LM02- PRED

0113

Learning Module

THE TEACHING
PROFESSION

Knowledge Area Code : PRED

Course Code : PRED 0113
Learning Module Code : LM5-PRED 0113

This is a property of
Bataan Peninsula State Univers
NOT FOR SALE
 Course
Packet
LM01-NGEC

02 0323

Learning Module

THE TEACHING
PROFESSION
Course Packet 02

The Roles of A Teacher

Knowledge Area Code : PRED

Course Code : PRED 0113
Learning Module Code : LM5-PRED 0113
This is a property of
Bataan Peninsula State Univers
NOT FOR SALE

Learning Module: The Teaching Profession 3

 Course
Packet
LM01-NGEC

02 0323

Course Packet 02

The Roles Of A Teacher

Introduction
Course Packet 02 will tackle on the different roles of a Teacher. The roles of a teacher is
immense. It not only in instruction that the teacher performs well. All the aspects of students
life in the school are actually under the care of a teacher under the principle of LOCO
Parentis. This Course Packet 02 contains the roles of a teacher as Person, as a Professional, as
a Community Leader and Social Advocate , as s Role Model and as an Expert.

Objectives:
At the end of this lecture you are expected to:
1. Characterize a teacher who performs a set of roles to students as a guardian and
professional in -charge of students development.

Learning Management System : Join the Google Classroom using this Class ccode:

Duration: 3 hours Topics.

1. As a Person
2. As a Professional
3. As a Community Leader and Social Advocate
4. As a Model of Character
5. As an Expert

Delivery Mode: Asynchronous Class Meeting

Assessment with Rubrics indicated in the Activity paper

Readings:
1.Ten Roles for Teacher LeadersCindy Harrison and Joellen Killion. Pdo.ascd.org.
2. Teachers As Surrogate Parents www.teachers.ab.ca ›

Introduction

It is said that teaching is a profession that lies at the heart of both

the learning of children and young people and their social, cultural and
economic development. And so your task as teacher is not only confined
in the classroom. Much of what your students will learn is not what is only
found in the book or what is detailed in your lesson plan. It is what they will
imbibe from you as they are engaged in the learning process. The way you
will handle class will reveal your disposition in life. How you will introduce

Learning Module: The Teaching Profession 1

 Course
Packet
LM01-NGEC

02 0323

the lessons bring light to the path of their learning. The explanations and
examples that you will present will create an imaginary world for them. Your
light way of dealing with their difficulties and problems that they face will
make you closer to them. The relationship that you will establish among them
like being a friend, a person to lean on, a model or father/mother figure or an
idol as a professional and an expert to look up to, are your most influential
functions to them. Helping them to grow as good persons is your responsibility
of imparting life’s most important lessons.

Lesson Proper
 Review. Do you agree with this statement? Explain why by
elaborating on the term passion.

Your answer here:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Learning Module: The Teaching Profession 2

 Course
Packet
LM01-NGEC

02 0323

THE ROLES OF A TEACHER

1. THE TEACHER AS A PERSON

Many factors comprise the making of a teacher. Before they

become teachers they are persons with distinct personalities.
But as they become members of institutions of learning that

Learning Module: The Teaching Profession 3

 Course
Packet
LM01-NGEC

02 0323

provide education of the youth, they are expected to possess

specific characteristics and attributes as persons and
professionals. Teachers as persons are expected to have innate
and personal qualities. They have to be good teachers with
aptitude capable of developing into skills and mental ability to
grasp knowledge and refine it into wisdom. They should have
stunning qualities like presentable appearance and good
manners, I.Q. and E.Q. with self -control, sociability, flexibility,
impartiality and sense of humor. The personal qualities of
teachers become the baseline for the students to make them
their model for values and character.

THE TEACHER AS A PROFESSIONAL

Professional
Professional Teachers possess the following attributes:

1. Control of knowledge base of teaching and learning

and use of knowledge to guide the science of art of his
teaching practice.
2. Repertoire of best teaching practice and can use
these to instruct in classrooms and to work with adults
in the school setting.
3. Dispositions and skills to approach all aspects of

Learning Module: The Teaching Profession 4

 Course
Packet
LM01-NGEC

02 0323

his/her work in reflective, collegial and problem-

solving manner .
4. View of learning to teach as a lifelong learning process
and dispositions and skills for working towards
improving his/her teaching methods.
5.

TEACHERS AS ROLE MODELS

The Teacher , armed with good personality and well-earned education and teaching
experience becomes a very influential figure to the students. Just how wide a sphere of
influence a teacher has over students is indeterminable. All about the teachers move and
groove cannot escape from the eyes of the students.

As a teacher, you will exemplify the character and moral convictions you would like to
introduce to them. You will train your students how to become independent and form their
own relationships , carefully guide them and intervene when necessary. Your task is to see
each student as an individual full of potential and valuable talent, and helping each one of
them to discover and develop such potential.

