Educ 102: Teaching Profession Chapter 1 PDF

Educ 102: Teaching Profession Katherine H. Cuanan Assistant Professor IV  Chapter 1 Concepts of Teaching and Teacher Roles Objectives Explain the concepts of teaching as a mission, profession, science & vocation, Give examples of the various roles of a teacher in the...

Educ 102: Teaching Profession Katherine H. Cuanan Assistant Professor IV  Chapter 1 Concepts of Teaching and Teacher Roles Objectives Explain the concepts of teaching as a mission, profession, science & vocation, Give examples of the various roles of a teacher in the society, Suggest solutions on the challenges of teachers, and Explain the four pillars of education. Lesson 1 Concepts of Teaching Teaching Definition Teaching is said to be a profession as old as humanity. It is an activity that follows and guides the learners in their journey towards self-fulfilment from the moment they perceive the light of hope to the point of their learning success. (Serrano & Paez 2016) It is also defined by Smith (2018) as the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given. In the article written by Rajagopalan (2019) teaching has been defined in many ways by different authors and she summed up teaching as a scientific and interactive process that involves a teacher and pupil that occurs during certain definable activities which aims at changing behavior of the pupil. Its major components are content, communication and feedback. Teaching as a Mission The word 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. Teaching as a mission means there is a task entrusted to you in this world. If it is your assigned task then you’ve got to prepare yourself for it. You are expected to contribute to the betterment of this world in your own unique way. Your unique and most significant contribution to the humanization of life on earth is in the field where you are prepared for – teaching. Cont’d… What exactly is the mission to teach? Is it to teach the child the basic 3Rs? or to deposit facts and information into the “empty minds” of the students to be withdrawn during quizzes and tests? Is it to facilitate the maximum development of his/her potential not only for himself/herself but also for others? To teach is to influence every child entrusted in your care to become better and happier because life becomes more meaningful. To teach is to help the child become more human. Teaching as a mission means you are being entrusted of a task which you need to prepare yourself in order to do this task. (Bilbao, 2015) Teaching as a Vocation It comes from the Latin word “vocare” which means “to call”. Vocation is a strong feeling of suitability for a particular career or occupation. Perhaps you never dreamt to become a teacher! But here you are now preparing to become one. The fact that you are now at the College of Education signifies that you positively responded to the call to teach. Cont’d Serrano & Paez (2015) stated that it is in this concept of teaching that a teacher is committed to endure in the teaching profession against all odds. If teaching is viewed as a mere job, one will have in his/her mind the monetary rewards that teaching will provide. No matter how meagre the salary is, there are teachers who persevere here in our country in order to educate the Filipino students. We have heard a lot of stories about teachers who have crossed mountains and rivers to reach out for their students especially this time of pandemic where the students learn in a new normal way. Teaching as a Profession Hon. Hermogenes P. Pobre, the Former Chairperson of the Professional Regulation Commission, remarked in a national convention: “The term professional is one of the most exalted in the English language, denoting as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values.” Teaching as a Profession Why does a profession require “long and arduous years of preparation” and a “striving for excellence”? For us to be able to give more (service), which is the end goal of a profession, continuing professional education is a must. If you take teaching as your profession, this means that you must be willing to go through a long period of preparation and a continuing professional development. Teaching as a profession is considered to be equal with other professions by virtue of Presidential Decree 1006 which became effective last January 16, 1977. This is a decree which professionalizes teaching in our country promulgating the crucial and relevant role of teachers in shaping the future of a nation through education. Teaching as a Profession In addition, this decree boosted the morale of teachers through provision of incentives and motivation because like all other professions, teaching requires a specific number of years of higher education studies. Alongside with the aforementioned decree is the Philippine Teachers Professionalization Act of 1994 (Republic Act 7836) which strengthens the regulation and supervision of the practice of teaching in the Philippines and thus prescribes a licensure examination for teachers. Other reasons why teaching is a profession are the following: (Serrano and Paez, 2015) has its own body of specialized knowledge upholds service over and above personal and monetary profit for professional competency, requires continuous professional growth establishes its own policies and standards for professional exercise has its own unique