CHAPTER I

You, The Teacher, a person in a society

Lesson 1: What makes a Good Teacher

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Identify what makes a good teacher
2. Explain how to become a professional teacher and
3. Gives a simple point of view on teachers personality

A TEACHER..
 Understand/ respect everyone as an individual.
 Has a good sense of Humor/ smiles
 Is fair and has good discipline
 Is kind/ patient
 Gives incentives, reward or house points says “ Well Done”.
 Always helps people having difficulties.
 Is intelligent/knows the subject
 Doesn’t give up/ believes in everyone

HOW TO BE A PROFESSIONAL TEACHER

1. INSPIRE THE TRUST OF YOUR CLIENT- THE STUDENT AND PARENTS

 Create a good first impression from one of the academic year.

2. DRESS LIKE A PROFESSIONAL

 It is important for the teachers to dress tastefully. Revealing clothes are the
number one “no-no” for female teachers. Male teachers should remember that
a tie and jacket worn to work, can easily be removed, should the need arise.
Teachers should arrive at work, looking the part.
3. ALWAYS BE ON TIME ON WORK
 A professional teacher understands the needs to start the day well, everyday.
Truly professional teacher will make sure that they arrive at least ten minutes
before the first bell rings, so as to prepare themselves mentally for they
ahead.
.4. BE PREPARED
 Check your diary the night before and plan thoroughly too for every lesson
and class. They stick to their work program and assessment schedule, to
ensure that not only syllabus content is covered, but also the necessary skills
for their student’s longer-term success in their specific subject or learning
area.
5 . Follow procedures and the protocol expected at your school.

Professionals embrace the corporate identity and values and model these for
the clients- in this case, the children they teach.

6 . Take charge of your classroom. Manage your student’s behavior.

A professional teacher will not keep running to school managements for

assistance with classroom discipline.

7. . Take pride in the process and product. Make sure your notes and
handouts are professionally presented. Professional teachers should have to
be asked and re-do a piece of work because its presentation is shoddy.
8. Never miss a deadline. Professionals keeps their work up to date and plan
ahead. Amateurs leave work until the last minute.

HOW TO BECOME A PROFESSIONAL TEACHER

1. Emotional Maturity- the students has considered self-confidence. He is free

from fears and worries about worthless things; has control over moods and
relatively adaptable to sudden changes in learning situation; can take
disappointments in life.
2. Intellectual Maturity- intelligence as exhibited by foresight, judgment and
imagination. Generally, those students’ teaches who have considerable
breadth of interest are the most successful.
3. Social Maturity- the student teacher senses the need for a high degree of social
effectiveness. He shows tact and respect in dealing with pupils, teachers and
parents.
4. Leadership Ability-student teachers need to show leadership skills. Command
respect, be self-confident; show ability in planning, organizing, directing, executing
and evaluating.
5. Physical Maturity- physical health is important. Pupils are sensitive to the
appearance to their student teacher. Posture, manners and mannerisms have their
effect on the relationships of student teachers and their pupils.

TEN COMMANDMENTS OF TEACHING

1. Prepare your lesson plan well.
2. Be present whenever possible.
3. Be on timer of the class.
4. Be attention of the physical condition
5. Begin and close promptly.
6. Be personally interested in each member.
7. do not permit your serious responsibility.
8. Do not do all the talking
9. Be interested in your class.

“Our thoughts, values, and action are somehow shaped

by events and by people with whom we come in contact.
We, in turn, help shape society its events, its people, and
its destiny.”
 LEARNING TASK Rating:

Name: ______________________________Year and Section: __________

Name of Professor: ________________________Date & Time: _________

I. Answer the questions briefly.

1. What other personality should a teacher possess aside from what were
mention on the lecture?
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
6.____________________________________________________________
7.____________________________________________________________
etc..

2. Design your own Ten Commandments.

1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
6.____________________________________________________________
7.____________________________________________________________
etc..

3. What makes a good teacher on your point of view? You can answer this in
the following form: (Choose one only 1)
- making a collage,
- Comic strip,
-Poem or
-Jazz Chants
 Lesson 2: Formulating your Philosophy of Education

Intended Learning Outcomes:

At the end of the lesson, the learners should be able to:
1. define the modes and relevance of educational philosophy;
2. formulate own philosophy of education; and
3. discuss the foundational principles of education with morality.

Philosophy- a set of ideas about how to do something or how to live.

DEFINITION OF PHILOSOPHY

There are many definitions of philosophy in terms of etymology,

psychological, process, purposive and logic. Here are the wide-ranging definitions of
philosophy as to its context in the field of education.
The word philosophy is derived from the Greek words philia (Loving) and
sophia (Wisdom) and means" the love of wisdom". This is the most popular Grecian
conception of philosophy, but there are conglomerate definitions of philosophy that
seem more supplementary rather than contradictory (Moreland, et.al., 2003). This
means that philosophy perceives as one way on how to show love of wisdom and its
relevant to the teaching profession.
As to psychological aspect of philosophy, “Philosophy is a personal attitude
to life and the universe. When a person goes through some unusual experience, we
often inquire, "How does he take it?" Or we often declare, "He takes it
philosophically". The mature philosophical attitude is the searching and critical
attitude, it is the open minded, tolerant attitude expressed in the willingness to look
at all sides of an issue. It does not shrink from facing the difficult and unresolved
problems of life” (Siegel, 2010 :14). In the field of teaching profession, appropriate
philosophy must be known by the teacher to cope with the different personality of
the students. Moreover, through philosophy, it facilitates the process on how to
solve issues and problems that may encounter in the field of teaching. This may
support the concept of progressivism and social re-constructionism.
Buss perceives philosophy as a method of reflective thinking and reasoned
inquiry. It involves the attempt to think through one's problems and to face all the
facts involved (1999: 14). As to the definition of philosophy in terms of process, the
context of philosophy in education, it requires a process or method to deal with any
problems to solve. This concept dovetails with the idea of identifying the best
method to be used in order to solve the situation. Indeed, the teacher must know the
different methods to be used in teaching anchored with philosophy to easily solve
the problems. Similarly, by this definition of philosophy, it supports the idea of
existentialism.
Philosophy is an attempt to gain a view of the whole world. It seeks to
combine the conclusions of the various sciences and long human experience into
some kind of consistent worldview (Akinpelu,1984) in this context, philosophy is
purposive, it is one way to look for certain ideas based on the experiences of other.
In terms of teaching profession, before you become a teacher, it may influence your
decision. Since, teacher profession can be a vocation, mission or profession.
Wortman (1994) perceives philosophy as logical analysis of language and the
clarification of the meaning of words and concepts. As a teacher, you need to
expand your understanding and perception about the concepts. Concepts are
relative; hence, you need to widen your understanding how these concepts being
used, applied and how these concepts are applicable in the context of education.

The history of Philosophy is PHILOSOPHY- Gordon H. Clark

What does a philosophy of education contain or include?

 The human person, the learner in particular and the educated person.
 What is true and good and therefore must be taught.
 How a learner must be taught in order to come close to the truth.

PHILOSOPHIES IN EDUCATION

1. ESSENTIALISM – teachers teach not to reshape society but to transmit the

traditional moral values and intellectual knowledge that students needs to
become model citizens
What to teach- the emphasis is on academic content/basic skills for 3R’s and right
conduct
- Little emphasis on students interest
How to teach?
Essentialist teachers emphasis on mastery of subject matter.

- Teachers are seen as “fountain of info” and as a “pragon of virtue” they rely
heavily on textbook & drill method. A heavy stress on memorization and discipline.

2. PROGRESSIVISM – teachers teach to develop learners into becoming

enlightened and intelligent citizens of a democratic society. These group will
teach learners to live fully NOW not to prepare them for adult.
 They are identified with need based and relevant curriculum. A curriculum that
“respond to students needs” and that relates to students personal lives and
experiences”
How to teach- it employs experiential methods. They believe that one learns
by doing. For John Dewey, the most popular advocate is : Book learning is no
substitute for actual experience.
Aside from problem solving method a “hands-on-minds-on hearts on teaching
methodology is to be done. The use of field trips and thought provoking games and
puzzle too.

. 3. PERRENIALISM
- We are all rational animals so we should develop the student’s rational &
powers.
- What to teach- the curriculum is a universal one on the view that all human
possess the same essential nature.
- - it is heavy on the humanities , on general education. Less on vocational and
technical. Teachers teachings are lifted from”great Books” of ancient &
Medieval
How to teach- Perennialist classroom is “centered around teachers” teachers do not
allow them to dictate what they teach.
4. EXISTENTIALISM
Main concern is to help the students understand and appreciate
themselves as unique individuals who accept responsibility for their feelings,
thoughts and actions.
What to teach – students are given a wide variety of options from w/c to
choose. Provide them with vicarious experiences that will help them unleash
their creativity & self-expression.
- vocational education is regarded more.
How to teach – it focus on the individual. Learning is self-paced, self directed.
It includes great deal w/ the teacher where exudes an open and honest
treatment.

5. BEHAVIORISM
Are concerned with the Modification and shaping of students –
behaviour by providing favourable environment.
What to teach - teachers teach students to respond favourably to various
stimuli in the environment.

- How to teach –teachers ought to arrange environmental conditions so

students can make responses to stimuli. Physical variable should be
controlled to capture and hold the learners attention.
-
6. LINGUISTIC PHILOSOPHY
to develop the communication skills of the learner and to send clear
messages and received messages correctly.
- What to teach?

- Help the students to expand vocabularies, use language correctly, and

communicate clearly, teach them speak many language etc.

How to teach?
- The effective way to teach language and communication is the
experiential. Make them experience to make use of the verbal-non-
verbal and para-verbal in sending and receiving messages

7.CONSTRUCTIVISM
- To develop intrinsically motivated and independent learners adequately
equipped w/ learning
- skills for them to be able to construct knowledge & make meaning of them.
What to teach?
- They are taught learning processes and skills such as searching,
critiquing, and evaluating info, relating pieces of info, reflecting,
making meaning out of them, drawing insights, posing questions,
researching & constructing new knowledge out of these bits of
info learned.
How to teach?
- Provide students the data-to develop the or experiences that allow them to
hypothesize, predict, manipulate object, research, investigate, imagine and
invent.
- the constructivist classroom is interactive. It promote dialogical exchange of
ideas among learners & between teachers. Teachers’ role is to facilitate this
process.

“Your Philosophy of Education is your “window”

to the world and “compass” in life”.
 LEARNING TASK SHEET Rating:

Name: __________________________Year and Section: _________

Name of Professor: ___________________Date & Time: ________

Direction: Answer the question

1. Make your own philosophy based on the seven philosophies in Education
discussed. You can also borrow/ choose a sayings or adage that suit or has a
resemblance to what you are crafting… or what is on your mind. Explain
why?
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________

2. Which of the following philosophies you think is best this pandemic times?
Explain why and give concrete examples.

________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________
 Lesson 3: The Teacher as a Person in Society
Intended Learning Outcomes:
At the end of the lesson, the learners should be able to
1. define the meaning of morality;
2. determine the functions and role of a teacher in the community, and others
3. explain why teachers perceive to be an very important in the community
4. enumerate the duties and responsibilities of a teacher; and
5. discuss the moral foundational moral principle.

