THE TEACHING PROFESSION

Section 1 – The Professional Teachers are Socially Responsible

Chapter 1: Socially Responsible Teachers: Rich with Philosophical Heritage

Intended Learning Outcome (ILO)

Formulate a personal educational philosophy that would guide teachers in their exercise
of the teaching profession.
Teachers are to be guided by a sound philosophy in the practice of their profession. It is a
statement that outlines their view on education and how it is supposed to be delivered to the
learners. Their philosophy of education guides them in reflecting on the meaning of what they are
doing as teachers and why they are teaching it and how they are reaching it.

What is Philosophy?
• Greek word Philo which means love and Sophie which means wisdom.
• Love of wisdom
• Set of ideas that answer the question about the nature of reality and about the meaning
of life.

Three Branches of Philosophy:

1. Metaphysics
• Ontology examines issues related to nature, or existence or being.
• Cosmology is related to nature and origin of the universe.
2. Epistemology – concerned with the nature of knowledge.
3. Axiology and its corollaries relate to value.
• Ethics relates to issue in morality and conduct.
• Aesthetics concerned with beauty.

What is Philosophy of Education?

• A set of related beliefs that influence what and how students are taught.
Some questions you may consider in framing your philosophical statement:
• What is the purpose of education?
• What content and skills should schools develop?
• How should schools teach the content of the curriculum?
• What are the roles of the students and teachers in the teaching learning process?
• How should learning be assessed?
In education…
• Metaphysics – refers to the knowledge
• Epistemology – methods of teaching
• Axiology – behavior, civility, appreciation and expression

Philosophical Roots of Education

1. Idealism
• Contends that reality lies in our consciousness or our intellect.
 • Idealist believe that perfect knowledge of the ideal resides outside humans as an
“Absolute “or as God.
• Idealism envisions schools that are intellectual center of teaching and learning where
teachers guide the students to realize their intellectual potential and appreciate the finest
and enduring achievement of the culture.
Idealist Teachers:
• Believe that the schools are repositories of eternal truth which have organized the
hierarchical curriculum in education.
• Believe that on tops oh this hierarchy are the most important subjects that cultivate
abstract thinking – Philosophy, Theory and Mathematics.
• Believe in the use of Socratic method – asking probing questions to stimulate
consciousness of students in discovering knowledge.
• Believe that thinking and learning are the process of bringing latent ideas to
consciousness and logic is encouraged in organizing their lessons.
• Believe that teachers should lead exemplary lives and be models for students to
imitate.
• Believe that the internet can make great book accessible to all, but they insist the
technology should be the means rather than the end in transmitting knowledge.
2. Realism
• Advocates that reality is outside of our minds.
• Realist believe that:
• The objects we perceive exist independently in our mind.
• That whether or not we perceive these objects, they really exist in this world.
• The purpose of education is to teach students about the world in which they live.
• The most effective way of learning is through the curriculum of organized and classified
subject-matter discipline.
Realist Teachers:
• Believe that teachers should be equipped with a wide repertoire of methods in
teaching to achieve their goals
• Believe that their primary responsibility is to bring students’ ideas about the world
into reality
• Believe that deductive and inductive logic, and the scientific method are reliable
means to discover knowledge.
• Believe that the inclusion of non-academic activities interferes with the school’s
primary purpose as a center of disciplined academic inquiry.
• Believe in the use of technology as an aid in learning; they recommend computer
program to be as “realistic” and effective as possible.

3. Pragmatism
• Evaluates the truth and ideas according to physical consequences and practical value.
• It emphasizes the need to test the validity of these ideas by acting on them.
• The best way to validate is using the scientific method.
Pragmatist Teachers:
• Believe that education is an experimental process – a method of solving problems
that challenges people as they interact with the world
• Believe that children should learn how to make difficult decisions by considering the
consequences of their actions on others.
 • Believe that education should focus in real-life problems to be prepared to live fully
and effectively in society
• Believe that students should learn the process of problem-solving rather than by
being passive learners as knowledge is being transmitted to them.
• Believe in collaborative learning where students share their interests and problems
• Believe that interdisciplinary education is better than departmentalized curriculum in
education
• Believe in taking risk in education to achieve their goal
• Believe in values-clarification rather than blindly accepting inherited values
• Believe that communication technologies such as e-mail and internet provide
opportunities to share ideas, insights, and experiences

Other Philosophical and Theories Related to Education

1. Perennialism
• Assert that the primary purpose of education is to bring student in contact with the truth
by cultivating their intellect and sense of rationality or reasoning power
• Proposes study of religion to encourage ethical behavior
• Perennialists urge the students read great books works by the history’s finest thinkers and
writers
• They oppose inclusion of non academic subjects in the curriculum
• Rather endorse subject matter curriculum loaded with cognitive subjects that develop
rationality and morality
Perennialist Teachers:
• Believe that teachers are the intellectual mentors and models for their students
• Believe that fundamental skills such as reading, writing, computation and research be
developed starting the elementary grades to prepare them for lifelong learning
• Believe that subjects with human concern like history, literature, drama, and art
should be included in the secondary school curriculum
• Believe that their role is to sharpen the students’ intellectual powers and enhance
their moral qualities
• Believe that electronic version of great books and other classics maybe viewed by
larger audience but this could not be a substitute for reading the classics

