E-EDUC214

The Teaching Profession

Module 1
The Teacher
and the Teaching Profession
(Nature of Teaching, Qualities and Values of the Teachers,
Roles and Responsibilities of the Teachers, Challenges in
Teaching, Pillars of Education, The Lasallian Teacher)

DR. OLIVIA M. LEGASPI

Module Writer
Professional Education Department
College of Education
De La Salle University - Dasmariñas

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 MODULE OVERVIEW
This module will introduce you to the world of
teaching. Is it a vocation, a mission, a science, an art, a
craft, or a profession? It will also discuss the qualities that
teachers need to possess to be successful in the delivery of
the different roles entrusted to them. You will also learn
the different challenges that teachers face and reflect on
the ways to overcome these. UNESCO’s four pillars of
education will also be explained here so you will know
your part, as a future teacher, in attaining these. A special
section on the Lasallian teacher is included for your
reference.

COURSE LEARNING OUTCOMES

CLO 1: Display a clear understanding, deep appreciation and strong passion for the
teaching profession.
CLO 2: Manifest behavior that upholds the dignity of the teaching profession such as
integrity, honesty, respect, and caring attitude, among others.

TOPIC LEARNING OUTCOMES

TLO1: Generate their own meaning of teaching.
TLO2: Discuss the personal and professional qualities that teachers need to possess to
effectively perform their tasks.
TLO3: Examine the different teacher responsibilities, roles and challenges.

MODULE OBJECTIVES
MO1: Define teaching.
MO2: Describe an ideal teacher.
MO3: Enumerate the responsibilities, roles and challenges of
teachers.
MO4: Analyze their qualities if they have what it takes to be a
teacher material.

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 TABLE OF CONTENTS

Module Overview ………………………… 2

Gospel Reading …………………………… 4

ntroduction ………....……………………. 5

iscussion ………………………………….. 7

laboration/Exploration ………………. 31

pplication ………………………………... 32

References ……………………….………… 33

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 GOSPEL

Let us remember that we are in the holy presence of God.

In the name of the Father, and of the Son, and of the Holy Spirit, AMEN.

Our gospel for the day (13 September 2021) is taken from the book of Luke 7:1-10.

1 After he had ended all his sayings in the hearing of the people, he entered Capernaum.

2 Now a centurion had a slave who was dear to him, who was sick and at the point of death.

3 When he heard of Jesus, he sent to him elders of the Jews, asking him to come and heal his slave.

4 And when they came to Jesus, they begged him earnestly, saying, "He is worthy to have you do this for him,

5 for he loves our nation, and he built us our synagogue."

6 And Jesus went with them. When he was not far from the house, the centurion sent friends to him, saying to
him, "Lord, do not trouble yourself, for I am not worthy to have you come under my roof;

7 therefore I did not presume to come to you. But say the word, and let my servant be healed.

8 For I am a man set under authority, with soldiers under me: and I say to one, `Go,' and he goes; and to another,
`Come,' and he comes; and to my slave, `Do this,' and he does it."

9 When Jesus heard this, he marveled at him, and turned and said to the multitude that followed him, "I tell you,
not even in Israel have I found such faith."

10 And when those who had been sent returned to the house, they found the slave well.

Let us recite our Lasallian prayer:

I will continue, oh my God, to do all my actions for the love of Thee.

St. John Baptist de la Salle, pray for us.

Live Jesus in our hearts, forever.

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 NTRODUCTION

In your years of studying, you have been introduced to a lot of teachers. Do you remember them
all? Do you have a teacher whom you can consider as your greatest teacher?

Read this story entitled “The Greatest Teacher” (Knight & Silbor, 2006) and find out who this
teacher is.

*The Greatest Teacher*

*****
The greatest teacher that we know was extremely creative. He was extraordinarily
relational. He used a variety of methods in his teaching: parables, storytelling, and questioning
were a few. He communicated with spoken words as well as written words. His classroom varied
from the seashore to the middle of the roaring sea. He even taught at the mountaintop, at the
plain, and down the valley. He used illustrations from a child to an old man and from a poor
person to a rich ruler. He used object lessons like a coin, a colt, a fig tree, a tree of life, and a
mustard seed. He taught in public as well as in private. He used allegories, like feeding the birds
and clothing the lilies of the field, to teach that God can provide for man’s needs.

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 His school schedules were at day, at night, and even at noontime. He taught the crowd as
well as the individuals. He also taught the children as well as the older ones. His student
population was composed of both males and females. He used symbols as well as real life
examples. He asked questions. He answered a question with a question. As a teacher, he was well
sought. The rich young ruler and an old teacher of the law sought him out. He answered with
spoken words as well as silence. He made the mute speak, the lame walk, and the blind see. His
was an amazing message with authority. His teachings were astounding – to do good to those who
do evil to you, to love your enemies, to pray for those who persecute you, to be a second miler,
and to be generous to those in need. He loved his learners, prayed for them, and wept for them.

*****
Reflect on this:

Do you know this teacher?

