The Teacher as a Person

in the Society
 Personal and Professional Lives of
Teachers
• Teachers are products of the family where they belong
• Teachers are shaped by the society where they live
• Schools are contributory to the development of
teachers’ expertise, talents, knowledge, skills and
educational philosophy.
TEACHER as an Individual Person

• Teachers have high regard in the society ; areas of

responsibility for teachers become wider
• TEIs: carry the challenge of preparing soon teachers
• TEACHING is more than just a simple job. Teachers are
modern heroes and heroines, servant leaders,
knowledge providers, community organizers.
• (Cohen, Manion and Morrison, 1996)
 TEACHER as an Individual Person

1. Teachers have different Talents and Skills

▪ Possess various skills and talents they use in
performing teaching tasks
▪ Creative in designing classroom environments and
in organizing school activities
▪ Master the art of selecting instructional methods
and strategies
▪ Skillful in improvising different teaching devices
 TEACHER as an Individual Person

1. Teachers have different Talents and Skills

“The Body Parts of a Teacher”
Brain, Eyes, Ears, Hands, Heart, Mouth, Feet, Nose
 TEACHER as an Individual Person

2. Teachers have different Needs

1. … Have economic needs
2. … need for security and justice
3. … need to be recognized and appreciated to boost
their morale and self-esteem
4. … need spiritual support
5. … need role clarity
6. … social needs
7. … need to cope with various challenges and changes
TEACHERS have INDIVIDUAL
RIGHTS
All human beings are entitled to enjoy specific rights.
What specific rights are you familiar with? These are
enshrined in UN Universal Declarations of Human Rights
and in the Article III of the 1987 Phil. Constitution.
TEACHERS have INDIVIDUAL
RIGHTS
Labor laws ensure that employers give their
privileges and fair treatment in doing their duties.
Status is protected by a system granting them
permanency or tenure.
Manual of Regulations for Private School Teachers
and the Magna Carta for Public School Teachers
TEACHERS have INDIVIDUAL
RIGHTS
Teachers, at times, become common victims of human
rights violations: unfair labor practices and abuse of
authority by some school officials.
... free to organize or join in any professional
organizations to help them grow
... enjoy freedom of expression to be heard and
respected
... have the right to enjoy a dignified life. a life that is free
from any forms of threat and danger
... rights are in RA 232, RA 7836, Code of Ethics for
Professional Teachers
TEACHER as a PROFESSIONAL

RA 7836, ammended by RA 9293 teaching was

professionalized and require to take the Licensure Exam
for Teachers.
Teachers are bound to perform specific duties to the
society, schools and students
Teaching is always regarded a vocation by many people
TEACHER as a PROFESSIONAL

Discuss the 7Rs that PROFESSIONAL TEACHERS

NEED TO DO AND TO LEARN as PROFESSIONALS.
Remember
Respond
Recognize
Reawaken
Renew
Re-evaluate
Relearn, learn and unlearn
TEACHER as a PROFESSIONAL
REMEMBER
❑ Perform your duties with high
degree of professionalism
❑ should not allow his/her
integrity to be destroyed due
to personal greed and bad
politics
❑ avoid cheating their students'
grades and practice favoritism
in their classes
TEACHER as a PROFESSIONAL

❑ Needs of each student with

utmost level of concern to
the welfare and well-being
of each student
TEACHER as a PROFESSIONAL
RECOGNIZE

❑ You must continuously seek

professional career
advancements through
joining professional
associations, attending
continuing education
activities for teachers and
pursuing graduate studies
TEACHER as a PROFESSIONAL
REAWAKEN
❑ Your passion and sense of
mission to serve all types of
learners regardless of their
religion, socio-economic
status, sex, race, intellectual
ability and learning
modalities
TEACHER as a PROFESSIONAL
RENEW
❑ Your COMMITMENT to help
each learner in order to have
a better future.
❑ Teachers must believe that
each learner can have a
good future if right
knowledge and skills are
received
TEACHER as a PROFESSIONAL
RE-EVALUATE
❑ Your ATTITUDES towards
students and work ethics
TEACHER as a PROFESSIONAL
RELEARN, LEARN & UNLEARN
❑ many things to keep you
updated with new
knowledge and information.
❑ A teacher must be always
active in the business of life-
long learning
• Currently, few teachers • receive money to give
are not behaving honors and other
professionally ; facing awards to undeserving
legal cases for sexual students
harassment and other • buy their tenure and
forms of abuses against promotions by giving
students gifts and other forms of
• involvement in extra favors to education
marital relationships officials
TEACHER as a Community Leader and
Social Advocate

