Attributes of a K to 12 Teacher

Preparing teachers for the K to 12 educational reform requires a change of professional attributes. There
is a need to shift the teachers' perspective from the traditional way of looking at the teaching and
learning process to a more dynamic and learner-centered perspective. The reason for this is clear and
simple. The learners they teach and the environment in which these learners live are far different from
the context in which they have been taught and lived. To make education responsive and relevant to the
21st-century landscape, teachers need to re-invent themselves. They have to determine the attributes
they need to possess in order to become effective teachers responding to 21st-century learners, 21st-
century environments, and 21st-century challenges.

Ang K–12 na repormang pang-edukasyon ay nangangailangan ng pagbabago sa mga

katangiang propesyonal para sa mga guro. Kinakailangan para sa mga guro na magpatibay
ng isang mas dinamiko at nakasentro sa mga mag-aaral na pananaw sa halip na ang
kumbensyonal na paraan ng pagtingin sa proseso ng pagtuturo at pagkatuto. Ito ay may
malinaw at tuwirang dahilan. Ang mga estudyanteng kanilang tinuturuan at ang tagpuan na
kanilang ginagalawan ay ibang-iba sa mga estudyante kung saan sila pinalaki at tinuruan.
Dapat muling likhain ng mga guro ang kanilang sarili kung nais nilang iakma ang edukasyon
sa mga pangangailangan at kapaligiran ng ikadalawampu't isang siglo. Upang maging
mabisang guro na makatugon sa mga mag-aaral sa ika-21 siglo, sa kapaligiran ng ika-21
siglo, at mga paghihirap sa ika-21 siglo, dapat nilang tiyakin ang mga katangiang dapat
nilang taglayin.
The following discussions present the attributes required from the K to 12 teachers in as much as this
educational reform was crafted by the Philippine government to prepare Filipino youngsters to live
healthily and meaningfully in the 21st century.

The goal of the K to 12 education reform is to upgrade the country's education system and align it to the
requirements of the 21st century. To realize this goal, it required that K to 12 teachers have to develop
essential knowledge, skills, and attitudes that will enable learners to cope with these changes. It is
imperative that they know the characteristics critical to 21st-century education so that they may be able
to integrate them into their teaching.

Ang pangunahing layunin ng reporma sa edukasyon ng K–12 ay gawing moderno at iakma

ang balangkas ng edukasyon ng bansa sa mga hinihingi ng ikadalawampu't isang siglo.
Upang maisakatuparan ito, kailangan ng mga tagapagturo ng K–12 na buuin ang
pangunahing kaalaman, kakayahan, at ugali na magbibigay sa mga mag-aaral na harapin
ang mga pagbabagong ito. Dapat nilang malaman ang mga katangiang mahalaga sa ika-21
siglong edukasyon upang maisama ang mga ito sa kanilang pagtuturo .

Multi-literate K to 12 education recognizes that information and communications technologies

