Chapter I: The Teacher as a Person in the Society

YOU, THE TEACHER, AS A PERSON IN SOCIETY

Teachers are one of the most significant members of a society. They are also one of the most influential
professionals in the community. Before a teacher becomes a professional facilitator, motivator, initiator, and motivator,
teachers are essential learner of their own nature. Professionals will not be professionals without professional teachers in
the society. Socially speaking, teachers are active contributor in the progression and development in a social institution.
The question is, how can they manage to do that?

There are teachers’ beliefs that enable them to be professionally developed. Initially, before a teacher can develop
children’s way of learning, they should have to develop themselves first. There are philosophies, principle, values, that are
considered to be important in teaching.

 PHILOSOPHICAL HERITAGE

Determining one’s educational philosophy may be quite confusing, but there are categories of philosophy that one
can fall into. Philosophy is defined as mother of all sciences for it is a quest to know the truth based on logical reasoning
aside from the observation of one’s nature. Philosophies vary in different period or era with that fact that there is ancient,
medieval, renaissance period, modern and oriental philosophies.

In the ancient philosophies that are mostly pagan beliefs, it is founded that philosophy may be classified with wrong
judgements, happy life, doubt, and combination of positive philosophies. It was founded by different ancient philosophers,
with different beliefs. Medieval philosophies are more on the divine beliefs that is composed of different disciplines and
moral learnings. The beginning of the modern science starts in the period of renaissance wherein the philosophy includes
the realism of sense and social. The modern philosophy of education stresses on the value and beauty of knowledge and
experiences. It focuses on mental ideas for absolute good, and composed of different philosophies that can help a
modern teacher to provide an ideal environment for learning. Other philosophical beliefs that have something to do with
religion are included in the oriental philosophies.

A teacher can have many philosophies but there is always a dominant philosophy for them. Even if the philosophies
are different from each other, it still has similarities.

PHILOSOPHY

 The term has been derived from two Greek words “Philos” means love and “Sophia” means wisdom.

 Means love for knowledge or passion for learning.

The Existential Question: We are heirs to a rich philosophical heritage. Passed on to us are a number of
philosophies of various thinkers who lived before us. These thinkers reflected on life in this planet. They occupied
themselves searching for answers to questions about human existence. These essential questions come in different
versions. “What is life?” Who am I?” Why am I here?” or “ What am I living for? ”What is reality?” Is the universe real?”
What is good to do?” How should I live life meaningfully?” and the like. In the school context, these essential questions
are: “Why do I teach?” How should I teach? What is the nature of the learners?” How do we learn?”

Philosophies of Education

1. ESSENTIALISM

Essentialism is also a subject-centered philosophy. Essentialism is the educational philosophy of teaching basic
skills. This philosophy advocates training the mind. Essentialist educators focus on transmitting a series of progressively
difficult topics and promotion of students to the next level. Subjects are focused on the historical context of the material
world and culture and move sequentially to give a solid understanding of the present day. A typical day at an essentialist
school might have seven periods, with students attending a different class each period. The teachers impart knowledge
mainly through conducting lectures, during which students are expected to take notes. The students are provided with
practice worksheets or hands-on projects, followed by an assessment of the learning material covered during this
process. The students continue with the same daily schedule for a semester or a year. When their assessments show
sufficient competence, they are promoted to the next level to learn the next level of more difficult material. William C.
Bagley was one of the most influential advocates of essentialism.

 Why Teach? This philosophy contends that teachers teach for learners to acquire basic knowledge, skills
and values. Teachers teach “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. The emphasis is on academic content
for students to learn the basic skills or the fundamental R’s-reading, writing, arithmetic, right conduct- as
these are essential to the acquisition of higher or more complex skills needed in preparation for adult life.
The essentialist curriculum includes the “traditional disciplines such as Math, Natural Science, History,
Foreign Language and Literature. Essentialists frown upon vocational courses or other courses with
watered down academic content. The teachers and administrators decide what is most important for the
 students to learn and place little emphasis on student interests, particularly when they divert time and
attention from the academic curriculum

 How to Teach Essentialist teachers emphasize mastery of subject matter. They were expected to be
intellectual and moral models of their students. They are seen as “fountain” of information and as paragon
of virtue, if ever there is such a person. To gain mastery of basic skills, teachers have to observe “core
requirements, longer school day, a longer academic year. With mastery of academic content as primary
focus, teachers rely on the use of prescribed textbooks, and drill method and other methods that will
enable them to cover as much academic content as possible like the lecture method. There is a heavy
stress on memorization and discipline.

2. PERENNIALISM

Perennialism values knowledge that transcends time. This is a subject-centered philosophy. The goal of a
perennialist educator is to teach students to think rationally and develop minds that can think critically. A perennialist
classroom aims to be a closely organized and well-disciplined environment, which develops in students a lifelong quest for
the truth. Perennialists believe that education should epitomize a prepared effort to make these ideas available to
students and to guide their thought processes toward the understanding and appreciation of the great works; works of
literature written by history’s finest thinkers that transcend time and never become outdated. Perennialists are primarily
concerned with the importance of mastery of the content and development of reasoning skills. The adage “the more things
change, the more they stay the same” summarizes the perennialists’ perspective on education. In this philosophy skills
are developed in a sequential manner. Here, the teachers are the main actors on the stage.

 Why Teach –We are all rational animals. Schools should therefore, develop the students’ rational and
moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the
ability to use their higher faculties to control their passions and appetites.

 What to Teach- The perennialist curriculum is a universal one on the view that all human beings possess
the same essential nature. It is heavy on the humanities, on general education. It is not a specialist
curriculum but rather a general one. There is less emphasis on vocational and technical education.

 How to Teach- The perennialist classrooms are “centered around teachers”. The teachers do not allow
the students’ interests or experience to substantially dictate what they teach. They apply whatever
creative techniques and others tried and true methods which are believed to be most conducive to
disciplining the students’ minds. Students engaged in Socratic dialogues or mutual inquiry sessions to
develop an understanding of history’s most timeless concepts.”

3. PROGRESSIVISM

Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This
educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver
and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective
teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests
and questions. The scientific method is used by progressivist educators so that students can study matter and events
systematically and first hand. The emphasis is on process-how one comes to know. The Progressive education
philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost
proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing
freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics
are all aspects. Books are tools, rather than authority.

 Why Teach

Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a
democratic society. This group of teachers teaches learners so they may live life fully now not to prepare them for
adult life.

 What to Teach

The progressivists are identified with need based and relevant curriculum. This is a curriculum that responds to
students’ needs and that relates to students’ personal lives and experiences. Progressivists accept the
impermanence of life and the inevitability of change. For the progressivists, everything else changes. Change is
the only thing that does not change. Hence, progressivist teachers are more concerned with teaching the learners
the skills to cope with change. Instead of occupying themselves with teaching facts or bits of information that are
true today but become obsolete tomorrow, they would rather focus their teaching on the teaching of skills or
processes in gathering and evaluating information and in problem-solving. The subjects that are given emphasis
in progressivist schools are the Natural and Social Sciences. Teachers expose students to many new scientific,
technological and social developments, reflecting the progressivist notion that progress and change are
fundamental. In addition, students solve problems in the classroom similar to those they will encounter outside of
the schoolhouse.

 How to Teach
 Progressivist teachers employ experiential methods. They believe that one learns by doing. For John Dewey, the
most popular advocate of progressivism, book learning is no substitute for actual experience. One experiential
teaching method that progressivist teachers heavily rely on is the problem-solving method. This makes use of the
scientific method. Other hands-on-minds-on-hearts-on teaching methods used are field trips during which
students interact with nature or society. Teachers also stimulate students through thought-provoking games and
puzzles.

4. CONSTRUCTIVISM

 Why Teach- To develop intrinsically motivated and independent learners adequately equipped with learning skills
for them to be able to construct knowledge and make meaning of them.

 What to Teach- The learners are taught how to learn. They are taught learning processes and skills such as
searching, critiquing and evaluating information, relating these pieces of information, reflecting on the same,
making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge
out of these bits of information learned.

 How to Teach – In the constructivist classroom, the teacher provides students with data or experiences that allow
them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent. The
constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and between
teacher and learners. The teacher’s role is to facilitate this process. Knowledge isn’t a thing that can be simply
deposited by the teacher into the empty minds of the learners. Rather, knowledge is constructed by learners
through an active, mental process of development; learners are the builders and creators of meaning and
knowledge. Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwife” by the teacher
with his skillful facilitating skills.

5. EXISTENTIALISM

 Why Teach – The main concern of existentialists is “to help students understand and appreciate themselves as
unique individuals who accept complete responsibility for their thoughts, feelings and actions.” The teacher’s role
is to help students define their own essence by exposing them to various paths they take in life and by creating an
environment in which they freely choose their own preferred way.

 What to Teach – “In an existentialist curriculum, students are given a wide variety of options from which to
choose.” Students are afforded great latitude in their choice of subject matter.