professional organization. Teaching as a Science Like other professions, teaching must subject itself to an organized and objective planning, preparation and execution of the lessons in order to direct the learners towards the different learning episodes. It commits itself to an unbiased analysis, problem-solving and modification of the outcomes of learning. In so doing, the facts and information will be accurate, relevant and readily available to the students. Teaching as a Science As a science, it is inspiring and refreshing craft to the teachers for the laboratory is the classroom itself where meaningful and relevant interaction takes place. In addition, the community of learners, with the guidance and motivation of the teacher, is in constant search and enrichment of their learning inputs and outputs. (Serrano & Paez, 2015) Lesson 2 The Roles of a Teacher As a Person Understanding the Teaching Profession requires deeper appreciation of the lives of teachers as individuals in society. Teachers are given high regard in society for the multiple roles they perform aside from teaching. As society becomes more complex and it’s values become more pluralistic, the areas of responsibility for teachers become wider (Pelletier, 2004 as cited by Pawilen, 2019). As a Person Teaching is more than just a simple job. Some people, especially those who choose it to be their profession, regard teaching as a higher calling and a commitment to make positive changes in society and in the lives of people they teach. Teachers are modern heroes and heroines. They are servant leaders, knowledge providers, and community organizers. It is important to understand the life of a teacher as an individual person. (Cohen, Manion and Morrison, 1996 as cited by Pawilen, 2019) 12 Characteristics of an effective teacher (Robert J. Walker as cited by Bilbao, et al 2019) Prepared – come to class each day ready to teach Positive – have optimistic attitudes about teaching and about students Hold high expectations – set no limits on students and believe everyone can be successful Creative – are resourceful and inventive in how they teach their classes Fair – handle students and grading fairly Display a personal touch – approachable 12 Characteristics of an effective teacher (Robert J. Walker as cited by Bilbao, et al 2019) Cultivate a sense of belonging – students feel that they are welcome and comfortable in their classrooms Compassionate – concerned about students’ personal problems and can relate to them and their problems Have a sense of humor – make learning fun and do not take everything seriously Respect students – do not deliberately embarrass students; teachers who give the highest respect get the highest respect. Forgiving – do not hold grudges Admit mistakes – quick to admit being wrong As a Professional Teaching fulfils the elements of a profession and so a teacher is truly a professional. A professional is one who went through long years of preparation to earn a teacher education degree recognized by the CHED after he/she passed a Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers with the supervision of the Professional Regulation Commission (PRC). After obtaining a license he/she is obliged to renew every three years and should show proof of Continuing Professional Education (CPD). (Bilbao, et. al, 2019) As defined by the Code of Ethics, the teacher is a licenced professional who possesses dignity and reputation with high moral values as well as technical and professional competence, adheres to, observes and practices, a set of ethical and moral principles, standards and values. The following are the 7R’s that professional teachers need to do and to learn as professionals. (Pawilen, 2019) a. Remember to perform your duties with high degree of professionalism. A teacher should not allow his or her integrity to be destroyed due to personal green and bad politics. Teachers should avoid cheating their students’ grades and practice favoritism in their classes. b. Respond to the needs of each student with utmost level of concern to welfare and well-being of each student. c. Recognize that as professionals, you must continuously seek professional career advancements through joining professional associations, attending continuing education activities for teachers, and doing graduate studies. The following are the 7R’s that professional teachers need to do and to learn as professionals. (Pawilen, 2019) d. Reawaken your passion and sense of mission to serve all types of learners regardless of their religion, socio-economic status, gender, race, intellectual, ability, and learning modalities. e. Renew your commitment to help each learner in order to have a better future. A teacher must believe that each learner can have a good future if he/she equips each learner with the right knowledge and skills that each learner may use in the future. f. Re-evaluate your attitudes and your work ethics. g. Relearn, learn, and unlearn many things to keep you updated with new knowledge and information. A teacher must be always active in the business of life-long learning.