❑ Educators play an important role in the

development of people and
communities.
❑ Jan and Ed (1994), encouraged a
stronger link between home, school,
and community through effective
programs developed and implemented
by teachers.
❑ Life of a teacher is neither confined in
four corners nor limited inside the
school campus for a teacher is an active
leader in the community.
TEACHER as a Community Leader and
Social Advocate

❑ teachers take leadership roles in their communities

esp in activities and projects related to education
and welfare of young children
❑ RA 7610, “Special Protection of Children Against
Child Abuse, Exploitation, and Discrimination Act”
❑ Serve as advocates for quality education, protection
and welfare of children and youth, promotion of
literacy, human rights, wellness and health, justice
and many others.
Critical Questions
1. How can we engage teachers to be good
community leaders?
___________________________________________
___________________________________________
___________________________________________

2. What forms of advocacies should a teacher

participate in the community?
___________________________________________
___________________________________________
___________________________________________
The Teacher as a Model
of Good Character
Mr. Roldan D Atienza
▪ Since ancient times, teachers
are recognized as exemplars
of good character, attitude
and values.
▪ They are keepers of values
and traditions of different
cultures
▪ For many, they are prophets,
spiritual leaders, and great
mentors
▪ For Christians, Jesus is the
perfect kind of teacher and
leader to emulate
▪ Chinese – teachings and
values of Confucius
▪ Muslim – Prophet
Muhammad, most
influential teacher-leader

▪ Buddhists – life and

teachings of Buddha
▪ Plato and Aristotle – great
teachers during their time
in Greece
▪ They used their good
nature and character to
influence people.
▪ They stand on their
beliefs and principles
▪ They truthfully perform
their duties at all times
At present, many teachers exemplify
GOOD VALUES and CHARACTER.
1. International scene, many Nobel
Laureates and Pulitzer Award for
higher education teachers
2. In the Phils., recipients of Ten
Outstanding Young Men (TOYM),
Ten Outstanding Women in Nation’s
Service (TOWNS)
Teachers who are exemplars of GOOD
CHARACTER, doing remain their duties w/
humility and excellence.

They continuously influence the lives of

many students under their care and teach and
touch their lives

They are mentors and dedicated

professionals, not for the award but for the
passion to touch lives and shape the future of
their learners
The Teacher as an
Expert
1. Knowledge in content – Teachers should know the
subject matter they teach

2. Pedagogical content knowledge – It represents a

perfect blend of content and pedagogy into a
framework for understanding how subjects, topics and
lessons are organized into instruction
3. Knowledge about Learners – This is the idea of the
different learning styles, thinking styles and educational
needs of the learners

4. General Pedagogical Knowledge – This includes

general theories and principles in teaching. These are
general pedagogical principles that are applicable to
any classroom situation and in any teaching and
learning context.
5. Knowledge of educational contexts – Educational
context may focus on the cultural, economic, political,
and education context that shape and influence
education

6. Curriculum Knowledge – This is about the knowledge

of innovations, curriculum materials, assessment and
the curriculum process.
7. Knowledge of educational ends, purposes and values
– This is the understanding of the principles, theories
and purposes of education to have deep appreciation
of the enduring values of education.
As an experts in different areas, teachers need to
possess the 4C’s
❖ Creativity - a cognitive ability to think outside the
box, to develop new ideas, to possess outstanding
talent, and to lead effectively. It is also a capacity to
innovate
❖ Critical Thinking- A cognitive ability and capacity to
think critically in solving problems, making decisions,
and in processing ideas
❖ Commitment- a passion to make a difference in the
lives of each learner
❖ Character - an exemplar of positive values
 Philosophies of
EDUCATION
motivation

Objectives
activity

prayer

Dr. SANTA M. FALTADO

 At the end of this topic, students’
should be able
Identify to: Philosophies of
the different
Education
motivation

objectives
activity

prayer
Know the implications of the different
philosophies to teaching and learning

