WILSON G. VILLAMATER JR.

Student

Module 1 Lesson 2
(Activity 2.1)
Suyen is a nine-year old student in a community elementary school. Having
been afflicted with polio when she was a baby, she now walks with a noticeable
limp. One afternoon, Suyen came home in tears. Her mother, Mrs. Feng, asked
her what happened. Suyen replied that some of her classmates bullied her and
made unkind remarks about her gait. Some even mockingly imitated the way
she walked. Suyen tried to approach her teacher to tell her classmates to stop
teasing her but she was simply ignored.

1. If you were Suyen’s teacher, what would you have done?

If I were Suyen’s teacher I will listen to her and I will immediately call the
attention of the students involved in the incident. Let them write a letter of
explanation During homeroom I will remind the students to show respect and
they should love one another like siblings.

2. What advice would you have given to the teacher who ignored Suyen’s request for
help?

The advice that I can give to Suyen’s teacher is, she should listen to the student
when her student approached her. In the school, teachers are the 2 nd parents, so
we are not only providing quality education but we are also providing an
environment a better place to study to live with.

3. Are her classmates justified in teasing Suyen? Why/Why not?

No, because what they did is a sign of disrespectful and can destroy
Suyen’s study and her self-confidence may deteriorate.

4. Did the situation reflect a respect for people’s individual differences? Why/Why not?

No, because Suyen’s classmate bullied her about her gait and hurt her feelings
and let her feel different from the others. She might feel that she’s not belong to
the class. Feeling of belongingness is very important because would help the
child boost her confidence and learning.
(Activity 2.2)

Very
A lot Often Somewhat Little
Behavior little
(5) (4) (3) (2)
(1)
A. Appreciation for Diversity
1. I show respect for students
regardless of their race, gender, or X
physical appearance.
2. I know about the different
cultures X
that my students represent.
3. I treat both female and male
X
students in the same manner.
4. I am a role model of a
respectful
X
and nonviolent person for
my students.
5. I am consistent in my behavior
X
toward all students.
6. I express my disagreement
upon witnessing acts of
X
discrimination
or racism.
7. I teach my students about
different
X
cultures and ways of
living.
B. Peaceful Conflict Resolution
1. I commit to nonviolent
X
language.
2. I commit to nonviolent
X
behavior.
3. I use a calm (can be stern)
voice
X
with students even when I am
upset.
4. I give my students recognition X
 and praise.
5. I give constructive criticism. X
6. I explain the value of tasks to
my students to get them to do X
things.
7. I speak to students privately
X
when there is a problem.
C. Encouragement for Student Participation and Collaboration
1. I consult with and listen to my
students when a decision has to be
X
made which will affect them.

2. I try to reach a consensus

among my students when
X
making
decisions.
3. I delegate tasks and
responsibilities X
to the students.
4. My students learn by working
X
as a team.
5. My students work
X
independently.
6. I use cooperative learning
strategies X
with my students.

A. Appreciation for Diversity

5 responses under “A lot” 2
responses under “Often”

Score:
3 x 5 = 15
2X4=8
Total Score: 23 / 7
Ave. Score : 3.3

B. Peaceful Conflict Resolution

2 responses under “A lot” 5
responses under “Often”

Score:
2 x 5 = 10
5 X 4 = 20
Total Score : 30 / 7
Ave. Score : 4.3

C. Encouragement for Student Participation and Collaboration

5 responses under “A lot” 1
responses under “Often”

Score:
5 x 5 = 25
1X4=4

Total Score : 29/ 6

Ave. Score : 4.8

Total Score for A, B and C: 3.3+4.3+4.8 = 12.4/3 Ave.

Score for A, B and C: 4.1

Activity 2.3
Critical Incidents

Teacher Ching
Teacher Ching graduated at the top of her class and she is now teaching
mathematics at a community high school. She is a math wizard and her
students simply listen to her lecture. She doesn’t entertain questions. She
gets easily bored and impatient if her students are slow in solving math
problems, or if it takes them long to answer her questions. More often than
not, she ends up solving the math problem herself, or giving the correct
answer, while her students copy the solution written on the blackboard.

