PRELIMINARIES

THE TEACHING PROFESSION

Introduction
TEACHING, in traditional usage, simply means giving instruction. The act of teaching is akin
to tutoring or training. It is interchangeably used to mean educating or schooling. Some use the term
pedagogy.
Teaching as a profession assumes different meanings and definitions depending on the
practitioner's ultimate goal. Pursued as a lifetime career, some take it as a solemn vow to offer
enduring love and care for the betterment of the country's youth. Some are impassioned to share
their acquired knowledge and developed skills to equip the citizenry towards literacy and
enlightenment. Aimed at molding children's minds and hearts, teaching is •pursued as a lifetime
career with passion. Others are moved by a compelling life plan to guide the learning, growth and
advancement of children who are entrusted to their tutelage. Still others accept it as the best means
of livelihood leading to a comfortable lifestyle and economic growth. Those with a strong sense of
nationalism feel dutybound to develop, through their teaching, love of country, civicmindedness and
respect for their fellowmen.
For as long as teaching is identified as ones chosen calling, vocation or profession, all
endeavors in terms of time, effort and unwavering dedication are guaranteed to bring forth the fruition
of their dreams and aspirations, definitely a. self-fulfilling and a crowning lifetime achievement to
cherish. In the end, successful teaching develops a characteristic culture of a caring-and-sharing
outlook and a passion for learning about life and the world.
A. REQUIREMENTS
1. Educational Qualification
To earn a degree in teaching one must complete a 4- to 5-year curriculum in Bachelor of
Elementary Education (BEE) or Bachelor Of Secondary Education (BSE). For those who will teach in
the elementary level a total of 174 units is required, distributed as General Education, 63 units,
Professional Education, 54 units and specialization, 57 units. For BSE, a total of 174 units consist
of 63 units in General Education, 51 units for Professional Education and 60 for a field of
Specialization. A 4-year degree in Early Childhood Education (BECE) qualifies one to teach pre-school
level, Nursery and Kindergarten.
A copy of the above curricula which are being implemented starting School year 2005-2006
appears in Appendix A.
For those who will teach in the tertiary level, a Masters or a Doctorate degree with a
specialization is required.
2. Professional License
After being awarded a bachelors’ degree, one is mandated through RA 7836 known as
Philippine Teachers Professionalization Act of 1994 to pass a licensure examination which consists
of the following:
BEE BSE
General Education 40% 20%
Professional Education 60% 40%
Specialization 40%
For first degree holders in Bachelor of Arts, BS or AB degrees with specializations in the
Sciences or Humanities an additional 18 units in Education is required to be able to take the exam.
The licensure examination is administered nationwide through the regional offices of the
Professional Regulation Commission once a year on the last Sunday of August.
For those who qualify, a valid Certificate of Registration and a Professional License are issued.
The license must be renewed after three years on the birth month.
B. DEFINITIONS
Educators offer a general definition of teaching as "an aggregate of organized instructional
methodologies aimed at achieving æ desired learning objective." The various objectives could be any
or all of the following: a) acquisition of knowledge and information, b) development of skills, and c)
cultivation of values and attitudes. The ultimate objective is to enable students to learn and sustain
continued learning for self-growth and development. The whole process which consists of "teaching
that"
(knowledge), "teaching how” (skills) and "teaching to be" (values) is pursued through
systematically planned teaching methodologies and procedures.
In line with the general definition, teaching assumes a significant role of connecting the mentor,
the educable and the content essential for a learning outcome It suggests the act of establishing a
suitable interrelationship among the three elements amidst a diverse learning environment. Teaching
then constitutes a dynamic activity which requires a contextual analysis of the elements that promote
or impinge growth of learning.
Defined as a moral activity, it is a way of inculcating values and positive attitudes among
learners. It emphasizes the teachers' adherence to the professional and ethical principles embodied
in the teacher's code of ethics. By the way teachers act and relate with the students, they are really
teaching values "explicitly and implicitly."
With learners at the center, teaching serves as the principal means of awakening and nurturing
the students' interests and learning potentials with an end in view of inducing self-learning and self-
reliance. A heightened consideration of their individual personalities, character and capacities are
evident in the manifold teaching chores.

