Zamboan ga P en i n s u l a P ol yt ech n i ca St at e U n i ver s i t y

PROFESSIONAL EDUCATION 2
 • What i s Te ac hi ng
• The Roles o f a Teac he r
⚬ As a Person
⚬ As a Profession al
⚬ As a Commun ity Leader an d So cial
Advocate
⚬ As a Model o f Ch aracter
⚬ As an Ex pert
• Challe nge s i n Te ac hi ng
⚬ Multicultural Classrooms
⚬ Learn er -Cen tered Teach in g
⚬ Mult i -grade Classes
⚬ I C T In tegration
⚬ Brain -based Educat ion
⚬ Mult iple In telligen ces
⚬ Ch ildren with Special Needs
THE TEACHING PROFESSION
• UNESCO’s 4 Pi llars o f Educ ati on
TH E TE AC HING PROFE S S ION
• Teaching is the process of paying attention to people's needs,
experiences, and feelings and then engaging them in specific activities to
help them develop specific skills.
• Teaching instills theoretical concepts in a person, and it is a form of
knowledge transmission between a teacher and a pupil.
• The teacher must facilitate learning by leading discussions, allowing
students to ask open-ended questions, guiding processes and activities,
and actively participating in discussions and interacting with concepts.
• Teachers work in schools to educate students so that they can become
decent citizens of the world. Today's children will be society's future
leaders. As a result, teaching might be seen as a crucial notion.

WH AT IS TE AC HING
TH E TE AC HING PROFE S S ION
TH E TE AC HING PROFE S S ION
 Teaching
Roles of a Teacher
TH E TE AC HING PROFE S S ION
TH E TE AC HING PROFE S S ION
1.Personal attributes pertain to a teacher's personality,
interests, attitudes, and beliefs, as well as his or her
behavior and working relationships with his or her pupils
and peers.
2.Professional attributes refer to a teacher's subject matter
knowledge, grasp of psychological and educational
principles, and comprehension of the teaching profession.

TH E TE AC HE RS ’ ROLE
• Ability "Teachers are born," as the adage goes. This relates to
an individual's inborn features, such as aptitude, frequently
defined as a strong preference for specific tasks combined with
the necessary abilities.
• Mental aptitude A teacher with above-average or more
extraordinary mental abilities is better equipped to handle her
many responsibilities. She can quickly pursue a master's degree
after completing a four-year bachelor's degree. Teachers who
are mentally gifted and brilliant can demonstrate higher-order
thinking skills.

TH E TE AC HE RS ’ ROLE
In the chosen teaching profession, one's personality can either inspire or
discourage the students she promises to lead by the hand.
A teacher must fundamentally have the following characteristics:

1. A pleasant voice, decent manners, civility, and a presentable look.

2. Intelligence, emotional stability, and self-control are all essential factors.
3. Patience, empathy, kindness, and helpfulness
4. Integrity, dependability, honesty, and loyalty
5. Cooperation, kindness, and sociability
6. Adaptability, resourcefulness, and inventiveness
7. Tolerance, impartiality, and fairness
8. Enthusiasm, brightness, and a sense of humor

TH E TE AC HE RS ’ ROLE
1) Mastery of the subject matter is one of the essential professional
talents.
2) A grasp of the students' abilities. This refers to the teacher's
understanding of the students and the concepts of human growth and
development.
3) Appreciating and appreciating students. A teacher who has a true
and honest love for his or her students might instill in them a desire to
learn.
4) Understanding of teaching ideas and techniques. A teacher must
understand the WHATS and HOWS of teaching and the necessary
skills and approaches.

TH E TE AC HE RS ’ ROLE
5) A broad awareness of the various disciplines of
knowledge, as well as their interconnections and
interdependencies, in order to address life's issues. Arts,
languages, philosophy, math, literature, physical scientific
knowledge, and background studies are required. Teachers
must also be familiar with the information and
communications technology (ICT), such as computer use.
6) A respect for the profession of teaching.