 How to Teach – “Existentialist methods focus on the individual. Learning is self-paced, self-directed. It includes a
great deal of individual contact with the teacher, wh relates to each student openly and honestly.

6. BEHAVIORISM

 Why Teach – Behaviorist schools are concerned with the modification and shaping of students’ behavior by
providing for a favorable environment, since they believe that they are a product of their environment.

 What to teach – Because behaviorists look at “people and other animals… as complex combinations of matter
that act only in response to internally or externally generated physical stimuli”, behaviorist teachers teach students
to respond favorably to various stimuli in the environment.

 How to teach – Behaviorist teachers “ought to arrange environmental conditions so that students can make the
responses 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.

7. LINGUISTIC PHILOSOPHY

 Why Teach – To develop communication skills of the learner because the ability to articulate, to voice out the
meaning and values of things that one obtains from his/her experience of life and the world is very essence of
man. It is through his/her ability to express himself/herself clearly.

 What to Teach – Learners should be taught to communicate clearly – how to send clear, concise messages and
how to receive correctly understand messages sent. Communication takes place in three ways – verbal, non-
verbal, and paraverbal. Verbal refers to the content of our message, the choice and arrangement of our words.
This can be oral oral or written. Nonverbal component refers to the message we send through our body language
while paraverbal component refers to how we say what we say – the tone, pacing and volume of our voices.

 How to Teach – The most effective way to teach language and communication is the experiential way. Make them
experience sending and receiving messages through verbal, non-verbal, and para-verbal manner. Teacher should
make the classroom and place of interplay of minds and hearts.

 FORMULATING YOUR OWN PHILOSOPHY OF EDUCATION

 The way that a teacher teaches their students, socialize and interact with them has an underlying philosophy. It
starts with what we believe and includes the things that we want to happen with our students. It is composed of our goals
and aims for EDUCATION. No other person can make your own philosophy. There are guides in making our own
philosophy of education, and it is to enumerate our purposes, skills that we want to impart, roles of teachers and students,
and the way that we should assess learners. Sometimes, answering the questions “what to teach?” and “how to teach?”
can reflect the kind of philosophy that is dominant to us. Formulating our own philosophy of education does not require us
to use solely our minds, but is not limiting us to use our hearts in teaching.

What does a philosophy of education contain or include? It includes your concept about:

 The human person, the learner in the particular and the educated person

 What is true and good therefore must be taught

 How a learner must be taught in order to come close with the truth

 What is true and good therefore must be taught

 How a learner must be taught in order to come close to the truth.

 THE FOUNDATIONAL PRINCIPLES OF MORALITY AND YOU

Teacher should always be a person with a good moral character. I just had this realization that teachers should
have a self-assessment, in a way that they will try to know the things that they have to improve morally. Morality is not just
to know what is right from wrong but it is also trying to make things right if it is wrong. A person should have a good moral
character, especially teachers even they are from the past, present, and in the near future. The profession of being a
teacher should provide us with our own principles of moral. The identity of a teacher includes the moral character and the
way that they behave with their principles. It is not enough that one has the professional license, because a true educator
is educated…..and a true learner is a learned.

“When you carry out acts of kindness, you get a wonderful feeling inside. It is as though something inside your body
responds and says, yes, this is how I ought to feel.- unknown

Someone once wrote of teachers: Even on your worst day on the job, you are still some children’s best hope.”
Indeed society expects much from you, the teacher. Henry Brooks Adams said it succinctly: A teacher affects eternity; he
can never tell where his influence stops.”

For you to be able to cope with these expectations you should be anchored on a bedrock foundation of moral and
ethical principles. Let us begin this lesson by defining what morality is.

What is morality?

As defined by one textbook author, morality refers to “ the quality of human acts by which we call them right or
wrong, good or evil.” (Panizo, 1964) Your human action is right when it conforms with the norm, rule or law of morality.
Otherwise it is said to be wrong. For instance, when Juan gets the pencil of Pedro without the latter’s permission, Juan’s
action is wrong because it is contrary to the norm, ”stealing is wrong”. A man’s action, habit or character is good when it is
not lacking of what is natural to man, i.e., when it is in accordance with man’s nature. For instance, it is not natural for man
to behave like a beast. He is man and unlike the beast, he has the intellect and the free will. That intellect makes him
capable thinking, judging and reasoning. His free will gives him the ability to choose. Unlike the beast, he is not bound by
instincts. It is natural occurrence for beasts when a male dog meets a female dog on the street and mate right there and
then as they are not free but bound by their instinct, like sexual instinct. But it is contrary to man’s nature when a man and
a woman do as the dogs do. To do so is to go down to the level of the beast.

Meaning of foundational moral principle

What is meant by foundational moral principle? The word principle comes from the Latin word princeps which
means a beginning, a source. A principle is that on which something is based, founded, originated, and initiated. It is
likened to the foundation of a building upon which all other parts stand. If we speak of light, the principle is the sun
because the sun is the body from which the light of this world originate. A foundational moral principle is therefore the
universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of
morality.

Where is this foundational moral principle? It is contained in the natural law. Many moralists, authors and
philosophers may have referred to this fundamental moral principle in different terms. But it may be acceptable to all
believers and non believers alike to refer to it as natural law.

What is the natural law? It is the law “written in the hearts of men”,(Romans 2:15). For theists, it is man’s share in
the Eternal Law of God.(Panizo, 1964) St. Thomas defines it as the “light of natural reason, whereby we discern
what is good and what is evil, an imprint on us of the divine light.(Panizo 1964) . It is the law that says: Do
good and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.

All men and women, regardless of race and belief, have a sense of this foundational moral principle. It is ingrained
in a man’s nature. It is built into the design of human nature and woven into the fabric of the normal human mind. “We are
inclined to do what we recognize as good and avoid that which we recognize as evil.

Panizo says :Writings, customs and monuments of past and present generations point out to this conclusion: that all
peoples on earth, no matter how savage and illiterate, have recognized a supreme law of divine origin commanding good
and forbidding evil. (Panizo 1964). The same thing was said by the Chinese philosopher, Mencius, long ago:

All men have a mind which cannot bear (to see the suffering of others. If now men suddenly see a child about to fall
into a well, they will without exception experience a feeling of alarm and distress. From this case we may perceive that he
who lacks the feeling of commiseration is not a man, that he who lacks a feeling of shame and dislike is not a man, he
who lacks a feeling of modesty and yielding is not a man and that he who lacks a sense of right and wrong is not a
man. Man has these four beginnings. ( FungYulan 1948,69-70)

The natural law that says “Do good and avoid evil” comes in different versions.

Kung-fu-tsu said the same when he taught: Do not do unto others what you do not like others do unto you.” This is
also the Golden Rule of Christianity only that is written in the positive form: “Do to others what you like others do to
you”. Immanuel Kant’s version is Act in such a way that your maxim can be the maxim for all.” For Christians, this
Golden Rule is made more explicit through the Ten Commandments and the Eight Beatitudes. These are summed up in
the two great commandments, “love God with all your heart, with your entire mind, with all your strength” and “love your
neighbor as you love yourself.” The Buddhists state this through the eightfold path. For the Buddhists, they
go do good when they “(1) strive to know the truth; (2) resolve to resist evil; (3) say nothing to hurt others; (4) respect life,
morality, and property; (5) engage in a job that does not injure others; (6) strive to free their mind of evil; (7) control their
feelings and thoughts, and (8) practice proper forms of concentration.” (World Book Encyclopedia, 1998) Buddha
thought that hatred does not cease by hatred; hatred ceases only by love.” The Islamic Koran “forbids lying, stealing,
adultery, and murder” It also teaches “honor for parents, kindness to slaves, protection for the orphaned and the
widowed, and charity to the poor. It teaches the virtues of faith in God, patience, kindness, honesty, industry,
honor, courage and generosity. It condemns mistrust, impatience and cruelty.” (World Book Encyclopedia,1998).
Furthermore, the Muslims abide by The Five Pillars of Islam: 1.prayer 2.self-purification by fasting 3. Fasting 4.
almsgiving 5. Pilgrimage to Mecca for those who can afford.

Teacher as a person of good moral character

As a laid down in the preamble of our Code of Ethics of Professional teachers, “teachers are duly licensed
professionals who posses dignity and reputation with high moral values as well as technical and professional competence.
In the practice of their profession, they strictly adhere to observe and practice this set of ethical and moral principles,
standard and values.”

From the above preamble, the words moral values are mentioned twice, to accentuate on the good moral
character expected of you, the teacher. When are you of good moral character? One Christian author describes four
ways of describing good moral character: 1) being fully human – you have realize substantially your potential as a
human person, 2) being a loving person- you are caring in an unselfish and mature manner with yourself, other people
and God 3) Being a virtuous person- you have acquired good habits and attitudes and you practice them
consistently in your daily life and 4) being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental stage. (Cosgrave, William, rev. ed.2004,
78-79). In short, you are on the right track when you strive to develop your potential, you love and care for yourself and
make this love flow to others, you lead a virtuous life, and as you advance in age you also advance in your emotional,
social, intellectual and spiritual life.

