REPUBLIC OF THE PHILIPPINES

PANGASINAN STATE UNIVERSITY

BAYAMBANG CAMPUS
Bayambang, Pangasinan
Discussant
Rafael D.C. Nepacena

What is Teaching?

I. Objectives: 1. Define what teaching is.

2. Define and appreciate teaching as a form of art and science.
II. Introduction
Teaching is defined as the specialized application of knowledge, skills and attributes
designed to provide unique service to meet the education need of individual and of society
(Robinson, 2012). The teaching profession oversees selecting the educational activities that help
students achieve their learning objectives in a classroom. To overcome the hurdles in teaching,
passion is a necessity. Teaching also considered its role in both students' and teachers' lives.
III. Content

A. Teaching- is the systematic sharing of knowledge and experience, which is typically

organized within a discipline, and, more generally, it is the act of one person fostering
another's intellectual and psychological development (Impedovo, 2013).
 Teaching is commonly associated with Teachers as for occupation or work.
However, contrary to popular beliefs, teaching can be also done outside of the
classroom. It involves passion and skills that would result to an effective way of
teaching. It is important to remember that teaching is also an act of two-way
teaching and learning, whereas both the teacher and learner gain different views
and knowledge in the concept of education.

B. Teaching is an art – Teaching is considered as an art as it is a creative expression of one’s

intellectual and emotional qualities that are essential in promoting learning. Like art,
teaching involves humans and emotions.

C. Teaching as a Science – Teaching is recognized as a science as it is deals with the

systematic procedures and strategies which are similar to the steps that are being followed
when conducting a specific investigation. It is done with careful timing and step-by-step
organization of learning activities, it is carried out without much consideration for even the
smallest indications of pupil difficulty, unfavorable attitudes, or indifference. Teachers are
expected to record and evaluate information in a systematic way, including facts,
conclusions, and other types of data.

IV. Conclusion

As a creative expression of one's intellectual and emotional traits, which are crucial in
fostering learning, teaching is regarded as an art. Teaching involves people and emotions, just
like art. Teaching is a form of science as it recognizes similar steps to the methodological steps
in conducting a specific investigation.

V. Reference
Impedovo, M. A. (2013). From Broadcasting to Transforming: The Social Construction of

Knowledge for Understanding Lawfulness.

https://www.igi-global.com/chapter/broadcasting-transforming-social-construction-

knowledge/72076

https://legacy.teachers.ab.ca/SiteCollectionDocuments/ATA/About/What%20we%20think/

Position%20Papers%202018/Nature%20of%20Teaching%20and%20Teaching%20as

%20a%20Profession.pdf
 REPUBLIC OF THE PHILIPPINES
PANGASINAN STATE UNIVERSITY
BAYAMBANG CAMPUS
Bayambang, Pangasinan
Discussant
Kyla Mae T. Macaraeg
Cindy D. Soriano

The Roles of a Teacher

I. Objectives: 1. Describe the various roles of a teacher.

2. Discuss the values of teachers as community leaders.
3. Appreciate the roles of teachers in the society.
II. Introduction
Teachers are professionals who conducts a class and teach students. They teach them
various information and skills that are of importance. Teachers are the people who are there
throughout a quarter of a student’s life. They dedicate time and skills to share knowledge and
make learners succeed in life. The role of a teacher is not limited to only being a teacher. They
are sometimes considered as a second parent, mentor, friend, and inspirations.
III. Content

Teacher’s Role
1. As a Person- As a Person- Article XI of the Code of Ethics for Professional Teacher
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
 The teacher will act with integrity, preserving his dignity and serving as a role
model not just at school, but also at home and anywhere else, whether on
vacation or in an area or place where no one knows him.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
 Teachers must constantly be disciplined in their interactions, not just with their
students and their families, but with everyone, and they must always talk
properly. Their tempers should not be triggered by small environmental
constraints, but they must stay cool in the face of challenges.
Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.
 Students see their teacher as their idol, hero, and role model, and professors are
expected to demonstrate behaviors that are worthy of emulation. When we say
worthy of emulation, we mean worthy of being modeled and innovated. As a
result, the professor must retain his status by practicing the ideas that he teaches
and conforming to the idea in the lesson which is called the Spencer.
 Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.
 Teachers must be do recognition to the standards of the Lord assistance and
character, he must make a people see the key respect God’s law through its
behaviors and actions as bear in mind he is an instrument of God’s will.

