or a group
of words acting as a noun. It is what the entire sentence is about.
Meanwhile, the predicate contains a verb that describes the
subject. Take note, verbs do not always have to be action verbs.
Lastly, subjects and predicates can be either simple or
compound.
The subject is a noun, noun phrases, or pronoun that usually
comes before the main verb. It also represents the person or
thing that acts as the verb, or about which something is stated.
VERB
A transitive verb has an object.
An intransitive verb does not have an object.
Aside from the subject and predicate, sentences also contain
objects. We have two kinds of objects in English
grammar: Direct and Indirect object.
A Direct Object refers to the person or thing affected by the
action of the verb. (He bought a ball.)
An Indirect Object usually refers to the person who ‘benefits’
from the action of the verb. (He bought her a ball.)
Additionally, we have the complement. A complement tells us
something about the nature of the Subject or Object. There are
two types of complements: Subject Complement and Object
Complement.
Subject Complement = She is happy. S=C
Object Complement = He made her happy. O=C
And lastly, we have the modifier. A modifier is a word or group
of words that modifies another word or group.
 ACTION VERBS- are used to refer to actions.  this sentence pattern.
 STATIVE VERBS- refer to conditions or states of being.
Generally speaking, we use stative verbs to describe things
like qualities, states of existence, opinions, beliefs, and
emotions. When used in a sentence, stative verbs do not
refer to actions
 TRANSITIVE VERBS-A transitive verb is a verb that is
accompanied by a direct object in a sentence. The direct
object is the noun, pronoun, or noun phrase that is having
something done to it by the subject of the sentence.
 INTRANSITIVE VERBS-verb is an intransitive verb if it
is not used with a direct object. Remember, only nouns,
pronouns, and  noun phrases can be direct objects.  question “what?”
 LINKING VERBS-whose name gives a big clue as to
what they do. Linking verbs are used to link a subject with
a subject complement.  especially the stative verbs. The S-TV-DO pattern, unlike the S-
 HELPING VERBS (also called auxiliary verbs)-that work
with other verbs to change the meaning of a sentence. A
helping verb combines with a main verb in order to
accomplish different goals. These include changing the
tense of the verb or altering the mood of a sentence.
 MODAL VERBS-that are used to give a sentence a
specific mood.  Interestingly, there are instances where the Direct Objects come
 REGULAR VERBS-A verb is considered a regular
verb if its past tense form and past participle ends in -ed, -
d, or the verb is a -t variant verb.  acceptable in English. So, instead of S–TV–IO–DO, the pattern
 IRREGULAR VERBS-An irregular verb is a verb whose
past tense and past participle form doesn’t end in -ed, -d,
and doesn’t use the –t variant.
 PHRASAL VERBS- are combinations of a
verb with prepositions and/or adverbs that have a different
meaning from the individual words used to form them.
identical to the base form of the verb. For example, the
infinitive form of the verb open is open. Typically, we use
infinitives with the word to in order to form infinitive
phrases.
Voice of the Verb
The voice of the verb refers to the relationship between the
subject and the action.
If the verb has an active voice, then the subject is doing the
action.
If the verb has a passive voice, then the action is happening to
the subject. In other words, the subject would normally be the
object of the verb.
Active voice: Treebeard sang a song.
Passive voice: The song was sung by Treebeard.
The 5 Basic Sentence Patterns in English
1. Subject + Linking Verb + Complement ( S – LV –
C)
Linking verbs are the types of verbs that join the subject with an
adjective or another noun. Some commonly used linking verbs
include be, am, are, is, was, were, and seem.
Apart from linking verbs, we can also use sense verbs to make
this type of sentence pattern. A sense verb is a verb that
describes one of the five senses: sight, hearing, smell, touch, and
taste.
On the other hand, a subjective complement is a word or a group
of words that often follow a linking/sense verb. Subjective
complements can either be nouns, pronouns, or adjectives.
2. Subject + Intransitive Verb ( S – IV )
 Grammatically, intransitive verbs do not need a direct object.
Unlike transitive verbs, verbs belonging to this type don’t
answer the question “what?”. In most cases, dynamic and
locomotive verbs (or verbs that express movement) belong to
Also, this pattern uses verbs that are in the base form and
doesn’t need supporting information. This means that the
thought of the sentence was already completed by the action of
the verb.
3. Subject + Transitive Verb + Direct Object ( S – TV –
DO )
Here, we use transitive verbs, which means that we need a direct
object. The trick here is to make sure our verb answers the
Moreover, this pattern uses a verb that is in the =s form, most
IV pattern, needs supporting information, especially the object
pointed about in the sentence (noun).
4. Subject + Transitive Verb + Indirect Object + Direct
Object ( S – TV – IO – DO )
first before Indirect Object in the sentences. And although some
grammarians insist on its correctness, some consider the pattern
then becomes S–TV–DO-IO.
5. Subject + Transitive Verb + Direct Object + Object
Complement ( S – TV – DO – OC)
Unlike subjective complements, objective complements depending on the interpretation given to the noun, i.e.,
describe a direct object. whether it is seen as
a unit or as a collection of individuals
The object complement in this sentence pattern refers to a
specific description of the direct object being done by the Pronoun
subject, with the use of the verb. Generally, the OC in this A pronoun is a word that you use to refer to someone or
pattern could be a noun, an adjective, or an adverb. something when you do not need to use a noun, often because
the person or thing has been mentioned earlier.
Types of Pronouns
 Personal pronouns (e.g., he, they, we)
 Demonstrative pronouns (e.g., this, that, these)
 Interrogative pronouns (e.g., which, who, whose)
 Indefinite pronouns (e.g., none, several, any)
 Possessive pronouns (e.g., his, yours, ours)
Parts of Speech  Reciprocal pronouns (e.g., each other, one another)
 Relative pronouns (e.g., which, who, that)
part of function or "job" example words  Reflexive pronouns (e.g., itself, himself, ourselves)
speech  Intensive pronouns (e.g., itself, himself, ourselves)

