Ugbana, Marc Lloyd BTVTED 1B

Quiz 1

1. a
2. c
3. a
4. b
5. c
6. a
7. d
8. false
9. false
10. false

Activity 1

A. Direction: By way of an acrostic, explain the meaning of a profession.

P - Proficiency: A profession demands expertise and skill,

R - Responsibility: Upholding duties with a sense of goodwill.

O - Occupation: A chosen vocation, a path to pursue,

F - Fulfillment: Finding purpose and satisfaction anew.

E - Ethics: Guiding principles, integrity held high,

S - Specialization: Knowledge honed, reaching the sky.

S - Service: To others, a commitment to provide,

I - Innovation: Embracing change, staying by its side.

O - Obligation: Dedication to clients, a pledge to abide,

N - Noble: A calling esteemed, with honor and pride.

B. Direction: Present the historical development of teacher preparation and

professionalization in the Philippines from pre-Hispanic Philippines to 1996 by way of a
graphic organizer as presented below.

Pre-Hispanic Philippines:

Education was primarily informal and took place within the family or community.
The role of a teacher was often assumed by tribal leaders or elders who imparted knowledge and
skills to the younger generation.

Spanish Colonial Period (1521-1898):

 Formal education was introduced by Spanish colonizers, primarily for religious purposes.
The first schools, called "escuelas pia" and "escuelas municipales," were established to educate Spanish
and mestizo children.
The teachers were mostly Spanish friars and religious orders who taught religion and basic literacy.

American Colonial Period (1898-1946):

The American colonial government introduced a public education system in the Philippines.
The Thomasites, a group of American teachers, were sent to the country to train Filipino teachers
and establish schools.
Normal schools, later known as teacher training institutions, were established to provide formal
training for aspiring teachers.
The University of the Philippines College of Education was founded in 1908, offering degree
programs in teacher education.

Post-Independence Period (1946-1996):

The government enacted laws to regulate the teaching profession and improve teacher quality.
The Republic Act No. 4670, or the Magna Carta for Public School Teachers, was passed in 1966,
providing benefits and protection for teachers.
The Teacher Education Council (TEC) was created in 1977 to set policies and standards for teacher
education programs.
The Commission on Higher Education (CHED) was established in 1994 to oversee higher education
institutions, including teacher education programs.

C. Answer Comprehensively: To be true to your vocation and mission as a teacher, you have to
“have more, do more in order to be more” to your students and all others to whom you were
sent. What does “do more, have more in order to be more” mean?

The phrase "have more, do more in order to be more" emphasizes the importance of continuous personal
and professional growth for teachers in fulfilling their vocation and mission effectively. Here's a
comprehensive explanation of what "do more, have more in order to be more" means:

1. "Do More":

- Continuous Learning: Teachers need to engage in ongoing professional development to enhance their
knowledge and skills. This involves attending workshops, conferences, pursuing advanced degrees, and
staying updated with current educational research and best practices.

- Effective Instruction: Teachers must go beyond the basic curriculum and strive to create engaging,
inclusive, and differentiated learning experiences for their students. This may involve incorporating
innovative teaching methods, technology, and varied instructional strategies to meet diverse student needs.

- Building Relationships: Teachers should cultivate positive relationships with students, parents, and
colleagues. This includes effective communication, empathy, and creating a supportive learning
environment that fosters trust, respect, and collaboration.

2. "Have More":

- Subject Knowledge: Teachers need to have a strong foundation in the subject matter they teach.
Continuous study and deepening their understanding of the content areas they specialize in are crucial for
effective teaching.

- Pedagogical Skills: Teachers should possess a repertoire of effective teaching strategies, assessment
techniques, and classroom management skills. This includes understanding different learning styles,
adapting instruction, and utilizing various resources and materials.

- Emotional Intelligence: Teachers should develop emotional intelligence to understand and respond to
the social and emotional needs of their students. This involves fostering a safe and supportive classroom
environment, promoting positive behavior, and addressing conflicts and challenges effectively.

3. "In Order to Be More":

- Student Success: By continually learning and enhancing their teaching abilities, teachers can have a
greater impact on their students' learning outcomes. They can provide more effective instruction, support
students' individual needs, and inspire a love for lifelong learning.

- Professional Growth: "Being more" refers to personal and professional growth as a teacher. By striving
for continuous improvement, teachers can advance in their careers, take on leadership roles, contribute to
educational research, and positively influence the education community.

- Fulfilling the Mission: Ultimately, "being more" as a teacher means fully embracing the vocation and
mission of education. It involves making a difference in the lives of students and all others entrusted to
their care, nurturing their intellectual, social, and emotional development, and preparing them to become
informed, responsible, and active members of society.

In summary, "do more, have more in order to be more" emphasizes the need for teachers to constantly
improve their knowledge, skills, and abilities in order to provide the best possible education and support to
their students and fulfill their role as educators effectively. It highlights the importance of lifelong learning,
continuous professional development, and personal growth to make a positive impact on students and
society as a whole.

Quiz 2

1. a
2. b
3. b
 4. c
5. c
6. d
7. c
8. d

Activity 2

A. Direction: What does society expect of teachers as professionals? Answer the question by
beginning with any of the letters of the word presented below.

T. Transmitting knowledge: Society expects teachers to transmit knowledge and information to their
students, effectively delivering the curriculum and subject matter.