C. CONCEPTS OF TEACHING
A concept is a general idea. It is a rule. When a teacher accepts a concept, he/she learns a rule
of behavior. It is essential to his/her performance as a teacher. It determines the appropriateness of
the teaching activities planned and implemented.
1. Teaching as an Art
Teaching is acknowledged as an art. It is mainly a creative expression of one's intellectual and
emotional qualities that are essential in promoting learning. The prototype attitudes and values that
teachers’ model in their teaching create a conducive atmosphere for the development of the same
among their students. Teaching serves as their way of reaching out to the minds and hearts of the
young, thus help raise upright and passionate citizens. Their innate ability in mirroring outstanding
emotions of compassion and caring easily generates the students' resolve in continuing their search
for more knowledge despite obstacles on the way. With their enthusiasm and perseverance, students
become challenged and inspired to do their best. Creative means of solving learning difficulties and
ministering to their individual needs and interests make teaching truly a selfless and magnanimous
calling.
Taken as an art, it involves humans and emotions. It puts premium on the personal qualities
that teachers, parents and students share to bring out the joy of learning.
2. Teaching as a Science
Teaching is likewise recognized as a science. It is directed towards development of an inquiring
mind and an analytic mode of accepting truth in what one thinks and does. As such, teaching consists
of systematic procedures and strategies similar to the Steps followed in a scientific investigation. It is
conducted in a carefully sequenced methodology wherein I activities are planned and organized in a
step-by-step manner without regard for the least signs of difficulties, negative attitudes and
indifference among the students. Because of its close adherence to an earlier planned mode of
undertaking the learning tasks, every episode ends with concluding statements be it a successful or
failed trial.
Teachers are expected to be orderly in recording and interpreting facts, inferences and other
forms of information. Students' reactions and ensuing behavior brought about by factors existing in
the learning environment ate appraised accurately by systematic observations as well as through
widely used assessment and evaluation procedures.

D. COMPONENTS OF TEACHING
Teaching consists of three essential components — the teacher, the and the subject matter.
They constitute the act of imparting knowledge. Without them there will be no teaching at all.
Significant interrelationships that occur among these elements stress the dynamic nature that could
spell the successful attainment or failure in 'reaching a desired end. One element is considered
ineffective without the right blend with the other two. When one is missing, the other two become
disconnected. Only when a conducive alliance exists among them can teaching and effective learning
take place.
1. THE PROFESSIONAL TEACHER
a.) Competence
The teacher's competence in terms of knowledge and skills possessed significantly contribute
to the accepted standards and ideals of the teaching profession.
As a professional she is expected to be knowledgeable about the subject she is supposed to
teach. She must possess not only substantial knowledge but deeper and more advanced in order to
be able to teach confidence and accuracy. She should include what the students are supposed to
know about the subject including what they want to know Her choice of the content would depend
on the curricular objectives and prescribed syllabus.
The teacher must likewise be knowledgeable and skilled in employing a wide repertoire of
teaching methods, procedures and strategies that can insure the consistent and continued search for
knowledge and new information. rich experience in, for example, conducting discussions, guiding
them in performing experiments and other forms of investigations as well as undertaking field studies
and visits to community learning resources together with other classroom techniques will enable them
to gather abundant and relevant data with confidence and authority. If students find difficulties in
following the systematic procedures she can easily revise or think of alternative solutions, thus avert
wastage of time, effort, and materials. Employing time-tested and experience-proven methodologies
is a mark of an updated and progressive teacher.
b.) Values and Attitudes innate values and dispositions she possesses are of utmost
importance in creating winning interactions among students and associates. Being more experienced
and sensitive to students' reactions, both positive and negative, she will be able to perceive common
difficulties such as inability to understand the lesson, indifference and lack of interest. She will be
able to treat with patience and compassion those with short temper and showing habitual
inattentiveness. In return she will be able to provide a conducive learning environment. Her genuine
kindness will buoy the spirits of the saddened and suffering and enkindle rapport. Her creativity and
industry will be replicated. Her passion and love for teaching will enable her to persist despite
constraints, personal or otherwise. She is willing to spend extra time, effort and resources to alleviate
their feelings of deprivation and deficiencies.