2. Essentialism
• Teacher centered philosophy that adheres to the belief that the basic skills of literacy and
numeracy as well as subject matter should be developed in school
• History, math, science, languages, literature are essential subjects in secondary education
• Teachers’ must be committed to their primary academic function to teach knowledge and
skills that will prepare them to function effectively and efficiently
• Subject matter curriculum should be cumulative and sequentially arrange
• Do not favor innovative or process-learning approaches like constructivism
• They adhere more on teacher-directed instruction
Essentialist Teachers:
• Believe that teachers have authority to discipline students
• Believe that teachers should have mastery of the knowledge and skills they teach
• Believe in the use of deductive method of teaching
 • Believe that students should learn the “essentials”
• Believe that only when the students have mastered the required competencies can
they be promoted to the higher level
• Believe that test scores are the basis for evaluating students’ progress

3. Progressivism
• Belong to the reform movement that opposes the traditional education.
• They are against:
➢ Authoritarian teachers,
➢ Book-based instruction,
➢ Rote memorization, and
➢ Authoritarian classroom management
• They contend that although knowledge may come from varied sources, the best way to
learn is to explore and engage in direct experiences.
• School should be a laboratory for experimentation
• Organize schools around the concerns, curiosity and real-world experiences of the
learners.
Progressivist Teachers:
• Believe that teachers should possess a repertoire of learning activities to be used in
the teaching-learning process like problem-solving, field trips, creative artistic
expression and projects
• Believe that the child should be free to develop naturally
• Believe that the interest motivated by direct experiences stimulates learning
• Believe that the teacher is a facilitator of learning
• Believe that there should be close cooperation between the home and the school
• Believe that students’ needs, interest, and readiness should be considered in
constructing the curriculum

4. Social Reconstructionism
• Rooted on progressivism
• They sought to make the school the center for larger social reforms
• The school need to investigate and work to solve social, political and economic problems
and eventually create a new society
• People are responsible for their social condition, and they have power to control their
lives, improve their human conditions and build a good and just society
• Education therefore should prepare the students to meet the demands of the society
Social Reconstructionist Teachers:
• Believe that the school is the ideal place to begin alleviating social problems
• Believe in using project method and problem-solving method in teaching
• Believe that research is an effective means in solving problems in society
• Believe that the intellectual, emotional, and personal needs of the students should
be considered in the learning process
• Believe that teachers must model democratic principles

5. Existentialism
• Emphasizes the subjectivity of the human experience.
 • Asserts that the purpose of education is to help students find the meaning and directions
of their life.
• Jean-Paul Sartre often quoted the phrase “existence precede essence”.
• We create our essence by making our personal choices.
• We create our own definition and make our own essence by making personal choices in
our lives.

Existentialist Teachers:
• Believe that the purpose of education is to awaken our consciousness about our
freedom to choose and to create our own self-awareness that contributes to our
identity
• Believe that students should be trained to philosophize, to question, and to
participate in dialogues about the meaning of life
• Believe that self-expression, creativity, self-awareness, and self-responsibility should
be developed in the students
• Believe that open classrooms maximize freedom of choice
• Believe in self-directed instruction
• Believe that students should decide what they want to learn and when to learn it

Essay:
1. Why do we need philosophy in education especially to us future teachers?

2. What is your philosophy in education?

Assessment:
Answer the following. Choose the letter of the correct answer.
1. To enable the learners to respond to the demands of the present world, which should schools
do?
a. Teach application-based, creative, critical, and innovating thinking
b. Teach information and concepts
c. Offer a mixed curriculum
d. Prepare students for the present
2. What philosophy supports the teacher’s practice of giving lectures and making the students
memorize rules and regulations after the lecture?
a. Realism c. Existentialism
b. Idealism d. Perennialism
3. What is the existentialist’s point of view related to the aim of education?
a. To develop cognitive and power
b. To acquire productive skills
c. To re-engineer society
d. To know themselves and their place in society
4. Which of the following demonstrates teacher’s effective use of technology-aired instruction?
 a. Teacher allows the use of Facebook for the students to comment on the project of their
classmates
b. Teacher transfers lessons from the book into PowerPoint presentation to make it
interesting to learners
c. Teacher uses courseware or websites for additional input of the lesson
d. Teacher allows students to bring gadgets in school
5. When a teacher tells a student to sit down quietly and to put his hands on his lap while
discussion is going on, what step in implementing sanction is being applied?
a. Identifying the unwarranted behavior
b. Stating why the behavior is unacceptable
c. Stating the sanction warranted by the behavior
d. Giving instruction that will implement the sanction
6. Which branch of philosophy is referred to when the teacher implements the appropriate
strategy to suit her objective/learning outcome?
a. Metaphysics c. Epistemology
b. Cosmetology d. Axiology
7. If a teacher implements the curriculum and assesses it after every end of the teaching
episode, she/he advocates which philosophy?
a. Metaphysics c. Epistemology
b. Constructivisim d. Axiology
8. Who are the theorists below popularizing the concept “Learning by Doing”?
a. John Flavell c. Jean Piaget
b. John Dewey d. Sigmund Freud
9. It is a philosophy that evaluates the truth and meaning of ideas according to their physical
consequences and practical value.
a. Idealism c. Realism
b. Existentialism d. Pragmatism
10. What is the prime duty of a teacher as a second parent?
a. Allow students to get enough rest and relaxation
b. Make sure that students undergo rigid training in school
c. See to it that students are motivated to learn
d. See to it that the rights of students are respected and their duties and obligations are
complied with
Activity: Analytical Web of Educational Theories
How Alike ?
Pragmatism Progressivism Social Reconstructionism

How Different?
Pragmatism Progressivism Social Reconstructionism
Chapter 2: Socially Responsible Teachers: Active Members of Social Institutions

Intended Learning Outcome (ILO)

Develop a web of teachers’ role and responsibilities in society.

