THE TEACHING

P R O F E S S I O N
ARVIN B. SALERA, LPT, M.Ed. Math

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The Teacher as a

Person and as a
Professional
UNIT 1

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The Teacher as a Person and as a Professional

Teacher Qualities
Teacher Roles
Teaching Philosophy

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TEARCHER QUALITIES
In this lesson, you are expected to:
 Demonstrate knowledge of teacher qualities
 Share results of interview on teacher qualities that
affect students’ learning; and
 Use checklist to monitor identified teacher qualities.

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What qualities should a teacher possess?

Kindly proceed to menti.com and

answer the question above.

Input the code: 39 79 82 7

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 What makes a teacher good?

What characteristics should he posses to be

considered great?

How will he become effective?

“Teachers need to possess extraordinary

qualities, both personal and professional, to
create an impact in the lives of their learners”
These are questions often asked to a teacher.

Stakeholders, whether teachers, learners and significant others, have this to say, [Read the
quotation]

1.Empathy: A teacher must understand the emotional and personal challenges their
students face. This helps create a safe, supportive environment where students feel
understood and valued.
Example: A teacher notices a student is falling behind in class. Instead of
reprimanding them, the teacher takes time to talk privately, learning that the
student has been dealing with family issues. The teacher offers extra support and
understanding, which encourages the student to improve.
2.Patience: Students learn at different paces, and some may struggle with concepts that
others grasp easily. A teacher’s patience ensures that every student gets the attention and
time they need.
Example: In a math class, while some students grasp algebra quickly, others need
repeated explanations. Instead of becoming frustrated, the teacher patiently breaks
the problem down into smaller steps, providing individual assistance.
3.Adaptability: Each classroom is diverse, with students of different learning styles, needs,
and interests. A teacher should be adaptable, modifying their approach to meet these

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needs.
Example: A teacher realizes that a class is more engaged with visual aids. Instead of
sticking solely to traditional lectures, the teacher introduces videos, infographics, and
hands-on activities to capture students' attention.
Professional Qualities:
1.Mastery of Subject Matter: Teachers need to have a deep understanding of their subject to
inspire confidence and effectively guide students.
Example: In a literature class, the teacher not only covers the basic themes of a novel
but also dives into its historical and cultural significance, making the material more
engaging and enriching for students.
2.Commitment to Continuous Learning: The field of education is constantly evolving, with
new teaching methods and technologies emerging. Teachers need to stay updated and
continuously improve their skills.
Example: A teacher regularly attends workshops and seminars on the latest
educational technologies, integrating these tools into the classroom to enhance
learning.
3.Communication Skills: Teachers must be able to clearly and effectively convey information,
as well as listen to their students’ needs and concerns.
Example: In a science class, the teacher uses simple, relatable examples to explain
complex concepts like the water cycle, ensuring that even the most difficult topics
are easy to understand for students.

By cultivating personal qualities like empathy, patience, and adaptability, and professional
skills like subject mastery, commitment to learning, and strong communication, teachers can
leave a lasting, positive impact on their students. These qualities not only enhance students'
academic performance but also help in shaping their personal development and confidence.

Teaching is not just about delivering content; it's about shaping the whole person—
intellectually, emotionally, and socially.

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 12 Characteristics of an Effective Teacher
by Dr. Robert Walker (2008)

1 2 3 4
• Always • Exudes • Holds high • Demonstrates
prepared positivity expectations creativity

Dr Robert Walker (2008) in his research on “Twelve Characteristics of an Effective Teacher,”

highlighted the characteristics identified by his in-service and pre-service teacher-
respondents.

1. Always prepared. The teacher comes to class prepared. As a result, no time is wasted.
A teacher's preparedness is crucial to creating an effective learning environment.
Example. Mr. Reyes, a high school science teacher, is about to teach a lesson on the laws of
motion. The day before class, he spends time carefully planning his lesson. He reviews the
material, prepares a set of engaging slides with visuals to explain each law, and gathers all
the materials needed for a hands-on experiment demonstrating Newton's third law (action
and reaction).
Before class begins, Mr. Reyes ensures the experiment materials—like a set of spring-
loaded cars and measuring tools—are ready for use. He also prepares a set of guiding
questions to prompt student discussions during the experiment. Additionally, he
anticipates possible challenges or misconceptions students might have and prepares extra
resources to explain tricky concepts in simpler terms.

Impact of Preparedness:
•Smooth Lesson Flow: Because everything is organized, Mr. Reyes is able to guide the class
efficiently without wasting time finding materials or figuring out how to explain difficult

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concepts on the spot.
•Engagement: His visual slides and interactive experiment keep the students engaged,
making the lesson more dynamic and interesting.
•Student Success: Mr. Reyes’ clear explanations, hands-on activity, and anticipatory
strategies ensure students grasp the laws of motion, making the learning experience
meaningful and effective.
Being prepared like this allows Mr. Reyes to manage time well, handle questions confidently,
and ensure students understand the material, which contributes to a more productive
classroom experience.

2. Exudes positivity. The teacher shows optimism on teaching and the students. A teacher
who exudes positivity can create a supportive and motivating classroom atmosphere, which
encourages students to engage and perform their best.
Example: Ms. Santos, an elementary school teacher, starts each day with a warm greeting for
every student, smiling and asking how they are. Even on challenging days, she maintains a
positive demeanor, believing that her attitude can influence her students’ moods and
behavior.
During a math quiz, a few students begin to show signs of frustration because they find the
problems difficult. Instead of letting the class feel overwhelmed, Ms. Santos says with a
cheerful tone, "I know this is tough, but remember, challenges help us grow! You’re all doing
great just by giving it your best shot. Let’s work through it together."
She continues to offer encouragement throughout the lesson, praising effort rather than just
correct answers. If a student makes a mistake, she responds with, "That’s a good try!
Mistakes help us learn. Let’s see how we can fix it together." Her words reassure students,
keeping them calm and focused.

