LEARNING EPISODE

14
THE TEACHER AS A PERSONAL AND AS
A PROFESSIONAL

14.1 Teacher Personal Qualities: A View from My Lenses

OBSERVE

Personal Qualities Observe Data Results

(O)
I have found out that …
Interview
(I)

a. Dignified Observe I can truly say that she has dignity; she is
also well-respected by her students
because when she walks into the room
every day, all eyes are on her; she is a
living example of a well-disciplined teacher.
My Cooperative Teacher is very good at
separating her personal life from her work
as a teacher.

b. Healthy Observe Based on my observations, she is not only

physically healthy, but she is also mentally
stable, which is an excellent quality in a
teacher.

c. Spiritual Observe Despite the fact that my CT's religion

differs from that of the majority of her
Interview students because she is a proud member
of the Church of Christ (INC), she is still
respectful of her students' beliefs and
traditions, even if they differ from hers.
d. Knowledgeable Observe In 8 weeks of having her as my CT, I
discovered that she is a graduate with
honors on both her bachelor's and doctoral
degrees, which makes her knowledgeable.
However, she is also knowledgeable in my
opinion because of her teaching skills,
which amazes me how well she stands and
teaches in front of the students and how
well she explains the lessons and even the
strategies she employs.

e. Humble Observe As I previously stated, my CT graduated

with honors, but she never brags about it
Interview because she is so humble, and she is also
always willing to share her knowledge and
lend a helping hand if someone needs it.

f. Determined Observe My CT is in charge of a second section

where some of her students are
Interview misbehaving and struggling with reading,
but she is determined to help them
improve and grow within her class.

g. Cooperative Observe As far as I can tell, my CT is always willing

to assist, especially when the school
Interview requires her assistance with school
paperwork and programs.
REFLECT

Good teachers are role models, whether in school, at home or in

the community. From the teachers that you had from elementary to
college, did the personal qualities that they possess help you learn
better as a student?

Identify one personal characteristic of your model teacher that has

made a great impact in your life as a learner. Reflect and describe how
this quality influenced you.
I described my model teacher as determined because when I was in high
school, I was always absent because I had lost interest in having high grades
and being on the honor roll, but she was so determined that time to help me
bring back my interest and she's the only teacher who saw my potential as a
student, she motivated me to be active academically and also to join
extracurricular activities, and that really inspired me, which is why I did my best
to graduate. That one quality of hers inspired me and became a major reason
why I pursued the same course and major as she did, and that is how she
influenced me as a teacher, and I promised myself that when the time comes
and I am already a teacher, I will be as determined as she is and will not give up
easily on my students.
 14.2 Is the Teacher a Professional Teacher?
OBSERVE

Professional Competency Does the Teacher exhibit the

competence of a professional
teacher? Check your answer
below

Yes No Doubtful

1. Practices the Code of Ethics for

Professional Teachers
/

2. Teaches the subject matter /

very well with mastery

3. Keeps self updated with /

educational trends, policies and
curricula

4. Uses varied teaching methods /

that facilitate learning with skills
and ease

5. Engages the parents and /

other stakeholders to cooperate as
partners in educating the children

6. Teaching with compassion /

based on the knowledge and
understanding of the characteristics
and needs of diverse learners

7. Prepares curriculum plans, /

implements these innovation in
every lesson
8. Designs or selects and utilizes /
appropriate assessment strategies
and tools for lessons taught

9. Make classroom atmosphere /

physically (arrangement) and
psychology (friendly, inclusive) safe
and secure for learning

10. Serves willingly beyond teaching /

work by participating in other extra-
curricular activities when needed

ANALYZE
1. In Activity 2, do you consider the Teacher as a Professional
Teacher? In what competencies is the teacher Strong? Weak? Doubtful?
Why?
As a result of Activity 2, she is Strong in all of the Professional Competencies
listed in the table, and based on my observations, she possesses all of the
professional competencies listed in the table.
2. Did your answer to the survey form coincide with the answers of
the co-teacher or head of the teacher you obser
Yes, because we both know that my cooperating teacher is not only good
in terms of personal qualities, but she also possesses the qualities of a professional
teacher, which are all listed as Professional Competency.