2. As a Professional- Due to the professionalization of education brought about by

Republic Act 7836 and Republic Act 9293, teachers are now required to take the
Licensure Exam for Teachers (LET).
 They are expected to uphold the obligations and professional code of ethics by
doing this in their capacity as professionals. The government holds teachers in
high esteem as members of a noble profession who are willing to offer up their
time and efforts to help the country's future leaders and citizens.

3. As a Community Leader and Social Advocate- By promoting a deeper connection

between family, school, and community, Jan and Ed Philpot (1994) contextualized the
idea that educators play a crucial role in the development of individuals and communities.
Teachers is an active leader in the community.
 Teacher always takes leadership roles in their community especially in activities
and projects related to the education and welfare of young children.

4. As a Model of Character- According to Henry Adams, "A teacher affects eternity; he

can never tell where his influence stops". Teachers has long been considered role models
for high moral character, demeanor, and values.
 Teachers has always been the role model of learners. They preserve the customs
and values of various cultures from across the world. Teachers provide
motivation and encouragement to aim high, live fully, and discover the learners
finest selves. They are the person that learners admire and aspire to be.

5. As an Expert- Teachers are not just teachers, they also serve as judges, spiritual leaders,
advisors, and mentors in society.
 Every society acknowledges teachers as a source of expertise and wisdom since
we can constantly trust on them. Students looks up to teachers as they are the
experts in sharing knowledge and information that the learners need. The
necessity for teachers to be experts in a variety of academic subjects aids to
better educate learners to handle the numerous problems brought on by the 21st
century.

IV. Conclusion
Teachers play a variety of roles in society besides teaching; they also act as judges,
spiritual leaders, advisors, and mentors. Since we can always rely on teachers, every community
recognizes them as a source of information and wisdom. Teachers are admired by learners
because they are skilled at imparting the knowledge and information that students need to
succeed. The need for instructors to be knowledgeable in a wide range of academic fields helps
to better prepare students to tackle the myriad issues brought on by the 21st century.

V. Reference
Razo, R. (n.d.). The Teacher as a Community Leader and Social Advocate. Scribd.

https://www.scribd.com/document/501181376/The-Teacher-as-a-Community-Leader-

and-Social-Advocate

The Teacher As A Person. (2016). Bal Utsav. https://balutsav.org/the-teacher-as-a-person/

https://www.studocu.com/ph/document/xavier-university-ateneo-de-cagayan/secondary-

education-major-in-english/the-teacher-as-a-model-of-good-character/13781438?

fbclid=IwAR36-cb8lQ2mFuF8IkmeMXacH-T6aG-UUojm8hlyiNCRFp_itEl2P77JQE4

https://teach.com/what/teachers-are-role-models/

https://etico.iiep.unesco.org/sites/default/files/2019-02/

philippines_code_of_ethics_fo_professional_teachers.pdf
 REPUBLIC OF THE PHILIPPINES
PANGASINAN STATE UNIVERSITY
BAYAMBANG CAMPUS
Bayambang, Pangasinan
Discussant
Shiela Marie B. Dela Cruz
Kyle Nicole L. Peralta

Challenges in Teaching

I. Objective: 1. Identify the challenges in teaching.

II. Introduction
Teaching can be a great and significant profession, however, it can also be stressful and
exhausting. For a variety of factors, including student behavior, rapid development of
technology, and poor compensation, teaching is certainly more difficult than it has ever been.
This topic will identify the challenges in a teaching profession.