TH E TE AC HE RS ’ ROLE
Educators play an important role in the development of
people and communities.
Jan and Ed Philpot (1994) concretized this idea by
encouraging a stronger link between home, school, and
community through effective programs developed and
implemented by teachers. The life of a teacher is neither
confined in the four corners of the classroom nor limited
inside the school campus for a teacher is an active leader in
the community.

TH E TE AC HE RS ’ ROLE
Teachers always take leadership roles in their
communities especially in activities and projects
related to the education and welfare of young children.
They also provide leadership roles in various cultural
development programs in their communities.

Finally, teachers provide technical and professional

assistance in the local communities where they belong.

TH E TE AC HE RS ’ ROLE
To illustrate these, know that in many local government units
especially in the barangay, teachers are part of the local
community's Committee on Child Protection, Education and
Welfare.
They help the community in implementing certain provisions
of Republic Act 7610 known as the "Special Protection of
Children against Abuse, Exploitation, and Discrimination Act."
They represent the local schools in their area to develop an
education plan and welfare programs for young children
protected under this law

TH E TE AC HE RS ’ ROLE
Furthermore, teachers give advice on education matters and
they serve as leaders and organizers of community activities
for children, women, and youth. PE teachers serve as
coaches to sports events and teaching cultural presentations
like songs and dances.
Some teachers serve as judges to competitions while others
are elected as officers to community-based organizations.
Teachers are always active in performing many leadership
roles in the community where they belong.

TH E TE AC HE RS ’ ROLE
Since ancient times, teachers are recognized as exemplars of good character, attitude, and
values. They are keepers of values and traditions of different cultures around the world. Many
people consider them as prophets, spiritual leaders, and great mentors.
For Christians, Jesus is the perfect kind of teacher and leader to emulate. For the Chinese,
the teachings and values of Confucius are always put in a very high regard. The Prophet
Muhammad is also the most influential teacher-leader for the Muslims. The life and teachings
of Buddha are also very influential among the Buddhists. Plato and Aristotle are regarded as
great teachers during their time in Greece. These model teachers used their good nature and
character to influence people. They stand on their principles and beliefs, and they faithfully
perform their duties at all times

TH E TE AC HE RS ’ ROLE
Teachers are role models for students. A role model motivates and inspires the
learners to achieve greatness, reach their most significant potential, and
recognize the best in themselves. Someone they respect and strive to be like is
referred to as a role model.

Learners learn from them because of their dedication to perfection and their
capacity to help them accomplish their personal development. We teachers look
to them for advice and guidance.

A role model can be anyone: a parent, a brother, a friend, but teachers are
among our most significant and life-changing role models.

TH E TE AC HE RS ’ ROLE
Since ancient times, teachers are recognized as sources of
wisdom and information in every Society.
Aside from teaching, they serve as guides, counselors,
judges, and spiritual leaders in the society.
Through the knowledge they share, they attract attention
from many students and individuals. They are given
prominent positions in royal courts, giving expert opinions
and advice to kings and other community leaders. They
enjoy political influence in every community where they
belong in the history of mankind.
TH E TE AC HE RS ’ ROLE
The need for teachers to be experts in various
fields in the academe serves the purpose to
prepare students to respond to myriad of
challenges brought by the 21st Century.

TH E TE AC HE RS ’ ROLE
 Important domains of knowledge that are important for teachers:

1. Knowledge in content - Teachers should know the subject matter

they teach.
2. Pedagogical content knowledge - It represents a perfect blend of
content and pedagogy into a framework for understanding how
subjects, topics, and lessons are organized into instruction. It simply
means teachers should master the subject they are teaching and
they should know how to teach it effectively.
3. Knowledge about learners - This is the idea of the different learning
styles, thinking styles, and educational needs of the learners

TH E TE AC HE RS ’ ROLE
 Important domains of knowledge that are important for teachers:

4. General pedagogical knowledge - This includes general theories and

principles of teaching. In addition, these are general pedagogical
principles that are applicable to any classroom situation and in any
teaching and learning context.
5. Knowledge of educational contexts - Educational context may focus on
the cultural, economic, political, and education context that shape and
influence education.
6. Curriculum knowledge - This is about the knowledge of innovations,
curriculum designs, curriculum materials, assessment, and. the
curriculum process.
7. Knowledge of educational ends, purposes, and values - This is the
understanding of the principles, theories, and purposes of education to have
deep appreciation of the enduring values of education.

