Educ 2 Reviewer

MODULE 1
The Teaching Profession
Community Beliefs and Attitudes about Teaching Profession
1. Encouragement of Most Intelligent Child: The most intelligent child should be encouraged
to enter the teaching profession.
2. Teacher as Moral Standard: Teachers set the moral standard of the community.
3. Teachers Make Good Parents: Teachers are considered to make good parents.
4. Encouragement for Men: Men should be encouraged to enter the teaching profession.
5. Low Salary: Teaching is considered one of the lowest-paid professions.
6. Teachers as Paragons of Virtue: Teachers should be paragons of virtue.
7. Role in Discipline: Teachers play an active role in disciplining children.
8. Praise and Confidence: Praising boosts a child’s self-confidence.
9. Teacher as a Role Model: A teacher is a child’s model.
10. Child’s Interest in Studies: A child’s interest in studies depends upon his/her teachers.
11. Parent’s Trust: Parents entrust children’s welfare to teachers.

Qualities of a Teacher
1. Personal Qualities:
- Presentable appearance, good manners, courtesy, pleasant voice.
- Intelligence, emotional stability, self-control.
- Sympathy, kindness, helpfulness, patience.
- Integrity, trustworthiness, honesty, loyalty.
- Sociability, friendliness, cooperativeness.
- Flexibility, creativity, resourcefulness.
- Fairness, impartiality, tolerance.
- Sense of humor, cheerfulness, enthusiasm.

2. Professional Qualities:
- Mastery of subject matter.
- Understanding of learners’ needs.
- Appreciation for the teaching profession.
- Genuine love for learners and teaching.
- Knowledge of teaching principles and methods.
- Understanding of various branches of knowledge.
- Competence in using information and communications technology (ICT).

Philosophical Heritage in Education

1. Philosophy of Education: A set of beliefs about what and how education and teaching
should be, guiding the teacher's behavior in the classroom.
Five Philosophies of Education:
- Essentialism: Focuses on mastery of subject matter and traditional disciplines. Emphasizes
basic knowledge, skills, and values.
- Progressivism: Encourages development of learners as enlightened citizens through
experiential learning and problem-solving methods.
- Perennialism: Universal curriculum centered around teachers. Less emphasis on vocational
education.
- Existentialism: Helps students define their essence, focusing on individuality and self-paced
learning.
- Behaviorism: Focuses on shaping behavior through positive reinforcement and a favorable
environment.

Fundamental or Foundational Moral Principle

1. Natural Law: The law written in the hearts of men, discerning good and evil, as stated in
Romans 2:15. St. Thomas defines it as “the light of natural reason.”

2. Teacher as a Person of Good Moral Character: Teachers must possess dignity, high moral
values, technical and professional competence as stated in the Code of Ethics of Professional
Teachers.

Teaching as a Vocation, Mission, and Profession

1. Vocation:
- Comes from Latin “vocare” meaning “to call.”
- A strong feeling of suitability for a career or occupation.
- Dedication to service, as shown by teachers like Joy, who teaches in rural communities with
dedication.

2. Mission:
- Comes from Latin “misio” meaning “to send.”
- A task that is assigned, allotted, or self-imposed.
- Teachers have unique missions to contribute to the betterment of society.

3. Profession:
- Involves long and arduous years of preparation, striving for excellence, dedication to public
interest, and commitment to moral and ethical values.
- Requires continuing professional development.
- Striving for excellence is crucial, avoiding complacency and mediocrity.

1. Profession Defined:
- The term "professional" denotes long and arduous years of preparation, a striving for
excellence, dedication to public interest, and commitment to moral and ethical values.
2. Preparation and Development:
- If you take teaching as your profession, you must be willing to go through a long period of
preparation and continuous professional development.
- Continuing professional education is essential to be able to give more in service, which is the
end goal of a profession.

3. Moral and Ethical Foundation:

- Our service to the public as professionals becomes dedicated when our moral, ethical, and
religious values serve as our bedrock foundation.

4. Striving for Excellence:

- Striving for excellence is another crucial element of the profession.
- It opposes the mentality of "pwede na," which translates to mediocrity and complacency.
- Expressions like “talagang ganyan ‘yan” or “wala na tayong magawa” are signs of defeatism
and mediocrity.
- To reach excellence, one must overcome this complacent mindset.

MODULE 2
The teacher in the Classroom and Community

The National Competency-Based Teacher Standards

- Integrated theoretical framework that defines the different dimensions of effective
teaching.
Why do we need the NCBTS?
- Provides a single framework that defines effective teaching.
- Minimizes confusion about what effective teaching is.
- Provides a better guide for all teacher development programs at all level.
How should Teachers use the NCBTS?
- As a guide to reflect on their current teaching practices
- As a framework for creating new teaching practices
- As a guidepost for planning for professional development goals
- As the guide for thinking critically
- As a common language for discussing teaching practices with other teachers

NCBTS DOMAINS
NCBTS DOMAIN 1: SOCIAL REGARD FOR LEARNING
Strand 1.1 Acts as a positive role model for students
Questions for the Teachers:
• Can my students appreciate and model the value learning
through my interactions with them?
• Can my students see and appreciate the value of pursuing
learning by looking at my various actions and statements in the
classroom?
• Do I demonstrate and exemplify the values of learning and
efforts in the various actions and statements I make in front of
my students?