Learning Module: The Teaching Profession 5

 Course
Packet
LM01-NGEC

02 0323

As a role model, students look at you as an example of professional adults. You will be
the mirror of their dreams. You will have more contact with them than their parents .They
will follow you, they will copy your ways and deeds and make you their greatest idol. It is
important that you always reflect a positive image and teach them good acts like respect ,
justice, trust and accountability. Lead by example. Be careful not to bring their tiny feet to the
wrong ground. Be the best ruler they will follow to tread a straight line in their way to life.

THE TEACHER AS COMMUNITY LEADER AND SOCIAL

ADVOCATE

“ TEACHERS ARE THE MOST RESPONSIBLE AND NOTABLE MEMBERS OF

SOCIETY BECAUSE THEIR PROFESSIONAL EFFORT AFFECT THE FATE OF THE
EARTH. “ HELEN CALDICOTT

The school and community are partners in developing the youth for nation building.
In addition to the roles of teachers in developing the minds of the students, they are
entrusted to purse the role of the school as means of bringing about transformation of society.
Through the teachers, the students develop basic knowledge, attitudes and capabilities that
enable them to become conscious subjects of their own growth and active ,responsible

Learning Module: The Teaching Profession 6

 Course
Packet
LM01-NGEC

02 0323

participants in a systematic process of building a new Society. Teachers are the people who
educate the youth of society who in turn become the leaders of the next generation of people.

An advocate is a person who supports or promotes the a particular cause, and that is
what a teacher is doing when he or she works to engage students and their parents as
partners in a positive, learning-focused classroom community. An advocate is also one who
shares in the interest of common good, and as a teacher you must be an advocate for student
and parent engagement in learning, and for learning in general. Teachers must be “teacher-
leader and advocates for public education. They have to see the bigger picture and purpose of
public education. If they don’t see it as part of their role then they let others outside the
profession tell their stories, work for their cause , address their needs ,solve their problems
and determine their success.

So teachers are expected to stay abreast of education news and engage in online and face-
to-face dialogue about education issues. Inform the public , join organizations ,attend a school
board meeting or public hearing and present the social conditions affecting the students, the
school, parents and the entire institution. Together teachers can shift the dialogue about the
purpose and current state of public education and seek systems level solutions for problems
of the students and other members of the academe.

Three characteristics of an expert teacher

Source : improvingteaching.co.uk/2017/04/09/what-makes-expert-teachers/

1. Expert teachers have similarly detailed mental models,

organised differently from those of novices (Sternberg and
Horvath, 1995). Skilled maths teachers can not
only recognise incorrect responses, but identify their causes
and select representations which will help students
overcome the error (Ball et al., 2008). Just as experts’
mental models are specific to their domain, teachers’ mental
models are likely to differ between subjects and
grades (Sternberg and Horvath, 1995), which could help
explain why teachers tend to be more effective the longer
they spend with a specific year group (Ladd and Sorensen,
2015). Novice teachers plan slowly because they are still
constructing mental models of what they are teaching while
planning; experts need not take this time (Livingston and
Borko, 1989).

Learning Module: The Teaching Profession 7

 Course
Packet
LM01-NGEC

02 0323

2. Experts recognize patterns

3. Expert teachers similarly perceive events in classrooms differently to novices. Asked to view

three video screens simultaneously (showing a panoramic view of one classroom), expert teachers

were able to take in more of what was going on and explain it better than novices (Berliner, 1988).

Reflecting on lessons, expert teachers focus on evidence students had learned, novices on their

feelings (Livingston and Borko, 1989). Experts also reframe problems by reference to similar

situations they have experienced, seeking to understand them fully and reach

viable solutions (Sternberg and Horvath, 1995). Robbed of information from which to discern

these patterns expert teachers feel cast adrift: Berliner (1988) asked a group of experts to teach

classes they had never met and received bitter complaints about the task from experts, while

novices did so without demur.

Learning Module: The Teaching Profession 8

 Course
Packet
LM01-NGEC

02 0323

3) Experts think rapidly and accurately

Expert teachers similarly address challenges differently to novices. While novices shut down

classroom discussions, unable to respond productively to student questions, experts can

build on student responses, making up useful examples on the spot and linking students’

ideas to the lesson’s objectives (Livingston and Borko, 1989). Experts integrate a range of

knowledge and skills and have automated many of their routines – they often seem to be at

ease while working: problems are addressed without difficulty, or are preempted (Ball and

Forzani, 2009; Berliner, 1988; Elliott, 2015; Sternberg and Horvath, 1995).

Learning Module: The Teaching Profession 9

 Course
Packet
LM01-NGEC

02 0323

How can we develop expert teachers?

K. Anders Ericsson has offered useful guidelines for developing expertise in teaching (Deans for Impact,

2016):

The suggestions below are simply observations from the literature cited above, which may

help to refine how we think about Ericsson’s suggestions.