Impact of Positivity:
•Student Confidence: Ms. Santos' positive reinforcement makes students feel supported,
reducing fear of failure and building their confidence to try harder.
•Motivation: Her upbeat attitude motivates students to stay engaged and approach difficult
tasks with a growth mindset.
•Classroom Atmosphere: The classroom becomes a welcoming, energetic environment
where students feel safe to express themselves and learn without fear of judgment.
By exuding positivity, Ms. Santos fosters a sense of belonging and encourages a mindset that
learning is a rewarding journey, not just about getting things right.

3. Holds high expectations. The teacher believes in the students’ capacity to succeed and
communicates such belief by continuously giving them challenging tasks. A teacher who
holds high expectations for their students communicates the belief that they are capable of
achieving great things, which can inspire students to reach their full potential.
Example: Mr. Garcia teaches a grade 10 English class. At the beginning of the school year, he
tells his students, "I know all of you are capable of writing strong, insightful essays. I expect
each of you to work hard and improve your skills throughout the year. We're going to push
ourselves because I believe in your abilities."

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When assigning a challenging essay on Shakespeare's Romeo and Juliet, some students
express concern that the material is too difficult. Instead of lowering the difficulty, Mr. Garcia
provides them with clear guidance and strategies, like breaking down the text, offering step-
by-step writing frameworks, and holding extra help sessions after class.
Throughout the project, he offers constructive feedback, highlighting areas for improvement
but also emphasizing their progress. "This is a tough assignment, but you're all showing great
improvement. Keep refining your ideas—I know you can write an excellent analysis.“

Impact of High Expectations:

•Student Growth: By maintaining high standards, Mr. Garcia encourages students to push
beyond their comfort zones and develop stronger analytical and writing skills.
•Confidence and Achievement: Students who initially doubted their abilities feel a sense of
accomplishment when they meet or exceed expectations, boosting their self-confidence.
•Classroom Culture: His belief in the students' potential creates a culture of effort and
perseverance, where students feel motivated to take on challenges and believe in their own
capabilities.
Mr. Garcia's high expectations, coupled with support, show students that hard work and
dedication lead to success, fostering a growth-oriented learning environment.

4. Demonstrates creativity. The teacher never runs out of novel ideas in teaching the class. A
teacher who demonstrates creativity can make learning more engaging and accessible by
using innovative methods to present material in ways that capture students’ interest.
Example: Ms. Del Rosario, a middle school history teacher, is preparing to teach her students
about ancient Egyptian civilization. Instead of delivering a traditional lecture, she decides to
incorporate creativity into the lesson to make it more interactive and memorable.
She divides the class into small groups and assigns each group a different aspect of Egyptian
life, such as architecture, daily routines, religion, or government. Each group’s task is to
create a "museum exhibit" on their topic using cardboard, craft materials, and any research
they gather. The students are encouraged to make models, posters, and even write scripts for
short presentations as if they were museum curators.
On the day of the presentation, the classroom is transformed into a mini-museum. Each
group presents their exhibit to their classmates, who walk around and "visit" each station,
asking questions and learning about different aspects of ancient Egypt in a hands-on way.

Impact of Creativity:
•Student Engagement: By turning the classroom into an interactive museum, Ms. Del Rosario
sparks the students' interest and makes the content more enjoyable and immersive.
•Deeper Learning: The creative project encourages students to dive deeper into the material,
as they not only research their topics but also find imaginative ways to present the
information.
•Collaboration and Critical Thinking: Working in groups to create exhibits fosters teamwork
and critical thinking, as students must decide how best to represent complex ideas in a
simple, visually engaging manner.
By using creativity, Ms. Del Rosario turns a standard history lesson into a dynamic, hands-on

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learning experience, helping students connect with the material in a more meaningful and
exciting way.

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 12 Characteristics of an Effective Teacher
by Dr. Robert Walker (2008)

5 6 7 8
• Exercises • Displays • Cultivates a • Shows
fairness personal sense of compassion
touch belongingness

5. Exercises fairness. A teacher who exercises fairness treats all students with equal respect
and provides everyone with the same opportunities to succeed, regardless of their abilities
or backgrounds.
Example: Mr. Lopez, a high school math teacher, is administering a major exam. Before the
test, he notices that some students have already finished reviewing the material while
others are still asking questions. Instead of only addressing the questions from the students
who are asking, Mr. Lopez makes sure to check in with every student, even those who may
be quieter, to ensure everyone is equally prepared.
After the exam, while grading, Mr. Lopez notices that one student, Maria, who usually does
well, made an error that caused her to get several questions wrong. Another student, John,
who struggles in math, made similar mistakes. Mr. Lopez treats both students' mistakes the
same, providing detailed feedback on both exams. He doesn't favor Maria because of her
past performance, nor does he judge John based on his usual struggles. Each student is
graded fairly, with feedback tailored to help them improve.
Additionally, when a student requests an extension due to a family emergency, Mr. Lopez
grants it, but he also ensures that all students are aware of the policy and can request
extensions if they face legitimate challenges. He avoids giving special treatment and makes
sure every student knows the rules are applied equally.