Did you have a teacher like him?

Can you be like him?

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 ISCUSSION

Part 1: What is the nature of teaching?

Teaching has been defined and described in so many ways. We normally hear that teaching is a
vocation, a mission, a science, an art, a craft, and a profession. Let us check what teaching really
means.

Teaching is a vocation.
Vocation comes from the Latin word ‘vocare’ which means ‘to call’. Therefore, vocation
means ‘a call’ (Bilbao et al., 2018). If teaching is considered a vocation, the teacher heard the call
and responded to it by saying ‘YES’ to teaching, to all its ups and downs, to all its triumphs and
tribulations. As Tamayao (2019) pointed out, teachers who positively responded to their calling
perceive teaching as a lifetime commitment, where they teach with passion and touch lives through
the years.

Teaching is a mission.
Mission comes from the Latin word ‘misio’ which means ‘to send.’ Therefore, mission is
defined as a ‘task assigned’ (Bilbao et al., 2018). If teaching is considered a mission, the assigned
task of the teacher is to teach, to teach the children not only the basic skills needed in life but to
teach them life itself. Tamayao (2019) added that teachers are sent and entrusted to achieve a ‘task’
in this world. To perform this task – this mission – they need to render their commitment, obtain
adequate preparation or training, and pursue continuing education.

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 Combining the concepts of teaching as a vocation and a mission, it can then be considered
as a “ministry” (Serrano & Paez, 2015). Teaching as a ministry connotes the performance of
certain activities for others – which may be in the form of service to the students in order to help
them succeed in life. The authors emphasized that teaching comprises one of the most meaningful
ministries in the life of the teachers. By helping the students realize their dreams through
education, the teachers unconditionally extend to them their assistance so they will be able to think
independently, make wise decisions for themselves and others so that in the end, they will be able
to make a difference in society. Considering that teaching is a ministry, the teachers’ motto should
be: “the measure of one’s unconditional teaching is to teach without counting the cost.”

Teaching is a science.
Teaching as a science seeks the application of a scientific attitude and methodology in
deciding about what strategies to employ, instructional materials to use, and other ‘best teaching
practices’ to adopt (Salandanan, 2012). Through the lesson plan prepared by the teacher, she
follows a systematic procedure in teaching. Tamayao (2019) emphasized that the science element
in teaching is reflected in the generalizations drawn from researches about effective teaching and
learning.

Teaching is an art.
Teaching as an art signifies the way a teacher expresses her emotions and communicates
her feelings though her teaching chores. It reflects the conglomeration of the teacher’s talent, skill,
and expertise in reaching out and enriching the children’s lives (Salandanan, 2012). Teaching,
therefore, is individualistic based on the teacher’s personality and experiences. Tamayao (2019)
added that the art of teaching is a reflection of the teacher’s personality. In discussing their lessons,
the teachers use their own interpretations, experiences, and perspectives which reflect their own
self-expression.

Teaching is a craft.
Tamayao (2019) explained that the combination of teaching as both a science and an art
makes it a craft. Teachers possess specialized techniques in applying the rules governing the
application of the theories and the psychology of learning and teaching.

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Teaching is a profession.
Bilbao et al. (2015) stated that according to the Hon. Hermogenes P. Pobre, the former
chairperson of the Professional Regulation Commission (PRC), the term professional (derived
from the term profession) denotes: (a) long and arduous years of preparation, (b) striving for
excellence, (c) dedication to the public interest, and (d) commitment to moral and ethical values.

In relation, they explained that teaching as a profession requires: (a) long years of initial
professional education (four years of an undergraduate degree in Education), (b) attainment of a
college degree recognized by a regulatory body (CHED), (c) board or licensure examination (LET
given by the Professional Regulation Commission), (d) continuing professional development (for
license renewal), and (e) adherence to a code of ethics (Code of Ethics for Professional teachers).

In addition, Tamayao (2019) quoted this statement from UNESCO in 1996 during the
intergovernmental conference on the status of teachers: Teaching should be regarded as a
profession since it is a form of public service requiring teachers expert knowledge and specialized
skills, acquired and maintained through rigorous and continuing study; it calls also for a sense of
personal and corporate responsibility for the education and welfare of the pupils in their charge.

Likewise, Serrano and Paez (2015) enumerated he following as the reasons why teaching
can be considered as a profession: (a) it has its own body of specialized knowledge, (b) it upholds
service over and above personal and monetary profit, (c) for professional competency, it requires
continuous professional growth, (d) it establishes its own policies and standards for professional
exercise, and (e) it has its own unique professional organization.

To professionalize the practice of teaching in the country, Presidential Decree (PD) 1006
and Republic Act (RA) 7836 were passed in 1976 and 1994, respectively. Further, as stated in
Section 3 (a) of PD1006 and Section 4 (a) of RA7836, “teaching refers to the profession primarily
concerned with classroom instruction at the elementary and secondary levels, in accordance with
the curriculum prescribed …, whether on part-time or full-time basis in the public or private
school.”