Teachers are perceive to be:

 Very important in a community
 Respected in a community
 Help in the community
The community respondents strongly agreed that teachers;
 Help develop the moral character of children
 Are second parents

The Role of a Teacher

The role of a teacher is to use classroom instruction and presentations to help

students learn and apply concepts such as math, English, and science. Teachers
prepare lessons, grade papers, manage the classroom, meet with parents, and work
closely with school staff. However, being a teacher is much more than just executing
lesson plans. In today's world, teaching is a multifaceted profession; teachers often
carry the roles of a surrogate parent, class disciplinarian, mentor, counselor,
bookkeeper, role model, planner, and many other related roles. School teachers play
an important role in the development of students. What students learn in their
formative years can shape the men and women they will become (Bourke, T. et. al.,
2013)

The Second Parents (Loco Parentis)

According to Lanier (2013), the role of a teacher is clearly more than just
planning and executing lesson plans. In some senses, because the teacher spends
so much time with the students, she or he can become the student's second parent.
Teachers can be a constant positive role model for their students, particularly for
children that lack a solid family foundation.

Of course, the teacher's role as a semi-parent depends to a large extent on

the age and grade of the children they teach. The kindergarten teacher develops
basic skills in her children that are necessary to excel and progress to the next year,
while a teacher in the intermediate grades teaches specific information about a
particular subject.

A Teacher's Role in Today's World

Teachers' roles today are considerably different than they used to be.
Teachers were once issued a specific curriculum to teach, and a set of instructions
on how to teach it, using the same methods for all students. In today's world, a
teacher's role is quite multifaceted. Their job is to counsel students, help them learn
how to use their knowledge and integrate it into their lives so they will become
valuable members of society. Teachers are encouraged to adapt learning methods
to each individual student's learning, to challenge and inspire them to learn. (Cox,
2013).

According to Cox, she mentioned that “the modern teaching profession is also
about taking on broader roles to promote education.” She further underscored that
teachers often work with politicians, colleagues, and community members to set
clear and obtainable standards for their students; participate in the decision making
that helps to deal with the problems that affect the students' learning; and mentor
new teachers to prepare them to teach the youth of today. Moreover, school
teachers include:
1. Planning lessons that teach specific subjects, such as math, science,
and English to be taught every day. In this actual work of a teacher, it is
necessary to prepare a lesson plan every day. Lesson plans may serve as a
blue print or guide in teaching. In order to deliver the lesson in systematic
way, the teacher should provide lesson plans based on the curriculum guide
issued by the Department of Education.
2. Teaching lessons in whole-group or small-group configurations. As a
teacher, you need to consider the whole group and small-group activities. In
the explicit teaching method, you need to design varied group activities to
cater the needs of all the learners.
3. Assessing and evaluating student's abilities, strengths, and
weaknesses. This role of a teacher plays a very significant impact in the
teaching and learning process. At the end of every lesson, you need to
conduct evaluation to identify the number of students who mastered the
lessons for enrichment activities and number of students who dis not master
the lessons for remedial teaching.
4. Preparing students for standardized tests. This role of a teacher nowadays
complements with the learning and teaching process. Every quarter, the
teacher should prepare summative test. Prepare unit test to determine the
least mastered competencies.
5. Communicating student progress to parents. Every end of the quarter, the
teacher should plan for Parents Teacher Partnership (PTP) meeting to inform
 the progress of the learners. In this way, the parents will be informed about
the performance of their children.
6. Developing and enforcing classroom rules. Enforcing classroom rules
helps the students to avoid possible problems. As a teacher, you need to
adhere to the classroom rules being agreed among the students and parents.
In enforcing rules, parents should be properly informed and properly
monitored by the teachers.

7. Supervising children in extracurricular activities. The teacher should

supervise the extra-curricular activities of the students. Extra-curricular
activities of the students play a vital role in shaping their individual skills.
Through extra-curricular, you help the students enrich or develop their skills
and interest.

Characteristics of a Professional Teacher

1. Reflects independently to perform ways that support student learning

2. Recognizes teaching opportunities
3. Shares and model knowledge to the students
4. Demonstrates professional leadership
5. Considers the views of others who have a legitimate stake in a situation
6. Possesses relevant knowledge and ably applies it to improve a situation
7. Calls up professional knowledge when necessary
8. Assesses the consequences of actions
9. Thrives on challenges of professional practice, getting stronger and better
over time

Essential Teacher Competencies (for this role):

1. Organizing a well-managed classroom in terms of time management,
record-keeping, orderliness and discipline
2. fostering linkages for mutual concerns
3. undertaking networking activities with organizations for educational,
social and civic purposes

Challenges of this role

1. Students fail to accomplish assignments
2. Students’ irregular attendance
3. Poor study habits in school
4. Negative attitudes toward schooling
5. Students’ self-discipline

Solutions to the challenges

1. Calm and friendly dialogues
2. Modeling positive attitudes of kindheartedness and patience
3. Strong motivation and encouragement
4. Letters and praises to parents for outstanding performances
5. Interesting lessons
6. Appropriate recording and reporting
Desirable values to develop
1. Respect for elders and for the rights of others
2. Cooperation
3. Willingness to share
4. Deep sense of responsibility
5. Persistence

Morality- Refers to the quality of human acts by which we call them right or wrong,
good or evil.( panizo, 1964 )
 “your human action is right when it conforms with the norm, rule or law of
morality.”
The word principle comes from the Latin word ‘princeps” which means a beginning or
source.
- Which something is based, funded, originated, or initiated.
-It is likened to the foundation of a building upon which all other parts stand.
- The universal norm upon which all other principles on the rightness or
wrongness of an action are base. It is the source of the humanity.
Natural LAW
- It is contained in the natural law.
- Law that written in the hearts of men ( Romans 2:15).
- The light of natural reason, where by we discern what is good and what is
evil.. An imprint to us by the devine light. ( Panizo 1964)
- “DO GOOD AND AVOID EVIL”- This is the fundamental or foundational moral
principle
- “All people on earth, no matter how savage and illiterate, have recognize a
supreme law of divine origin commanding good and forbidding evil. (Panizo
1964)

Teacher as a person of good moral character

“Teachers are duly licensed professionals who possess dignity and reputation
with high moral values as well as technical and professional competence.

4 ways of describing good moral Character ( Cosgrave, William,rev.ed.2004,78-

79).
 Being fully human- you have realizes substantially your potential as a
human person.
  Being a loving person- You are caring in an unselfish and mature manner
with yourself other people and GOD.
 Being a virtuous person- You have acquired good habits and attitudes and
you practice them consistently in your daily life.
 Being a moral mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your development
stage

LEARNING TASK SHEET Rating:

Name: __________________________Year and Section: _________

Name of Professor: ___________________Date & Time: ________

Direction: Answer the question briefly.

1. Give situations or examples how teachers work on the community or What
services do teachers extend to the community?
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
6.___________________________________________________________
etc..
2. In what way does morality affects your performance in the teaching
and learning process?

3. Define the following in your own perspective, you can define it by giving
examples.

ASPECT/AREA Definition/Meaning

a. Virtual Person

b. Being fully
human

c. Being Moral
Person
 d. Being a loving
Person

Lesson 4: Values Formation and You..

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Identify the function to develop the intellect
2. Differentiate the three dimension of values
3. Accept continuing values formation as an integral part of your personal and
professional life.

“ Your values are the things that you believe are important in the way you live and
work. They (should) determine your priorities , and , deep down, they’re probably
the measures you use to tell if your life is turning out the way you want it to.
www.mindtools.com>new TED_85
Transcendent value
- Is a right value for me also a right value for you
- Are the values that we Filipinos, consider as right also considered as right
also considered by the Japanese, the Americans or the Spaniards as right
values?
- Or values dependent on time, place and culture?
- Ideal group- There are unchanging and universal values. The values of love,
care and concern for our fellowmen are values for all people regardless of
time and space. They remain unchanging amidst changing times. These are
called Transcendent values.
- Relativists- Claim that there are no universal and unchanging values. They
assert that values are dependent on time and place.
Values are taught and caught??
- Both taught and caught..
Values have cognitive, Affective and Behavioral dimensions
 Cognitive- You have to have a rational understanding of the values.
  Affective- You must have a “Feeling for” the value/s and acceptance of the
value/s.
 Behavioral- Your acceptance of the values are evident when your behavior or
your life shows the values.

Value Formation is a Training of the intellect and will

Your value formation in essence is a training of your intellect and will, your
cognitive and rational appetitive power, respectively, Your intellect discerns a value
and presents it to will as a right or wrong value. Your will wills to act on the right
value and wills to avoid the wrong value presented by your intellect.
As describe by St. Thomas Aquinas.
The intellect proposes and the will disposes
It is clear that “nothing is willed unless it is first known”. Thought must precede
the deliberation of the will. An object willed as it is known by the intellect and
proposed to the will as desirable and god. Hence, the Formal and Adequate object
of the will as apprehended by the intellect” ( William kelly, 1965)
These statement underscore the importance of the training of the intellect. Your
intellect must clearly present a positive value to be a truly positive value to the will
not as one that is apparently positive but in the final analysis is a negative value. In
short, your intellect must be enlightened by what is true.
It is therefor, necessary to develop your intellect in its three Function, namely;
 Formation
 Judgment
 Reasoning (William kelly,1965)

It is also equally necessary that you develop your will so you will be strong
enough to act on the good and avoid bad that you intellect present.
 Lesson : Teaching as your Vocation , Mission, And Profession.
Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Identify the Elements of a profession
2. Explain teaching as a vocation, mission and profession

Vocation is defined as a call to do something, especially regarding religious work.

The woman’s desire to become a nun is an example of a vocation. It is a means
one’s calling or profession. The hard work done by a charity worker without asking in
return is an example of a vocation
If we talk about vocation, this simply mean the teachers have a calling to their
particular profession- a strong urge to do what they do. Many teachers have a love
and passion for their work…. An inborn in them to share their time , knowledge and
love of learning and of a subject. Teachers are willing to sacrifice for their client best
interest. (www.portalsofthe past.co.uk>is..teac…)Why teachers are so important as a
key player?
A teacher affect eternity; he can never tell where his influence stops. They I
believe, are the most responsible and important members of the society because
their professional efforts affect the fate of the earth ( Helen Caldicott)
Etymology of the word “Vocation”
It comes from the latin word “vocare” which means to “call”.
If there is call, then there must be a caller and someone who is being called.
Etymology of the word “mission”
 Teaching also a mission
 Comes from the latin word “misio” which means “to send”
 You are called to be a teacher and you are sent into the world to accomplish
a mission, to teach.
Dictionary defines mission as “Task assigned”
  You are sent to accomplish an assigned task.
Teaching as your mission
- Teaching is your mission, means it is a task entrusted to you into the world.
“Once a teacher, forever a student.”
 What exactly is the mission to teach?
- Teach the child the fundamental skills or basic R’S of reading. (‘writing,
‘arithmetic, and right conduct)
- It is to help the child master the basic skills so s/he can continue acquiring
higher-level skills in order to become a productive member of a society
- It is to deposit facts and other information into the “empty mind” of a student.
- The Elements of a Profession
- The term professional is one of the most exalted in the English
Language, denoting as it does, long and arduous years of preparation, striving
for excellence, dedication to the public interest, and commitment to moral and
ethical values.
Why does a profession require long and arduous years of preparation and striving for
excellence?
- Because the end goal of a profession is service and as we have heard many
times
- “We cannot give what we do not have
- We can give more if we have more
- Do more, have more, in order to be more. (Pope Jhon Paul VI)
For us teachers, continuing professional education is a must, continuing professional
education is explicit in our professionalization law and our Code of Professional
Ethics.
- Our service to the public as a professional turns out to be dedicated and
committed only when our moral, ethical and religious values serve as our
bedrock foundation.
- The same moral, ethical and religious convictions inspire us to embrace
continuing professional education.
The “pwede na” mentality vs. excellence
 The striving for excellence as another element of a profession bring us to our
“pwede na” mentality, which is inimical to excellence.
 This mentality is expressed in other ways like “ talagang ganyan yan”, “wala
na tayong magagawa”. All indicators of defeatism and resignation to
mediocrity.
- If we remain true to our calling and mission as a profession, we have no choice but
to take the endless and the less “traveled road” to excellence.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose-driven life?
Spent it passionately in teaching, the most noble profession

LEARNING TASK SHEET Rating:

Name: ____________________________Year and Section: ____________

Name of Professor: ______________________Date & Time: ___________

Activity: Do it by group (50 points)

1. Interview an old teacher, retired maybe in the community and ask how she/he
lived teaching as a vocation, mission, as a profession. Take a picture on the actual
interview.(by group)
_____________________________________________________________
________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________.

