Module 1 – Nature of Teaching and Teacher Roles

Lesson I. What is Teaching?

1. Teaching as a Profession
In the words “professional manner,” “gawang propesyonal,” “professional fee for
expert services rendered”
 “professional” implies one who possesses skill and competence/expertise.
 In short, a professional is one who conforms to the technical or ethical standards of a
profession. So, two elements of a profession are competence and a Code of Ethics.

The other elements of a profession are:

1.Initial Professional Education – Professionals generally begin their
professional lives by completing a university program in their chosen fields –
teacher education, engineering, nursing, accountancy. This means long and arduous
years of preparation.
2.Accreditation – University programs are approved by a regulatory body like the
Commission on Higher Education (CHED) in the Philippines to ensure that graduates
from these recognized programs start their professional lives with competence.
3. Licensing – Licensing is mandatory not voluntary and is administered by a
government authority. In the Philippines, this government authority is the Professional
Regulation Commission (PRC).
4.Professional Development – This is an ongoing professional education that maintains
or improves professionals’ knowledge and skills after they begin professional practice.
5. Professional Societies – Professionals see themselves as part of a community of like-
minded individuals who put their professional standards above the individual self-
interest or their employer’s self-interest.
6. Code of Ethics – Each profession has a code of ethics to ensure that its practitioners
behave responsibly. The code states what professional should do. Professional can be
ejected from their professional societies or lose their licenses to practice for violating the
code of ethics.

2. Teaching as a Vocation and Mission

Teaching as a vocation
 Vocation comes from the Latin word “vocare” which means to call.
 Based on the etymology of the word, vocation, therefore, means a call.
 If there is a call, there must be a caller and someone who is called. There must
also be a response.
 Vocation refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.
Teaching as a mission
 Teaching is also a mission.
 The word mission comes from the Latin word “mission” which means “to send.
 The Webster’s New Collegiate Dictionary defines mission as “task assigned.” You are
sent to accomplish an assigned task.
  You responded to the call to be a teacher and so your mission in the world is to
teach, the task entrusted to you in this world.
 You were called for a purpose, i.e. to accomplish a mission while on earth which is to
teach.

Teaching and a life of meaning

 Remember you responded to the call to teach and that you have accepted the
mission to teach. May you be found faithful to your vocation and mission till the end.

The “Pwede na” Mentality: Enemy of Excellent Mission

Preparation and Accomplishment
 For a professional teacher who looks at teaching as his/her mission, he/she will do
everything to arm himself/herself for an excellent accomplishment of that mission .

Lesson II. The Roles of a Teacher

A. As a Person
1. Teachers Have Different Talents and Skills

A creative way to describe the talents and skills of a teacher is a simple piece about “The
Body Parts of a Teacher.”

a. Brain – to always think critically and creatively

b. Eyes – to see the individual needs, strength, and nature of each student
c. Ears – to listen to students’ ideas and concerns
d. Hands – to guide students and show the right direction
e. Heart – to love all students regardless of who and what they are
f. Mouth – to speak the truth, discuss knowledge, and speak wisdom to students
g. Feet –to walk with students, explore the surroundings and discover new knowledge
and information
h. Nose – to breathe deeply and relax when feeling tired and pressured

2. Teachers Have Different Needs

Teachers have needs to fulfil every day. They have emotional, social, spiritual, physical and
economic needs, but many times, their call of duty make them set aside their individual
needs.

 Teachers have economic needs.

 Teachers need security and justice.
 Teachers need to be recognized and appreciated to boost their morale and self-
esteem.
 Teachers need spiritual support.
 Teachers need role clarity.
 Teachers have social needs
 Teachers need to cope with various challenges and changes. The teaching profession
requires teachers to respond to different challenges and changes brought
3. Teachers Have Individual Rights

As individuals, teachers have the right to enjoy a dignified life. A life that is free from any
form of threat and danger.

B. The Teacher as a Professional

By virtue of Republic Act 7836, amended by RA 9293, teaching was professionalized and
thereby requiring teachers to take the Licensure Exam for Teachers (LET).

The following are the 7rs that professional teachers need to do and to learn as professionals.

