Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

BAROTAC VIEJO CAMPUS
Barotac Viejo, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department
Bachelor of Secondary Education

PEd102
(The Teaching Profession)
A Modular Approach

By

MA. IV Y V ILLENA -AGREDA, Ed. D.

Associate Professor III

This module belongs to:

Name: _______________________________
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(Please paste Course & Year: _______________________

Semester, School Year: ________________
picture here) Contact Number/s: ___________________
Module

Email Address: ________________________

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 MODULE 2 THE DEMANDS OF SOCIETY FROM THE
TEACHER AS A PROFESSIONAL AND AS A PERSON

Lesson 1 – The Demands of Society from the Teacher as a Professional

I Introduction

Module 2 is consist of 2 lessons. Lesson 1 is focused on the demands of society from the
teacher as a professional. It discusses the professional competencies that a teacher ought to
demonstrate. Four models of effective teaching are used to present these professional
competencies. It also presents the Philippine Professional Standards for Teachers in the
Philippines.
Lesson 2 is a discussion on the demands of society from the teacher as a person. It
presents personal qualities expected of a teacher anchored on professionalism as contained in
the Code of Ethics for Professional Teachers both past and present.

II Intended Learning Outcomes

At the end of this module, you must have:

 Discussed the meaning of the teacher as a professional
 Explained what society demands from the teacher as a professional
 Explained the professional competencies that a teacher should possess.

III Learning Content/Discussion

Teachers spend at least 6 hours a day, 5 day a week in considering the 8-hour sleeping
time at home, teachers spend more time with the students than parents. That’s why parents
expect so much of teachers.
Teachers have tremendous power to influences students. Society as a whole expects much
from teachers and schools. Often when the young do not behave as expected, the question
raised by parents “Is that what you are taught in school?”
Schools are expected to work with and for communities and so are teachers. The Code of
Ethics for Professional Teachers cites the state, the community, the teaching community,
school officials, non-teaching personnel and learners as groups of people with and for whom a
teacher works. So a teacher works with different groups and so plays different roles – tutor,
nurse, guidance counsellor, community leader, resource speaker, consultant rolled into one.
Indeed, much is demanded of teachers.
From his/her very title “teacher,” to teach well is what society primarily demands of
teachers. The learning of the learner is the teacher’s main concern. In this lesson, let us focus
on this societal primary expectation from teachers – good teaching.
Research says that the teacher is the single most important factor in the learner’s
learning. The effective teacher makes the good and the not so good learner learn. On the other
hand, the ineffective teacher adversely affects the learning of both good and not the so good
student. Consider the following research findings shared by Dallas Public Schools’
Accountability System:

 Learning gains realized by students during a year in the classroom of an effective

teacher were sustained over later years and were compounded by additional years with
effective teachers.
 Conversely, depressed achievement results resisted improvement after a student w as
placed with an effective teacher, and the negative impact was discernible statistically for
approximately three subsequent years.
 Learning gains realized by students during a year in the classroom of an effective
teacher were sustained over later years and were compounded by additional years with
effective teachers.
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 The negative effects of a poor-performing teacher on student achievement persist

through three years of high-performing teachers.
 The good news is that if students have a high-performing teacher one year, they will
enjoy the advantage of that good teaching in future years.
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 Conversely, if students have a low-performing teacher, they simply will not outgrow the
negative effects of losing learning opportunities for years to come.

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
  Having a better teacher not only has a substantial impact on students’ test scores at the
end of the school year but also increases their chances of attending their chances of
attending college and their earnings as adults. (Hammond, D. 2000)

Clearly, a teacher’s impact on learners lasts. The teacher is the key to student
achievement. Then you have to prepare yourselves to become the best and the brightest, the
most caring, competent and compassionate teachers. The best and the brightest are those
that possess the competencies expected of professional teachers. What are these
competencies?
Now, let us present the list of competencies from four authors cited in this module.

