Teaching Profession (The Professional Teacher) PDF

TEACHING PROFESSION (The Professional Teacher) Learning Outcomes 1. The Professional Teacher 1.1. Describe the professional teacher and the ways and means to ensure high standards of the teacher’s p...

TEACHING PROFESSION (The Professional Teacher) Learning Outcomes 1. The Professional Teacher 1.1. Describe the professional teacher and the ways and means to ensure high standards of the teacher’s personal and professional life. 1.2. Explain what teaching is and the various roles of a teacher in meeting challenges in the 21st century. 1.3. Demonstrate understanding of the concepts of the teacher as a school culture catalyst, transformational leader and educational resources manager with responsibilities as specified in the Code of Ethics for Professional Teachers. General Direction: Research on the given topic and answer the following questions. 1. Define and explain the following concepts: a. Teaching - Teaching is a multifaceted process that involves transmitting knowledge, skills, and values from one individual to another. It is a dynamic and interactive process that goes beyond simply conveying information. Effective teaching involves understanding students' needs and learning styles, adapting instructional methods accordingly, and creating a supportive and engaging learning environment. Key aspects of teaching include planning and preparation, instruction and delivery, assessment and evaluation, feedback and guidance, and motivation and inspiration. Teaching encompasses both formal and informal settings and is a complex and evolving practice that requires a deep commitment to the growth and success of learners. b. Teacher - A teacher is a person whose occupation is teaching others, especially as a profession. They are responsible for helping students acquire knowledge, competence, or virtue through teaching. The role of a teacher is multifaceted and can be understood through various models, such as the manager of instruction, the caring person, the expert learner, and the cultural and civic person. Teachers are essential to the development of individuals and society, shaping future generations through their dedication, guidance, and inspiration. Their impact is far- reaching, influencing not only academic achievement but also personal growth, societal values, and the future of our world. 2. Identify and explain varied Roles of a Teacher.  Diagnostician: Identifies the needs and interests of students.  Planner: Chooses materials and/or methodology before the course or lesson.  Manager: Manages students and activities during class time.  Facilitator: Encourages learners to participate, contributes ideas, and guides learners in checking/clarifying language.  Monitor: Observe and check student understanding and progress.   Assessor: Collects information about learners' work through observation, interaction, and feedback.  Counsellor: Provides support and advice on language, performance problems, etc.  Role Model: Sets a positive example for students, demonstrating respect, trust, and responsibility.  Guide: Offers help and support, identifying the needs of the individual student.  Developer: Creates resources like worksheets, assignments, and presentations to suit students' needs.  Catalyst for Change: Seeks continual improvement and inspires innovation within the school environment.  Mentor: Provides guidance and support to novice teachers.  Communicator: Conveys knowledge clearly, listens attentively, and empathizes with students.  Provider of Information: Delivers lectures and lessons on a particular subject.  Surrogate Parent: Offers emotional support and guidance to students who may need it.  Resource Provider: Shares instructional resources like websites, materials, and readings.  Organizer: Manages the learning environment and resources.  Learner: Continually seeks to improve their own skills and knowledge.  School Leader: Participates in school committees and initiatives.  Social Skills/Behavior Counselor: Provides guidance and support related to social skills and behavior. 3. Discuss the following challenges in the teaching profession. Cite specific example. a. Multicultural classrooms - Multicultural classrooms present a unique set of challenges, including language barriers, cultural differences in learning styles, and potential misunderstandings arising from diverse values and beliefs. Example: A teacher in a multicultural classroom might encounter a student who, due to cultural norms, is hesitant to participate in group discussions or ask questions for fear of appearing disrespectful. This could lead to the student falling behind academically. Strategies: Teachers must be sensitive to cultural differences and adapt their teaching methods to accommodate diverse learning styles. This might involve incorporating visual aids, using hands-on activities, and providing opportunities for students to express themselves in ways that are comfortable for them. b. Learner-entered Teaching - Learner-centered teaching emphasizes student agency and active participation, requiring teachers to shift from traditional lecture-based approaches to more interactive and engaging methods. This can be challenging for teachers accustomed to a more teacher-directed model. Example: A teacher transitioning to learner-centered teaching might struggle to relinquish control of the classroom, finding it difficult to guide students through self-directed learning activities or group projects.  