The foundational moral principle is “ Do good; avoid evil”. This is contained in the natural law. The natural law is
engraved in the heart of every man and woman. We have in us the sense to do the good that we ought to do and to avoid
the evil that we ought to avoid. This foundational moral principle of doing good and avoiding evil is expressed in many
other ways by different people. The famous Chinese philosopher, Kung-fu-tzu taught the same principle when he said: Do
not do unto others what you do not like others do to you.” Immanuel Kant taught the same: Act in such a way that same
moral principle in their Eightfold Path. The Muslims have this foundational moral principle laid down in their Koran and the
Five Pillars. For the Christians, the Bible shows the way to the good life- the Ten Commandments and the Eight
Beatitudes. The Ten Commandments and the Eight Beatitudes are summarized in the two great commandments of love
for God and love for neighbor.

Our act is moral when it is in accordance with our human nature. Our act is immoral when it is contrary to our
human nature. Our intellect and free will make us different from and above the beast.

As a teacher, you are expected to be a person of good moral character. You are a

person of good moral character when you are

1. Human
 2. Loving

3. Virtuous

4. Mature.

 VALUES FORMATION AND YOU

Education in values means the cultivation of affectivity, leading the educand through the exposure to an
experience of value and of the valuable. – R. Aquino

               Values are CAUGHT and TAUGHT. Values formation starts in early childhood and the way we practice
the value becomes our attitude. Influences are one of the factors that provide us the value that we have. There are known
three dimensions of values and these are the cognitive, affective and behavioral. In cognitive dimension, it is a taught
value that needs further understanding why do we have to value and acquire that VALUE. Affective domain is not enough
to know the value because it includes the conscience of the person if he/she didn’t have the right values. The evidence of
valuing a value is living with it, and that is a behavioral dimension. to be moral is to be human. Living by the right values
humanizes. The question that may raise at this point is : Is there such a thing as right, unchanging and universal value? Is
a right value for me also a right value for you? Are the values that we, Filipinos , consider as right also considered by the
Japanese, the Americans or the Spaniards as right values? Or are values dependent on time, place and culture?

There are two varied answers to this question, depending on the camp where you belong. If you belong to the
idealist group, there are unchanging and universal values. The values of love, care and concern for our fellowmen are
values for all people regardless of time and space. They remain unchanged amidst changing times. There are called
transcendent values, transcendent because they are beyond changing times, beyond space and people. They remain to
be a value even if no one values them. They are accepted as value everywhere. On the other hand, the relativists claim
that there are no universal and unchanging values. They assert that values are dependent on time and place. The values
that our forefathers believed in are not necessarily the right values for the present. What the British consider as values are
not necessarily considered values by Filipinos.

In this lesson, our discussion on values formation is based on the premise that there are transcendent values. Most
Filipinos if not all believe in a transcendental being whom we call by different names, Bathala, Apo Dios, Kabunian, Allah,
and the like.

Values are taught and caught

Another essential question we have to tackle is: “Are values caught or taught? Our position is that values are both
taught and caught. If they are not taught because they are merely caught, then there is even no point in proceeding to
write and discuss your values formation as a teacher here. Values are also caught. We may not be able to hear our
father’s advice “ Do not smoke” because what he does (he himself smokes) speaks louder that what he says. The living
examples of good men and women at home, school and society have far greater influence on our value formation than
those well prepared lectures on values excellently delivered by experts who may sound like ”empty gongs and clanging
cymbals.”

Values have cognitive, affective and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we want to acquire. We need to know why
we have to value such. This is the heart of conversion and values formation. We need to know how to live by that value.
These are the concepts that ought to be taught. Values are in the affective domain of objectives. In themselves they have
an affective dimension. For instance, it is not enough to know what honesty is or why one should be honest. One has to
feel something towards honesty, be moved towards honesty as preferable to dishonesty. ( Aquino 1990) Values also have
a behavioral dimension. In fact, living by value is the true acid test if we really value a value like honesty.

Value formation includes formation in the cognitive, affective and behavioral aspects

Your value formation as teacher will necessarily include the three dimensions. You have to grow in knowledge and
in wisdom and in your “ sensitivity and openness to the variety of value experiences in life. (Aquino 1990) you have to
be open to and attentive in your value lessons in Ethics and Religious Education. Take active part in value sessions like
fellowships, recollections organized by your church group or associations. Since values are also caught, help yourself by
reading the biographies of heroes, great teachers and saints ( for the Catholics) and other inspirational books. (it is
observed that less and less teachers read printed materials other than their textbooks). Your lessons in history, religion
and literature are replete with opportunities for inspiring ideals. Associate with model teachers. If possible, avoid the
“yeast” of those who will not exert a very good influence. Take the sound advice from Desiderata: Avoid loud and
aggressive persons; they are vexations to the spirit.” Join community immersions where you can be exposed to people
from various walks of life. These will broaden your horizon, increase your tolerant level and sensitize you to life values.
These will help you to “fly high” and “see far” to borrow the words of Richard Bach in his book, Jonathan Livingston
Seagull.

Value formation is a training of the intellect and will

 Your value formation in essence is a training of your intellect and will, your cognitive and rational appetitive powers,
respectively. Your intellect discerns a value and presents it to the will as a right or wrong value. Your will wills to act on the
right values and wills to avoid the wrong value presented by your intellect. As described St. Thomas Aquinas, “ The
intellect proposes and the will disposes.”

It is clear that “nothing is willed unless it is first known. Thought must precede the deliberation of the will. An object
is willed as it is known by the intellect and proposed to the will as desirable and good. Hence the formal and adequate
object of the will is good as apprehended by the intellect. (William Kelly, 1965)These statements underscore the
importance of the training of your intellect. Your intellect must clearly present a positive value to be a truly a positive
value to the will not as one that is apparently positive but in the final analysis is a negative value. In short, your intellect
must be enlightened by what is true.

It is therefore, necessary that you develop your intellect in its three functions, namely: ”formation of ideas, judgment
and reasoning”. (William Kelly, 1965) it is also equally necessary that you develop your will so you will be strong enough
to act on the good and avoid the bad that your intellect presents.

How can your will be trained to desire strongly desirable and act on it? William Kelly explains it very simply:

Training of the will must be essentially self training. The habit of yielding to impulse results in the enfeeblement of
self-control. The power of inhibiting urgent desire, of concentrating attention on more remote good, of reinforcing the
higher but less urgent motives undergoes a kind of atrophy through disuse. Habitually yielding to any vice, while it does
not lessen man’s responsibility , does diminish his ability or resist temptation. Likewise , the more frequently man restrains
impulse, checks inclination, persists against temptation and steadily aims at virtuous living, the more does he increase his
self control and therefore his freedom, to have a strong will means to have control of the will, to be able to direct it despite
all contrary impulses.

Virtuous versus vicious life and their effect on the will

In short, a virtuous life strengthens you to live by the right values and life a life of abundance and joy while a vicious
life leads you to perdition and misery. Warning! Then never to give way to a vice! Instead develop worthwhile hobbies.
Cultivate good habits. If you recall, in the fourth chapter, we said a moral person is one who leads a virtuous life. Panizo
claims “ virtue involves a habit, a constant effort to do things well in spite of obstacles and difficulties. “A virtue is no other
than a good habit. You get used to doing good that you will be stronger to resist evil. So, start and continue doing and
being good!

Max Scheler’s hierarchy of values

Max Scheler outlined a hierarchy( ladder) of values. Our hierarchy of values is shown in our preferences and
decisions. For instance, you may prefer to absent from class because you want to attend the annual barrio fiesta where
you are the “star” because of your ability to sing and dance. Another one may prefer just the opposite by missing the fiesta
(anyway, she can have all the fiestas after studies) and attends class. Aquino 1990 presents Scheler’s hierarchy of values
arranged from the lowest to the highest as shown below.

Pleasure values- the pleasure against the unpleasant

• -the agreeable against the disagreeable

• -sensual feelings

• -experiences of pleasure or pain

Vital values – values pertaining to the well being either of the individual or of the community

-health, vitality, values of vital feeling, capability, excellence

Spiritual values- values independent of the whole sphere of the body and of the environment

• -grasped in spiritual acts of preferring loving and hate

• -aesthetic values :beauty against ugliness

• -values of right and wrong

• -values of pure knowledge

Values of the Holy-appear only in regard to objects intentionally given as absolute objects

-belief, adoration, bliss

 Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to the Supreme Being
while the lowest values are those that pertain to the sensual pleasures. We act and live well if we stick to Scheler’s
hierarchy of values, i.e. give greater preference to the higher values. We will live miserably if we distort Scheler’s
hierarchy of values, like for instance when we subordinate spiritual values to pleasure values. We act well when we give
up the pleasure of drinking excessive alcohol for the sake of our health. But while we take care of our health, Christians
will say, we bear in mind that we do not live by bread alone, but also by the word that comes from the mouth of God.
(Luke 4:4) life is more than food and the body more that clothing. ”LUKE 12:23 Our concerns must go beyond the caring
of our bodily health. As we learned in Lesson 1, man is an embodied spirit and so we also need to be concerned with
matters of the spirit like appreciation of what is right and what is beautiful. The saints have been raised to the pedestal
and are worthy of the veneration of the faithful because they gave up their life for the faith in the Holy One. San Lorenzo
Ruiz the first Filipino saint spurned offers of liberty and life for his faith in God. Having done so, he affirmed the absolute
superiority of the Holy. We also know of Albert Schweitzer, the much honored physician, missionary and musician who
because of his deep reverence for life spent many years extending humanitarian assistance by treating thousands and
thousands of sick people during his medical mission in Africa. He also built the hospital and leper colony for the less
unfortunate in Africa. We cannot ignore Blessed Mother Teresa of Calcutta, India who chose to leave a more comfortable
life in the convent in order to devote her life bathing, consoling and picking up the dying outcasts in the streets of Calcutta
out of genuine love and compassion.