- Remember to perform your duties with high degree of professionalism. A teacher

should not allow his or her integrity to be destroyed due to personal greed and bad
politics. Teachers should avoid cheating their students’ grades and practice favoritism
in their classes.
- Respond to the needs of each student with utmost level of concern to the welfare
and well-being of each student.
- Recognize that as professionals, you must continually seek professional career
advancements through joining professional associations, attending continuing
education activities for teachers, and doing graduate studies.
- Reawaken your passion and sense of mission to serve all types of learners regardless
of their religion, socio-economic status, gender, race, intellectual ability, and learning
modalities.
- Renew your commitment to help each learner to learn in order to have a better
future. A teacher must believe that each learner can have a better future if he/she
equips each learner with the right knowledge and skills that each learner may use in
the future.
- Re-evaluate your attitudes towards students and your work ethics.
- Relearn, learn, and unlearn many things to keep you updated with new knowledge
and information. A teacher must be always active in the business of life-long learning.

C. The Teacher as a Community Leader and Social Advocate

Educators play an important role in the development of people and communities.
 Teachers always take leadership roles in their communities especially in activities and
projects related to education and welfare of young children.
 They also provide leadership roles in various cultural development programs in their
communities.
 Finally, teacher provide technical and professional assistance in the local communities
where they belong.

D. The Teacher as a Model of Good Character

Since ancient times, teachers are recognized as exemplars of good character, attitude and
values.
E. The Teacher as an Expert
Since ancient times, teachers are recognized as sources of wisdom and information in every
society. Aside from teaching, they serve as guides, counsellors, judges, and spiritual leaders
in the society.
Important domains of knowledge that are important 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 simple means teachers should master the subject they
are teaching and they should know how to teach it effectively.
3. Knowledge about learners – This is idea of the different learning styles, thinking
styles, and educational needs of the learners.
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 anyl 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, purpose, and values - This is the understanding of
the
principles, theories, and purposes of education to have deep appreciation of the
enduring values of education.

As experts in different areas, teachers need to possess the 4Cs.

Creativity – a cognitive ability to think outside the box, to develop new ideas, to
possess outstanding talent, and to lead effectively. It is also a capacity to innovate.
Critical Thinking – a cognitive ability and capacity to think critically in solving
problems, making decisions, and in processing ideas.
Commitment – a passion to make a difference in the lives of each learner.
Character – an exemplar of positive values.

Lesson III. Challenges in Teaching

1. Multicultural Classrooms
 it is critical for teachers to become culturally literate and instructionally effective in
teaching a culturally diverse class.

The following are the examples of things that can promote the cause of
multicultural education.

1. Content Integration – Cultural practices, cultural values, history, and respect for
cultural diversity can be integrated in the various contents of the subjects taught in
their culture and values.
2. Cultural Immersion – Students can be immersed in different cultures. This will allow
students to observe the life of other people and to have a first-hand experience of
their culture and values.
 3. Celebrating Cultural Diversity - Similar to what is done in UN Month
Celebration and in the Lingo ng Wika, students can experience and enjoy different
cultural dance, folk literature, music, visual arts, and costumes.
4. Core Responsive Pedagogy – Teachers used pedagogical methods, approaches, and
teaching techniques that respect the cultural values, mind-set, and practices of
learners.
5. Teaching Local Culture - Teachers will introduce local culture to students
through lectures, for a, and symposia.
6. Using the Local Language as Medium of Instruction – Teachers need to support the
implementation of the Mother Tongued-based Multilingual Education (MTB-MLE)
program of the Department of Education. They should help in the development of
instruction materials for teaching local and culture to the students.

Several approaches that can be used to integrate indigenous knowledge in the curriculum.

1. Real-life Story Model – Indigenous knowledge is embedded in the daily life

experience of young children as they grow up. They live and grow in a society where
indigenous knowledge is interwoven into the lives of people. Parents or old folks
serve as teachers, and the lesson are related to the values and struggles of people.
Their views about nature and their reflections on their experiences in daily life can be
seen in their literature, art, and music.
Drake (1998) originally proposed the idea to use stories called “story model”
which develops a personal, cultural, and global story as the context for any topic to
be learned.
2. Problem-based Approach – Learners are exposed to different lessons in problem
solving. By doing problem solving activities, learners are exposed to practical
situations or issues that are important ot them and top their community.
3. Inviting Local Folks and Community Leaders as a Resource Person in School – this
allows community leaders to share their knowledge and wisdom to the students.
4. Developing Instructional Materials for Teaching Indigenous Knowledge – Teachers
can
develop modules worksheets, and learning kits that will help introduce local history,
community values, and indigenous knowledge of the community to the learners.

