TPRF MIDTERM
TEACHING AS A VOCATION,
I. MAX SCHELER’S HIERARCHY OF
VALUES
Max Scheler
- August 22 1874 - May 19, 1928)
- German Philosophor
- Axiology
- Work in phenomenology, ethics,
philosophical anthropology
Axiology
- Philosophical science of values
1. PLEASURE VALUES
- Pleasant against unpleasant
- Agreeable against disagreeable
Examples: Pleasure/pain, Sensual feelings
2. VITAL VALUES
- Well being of individual or community
Example: Health, Vitality, Capability,
Excellence
3. SPIRITUAL VALUES
- Independent of whole sphere of body
and environment
- Preferring, loving, hating
Examples: Beauty against Ugliness,
Right/Wrong, Pure Knowledge
4. VALUES OF THE HOLY
- Absolute objects
Examples: Belief, Adoration, Bliss
II.
MISSION, AND PROFESSION
Vocation
- Comes from Latin word
“vocare” means “to call”
- Strong feeling of suitability for a
particular career or occupation
- To teach with dedication
Mission
- Comes from Latin word
“Misio” means “to send”
- Task assigned, allotted, or self imposed
- Need to accomplish
- We are expected to contribute to the
betterment of this world
Profession
- Long and arduous years of preparation
- Continuing professional education
III. THE TEACHER IN THE
CLASSROOM AND COMMUNITY
ARTICLE III - Code of Ethics
- 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
to such learning and growth.
- The school and the community are on
the “front lines” of the teacher’s
educational reach.
- The school serves as the center for
educational pursuits while the
institutions and establishments of the
community serve as extended learning
centers and sources of instructional
materials.
- Every teacher shall provide leadership
and initiative to actively participate in
community movements for moral,
social, educational, economic and civic
betterment
THE TEACHERS COMPETENCES:
1. Organizing a well – managed
classroom in terms of time
management, record-keeping,
orderliness and discipline;
2. Fostering linkages for mutual
concerns,
3. Undertaking networking activities
with organizations for educational,
social and civic purposes.
A. ORGANIZATIONAL PLAN
1. Structured Classroom
- Learning activities in a structured
classroom are well-planned ahead of
time and the procedures follow accepted
rules and regulations established by the
school.
2. Flexible Classroom
- Spontaneous explorations and discovery
of information encouraging active
participation in their own style of
learning.
Examples: Individualized approach, group set
up, combination
B. SCHEDULING
- Good time management is the key to a
smooth flow of planned activities.
- Proper timing could sustain motivation
and interest, resulting in students’ active
involvement in class.
- Teachers must be able to plan
thoroughly for their daily lessons and for
additional activities such as:
● Parent – teacher conference after classes
● Working with other teachers
● Preparing new teaching devices
● Advanced requests for supplies and
materials
● Supervising students
Tips for maintaining good time
management
1. Schedule all activities with
corresponding time allotment way
ahead of time.
2. Provide enough time for everything you
expect to happen.
3. Avoid rushing since you know you have
carefully allotted required time for every
activity.
4. 4. Anticipate difficulties or failure of
some operations in order to be able to
pursue alternative actions.
5. Be flexible with time assignments.
6. Use fillers in case you finish the lesson
ahead of time.
7. Set the example by showing that you are
time conscious.
C. RECORD KEEPING
1. Daily Attendance
- Presence or absence.
- Consulted in cases of declining
performance in classroom tasks.
2. Students’ Progress
- One of the most important
responsibilities that teachers
- Must perform with utmost proficiency.
- Reporting pupil progress to parents help
build a positive and harmonious
relationship
● Have a record book for recording
● Each student should have a portfolio
D. PHYSICAL ENVIRONMENT
- Clean and classroom where everything is
arranged neatly is both attractive and a
comfortable place to stay in.
1. Maintaining Cleanliness
2. Look after proper ventilation and
lighting for their comfort and ease.
3. Unnecessary noise due to careless
closing and opening of doors and
windows must be avoided.
4. Bulletin Boards and Display - Students
must assist in the preparation of the
bulletin board.
5. Seating Arrangements
E. DISCIPLINE
- Controlled behavior.
- Next important concern of teachers as
part of good management.