Aside from the concepts presented earlier, let us check the other definitions and/or descriptions of
teaching.

In the book of Salandanan (2012), the following were mentioned about teaching:
1. It is an aggregate of organized strategic methodologies aimed to produce a desired learning
outcome.

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2. It is a dynamic activity which needs a careful analysis of how the learning variables interrelate
with one another.
3. It is a moral activity where the teacher is looked up to as a paragon of virtues.
4. It is a time-honored career, aimed at awakening and nurturing the children’s spirit of inquiry, at
the same time catering to their learning abilities, interests and aspirations.
5. It is a lifelong mission, characterized by a culture of committed service to children, adults and
the community.
6. For an activity to be called teaching, it must involve an interpersonal relationship that promotes
learning.
7. It is one of the most demanding of all professions.

In the book of Tamayao (2019), he quoted the following authors as they defined teaching:
1. H. C. Morrison (1934): Teaching is an intimate contact between a more mature personality
and a less mature one which is designed to further the education of the latter.
2. Edmund Amidon (1967): Teaching is defined as an interactive process, primarily involving
classroom talk, which takes place between a teacher and a pupil and occurs during certain
definable activities.
3. B. O. Smith (1969): Teaching is a system of actions involving an agent, an end in view, and a
situation, including two sets of factors – those over which the agent has no control (class size,
size of classroom, physical characteristics of pupils, etc.) and those that he can modify such as a
way of asking questions or ideas gleaned.
4. T. F. Greens (1971): Teaching is a task of the teacher, which is performed for the development
of a child.
5. Farrant (1980): Teaching is a process that facilitates learning. The teacher has an important
role to play because he acts as a catalyst, actively stimulating learning.
6. G. Wells (1982): Teaching is a cluster of activities that are noted about teachers such as
explaining, deducing, questioning, motivating, taking attendance, keeping records of works,
learner’s progress, and background information.

Pawilen (2019) emphasized that teaching is a mission that requires creativity, commitment, and
great passion. It will remain to be the noblest profession in the history of humankind.

Did you see any similarity in the way different authors define or describe teaching through the
passing of time?

How about you, how will you define teaching?

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Part 2: What are the rewards of teaching?
Based on the diverse information that suggests how complex teaching is, we may ask ourselves why
teachers remain in the profession. What rewards do they get from teaching? What motivates them
to stay in the profession?

Teachers may get both intrinsic and extrinsic rewards from teaching. Intrinsic rewards are those
that come from within the teacher herself while extrinsic rewards are those that come from other
sources – the school, colleagues, and the community itself.

Various literature pointed to both intrinsic and extrinsic rewards that teachers get from teaching.
These are normally linked to the teachers’ motivation and job satisfaction.

Specifically, the following literature described the rewards that teaching provides the teachers or
the motivational and job satisfaction factors that let them stay in their job:

Agboola & Offong (2018) found out that job security, remuneration, promotion, and welfare are
occupational incentives of teachers.

The study of Shah & Paudel (2018) revealed that professional development, professional respect,
salary and benefits, and working condition are factors that motivated his teacher respondents.

In the study of Scott (2017), she pointed out that all her teacher-respondents agreed that one of the
best things about teaching is seeing the students learn and they want their students to learn more.

UNESCO (2016) enumerated the following as motivating conditions for the teachers’ good
performance: career pathways and professional development, recognition and financial reward for
excellent performance, and promotion.

Mullins in Ayele (2014) stated that pay, promotion opportunities, co-workers and supervision are
extrinsic factors affecting teacher’s satisfaction and commitment.

Morgan et al. (2007) mentioned that according to Cochran-Smith, teachers need other sustaining
factors including school conditions where they are successful and supported, opportunities to work
with other educators in professional communities, differentiated leadership, and advancement
prospects and good pay for what they do.

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Although an old study, it’s good to note the research made by Plihal (1982) where she found out
from her teacher-respondents that one kind of reward came from enjoying interactions with the
students regardless of the outcome and feeling instrumental in students' accomplishments.

Teacher blogs also contain the rewarding aspects of the teacher’s job like student appreciation,
parent appreciation, money (salary), and influencing tomorrow (Hood, 2017).

In the book of Salandanan (2012), she stressed that since teaching is indeed a noble calling and
mission-keeping for others, its rewards come in the form of winning the students’ love and
emulation and the parents’ acknowledgement and gratification.

In the book of Tamayao (2019), he enumerated the major luring factors of the teaching profession
as outlined by Hall and Langton (2006):
1. Influence/importance to learners
2. Job security
3. Wider job opportunities offered
4. Diversity of activities
5. Long holidays

Likewise, he also listed the following factors that serve as the teachers’ reasons for staying longer in
their profession:
1. Ability to make a difference in the lives of learners
2. Joy of working with learners
3. Watching learners rise to the challenge of the subjects
4. Joy of working with people in general and youth in particular
5. Love of the subject matter

Can you differentiate the extrinsic from the intrinsic rewards or factors?