Verb action or state (to) be, have, Subject Verb Agreement

do, like, work,  is the grammatical rule that the verb or verbs in a sentence must
sing, can, must match the number, person, and gender of the subject.

Noun thing or person pen, dog, work, Articles

music, town,  are used before nouns or noun equivalents and are a type of
London, adjective. The definite article (the) is used before a noun to
teacher, John indicate that the identity of the noun is known to the reader. The
indefinite article (a, an) is used before a noun that is general or
when its identity is not known. There are certain situations in
Adjective describes a noun good, big, red,
which a noun takes no article.
well, interesting
PURPOSIVE COMMUNICATION
Determiner limits or a/an, the, 2,
"determines" a some, many
noun Principle of Communication

Adverb describes a verb, quickly, silently, PRINCIPLE - is a basic idea or rules that explains or control
adjective or adverb well, badly, very, how something happens or works.
really
HOW COMMUNICATION DOES REALLY WORKS? -
Pronoun replaces a noun I, you, he, she, Through the use of 7th principle of communication
some
PRINCIPLE OF CLARITY. The idea or message to be
Preposition links a noun to to, at, after, on, communicated should be clearly spelled out. It should be work
another word but in such the way that the receiver understand things which the
sender wants to convey. There should be NO AMBIGUITY in
the message. When we say AMBIGUITY, word should not open
Conjunction joins clauses or and, but, when to one or more interpretation. It should kept in mind that words
sentences or do not speak themselves, but the speaker gives the meaning.
words
PRINCIPLE OF ATTENTION. In order to make
Interjection short exclamation, oh!, ouch!, hi!, communication effective, the receiver’s should be drown toward
sometimes well the message. Subordinates should act similarly to the content of
inserted into a the message. When we say SUBORDINATES, it is the people
sentence working for superior. The acts of superior also draw the
attention of subordinates and they may follow what they
observed.
 Verbs may be treated as two different parts of speech:
o lexical Verbs (work, like, run)
o auxiliary Verbs (be, have, must)
PRINCIPLE OF FEEDBACK. There should be a feedback
 Determiners may be treated as adjectives, instead of information from the recipient to know whether he understood
being a separate part of speech the message in the same sense in which the sender has meant it.