(ICTS) have penetrated the classrooms at a very rapid pace. Teachers are now faced with the
growing challenge to teach 21st-century learners who are wired and who are becoming more
and more "wireless" in the use of technology. Teaching and living in the 21st century, therefore,
requires the development of new types of literacies. Teachers have to be knowledgeable about
the use of various technologies and this demands them to have media literacy, digital literacy,
information literacy, and technological literacy, among others. Examples of these literacies are
creating and editing audio, using social networking sites to connect with colleagues and grow
professionally, and compiling a digital e-portfolio for professional development. Others include
detecting plagiarized works in learners’ assignments, using digital assessment tools to create
quizzes, using blogs and wikis to create online platforms for learners, exploiting digital images
for classroom use, using video content to engage learners, and using infographics to visually
stimulate learners.
Ang mga guro ay dapat na may kaalaman tungkol sa paggamit ng iba't ibang mga
teknolohiya at hinihiling nito sa kanila na magkaroon ng media literacy, digital literacy,
information literacy, at technological literacy, bukod sa iba pa. Ang mga halimbawa ng mga
literacy na ito ay ang paglikha at pag-edit ng audio, paggamit ng mga social networking site
upang kumonekta sa mga kasamahan at lumago nang propesyonal, at pag-compile ng
digital e-portfolio para sa propesyonal na pag-unlad. Kasama sa iba ang pag-detect ng mga
plagiarized na gawa sa mga takdang-aralin ng mga mag-aaral, paggamit ng mga digital
assessment tool upang gumawa ng mga pagsusulit, paggamit ng mga blog at wiki upang
lumikha ng mga online na platform para sa mga mag-aaral, pagsasamantala sa mga digital
na larawan para sa paggamit sa silid-aralan, paggamit ng nilalamang video upang hikayatin
ang mga mag-aaral, at paggamit ng mga infographics upang biswal na pasiglahin ang mga
mag-aaral.
Example; Ang paggamit ng Google Meet, Zoom at iba pang online application sa pagtuturo.
Multi-specialist - With the central goal of K to 12 Education is to develop holistic learners. it is a
basic attribute of teachers to be multi-specialists. They must not only be experts in a single
subject area but have to expand their knowledge in other disciplines so as to make a good
integration of all learners' learning and experiences. Holistic development is ensured once
learners are taught to see the connection between their learning and experiences in science,
math, social studies, etc. The K to 12 curriculum requires that after separately teaching learners
Math, Science, Edukasyon Sa Pagpapakatao, Social Studies, and the like, they are capable of
synthesizing all that they have learned in one unified and integrated concept. This is to show
that life is not composed of bits and pieces of things and neither is it fragmented learning and
experience. Life is all about putting and weaving together all human experiences and learning
into meaningful insight and wisdom through application and synthesis.
Ang K to 12 curriculum ay nag-aatas na pagkatapos ng hiwalay na pagtuturo sa mga mag-
aaral ng Math, Science, Edukasyon Sa Pagpapakatao, Araling Panlipunan, at iba pa, ay may
kakayahang pagsama-samahin ang lahat ng kanilang natutunan sa pinag-isang konsepto.
Ito ay upang ipakita na ang buhay ay hindi binubuo ng mga piraso ng mga bagay at hindi rin
ito pira-pirasong ng pag-aaral at karanasan. Ang buhay ay tungkol sa pagsasama-sama ng
lahat ng mga karanasan ng tao at pag-aaral sa makabuluhang pananaw at karunungan sa
pamamagitan ng aplikasyon at synthesis.
Multi-skilled- Teachers must not just be skillful in teaching. They have to possess more than
one skill, particularly those which ensure the integration teaching and learning process.
Examples of skills that K to 12 teachers have to be competent with our video conferencing
computer security knowledge, electronic presentation skills, web navigation skills as well as
facilitating and organizing groups and activities as well as database skills, and email
management skills. All of these skills are needed to teach 21st-century learners who are called
digital natives or born with the technology.
Mga halimbawa ng mga kasanayan na kailangan ng mga guro sa K to 12 upang maging
karampatang sa aming kaalaman sa seguridad sa computer sa video conferencing, mga
kasanayan sa elektronikong presentasyon, mga kasanayan sa web navigation pati na rin sa
pagpapadali at pag-aayos ng mga grupo at aktibidad pati na rin ang mga kasanayan sa
database, at mga kasanayan sa pamamahala ng email. Ang lahat ng mga kasanayang ito ay
kinakailangan upang turuan ang mga nag-aaral sa ika-21 siglo na tinatawag na digital
natives o ipinanganak na may teknolohiya.
So kailangan as a future K-12 teacher is dapat may alam o nalalaman ka sa paggamit ng
teknolohiya example ay ang google classroom na kung saan dito nagbibigay ng mga Gawain
at takdang aralin ang ating mga guro.
Self-directed -Teachers must be able to direct their own learning by continuing their personal
and professional learning needs throughout their lives. They must bring into fulfillment the
intended outcomes of education for their learners and the country as a whole.
Dapat na maidirekta ng mga guro ang kanilang sariling pag-aaral sa pamamagitan ng
pagpapatuloy ng kanilang personal at propesyonal na mga pangangailangan sa pag-aaral sa
buong buhay nila. Dapat nilang isakatuparan ang nilalayon na resulta ng edukasyon para sa
kanilang mga mag-aaral at sa buong bansa.
making your own decisions and organizing your own work rather than being told what to do by
other people
Lifelong learner - Teaching is twice learning. This necessitates K to 12 teachers to pursue an
endless quest for knowledge so as to continuously improve their teaching of current issues and
problems in their field. In short, they become lifelong learners when they learners' learn. They
must be updated on the latest trends and developments including current issues and problems
in their field. In short, they become lifelong learners when they learn to adapt to the changes
required of their profession.
Sa madaling salita, nagiging lifelong learners sila kapag natuto sila. Dapat silang maging
updated sa mga pinakabagong uso at pag-unlad kabilang ang mga kasalukuyang isyu at
problema sa kanilang larangan. Sa madaling sabi, sila ay nagiging panghabambuhay na
mag-aaral kapag natutong umangkop sa mga pagbabagong kinakailangan ng kanilang
propesyon.
Kailangan update ka sa mga makabagong issue at hindi ka napaag-iiwanan sa a future K-12
teacher.
Flexible - The K to 12 Education, being a learner-centered educational reform, compels teachers
to adapt to diverse learning styles and needs of the learners. A classroom made up of 40
learners requires 40 different methods and strategies for addressing their unique learning
needs and styles. There is no best strategy or single approach that fits all learners. It is rather a
dynamic environment that changes depending on the lesson, and the type of learning a flexible
teacher is also important because the classroom is never a static environment for activity,
interest, and motivation of the learners.
Ang isang silid-aralan na binubuo ng 40 mag-aaral ay nangangailangan ng 40 iba't ibang
pamamaraan at estratehiya para sa pagtugon sa kanilang mga natatanging
pangangailangan at istilo sa pag-aaral. Walang pinakamahusay na diskarte o solong
diskarte na akma sa lahat ng mga mag-aaral. Sa halip, ito ay isang dinamikong kapaligiran
na nagbabago depende sa aralin, at ang uri ng pagkatuto ng isang flexible na guro ay
mahalaga din dahil ang silid-aralan ay hindi kailanman isang static na kapaligiran para sa
aktibidad, interes, at pagganyak ng mga mag-aaral.
Creative problem solver - Achieving quality education requires that K to 12 teachers have to
show competence in creative problem-solving. It starts from being able to accurately identify
the problem to generating ideas and offering solutions to the problems using innovative ideas.
A good teacher is one who provides creative solutions to the problems and challenges of his
life, profession, and society.
Ang isang mabuting guro ay isa na nagbibigay ng malikhaing solusyon sa mga problema at
hamon ng kanyang buhay, propesyon, at lipunan.
Critical thinker - Critical thinking is a fundamental requirement of K to 12 Education. It is the ability of
teachers to improve the quality of their thinking through reasoned judgment reflective thoughts, self-
corrective, and self-disciplined manner. This attribute is very important considering that one of the goals
of K to 12 Education is to develop Higher Order Thinking Skills (HOTS) among learners. They must
scaffold their learners to reach the highest levels of cognition which are evaluating and creating.