2. THE STUDENTS
a.) Ability
The students' capacity to learn varies, thus students can be classified into fast, average and
slow learners: Some are high, moderate or slow achievers. Tactful teachers know when and how to
adjust their questions during discussions or require reinforcement activities that will enable each of
them to be at pace with the rest. The high performers tackle the more difficult learning tasks, the not-
so-difficult for the others. Encouragement and guidance will enable them to achieve the lesson
objecüves. Learning is enjoyed at the same time.
b.) Characteristics
Every student 'interacts and feels differently from one another, though they are of the same
age and family background. Their characteristics, both inherited and acquired, need considerable
judging and understanding.
Differences in experiences and socioeconomic status make up a big part shaping them into
what they are. Some tend to show habitual tardiness, unpreparedness for the lesson, thus achieve a
low level assessment performance. Some exhibit consistently curiosity and eagerness to I while others
need to be motivated and provoked. Some are friendly a pleasant, others are indifferent or abrasive.
Students who are studious and industrious are accepted and imitated by others. Their refined
manners, polite words and courteous conduct replicated by friends and close associates. Purposeful
teaching then, cat insure progress or regression depending on their characteristics and behavior.
c.) Background Knowledge
The students' background knowledge about the subject matter may vary. Some know more,
others know less, a few know nothing at all. The expert teacher determines the needs of the class by
giving them a pretest, review or advanced organizer before going into the lesson proper. Then, she
sequences the topics from easy to difficult.
3. SUBJECT MATIER
 a.) Level of Difficulty
The difficulty level for each grade as well as stage of intellectual development are considered in
the scope and sequence arrangement of concepts prescribed in the curriculum and accompanying
syllabus. These were reviewed and approved by teachers teaching the same subject as well as by field
specialists and curriculum experts. The time allotment for each topic and subtopics are suggested
including the list of references.
b.) The Lesson
Following are the needed preparations for an effective presentation of a lesson.
At the outset the objectives are clearly stated in behavioral terms to insure ease and accuracy
in assessing the achievement through the activities undertaken.
The instructional materials to be needed, the equipment to be used' such as projectors,
television set and computers are scheduled. Audiovisual devices such as recorders, tapes, diskettes,
films and slides are prepared and arranged in advance. Specimens and real objects are selected for
fast distribution, including possible substitutions as needed.
The lesson is planned according to the sequence in the syllabus bang followed. The preliminary
activities may start with a motivation, a review of the past lesson, or a slide presentation to set the
right mood for the presentation of the day's lesson.
The lesson proper follows a teaching methodology which could be in the form of a class
discussion, demonstration or experimentation. The choice of what strategy or technique to employ
would' depend on the subject matter, the objectives desired and the background knowledge of the
students.
The progress could be assured through an appropriate step-by-step procedure, with revisions
if needed in order to sustain the interest and insure active participation of everyone. Recording of
observed data, analysis and drawing conclusions are cooperatively undertaken and shared by the
whole class. A summary consisting of insights gained and application of concepts learned to real life
indicates a successful achievement of the objectives.
An evaluation of the outcomes employs assessment tools in the form of short tests, special
reports, examination of products prepared or written journals and narratives. At the completion of a
unit, extended knowledge application may be through constructing projects and collections,
dramatization or submission of a portfolio. Further research on some details may be assigned.
E. ESSENTIAL SKILLS
Teaching, like other professions, goes in full action once a number of basic skills has been
acquired and are efficiently and effectively being practiced. Some are learned during their preservice
training, especially in their internship, while others are gained and enhanced through years of
successful practice. Rich experiences accumulated, reinforced by new technologies and a continuing
drive for professional growth serve as the prime elements in strengthening core skills.
These essential skills are classified into the three categories — acquired knowledge, expertise
in employing methodologies and proficiency in teaching. Included under each are some teaching
chores, responsibilities and routine that may be regarded "ordinary tasks in ones teaching day" but
are considered collectively vital for the goal being pursued.
1. Acquired Knowledge
Knowledge is acquired through the four-year pre-service training offered in reputable teacher-
training schools. The required courses in Education are embodied in the approved curriculum that
is prescribed by the Commission on Higher Education (CHED) and are being implemented in all
Teacher Education Institutions 0El), both public and private. It includes general education courses,
professional education courses consisting of theoretical knowledge of teaching and learning,
principles and methods of teaching and assessment and evaluation of learning. Experiential
knowledge and skills and professional and ethical values are considered important components. An
adequate knowledge of a field of specialization is likewise gained during preservice• Updating and
advancing in said knowledge and skills makes teaching effective and attuned to the time.