Noun Types
COMMON NOUNS- refer to a kind of person, thing, or PRINCIPLE OF INFORMALITY. Formal communication is
idea generally used for transmitting messages and other information.
COUNT NOUNS- which take the plural inflection Sometimes formal communication may not achieve the desired
results. Informal communication may prove effective in such
MASS/NONCOUNT NOUNS- which don’t take the plural
situations: management should use informal communication for
inflection
assessing the reaction of employees towards various policies.
PROPER NOUNS- are names for unique individuals or
places
COLLECTIVE NOUNS- are able to take either singular or
plural verbs forms,
PRINCIPLE OF CONSISTENCY. This principle states
communication should always be consistent with the policies,
plans, programs and objectives of an organization and not in
conflict with them.
PRINCIPLE OF TIMELINESS. States that communication
should be done at proper time so that it helps in implementing
plans. Any delay communication may not serve any purpose
rather decisions become historical importance only.
PRINCIPLE OF ADEQUACY. The information communicated
should be adequate and complete in all aspects. In adequate
information may delay action and create confusion to the one
who are you talking with affects efficiency of the receiver.
Adequate information is essential in making decisions and
taking action plans.
Process of Communication
CHANNEL. Transition on the method of delivering a message.
This is the information that is transmitted to the receiver through
certain ways which may be either formal or informal
DECODING. The interpretation of the message and it is
performed by the receiver. The person who gets the message or
symbol from the communicator tries to convert the same in such
a way so that he may extract its meaning to his complete
understanding.
ENCODING. Since the subject matter of communication is
theoretical and intangible, its further passing requires use of
certain symbols such as words, actions or pictures
FEEDBACK. It is the response of the receiver. Process of
ensuring that the receiver has received and understood the same
sense as the sender mean it.
MESSAGE. The information or the idea that the sender is
relaying to the receiver.
RECEIVER. The person who is getting or received the
message.
SENDER. The person delivering a message to a recipient
Purpose of Communication
Communication serves five major purposes: to inform, to
express feelings, to imagine, to influence and to meet social
expectations.
INFORMATIVE COMMUNICATION
When people share knowledge about the world in which they
live, they are participating in the process of informative
communication. Informative messages attempt to present an
objective – that is truthful and unbiased – view of the topics
being considered. EXAMPLE: You remind your students about
the deadline of your term requirement.
AFFECTIVE COMMUNICATION
Affective communication is the process through which people
express feelings about things, themselves, and others.
Expressions of positive and negative feelings about places,
objects, events, policies, and ideas are called opinions.
IMAGINATIVE COMMUNICATION
Imaginative communication may be defined as the process
through which invented situations are created and, in most
cases, shared. Whenever people invent jokes or stories,
speculate, daydream, or make believe they are engaged in
imaginative.
PERSUASIVE COMMUNICATION
Persuasive communication may be defined as the process
through which people attempt to influence the beliefs or actions
of others. In many cases persuasive communication involves
people who are important to each other – parents influence
children, children influence parents, and friends influence each
other. 
RITUALISTIC COMMUNICATION
Ritualistic communication is the process through which people
meet social expectations. The world rituals comes from the
Latin rituals, meaning “pertaining to rites”. At one time rites
were acts of religious or public ceremony. People were expected
to perform the rites in a certain way.
Communication for Work Purposes
Workplace communication is a discipline of its own that is
unlike academic or scholastic writing. It serves specific
purposes for individuals, groups, organizations, or departments.
Three things that we should consider in communicating work
purposes:
PURPOSE – to know your purpose why you are about to say or
write what you say, ask these two questions:
AUDIENCE- Who will read what I have written?
What are their job titles and/or areas of responsibility?
What do they already know about the specific situation?
TONE – it will set how your target audience will accept what
you are trying to say. You do not have to sound tough,
demanding, or condescending in your discourse especially in
sensitive subjects or issues.
PUBLIC SPEAKING- Is a way of making your ideas public of
sharing them with other people and of influencing other peoples.
INTERVIEW- It is two-party interaction in which at least one
party has a specific, serious purpose and that usually involves
the asking and answering questions.
Broad Categories of Workplace Communication
UPWARD COMMUNICATION – from your position to an
audience above you in the job hierarchy. EXAMPLE: a response
to a letter from your manager.