REFLECT
1. As future teacher, the results imply that I should
That I should have all of the Professional Competencies, or if not, that I
should do my best to improve myself and have those qualities in order to be able
to become an effective teacher in the near future and, of course, to be considered
a professional teacher.
2. If all the teachers teaching today possess the professional
characteristics and competencies as the teacher/teachers observed
then learners will be
Then it is a big factor to produce a lot of students who will be successful
and hopefully professional because they have a professional teacher who can
teach them not only academically but also life lessons. It is a significant benefit to
have a teacher like them because they will be guided professionally.
 LEARNING EPISODE

15
TOWARDS TEACHING QUALITY:
DEVELOPING A GLOCAL YEACHER OF
THE 21ST CENTURY

15.1 A Day in the School Life of a Quality Teacher

ANALYZE
1. Which of the three responsibilities shows the majority of the
indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
- The majority is Management of Learning; as I observed, she is
more focused on the students' learning; she is always making sure
that everyone learns from her class, and she also monitors
everything inside the class.
2. Which demonstrated behavior do you find in the teacher that is
worthy of emulation when you become a teacher? Describe.
- For me, being vigilant to everything that happens in the classroom
and monitoring is what I found in the teacher that is worthy of
emulation when I become a teacher soon because this allows me to
see if everyone in my class is learning so that all of my efforts are
not futile and also to avoid leaving a student behind.
3. Which of the major responsibilities does this teacher find difficult to
comply with? What are the reasons?
- As I have observed, this teacher can comply with these major
responsibilities despite having her own advisory class to monitor,
 which means she has many responsibilities as an adviser and
subject teacher to other year levels, as well as an adviser of
Campus Journalism in the school, but she can still manage her time
to comply with those major responsibilities of a teacher.
4. From your perspective, would you consider this teacher as a quality
teacher? Why?
- Yes, despite her busy schedule, she can handle those three major
responsibilities of a quality teacher, even though it is her responsibility to
manage her time. What I mean is that she is good at carrying out her
responsibilities as a good and quality teacher.

REFLECT
1. Are you inspired to become a teacher after your observation? If yes,
why? If no, why not?
- Just by observing, I am more inspired to become a teacher in the
near future and continue pursuing my chosen degree because I saw
how dedicated my Cooperating Teacher is to teaching her students
and providing them with the knowledge that they require from her
as their teacher, as well as to assisting them in achieving their life
goals. By observing her, I realized how important a teacher's role is
in a child's life. It appears that teachers are their bridge to their
dreams, and as such, they must be strong in order to guide the
learners into their chosen path, which inspires me even more to
pursue this course and become a bridge soon.

2. When you become a teacher in the future, how else would you do
better as a professional teacher?
- As a future teacher, I will never stop learning, improving myself,
and exploring new skills and knowledge in order to share it with my
 students in the future and provide them with broader knowledge
and a better education.

3. What are some of the concerns that you foresee in the future as a
quality teacher? Do you think you will be ready to address these?
- My first concern is that students from Generation Z are so reliant
on new technology such as gadgets and the internet that instead of
using their own knowledge to complete tasks and other academic
responsibilities, they are using the internet and searching for
answers. This leads to my second concern, which is that they may
believe they can get all the information they need and that going to
school to learn is already pointless.
Activity 15.2
OBSERVE
CURRENT CLASSROOM THAT I AM OBSERVING:
Grade level 10

My Classroom for 21st Century

 ANALYZE

Make a comparison of your drawings A and B. Describe the

similarities and differences. Explain why.

Features of the My Vision of the Future Why the Similarity?

Present Classroom Classroom
Components

The classroom setup I still want my classroom to Both classrooms are

is still the typical and be traditional, but with a traditional, but they
traditional modern twist because of differ in terms of the
components of a some of the instructional instructional materials
classroom. materials that are part of that can be found inside
new technology, such as the classroom.
televisions.

REFLECT

Make a short paragraph on how you will manage teaching-learning in the 21 st

Century classroom.

- Of course, I must first learn and remember what I need to know about
21st Century Learners in order to understand them and connect with them,
making it easier for me to manage a 21st Century classroom. In teaching, I
need to be more cautious in sharing my opinions and other beliefs that
may differ from theirs because we are not of the same generation. It
should always be a give and take, where I will share my ideas and they will
share theirs, and if I believe I need to correct some of them, I will do so
nicely, carefully, and respectfully, making the teaching and learning more
effective.