Impact of Fairness:

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•Trust and Respect: By ensuring everyone is treated equally, Mr. Lopez earns the respect and
trust of his students, who know they will be judged based on their performance, not on who
they are.
•Inclusivity: Students from all backgrounds feel that they are given the same opportunities to
succeed, fostering a classroom culture of inclusivity.
•Consistency: Fairness promotes consistency in grading and behavior management, which
helps students feel secure in their learning environment, knowing that rules and
expectations are the same for everyone.
Through fairness, Mr. Lopez creates an equitable learning environment where students are
judged on their work and character, rather than their personal circumstances or past
performance. This approach ensures that every student has the opportunity to succeed on
equal footing.

6. Displays personal touch. The teacher connects with the students personally. In his
teaching, the teacher shows interest in his students and shares his “self” to them. A teacher
who displays a personal touch goes beyond standard teaching practices to build meaningful
connections with their students, showing genuine care for their well-being and individual
needs.
Example: Ms. Villanueva, a high school English teacher, notices that one of her students,
Carla, has been unusually quiet and disengaged in class. Carla is typically an active
participant, so Ms. Villanueva decides to check in with her after class.
Instead of addressing it publicly or assuming Carla is just being lazy, Ms. Villanueva privately
asks, "Hey Carla, I've noticed you've been a little quieter lately. Is everything okay? If
something’s on your mind, I’m here to listen."
Carla opens up about some family problems that have been affecting her concentration in
school. Ms. Villanueva listens attentively, showing empathy, and offers words of
encouragement. She also suggests some strategies to manage stress, like taking breaks and
organizing her schoolwork in smaller, more manageable tasks.
Recognizing that Carla might need some flexibility, Ms. Villanueva quietly extends the
deadline for an upcoming essay, giving Carla a little more time to focus without adding extra
pressure. She follows up a week later to see how Carla is doing, both personally and
academically.

Impact of Personal Touch:

•Emotional Support: By showing a genuine interest in Carla’s well-being, Ms. Villanueva
provides emotional support that helps Carla feel valued and cared for.
•Improved Performance: Knowing her teacher cares, Carla feels more motivated to catch up
on her work, and the extended deadline helps her manage her stress without falling behind.
•Stronger Teacher-Student Relationship: Ms. Villanueva’s personal touch strengthens the
trust and rapport she shares with her students, creating an environment where students feel
comfortable seeking help.
By offering this personal attention, Ms. Villanueva demonstrates that she sees her students
as individuals with unique challenges and needs, not just learners in the classroom. This
approach fosters a caring and supportive atmosphere, which can greatly enhance students'

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overall well-being and academic success.

7. Cultivates a sense of belongingness. The teacher makes students feel welcome and
comfortable in their classrooms. As emphasized by Murray & Pianta (2007), “students double
their efforts once they like their teachers and perceive them to be caring.” A teacher who
cultivates a sense of belonging helps students feel connected, valued, and an integral part of
the classroom community, which enhances their engagement and willingness to learn.
Example:
Mr. Cruz, a middle school social studies teacher, has a diverse class with students from
different cultural backgrounds and skill levels. At the beginning of the school year, he makes
it a priority to create a welcoming environment where every student feels like they belong.
To do this, Mr. Cruz starts a classroom tradition called “Culture Share Fridays,” where each
student has a chance to share something about their background—whether it’s a family
tradition, favorite holiday, or cultural dish. He encourages everyone to listen actively and ask
questions, fostering curiosity and respect for each other's differences.
In addition to this, Mr. Cruz ensures that group activities are intentionally mixed, so students
who might not usually work together have a chance to collaborate. During these activities,
he encourages inclusive participation, ensuring that quieter or more introverted students
have the space to contribute their ideas. He actively acknowledges every student’s input by
saying things like, “Great point, Ali!” or “I love how you’re thinking, Sofia!”
Mr. Cruz also makes sure his lessons reflect diverse perspectives. For example, when
teaching world history, he includes stories and contributions from different cultures, making
students from all backgrounds feel represented in the curriculum.

Impact of Cultivating Belongingness:

•Inclusive Environment: Mr. Cruz's approach ensures that all students, regardless of
background, feel included and appreciated in the classroom.
•Increased Participation: When students feel they belong, they are more likely to participate
in discussions, share their ideas, and engage in group activities without fear of being left out
or judged.
•Positive Relationships: Students develop stronger bonds with each other and with Mr. Cruz,
knowing that their differences are not just accepted but celebrated. This builds mutual
respect and trust among the class.
By actively fostering a sense of belonging, Mr. Cruz creates a classroom where students feel
safe to express themselves, collaborate openly, and thrive academically and socially. His
efforts ensure that every student knows they have a place and voice in the classroom
community.

8. Shows compassion. A teacher who shows compassion demonstrates genuine care for
their students' emotional and personal well-being, helping them feel supported both in and
out of the classroom.
Example:
Ms. Dela Cruz, a high school biology teacher, notices that one of her students, Mark, has
been consistently late to class and has started missing assignments. Instead of immediately

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disciplining him, she approaches the situation with compassion.
After class one day, Ms. Dela Cruz gently asks Mark to stay behind. She says, "Mark, I’ve
noticed you’ve been having some difficulties lately. I’m not here to judge you—I just want to
know if everything’s okay and if there’s anything I can do to help."
Mark hesitates but eventually opens up, explaining that his family is going through financial
difficulties, and he’s had to take on extra hours at a part-time job, leaving him exhausted and
overwhelmed with schoolwork. Ms. Dela Cruz listens empathetically, offering him words of
comfort. She reassures him that it's okay to feel overwhelmed sometimes and that his
struggles are valid.
Instead of punishing him for late assignments, Ms. Dela Cruz works with him to create a
manageable schedule. She allows him to turn in his missed assignments gradually, without
overwhelming him further, and offers extra tutoring during her free periods to help him catch
up. She also connects him with the school counselor to provide additional support.