“The best teachers, teaches from

the HEART not from the book”
 CHAPTER II
THE TEACHER IN THE CLASSROOM , COMMUNITY and to GLOBAL SOCIETY

Lesson 1: Classroom Management

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Define what is Classroom Management
2. Explain what a well-manage classroom is; and
3. Design a simple discipline plan with class room rules

Classroom Management
 It is the process of organizing and conducting classroom to maximize
learning (Richard Kellough (2003)
 It involves the teacher's action to create a learning environment that
encourages positive social interaction, active engagement in learning
and self motivation (Burden and Byrd (2003)

A well manage-managed classroom is…

 A task oriented environment
 A predictable environment
 Is ready and waiting for students
Characteristic of a well-managed classroom
 Student are deeply involved with their work
 Students know what is expected of them and are generally successful
  There is relatively little wasted time, confusion, or disruption
 The climate of classroom is work-oriented, but relaxed and pleasant

Brain storming activity…

Think of as many responses to the following statement as you can…

An effective teacher is…

 Establishes good control of the classroom.
 Does things right, consistently
 Affects and touch lives
 Exhibits positive expectation for all students.
 Establishes good classroom management techniques.
The EFFECTIVE TEACHER…
 Designs lessons for students mastery
 Works cooperatively and learns from colleagues
 Seeks out a mentor who serves as a role model
 Goes to professional meeting to learn
 Has a goal of striving foe excellence
 Can explain the district’s school, and department or grade level’s curriculum
 Realized that teaching is not a private practice.
 Is flexible and adaptable
 Listens, listens, listens
 Understands the research process
 Teaches with proven research-based practices
 Knows the difference between an effective teacher and an ineffective one.

What is classroom management?

In the first day of school, Harry Wong states “classroom management is the
practices and procedures that allow teachers to teach and students to learn”

Classroom Management

Teachers’ Role Instructional Discipline Plan Procedures and

Strategies
The ideal teacher: Routine

 Enjoys students
 Uses different teaching techniques.
 Has a great senses of humor.
 Acts like an adult and not a child(or high school student).
 Keeps promises
 Is organized
 Knows the subject matter
 Admits when he or she is wrong
 Uses a pleasant voice
 Is enthusiastic.
 Is willing to listen to both sides of the issue.
 Has a reputation for giving a challenging work
 Isn’t pushover . Keeps misbehaving students in line.
 Keeps everyone busy.
 Does not have favorite.
 Is polite to everyone all the time.
 Is friendly and fair.
An effective discipline plan
 The 3 most important students behaviors to teach on the first day of
school
 Discipline
 Procedures
  Routines

“If you do not have plan, you are planning to fail”

YOUR DISCIPLINE PLAN

Class Rules

Abide by the Break the Rule

Rule Positive
Consequences Negative
Consequences

REWARDS PENALTIES

Creating Your Classroom Rules

 Only have 3 to 5 rules

 State rules positively
 Make the rules easy for you and your students to remember
 Be able to enforce the rules consistently
 Remember:
 Rules deal with behavior, not procedures
Rewards

 Harry Wong emphasizes, “The best reward is the satisfaction of a job well
done.
 Some examples include:
 Praise
  A note home (good news cards)
 Student of the year, week, or month
 Tangible rewards
 Work posted
 Certificates of Honor
 Coupons

Penalties
 Time out
 Demerit or fine
 Detention
 Assignment to write ways to correct problems
 Being to last to leave
 Loss of reward
 Exclusion of class participation

The Teacher – student Relationship

1. Attend supporting events, ask about their , makes a hobbies connection
2. Being prepared builds trust
3. If you are not the classroom leader , the students will gladly assume the
position .
4. Don’t be sarcastic . don’t tell lies . don’t lose your temper.
5. Students have peers . they need you to teach .
Dressing Appropriately
 According to Harry Wong , “we are walking, talking advertisements for who we
are.”
 Educators should dress for respect , credibility , acceptance, and authority.
Effective Instruction
 A structured and instructionally sound classroom will eliminate a majority of
misbehaviors .
 Two important key factors are :
  Room arrangement
 Classroom management

Effective time Management Curbs Discipline Problems

 The more engaged a student is the better he behaves .
 Students tend to be more distracted during these 3 phases of instruction :
 The beginning of class
 Transitions
 The end of class
Ideas for the Beginning of Class
 It is ESSENTIAL that the students have an activity to complete as soon as the
bell rings.
 Take roll while the students are working on the assignments.
 Have your students
 Create a test questions
 Illustrate important information
 Scan the day reading assignments
 Take a mini –quiz
 Draw a cartoon
 Summarize the previous days topic
Enlist Parent Support
 Be sure to send a copy of your discipline plan home to parents the first day of
school.
 Make positive parents contact before you need their assistance with a
problem.
 Contact parents as soon as you see a change in their child behavior patterns.
 Parents can be one of your biggest allies in managing the students behavior.

Procedures and Routines

 Harry Wong writes in The First Day of School, “The number one problem in
the classroom is not the discipline; it is the lack of procedures and routines.”
  Wong also state “A procedure is simply a method or process for how things
are to be done in a classroom.”
 Procedures answer the question, “what do I do
Classroom Procedures That Must Become Routine
 Beginning of a period. Do students know what to do?
 Quieting a class. Do students know how you will quiet the them down?
 Students seeking help. Do students know how to get your attention?
 Movement of students and papers. Do students know how to move about the
room and pass the papers in?
 End of period. Do students know who or what will dismiss them at the end of
the period.?
Procedures to consider
 Entering the classroom
 Getting to work immediately
 End of class dismissal
 Participating to class discussion
 Changing groups
 Turning in the papers
 When you finish early
 Asking a question
 Responding to fire severe weather, and tornado drills.
 Leaving the classroom
 when visitors arrived
 Keeping a notebook
 Interruption
 Getting classroom materials.

You Must Teach Procedures

EXPLAIN
REHEARSE
REINFORCE
FOUR Actions That Helped Me And Will Help You Too!
  Maintain a professional relationship with students and fellow colleagues.
 Be fair and consistent with students regardless of who they are.
 Use class time wisely to avoid misbehaviors.
 Take an interest in students’ extracurricular activities.
Building Positive Teacher- Student Relationship
1. Use effective communication skill
2.Establish a safe, nonthreatening environment
3. Be fair and consistent
4.Show respect and affection to the students
5.Create an open dialogue to students
Approaches to classroom management
( Moore, 2003)
 Self discipline approach - This approach is built on the premise that
students can be trusted to evaluate and change their actions.
 Instructional Approach - The premise that forms the basis for the
instructional approach to classroom management is that well-planned and
well-implemented instruction will be prevent most classroom problems.
 Desist Approach - this approach gives the teachers full responsibility for
regulating the classroom.

TH

LEARNING TASK SHEET Rating:

Name: ____________________________Year and Section: ____________

Name of Professor: ______________________Date & Time: ___________

Activity: Make a simple Discipline Plan following the information below in

tabular form.

Class Rules REWARDS PENALTIES

1.
2.
3.
4.
 5.
Etc…

E TEACHER IN THE CLASSROOM , COMMUNITY and to GLOBAL SOCIETY

Lesson 2: ART OF QUESTIONING

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. define art of questioning
2. Explain the importance questioning
3. discuss its uses and manner of asking questions during discussion

“The Common Core State Standards require students to be active learners and
questioners in the classroom. Questions create the challenges that make us
learn”

ART OF QUESTIONING
Having unanswered questions puts students in the mindset for learning. Questions
serve to pique students’ interest, and increase motivation for learning. Teachers can
prepare their students to pose thought-provoking questions and seek answers
through the use of meaningful questioning and discussion techniques themselves.
In classrooms that emphasize the use of questions, students share responsibility for
their learning and it is their inquiries as well as their responses that cement their
understanding (Collaborative Strat)
 One of the teaching tools conveniently placed in the hands of the teacher.
 The effectiveness of a teacher can be gauged by his ability to ask good
question.
 “Questions create the challenges that make us learn”

THE USES OF QUESTIONS

1. To stimulate pupils to think
 Getting pupils to think intensively about the subject matter is a common
problem of teachers.
 The effective use of thought provoking questions serve well, if the teacher
knows the raise the question and how to taste the question.

2.To motivate pupils

 Question can be used effectively to arouse and hold the interest of the pupils.
 It must be able to make pupils enthusiastic about learning new topic.
3. To diagnose pupils’ difficulties
 The difficulties of the student in any lesson by using a wide range of question
types.
4. To discover pupils’ interests
 Some random question by the teacher may reveal what children interested in.
 By encouraging pupils to raise question, the teacher will soon find their
interest which are important factors in learning.
5. To develop ability to organize and evaluate materials or experience
 Through questions, teachers can lead the pupils to evaluate carefully the
values and merits data gathered and to realize their relative significant.
6. To aid pupils pertinent experience to the lesson
 To supplement and clarify certain difficult points in a lesson, teacher can draw
upon the experience s of children through the use of question.
7. To focus pupils’ attention and the key point of the lesson
 Some types of question can help pupils pick out and remember the main
ideas in a lesson.
8. To develop new appreciation and attitudes
 Question can be used to help pupils modify, clarify or expand ideas relating to
attitude.
9. To provide drill and practice
 Question that involve frequent recall help pupils retention of facts.
10. To show relationship such as cause and effect
 Why questions lead pupils about relation about their causes, those questions
avoid meaningless repetition of facts without real understanding with their
relationship.
11. To encourage the application of concept
 Question can based use to help pupils see how they can apply the new
concepts developed in a lesson to new situation or problem.