1. Causes of disciplining problem
- Lack of adequate knowledge and skills
in handling occurrences of misbehavior
likewise contribute to a trouble-prone
setting.
The classroom may not be conducive to
learning if it is:
a. Overcrowded
b. Poor lighting facilities and inadequate
ventilation.
c. Furniture and storage cabinets
disorderly positioned, making the
collection and retrieval of tools less
efficient.
d. Inappropriate seating arrangement
e. Near sources of noise
2. Prevention
- know how to anticipate trouble so that
minor skirmishes may not erupt to
full-pledged battles.
a. Depending on the students abilities and
interests, teachers can implement
group-oriented methodologies such as;
cooperative learning approach, team
learning, peer tutoring, group projects
and collections.
b. Clear understanding of the objectives of
the lesson and the strategies to be used.
c. Prime importance are the teachers’
personal attributes such as; patience,
compassion, concern and caring
attitude, respect and trust for others.
d. The teachers’ personalities are their
surest “arms” that can either win or fail
amidst a controllable learning situation.
- Warm respectful relationships
- Unpretentious gesture, genuine
- Facial expression
- Kind words or praise, greetings
- Caring attire
- Avoid favoritism
e. Teacher’s teaching style will determine
how the students will respond, at times
receptive, sometimes withdrawn.
3. Common Ways of Establishing
Discipline/Classroom Control
- Discipline occupies the center stage in
all learning activities.
a. Discipline is the student’s responsibility.
b. Discipline is the teacher’s way of
establishing a desirable
student-oriented environment for
learning.
c. Discipline is coupled with effective
teaching strategies and techniques.
d. Discipline is achieved through the
effects of group dynamics on behavior.
e. Discipline is believed to be the exclusive
responsibility of the teacher.
4. Some Tips to Make You a Good
Disciplinarian
- Be firm and consistent in following
“do’s” and “don’ts” AT ALL TIMES.
- Be prepared to face a class with
multi-behavior tendencies. Each
individual acts in a unique manner.
- Know your students well – their names,
family composition, and socio-
economic status. In case of misbehavior,
you will understand them easily and an
appropriate assistance will come in time.
 - Show your sincere concern for their
welfare.
- Commendable behavior is reciprocal.
- Be calm, poised and tactful in solving
discipline problems.
- Refrain from unkind words and harsh
punishments.
- Be enthusiastic.
- Let out your good sense of humor.
- Speak with a good voice volume
- Be humble with words and actions.
5. Common Ways of Dealing with
Discipline Problems
● Acceptable and effective:
- Verbal reinforcers that encourage good
behavior and discourage bad tendencies.
- Nonverbal gestures, frown or hard look
to dissuade them from mischiefs.
- Dialogues could help in discovering
problems and agreeing on mutually
beneficial solutions.
- Focus attention on one who is unruly
and is about to disturb the neighbors.
- Award merits for good behavior and
demerits for inconsistency and lapses.
- A private, one-on-one brief conference
- Allow students the freedom to express
● Unacceptable and ineffective:
- Scolding and harsh words
- Nagging, fault finding, sermons
- Keeping a student in a “detention area”
- Denying a student some privileges
- Assignment of additional homework
compared to the rest
- Use of ridicule or sarcasm
- Grades for academic achievement
should not be affected
F. ESTABLISHING ROUTINE
- regular procedure or a normal practice
that is to be followed.
- Schedule of activities that is mostly
time-paced and is attuned to lesson
objectives.
1. Advantages
- Helps in accomplishing everything that
is planned.
- The students feel secure since they know
every step in the procedure.
- Builds a teacher’s confidence in
following a well-planned procedure.
2. Ways of Establishing Routine
- Routine could be scheduled on a weekly
or monthly instead of daily.
- Plan a routine for an entire class
- Plan a procedure for the whole unit with
a corresponding time allotment for each
topic.
- You might find the class in a situation
when the interest and concentration is
at its peak. Though beyond time limit,
you may continue for the sake of
additional learning and experiences
being achieved.
- Give clear and direct instructions to
avoid guessing on what to do next.
- Practice some signals that would mean
the class is about to start and they must
be ready.
- Model time-consciousness.
