THE TEACHER AS A PROFESSION

A. Personality Characteristics
a.1 achievement/Intelligence
a.2 directness
a.3 flexibility
a.4 emotional stability
a.5 self- motivation and drive
a.6 dominance and self confidence
a.7attractiveness and pleasantness
a.8 refinement

B. Attitude
b.1 Motivation to teach
b.2 empathy toward learners
b.3 commitment
b.4 objectiveness
b.5 buoyancy
b.6 resourcefulness
b.7 cooperativeness
b.8 reliability and dependability

C. Experience
c.1years of teaching
c.2 experience in subjects taught
c.3 experience with particular grade/year level

A. Aptitude/achievement
d.1 scores in ability test
d.2 college grade/point average
d.4 student teaching evaluations

TEACHING COMPETENCIES

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

 A unified framework for teacher development
 An integrated theoretical framework that defines the different dimensions of effective teaching
 Effective teaching means being able to help all types of students learn the different learning goals
in the curriculum.
 It is based on the core values of Filipino teachers and on effective teaching and learning
 It is based on the seven domains, which one representing the desired features of the teaching and
learning process.

THE TEACHER, SCHOOL AND COMMUNITY RELATIONS

OVERVIEW:
Schools and community are linked together to provide support to parents who are charged with the
primordial responsibility to educate their children. Schools will not succeed without the participation of
parents. (NCBTD-Based In-Service Teacher Training Modules. The members of the community, in
addition to the parents and the school, include the local government units, the non-government agencies
civic organizations and all the residents

PARENTAL INVLOVEMENT

The influence of parental involvement on a student’s academic success should not be underestimated.
While brain power, work ethic,and even genetics all play important roles in student achievement, the
determining factor comes down to what kind of support system she has at home.

School and Community Relations

The school and the community are the mainsprings of effective and powerful forces that can creat a
wholesome climate for mutual gains and betterment
 PTCA
 Public safety, beautification and cleanliness
 Instructional centers in the community
Linkages and Networking with Organizations
The school can enjoy linkages and networking activities with international, national and local
organizations in the community for mutual benefits and assistance needed
 International (Pi Lamda Theta, Innotech, World Council for Curriculum Instruction)
 National and local ( cross enrollment, joint researches)
 Net working (consortia, BIOTA, MATHED, MTAP, SUCTEA, NOPTI, FAAP, PACU-COA,
PAASCU, AACUP NOTED etc)

CLASSROOM MANAGEMENT

Organizational Plan
Structured Classroom: The learning activities in a structured classroom are well-planned ahead of time,
and the procedures follow accepted rules and regulations established by the school.

Flexible Classroom: In a flexible classroom, there is allowance for free movement, time allotment and
even in decisions regarding modes of undertaking the learning activities.
-Individualized approach
-Grouping

Scheduling
Good time management is the key to a smooth flow of planned activities
Teachers must be able to plan thoroughly for their daily lessons and for additional activities such as:
 Parent –teacher conference after class
 Working with other teachers during occasional school events
 Preparing new teaching devices
 Advanced request for supplies and materials for the week’s lessons and for learning centers
 Supervising students along the corridors and school grounds or while eating in the canteen
Filler or Emergency Activities
If you will be able to finish the lesson ahead of time, be ready with “fillers” or activities which are
connected with the lesson
Tips for maintaining good time management
1. Schedule all activities with corresponding time allotment ahead of time
2. Provide enough time for everything you expected to happen
3. Avoid rushing since you know have carefully allotted required time foe every activity
4. Be flexible with assignment
5. Set the example by showing that you are time-conscious
Record keeping
 Daily attendance
 Students Progress
Physical Environment
 Maintaining cleanliness
 Using proper ventilation
 Avoiding unnecessary noise
 Bulletin boards and displays
 Seating arrangements
Discipline
Causes of discipline problems
 Overcrowded students in class
 Poor lighting facilities
 Inadequate ventilation
 Disorderly cabinets
 Inappropriate seating arrangement
 Near sources of noise
Prevention
 Cooperative learning, team learning, peer tutoring
 Switch form one technique to another as needed arises
 Patience, compassion, caring attitude, respect for others
 Warm, respectable relationship with students
 Unpretentious gestures
 Proper facial expression
 Kind words or praises
 Avoiding unusual closeness/favoritism and biased treatment
Common ways of establishing discipline/classroom control
1. Discipline is students responsibility
2. Discipline is the teacher’s way of establishing a desirable student-oriented environment for
learning
3. Discipline is coupled with effective teaching strategies and techniques
4. Discipline is achieved through the effects of group dynamics on behavior
Tips to make the teacher a good disciplinarian
1. Be prepared to face a class with multi-behavior tendencies
2. Know your students well
3. Show your sincere concern for their welfare
4. Commendable behavior is reciprocal
5. Be calm, poised and tactful
6. Be firm at all times
7. Be enthusiastic
8. Practice good sense of humor
9. Speak with good voice, volume and pitch
10. Be humble
Common ways of dealing with discipline problems
Acceptable:
 Using verbal reinforces that encourage good behavior
 Using nonverbal gestures to dissuade them from mischief
 Dialogues could help discover problems and agree on mutually beneficial solution time out
 Awarding merits for good behavior
 A private, one-on-one brief conference
 Allowing students the freedom to express themselves
Unacceptable
 Scolding
 Harsh words
 Nagging
 Long sermons
 Keeping students in” detention area”
 Denying a student some privilege
 Using ridicule or sarcasm
 Assigning of additional homework
 Subtracting points from grades due to misbehavior
Establishing Routine
Routine is a regular procedure or a normal practice that is to be followed. It is a schedule of activities that
is mostly time-spaced and is attuned to the lesson objectives. It contributes to a smooth flow of activities
this lessening the unnecessary disruptions. These include:
 Keeping tables and chairs in order before leaving
 Returning barrowed tools and materials after use
 Cleaning chalk board to be ready for the next topic
 Transferring from one room to another on time
 Order in waiting for ones turn in borrowing books
 Cleaning stains or drops after the lesson