LEVELS OF QUESTIONING

1. Knowledge Question
 This is used in checking the ability to recall facts which are vital for
understanding of concepts or the application of room.
 Recognizing or recalling
 Define, recall, recognize, remember, list, identify, recite, review, name, and
reproduce.
2. Comprehension Question
 This is checking students understanding of facts, concepts and generalization
presented in class or through reading materials.
 Demonstrating or understanding
 Describe, compare, contrast, and explain the main idea.
3. Application Question
 Requires pupil to apply a rule or principle
 Solving problem with correct answer
 Apply, classify, use, choose, employ, write an example, solve, show,
translate, and make, construct sentences
4. Analysis Question
 Seek to develop critical thinking among students.
 It requires students to find reason, relationships, or characteristics not discuss
in the lesson
5. Synthesis Question
 It encourages students to find solutions and become a creative thinkers and
problem solvers.
 The students make predictions, hypothesis relation come up with new labels
or formulate new rules.
 Predict, produce, write, design, develop, synthesize and construct.
6. Evaluation Question
  This requires the students to come up with the educated opinions and judge
the value or importance of an action, event or practice.
YPES OF QUESTIONS
1. Focusing Question
 One that is used to arouse student’s interest at the beginning or during
the lesson.
Examples:
a. What do we mean by hypothesis?
b. What do you suppose will happen if two milligrams of this chemical is added
to our solution?
2. Prompting Question
 Is a type of question that provides clues and hints for the students to be able
to answer it.
 This technique involves the use of hints or clues to aid the student in
answering a question successfully.

Examples: “What is the chemical formula for carbon dioxide, Rey?”

(pause) “I don’t know, sir.”
“If carbon dioxide consists of one atom of carbon and two atoms of oxygen,
what is its chemical formula?”
(pause) “CO2 sir.”
“That’s correct, Rey!”
3. Probing Question
 One which can encourage students to clarify their initial answer to a question
or to justify their answer.
 Is a technique of questioning to get students to justify or further explain their
answers. This technique provides the opportunities to process information,
and at the same time, deal with the why and how of what.
 Very useful in promoting reflection and critical among the students.
Examples:
1. What do you mean by that?
2. Can you give an example to support your point?
3. Will you explain your answer further?
4. What is your basis for saying so?
 Some techniques:

1. Wait time
 The amount o time teachers wait after asking a question until they intervene
by prompting or redirecting the question to another students (Jacobsen,
Eggen, & Kauchak, 1993). Teacher have to increase wait time from 3-5
seconds by Allen (1989).
2. Redirecting
 This technique is very useful in establishing a high level of interaction in the
classroom.
3. Probing
4. Prompting
5. Reinforcement
 Another technique that can be used in improving questioning skills. According
to Woolfolk (1987), it is the rewarding of desired student behaviour.

QUESTIONING GUIDELINES
Moore (1992)
1. Ask clear questions.
2. Ask a question before calling a students to answer.
3. Ask questions that match the objectives of the lesson.
4. Avoid directing the question to only a few bright students in class.
5. Ask questions suited to all ability levels in class.
6. Ask only one question at a time.
7. Provide at least a three- second wait time for the students to think and
formulate their answers.
8. Use prompting and probing to help students ponder on their response.
9. Avoid too many one- word- answer questions.
10. Reinforce students’ answers sparingly.
11. Listen carefully to the students’ responses.

Note:
 ….QUESTIONS, help you to uncover the challenges you’re
facing and generate better solutions to solve problems..
(Er.educause.edu>blogs>why-ask…)

LEARNING TASK SHEET Rating:

Name: __________________________Year and Section: _________

Name of Professor: ___________________Date & Time: ________
Levels of
Questions QUESTIONS

Knowledge

Synthesis

Direction: Construct 2 samples on the Level of Questioning any topic in

Science.
 ART OF QUESTIONING

Comprehension

Application

Analysis

Evaluation

E TEACHER IN THE CLASSROOM , COMMUITY and to GLOBAL SOCIETY

Lesson 3: School and community relations

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Identify the role of teachers in the community
2. Explain the importance questioning
3. discuss its uses and manner of asking questions during discussion

“IT TAKES A VILLAGE TO RAISE A CHILD”

 -African Proverb

The school and the community are the mainsprings of effective and
powerful forces that can create wholesome climate for mutual gains
and betterment.
They can forge a kind of partnership where both are willing to share
information as well as responsibilities to the best interest of the children while in
school, likewise when dealing with members of the community.
A. The teachers, Parents and the Community
*The parents are the first teachers in the home.*They are responsible
for the development of values, attitudes and habits that will be needed as
their children associate with classmates in the school.
• Teachers in the schools continue to enrich the students experiences at
home, thus strengthening the valuable personal traits and characteristics
initially developed.
• The members of the community, in addition to the parents and relatives
like the government officials, the professionals and all the residents are
highly motivated to participate in the parent- teacher activities and
projects.

1. DIFFICULTIES
Children experience difficulties and problems regarding:
A. Ability to accomplish assignments,
B. Irregular attendance,
C. Study habits in school
D. Negative attitudes, and
E. Problem with self- discipline
Solution:
 The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may
pay a visit to their home.
• A calm and friendly face to face exchange of observations could straighten
some disturbing interactions ending with a promise of undertaking
remediation in both quarters.
• Positive attitudes of kindheartedness and patience are developed through
modeling. Regularly in attendance and doing daily assignments need strong
motivation and encouragement from both sides.
• Letters and praises to parents for outstanding performances build confidence
and strengthen determination to continue the good work.
• Interesting lessons never fail to motivate students to present everyday for an
enjoyable participation in them. Extreme behavior need detailed consideration of
past experience in the school and at home.
3.Values and strong inclinations are instilled starting from the home and are
developed further in the school.

Some of the most desirable are:

• Respect elders and for the rights of others
• Cooperation
• Willingness to share
• deep sense of responsibility
• persistence
4. Interest
Special interest and innate talents noticed at young age such as heightened
propensity to music and drama, athletics and the arts must be attended to by
sensitive mentors and guardians in order to provide them with continued
opportunities to attain the full realization of their natural gifts.
B. School and community
The community would in turn show their gratitude and keep appreciation by
keeping their school’s surroundings clean and comfortable for the children, and by
sharing resources whenever needed.
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
 b. b. The municipality/city officials are likewise ready to provide help in improving
the physical facilities of the school.
c. c. During historic celebrations in both places, participation by each is easily
elicited with such positive and civic-consciousness activities enjoyed by the
school and, community, a strong feeling of togetherness become evident.
2. Organized Associations
Schools have organized Parent-Teacher and Community Associations with
the
officers coming from both their members.
• A strong spirit of cooperation is exhibited as well as sharing of expertise and
material resources.
• Representations during town or school affairs create strong ties among
members, thus, helping hands are volunteered in times of needs.

. Public Safety, Beautification and Cleanliness

• Peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measures developed by
all.
• Beautification of the community through tree planting in every household and
cleanliness through proper waste disposal are voluntarily undertaken by both,
thus creating a disciplined and wholesome community.
4. Values Exhibited
• Outstanding school personnel as well as barangay officials are honored.
• This serves as a motivation for both parties and their followers to continue
their commendable practice.
• Values of nationalism and unity are developed through the examples
demonstrated by the school and government officials.
• Respect for authority and self-discipline are modeled for the young to follow.

5.Instructional Centers and Materials

- The community can serve as rich resources of instructional materials.
- Professionals and practitioner from the community can be invited as the
resource speakers during observance of significant school files.
 Lesson 4: BROADENING TEACHING PERSPECTIVE
Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. Identify the different way of broadening teaching perspective
2. Explain what are the benefits of having an exchange program

BROADENING TEACHING PERSPECTIVE

1. Visiting International Faculty Program (VIF)
2. Fulbright Teacher Exchange Program
3. Inter-African Teacher Exchange
4. Canadian Educators Exchange
5. Global Teacher Millennium Awards

TEACHER EXCHANGE PROGRAM

1. VISITING INTERNATIONAL FACULTY PROGRAM (VIF)

 Is the United States largest cultural exchange program for teachers and
schools.
 It is dedicated to trans forming lives through international exchange of
teachers
 Offers highly qualified teachers from around the world serving as teachers
and cultural ambassadors in the United States.
A. VIF PORPUSES AND BELIEFS
* It is intention of the VIF to ensure that student, educators and communities
worldwide reap the benefits of international educations.
* The program believes in the following principles:
1. All school should have at least one international exchange teachers.
2. All school should be exposed to a variety of exchange teachers during their
academic careers.
3. All communities should have an equal opportunity to develop globally literate
citizens to help build a foundation for success in the global market place.
B. HISTORY OF VISITING INTERNATIONAL FACULTY PROGRAM(VIF)
• The program ;started 19 years ago. It was founded in 1987 and began
accepting teachers from other countries of the world to teach kindergarten up
to grade 12 in 1989. This project is in cooperation with the North Carolina
Department of Public Instruction. The first group of 12 international teachers
worked on in 10 North Corolina countries as foreign language teachers.
B. HISTORY OF VISITING INTERNATIONAL FACULTY PROGRAM(VIF)
The program ;started 19 years ago. It was founded in 1987 and began
accepting teachers from other countries of the world to teach kindergarten up
to grade 12 in 1989. This project is in cooperation with the North Carolina
Department of Public Instruction. The first group of 12 international teachers
worked on in 10 North Corolina countries as foreign language teachers.
2.Fulbright teacher Exchange program
• Since 1946, the Fulbright Teacher Exchange program has helped nearly
23,000 teachers and school administrators to promote mutal 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
3.Inter-African Teacher Exchange
The objectives of this program are to provide opportunity for African teachers
to learn from teaching environment in other African countries and also aimed to
extend experiences and widen the horizon of African teachers by encouraging
exchange visits to countries outside Africa as well.
• The teacher will travel to neighboring countries to work for over a period of the
two weeks after which in pairs they will engage in following activities:
1. Be stationed at one school for one week and another school for another week.
2. Observe teaching in the said teachers subject.
3. Guest ICTs at the schools that the teachers subject is visiting.
4. Engage in discussions with the teachers in another school.
5. Write a journal of their exchange visit.

4. Canadian Educators Exchange

The Canadian Educators Exchange Foundation is a non-profit foundation
which handles both student and educator exchange.
• In Alberta, two kinds of exchange are possible for a powerful professional
development experiences. These are:
 1. One Year Exchange- These exchanges enable teachers in Alberta to swap
their jobs (and homes) with teachers in countries such as Australia, New Zealand,
United Kingdom, and the United States, Germany, and other for period of one year.
During this time, the teacher continues to be paid by his/her school board in Alberta,
when the year is over again the teacher returns home to his original position in
Alberta.
2. Short-term Exchange- This exchange which occur during the spring and
summer holidays, enable the teachers and administrators to job shadow with the
counterpart in another country.

5.Global Teachers Millennium Awards

• Although this program is limited only to participating countries. It is important
to learn that Global teacher Exchange program contribute to the quality of
teachers worldwide.
• Set a standard and develop model for other similar scheme.
• It is the intent of the program to achieve learning outcomes among the target
partners of the Unite kingdom in terms of:
A. Increase knowledge of people and life in developing
countries.
B. Better understanding of how UK is linked with other countries.
C. More positive attitudes toward people and life developing countries-
challenging stereotypes and beliefs in shared humanity.
D. More positive attitudes toward multicultural nature of UK society- challenging
of stereotypes and embracing of diversity.
The programs Aims to:
• Change the live UK educators personally and professionally by encouraging
them to fulfill their aspiration and use their talents in innovative ways.
• Ensure benefits for staff and pupils of UK schools under local communities
through the dissemination of innovative development educations.
• Support the aims and activities of link’s educational program in South Africa,
Ghana, and Uganda

A Global Teacher in this program is describe as someone who:

• Thinks and acts both locally and globally;
• Embraces the world’s rich variety of ways of life;
• Is committed to making the world is interconnected;
 • Believes in education for sustainable development
• Has a professional and personal skills to share, and learn;
• Bring worlds into their classroom, school, and community;
• Encourages dialogue and partnership between the North and the South;
• Can inspire other to acts Global Teachers;

LEARNING TASK SHEET Rating:

Name: ____________________________Year and Section: ____________

Name of Professor: ______________________Date & Time: ___________

Direction: Answer briefly the questions ask.