` As a Community Leader and Social Advocate Society in general expect a lot from the teachers and schools. They play an important role in the development of people and communities. The life of the teachers is not only confined in the four corners of the classroom or school because they are an active leaders in the community. Teachers always take leadership roles in their communities especially in activities and projects related to the education, welfare of young children, and cultural development. As an example, teachers are members of the Child Protection committee, and help in the implementation of Republic Act 7610 known as the “Special Protection of Children Against Abuse, Exploitation, and Discrimination Act.” As a Community Leader and Social Advocate As an advocate, there are teachers who serve as leaders and organizers of community activities for children, women, and youth. PE teachers serve as coaches to sports events and teaching cultural presentations likes song and dances. Some teachers serve as judges to competitions while others are elected as officers to community-based organizations. They support free and honest elections, they help people understand the effects of irresponsible use of resources, and they promote values formation in the community. In many places, we see teachers as freedom fighters organizing various members of the community to sustain the dignity of life.(Pawilen, 2019)  As a Model of Good Character Since ancient times, teachers are recognized as exemplars of good character, attitude, and values. They are keepers of values and traditions of different cultures around the world. A Christian author describes four ways of describing good moral character; ❑Being fully human- have realized substantially the potential as a human person ❑Being a loving person – caring in an unselfish and mature manner with self, other people and God. ❑Being a virtuous person – have acquired good habits and attitudes and practiced consistently in daily life. ❑Being a morally mature person – have reached the level of development emotionally, socially, mentally, spiritually appropriate to your development stage As An Expert Since ancient times, teachers are recognized as sources of wisdom ad information in every society. Aside from teaching, they serve as guides, counselors, judges, and spiritual leaders in the society. Through the knowledge they share, they attract attention from many students and individuals. They are given prominent positions in royal courts, giving expert opinions and advice to kings and other community leaders. They enjoy political influence in every community where they belong in the history of mankind. As An Expert The need for teachers to be expert in various fields in the academe serves the purpose to prepare students to respond myriad of challenges brought by the 21st Century. Shulman (1987) tried to organize important domains of knowledge that are important to teachers: 1. Knowledge in content – teachers should know the subject matter they teach. 2. Pedagogical content knowledge – it means teachers should master the subject they are teaching and they know to teach it effectively. 3. Knowledge about learners – this is the idea of the different learning styles, thinking styles, and educational needs of the learners. As An Expert 4. General Pedagogical Knowledge –these are general pedagogical theories and principles that are applicable to any classroom situation and in any teaching and learning context. 5. Knowledge of educational contexts – this knowledge may focus on the cultural, economic, political, and education context that shape and influence education. 6. Curriculum Knowledge – this is about the knowledge of innovations, curriculum designs, curriculum materials, assessment, and the curriculum process. 7. Knowledge of educational ends, purposes, and values - this is the understanding of the principles, theories, and purposes of education to have deep appreciation of the enduring values of education. As An Expert Teachers play an important role in the total educational system of any country. The expertise of teachers in content and in pedagogy is contributory to their immense task of molding the mind and character of every individual person who become their students. The knowledge they instilled in the minds of their students will always be useful and relevant in everyday life. As experts in different areas, teachers need to possess the 4C’s ; a. Creativity – a cognitive ability to develop new ideas, to possess outstanding talent, and to lead effectively. b. Critical Thinking – a cognitive ability and capacity to think critically in solving problems, making decisions, and in processing ideas. c. Commitment – a passion to make a difference in the lives of each learner. d. Character- an exemplar of positive values. Lesson 3 Challenges in Teaching 1. Multicultural classrooms Multicultural education is an interesting and important topic for teachers. At its heart is a deep concern about equity, respect for diversity, cultural literacy, and fair treatment for everyone in school. Multicultural education is not only for cultural minority groups and indigenous people, it is for every learner in school. One of its important goal is to help students to acquire knowledge, attitudes and skills needed to function effectively in the democratic society. Given the growing diversity of the contemporary society, it is critical for teachers to become culturally literate and instructionally effective in teaching a culturally diverse in class. The following are instructional strategies that can be used in addressing cultural diversity in the classroom: 1. Content Integration – Cultural practices, cultural values, history, and respect for cultural diversity can be integrated in the various contents of the subjects taught in basic education. 