The Teacher as a Professional

Teaching fulfils the elements of a profession and so a teacher is truly a professional. A
professional is one who went through long years of preparation to earn a teacher education
degree recognized by the Commission on Higher Education, after which he/she hurdled a
Licensure Examination for Teachers (LET) administered by the Board for Professional
Teachers with the supervision of the Professional Regulation Commission. By passing the
LET, he/she obtains a license which he/she is obliged to renew every three years on
condition that he/she show proof of Continuing Professional Development. As a professional
teacher he/she is expected to abide by the Code of Ethics for Professional Teachers. Violation
of the Code of Ethics can be a ground for the revocation of license. These ensure that as a
professional teacher, he/she practices his/her profession with technical and ethical and moral
competence.
This is exactly how the Code of Ethics of Professional Teachers define the professional
teacher. The teacher is a “licensed professional who possesses dignity and reputation with
high moral values as well as technical and professional competence… he/she adheres to,
observes and practices a set of ethical and moral principles, standards and values.

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials and parents from teachers. In this lesson,
we shall focus on society’s demand of good teaching from the professional teacher. In the
first place, the word “teacher” suggests that the main responsibility of the professional
teachers is to teach. The teacher’s primary customer is the learner. So let us concentrate on
effective teaching, the professional teacher’s primary responsibility.
There are a number or models/frameworks of effective teaching. In the country, we
have the Philippine Professional Standards for Teachers (PPST). These PPST are standards of
good teaching.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as bases for
evaluation of teaching.

A. Robert Marzano’s Causal Teacher Evaluation Model of Four Domains

1. Classroom strategies and behaviours
 involve routine events such as communicating learning goals and feedback
and establishing rules and procedures
 involve addressing content by helping students interact with new knowledge,
practice and deepen new knowledge
 helping students generate and test hypotheses
 involve events enacted on the spot such as engaging students, recognizing
adherence to rules and procedures, establishing and maintaining effective
relationships with students and communicating high expectations for all
students.

2. Planning and Preparing

 planning and preparing for lessons
 for use of technology
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 for needs of students receiving Special education

 for needs of students who lack support for schooling

3. Reflection on Teaching
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 evaluating personal performance such as identifying areas of pedagogical

strength and weaknesses

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
  developing, implementing and monitoring a professional growth plan

4. Collegiality and Professionalism

 promoting positive interaction with colleagues, students and parents
 Seeking mentorship for areas of need/interest
 Mentoring other teachers and sharing ideas and strategies
 Adhering to school rules and procedures
 Participating in school initiatives (Ref: www.marzanocenter.com/Teacher-
Evaluation/#a)

B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
 reflecting and teaching
 maintaining accurate records
 communicating with families
 participating in the professional community
 growing professionally
 showing professionalism (Ref: tpep-wa.org/wp-content/uploads/Danielson-at-
a-glance.pdf)

C. James Stronge –Teacher Effectiveness Performance Evaluation System

(TEPES) System

Seven Performance Standards:

1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism – maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and participates in
professional growth that results in enhanced learning.
7. Student Progress – the work of the teacher result in acceptable,
measurable and appropriate student academic progress (Teacher
Effectiveness Performance Evaluation System, Hnadbook 2012-2013 –
www.mcvea.org/extras/StrongeBook.pdf)

D. Teacher Evaluation Standards – The McREL Model (Mid-Continent

Research for Education and Learning.