III. Content
Challenges in Teaching
1. Multicultural classrooms- Multicultural classrooms are classrooms that embrace
diversity and incorporate ideas, beliefs, or people from different countries and cultural
backgrounds. Several cultural perspectives are put together to enable students to get a
truly international education (The Advantages of a Multicultural Classroom, 2018).
 Different ideas, beliefs, and upbringings of learners should be valued. This
should be considered as they do not possess the same exact ideals and cultures
that they grew up in. Acknowledging that aspect of the student’s life will give
them the opportunity to also learn from others. However, it is still challenging as
some ideals and cultures are taboo to some or the majority of the learners and
teachers as well.

2. Learner-centered teaching- Centered on the needs, skills, interests, and learning

preferences of the student, with the teacher acting as a learning facilitator. This approach
of classroom instruction recognizes the importance of student voice in each learner's
educational journey. Demands that students participate responsibly and actively in their
own learning.
 Students collaborate in groups to complete tasks and solve problems in
circumstances that guarantee both healthy independence and personal
accountability. Becoming aware of their own social wellbeing and opinions.
3. Multi-grade classes- A class with two or more grade levels of kids in it is referred to as a
multi-grade classroom. Also known as multi-age group, it is a group of two or more
grade levels that have been purposefully integrated to enhance learning. It is also manned
by one teacher for an entire school year.
 Having a multi-grade class is a challenge because teachers are not only teaching
one specific grade level but a mix of other grade-levels. This is done in remote
places that do not have the capacity to have teachers for each class. Learners in
this concept of learning must have a greater discipline, focus, initiative, and
independency.
 According to the Department of Education, Department Order 96, Series of 1997
- Policies And Guidelines In The Organization And Operation Of Multigrade
(Mg) Classes, “Regional Directors and Schools Division Superintendents shall
organize Multigrade classes to provide access to schools for children in far-flung
barangays and to complete incomplete schools. The minimum enrolment of 8
pupils and the maximum of 35 pupils per class shall be observed.”

4. ICT integration- The purpose of integrating ICT is to improve the quality of teaching
and learning using technology inside the classroom.
 ICT integration is the application of ICT to introduce, reaffirm, augment, and
develop abilities, according to Pisapia's definition from 1994.
 Integrating technology during the teaching-learning process will help the learners
of today be more engaged in learning. This will also help the learners to be
globally competitive and be in line with others. However, integrating ICT is a
challenge as some places are either remote or are lacking in the equipment and
appropriate software to integrate or use, and the lack of training for teachers.
 Example of ICT Integration in education: Power point, Internet
homework/assignments i.e. (MS Teams), E-learning system i.e. (virtual
classroom), use of tablets, laptops, and computers.

5. Brain-based education- Refers to pedagogical approaches, lesson plans, and educational

initiatives that are informed by the most recent findings in neuroscience regarding how
the brain learns, including aspects like cognitive development, which describes how
students learn differently as they get older, grow, and mature on the social, emotional,
and cognitive fronts.
 When planning and carrying out lessons, teachers must use brain-based learning
principles instead of relying on outdated teaching methods, established customs,
or preconceived notions about the way that people learn.

6. Multiple intelligences- is a theory by Dr. Howard Gardner in the year of 1983 who
claimed that the conventional understanding of intelligence is limited (Kakumanu, 2020).
 Learners attain information, knowledge, and skills differently. Moreover, some
learners are quick to acquire information from a certain intelligence from the
theory, while others do not. Knowing and understanding the multiple
intelligences can help the teachers to accommodate different learning styles for
different learners. However, incorporating the theory into teaching and the
curriculum is challenging for regular classes.
 The proposed intelligence is divided into eight:
 Visual-spatial- cognitive capacity to comprehend the intricacy of space and
spatial arrangements. (picture smart)
 Linguistic-verbal- the capacity to use language well, artistically, and
innovatively. (word smart)
 Interpersonal- intellectual capacity to sympathize with others and their
viewpoints. (people smart)
  Intrapersonal- ability to reflect independently on themselves. (self-smart)
 Logical-mathematical- advanced ability for arithmetic and mathematical
issues. (number/reasoning smart)
 Musical-rhythmic- advanced musical and rhythmic sensibility. (music
smart)
 Bodily-kinesthetic- ability to solve difficulties and interact creatively with
the surroundings using one's physical self and body.
(body smart)
 Naturalistic- the capacity to comprehend the complexities of nature and the
Natural environment and the desire to interact with it. (nature
smart)