2. Expertise in Methodologies
Knowledge and skill in planning and implementing appropriate teaching methodologies and
procedures are the winning qualifications of a teacher. With it goes the ability to improvise simple
tools, construct audiovisual de_ vices and execute new ways of doing things — truly a facilitative and
innovative adeptness that are much needed. Expertise in operating equipment such as projectors,
computers, measuring machines, dine-keeping devices and other new technologies are critical
requirements in today's classrooms to accelerate performance of learning activities. Alertness in
sensing flaws and difficulties in procedures enable one who is likewise knowledgeable about
alternative steps to undertake immediate revision as needed.
3. Teaching Proficiency .
Teaching proficiency denotes a masterful execution of the act itself. A proficient teacher is described
to be in full knowledge of the "what - when and - how" sequence of presenting a lesson from start to
finish. Allotting sufficient time for each step and making sure that each is properly done contributes
to a •reliable conclusion of all learning activities. Efficient time management is the key c«» a smooth
flow of all planned activities for the day.
The knack to discover new ways of searching fresh information regarding the content one is
introducing results in much-needed flexibility, at the same time updating teaching practices.
Adaptability amidst diverse academic context paves the, way towards improved teaching-learning
opportunities.
Desirable interpersonal relationship cultivated through years of successful practice contribute
immensely to an enjoyable and productive teaching. Touching students' lives through a committed
caring and sharing attitude foster a trend towards togetherness that undoubtedly support and elevate
ones teaching proficiency.,
F. TEACHING AND LEARNING
The ultimate goal of teaching is to achieve learning. Learning means understanding or
acquiring knowledge. As commonly used, learning stands for ones education or wisdom. One has
learned if he/she is well-informed or enlightened.
Teaching occurs consciously or unconsciously. It is taking place everytime between parents
and children, doctors and patients and among parishioners and other community workers. It happens
in the home, market, workplace andmostly in education institutions and government offices.
1. Learning
Learning, like teaching occurs spontaneously, naturally, or planned for a purpose.
How is knowledge and information acquired?
a.) By chance, circumstances or incidents. The learning is gained from unplanned activities or
events unexpectedly encountered. It is termed accidental learning.
b.) Through systematic and purposeful study. Learning is attained through extensive readings,
from simplest prints like newspapers, books and encyclopedias about a special field of interest.
Pouring over official documents, recorded historic events, visits to museums and archives, and
examination of office files one can obtain important notes and accounts of past and present
happenings together with their significance.
c.) By conducting own investigations and inquiries, both formal and informal, one can obtain
accurate data, evidences and facts to support conclusions and generalizations.
d.) Undertaking research. Research conducted on cultural practices and social standards can
provide information on customs and traditions of populations in different regions. Researchers in
natural and social sciences undertaken collaboratively could lead to discoveries' and new inventions
achieved.
e.) Attending formal schooling for a degree in a school, college or university wherein a
prescribed curriculum is completed.
Whether knowledge is acquired accidentally or through formal studies, a clear connection
between teaching and learning is established and duly recognized. The two are inseparable, hence,
one cannot occur without the other. In an academic setting, such as in educational institutions,
teaching is undertaken in pursuance of a learning objective. Without a defined goal, the act of giving
information is not yet considered teaching. A teacher, therefore, is totally conscious of the purpose,
intention or desired end before embarking on the activity, otherwise, there will be no clear guide and
direction to take. Learning will not be useful at all.
2. Love for Teaching and Learning
Love for teaching and learning is the theme that permeates every page of this book. At all points
the ensuing emotional impact from both passionful endeavors create bridge that connects education
beneficiaries — the teacher and the students. Emphatically, at times subtly, this discourse opens to
all loving engagements of teachers to teaching and the loving involvement of students for learning.
Teaching, after all, is an emotional and intellectual venture, so is learning. Both brings forth
invaluable benefits and rewards to a
loving teacher and a loved student.