What is a Professional Teacher?

• Teachers must be healthy and physically fit to perform their job efficiently and effectively.
• Have enthusiasm and vitality to guide the students in the learning process.
• Patient and can control their emotions when stressful and unexpected incidents happen.

A. Personal Qualities
Good Personality – refers to the character and appeal the teachers exude as they walk
and relate with others. It serves as a inspiration to the students. They are motivated to
learn and get involved in the learning process under teachers who have pleasing
personality.
Honest – honest teachers possess good sense of value. They are trustworthy and viable
to manifest integrity as professionals.
Enthusiastic – enthusiastic teachers have pleasant outlook, optimism and sense of
humor.
Caring – being compassionate and interested in others. It is expressed through
understanding how other people feel and react.
Role Model – models’ good behavior and sets a good example for others to emulate.
Fair – fairness denotes impartiality, open-mindedness and objective judgment and
decision-making.
Friendly – friendly teachers demonstrate pleasant, warm-hearted, and loving relation
with their students.
Respectful - being respectful means being well-behaved. Teachers show politeness and
courtesy in dealing with their students and the public.
Dedicated – the teachers are devoted, loyal and committed to the profession.
Creative – do things on their own way. They have the ability to create new and original
ideas. They are able to influence their students to be creative themselves.
Flexibility – is the ability of teachers to adapt to situations. They do not easily get
disturbed or upset when unexpected situations and problem arise.

B. Attitude of Professional Teachers are Manifested in Terms of:

• Empathy towards students
• Commitment and dedication to the profession
• Reflective practitioner
 • Passion for teaching

What is Profession?
• A profession is an occupation that claims exclusive technical competence, service, ideals,
and ethics of professional conduct.
• A profession is the application of intellectual technique to the ordinary business of life
acquired as a result of prolonged and specialized training.

Criteria of Professional Teachers

1. Professional Academic Preparation

• Teachers have finished a four-year degree course in education.
2. Licensure and Commitment to the Service
• Teachers are licensed professional as certified by the Professional Regulation Commission
(PRC). They possess extensive knowledge in their own field and are committed to the
service of the youth.
3. Public Service and Altruism
• Teachers are aware that teaching is service. They entered the profession in the hope that
they could help influence the students to become better persons and live more
meaningful life.
4. Legal Practice of the Profession
• The teaching profession is recognized by the government as its partner in educating the
youth. Society views the teachers as the second parents of their children.
5. Adherence to Professional Ethics
• Teachers are governed by the Code of Ethics of Professional Teachers. The code provides
for ethical behavior expected of the teachers for discipline purposes.

6. Membership to Professional Organizations

• Professional organizations have been organized for teachers to take care of their welfare.

Teachers are active members of social institutions

What are social institutions?

• Special institutions are special structures which are organized to meet the basic needs of
society.
• Includes the family, education, religion, and government.
1. Family
• Group of people who are related by marriage, blood, or adoption and who often live
together sharing a common residence and common economic resources.
• Is the universal social institution.
Functions:
• Provides for physical and emotional needs of its members
• Develops socialization skills
• Develops valuing, sense of right or wrong, proper behavior and religious practice
• PARENTS are regarded as their first TEACHERS.
2. Education
• Process in which knowledge, skills, values and pattern of behavior are transmitted form
one individual or group to another.
• Schooling is formal education which involves instruction based on a curriculum by
professional teachers. School acts as agent of socialization.
Society’s expectation from the 21st century teachers:
1. Help the students succeed in the knowledge society
• Academic achievement
• Communication skills
• Creative and critical thinking
• Social problem-solving
• Workplace skills
2. Prepare students to be functioning members of society
3. Teach virtues such as punctually, truth, hard work, honesty, hygiene, patriotism, love
and sincerity, obedience, etc. Society needs these values to be propagated.
4. Act as the bridge between the school and the community.
5. Identify pressing issues and provide enlightenment to society.

The 21st century education demands opportunities for the students to develop intellectually,
ethically and aesthetically.

They also expect the school to develop skills to prepare the students to meet challenges of the
new era.

• Academic
The school provides for the development of a brand array of knowledge and intellectual skills. The
school develops problem-solving and critical thinking skills among the students.

• Vocational
The school prepares the individual for the world of work and his economic responsibilities. The
school develops skills and work habits that will enable them to work in terms.
• Social and Civic
The school acts as an agent of socialization. Students learn how to get along well with others
through the various activities they engage in.
• Personal
Development of individual talent and self-expression. The school provides the total development
of the individual including creativity and authenticity.

3. Religion (Church)
• a system of roles and norms that involves faith in which binds people together in social
groups.
• Institutionalized organization of religious believers following a body of doctrine or dogma.

• Function of religion
• Social cohesion
 Religious beliefs encourage strengthening of bonds among people and cultivate social solidarity
and collective conscience among the believers.

• Social control

Religion guides people to conform to the norms and values of society. Specific religious norms of
conduct and values control the behavior of the members.the church has an intense influence over
the beliefs, principles, and practices of its believers.

• Emotional support

Provides meaning of life. It fosters closeness, love, cooperation and helpfulness among its
members.

4. Government
• An institution that holds power to make and enforce the rules and laws of society. The
ruling body must be recognized by its people to enforce the laws or rules and govern
them.
• In democratic type of government, the citizens elect their official periodically to govern
them for the period.