Teacher Shruti
Teacher Shruti attended a seminar on innovative teaching strategies. Her
teaching supervisor asked her to do an echo seminar at school. She excitedly
shared her new learning with her colleagues. She was exalting the advantages
of the new strategies and she kept on referring to the traditional ways of
teaching as outdated. A senior teacher commented that what she refers as
traditional ways of teaching still work well for them. Teacher Shruti dismissed
the comment and repeated that those who are still using this strategy will soon
face the fate of dinosaurs and become extinct themselves.
 Teacher Ning
Teacher Ning is a candidate for promotion in her school. She is very much
qualified for the post, being an exemplary teacher and one who promotes
positive values in her students. However, a disgruntled colleague has been
spreading rumors that she is unprofessional in dealing with parents. Teacher
Ning simply ignored what her colleague was doing and continued to relate
with her in a professional manner.

Teacher Kho
Teacher Kho has been tasked to form a committee to address the growing
number of dropouts in their school. He selected representatives from both
male and female faculty members and teaching supervisors from different
subject areas. He also invited representatives from parents, students, and
local community leaders to be members of the committee. This way, he is
assured that all concerns will be represented, and all voices from different
stakeholders are heard. He facilitated a forum discussion to identify the root
cause of the dropout problem and solicited their opinions and suggestions on
how to address this issue.

Social and
Supporting
Teacher Crosscultural Advice
Incidents
Issue

Know when it is Teacher Ching does Teacher Ching does

appropriate to listen not listen to her not listen to her
and when to speak. students. She does all students. She does all
the talking in the the talking in the
Ching
classroom and stifles classroom and stifles
questions from her questions from her
students. students.
 Respond open- Teacher Shruti Teacher Shruti should
mindedly to dismissed the consider her senior
different ideas and comment of her senior teachers who are used
values. teachers that to in traditional
traditional teaching is teaching that they
still effective while need enough time to
kept on exalting the adapt the new
advantages of the new strategies. She should
Shruti
strategies. listen to them and but
still try to convince
them to use the new
strategy but not
forcing them to use it
immediately.

Conduct oneself in Teacher Ning ignored Teacher Ning is very

a respectable and her colleague in professional. Even
professional spreading the humors though her co teacher
manner. about her and she still ruins her reputation
continue to treat her but she still manages
colleague in a to handle the situation.
Ning professional manner. But, it’s better to call
the attention of her co
teacher and talk in a
right time and place
and resolve
the problem.

Leverage social Mr. Kho formed a This scenario reminds

and cultural committee and invited me of a School
Kho differences to representatives from Improvement Plan
create new ideas faculty, parents, (SIP). Mr. Kho should
and officials which he be very open minded
increase both believes that can in dealing with
innovation and contribute in different people and
quality of work. identifying the root must know and choose
cause of drop outs and people that has ability
can also suggest ways to do the task.
how to
solve the problems.
 Rating
Social and Cross-Cultural Skills Supporting Incidents
(1 to 5)

When somebody wants to

talk with me and If I feel
that person needs me to
I know when it is appropriate to listen listen to him/her, then I
5
and when to speak. will listen. And if
she’s/he’s done and asks
for an advice that
is the time that I will talk.

I will make sure that I

look presentable in front
of my students, colleagues
I conduct myself in a respectable and
5 and with other people and
professional manner.
when talking I will make
sure that my words will
not
offend them.
There was a time one of
my students asked me
politely that I wrote a
I respond open-mindedly to different
5 misspelled word. I
ideas and values.
checked the word, I
smiled and said thank
you.
During the collaborative
learning I asked the group
leader to give a specific
I leverage social and cultural differences to
task to a member who is
create new ideas and increase both innovation 4
good at that task. So that
and quality of work.
their group can produce a
good output.
 I always give
consideration to my
I respect cultural differences and work students who will not
effectively with people from a range of 5 attend classes on their
social and cultural backgrounds. Sabbath day. Because I
respect their religious
beliefs.