1. How or in what way, will help these Teachers exchange programs teachers in
their chosen profession? You can cite some examples.
_____________________________________________________________
________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________.

Lesson 5: Roles of a Teacher in the 21st Century

Intended Learning Outcomes:

At the end of the lesson, the students are expected to:

a. identify the specific roles of a teacher in the 21 st century;
b. determine the impacts of the roles of the teacher in the education system;
and
c. exemplify the roles of the teachers in the community.
Content Apprises!

Think about the type of lesson you normally teach: (1) In which roles are you
often involved? (2) Are there any roles in which you have less experience? And (3)
Are there any new roles you might try in the future?

It is clear that the 21st-century classroom needs are very different from the
20th-century ones. In the 21st century classroom, teachers are facilitators of student
learning and creators of productive classroom environments, in which students can
develop the skills they might need at present or in future.

1. The Controller: The teacher is in complete charge of the class, what students do,
what they say and how they say it. The teacher assumes this role when a new
language is being introduced and accurate reproduction and drilling techniques are
needed. In this classroom, the teacher is mostly the center of focus, the teacher may
have the gift of instruction, and can inspire through their own knowledge and
expertise, So, does this role really allow for enough student talk time? Is it really
enjoyable for the learners? There is also a perception that this role could have a lack
of variety in its activities.

2. The Prompter: The teacher encourages students to participate and makes

suggestions about how students may proceed in an activity. The teacher should be
helping students only when necessary. When learners are literally ‘lost for words’,
the prompter can encourage by discreetly nudging students. Students can
sometimes lose the thread or become unsure how to proceed; the prompter in this
regard can prompt but always in a supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to offer
help if needed, or provide learners with whatever language they lack when
performing communicative activities. The teacher must make her/himself available
so that learners can consult her/him when (and only when) it is absolutely necessary.
As a resource the teacher can guide learners to use available resources such as the
internet, for themselves, it certainly isn’t necessary to spoon-feed learners, as this
might have the downside of making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are
performing or how well they performed. Feedback and correction are organized and
carried out. There are a variety of ways we can grade learners; the role of an
assessor gives teachers an opportunity to correct learners. However, if it is not
communicated with sensitivity and support it could prove counter-productive to a
student’s self-esteem and confidence in learning the target language.
5. The Organizer: Perhaps the most difficult and important role the teacher has to
play. The success of many activities depends on good organization and on the
students knowing exactly what they are to do next. Giving instructions is vital in this
role as well as setting up activities. The organizer can also serve as a demonstrator,
this role also allows a teacher to get involved and engaged with learners. The
teacher also serves to open and neatly close activities and also give content
feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher
takes part in an activity. However, the teacher takes a risk of dominating the activity
when performing it. Here the teacher can enliven a class; if a teacher is able to stand
back and not become the center of attention, it can be a great way to interact with
learners without being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project
work or self-study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks. This role can be a great way to pay individual attention
to a student. It can also allow a teacher to tailor make a course to fit specific student
needs. However, it can also lead to a student becoming too dependent or even too
comfortable with one teacher and one method or style of teaching.

Source: https://etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21stcentury

Duties and Responsibilities of a Teacher

1. Knowledge of the Subject

 To have expert knowledge of the subject area

 To pursue relevant opportunities to grow professionally and keep up-to-date
about the current knowledge and research in the subject area 

2. Teaching

 To plan and prepare appropriately the assigned courses and lectures

 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop self-
responsible/independent learners
 To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not
 limited to: self-exploration, questioning, making choices, setting goals,
planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology,
resources and information to solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary
learning experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning
styles, strengths and needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner,
audience) in relation to content and purpose of instruction and students’
needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside
and outside the classroom 

3. Assessment

 To define and communicate learning expectations to students

 To apply appropriate multiple assessment tools and strategies to evaluate and
promote the continuous intellectual development of the students
 To assign reasonable assignments and homework to students as per
university rules
 To evaluate students’ performances in an objective, fair and timely manner
 To record and report timely the results of quizzes, assignments, mid- and final
semester exams
 To use student assessment data to guide changes in instruction and practice,
and to improve student learning

4. Professionalism

 To be punctual and be available in the university during official working hours

 To comply with policies, standards, rules, regulations and procedures of the
university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and
facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings
and activities according to university policy
  To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s
community to support student learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities,
including good work habits, reliability, punctuality and follow-through on
commitments
 To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman

5. Good Behavior

 To model honesty, fairness and ethical conduct

 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender,
ethnic, religious, cultural and learning diversity of students
 To demonstrate skill when managing student behavior, intervening and
resolving discipline problems
 To model good social skills, leadership and civic responsibility 

Source: http://ntu.edu.pk/qec/duties-and-responsibilities-of-a-teacher/

GLOBAL TEACHER
>” Being a world class does mean going internationally and showing our best out
there. Being a world class is a passion and commitment to our profession; being a
world class is giving our best to teaching. Being world class start right inside the
classroom”.
(CONRADO DE QUIROS)

• “ AS A FUTURE TEACHERS , THINK GLOBALLY BUT ACT LOCALLY”.

•To become a global teacher you should be equipped with:

>wither range of knowledge of the various educational system outside
the country.
>Master skills and competencies with an address global demand.
>posses attitudes and values that are acceptable to multicultural
communities.
 LEARNING TASK SHEET Rating:

Name: ______________________________Year and Section: __________

Name of Professor: _______________________Date & Time: __________

I. Make a Data Retrieval Chart about the 21 st century roles of a teacher.

Is this important?
Roles Definition Your own Insight Yes/No, Explain.

The Controller

The Prompter

The Resource

The Assessor:

The Organizer

The Participant

The Tutor

II. Research on the Qualities of a Global Teacher (include your references) (30
points.

CHAPTER III
PROFESSIONALISM and CODE OF ETHICS
 Lesson 1:
Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. define the modes and relevance of educational philosophy;
2. formulate own philosophy of education; and
3. discuss the foundational principles of education with morality.
 LEARNING TASK SHEET Rating:

Name: ____________________________Year and Section: ____________

Name of Professor: ______________________Date & Time: ___________

Direction:
1.
_____________________________________________________________
________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________.
 CHAPTER I
THE

Lesson 1: Teaching and Philosophy

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
4. define the modes and relevance of educational philosophy;
5. formulate own philosophy of education; and
6. discuss the foundational principles of education with morality.

Content Apprises!

DEFINITION OF PHILOSOPHY

There are many definitions of philosophy in terms of etymology,

psychological, process, purposive and logic. Here are the wide-ranging definitions of
philosophy as to its context in the field of education.
The word philosophy is derived from the Greek words philia (Loving) and
sophia (Wisdom) and means" the love of wisdom". This is the most popular Grecian
conception of philosophy, but there are conglomerate definitions of philosophy that
seem more supplementary rather than contradictory (Moreland, et.al., 2003). This
means that philosophy perceives as one way on how to show love of wisdom and its
relevant to the teaching profession.
As to psychological aspect of philosophy, “Philosophy is a personal attitude
to life and the universe. When a person goes through some unusual experience, we
often inquire, "How does he take it?" Or we often declare, "He takes it
philosophically". The mature philosophical attitude is the searching and critical
attitude, it is the open minded, tolerant attitude expressed in the willingness to look
at all sides of an issue. It does not shrink from facing the difficult and unresolved
problems of life” (Siegel, 2010 :14). In the field of teaching profession, appropriate
philosophy must be known by the teacher to cope with the different personality of
the students. Moreover, through philosophy, it facilitates the process on how to
solve issues and problems that may encounter in the field of teaching. This may
support the concept of progressivism and social re-constructionism.
Buss perceives philosophy as a method of reflective thinking and reasoned
inquiry. It involves the attempt to think through one's problems and to face all the
facts involved (1999: 14). As to the definition of philosophy in terms of process, the
context of philosophy in education, it requires a process or method to deal with any
problems to solve. This concept dovetails with the idea of identifying the best
method to be used in order to solve the situation. Indeed, the teacher must know the
different methods to be used in teaching anchored with philosophy to easily solve
the problems. Similarly, by this definition of philosophy, it supports the idea of
existentialism.
 Philosophy is an attempt to gain a view of the whole world. It seeks to
combine the conclusions of the various sciences and long human experience into
some kind of consistent worldview (Akinpelu,1984) in this context, philosophy is
purposive, it is one way to look for certain ideas based on the experiences of other.
In terms of teaching profession, before you become a teacher, it may influence your
decision. Since, teacher profession can be a vocation, mission or profession.
Wortman (1994) perceives philosophy as logical analysis of language and the
clarification of the meaning of words and concepts. As a teacher, you need to
expand your understanding and perception about the concepts. Concepts are
relative; hence, you need to widen your understanding how these concepts being
used, applied and how these concepts are applicable in the context of education.

The history of Philosophy is PHILOSOPHY- Gordon H. Clark

MODES OF PHILOSOPHY

Basically, in the context of education, there are three identified modes of

philosophy. It is notable that these modes can probably help the curriculum of the
school and it is very important to take this a blueprint in crafting curriculum in the
field of education. Speculative or hypothetical philosophy, prescriptive philosophy
and analytic or logical philosophy are identified modes of philosophy.

Speculative or Hypothetical Philosophy

This mode refers to the process of thinking of every individual. This is

probably an ability of the person to think hypothetically. Definitely, speculative or
hypothetical philosophy is a way of thinking systematically about everything that
exists (Akinboye,1994). Then, some of the descriptions of speculative or hypothetical
philosophy are as follows:

1. The human mind wishes to see things as a whole;

2. It wishes to understand how all the different things that have been
discovered together form some sort of meaningful totality; and
3. It is a search for order and wholeness, applied not to particular items or
experiences but to all knowledge and all experience.

From the definition, as a future teacher, you need to see things how it exists
and applied in the teaching-learning situation. It is very necessary to see the
significance of everything. In the teaching process, teacher considers the way of the
learners on how to think hypothetically. In this manner, teaching-learning process
probably runs smoothly.

A teacher’s teaching philosophy is:

o reflected in dealings with students, colleagues, parents and

administrators
an attitude towards problems and life as a whole
o a statement on how learners are perceived and
Prescriptive Philosophy

Akinboye (1994) perceives the concept of prescriptive philosophy tries to

create the standards in evaluating values. It seeks to establish ideals for assessing
values, judging conduct and appraising art. Besides, this mode of philosophy can
be elaborated and explained by these contexts:
1. It examines what we mean by good and bad, right and wrong, beautiful
and ugly;
2. It seeks to discover what actions and qualities are most worth- while and
why they should be so; and
3. It recommends principles for deciding what need to do and actions to be
undertaken.
This means, that the concept of philosophy based on prescriptive exist on the
process of evaluation. Therefore, the prescriptive philosophy goes with the
appropriate evaluation to be utilized same as related to the teaching profession.