LATERAL COMMUNICATION – between you and an
audience within your level of hierarchy. EXAMPLE: a phone
call to/from a co-worker you are collaborating with.
DOWNWARD COMMUNICATION – from your position to
an audience below in the job hierarchy. EXAMPLE: an oral
reminder to a trainee.
OUTWARD COMMUNICATION – between you and a
company that you do business with or an audience outside your
workplace. EXAMPLE: a letter of inquiry to a supplier
regarding a delivery to your office.
Varieties and Register of English Language
VARIETIES OF ENGLISH LANGUAGE – refer to the
various types of English language dialects that are practiced by
people from all over the world. We have more different types of
English Language, we have American English, British English,
Australian English and Philippine English. Also in Asia, we
have Singaporean English and Chinese English.
LANGUAGE REGISTERS – register is appropriate term in
writing speaking styles. This is also a guide for writer and
speakers in using appropriate grammar, sentence structures and
vocabulary.
The LANGUAGE REGISTER refers to the appropriate
language that we need to use depending on the context or nature
of communication. For example, if it is written form of
communication then it has specific registers to be used. Also
same when it is spoken communication, it has to be specific
registers that must be used when communicating with other
people.
How Globalization impact the varieties of English
LANGUAGE REGISTER – defined as the appropriateness of
the level and style of speaking and writing English language. It
guides a speaker or a writer in the use of vocabulary structure
and grammar. So, when we communicate, on thing that we need
to remember is the nature of communication process. 
FORMAL LANGUAGE REGISTER – the style of writing or
speaking for unfamiliar audience or readers or for your superiors
in office. In formal register, we use formal or standard words for
us to convey the message with the right words towards to our
readers and hearers or listeners.  
INFORMAL REGISTER/CASUAL OR INTIMATE
REGISTER – it is recommended when writing or speaking to a
friend or familiar person. It is a casual way of communicating
written or spoken form. 
NEUTRAL REGISTER – this register is more objectives,
impersonal, in factual type of writing begin. It is not too formal,
not too informal. It is important that we know the distinction
among these three because it is the way we standing the usage of
language in various context. When and where we will use
neutral register? Usually, you do this in classroom, during class
discussion. You are not too formal and not too casual.
FORMAL REGISTER – it is writing and speaking in
appropriate speeches, articles or studies, technical reports,
announcements, business letters and some business purposes.
When we talk about academic and technical writing, then we
use formal register. When it’s public speaking, you could also
use formal register. Formal register is when you use formal
language. So that you could effectively convey the message
towards the audiences.
ALWAYS REMEMBER THIS:
10 – 20 – 30 rule – it is 10 slides, 20 minutes and 30 font size
1 – 6 – 6 – 1 main idea, 6 bullet points, 6 words per bullet.
7 – 7 – 7 lines, 7 words per line.
9 P’s – prior proper preparation prevents poor performance of
the person putting on the presentation.
INTRODUCTION TO LINGUISTICS
LINGUISTICS is the scientific study of language, and its focus
is the systematic investigation of the properties of particular
languages as well as the characteristics of language in general. It
encompasses not only the study of sound, grammar and
meaning, but also the history of language families, how
languages are acquired by children and adults, and how
language use is processed in the mind and how it is connected to
race and gender. 
 PHONETICS- the study of how speech sounds are
produced and perceived
 PHONOLOGY - the study of sound patterns and changes 
 MORPHOLOGY- the study of word structure
 SYNTAX- the study of sentence structure
SEMANTICS - the study of linguistic meaning
 PRAGMATICS - the study of how language is used in
context
 HISTORICAL LINGUISTICS - the study of language
change
 SOCIOLINGUISTICS - the study of the relation between
language and society
 COMPUTATIONAL LINGUISTICS - the study of how
computers can process human language
 PSYCHOLINGUISTICS- the study of how humans
acquire and use language
formed in different ways; and breakdown word to its
morphemes and morphs to get its meaning.
Morphophonemic Processes -demonstrate knowledge about
the morphophonemic processes by identifying the errors
committed during speaking activity; and make a short video that
shows how morphophonemic processes occur during a
conversation.
MORPHEMES