E. Empowering students: Teachers are expected to empower students by fostering their intellectual
curiosity, critical thinking skills, and self-confidence, enabling them to become lifelong learners.

A. Assessing progress: Society expects teachers to assess students' progress and provide constructive
feedback, helping them understand their strengths and areas for improvement.

C. Cultivating creativity: Teachers are expected to cultivate creativity in students, encouraging them to
think innovatively, solve problems creatively, and express themselves through various mediums.

H. Honing essential skills: Society expects teachers to help students develop essential skills such as
communication, collaboration, time management, and adaptability, preparing them for future success.

E. Encouraging social development: Teachers are expected to promote positive social interactions, respect
for diversity, empathy, and teamwork, fostering students' social and emotional development.

R. Role modeling: Society expects teachers to serve as positive role models, demonstrating ethical
behavior, professionalism, and integrity, both inside and outside the classroom.

I. Individualized instruction: Teachers are expected to provide individualized instruction, tailoring their
teaching methods and approaches to meet the unique needs and learning styles of each student.
N. Nurturing a safe environment: Society expects teachers to create a safe and inclusive learning
environment, where students feel valued, respected, and supported in their academic and personal growth.

Conclusion: Society expects teachers to play a multifaceted role in education, encompassing transmitting
knowledge, empowering students, assessing progress, cultivating creativity, honing essential skills,
encouraging social development, role modeling, providing individualized instruction, and nurturing a safe
environment. By fulfilling these expectations, teachers contribute to the holistic development and success
of their students.

B. Answer Comprehensively: How to become effective in the teaching profession? Cite

personal traits that manifest professionalism.

1. Continuous Learning: Effective teachers have a passion for learning and commit to
continuous professional development. They stay updated with research and
advancements in their field, attend workshops and conferences, and engage in self-
reflection to improve their teaching practices.

Quiz 3

1. b
2. a
3. d
4. c
5. b
6. a
7. b
8. d
9. d
10. a
11. c
12. a
13. b
14. b
15. b
16. a
17. a
18. b
19. b
20. a
21. a
22. b
 23. a
24. a

Activity 3

A. Research: When a teacher decides to raise grievances against their superior, they should
follow a systematic approach. This may involve documenting the grievance, understanding
relevant policies and procedures, initiating an informal discussion, following formal channels
if needed, considering mediation or arbitration, and seeking support from professional
associations or unions.

B. Answer Comprehensively: The higher representation of women in the teaching profession

does not automatically mean that fewer men can face its challenges. The gender disparity in
teaching can be influenced by societal perceptions and cultural factors. Men and women
both have the ability to overcome the challenges of teaching, and efforts are being made to
encourage more men to pursue teaching careers for a more diverse profession.

C. Synapse Strengtheners: Common challenges for teachers, regardless of gender, may

include workload management, student behavior management, meeting diverse student
needs, and achieving work-life balance. Other challenges can include adapting to new
teaching methods and technologies, supporting students with special needs, and dealing with
limited resources. It would be insightful to interview a teacher with at least 5 years of
experience to gain their perspective on their biggest challenge in their teaching life.

Quiz 4

1. true
2. false
3. true
4. false
5. true
6. true
7. true
8. true
9. true
10. true
11. true
12. false
13. true
 14. false
15. true
16. true
17. true
18. false
19. true
20. false

Activity 4

If a teacher believes there is no justification for their transfer to another school, there are
several steps they can take to address the situation. Here are some actions the teacher could
consider:

1. Review the transfer policy: The teacher should familiarize themselves with the transfer
policy of their school or school district. Understanding the guidelines and procedures
regarding transfers can provide insights into the reasons for the transfer and any possible
avenues for appeal.

2. Seek clarification: It is important for the teacher to communicate with the appropriate
authority, such as the school principal or the human resources department, to gain a clear
understanding of the reasons behind the transfer. Requesting a meeting or discussion can
help clarify any misunderstandings and provide an opportunity for dialogue.

3. Gather evidence: If the teacher believes that there is no valid justification for the transfer,
they should gather any evidence or documentation that supports their case. This could
include performance evaluations, student feedback, or any other relevant information that
demonstrates their competence and suitability for their current position.

4. Follow the appeal process: Schools or school districts often have an established process
for appealing transfer decisions. The teacher should follow this process, which typically
involves submitting a written appeal outlining their objections and providing supporting
evidence. It is important to adhere to any specific timelines or requirements outlined in the
appeal process.

5. Seek union or legal support: If the teacher belongs to a teachers' union, they can seek
guidance and support from the union representatives. Union representatives are often well-
versed in labor laws and can provide advice on the best course of action. In cases where the
transfer decision appears to be unfair or unlawful, it may be necessary to consult with an
attorney specializing in education or employment law for further assistance.

6. Maintain professionalism: Throughout the process, it is crucial for the teacher to maintain
professionalism and avoid any confrontations or unprofessional behavior. Adhering to
professional standards and conducting oneself in a respectful manner will strengthen their
position and help them navigate the situation more effectively.

Remember that the specific steps and options available may vary depending on the school,
district, and local regulations. It is advisable for the teacher to consult their employee
handbook, contract, or any other relevant documents to ensure they understand their rights
and responsibilities in such situations.