As elaborated earlier, teaching is an activity that brings the teacher’s emotions and mind to
bear on the subject matter and students, on one hand and on connecting students to the subject
matter as well. On occasions depending on the students' moods and attitudes, the classroom may be
alive with passionate participations in all learning activities. At other times it could be boring and
minutes pass so slowly. The love devoted to teaching, the classrooms and the students is a powerful
one that can awaken and support the desire to learn. A moving interaction emerges between the
teacher's and students' minds and hearts, thoughts and feelings. For it is a reality that a teacher
teaches and students respond, both with their ideas and emotions.
Love for learning is tied to ones ability to connect thinking and reasoning with desires and
happiness. Emotional interactions in the classroom are so varied and unpredictable and may promote
or inhibit learning. It then becomes imperative that teachers get students highly motivated and
interested, paving their own way, with faith and hope, towards learning and improving themselves.
Like teaching, they learn through inducements that never fail to touch their whole being. Love serves
as the compelling energy that emanates from their inner selves so as "to be on the road" towards
successful exploits.
While in the process of teaching and learning, love plays a crucial role in providing the drive
needed to keep its uplifting influence. At any time when the teacher forces the acceptance of ideas,
they experience disappointment and frustrations. The students resist and respond with indifference.
When they refuse to learn what is intended for their own good, feelings of anxiety and distrust totally
cloud their understandings. Only a loving and compassionate attention can save the struggles and
pains being experienced by both. During serious activities as well as during relaxed moments, the
incessant support keeps the bond firmer and the determination to move forward, mightier.
The most powerful element that makes teachers stick to teaching and students to learning is
true love – love that understands, consoles and heals. Teachers are committed to instill in their
students an ardent love for learning, thus acquire and use knowledge in their everyday tasks. To do
so, they instinctively impart such profundity to them. The saying "love begets love" is most apt and
full of meaning to them. Students who feel the love of their mentors become spontaneously enamored
and openly express their love in return, tenderness and warmth radiate from lovers to the loved ones
unstoppable, like the beam of sunlight at daybreak, coming from the mighty sun. It spreads light
throughout the land, breathes life to all.
The greatest joy of teachers and students is the innermost permeation and growth of love and
the outward manifestation of intense desire to actively participate in this "magnanimous and noble
assignment" from the Lord - teaching and learning.

ELEMENTS OF TEACHING
G. CONCEPT OF TEACHING
The teacher must understand what teaching is become his concept of teaching guides his
behavior. A concept is a rule of behavior. It is essential to his performance as a teacher. Is he teaching
his students when he insists that "honesty is the best policy?" Teaching can be used at different levels
of meaning in our daily conversation. Example: Mario teaches at the Rizal Pilot School. He is a teacher
for a living and not a janitor. A second meaning refers to the general enterprise of teaching, the oversee
cluster of activities which we associate with a teacher, such as explaining, questioning, attending
faculty meetings and checking attendance. A third level of meaning may refer to a specific activity
such as demonstrating, questioning, motivating and to focusing on the interaction of teacher and
student as they are engaged with some subject matter.
Following are some activities which a teacher might do in a day:
1. questioning 9. preparing reports
2. explaining 10. attending faculty meeting
3. concluding 11. collecting contributions
4. testing 12. encouraging
5. comparing 13. chaperoning players
6. motivating 14. patrolling hallways
7. evaluating 15. reinforcing
8. defining
 The activities the teacher does are parts of his job but not when he is actively engaged in the
actual lesson. They can be categorized in the following:
Institutional Acts Strategic Acts Logical Acts
1. attending meetings 1. questioning 1. deducing
2. chaperoning 2. motivating 2. concluding
3. taking roll 3. Evaluating 3. explaining
4. making reports 4. Testing 4. defining
5. collecting money 5. Encouraging 5. justifying
Institutional acts refer to the way the teacher's job is organized by those incharge. Strategic
acts refer to the teacher's plans and his way of directing students during teaching. Logical acts refer
to the intellectual acts of thinking and reasoning in relation to some subject matter concentrating on
the logical and strategic acts focus on the act of teaching. Understanding the act of teaching and
suggesting how a teacher should perform that act will lead to that act systematically, smoothly,
appropriately and with variety.

APTITUDES FOR TEACHING

Introduction
Educators and education specialists are one in concluding that "good teachers are born."