2. Learner-centered Teaching
Constructivism is a theory of learning that explains that knowledge is constructed based on
the prior knowledge and experiences of the learners.

3. Multi-grade Classes
Multigrade teaching involves the teaching of students from different grade levels in one
classroom. This requires teachers to develop a skill in handling different students’ behaviour
and in addressing their needs and interests.
4. ICT Integration
The computer’s entry into schools changed the landscape of education radically.
Other innovations in higher education are as follows:
1. Corporate universities
2. School – industry partnership
3. Creation of international campuses
4. Creation of global centers of excellence in various disciplines and fields
5. Intensification of research and development
6. Creation of multidisciplinary and interdisciplinary courses
7. Creation of needs-based and market-driven courses and academic programs
8. Outcomes-based education
9. Ensuring quality education through quality assurance system
10. Increasing academic collaboration through research, extension, and joint
academic degree programs
11. Faculty and student mobilization

5. Brain-based Education
Another significant challenge to teachers is to understand and apply principles of brain-
based education, which was brought by research in neuroscience.

They begin with “brain-mind learning principles” derived from brain research findings and
apply these principles in the classroom:

1. The brain is a whole system and includes physiology, emotions, imagination, and
predisposition. These must all be considered as a whole.
2. The brain develops in relation to interactions with the environment and withy
others.
3. A quality of being human is the search for personal meaning.
4. People create meaning through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. The brain makes optimal number of connections in a supportive and challenging
environment.
12. Every brain is unique in its organization.
Caine and Caine (1997) and Jensen (2005) identified some interactive teaching based on
the principles of brain-based education:

1. Orchestrated immersion – Learning environment are created that immerses students

in a learning experience.
2. Relaxed alertness – An effort is made to eliminate fear while maintaining a highly
challenging environment.
 3. Relaxed alertness - The learner consolidates and internalizes information by
actively processing it. Information should be connected to prior learning and
experiences.

6. Multiple Intelligences
The idea of learners having multiple intelligences came from the research of
renowned Harvard University professor, Howard Gardner.

Gardner’ Theory of Multiple Intelligences (MI) presents a powerful notion that there are
different separate human capacities, namely:

1. Linguistic Intelligence – ability to analyze information and create products involving

oral and written language
2. Logical-Mathematical Intelligence – ability to develop equations and proofs, make
calculations, and solve abstract problems
3. Spatial Intelligence –ability to recognize and manipulate large-scale and fine-grained
spatial images
4. Musical Intelligence –ability to produce, remember, and make meaning of different
patterns of sound
5. Naturalist Intelligence –ability to identify and distinguish among different types of
plants, animals, and weather formations that are found in the natural world
6. Bodily Kinesthetic – ability to use one’s body to create products or solve problems
7. Interpersonal Intelligence – ability to recognize and understand other people’s
moods, desires, motivations, and intentions
8. Intrapersonal Intelligence – ability to recognize and understand his/her moods,
desires, motivations, and intentions

6. Children with Special Needs

Special education is an area in education that seeks to understand the nature and needs of

different learners with special needs.

Lesson IV. UNESCOs 4 Pillars of Education?

1. Report (Learning: A Treasure from Within)
Our common future will depend on the degree to which we all become better

world citizens. There are huge changes that take place in our world. Too much is being
asked of schools and teachers hence there is a greater demand to cope and strike a

balance between what is unchanging and what is changing.

Here are some definitions made by the UNESCO.

 In 1958, UNESCO defined literate as one who can, with understanding, both read and
write a short simple statement on his or her daily life. However, in 1970, a functionally

literate person is one who can engage in all activities to use reading, writing and
calculation for the community’s development.

 Further on, in 2000 literacy was defined as the ability to read and write with
understanding a simple statement related to one’s daily life. It involves a continuum

of reading and writing skills and often includes, numeracy.

 the UNESCO international expert meeting in 2003, redefined literacy as the ability to
identify, understand, interpret, create, communicate and compute using printed and
written materials associated with varying contexts. Literacy involves a continuum of
learning in enabling individuals to achieve their goals, to develop their knowledge
and potential, and to participate fully in their community and wider society.