UNIT 3 Lesson 3.

3
THE TEACHER AND THE COMMUNITY

Submitted by:

Desquitado, Maristel
Lastima, Kyle Crystal
Madrigal, Lourdes
Reyes, John Jacob

Submitted to:

Crisyl S. Compendio
Instructor
I. INTRODUCTION

When schools and community organizations work together to support

learning, everyone benefits. Partnerships can serve to strengthen, support, and even
transform individual partners, resulting in improved program quality, more efficient
use of resources, and better alignment of goals and curricula (Harvard Family
Research Project, 2010).

Teachers and students were believed to constitute a community of learners

which engages in social discourse and produces common understandings. Teachers
were seen as facilitators who guide and enrich children's learning activities, with
students serving as co-contributors to the learning process. Additionally, teachers
can act as a bridge between schools and the wider community, promoting
collaboration and partnership in efforts to improve education and address social
issues. Thus, the relationship between teachers and the community is an important
one that can have far-reaching effects.

II. BODY

I. The Why and How School and Community Partnership

OPPORTUNITIES FOR SCHOOL-COMMUNITY PARTNERSHIP

Partnership implies two parties helping each other. Both parties benefit. This
means that if ta school-community partnership exists, both parties benefit from the
relationship. Thus in the following paragraphs we shall present what communities
can do for schools and what schools can do for communities.

WHAT CAN THE COMMUNITY DO FOR SCHOOLS?

Here are examples of what a community can do for schools:

1. Brigada Eskwela - This program engages all education stakeholders to

contribute their time, effort and resources in ensuring that public school facilities are
set in time for the forthcoming school opening. It takes place more or less two weeks
before classes begin in June. This is a school maintenance program that has been
institutionalized since 2009 when DepEd issued DepEd Order #100.
 2. Curriculum Development - This can mean use of community resources
for learning. Example: museum, elders of the community as key informants in
research or resource persons in the study of local history.

3. Work experience programs - Business establishments and offices in the

community can serve as training ground for learners. A concrete example is the
Work Immersion required of Senior High School students.
Some schools call this service learning since it actively involves students in a
wide range of experiences which benefits students and the community at the same
time fulfilling the requirement of a curriculum.

THE CONCEPT OF SERVICE LEARNING

Some schools call this service learning since it actively involves students in a
wide range of experiences which benefits students and the community at the same
time fulfilling the requirement of a curriculum.

4. Remediation and enrichment classes - Parents and retired teachers may

be involved in the school reading remediation and Learning Enrichment Programs.

5. Youth Development Programs - The young may involve themselves in

youth development programs and develop their skills and talents, learn how to deal
positively with peers and adults and serve as resources in their communities.

6. Community Service - Examples of community service are students

participating in tutorial programs, community reforestation programs, clean up drive
for a river, assisting in medical mission; school head involved in planning local
celebrations, teachers managing programs, projects, activities; school band playing
in fiesta parade.

What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete
examples enumerated by the DepEd Primer on School Community Partnership:

•Classroom used by community organizations for meetings

•School used as a polling place and venue for medical mission which it may
co-sponsor with the Rural Health Unit
 •School used by the Rural Health Unit for mothers' class on child care
•School used as an evacuation center
•School facilities used for community assemblies
•School basketball court used for local celebrations and barangay sports
league
•Schools conduct livelihood skills-training programs for parents and out-of-
school youths by using school resources
•Livelihood skills-training for parents and out-of school youths by teachers
themselves

Il. The Teacher's Ethical and Professional Behavior

Code of Ethics for Professional Teachers, Article III

The very title of this Unit indicates that teachers are expected to be part of the
community. To be part of the community definitely means to participate in the life of
that community. What is the community referred to here? The 8 Sections of Article III
of the Code of Ethics refers to the community within the school and the community
outside the school. How can teachers be a part of the community? The various
Sections of Article III give more details.