Activity:
1. Develop a web organizer of attitude of Professional Teachers.

2. What are the functions of the Family in the society?

3. As a future teacher, what other qualities you must possess in order to succeed in your
profession? Explain your answer.

Assessment:
Answer the following. Choose the letter of the correct answer.
1. What is the main purpose of social institutions?
a. to create an infrastructure system throughout the world
b. to help carry out functions that are crucial for the society’s survival
c. to make buildings, such as prisons, to help society
d. to create differences in the world so each society is unique
2. Which of the following is NOT a purpose of a family institution?
a. to nurture and socialize children
b. to pass on generational traditions
c. to increase the population in a society
d. to provide sense of belonging and identity
3. What is the main function of the religion institution?
 a. to provide people with a set of beliefs, values and practices that helps them understand the
right way to live
b. to separate people into clusters, so they have differences in opinion
c. to form groups that can revolt against the governmental institution
d. to establish a hierarchy among religious subsets
4. It is the most universal social institution.
a. family
b. education
c. religion
d. government
5. Personal quality of a teacher that possess good sense of value.
a. caring c. honest
b. enthusiastic d. friendly
6. It is a system of roles and norms that involves faith.
a. family
b. education
c. religion
d. government
7. This pertains to the development of individual talent and self-expression.
a. academic
b. vocational
c. social and civic
d. personal
8. It is an institution that holds power to make and enforce the rules and laws of society.
a. family
b. education
c. religion
d. government

9. Ability of teacher to adapt to situations.

a. dedicated
b. flexibility
c. creative
d. enthusiastic
10. It is a process in which knowledge, skills, values and pattern of behavior are transmitted from an
individual or group to another.
a. family
b. education
c. religion
d. government

Chapter 3: Socially Responsible Teachers: Moral and Ethical

Intended Learning Outcome (ILO)

Apply the Code of Ethics for Professional Teachers in given situations.

Ethics – refers to a system of principles of conduct that guide the behavior of a person.
Morals – are values related to a system of beliefs – religious system, business or political system

Morality – refers to a subset of ethical rules of special importance. Moral rules are often the basis
for the rules of society.

Three Stages of Morality:

1. Morality of self-interest – characterized by doing the act or the behavior to gain
rewards or avoid punishment.
2. Morality of law and social rules – when the action or behavior of the individual is
determined by the rule and authority, meaning people’s action are motivated by
obedience and respect for law.
3. Morality of abstract principles – exhibited by people who assume personal
responsibility in their behavior. Their behavior is guided by their ethical principle and
moral values.

Ethical Standards:
1. Respect – teachers need to demonstrate respect for spiritual and cultural values,
diversity, social justice, freedom and democracy.
2. Integrity – this means being honest, reliable and morally upright.
3. Care – they should provide a caring commitment where the students would feel
valued and accepted.
4. Trust – means being fair, honest and being open to people.

Code of Ethics – it is viewed as the hallmark of professional maturity. It also provides guidance on
decision making.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R. A. No. 7836, otherwise known
as the Philippines Professionalization Act of 1994 and Paragraph (a), section 6, P.D. No. 223, as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their noble
profession, they strictly adhere to, observe, and practice this set of ethical and moral principles,
standards, and values.
ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of its full realization. The provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at
the preschool, primary, elementary, and secondary levels whether academic, vocational, special,
technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers
and all other persons performing supervisory and /or administrative functions in all school at the
aforesaid levels, whether on full time or part-time basis.
ARTICLE II
THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee
of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the
state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan
interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or
service or other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations; provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not
use his positions and influence to proselyte others.
 ARTICLE IV
A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively ensure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program
of the Professional Regulation Commission, and shall pursue such other studies as will improve
his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues,
and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
ARTICLE V
THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake
in any controversy, teacher shall support one another.
Section2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit
for the work of others which he may use.
Section3. Before leaving his position, a teacher shall organize for whoever assumes the position
such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which has not been officially released, or
remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear
to be an unprofessional and unethical conduct of any associates. However, this may be done only
if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he
respects the system of selection on the basis of merit and competence; provided, further, that all
qualified candidates are given the opportunity to be considered.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal feeling
or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
ARTICLE VII
SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.

ARTICLE VIII
THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles; such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the
learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.
ARTICLE IX
THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out learners’
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X
THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.

ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles 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 all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nations.
ARTICLE XII
DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching
profession, reprimand or cancellation of his temporary/special permit under causes specified in
Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.
ARTICLE XIII
EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission
and after sixty (60) days following its publication in the official Gazette or any newspaper of
general circulation, whichever is earlier.

Activity:
1. Develop an organizer of a professional teacher as provided for Code of Ethics for Professional
Teachers.