Appreciate the importance of philosophy

of education
 An Exercise to determine your Educational
Philosophy

motivation
objectives
activity

prayer
Find out to which Philosophy you adhere.
To what extent does each statement apply
to you. 4-always agree, 3-not always
agree, 2-sometimes agree, 1-don’t agree
at all.
 SEVEN PHILOSOPHIES OF EDUCATION

ESSENTIALISM

Lesson proper
motivation
Why Teach?

objectives
prayer
❑For learners to acquire basic knowledge, skills and
values.
❑Not to radically reshape society but rather to
transmit the traditional moral values and
intellectual knowledge that students need to
become model citizens.
What to Teach?

❑ Essentialist programs are academically rigorous

Lesson proper
❑ Emphasis is on academic content for students to learn

motivation
objectives
the basic skill or the fundamental r’s, reading, ‘riting,

prayer
‘rithmetic, right conduct.

❑ Place little emphasis on student interests, particularly

when they divert time and attention from academic
curriculum
How to Teach?

❑ Emphasize mastery of the subject matter

Lesson proper
❑ Expected to be intellectual and moral models of their

motivation
objectives
students

prayer
❑ They seen as “fountain of information” and “paragon of
virtue”

❑ Heavy stress on memorization and discipline

PROGRESSIVISM

Why Teach?

Lesson proper
❑ To develop learners into becoming enlightened and

motivation
objectives
prayer
intelligent citizens of democratic society

❑ Teaches learners so they may live life fully NOW

not to prepare them for adult life
What to Teach?

Lesson proper
❑ Skills and processes in gathering and evaluating

motivation
objectives
prayer
information and in problem solving

❑ Expose students to many new scientific ,

technological and social developments
How to Teach?

Lesson proper
❑ Employ experiential methods.

motivation
objectives
prayer
❑ Hands-on-minds-on–hearts-on teaching
methodology.
PERRENIALISM

Why Teach?

Lesson proper
❑ Develop the students rational and moral powers

motivation
objectives
prayer
What to Teach?
❑ Lifted from great Books

How to Teach?
❑ Socratic Dialogue
EXISTENTIALISM

Why Teach?

Lesson proper
❑ Help students understand and appreciate

motivation
objectives
prayer
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings and actions

❑ Demands the education of the whole

person, not just the mind
What to Teach?

Lesson proper
❑ Focus upon the actions of historical individuals,

motivation
objectives
each of whom provides model for the students

prayer
own behavior

❑ Vocational Education are regarded more as a

mean of teaching students
How to Teach?

Lesson proper
❑ Focus on individual. Learning is self-paced, self

motivation
objectives
prayer
directed

❑ Employ values clarification strategy

BEHAVIORISM

Why Teach?

Lesson proper
❑ Concerned with the modification and shaping of

motivation
objectives
students’ behavior

prayer
❑ They believe that students behavior are
product of their environment
What to Teach?

Lesson proper
❑ Teach students to respond favorably to various

motivation
objectives
stimuli his environment

prayer
How to Teach?
❑ Arrange environmental conditions so that
students can make response to stimuli
❑ Physical variables like light, temperature,
arrangement of furniture, size and quantity of
visual aids have to be controlled to get the
desired responses from the learners
CONSTRUCTIVISM

Why Teach?

Lesson proper
❑ To develop intrinsically motivated and independent

motivation
objectives
learners adequately equipped with learning skills

prayer
for them to be able to construct knowledge and
make meaning of them
What to Teach?

Lesson proper
❑ The learners are taught how to learn. They are

motivation
objectives
taught learning process and skills such as searching,

prayer
critiquing and evaluating information, relating this
pieces of information, reflecting on the same,
making meaning out of them.
How to Teach?

Lesson proper
❑ Teacher provides students with data and experiences

motivation
objectives
that allow them to hypothesize , predict manipulate

prayer
objects, pose questions, research, investigate,
imaging and invent. The constructivist classroom is
interactive. It promotes dialogical exchange of ideas
among learners and between teacher and learners.
LIGUISTIC PHILOSOPHY

Why Teach?

Lesson proper
❑ To develop the communication skills of the learner

motivation
objectives
because the ability to articulate, to voice out the

prayer
meaning and values of things that one obtains from
his/her experience of life and the world is the very
essence of man
What to Teach?