NCBTS DOMAIN 2: LEARNING ENVIRONMENT

Strand 2.1 Creates an environment that promotes fairness
Question for the Teachers:
● Do I create a social environment in my class where my students feel that they are
treated fairly?
Strand 2.2 Makes the physical environment safe and conducive to learning
Question for the Teachers:
● Do I create a physical environment in my class where my students feel that they are safe
and able to learn?
Strand 2.3 Communicates higher learning expectations to each learner
Question for the Teachers:
● Do I create a classroom atmosphere that encourages students to attain high levels of
learning and achievement?
Strand 2.4 Establishes and maintains consistent standards of learners’ behavior
● Do I create a consistent and orderly learning social climate and organization in the
classroom for my students?

NCBTS DOMAIN 3: DIVERSITY OF LEARNERS

Strand 3.1 Is familiar with learner’s background knowledge and experiences
Questions for the Teachers:
● Can I help my students learn whatever their capabilities, learning styles, cultural
heritage, socio-economic backgrounds, and other differences are?
Strand 3.2 Demonstrates concern for holistic development of learners
Questions for the Teacher:
● Do my students feel that I am trying to help them learn, whatever their capabilities,
learning styles, cultural heritage, socio-economic backgrounds, and other differences
are?
NCBTS DOMAIN 4: CURRICULUM
Strand 4.1 Demonstrates mastery of the subject
Question for the Teacher:
● Do my students see how well I understand the subject matter I am teaching, enough that
they understand and appreciate the importance of the lesson?
Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for the
learners
‘’ ‘’
Strand 4.3 Makes good use of the allotted instructional time
Question for the Teacher:
● Am I able to help my learners attain all the curricular goals within the time provided in the
school calendar?
Strand 4.4 Selects teaching methods, learning activities and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson
Question for the Teacher:
● Do I use teaching-learning activities and learning resources effectively to challenge my
students to meet high levels of mastery?

NCBTS DOMAIN 5: PLANNING, ASSESSING, REPORTING

Strands 5.1 Communicates promptly and clearly to learners, parents, and superiors about the
progress of learners.
Question for the Teacher:
● Do I provide my stakeholders (learners, parents, and superiors) timely and accurate
information about my students’ learning progress?
Strands 5.2 Develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learner
Question for the Teacher:
● Do I assess my student’s learning and knowledge using appropriate educational
assessment procedures, and use the information from these assessment procedures in
planning my teaching-learning activities for the students?
Strand 5.3 Monitors regularly and provides feedback on learners’ understanding of content
Question for the Teacher:
● Do I provide regular feedback to each student and their level of learning?

NCBTS DOMAIN 6: COMMUNITY LINKAGES

Strand 6.1 Establishes learning environment that respond to the aspirations of the community
Question for the Teacher:
● Are the goals and characteristics of the teaching-learning activities I implement relevant
to the experiences, values and aspirations in my students’ communities?
NCBTS DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strand 7.1 Takes pride in the nobility of teaching as a profession
Question for the Teacher:
● Do my statements and actions indicate high regard to the teaching profession and for my
continuous development as a professional teacher?
Strand 7.2 Builds professional links with colleagues to enrich teaching practice
Question for the Teacher:
● Do I try to learn from other colleagues in the teaching profession to improve my teaching
practice?
Strand 7.3 Reflects on the extent of the attainment of learning goals
Questions for the Teachers:
● Am I aware of the extent in which my practices as a teacher influence my students’
attainment of the learning goals?

Personal and Professional Attributes of 21st Century Teachers

Characteristics of a 21st Century Teacher:

● Facilitate and inspire student learning and creativity.
● Enable students to maximize potential in various learning experiences.
● Facilitate learning in multiple modalities and teamwork.
● Use digital-age tools for engagement and achievement.
● Co-create new learning opportunities with students.
● Use data to support learning and program improvements.
● Follow and support lifelong education.

Qualities of a 21st Century Teacher

● Adaptive
● Visionary
● Collaborative
● Risk-taker
● Learner
● Communicative
● Model behavior
● Leader

School and Community Relations

Role of Teachers, Parents, and the Community
● Parents as first teachers, with teachers enhancing experiences.
● Teachers in school continue to enrich the students' experiences at home , thus
strengthening the valuable, Personal traits and characteristics initially developed.
● Community members include local government, NGOs, and civic organizations.
Difficulties:
● Issues with assignments, attendance, study habits, negative attitudes, self-discipline.
Solutions:
● A calm and friendly face to face exchange of observations
● Positive attitude of kindheartedness and patience are developed through modeling
● Regularity in attendance and doing daily assignments
● Letters and praises to parents for outstanding performances
● Interesting lessons
● Extremes of behavior

Linkages with Other Organization

- Linkage and networking are different in the degree of commitment by the partners. In
linkage, the relationship between partner organizations is quite loose, while in
networking, it is much stronger, usually because the groups and agencies have common
objectives and beneficiaries.
- Networking is basically extending the outreach of the resources in different ways so as
to increase the effectiveness of the program.
- Intends to serve members of both sides according to their respective needs, interest,
and objectives Create bonds together to solicit support and assistance for purposeful
activities.

Local and National Linkages

- It is established between universities and colleges offering identical degrees in which
cross enrolment for subjects needed for graduation is allowed.
- It is also a joint research that could be conducted by two or three universities depending
on their field of expertise.

Networking with Professional Organizations

1. Consortium Among Universities and Colleges
2. With Subject Specialist
3. Teacher Educational Institution
A. The Philippine Association for Teacher Education (PAFTE)
B. State Universities and Colleges Teacher Educators’ Association (SUCTEA)
4. National Organization
A. Federation of Accrediting Association of the Philippines (FAAP)
B. The Philippine Association of Colleges and Universities Commission on Accreditation
(PACUCOA)
C. Association for Accrediting Colleges and Universities of the Philippines (AACUP)