2. List the importance of Code of Ethics for Professional Teachers.

3. Give some ethical and moral practices that you have observed with your co-teacher.

Assessment:
Answer the following. Choose the letter of the correct answer.
1. Teachers have the duty to actively carry out the policies of the state. What must he take in
order to effect this?
a. A course in Professional Ethics
b. The Civil Service Examination
c. The Licensure Examination for Teachers
d. An oath
2. Every teacher has the freedom to worship and to attend the church of his choice. However,
he shall not use his position to influence his students to follow his faith or to ____________.
a. Give a testimony or a homily
b. Proselyte
c. Indoctrinate
d. Preach
3. Which of the following must a teacher provide in the community for moral, socio-educational
and civic betterment?
a. Leadership c. Hard work
b. Monetary contributions d. Advice
4. Research is encouraged among teachers. They have the privilege of expounding the products
of their researches. If the results of his research are found to be inimical to the interests of
the State, what should the teacher do?
a. Bring the results to proper authorities for remedial action
b. Keep quiet. After all the results are his.
c. Publish the results in the national papers and trumpet the results.
d. Publish the results in a book and ask the government to buy the results.
5. Why should teacher participate in the Continuing Professional Education program of the PRC?
a. To improve his efficiency
b. To enhance the prestige of his position
c. To strengthen his competence and productivity
 d. All of the above
6. A teacher may apply for a vacant position as long as
a. He respects the system of selection and that all candidates are given the opportunity to
be considered
b. He obtained a doctoral degree
c. The position is really vacant
d. His educational background corresponds to the position.
7. Miss Tala decided to quit teaching in favor of taking care of her sick mother. What should she
do?
a. She shall bring home all her data and records on the students
b. She should not share her data and files
c. Organize for the incoming teacher such records and other data as are necessary to cary
on the work.
d. She shall turn over all her chalk, pens, and erasers to the principal.
8. In order to influence Miss Tala spend more time in teaching her sin Richie how to read, Mrs.
Addina Imot baked a chocolate cake. When Richie brought the cake to Miss Tala, what should
the latter do?
a. Accept the cake, after all she did not ask for it.
b. Accept the cake because it is free
c. Not accept the cake
d. Ask Rich Imot to bring the cake to the principal’s office
9. What should Miss Tala do with the complaints of Mrs. Kim Yaw on her teaching strategies?
a. Dismiss the complaints
b. Hear the complaints with sympathy and understanding
c. Strike back at Mrs. Kim Yaw saying her child is not really intelligent
d. Bring the matter to court
10. A teacher shall place premium on ________ as the primary principle of personal behavior in
all relationships with others and in all situations.
a. Humility c. Professionalism
b. Self-discipline d. Faith in the Creator

Section 2 – Professional Teachers are Competent

Chapter 4: Competent Teachers: Effective Classroom Managers

Intended Learning Outcome (ILO)

Manage instruction, relationship, physical environment, discipline, time and routines
effectively.

Classroom is a complex interaction of students, teachers and learning materials. A

competent teacher should have the skills in managing instruction, classroom environment, time,
and discipline in order to impart knowledge and skills to students.

Classroom Management is the business of getting students to do what teachers want them to do.
If the teacher is good at it, a lot of things get done and students enjoy coming to class.

Managing the Classroom Well is Important

 A manageable teacher may fail in teaching due to inability to work effectively with
students. Students may be entertaining each other during class time, talking aloud or walking
around aimlessly in the classroom.

Tips in order to manage the classroom well:

1. Set Rules and Procedures That Students Are Expected to Follow
• The teacher must communicate the rules clearly to the students. Clear communication
entails a clear discussion of every rule and its rationale.
2. Let Students Actively Engage in the Pursuit of Knowledge
• Generates a much higher noise level than the silent classrooms of the past. There is
movement, laughter and noise.
3. Lead Students to Take Responsibility for Their Learning
• Teachers may lead students, but they do not coerce them into good behavior through
threats of dire punishment.
4. Respect Everyone
• Teachers and students treat each other with obvious respect. There is a general sense of
togetherness and steadfast courtesy.

Classroom Management Techniques:

Management of Instruction - refers to the smooth flow of the instructional processes.
1. Maintain smoothness of instruction and avoid jarring breaks within the activity flow.
2. Manage transition from one activity to another, from subject or from lesson to recess and
give clear signals.
3. Maintain group focus during the lesson so that all students in the class stay involved in
the lesson even if the teacher calls on only one student.
4. Maintain a group focus during a seat work by circulating to see how they are doing.
5. Develop withiness and be aware of student’s behavior at all time.
6. Develop overlapping skills and be prepared for all scenarios in the classroom.
Management Discipline – refers to the means of preventing misbehavior from occurring or the
manner responding to behavioral problems in order to reduce their recurrence in the future.
1. Start the year with a clear, specific plan for introducing the student to classroom rules.
2. Set a few rules for the students to follow.
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behavior problem.
5. Manage serious behavior problems through applied behavior analysis.
6. Prevent serious behavior problem and remove the causes of misbehavior.
7. Formally develop the desired behavior by teaching (not telling) the behavior.
Management Relationship – refers to the emotional climate and communications affecting
learning conditions.
1. Maintain positive climate characteristics which allow students to choose a variety activity
to achieve common goals.
2. Develop sense of interdependence, common bonds, defined group expectations and
relationship qualities that enhance wholesome emotional climate.
3. Develop communication characteristics that promote wholesome classroom relationship.
4. Render different forms of assistance by providing class meetings.
Management of Physical Environment – refers to the organization of the learning environment,
supplies, and materials.
 1. Organize supplies and materials for activities that occur frequently in most readily
available accessible place, and must be governed by the simplest procedure.
2. Rules must go with territory and insist on respect for them.
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and accessibility.
5. Materials and equipment stations are available in sufficient quantities and are located to
minimize congestion in traffic lanes.
6. Bulletin boards and wall spaces are used to display student work and complement current
class activities.
7. Set explicit procedures for getting materials from and returning them to designated
classroom locations.
Management of Time – refers to the organization and use of allocated time in the classroom.
1. Make good use of all classroom time.
2. Start teaching at the beginning of the period and end on time.
3. Establish routine procedures.
4. Minimize time spent on discipline and prevent interruptions.
5. Teach lessons that are so interesting, engaging, and relevant to student’s interest.
6. Maintain momentum through avoidance of interruptions or slowdown like phone calls,
knocks on the door and other disturbance.
Management of Routines – refers to the establish activities or procedures that are repeatedly
done.
1. Teach pupils to learn how to form various grouping and return to standard arrangement
with minimum confusion.
2. Do not use the first few minutes of the class session to collect materials when students
are potentially most alert to instruction.
3. “Overlapping” technique is used for collection and distribution of materials.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity.