-is roughly defined as the smallest linguistic unit that has

LANGUAGE a system of conventional spoken, semantic meaning. For example, the word boy cannot be broken
manual, or written symbols by means of which human down into any further unit of meaning. Morpheme is a short
beings, as members of a social group and participants in segment of language that meets three criteria:
its culture, express themselves. The functions of
language include communication, the expression of It is a word or part of word that has a meaning.
identity, play, imaginative expression, and emotional
release (Robert Henry Robins, David Crystal).  It cannot be divided into smaller meaningful parts without
violation of its meaning or without meaningless remainders.

It recurs in different words with a relatively stable meaning.

Bound morphemes: They cannot stand alone, i.e. they are

Views about Language affixes.

 The structuralists believe that language can be described in Derivational morphemes: They change the grammatical
terms of observable and verifiable data as it is being used. They category or the meaning of the word.
also describe language in terms of its structure and according to
the regularities and patterns or rules in language structure. To Inflectional morphemes: They do not change the meaning
them, language is a system of speech sounds, arbitrary assigned
or grammatical category of the word with these. They use
to the objects, states, and concepts to which they refer, used for
them to mark plurality, tense, agreement, case and so on.
human communication. 

Language is a means of communication. Language is an Free morphemes. They can be used alone.
important means of communicating between humans of their
ideas, beliefs, or feelings. Language gives shape to people’s Lexical morphemes: They represent the concepts of the
thoughts, as well as guides and controls their activity.  message we wish to bring
across. Ship, orange and president are some examples. They
Language is primarily vocal. Language is speech, primarily are an open set of words in a language.
made up of vocal sounds produced by the speech apparatus in
the human body. The primary medium of language is speech. Functional morphemes: They are functional words, like
Speech is language; the written record is but a secondary determiners, pronouns, conjunctions and so
representation of the language. Linguists claim that speech is on. Whatever, because and against are some examples.
primary, writing secondary. Therefore, it is assumed that speech
has a priority in language teaching. 
Morphophonemic Processes
Language is a system of systems. Language is not a
Assimilation is a process that results from a sound becoming
disorganized or a chaotic combination of sounds. Sounds are
more like another nearby sound in terms of one or more of its
arranged in certain fixed or established, systematic order to form
phonetic characteristics; a process in which segments take on
meaningful units or words. 
the characteristics of neighboring sounds.

Dissimilation is a process that results in two sounds becoming

Language is arbitrary. There is no inherent relation
less alike in articulatory or acoustic terms; a process in which
between the words of language and their meanings or the
units which occur in some contexts are ‘lost’ in others;
ideas conveyed by them. Put another way, there is no one
to one correspondence between the structure of a word and
the thing it stands for. Deletion is a process that removes a segment from certain
phonetic contexts. It occur in everyday rapid speech;

Morphology
Epenthesis is a process that inserts a syllable or a nonsyllabic
segment within an existing string of segment;

Word Classes - demonstrate knowledge about word classes by

identifying function and content words; and determine the
Metathesis is a process that reorders or reverses a sequence of
differences between the form and structure classes.
segments; it occurs when two segments in a series switch places,
Word Structure -demonstrate knowledge about how words are
created from morphemes to have meaning; identify how
morphemes work to give and change the meaning of a word;
and determine the kind of morphemes attached words. PHONETICS is a branch of linguistics that studies the sounds
of human speech, or—in the case of sign languages—the
equivalent aspects of sign. It is concerned with the physical
Morphological Processes -demonstrate knowledge about the
morphological processes by determining how the words are
sounds or sign: their physiological production, acoustic Velar consonants are articulated at the soft palate (the
properties, auditory perception, and neurophysiological status. back part of the roof of the mouth, known also as the
velum, area 8 in the diagram). English [k] is velar, like
in the word kin. 