 IV. NATIONAL COMPETENCY BASED DOMAIN 1: SOCIAL REGARD FOR
TEACHER STANDARDS (NCBTS) LEARNING
- Teachers serve as positive and powerful
Domains role models of the values of the pursuit
- Distinctive sphere of the of learning and of the effort to learn
teaching-learning process, - Teachers actions, statements, and
- Well-defined arena for demonstrating different types of social interactions with
positive teacher practices. students exemplify this ideal.
Strand 1.1: Acts as a positive role model for
Strands
students
- Specific dimension of positive teacher
● Performance Indicator
practices
1. Implements school policies and
Indicator
procedures
- Concrete, observable, measurable
2. Demonstrate punctuality
teacher behavior, actions, habits…
3. Appropriate appearance
4. Is careful about the effect of one’s
TRADITIONAL NCBTS behavior on students
- Technical process - Facilitating learning 5. Shows respect for other persons and
their ideas
- Technical - Complex and
knowledge problematic
- Applicable to all - Applicability varies DOMAIN 2: LEARNING ENVIRONMENT
learners
- Importance of providing for a social and
- Consistent - Reflective and flexible
application of application physical environment where regardless
technical knowledge of their individual differences in
- Dependent on - Determined within learning, can engage the different
prerequisite inputs in the limits and learning activities and work towards
teaching environment opportunities found in
learning environment attaining high standards of learning.
Strand 2.1: Creates an environment that
promotes fairness
● Performance indicator
1. Maintains a learning environment of
courtesy and respect for different
learners.
2. Gender-fair opportunities for learning
3. Recognizes that every learner has
strengths
Strand 2.2: Makes the physical environment
safe and conducive to learning
● Performance Indicator
1. Arranges challenging activities given the
physical environment
Strand 2.3: Communicates higher learning
expectations to each learner
● Performance Indicator:
1. Uses individual and cooperative
learning activities
2. Encourages learners to ask questions
3. Provides learners with a variety of
learning experiences
4. Provides varied enrichment activities to
nurture the desire for further learning
5. Communicates and maintains high
standards of learning performance
Strand 2.4: Establishes and maintains
consistent standards of learners’ behavior
● Performance Indicators
1. Handles behavior problems quickly and
with due respect to children’s rights
2. Gives timely feedback to reinforce
appropriate learner’s behavior
3. Guides individual learners required
development of appropriate social and
learning behavior
4. Communicates and enforces school
policies and procedures for appropriate
learner behavior
5. Encourages free expression of ideas
from the students
6. Creates stress-free environment
7. Arranges challenging activities given the
physical environment
DOMAIN 3: DIVERSITY OF LEARNERS
- Teachers can facilitate the learning
process in diverse types of learners, by
first recognizing and respecting
individual differences, then using
knowledge about students’ differences to
design diverse sets of learning activities
to ensure that all students can attain
appropriate learning goals.
Strand 3.1: Is familiar with learners’
background knowledge and experiences
● Performance indicators:
1. Obtains information on the learning
styles, multiple intelligences and needs
of learners.
2. Designs or selects learning experiences
suited to different kinds of learners.
3. Establishes goals that define appropriate
expectations for all learners
4. Paces lessons appropriate to needs
and/or difficulties of learners
5. Initiates other learning approaches for
learners whose needs have not been met
by usual approaches.
Strand 3.2: Demonstrates concern for holistic
development of learners
● Performance Indicator:
1. Recognizes multi-cultural background of
learners when providing learning
opportunities
2. Adopts strategies to address needs of
differently-abled students
3. Makes appropriate adjustments for
learners of different socio- economic
background.
DOMAIN 4: CURRICULUM
- All elements of the teaching-learning
process that work in convergence to help
students attain high standards of
learning and understanding of the
curricular goals and objectives.
- Teacher’s knowledge of subject matter,
teaching learning approaches and
activities, instructional materials and
learning resources.
Strand 4.1: Demonstrates mastery of the
subject
● Performance Indicator
1. Delivers accurate and updated content
knowledge using appropriate
methodologies, approaches and
strategies
 2. Integrates language, literacy and
quantitative skill development and
values in his/her subject area
3. Explain learning goals, instructional
procedures and content clearly and
accurately to students
4. Links the current content with past and
future lessons
Strand 4.2: Communicates clear learning
goals for the lessons that are appropriate for
learners
● Performance Indicator
1. Sets appropriate learning goals.
2. Understands the learning goals.
Strand 4.3: Makes good use of allotted
instructional time
● Performance Indicator
1. Establishes routines and procedures to
maximize instructional time.
