Romeo Padilla School of Education and Arts

PEC1235
A.Y. 2022-2023 Third Term, First Wave

THE TEACHING PROFESSION (PEC135)

Module for BEED 1, BSE 1, BPED 1

MODULE 1:
 Nature of Teaching the Roles of a Teacher
 Challenges in Teaching

I. INTRODUCTION:
Welcome to the second module of this course! How are you doing so far? I hope that you
were able to read module 0 for you to be guided clearly on what are expected from you. If
you have not read it yet, I highly suggest that you read module 0 first.

In this module, you will be made to realize the important role that you will play in the
society. Activities will be provided to let you explore good insights and perspective about
the human side of the teaching profession. Moreover, these will allow you to critically
reflect on the relevant practices and issues of teachers. The following topics will serve as
materials to identify several roles performed by teachers, discuss the values of teachers as
community leaders, appreciate the roles of teachers in the society and formulate your own
philosophy of education.

A. The Teacher as Individual Person

B. The Teacher as a Professional
C. The Teacher as a Community Leader and Social Advocate
D. The Teacher as a Model of Good Character
E. The Teacher as an Expert
F. The Teacher as Advocate of Educational Philosophy

The last part of the module will focus on the challenges that teachers encounter in the
classroom. You are expected to analyze each of these problems critically for you to know
how to respond on them in the future.

Are you ready to learn? Let us start!

II. ENGAGEMENT ACTIVITY:

What is your understanding about this statement: “Effective teachers do not just stay in the
four corners of the classroom.”

III. DISCUSSION A:
It is important to understand that teachers are products of the family where they belong.
The family values and the home environment that shaped their belief, character, and
personal values are reflected in their personality, values, and personal philosophy.
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We also need to recognize that teachers are shaped by the society where they lived. The
society’s culture, values, norms, religion, and environment are influential in shaping their
life as individual and professional. Teachers are servant leaders in their own community.
It is also a fact that the schools they attended are also contributory to the development of
the expertise, talents, knowledge, skills and philosophy as a professional.

A. The Teacher as Individual Person

Understanding the teaching profession requires deeper appreciation of the lives of
teachers as individuals in the society. Teachers are given high regard in the society for the
multiple roles they perform aside from teaching. As society becomes more complex and its
values are becoming more pluralistic, the areas of responsibility for teachers become wider
(Pelletier 2004).

Cohen, Manion, and Morrison (1996) pointed out that teaching is more than just a simple
job. Some people especially those who chose it to be their profession, regard teaching as a
higher calling and a commitment to make positive changes in the society and in the lives of
all people they teach. Teachers are modern heroes and heroines. They are servant leaders,
knowledge providers, and community organizers.

1. Teachers have different talents and skills

A creative way of describing the talents and skills of a teacher is a simple written piece
about “The Body Parts of a Teacher”.
● Brain – to always think critically and creatively.

● Eyes – to see the individual needs, strength, and nature of each student.

● Ears – to listen to students’ ideas and concerns.

● Hands – to guide students and show the right direction.

● Heart – to love all the students regardless of who and what they are.

● Mouth – to speak the truth, discuss knowledge, and speak wisdom to students.

● Feet – to walk with the students explore the surroundings, and discover new
knowledge and information.
● Nose – to breathe deeply and relax when feeling tired and pressured.
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B. The Teacher as a Professional

By virtue of Republic Act 7836, amended by Republic Act 9293, teaching was
personalized and thereby requiring teachers to take the Licensure Examination for Teachers
(LET). As professionals, teachers are bound to perform specific duties to the society
especially to schools and students guided by a professional code of ethics.
Teaching is always regarded as a vocation by many people. However, the government
deem it necessary to recognize teaching as a profession; giving the highest regard to teachers
as professionals. It is a noble profession for individuals who are willing to dedicate their lives
and services in the development of future citizens and leaders of the country.
The 7Rs:
1. Remember to perform your duties with high degree of professionalism. A teacher should
not allow his or his integrity to be destroyed due to personal greed and bad politics.
Teachers should avoid cheating their students’ grades and having favoritism in their
class.
2. Respond to the needs of each student with utmost level of concern to the welfare and
well – being of each student.
3. Recognize that as professionals, teachers must continuously seek professional career
advancements through joining professional associations. Attending continuing education
activities for teachers and doing graduate studies.
4. Reawaken your passion and sense of mission to serve all types of learners regardless of
their religion, socio = economic status, gender, race, intellectual ability and learning
modalities.
5. Renew your commitment to help each learner to learn in order to have a better future. A
teacher must believe that each child can have a good future if we help them with the
knowledge and skills that we teach them.
6. Re-evaluate your attitude toward students and your work ethics.
7. Relearn, learn and unlearn many things to keep you updated with new knowledge and
information. A teacher must be always active in the business of lifelong learning.