1. Teachers demonstrate leadership

2. Teachers establish a respectful environment for a diverse population of
students.
3. Teachers know the content they teach
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices (www.edison.k12.nj.us/Page5052)
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MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 Table 1. Comparison of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
Teachers facilitate
Instructional Planning learning for their
Planning and students
Planning and Preparing
Preparation Assessment of/for
Learning Teachers know the
content they teach
Teachers know the
Professional Knowledge
content they teach.
Classroom strategies
Instruction Instructional Delivery
Teachers facilitate and behaviours
learning for their
Communication
students.
The Learning Teachers establish a
Teachers facilitate
The Classroom Environment respectful environment
learning for their
Environment for a diverse
students
Student Progress population of students.
Collegiality and
Professional Teachers demonstrate Professionalism
Professionalism
Responsibilities leadership. Teachers reflect on
their practices
For comparison of details, visit
http://www.rowan.edu/colleges/education/ofe/documents/DanielsonCrosswalk.pdf

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence is spelled out in the PPST and in the
four models of effective teaching given in the preceding paragraphs. This means that if
he/she has to teach effectively he/she has to:

1. prepare and plan very well for instruction;

2. execute or deliver that instruction plan very well because he/she has professional
knowledge (mastery of subject matter);
3. create a conducive or favourable learning environment for diverse groups of
learners;
4. assess and report learners’ progress; and demonstrate professionalism as he/she
deals with superiors, colleagues, students and parents.

The first step of competent teaching is instructional preparation. This entails clarifying
learning outcomes and choice of appropriate teaching-learning activities and use of
assessment tasks aligned to the learning outcomes to check on learners’ progress. The
professional teacher possesses pedagogical content knowledge. He/she is fully aware that
pedagogical content knowledge (how to teach particular subject matter content) is central to
teacher effectiveness.

The Philippine Professional Standards for Teachers (PPST)

The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give the
teacher professional competencies in seven domains, 37 strands and 148 performance
indicators for four career stages. According to the PPST, quality teacher in the Philippines
need to possess the following characteristics:

 recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
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grounded on content knowledge and current research. They display proficiency in

Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high quality learning outcomes.
Module

 provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that is
learning-focused and they efficiently manage learner behaviour in a physical and

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 virtual space. They utilize a range of resources and provide intellectually challenging
and stimulating activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect
learners’ diverse characteristics and experiences as inputs to the planning and design
of learning opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global environment.
 interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and
achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. T hey use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
about learning outcomes that inform the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the classroom
to the experiences, interests and aspirations of the wider school community and
other key stakeholders. They understand and fulfil their obligations in upholding
professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring, attitude, respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.

Professionalism: The Hallmark of a Professional

No doubt, society expects the teacher as a professional to demonstrate professionalism
in all that he/she does. Professionalism is both a professional and a personal trait.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:

It behoves every teacher to assume and maintain professional

attitude to his work and in dealing with his associates in the profession. It
should be his self-imposed duty to constantly improve himself
professionally.
Criticism, when necessary, should clearly reflect friendly
motivation and a sincere desire to uphold the standard and dignity of the
profession.
In dealing with his pupils or students, the teacher should ever
strive to be professionally correct, friendly, and sympathetic.
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Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
Name: _________________________________________________
Course & Year: _________________________________________ Paste
Semester, School Year: __________________________________ Photo
Contact Number/s: _____________________________________
Here
Email Address: __________________________________________
Date Submitted: ________________________________________

MODULE 2 THE DEMANDS OF SOCIETY FROM THE

TEACHER AS A PROFESSIONAL AND AS A PERSON

Lesson 1 – The Demands of Society from the Teacher as a Professional

IV Assessment
A. Directions: Choose the best answer by writing the letter of your choice on the space
provided.

______ 1. Which is TRUE of a professional?

a. Completed college/university degree
b. Required of NC IV from TESDA
c. Demonstrates solely ethical competence
d. Abides by his personal Code of Ethics

______ 2. Which statement is TRUE of society’s demand from the professional teacher?
a. The professional teacher is concerned only with classroom teaching.
b. Effective teaching is the primary duty of the professional teacher.
c. The professional teacher is not expected to lead in community affairs in
order to jeopardize her teaching.
d. Because the professional teacher is expected to be highly enlightened,
he is expected to campaign for the good candidate during election time.