Strategies: Teachers need to develop skills in facilitating discussions, fostering collaboration, and providing individualized support to students as they take ownership of their learning. This may involve incorporating project-based learning, inquiry-based learning, and peer-to-peer teaching. c. Multi-grade classes - Multi-grade classes, common in rural areas or schools with limited resources, require teachers to cater to students of different ages and academic levels simultaneously. This presents challenges in curriculum planning, differentiation, and classroom management. Example: A teacher in a multi-grade class might struggle to create lessons that are engaging and appropriate for both younger and older students, potentially leading to some students feeling bored or overwhelmed. Strategies: Teachers in multi-grade classrooms need to develop strong organizational skills and be adept at differentiating instruction. This might involve using flexible grouping strategies, providing individualized learning materials, and incorporating technology to personalize learning experiences. d. ICT Integration - Integrating Information and Communication Technology (ICT) into the classroom can be challenging due to factors like limited access to technology, lack of teacher training, and resistance to change. Example: A teacher might struggle to effectively incorporate online learning platforms or digital tools into their lessons due to a lack of technical skills or familiarity with available resources. Strategies: Teachers need to be provided with adequate training and support to effectively integrate ICT into their teaching practices. This might involve professional development opportunities, access to tech support, and collaboration with other teachers who are skilled in using technology. e. Brain Based Education - Brain-based education, which focuses on understanding how the brain learns, requires teachers to adopt new teaching methods that align with brain science. This can be challenging for teachers who are not familiar with the principles of brain-based learning. Example: A teacher might struggle to incorporate movement, music, or other sensory experiences into their lessons, finding it difficult to shift from traditional lecture-based approaches to more engaging and interactive methods. Strategies: Teachers need to be informed about the principles of brain-based learning and how to apply them in the classroom. This might involve attending workshops, reading research articles, or collaborating with colleagues who have expertise in brain-based education. f. Multiple Intelligences - The theory of multiple intelligences proposes that individuals have different strengths and learning styles. Implementing this theory in the classroom can be challenging due to the need for differentiated instruction and a variety of teaching methods. Example: A teacher might struggle to create lessons that cater to students with different intelligences, such as visual-spatial learners, musical learners, or kinesthetic learners.  Strategies: Teachers need to be aware of the different intelligences and how to design lessons that appeal to a variety of learning styles. This might involve incorporating visual aids, music, movement, and hands-on activities into their lessons. g. Children with Special Needs - Teaching children with special needs requires teachers to have specialized knowledge and skills in adapting their teaching methods and providing individualized support. This can be challenging for teachers who lack experience or training in working with students with disabilities. Example: A teacher might struggle to create an inclusive learning environment for a student with autism, finding it difficult to manage the student's sensory sensitivities or communication challenges. Strategies: Teachers need to be provided with professional development opportunities and access to resources that support their work with students with special needs. This might involve collaborating with special education teachers, attending workshops, and utilizing assistive technology. 4. Write important provisions on the following legal bases for Professionalizing Teaching in the Philippines. PD 1006 RA 7836 RA 9293 Title Decree Professionalizing Philippine Teachers An Act Amending Teaching. Professionalization Act of Certain Sections of 1994 Republic Act Numbered Seventy-Eight Hundred and Thirty-Six (R.A. No. 7836), Otherwise Known as the "Philippine Teachers Professionalization Act of 1994" Objectives:  Elevate Teacher  The promotion,  To further Education: Teacher development, and strengthen the education is declared a professionalization of regulation and top priority for the teachers and the teaching supervision of the government. profession practice of teaching  Ensure High-Quality  The supervision and in the Philippines. Education: Teacher regulation of the licensure  To amend certain education must be of examination. sections of Republic the highest quality, Act No. 7836, aligned with Philippine particularly those needs and aspirations. related to the   Regulate the minimum Profession: The educational teaching profession is qualifications for to be regulated, teachers. establishing standards for practice. Definition of  Teaching - refers to the  Teaching - refers to the  Teaching: The Terms: profession primarily profession concerned profession primarily - Teaching concerned with the primarily with classroom concerned with - Teachers classroom instruction, instruction, at the classroom - Board at the elementary and elementary and instruction