How about you, what do you think will be your most precious reward when you start your teaching
career?

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Part 3: What are the elements of teaching?

The teacher should remember the elements of teaching which are at play anytime during the
teaching-learning process.

Alonsabe (2009) enumerated the following key elements or the so-called 8 Ms of teaching which
were taken from the book of Palma (1992), Curriculum Development System: A Handbook of
School Practitioners in Basic Education:

MILIEU - The Learning Environment

What kind of learning environment do you provide
your students? Is your classroom conducive to
learning? Where else do you conduct your classes?

MATTER - The Subject Content

What are you teaching your students? What basic
concepts, skills, and values do they learn from your
class? What competencies do they develop?

MATERIALS - The Resources of Learning

What instructional materials do you use in aid of
your instruction? What educational resources are
provided by the school?

METHOD - Teaching-Learning Strategies

How do you deliver your lessons? What approaches,
strategies, and techniques do you use? What activities
do you initiate to address your students’ multiple
intelligences and varied learning styles?

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 MEDIA - Communication in Teaching and Learning
What kind of communication do you have with your
students? What kind of teacher talk and student talk
happen in your class?

MOTIVATION - Arousing and Sustaining

Interest in Learning
How do you make your students interested in
your lessons? Can you keep your students’
attention throughout your lesson?

MASTERY - Competence in Teaching the Subject

Do you have mastery of your subject matter? Are
you competent in teaching your lessons? Are you
updated with the latest information about your
subject?

MEASUREMENT - Getting Evidence of Learning

How do you know if your students are learning?
What assessment tools and strategies do you use?

Do you see all these 8 Ms of teaching in your school?

Why is it important for the teachers to know these 8 Ms?

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Part 4: What are the qualities of teachers?

PD1006 and RA7836 both recognize the vital role of teachers in nation building. As such, teachers
are expected to possess certain qualities that will aid them in the effective and efficient
performance of their duty.

To emphasize this fact, Article 1, Section 1 of CMO 30, S. 2004 – Revised Policies and Standards
for Undergraduate Teacher Education Curriculum provides that “All efforts to improve the quality
of education in the Philippines are dependent on the service of teachers who are properly
prepared to undertake the various important roles and functions of teachers.”

Similarly in the new policies, standards, and guidelines for teacher education, specifically CMO 74,
75, 78, and 79, s. 2017 (for Elementary, Secondary, TLE, TVL programs, respectively), Article IV,
Section 5.3 specifies that “the degree program aims to develop highly motivated and competent
teachers specializing in content and pedagogy for a (particular) level.”

A good discussion of the qualities of teachers was presented by Lardizabal et al. (1991) long ago.
They said that teachers need to possess both personal and professional qualities.

Personal qualities (based on the five aspects of personality – intellectual, social, physical,
emotional, moral)
1. pleasing personal appearance and manner, courtesy, pleasant voice
2. intelligence, emotional stability, self-control
3. sympathy, kindness, helpfulness, patience, integrity, trustworthiness, honesty, loyalty
4. flexibility, creativity, resourcefulness
5. sociability, friendliness, cooperativeness
6. fairness, impartiality, tolerance
7. sense of humor, cheerfulness, enthusiasm

Professional qualities
1. mastery of the subject/field one teaches
2. understanding of the learner
3. understanding of teaching principles and skill in the use of techniques for their implementation
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4. general understanding of other branches of knowledge
5. understanding and appreciation of the teaching profession

Bilbao (2015) listed down these other teacher qualities:

1. Intelligence – decisions, analysis, judgments, solutions, HOTS
2. Compassion – empathy, tolerance
3. Emotional stability – calmness, cheerfulness, optimism, level headedness
4. Innovativeness – creative, imaginative, resourceful
5. Fairness – non-judgmental, not bias
6. Self-confidence – i can do it!, determined to succeed
7. Cooperativeness – working together, willing to share
8. Buoyancy – optimistic, cheerful, can survive difficult situations
9. Reliability – dependability, sincerity, honesty

Salandanan (2012) gave the following desirable teaching attributes:

1. Caring attitude
2. Enthusiasm, humor, and warmth
3. Honesty and sincerity
4. Open-mindedness
5. Fairness and impartiality
6. Mastery of teaching methodologies
7. Teaching proficiency

The “Twelve Characteristics of an Effective Teacher” which resulted from the research of Dr.
Robert Walker (2008) were mentioned in the books of Bilbao et al. (2018) and Ilanan et al.
(2020):
1. Always prepared
2. Exudes positivity
3. Holds high expectations
4. Demonstrates creativity
5. Exercises fairness
6. Displays a personal touch
7. Cultivates a sense of belonging
8. Shows compassion
9. Possesses sense of humor
10. Respects students
11. Models forgiveness
12. Admits mistakes

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Another good material that describes the talents and skills of teachers is the book of Pawilen
(2019) where he presented ‘The Body Parts of a Teacher.’