Outside the Catholic Church, we, too can cite several whose lives were focused on matters of the spirit more than
the body. At this point, we cite Mahatma Gandhi the great political and spiritual leader of India, who passionately fought
discrimination with his principles of truth, non violence and courage. His non violent resistance to the British rule in India
led to the independence of India in 1947. We do not forget Helen Keller who, despite her being blind, traveled to
developing and war ravaged countries to improve the condition of the blind like her for them to live a meaningful life. Of
course, we do not forget.

Dr. Jose Rizal, our national hero and Benigno Aquino Jr. and all other heroes of our nation who gave up their lives
for the freedom that we now enjoy and many more for you to talk about at the end of this chapter.

Values Clarification

After introducing transcendent values, let me introduce you to the process of value clarification. In a
pluralistic society, we can’t help but face the value confusion and value contradictions of our times. When we do not
know what we really value or when we are not clear on what we really value, we end up lukewarm or
uncommitted to a value. The advocates of value clarification assert that we must clarify what we really value. The
term value is reserved for those “individual beliefs, attitudes and activities that satisfy the following
criteria:1.freely chosen 2. Chosen from among alternatives 3. Chosen after due reflection 4. Prized and cherished
5. Publicly affirmed 6. Incorporated into actual behavior 7 acted upon repeatedly in one’s life.

This means that if you value honesty you have chosen it freely from among alternatives and after considering its
consequences. You prize it and you are proud of it and so you are not ashamed for others to know that you value it. You
practice and live by honesty and have made it your habit to act and live honestly.

 TEACHING AS YOUR VOCATION, MISSION, AND PROFESSION

Teaching is a VOCATION that is a calling from God.

Teachers are professionals that make it PROFESSION.

Teaching is a MISSION and not just a job.

Teachers are called for a duty, and that is to teach the students and impart the sense of responsibility, good
attitudes, and personality. Like other courses or degree, yes, it is a profession. Being professional takes a lot of effort,
dedication, sacrifice, and a long preparation. Teaching is something that needs accomplishment, it is a mission. Whether
a teacher considers teaching as vocation, profession, or mission, the most important thing is the goal in teaching. Initially,
we can all combine these things together, as tool in teaching and learning process. Teachers should know the importance
and essence of their existence inside and outside the classroom.

——-as a member of society, teachers should be a responsible individual to impart his/her philosophies, morality,
and values with the students and even with the members of the community.

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human
feelings.” Carl Jung

Etymology of the word “VOCATION”

Vocation comes from the Latin word “vocare” which means a call. Based on the etymology of the word, vocation,
therefore, means a call. If there is a call, there must be a caller and someone who is called. There must also be a
response. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme
Being will look at this voiceless call to have a vertical dimension. For non- believers, the call is also experienced but this
may be viewed solely along a horizontal dimension. It is like a man calling another man, never a Superior being calling
man.
 The Christians among you realize that the Bible is full of stories of men and women who who called by God to do
something not for themselves but for other. We know of Abraham, the first one called by God, to become the father of
great nation, the nation of God’s chosen people. We recall Moses who was called while in Egypt to lead God’s chosen
people out of Egypt in order to free them from slavery. In the New Testament, we know of Mary who was also called by
God to become the mother of the Savior, Jesus Christ in Islam, we are familiar with Muhammad, the last of the prophets
to be called by Allah, to spread the teaching Allah. All of them responded positively to god’s call. Buddha must have also
heard the call to abandon his royal life in order to sick the answer to the problem on suffering.

Teaching as your vocation

Perhaps you never dreamt to become a teacher! But here you are now preparing to become one! How did it
happen? From the eyes of those who believed, it was God who called you here for you to teach, just as God called
Abraham, Moses, and Mary, of the Bible. Like you, these biblical figures did not also understand the events surrounding
their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me
according to your word”. (Of course, it is difficult explaining your call to teach as God’s call for one who, in the first place,
denies God’s existence, for this is a matter of faith.) The fact that you are now in the Collage of Teacher Education
signifies that you positively responded to the call to teach. Right? May this YES response remain a YES and become
even firmer through the years. Can you believe it? Better believe it!

Etymology of the word “mission”

Teaching is also a mission. The word mission comes from the Latin word “mission” which means to send. You are
called to be a teacher and you are sent into the world to accomplish a mission , to teach. The Webster’s New Collegiate
Dictionary defines mission as a task assigned. You are sent to accomplish an assigned task.

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task then you’ve
got to prepare yourself for it. From now on, you cannot take your studies for granted. Your four years of pre service
preparation will equip you with the knowledge, skills and attitude to become an effective teacher. However, never commit
the mistake of culminating your mission preparation at the end of the four year pre service education. You have embarked
in a mission that calls for a continuing professional education. As the saying goes,” once a teacher , forever a student.”
More is said of continuing professional education in the Code of Ethics for Professional Teachers in Chapter 5)

Flowing from your uniqueness , you are expected to contribute to the betterment of this world in your own unique
way. Your unique and most significant contribution to the humanization of life on earth is in the field where you are
prepared for- teaching.

What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or basic R’s of reading,
writing, arithmetic and right conduct? Is it to help the child master the basic skills so he can continue acquiring higher level
skills in order to become a productive member of the society? Is it to deposit facts and other information into the “empty
minds” of students to be withdrawn during quizzes and tests? Or is it to “ midwife” the birth of ideas latent in the minds of
students? Is it to facilitate the maximum development of his /her potential not only for himself but also for others? In the
words of Alfred North Whitehead, is it to help the child become “the man of culture and of expertise? Or is it to provide
opportunities for a child’s growth and to remove hampering influences” as Bertrand Russel put it?

Recall the various philosophies in Lesson 1 and you can add more to those enumerated. To teach isto do all of
these and more! To teach is to influence every child entrusted in your care to become better and happier because life
becomes more meaningful. To teach is to help the child become more human.

A letter given by a private school principal to her teachers on the first day of a new school year may make crystal
clear for you your humanizing mission in teaching.

Dear Teacher :

I am a survivor of a concentration camp.

My eyes saw what no man should witness:

-Gas chamber built by learned engineers

- children poisoned by educated physicians

-infants killed by trained nurses

- woman and babies shot and burned by high school and college graduates

So, I am suspicious of education. My request is : Help your students become human. Your efforts must never
produce learned monsters, skilled psychopaths and Eichmann’s.

Reading, writing, arithmetic are important only if they serve to make our children more human.
 Mission accomplished! This is what a soldier tells his superior after he has accomplished his assigned mission. Can
we say the same when we meet our Superior face to face?

Some teachers regard teaching as just a job. Others see it as their mission. What’s the difference?

Teaching: Mission and/or a Job?

 If you are doing it only because you are paid for it, it’s a job

 If you are doing it not only for the pay but also for service, it’s a mission If you quit because your boss or
colleague criticized you, it’s a job

 If you keep on teaching out of love, it’s a mission

 If you teach because it does not interfere with your other activities, it’s a job

 If you are committed to teaching even if it means letting go of other activities, it’s a mission If you quit
because no one praises or thanks you for what you do, it’s a job

 If you remain teaching even though nobody recognized your efforts, it’s a mission It’s hard to get excited
about a teaching job

 It’s almost impossible not to get excited about a mission If our concern is success, it is a job

 If our concern is success plus faithfulness, it’s a mission

 An average school is filled by teachers doing their teaching job

 A great school is filled with teachers involved in a mission of teaching.

THE ELEMENTS OF A PROFESSION

Teaching like engineering, nursing, accounting and the like is a profession. A teacher is like an engineer, a nurse
and accountant is a professional. What the distinguishing marks of a professional teacher? Former Chairperson of the
Professional Regulation Commission, Hon. Hermogeners P. Pobre in his pithy address in a national convention of
educators remarked : the term professional is one of the most exalted in the English language, denoting as it does, long
and arduous years of preparation, a striving for excellence , a dedication to the public interest and commitment to moral
and ethical values.

Teaching as your profession

Why does a profession require ”long and arduous years of preparation and a striving for excellence? Because the
end goal of a profession is service and as we have heard many times we cannot give what we do not have.” We can give
more if we have more. His Holiness Pope Paul VI affirmed this thought when he said :”Do more , have more in order to be
more, continuing professional education is a must. For us teachers, continuing professional education is explicit in our
professionalization law and our Code of professional ethics.