2. Cultural Immersion – Students can be immersed in different cultures. This will allow students to observe the life of other people and to have a first hand experience of their culture and values. 3. Celebrating Cultural Diversity- Similar to what is done in the UN Month Celebration and in the Linggo ng Wika, students can experience and enjoy different cultural dance, folk literature, music, visual arts, and costumes. The following are instructional strategies that can be used in addressing cultural diversity in the classroom: 4. Culture Responsive Pedagogy- Teachers use pedagogical methods, approaches, and techniques that respect the cultural values, mindset, and practices of learners. 5. Teaching Local Culture – Teachers will introduce local culture to students through lectures, fora, and symposia. 6. Using the Local Language as Medium of Instruction- Teachers Need to support the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program of the Department of Education. They should help in the development of instructional materials for teaching local language and culture to the students. 1. Multicultural classrooms The Philippines is also home to various indigenous groups. The Philippine 1987 Constitution encouraged the state to provide an education that is relevant to their culture and indigenous practices of these indigenous people. There are several approaches that can be used to integrate indigenous knowledge in the curriculum. (Pawilen, 2019) Multicultural classrooms 1. Real-Life Story Model – Indigenous knowledge is embedded in the daily life experience of young children as they grow up. 2. Problem-based Approach- Learners are exposed to different lessons in problem-solving. By doing problem-solving activities, learners are exposed to practical situations that are important to them and to their community. 3. Inviting Local Folks and Community Leaders as a Resource Person in School- This allows community leaders and elders to share their knowledge and wisdom to the students. 4. Developing Instructional Materials for Teaching Indigenous Knowledge- Teachers can develop modules, worksheets, and learning kits that will help introduce local history, community values, and indigenous knowledge of the community to the learners. 2. Learner-centered teaching Learner centered is an approach to teaching that focuses on the learners and their development rather than on the transmission of content and addresses the balance of power in teaching and learning, moves toward learners actively constructing their own knowledge, and puts the responsibility for learning on the learners. In a learner-centered instruction, the primary consideration in the choice of teaching method and technique is the learner – his/her nature , innate faculties or abilities , how he/she learns, developmental stage, multiple intelligences, learning styles, needs, concerns, interests, feelings, home, and educational background. The teachers are expected to manage their teaching in the way that makes students feel included, value the educational process, and take control of their own learning. 3. Multi-graded Classes Multigrade teaching involves the teaching of students from different grade levels in one classroom. This requires teachers to develop a skill in handling different students’ behavior and in addressing their needs and interests. The teacher in a multigrade class should perform multiple tasks for all the grade levels in the classroom, no matter what subject is being learned. The teachers are expert facilitators of the learning process. Multigrade teachers in public schools are also like teacher missionaries in farflung communities. They are strong advocates of students’ access to quality education. Multi-graded Classes Multigrade teaching involves the teaching of students from different grade levels in one classroom. This requires teachers to develop a skill in handling different students’ behavior and in addressing their needs and interests. The teacher in a multigrade class should perform multiple tasks for all the grade levels in the classroom, no matter what subject is being learned. The teachers are expert facilitators of the learning process. Multigrade teachers in public schools are also like teacher missionaries in far-flung communities. They are strong advocates of students’ access to quality education. 4. ICT integration At the school level, ICT is widely used in the every day operations and activities of different offices and departments. Computers make school operation system efficient, from the accounting process, storing, and processing data, and in communication processes. Technology has not only brought immense transformation in the physical campus of higher education institutions but has also significantly transformed the delivery of education. Successful innovations include distance education and other forms of online learning that can be attributed to the developments brought by the expanding influence of the new computer age. 5. Brain-based Education Another significant challenge to teachers is to understand and apply the principles of brain-based education, which was brought by research in neuroscience. Significant neuroscience studies provided several ideas on how the human brain functions and people learn. Caine and Caine (1997) performed a study which is useful for teachers in organizing curriculum and instruction. It encourages teachers to think and reflect on the way they teach their subjects to students and challenges them to organize instruction to implement these brain-based education practices. Brain-based Education The following are the brain-based principles: 1. The brain is a whole system and includes physiology, emotions, imagination, and predisposition. 