Lesson proper
❑ Learners should be taught to communicate clearly –

motivation
objectives
how to send clear, concise messages and how to

prayer
receive and correctly understand messages sent.
How to Teach?

Lesson proper
❑ The most effective way to teach language and

motivation
objectives
communication is the experiential way. Make them

prayer
experience sending and receiving messages through
verbal, non verbal and para verbal
❖ What Philosophies of education do our schools

abstraction

motivation
objectives
adhere to?

activity

prayer
Dear God,

Thank you for looking after

our school.
Thank you that you love each

closing prayer
and every one of us here.

application

motivation
objectives
activity
 

prayer
Help us to learn, play and
share together,
So that the wonderful world
you have made
Becomes more beautiful every
day.
 
Amen.
 
 The
Professionalizati
on
of Teaching
Objectives
• Compare PD 1006 and RA 7836, laws that
professionalized teaching
• Explain how the amendments in RA 9293 support
the teaching profession
• Demonstrate deeper appreciation for the
PROFESSIONALIZATION OF TEACHING and the
TEACHING PROFESSION itself
• Relate the impact of the PROFESSIONALIZATION OF
TEACHING on your future life as full – pledged
professional teacher
Presidential Decree 1006
• January 1,1977
• “Providing for the
Professionalization of Teachers,
Regulating Their Practice in the
Philippines”
• Also known as “Decree
Professionalizing Teaching”
PD 1006 was premised on the ff:
1. “Teachers whose direct and continuing
interaction with the young people and the
children make them potent forces for the
development of proper attitudes among the
citizenry;
2. The tremendous growth of the teaching
population, about 300,000 were deployed
3. To insure that in the immediacy and urgency of
the teacher recruitments, qualitative
requirements are not overlooked
PD 1006 was premised on the ff:
4. Teachers require a number of years of
collegiate study
5. In recognition of the vital role of the
teachers in nation – building and as an
incentive to raise the morale of teachers, it
is imperative that they be considered as
professionals and teaching be recognized as
a profession.”
(PD 1006)
PD 1006
• Declared a policy that teacher education be of the
highest quality and strongly oriented to Philippine
conditions and to the needs and aspirations of the
Filipino people.
• The Civil Service Commission and the
Department of Education and Culture jointly gave
examination for teachers.
• Passers who qualified were given Professional
Teacher Certificate.
PD 1006
• It made a teacher’s license a requirement for
teaching.
• “Three years after the effectivity of this Decree,
no person shall engage in teaching and/or act as a
teacher as Defined in this Decree, whether in
public or private elementary or secondary school,
unless he is holder of Professional Teacher
Certificate or considered as Professional Teacher
under this Decree”
PD 1006
• 1991 Congressional Commission affirmed the
continuously deteriorating quality of education in
our country.
• The Congressional Commission to Review and
Assess Philippine Education (EDCOM) came out
with the finding that the “quality of Philippine
Education is declining” and the teachers are “at the
heart of the problem”
The EDCOM found:
• Teachers are poorly trained;
• There is low quality of students
enrolled in teacher training; and
• Teaching is perceived as a poorly
esteemed profession.
On the basis of EDCOM findings...

• Teaching does not attract the best as mandated in

the constitution that “teaching will attract and
retain its rightful share to the best available
talents through adequate remuneration amd
other means of job satisfaction and fulfillment (Art
XIV, Sec 4(5))
Republic Act No. 7836
• 1994 another law on teacher’s
professionalization namely RA No. 7836
• known as the “Philippine Teachers
Professionalization Act of 1994” was
enacted. (vital role of teachers in nation building)
• The Act created by the Board for
Professional Teachers.
• Professional Regulation Commission gives Licensure
Examination for Teachers (LET)
 QUALITY
“to get the BEST and
the BRIGHTEST”
Republic Act No. 9293
• It is in support move to hire the most competent
teachers in the classroom.
Presidential Decree 1006

Providing for the

Professionalization of
Teachers, Regulating Their
Practice in the Philippines
 Republic Act No. 7836

Philippine Teachers
Professionalization Act of
1994
 Republic Act No. 9293

An Act Amending Certain

Sections of Republic Act No.
7836 otherwise known as the
“Philippine Teachers
Professionalization Act of
1994”