Activity:
Answer the ff. questions:
1. Who was your best teacher at school/college?

2. how did he/she inspire you?

3. Give at least 5 characteristics of a Competent teacher.

4. What can a teacher change in classroom management and what he/she cannot?

Assessment:
List appropriate procedures to create effective classroom management.
 When students
enter the
classroom
Passing out
materials/supplies
Transitions:
Restroom, Lunch,
Small group, etc.
Distributing/Picking
up homework
Behavior
management plan
End of the day
Preparing to
dismiss

Chapter 5: Competent Teachers: Good Community Link

Intended Learning Outcome (ILO)

Establish effective community relationship by applying ethical.

• Teachers are sometimes content to let parents and families take the initiative in becoming
involved in their children’s education.
• The school and the home share responsibility for students’ learning.
• Involvement of teachers with other organizations is used to broaden and deepen young
people’s learning to enable them to achieve success in wider contexts.
• Community links are fully embedded into the life and work of the school.

Teachers serve as not only educators, but also mentors and role models, especially in the
community where they live and in the modern world, where values such as respect, sharing,
cooperation and involvement in the community.

Involvement of Teacher in Community:

• A teacher can get the community involved by hosting activities for members of the
community to participate.
• Teachers can also work with local churches to set up mentoring programs for the
members of community especially students who are poor in reading or doing math.
• Another way to be engaged in the community is to get students’ families be involve in
school activities.
• Communications are in several forms. We can use Web pages, we can post calendars of
activities, assignments, rules, procedures and more.
• Teachers can actively participate and be involved in community organization and centers.
• Teachers can take leadership roles for current political events affecting their lives,
communities and schools.
 • Links with the community provide experiences which support the curriculum and enhance
students’ learning.
• Teachers should use effectively local facilities and organizations when planning their
lessons and learning activities.
• All schools are community. Some communities are effective environments while others
are not. Teachers have the responsibility to help the school to be an effective community.

Activity:
1. What do you think are the importance of involvement of teachers in community? Explain
briefly.

2. Give at least 5 community resources that you found in your place and compare them into your
school community.

Assessment:
Given the following Code of Ethics for Professional Teachers, give a situation that teacher can
apply community relations.
1. SEC. 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic, and civic betterment.

2. SEC. 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain such activities gambling, smoking,
drunkenness, and other excesses, much less elicit relations.

3. SEC. 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.

Section 3 – The Professional Teachers are Global

Chapter 6: The Global Teachers: Knowledgeable of K to 12 Program of Various Countries

Intended Learning Outcome (ILO)

Compare the different K to 12 Program of various countries.

The Present Basic Education Scenario in the Philippines

• To enhance the quality of basic education
• Ensuring that no learner shall be left behind and that every Filipino child will have access
to quality education
• The government believes that compulsory kindergarten better prepares learners who
have active minds to the next level of schooling
 • The objective of this is to produce more productive and responsible citizens fully
equipped with the essential competencies, skills for both lifelong learning and
employment
What are the reasons for coming up with K to 12?
1. The additional two years hopes to address the deteriorating quality of Philippine education
system as revealed by the low achievement score of the Filipino students.
2. Unpreparedness for employment, entrepreneurship or higher education of the Filipino High
School graduates because of the congested ten-year curriculum.
3. The additional two years make the Philippine education system comparable and recognized in
meeting international standards.

What is K to 12 Education Program?

• Is a term for the sum of primary and secondary education.

How do K to 12 Programs of Various Countries Differ?

A. Philippines
• Covers the 6 years of primary education
• 4 years of Junior High School
• 2 years of Senior High School
- Aims to provide sufficient time for mastery of concepts and skills, to develop lifelong
learning skills and to prepare graduates for tertiary education.
Salient Features of K to 12 Program
1. Universal Kindergarten or the mandated Kindergarten for 5 years old learners.
2. Contextualization and enhancement by making the curriculum relevant to learners.
3. Mastery of knowledge and skills is done by introducing simple concepts in spiral progression in
subject areas like Mathematics and Science.
4. Senior High School is a specialization based on the learners’ aptitude and career.
• General Academic; Accountancy, Business and Management (ABM)
• Humanities and Social Sciences (HUMSS)
• Science, Technology, Engineering, Mathematics (STEM)
5. Completing the enhanced Basic Education, a Filipino K-12 graduate is ready to take his/her
choice path.

B. Brunei Darussalam
• 1-year primary education
• 6 years of elementary
• Secondary level
1. General Secondary Education
➢ 4 core subjects
➢ 3 complementary subjects
➢ 2 elective subjects with Science as one required elective
2. Upper Secondary Education
• Students who excel academically can take secondary education in two years.
• Playschool which aims to impact socio-emotional and personality development for young
learners in an informal preschool program.