THE GLOBAL TEACHER

DEFINITION OF GLOBAL EDUCATION

Study of Nations and People, that it is “an effort to help individuals to see the world as a single and
global system and to see themselves as participants of that system.” Similarly, James Becker Says in his
article, Goals of Global Education, that the overall goal of his aspect is to,”incorporate into the
educational curriculum and the educational experience of each student a knowledge and empathy of
cultures of the nation and the world… (and to) draw into existing courses of study the illustrations and
references to political, social and cultural themes. Students will be encourage to take a global
perspective, seeing the world as a whole.” With this in mind, teaching with the adoption of the idealogy
of global education, children learn to perceive themselves as a participant of a large global culture.
Children learn of various cultures and cultural perspective which makes them better able to relate and
function in a one-world environment under teachers who are intellectually, professionally And humanly
prepares.
UNESCO defines global education as “a goal to become aware of the educational conditions or lack of it,
and aim to educate all people to certain world standards. It may also be defined a”curriculum that is
international in scope

Educational Systems of Selected Countries

Australia
Similar to Canada and England
Primary (6 years)
High school (junior high 7-10, senior 11-12)
College/university (3 to 6 years)
School year starts on March and ends in November

China
6 years of primary education
3 years of junior middle school, 3 year of senior middle school
Six year of university

Japan
Kindergarten (1 year)
Elementary (6 years)
Lower secondary (3years)
Upper secondary (3 years)
University (around 4 years)
Compulsory education for children 6 to 15 years

United Kingdom
Compulsory education for children 5- 6 years old
Foundation stage (for age 3-5 years old) not mandatory
Key stage one (for age 5-7 years old) grade 1 to 2
Key stage two ( for age 7-11 years old) grade 3 to 6
Key stage three (for 11-14 years old) grade 7 to 9
Key stage four (for age 14-16 years old) grade 10 to 11
Post 16 education (not mandatory) 2-3 years
University usually 3 years (B.A. or B.Sc) 4 years (honours degree)

USA
Pre-primary (kinder, nursery, preschool, day care)
Grades 1-4 (6 to 10 years old)
Grade 5- (11 years old)
Grade 6- (12 years old)
Grade 7- (13 years old)
Grade 8 to 12-(14 to 18 years old)
Compulsory education form 6 years old to 18 years old

Multicultural Education
Multicultural education enables teachers and educators to give value to the difference in prior knowledge,
experiences of learners from diverse background and familiarity with student’s histories of diverse
cultures

Teacher Exchange Program

Visiting International Faculty Program (VIF)
Fullbright Teacher Exchange Program
Inter-African Teacher Exchanges
Canadian Educators Exchange
Global Teachers Millennium Awards
21st CENTURY LEARNING GOALS
In order to address the challenges of the paradigm shift in the educational sector, the 21 st Century
Learning Goals have been set as bases of various curricular worldwide

1. 21st Century Content

Among the emerging content areas are global awareness on finance, economy, business,
entrepreneurial literacy, civic literacy and health awareness
2. Learning and thinking skills
These are critical thinking and problem-solving skills, about communication, creativity, and
innovation, collaboration , contextual learning, information and media literacy.
3. ICT Literacy
This entails the use of technology in the context of learning, so that students know how to learn.
4. Life Skills
These include leaderships, ethics, accountability, personal responsibility, and self direction
5. 21st Century Assessment
These are authentic assessment procedures to measure learning outcomes

21st CENTURY DIGITAL FLUENCY

For developing basic digital skills, there is a need for new literacies to replace the 3 Rs.

