Teachers’

Purposes
and Beliefs
 One of the main charges to teachers is to
convey content to their students. Teachers need
to express why the content they teach is
important to learn.
 In conveying content, teachers need to use
the most effective strategies available. Different
content might require a variety of approaches.
Another factor to consider is if technology will
enhance student understanding.
 Teachers with a good grasp of strategies
along with a wide variety of ways to instruct
students during a lesson will be more
successful.
 Students’ mindsets
indicate how well and how
much they can learn.
 Teachers with a good grasp of strategies
along with a wide variety of ways to instruct
students during a lesson will be more
successful.
 Psychologist Carol Dweck
(2008) defines a growth
mindset as the increase in
ability to learn when a
learner accepts that they
may improve, and this
improvement will lead to
increased ability to learn
more.
 Individuals with a fixed
mindset often view effort in
opposition to ability and so
do not try as hard and are
less likely to ask for help
since they believe that asking
questions indicates that they
are not smart.
 There are individual differences in students’
beliefs about their views of intelligence.
However, teachers’ beliefs and classroom
practices influence these students’ perceptions,
behaviors, and willingness to adopt a growth
mindset.
Growth Mindset Teachers Fixed Mindset Teachers

Believe that the Believe that the

goal of learning is goal of learning is
mastering the doing well on tests
material and figuring and outperforming
things out. others.
Growth Mindset Teachers Fixed Mindset Teachers

Use assessments to Use assessments to

understand what determine students’
students know to abilities
decide the next steps
in teaching.
Growth Mindset Teachers Fixed Mindset Teachers

Help students Stress the

understand their own importance of
learning and competition.
demonstrate their
competence.
 Teachers who view assessment as promoting
and developing learning rather than as a means
of ranking students, or awarding prizes to those
who did very well, or catching those who did
not pay attention, are likely to enhance student
willingness to identify and correct gaps in
learning and understanding.
 Teacher
Knowledge
“Teaching is the
highest form of
understanding.”
-Aristotle
 Pedagogical
Content Curricular
Content
Knowledge Knowledge
Knowledge

Three main foci that form the foundation of teacher knowledge

Gudmundsdottir & Shulman (1987)
1.Content Knowledge

Teachers need to understand the truth claims

of the discipline and interpretive community
(professional organization) as well as be able to
explain why these accepted truth claims are
warranted.
2. Pedagogical Content Knowledge

A. Teachability of the Content:

Teachers need to understand how to make
the content comprehensible to students
2. Pedagogical Content Knowledge

B. Articulation of Core Topics

Teachers should be able to identify and
explain the fundamental concepts or ideas in
their discipline
2. Pedagogical Content Knowledge

C. Use of Illustrations and Representations

Teachers should know when and how to use
diagrams, analogies, demonstrations, and
other teaching aids to make abstract or
difficult concepts more understandable to
students.
2. Pedagogical Content Knowledge

D. Understanding of Learning Difficulties

Teachers should be aware of which topics
or concepts students typically find easy or
difficult, and be prepared to provide extra
support or challenge as needed.
2. Pedagogical Content Knowledge

E. Developmental Appropriateness
Teachers need to consider the age and
developmental stage of their students when
planning lessons.
3. Curricular Knowledge

Teachers need to describe the range of

programs designed to teach a particular topic or
subject at a particular level.
3. Curricular Knowledge

Teachers should be able to identify and

evaluate the strengths and weaknesses of the
instructional materials used to teach particular
subjects or topics.
 In addition to these three foci, a teacher needs
to develop a philosophy, or purpose, in which
they have an established opinion on the
conditions of student learning, their goals for
student learning, and how these goals are
realized in the classroom.
 The development of and adherence to a
self-identified philosophy of teaching and
learning serve as a teacher’s guidelines for
curricular choices, classroom management
strategies, and relationship with students as well
colleagues.
Communication
Communication is the social process in which two
or more parties exchange information and share
meaning.

It is a two-way process and takes place over time

rather than instantaneously.
Source: Griffin & Moorhead (2014). Organizational Behavior 11th Edition
Communication Process

Source: Griffin & Moorhead (2014). Organizational Behavior 11th Edition

How do Teachers Communicate?

Source: Griffin & Moorhead (2014). Organizationa

Behavior 11th Edition
According to Silver (2018),
“To teach is to
communicate. One cannot
be an excellent educator if
they do not possess strong
communication skills.”
6 CAREERS THAT REQUIRE HIGH-ORDER
COMMUNICATION SKILLS *

Human
Teacher Counsellor Lawyer Public
Resource Sales
Relation

*According to skillsyouneed.com
TYPES OF COMMUNICATION IN TEACHING
ACCORDING TO RECEIVER

● Communication with Students

● Communication with the Community
● Communication with Colleagues
● Communication with Administration

Source: Foundation of Education. (2023). Libretexts, Suny Oneonta Education Department

Communication with Students

RA NO.4670 Magna Carta for Public School Teachers

Article VIII: The Teachers and Learners (9 Sections)

Section 2. A teacher shall recognize that the interest and welfare of learners
are of first and foremost concern, and shall deal justifiably and impartially
with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or

discriminate against a learner.
*Philippine Star November 4, 2022
What is your opinion?

Under Department Order No.

49, DepEd personnel are told
to “avoid relationships,
interaction, communication,
including following social
media with learners outside of
the school setting, except if
they are relatives.”
Communication with Community

RA NO.4670 Magna Carta for Public School Teachers

Article III: The Teachers and the Community (8 Sections)

Section 4. 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.

Section 5. 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.
Communication with Colleagues

RA NO.4670 Magna Carta for Public School Teachers

Article V: The Teachers and the Profession (7 Sections)

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.
Communication with Administration

RA NO.4670 Magna Carta for Public School Teachers

Article VI: The Teachers and Higher Authorities (7 Sections)

Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity.
How do you
resolve conflicts
in your
organization?
 Go through the right
channels. Going straight to
the Higher Authorities can
make the problem bigger
than it is.
 “Sisikapin kong madagdagan ang
aking talino at kakayahan
Upang ang antas ng paglilingkod
sa bayan ay patuloy na maitaas.”

Source: Panunumpa ng Kawani ng Gobyerno

Lifelong Learning and Professional Development

RA NO.4670 Magna Carta for Public School Teachers

Article VII Section 3

School officials shall encourage and attend 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 conferences in training programs.
Apply Self-Actualization

Analyze and reflect on

your Teaching Practice
and plan for
adaptations or
adjustments.
Reflective Teacher

Sample Questions to ask

yourself:

● What went well this year?

● What would I like to do
differently next year?
● How did I grow
professionally this year?
● How am I managing
stress?
Source: Gonong, Addressing Teacher Professional Development Issues: Supporting Teacher Quality
Resources for PD and Learning

● Talking and collaborating with colleagues.

● Participating in professional associations.
● Attending professional development workshops and
conferences.
● Reading professional literature.

Source: Foundation of Education. (2023). Libretexts, Suny Oneonta Education Department

Source: Tesda Online Program : https://e-tesda.gov.ph/
Source: DepEd LMS: https://lms.deped.gov.ph/