Teacher as Facilitator of Learning

Article III, Section1 states that the teacher is a facilitator of learning and the
development of the youth ... therefore shall render the best service by providing an
environment conducive for 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 what is
ethical for every professional teacher like you ought to do. This you can do after four
long years of academic preparation.
What happens sometimes, however, is teachers complicate the simple and teaches
only at the abstract level.
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.
Schools are at the heart of communities and you as professional teachers are
expected to be be-in-the-world and to be-in-the-world with-others and for others
(borrowing the words of Heidegger).
The words in Section 2 of Article III are "provide leadership and initiative ... "
This implies that as a professional teacher you have not to wait for community to ask
for help. Section 6 further explicates 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."

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 excesses much less
illicit relations."
Society expects so much of teachers that when they fail to to live up to the
challenge to behave or model good behavior, they are "condemned without trial” It is
no wonder why many are afraid to answer the call to teach. Society seems to expect
much more from professional teachers than from any other professional and so look
at teachers with scrutinizing eyes.
The quotation states "The influence of a good teacher can never be erased"
but the influence of a dishonorable teacher is as lasting."

Teacher's Attitude Toward Local Customs and Traditions

Section 4 expects every teacher to live for and with 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." The
professional teacher is neither ethnocentric nor xenocentric. He/she is not
ethnocentric and so does not look down on community's culture because of the
thought that his/her culture is superior to the culture of the community. Neither is
he/she xenocentric and so looks at his/her culture as inferior in to other community's
culture.

The Professional Teacher and Information Update

Section 5 states that the teacher "shall help the school inform the community
about the school's work, accomplishments, needs and problems. Community here
refers to internal as well as external stakeholders. Internal stakeholders include the
students, the parents of the students and the teachers. The external stakeholders
are the other parents in the community without children enrolled in school, barangay
officials and other government officials, non-government organizations, government
organizations, alumni /alumnae and retirees.

The Parents-Teachers Association

We have Parents' and Teachers' Associations (PTA) in place in every school.

Some private schools call it Home School Association or Family Advisory Council.
This is for internal stakeholders only. 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 and how they can be solved.

The School Governing Council

Other than the PTA is the School Governing Council. The SGC has different
membership and functions. 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, wellbeing; it is
concerned with the development and implementation, monitoring and evaluation of
the School Improvement Plan (SIP), and reporting of the progress of the SIP
implementation to the Schools Division Superintendent and the community.
In addition to PTAs is the School Governing Council in every public school.
This School Governing Council shares in the management of the school with School
Head as Chair. This School Council is another opportunity for communities to
participate in school activities.
The Professional Teacher and Government Officials and Other Professionals

Section 7 states: "Every teacher shall maintain harmonious 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
other professional teachers. It is always best to be in good terms with everyone else
in the community surrender. Desiderata give this advice "As far as possible, without
surrender, be on good terms with all persons. Speak your truth quietly and clearly;
and listen to others, ven the dull and the ignorant; they too have their story."

The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8, says: "A teacher possesses freedom to attend church and
worship as appropriate, but shall not use his position and influence to proselyte
others."
To be in a position means to have power or influence for a purpose, i.e. for
you to use that position to perform your job as a professional teacher. It is highly
unprofessional for a teacher like you to use your position of influence to proselyte.
Besides freedom of religion is guaranteed by the 1987 Philippine Constitution. "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." (Article II,
Section 6).

III. CONCLUSION

The role of teachers in the community is vital for building a strong and
cohesive society. Teachers give children purpose, set them up for success as
citizens of our world, and inspire in them a drive to do well and succeed in life. They
have the ability to inspire and motivate students to become active and responsible
citizens who contribute positively to their community. By building partnerships
between schools and the wider community, teachers can facilitate collaboration and
promote social responsibility.
As a future educator you have the power to shape leaders of the future of the
in the best way for society, both on a local and global scale. Those who have an
impact on the children of society have the power to change lives. Therefore, it is
essential that teachers are recognized and supported in their efforts to educate and
shape the next generation of citizens. By valuing the contributions of teachers and
fostering strong relationships between schools and communities, we can build a
brighter future for all.

IV. REFERENCES

Lesson 3 - School and Community Partnership. (n.d.).