TH E TE AC HE RS ’ ROLE
Teachers play an important role in the total educational system of any country.
The expertise of teachers in content and in pedagogy is contributory to their
immense task of molding the mind and character of every individual person who
become their students. The knowledge they instilled in the minds of their students
will always be useful and relevant in everyday life. As experts in different areas,
teachers need to possess the 4 C's.
1. Creativity - a cognitive ability to think outside the box, to develop
new ideas, to possess outstanding talent, and to lead effectively. lt is
also a capacity to innovate.
2. Critical Thinking - a cognitive ability and capacity to think critically
in solving problems, making decisions, and in processing ideas.
3. Commitment - a passion to make a difference in the lives of each
learner.
4. Character - an exemplar of positive values.

TH E TE AC HE RS ’ ROLE
Interview a teacher in the field.
PSTs will interview teachers to
learn how they dealt with or
overcame specific challenges in
their professional practice.

TH E TE AC HING PROFE S S ION

 • What i s Te ac hi ng
• The Roles o f a Teac he r
⚬ As a Person
⚬ As a Profession al
⚬ As a Commun ity Leader an d So cial
Advocate
⚬ As a Model o f Ch aracter
⚬ As an Ex pert
• Challe nge s i n Te ac hi ng
⚬ Multicultural Classrooms
⚬ Learn er -Cen tered Teach in g
⚬ Mult i -grade Classes
⚬ I C T In tegration
⚬ Brain -based Educat ion
⚬ Mult iple In telligen ces
⚬ Ch ildren with Special Needs
THE TEACHING PROFESSION
• UNESCO’s 4 Pi llars o f Educ ati on
TH E TE AC HING PROFE S S ION
Incentives and Appreciation- Teachers
are rarely thanked or rewarded for their
difficult work. The schools, as well as
parents, do not adequately recognize
their efforts.

C H AL L E N GE S IN TE AC HING
Student Behavior- Each student comes from
a different social class and hails from a
different household. As a result, sure
students may engage in problematic
behavior. It can be tough and time-
consuming to adapt to their demands,
understand their challenges, and provide
appropriate guidance.
C H AL L E N GE S IN TE AC HING
Much paperwork- The instructor must
keep track of reports, ledgers, exam
papers, test papers, assignments, projects,
certificates, scoreboards, attendance
sheets, and a variety of other documents.
It is a tedious and time-consuming
operation.
C H AL L E N GE S IN TE AC HING
Number of students in each class-
The number of students in the class
can range from 40 to 80. Instead of
educating, the majority of the time is
spent disciplining the class

C H AL L E N GE S IN TE AC HING
Multiple Roles - Teachers serve in various
capacities, including counselor, teacher, career
counselor, social worker, and so on. Despite
having no prior experience in this profession,
they take on these responsibilities because
they care about their pupils and future.
Teachers are true multitasking masters.

C H AL L E N GE S IN TE AC HING
Time Constraints- Teachers have many additional vital
responsibilities besides teaching the curriculum in a set
amount of time. Organizing parent-teacher conferences,
administering tests and exams, reviewing notes,
planning annual gatherings, sporting events, and
picnics, as well as a mountain of paperwork. They do
not have enough time to prepare and plan before
carrying out the activities.

C H AL L E N GE S IN TE AC HING
Educating themselves- Teachers must continue to
educate themselves with new syllabi, more
interesting teaching strategies, and effective
communication methods. Apart from that, they must
be aware of each student's talents and shortcomings,
their family histories, academic progress, and so on.
Given the many pupils, they serve, memorizing and
processing all of this information is nearly
impossible.
C H AL L E N GE S IN TE AC HING
Health and Stress—Their physical and
mental health may suffer due to their
hectic work schedules. Teachers
frequently miss lunch and restroom
breaks, and they are worried about the
quantity of work given.