Impact of Compassion:
•Emotional Relief: By showing kindness and understanding, Ms. Dela Cruz helps alleviate
Mark’s stress, making him feel valued and cared for as a person, not just a student.
•Increased Motivation: Knowing that his teacher cares about his personal situation, Mark
becomes more motivated to catch up on his schoolwork and do his best, even in difficult
circumstances.
•Stronger Student-Teacher Bond: The compassionate approach fosters a deeper level of
trust between Ms. Dela Cruz and Mark, encouraging him to reach out when he faces
challenges in the future.
By showing compassion, Ms. Dela Cruz creates a supportive learning environment where
students feel understood and empowered to overcome their struggles. This personal
connection encourages students like Mark to persist and succeed, despite the obstacles they
face.

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 12 Characteristics of an Effective Teacher
by Dr. Robert Walker (2008)

9 10 11 12
• Possesses • Respects • Models • Admits
sense of students forgiveness mistakes
humor

9. Possesses sense of humor. The teacher makes learning fun and enjoyable. Students will
never experience a dull moment in class. A teacher who possesses a sense of humor can
make learning more enjoyable and reduce the pressure students may feel, creating a
relaxed and positive classroom atmosphere.
Example:
Mr. Santos, a 7th-grade math teacher, is known for using humor to keep his students
engaged. One day, while teaching a particularly challenging topic—fractions—he notices
the class becoming frustrated and tense. Sensing the mood, he decides to lighten things up.
"Alright, class, let’s take a break from these fraction problems. Do you know why math
books are always so stressed out?" he asks, pausing for effect. The students look at him,
puzzled. With a grin, he answers his own question: "Because they’re full of problems!"
The students laugh, and the tension in the room eases. With everyone now in a lighter
mood, Mr. Santos says, "Okay, let’s help these poor math problems get solved, shall we?
Remember, fractions aren’t scary. They just need a little TLC—Tender Loving Calculation!"
As he goes through the lesson, he continues to sprinkle in lighthearted jokes and funny
examples. For instance, when simplifying fractions, he says, "It’s like cleaning your room—
get rid of all the clutter so it’s nice and simple. No one needs a messy fraction!“

Impact of Humor:
•Enhanced Engagement: The students, previously feeling stressed, are now more engaged

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and willing to tackle the challenging problems, thanks to Mr. Santos’ humor.
•Stress Relief: His jokes and light-hearted approach reduce the anxiety around difficult
topics, helping students feel more relaxed and open to learning.
•Positive Classroom Environment: By creating a fun and cheerful atmosphere, Mr. Santos
fosters a sense of camaraderie and makes the classroom a place students enjoy being in.
Mr. Santos uses humor not only to entertain but to teach in a way that is relatable and fun,
turning a challenging math lesson into an enjoyable and memorable experience. This
approach helps students see that learning can be both serious and fun, encouraging them to
stay engaged even when the material is tough.

10. Respects students. The teacher who respects the students receives the same in return.
He is careful not to embarrass students when it comes to their grades or conduct. A teacher
who respects students demonstrates valuing their opinions, acknowledging their
individuality, and honoring their personal experiences. This respect fosters a positive and
trusting learning environment.
Example:
Ms. Hernandez, a high school English teacher, is conducting a class discussion on a sensitive
topic—cultural identity and representation in literature. She notices that students from
diverse backgrounds have different perspectives on the topic, and she approaches the
discussion with utmost respect for each student's viewpoint.
During the discussion, one student, Aisha, shares a personal story about how a novel she
read reflected her own cultural experiences. Ms. Hernandez listens attentively, nodding and
acknowledging Aisha’s input. She says, "Thank you for sharing that, Aisha. Your perspective
adds so much depth to our understanding of the text. It’s important to hear how different
experiences shape our interpretation of literature."
When another student, Jason, expresses a contrasting opinion, Ms. Hernandez responds with
respect and openness. She says, "That’s an interesting point, Jason. It’s valuable to see how
different perspectives can offer new insights into the same text. Let’s explore how our
diverse viewpoints contribute to a richer discussion."
Ms. Hernandez also makes an effort to accommodate different learning styles and needs in
her classroom. For example, she provides various ways for students to engage with the
material—through visual aids, written assignments, and group projects—allowing each
student to choose the method that best suits their learning style.

Impact of Respect:
•Positive Classroom Atmosphere: By valuing each student's contributions and
accommodating diverse learning needs, Ms. Hernandez creates a supportive environment
where students feel comfortable sharing and participating.
•Increased Engagement: Students are more likely to engage in discussions and activities
when they feel their opinions and experiences are respected and valued.
•Fostering Inclusivity: Respecting students' diverse backgrounds and perspectives helps
foster an inclusive classroom where all students feel seen and heard.
Ms. Hernandez’s respectful approach ensures that every student feels appreciated and
valued, contributing to a positive and collaborative learning environment. This respect not

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only enhances students’ academic experiences but also helps them develop confidence and
a sense of belonging in the classroom.