Activity 2.4
Before moving on, try to recall prejudice-related problems that students and educators have
experienced in your own school. What type/s of prejudices have you actually observed? Write
them on the lines below and their specific details.

I observed that one of my students, I can say she is unlovable inside the classroom,
because most of her classmates find her “hambog” and liar. Whenever she’s not feeling
well and asked for help, her classmates won’t help her. She is judged based on her
attitude.

Activity 2.5

Teacher of Peace Self-Evaluation Questionnaire

Adapted from Betty Reardon’s Attributes of a Teacher of
Peace (in Castro & Galace, 2008)

I may I do not
I have
have this have
this /I am
Characteristics /I may be this/I am
this
this not this
(3 points) (2 points) (1 point)
1. I understand that education should be
a means toward constructive change. X

2. I am actively involved in the

community. X

3. I am a lifelong learner who continues

to improve my own learning abilities X
 4. I am aware of my own values and
live by them. X

5. I nurture peace and a sense of

community. X

6. I am gender-sensitive. I am alert to any

possibility of gender bias in myself or in X
students.
7. I am constructively critical. I use
criticism as a tool towards constructive X
change.
8. I intentionally develop in learners
their capacity to care. X

9. I am an inquirer. I am more a raiser of

questions than a giver of answers. X

10. I have the skills of communication

and conflict resolution. X

11. I have the skills of reflective learning

through which I apply what is learned
from my teaching to deepen my own X
understanding of the students and the
learning process.
12. I practice cooperative learning by
encouraging cooperative learning
X
tasks and discouraging negative
competition among students.
13. I help students plan and act to
achieve a culture of peace. X

Total Score:
30 6

Activity 2.6
The table below contains a list of activities that you can do to promote peace and respect for
cultural diversity. Check the column that corresponds to your possible status as far as
implementing the activities is concerned.
 I am
I can do this I cannot
already
Activities but haven’t do
doing
done it yet. this.
this.
1. Organize regular discussions on
peace and diversity-related issues. X
2. Participate in regular
discussions on x
peace and diversity-related issues.
3. Arrange and conduct trainings on
understanding and appreciation of
peace and respect for cultural
diversity for students and teachers, x X
using actual cases from your school.

4. Participate in trainings that

promote
X
peace and understanding of
cultural diversity.
5. Manage conflicts that arise in
the X
classroom.
6. Take appropriate action on
peace X
and diversity-related issues.
7. Document and discuss specific
student
X
complaints arising from peace
and diversity-related issues.
8. Design learning activities that
reflect
X
the different backgrounds and
needs of the students.
9. Select learning materials that
reflect
X
the different backgrounds and
needs of the students.
10. Reach out to quiet or non-
participative X
students.
11. Treat each student as an
individual
X
deserving of respect and not as a
representative of a group.
Activity 2.7

Go back to the story of Teacher Lee on pages 104-105. If you were in her situation where she
encountered challenges in her new school, how would you have manifested flexibility? Write
your response in the lines below.

If I were teacher Lee, I will take it as a challenge and start to equip myself with ICT. And
since I am a new teacher, I will adjust with the new environment and people that
surrounds me. I need to adapt and flexible.

Activity 2.8

Read the critical incident below and answer the questions that follow.

Critical Incident

Mrs. Pilar bumped into Gino, one of her former students in Community High
School. Read their conversation below.
Mrs. Pilar: Hi, Gino, it’s great to see you! My, I almost didn’t recognize you!
How long has it been since I last saw you?
Gino: It has been almost ten years since I graduated from high school. It’s
great to see you, after all these years, Mrs. Pilar.
Mrs. Pilar: So, how are you?
Gino: I’m fine, thank you. I have recently been promoted as a team leader at
an electronics company where I’ve worked for more
than six years now. You may have heard that I was not able to pursue
a college degree after graduation. Sadly, my parents didn’t have the
financial resources to send me to college. Thus, I worked part time -
as an apprentice in a motor shop - and studied at night. I took up a
technical course in electronics,
passed the certification examination, and now I am happily working
at my current job.
Mrs. Pilar: Great to hear that, Gino! I am very proud of you!
Gino: Thank you, Mrs. Pilar. You know, you were one of the teachers who
encouraged me to develop myself, not only in academics,
but in other aspects of my life as well. What you and my teachers
have taught me in school about relating and working well with people
and in continuing to pursue learning, have helped me achieve success
in work and in life.
Mrs. Pilar: I’d love to hear more, but I have to run. My children are waiting
for me at home. Come by and see us at school! I’m
sure your other teachers would love to see you again.
Gino: Thanks! I’ll try to visit the school one of these days. Bye!