C H AL L E N GE S IN TE AC HING
Collaboration - To ensure that schools
run well, teachers must develop adequate
communication among themselves,
students, and parents. Due to time
restrictions and a heavy workload, even a
primary task like this might be
challenging.
C H AL L E N GE S IN TE AC HING
TH E TE AC HING PROFE S S ION
When two or more students in one classroom
have arrived from various countries or were
nurtured in distinct customs and traditions, the
educational process is multicultural.

Its fundamental purpose is to enable kids of all

genders, races, social classes, cultures, and ethnic
groups with equal opportunity to learn in school.

M UL TIC UL TURAL C LAS S ROOMS

1. A linguistic obstacle - The most significant
difference between multicultural and regular
classrooms is the language barrier. Children from
other nations and even city districts may speak
the same language, but they will never
comprehend one another. This could be due to the
impact of parents, the environment, dialects, and
other factors.

M UL TIC UL TURAL C LAS S ROOMS

2. Predominance of various learning methods -
Regardless of their color, religion, or family
history, kids can acquire information in various
ways. They may be used to other teaching
methods, methods of presenting material, and it
will take time for them to adjust to everything
new.

M UL TIC UL TURAL C LAS S ROOMS

For students to grasp the knowledge
better, a teacher should provide various
learning methods (auditory, visual,
tactile, and so on). Furthermore, cognitive
styles of specific significance must be
considered.

M UL TIC UL TURAL C LAS S ROOMS

3. The cultural difference can also be seen in the
poorly constructed speaker-listener connections
and the various cooperative and competitive
patterns. As a result, kids may not know how to
respond when a teacher speaks, are unfamiliar
with group or pair work, and may not
comprehend the rules of newly introduced
activities.

M UL TIC UL TURAL C LAS S ROOMS

4. Nonverbal communication - It is sometimes easier to
understand a foreign language than another ethnic
group's body language. If a teacher is unaware of the
nonverbal behaviors expected in the community of his
students, it can lead to a slew of problems and make
proper interpretation difficult. Raised hands, eye
contact, and head nods, among other nonverbal actions,
can have a completely different meaning in another
country, leave alone any other body indicators

M UL TIC UL TURAL C LAS S ROOMS

5. Presenting a single issue from many angles - You may
argue that every instructor in the classroom should offer a
topic from a variety of perspectives, regardless of the ethnicity
of the students. Of course, this would be ideal, but this is not
always possible due to a limited number of school courses.

In order to avoid offending the sensibilities of any students, a

teacher should be meticulous in his formulations and
phrasing. Furthermore, he should avoid persuading pupils of
the unquestionable truth of his words and opinions since this
may lead to a struggle or disappointment among them.
M UL TIC UL TURAL C LAS S ROOMS
6. Constant collaboration with parents.
Every instructor should know how a student feels in a
completely new situation, and communication with the
student's parents can help. It is critical to comprehend
how a child was raised from childhood, what traditions
shaped his worldview, and what is entirely
unacceptable. This knowledge will assist teachers in
more efficiently planning classes and assisting students
in finding their place in the classroom.
M UL TIC UL TURAL C LAS S ROOMS
TH E TE AC HING PROFE S S ION
It addresses the balance of power in teaching and
learning, moves toward learners actively developing
their knowledge, and places responsibility for learning.
Students gain knowledge by systematically
investigating the subject and critically evaluating the
circumstance. Students are involved in the learning
process. A teaching method that requires students to
take on active learner roles and duties and passively
listen to lectures and take notes.

L E ARN E R-C E NTE RE D TE AC HING

Personalized learning understands
that kids learn in a variety of
methods and at
various locations.

L E ARN E R-C E NTE RE D TE AC HING

Competency-based learning allows students to
advance in the curriculum based on their ability
to demonstrate that they have attained
significant milestones along the route to mastery
of fundamental competencies and bodies of
information, rather than the number of hours
they spend in the classroom.

L E ARN E R-C E NTE RE D TE AC HING

TH E TE AC HING PROFE S S ION
A multigrade class is a single grade
classroom with two or more different grade
levels staffed by one instructor for the whole
school year. It is frequently applied in
elementary schools in rural and thinly
populated areas. In today's culture, teachers
perform a critical role.