11. Models forgiveness. The teacher does not harbor ill feelings towards his students. He
forgives their shortcomings, mistakes, and even inappropriate behavior. The teacher believes
in giving his erring students a second chance. A teacher who models forgiveness
demonstrates the ability to move past mistakes and maintain positive relationships, showing
students that everyone can learn and grow from their errors.
Example:
Ms. Rivera, a middle school science teacher, is known for her fair and compassionate
approach to discipline. One day, a student, Lily, accidentally spills a beaker of water on a class
project that was crucial for a group presentation. The project is damaged, and the group
members are understandably upset.
Instead of reacting with frustration, Ms. Rivera takes a deep breath and addresses the
situation calmly. She says, "I know this is frustrating, but accidents happen. Let’s work
together to fix this. Lily, do you need any help cleaning up?"
Lily apologizes sincerely, feeling embarrassed and upset about the incident. Ms. Rivera
reassures her, "It’s okay, Lily. We all make mistakes. What matters is how we handle them. I
appreciate your honesty and willingness to fix the problem."
Ms. Rivera then helps Lily and the group brainstorm solutions to salvage the project. She
encourages the group to collaborate on repairing and improving the project, turning the
situation into a learning opportunity about resilience and problem-solving.
At the end of the day, Ms. Rivera thanks the students for their understanding and flexibility,
saying, "I’m proud of how everyone handled this. Remember, making mistakes is part of
learning, and it’s important to support each other through challenges.“

Impact of Modeling Forgiveness:

•Emotional Growth: By showing forgiveness, Ms. Rivera teaches students that making and
owning up to mistakes is a natural part of learning and that it’s possible to move forward
positively.
•Positive Classroom Culture: Her approach fosters a supportive environment where students
feel safe to make mistakes and learn from them without fear of harsh judgment.
•Strengthened Relationships: Ms. Rivera’s response builds trust and respect between her
and her students, demonstrating that everyone deserves a second chance and that
relationships can be repaired through understanding and forgiveness.
Ms. Rivera’s example of forgiveness helps students learn that mistakes are opportunities for
growth and that treating each other with kindness and understanding is crucial for
maintaining a positive and collaborative classroom environment.

12. Admits mistakes. The teacher sees nothing wrong in admitting that he has wronged a
student. He is willing to apologize and correct the wrongdoing he has committed. A teacher
who admits mistakes demonstrates humility and honesty, showing students that everyone is
fallible and that owning up to errors is an important part of personal and professional
growth.

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Example:
Mr. Johnson, a high school chemistry teacher, is teaching a lesson on chemical reactions.
During the class, he makes an error while explaining a complex reaction equation, leading to
confusion among the students. He mistakenly states that a certain reactant is used in the
wrong step of the reaction.
As soon as he realizes his mistake, Mr. Johnson pauses the lesson and says, "I want to
apologize for the mistake I made earlier. I see now that I gave you incorrect information
about the reaction sequence. It’s important to correct this so you all understand the concept
properly."
He then goes to the board and revisits the problem, correcting the mistake and providing a
clear, accurate explanation. "Thank you for your patience. It’s crucial to double-check our
work and learn from our mistakes. This is a good reminder that even teachers make errors
and that the key is to address them and learn from them."
After the class, Mr. Johnson offers to stay after school for any students who want to review
the corrected material or discuss the topic further, reinforcing his commitment to their
understanding and success.

Impact of Admitting Mistakes:

•Modeling Integrity: By acknowledging his error, Mr. Johnson models honesty and integrity
for his students, showing that admitting mistakes is a sign of strength and responsibility.
•Encouraging a Growth Mindset: Students see that making mistakes is a normal part of
learning and that it’s important to correct them and learn from them, fostering a growth
mindset in the classroom.
•Building Trust: His willingness to own up to errors and correct them enhances students’
trust and respect, creating an environment where students feel comfortable making and
addressing their own mistakes.
Mr. Johnson’s approach helps students understand that everyone can make mistakes, but
what matters most is how we handle and learn from them. This creates a supportive and
honest learning environment where students feel encouraged to improve and grow.

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TEARCHER ROLES
In this lesson, you are expected to:
 Demonstrate understanding of the varied roles of
teachers;
 List specific strategies needed to perform specific roles
of teachers; and
 Formulate a commitment statement reflective of a
teacher’s roles.

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 Teachers perform multifaceted roles such as:

1. The teacher as a community link 2. The teacher as a counselor

 Active participation in community  Establishes effective relationships with
life students
 Collects pertinent information about
 Interprets school program to the each student
public
 Guides students in understanding
 Encourages parental involvement in themselves
school activities  Provides advice and support
 Utilizes community resources for  Assists students in finding solutions to
meaningful learning their problems

Teachers perform multifaceted roles. Whether inside or outside the classrooms, they are
expected to function in different capacities. As the saying goes, “different hats for different
occasions.” It is in this premise that educational experts came up with this additional list.

1. The teacher as a community link. The teacher participates actively in the life of the
community, interprets the school program to the public, brings parents to participate in
school activities, and utilizes the resources of the community to develop significant
application of subject matter.

Example:
Ms. Adams, a middle school science teacher, noticed that students were struggling to grasp
the concept of environmental sustainability. To make the subject more meaningful, she
took the following steps:
a. Active Participation in the Community: Ms. Adams partnered with the local
environmental council, regularly attending meetings and gaining insights into local
sustainability issues, like waste management and recycling programs.
b. Interpreting the School Program: During a PTA meeting, she explained the importance
of the school’s environmental education curriculum, helping parents understand how it
connects to the community's environmental goals.
c. Engaging Parents in School Activities: She organized a “Green Day” event at the school,

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inviting parents to volunteer alongside students to plant trees, clean up a nearby park, and
learn about recycling from local experts.
d. Utilizing Community Resources: To enrich her lessons, Ms. Adams arranged for guest
speakers from the local recycling plant to give demonstrations. She also took her class on a
field trip to a nearby nature reserve, linking the science lessons to real-world environmental
conservation.
By doing this, Ms. Adams not only helped her students understand the subject matter better
but also fostered stronger relationships between the school, parents, and the local
community.

2. The teacher as a counselor. The teacher establishes effective relationship with the
individual students, collect pertinent information about each student, guides student in
understanding himself, gives advice, and assist students in finding solutions to their own
problems.