C. Canada
 • Elementary School
- Grade 1-6
- 2 years junior high school
- Grade 1-8
- No middle school
• Quebec – grade school is 6 years and their students proceed to High School
• With Junior High School – starts in Grade 7 to Grade 12
• Without Middle School – starts in Grade 9

D. Korea
• Kindergarten provides nurturing learning environment through various pleasant activities
and diverse teaching pedagogy.
• 6 years elementary
- Geared towards the acquisition of fundamentals necessary for a productive civic
life through nine principal subjects.
• 3 years middle school
- Curricula are a combination of 11 basic or required subjects, elective subjects and
extra-curricular activities.
• 3 years high school
- General High School
- Vocational High School
• 4 years of either junior college, college or university to complete higher education

E. Malaysia
• Begins with Preschool where the medium of instruction is both Malaysian and English.
• Offers a two-year optional preschool for learners ages 4-5.
• Elementary education is 6 years with a requirement of passing the public examination as
determining factor of the students’ readiness to secondary level.
• Two levels category for Secondary or High School:
1. Lower Secondary (Level 2) -offers general and undifferentiated curriculum for 2-3 years
2. Upper Secondary (Level 3) – 2 years, students take subjects according to their
appropriate streams.

F. Singapore
• Kindergarten (4-6 years old)
- Not compulsory
- 3-4hour provision of language development, literary skills, basic number
concepts, social skills, creative skills, and appreciation of music and movement is
provided to the young learners.
• Primary Education
1. Foundation Stage (Primary 1-4) - students are provided with strong foundation in
English, Mother Tongue and Mathematics.
2. Orientation Stage (Primary 5-6) – stage where students are taught with Mathematics
and Science appropriate to their level.
 - All students are assessed on their academic abilities through the Primary School
Leaving Examination (PSLE). The result will place the students in secondary school
courses that suit their academic learning pace and aptitude.
• Secondary Level
1. Special (Secondary 1-4 years)
2. Express (Secondary 1-4 years)
3. Normal (Academic – Secondary 1-5 years)
- Courses depending on the measured academic ability of the PSLE scores.

G. United States
• Kindergarten
- Between 5-7 years old with 6 years old being the most common entry.
• Primary Education
- Varies from 4 to 7 years depending on the states or local practice.
- Elementary education may be followed or not by a number of years of middle
school education which is generally 3 years (Grades 4-6, 5-7, 6-8).
• High School
- Length program is 6 years depending upon the laws and policies of states and
local districts.
- There are mandatory subjects in all US High Schools
- During their Grade 11 take one or more standardized tests depending on their
education preferences and also a requirement for admission to most colleges.
Activity:
1. Name countries that have K to 12 curriculum program and list one of their important features.

Assessment:
Identify the similarities and differences of K to 12 programs between:
a. Philippines and Brunei
b. United States and Canada
c. Malaysia and Singapore

Chapter 7: Global Teachers: Multiculturally Skilled

Intended Learning Outcome (ILO)

Describe teachers’ skills handling multicultural classes.

Teaching Profession – very demanding specifically if learners are diverse.

Global Teachers:
• Nurturing
• Patient
• Understanding
Multicultural Teachers – deliver teaching and learning in the familiar context of the learners and
attend to their multiple ways of thinking.
A Global Teacher therefore needs to possess:
• Skills;
• Competencies; and
• Attitudes in caring and in teaching diverse and multicultural learners.
Teaching in Multicultural Classes:
• Teachers are often faced with diverse learners.
Diverse Learners-a learners who learns differently from the majority.
• Growing diversity affects school climate and learners’ educational performance.
The Philippines
• Third largest English-speaking nation
• Provides multicultural learning atmosphere
➢ America
➢ British
➢ German
➢ Chinese
➢ French
➢ Japanese educational tracks
Multicultural Education
• Knowledge
• Preparation
• Understanding
➢ Culture
➢ Linguistic
➢ Economy
➢ Ethnic Diverse Issues
➢ Multicultural Education
• Recognize identity
• Encourage respect
• Promote mutual understanding across different cultures and traditions

Skills of Multicultural Teachers:

1. Information and Communication Skills
• Media literacy
• Information literacy
• ICT literacy
2. Thinking and Problem-Solving Skills
• Critical thinking
• Creativity
• Intellectual curiosity
3. Interpersonal and Self-directional (Life and Career) Skills
• Flexibility and adaptability
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
Roles of Teachers teaching Multicultural Classes:
1. Uses multicultural approach in curriculum delivery – he/she expands the curriculum in
acknowledgement pf the experiences of the diverse groups not only the point of view of the
dominant group.
2. Promotes good human relationship – the teacher discourages prejudice by developing
positive and caring attitude to people of different races and ethnicities.
3. Promotes social reform and cultural change – he/she advocates social equalities by
modifying teaching styles and approaches with the intent of facilitating academic achievement
for all students.

Activity:
1. When do you know if the teacher is ready to teach multicultural classes?