LINK THEORY TO PRACTICE (ANSWERS)

1. A
2. C
3. C
4. A
5. B
LEARNING EPISODE

16
ON TEACHER’S PHILOSOPHY OF
EDUCATION

ACTIVITY 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
Philosophies of Which philosophies Which philosophies are
Education are expressed in expressed in the K-12
the DepEd Vision, Curriculum Framework
Mission and Guide and Sec 5 or
Statements, Core RA 10533? Give proof.
Values, Mandate?
Give Proof.

1.Perennialism - tea The core values of C) The curriculum shall be

ch those that last, maka-Diyos, culture-sensitive;
the classics; that last,
there are the classics;
universal values; there are maka-tao,
inculcate these maka-kalikasan and
universal objective universal values;
values. inculcate these
makabansa show th
at DepEd universal,
objective values
Perennialism, and a
mission to develop
a life-long learners
2.Progressivism - Teachers facilitate a) The curriculum shall
very child centered; learning and consta be learner-centered,
teach ntly nurtures every inclusive and
those that interest learner. developmentally appropriate
the child; As a learner-
one learns by centered
experience; learners institution DepEd
learn by doing so continuously improve
teacher's teaching i s
s experiential; itself to better ser
values are subjective; ve its stakeholders
no inculcation
of values
since they are
subjective; instead
teachers help students
clarify their values.

3.Reconstructionism - DepEd mission cites The DepED shall formulate

school is an that values and the design and
agent of change; competencies details of the enhanced
schooling is enable them to re basic education curriculum.
preparing students f alize It shall work
or their full potential with the Commission on
the social changes; and Higher Education (CHED)
teaching is involving contribute meaningfu to craft
the students in lly harmonized basic and
discussions of more in building the nat tertiary curricula for the
dilemmas. ion. They global competitiveness of
also formulate, Filipino graduates
implements, and
coordinates policies,
policies, plans and
programs for basic
education
5. Existentialism- Administrators and The curriculum shall
Teachers teach lear staff, as steward of be flexible enough to
ners institution, enable and allow schools to
to make a choice, ensure an enabling localize, indigenize and
to and enhance the same based on
make decisions and supportive environm their respective educational
not ent and social context
merely to follow th for effective learnin
e crowd; one who g to happen
does not existentialist
make a choice and
so
simply follow others
do not leave
meaningful life.

6. Pragmatism - That Administrators and g) The curriculum shall use

which is useful, that staff, as steward of the spiral
which is practical a the institution, progression approach to
nd that which works is ensure an enabling ensure mastery of
what is good; and knowledge and skills
that which is supportive environm after each level. DepEd
efficient and effectiv ent wants to develop
e is for effective learnin learners." whose values
that which is good g to and competencies enable
. e.g. happen. Promoting them to realize their full
showing a video cli the right of every potential..." On which
p on Filipino to philosophy of education is
mitosis is more effi quality and equitabl this mission statement
cient e basic education anchored?
and more effective
and
therefore more prac
tical
than teacher comin
g up
with a visual aid
by
drawing mitosis on
a
cartolina or illustrati
on board
7. Rationalism- The DepEd core v (d) The curriculum shall
emphasizes the alues be contextualized and
development of the allows the learners global;
learner’s reasoning to
powers; knowledge express themselves
comes through reas and
on; give a valid reaso
teachers must devel n for
op their actions or
the reasoning powe behaviors.
r of the learner

8. Utilitarianism - what Teachers (b) The curriculum shall

is facilitate learning a be relevant responsive
good is that which nd and research-based
is most useful constantly nurture
(that which brings every learner
happiness) to the
greatest number of
people.

9. Empiricism - source Students learn in List of standards and

of knowledge is a child friendly, competencies that allows
through the senses; gender-sensitive, safe, students to practices all
teachers must and motivating their senses and develop
involve the senses environment their skills
in teaching-learning.

10. Behaviorism- When teachers

Behavior is shaped reward their class or
deliberately by forces certain students with a
in the environment party or special treat
and that the type of at the end of the week
person and actions for good behavior
desired can be the throughout the week.
product of design; The same concept is
behavior is determined used with
by others, rather than punishments. The
by person’s own free teacher can take away
will; teachers must certain privileges if the
carefully shape student misbehaves.
desirable behavior;
drills are commonly
used to enhance
learning. Rewards
reinforce learning.