Stated in another way, the good ones are "born teachers". Decades of observations and intimate
conversations reveal why teachers chose teaching as their lifetime occupation. This section intends
to shed light on why they made such a decision. More important, what special interests, strong
inclinations and predispositions make them fit to answer the "call' and nature of this profession.
Aptitude is a general word for a natural ability or capacity to do well in particular field. It is
sometimes referred to as a talent or a "gift." Being endowed from birth, it is deeply ingrained. Therefore
a good teacher possesses an aptitude or a native capacity for teaching.
What are the aptitudes that are absolutely suited to the teaching profession? Are they common
to those who made this very important decision? Some of the most highly considered are herein
discussed. Stress is on inherited capabilities.
A. NATIVE CAPACITIES
1. SHARP MEMORY
Memory is the ability to remember. Likewise it is the power to recall previous learning or stored
knowledge. Easily kept in children's memory are the way a teacher dresses, walks and smiles. When
adults reminisce they can describe vividly her favorite color and how gracefully she walks.
The same thing can happen to a teacher in action. She must be able to remember the topics
she should discuss during the class hour. This is expected, or else she can be branded dull or simply
forgetful. But should such inability to recall happen too often, then she can start looking for a job
that uses machines to be able to retrieve a past answer. She should be keen in keeping and retrieving
information from memory.
A teacher should be able to retain information and recall it later. A review of past learnings is
important before presenting a related topic, especially if they belong to one unit. A connection is
established between the twos thus facilitating a smooth flow in the right direction. In this way, she
will be able to sustain the interest and excitement in the following subtopics within a unit.
Daily teaching is not simply knowing what to teach each day. For students, learning does not
end in understanding a lesson for the day. The final step in teaching is assessing whether they have
been learned and recalled as shown in an assessment instrument such as a short or unit test, an
essay or an oral examination. A teacher who does not possess good memory to evaluate her students'
ability to remember is throwing to the wind what was' learned by them. It is like merely depositing
information in the mind and leaving it there. When it is time for recall, she is unable to take them out
as a whole or in parts. What and how will she teach next?
A teacher with a creative and enduring memory possesses enormous energy and interest to
store facts in her mind, connect them with upcoming related notes, make them “gel" for higher
meanings and the fusion will bear spectacular "fruits." Such is a teacher with an inherent aptitude
for teaching — sharp and lasting memory. It is observed from birth.
Related to this are numerous observations of parents who describe a son or daughter who at
2 years of age could memorize the alphabet and count endlessly, utter syllables and recognize
common objects in and around the home. As they advance in age, they not only increase their
vocabulary but also learn to reason out. Thinking and recall become easy. Such prominent ability to
continue to improve their capacity for- memory expansion could be paralleled to a teacher's desire to
gain knowledge through self or formal schooling and share said learnings to the young.
At 12, students are sounded on a career of their choice. Because of their innate capacity to
learn more and more, coupled with their aspiration to "help the innocent," they become resolute that
teaching is the tight profession for them for the rest of their lives.
2. GENUINE LOVE FOR CHILDREN
Teaching is recognized as an emotional and intellectual endeavor that connects teachers and
students. To some it is an occupation that is described as a loving engagement" with children through
their learning and understanding. Others take the concept of love as synonymous to a teacher's
passion. One's passion for serving the young make them decide to pursue teaching. They forsee "living
with and thinking of them all throughout their working hours." Well-said! Some teachers confess,
"The sight of a child, so innocent and eager to explore the world around them, is enough to make us
run to hold their hands." Others are touched by their helplessness thus awakening their mother
instinct. Fondness for children keeps their passion glow in all directions, creating strong and lasting
bonds with the young.
With such affection and personal attachment to children, every teacher is willing to extend
time, effort and resources to make them learn. Sustained learning will, in the end, facilitate their
continued knowledge-search and consistent skill development.
A loving teacher will be able to develop loving children. As they attend to their daily learning
activities, the tasks become light due to a strong motivation and the prospect of learning with a loving
teacher. As they grow with loving teachers from year to year, the tremendous influence on their
emotional growth will keep them strong and confident in dealing with others, enthused with the same
loving feeling.