C. The Teacher as a Community Leader

Educators play an important role in the development of people and communities. Jan and
Ed Philpot (1994) concretized this idea by encouraging a stronger link between home, school
and community through effective programs developed and implemented by teachers.
Teachers always take leadership in their communities especially in activities and projects
related to the education and welfare of young children.

Teachers give advice on education matters and they serve as leaders and organizers of
community activities for children, women and youth. PE teachers serve as coach to sports
events and teaching cultural presentations like songs and dances. Some teachers serve as
judges to competitions while others are elected as officers to community – based
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organizations. Teachers are always active in performing many leadership roles in the
community where they belong.

Teachers also serve as advocates for quality education, protection, and welfare of
children and youth, promotion of literacy, human rights, wellness and health, justice, and
many other concerns. They support free and honest elections, they help people understand
the effects of irresponsible use of resources and they advocate values formation in the
community. In many places, we see teachers as freedom fighters organizing various members
of the community to sustain the dignity of life.

D. The Teacher as a Model of Good Character

Teachers are recognized as exemplar of good character, attitude and values. They are
keepers of values and traditions of different cultures around the world. Many people consider
them as prophets, spiritual leaders, and great mentors. For Christians, Jesus is the perfect
kind of teacher and leader to emulate. For the Chinese, the teachings and values of Confucius
are always put in a very high regard. The Prophet Mohammed is also the most influential
among the Buddhist. Plato and Aristotle are regarded as great teachers during their time in
Greece. These model teachers used their good nature and character to influence people. They
stand on their principles and beliefs, and they faithfully perform their duties at all times.

There are also many teachers who are exemplars of good values and character who
remained to be silently doing their duties excellently. They neither received any award nor
recognition but they excel in their duties. They continuously influence the lives of many
students who came to learn under their care. They extend their time to teach and touch the
lives of their learners. They ae good mentors and they are dedicated professionals who never
thought of any award and recognition.

In many places, we also hear and read stories of successful individuals attributing their
successes in life. This simply shows that amidst the ups and downs of teacher qualities, the
society never stopped producing great teachers who continue to serve as models and molders
for students across generations.

E. The Teacher as Expert

Expert teachers make a conscious effort to ensure that their teaching intentions are in
accord with the learning expectations they have for their students.

The casual observer does not necessarily recognize the skill in how a teacher, for
instance, responds to a thoughtful question from a normally quiet student and how that may
be very different from the ‘standard response’ to a commonly inquisitive or talkative student.
Expert teachers are aware of what they are doing; they monitor and adjust their teaching
behaviors to bring out the best in their students.
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One of the reasons that teaching is a complex business is because it revolves around
decision making. Teachers are constantly making decisions about a range of ideas, issues and
events: content, student behavior, homework, catering for different learning styles,
assessment and so on.

Teachers do not all think the same way about the same things. Their individual
experiences shape their understanding of the teaching role and how it should be played out in
practice. Teachers’ personal perspectives shape not only what they do and how they do it but
also the choices they make and why. Because teaching is heavily reliant on decision making,
everything that happens in a classroom demands informed choices. Expert teachers know
what they are doing and why because they carefully consider how to structure their teaching
in ways that will have a positive influence on their students’ learning.

F. The Teacher as an Advocate of Educational Philosophy

In a nutshell, philosophy refers to your belief in teaching. Remember that your belief may
be seen in the way you talk, think, and act as a teacher. When you think at that belief, you ask
the following questions to yourself:

 What should the aim of education be?

 Who should be educated?
 What should be taught and should this differ with interests and abilities?
 How should we be educated?
 What is the best way to teacher students?
 How can help students learn better?
 How do I see effective learning generally?

If we are reflective about these questions, we tend to become more concerned about our
profession, the way we deal with students, and how effective learning will take place.
Therefore, effective teachers have that positive belief about teaching.