Example:
Mr. Thompson, an English teacher at a high school, is also known for his role as a student
counselor.
a. Building Relationships: Mr. Thompson makes it a priority to know his students beyond just
their academic performance. He holds regular one-on-one sessions to connect with each
student and understands their individual backgrounds and challenges.
b. Collecting Information: He gathers insights from various sources such as other teachers,
previous records, and direct observations, ensuring a well-rounded understanding of each
student’s needs and capabilities.
c. Guiding Self-Understanding: In his interactions, he encourages students to reflect on their
experiences and feelings, helping them identify their strengths and areas for improvement.
This helps students develop self-awareness and confidence.
d. Providing Advice: When students face academic or personal difficulties, Mr. Thompson
offers practical advice and emotional support. He helps them strategize on ways to improve
their study habits or manage their time better.
e. Assisting in Problem Solving: Mr. Thompson actively helps students come up with their
own solutions to problems, fostering their independence and problem-solving skills. He
guides them but allows them to take ownership of their decisions.
This proactive approach not only supports students academically but also aids in their
personal growth, making Mr. Thompson a pivotal figure in their high school experience.

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 Teachers perform multifaceted roles such as:

3. The teacher as a decision-maker 4. The teacher as a director of learning

 Decides on educational objectives  Plans and organizes learning
 Selects the type of instructional program activities
 Determines the body of information to  Leads students through learning
be conveyed
episodes
 Chooses effective methods, techniques,
and approaches  Controls the whole learning
 Selects appropriate instructional situation
materials
 Decides on the most beneficial grouping
 Appraises the effectiveness of the
of students situations

3. The teacher as a decision-maker. The teacher decides on the objectives that should be
established, the type of instructional program that could best achieve the objectives, the
body information that should be conveyed, the most effective methods, techniques,
approaches, and materials that would facilitate the attainment of the objectives, and most
appropriate grouping that would best benefit the learner.
Example:
Mrs. Lee, a high school math teacher, demonstrates her role as a decision-maker in her
classroom planning and execution.
a. Setting Objectives: At the beginning of the semester, Mrs. Lee identifies key learning
objectives for her Algebra II class, focusing on problem-solving and analytical skills that
align with state standards and real-world applications.
b. Instructional Program: She opts for a blended learning model that incorporates both
traditional lectures and digital tools, enabling a dynamic and interactive learning
environment.
c. Curriculum Content: Mrs. Lee carefully curates the curriculum to include a mix of
theoretical concepts and practical exercises that enhance understanding and retention
d. Methods and Techniques: Recognizing the diverse learning styles in her classroom, she
incorporates a variety of teaching methods such as group projects, individual assignments,
and class discussions to cater to different preferences.
e. Instructional Materials: She selects textbooks that are known for their clarity and depth,

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alongside online resources that provide interactive simulations and tutorials for complex
algebraic concepts.
f. Student Grouping: To optimize learning, Mrs. Lee groups students based on their
proficiency levels for certain activities, promoting peer learning and ensuring that each
student gets targeted help when needed.
Through these actions, Mrs. Lee not only achieves the educational objectives but also
enhances student engagement and understanding in her math classes.

4. The teacher as a director of learning. The teacher plans and organizes learning activities,
leads students through the learning episodes, controls the whole learning situations, and
appraises the effectiveness of the situations.
Example:
Mr. Carter, a high school history teacher, exemplifies the role of a director of learning through
his structured and evaluative teaching approach.
a. Planning and Organizing: At the beginning of the school year, Mr. Carter designs a
comprehensive syllabus that outlines the key historical periods to be covered, integrating
multimedia resources and group projects to enhance engagement and understanding.
b. Leading Learning Episodes: In each class, Mr. Carter leads his students through the
scheduled learning activities. For instance, when covering World War II, he conducts a
detailed walkthrough of events, supplemented by documentary viewings and primary source
analyses to deepen student understanding.
c. Controlling Learning Situations: He maintains control over the classroom dynamics,
ensuring that discussions remain focused and productive. Mr. Carter uses strategic
questioning to guide conversations and keeps the class on track with learning objectives.
d. Appraising Effectiveness: After each major unit, Mr. Carter evaluates the effectiveness of
the learning activities through quizzes, student feedback, and observation of student
engagement levels. He adjusts his future plans based on these assessments to better meet
the needs of his students.
Through these methods, Mr. Carter not only directs the educational experience but also
continuously improves it, ensuring that his students are actively engaged and effectively
learning the material.

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 Teachers perform multifaceted roles such as:
5. The teacher as an information 6. The teacher as a judge of
processor achievement
 Analyzes information and events to  Defines ability levels of students
make them learnable
 Evaluates students’ achievement
 Facilitates comprehension of based on standards
complex concepts
 Determines promotion or retention
 Interprets information for learners of students
 Communicates in an
understandable manner

5. The teacher as an information processor. The teacher analyzes information and events
and makes it learnable, facilitates its comprehension, interprets them to learners, and
communicates them in a manner that students can comprehend.
Example:
Ms. Jenkins, an elementary school science teacher, excels in her role as an information
processor, particularly when teaching complex subjects like the water cycle.
a. Analyzing Information: Ms. Jenkins starts by breaking down the concept of the water
cycle into manageable parts. She identifies the key components—evaporation,
condensation, precipitation, and collection—and simplifies the scientific language to suit
her young audience.
b. Facilitating Comprehension: To help students understand these concepts, she uses a
combination of visual aids, hands-on experiments, and interactive digital simulations. For
instance, she sets up a small demonstration using a lamp, water, and a plastic cover to
show how evaporation and condensation occur.
c. Interpreting Information: During lessons, Ms. Jenkins interprets the technical terms and
processes in a way that resonates with her students. She relates the stages of the water
cycle to everyday experiences, such as seeing dew in the morning or clouds forming in the
sky.
d. Communicating Effectively: To ensure all students comprehend the topic, Ms. Jenkins
uses clear, simple language and checks for understanding through questions and group

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discussions. She encourages students to describe the water cycle in their own words,
fostering deeper understanding and retention.
Through these approaches, Ms. Jenkins effectively processes and conveys complex
information, making science both accessible and enjoyable for her students.