1. Based on Gino’s experience, what do you think were his most important learning in
school?

Gino learned so much things from his teachers in high school. From his teacher, he
learned not only academic but about life as well that helped him a lot to become
successful in life.

2. As a teacher, what are your most significant insights from the experience of Gino? Write
your thoughts on the lines below.

Gino learned a lot of things from his teacher, not only academic but also how to
become flexible in work and with coworkers. And since Gino is successful, meaning he
is equipped with KSAVs.

Activity 2.9
How productive are you as a teacher in the 21st century? Complete the following questionnaire
and find out.

On a scale of 1 to 3, where will you place your skill about the traits mentioned above? Place a
check mark on the appropriate column.
 I already I have this
have trait
this trait but I need I do not
and to have this
Productivity Traits
practice further trait yet.
it improve (3)
regularly. on it.
(1 ) (2)

I communicate simply and clearly. X

I plan well. X

I prioritize my tasks and responsibilities well,

X
based on their importance.

I do all activities and tasks that I can do today and

X
do not put them off for tomorrow.

I delegate some tasks that my students can

X
easily do on their own.

Activity 2.10

1. Study the figure on teacher and student accountability in the previous page. Rank the
level of teacher and student accountability, with 1 as the lowest level of accountability,
and 4, the highest. Use the table below to record your responses. In the second column,
write the level of accountability of teachers for each instructional activity listed in the
first column. Do the same for the level of accountability of students in the third column.

Teacher Student
Instructional Accountability Accountability
Activity (1=lowest; (1=lowest;
4=highest) 4=highest)
 Focused lesson 4 1

Guided instructions 3 2

Collaborative learning 2 3

Independent tasks 1 4

2. What have you observed about the relationship between teacher and student
accountability from the filled-out table above?

The teacher accountability level and student accountability level is inversely

proportional.

3. Reflect on the most recent lessons and instructional strategies that you used. Do you find
yourself taking greater accountability for learning that happens in the classroom compared with
your students? Why is this so? Explain your answer in the lines below.

Teachers are more accountable in terms of lessons because students’ learnings

depend on the teachers. On the other hand, students are more accountable in
independent tasks because they will learn more through experience.

4. What are the advantages of developing accountability among your students? How does this
translate to better productivity in the classroom? Write your ideas in the lines below.

One of the advantages of developing accountability among our students is sense of

responsibility. They will develop sense of responsibility because they feel that whatever
decision they make they are accountable to that.
Activity 2.11
Critical Incident

Ms. Nga, Suyen’s teacher, was bothered by the way she reacted to
Suyen’s concern. She felt bad because she knew that she did not handle
the situation properly. She went to Mrs. Rai, her mentor, for advice. Mrs.
Rai has been with the school for more than ten years, while Ms. Nga is a
recent education graduate. Like many teachers in the school, Ms. Nga
wanted the school to not only be a venue for
learning but also a haven for mutual respect, especially when it comes to
respecting individual differences.

Read the conversation below between Ms. Nga and Mrs. Rai.