at the - Commission secondary levels, in secondary levels in elementary and accordance with the accordance with the secondary levels, curriculum prescribed curriculum prescribed by following the by National Board of the Department of curriculum Education, whether on Education, Culture and prescribed by the part-time or full-time Sports, whether on part- Department of basis in the public or time or full-time basis in Education, Culture, private schools. the private or public and Sports, whether  Teachers - refers to all schools. on a part-time or full- persons engaged in  Teachers - refer to all time basis, in private teaching at the persons engaged in or public schools. elementary and teaching at the  Teachers: All secondary levels, elementary and individuals engaged whether on a full-time secondary levels, whether in teaching at the or part-time basis, on full-time or part-time elementary and including guidance basis, including industrial secondary levels, counselors, school arts or vocational including industrial librarians, industrial arts teachers and all other arts or vocational or vocational teachers persons performing teachers, and those and all other persons supervisory and/or performing performing supervisory administrative functions in supervisory and/or and/or administrative all schools in the administrative functions in all schools aforesaid levels and functions in schools in the aforesaid levels qualified to practice at these levels, and legally qualified to teaching under this Act. qualified to practice practice teaching under  Board - refers to the teaching under this this Decree. Board for Professional act.  Board - refers to the Teachers duly established  Board: The Board National Board for and constituted under this of Professional Teachers duly Act Teachers constituted under this  Commission - refers to established under Decree. the Professional this act.  Commission: A Regulation Commission.  Commission: The governing body Professional overseeing teacher  licensing and Regulation regulation. Commission. Scope of Covers the teaching plan of The examinations for the Consists of three parts: Examination: legally constituted schools elementary and secondary professional education, in the Philippines. school teachers shall be general education, and separate. The examination for field of specialization. teachers in the elementary level shall consist of two (2) parts, namely: professional education and general education. The examination for teachers in the secondary level shall consist of three (3) parts, namely: professional education, general education, and field of specialization. Qualification of  Citizenship: Filipino  A citizen of the Philippines  Citizenship of the requirements: citizen, except for those or an alien whose country Philippines or an who have taught for at has reciprocity with the alien with reciprocity least five years in Philippines in the practice in the teaching Philippine schools not of the teaching profession profession. exclusively for foreign  At least eighteen (18)  Minimum age of 18 nationals before the years of age years old. decree's effectivity.  In good health and of  Good health and  Moral Character: good reputation with high reputation with high Possess good moral moral values moral values. character.  Has not been convicted  No conviction for  Physical and Mental by final judgment by a offenses involving Fitness: Free from court for an offense moral turpitude. physical or mental involving moral turpitude  Graduation from a defects hindering  A graduate of a school, government- efficient service. college or university recognized school,  Educational recognized by the college, or Qualifications: government and university.  Elementary teachers: possesses the minimum Bachelor's degree in educational qualifications. Elementary Education (B.S.E.Ed.) or equivalent.  Secondary teachers: Bachelor's degree in Education or equivalent  with a major and minor, or a Bachelor's degree in Arts or Sciences with at least 18 units in professional education.  Secondary vocational/technical teachers: Bachelor's degree in the field of specialization with at least 18 units in professional education. Other Important  Creation of the  Board for Professional  Department of provisions: National Board for Teachers: The act Education Teachers: Established established a Board for (DepEd): RA 9293 to oversee teacher Professional Teachers amends the education and the under the supervision of references to the teaching profession. the Professional "Department of  Mandatory Board Regulation Commission. Education, Culture Examination: The Board is composed of and Sports" in RA Introduced a mandatory five members appointed 7836 to "Department board examination for by the President of the of Education" teachers. Philippines and is (DepEd).  Reciprocity for responsible for  Repealing Clause: Foreign Teachers: promulgating, All laws, presidential Allows for the administering, and decrees, executive registration of foreign enforcing rules and orders, rules and teachers under certain regulations for the regulations or parts conditions. teaching profession, thereof inconsistent including the licensure with the provisions examination. of RA 9293 are  Code of Ethics for hereby repealed or Professional Teachers: modified The act mandates the accordingly. creation of a Code of Ethics for Professional Teachers, outlining ethical principles and standards for teachers, encompassing their responsibilities towards the state, community, profession, learners, parents, and themselves.  