Our service to the public as a professional turns out to be dedicated and committed only when our moral, ethical
and religious values serve as our bedrock foundation. The same moral, ethical and religious convictions inspire us to
embrace continuing professional education.

If you take teaching as your profession, this means that you must be willing to go through a long period of
preparation and a continuing professional development. You must strive for excellence, commit yourself to moral , ethical
and religious values and dedicate yourself to public service.

The PWEDE NA mentality versus excellence

The “striving for excellence” as another element of a profession brings us to our PWEDE NA mentality which is
inimical to excellence. This mentality is expressed in other ways like “TALAGANG GANYAN YAN , WALA na tayong
magawa.”all indicators of defeatism and resignation to mediocrity. If we stick to this complacent mentality excellence
eludes us. In the world of work, whether here or abroad, only the best and the brightest make it all. At this time, you must
have heard that with the rigid selection of teacher applicants done by DEPEd, only few make it. The mortality rate in the
Licensure Examination for Teachers for the past ten years is glaring evidence that excellence is very much wanting of our
teacher graduates. If we remain true to our calling and mission as a professional teacher, we may have no choice but to
take the endless and the less travelled road to excellence.
 Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose – driven life? Spend it passionately in teaching, the
noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching
Award in an international competition, said in a speech delivered before a selected group of teachers, superintendents,
DepEd officials and consultants to wit:

Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your
personal time, energy and resources. Sometimes it means disappointments, heartaches and pains. But touching the
hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These
are the moments I teach for. These are the moments I live for.

SUMMARY

We have a very rich philosophical heritage. But only seven philosophies were discussed here: essentialism,
progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and constructivism. The seven
philosophies differ in their concepts of the learner and values, in why do we teach (objectives), what should be taught
(curriculum) and how should the curriculum be taught (teaching strategies). However, there exist also some similarities
among the philosophies. These you will see more as you proceed to the activities.

It is important that you make explicit your philosophy of education. Your philosophy of education is your “window”
to the world and “compass” in life. Your philosophy is your own thought and formulation, never formulated for you by
another that is why you were advised to begin starting it with a phrase “I believe”. It is best to state it in the concrete not in
the abstract like a theory because this is your blue print in your daily life.

Our lesson on values formation is anchored on the belief in transcedent values. It is also premised on the principle
that value are both taught and caught. Values have cognitive, affective and behavioral dimensions and so does the
process of value formation. Your value formation in essence is a training of the intellect and will. A life virtue strengthens
the will to desire and act on what is virtuous but a life of vice weakens the will to cling and act on that which is good.

Teaching is a vocation. For theists, it is a calling from God worthy of our response. For atheists, it is a calling
without a vertical dimension. Teaching is also a mission, an assigned task. Teaching is also a profession. It is our way of
rendering service to humanity.

Chapter Two: The Teacher in the Classroom and Community

THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

 Teacher is always the role model inside the classroom. He/she must demonstrate appropriateness, punctuality and
even respect for other people. In the first domain of NCBTS, teachers are expected to exert extra effort for the
students to learn positive values from them. The second domain is the learning environment that is provided by the
teacher for a conducive environment for learning. The more approachable the teacher is, the more they will be
engage to ask questions and learn from one another.
 Diversity of the learners is the third domain that understands the differences of students based on their learning
styles, multiple intelligence, needs, experiences, background, socio-economic and difficulties. The fourth domain is
about the curriculum that refers to all elements in teaching and learning that has curricular goals and objectives that
are to attain high standards of education. Planning, assessing and reporting is the fifth domain. Teachers are planning
on how to teach a particular lesson and how will they measure learning by assessment. To report their plan and the
result of assessments is also included in this domain.

“The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates productive, positive interactions
among the multiplicity of personalities, cultures, beliefs and ideals”. -Unknown-
“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.” -Code of Ethics for Professional Teachers,

The NCBTS provides a single framework that shall define effective teaching in all aspects of a teacher’s professional life
and in all phases of teacher development.

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit
of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students
exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within which all
students, regardless of their individual differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by
recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of
learning activities to ensure that all learners can attain the desired learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students
understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These
elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and
activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of
assessment data to plan and revise teaching-learning plans;

(2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting
of the learners’ actual achievement and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of
the learners in their homes and communities. Thus, this domain focuses on teachers’ efforts directed at strengthening the
links between schools and communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching profession,
concern for professional development, and continuous improvement as teachers.

THE 21ST CENTURY TEACHER

A 21st century teacher must have the 21st century skills namely: (1) communication skills (2) learning and innovation
skills (3) information, media and technology skills and, (4) life and career skills. Communication skills are important
and teachers must provide good teaming, interaction, collaboration, and orientation between them and the learners. A
good communication makes comprehensive discussion and the understanding between the teachers and learners. As
modern teachers one should have creativity to produce creative students and take a risk for the use of critical thinking to
develop the learners’ skill in problem solving that will help in relieving their curiosity. It is understood that every teacher
must portray flexibility and have the sense of responsibility, as well as leadership. 21st century teachers are also those
who have social and cross-cultural skills, initiative, productivity, accountability, and different values such as moral, ethical
and spiritual. As teachers who are exposed with different forms of technology they should have literacies in such visual
and information, media, basic, economic, technological and multicultural. The things that characterize a 21st century
teachers are their ways of thinking and working, also the tools for working and skills for living in the world.

The Traditional Classroom

• Content delivered by the teacher in the classroom.
• Lecture and reading from textbooks are the main sources of learning.
• Students are assessed primarily on knowledge learned.
The 21st Century Classroom
• Teacher facilitates by directing students to rich, learning sources and asking students to demonstrate what they
know and are able to do.

Effective Communication Skills Learning and Innovation Skills Info, Media and Technology Skills Life and Career
Skills 21st Century Skills

1. Effective Communication Skills

1. Teaming 2. Collaboration 3. Interpersonal skills 4. Local, national and global orientedness 5. Interactive
communication
2. Learning and Innovation Skills 1. Creativity 2. Curiosity 3. Critical thinking problem solving skills 4. Risk taking
Learning and Innovation Skills
• Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations
• Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and
Decisions Solve Problems
• Communication Articulate thoughts and ideas effectively using oral, written and nonverbal communication
skills in a variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions Use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade) Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as
assess their impact Communicate effectively in diverse environments (including multi-lingual)
• Collaboration Demonstrate ability to work effectively and respectfully with diverse teams Exercise flexibility
and willingness to be helpful in making necessary compromises to accomplish a common goal Assume shared
responsibility for collaborative work, and value the individual contributions made by each team member
3. Life and Career Skills
 1. Flexibility and adaptability
2. Leadership and responsibility
3. Social and cross-cultural skills
4. Initiative and self-direction
5. Productivity and accountability
6. Ethical, moral and spiritual values
• Flexibility and Adaptability Adapt to varied roles, jobs responsibilities, schedules and contexts Work
effectively in a climate of ambiguity and changing priorities Incorporate feedback effectively Deal positively with
praise, setbacks and criticism Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments
• Leadership and Responsibility Guide and Lead Others Be Responsible to Others
• Social and Cross-Cultural Skills Interact Effectively with Others Work Effectively in Diverse Teams
• Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-directed Learners
• Productivity and Accountability Manage Projects Produce Results
4. Media and Technology Skills
1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic and technological literacies
4. Multicultural literacy
5. Info, Media and Technology Skills
• Visual literacies Ability to interpret, make meaning from information presented in the form of an image Ability
to evaluate, apply, or create conceptual visual representations
• Information literacy  Ability to identify what information is needed  Identify the best sources of information for
a given need  Locate those sources, evaluate the sources critically, and share that information
• Media literacy  Ability to critically analyze the messages that inform, entertain and sell to us everyday  Ability
to bring critical thinking skills to bear on all forms of media asking pertinent questions about what is there and
noticing what is not there.  Ability to question what lies behind media production
• Scientific literacy  Encompasses written, numerical, and digital literacy as they pertain to understanding
science, its methodology, observations, and theories  Knowledge and understanding of scientific concepts and
processes required for personal decision making, participation in civic and cultural affairs, and economic
productivity.
• Economic literacy  Ability to apply basic economic concepts in situations relevant to one’s life  About
cultivating a working knowledge of the economic way of thinking.
• Technological Literacy  Ability to responsibly use appropriate technology to:
1. Communicate
2. Solve problems
3. Access, manage, integrate, evaluate, design and create information to improve learning in all subject areas
4. Acquire lifelong knowledge and skills in the 21st century `

ANOTHER WAY OF GROUPING THE 21ST CENTURY SKILLS

• Ways of thinking. creativity, critical thinking, problem- solving, decision- making and learning.
• Ways of working. Communication and collaboration
• Tools for working. Information and communications technology(ICT) and information literacy .
• Skills for living in the world. citizenship, life and career, and personal and social responsibility
“If we teach today as we taught yesterday, we rob our children of tomorrow. - John Dewey

SCHOOL AND COMMUNITY RELATIONS

A teacher cannot handle the whole learning of the child alone. Parents and community are also involved in raising a child
in a way that they would also learn from them. Teachers, parents, and the community should have a strong relationship to
establish teamwork in improving the learning environment. Helping with one another can strengthen the values and
attitudes of the whole members of the community. Whenever there are problems inside the school, community and
parents should work together to solve it, an d vice versa. Participation and collaboration for community, school, parents
and teachers are needed to produce an organized, safe, and honored environment especially, a rich source of learning.