Analytic or Logical Philosophy

Moreover, analytic or logical philosophy focuses on words and meanings. In

the field of teaching, analytic or logical philosophy can be used through notions as
perceived by Akinboye (1994):
1. Course, mind, 'academic freedom, equality of opportunity among the
teachers in the teaching and learning situation;
2. In order to assess the different meanings, teachers carry in different
contexts.
3. Analytical teacher tends to be skeptical, continuous and disinclined to
build systems of thought.
Buss (1999) laid out some important concepts and significance of philosophy
of education. Based on the context of education and teaching, philosophy of
education should be given an importance. It is notable to determine the nature of
educational philosophy and its degree of importance in the teaching-learning
situation. In order to cope with the trends of globalization, the following should be
noted as a would-be teacher. You should bear in mind that philosophy of education:
(1) The application of the knowledge of philosophy to the solution of
educational problems, concepts and theories;
(2) It examines, for example, concepts as equality, teaching, autonomy,
freedom, morality etc., and considers their relevance to educational
practice;
(3) It examines the role of aims in education as well as schools of philosophy
and how they view education; and
(4) It seeks to comprehend education in its entirety, interpreting it by means
of general concepts that will guide our choice of educational ends and
policies.

Furthermore, educational philosophy is speculative when it seeks to establish

theories of the nature of man, society and the world. Its speculative aspect on the
one hand, deals with the search for values, knowledge and realities while the
prescriptive aspect on the other hand is the effort towards getting the desired goals
and recommending same to solve the current problems of education. Moreover,
educational philosophy is analytic when it clarifies both speculative and prescriptive
statements.
From these definitions of the modes of philosophy, we can say that in framing
out our philosophy in the field of education we need to base on the existing
philosophy of education. However, we need to make our philosophy based on the
trends of educational system in the country. Moreover, we need to adopt some
modes of philosophy in the to cope with globalization so that, we should not be left
behind with the other countries in the world in achieving high quality education.

THE RELEVANCE OF PHILOSOPHY OF EDUCATION

As would-be teachers, you might face several challenges from your students.
So, it is very important to identify the philosophy of education you need to apply in
your teaching. The main focus of education in the 21 st century is teaching the
students how to learn and apply the theories they have learned in the school.
Therefore, you need to master the different context of educational philosophy.
There are many challenges you might encounter in the future. You might say,
that teaching is like fishing, teaching is like planting a seed in the yard, teaching is
like cooking and many metaphorical statements and lines about teaching.
Basically, through educational philosophies, it tries to encourage the future
teachers to:

• Critically examine issues and justification for actions.

• Equip teachers with the ideas required for educational reforms and considers
those changes to be based on the analysis of current practices in education
in line with the values of the society.
• Tend to provide an insight of what education is and the role education should
perform at the various stages of growth and for what category of learners.
• Give more weight to the validity or soundness of arguments than to the
authority of the person arguing a case, thereby disregarding prejudice and
personal interests.
• It has humbling effect, in other words, it compels one to keep an open mind
on evidence/findings that may render one’s previous opinion less valuable.

Given all these, educational philosophies play a vital role in teaching-learning

process. It is notable to identify the philosophy to be utilized in teaching. As a
teacher, you need to consider the trend of education in this era. The main focus of
education this time is more on output. Hence, performance task and outcomes-
based should be prioritize. Indeed, the outputs of the learners are the reflections of
the teachers. On one hand, the methods to be used should align with the nature of
every subject matter. Along with, the evaluation must be done through performance
task. Being a global teacher, you always begin in the end in mind when you are
preparing your learning plan, Daily Lesson Log (DLL) or any syllabi. Therefore, a
teacher needs to plan effectively by integrating the philosophies related to
education. Teacher considers the aims, methods or process, evaluation and
performance task relevant to the different philosophies.
In the field of teaching and learning process,
educational philosophy is not necessary. It should not
be given priority. It should not be included in crafting
the curriculum. Do you agree?

LEARNING TASK SHEET Rating:

Name: __________________________Year and Section: _________

Name of Professor: ___________________Date & Time: ________
Speculative or Prescriptive Analytic or
Hypothetical Philosophy Logical
Philosophy Philosophy
Definition

Descriptions

Your own
insights about
the importance in
teaching
profession

Direction: Complete the Data Retrieval Chart below.

MODES OF PHILOSOPHY

II. Answer the question briefly.

1. What is teaching philosophy? State your own ideas and relate this to teaching
profession. Give concrete examples.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________

Lesson 2: The Teacher as a Person in Society

Intended Learning Outcomes:
At the end of the lesson, the learners should be able to:
1. define the meaning of morality;
2. determine the functions and role of a teacher;
3. enumerate the duties and responsibilities of a teacher; and
4. discuss the moral foundational moral principle.

Content Apprises!

The quality of human acts by which we call them right or wrong, good or evil is
known as morality (Panizo, 1964). The universal norm upon which all other principles
on the rightness or wrongness of an action are based on foundational principle of
morality. Besides, an act is moral if is in accordance with our human nature is also
known as morality. This means that, as an educator, you need to act in accordance
to the law of morality. As a future teacher, the principle of morality should be an
instrument to inculcate among the students the value of morality.

The Fundamental or Foundational Moral Principle: “Do good and avoid evil” is
applicable to a teacher. Teacher should possess principles of morality. Ethics (also
known as moral philosophy) is the branch of philosophy which addresses questions
of morality. Moreover, the word "ethics" is "commonly used interchangeably with
'morality,' and sometimes it is used more narrowly to mean the moral principles of a
particular tradition, group, or individual (Audi, 1995).
Likewise, certain types of ethical theories, especially deontological ethics,
sometimes distinguish between ethics and morals: "Although the morality of people
and their ethics amounts to the same thing, there is a usage that restricts morality to
systems such as that of Immanuel Kant, based on notions such as duty, obligation,
and principles of conduct, reserving ethics for the more Aristotelian approach to
practical reasoning, based on the notion of a virtue, and generally avoiding the
separation of 'moral' considerations from other practical considerations” (Blackburn,
2008).

Ways to Describe Good Moral Character

1. Being fully human

2. Being a loving person
3. Being a virtuous person
4. Being a morally mature person

Principles of Values Formation

1. Values are taught and caught.

2. Values have cognitive, affective and behavioral dimensions.
3. Value formation includes formation in the three dimensions.
4. Value formation is a training of the intellect and will.

Teachers teach to develop learners into becoming enlightened and intelligent

citizens of democratic society. This group of teachers teaches learners do they may
live life fully NOW not to prepare them for adult life Bilbao et.al. (2006). This group of
teachers teaches learners do they may live life fully now not to prepare them for
adult life with the principle of philosophy.
School, therefore, develop the students’ rational and moral powers. The
perennialist classrooms are “centered around teachers”. The teachers do not allow
the students’ interest or experiences to substantially dictate what they teach. In some
cases, this principle is applicable “to help the students understand and appreciate
themselves as unique individuals who accept complete responsibility for their
thoughts, feelings and actions” among the future teachers. Besides, here are some
of the important principles of being a teacher in the society:
1. Concerned with the modification and shaping of students’ behavior by
providing for a favorable environment, since they believe that they are a
product of their environment.
2. To develop communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains
from his/her experience of life and the world id the very essence of man.
3. To develop intrinsically motivated and independent learners adequately
equipped with learning skills for them to be able to construct knowledge
and make meaning of them.
4. The human person, the learner in particular and educated person.

Characteristics of a Professional Teacher

1. Reflects independently to perform ways that support student learning

2. Recognizes teaching opportunities
3. Shares and model knowledge to the students
4. Demonstrates professional leadership
5. Considers the views of others who have a legitimate stake in a situation
6. Possesses relevant knowledge and ably applies it to improve a situation
7. Calls up professional knowledge when necessary
8. Assesses the consequences of actions
9. Thrives on challenges of professional practice, getting stronger and better
over time

Essential Teacher Competencies (for this role):

 1. Organizing a well-managed classroom in terms of time management, record-
keeping, orderliness and discipline
2. fostering linkages for mutual concerns
3. undertaking networking activities with organizations for educational, social
and civic purposes

Challenges of this role

1. Students fail to accomplish assignments
2. Students’ irregular attendance
3. Poor study habits in school
4. Negative attitudes toward schooling
5. Students’ self-discipline

Solutions to the challenges

1. Calm and friendly dialogues
2. Modeling positive attitudes of kindheartedness and patience
3. Strong motivation and encouragement
4. Letters and praises to parents for outstanding performances
5. Interesting lessons
6. Appropriate recording and reporting

Desirable values to develop

1. Respect for elders and for the rights of others
2. Cooperation
3. Willingness to share
4. Deep sense of responsibility
5. Persistence
School and Community

Actions that may be spearheaded by the school thru the teacher to strengthen
school-community ties:
1. Collaborative Relationships
-Active participation of school officials in community projects
-City officials provide help in improving the physical facilities of the school
2. Organized Associations
-Parent-Teacher Organizations
-School-Community Associations
3. Public Safety, Beautification and Cleanliness
-School observes public ordinances
-School participates in community projects
4. Utilizing the Community as an Instructional Center
5. Honoring Exemplary Values

Linkages and Networking with Organizations

Joining forces with public and private institutions and organizations, both local
and foreign to enrich the capacities of the teachers and the schools through
supportive mechanisms. This means that as a future you need to increase the
abilities and capabilities to link with other agencies and stakeholders both internal
and external stakeholders. In this kind of endeavor, the benefits by establishing
linkages or networks are the following:
1. For keeping abreast with current issues, advances and trends
2. For training programs to upgrade competencies, update knowledge and skills
3. For benchmarking on best practices to improve one’s current system
4. For scholarship opportunities
5. For sharing resources
6. For strengthening values and advocacies
7. For maintaining high standards of the profession
8. For seeking assistance and other needed support

The Role of a Teacher

The role of a teacher is to use classroom instruction and presentations to help

students learn and apply concepts such as math, English, and science. Teachers
prepare lessons, grade papers, manage the classroom, meet with parents, and work
closely with school staff. However, being a teacher is much more than just executing
lesson plans. In today's world, teaching is a multifaceted profession; teachers often
carry the roles of a surrogate parent, class disciplinarian, mentor, counselor,
bookkeeper, role model, planner, and many other related roles. School teachers play
an important role in the development of students. What students learn in their
formative years can shape the men and women they will become (Bourke, T. et. al.,
2013)

The Second Parents (Loco Parentis)

According to Lanier (2013), the role of a teacher is clearly more than just
planning and executing lesson plans. In some senses, because the teacher spends
so much time with the students, she or he can become the student's second parent.
Teachers can be a constant positive role model for their students, particularly for
children that lack a solid family foundation.

Of course, the teacher's role as a semi-parent depends to a large extent on

the age and grade of the children they teach. The kindergarten teacher develops
basic skills in her children that are necessary to excel and progress to the next year,
while a teacher in the intermediate grades teaches specific information about a
particular subject.

A Teacher's Role in Today's World

Teachers' roles today are considerably different than they used to be.
Teachers were once issued a specific curriculum to teach, and a set of instructions
on how to teach it, using the same methods for all students. In today's world, a
teacher's role is quite multifaceted. Their job is to counsel students, help them learn
how to use their knowledge and integrate it into their lives so they will become
valuable members of society. Teachers are encouraged to adapt learning methods
to each individual student's learning, to challenge and inspire them to learn. (Cox,
2013).