1. Solution Fluency
Capacity to define, design, and apply solution and also assess the process and the result
2. Information Fluency
The ability to access and retrieve digital information (text, sounds, or video) while and accuracy
students are aware of context
3. Collaboration Fluency
Teamwork with peers through an exciting experience of partnership in learning
4. Media Fluency
Capacity to analytical evaluation of messages from sources like the internet and other media such
as news papers, magazines, televisions, etc.
5. Creativity Fluency
Proficiency in art design, story-telling, or packaging messages with the use of artistic elements
such as font, color, lay –out, etc.
6. Digital ethics
This refers to the responsibility and accountability of using the digital world, such as citing
sources.

TEACHER AS A PROFESSIONAL

Professionalization of teaching: A Historical Perspective

History of Philippine Educational System

1987 Constitution
 The State shall protect and promote the right of all citizens to quality education at all levels and
shall take opportunities steps to make such education accessible to all.
 The State shall enhance the right of teachers to professional advancement
 The State shall establish, maintain and support complete adequate and integrated system of
education relevant to the needs of the people
RA 7722 (Higher Education Act of 1994)
 The State shall ensure and protect academic freedom
  CHED is tasked by the state to identify ‘ centers of excellence” in program areas needed for the
development of world class scholarship, nation building and development.
RA 9155 ( Government of Basic Education Act of 2001)
 An act instituting a framework of governance for basic education, establishing authority and
accountability, renaming the Department of Education Culture and Sports as the Department of
Education
RA 7796 TESDA Act of 1994

EO 356 ( Renaming the Bureau of Non Formal Education to Bureau of Alternative Learning System)

Learning System)
 One of the functions of the Bureau of Alternative Learning System is to address the learning
needs of the marginalized group of the population including the deprived, depressed and
underserved citizen
Batas Pambasa 232 ( Education Act of 1982)

 Students have the right receive primarily through competent instruction, relevant quality
education in line with national goals and conductive to their full development as person with the
human dignity
 Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities and shall therefore be accorded with due respect and protection.
The UNESCO ( United Nations Scientific and Cultural Organization)
 Learning to know
 Learning to do
 Learning to live together
 Learning to be
EFA (Education For All 2015)
 Institutionalize early childhood care and development
 Provide universal quality primary education
 Eradicate illiteracy
 Launch continuing education programs for adults and out-of-school youth

UN Millennium Development Goals 2015 (MGDs)

 Reducing by half the number of people, who live in extreme poverty

 Reducing death in mothers and children below five
 Making primary education accessible to all
 Reducing gender disparities
 Providing access to reproductive health services
 Pursuing national strategies for sustainable development
 Reserving environment resources losses
 Developing a global partnership for development

Child Friendly School System (CFSS)

 Initiated by the Philippine Government and UNICEF
 Characteristics of CFSS
- Gender sensitive and not discriminating
- Child centered
- Promotes good health
- Has the best interest of children in mind
- Works closely with children’s families
Magna Carta for Public School Teachers (RA 4680)
 Stability of employment
 Teachers shall enjoy academic freedom, particularly with regard to teaching and classroom,
methods.
 Teachers salary at the very least will keep pace with the rise in the cost of living by payment of
cost of living index
 Compulsory medical examination foe free
Presidential Decree 1006 ( Decree Professionalizing Teaching)
 Enacted during the time of President Marcos
 Teachers will undergo professional test jointly given by Civil Service Commission and
Department of Education and Culture
 RA7836 ( Philippine Teachers Professionalization Act of 1994)
 RA 9293 ( An Act Amending some sections of and Development Progtam (RA7836)
 Code of Ethics for Professional Teachers

PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS

TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)

DepEd has implemented the Teacher Education Development program (TEDM) that seeks to
conceptualize the continuing career path of a teacher, starting upon entry until retirement. The TEDM is
anchored from a set of competencies embodied in the National Competency Based- Teacher Standards
(NCBTS).

Retirement
Preparation
DepED Entry to
Teacher Education

DepEd/CHED/TEIs CHED/TEIs/Schools
National Competency.
In-Service Training Based Teacher Standards Pre- Service Training
and Professional

DepEd/Civil Service PRC Teacher

DepEd
Teacher Human Resource Licensure
Induction
Training Planning, Recruitment, Selection, Deployment and

TEDP
COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-PAST)
Drawing from the Vision and Mission of the Department of Education, CB-PAST is a comprehensice
appraisal system which addresses one of the mandates of the Department as embodied in the RA9155
(CB-PAST Primer , 2009). There a pressing call for teacher’s accountability that has never been as
serious before. In response to relevant and quality education for the 21st Century, the Filipino teachers
today need to have continuous personal and professional development that driven by individual teacher
performance, as NCBTS, a professional development. This specifically stated in Domain of the NCBTS, a
professional development that is driven by the individual teacher performance, as evidenced from the
information resulting for various tools of the Competency-Based Performance Appraisal System for
Teachers (CB-PAST).