2. As a future teacher, what other skills will you provide to teach multicultural classes?

3. Define, describe and give some importance of Multicultural Education.

Self-Assessment Checklist:
A – Things I do frequently
B – Things I do occasionally
C – Things I do rarely or never

_____ 1. I display pictures, posters and other materials that reflect the cultures and ethnic
backgrounds of children and families.
_____ 2. When using videos, films and other media resources, I ensure that they reflect the
cultures of children and families.
_____ 3. For children who speak languages other than English, I attempt to learn and use key
words in their language so that I am better able to communicate with them.
_____ 4. I use visual aids, gestures, and physical prompts in my interactions with children who
have limited English proficiency.
_____ 5. I avoid imposing values that may conflict or be inconsistent with those of cultures or
ethnic group other than my own.
_____ 6. Limited ability to speak the language of the dominant culture has no bearing on ability
to communicate effectively in their language of origin.
_____ 7. I use alternatives to written communications for some families, as word of mouth may
be a preferred method of receiving information.
_____ 8. I recognize and understand that beliefs and concepts of emotional well-being vary
significantly from culture to culture.
_____ 9. I understand that traditional approaches to disciplining children are influenced by culture
_____ 10. I screen books, movies and other media resources for negative cultural, ethnic, or racial
stereotypes before sharing them with children and their parents.
 **There is no answer key with correct responses. However, if you frequently responded “C”, you
may not necessarily demonstrate values and engage in practices that promote a culturally diverse
and culturally competent service.

Chapter 8: Global Teachers: Active Participants in Various Exchange Programs

Intended Learning Outcome (ILO)

Analyze significance of exchange programs in honing teachers’ competencies.

Global teachers are ready for interconnectedness and international collaboration.

Intercultural exchanges among teachers hone their skills and competencies and bring them to
becoming culturally-sensitive global teachers.

Teacher Exchange Programs – have gained interest and have increased in number and
participation side by side with global awareness, internalization of education and globalization
of the economy.

Benefits of Teacher Exchange Programs:

• Acquisition of life changing personal and professional experience
• Career enhancing opportunities to gain new perspectives
• Exposure to new teaching methodologies; curricula and teaching expertise
• Better understanding of culture and language from professional colleagues
• Opportunity to develop international friendship and professional relations

Here are some Teacher Exchange Programs:

Fulbright Teacher Exchange Program
• Started 1946 to promote mutual understanding between the United States 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.
• 30 countries (including Philippines) currently participate in the program
US-China Teacher Exchange Program (TEP)
• Funded by the Freeman Foundation and administered by the National Committees on
United States – China Relations (NCUSCR) and in China, by the China Education
Association for International Exchange (CEAIE)
• Three target goals
1. To enrich teacher and student understanding of the other country and culture
2. To introduce or to strengthen Chinese studies in US schools
3. To help improve English language instruction in participating Chinese middle
schools
Japan Exchange and Teaching Program (JET)
• the program started in 1987 when 848 university graduates form English speaking
countries were invited by the Japanese government
• the purpose is to improve foreign language education and to promote international
exchange
• team teaching is the main feature of the program
 Alberta’s International Education Exchange Program for Teachers
• the program supports full year and short-term exchange programs spend a year (August-
July) or a calendar year of January to December
• having global perspectives, gaining international learnings and connecting with another
part of the world are the target objectives of Alberta Schools.

Activity:
Using concept web, list characteristics of a teacher needed to be part of exchange program.

Assessment:
Make an essay on how Filipino teachers become more skillful and competent in the future.

Chapter 9: Global Teachers: Technology and Digital Innovative

Intended Learning Outcome (ILO)

Portray an innovative global teacher.

How does technology work for the K-12 and 21st century teachers?
K to 12 and 21st century teachers are demanded to be:
1. multi-skilled
• go beyond teaching content areas but also facilitating and organizing groups and activities
• use of technology like networking encourages collaboration and engagement
2. multi-literate
• teachers’ know-how in using various technologies in teaching
• technology can enhance students’ potential even more if they are provided opportunities
to experience explicit, interactive, and engaging technology aided instruction
• education is a lifelong process and when resources are available 24/7, discovering new
knowledge and self-updating is easy.
3. multi-specialist
• teachers cannot be just a specialist of his/her major subject. There are websites with
resources which can help teachers to be specialists of other content areas

The Technology and Digitized Teachers

1. Projectors – used to enable students to see larger version of the teachers’ document presented
through PowerPoint presentation.
2. Interactive White Boards – SMART BOARDS and MIMEO BOARDS can used by the teachers and
students in manipulating text, objects and in visiting websites for content review.
3. Websites and Blogs – teachers can now create their own websites and blogs to post lectures,
assignments, additional content or even communication to parents.
4. Audio and Video – teachers who need visuals and audio support for instruction can easily
access through technology.
5. Computers, Tablets and Mobile Devices - teachers use these to make PowerPoint presentation,
to do Microsoft Word and to store important data and images in their life.
6. Social Networks – have academic benefits if used for the purposes of assignments and class
projects.

Free Internet Tools for Education

1. Firefox 6. You tube
2. Google Reader 7. WordPress
3. Gmail 8. eXe
4. Skype 9. Moodle
5. I Google 10. Twitter

How can a teacher benefit from technology aided instruction?

1. Teacher can save time and money because of the easy access to course materials – Teachers
can make use of course materials on websites very quickly at any time or location convenient for
them.
2. students are motivated by computer based, screens and digital materials and technology aided
instruction.
3. teachers can use technology as an avenue for extended learning. Assignments can be given
online and students can use various online resources. Teachers can even give research using the
internet, email and social media for communication.
4. technology can also cater to personalized and differentiated instruction. Preparation of learning
plan may vary because the teachers can utilize various and variety of course wares and computer
programs that are available.
5. technology allows teachers creativity in organizing and presenting lessons. Ingenuity of the
teacher is challenged in making multimedia presentations.

Activity:
1. List the advantages and disadvantages of using technology in teaching.

2. Compare traditional teacher and digital teacher.

Assessment:
Name 5 technological devices that have been invented for teaching or learning that make life
easier. Put these 5 inventions into the table. Describe their main function and how they make life
easier for their user.