Requirement for Practice: A valid  certificate of registration and professional license are mandatory for anyone to practice as a professional teacher in the Philippines.  Periodic Merit Examination: The Board may prescribe and administer a periodic merit examination for teachers to ensure their continued professional competence.  Revocation of Certificate: The Board has the authority to revoke the certificate of registration, suspend from the practice of the teaching profession, and cancel temporary or special permits for violations of the act, rules, and code of ethics. 5. Outline important provision on Education articulated in the Article XIV, section 14 of the 1987 Philippine Constitution I. Fostering a Filipino National Culture A. Unity in Diversity  Recognizing and respecting diverse cultural heritage  Fostering a sense of national identity B. Free Artistic and Intellectual Expression  Importance for creativity, innovation, and critical thinking  Essential for a dynamic national culture II. Implications for Education A. Cultural Education   Preserving, enriching, and promoting Filipino culture  Teaching about history, traditions, arts, and languages  Ensuring representation of different cultural groups in educational materials and curriculum B. Critical Thinking and Creativity  Fostering critical thinking, creativity, and diverse perspectives  Developing students' understanding and contributions to Filipino culture C. Respect for Diversity  Representation of different cultural groups in educational materials and curriculum  Promoting intercultural understanding and appreciation III. Conclusion A. Article XIV, Section 14 emphasizes the importance of a strong and dynamic Filipino national culture through education. B. Key elements include:  Integrating cultural education  Promoting critical thinking and creativity  Fostering respect for diversity 6. Outline important provisions from the following laws relevant to education. You can use a matrix to do this activity. Title Description of the Law a. Education Act of act Education Act of 1982 (Batas Pambansa This law established the framework for of 1982 Blg. 232) the Philippine educational system, outlining its goals, structure, and administration. b. RA 6713 Code of Conduct and Ethical Standards for This law sets ethical standards for public Public Officials and Employees officials and employees, including teachers. c. CA 578 An Act to Regulate the Practice of This law, also known as the "Philippine Teaching in the Philippines Teachers Act of 1940," established the framework for teacher professionalization in the Philippines. d. RA 6728 An Act Providing for the Establishment and This law mandates the establishment of Maintenance of Child Care Centers in All childcare centers in workplaces to Workplaces in the Country support working parents and promote early childhood development. e. RA 8545 The Philippine Teachers This law further strengthened the Professionalization Act of 1994 regulation and supervision of the teaching profession in the Philippines. f. RA 7877 An Act Declaring that the Entire Month of This law recognizes the importance of May of Every Year Shall be Celebrated as children's rights and welfare, including "National Children's Month" their right to education. g. RA 8190 An Act Providing for the Participation of This law encourages the participation of the Private Sector in the Delivery of Basic the private sector in providing basic Education Services education services. h. RA 9262 An Act Defining Violence Against Women This law addresses violence against and Their Children women and children, which can have a significant impact on their education. i. RA 9710 The Magna Carta for Women This law promotes the rights and welfare of women, including their right to education. j. RA 8491 The Flag and Heraldic Code of the This law establishes the rules and Philippines regulations for the proper display and use of the Philippine flag, including its use in educational institutions. k. RA 10157 An Act Strengthening the Philippine Basic This law introduced the K-12 curriculum Education System by Establishing a New in the Philippines, expanding basic System of Basic Education, Amending for education from 10 years to 12 years. the Purpose Republic Act No. 9155, Entitled "An Act Instituting a New System of Basic Education" l. RA 10533 An Act Enhancing the Philippine Basic This law strengthens the implementation Education System by Strengthening the of kindergarten education in the Implementation of the Kindergarten Philippines. Education Act of 2007 m. RA 10931 An Act Providing for a Comprehensive This law addresses the needs of senior Policy and Program for Senior Citizens citizens, including their access to education and training. n. RA 4670 An Act to Strengthen the Teaching This law aims to improve the quality of Profession teaching in the Philippines by promoting professional development, ethical standards, and teacher welfare. o. Executive Order No. Executive Order No. 83 Series of 2012 This executive order established the 83 Series of 2012 (Institutionalizing the Philippine Philippine Qualifications Framework Qualifications Framework) (PQF), which provides a national framework for recognizing and validating skills, knowledge, and competencies acquired through various learning pathways. p. DepEd Order No. 42 DepEd Order No. 42 s. 2017 (Policy This DepEd order provides guidelines for s. 2017 Guidelines on the Implementation of the the implementation of the Senior High Senior High School Program)  School (SHS) program, which is part of the K-12 curriculum. 