Ms. Nga: Hello, Mrs. Rai. May I consult with you about an incident that
happened yesterday in my classroom? It involves Suyen,
one of my students.
Mrs. Rai: Of course, Ms. Nga. Please tell me what happened.
Ms. Nga: You see, I had an incident in my classroom yesterday. Some students in my
class were mocking their classmate, Suyen. I
saw Suyen crying because she was being teased for walking with a
noticeable limp. Her classmates were making fun
of her because of her different physical appearance. When Suyen
came to me for help, I ignored her. I felt really bad about how I
behaved.
Mrs. Rai: Why do you think did you act that way?
Ms. Nga: I really don’t know what came over me. I did not do
anything for Suyen simply because I did not know how to properly
respond to her concern. Ignoring her was the best I could come up
with yesterday because I was afraid, I might do or say something
wrong.
Mrs. Rai: I see. Well, at least you recognize the problem and admitted that
you were at fault in this situation. That is the first step
towards solving your problem. You know that in our school, we
aim to promote the respect for cultural diversity. What happened
with Suyen yesterday runs contrary to this principle. How do you
plan to address the concern of Suyen?
Ms. Nga: First, I think I need to apologize to her for the way I reacted.
Then, I will talk to her classmates and emphasize to them the need to
respect one another. I hope to be able to make them realize the wrong
that they have done and apologize to Suyen. Perhaps they will do
better next time, like I will, too.
Mrs. Rai: Great, Ms. Nga! See, you were able to sort things out on your own
and come up with concrete solutions to your problem.
Ms. Nga: Oh, thank you, Mrs. Rai. You are really a good mentor.

1. What do you think of their conversation? Was Mrs. Rai effective in helping Ms. Nga
address her problem? Why/Why not?

In their conversation, they addressed the need of the student to be heard. Mrs. Rai were
able to help Ms. Nga just by listening to her and let her recognize fault just by asking. In
their conversation it was emphasized the goal of the school to respect cultural diversity.

2. What would you have said to Ms. Nga if you were Mrs. Rai? What other advice would you
have offered her?

If I were Mrs. Rai, I would do the same. Let Ms. Nga speak and listen and guide her to
come up with the solution by asking questions. If not, perhaps I will be the one to tell
her to address Suyen’s problem and solve the conflict by talking with the students.

3. Did Mrs. Rai manifest leadership as a co-teacher in addressing the problem?

Why/why not?

Mrs. Rai manifest leadership as co teacher because she was able to guide Ms. Nga to
realize her fault and come up with the solution.

4. How would being a leader help Mrs. Rai address the concern more effectively?
Provide examples of creative solutions that she can offer to Mrs. Nga.

A leader should equip with knowledge, skills, attitude and values in order to become a
more effective in dealing issues. Maybe, Miss Nga needs to attend a workshop or
seminar to develop her professional development.
Activity 2.12
The table on the next page shows the characteristics of a good leader (UNESCO- APNIEVE,
2005). Reflect on your own characteristics against these leadership traits or attributes. Place a
check mark under the column which corresponds to your leadership skill from very weak to
very strong for each attribute.

Leadership Trait Very Weak Average Strong Very

Weak Strong

Has a vision and the ability to


communicate it

Has integrity 

Has the innate ability to

inspire, energize, and
encourage his/her followers 

Empowers members 

Mentors’ potential leaders who

share his/her vision and are

committed to seeing it become a
reality
 Leads by example 

Answer the following questions.

1. Are you satisfied with your ratings? Why/Why not?

I am not satisfied with my rating because only other people can identify the leadership
trait that a person possessed.

2. Which of the mentioned traits are your strong leadership attributes?

- Has a vision and the ability to communicate it

- Has integrity
- Empowers members
- Mentors’ potential leaders who share his/her vision and are committed to seeing
it become a reality
- Leads by example

3. Which attributes do you need to develop more?

- Has the innate ability to inspire, energize, and encourage his/her followers.

4. Can you identify some factors which may have hindered you from
developing some of these traits?

Perhaps, I should have the confidence to do it and develop it first before it will radiate
those abilities to others.

5. Identify concrete ways by which you can develop your

leadership in the following situations:

In the classroom:
In the classroom, I can be an example by wearing appropriate attire. A can give
encouragement to do their tasks properly and address their concern.

At school:

I can give guidance or advise to my fellow teachers about work in dealing students’
behavior or it could be a technical support (ICT).