Glottal consonants are articulated far back in the throat,

at the glottis (area 11 in the diagram, effectively the
Articulatory Phonetics  vocal folds). English [h] may be regarded as glottal. 

Articulatory phonetics is concerned with how the Doubly articulated consonants have two points of
sounds of language are physically produced by the vocal articulation, such as the English labio-velar [w] of wit.
apparatus. The units articulatory phonetics deals with are known
as gestures, which are abstract characterizations of articulatory
events. 
DIFFERENT MANNER OF ARTICUALTION

Consonant sounds are typically characterized as sounds that

have constricted or closed configurations of the vocal tract.  VOICING- You should notice that [z] creates
vibrations, while [s] does not. This rapid vibration is
Consonants do not carry the prosodic pitch (especially if in fact caused by the vocal folds, and it is referred to
devoiced and not nasalized) and do not display the potential for as voicing. Many different sounds can contrast solely
the durations that vowels can have.  based on a voicing difference

Vowels are characterized in articulatory terms as having NASALITY-: Some sounds are produced with airflow
relatively little constriction; that is, an open configuration of through the nasal cavity. These are known as nasals.
the vocal tract.
OBSTRUENCY- Consonants involving a total
Vowels carry much of the pitch of speech and can be held obstruction of airflow are known as stops or plosives
different durations, such as a half a beat, one beat, two beats,
three beats, etc. of speech rhythm.
SONORANCY-Non-obstruent are classed as
sonorants. This includes the alreadymentioned nasals.
Another important type of sonorant found in English
is the approximant, in which articulatory organs
Consonantal Articulation produce a narrowing of the vocal tract, but leave
enough space for air to flow without much audible
Phoneticians generally characterize consonants as being turbulence.
distinguished by settings of the independent variables
place of articulation (POA) and manner of articulation
(MOA). In layman's terminology, POA is "where" the
consonant is produced, while MOA is "how" the
consonant is produced.

CODE OF ETHICS FOR

PROFESSIONAL TEACHERS
Resolution No. 435 Series of 1997 Pursuant to the provisions
DIFFERENT PLACE ARTICULATION
of Paragraph (e). Article II. of R. A No. 7836, otherwise
known as the “Philippines Teachers Professionalization Act
1994” and promulgates following “Code of Ethics for
Professional Teachers”
Bilabial segments are produced with the lips held
together, for instance the [p] sound of the English pin, or
the [b] sound in bin. 

Labiodental segments are produced by holding the PREAMBLE

upper teeth to the lower lip, like in the [f] sound of
English fin.  Teachers are duly licensed professionals who posses dignity
and reputation with high moral values as well as technical
Dental consonants have the tongue making contact with and professional competence. In the practice of their noble
the upper teeth (area 3 in the diagram). An example profession, they strictly adhere, observe, and practice this set
from English is the [θ] sound in the word thin.  of ethical and moral principles, standards, and values.