11. Constructivism- Family, community, (e) The curriculum shall

Learners are capabl and other use pedagogical
e of stakeholders are approaches that are const
constructing knowled actively ructivist inquiry-
ge and meaning; engaged and share based, reflective,
teaching Learning responsibility for collaborative and integrative
therefore is developing life-long
constructing learners. Provides for
knowledge and the
meaning, establishment and
teacher does not j maintenance of a
ust "tell" or dictate but complete, adequate,
asks and
learners for knowle integrated system of
dge they construct basic education rele
and meaning of vant
lesson. to the goals of n
ational
development. DepEd
as Constructivist
16.2 Articulating My Personal Philosophy of Teaching
OBSERVE
Philosophies of Education Teaching Behavior
(State what the
teacher said, taught
or did)

Perennialism - teach those that last, the The teacher is giving the
classics; there are universal values, inculcate students a lot of advice
these universal, objective values. that will stay with them
and that they will be able
to use as they grow up
and face real life in the
near future..

Progressivism - very child The teacher always asks

centered: teach those that interest the the students which topics
child; one learns by experience; and lessons they are
learners learn by most interested in, and
doing so teacher teacher's teaching is she prioritizes those to
experiential; values are subjective; no emphasize during the
inculcation of values since they are discussion.
subjective; instead teachers help students
clarify their values.

Reconstructionism- School is agent of Nothing, especially in

change; schooling is preparing students for society, is permanent, as
the social changes; teaching is involving the the teacher constantly
students in discussions of moral dilemma reminds the students. As
a result, students are all
prepared for the changes
that may occur.

Existentialism- Teachers teach learners to During each story-telling

make a choice, to make decisions and not session in the classroom,
merely to follow the crowd; one who does the teacher will ask the
not make a choice and so simply follows students about their
others does not leave a meaningful life. thoughts on the decisions
made by the protagonist
in the story, and then ask
them if they will also
choose the decision
made by the protagonist,
so that they are now
 trained to make their
own choices and will.

Pragmatism- That which is useful, that which The teacher is constantly

is practical and that which is efficient and preparing problem-
effective is that which is good solving tasks for the
students, which assists
them in being efficient
and effective problem
solvers.

Rationalism-emphasizes the The teacher is planning

development of the learners' activities such as debates
reasoning powers: knowledge and other tasks to help
comes through reason; teacher students improve their
must develop the reasoning power of the reasoning skills in class.
learner

Utilitarianism - What is good is that which is The teacher asked the

most useful (that which brings happiness) students what makes
to the greatest number of people them happy and allowed
them to emphasize and
explain why.

Empiricism - source of The teacher does not just

knowledge is through the senses; teacher have the students sit and
must involve the senses in teaching-learning listen to her, but she also
allows them to
participate in the
discussion and answer
her questions, which
involves the senses in
teaching-learning.
Behaviorism - behavior is shaped The teacher established
deliberately by forces in classroom rules and
the environment and that the regulations that include
type of person and actions the Do's and Don'ts that
desired can be the product of design; students must follow at
behavior is determined all times.
by others, rather than by
person's own free will; teacher must
carefully shape desirable
behavior: drills are commonly
used to enhance learning, rewards
reinforce learning

Constructivism- Learners are capable of The teacher is constantly

constructing knowledge and meaning; preparing tasks,
teaching Learning therefore is constructing particularly performance
knowledge and meaning, tasks that can highlight
teacher does not just "tell" or dictate but the students' knowledge
asks learners for knowledge of the lesson.
they construct and meaning of lesson.
 REFLECT

What is your philosophy of teaching? This describes what you believed

you should teach, how you should teach and how you should relate to
others in school - with the learners, your colleagues, your superiors
and all other stakeholders. Write them down. This is your title, "My
Philosophy of Teaching.

"My Philosophy of Teaching”

My teaching philosophy is Progressivism because, as stated in the definition,

learners should learn through experiences and application in real-life situations.
They should, in my opinion, improve their knowledge and skills in their own
unique ways and strategies. I believe that I should teach them knowledge, skills,
and much more that they can apply not only academically but also in facing the
real-world, which means they can use in this lifetime by giving them not only
learning inside the classroom but also learning through experiences that I shared
with them while teaching them inside and outside the classroom. I believe I can
do it, but it will be much easier if their other teachers help and guide them, and
of course if the learners help themselves to improve and become the people they
want to be, because it is all for naught if they don't help themselves.

LINK THEORY TO PRACTICE

1. C

2. D

3. B

4. A
5. A

6. D

7. D

8. C

9. D

10. B