2. The brain develops in relation to interactions with the environment and with others. 3. A quality of being human is the search for personal meaning. 4. People create meaning through perceiving certain patterns of understanding. 5. Emotions are critical to the patterns people perceive. Brain-based Education 6. The brain processes information into both parts and wholes at the same time. 7. Learning includes both focused attention and peripheral input. 8. Learning is both unconscious and conscious 9. Information (meaningful and fragmented) is organized differently in memory. 10. Learning is developmental. 11. The brain makes optimal number of connections in a supportive and challenging environment. 12. Every brain is unique in its organization. 6. Multiple Intelligences The idea of learners having multiple intelligences came from the research of renowned Harvard University professor, Howard Gardner. Gardner’s theory of Multiple Intelligences (MI) presents a powerful notion that there are separate human capacities, namely: 1. Verbal-Linguistic Intelligence –ability to analyze information and create products involving oral and written language. 2. Logical-Mathematical Intelligence- ability to develop equations and proofs, make calculations, and solve abstract problems. 3. Spatial Intelligence- ability to recognize and manipulate large-scale and fine-grained spatial images. 4. Musical Intelligence- ability to produce, remember, and make meaning of different patterns of sound. 5. Naturalist Intelligence- ability to identify and distinguish among different types of plant, animals, and weather formations that are found in the natural world. Multiple Intelligences The idea of learners having multiple intelligences came from the research of renowned Harvard University professor, Howard Gardner. Gardner’s theory of Multiple Intelligences (MI) presents a powerful notion that there are separate human capacities, namely: 6. Bodily Kinesthetic- ability to use one’s body to create products or solve problems. 7. Interpersonal Intelligence- ability to recognize and understand other people’s moods, desires, motivations, and intentions. 8. Intrapersonal Intelligence- ability to recognize and understand his/her moods, desires, motivations, and intentions. 9. Existential Intelligence – ability to reflect on the meaning of human existence and to communicate with the supernatural world. 7. Teaching Special Education Classes Special education is an area in education that seeks to understand the nature and needs of different learners with special needs. As a field of study, it trains teachers and other professionals to respond to the needs of special learners in terms of pedagogy, curriculum, and other forms of educational interventions. In a regular classroom, we can only observe students with learning difficulties, physical abilities, behavioral problems, and who are gifted. With the help of scholars and practitioners in the field of special education, we have come to realize and learn that special learners can be classified in different ways. Teaching Special Education Classes Wolery and Wilbers (1994) as cited by Pawilen (2019) describe the various classifications of children with special needs according to the type of disability of each learner like deafness, dual-sensory impairments, hearing impairments, serious emotional disturbance, specific learning disabilities, speech (language) impairments, visual impairments and blindness, traumatic brain injury, autism, and also those learners diagnosed with medical conditions. Special learners also include children and youth living in difficult context like those located in war zones and economically depressed areas. While there are special schools to cater to the needs of special learners, many of them are attending regular classes and part of inclusive education programs. Teaching Special Education Classes It is inevitable for teachers to encounter learners with special needs in their classes. This poses an immense challenge not only in classroom management but also in curriculum and instruction. Consequently, teachers need to modify the curriculum and use instructional approaches that are relevant and responsive to the needs of these special learners. It is also important to be careful in identifying a student as a special learner. This sometimes causes tension with parents, as many of them are still not ready to accept that their child is a special learner. Teachers need to carefully observe their students’ behavior, abilities, and characteristics. They need to seek help from special education specialists or medical doctors whenever it is needed. Teaching Special Education Classes Providing the needs of special education learners will certainly be one of the greatest challenges to every teacher. Most teachers, either in public or private schools, are not equipped to handle special learners. Responding to the needs of each special learner cannot be