IV. DISCUSSION B:
Effective teachers recognize the fact that specific challenges occur in the classroom
setting. Teachers are expected to address these challenges creatively in making sure that
learning takes place among each student. In this part of the module, we will explore different
challenges that teachers encounter.

1. Teaching in Multicultural and Multilingual Classroom

 Multicultural education is an interesting and important topic for teachers. As its heart
is a deep concern about equity, respect for diversity, cultural literacy, and fair
treatment for everyone in school. It does not only concern itself with cultural minority
groups and indigenous people but for every learner in school.
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 Learners are different in terms of language, religion, ethnicity, belief, nationality and
culture. This holds true in the Philippines where there are more than 107 ethno
linguistics groups. Each learner in the class has different religions, speaks difficult
language and etc. Teacher are challenged to use pedagogical approaches that are
culturally relevant and responsive.

 The country is also a host to growing number of foreigners coming to study in

Philippines schools. Many have come to study English some parents doing business
or assigned to work in the country. The cultural diversity in our country demands all
teachers to be equipped and empowered to address the needs of a cultural diverse
classroom.

 Language plays an important role in teaching and learning process. In real life,
education and society are inseparable. It is a production of knowledge. Education is a
social activity that is important for all human beings.

 John Dewey elucidates that the language instinct is the simplest form of social
expression of the child. Hence, it is the greatest of all the educational resources that is
innate to the child and can be utilized in learning.
 The DepEd has implemented the mother tongue-based Multilingual Education in its
K-12 education program.  First language from Kindergarten to Grade lII.  Filipino
and English gradually developed from kindergarten to Grade 3. Theories and
researches learner learn the second language.  Mother Tongue is used in instruction
and the learning materials of other learning areas.

 The use of teaching materials based on local language tend to result to higher literacy
rates. Using local language also gives meaning and context to slot of ideas learned in
school. And it is one way to promote understanding of various concepts in particular
socio-cultural perspective and context.

 Understanding the context (personal, cultural, and environment) is important, and

using the local language is vital in teaching and learning. Vygotsky(1962) explains
that language plays a crucial role in forming abstract concepts, and these abstract
concepts, according to Banks and Thompson (1995) are critical to the develop of
some disciplines.

a. Content Integration: Is a cultural practice, cultural values, history, and respect

for cultural diversity can be integrated of the various content of the subject taught
in basic education.
b. Cultural Immersion: Students can be immersed in different culture. The
following are the examples of the things that can promote the cause of
multicultural education.
c. Celebrate Cultural Diversity: Similar in what we do in UN month celebration,
and the Linggo ng Wika, students can experience and enjoy different dances.
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d. Culture Responsive Pedagogy: Teachers use pedagogical method, approaches,

and techniques that respect to cultural mindset, cultural values and cultural
practice of the learners.
e. Teaching Local Culture: Teachers will introduce local culture to students
through lectures, fora, and symposia. Use the local language as a medium of
instructions. Teacher need to support the implementation of Mother Tongue based
Multilingual Education (MTB-MLE) of the Department of Education. The
Philippines is also a home of various indigenous group. The Philippine 1987
constitution encouraged the state to provide Education that is relevant to their
culture and indigenous practice of this indigenous people. Pawilen (2013)
identified several approaches that can be used to integrate indigenous knowledge
in the curriculum.
f. Real Life Story Model: Indigenous is embedded in the daily life experience of
the young children as they grow up. They grow and lived in a society where
indigenous knowledge interwoven into the lives of the people. Parents or old folk
serves as a teacher. Drake (1993) originally proposed idea to use stories called
"story model".
g. Problem-based Approach: Learners are exposed to different lessons in problem
solving.
h. Inviting Local Folks and Community Leaders as Resources Person in School:
This allow community leaders to share their knowledge and wisdom to the
students.
i. Developing Instructional Materials for Teaching Indigenous Knowledge:
Teachers can develop modules, worksheets and learning kits that can help
introduce local history, community values and others.

2. Teaching Children with Special Needs

 Teaching Children with Special Needs Special Education is an area of education that
seeks to understand the nature and needs of different learners with special needs. As
a field of study, it trains teachers and other professionals to respond to needs of
special learners in terms of pedagogy, curriculum and other forms of educational
interventions. Wolery and Wilbers (1994) described the various classifications of
children with special needs according to the type of disability of each learner such
as:
a. Dual sensory impairment
b. Deafness and hearing impairment
c. Mental retardation
d. Multiple handicaps
e. Orthopedic impairments
f. Other health impairments
g. Serious emotional disturbance
h. Specific learning disabilities
i. Speech (language) impairments
j. Visual impairments
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k. Blindness
l. Traumatic brain endury
m. Autism
n. And those learners diagnosed with medical conditions.