7. Children with special needs- "Children with special needs" refers to kids who may have
difficulties that are more severe than those faced by other kids their age and may last a
lifetime (Special Needs Planning, 2020).
 Children with special needs proves to be a challenge in teaching as they need
more encouragement, support, and a more approachable type of learning to their
specific needs. They also have the right to quality education. The behavior and
acts of learners are different for every single student which both poses a
challenge during teaching. Moreover, their behaviors and moods are spontaneous
at times as they don’t know how to properly control their emotions. As every
learner have different needs it is hard to have a strategy or plan in teaching them
and calming them down if it doesn’t work for some, but it works on other
students.
 That is why there are SPED Teachers who are trained to organize classes for
children special needs. This is in line with the DepEd Order no. 53, Series of
2008 – Maximization of Trained Teachers and Administrators in Special
Education.

IV. Conclusion
Teaching is one of the most challenging profession. Hurdles are always everywhere when
it comes to this profession. Teaching requires teachers to adapt to change and incorporate them
into learning. However, challenges may arise due to the everchanging world we have. Despite
the challenges in teaching, teachers and educators find ways to solve this challenges and
continue to improve the quality of learning.

V. Reference
Brain-Based Learning Definition. (2013). The Glossary of Education Reform.

https://www.edglossary.org/brain-based-learning/?fbclid=IwAR1Ld68-

w15I4X8_EhCGbtNyeVvjmdB9S2q9TEwbON-6-ZmafOVhy-bKTnw+

Children with Special Needs. (2020). Special Needs Planning.

https://specialneedsplanning.net/children-with-special-needs/
Challenges in Teaching Special Education. (2016). A-State Online.
https://degree.astate.edu/articles/k-12-education/common-challenges-in-teaching-special-
education.aspx
Kakumanu, V. (2020). Challenges of Implementing Multiple Intelligence in the Curriculum.

EducatorOne. https://www.educatorone.com/blog/Challenges-of-Implementing-Multiple-

Intelligence-in-the-Curriculum/

Student-Centered Learning | K12 Academics. (n.d.).

https://www.k12academics.com/educational-philosophy/student-centered-learning

The advantages of a multicultural classroom. (2018). Canadian Interational School.

https://www.canadianinternationalschool.com/the-advantages-of-a-multicultural-

classroom/#:%7E:text=Multicultural%20classrooms%20are%20classrooms%20that,get

%20a%20truly%20international%20education.

https://www.slideshare.net/ralphmartin/multigrade-class?
fbclid=IwAR3M5YAYjTDejhJPB0C_nBht10MlUVtVhQbqhcFFcwP1bl5L4mlo3iWf5Js

https://learn.e-limu.org/topic/view/?c=263

https://www.deped.gov.ph/1997/11/14/do-96-s-1997-policies-and-guidelines-in-the-
organization-and-operation-of-multigrade-mg-classes/

http://sherramaesagetarios.weebly.com/lesson-4-basic-concepts-on-integrating-technology-in-
instruction.html#/
https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2008_053.pdf
https://www.uopeople.edu/blog/what-is-the-multiple-intelligences-theory/
 REPUBLIC OF THE PHILIPPINES
PANGASINAN STATE UNIVERSITY
BAYAMBANG CAMPUS
Bayambang, Pangasinan
Discussant
Christine Joy Munoz
Pjay Palaming

UNESCO’s 4 pillars of education

I. Objectives: 1. Identify and discuss the 4 pillars of education set by UNESCO.

II. Introduction
The UNESCO Commission on Education for the 21st Century stated that the educational
process should be built on four pillars, and this idea was incorporated into the paradigm and
conceptual framework of the 2002 Basic Education Curriculum. The four pillars of education
should direct educators' actions to provide learning that is appropriate for the changes
encountered in reality. They also advocate for the construction of the person as a whole,
including the development of argumentative abilities and the ability to express well-reasoned
viewpoints.