M UL TI -GRADE C LAS S E S
For isolated barangays where the number of
pupils registered did not meet the needed amount
to form a single grade class and assign the
necessary instructor for each class, multigrade
courses were created as a matter of necessity: the
barrio's distance the tiny number of students in
each lesson. Teachers and educational buildings
are also in short supply.

M UL TI -GRADE C LAS S E S
Challenges for LEARNERS:
• Requires more discipline, concentration, and
focus in order to profit from effective tactics
• Less reliance on direct instructor supervision
• Requires more initiative and resourcefulness to
perform well
• Less individual attention from a less
experienced teacher

M UL TI -GRADE C LAS S E S
Challenges for TEACHERS:
• Requires a more thorough examination of student
developmental features across the age levels participating
in the class and practical and variable techniques and
strategies within a multigrade class.
• More attention to classroom organization as a learning
environment is required.
• More precise and systematic record-keeping is required to
maintain student achievement, curriculum development,
and implementation.

M UL TI -GRADE C LAS S E S
Challenges for the COMMUNITY and SCHOOL
SYSTEM
• Student achievement may be low in programs that
lack the necessary resources and teachers who are not
adequately trained.
• Teachers, supervisors, and administrative personnel
must be trained to meet multigrade teaching and
administration demands.

M UL TI -GRADE C LAS S E S
TH E TE AC HING PROFE S S ION
ICT use to introduce, reinforce, augment, and expand skills is
known as ICT integration (Pisapia, 1994). Researchers in
professional development groups and human-computer
interaction circles have been very interested in ICT integration.
Students' engagement in ICT-based learning environments
and shared learning resources leads to a radically new
pedagogy; a shift from the traditional instruction model of
knowledge transmission to autonomous, active, and
collaborative learning through ICT-based learning
environments and shared learning resources.

IC T IN TE GRATION
Technology is being used in education in a
comprehensive and transformative way.

This refers to the degree to which information and

communication technologies have been integrated
into the school environment and the impact they have
had on the school's structure and pedagogies. The
interplay between infrastructure, teacher motivations,
innovations, and the growth of e-pedagogies
determines the amount of integration.

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 Integration of ICT Challenges

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1. Change aversion: The easy way out is to
maintain the status quo. Educators are
accustomed to and comfortable with the old
way of instruction and hence reject change
and stepping outside their comfort zones.
According to the researchers, technological
experimentation is typically outside the
purview of teachers and school
administrators' job descriptions.
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2. Lack of hardware and instruction on
using it: Schools are still unsure of
which computers and other
technological equipment to employ.
Institutions must comprehend their
needs and work under them. The
availability of gadgets is critical for
efficient and trouble-free operation.
IC T IN TE GRATION
3. Children will know more than I do
attitude: Today's children are more engaged
and knowledgeable regarding technical
matters. Teachers are terrified of the
potential of technology and the power of
knowledge it may provide to kids. This
mindset that children may know more than
I do makes educators feel uneasy and
defend themselves.
IC T IN TE GRATION
Instead, teachers should connect
with and interact with other
students, attempting to learn
alongside them. To reap the benefits
of this combination, teachers must
also become learners.

IC T IN TE GRATION
4. Technology Fear: Educators have a
fear of the unknown when it comes to
new technologies. They are hesitant to
try out new technologies. Also, the
concept of having to learn everything at
once discourages people from
incorporating technology.

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Another reason they avoid the idea
is that they believe a technology
coach must have all the answers.

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5. Inadequate training opportunities and
restrictive teaching models:
Educators do not have adequate training or
technical support. There is not enough time
to practice with new and ever-changing
technologies because there are many roles to
fulfill. The current teaching models are too
rigid to be changed.
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Educators, professors, and the entire
school and university systems may and
do benefit from technology. Basic
literacy in subject areas will be required
of students and educators in the twenty-
first century, but pupils will also require
basic scientific, economic, and digital
literacy.
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Teachers must be able to grasp the benefits of
technology as a learning tool to comprehend the
benefits of using it for learning correctly. They
must see the tool as advantageous to their
students and themselves, allowing them to do
their tasks more efficiently. Classrooms must
provide learning settings that reflect an
understanding of what motivates students to
learn.
IC T IN TE GRATION
TH E TE AC HING PROFE S S ION
Brain-based education strives to improve and
expedite the learning process by selecting a
curriculum and method of delivery for each group of
students based on the science of learning. Educators
must set aside traditional conventions when using this
strategy. They must also let go of preconceived
notions about learning and previous behaviors.
Instead, teachers must draw inspiration for future
course delivery from the most recent cognitive
science breakthroughs.