 Special learners also include children and youth living in difficult context like those
located in war zones and economically depressed areas. The category of special
learners also include those who are considered as twice exceptional, intellectually
genius and gifted. In the Philippines, there are only few schools offering programs
for gifted students. These are the science schools, special science classes in regular
schools, and the Philippine school for the Arts.

 It is inevitable for teachers to encounter students with special needs in their classes.
Teachers need to modify the curriculum and utilize instructional approaches that are
relevant and responsive to the needs of these special learners. It is also important to
be careful in identifying a student as special learner. Teachers need to be carefully
observe their students’ behavior, abilities, and characteristics.

 Providing the needs of special education learners will certainly be one of the
greatest challenges of every teacher. Responding to the needs of each special learner
cannot be addressed by teachers’ years of teaching experience. It requires special
training in the field of special education. A special education teacher needs to have
deep devotion, commitment and passion to teach special learners.

3. Teaching in Multigrade Classes

 Teaching involves the teaching of students from different levels in one classrooms.
This requires teachers to develop a skill in handling different student's behavior and
addressing their needs and interest. Such situation necessities teachers to employ
effective instructional methods and strategies and apply an efficient system for
classroom management. It also requires teacher’s versatility to design an
instructional plan that will cover all topics and activities for all students from
varying grade levels.

 The teacher assigned in one multigrade class required to develop separate

worksheets and design different activities for each grade level. In the Philippines,
Department of Education and Seventh Day Adventist Church has implemented
numerous successful multigrade classes in many of its mission and division schools
in the country.

 Most of these public schools operating multigrade classes are located in local
communities that are geographically far. Thus, public school teachers assigned in
these school are really facing difficult challenges every day.
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 Multigrade teachers in public schools are like teacher missionaries on far

communities. They are strong advocates of student's access to quality education.
They bring the magic of learning in their classes and they are resourceful, creative,
patient, wise, and innovative.

4. Teaching in Multiple Intelligence Classrooms

 This idea of learners having multiple intelligences came from research of the famous
Harvard University professor Howard Gardner. In 1993 , Gardner published his
book titled Frames of Mind that presented the concept of multiple intelligences.
Gardener’s theory of Multiple Intelligence (MI).

a. Linguistic intelligence - ability to analyze information and create product

involving oral and written language.
b. Logical-Mathematical Intelligence - ability to develop equations and proofs
make calculations, and solve abstract problems.
c. Spatial Intelligence - ability to recognize and manipulate large - scale and fine
grained spatial images.
d. Musical Intelligence - ability to produce, remember, and make meaning of
different patterns of sound.
e. Naturalist Intelligence- ability to identify and distinguish among different types
of plants, animals, and weather formations that are found in the natural world.
f. Bodily Kinesthetic - ability to use one's own body to create product or solve
problem.
g. Interpersonal Intelligence- ability to recognize and understand other people's
moods, desires, motivations, and intentions.
h. Intrapersonal Intelligence - ability to recognize and understand his or her own
moods, desires, motivations, and intentions.
i. Existential Intelligence- ability to delve into deeper questions about life and
existence.

 In 2011, Gardner summarized the educational implications of MI theory in

education. According to him, an educator convinced of the relevance of MI theory
should "individualize and pluralize. Individualizing means teacher should know as
much as possible about the intelligence profile of their students. Pluralizing means
that teachers should decide on which topics, concepts or ideas are of greatest
importance, and should then present them in a variety of ways.

5. Teaching in a Learner- Centered and Constructivism Classroom

 Classrooms Learner centered education is one of the promising product of the
progressive movement in education, and it is refers to a kind of education that
considers the knowledge, skills, abilities, attitudes, interests, and beliefs that the
learners bring into a classroom.
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 In learner-centered education, providing learner's social and emotional development

is equally important aspect in planning the curriculum. Ladson (1995) includes
teaching practices and pedagogy that are "culturally relevant" “culturally
responsive”, “culturally appropriate” and “culturally compatible” in the definition of
a learner - centered education.