BRAIN – to always think critically and

creatively

EYES – to see the individual needs,

NOSE – to breathe deeply and relax strength, and nature of each student
when feeling tired or pressured

EARS – to listen to students’ ideas and

concerns
MOUTH – to speak the truth, discuss
knowledge, and speak wisdom to
students

HEART – to love all students

regardless of who and what they are
HANDS – to guide the students and
show the right direction

FEET – to walk with students, explore

the surroundings, and discover new
knowledge and information

Is it easy to be a teacher? Who can be considered as an ideal teacher?

Do you have the qualities to be a teacher material?

Did you see the similarities in the way the different authors described the teacher?

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Aside from the enumerated personal and professional qualities that teachers should possess, there
is still one tall order for them. Because of the delicate job entrusted to them, they are required to
possess good moral character. The Preamble of the Code of Ethics for Professional Teachers
states that “Teachers are duly licensed professionals who possess dignity and reputation, with high
moral values as well as technical and professional competence. In the practice of their profession,
they adhere to, observe, and practice a set of ethical and moral principles, standards and values.”

Article XI (The Teacher as a Person) of the Code specifies that:

Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle
of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny
and of the destinies of men and nations.

Similarly, Domain 6 of the Philippine Professional Standards for Teacher (PPST) emphasized the
need for the teachers to understand and fulfill their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships with
learners, parents, schools and the wider community while Domain 7 accentuates teachers’ proper
and high personal regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity.
So, if you are really planning to be a teacher, you have to keep in mind that teaching is a moral
activity where the teacher is looked up to as a paragon of virtues (Salandanan, 2012). With this,
you have to be a person of good moral character. According to Bilbao et al. (2015), you are a
person of good moral character when you are human, loving, virtuous, and mature. You should
not also forget that as a teacher, whatever subject you are teaching, you are a Values Education
teacher.

Remember:
The teacher
* the values*
* the values*
* the values*
so the students can
them.

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Part 5: What are the roles of the teachers?

The definitions and descriptions given to teaching point to the multifarious roles that teacher have
to perform. Aside from the roles implicitly or explicitly stated in these different definitions and
descriptions, it is worthy to note of the following information:

Sadovnik et al. (2018) mentioned the many roles that teachers are expected to play in their
professional lives, as described by Heck and Williams. These roles include colleague, friend,
nurturer of the learner, facilitator of learning, researcher, program developer, administrator,
decision maker, professional leader, and community activist. This is a daunting list and it leaves
out the most important role of the teacher: the caring, empathetic, well-rounded person that can
act as a role model to students, parents and other organizations.

Salandanan (2012) stated that at all times, the practice of teaching calls for a facilitator of learning
and a nurturer of the learners. At other times, it needs a leader, administrator, and manager. The
teachers, to be able to enjoy their tasks with associates automatically feel as a friend, an enthusiastic
colleague, and a caring partner. A more serious role, teaching necessarily makes them decision-
makers, instructional materials developer, and instant researchers. Add to these the task they
assume to establish a smooth relationship with parents and other members of the community.

Pawilen (2019) looked at the teachers as (a) individual persons (with different talents, skills, and
needs), (b) professionals (bound to perform specific duties to the society especially to the schools
and students guided by a professional code of ethics), (c) community leaders and social advocates
(playing an important role in the development of people and communities), (d) models of good
character (exemplars of good attitudes and keepers of values and traditions of different cultures),
and (e) experts (sources of wisdom and information in every society).

Ilanan et al. (2020) enumerated the following as the roles of teachers:

1. Community link
2. Counselor
3. Decision-maker
4. Director of learning
5. Information processor
6. Judge of achievement
7. Knower
8. Mediator of culture
9. Model for the youth
10. Moralist
11. Person of culture
12. Pioneer in the world of ideas

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Lardizabal et al. (1991) attempted to present the teachers’ job as follows:
1. Guiding the learning process
2. Guidance and counseling
3. Sponsoring extra-class activities
4. Working with parents and the community
5. Professional responsibilities

To really understand the roles of teachers, let us enumerate the things that they are doing:
1. Writing lesson plans
2. Preparing instructional materials
3. Managing the classroom
4. Motivating the students
5. Facilitating learning
6. Assessing learning
7. Counseling students
8. Role modelling
9. Leading and assisting the students (in co- and extra-curricular activities)
10. In loco parentis (parent-surrogate)
11. Conferring with parents
12. PR activities with the community
13. Clerical works for students’ records
14. Assisting co-teachers and the principal
15. Attending meetings, seminars, and graduate studies
16. And many, many more ….. (Can you think of other things that are not in this list?)

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With all the roles and functions that the teachers are expected to do, can we consider them as
caped superheroes?
Can their personal and professional qualities help them in performing their various roles and
responsibilities more effectively?