addressed by teachers’ years of teaching experience. It requires special training in the field of special education. A special education teacher needs to have deep devotion, commitment, and passion to teach special learners. They need to work closely with co- teachers, parents, and other professionals to understand the nature, behavior, and needs of these learners. Lesson 4 The Four Pillars of Education 1. Learning to Know It involves the acquisition and development of knowledge and skills that are needed to function in the world. The skills being developed are literacy, numeracy, and critical thinking. In order for the students to learn to know they should develop the skills of learning to read with comprehension, listening, observing, asking questions, data gathering, note taking, accessing, processing and selecting information. Learning to Know Role of the 21st century teacher The priority in 21st century teaching is on learning to know. The teachers then are expected to be a facilitator, catalyst, monitor and evaluator. They help learners to: a. develop values and skills for searching for knowledge and wisdom b. learn to learn c. acquire a taste for learning throughout life d. develop critical thinking e. acquire tools and processes for understanding f. develop intellectual curiosity 2. Learning to Do It focuses on the acquisition of skills that would enable individuals to effectively participate in the global economy and society. These skills are often linked to occupational success, such as vocational and technical skills, apprenticeships, and leadership and management competencies. It involves putting knowledge and learning into practice innovatively through skill development, practical know how, development of competence, life skills personal qualities, aptitudes, attitudes. Learning to Do Focus of education in relation to the pillar learning to Do a. lifelong continuum of knowledge, values, attitudes, competencies and skills b. changing work environment requires the development of new knowledge and skills c. the increasing globalization and free trade resulting to New economic pressures requires both individuals and businesses to continually upgrade knowledge and skills to maintain competitive edge. Learning to Do Focus of education in relation to the pillar learning to Do d. the need to remain competitive throughout life raises the obvious concern of equitable access to learning opportunities and also to meaningful work for all, and the urgency for maintaining and advancing human dignity and worth. e. the need for values in education and training associated with life skills, developing the ability to manage one’s life and time effectively, and the capacity for team work, responsible corporate and global citizenship and democracy. 3. Learning to Live Together This pillar is considered as the key to building a genuine and lasting culture of peace in both the Asia Pacific region and throughout the world (Vega et al. 2015). It involves activities that promote holistic personal development (body, mind and spirit), for an all-round ‘complete person. These include cultivating one’s self analytical and socials skills, creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. Social skills and values such as respect and concern for others, social and interpersonal skills and an appreciation of the diversity among people Learning to Live Together The role of teacher in the 3rd pillar of education a. The teacher helps the students to develop an understanding of other people and appreciation of interdependence since we live in a closely connected world. b. The teacher helps students to realize the value of being able to live together in their gradually enlarging world; home, school, community, town, city, province, country, and the world as a global city. c. The teacher helps students develop life and career skills as social and cross- cultural skills and flexibility and adaptability. d. The teacher helps students develop self-awareness and self-esteem as well as empathy and respect for others and requires the capacity for active citizenship, development of both local and global identity and an ability to understand others and appreciate diversity. 4. Learning to Be Involves the development of social skills and values such as respect and concern for others, social and inter-personal skills and an appreciation of the diversity among people. These skills would enable individuals and societies to live in peace and harmony. Learning to be refers to the role of education in developing all the dimensions of the complete person; the physical intellectual, emotional, and ethical integration of the individual into a complete man. Learning to Be Universal aims of education a. towards scientific humanism - one can speak of science with a conscience, and science at the service of development. Citizens of the new millennium must learn to be scientific humanists. b. Creativity – preserving each individual’s originality and creative ingenuity. c. Towards social commitment – preparing the individual for life in the society, moving him/her into a coherent moral, intellectual, and affective universe composed of sets of values, interpretations of the past and conceptions of the future. d. Towards the complete man – respect the many sidedness of personality as essential in education if the individual is to develop for himself/herself as well as for others.