IC T IN TE GRATION
Teaching methods, lesson designs, and
school programs based on the latest
scientific research about how the brain
learns, including factors like cognitive
development—how students learn
differently as they age, grow, and mature
socially, emotionally, and cognitively—are
referred to as brain-based learning.
IC T IN TE GRATION
he following are some of the typical obstacles that
come with brain-based
learning:
1. Finding individuals and resources to learn from
that you can trust (websites, famous people, etc.)
2. choosing on a learning format or vehicle (in person,
online, books)
3. setting aside time to make it happen (learning plus
the implementation)

IC T IN TE GRATION
TH E TE AC HING PROFE S S ION
Visual-Spatial Intelligence- is a
skill that allows people to visualize
objects. These people are usually
good with maps, charts, films,
photographs, and directions.

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Linguistic-Verbal Intelligence- is the ability
to understand and communicate in a variety
of languages. People with high linguistic-
verbal intelligence can utilize words well in
both writing and speech. These people are
usually excellent at composing stories,
memorizing facts, and reading.

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Logical-mathematical Intelligence -
Reasoning, spotting patterns, and
rationally assessing situations are skills
that people with high logical-
mathematical intelligence have. These
people tend to think in terms of
numbers, relationships, and patterns.

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Bodily-Kinesthetic Intelligence - is a type
of intelligence that is based on the sense of
touch. Body movement, action, and physical
control are suitable for those with vital
bodily-kinesthetic intelligence. People with
good hand-eye coordination and dexterity
are usually good in this field.

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Musical Intelligence- People with a
high level of musical intelligence can
think in terms of patterns, rhythms, and
sounds. They have a tremendous
musical appreciation and are frequently
talented in musical composition and
performance.

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Interpersonal Intelligence - People
with high interpersonal intelligence
are adept at comprehending and
communicating with others. These
people are adept at analyzing
feelings, motivations, desires, and
intentions.
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Intrapersonal Intelligence - is a type of
intelligence that exists between people.
Intrapersonal intelligence is the ability to
recognize and understand one's emotional
states, feelings, and motivations. They like
self-reflection and analysis, fantasizing,
examining interpersonal interactions, and
evaluating their personal qualities.
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Naturalistic Intelligence - Naturalistic is Gardner's
most recent addition to his theory, and it has sparked
more controversy than his initial seven bits of
intelligence. Individuals with high levels of this type
of intelligence, according to Gardner, are more in tune
with nature and are more interested in nurturing,
exploring the environment, and learning about other
species. These people are known to be acutely
observant of even minor changes in their
surroundings.

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Multiple Intelligence Challenges
• Encourages teachers to differentiate their
teachings to fit the requirements of varied
students

• Provides eight distinct learning routes if a

student is struggling with the
traditional approach.
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TH E TE AC HING PROFE S S ION
Special needs is an umbrella phrase
covering many conditions, ranging from
those that resolve quickly to those that will
be a lifelong burden and from moderate to
severe. Developmental delays, medical
issues, psychiatric conditions, and
congenital conditions can all affect children
with special needs.
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These children's unique requirements
necessitate adjustments in order for them to
realize their full potential.
The special needs label is helpful for a variety of
reasons. It can assist you in obtaining necessary
resources, establishing reasonable goals, and
gaining a better understanding of your child and
the stressors that your family may be
experiencing.
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 Triumphs and Challenges

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Milestones are frequently missed, foods are
forbidden, activities are shunned, and
experiences are denied to children with
special needs. These obstacles can be
particularly difficult for families, making
special needs feel like a sad label.

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Their child's unrealized potential will
always sadden some parents, and some
conditions worsen over time.
Other families may discover that their
child's trials sweeten victories and that
incredible strengths frequently complement
deficits.

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