6. The teacher as a judge of achievement. The teacher defined the ability levels of students
evaluates students’ levels of achievement based on standards, and determines who will be
promoted or retained.
Example:
Mr. Gonzalez, a high school biology teacher, embodies the role of a judge of achievement
through his assessment and decision-making processes.
1.Defining Ability Levels: At the start of the academic year, Mr. Gonzalez assesses his
students' prior knowledge through diagnostic tests. This helps him understand varying ability
levels and tailor his teaching strategies accordingly.
2.Evaluating Achievement: Throughout the year, Mr. Gonzalez uses a combination of
formative and summative assessments to measure student progress. He employs quizzes, lab
reports, and exams aligned with the educational standards to gauge their understanding and
mastery of the subject matter.
3.Determining Outcomes: Based on the results of these assessments and considering
individual student progress and effort, Mr. Gonzalez makes informed decisions about student
promotion or retention. He holds meetings with other educators and parents to discuss his
evaluations and the criteria for his decisions.
4.Continuous Feedback: Mr. Gonzalez provides continuous feedback to his students, helping
them understand their strengths and areas for improvement. This ongoing dialogue ensures
that students are aware of their academic standing and what they need to do to improve or
maintain their grades.
In this role, Mr. Gonzalez not only assesses student performance but also influences their
academic journey, making decisions that impact their educational outcomes and future
opportunities.

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 Teachers perform multifaceted roles such as:

7. The teacher as a knower 8. The teacher as a mediator of culture

 Masters the subject matter of  Articulates social, political, and
specialization economic traditions
 Provides broad knowledge in general
fields  Develops cultural values
 Brings learners into the world of ideas  Transmits cultural heritage to
students
 Provides accurate information to
students  Enriches cultural growth of
 Answers students’ questions readily students
and accurately

7. The teacher as a knower. The teacher knows much about the general fields of
knowledge, thoroughly masters the subject matter of his field of specialization; brings
learners to the world of ideas, provides accurate information to students, and readily
answers the students’ questions.
Example:
Dr. Ellis, a college professor specializing in physics, exemplifies the role of a teacher as a
knower.
a. Mastering Subject Matter: Dr. Ellis has a deep understanding of physics, backed by years
of research and teaching. She ensures her lectures are rich with the latest findings and
theoretical discussions that challenge and expand her students' knowledge.
b. Broad General Knowledge: Aside from physics, Dr. Ellis integrates interdisciplinary
insights from mathematics, engineering, and technology, highlighting their relevance to
physics and broadening her students' academic horizons.
c. Introducing the World of Ideas: She frequently hosts seminars and invites guest speakers
to discuss theoretical and practical applications of physics, fostering a culture of curiosity
and intellectual engagement.
d. Providing Accurate Information: In her classes, Dr. Ellis uses precise language and
detailed explanations to convey complex concepts. She updates her course materials
regularly to include the most current and accurate information.
e. Addressing Student Queries: Dr. Ellis encourages questions and provides thorough

17
answers, ensuring her students understand the material comprehensively. She holds extra
office hours and engages in discussions on academic forums to support her students outside
of classroom hours.
In her role, Dr. Ellis not only imparts knowledge but also inspires her students to delve
deeper into their studies, thereby nurturing a robust educational environment.

8. The teacher as a mediator of culture. The teacher articulates social, political, and
economic traditions, develops cultural values, transmits culture, and enriches cultural growth
of students.
Example:
Ms. Nguyen, a social studies teacher at a diverse urban high school, exemplifies the role of a
mediator of culture.
a. Articulating Traditions: Ms. Nguyen incorporates a wide array of historical perspectives in
her curriculum, discussing the impact of different social, political, and economic traditions on
modern society. She uses a variety of sources to ensure a comprehensive understanding of
each topic.
b. Developing Cultural Values: Through discussions, debates, and group projects, she
encourages students to explore and articulate their own cultural values while respecting and
learning from the values of others.
c. Transmitting Culture: Ms. Nguyen organizes cultural days and guest speaker events where
students can experience and learn about different cultures firsthand. These activities help
transmit diverse cultural knowledge and traditions.
d. Enriching Cultural Growth: She encourages students to participate in community service
and cultural exchange programs to enhance their understanding and appreciation of different
cultures. This hands-on approach helps students connect theoretical knowledge with real-
world applications.
Through her teaching methods, Ms. Nguyen not only educates her students about various
cultures but also helps them grow into culturally aware and respectful individuals.