______ 3. The Filipino teacher is a professional. What is/are expected of her/him?

I. Technically competent
II. Highly ethical and moral
III. Has superior IQ
IV. Popular among learners

a. I, II and III
b. I and II
c. I, II and IV
d. I and IV

B. Essay
Directions: Comprehensively answer the following questions.
Your answer shall be evaluated using these criteria:
Correctness of ideas 10 pts.
Presentation of ideas 5pts.
Language facility 5 pts.
Total score 20 pts

1. Realizing society’s demands from teachers, do you agree with at least four-year academic
preparation of professional teachers? Do you agree with the components of hat academic
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preparation – general education, professional education and specialization?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Module

________________________________________________________________________
________________________________________________________________________

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. If the future teacher is prepared in accordance with the 4 models of teacher

effectiveness and in accordance with the domains of the PPST, will he/she able to cope
with the demands of DepEd’s vision and mission statements? What professional
competencies should the teacher possess? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

V Enrichment Activities
A. Directions: Review the seven domains of the PPST and place each domain in the appropriate
boxes.

Danielson Stronge McREL Marzano PPST

Teachers facilitate
Instructional learning for their
Planning students
Planning and Planning and
Preparation Preparing
Assessment Teachers know
of/for Learning the content they
teach
Professional Teachers know
Knowledge the content they
teach. Classroom
Instruction Instructional strategies and
Delivery Teachers facilitate behaviours
learning for their
Communication students.
Teachers
The Learning
establish a
Environment Teachers facilitate
The Classroom respectful
learning for their
Environment environment for a
Student students
diverse population
Progress
of students.
2Page8

Collegiality and
Teachers
Professional Professionalism
Professionalism demonstrate
Responsibilities Teachers reflect
leadership.
on their practices
Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 B. An LPT pin is worn by Licensed Professional Teacher (LPT) and the letters LPT are
attached to the name of every professional teacher in the Philippines in the same way that
M.D., Doctor of Medicine, is attached to the name of a medical doctor, R.N. for a
Registered Nurse and CPA for a Certified Public Accountant. When you wear that pin and
write LPT after your name, you are announcing to world that you are a professional
teacher. What does this mean?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Your Reflections
At this point in time, reflect in how you can acquire these professional standards?
______________________________________________________________
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______________________________________________________________

VI Reference

Bilbao, P.P., Corpuz, B.B., Llagas, A.T. & Salnadanan, G.G. (2018). The Teaching Profession.
4th Edition. Lorimar Publishing Inc. Quezon City. Metro Manila.
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-End of Module 2, Lesson 1

Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
My Learning Rubric

MODULE 2 THE DEMANDS OF SOCIETY FROM THE TEACHER

AS A PROFESSIONAL AND AS A PERSON
Lesson 1 – The Demands of Society from the Teacher as a Professional

Name: ______________________________________ Course & Year: _____________ Date Submitted: __________

=======================================================================
Exemplary Superior Satisfactory Needs Improvement
Learning Episodes
4 3 2 1

All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations. met but need
improvement
All questions/episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Grammar and spelling
Analysis of the
grounded on theories. Clear connection with Vaguely related to the unsatisfactory.
Learning Episodes
Exemplary grammar theories. theories.
and spelling.
Grammar and spelling Grammar and spelling
are superior. acceptable.
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not are shallow; supported are unclear and
supported by clearly supported by by experiences from shallow and are not
Reflections/Insights
experiences from the experiences from the the learning episodes. supported by
learning episodes learning episodes. experiences from the
learning episodes.
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear; well-organized clear, well-organized; incomplete; were not answered.
and all supporting most supporting supporting
Learning Portfolio documentations are documentations are documentations are Grammar and spelling
located in sections available and logical organized but are unsatisfactory.
clearly designated. and clearly marked lacking.
locations.
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of
deadline. deadline. the deadline. more after the
Learning Episode
deadline.
COMMENT/S

Rating
Over-all Score
(Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Adapted from Borabo, M.L. and Borabo, H.G.L. (2015). Field Study 4 Exploring the Curriculum. Lorimar Pu blis hing, Inc. Quezon City. Metro Manila. Philippines.