 Constructivism is a theory of learning that explains that knowledge is constructed

based on the prior knowledge and experience of the learners. It believes that learners
come formal education with a range of prior knowledge, skills, beliefs, and concepts
that are significantly influence what they notice about the environment and how they
organize and interpret it. (National Research Council 2000).

 Constructivist paradigm posits the meaning learning is constructed by the learners as

results of their sensory experience with the world (Hours and Thomas 1996). •
Constructivist teaching and learning therefore lead to:
a. active learning
b. learning and meaningful context
c. reflective and intuitive problem solving
d. doing investigation
e. providing real-life and hands-on experiences to the learners.

6. Brain-based Education
 Brain-based education was brought by research in Neuroscience. Significant
Neuroscience studies provided several ideas on how the human brain function and
people learn. Caine and Caine (1997) consider curriculum and instruction from a
brain- based approach. They begin with "brain-mind learning principles."
a. The brain is a whole system and includes physiology, emotions, imagination,
predisposition.
b. The brain develops in relationship to interactions with the environment and with
others.
c. A quality of being human is the search for personal perceive.
d. People create meaning through perceiving certain patters of understanding.
e. Emotions are critical to the patterns people perceive.
f. The brain processes information into both parts and wholes at the same time.
g. Learning includes both focused attention and peripheral.
h. Learning is both unconscious and conscious.
i. Information (meaningful and fragmented) is organized differently in memory.
j. Learning is developmental.

 The brain makes optimal number of connection in a supportive challenging

environment, perceptions of threat inhibiting learning. 12. Every brain is unique in its
organization.
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 Resnick (1987) populates that people can learn better if they are asked to think in
ways that are more complex. She theorizes that even in the elementary school,
students learn more if they are given several ways to look at a problem and if they are
asked to give more than way of solving it.

 Renate and Caine (1991) also cite studies showing that brain learns best when it
works to solve problems and accomplishes specific tasks instead of merely absorbing
isolated bits of information. Sylwester (1995) correlates current scientific theories on
how the information. He also suggests that these new learning theories have broad
educational applications that can be utilized in today’s school to improve teaching
and learning.

7. ICT Integration in Teaching and Learning

 Computer’s entry into schools changed radically the landscape of education. With
computers educational programs in DVD, VCD, CD and other forms. Microsoft
Apple, and other companies developed different software that is utilized in education
nowadays. It is also the success of computer that gave birth to the development of
Internet that goes with computer networks, World Wide Web, search engines and
email that very useful for everyone in the society. These innovations removed the
geographical distance between and among students, teachers, schools and other
professional and institution.

 The term ICT, short for Information and Communication Technology, embraces all
forms of technologies that enables all people to received information and
communicate or exchange information with others. ICT have marked significant
effect in education particularly on teaching and learning. At the school, ICT is widely
used in the everyday operations and activities of the different offices and departments.

 The use of ICT in teaching and learning brought many positive developments in the
way teachers teach and how the students learn. Basically, computer software
enhanced teachers’ and students’ presentations, reports, and lectures. The students
and teachers became active researchers engaged in a virtual world of ideas. They
search the web for whatever information they need.

 The growing influence of ICT in almost every aspect of life made ICT Literacy
essential among all teachers and students. ICT skills are part of the 21st century skills
that must developed among students to become globally competitive. They also need
to teach their students to the use of ICT responsibly, observing ethics, using
information form Internet responsibly and respecting the privacy of individual.
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V. ASSESSMENT:

Watch the following videos on Youtube and accomplish the following. Be guided
with the scoring rubric:

Score Description
16-20 The answers are very clear, logical, and relevant.
11-15 The answers are somehow clear, logical, and relevant.
6-10 The answers are quite clear, logical, and relevant, but need to be improved.
1-5 The answers are not clear, logical, and relevant at all.
a. Explain three (3) roles of a teacher that are being presented by the material.
b. Identify and discuss two (2) challenges of teaching that are being implied in
the materials.

1. “Inspirational Video- Be a Mr. Jensen” at https://www.youtube.com/watch?

v=4p5286T_kn0
2. “Their Future Begins with You” at https://www.youtube.com/watch?
v=x6FFQgC3AdI
3. “Finding f(x): Why I teach for the Philippines” at
https://www.youtube.com/watch?v=pZcFz7X_W6U
4. “Our Return on Investment” https://www.youtube.com/watch?
v=FgOi4ZR57fA

Prepared by:

ARIEL Y. LEONIN, LPT, MALL

Instructor