7. Explain the importance of Code of Ethics for Professional Teachers. - A Code of Ethics for Professional Teachers is crucial for several reasons. It serves as a guiding compass for educators, ensuring they act with integrity and professionalism in their interactions with students, colleagues, and the community. This code establishes clear expectations for ethical conduct, promoting a safe and supportive learning environment where students can thrive. By upholding these principles, teachers demonstrate their commitment to the well-being and development of their students, fostering trust and respect within the educational community. The Code of Ethics also helps maintain the high standards of the teaching profession, ensuring that educators are held accountable for their actions and that the public continues to have confidence in their dedication to student success. It encourages ongoing professional development, as teachers reflect on ethical dilemmas and strive to continuously improve their practices. In essence, the Code of Ethics for Professional Teachers is essential for creating a positive and ethical learning environment, upholding the integrity of the profession, and ensuring the best interests of students are always at the forefront. 8. What are the responsibilities of teachers as articulated in the code of Ethics for Professional Teachers?  Duties to the State: Teachers are entrusted with the responsibility of promoting national pride, cultivating love of country, and upholding the Constitution. They are expected to instill in students a sense of patriotism and allegiance to the state, fostering responsible citizens.  Responsibilities to the Community: Teachers are expected to be active members of their communities, providing leadership and initiative for social betterment. They should maintain a good reputation and strive to understand local customs, fostering positive relationships with the community.  Obligations to the Teaching Profession: Teachers are responsible for upholding the highest standards of quality education, participating in continuing professional development, and maintaining the dignity of the profession. They are expected to be lifelong learners, constantly seeking ways to improve their skills and knowledge.  Relationships with Other Teachers: Teachers are expected to foster mutual confidence, cooperation, and support among colleagues. They should strive to create a positive and collaborative work environment, prioritizing the well-being of students.  Interactions with Higher Authorities: Teachers are expected to understand and support school policies and procedures. They should seek redress against injustice through appropriate channels, ensuring a fair and transparent system.  Dealings with School Officials and Personnel: Teachers are expected to maintain harmonious relations and collaborate effectively with school officials and personnel. They should work together to create a positive and productive learning environment for students.  Responsibilities Towards Students: Teachers are responsible for providing a safe and supportive learning environment where students can thrive. They should encourage students to learn to their full potential and treat all students fairly, regardless of their background or abilities.  Relations with Parents: Teachers are expected to communicate honestly and openly with parents, working collaboratively to support student success. They should build strong partnerships with parents, recognizing their vital role in the educational process.  Business Activities: Teachers are expected to maintain financial integrity and avoid conflicts of interest. They should ensure that their personal financial dealings do not compromise their professional responsibilities.  Expectations as an Individual: Teachers are expected to behave with honor and dignity at all times, both inside and outside the classroom. They should serve as positive role models for their students, demonstrating ethical conduct in all aspects of their lives. 9. Identify and discuss UNESCOs 4 Pillars of Education. 1. Learning to Know: This pillar emphasizes the acquisition of knowledge and understanding of the world around us. It involves developing critical thinking skills, problem-solving abilities, and the capacity for lifelong learning. Learning to know encompasses both acquiring foundational knowledge in various disciplines and developing the ability to learn independently and effectively. This pillar encourages individuals to be curious, to seek out information, and to engage in critical analysis of the world around them. 2. Learning to Do: This pillar focuses on developing practical skills and competencies that enable individuals to apply their knowledge to real-world situations. It involves acquiring skills for work, problem-solving, decision-making, and collaboration. Learning to do emphasizes the importance of hands-on experience, practical application of knowledge, and the ability to adapt to changing circumstances. It encourages individuals to be resourceful, innovative, and capable of contributing to society. 3. Learning to Live Together: This pillar emphasizes the development of social and interpersonal skills, promoting understanding, tolerance, and cooperation among individuals from diverse backgrounds. It involves learning to communicate effectively, resolve conflicts peacefully, and appreciate cultural differences. Learning to live together fosters empathy, respect for others, and a sense of shared responsibility for creating a harmonious and just society. 