According to Cox, she mentioned that “the modern teaching profession is also
about taking on broader roles to promote education.” She further underscored that
teachers often work with politicians, colleagues, and community members to set
clear and obtainable standards for their students; participate in the decision making
that helps to deal with the problems that affect the students' learning; and mentor
new teachers to prepare them to teach the youth of today. Moreover, school
teachers include:
8. Planning lessons that teach specific subjects, such as math, science,
and English to be taught every day. In this actual work of a teacher, it is
necessary to prepare a lesson plan every day. Lesson plans may serve as a
blue print or guide in teaching. In order to deliver the lesson in systematic
way, the teacher should provide lesson plans based on the curriculum guide
issued by the Department of Education.
9. Teaching lessons in whole-group or small-group configurations. As a
teacher, you need to consider the whole group and small-group activities. In
the explicit teaching method, you need to design varied group activities to
cater the needs of all the learners.
10. Assessing and evaluating student's abilities, strengths, and
weaknesses. This role of a teacher plays a very significant impact in the
teaching and learning process. At the end of every lesson, you need to
conduct evaluation to identify the number of students who mastered the
lessons for enrichment activities and number of students who dis not master
the lessons for remedial teaching.
11. Preparing students for standardized tests. This role of a teacher nowadays
complements with the learning and teaching process. Every quarter, the
teacher should prepare summative test. Prepare unit test to determine the
least mastered competencies.
12. Communicating student progress to parents. Every end of the quarter, the
teacher should plan for Parents Teacher Partnership (PTP) meeting to inform
the progress of the learners. In this way, the parents will be informed about
the performance of their children.
13. Developing and enforcing classroom rules. Enforcing classroom rules
helps the students to avoid possible problems. As a teacher, you need to
adhere to the classroom rules being agreed among the students and parents.
In enforcing rules, parents should be properly informed and properly
monitored by the teachers.

14. Supervising children in extracurricular activities. The teacher should

supervise the extra-curricular activities of the students. Extra-curricular
activities of the students play a vital role in shaping their individual skills.
Through extra-curricular, you help the students enrich or develop their skills
and interest.
 LEARNING TASK SHEET Rating:

Name: ____________________________Year and Section: ____________

Name of Professor: ______________________Date & Time: ___________

1. Define the concepts related to teaching profession.

a. Morality-
___________________________________________________________
___________________________________________________________
_______________________________________________

b. Ethics-
___________________________________________________________
___________________________________________________________
_______________________________________________

c. Good moral character-

___________________________________________________________
___________________________________________________________
_______________________________________________

d. Values formation-
___________________________________________________________
___________________________________________________________
_______________________________________________

II. Answer the question below.

 1. What are the roles of the teacher?
2. Explain the characteristics of a professional teacher.
3. What are the benefits of linkages and networking in the field of education and
teaching?
4. What are the broader roles of a teacher? Explain each and give situations that
explain the significant role of a teacher in the community.
5. Explain this statement, “The teacher's role as a semi-parent depends to a
largextent on the age and grade of the children they teach.”

Lesson 3: Roles of a Teacher in the 21st Century

Intended Learning Outcomes:

At the end of the lesson, the students are expected to:

d. identify the specific roles of a teacher in the 21 st century;
e. determine the impacts of the roles of the teacher in the education system;
and
f. exemplify the roles of the teachers in the community.

Content Apprises!

Think about the type of lesson you normally teach: (1) In which roles are you
often involved? (2) Are there any roles in which you have less experience? And (3)
Are there any new roles you might try in the future?

It is clear that the 21st-century classroom needs are very different from the
20th-century ones. In the 21st century classroom, teachers are facilitators of student
learning and creators of productive classroom environments, in which students can
develop the skills they might need at present or in future.

1. The Controller: The teacher is in complete charge of the class, what students do,
what they say and how they say it. The teacher assumes this role when a new
language is being introduced and accurate reproduction and drilling techniques are
needed. In this classroom, the teacher is mostly the center of focus, the teacher may
have the gift of instruction, and can inspire through their own knowledge and
expertise, So, does this role really allow for enough student talk time? Is it really
enjoyable for the learners? There is also a perception that this role could have a lack
of variety in its activities.
2. The Prompter: The teacher encourages students to participate and makes
suggestions about how students may proceed in an activity. The teacher should be
helping students only when necessary. When learners are literally ‘lost for words’,
the prompter can encourage by discreetly nudging students. Students can
sometimes lose the thread or become unsure how to proceed; the prompter in this
regard can prompt but always in a supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to offer
help if needed, or provide learners with whatever language they lack when
performing communicative activities. The teacher must make her/himself available
so that learners can consult her/him when (and only when) it is absolutely necessary.
As a resource the teacher can guide learners to use available resources such as the
internet, for themselves, it certainly isn’t necessary to spoon-feed learners, as this
might have the downside of making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are
performing or how well they performed. Feedback and correction are organized and
carried out. There are a variety of ways we can grade learners; the role of an
assessor gives teachers an opportunity to correct learners. However, if it is not
communicated with sensitivity and support it could prove counter-productive to a
student’s self-esteem and confidence in learning the target language.

5. The Organizer: Perhaps the most difficult and important role the teacher has to
play. The success of many activities depends on good organization and on the
students knowing exactly what they are to do next. Giving instructions is vital in this
role as well as setting up activities. The organizer can also serve as a demonstrator,
this role also allows a teacher to get involved and engaged with learners. The
teacher also serves to open and neatly close activities and also give content
feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher
takes part in an activity. However, the teacher takes a risk of dominating the activity
when performing it. Here the teacher can enliven a class; if a teacher is able to stand
back and not become the center of attention, it can be a great way to interact with
learners without being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project
work or self-study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks. This role can be a great way to pay individual attention
to a student. It can also allow a teacher to tailor make a course to fit specific student
needs. However, it can also lead to a student becoming too dependent or even too
comfortable with one teacher and one method or style of teaching.
Source: https://etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21stcentury

Duties and Responsibilities of a Teacher

2. Knowledge of the Subject

 To have expert knowledge of the subject area

 To pursue relevant opportunities to grow professionally and keep up-to-date
about the current knowledge and research in the subject area 

3. Teaching

 To plan and prepare appropriately the assigned courses and lectures

 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop self-
responsible/independent learners
 To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not
limited to: self-exploration, questioning, making choices, setting goals,
planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology,
resources and information to solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary
learning experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning
styles, strengths and needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner,
audience) in relation to content and purpose of instruction and students’
needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside
and outside the classroom 

4. Assessment
  To define and communicate learning expectations to students
 To apply appropriate multiple assessment tools and strategies to evaluate and
promote the continuous intellectual development of the students
 To assign reasonable assignments and homework to students as per
university rules
 To evaluate students’ performances in an objective, fair and timely manner
 To record and report timely the results of quizzes, assignments, mid- and final
semester exams
 To use student assessment data to guide changes in instruction and practice,
and to improve student learning

5. Professionalism

 To be punctual and be available in the university during official working hours

 To comply with policies, standards, rules, regulations and procedures of the
university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and
facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings
and activities according to university policy
 To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s
community to support student learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities,
including good work habits, reliability, punctuality and follow-through on
commitments
 To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman

6. Good Behavior

 To model honesty, fairness and ethical conduct

 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender,
ethnic, religious, cultural and learning diversity of students
 To demonstrate skill when managing student behavior, intervening and
resolving discipline problems
  To model good social skills, leadership and civic responsibility 

Source: http://ntu.edu.pk/qec/duties-and-responsibilities-of-a-teacher/

LEARNING TASK SHEET Rating:

Name: ______________________________Year and Section: __________

Name of Professor: _______________________Date & Time: __________

I. Make a Data Retrieval Chart about the 21 st century roles of a teacher.

Is this important?
Roles Definition Your own Insight Yes/No, Explain.

The Controller

The Prompter

The Resource

The Assessor:

The Organizer

The Participant
 The Tutor

II. Make a comic strip about the duties and responsibilities of a teacher.

Lesson 4: Diverse Roles of Teachers in Global Era

Intended Learning Outcomes:
At the end of the lesson, the students are expected to:
a. identify the diverse roles of a global teacher;
b. determine the roles of a teacher in the global scenario;
c. exemplify the values and roles of a teacher.

Content Apprises!

According to UN, “education is a process which draws out the best in man
with the aim of producing a well-balanced personality”. Education has a very
significant role in developing an individual to the level of perfection by drawing out
the best citizen from him, best Indian from him etc. The whole purpose of education
in a country is to develop and enhance the potential of human resource and
progressively transform it into a knowledge society. To fulfill this purpose of
education, teacher has a very significant and non-replaceable role.
The UNESCO international commission on education for twenty first century
has identified four pillars of learning-learning to know, learning to do, learning to be,
learning to live together. This can be achieved with the help of teachers. In the field
of education, the one which influence the life of students is the teacher. There is a
phrase ‘as is the teacher so is the child’. In this paper we are discussing on the
expanded role of teachers in the field of education and the qualities essential for him
to become effective.

“A teacher affects eternity; he can never tell where his

influence stops”.
-Henry Adams
 The word ‘teach’ is derived from the Anglo-Saxon word ‘teacon’ which means
“to impart”, “to instruct”, “to make aware of” and “to train”. A teacher can be defined
as a person who has enough knowledge in any field and conveys this knowledge to
the ignorant one.
In the narrow vision teacher is an inevitable part of the social system, called
school, who deliver lecture to students. In the wide sense, a teacher can be defined
as anything or anybody which influences another and make a change in his
intellectual, moral or physical level. The personality, character, and attitudes of a
good teacher can influence and inspire the young people. In molding the future of a
child, the teacher has remarkable role. People ranging from layman to philosopher
praise the teacher as a mason who builds the fabric of society, the students being
the bricks and mortar of the future.

Need and Significance of Teachers in The Education System

Education is a lifelong process and without the help of a teacher it will be
incomplete. According to the national policy on education (1986), “no society can
raise above the standard above of its teachers”. Stressing on the need for quality
teachers’ the American president Obama commented as, “the single most important
factor in determining a student’s achievement isn’t the color of his skin or where he
comes from, but who the child’s teacher is”. Development of human resource is the
work of a teacher. Education has to develop the spirit of service, social
sensitiveness, moral character and cooperation in the student. This is possible only
with the help of teachers. To create a positive approach and attitude in an individual
teacher is a must. Every people need education for their career growth. A classroom
comprises of many students with different potentials and possibilities.

The teacher provides knowledge to all these

students and in this way, he prepares future
teacher, lawyer, doctor, politicians etc. Thus,
teaching is the mother profession of all other
professions. Some of the great teachers were the
cause of revolution in political and industrial level.
In the words of Henry Adams “a teacher affects
eternity; he can never tell where his influence
stops”.