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Part 6: What are the challenges in teaching?
Because teaching is a complex activity, there are challenges that teachers face as they perform their
duty. Pawilen (2019) discussed the following as the challenges faced by teachers in teaching and
what they should know about them:

1. Teaching in multi-cultural and multi-lingual classroom

▪ Learners are different in terms of language, religion, ethnicity, belief, nationality, and
culture.
▪ Teachers are challenged to use pedagogical approaches that are culturally relevant and
responsive.
▪ They are encouraged to develop instructional materials and curriculum models that are
culturally inclusive.
▪ Multi-cultural and multi-lingual education involves deep concern about equity, respect for
diversity, cultural literacy, and fair treatment for everyone in school.
▪ Instructional strategies that can be used in addressing cultural diversity in the classroom
o Content integration – studying about cultural practices, cultural values, history and
respect for cultural diversity
o Cultural immersion –being immersed in different cultures will allow the students to
observe the life of other people and to have a first-hand experience of their culture and
values
o Celebrating cultural diversity – through school programs like Buwan ng Wika and UN
Month Celebration, students can experience and enjoy different cultural dances, folk
literature, music, visual arts, and costumes
o Culture responsive pedagogy – teachers should use pedagogical methods, approaches,
and techniques that respect the cultural values, mindset, and practices of learners
o Teaching local culture – teachers can introduce the local culture to students through
lectures, fora, and symposia (localization)
o Using the local language as medium of instruction – supporting the Mother Tongue-
Based Multi-lingual Education (MTB-MLE) program of DepEd

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2. Teaching in special education classes
▪ Special education seeks to understand the nature and needs of different learners with
special needs.
▪ It trains the teachers and other professionals to respond to the needs of special learners in
terms of pedagogy, curriculum, and other forms of educational interventions.
▪ Special learners:
o Learners who suffer from deafness/hearing impairments, dual-sensory impairments,
speech impairments, visual impairments/blindness, multiple handicaps, orthopedic
impairments, other health impairments, serious emotional disturbance, specific
learning disabilities, mental retardation, traumatic brain injury, those with autism, and
those diagnosed with medical conditions
o Learners who are living in difficult context like those located in war zones and
economically depressed areas
o Learners who are considered as twice exceptional, intellectually genius, and gifted
▪ Teaching learners with special needs poses an immense challenge not only in classroom
management but also in curriculum and instruction, where the teachers need to modify the
curriculum and use instructional approaches that are relevant and responsive to the needs
of the special learners.
▪ The teachers should be careful in identifying students as special learners and they should
seek help from special education specialists or medical doctors.
▪ Most teachers, either in public or private schools, are not equipped to handle special
learners.
▪ Responding to the needs of special learners requires special training in the field of special
education.
▪ A special education teacher needs to have deep devotion, commitment, and passion to
teach special learners.

3. Teaching in multi-grade classes

▪ It involves the teaching of students from different grade levels in one classroom (those with
small enrollment, those local communities that are geographically far).
▪ This requires the teachers to develop a skill in handling different students’ behavior and in
addressing their needs and interests.
▪ The teachers need to employ effective instructional methods and strategies, apply an
efficient system for classroom management, be versatile in designing an instructional plan
that will cover all topics and activities for all students from varying grade levels.
▪ The teachers are required to develop separate worksheets and design different activities for
each grade level.

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4. Teaching in a multiple intelligence classroom
▪ Howard Gardner introduced the idea of multiple intelligences (MI) in 1983 saying that
there are different and separate human capacities like:
o Linguistic intelligence – ability to analyze information and create products involving
oral and written language (word smart)
o Logical-mathematical intelligence – ability to develop equations and proofs, make
calculations, and solve abstract problems (logic smart)
o Spatial intelligence – ability to recognize and manipulate large-scale and fine-grained
spatial images (picture smart)
o Musical intelligence – ability to produce, remember, and make meaning of different
patterns of sound (music smart)
o Naturalist intelligence – ability to identify and distinguish among different types of
plants, animals, and weather formations that are found in the natural world (nature
smart)
o Bodily kinesthetic – ability to use one’s body to create products or solve problems
(body smart)
o Interpersonal intelligence – ability to recognize and understand other people’s moods,
desires, motivations, and intentions (people smart)
o Intrapersonal intelligence – ability to recognize and understand his/her moods, desires,
motivations, and intentions (self smart)
o Existential intelligence – ability to understand spirituality and the relation among mind,
body, and soul, is concerned with the meaning of life, death and love (moral smart)
▪ The MI theory led teachers and schools to provide opportunities to develop the talents,
skills and gifted potentials of the learners.
▪ According to Gardner, an educator convinced of the relevance of the MI theory should
“individualize” and “pluralize.”
o Individualizing means that teachers should know about the ‘intelligence profile” of the
students, using different teaching strategies and assessment tools that bring out the
capacity of each individual learner.
o Pluralizing means that teachers should decide on which topics, concepts, or ideas are of
greatest importance, and should then present them in various ways.