THE TEACHERS, PARENTS AND THE COMMUNITY

Parents are the first teachers in the home.

• responsible for the development of values, attitudes and habits that will be needed as their children associate with their
classmates in school. Teachers

• continue to enrich the students’ experiences at home, thus strengthening the valuable, personal traits and characteristics
initially developed.

The members of the community • include the local government units (LGU), the non-government agenies, civic
organizations and all the residents. • highly motivated to participate in the school activities and projects that will likewise
redound to the uplifting of the moral and quality of life in their own locality.

1. DIFFICULTIES
• ability to accomplish assignments,
• irregular attendance,
• study habits in school,
• negative attitudes, and
• problem with self-discipline.

2. SOLUTIONS

A calm and friendly face-to-face exchange of observations could straighten some disturbing interactions ending with a
promise of undertaking remediation in both quarters.

• Positive attitudes of kindheartedness and patience are developed through modeling.

• Regularity in attendance and doing daily assignments need strong motivation and encouragement from both sides.

• Letters and praises to parents for outstanding performances build confidence and strengthen determination to
continue the good work. Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them.

• Extremes of behavior need detailed consideration of past experiences in school and at home.

3. Values Developed

• respect for elders and for the rights of others,

• cooperation,

• willingness to share,

• deep sense of responsibility, and

• persistence.

4. Interests

Special interest and innate talents noticed at a young age such as heightened propensity for music and drama,
athletics and the arts must be attended to by sensitive mentors and guardians in order to provide them with continued
opportunities to attain full realization of their natural gifts.

1. Collaborative Relationships

a. The school officials actively participate in community projects such as literacy assistance project for out-of-school
children and house campaign for healthful practice.

b. The municipal/city officials are likewise ready to provide help not only in improving the physical facilities of the
school but also in paying the salaries of teachers who, for the moment, do not have teacher items. There are a
number of School Board-paid teachers in the country.

c. During historic celebrations in both places, participation by each is easily elicited with such positive and civic-
consciousness activities enjoyed by the school and the community, a strong feeling of togetherness become
evident.

2. Organized Associations

Parent-Teacher Association (PTA) • formerly known as Parents Teachers and Community Associations (PTCA)

• undertake projects and activities aimed at promoting a harmonious and enjoyable relationship among themselves.

Brigada Eskwela • DepEd’s National Schools Maintenance Week meant to help schools prepare for the opening
of classes with the assistance of education stakeholder by repairing and cleaning public schools nationwide. • aims to
revive the bayanihan spirit among Filipinos by engaging the participation of eduation stakeholders in the community.
School-Based Management (SBM)  School Governing Council (SGC)

3. Public Safety, Beautification and Cleanliness

4. Values Exhibited
5. Instructional Centers and Materials

 LINKAGES AND NETWORKING WITH ORGANIZATIONS

There are different associations, organizations and foundations for teachers even local, national or international. This
could help in different educational assistance that we need as teachers to give better service in our learners. These
organizations come from different objectives but come up with only one aim, and that is to give the world an ideal
educational empowerment. Being linked and connected to a network which is possibly the source of educational
assistance is always an advantage as teachers.

The school does not only stand on its own, rather it is accompanied by the community, linkages and other organizations
with the goal of improving education and making education accessible to all.

The topic we are about to discuss today is that it gives you the information about the examples of internal linkages which
still active to the present. Some of them includes Pi Lamba, Innotech and others. These linkages and networks only
shows that even the distant countries are making ways to communicate and share whatever they know and impart
learning with each other. With these ideas about linkages and networks in existence, our teachers will give an assurance
making their life to success and improvement when it comes to education.

Without this linkages and networking with organization our life seems nothing especially our studies. This linkage is a big
help to us. It is our advantages. And also it has a great help to some foundation.

A. Linkages
1. International Linkages
a. Pi Lamba Theta – its main office is from Michigan, where it is located from United States of America. It has its own
project ETP.; ETP stands for (Excellence in Teaching project); this project was started in 1997. So it aims to honors the
outstanding students until they graduate in fact they supports 15 third year college students until they graduate. Selected
members of this organization are engaged from the different convention events globally. Some of their topics during the
convention such as the current issues and trends in teacher education as these selected members are also discussed to
local members in return.
b. INNOTECH – it was established in January 1970. It’s headquarter is located in Thailand. It aims to develop innovative
and technology based solutions to address these problems. It provides educational training especially in Southeast Asian
countries to upgrade the competencies of teachers. INNOTECH conducts 4 day(September 5-8, 2017) training to selected
CPU faculty and staff in Iloilo City where the selected participants are engage in LMS or the Learning Management
System first hand along with the discussion about the latest technology trends and policies. So this LMS is a software
application where the teacher delivers his/her instructional materials to students in a convenient way. The LMS provides
documentation, reporting, and delivery of educational courses training program.
c. WWCCI – or the World Council for Curriculum and Instruction, This council holds conferences in different countries
which is participated by the members of the local chapter.
d. ASCD – or the Association for Supervision and Curriculum Development, this is a nonprofit organization that
provides trainings/seminars to the members with expert, best way of solution regarding teaching, educational leadership
that is very essential to the way educators learn, teach and lead. In fact it has 150,000 members from 145 countries who
are professional educators.

2. National and local linkages – Maybe due to lack of resources from a certain universities then other universities
may fulfilled this to support according to respective needs, interest and objectives. Yes it is very important that
there is a strong bond between universities and colleges just what the example here where the student can do
cross-enrolment for some subjects in other universities that is needed for graduation. Depending to expertise, the
universities may collaborate each other or conduct joint forces research for the betterment of results from the
scientific study.

B. Networking
A network is a system which composed of different organization whether it is a public or private. What matter most is
these different type of organization brings us to the strength and availability of services we need based on the field of
expertise. The school could be benefit of it because these different types of organization gives additional information and
add knowledge for the delivering quality educational services for the country’s youth.

- A network compose of several institution (consortium) of several colleges of different universities that binds together for
a common goal. Work together to attain common objectives, undertake innovative practices and update members
regarding breakthrough in different disciplines.

1. Consortium Among Universities and Colleges

2. With Subject Specialist
BIOTA
MATHED
The Physics Teachers Association
The Chemistry teachers Association
3. Teacher Educational Institution
a. The Philippine Association for Teacher Education (PAFTE)
b. State Universities and Colleges Teacher Educators’ Association (SUCTEA)
4. National Organization
a. Federation of Accrediting Association of the Philippines (FAAP)
b. The Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA)
c. Association for Accrediting Colleges and Universities of the Philippines (AACUP)
II. Networking with foundation
1. Educational Reasearch with Development Assistance Foundation Inc.
2. Metrobank Foundation, Inc.
3. Network of Outstanding Teachers and Educators (NOTED)
4. Ayala Foundation, Inc. (AFI)
5. GMA Foundation
6. SM Foundation, Inc.
7. Foundation for Upgrading Standard Education (FUSE)
8. Philippine Foundation for Science and Technology (PFST)
9. Book for the Barrio and Asia Foundation
10. Bato Balani Foundation
11. Philippine Business for Education (PBeD)

III. Networking with Government

1. Literacy Coordinating Council (LCC) Train trainor who handle literacy training courses among the youth
2. The Department of Science and Technology (DOST) Supports undergraduate and graduate scholarship programs in
science and mathematics in the Regional Science Teaching Centers
3. The Commission on Higher Education (CHED) Organizes Technical Panels for all profession and benchmark the
curricula of all degree with international standards
4. The Teacher Education Council (TEC) Focuses on teacher education policies and standards

IV. Networking with Media

1. ABS-CBN and GMA
2. Government and Private Channels
3. Historic & Cultural Event
4. Publications & Prints
5. Projected Materials
BILBAO, P.P.,ET.AL, 2012 “As a professional teacher, you are able to give better service to your students and to other
education stakeholders in the community if you are connected to a network of possible sources of educational
assistance.”

Chapter Three: On Becoming a Global Teacher

 GLOBAL EDUCATION 
 
 UNESCO defines Global Education as a goal to become aware of educational conditions or lack of it, in
developing countries worldwide and aim to educate all people to a certain world standard. 
  
 It is a curriculum that is international in scope which prepares today’s youth around the world to function in one
world environment under teachers who are intellectually, professionally and humanistically prepared. 
 
The United Nations entered into an agreement to pursue six goals to achieve some standard of education in placed by
2015 worldwide. To Achieved Global Education, the United Nations sets the following goals: 
 
1. Expand Early Childhood Care Education.  
 
Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and
disadvantaged children. 
 