Role of Teachers in The Ancient Period

 In the ancient period, teacher had the following major roles:
GURU. ‘GU’ means darkness and ‘RU’ means to ‘remove’. The person who
lead the younger generation from darkness to light is termed as ‘guru’. He is also
termed as ‘torch bearer’. Like the light of a torch expels the darkness; the teacher
with the help of his knowledge removes the darkness of ignorance. An ancient ideal
of guru was teacher centric. Teacher was the store house of wisdom. He transmitted
all his knowledge and the pupil stored it into his memory. Teacher had absolute
authority. He was considered as the perfect specimen of mankind. He had the weight
of intellectual, spiritual and moral worth. He was eminent in knowledge, possessed a
holy character, free from the evil practices and greed for wealth and had self-control.
He was considered as the knowledge bank and spiritual leader.
ADVISOR. Teachers in ancient period were held in high position by the
society. Even the kings and rulers paid respect to them. The kings and rulers were
often approached their teachers for guidance and advice, since they were the true
benefactors of society and trustees of common welfare. There are many examples in
history for the decision taken by the rulers according to the advice of teachers.
Alexander, the great, praises his teacher Aristotle for the knowledge and advice
given to him in time. He says “my parents give me birth; but my teacher gives me
life”.
SYMBOL/MODEL. In the ancient period teacher was considered as a symbol
also; a symbol of truth, beauty and purity. ancient India revered teachers as the
‘Param Brahma’. He is the creator-creator of ideas and ideals; he is the preserver-
preserver of truth and justice; he is the destroyer-destroys both intention and deeds
of evil. The ancient India gives very high place to the teachers. India gave the great
glory to the teaching profession because of the voluntary poverty, selfless service,
high scholarship and pure moral and spiritual conduct of the teachers. At that time
religious and spiritual factors were predominant in the choice of teaching careers.
But in the modern age, it is almost deteriorated to merely getting a job.
Teacher Centered Approach to Learner Centered Approach in The Education
system
In the previous system of education, teacher was the principal role. But in the
new approach the learner occupies the centre of the education system. The needs,
interests, level, age and potentials of the child are taken into account. Now the
process of education is not the process of inputting something to the head, but
drawing out from the child. Teachers assess the nature of the students, watch their
natural interests, encourage potential in them and inspire them to bring out the best
in them. Contents and evaluation systems are upgraded and developed. The modern
teacher depends on encouragement, suggestion and sympathetic ways. The modern
teacher encourages questions by learners.
The main characteristics of constructivism are:
(A) All knowledge is human construction
(B) Learning is an internal process and that occurs in the mind of an individual
(C) Experience or interaction is required to create knowledge
(D) Follows the principle off collaborative and cooperative learning strategies.
 Thus, in the new approach, the traditional role of teachers as providing
knowledge to the student is totally changed.
Role and Importance of Teachers in the New Approach
The learner centered approach doesn’t reduce the importance of teachers. In
the new approach the role of the teacher become more complex. They have to
create new insights, competencies and outlooks. In the modern system, the teacher
has to implement the following factors in his mode of teaching.
A) Encourage - pair work, group work activity, group discussion, assignment,
project work etc.
B) Encourage the use of library, self-study and mass media
C) Encourage learner’s participation, welcome questions
D)Develop self-development, resource material for self-learning
E) Maintain- a portfolio-all the necessary things like charts, audiovisuals
F) Let the students think and arrive at the solutions
G) Play the role of a facilitator
The participation of students to construct the knowledge has to be maximized.
The teacher has to take maximum efforts to bring out the best in him. He has to plan,
organize and control the effects of all the available resources involved in the
teaching learning process. In a learner centered situation, the constructivist teacher
is not the source of information but one of the resources. Since the pupils are
searching for new and new ideas, the best quality of constructivist teacher is to have
an instantaneous vision of the pupils’ mind.
The new century is an era of globalization, knowledge explosion,
technological innovations and enormous scientific growth. The field of education is
undergoing changes miraculously. Changes like virtual classrooms, global
communications, distance learning, global economies, telecourses, corporate
classrooms, increased competition among social agencies for scarce resources etc.
comes. In this situation, in addition to the role of teachers as knowledge provider, he
has to perform a number of roles. These roles can be summarized as follows.
Teacher - role model. This is the most important role of teacher. A role
model is a person whose behavior is imitated by others. Educators can be
considered to have near to the same social status of social nearness to the children.
Then children will fully consider them as role models. There is a thirst of youth for
positive role models. The seven characteristics of a positive role model are the
following.
Positive choice making. On making choices we have to remember that the
choice not only impacts us but also the children who regard us as super hero. When
they are in the same situation in future, they will think what we do in such a situation.
So as role models we have to take good choices.
Think out loudly. A good role model will show the way they have reach at
that decision. When we have to make a tough choice, show before students the
weight of pros and cons etc. when they face such a situation in their lives they will
follow the same role.
Apologize and admit mistakes. Mistakes are part of human life. If the
teacher made a mistake and admit and correct a mistake then it will be a great eye
opener to the student. This will help him to accept his mistakes in his future.
Shows respect. There is a saying in the gospel, “do for others what you want
them to do for you” (Mt7:12). Mutual respect and good speaking about others are
key techniques to keep relations smooth and fruitful.
Be well rounded. Great role models are people with varied interests and
talents. They are in the process of continuous learning. He is a teacher at the same
time father, good sportsman etc. A lady teacher will play at the same time a role of
teacher, mother, singer etc. When students see they will also think in this way.
Demonstrate confidence in what you are. Be proud of what you are. What
we want to do with our life is a gift to our creator and fellow beings. Even though we
have to take a very long trip to our destination we have to commemorate the lessons
we have learned and reach the goal.

“Moral reasoning doesn’t promise behavioral changes,

but it does promise individual soul searching and
reflection on personal beliefs, values and principles.
Without this process cognitive growth will not
increase, behavior change will never occur”.

-Stoll and Beller emphasized (1998)

Teaching Character and Moral Value

1. HONESTY
If we want our children to develop honesty, the teacher must be very honest in
all his behavior to the students. An ideal teacher has to avoid partiality in dealings
and have to be honest and transparent in all their dealings with the children. Honesty
is a prerequisite to trust, fairness, respect, responsibility etc.

2. TRUST
 Trust is the belief in others that develops whenever people fulfill their
promises and commitments. Trust replaces fear with confidence and open-
mindedness. When students trust their teachers a fear of failure is transformed into
an opportunity to learn. Trust is developed when the teacher plays the role of a
facilitator. If trust is developed students will come to their teachers for help in their
needs, struggles, crisis etc.
3. FAIRNESS
Fairness requires that all students have the same opportunity to meet the
standards on a written or skill test and receive an appropriate grade. Teachers have
practice and emphasize self-control. Teachers who are fair believe in students’
individuality and encourage them to reach the goal. The highest and lowest students
have to be marked equally.
4. RESPECT
It is important to have a respectful community in the classroom. To develop
this, teachers can play a vital role by showing respect to each one irrespective of
caste, creed, and color etc. Teachers those who treat the students with respect will
be respected by the students also.

5. RESPONSIBILITY
They have to be accountable to their students, to society, to institution and
parents. As part of responsibility, they have to create a positive learning environment
and educational services to society, by helping the students to develop their
cognitive, psychomotor, affective domains. The well prepared and planned
classroom teaching is also a part of their responsibility.
Teachers help the students to internalize moral virtues of honesty, fairness,
respect, responsibility through their life. Teachers need to boost the students to
stand firm in virtues and values however high the pressure from surroundings
against it. Moral reasoning is a process of evaluating personal values and
developing an impartial set of moral principles by which we have to live.
Given all these qualities of a teacher, no teachers have all these qualities
together. All are on the way to reach at this level. In this modern era teaching is a
complex process and the role of teacher is also complex, multidimensional and
challenging. They have to play roles ranging from simple classroom teachers to role
model. It is not a simple task; but a time-consuming process and need constant
concentration of mind.
 LEARNING TASK SHEET Rating:

Name: ______________________________Year and Section: __________

Name of Professor: _____________________Date & Time: ____________

I. Construct a concept map about the diverse role of a teacher. Then, explain.

Diverse
Roles of a
Teacher
II. In the context of globalization, what are the important roles of a teacher to
eradicate illiteracy in the community? Give concrete examples.
___________________________________________________________________
___________________________________________________________________
_______________________________________________________

Lesson 5: Equality of Educational Philosophy

Intended Learning Outcomes:

At the end of the lesson, the learners should be able to:
1. explain the phrase equal opportunity in education; and
2. discuss some possible factors that may impede attainment of equal educational
opportunity.

Content Apprises!

Equality of Educational Opportunity

In the context of educational setting, equality of educational opportunity is

perplexing. It may give an idea that deals with problems, issues and challenges to
deal with. To address the issue on equality of educational opportunity, as a future
teacher, you need to define the concept “equality of educational opportunity” in two
aspects. First, the way on how to attain an equal opportunity despite of the
problems, issues and challenges in the country in line with the trend of globalization
which is commonly known as educational opportunity is a two-fold practical. Second,
the conceptual phrase which means how to deal with possibilities or means to
achieve the equality of educational philosophy.
In the aspect of globalization, as a future teacher, you can easily cope with
the transmission of ideas, discussion of meanings, and values reformation around
the world in such a way as to extend and intensify social relations through equality
of educational philosophy. It means that by adopting educational philosophy of the
different counties, you can adopt it and apply within your locality. In this manner, you
can help your students relate with the issues of equality of education.
We need to open our mind and broad understanding and interpretation about
the concept of equality in opportunity in education. As stated in the 1987 Philippine
Constitution, we have the right to attain the quality education. But, in the current
situation of our country today, there are some possible factors or intervening
elements to hinder or impede the realization of equal opportunity in education.

What is "Equality of Educational Opportunity"?

In the context of education and teaching, as a teacher you should know what
are the different interpretations of the phrase “Equality of Educational Opportunity.”
It is very important to analyze this phrase in order to determine its limitations and its
parameters.
First, it presumes that each individual should receive an equal share of
educational resources irrespective of potential ability. This means that, there are
unequal opportunity of a learner because of an individual’s ability to learn, individual
interest and their genetic abilities that may inherited from their parents.
Second, it treats all those learners of the same measured ability in the same
way irrespective of environmental factors. This signifies that it is a product of conflict
with the social aspects. It may be an influence of the environment or society.
Moreover, it is faced by the conflict within the social justice theory.
Third, it focuses on constructive discrimination in favor of educationally
underprivileged children, depressed learners, deprived children with the sole aim, to
remedy the educational lag of disadvantaged children. This interpretation is
subjective. It is a product of discriminating and unmerited among the learners.

"What I suspect is that while each proponent of

equal education opportunity thinks and believes that he
is defending a concept, he is in actual fact defending a
conception, that is his own conception".
(Akinpelu,1984)

Based on the interpretations of the phrase on equality on educational

opportunity, there are many factors that can impede the attainment of quality
education among individual. The numerous factors are: family background, poor or
rich, educated or otherwise, underaged children, intellectual ability, poor health and
unfavorable environment. These factors would be very brief as the learner should
also think of other factors including those peculiar to his/her environment.
In order to attain the equal opportunity on education, parents should know
well the value attached to education and would also like their children to benefit from
it. As a parent, they can provide both moral and financial support in order to ensure
that their children attain higher qualifications. They send their children to better or
good schools with well-built structures with proper ventilation, qualified teachers,
equipped library and updated technology to keep abreast with the trend of
globalization.

(Source: Website)

LEARNING TASK Rating:

Name: ______________________________Year and Section: __________

Name of Professor: ________________________Date & Time: _________

I. Answer the questions briefly.

4. What is your interpretation about this phrase, “equality of educational

opportunity is perplexing?”
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________
 5. As a future educator, how will you promote the notion of equal opportunity on
education?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________

II. Direction: Draw a picture or illustrate the factors may impede the attainment
of equality of opportunity in education inside the box. Then, explain on how
to solve these factors.

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
III. Make a short slogan about the concept of equality and opportunity in education.
Then, explain.