4. Learning to Be: This pillar encompasses the holistic development of the individual, fostering their personal growth, self-awareness, and sense of purpose. It involves developing creativity, critical thinking, emotional intelligence, and a sense of responsibility. Learning to be encourages individuals to explore their values, passions, and talents, leading to a fulfilling and meaningful life. It emphasizes the importance of personal growth, self-reflection, and the development of a strong sense of identity. 10. Explain the rationale or importance of Philippine Professional Standard for Teachers (PPST). - The Philippine Professional Standards for Teachers (PPST) is a crucial framework for enhancing the quality of education in the Philippines. Its rationale lies in the understanding that effective teachers are essential for raising student achievement and building a strong nation. The PPST sets clear expectations for teachers across various career stages, from beginning to distinguished practice, ensuring that educators are equipped with the necessary knowledge, skills, and values to meet the demands of the 21st century. It emphasizes the importance of content knowledge, pedagogy, learning environment, diversity of learners, curriculum planning, assessment and  reporting, community linkages, and personal growth. By providing a uniform measure for assessing teacher performance, identifying needs, and supporting professional development, the PPST promotes a culture of excellence and continuous improvement within the teaching profession. 11. Discuss/Explain the 7 domain of PPST. a. Content Knowledge and Pedagogy - This domain emphasizes the teacher's mastery of subject matter and their ability to effectively convey it to students. It includes strands like: understanding and applying content knowledge within and across curriculum areas, utilizing research-based knowledge and principles of teaching and learning, effectively integrating ICT in teaching, employing strategies for promoting literacy and numeracy, developing critical and creative thinking skills, and utilizing mother tongue, Filipino, and English effectively in the teaching and learning process. b. Learning Environment - This domain focuses on creating a safe, supportive, and stimulating learning environment that fosters student engagement and achievement. It includes strands like: ensuring learner safety and security, promoting fairness in the learning environment, managing classroom structure and activities effectively, supporting learner participation, promoting purposive learning, and managing learner behavior effectively. c. Diversity of Learners - This domain recognizes the diverse needs and backgrounds of students, promoting inclusive teaching practices that cater to individual differences. It includes strands like: understanding learners' gender, needs, strengths, interests, and experiences, respecting learners' linguistic, cultural, socio-economic, and religious backgrounds, addressing the needs of learners with disabilities, giftedness, and talents, supporting learners in difficult circumstances, and catering to the needs of learners from indigenous groups. d. Curriculum and Planning - This domain focuses on the teacher's ability to plan and implement curriculum effectively, ensuring that learning experiences are relevant, engaging, and aligned with learning competencies. It includes strands like: planning and managing the teaching and learning process, aligning learning outcomes with learning competencies, ensuring the relevance and responsiveness of learning programs, collaborating professionally to enrich teaching practices, and utilizing various teaching and learning resources, including ICT. e. Assessment and Reporting - This domain focuses on the teacher's ability to assess student learning effectively, providing meaningful feedback and reporting student progress to stakeholders. It includes strands like: designing, selecting, organizing, and utilizing assessment strategies, monitoring and evaluating learner progress and achievement, providing feedback to improve learning, communicating learner needs, progress, and achievement to key stakeholders, and using assessment data to enhance teaching and learning practices and programs. f. Community Linkages and Professional Engagement - This domain emphasizes the teacher's role in building strong relationships with the school community and engaging in professional development. It includes strands like: establishing learning environments that are responsive to community contexts, engaging parents and the wider school community in the educative  process, upholding professional ethics, and understanding and adhering to school policies and procedures. g. Personal Growth and professional Development - This domain emphasizes the teacher's commitment to lifelong learning and continuous improvement. It includes strands like: reflecting on their philosophy of teaching, valuing the dignity of teaching as a profession, building professional links with colleagues, engaging in professional reflection and learning to improve practice, and setting professional development goals.  TEACHING PROFESSION (The Professional Teacher) Create a 50 items multiple choice type of test. Provide a rationalization on each item explaining the justification for each answer. Note: submit this activity together with the Written activity no. 1 in printed form.