__________________________________________ ____________________________________
Instructor’s Signature Date
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Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 MODULE 2 THE DEMANDS OF SOCIETY FROM THE
TEACHER AS A PROFESSIONAL AND AS A PERSON

Lesson 2 – The Demands of Society from the Teacher as a Person

I Introduction

“I am only a teacher!” Oftentimes this is what we hear when a teacher introduces

herself/himself amidst a group of professionals like doctors, lawyers, nurses, accountants,
engineers etc. And yet, admittedly, so much ix expected or demanded of a teacher. More
than any other professional, teachers are subjected to scrutiny to the minutest detail by
those they associate with. Teachers are judged more strictly than other professionals. When
a teacher fails to meet expectations of the public, like when she wears an ultra mini skirt or
fails to pay debt on time, the remark from the scrutinizing eye of the public is “teacher pa
man din,” (to think that he/she is a teacher).
What are the demands of the teaching profession from the teacher as a person? This
can be re-stated as “what personal qualities or attributes of teachers are demanded by the
teaching profession” or “what personal traits must a teacher possess in order to function well
as a professional teacher”? Referring to a professional teacher, the Code of Ethics gives
big words like “possesses dignity and reputation, with high moral values… adheres to,
observes and practices a set of ethical and moral principles, standards and values.” What are
these big words in more specific teacher attributes? Let us find out in this Lesson.

II Intended Learning Outcomes

At the end of this module, you must have:

 Explained the demands of society from the teacher as a person
 Cited the personal qualities that a professional teacher should possess

III Learning Content/Discussion

The qualities of your favourite teachers may not be very far from one another. Let’s
compare them with the twelve (12) characteristics of an effective teacher gathered from a
fifteen-year longitudinal qualitative study on more than one thousand essays of teacher
education students “Walker, Robert, J. Twelve Characteristics of an Effective Teacher: A
Longitudinal, Qualitative, Quasi-Research Study of In-Service and Pre-Service Teachers”:

1. Prepared – come to class each day ready to teach

2. Positive – have optimistic attitudes about teaching and about students.
3. Hold high expectations – set no limits on students and believe everyone can be
successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch –approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and
comfortable in their classrooms
8. Compassionate – are concerned about students’ personal problems and can relate to
them and their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect students – do not deliberately embarrass students; teachers who give the
highest respect get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong
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These twelve traits of good teachers are the same traits given by the students of these
writers every time they asked various cases to list down traits of effective teachers. The most
common word given is caring. A caring teacher is fair. He/She displays a personal touch and so
is approachable. He/she makes every learner belong and feel welcome. He/She feels with
Module

his/her students and and so is compassionate. He/she is forgiving, does not keep grudges
against learners. He/she is humble enough to admit mistakes.

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
 Because he/she cares, goes to class prepared. He/She believes in his/her students and so
sets high expectations. He/she cares that students learn and so makes learning fun by
injecting humor. His/Her genuine care for learners is grounded on his/her great respect for
every learner.

Professionalism
Professionalism is something demanded of teachers both as professionals and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional
Teachers, to wit:

Section 1. A teacher shall live with dignity at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline as the
principle of personal behaviour 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 of being as a guide of
his own destiny and the destiny of men and nations.

The Code of Ethics for public school teachers adopted Section 7 of Republic Act 4670
cites integrity as one essential trait of a professional teacher. This is given below.

C. INTEGRITY: Since the teacher’s work is not confines merely to the development of
certain fundamental skills and abilities encompassed by the teaching of the 3R’s but also
includes the development of desirable habits and attitudes that go into the formation of
character, his manner of living should provide worthy example for his pupils and students
to emulate for his fellow teachers to be proud of, and for the community to feel as being
enriched by it.