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5. Teaching in a learner-centered and constructivist classroom
▪ Learner-centered education considers the knowledge, skills, abilities, attitudes, interests,
and beliefs that learners bring into the classroom.
▪ It pays attention to the needs, concerns, and expectations of the learners, and includes
curricular and instructional practices that are developmentally appropriate to the learners.
▪ The teachers should recognize the importance of building on the conceptual and cultural
knowledge that learners bring to the school.
▪ The learners should be empowered as active participants and leaders of the learning
process, where the curriculum is based on the interests, needs, developmental level, and
culture of the learners.
▪ Learner-centered education is well-supported by the theory of constructivism.
▪ Constructivism is a theory of learning that explains that knowledge is constructed based on
the prior knowledge and experiences of the learners.
▪ It believes that learners come to formal education with a range of prior knowledge, skills,
beliefs, and concepts that significantly influence what they notice about the environment
and how they organize and interpret it.
▪ Constructivist teaching and learning lead to (a)active learning, (b) learning in a meaningful
context, (c) reflective and intuitive problem-solving, (d) doing investigations, and
(e)providing real-life and hands-on experiences to the learners.

6. Brain-based education
▪ Brain-mind learning principles
o The brain is a whole system and includes physiology, emotions, imagination, and
predisposition.
o The brain develops in relation to interactions with the environment and with others.
o A quality of being human is the search for personal meaning.
o People create meaning through perceiving certain patterns of understanding.
o Emotions are critical to the patterns people perceive.
o The brain processes information into both parts and wholes at the same time.
o Learning includes both focused attention and peripheral input.
o Learning is both unconscious and conscious.
o Information (meaningful and fragmented) is organized differently in memory.
o Learning is developmental.
o The brain makes optimal number of connections in a supportive and challenging
environment.
o Every brain is unique in its organization.

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 ▪ In brain-based education, the teachers should allow the students to look at a problem in
several ways and to give more than one way of solving it.
▪ The teachers should focus more on drawing out existing abilities than on precisely
measuring one’s success with imposed skills, encouraging the personal construction of
categories rather than imposed categorical systems, and emphasizing the individual
personal solutions of an environmental challenge over the efficient group manipulation of
the symbols that merely represent the solution.

7. ICT integration in teaching and learning

▪ Information and communications technology (ICT) includes all forms of technologies that
enable all people to receive information and communicate or exchange information with
others.
▪ The use of ICT in teaching and learning has brought many positive developments in the
ways teachers teach and how students learn.
o Enhanced teachers’ and students’ presentations, reports and lectures
o Made accessible to teachers and students valuable information in all different areas of
life and academic disciplines

Can you face these challenges when you are already a teacher? What qualities will help you face
these challenges? What do you think is the most daunting of all?

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Part 7: What are the four pillars of learning/education?

In 1996, UNESCO, through the Delors Report, introduced the four (4) pillars of learning/
education which should serve as the fundamental principles for reshaping education.

1. Learning to know - to provide the cognitive tools required to better comprehend the world and
its complexities, and to provide an appropriate and adequate foundation for future learning
2. Learning to do - to provide the skills that would enable individuals to effectively participate in
the global economy and society
3. Learning to be - to provide self-analytical and social skills to enable individuals to develop to
their fullest potential psycho-socially, affectively as well as physically, for an all-around
complete person
4. Learning to live together - to expose individuals to the values implicit within human rights,
democratic principles, intercultural understanding and respect and peace at all levels of society
and human relationships to enable individuals and societies to live in peace and harmony.

NOTE: The report of the International Commission on Education for the 21 Century chaired by Jacques Delors to the
st

UNESCO (contained in ‘Learning: the Treasure Within’) provided a new outlook on how all societies should move towards
a "necessary Utopia" in which no one's hidden talents are left untapped. In the report, education is declared to be "the
principal means available to foster a deeper and more harmonious form of human development and thereby to reduce
poverty, exclusion, ignorance, oppression and war. The report built on the four foundations of education: (a) learning to live
together; (b) learning to know; (c) learning to do; and (d) learning to be. The report examined basic education as an absolute
priority and underlined the pivotal role of secondary education in the learning process of young people and social
development. The central role of teachers and the need to improve their training, status, and conditions of work was
particularly stressed, as well as the use of technology in the service of education through adequate training for later use at
work and in daily life. Guidelines were proposed for educational renewal based on strategies of education reforms which
took into account broad-based concerted efforts and increased responsibility and involvement of all partners at every level.
The report closes with a strong plea for more resources to be devoted to education and for strengthening international
cooperation to meet the challenges of a fast-changing world (UNESCO, 1996).

Are we reshaping education through these four pillars?

How can you use these four pillars in ensuring that you will deliver quality education?

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Part 8: Who is a Lasallian teacher?

As a would-be graduate of a Lasallian school, you will be called as a Lasallian teacher. What kind
of educator is a Lasallian teacher?

A Lasallian teacher belongs to a Lasallian community and school. Let us read these accounts of Br.
George Van Grieken, FSC (2002) regarding Lasallian community, schools, and teachers.