2. Provide Free and Compulsory Primary Education for all. 
 
Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic
minorities, have access to and complete, free, and compulsory primary education of good quality. 

 
3. Promote Learning and Life Skills for Young and Adult. 
 
Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning
and life-skills programs. 
 
4. Increase Adult Literacy by 50%. 
 
Achieve a 50% improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing
education for all adults. 
 
5. Achieve Gender Parity by 2015, Gender Equality by 2015. 
 
Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by
2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality. 
 
6. Improve Quality of Education. 
 
 Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable
learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills. (Source: World Education
Forum 2000). 
 
 
James Becker (1982) defined Global Education as an effort to help individual learners to see the world as a single and
global system and to see themselves as a participant in that system. 
It is a School Curriculum that has a Worldwide Standard of Teaching and Learning.  This curriculum prepares learners in
an international market place with a world view of international understanding.  
In his article “Goals of Global Education,” Becker emphasized that global education incorporates into the curriculum and
education experiences of each student a knowledge and empathy of cultures of the nation and the world. 
 
To Meet the Various Global Challenges of the Future, the 21st Century Learning Goals have been established as Basis of
Various Curricula Worldwide. These Learning Goals include: 
 21st Century Content: emerging content areas such as global awareness, financial, economic, business, and
entrepreneurial literacy; civic literacy; health and awareness. 
 Learning and Thinking Skills: critical thinking and problem-solving skills, communication, creativity and
innovation, collaboration, contextual learning, information, and media literacy. 
 ICT Literacy: Using technology in the context of learning so students know how to learn. 
  Life Skills: Leadership, ethics, accountability, personal responsibility, self-directions.  
  21st Century Assessment: Authentic assessment that measure the areas of learning. 
 
Global Education is all about diversity, understanding the differences and teaching the different cultural group in order to
achieve the goals of global education as presented by the United Nations. It is educating all people in the world from the
remote and rugged rural villages in developing countries, to the slum areas of urbanized countries, to the highly influential
and economically stable societies of the world. Global education addresses the need of the smallest schools, to the
largest classrooms in the world. It responds to borderless education that defies distance and geographical location. 

 GLOBAL TEACHER 
Looking back at the concept of global education, how do we define now a global teacher? Is this teacher somebody who
teaches broad? Is this person teaching anywhere in the world, and is able to teach the 21 st century goals? These are
some of the fundamental questions which should be answered in order to understand, who a GLOBAL TEACHER is. 
      According to The Guardian, Global Teaching is used to "give students a global awareness and emphasize the fact that
we work in a global market and if the students can develop interpersonal relationships with a sense of global citizenry,
then they will be successful in all that they do". 
 
As the world becomes more interconnected, teachers are diversifying their approach to education. Today, global teaching
is not only applied in the classroom, but on social media platforms which expose students to a large and diverse
population of ideas and cultures. 
 
The responsibilities of the teacher have dramatically shifted over the past decade to include preparing students for a
complex, interconnected world. On the one hand, teaching in an isolated classroom can feel like an especially local
endeavor. Other than the occasional field trip or guest speaker, students may not be interacting with people and cultures
beyond their classroom walls. On the other hand, teachers are facing increasing pressures to prepare students for today's
global, knowledge-based economy. 
 
They also must effectively teach an increasingly diverse student population affected by real-world issues that have an
impact on their physical and mental health and social-emotional well-being. The pushes and pulls teachers face as they
seek to provide an equitable education to every student are multifaceted, and the responsibility to prepare students for a
global world is rarely well defined. 
 
Global Teacher 
 
-  Is a competent teacher who is armed with enough skills, appropriate attitude, and universal values to teach students
with both time-tested as well as modern technologies in education in any place in the world. He or she is someone who
thinks and acts both locally and globally with worldwide perspectives, right in the communities where he or she is
situated. 
 
More specifically a global Filipino teacher should have the following qualities and characteristics in addition to knowledge,
skills, and values: 
 Understands how this world is interconnected. 
 Recognizes that the world has rich variety of ways of life. 
 Has a vision of the future and sees what the future would be for himself/herself and the students. 
 Must be creative and innovative. 
 Must understand, respect and be tolerant of the diversity of cultures. 
 Must believe and take an action for education that will sustain the future. 
 Must be able to facilitate digitally mediated learning. 
 Must have depth knowledge. 
 Must possess good communication skills (for Filipino teachers to be multilingual). 
And lastly but more importantly, 
 Must possess the competencies of a professional teacher as embodies in the National Competency-Based
standards for Teachers (NCBTS) 
 
    The Global Teacher has the best elements of the classroom and schoolteacher, but their focus is on “what is best for
kids”, no matter if it is their own kids, kids in the school across the street, or across the ocean. They care for 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. 
 
A global teacher is an educator that incorporates various global issues into their curriculum including
multiculturalism, economic, environmental, and social issues. The teacher expands the scope of their viewpoint
beyond the normal boundaries of the local classroom, as students learn about diversity and how they fit into the global
society. 

 Multicultural Diversity: A Challenge to Global Teachers 

What is Culture? 
Culture is the values, traditions, social and worldview shared by a group of people bound together by a combination of
factors. (Derman and Sparks) 
It is a way of thinking, behaving, or working that exists in a place or organization. (Merriam-Webster Dictionary) 
 
What is Cultural Diversity?  
Cultural Diversity is the cultural variety and cultural differences that exist in the world, a society, or an institution. 
 
Multicultural Education is anchored on the diversity of learners. 
 
Major goal: “To transform the school so that the male and the female students, exceptional learners, as well as students
coming from diverse cultural, social-class, racial and ethnic groups will experience an equal opportunity to learn in
school”. (James Banks, 1975) 
 
Concepts that Define Diversity 
 
 Culture - All of the learned characteristics of a people – language, religion, social mores, artistic expressions,
beliefs and values; may develop around a shared interest, circumstance, or condition. 
 Race - Physical characteristics, especially skin color and national origin; genetically inheritable. 
 Ethnicity - Membership in a group with a common cultural tradition or common national origin; ethnic traits are
learned in social contexts. 
 Assimilation - Making students similar. 
 Pluralism - Maintaining unique characteristics. 
 Language -  First or second language speakers 
 Gender - Male/Female 
 Exceptionality - Children with a special ability or disability that sets them apart from other children; may be
giftedness (high performance or excellence in general intellectual ability, specific academic aptitude, creative
or productive thinking, leadership ability, ability in the visual or performing arts, and psychomotor ability; may be
disabilities in terms of speech and language disorders, learning disabilities, emotional and behavior disorders, and
sever attention problems. 
 
Basic Assumptions in every Classroom 
 
 No two learners are exactly the same. 
 Children in all classrooms are heterogeneous. 
 Strategies that work with one may not be well for the other. 
 Students’ background and experiences should be considered when teaching. 
 Community members can contribute to the success of easing out ethnic issues. 
 
Approaches to Multicultural Education (Sleeter & Grant, 2002) 
 
 Assimilation - Teaching the exceptional and culturally different to assimilate into the cultural mainstream using
transitional bridges in the regular school program. 
 Social Harmony - Human relations approaches that attempt to help students of differing backgrounds understand
and accept each other. 
 Single-Group Studies - Encourages cultural pluralism by concentrating on the contributions of specific
individuals and groups. 
 Cultural Pluralism through Educational Reform - Multicultural approaches that promote pluralism by reforming
entire educational programs – altering curriculula, integrating staffs, and affirming family languages. 
 Social Reform and Cultural Change - Education that is multicultural and social reconstructionist actively
challenges social inequalities. 
 
Suggestions to understand multi-cultural learners 
 
 Learn and become sensitive to and aware of racial, ethnic, cultural and gender groups other than your own. 
 Never make assumption about an individual based on your perception of that individual’s race, ethnicity,  culture or
gender. 
 Avoid labeling or stereotyping. 
 Get to know each student as a unique individual. 
 Check out your own biases about the people who are different from your race, ethnicity, culture, gender or
 socioeconomic status. 
 Plan learning activities within a multicultural framework while making the classroom safe and secured  for all the
students. 
 Utilize multicultural instructional materials and strategies when teaching. 
 Promote cooperation and collaboration among your learners, parents and teachers. 

 Broadening Teaching Perspectives: Teaching Exchange Programs

“We cannot hold a torch to light another's path without brightening our own.” -Ben Sweetland 
To become a global teacher, you need to broaden your teaching perspectives. Expanding your experiences beyond the
confines of your classroom to the wider learning environment of the world is one of the many avenues in order to achieve
a level of global competitiveness. Opportunities for this endeavour can be achieved through teacher exchange programs. 

Several Programs 

1. Visiting International Faculty Program (VIF) 

It is the United States’ largest cultural exchange program for teachers and schools. It is dedicated to transforming lives
through international exchange of teachers. 
VIF Purposes and Beliefs 
It is dedicated to transforming the lives through international exchange of teachers. It is the intention of the VIF to ensure
that students, educators and communities worldwide reap the benefits of international education. The program believes in
the following principles; all schools should have at least one international exchange teacher, all students should be
exposed to a variety of exchange teachers during their academic careers, all communities should have an equal
opportunity to develop a globally literate citizens to help build a foundation for success in the global marketplace.  