1) Expertise rests on internalised experience: there is no shortcut to this (Berliner, 1988).

Having more experienced teachers makes a significant difference to student results (Kini and

Learning Module: The Teaching Profession 10

 Course
Packet
LM01-NGEC

02 0323

Podolsky, 2006), both academic and social (Ladd and Sorensen, 2015). Developing expert

teachers takes time; it demands retaining teachers.

2) Experience is necessary but insufficient however. It may be hard to learn from experience,

unless novices know what they’re looking for (Livingston and Borko, 1989) and there are

likely to be experienced non experts (Sternberg and Horvath, 1995). Elliott (2015) suggests

that much teaching expertise may not be teachable – local differences and tacit knowledge

mean it must be caught not taught. We need to design the experiences teachers

undergo, allowing novices to observe and simulate practice (Berliner, 1988; Sternberg and

Horvath, 1995).

3) Expertise is specific to domains: teachers are likely to gain greater expertise if they

specialise in year groups, subjects and types of school (Boyd et al., 2008; Goldhaber et al.,

2017; Kini and Podolsky, 2016): we need to narrow the domain in which teachers are

expected to hold expertise.

4) Experts have automated many of their routines, allowing them to focus on the most

important challenges. We need to support novices to do the same: Kazemi et al. (2016) note

the value of a limited repertoire of instructional activities, allowing teachers to focus on the

content and student responses; Berliner (1988) suggests offering explanations drafted by

expert teachers allowing teachers to focus on their interaction with students. We need to

provide the tools novices need to automate simple, effective routines.

5) Much important knowledge is tacit. Novices needs mentors who can talk through their

thinking (Livingston and Borko, 1989) for which reason they should perhaps be competent

rather than expert teachers – experts may no longer be able to explain why they do what they

do (Berliner, 1988). Helping novices construct mental models through reflection is also

important (Sternberg and Horvath, 1995), as would be codifying what we expect the essential

things we expect every experienced teacher to know. Either way we must make facets of

teaching competence explicit to novice.

Learning Module: The Teaching Profession 11

 Course
Packet
LM01-NGEC

02 0323

 Enhancement Activity.

Instruction: Answer the Question given regarding the picture

below:

With so many roles A teacher performs, do you expect to

become like the one in the picture? Write your answer in one
paragraph.

Learning Module: The Teaching Profession 12

 Course
Packet
LM01-NGEC

02 0323

Activity Sheet
After knowing the different roles of a Teacher , Do a self-presentation of your promising
characteristics , abilities and capabilities that will justify your decision to become a teacher.

Match your discussion with the image that you have chosen.

INSTRUCTION: Choose one image from the given a, b, and c. and do the activity as guided
by the rubrics provided.

B
C

Learning Module: The Teaching Profession 13

 Course
Packet
LM01-NGEC

02 0323

RUBRIC SCORING FOR 30 POINTS.

Developing Exceeds
Meets Expectation
Expectation
Exceptional
( 6 pts.)
( 5 pts.) (8 pts.) (10pts)

The components of
the self - All components of
introduction are not The components of All components of self-introduction are
specifically self-introduction is the self introduction complete and
Self -introduction generally described are described with specific with rich
with some details interesting and details and
making for pleasant relevant details. impressive
described without presentation.
many details presentation

Does not state the

Implies but does not Clearly and
purpose of the Clearly states the
clearly sate the artistically states the
Focus activity and purpose of the
purpose of the purpose of the
deviates from the activity
activity activity
topic

There is incomplete
There is no match There is a complete
match of the
of the discussion to match of the
There is no discussion to the
the chosen image in discussion to the
discussion of the chosen image in
terms of chosen image in
Use of image chosen image, significance terms of
significance and terms of
and relationship. significance and
relationship of significance and
relationship of
Only plain figures in the relationship of
figures in the
discussion - image. figures in the image.
image.

Learning Module: The Teaching Profession 14

 Course
Packet
LM01-NGEC

02 0323

Learning Module: The Teaching Profession 15

 Course
Packet
LM01-NGEC

02 0323

Learning Module: The Teaching Profession 16

 Course
Packet
LM01-NGEC

02 0323

Assignment

Learning Module: The Teaching Profession 17

 Course
Packet
LM01-NGEC

02 0323

Learning Module: The Teaching Profession 18

 Course
Packet
LM01-NGEC

02 0323

Learner’s Feedback Form

Name of Student: __________________________________________________________
Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

Did you raise your concern to you instructor?  Yes  No

If Yes, what did he/she do to help you?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

If No, state your reason?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________

Learning Module: The Teaching Profession 19

 Course
Packet
LM01-NGEC

02 0323

Learning Module: The Teaching Profession 20

 Course
Packet
LM01-NGEC

03 0323

Learning Module: The Teaching Profession 20