Alveolar consonants have the tongue touching the area ARTICLE I

of the mouth known as the alveolar ridge (area 4 in the
diagram). Examples include the [t] in tin and [s] in sin. 
SCOPE AND LIMITATIONS
Post alveolar consonants are similar to alveolar but
more retracted (in area 5 in the diagram), like the [ʃ] of Section 1.The Philippines Constitution provides that all
shin.  educational institutions shall offer quality education for all
Filipino citizens, a visions that requires professionally
competent teachers committed to is full realization. The
Palatal consonants are articulated at the hard palate (the
middle part of the roof of the mouth, area 7 in the
Provisions of this Code shall apply, therefore to all teachers
diagram). In English the palatal [j] sound appears in the in all schools in the Philippines.
word young. 
Section 2. This Code covers all public and private school
teacher in all Educational Institutions at the preschool,
primary, elementary, and secondary levels whether
academics, vocational, special, technical, or non-formal. The
term “Teacher” shall include industrial art or vocational
teachers and all other persons performing supervisory and/or
administrative functions in all school at the aforesaid levels,
whether on full-time or part-time basis.
ARTICLE II
THE TEACHERS AND THE STATE
Section 1. The teachers are the nurseries of the citizens of
the state. Each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to
transmit to learners such as well as to elevate national
morality, promote national pride, cultivate love of country,
instill allegiance to the Constitution and respect for all duly
constituted authorities, and promote obedience to the laws of
the state.
Section 2. Every teacher or school official shall actively help
carry out the declared policies of the state, and shall take an
oath to this effect.
Section 3. In the interest of the State of the Filipino people as
much as of his own. Every teacher shall be physical,
mentally and morally fit.
Section 4. Every teacher shall posses and actualize full
commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of
any political, religious, or other partisan interest, and shall
not, directly, or indirectly, solicit, require, collect, or receive
any money, service, other valuable materials from any person
or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all
other constitutional rights and responsibilities.
Section 7. A teacher shall not use his position or official or
authority of influence to coerce any other person to follow
any political course of action.
Section 8. Every teacher shall enjoy academic freedom and
shall have the privilege of sharing the product of his
researches and investigations, provided that, if the results are
inimical to the declared policies of the State, they shall be
drawn to the proper authorities for appropriate remedial
action.
Article III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the
development of the youth; he shall, therefore, render the best
services by providing an environment conducive such to such
learning and growth.
Section 2. 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 excesses, much
less illicit relations.
Section 3. Every teacher shall provide leadership and
initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.
Section 4. Every teacher shall help the school keep the
people in the community, and shall, therefore, study and
understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the
community.
Section 5. Every teacher shall help the school community
informed about the school’s work and accomplishments as
well as its needs and problems.
Section 6. 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 actively be
involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and
pleasant personal and official relation with other
professionals, with government officials, and with the
people, individually or collectively. Section 8. A teacher
possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to
proselyte others.
ARTICLE IV
THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that
teaching is the noble calling.
Section 2. Every teacher shall uphold the highest standards
of quality education, shall make the best preparation for the
career of teaching, and shall be at his best at all times in the
practice of his profession.
Section 3. Every teacher shall participate in the containing
professional education (CPE) program of the professional
Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and
productivity in other to be nationally competitive.
Section 4. Every teacher shall help, if duly authorized, to
seek support for the school, but shall not make improper
misrepresentations though personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching profession in
a manner that makes it a dignified means for earning a decent
living.
ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY
Section 1. Teachers shall, at all times, be imbued with the
spirit of professional loyalty, mutual confidence, and faith in
one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not of
his own, and shall give due credit for the work of others
which he may use.
Section 3. Before leaving his position, a teacher shall
organize and leave to his successor such records and other
data as are necessary to carry on the work
Section 4. A teacher shall hold inviolate all confidential
information concerning associates and the school, and shall
not divulge to anyone documents which have not yet been
officially released, or remove records from the files without
official permission.
Section 5. It shall be the responsibility of every teacher to
seek correctives for what may appear to be an unprofessional
and unethical conduct of any associate.
Section 6. A teacher may submit to the proper authorities any
justifiable criticism against an associate, preferably in
writing, without violating any right of the individual
concerned.
Section 7. A teacher may apply the for a vacant position for
which he is qualified, provided that respect the system of
selection on the basis of merit and competence, further, that
all qualified candidates are given the opportunity to be
considered.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE
PHILIPPINES
Section 1. A teacher shall make it his duty to make can
honest effort to understand support the litigate policies of the
school and the administration regardless of professional
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or
charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business
though channels except when special conditions warrant a
different procedure, such as when reforms are advocated but
are opposed by the immediate superior. In which case the
teachers shall appeal directly to the appropriate authority.
Section 4. A teacher, individually or as part of a group. Has a
right to seek redress against injustice and discrimination and,
to the extend possible, shall raise his grievances within
democratic processes. In doing so, he shall avoid
jeopardizing the interest and welfare of learners whose right
to learn must be respective.
Section 5. A teacher has a right to invoke the principle that
appointments, promotions, and transfers of teachers are made
only on the basis of merit and need in the interest of the
service.
Section 6. A teacher who accepts a position assumes a
contractual obligation to live up to his contract, assuming full
knowledge of the employment terms and conditions.
ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND OTHER
PERSONNEL
Section 1. School officials shall at all times show
professional courtesy, helpfulness and sympathy towards
teachers ad other personnel, such practices being standards of
effective school supervision, dignified administration,
responsible leadership and enlightened direction.
Section 2. School official, teachers, and other school
personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the
system of all levels.
Section 3. School official shall encourage and attend to the
professional growth of all teachers under them such as
recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them
to participate in conference and training programs.
Section 4. No school official shall dismiss or recommend for
dismissal a teacher or other subordinates except for cause.
Section 5. School authorities concerned shall ensure that
public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are
issued contracts specifying the terms and conditions of their
works, provided that they are given, if qualified, subsequent
permanent tenure, in accordance with existing laws, and,
provided, further that they are duly registered and licensed
professional teachers.
ARTICLE VIII
THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duty to determine the
academic marks and the promotion of learners in the subjects
they handle. Such determination shall be in accordance with
generally accepted producers and evaluation and
measurement. In case of any complaint, teachers concern
immediately take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and
welfare of learners are his first and foremost concern, and
shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be
prejudiced nor discriminatory against any learners.
Section 4. A teacher shall not accept favors or gifts from
learners, their parents or others in their behalf in exchange
for requested concessions, especially if underserved.
Section 5. A teacher shall not accept, directly or indirectly,
any remuneration from tutorials other than what is authorized
for such service.
Section 6. A teacher shall base the evaluation of the learner’s
work on merit and qualify f academic performance.
Section 7. In a situation where mutual attraction and
subsequent and love develop between teacher and learners,
the teacher shall exercise utmost professional discretion to
avoid scandal, gossip, and preferential treatment of the
learner.
Section 8. A teacher shall not inflict corporal punishment
offending learners nor make deductions from their scholastic
ratings as a punishment for acts which are clearly not
manifestations of poor scholarship.
Section 9. A teacher shall insure that conditions contribution
to the maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving
learners problems and difficulties.
ARTICLE IX
THE TEACHER AND PARENTS
Section 1. A teacher shall establish an maintain cordial
relations with parents, and shall conduct himself to merit
their confidence and respect.
Section 2. A teacher shall inform parents, through proper
authorities, of the tact in pointing out learners’ deficiencies
and in seeking parent’s cooperation for the proper guidance
and improvement of learners.