Scribd. https://www.scribd.com/document/580599083/Lesson-3-School-and-
Community-Partnership

StackPath. (n.d.). https://pgui.com/the-code-of-ethics-for-educators/

Medium. (n.d.). Medium. https://medium.com/workethics/5-professional-ethics-for-

teachers1c92bc6d0946

Publisher, A. R. a. R. O. O. (2016, March 25). 11.2 Sociological Perspectives on

Education. Pressbooks. https://open.lib.umn.edu/socialproblems/chapter/11-2-
sociological-perspectives-on-education/

Prieto, Nelia G. et al. (2019). The Teacher and the Community, School Culture and
Organizational Leadership. Cubao, Quezon City: Lorimar Publishing, Inc.
Quiz.
On a ¼ sheet of paper, for 15 minutes, choose the best option for every number.
The question will be read only twice, so listen and analyze carefully.

1. In education, what is a school-community partnership?

a. When students learn about community helpers
b. When students feel safe in the classroom and motivated
c. When parents donate to the school
d. When families and community members collaborate with educators
2. What Section states that the teacher "shall help the school inform the
community about the school's work, accomplishments, needs and problems”?
a. Section 5
b. Section 7
c. Section 8
d. Section 4
3. Which is not a member of the Parents Teachers Association?
a. School head
b. Teacher representative
c. Parents with no child currently enrolled at school
d. The family member of the student
4. The professional teacher is quite Xenocentric. How is this manifested?
a. Does not mind if her culture is inferior or superior
b. Looks his/her culture superior to others
c. Looks his/her culture inferior to others
d. Is at home with cultures
5. According to Article III, Section 4, the professional teacher should be;
a. Ethnocentric
b. Xenocentric
c. Neither Ethnocentric or Xenocentric
d. Both Ethnocentric and Xenocentric
6. What Section states that "Every teacher shall maintain harmonious pleasant
personal and official relations with other professionals, with government
officials and with the people individually or collectively”?
a. Section 7
b. Section 4
c. Section 3
d. Section 8
7. It is the policy-making body has the school head as Chief Executive Officer,
Manager and Chief Operations Officer.
a. PTA (Parents Teachers Association
b. SGC ( School Governing Council)
c. Teachers Association
d. SSC ( Supreme Student Council)
8. As a teacher, who is the facilitator of the learning in the community, what is
expected of you?
a. Make teaching-learning interactive and exciting
b. Allow to use cellphone in the classroom to motivate students
c. Do not fail any students to achieve 100 percent passing rate in your class
d. Use video clips in teaching
9. What Section states that “A teacher possesses freedom to attend church and
worship as appropriate, but shall not use his position and influence to
proselyte others.”?
a. Section 3
b. Section 8
c. Section 7
d. Section 4
10. Which can be a main barrier for school-community partnerships?
a. No negative reputation
b. Lack of awareness
c. Unavailability of confidentiality worries
d. Lack of donations
11. What Section expects every teacher to live for and with the community and
shall, therefore study and understand local customs and traditions?
a. Section 3
b. Section 4
c. Section 5
d. Section 6
12. How can educators increase school-community partnerships?
a. Involve students
b. Involve family members
c. Involve both students and families
d. Involve other stakeholders for donation and improvements
13. Which Section 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”?
a. Section 4
b. Section 2
c. Section 5
d. Section 3
14. Which of the following is not something schools do for communities during
their partnership?
a. Classroom can be used by the community for organizations for meetings
b. School used as an evacuation center
c. Schools can be used as temporary prisons if there are lawbreakers
d. School facilities used for community assemblies
15. This program engages all education stakeholders to contribute their time,
effort and resources in ensuring that public school facilities are set in time for
the forthcoming school opening.
a. Community service
b. Brigada Eskwela
c. Work Experience Program
d. Youth Experience program

ANSWER KEY:

1. D
2. A
3. C
4. C
5. C
6. A
7. B
8. A
9. B
10. B
11. B
12. C
13. B
14. C
15. B