Napakahalaga ng katangiang ito kung isasaalang-alang na ang isa sa mga layunin ng K to 12

Education ay ang pagbuo ng Higher Order Thinking Skills (HOTS) sa mga mag-aaral. Dapat
nilang scaffold ang kanilang mga mag-aaral upang maabot ang pinakamataas na antas ng
katalusan na nagsusuri at lumilikha.
Has passion for excellent teaching - K to 12 teachers must have the desire and appetite to teach with
excellence and quality. They have to show that there is thrill and pleasure in acquiring knowledge and
skills. This passion must contaminate the learners to learn and succeed in life. The passion to teach for
excellence allows teachers to journey from being merely good to great in their teaching. This passion for
excellent teaching cannot be faked because it is something that is seen over a sustained period of time.
i.e from the entrance to retirement in the profession.

Ang hilig na ito ay dapat makontamina ang mga mag-aaral upang matuto at magtagumpay
sa buhay. Ang hilig na magturo para sa kahusayan ay nagbibigay-daan sa mga guro na
maglakbay mula sa pagiging mahusay lamang tungo sa mahusay na kanilang pagtuturo.
Ang hilig na ito para sa mahusay na pagtuturo at hindi maaaring peke ng dahil ito ay isang
bagay na nakikita sa matagal na panahon mula sa pasukan hanggang sa pagreretiro sa
propesyon.
High Emotional Quotient (EQ)- Being a K to 12 teacher does not solely depend on an intelligence
quotient but it also relies heavily on one's emotional quotient. There are numerous teachers who are
intelligent but they become ineffective because they are incapable of controlling their own feelings and
emotions which is imperative to guide them in their thinking and actions inside the classroom. K to 12
teachers who have a high emotional quotient has the heart for teaching characterized by empathy,
respect, honesty, and tolerance of human differences.

Maraming mga guro na matatalino ngunit hindi nagigigng epektibo dahil hindi nila kayang
kontrolin ang kanilang sariling damdamin at emosyon na kinakailangan upang gabayan sila
sa kanilang pag-iisip at pagkilos sa loob ng silid-aralan. Ang mga guro ng K to 12 na may
mataas na emotional quotient at may puso para sa pagtuturo na nailalarawan sa
pamamagitan ng empatiya, paggalang, katapatan, at pagpaparaya sa mga pagkakaiba ng
tao.