Section 3. A teacher shall hear parent’s complaints with

sympathy and understanding, and shall discourage unfair
criticism

ARTICLE X
THE TEACHER AND BUSINESS

Section 1. A teacher has a right to engage, directly or

indirectly, in legitimate income generation, provided that it
does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with

respect to financial matters such as in the settlement of his
just debts, loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly, as

agent of, or be financially interest in, any commercial venture
which furnish textbooks and other school commodities in the
purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently
related to such purchase and disposal, provided that such
shall be in accordance with existing regulations.

ARTICLE XI
THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places at all

times.

Section 2. A teacher shall place premium upon selfrespect

and self-discipline as the principle of personal behavior in all
relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified

personality which could serve as model worthy of emulation
by learners, peers, and others.

Section 4. A teacher shall always recognize the Almighty

God or being as guide of his own destiny and of the destinies
of men and nations.

ARTICLE XII
DISCIPLINARY ACTION

Section 1. Any violation of any provision of his Code shall

be sufficient ground for the imposition against the erring
teacher of disciplinary action consisting of revocation of his
Certificate of registration and License as Professional
Teacher, suspension from the practice of the teaching
profession, reprimand, or cancellation of his
temporary/special permit under causes specified in Sec. 23,
Article III or R. A. No. 7836, and under Rule 31, Article
VIII, of the Rules and Regulations Implementing R. A. No. .
7836.

ARTICLE XIII
EFFECTIVITY

Section 1. This Code shall be approved by the Professional

Regulation Commission and shall take effect sixty (60) days
following its publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.