In your family:

I can be a leader to my children, guide them to become a better person, better students and a
better child of God by imposing rules and regulations.

Activity 2.13
Read the following critical incident and, then, answer the questions that follow.

Critical Incident

1. Does Ms. Myint demonstrate a sense of responsibility? Cite her statements that lend
support to your answer and explain.

No, because she just let the students at the back do whatever they want. She didn’t get
their attention and find ways to make her topic more interesting. She must be flexible
with her lesson during the discussion because sometimes the result will not go
according to your lesson plan.

2. If you were Mr. Bunyamin, what advice would you give Teacher Myint regarding the
sense of responsibility (or lack of it) that you observed?
If I were Mr. Bunyamin my advice would be she must be flexible in her lesson. If
her plan is not effective the way it should be, then proceed to plan B to get the
learner’s attention.

Module 1 Lesson 3

Activity 3.1
The table below shows some descriptions of the learning to be education pillar taken from
Lesson One. Complete the table by providing concrete examples or activities of how each of
these descriptions are applied to your daily life and in your life as a teacher. The first one has
been done for you as an example.

Learning to Be Example (life as a 21st

Example (daily life)
involves: century teacher)

• developing the mind and • I attend classes that • I participate in

body, intelligence, interest me and develop professional development
sensitivity, my talents, such as activities such as seminars
aesthetic sense, personal painting or photography. and workshops on current
responsibility and trends in
spiritual values instruction.

I watch DIY videos in You I involve myself in various

Tube and make staffs after school activities and share
watching. creative ideas for the
• nurturing imagination
activities.
and creativity

I know my abilities, I am flexible and can

• being complete in capabilities and adapt to new changes.
oneself, in all the limitations. I know how to
richness of one’s manage myself when
personality things seem not right.
 I am curious of new I use multimedia and you
• developing one’s full discoveries and tube to get the information
potentials and tapping of inventions, current news that interest me and share it
the hidden treasure within and events. to my students, co
each individual teachers,
friends and family.

Activity 3.2
Identify a place in your school or community where you can have a short walk, preferably one
that has greenery. Try to focus and have a greater awareness of your five senses – sight, sound,
smell, taste and touch as you take a nature walk. Then, pause for a few minutes, reflect upon
your experience, and express your experience into words. You may write a poem, compose a
song, or simply write your feelings and experiences in a journal. You may use the space below to
write your output.

- Our school is located in the mountainous area of our city. I travel almost 10 kilometers
every day from my house to school. Before I reach the school, a motorcycle ride is the
best ride so that you can smell the freshness of the air along the way. But there are times
that you can also smell the freshness of animal manure. I love the place; I love the
community. This is the place where you can stay if you want to escape from the busy
streets of the city.

Before, the road going to our school scares me. It was very dangerous especially when it
is raining. The road was muddy and slippery. But this didn’t stop me in going to school.
My students need me. If for me, going to school when raining is a struggle, also with my
students. But now, the local government is spending millions just to fix the road. And it is
almost done. Thank you, Lord God, for answering our prayer.
Activity 3.3
Study the table below, which lists some of the indicators of having a balanced and complete life.
On a scale of 1 to 3, where will you place your level of competence about the indicators
mentioned? Place a check mark on the appropriate column.

Some indicators
I already have I have this but I do
of a
this and I need to not
balanced and
practice it further have
complete
life regularly improve on it this yet
(1 ) (2) (3)
I have a diverse
knowledge
of a wide range of 
subjects.
I am in excellent
physical
Shape. 

I have a solid
relationship
with myself,
family, 
and friends.

I enjoy my
work/career.


I have hobbies and

skills
that I practice
regularly 
and am competent
at.

1. On a scale of 1 to 3 (1: not balanced and complete; 3: balanced and complete), and based on
your responses in the given table, how would you rate yourself in terms of living a balanced
and complete life? Then, briefly explain your answer in the space provided below.