Love for children is inborn, hence, a priceless aptitude. Are we surprised to meet students who,
from a young age, felt and continue to felt and continue to feel an inner joy and fulfillment to "live
with children, hence, decide to pursue teaching?
Love for children is a mark of a good teacher.
CREATIVITY
Creativity, as an aptitude exhibited by a great majority of teachers, describes their originality
and inventiveness. Because it is inborn, it surfaces spontaneously and every finished task is a mark
of ones imaginative self. The great inventions and discoveries of scientists, some of whom spent some
years in teaching, were unmistakably products of their creativity and risk-taking tendencies. In the
end, they were able to invent or discover new things that we have been using up to now.
Imagine the new, interesting and attractive set-ups, devices, and visuals, a creative teacher
can originate for every lesson every day. Being naturally resourceful she can improvise own tools and
instructional mock-ups that can make her classroom truly rich and adequate. She can easily vary
her teaching strategies to the delight of her students to a point that their anticipation for a new
technique becomes evident.
Endowed with creativity from birth, she is capable of creating her own lifestyle. Het
individuality is so distinct and can be seen in her manner of dressing and respectable carriage. She
is described as unique and ''professional" simple in words and behavior.
Of all abilities vital to teaching, creativity is one that can deliver superbly enriching, inspiring
and fascinating learning expe-riences to the young.
4. KINDNESS
A teacher's kindness is inborn. It is characterized by one's generosity and compassion. A kind
person is "genuine" and warm in dealing with colleagues and children. It never fades, instead it
intensifies and is finally reciprocated. A classroom dominated with kindliness and generous care will
never fail to motivate children to do their best, after all, they may not feel the same in other
classrooms.
To be kindly, a teacher is described to be affectionate, gentle and charitable. Deeply devoted to
her profession, she can capitalize on her friendly and cordial stature to influence students to develop
similar kindliness in dealing with their classmates and elders. Her patience and compassion are "gifts"
to treasure and pass on to others.
As an inherited ability, kindness is a well-spring of a teacher's graciousness and goodwill.
Admired and "idolized," by Students and associates, she is a model of virtues that emanate from the
inner self. Once developed among students under her tutelage, she shall have achieved a rich legacy
for a lifetime.
In the end, the kindhearted finds teaching a gratifying and peace-giving profession to take.
Hence, the decision to pursue it, follows.

5. INDUSTRY
The capacity for hard work is another recognized aptitude for teaching. With inexhaustible
energy and diligence, an industrious teacher is willing to spend extra time and energy in serving
everyone, especially children. In teaching, she is ready to do her best without thinking of material
rewards. "Knowing that teaching is not a lucrative profession, my aspiration to work with children in
a school was not dampened." a young teacher said. "A teacher is expected to generously assist in
terms of personal expertise and stamina. I am aware of this that is why I am prepared to commit my
time and effort for the sake of the young.”
This aptitude for unselfish service is contagious. Seeing a teacher continuously busy inside
and outside the classroom will surely make students run to help and feel proud that they are likewise
using their hands and whole being for the common good. Hence, this capacity for perseverance and
indefatigableness is most welcomed to the profession. One's sincere decision to spend busy days in a
school with all kinds of children is usually arrived at during earlier schooling. As such, it is accepted
as a "destiny" to uphold.
6. CURIOSITY
A curious person is inquisitive. She is anxious to know more and more. Children are likewise
curious about the world around them. They are observed to be asking questions endlessly. Sometimes
they are called "nosy."
Curiosity is an aptitude that strongly motivates one to take teaching as a career. By nature,
one who intends to teach is eager to learn. Her endless curiosity enables her to accumulate adequate
knowledge and rich experiences that are updated. Teaching is a profession wherein one does not stop
learning. What will they teach if they do not continue to learn? One who is continuously interested to
search for information and determined to equip oneself with adequate and advanced knowledge will
be well-entrenched in a career like teaching. Children are anxious to learn as well. Then, together
they "will scale the hills yet unexplored." What joy... what new worlds they will both discover!
Summarily, the aptitudes selected herein are among the most honestly exhibited, enjoyed and
highly praised qualities of the ultimate teacher. The early manifestations, enhanced during their
growing years until they totally embraced the profession are clear and reliable indicators of success
and eventually a lasting stay in the teaching profession.