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Teaching is a respectable profession all over the world.

The status of teachers has been

comparable in all parts of the globe, hence each year, a celebration of the WORLD TEACHER’S

This alone would tell us, the recognition and honor given to the best profession of all:
TEACHING. A teacher is an extraordinary person in whose hands lie the future of the world. A
teacher regardless of what country he/she comes from should be a GLOBAL TEACHER or the

Thus, you should have qualities, skills, knowledge, views, with wider breadth and deeper sense
because you too will be a global teacher.

Let us begin with ourselves, the Filipino teachers. Why are Filipino teachers doing very well in
classrooms and schools outside our country? Are Filipino teachers doing well in our country as
well? Many of them are awarded as exemplar teachers, best teachers, and model teachers. They
are honored by the school,, parents, and community as well. Would you like to be a
global teacher of the 21st century? As global teachers, you should be the excellent ones.


 thinks and acts both locally and globally.

 has classroom management skills.
 makes content relevant and updated.
 has skills in critical thinking.
 uses technology in education.
 has a deep understanding of multiculturalism and globalization.
 has skills to collaborate with teams.
 brings the world into the classroom, school and community.
 continuously grow professionally.
This chapter enlightens my mind and heart to really appreciate the teaching profession. Teaching
is considered as the noblest profession and it was acclaimed around the world. The linkages and
networking of teachers become their bridge or medium of access and exchange of
communication and ideas towards the massive and huge development of the world. Global
teachers strongly believed that education is the key for the progress of the world. They were
oriented for research based and action research in able supply the demands and needs of the
society. Furthermore, global teachers are developed holistically just to adjust and cope up to the
changing modes of era.

Well, this chapter becomes my overview guide towards my journey in the teaching profession. It
really educates me on how to act and to become a globally competitive teacher someday. My
comment in this chapter is that the author must also indicate other countries’ status in education
and the like matters in able for us readers to also visualize their outlook in education. I noticed
that the author only stated the countries whose I’ve think is in the progressive period in
education. Meanwhile, other countries that needs really a great help must also be stated in able to
address and resolute their problems in education. As a global teacher’s view, one must foresight
the needs and potentials of the neighbor countries as well as the far one. That’s only my
comment for this chapter but over-all this chapter was very conducive to read with. It really
informs me to the features of other countries in the country.

Global teacher

I have talked about the notion of “classroom teacher” vs. “school teacher” in posts
before, and have begun to rethink this notion.

Simply put, a “classroom teacher” is someone that focuses on their classroom and
students only. Although there can be a huge benefit to their own students, this often
leads to weaker relationships with other students. They often see other kids as
someone else’s issue and will avoid dealing with them. They also keep their practices
to themselves and have their classroom door closed, sometimes literally, but most often

Then you have the “school teacher“. This to me was the ideal as this teacher
connected with every student in their classroom, as well as students and educators
around the school. They see supervision as an opportunity to connect with others and
build relationships with kids. They share their practices openly with others because
their focus is always on “what is best for kids“. If they can share something, and you
can take it, remix it, and use it for your students, they make everyone better. They think
of the school as a village and their expertise and experience is shared exponentially not
to only help their kids, but all kids in their school.

So now I have started to think about the “global teacher“. The global teacher has the
best elements of the classroom and school teacher, but their focus is on “what is best
for kids”, no matter if is their own kids, kids in the school across the street, or across the
ocean. They got into teaching because they love students and want to help every
single one of them, no matter their situation or location. They care for the kids in their
classroom, they share openly with others in their school and connect with kids, but want
to make things better past their own situation. They inspire change whether it is with
one classroom in another school, or thousands. They also tap into others and bring the
best to their students. The more we look at what others are doing, the better we can
become for the students closest to us.

Global teachers (should) care about education as a whole, as well as their school and
their classroom. I just want to iterate that if the person only looks at sharing and
learning globally, but cannot connect with those in their classroom or school, I would not
consider them a “global teacher”. They just know that we are better when we work
together, not just taking, but contributing. They know what they share makes a
difference for others, as well as knowing what they learn from others makes a difference
for their school and students.
So where are you on the spectrum, and what type of teacher would you want in your