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 Teachers perform multifaceted roles such as:
9. The teacher as a model for the 10. The teacher as a moralist
youth
 Exemplifies scholarship and societal  Models and teaches core values
ideals (honesty, respect)
 Demonstrates acceptable sets of  Creates a positive, inclusive
values classroom environment
 Serves as a role model for students  Sets and enforces clear behavioral
expectations
 Encourages ethical behavior and
integrity

9. The teacher as a model for the youth. The teacher exemplifies the scholarship and
ideals valued by society and demonstrates acceptable sets of values.
Examples:
Mr. Robinson, a high school English teacher, effectively embodies the role of a model for
youth through his actions and teachings.
a. Exemplifying Scholarship: Mr. Robinson is known for his deep knowledge of literature
and commitment to lifelong learning. He consistently shares his experiences from
academic conferences and workshops with his students to emphasize the importance
of continued education.
b. Demonstrating Values: He upholds and demonstrates values such as respect, honesty,
and responsibility, both inside and outside the classroom. For instance, he models
respect by always listening to students’ opinions during discussions, even when they
differ from his own.
c. Role Modeling: Mr. Robinson uses stories from literature to draw parallels to real-life
ethical dilemmas, guiding students through the reasoning and analysis of different
scenarios. This helps students develop their own set of values aligned with societal
expectations.
d. Encouraging Ethical Behavior: He promotes integrity by setting clear, fair rules in his
classroom and adhering to them consistently. Mr. Robinson also recognizes and
rewards honest efforts and ethical actions among his students, reinforcing these

18
 behaviors.
Through his teaching style and personal conduct, Mr. Robinson serves as a powerful role
model, influencing his students not only academically but also in their personal growth and
ethical development.

10. The teacher as a moralist. The teacher envelopes a functional moral and ethical code;
creates acceptable moral atmosphere; and establishes norms for behavior within and
outside the classroom.
Example:
A high school teacher discovers that a student has been copying answers from a classmate
during an exam.
Action:
a. Addressing the Incident: The teacher privately discusses the issue with the student,
emphasizing the importance of honesty and the impact of dishonesty on their personal
growth and academic integrity.
b. Creating a Moral Atmosphere: The teacher uses this incident as an opportunity to
reinforce classroom values by holding a discussion on the importance of academic
integrity and the consequences of dishonesty. They create a clear policy for handling
academic misconduct.
c. Establishing Behavior Norms: The teacher updates the classroom guidelines to explicitly
include expectations regarding academic honesty. They implement a system for students
to report concerns about dishonesty and provide resources to support ethical behavior in
academic work.
Outcome:
•Immediate: The student acknowledges the mistake and commits to avoiding dishonest
practices in the future.
•Long-Term: The classroom culture becomes more focused on integrity and trust, leading to
a decrease in incidents of academic dishonesty and fostering a more ethical learning
environment.

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TEACHING PHILOSOPHY
In this lesson, you are expected to:
 Demonstrate understanding of teaching philosophy;
 Apply knowledge of philosophy in classroom context;
and
 Formulate own teaching philosophy

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 “My philosophy of education is that all
children are unique and must have a stimulating
educational environment where they can grow
physically, mentally, emotionally, and
socially. It is my desire to create this type
of atmosphere where students can meet their
full potential. I will provide a safe
environment where students are invited to share
their ideas and take risks.”

“Teaching (philosophy) statement is a purposeful and reflective essay about the author’s
teaching beliefs and practices. It is also an individual narrative that includes not only one’s
beliefs about the teaching and learning process, but also concrete examples of the ways in
which he or she enacts these beliefs in the classroom.”

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 Writing a teaching philosophy statement

1. Make the teaching philosophy statement brief.

2. Include introduction, body, and conclusion.
3. Write in present tense and use a first-person point of
view
4. Refrain from using technical terms.
5. Include specific methods, strategies, and examples.

There is no right or wrong way to write a teaching philosophy statement. However, there
are certain considerations that must be observed.
1. Make the teaching philosophy statement brief.
2. Include introduction (thesis statement or general belief about education); body (goals
and objectives for the students), and conclusion (goals as a teacher, personal approach
to pedagogy and classroom management, and uniqueness as an educator) in the
statement.
3. Write in present tense and use a first person point of view.
4. Refrain from using technical terms. Instead, use language that is simple and easily
understood.
5. Create a clear picture of the philosophy statement by including specifics like methods
and strategies, including examples.

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 Some of Famous Philosophies

IDEALISM REALISM
 School’s function is to sharpen  Teacher must be knowledgeable
intellectual processes
 Relate lesson to pupil’s experiences
 Develop student’s character and
 Teaching methods include problem-
cultivate his aesthetic taste.
solving, inquiry, and discovery

When thinking of a philosophy statement to write, it would be good to benchmark from

belief statements, as well as educational implications of some famous philosophies, Below
are some of them.
Idealism - implies that the school's function is to sharpen intellectual processes. Also, it
exists to develop the student's character and cultivate his aesthetic taste. The teacher is
expected to be a model, friend, and guide to the learners. Realism -suggests that the
teacher must be knowledgeable and should relate the lesson to the pupil's experiences.
Methods of teaching include problem-solving, inquiry, and discovery.

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 Some of Famous Philosophies

PRAGMATISM EXISTENSIALISM
 Teachers act as facilitators  Recognize individual differences
and complete freedom to work
 Teachers motivate learners, offer
suggestions, help in planning  Assist students in their personal
learning journey.
 Gives children opportunity for
democratic living  Schools create an atmosphere for
active interaction

Pragmatism - implies that teachers act as facilitators. They motivate learners, offer
suggestions, help in planning, among others. The school gives children the opportunity to
experience democratic living.
Existentialism - suggests inclusion of subjects that recognize individual differences and
complete freedom to work (arts for aesthetic expression). Teachers give assistance to
students in their personal learning journeys. Schools, on the other hand, create an
atmosphere for active interaction.

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 Some of Famous Philosophies

SOCIAL RECONSTRUCTIONISM

 Teacher’s role as agents of change and reform

 Teachers are encouraged to initiate community-based projects
 Education responsive to human and social needs

Social Reconstructionism - emphasizes the teacher's role as agents of change and reform.
Teachers are encouraged to initiate community-based projects. Schools try to make
education responsive to human and social needs.

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