The Lasallian community is a community of faith where its members share the experience of
God’s action in their lives and based on that experience, they understand and nurture their zeal to
educate. Associated as Lasallians means being committed to an educational ministry with the
preferential option for the poor. Lasallians have the shared mission of providing quality, human
and Christian education to the young, especially the poor.

A Lasallian school is a school that is attuned to God’s living presence, trusts God’s providence,
operates with creativity and fortitude, cooperates with the movements of the Holy Spirit, incarnates
Christian dynamics, strives to be practical, is devoted to accessible, comprehensive education, is
committed to the poor, operates in association, and advances the role of the laity in the Church. It
is the kind of place where the miracle of touching the hearts of students occurs directly, deeply and
daily, across the board and at all levels.

A Lasallian teacher is under the obligation to instruct the children of the poor. The teacher
assumes the role of savior of the poor.

A Lasallian educator is to have a combination of dedication and goodness, courage and faith, a
very ardent zeal matched with a generous disposition, a combination of concern and vigilance. He
is a model, an adviser, a mentor whose life must be dedicated to the pupils entrusted to his care.

The teacher must model what is being taught. “Preach by your example and practice before the
students’ eyes what you wish to convince them to believe and do.” Instruction supported by
example is one of the chief characteristics of the Lasallian educators’ zeal.

28
The spirit of zeal seeks the salvation of students through prayer, instruction, vigilance and good
example, according to the Christian spirit and as found in the Gospel.
Lasallian educators are encouraged to cultivate a very special tenderness towards their disciples,
“by the care you have for them show them how truly dear they are to you.” The Lasallian teacher
must have an abiding love for his pupils.

The spirit of faith consists in looking on all things with the eyes of faith, doing all things in view of
God, and attributing all things to God. The Lasallian teacher is primarily a man of faith – a
minister of grace that must serve as a conduit of graces that flow from God. He must lead an
exemplary life of faith.

The Lasallian educator is one who is characteristically impregnated with the ideal of dialogue and
brotherliness in order to give witness, by being and actions, to the Institute’s values, especially faith
and zeal. The educational work of the Lasallian educator consists above all in a form of life
witness, which shows a welcoming attitude, a respect for differences and a love for the work of
teaching combined with a knowledge of the subject matters and methodologies.

Do you have what it takes to be a Lasallian teacher?

The following words from the founder, St. John Baptist de la Salle, are good sources of inspiration
to develop the spirit of faith and the spirit of zeal to be a Lasallian teacher.

“Young people need good teachers, like visible angels.” (MTR 5.1 [Med 197.1])

“Have much care and affection for the young people entrusted to you.” (Med 110.3 - Feast of St
Joseph)

“Young people need the light of watchful guides to lead them on the path of salvation.” (MTR 5.3
[Med 197.3])

“You must pray not only for yourself but also for those whom you are guiding.” (Med 187.2 - Feast
of St Charles Borromeo)

“By the care you take of your students show that you have a real love for them.” (Med 80.3 - Feast
of St Nicholas)

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Brs. Gil and Muñoz (2013) shared these twelve (12) virtues that every Lasallian teacher should
possess:

As a Lasallian teacher, do not forget this:

Can your training in DLSU-D prepare you to become a true Lasallian teacher? Can you teach the
minds, touch the hearts and transform the lives of your students?

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 XPLORATION/ LABORATION

After the presentation of the varied information about the nature of teaching, its rewards and
elements, the qualities and roles of teachers, the challenges in teaching, the four pillars of
learning/education, and the Lasallian teacher, let us explore more.

A. Consider the following questions for your reflection:

After hearing all the definitions given to teaching, what is your personal definition of the term?

After knowing the qualities and values of teachers, who can you now consider an ideal teacher?

After identifying the various roles, responsibilities, and challenges of teachers, do you still want to
be a teacher? Why?

B. Let us have an informal debate.

Can the teacher have a romantic relationship with his/her student?

What is your stand on this?

C. For additional reading, read “What does a Lasallian educator do?” which can be found in
https://axis.smumn.edu/wp-content/uploads/2018/01/236-834-1-PB.pdf. After reading, answer that
question: What does a Lasallian educator do?

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 PPLICATION

In this part, your knowledge and understanding about the information presented will be tested.

A. Are you a teacher material? What qualities do you possess that will make you a good teacher?

In the Blogs tab in your SB and using your name as an ACRONYM, list down your qualities
that will qualify you to be a teacher material. (You may include some pictures or images in this
activity.)

(As a variation of this activity, you may include the word TEACHER before your name so that
you will have more opportunities to enumerate your qualities.)

T __________ O __________
E __________ L __________
A __________ I ___________
C __________ V __________
H __________ I ___________
E __________ A __________
R __________

B. Forum on Teaching and the Teacher

In the Forums tab in your SB, post your favorite quotation about teaching or about the teacher.
Offer a five-sentence explanation why this quotation is your favorite. After writing your post,
comment on any two of your classmates’ posts (in at least three sentences) focusing on the
similarity or difference in your thoughts about the quotations posted.

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