Rating: _ _2_
My rating is 2. I can say that sometimes my life is balanced and complete. But I will not stick
to that idea because I’m afraid that It might affect to my personal growth. I believe that there is
always a room for improvement. So, there are things that you need to improve and not to be
contented with it.

2.What are other ways that will tell you that you have a balanced and complete life?

I can tell that I have a balanced and complete life if I am contented with the knowledge, skills
that I possess and if I’m contented with the relationship of the people that surrounds me. But
there is what we call a lifelong learning. So, I need to improve as an individual.

3. What are some ways you could further enhance balance and completeness in your
life?

- Involve yourself in school and community activities

- Attend seminars and workshops that interest you
- Spend time with families and friend during ordinary or special gatherings

Activity 3.4
Read the critical incident below and answer the questions that follow.

Mr. Widiani, School Head of a community school, encourages the teachers in his
school to enrich the curriculum. This move is appreciated by his teachers, especially,
Zaida, who handles social studies and has always wanted to do much more than
what the core curriculum in this subject allows. To her, this is an opportunity to
improve her craft as a teacher, and as a result, improve
her students’ lives and her life in general. Believing that her students have valuable ideas
on the enrichment activities they believe they can benefit from, she engages her students
in a dialogue where they freely share their ideas
and feelings about various possible enrichment activities. One enrichment curriculum
that Zaida and her students come up with is the creation of an online community that
will link together her students and those of another school, preferably one with a
predominant culture that is different from theirs. For this to take place, she and her
students started thinking outside the box to draw up a plan and strategy on how they
will be able to do this. She and
her students know that this will call for technological knowledge on their part but they
believe that they can accomplish it. They are motivated by a desire to broaden their
horizon and, in the process, understand others’ lives and perspectives. Based on this
understanding, they will learn to respect diversity among people.

1. Does Zaida manifest the Learning to Be characteristics of a 21st century teacher?

Yes

2.If your answer is “No,” explain your answer using the space below.

3. If your answer is “Yes,” fill out the table below. On the column “Manifestation,” write
evidence or pieces of evidence from the critical incident that manifest/s the characteristics.

Characteristic Manifestation

Zaida uses science and technology to link together

1. Science and Technology to with her the students and of those another school
Improve Lives

Zaida and her students want to create an online

2. Creativity community. They draw up a plan and strategy
on how to put it into reality.

Creates an online community to link with other

3. Social Commitment community to understand their culture and learn
to respect with it.

Four dimensions are fully developed. Zaida uses

her creativity, her knowledge in science and
technology to link with other community because
4. Balance and Completeness she thinks that if we understand other culture
then respect with one another will develop. And
she is committed to do that
project.
4. In your daily life and life as a teacher, do you, like Zaida in the story, manifest the
Learning to Be competencies? In what characteristics are you strong at? In what
characteristics are you weak at? Explain your answers on the lines below.

I like the characteristics of Zaida. I hope that I can also have those characteristics. I am creative, I use
science and technology to improve life. I have good relationship with the people that surrounds me, but I
think those are not enough. I still need to improve myself.

Activity 3.5
As you have learned, the Learning to Be pillar is closely linked with quality education - one
that provides holistic, integrated, and humanistic development in learners. Based on UNESCO-
APNIEVE’s guidelines to achieve quality education through a holistic, integrated, and
humanistic approach, assess your level of competency in each of the activities listed in the
table. Check the column that corresponds to your possible status as far as implementing the
activities is concerned.

Activities I am I can do this I cannot

already but haven’t do
doing done it yet. this.
this.
1. I veer away from rigid
compartmentalization of content, but
focus

more on multidisciplinary and
interdisciplinary teaching content.
2. I encourage democratic,
participatory, and interactive
learning methods rather than an
authoritarian teacher-centered 
teaching strategies.

3. I focus on a holistic cognitive-

affective-behavioral teaching- learning
cycle rather than one that 
is mainly focused on content.
4. I use flexible and adaptable
guides in my class, rather than
prepared and fixed modules. 

5. I avoid overly spoon-feeding

information
to my learners and focus more on 
their formation and transformation.