III. Content
UNESCO’s 4 pillars of education
1. Learning to KNOW- Composed of the necessary whole of learning to know and
requires the constant updating in exercising memory and thinking, in addition to paying
attention to things and people (Rodrigues, 2021).
 Learning to know mainly talks about how we start thinking, we process things,
how we concentrate, and develop our memory skills. Since we were kids, we
start how to concentrate, think, and learn. This pillar is the foundation and the
most important of all the pillars to exist because it is always the first one that
needs to be developed before the other pillars.

2. Learning to DO- The pillar where the acquired knowledge, skills and information are
applied and are linked to professional success. Teachers help students acquire the abilities
that will make it simpler for them to develop their own talents and have a sense of who
they are in addition to the skills they have begun to advance.
 This continuous learning and application help learners to keep on pursuing their
personal, professional development goals, and all the achievements along their
way.

3. Learning to live together- The growth of social abilities, as well as values like empathy,
concern for others, and tolerance for cultural diversity. The process of educating and
 developing people involves learning to coexist. This education should tend towards
common goals, and lessening differences (Rodrigues, 2021).
 Effective learning on how to live together in an interconnected world helps
students mobilize their knowledge, skills, attitudes, and values while reflecting
on and exchanging ideas. That's the reason why it is one of the most important
things for us to do.

4. Learning to BE- The learning that benefits a person's body, mind, and soul. Contributes
to the integral formation of the individual, in all sectors of knowledge, namely
intelligence, thinking skills and criteria of logical reasoning, argumentation based on
culture, diversities and scientific knowledge (Rodrigues, 2021).
 It is fundamental to the progress of humanity, social well-being, personal
fulfillment, and to help ensure a sustainable living. In the future, learning will
become substantially more important to every part of the society.

An Additional Pillar of Education (2012), which was based on the UNESCO's Education
for Sustainable Development Initiative, provided a conceptual foundation for continual, lifetime
learning.
5. Learning to TRANSFORM ONESELF AND SOCIETY- When "individuals and
groups gain information, develop skills, and acquire new values as a result of learning,"
that is what is meant by the pillar Learning to Transform Oneself and Society (Grundy,
et.al., 2017)
 Individuals and groups who learn new things are more positioned to bring about
long-lasting change in organizations, communities, and societies because they
have the knowledge, skills, and values to do so.

IV. Conclusion
The four pillars of education should serve as a guide for educators in order to deliver
instruction that is suitable for the changes that occur in reality. They also support the
development of the full person, which includes the growth of persuasive skills and the capacity
for articulating well-grounded opinions. Teachers must use their knowledge to cope with a
constant barrage of complex situations (Calderhead. 1995:136).

V. References:
Grundy, S. L., et. al. (2017). Learning to Learn and Teach Together: Faculty Members’

Perspectives on the Applications of the Five-Pillar Model within an Internationalized

Context – Engaging Students in Life-Changing Learning. Pressbooks.

https://learningandteachingmodel.pressbooks.com/chapter/learning-to-learn-and-teach-

together-faculty-members-perspectives-on-the-applications-of-the-five-pillar-model-

within-an-internationalized-context/#:%7E:text=The%20pillar%20Learning%20to

%20Transform,as%20a%20result%20of%20learning%E2%80%A6

Rodrigues, Z. B. (2021). Education: A study based on the UNESCO report on the four pillars of

knowledge. https://www.nucleodoconhecimento.com.br/education/four-pillars
https://steemit.com/education/@ishteldalosa/the-4-pillars-of-education