The personal traits cited above as attributes expected of teachers as persons are all
included in the big words – “live with dignity,” “premium on self-respect and self-discipline,”
“model, worthy of emulation” found in the Code of Ethics of Professional Teachers. They are
not only personal traits, they are also professional traits expected of a teacher. In other words,
these are all manifestations of professionalism, the hallmark of a professional.

2Page12
Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
Name: _________________________________________________
Course & Year: _________________________________________ Paste
Semester, School Year: __________________________________ Photo
Contact Number/s: _____________________________________
Here
Email Address: __________________________________________
Date Submitted: ________________________________________

MODULE 2 THE DEMANDS OF SOCIETY FROM THE

TEACHER AS A PROFESSIONAL AND AS A PERSON

Lesson 2 – The Demands of Society from the Teacher as a Person

IV Assessment
A. Directions: Choose the best answer by writing the letter of your choice on the space
provided before the number.

_____ 1. Which teacher’s personal trait is demonstrated if he is gender-sensitive and inclusive

in his ways?

a. Fairness
b. Sense of Humor
c. Passion
d. Motivation

_____ 2. Teacher A claims she cares for students? Which is/are a manifestation of
genuine care?

I. Knows students
II. Creates a favourable learning atmosphere
III. Maintains professional distance with students

a. I and III c. I and II

b. II and III d. I, II and III

B. Essay
Your discussion shall be evaluated using these criteria:
Content 10 pts.
Organization of ideas 5pts.
Language facility 5 pts.
Total score 20 pts.

1. Between the professional and personal qualities of a teacher which ones are perceived
to be more important? Is these really such a thing as more important that the other?
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MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
V Enrichment Activities

Activity 1
Recall your most memorable teacher who had the greatest impact in your life?
Name of Teacher: _______________________
School: ________________________________
What special personal qualities did he/she
possess? Write them down here in a narrative
form.____________________________________
Paste photo of ________________________________________
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your teacher here ________________________________________
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Your Reflections
Of the personal attributes of a professional teacher, which do you have most? Which
should you develop more?
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VI References
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Bilbao, P.P., Corpuz, B.B., Llagas, A.T. & Salnadanan, G.G. (2018). The Teaching Profession.
4th Edition. Lorimar Publishing Inc. Quezon City. Metro Manila.
Module

-End of Module 2, Lesson 2

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach
My Learning Rubric

MODULE 2 THE DEMANDS OF SOCIETY FROM THE TEACHER

AS A PROFESSIONAL AND AS A PERSON
Lesson 1 – The Demands of Society from the Teacher as a Person

Name: ______________________________________ Course & Year: _____________ Date Submitted: __________

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Exemplary Superior Satisfactory Needs Improvement
Learning Episodes
4 3 2 1

All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations. met but need
improvement
All questions/episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Grammar and spelling
Analysis of the
grounded on theories. Clear connection with Vaguely related to the unsatisfactory.
Learning Episodes
Exemplary grammar theories. theories.
and spelling.
Grammar and spelling Grammar and spelling
are superior. acceptable.
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not are shallow; supported are unclear and
supported by clearly supported by by experiences from shallow and are not
Reflections/Insights
experiences from the experiences from the the learning episodes. supported by
learning episodes learning episodes. experiences from the
learning episodes.
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear; well-organized clear, well-organized; incomplete; were not answered.
and all supporting most supporting supporting
Learning Portfolio documentations are documentations are documentations are Grammar and spelling
located in sections available and logical organized but are unsatisfactory.
clearly designated. and clearly marked lacking.
locations.
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of
deadline. deadline. the deadline. more after the
Learning Episode
deadline.
COMMENT/S

Rating
Over-all Score (Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Adapted from Borabo, M.L. and Borabo, H.G.L. (2015). Field Study 4 Exploring the Curriculum. Lorimar Publis hing, Inc. Quezon City. Metro Manila. Philippines.
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Instructor’s Signature Date
Module

MIVA greda_BSED 2-A _Mmath_1 st Semester_2022-2023_PEd 102: The Teaching Profession – A Modular A pproach