VIF Program  
The program started 19 years ago. It was founded in 1987 and began accepting teachers from other countries of the
world to teach Kindergarten up to grade 12 in 1989.
 
2. Fulbright Teacher Exchange Program 
 
Since 1946, the Fulbright Teacher Exchange Program has helped nearly 23,000 teachers and school administrators to
promote mutual understanding between U.S. and countries around the world. For the U.S. teachers, this opportunity
involves a year or semester direct exchange with a counterpart in another country teaching the same subject at the same
level. 

3. Inter-African Teacher Exchanges 

 
The objectives of this program are to provide opportunity for African teachers to learn from teaching environment in other
African countries and also aimed to extend experiences and widen the horizon of African teachers by encouraging
exchange visits to countries outside Africa as well. 

4. Canadian Educators Exchange 

 
A nonprofit foundation which handles both students and educator exchanges. International educational exchanges offer
educators and their students an opportunity to broaden their understanding of one another’s cultures, customs and
languages. 
 
Two kinds of exchanges: 
1. One year exchanges 
2. Short-term exchanges 

5. Global Teachers Millennium Awards  

Although this program is limited only to participating countries, it is important to learn that Global teacher Exchange
program contribute to the quality of teachers worldwide. 
A Global Teacher in this program is described as someone who: 
 Thinks and acts both locally and globally. 
 Embraces the world's rich variety of ways of life. 
 Understand how this world is interconnected. 
 Is committed to making the world a more equitable place. 
 Believes in education for sustainable development. 
 Has a professional and personal skill to share, and to learn. 
 Brings the world into their classroom, school and community. 
 Encourage dialogue and partnership between the North and the South. 
 Can inspire others to act as global teachers 

To become a global teacher we need Teacher Exchange Programs. We have to expand our experience in teaching in
other country and observe them their kind of teaching methods so; we could use it in our country. I realize that there are
lots of programs that a teacher can engage with, like; Visiting International Faculty Program (VIF), Fulbright Teacher
Exchange Program , Canadian Exchange Program, to name a few, which make a teacher more competent,
knowledgeable and more sensitive towards others. Global teacher is we need to experience teaching from other country
for us to broaden our teaching perspective. Therefore, it enhances our teaching ability. Through teaching in other country
we become aware of their own culture and their differences in teaching. It could also develop our personal and
professional lives as we encounter the different people with different culture. As a future teacher, we should do our best to
try to teach in abroad to become a global teacher because it is different in their culture through watching YouTube but if
we just go there it would be a realistic one. We must involve our self in non-stop learning. And for us to be able to provide
quality education, good guidance and help our learners to improve themselves. The teacher exchange programs enhance
professional development and broaden perspectives that has five several programs namely Visiting International Faculty
Program, Fulbright Teacher Exchange Program, Inter-African Teacher Exchanges, Canadian Educators
Exchange, Global Teachers Millennium Awards where in these programs can help us as future educator and teacher to
improve our skills and knowledge to become a globally and more competent teacher. 

“Technology can bring the real world  into the classroom, which means that as teachers we can better prepare kids for the
exciting adventures that they will face in their future” –Dan Roberts- Seychelles 

Educationists began exploring use of technology that supports model of teaching the emphasize learning with
understanding and more active involvement. 
This exploration “made a decision to use a technology to go beyond facts-based, memorization-oriented curricula to
curriculum in which learning with understanding is emphasized was embraced.” 
 
 
ROLES OF TECHNOLOGY IN ACHIEVING THE GOALS OF LEARNING FOR UNDERSTANDING 
 Technology provides support to the solution of meaningful problems. 
 Technology acts as cognitive support. 
 Technology promotes collaboration as well as independent learning. 

1. Technology provides support to the solution of meaningful problems 

 Finding answer to complex problems brought to the classroom is important function of technology. 
 Some problems brought to the classrooms can be simulated and created with graphics, video and animation. 
 Simulations or exploratory environments called MICROWORLDS allow students to carry out actions and
investigation right inside the classrooms with use of the computers. 

2. Technology Acts as Cognitive Support 
 The use of technology provides cognitive support to learners. 
 Multimedia databases on CD-ROM’s, videodisc or the worldwide Web provide important information source for
students who are going research. 
 Electronic references are easy to search and they provide information very quickly. 
 It can learners visualize processes and relationships that are invisible or difficult to understand. 
 Students may create charts, maps and other graphic representations such can generate through stimulation. 

2. Technology Promotes Collaboration as well as Independent Learning 

 Interconnectedness in networking through technology supports collaboration. 

 Provides avenues for discussion and communication among learners. 
 A two-way video and two-way audio system allow students and teachers at remote sites to see and hear from
each other. 

TECHNOLOGY PROGRAMS FOR TEACHING 

 STAND-ALONE PROGRAMS 
 PROGRAMS AVAILABLE ON THE INTERNET 
 INFORMATION DATABASES 

STAND-ALONE PROGRAMS 
“Software’s, videodisc or CD-ROM’s” 
 A standalone device is able to function independently of other hardware. This means it is not integrated into
another device. For example, a TiVo box that can record television programs is a standalone device, while a DVR
that is integrated into a digital cable box is not standalone. Integrated devices are typically less expensive than
multiple standalone products that perform the same functions. However, using standalone hardware typically
allows the user greater customization, whether it is a home theater or computer system. 

 Standalone can also refer to a software program that does not require any software other than the operating
system to run. This means that most software programs are standalone programs. Software such as plug-ins and
expansion packs for video games are not standalone programs since they will not run unless a certain program is
already installed. 

PROGRAMS AVAILABLE ON THE INTERNET 

 Programs which are available on the internet from where the school can choose a site. KIE (Knowledge
Integration Environment) GLOBE (Global Learning and Observation to benefit Environment) 
 Electronics field trips- This communication technology allows learners to travel and visit places for global
explorations. Virtual electronic field trip  – through an interactive broadcast from expedition site. 

INFORMATION DATABASES 
        -    Print-based materials available in electronic form. 
        -    Ex. Set of National Geographic Magazine is now in CD-ROM, Encarta and Grolier – provide access to
vast information 

OPPORTUNITIES FOR STUDENT AS PROSPECTIVE TEACHER TO PRODUCE PRODUCTS 

• 1. Selection of their own topics to provide sense of ownership. 
• 2. Conduct research, plan the development and presentation of the product.  
• 3. Selection of simple multimedia presentation that gives only limited number of options.  
• 4. Opportunities for teaching grammar, writing, spelling within the context which is meaningful to the students. 
 
Modified Technology Education requirements for prospective teachers (technology standards and performance indicators
for teachers) 
 
1. Technology operation and concepts. They should: 
a. Demonstrate introductory knowledge, skills and understanding of concepts related to technology. 
b. Demonstrate continuous growth in technology knowledge and skills to keep abreast of current and emerging
technologies.  
 
2. Planning and designing learning environment and experiences supported by technology. They should:  
 
a. Apply current research on teaching and learning with technology when planning the learning environment and
experiences.  
b. Identify and locate technology resources and evaluate them for accuracy and suitability c. Plan for the management of
technology resources within the context of learning activities. d. Plan strategies to manage student learning in a
technology-enhanced environment.  
 
3. Teaching learning and the curriculum. Teachers implement curriculum plans that include methods and
strategies for applying technology to maximize student learning. Teachers should:  
 
a. Use technology to support learner-cantered strategies that address the diverse needs of students.  
b. Apply technology to develop students’ higher order skills and creativity.  
c. Manage student learning activities in a technology- enhanced environment.
 
4. Assessment and evaluation. Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies. They should: 
 
a. Use technology resources to collect and analyse data, interpret results, and communicate findings to improve
instructional practice and maximize student learning.  
b. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning,
communication, and productivity.  
 
5. Productivity and professional practice. Teachers use technology to enhance their productivity and
professional practice. They should: 
 
a. Use technology resources to engage in ongoing professional development and lifelong learning.  
b. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in
support of student learning.  
c. Apply technology to increase productivity.  
d. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture
student learning.  
 
6. Social, ethical, legal, and human issues Teachers understand the social, ethical, legal, and human issues
surrounding the use of technology in schools and apply those principles in practice. They should: 
a. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.  
b. Identify and use technology resources that affirm diversity.  
c. Promote safe and healthy use of technology resources  
d. Facilitate equitable access to technology resources for all students. 
To sum it all Global Perspective, educational technologies and innovation teaching are imperative in today’s time. The
unlimited resource of available technology and its utilization for innovative teaching promise challenging experience for
prospective teachers. This lesson cannot sufficiently explore all possibilities respond to the challenges, however, it has
clearly technology can provide support resolution of meaningful problems, acts as scaffolding to learning, and promotes
independent learning and collaboration with experts.