2. Plans lessons to fit within available
instructional time.
Strand 4.4: Selects teaching methods,
learning activities and instructional materials
or resources appropriate to learners and
aligned to the objectives of the lesson
● Performance Indicator
1. Translate learning competencies to
instructional objectives.
2. Selects, prepares and utilizes
instructional materials appropriate to
the learners and to the learning goals.
3. Provides activities and uses materials
which fits the learners’ learning styles,
goals and culture.
4. Uses a variety of teaching approaches
and techniques appropriate to the
subject matter and the learners.
5. Utilizes information derived from
assessment to improve teaching and
learning.
6. Provides activities and uses materials
which involve the students to
meaningful learning.
Strand 4.5. Teacher recognizes general
learning processes as well as unique processes
of individual learners
● Performance Indicators:
1. Design and utilizes teaching methods
that take into account the learning
process.
Strand 4.6. Teacher promotes purposive
study
● Performance Indicator:
1. Cultivates good study habits through
appropriate activities and projects
Strand 4.7. Teacher demonstrates skills in the
use of information and communication
technology in teaching and learning.
● Performance Indicator:
1. Utilizes Information and Communication
Technology to enhance teaching and learning.
DOMAIN 5: PLANNING, ASSESSING
AND REPORTING
- Assessment and planning activities to
ensure that the teaching-learning
activities are maximally appropriate to
the students’ current knowledge and
learning levels.
- Use of assessment data to plan and
revise teaching-learning plans, as well as
the integration of formative assessment
procedures in the plan and
implementation of teaching-learning
activities.
Strand 5.1: Communicates promptly and
clearly to learners, parents, and superiors
about the progress of learners
● Performance Indicators:
1. Shows proof of instructional planning.
2. Implements instruction as plan
3. Demonstrate ability to cope with varied
teaching milieu
Strand 5.2: Develops and uses a variety of
appropriate assessment strategies to monitor
and evaluate learning
● Performance Indicator
1. Prepares formative and summative test
in line with the curriculum.
2. Employs non-traditional assessment
techniques.
3. Interprets and uses assessment results
to improve teaching and learning.
4. Identifies teaching-learning difficulties
and possible causes and takes
appropriate action to address them.
5. Uses tools for assessing authentic
learning.
Strand 5.3: Monitors regularly and provides
feedback on learners’ understanding of content
● Performance Indicators
1. Provides timely and accurate feedback
to learners to encourage them to reflect
on and monitor their own learning
growth.
2. Keeps accurate records of
grades/performance levels of learners.
3. Conducts regular meetings with learners
and parents to report learners’ progress.
4. Involves parents to participate in school
activities that promote learning.
DOMAIN 6: COMMUNITY LINKAGES
- School activities are meaningfully linked
to the experiences and aspirations of the
students in their homes and
communities.
- Focuses on teachers’ efforts directed at
strengthening the links between school
and community activities, particularly as
these links help in the attainment of the
curricular objectives.
Strand 6.1: Establishes learning
environments that respond to the aspirations
of the community
● Performance Indicators
1. Involves community in sharing
accountability for the learners’
achievements.
2. Uses community resources to support
learning.
3. Uses the community as a laboratory for
learning.
4. Participates in community activities that
promote learning.
5. Uses community networks to publicize
school events and achievements.
6. Encourages students to apply classroom
learning to the community.
DOMAIN 7: PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
- Teachers value having a high personal
regard, concern for professional
development, and continuous
improvement as teachers.
Strand 7.1: Takes pride in the nobility of
teaching as a profession.
● Performance Indicators:
1. Maintains stature and behavior that
upholds the dignity of teaching.
2. Allocates time for personal and
professional developments through
seminars and workshops, reading
educational materials regularly and
engaging in educational research.
3. Manifest personal qualities such as
enthusiasm, flexibility and caring.
4. Articulates and demonstrates one’s
personal philosophy of teaching.
Strand 7.2: Builds professional links with
colleagues to enrich teaching practice
● Performance Indicators
1. Keeps abreast with recent developments
in education.
2. Links with other institutions,
organizations for sharing best practices.